pa ge 1 pa ge 14 american journal of arts and human science (ajahs) participation in recreational activities and stress management relationship among high school teachers in lopez jaena nisnisan s. ma. lowella fe1*, adlawan a. hendely2 volume 1 issue 3, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i3.617 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: september 18, 2022 accepted: september 22, 2022 published: september 27, 2022 the study aimed to determine the relationship between participation in recreational activities and stress management among high school teachers in lopez jaena during sy 2018–2019. the study used an evaluative-inferential research design that used quantitative and qualitative descriptive-correlational approaches to interpret the data. there were 119 respondents, with 34 males and 85 females. the instruments were adopted from those made by prof. henry c. daut’s spear 174 class in 1994 for participation in recreational activities and by della franklin in 2008 for managing stress. the study found that most of the respondents were young adults or middle-aged females; the majority were cebuano; married; most were regular or permanent employees, with salary income ranging from ₱10, 001.00 to ₱20, 000.00. almost all the respondents participated in one recreational activity. the relationship between the variables showed that daily schedule is related to monthly income; money involvement in recreation is related to age; cost of money is related to sex; venue/place is related to ethnicity; off-campus is related to the tenure of work and monthly income; recreation activities are related to age; and involvement in recreation is related to age. it was also found that the correlation between moderating variables and stress management revealed a highly significant relationship with ethnicity. it was concluded that the correlation between recreational activities and stress management revealed that the cost of participating in recreational activities is highly correlated with stress management. results from this study suggest that policymakers create ideas and plan programs to engage teachers in recreational activities to lessen work-related stress. the school administration should also provide a recreational activity center that will cater to the recreational activities needed for the development of recreation among schoolteachers. future researchers should conduct similar studies using a broader scope. keywords recreational activities, school teachers, stress management 1 mindanao state university, lopez jaena community high school, puntod, misamis occidental, philippines 2 cspear, mindanao state university (main) marawi city, lanao del sur, philippines * corresponding author’s e-mail: fadstep@yahoo.com introduction nowadays, stress has become a worldwide phenomenon, occurring in various forms in every workplace. in today’s work life, the teacher plays an important role in the lives of the students. in addition to learning facilitation, teachers are the key agents of socialization, helping students reach their highest potential and develop into responsible citizens. but over the past few years, teaching has become increasingly stressful. in fact, teaching is considered a highly stressful occupation. there are many potential causes of teachers’ stress, like lack of classroom management, classroom workload, increased responsibilities, poor morale, large amounts of paperwork, meetings, training, longer working hours and demanding deadlines. all these factors affect the teachers’ ability to function well, not just in the classroom but also in their daily lives. according to wayne and dale (2002), it is during recreation that human beings find opportunities for individual and creative expression, seek social interaction, and self-development, which contribute to the raising of the general level of their society. the shortand longterm benefits of participation in recreational activities include improved psychological and emotional wellbeing. recreational activities aid in stress management. it takes one’s mind off the daily stresses of work. it allows for self-care and provides a sense of balance and selfesteem, which can directly reduce anxiety and depression. it helps create a balance between the stress of school and the health of the body and mind. stress management, on the other hand, refers to techniques that aim to provide a person with an effective coping mechanism for dealing with psychological stress, which is defined as a person’s psychological response to an internal or external stimulus that activates the fightor-flight response. stress management is effective when a person uses strategies to cope with or change stressful situations and avoids unhealthy stress relievers such as overeating, drinking alcohol, smoking, and sleeping too much. finding enjoyable activities allows the built-up energy and frustration to be released. a stress management abstract mentioned six ways to better manage stress. it is necessary to become aware of one’s emotional and physical responses to stressors. the first step is to try to notice the distress and not gloss over the problems; the second step is to identify what you can change; and the third step is to reduce the intensity of your emotional reactions to stress. instead of focusing on the bad things and “what ifs,” try to see stressors as things you can use to control your emotional responses and, finally, learn to control how your body reacts to stress. muscle tension can be reduced using relaxation techniques; the fifth step is to increase your physical resources. this is where entertainment comes in. exercise for cardiovascular fitness and participation in any worthwhile activities is one way to maintain a physically fit body; the https://doi.org/10.54536/ajahs.v1i3.617 https://journals.e-palli.com/home/index.php/ajahs mailto:fadstep%40yahoo.com?subject= pa ge 15 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(3) 14-21, 2022 last is to maintain emotional reserves. meaning, rather than goals set for you by others that you do not share, one should pursue realistic, meaningful goals. expect frustrations, failures, and sorrows, but most importantly, always be kind and gentle with yourself; be a friend to yourself (rinkunas, 2012). kraus’s (2001) early theories include recreation theory, which was developed and viewed by moritz lazarus, a german philosopher. it said that the point of play was to save or restore energy, not to “burn off ” extra energy. this meant that if someone was tired from work, playing would give them the energy to work again. in his study, lazarus (1999) noted that “when the brain is tired, a change of activity, particularly in the form of physical exercise, will restore one’s nervous energy.” in this study, recreation could be a way for high school teachers to get their energy back after a long day of hard work. furthermore, kraus (2001) defines self-expression as “active, dynamic beings with the need to find outlets for their energies, use their abilities, and express their personalities. people’s choices of activities depend on many things, such as their physical and physiological make-up, their level of physical fitness, their environment, and their family and social background. according to norlander et al., (2021) compensatory theory of leisure, leisure is viewed in relation to work; leisure stems from and is influenced by work, in the sense that leisure is used to compensate for the strains or demands of work. it is hypothesized that high school teachers who are confined to the classroom during the working day will choose to engage in recreational activities during their free time, which is in direct contrast to the work environment. chang et al. (2014) revealed evidence that demonstrated that leisure activities mediate the link between social relationships and health in different age groups. positive views of social relationships were linked to more participation in leisure activities, and more participation in leisure activities was linked to better health as people got older. the purpose of this study was to investigate the relationship between participation in recreational activities and stress management as well as the demographics of the respondents among high school teachers in lopez jaena, misamis occidental. methodology the research design was evaluative-inferential, with quantitative descriptive-correlational approaches used to interpret the data. there were 119 respondents, 34 men and 85 women. the instruments used were questionnaires and interview guides adapted from those developed by prof. henry c. daut’s spear 174 class in 1994 for recreational activity participation and by della franklin in 2008 for stress management. the survey was conducted among selected public and private high school teachers in lopez jaena, misamis occidental, who are teaching or serving in administrative positions in their schools during the 2018-2019 school year. among the schools involved were immanuel adventist academy, st. francis xavier high school, macalibre national high school, sibugon integrated school, and msu-lopez jaena community high school. the questionnaire was broken down into three (3) sections. the first section included the respondent’s profile, which included their name, age, ethnicity, civil status, work tenure, sex, and net monthly income. second, it is made up of thirteen (13) statements that are used to assess how an individual engages in recreational activities. lastly, it gathered the stress management level of the respondents using a standard questionnaire in stress management developed by delia franklin (2008). it consists of ten (10) questions that assess how an individual manages stress. in gathering the necessary data, the researchers sent a letter request to the office of the assistant vice chancellor for academic affairs (oavcaa) and to the office of the division superintendent, misamis occidental, seeking permission to conduct the study among high school teachers in lopez jaena, misamis occidental. upon approval, another letter-request was sent to the school principals, seeking permission to allow the researchers to conduct the study in their respective schools. with the approval of school principals, the researchers gave a letter-request to all teachers at each school requesting their time and full cooperation to answer the questionnaires attached during their vacant periods. likewise, the letter contains an explanation regarding the purpose and significance of the research. the researchers personally administered the conduct of the research by distributing the questionnaire to the teachers and allotted eight (8) weeks for data collection. the collected data was put together and analyzed using descriptive statistics. for the respondents’ demographic profile, percentage (%) and frequency (f) counts were used. in determining the degree or magnitude of the relationship between the variables, pearson product moment correlation (pearson r) was utilized. similarly, analysis of variance, or anova, is a powerful statistical technique that involves dividing the observed variance into different components to perform various significance tests. the use of anova on a set of data with only one independent variable shows how anova can be used to figure out if a dependent variable and an independent variable have a linear relationship (analysis of variance, 2013). results the results of this study were presented in two sections. the first section presents the demographic profile of the respondents in terms of age, sex, ethnicity, civil status, tenure of work, and net monthly income. it also measures the level of participation in recreational activities and stress management. the second section presents the correlation of the independent, dependent, and moderating variables. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 16 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(3) 14-21, 2022 table 1 results revealed that most respondents were female 85 (71.43%), under 30 years old 52 (43.70%), married 67 (56.30%), and belonged to the cebuano ethnic group 100 (84.03%), with tenure work of regular or permanent 71 (59.66%), and a net monthly income of ($10,000-20,000) 56 (47.06%). table 2 presents the level of participation in recreational activities of the respondents 117 (98.35%), while only 2 (1.68%) did not participate in recreational activities. table 1: demographic profile of respondents age frequency (f) percentage (%) below 30 years old 52 43.70 30 to 40 years old 41 34.45 41 to 50 years old 18 15.13 above 50 years old 8 6.72 total 119 100.00 sex male 34 28.57 female 85 71.43 total 119 100.00 ethnicity cebuano 100 84.03 subanen 13 10.92 meranao 6 5.05 total 119 100.00 civil status single 48 40.34 married 67 56.30 widowed 4 3.36 total 119 100.00 tenure of work regular / permanent 71 59.66 temporary / contractual / probationary 48 40.34 total 119 100.00 net monthly income frequency (f) percentage (%) below ₱10,000 28 23.53 ₱10,001 20,000 56 47.06 ₱21,001 30,000 31 26.05 ₱31,001 40,000 0 0.00 ₱41,001 50,000 4 3.36 total 119 100.00 table 2: participation in recreational activities indicator frequency (f) percentage (%) yes 117 98.32 no 2 1.68 total 119 100.00 table 3 shows the respondents’ reasons for participation in recreational activities to be most of the reasons why high school teachers participated in recreation were for physical fitness, personal satisfaction, social development, and recreation, fun, and enjoyment with a frequency of 32 (27.35 %). follow closely with a combination of table 3: reasons for participation in recreational activities indicator frequency (f) percentage (%) recognition, fun & enjoyment 15 12.82 physical fitness 5 4.27 personal satisfaction 2 1.71 http://https://journals.e-palli.com/home/index.php/ajahs pa ge 17 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(3) 14-21, 2022 16(13.68%) physical fitness, social development, and recognition, fun, and enjoyment. table 4 results indicated that a high percentage of the respondents participated in recreational activities on a weekly basis, with a frequency of 45 (38.46%), closely followed by 43 (36.75%), whose schedule for recreation was twice a week. table 5 shows that most of the social development 1 8.85 combination of : physical fitness & social development 4 100.00 physical fitness & recognition, fun & enjoyment 9 3.42 physical fitness & personal satisfaction 1 0.85 personal satisfaction & recognition, fun & enjoyment 2 1.71 social development, recognition, fun & enjoyment 5 4.27 social development & recognition, fun & enjoyment 1 0.85 physical fitness, personal satisfaction & recognition 2 1.71 physical fitness, personal satisfaction & social development 5 4.27 physical fitness, personal satisfaction, recognition, fun & enjoyment 11 9.40 physical fitness, recognition, fun & enjoyment 2 0.85 physical fitness, social development & recognition, fun & enjoyment 16 13.68 physical fitness, personal satisfaction, recognition, fun & enjoyment 2 0.85 physical fitness, personal satisfaction, social development, recreation, fun & enjoyment 32 27.35 physical fitness, social development, recognition, fun, & enjoyment 4 3.42 total 119 100.00 table 4: participated in recreational activities on a weekly basis indicator frequency (f) percentage (%) once a week 45 38.46 twice a week 43 36.75 thrice a week 17 14.53 four times a week 7 5.98 everyday 7 4.28 total 119 100.00 respondents 80 (68.38%) participated in recreational activities during weekends, while only 19 (16.24%) engaged in recreation during weekdays. there were 18 (15.38%) who participated in recreation in both weekends and weekdays. table 5: duration of recreational activity participation indicator frequency (f) percentage (%) weekends 80 67.22 weekdays 19 15.97 both weekends and weekdays 20 16.81 total 119 100.00 table 6 reveals there were 45 (38.46%) who participated in recreation during the early mornings (5–7 o’clock), while 33(28.21%) participated in the late afternoon activities. the least of it all is noon time, with 2(1.68%) that preferred noon time. table 6: schedule of participation in recreational activity indicator frequency (f) percentage (%) early in the morning 5-7 o’clock 45 38.46 morning 17 14.53 noon 2 1.68 afternoon 14 11.97 late afternoon 33 28.21 other schedule 8 6.83 total 119 100.00 table 7 also revealed that one (1) hour was the longest length of time allocated to participation in recreational activities, with a frequency of 40(34.19%). two (2) hours with 34(29.06%); 5 hours and others, respectively, are the least hours 3(2.52) that respondents gave as the allotted time. table 7: time schedule in recreational participation indicator frequency (f) percentage (%) less than 1 hour 29 24.78 1 hour 40 34.19 2 hours 34 29.06 3 hours 6 5.13 4 hours 4 3.42 5 hours 3 2.52 others 3 2.52 total 119 100.00 table 8 shows venue / place of recreational activity participation among the respondents to be 74(63.25%) spent their recreation off the campus, while 36(30.77%) engaged in recreation both on and off the campus premises. only a few 9(7.56%) do their recreational activities on campus http://https://journals.e-palli.com/home/index.php/ajahs pa ge 18 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(3) 14-21, 2022 table 8: venue/place of recreational activities participation indicator frequency (f) percentage (%) on campus 7 5.98 off campus 74 63.25 both on and off campus 36 30.77 total 119 100.00 table 9 revealed the recreational activities participated in by most of the respondents to be dancing/zumba with 36 (30.25%), followed by gym workout and exercise like jogging and running with 26 (21.85%). the least of it all is watching tv and gardening respectively with 4 (3.36%). table 10 reflects that the level of stress management table 9: type of recreational activities participated indicator frequency (f) percentage (%) dancing/zumba 36 30.25 gym workout/ exercise/jogging/ running 26 21.85 playing ballgames 20 16.81 parlor games 8 6.72 singing/videoke 16 13.45 watching tv 4 3.36 gardening 4 3.36 outing with family 5 4.20 total 119 100 table 10: level of stress management of the respondents stress management score range description frequency (f) percentage (%) 10-16 poor coping mechanism 0 0.00 17-23 moderately coping mechanism 34 28.57 24-25 highly coping mechanism 85 71.43 total 119 100 of the teachers and administrators along with coping mechanisms received a score of 24–25, which was interpreted to be highly coping mechanisms, while the 17–23 score showed 34 (28.57%) as moderately coping mechanisms. table shows the correlation between profile variables and independent variables participation in recreational activities and further provide decisions on null hypotheses. the compared variables were significantly related if and only if the p obtained value was less than or equal to 0.50. otherwise, they were not significant. the relationship could be positive or negatively linear. it is a positively linear event that occurs when the pearson r value sign is positive. table 11: relationship between profile variables and independent variable independent variable moderating variables (participation in recreational activities) age ethnic-ity civil status tenure of work sex net monthly income participation in recactivites r-value -0.070 0.061 0.031 -0.026 -0.083 0.120 p-value 0.449 0.508 0.737 0.781 0.371 0.194 reasons for participation r-value -0.153 -0.095 -0.054 0.072 0.090 -0.025 p-value 0.097 0.302 0.558 0.436 0.329 0.791 regularity of schedule r-value -0.024 0.023 -0.040 0.004 0.006 -0.027 p-value 0.798 0.802 0.663 0.969 0.948 0.774 frequency in rec. activities r-value -0.130 -0.049 -0.090 0.021 -0.017 -0.088 p-value 0.158 0.599 0.332 0.817 0.854 0.341 duration of rec.participation r-value -0.068 0.076 -0.034 0.019 -0.057 -0.135 p-value 0.158 0.414 0.711 0.839 0.536 0.145 schedule of the day r-value -0.005 -0.079 -0.011 -0.005 0.096 0.193 p-value 0.953 0.392 0.904 0.953 0.301 0.036* time schedule r-value 0.079 0.025 -0.110 0.006 -0.161 -0.237 p-value 0.391 0.784 0.235 0.948 0.081 0.010** money involvement in rec. r-value 0.202 0.071 0.157 -0.129 -0.064 0.011 p-value 0.028* 0.443 0.089 0.161 0.491 0.909 http://https://journals.e-palli.com/home/index.php/ajahs pa ge 19 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(3) 14-21, 2022 cost of money in rec. r-value 0.019 0.048 -0.080 0.048 -0.206 -0.106 p-value 0.836 0.604 0.385 0.605 0.025* 0.254 venue / place of rec. r-value -0.009 0.138 0.092 -0.162 -0.100 0.054 p-value 0.924 .0135** 0.321 0.079 0.282 0.558 off campus rec. r-value -0.097 -0.003 0.156 0.335 0.087 -0.217 p-value 0.294 0.971 0.090 0.000** 0.347 0.018* rec. activities participated r-value -0.180 0.116 -0.029 0.134 0.043 -0.184 p-value 0.050* 0.210 0.752 0.145 0.640 0.046* involvement in rec r-value 0.260 -0.124 0.174 -0.062 -0.017 ¬-0.006 p-value 0.025* 0.178 0.058 0.500 0.856 0.949 legend: if p value is < 0.05, significant (*), highly significant (**), if p value is > 0.05, not significant table 12 presents the correlation between moderating and dependent variables. only ethnicity, as one of the moderating variables, showed a significant relationship with stress management with a p-value of 0.001. the results showed ethnicity had a significant relationship with stress management (f = 3.442, p = 0.001). discussion table 12: correlation between moderating and dependent variables moderating variables dependent variable (stress management) f-value pvalue remarks age 1.366 0.206 not significant ethnicity 3.442 0.001* significant civil status 0.473 0.905 not significant tenure of work 1.018 0.433 not significant sex 1.791 0.071 not significant net monthly income 1.782 0.072 not significant legend: if p value is < 0.05, significant (*) if p value is > 0.05, not significant in this present study, the demographic data of the respondents revealed that most were female, 85 (71.43%), under 30 years old 52 (43.70%), married 67 (56.30%), and belonged to the cebuano ethnic group 100 (84.03%), with tenure work of regular or permanent 71 (59.66%), and net monthly income of ($10,000-20,000) 56 (47.06%). this study runs parallel with the study of butao et al. (2021) that shows the percentage of females in their study were between the ages of 26 and 30 years old (29.55%), and females (70.45%). according to ismail et al. (2015), younger age is a predictor of emotional stress because older teachers are believed to have more experience dealing with challenging situations. jean piaget’s cognitive development theory further explains that people at this stage could adapt to work or life and its requirements and demands because of the acquired knowledge, skills, training, and experience. the teaching profession has been perceived as a feminine profession because women are considered the natural lovers of knowledge (ullah & skelton, 2013). the finding also reveals the presence of ethnicity among teachers, which can be explained by the geographical location of the province. this may have relevance among teachers in terms of classroom setting, as ozmen et al. (2016) and ang (2009) asserted that race and ethnicity may create barriers in communication among teachers and parents that may lead to stress. the reasons for participation in recreational activities for most high school teachers are for their physical fitness, personal satisfaction, social development, recreation, fun, and enjoyment. this is also supported by the study of aksoy et al. (2017) that found those who participated in recreational activities did so because it gave quality of life and job satisfaction. recreational activities on a weekly basis and timed recreational participation, whose schedule for recreation was twice a week. the same finding is similar to the findings of vaizoğlu et al. (2004), which recommended that adults engage in physical/recreational activity at least three times a week, for 30–60 minutes at a time and at 50%–75% of their heart rate per minute. most of the time, this is a tempo that can be seen in optional recreational activities and is known to be very useful in terms of individual health. in addition, such activities are directly associated with individuals’ quality of life and reduced stress. in terms of location/venue and type of recreational activities, the majority of respondents indicated that they did off-campus and zumba dancing. this could be that most of the respondents would like to dance zumba because it eases their stress and after dancing they will be able to refresh. that is why they engage in such activities off the campus or school environment. these findings are akin to those of coronel et al. (2022) http://https://journals.e-palli.com/home/index.php/ajahs pa ge 20 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(3) 14-21, 2022 who found that zumba dancing was most favored by the female respondents compared to males specifically. previous studies stated that dance styles have distinct expectations about the roles of men and women that they must conquer or live up to. gender stereotyping has always existed, but more people have tried to break down those boundaries and challenge today’s norm, which is a highly brave move, especially in the field of art (barreiro & furnham, 2019). conclusions the researchers concluded that the correlation between the independent and moderating variables declared that day and time schedule are correlated with net monthly income; money involvement in recreation is correlated with age; cost of money is correlated with sex; venue/ place is correlated with ethnicity; off-campus is correlated with tenure of work and net monthly income; recreation activities are correlated with age; and involvement in recreation is correlated with age. henceforth, the null hypothesis is accepted, except for the correlation of the variables mentioned above. likewise, correlation between moderating variables and stress management revealed a highly significant relationship with ethnicity. so, null hypothesis two is true, except for the part about how ethnicity affects how people deal with stress. finally, the correlation between participation in recreational activities and stress management revealed that the cost of recreation is highly correlated with stress management. hence, null hypothesis three is accepted except for the relationship between the cost of money and stress management. recommendation based on the findings of the study, the following recommendations are offered: 1. policymakers should come up with ideas and make plans for teachers to do fun things outside of work to relieve stress from work. 2. it is important for teachers to have access to a wellorganized program that fits their needs and interests. 3. school administrators should provide a recreational activity center that will cater to the recreational activities needed for the development of sports, dance, fitness, and outdoor recreation among high school teachers in lopez jaena. 4. recreation leaders and physical educators should put on seminars and workshops for professionals, especially high school teachers, about how important it is to participate in recreation on a regular basis. 5. encourage every school to offer regular exercise and activity programs for teachers so that they will be more interested and motivated to take part in leisure activities. 6. the schedule should be either early morning or late afternoon so that a majority can participate. 7. set up their favorite ways to relax, like dance or zumba classes for women teachers and sports clubs, gyms, or triathlons for men. 8. they should read about healthy lifestyle information and the importance of recreational activity participation on a regular basis to raise awareness about the benefits and values of participation; choose the best physical activity that would suit their personal needs; discover and explore other types of physical activity that may provide enjoyment, relaxation, and the development of a sense of belongingness; and promote recreational activity participation to family and friends to raise awareness about the benefits and values of participation. 9. future researchers should also do a study using other factors that will be important for promoting recreation not just in lopez jaena but all over mindanao. references aksoy, y., çankaya, s. & taşmektepligil, m.y. (2017). the effects of participating in recreational activities on quality of life and job satisfaction. universal journal of educational research, 5(6), 1051-1058. http://www. hrpub.org doi: 10.13189/ujer.2017.050619. ang, j. (2009). oral communication. quezon city: katha publishing company. barreiro, c. a. & furnham, a. (2019). individual differences as predictors of seven dance style choices. psychology, 10(06), 916–930. https://doi. org/10.4236/psych.2019.106059. butao, m. b. c., arquiola, d. g., talidro, m. j., donoso, b. c. k., mongado, s. r. l., funcion, n. p., gumanoy, a. d., & fadare, a. s. (2021). the impact of burnout among dialysis nurses providing high-quality care in butuan city, the philippines. orapuh journal, 2(3), 825. https://dx.doi.org/10.4314/orapj.v2i3.7. chang, p. j., wray, l., lin, y. (2014). social relationships, leisure activity, and health in older adults. health psychol, 33(6), 516–523. https://psycnet.apa.org/ doi/10.1037/hea0000051. coronel, a. j., tiglao, r. m., solayao, r., & lobo, j. (2022). gender and dance motivation as determinants of dance style choice. american journal of arts and human science, 1(1), 34–37. https://doi.org/10.54536/ajahs. v1i1.281 ismail, a., saudin, n., ismail, i., abu samah, a. j., bakar, r.a. & aminudin, n.n. (2015). effect of workplace stress on job performance. economic reviewjournal of economics and business, 13(1), 45-57. kraus, r. (2011). kraus’ recreation and leisure in modern society. 9th edition. publisher jones and barlet. lazarus, r. (1999). stress and emotions: a new synthesis. new york: springer publishing company. norlander, a., iwarsson s., jonsson, a. lindgren, a. & lexell, e.m. (2021). participation in social and leisure activities while re-constructing the self: understanding strategies used by stroke survivors from a long-term perspective. disability and rehabilitation, 44(16), 42844292. https://doi.org/10.1080/09638288.2021.1900 418. ozmen, f., akuzum, c., zincirli, m., & selcuk, g. (2016). the communication barriers between teachers http://https://journals.e-palli.com/home/index.php/ajahs pa ge 21 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(3) 14-21, 2022 and parents in primary schools. eurasian journal of educational research, 66, 26-46. http://dx.doi. org/10.14689/ejer.2016.66.2. rinkunas, s. (2012). 6 ways to manage stress. women’s health. retrieved june 2, 2019. from https://www. womenshealthmag.com. ullah, h., & skelton, c. (2013). gender representation in the public sector schools textbooks of pakistan. educational studies, 39(2), 83-194. vaizoğlu, s.a., akça, o., akdağ, a., akpınar, a., omar, a.h., coşkun, d. & güler. ç. (2004). genç erişkinlerde fiziksel aktivite düzeyinin belirlenmesi [determination of physical activity level in young adults], türk silahlı kuvvetleri koruyucu hekimlik bülteni. 3(4), 63-71. http://www.ejmanager.com/ mnstemps/1/khb_003_04_63.pdf. wayne, p. & dale, h. (2002). focus on health. mcgraw– hill humanities/social sciences/language publishing. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 pa ge 40 american journal of arts and human science (ajahs) a post pandemic analysis of the spirituality of adolescents in south central mindanao, philippines cris john bryan c. dela cruz1* volume 2 issue 2, year 2023 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v2i2.1773 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: june 02, 2023 accepted: june 23, 2023 published: july 29, 2023 spirituality is a driving force that capacitates adolescents to overcome challenges and adversities and allows them to develop a sense of hope, meaning, and purpose. the study determines the level of spirituality of adolescents in south central mindanao, philippines after the covid-19 pandemic. a quantitative non-experimental method of research was utilized. the respondents were selected using a non-probability sampling technique. the study utilized an adapted, contextualized, and validated survey instrument. in analyzing the data, mean, standard deviation and analysis of variance were used. the results revealed that the level of spirituality of adolescents is very high. furthermore, there is a significant difference in adolescents’ spirituality level when analyzed according to city. keywords adolescents, anova, post-pandemic, philippines, spirituality 1 university of mindanao/ sultan kudarat state university, philippines * corresponding author’s email: crisjohnbryandelacruz@sksu.edu.ph introduction spirituality is the awareness of the concept, familiarity, and knowledge which establishes connection to the holy, providing individuals a sense of tenacity, significance, purpose in life, value for the living, and sense of harmony (fisher 2011). spirituality is considered to be a vital factor that protects individuals against the negative effects of adversities (cotton et al. 2006; lee and neblett 2017). literatures suggested that spiritual progress in adolescents are underexplored but researchers agreed that adolescence is a crucial period for developing spiritual growth and experiences (benson et al., 2003;good and willoughby, 2008). the covid-19 impacted adolescents’ spirituality, since they experienced unusual things like isolation, anxiety, and stress at home and in the community (weaver & wienner, 2020). spirituality is considered to be an important factor that safeguard from stressors but most often than not, declines during the period of adolescence (wright, yendork, & kliewer, 2018). furthermore, desmond et al. (2010) emphasized that in spite of the affirmative role of spirituality, activities related to spiritual exploration and growth declines during adolescence. adolescence is a sensitive period for the development of spitituality (good and willoughby, 2008). with the assistance of a strong social network, spirituality can be a source of strength that can’t be achieved when pursued alone (king, vaughn, and merola, 2020). therefore, there is a need for a study that will assess the spirituality of adolescents after the pandemic, hence this study. consequently, this study contributed to the existing literatures on the spirituality of adolescents. statement of the problem the research determined the spirituality of adolescents in south central mindanao, philippines after the pandemic. specifically, this study sought to determine the following: 1. to determine the level of spirituality of adolescents in terms of: i. belief in god; ii. search for meaning; iii. mindfulness; and iv. feeling of security. 2. to determine if there is a significant difference in the level of spirituality of adolescents when analyzed according to city. hypothesis the null hypotheses below was tested at 0.05 level of significance: 1. there is no significant difference in the level of spirituality of adolescents when analyzed according to city literature review spirituality spirituality is a person’s sense of intimacy or connection to the holy (georgia state university, 2020). varkiani (2021) maintains in his paper entitled “the role of resurrection in human spiritual health from the perspective of the holy quran” that spiritual health is comfort for the body and tranquillity for the soul. it will not be possible until man has a connection with god, which relieves him of tension, worry, and trepidation. it provides him with spiritual stability, and in the meantime, trust in the resurrection is essential to man’s redemption and spiritual health. shevchenko et al. (2020) contend that it is feasible to safeguard society’s and each individual’s spiritual security by adhering to native cultural traditions and expanding them with the spirit of responsibility, trust in justice, human rights, and truth, establishing good and beauty. spiritual culture and spiritual ideals, which form the pa ge 41 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 40-45, 2023 structure of a person’s spirituality, may be the cornerstone of spiritual security. spirituality is the perception and personal experience that allows individuals to develop a sense of awareness and belief to the holy and the sacred which gives them a sense of direction in life, meaning for existence, and develop sense of responsibility for others as they build relationships (fisher 2011). literatures suggested that spiritual progress in adolescents are underexplored but researchers agreed that adolescence is a crucial period for developing spiritual growth and experiences (benson et al., 2003; good &willoughby, 2008). additionally, during adolescents’ spirituality can be a protection against adversities and distresses in life (lee and neblett 2017). several researches suggest that the spirituality of adolescents positively influences their health and wellbeing at some degree (cotton et al. 2006). the development of relationship and interpersonal perspectives can help adolescents develop a sense of spirituality as they grow (king, vaughn, & merola, 2020). furthermore, spiritual awakening becomes possible during adolescence since there is an essential improvement for the development of metacognition, abstract reasoning, and the development of personal identity (templeton and eccles, 2006). on the other hand, facing stress and other negative emotions or experiences may prompt adolescents to engage in spiritual exploration and develop a commitment towards spiritual development (zinnbauer and pargament, 1998). studies further suggest that when adolescents are engage in spiritual activities and exploration, are able to develop sense of spirituality with spiritual commitment, belief, and practices that persist in life (good and willoughby, 2008). additionally, adolescents perceived spirituality as a vital factor in overcoming the adverse effects and impact of the pandemic, especially by averting depression and hopelessness (ozawa et al., 2017; gray, 2017; levin, 2020). spirituality improves resilience among individuals who have experienced traumatic events to restore meaning and reduce the development of post-traumatic stress disorder, including the pandemic (park et al., 2017; hayes et al., 2017; aten et al., 2019). social relationships, ideological perspectives, and multifaceted resources contribute to the promotion of spirituality and help adolescents develop a sense of purpose, meaning of existence, and purpose that motivate them (king, vaughn, & merola, 2020). consequently, previous researches stipulated that higher spirituality level contributed to good well-being and controlled behavior and help decreased cases of suicide (cotton et al. 2005; holder et al. 2000; greening& stoppelbein 2002). furthermore, spirituality have been related to several life-indicators including satisfaction, hope, happiness, and quality of life (holder et al. 2010; kim et al. 2012; sawatzky et al. 2009; souza et al. 2015). materials and methods research design this research utilized the quantitative non-experimental method in order to determine the spirituality of adolescents in south central mindanao, philippines after the covid-19 pandemic. a quantitative research method examines variables (creswell, 2014) in this study the level of spirituality of adolescents. a non-experimental design is characterized by how a researcher observes phenomena as they naturally occur without externally introduced variables and no variable manipulation is done (radhakrishnan, 2013). research locale the study was conducted in south central mindanao, philippines. the locale is also called region 12 (socsksargen), composed of south cotabato province, sultan kudarat province, sarangani province, and general santos city. the study was particularly conducted in the three (3) major cities in the region. population and sample the research used convenient sampling to gather the needed data from 400 adolescents from four cities. convenience sampling is a type of purposeful sampling that aims to use the researcher’s personal judgment based on the prescribed and identified characteristics of respondents and place of the central phenomenon with the respondents readily available (creswell, 2012.). the united nations convention on the rights of the child explains adolescence as “the period between 10 and 19 years of age” (united nations educational, scientific, and cultural organization, 1986). in this study adolescents between 15-19 years old were considered as the respondents since they are one of the most vulnerable group during the pandemic based on related studies and this age bracket of adolescents are the most accessible during the pandemic because they can access the internet and can manipulate computers and other gadgets. they must have resided in region xii for at least one (1) year prior to the conduct of the study. must be enrolled in an academic institution. respondents were given the option to withdraw at any time if they are uncomfortable, afraid, or there is a real or apparent harm to their bodily, mental, or emotional regard for security. respondents who will withdraw from the survey will be allowed and will be replaced by an equally qualified respondent with the same age, sex, and location. research instrument the study utilized the gathering of primary data about the spirituality of adolescents. the questionnaire was adapted and contextualized. its cronbach alpha coefficient was also determined (0.834). the survey instrument for spirituality was adapted from hardt, et.al (2012). the research tool is structured to quantify the spirituality of adolescents based on four factors, namely: belief in god, search for meaning, mindfulness, and feeling of security. responses of the study participants were interpreted using the scale: data collection the researcher visited offices of the three (3) local pa ge 42 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 40-45, 2023 government mayors in south central mindanao, philippines to ask permission to conduct the study. upon its approval, the preparation of google form to serve as survey questionnaire was facilitated. a timetable for the floating and retrieval of questionnaires was created. continuous management and collection of data and tabulation were carried out, with information screening performed to identify outliers during the analysis. finally, data analysis and interpretation from 400 respondents, in which the results were evaluated and interpreted based on the study. statistical treatment the mean was utilized to identify the degree of interpersonal support, spirituality, self-efficacy, and resilience of adolescents. the analysis of variance (anova) was utilized to determine if there is a significant difference on the spirituality of adolescents when analyzed according to city. the analysis of variance (anova) as a technique is often used to compare groups that may have differences in mean in a quantitative measure including ratio and interval (klugkist, 2008). results level of spirituality of adolescents the table 1 shows that all of the items got a description of “very high”. the highest mean rating is received by range of means descriptive level interpretation 4.20 – 5.00 very high the measures on spirituality are always manifested. 3.40 – 4.19 high the measures on spirituality are often manifested. 2.60 – 3.39 moderate the measures on spirituality are sometimes manifested. 1.80 – 2.59 low the measures on spirituality are seldom manifested. 1.00 – 1.79 very low the measures on spirituality are never manifested. table 1: level of spirituality of adolescents in terms of belief in god item sd mean descriptive level 1. i trust in the power of god/allah/supreme being to make things better 0.55 4.76 very high 2. my faith helps me cope with the everyday problem. 0.58 4.67 very high 3. i entrust my decisions in god/ allah/ supreme being. 0.58 4.72 very high 4. i feel the love of god. 0.60 4.75 very high section mean 0.51 4.73 very high table 2: level of spirituality of adolescents in terms of search for meaning item sd mean descriptive level 1. my life means searching, probing, and examining 0.70 4.31 very high 2. i look for insights and reason in life 0.81 4.13 high 3. i try to open my mind to things 0.79 4.31 very high 4. i try to grow my soul 0.75 4.43 very high 5. i search for the spirit of everyday living 0.80 4.25 very high 6. my life has a purpose. 0.77 4.47 very high 7. i am clear about the purpose of my life 0.79 4.31 very high 8. i look for opportunities to for growth in every difficult situation that i encounter 0.82 4.41 very high overall 0.60 4.32 very high item 1 with 4.76 and an sd of 0.55. the lowest mean rating is received by item 2 with 4.67 and an sd of 0.58. the section mean is 4.73 with an sd of 0.51 described as “very high”. table 2 shows that most of the items got a description of “very high” with the highest mean rating of 4.47 received by item 6 with an sd of 0.77. the lowest mean rating of 4.13 with an sd of 0.81 is received by item 2 described as “high.” the section mean is 4.32 with an sd of 0.60 described as “very high”. table 3 shows that all of the items got a description of “very high” with the highest mean rating of 4.46 received by item 3 with an sd of 0.62. the lowest mean rating of 4.16 is received by item 5 with an sd of 0.71. the section mean is 4.35with an sd of 0.44 described as “very high”. table 4 shows that most of the items got a description of “very high” with the highest mean rating of 4.66 received by item 6 with an sd of 0.67. the lowest mean pa ge 43 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 40-45, 2023 rating of 4.11 with an sd of 0.84 is received by item 2 described as “high.” the section mean is 4.27 with an sd of 0.65 described as “very high”. analysis of variance (anova) on the spirituality of adolescents the table shows the analysis of variance (anova) of table 3: level of spirituality of adolescents in terms of search for mindfulness item sd mean descriptive level 1. i try to deal consciously with others. 0.63 4.31 very high 2. i deal consciously with the environment. 0.63 4.42 very high 3. i try to help others to the best i can. 0.62 4.46 very high 4. i try to be patient and tolerant of others. 0.64 4.42 very high 5. i try to be empathetic with others. 0.71 4.16 very high 6. i am oriented to the present moment 0.71 4.33 very high overall 0.44 4.35 very high table 4: level of spirituality of adolescents in terms of search for feeling of security item sd mean descriptive level 1. i still feel peace deep inside of me. 0.87 4.30 very high 2. my life has been peaceful and joyful. 0.84 4.11 high 3. i feel one with the world. 0.84 4.31 very high 4. i see a friendly world around me. 0.90 4.08 very high 5. i feel there is a lot of love in the world. 0.95 4.15 very high 6. with god, i am safe 0.67 4.66 very high overall 0.65 4.27 very high the spirituality of adolescents when analysed according to city. it can be noted that since f=38.078 with p-value= 0.001 which is less than the level of significance (α=0.05), means that at least two of the cities s differ significantly on the spirituality of adolescents. this implies that students from each city have different spirituality concepts and experiences after the pandemic. this shows which two cities have significant difference on the spirituality of adolescents. based on the analysis, there is significant difference between city a and city c and city a and city b. adolescents in city c has the highest spirituality since the p-value=0.000. further, there is no table 5: analysis of variance (anova) on the spirituality of adolescents when analysed according to city. source of variation ss df ms f p-value between groups 12.917 2 6.968 38.078 0.001 within groups 26.551 165 0.178 total 39.468 167 α=0.05 significant difference between school b and school c (p 0.05). consequently, since the mean difference between city b and c is 0.776, which is greater than the 0.05 level of significance, there is no significant difference between table 6: tukey kramer (post hoc test) analysis on spirituality of adolescents when analysed according to city. comparison mean difference standard error p-value city a vs city b 0.251 0.082 0.713 city a vs school c 0.526 0.045 0.000 city b vs city c 0.776 0.051 0.000 the two schools. even if there is no significant variance is established between city b and c, the results still postulates that the spirituality of adolescents may vary depending on the city as affected by environmental and other factors. thus, the null hypothesis of no significant difference is rejected. discussion spirituality of adolescents the generally significant level of spirituality is the result of the ratings of the respondents regarding the variable’s measurement, specifically: belief in god, search for meaning, mindfulness, and feeling of security that all acquired very high ratings, hence, “always manifested”. pa ge 44 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 40-45, 2023 this implies that adolescents in south central mindanao, philippines have strong spiritual foundation despite of their negative experiences during the covdi-19 pandemic. adolescence is a sensitive period for the development of spirituality (good & willoughby, 2008). on the other hand, according to wright, yendork, and kliewer (2018), adolescents’ spirituality usually declines during this life period. some researches posited that a lot of adolescents are engage in spiritual journey and growth and these spiritual experiences, beliefs, and practices acquired in this stage tend to manifest and persist during adulthood (good and willoughby, 2008). since spirituality help alleviate the effects of stressors it can be a protection against negative and stressful life events like the pandemic (cotton et al. 2006; lee and neblett 2017). furthermore, clark and hunter (2019) emphasized that spirituality can help in managing stressful events and coping from distress as it helps to preserve a sense of purpose, life meaning, and interconnection in the face of adversities. analysis of variance (anova) on the spirituality of adolescents the null hypothesis of no significant difference was rejected. moreover, the spirituality of adolescents varied according to city. this may be a result of the difference in cultural contexts and environment to which the adolescents grow and gain experience. consequently, relationships and perspective are sensitive relationship factor together with some sociocultural stimuli during the period of adolescents can contribute to the development of spirituality (king, vaughn, & merola, 2020). moreover, several researches suggest that the spirituality of adolescents positively influences their health and wellbeing at some degree (cotton et al. 2006). conclusions the spirituality of adolescents in south central mindanao, philippines is very high. additionally, there is a significant difference on the spirituality of adolescents according to city. adolescents perceived spirituality as a vital factor in overcoming the adverse effects and impact of the pandemic, especially by averting depression and hopelessness (ozawa et al., 2017; gray, 2017; levin, 2020). spirituality improves resilience among individuals who have experienced traumatic events to restore meaning and reduce the development of post-traumatic stress disorder, including the pandemic (park et al., 2017; hayes et al., 2017; aten et al., 2019). recommendation the very high level of spirituality of adolescents must be maintained. this can be done by providing safe and caring environment at home, in school, and the community. this will help adolescents grow as strong individuals who are able to cope with distress and succeed in life despite adversities. moreover, the department of social welfare and development (dswd), may frame policy to create an environment in which spirituality can be developed despite religious differences among adolescents. acknowledgements the study will still be an abstract concept without the good people who contributed to its fulfilment. the local government units of tacurong, koronadal, and general santos; the respondents of the study, the adolescents in south central mindanao, philippines; to sultan kudarat state university for funding the conduct of this research; his best friends, jose and beth; his parents cristopher l. dela cruz, and bema c. dela cruz,; his siblings, catherine, clarice joy, jose christopher, princess and clarence, above all, to god, all the honor and glory belongs to him. references aten, j. d. et al., (2019). the psychological study of religion and spirituality in a disaster context: a systematic review. psychological trauma: theory, research, practice, and policy, 11(6), 597613. benson, p. l., roehlkepartain, e. c., and rude, s. p. 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(2018). patterns of spiritual connectedness during adolescence: links to coping and adjustment in low-income urban youth. journal of youth and adolescence, 47(12), 2608–2624. https://doi.org/10.1007/s10964-018-0886-6 zinnbauer, b. j., & pargament, k. i. (1998). spiritual conversion: a study of religious change among college students. j. sci. study religion 37, 161–180. https://doi. org/10.2307/1388035 pa ge 1 indexed in pa ge 52 american journal of arts and human science (ajahs) senior high school students’ experiences of and reflections on ilokano culture and heritage studies romel pascua1* volume 1 issue 2, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i2.302 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: june 01, 2022 accepted: june 30, 2022 published: july 01 , 2022 this study aimed at exploring the senior high school (shs) students’ experiences of and reflections on ilokano culture and heritage studies. this qualitative research involved twenty-five (25) purposively selected shs students as participants. they were asked to write a reflective essay about their experiences in their qualitative research journey and their reflections on these experiences by answering five open-ended questions. the content-analyzed data showed that senior high school students found qualitative research as a challenging and demanding task yet rewarding, remarkable, and memorable. the major difficulties encountered by student-researchers are related to recruitment, financial and resources constraints, work relationships with other researchers, and data collection, analysis, and interpretation. moreover, it was concluded that students deemed qualitative studies as path to learning new things and (re)discovering one’s identity, culture, and heritage. qualitative research journey yielded positive transformations in students and motivated them to come up with initiatives and advocacies in promoting ilokano studies, culture, and heritage. keywords content analysis, ilokano culture, student-researchers, qualitative research, experiences 1 mariano marcos state university, philippines. * corresponding author’s e-mail: nhaj_myjoy15@yahoo.com.ph introduction one of the salient features of k to 12 basic education curriculum in the philippines is its relevance to the learners through contextualization and enhancements. in the subjects offered, the learners’ culture, history, and community are given strong emphasis, consideration, and importance. for example, practical research i (qualitative research) is one the subjects offered in the senior high school (shs). it is categorized under applied track subjects. it is described as a course that [sic] develops critical thinking and problem-solving skills through qualitative research. since its first year of offering in the shs, practical research i class, in one of the biggest secondary schools in ilocos norte, philippines, has become a venue for students to conduct qualitative studies on their own culture and heritage. while there is a wide array of possible topics for qualitative research, the students enrolled in science, technology, engineering, and mathematics (stem) did case studies and ethnographic researches on ethno-medicines, traditional food, occupations, agriculture, engineering, among other significant areas. students also explored topics on bukto gathering, a freshwater fish found in the rivers of bacarra; traditional farming tools used by town folks farmers; traditional postpartum practices; rituals in building structures, sukang iloko (ilokano vinegar) making, and farming beliefs in garlic production. other groups dealt with studies on traditional medical practices like panagablon, panagsuma, kulibra, traditional herbal medicines, badbadiok gathering, and traditional skin care practices. others conducted research on tagapulot making, wild fruits and vegetables, lived experiences of ilokano centenarians, and traditional ilokano recipes. while the accountancy, business, and management (abm) students conducted research on topics like antic collection as business, bamboo weaving, salakot making, the ilokanos’ barter system, lived experiences of kalesa drivers, basi production, harp industry in bacarra, tupig making, and tobacco industry. given these interesting and multi-ranging research topics on culture and heritage in qualitative research subject the senior high school students engaged in, the need to explore their experiences of and reflections on conducting these studies is deemed imperative. meanwhile, it cannot be discounted that ilocos norte, among other ilokano provinces in the philippines, has rich and unique culture and heritage. in fact, cabie (2018) noted that the ilokanos have a colorful and lively culture that makes it distinct from the rest of the northern part of the philippines. he added that such culture is reflected in museums and spanish era-inspired roman catholic churches and galleries. bacarra, a third class municipality in ilocos norte, through the years, has earned its reputation as a unique cultural spot making itself as one the province’s pride. guia (2012) described the town as idyllic as it rests in the coast of the province and rewards the curious adventurer with a wealth of natural and historic treasures. guia added that bacarra’s rustic streets, wooden houses and imposing church structures from the spanish era offer a glimpse into the distant past as bacarra holds claim to being the third oldest town in ilocos norte. a charming locale surrounded by the endless sea, lush fields, and extensive river channels, bacarra is a town blessed with the bounty of nature. given these details, the town of bacarra yields itself as a perfect setting for various ethnographic studies. soria (2016) posited that one rewarding aspect of being a teacher is the rare chance to enter students’ lives by having interactions with them that may be formal or informal. through their stories, teachers get to know https://doi.org/10.54536/ajahs.v1i2.302 https://journals.e-palli.com/home/index.php/ajahs mailto:nhaj_myjoy15%40yahoo.com.ph?subject= pa ge 53 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 52-57, 2022 the students beyond their identities. hence, on the part of the teacher of qualitative research, it is important to explore the experiences and reflections of the studentresearchers on conducting studies on topics that are genuinely theirs—their own culture, traditions, practices, and customs— their heritage. the responses from the students will serve as reflections for teachers as to how they will improve their strategies in teaching qualitative research and make the subject more relevant and interesting to student-researchers. like what lino (2016) posited, reflection plays an important role in the process of learning. the information about student researchers’ first-hand experiences of and reflections on conducting qualitative studies specifically on the ilokano culture and heritage may provide insights that will be helpful to teachers of the subject in mentoring or guiding their future student-researchers. the insights are also believed to be necessary to future student-researchers as guide in conducting qualitative studies. more than ever, now is the time to raise the question, what is it to students who belong to generation z to conduct studies on culture? do they appreciate the said academic endeavor? more so, in this time of proliferation of high technology and rapid modernization, does their cultural heritage still matter? is it still relevant? these questions matter a lot in these times where this generation is observed to be inattentive to matters concerning their identity. in fact, agcaoili (2008) as cited in lino (2016) pointed out that there many ilokanos who have even lost the audacity to claim their ilokanoness, preferring other identities that they are not […]. furthermore, agcaoili underscored that many are merely paying lip service to what it means to be an ilokano or what it means to keeps for always the language and culture of the ilokanos. amidst this bleak scenario, agcaoili earlier expressed strong faith in the youth and that he never gets tired imagining with the young and looking at the word and world with the lens and perspectives of these young people. lino (2016) expressed agreement to agcaoili’s (2012) contention saying that the youth hold among other keys, the valuable key toward the death or perpetuation, promotion, and preservation of their […] identity. hence, in line with the purpose of the research, the two research questions that guided the study were: 1. how do student researchers describe their qualitative research journey in terms of their experiences and the challenges they encountered? 2. reflecting on these experiences, what are the student-researchers’ realizations about their qualitative research journey and its impact their life as students and ilokanos, and their plans in and advocacies for promoting ilokano studies, culture, and heritage? literature review senior high school (shs) refers to the last two years of the k to 12 program (grades 11 and 12) of the philippine basic education curriculum. the two additional years are hoped to equip learners with skills that will better prepare them for the future whether they will choose employment, entrepreneurship, skills development, and higher education (college) (what is shs?, n.d.). with its features and characteristics, it is deemed that shs has strengthened curriculum. there are eight core learning areas in the curriculum, namely, language, math, science, communication, philosophy, humanities, social sciences, physical education and health. there are fifteen (15) core subjects that all grade 11 and 12 students in the shs must take up regardless of their chosen strand or career track. these subjects are, basically, likened to the general education subjects taken in the first year or second year in philippine colleges before. added to these core subjects are the seven applied or contextualized subjects. although, contrary to core subjects which are only meant to cover the most basic topics, applied subjects are designed to focus on the specific applications of certain subjects on the student’s chosen career track or learning strand (senior high school in the philippines, n.d.). practical research i (qualitative research) is an example of applied subject. lastly, there are 16 specialized subjects shs students will take. these are subjects that are unique to the career track or learning strand the student chose (senior high school in the philippines, n.d.). they may be likened to major subjects in college. meanwhile, ilocos norte is a bastion of heritage preservation in the philippines (culture, n.d.). and the ilokanos have seriously exerted efforts to preserve their cultural treasures. in fact, luzano (2018) said that as an ilokano, there is a need to preserve the cultural heritage and traditions that unify their society. cultural heritage and traditions serve to link the people with their ancestors, which is valuable and should not be lost. in ilocos norte, cultural policies have been intensified by the provincial government primarily to boost and further develop this cultural heritage. to recall, in 2017, in preparation for the province’s 200th founding anniversary the following year, then governor imee r. marcos was accelerating the provincial government of ilocos norte (pgin)’s drive towards developing and promoting its cultural heritage as a catalyst of growth and opportunity (castro, 2017). castro explained that ilocos norte’s cultural policy is founded on republic act no. 10066 or the national heritage act of 2009 which encourages local government units (lgus) to incorporate programs and budgets for the protection and conservation of cultural properties whether through environmental, educational, or cultural activities. she also added, pgin had already begun the said establishment and promotion of cultural treasures in 2014. castro quoting the former ilocos norte governor imee marcos during her 2014 state of the province address, added that the ilokano heritage is taken for granted at times and that there is an urgency to put a cultural strategy to promote art gallery spaces, endow schools of architecture, design, literature, gastronomy, and renew vanishing indigenous cultures considering that heritage is a living. it was also emphasized that while people embrace technology, ilokano culture, heritage, and values that define the ilokanos as a people. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 54 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 52-57, 2022 meanwhile, the inclusion of the subject practical research i (qualitative research) gives various opportunities to novice student-researchers to study on their culture and heritage. although, planning qualitative research for the first time can be a daunting undertaking for novice researchers (mccaslin & scott, 2003). gaudet and robert (2018) mentioned that qualitative research is a neverending journey that zeroes in on understanding the nature of complex, historically situated, multi-vocal social, and subjective phenomena. compared to quantitative research, qualitative research, inheres in a long-time investigation requiring ambitious data analysis. it usually results in lengthy reports without firm guidelines to direct researchers (creswell, 2007). furthermore, it does not follow standardized methods in analyzing data (saldaña, 2011). materials and methods this is a qualitative study that utilized content analysis. the primary source of data was the reflective essays written and submitted through email by the purposively selected 25 senior high school students of one of the biggest secondary schools in the province of ilocos norte, philippines. the data were collected from mayaugust, 2019. there were five open-ended questions for the participants to answer in their reflective essay. four questions focused on their experiences, challenges faced, realizations, impact of qualitative research in their life, and their plans regarding ilokano studies, culture, and heritage. the data were content-analyzed. the researcher first coded the data into small units. the codes were combined to create sub-themes, and then the sub-themes were incorporated into themes to form meaningful patterns to create the unity and coherence between and among the codes, sub-themes, and themes. results and discussion the data revealed the student-researchers’ varied experiences, the different challenges they encountered, their realizations, the impact of qualitative research in their life, their plans and advocacies for ilokano culture and heritage preservation and promotion. qualitative research experiences the students cohesively narrated and vividly described their experiences in conducting their qualitative studies. some students pointed out in their narratives the difficulty of conducting qualitative research. they noted how they were overwhelmed with the demands of doing the studies the undertook. however, it is interesting to underscore that despite these difficulties, they viewed their journey to be rewarding. the following statements from some students reflect these claims: it was certainly one tough endeavor especially the formulating of research topic. the teacher rejected our topic several times. i found it, however, interesting as i got to socialize with different people of different backgrounds and perspectives. (student 7) it was a challenging experience specially that we were under time constraints. the journey brought us a wider perspective about our own culture and about making of qualitative research. (student 5) […] it required us to immerse with the people in the community. truly a great experience. (student 4) it was never easy, but it was remarkable one to learn things done by old-aged people of our town. (student 3) some students emphasized the difficulty of finding informants or participants for their studies. it was challenging, […] finding informants made it very challenging. our study needed informants for traditional medicines but no one wanted to speak to us at first. we had to exert much effort to convince them to join in our study. the good thing about this qualitative research journey was we had a chance to explore different places in our hometown which we had never been to. (student 10) we [talking as a group] discovered and learned a lot about our [ilokano] practices. our fear before was that where were we going to find for informants who want to help us. (student 8) some students also highlighted the stark contrast between conducting qualitative and quantitative research by noting that the former was more fun and interactive considering the socializations with the locals from various communities they immersed in. quali[tative] research is more interesting than quanti[tative] which has lesser social interactions. (student 2) we conducted quantitative research in the junior high school, and we found it boring as we simply gave the survey questionnaires to our respondents and we did it in the school only, now with the study we did, we enjoyed going to our research participants’ places. (student 12) some students noted the pleasure of interacting with and learning from the locals who served as their participants. (student 1) we [talking as a group] had fun talking to our research participants. we learned more and had deeper understanding of who we are as a people. (student 4) conducting our qualitative research was remarkable because we experienced things we didn’t expect. (student 13) it is an unforgettable experience, especially the interviews with our participants where we discovered and learned things that are significant […]. (student 18) i will never ever forget it, especially the stories we heard from our informants. (student 24) the above students’ statements and related codes signify that qualitative research was challenging and demanding yet rewarding. qualitative research was deemed to have opened opportunities for the student-researchers to explore their ilokano culture and heritage through their immersion in ilokano communities and interactions with the locals making their journey remarkable and memorable. the challenges faced in qualitative research in terms of the challenges the student-researchers faced in the conduct of their qualitative studies, some students recounted the difficulties they experienced in the conduct http://https://journals.e-palli.com/home/index.php/ajahs pa ge 55 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 52-57, 2022 of their research which are mostly related to finding key informants, dealing with other student-researchers, looking for references, transcribing, and lack of resources. some researchers relayed narratives about the difficulty of finding key informants or participants for their respective studies. they also noted that while there were some locals who could be informants, some would not want to participate due to personal reasons. two students articulated this challenge that they faced: some of our supposed to be respondents didn’t want to be interviewed due to privacy issues. (student 21) we had a hard time convincing the target informants to speak for an interview. most of them were shy, some were old-aged and had health issues. (student 6) students also admitted that they got problems with resources and money. two comments from the studentresearchers reflect this problem: i could still remember how we were cramming to beat deadlines while our pockets were draining. (student 19) we had to go to the most remote barangays where transportation is a big problem. we had to hire tricycles. (student 22) students also brought out their problem regarding absence or lack of references for their study. they noted that there were few if not no available references in libraries or on the internet. for example, student 9 revealed: because some of the cultures we studied are being set aside, source of information and facts are [were] hard to find. my classmates also had a hard time locating for books or periodicals about their study. some informants also pointed out that they had problems with their fellow student researchers. student 16 shared: we argued a lot of times as to who we had to interview, as to where to start, as to duties and obligations of each of us. the good thing is, we patched up our differences immediately. students also mentioned that all their informants spoke the ilokano language, so they had to translate the responses to english. also, they said that there were a lot of ilokano terms that had no english equivalents. the following sentiments reflect these claims: […] the translating part, was hard, very hard. (student 15) one of the hardest parts was to transcribe the recorded interviews. after that we had to translate the ilokano responses to english. sadly, we have very limited vocabulary in both languages. (student 24) it can be deduced from the above codes that students dealt with difficulties relating to overarching themes like recruitment, financial and resources constraints, work relationships with other researchers, data collection, analysis, and interpretation. the difficulties may have caused delays in the completion of their study, but these did not prevent the student-researchers to finish their work. while there were misunderstandings between and among the researchers, these were resolved at their level. realizations from the qualitative research experience the students also shared their realizations they got from their experiences of qualitative research. the combined codes show that students realized that qualitative research is path to learning new things and (re)discovering one’s identity, culture, and heritage. some of them commented that doing qualitative research is like navigating a path to discovering new things and learnings: as a person, qualitative research had many contributions to me: it made me discover, learn, and explore things that is [are] new to me and it gives [gave] me knowledge about how the old things work. (student 3) in the conduct of our qualitative research, i came to the realization that this is like a journey of learning learning new things […] i had stored in my mind and heart several information and insights about our research topic on ilokano food. (student 21) it made me realize that there are things that i did not know yet and there are lot of things to discover when you conduct this kind of research […]. (student 9) i realized that there are really things that need to be discovered. (student 8) other participants noted their realizations about (re) discovering their identity as an ilokano, their culture and heritage. the following comments reflect these realizations: i realized that there are rich cultures around us and we just have to research and pay attention to them. (student 6) there are so many interesting parts of our ilokano culture that remain still unknown to some people and doing research about these things will help us to preserve our very own and unique culture. (student 10) after conducting our qualitative research, i realized that there are so many interesting things around us that need[s] to be known and learned for the benefit of the next generation. (student 2) i realized that our culture is really interesting […]. (student 4) i’ve got perspectives on our being ilokano. (student 17) i see that there are other parts of our ilocano culture that are waiting to be [re]discovered soon. (student 11) i was educated and informed that there are lots of things remain undiscovered about our being an ilokano. (student 21) i realized that our culture makes us a real ilokano. (student 1) it gives [gave] me information/background about our ilokano culture and traditions and helped me trace back my roots. (student 20) [our] qualitative research widens[ed] my thinking regarding our culture and the different behaviors of the people in the community. conducting the qualitative research taught me lessons and it deepened my understanding towards ilokano culture. (student 2) through their exposure to different people, places, culture, and practices, they realized that there are much to learn and discover about their identity as ilokanos http://https://journals.e-palli.com/home/index.php/ajahs pa ge 56 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 52-57, 2022 and qualitative research helped them to do such. while quantitative research may yield information about ilokano culture and heritage, qualitative research permitted the student-researchers to probe vital information about the ilokano identity, hence, gaining deeper understanding of it. impact of doing qualitative research in their life the students, generally, also articulated the impacts of doing qualitative research on culture and heritage in their life. the data, taken all together, revealed that the research journey yielded positive transformations to students. some participants noted their improvements as a person as reflected in the following statements: the day [when] we [were] finally done [with] our research, it gave me sense of self-satisfaction to the point that i felt excessive satisfaction as i gave my very best in conducting our study. also, it added color to my life as it thought [taught] me to persevere and remain committed in achieving a goal. i became a better individual, it inspire[d] and motivate[d] me. (student 17) it also helped me to bring out the best in me. (student 13) other participants also noted how they improved in terms of their social skills. two students expressed this development: as a person, conducting qualitative research helped me to develop mainly my social skills. (student 4) it develops[ed] my skill on how i talk with our research participants because there was a lot of verbal interactions with different people. (student 12) it is also interesting to note how students observed that they became more appreciative to cultural researchers after their experience in qualitative research. this is how some students commented: dakkel ti nai-contribute-na ti research kaniak kasi mas na-appreciate-ko ti ag-research,lalo about culture-tayo. mas na-feel ko ti essence na. [it had a great contribution to me because i was able to appreciate more conducting research especially on our culture. i felt more its essence] (student 20) i have become more passionate about the ilokano culture. (student 1) “it made me more reflective of our own culture, the people, and the beliefs they hold. (student 9) the above quotations imply that the qualitative research journey that the students had helped them to improve as a person, specifically on the enhancement of their social skills and their being appreciative of ilokano culture and heritage. also, their experience motivated them to do more qualitative studies. plans and advocacies for ilokano culture and heritage studies, preservation, and promotion reflecting on their experiences in qualitative research, the student-researchers signified their desires and plans to conduct similar researches in the future. they also articulated that they develop personal advocacies in promoting cultural studies, and the ilokano culture and heritage. the following quotations are examples of the students’ willingness to conduct qualitative research in the future: i hope in the future, i will be given again the chance to gather more information[s] regarding on ilocano culture, specifically the construction of the historical houses and churches in our locality. (student 6) someday, i want to conduct research studies focused on ilokano culture only and keep them all in one place for the future generations to appreciate our roots and how unique our culture is. (student 8) i hope that i will have chances to dig more information about ilokano culture. to have more knowledge and understanding about it through the help of the early inhabitants who will serve as my respondents. (student 23) […] it would be an honor to conduct a qualitative reseach on ilokano culture again in the future. (student 15) furthermore, some students also explicitly articulated that they would promote qualitative studies on culture by encouraging and helping future qualitative research students. below is example of quotation supporting this claim: i will encourage and help future students who will conducting qualitative research to not only finish their studies but also to see the worth of the culture we have. (student 17) also, the students noted that they want to expand the areas they will work on when they will conduct qualitative research in the future. this is evident in the following statements: this time, i’m aiming for a well-balanced culturaltechnological qualitative research, were folk culture (ilokano, etc) cannot only be displayed in framed pictures but through time it can fuse with technology and be upgraded for a well-balanced world. (student 20) after this, perhaps, i should look more on the culture of ilokano, more so on its products, the behaviors of the ilokanos and more of the beliefs. (student 9) i have plans regarding qualitative research on ilokano culture and this is to give regard and priority to the vanishing culture of the ilokanos and how we should apply it research so that we can revive it. (student 7) i intend to rediscover more about the ilokano culture so that ilokanos must know and practice well our own culture because as of today our culture may forget by the young generation because they don’t have enough knowledge. (student 3) i hope i could study about the ethnic groups in the province. (student 14) student. the above codes reflect the students’ willingness and excitement to work (again) on qualitative studies in the future covering a wider range of topics and their personal initiatives and advocacies to promote qualitative research and ilokano culture and heritage. conclusions this study aimed at exploring the experiences and reflections of the senior high school (shs) students in http://https://journals.e-palli.com/home/index.php/ajahs pa ge 57 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 52-57, 2022 conducting qualitative research on the ilokano culture and heritage. drawing from the findings of the study, it was concluded that students found qualitative research as a challenging and demanding task yet rewarding, remarkable, and memorable. the major difficulties encountered by student-researchers are related to recruitment, financial and resources constraints, work relationships with other researchers, and data collection, analysis and interpretation. moreover, it was concluded that students deemed qualitative studies as path to learning new things and (re)discovering one’s identity, culture, and heritage. qualitative research journey yielded positive transformations to students and motivated them to come up with initiatives and advocacies in promoting ilokano studies, culture, and heritage. it must be noted, however, that the present study is not without limitations. the researcher worked with a small number of participants due to personal reasons of other students and time constraints. also, there might have been some factors that affected the participants’ narratives and reflections about their experiences of qualitative research. these limitations must be noted when using the results of the study. it is recommended that teachers of qualitative research may utilize the findings of the study to improve their strategies in teaching the said subject, and for future students who will take the subject in the future to learn from the participants’ experiences and reflections. furthermore, it is recommended that future researchers on this topic may consider working with more participants and using other research methodologies. references cabie, h.b. (2018). mirror of rich ilocano culture. the manila standard. retrieved from http://manilastandard. net/opinion/columns/everyman/277828/mirror-ofrich-ilocano-culture.html castro m. (2017). cultural policy gears for ilocos norte’s bicentennial anniversary. retrieved from ilocos norte provincial government website: http://ilocosnorte. gov.ph/news/cultural-policy-gears-for-ilocos-nortes-bicentennial-anniversary creswell, j.w. (2007). qualitative inquiry and research design: choosing among five traditions. (2nd ed). thousand oaks, ca: sage culture. (n.d.) retrieved from http://www.global-nomad. com/ilocos_content/ilocos_culture.html gaudet, s., & robert, d.a. (2018). journey through qualitative research: from design to reporting. london: sage. guia, j. (2012, june 06). welcome to bacarra, ilocos norte – a town with vibrant heritage [blog post]. retrieved from https://www.vigattintourism.com/ tourism/articles/welcome-to-bacarra-ilocos-nortea-town-with-vibrant-heritage lino, m. l. (2016). reflecting on students’ reflections toward learning the ilokano language. in a. agcaoili, e. calinawagan, e., & n. lorenzo (eds). parabur: essays on language, culture, education. honolulu, hi: nakem conferences & undertow books luzano, m. s. (2018).cultures and traditions in the ilokano saying. retrieved from https:// www.researchgate.net/publication/328800888_ cultures_and_traditions_in_the_ilokano_sayings/ link/5be3aa42299bf1124fc2edd4/download saldaña, j. (2011). fundamentals of qualitative research. new york: oxford university press. senior high school in the philippines: curriculum breakdown. (n.d.) retrieved from courses.com.ph website:https://www.courses.com.ph/senior-highschool-in-the-philippines-curriculum-breakdown/ what is shs?. (n.d.). retrieved from don carlo cavina school website: https://www.doncarlocavinaschool. com/hello-world/ http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 pa ge 33 american journal of arts and human science (ajahs) power of proof of electronic signature in deed of general meeting of shareholders by teleconference vela ardian ninda1*, rahmadi indra tektona1, ermanto fahamsyah1 volume 2 issue 2, year 2023 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v2i2.1705 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: june 02, 2023 accepted: june 16, 2023 published: july 04, 2023 the implementation of the teleconference gms which has been regulated in the company law is always related to electronic signatures on the deeds produced. restrictions on uujn that have not yet regulated the authority of a notary to make electronic deeds raises problems related to the strength of proof of electronic signatures at gms teleconferences. the method used in this paper is normative juridical and the results of this study indicate that teleconference gms is still legal to do, but the deed produced must still be made in notarized form. keywords gms, teleconference, electronic, evidence, notary 1 department of civil law, faculty of law, university of jember, indonesia * corresponding author’s email: velaardian15@gmail.com introduction technological development information that is so fast has brought the world into a new era that is faster than we have ever imagined before, this development has brought changes in various fields of human life, one of which is the field of law. the rapid development of information and telecommunications technology has resulted in more diversity as well as various services (features) of existing telecommunications facilities, as well as increasingly sophisticated information technology products that are able to integrate all media information. (novie susilawati, 2020). currently, communication between individuals can be done remotely and without face-to-face by taking advantage of technological sophistication. (rossalina zainatun, 2018) one of the legal products that to accommodate technological developments is the limited liability company law number 40 of 2007 (uupt) whereby the holding of a gms which is one of the organs of a limited liability company can be carried out teleconference faceto-face. limited liability company as explained in article 1 point 1 uupt is a legal entity that is a capital partnership, established by agreement to carry out business activities by fully dividing shares in the authorized capital and to fulfill the requirements set out in this law and regulations. implementation. the regulations above show that the establishment of a limited liability company is carried out on the basis of an agreement made by a notary as a general officer. agreement in the deed of establishment after this matter, the application for legalization of the legal entity is submitted to the minister of law and human rights to be ratified as a legal entity, based on the deed of establishment. the existence of article 77 of the limited liability company law number 40 of 2007 (uupt) is an example in the field of law which accommodates the development of information technology. the provisions of the article stipulate that the general meeting shareholders (gms) can also be conducted through teleconference media, video conferences, or other electronic media facilities that allow all gms participants to see and hear each other directly and participate in meetings. there is also an explanation of article 77 paragraph (4) which states that every teleconference gms must be approved and signed in person or electronically. law number 19 of 2016 concerning amendments to law number 11 of 2008 concerning information and electronic transactions also plays a role regarding the legal protection given to activities that use the internet as a medium, both transactions and information utilization, accommodating the needs of business people in the internet and the public in general in order to obtain legal certainty, by recognizing electronic evidence and digital signatures as valid evidence in court. (amelia sari kusuma dewi, 2015) gms conducted by teleconference indicates that meeting participants are not present directly dealing with other participants and the notary, it is necessary to have an electronic signature (it is signature) for meeting participants who are not physically present. deeds affixed with electronic signatures can be equated with electronic data or electronic information whose position is recognized as valid evidence. (yahya agung putra, annalisa yahanan, agus trisaka , 2019). the civil code has stipulated 5 (five) types of valid evidence, namely: written evidence, witnesses, confessions, presumptions, and oaths. advances in technology have encouraged the construction of procedural law to recognize electronic signatures as evidence. especially in civil cases involving commerce, electronic signatures are often found as evidence in examining cases in court. https://doi.org/10.54536/ajahs.v2i2.1705 https://journals.e-palli.com/home/index.php/ajaset mailto:nuzuliakumala.fhunej@gmail.com mailto:velaardian15%40gmail.com?subject= pa ge 34 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 33-39, 2023 this is in line with article 5 of the uuite which states that electronic information, electronic documents or their printouts are valid legal evidence and constitute an expansion of valid evidence in accordance with the applicable procedural law in indonesia. (dini sukma listyana, ismi ambar wati, lisnawati, 2014). the existence of regulations in the uupt encounters obstacles and cannot be properly applied to public companies that have a large number of shareholders and a wide geographical distribution of share ownership, especially in terms of fulfilling the requirements of seeing and hearing each other, attendance quorums and quorums of gms decisions as well as the form of minutes of decisions the gms. obstacles reappeared when the 2019 outbreak appeared coronavirus disease influenced mobility and activities in all parts of the world. coronavirus disease is a new type of disease caused by a virus called severe acute respiratory syndrome coronavirus 2 (sars cov-2). the main source of infection with covid-19 is infected patients who are symptomatic or asymptomatic. patients infected with covid-19 may experience mild symptoms such as the flu to a lung infection such as pneumonia. (efriza, 2021). the spread is so fast and berbaya. one of the government’s efforts to prevent or suppress the spread of this virus is to impose large-scale social restrictions (psbb). with the above constraints, the financial services authority (ojk) issued pojk number 16 / pojk.04 / 2020 concerning the implementation of electronic general meetings of shareholders of publicly listed companies. the implementation of the gms received attention from the government because it has an important influence on the smooth running of the public company’s business activities and will broadly strengthen financial system stability from the potential for a financial system crisis. in relation to the making of teleconference gms deed, this is related to the authority of a notary in making an authentic deed. position law number 2 of 2014 concerning amendments to law number 30 of 2004 concerning notary offices (uujn-p) regulates related authority of the notary in article 15 paragraph (3) which states that the notary has other authorities in the form of certifying transactions carried out electronically (cyber notary). based on the description that has been written above, the author is interested in explaining the legal certainty regarding the teleconference gms deed that is signed electronically considering that until now uujn has not explicitly regulated electronic deeds made by a notary. methodology the research method used in this paper is normative juridical to analyze the legal power of electronic signatures at teleconference gms. this legal research aims to provide a complete and systematic explanation by examining various regulations, as well as analyzing the relationship between one legal rule and another through an analysis of primary legal materials and secondary legal materials, and can even predict the development of these regulations. the law in the future. (o dyah and a efendi, 2014). this normative legal research is the goal of law reform-oriented legal research, namely legal research designed for the implementation of legal reform. (a’an efendi, dyah ochtorina susanti & rahmadi indra tektona, 2019). ronny hanitijo soemitro differentiates normative legal research into 5 (five) types namely; “research on the inventory of positive law, research on legal principles, research to find in-concreto laws, research on legal systematics from sets of legal principles, which are collected in a codification or certain statutory regulations, and research on the level of synchronization ( level of consistency) of laws and regulations, both vertically and horizontally. (kornelius benuf, muhamad azhar, 2020). the approach taken in this paper is the legislative approach by examining all laws related to the legal issues being handled. primary legal materials are legal materials that have internal binding powers, including statutory regulations relating to electronic signatures and teleconference gms as well as provisions on the basic principles of the civil code. secondary legal material is material that provides an explanation of primary legal material, which includes an explanation of laws and regulations, research results and the results of the thoughts of experts regarding electronic signatures and gms teleconferences contained in books, literature, and scientific writings. result and discussion types of evidence according to indonesian law proof comes from the word the basis of “evidence” which means real information. there are various forms of proof, this really depends on how a legal expert gives definitions for each of these proofs. legal experts provide a definition of course by first defining the meaning of proof. some experts provide their views regarding the meaning of the term evidentiary system as follows: a. subekti is of the view that proving is an effort to convince the judge about the truth of the arguments or arguments put forward in a dispute. (subekti, 2021). b. sudikno mertokusumo is of the opinion that what is referred to in a juridical sense from the context of proof is an attempt to provide sufficient grounds for the judge to examine the case in question to provide certainty about the truth of the proposed legal event. (sudikno mertokusumo, 2006). c. yahya harahap defines it in a broad sense as the ability of the plaintiff and/or the defendant to utilize the law of evidence to support and justify legal relations and events that are argued by the plaintiff or denied by the defendant in the legal relationship being litigated. proof in the narrow sense is only needed insofar as it concerns matters that are disputed or matters that are still disputed or only in so far as dispute between the parties. (abdul https://journals.e-palli.com/home/index.php/ajahs pa ge 35 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 33-39, 2023 manan, 2006). d. nashr farid wasil is of the opinion that proof is an effort or activity to present valid evidence based on law to a judge who examines a case in order to determine whether a person has rights or not. (anshoruddin, 2004) the purpose of proof is to provide a related picture of the truth of an event, so that from this event the truth can be obtained that can be accepted by reason. proof implies that it is true that a criminal incident has occurred and it is the defendant who is guilty do it, so must be held accountable. evidence is a provision that contains outlines and guidelines regarding ways that are justified by law to prove the guilt of the accused. evidence is also a provision that regulates evidence that is justified by law and may be used by judges to prove alleged wrongdoing. (ali imron, muhammad iqbal, 2019). in civil procedural law, evidence is regulated in articles 164, 153, 154 revised inland regulations (hir) and articles 284, 180, 181 regulations for the outer regions(rbg). as regulated in article 164 hir/284 rbg, valid evidence according to civil procedural law consists of: (prilla geonestri ramlan, 2022). letter according to sudikno mertokusumo, what is meant by a letter is something that contains a sign that can be read and states an idea which can be used as evidence. documentary evidence consists of 2 (two) types, namely: deed a deed is a letter that was deliberately made from the beginning for proof. act consists of: 1. authentic deed according to article 1868 bw, the authentic deed is the deed that forms determined by law, made by or in front of the officers public official in authority in the place where the deed is made. as for what is meant by an official the public employees are notaries, police, and judges. 2. act underhand a private deed is a deed made and approved by the parties who made it and is binding on the parties who made it. deeds under the hand are not made before an authorized official such as a notary, but are only made by the parties who make the agreement. ordinary letter an ordinary letter is a letter of evidence that was originally not intended to be used as evidence, but if one day the evidence of the letter can prove a case in court, then the evidence of the letter can be used as proof. witnesses witnesses are people who provide testimony/testimony in front of a court about what they know, see, hear or experience themselves, which with that testimony will make a case clear. the testimony of a witness must be submitted orally and personally, meaning that it cannot be represented to another person and must be presented verbally in court. an estimate presumption is regulated in article 173 hir, but in that article it is not explained in detail what is meant by presumption, but only determines that the presumption can be used as evidence if the presumption is important, thorough, certain and there is compatibility with each other. in article 1915 of the civil code, it is known that there are 2 (two) presumptions, namely presumptions based on the law (presumptions of law) and estimates based on facts (party ventures). whereas in the 1916 civil code which is determined as an approximation is as follows: a. actions which by law are declared null and void, because from the nature and circumstances alone it can be presumed that they were committed to circumventing the provisions of the law b. events which according to the law can be concluded in order to exercise ownership rights or exemption from debt c. the force given by law to the judge’s decision d. the force given by law to a confession or oath by one of the parties. confession confession in hir is regulated in article 174,175 and article 176. when looking at the provisions of article 164 of hir, it is clear that confession according to the law is wrong a tool of evidence in the process of settling civil cases. based on article 1926 of the civil code, confessions can be made either directly by the person concerned or by another person who is specially authorized for this purpose, either orally or in writing. in admitting something before a judge one must be careful because a confession made before a trial cannot be withdrawn unless one can prove that the confession was the result of an oversight of the facts. according to article 174 hir, confessions made before a trial have perfect and binding evidentiary power. meanwhile, in confessions outside the courtroom, according to article 175 hir, the power of proof is left to the judge’s discretion or in other words confessions outside the courtroom mean that the judge is free to give the power of evidence or only consider it as preliminary evidence. oath evidence of oath is regulated in articles 155, 156, 157, 158 and 177 hir. oath evidence can be used as a last resort in proving the truth of a civil case. according to sudikno mertokusumo, an oath is a solemn statement that is given or uttered when giving a statement by remembering the almighty nature of god almighty and believing that whoever gives false information or promises will be punished by him. in the civil procedure code, there are 3 (three) types of oaths as evidence, namely the complementary https://journals.e-palli.com/home/index.php/ajahs pa ge 36 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 33-39, 2023 oath (suppletoir), oath of appraisal (aestimatoir, schattingseed) and casting oath (decision maker). in criminal procedural law, evidence that is legal and can be used in court is regulated in article 184 of the criminal procedure code, including: (nitralia prameswari, samirah, sri wahyuningsih yuliati, 2015). witness testimony witnesses according to article 1 number 26 of the criminal procedure code are “people who can provide information for the purposes of investigation, prosecution and trial concerning a criminal case which he himself heard about, saw for himself and experienced for himself ”. whereas witness testimony according to article 1 number 27 of the criminal procedure code is, “one of the pieces of evidence in a criminal case is in the form of a statement from a witness regarding a criminal event that he himself heard, saw for himself and experienced himself by stating the reasons for his knowledge.” expert testimony expert testimony according to article 1 point 28 of the criminal procedure code, is information given by someone who chooses special expertise on matters needed to make a criminal case for the purposes of examination. meanwhile, the definition of expert testimony contained in article 186 of the criminal procedure code is what an expert states in a court session. the strength of expert testimony is that it has independent proving value, in which no value is attached perfect and decisive proof. in this case, the judge is free to judge and there is no obligation for the judge to have to accept the truth of the expert’s opinion. documentary evidence the formulations in article 47 and article 184 of the criminal procedure code define a letter as a writing or note that can be used as evidence, such as money orders, checks and authentic letters. whereas in article 187 of the criminal procedure code it is stated that the type of letter that can be accepted as evidence is a letter made under an oath of office or confirmed by an oath. it can be concluded that documentary evidence is anything that contains punctuation marks to convey thoughts made under oath of office or confirmed by oath. guidance evidence guidance evidence in the criminal procedure code is regulated in article 188 paragraph (1). where in the article it is explained that the evidence of instructions is an act, event or situation, which is due to the correspondence, both between one and the other, as well as with the crime itself, indicates that a crime has occurred and who is the perpetrator. guidance evidence is a piece of evidence that is often applied experience difficulty. the judge’s lack of caution in deciding cases that use evidence as evidence can become an arbitrary decision, because it is dominated by subjective judgments. statement of the accused the defendant’s statement is what the defendant stated in court about the actions he committed or that he himself knew or experienced electronic signatures as evidence according to indonesian and dutch law. there are two major legal systems that are often used via common law and civil law. the existence of differences in the legal system also affects work notary work. there is a difference between notaries civil law and common law, among them are: (irma devita, 2020). table 1: comparison of notary policies based on the legal systemcommon law and civil law. no. difference civil law common law 1. term notary notary public 2. education there are additional procedures ranging from special education, exams, to internships that must be taken there are various ways of liftingnotary public in england and the united states. in london, england, this type of advocate is known assolicitor who has the right to perform functionsnotary public. in the united states, there are two types of advocates vizattorneyandcounselor at law which can be appointed asnotary public without the need for special education. 3. authority public officials are entitled to make all authentic deeds, as long as they are not excluded by law the main work ofnotary public is stating the correctness of a signature or in the case of a money order protest, giving advice, preparing documents for the purposes of treaty relations with foreign countries. in the united states authoritynotary public nothing more than making a limited certificate and this authority cannot be expanded or is only limited to a legalization and determination of the certainty of the date and signature of the person who affixes it. https://journals.e-palli.com/home/index.php/ajahs pa ge 37 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 33-39, 2023 indonesia and the netherlands both adhere to the systemcivil law, if assessed from the table above, it can be seen that the notary in the countrycivil law have more detailed rules than the statecommon law . systemcivil law set of three document forms. first, the authentic act (authenticinstruments). second, the deed signed by the parties. authorized officials only authenticate the authenticity of the signatures of the parties, and not the contents of agreement of the parties. third, deed under the hand, namely a deed signed by the parties without being authenticated by an authorized official. authentic deed has perfect evidentiary power (probative value) because it is made by an authorized official based on publica fides with strict professional qualifications so that if a dispute occurs, a notarial deed is a document that can be directly used as evidence without the need to ask a notary to testify before a court. (dini sukma listyana, ismi ambar wati, lisnawati, 2014). administration of c.a (certifications authority) in the netherlands related to european union instruments applied in the dutch legal system, one of which is european union directive 1999/93/ec about electronic signature. eu directive on esignature is intended to facilitate the use of electronic signatures and regulate its legal consequences, but the directive does not regulate settlement contract and its validity or regarding other legal obligations regarding the use of that document required by national legislation or eu regulations to be made in a particular form.eu directive on esignature regulates three types of electronic signatures as follows: (dini sukma listyana, ismi ambar wati, lisnawati , 2014). 1. electronic signatures in general, namely data in electronic form that is attached to, or logically associated with, other electronic data and functions as an authentication method. 2. advanced electronic signatures, namely an electronic signature that meets the requirements, namely: uniquely related to the signatory; able to identify the signatory; made with a tool that is only under the power of the signatory; and related to other data, so that in the event of a change in data it can be identified. 3. advanced electronic signature which uses a qualified certificate. qualified certificate in question must meet certain requirements and be issued by an electronic certificate operator who has met the requirements related to procedures, operations, personnel, systems, and tools and devices used. unlike in the netherlands which distinguishes electronic signatures into 3 types, electronic signatures in indonesia only divide into 2, which are: 1.the electronic signature is not certified electronic signatures made without using the services of electronic certification providers. 2. certified electronic signature electronic signature made using the services of an electronic certification provider recognized by the ministry of communication and informatics (ministry of communication and informatics). the legal strength of a certified signature is equivalent to a wet signature. when having a certified tte, the signature owner has fulfilled the validity, legal force and legal consequences of the electronic signature as stipulated in article 11 paragraph (1) of law number 11 year 2008 concerning information and electronic transactions (uu ite). in addition to the ite law, certified tte is also regulated in government regulation number 71 of 2019 concerning implementation of electronic systems and transactions (pp pste) and minister of communication and information regulation number 11 of 2018 concerning implementation of electronic certification. structure digi notar(electronic certification provider issuing qualified certificates in the netherlands) determines that the notary acts asregistration authority (ra) and is tasked with verifying data. in indonesia, with the existence of the notary office law, namely law no. 30 of 2004 where article 16 paragraph (3) regulates notaries as trusted third parties, so notaries can play a role in administering electronic certification registration authority (ra) to help present available evidence to rationalize the parties’ trust. indonesia and the netherlands both stipulate that a notary cannot make an electronic notary deed, but a notary is only an ra who verifies the data and identity of the prospective electronic signature user. notaries cannot make electronic notarial deeds. the concept of notary deed in electronic form is more likely to be applied in the system common law because in 4. the power of proof the type of written evidence is in the form of an authentic deed or under the hand. an authentic deed has the nature of coercive proof, so it gives an obligation to the opponent to prove the opposite of its contents without the need to prove that the signature and statement made are correct. there is no known difference between an authentic deed and a private deed. source: personal surveys, 2022 https://journals.e-palli.com/home/index.php/ajahs pa ge 38 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 33-39, 2023 this system there is no known authentic deed that has perfect evidentiary power, while in the system civil law as in indonesia and the netherlands clashes of doctrine regarding the essence of authentic deeds and their roles and functions notary is the main concern. eu directive on esignature unequivocally stipulate that advanced electronic signature which uses qualified certificate and made with secure-signature creation device is a type of signature that has a level the highest security compared to the other two types of signatures so that they have the same legal consequences with a written signature, and can be used as evidence in court proceedings, however, other electronic signatures can still have legal consequences and can be submitted in court proceedings. (dini sukma listyana, ismi ambar wati, lisnawati, 2014). power of proof of electronic signature at the general meeting of shareholders teleconference the current teleconference gms it is legal to run because it has received a legal umbrella from uupt article 77 paragraph (1) jo. explanation of article 77 paragraph (4). regarding electronic signatures, it has also been regulated in article 5 of uuite which states that electronic information, electronic documents, or printouts are valid legal evidence and are an extension of valid evidence in accordance with the procedural law in force in indonesia. the pojk issued by the government during a pandemic to overcome problems in implementing teleconference gms can also be used as an umbrella, even article 12 paragraph pojk states if the results of the teleconference gms do not require an electronic signature. regarding matters of proof, until now uujn has not provided strict rules regarding the authority of a notary in making deed of teleconference gms electronically. article 16 of the uujn-p m states that in carrying out his position, a notary is obliged to read the deed in front of appearers ending it with at least 2 (two) witnesses, or 4 (four) witnesses especially for the making of a will under the hand and signed on at that time also by appearers, witnesses, and notaries. the article implies that a deed must be signed directly by physically dealing with a notary. in addition, even though uuite has equated electronic documents as valid evidence, article 5 paragraph 4 letter b uuite provides exceptions to letters and documents which according to law made in the form of a notarial deed or a deed made by a deed-making office cannot be signed electronically. regarding signature electronically which will eventually be affixed to the minutes of the teleconference gms, either using a machinescanning or a certain code that is considered valid by uuite then it is evidence that is considered valid by uuite and can be used as a printed copy as described in article 12 paragraph (2) letter d, that the e-rups provider is required to submit to the notary a printed copy that is wrong one of which is the electronic transcript of the recording of all interactions in the gms to be attached to the minutes of the gms minutes. however, the deed resulting from the teleconference gms must still be made notarized because the physical deed is related to minutes or notary protocols which must be bundled periodically and used as state archives. conclusion the government has made the rules in such a way as to provide legal certainty regarding the implementation of the teleconference gms. the existence of disharmony in several regulations has prevented the teleconference gms from being able to make deed electronically. so far, only the implementation uses technological assistance without having to meet face to face at the same place, but the deed that is produced must still be made physically. with the rapid development of technology, it is hoped that teleconference gms can be carried out in its entirety from the initial process to making the deed electronically by a notary. references a’an e., dyah o. s. & rahmadi i. t. (2019). doctrinal legal research, laksbang justitia. abdul m., (2006). the application of civil procedure law in the religious courts, kencana anshoruddin, (2004) the law of proof according to islamic procedural law and positive law, student libraries ali i., muhammad i., (2019). the law of proof, unpam press. amelia s. k. d., (2015). implementation of gms through electronic media related to notary’s obligation to attach appearing fingerprints, legal arena. o dyah and a efendi, (2014). legal research, sinar graphic rossalina z., (2018). legitimacy of notary deeds using cyber notaries as authentic deeds, malang: faculty of law, university of brawijaya. subekti, (2001). law of evidence, pradnya paramitha. sudikno m., (2006). indonesian civil procedure code, liberty. dini s. l., ismi a. wati l., (2014). the proof of electronic signatures as legal evidence in the perspective of procedural law in indonesia and the netherlands, journal verstek, 2(2). https://jurnal.uns.ac.id/verstek/ article/view/38859 efriza, (2021). covid-19, baiturrahmah medical journal, 1(1). https://jurnal.unbrah.ac.id/index.php/brmj/ article/view/1054/pdf kornelius b., muhamad a., (2020). methodology of legal research as an instrument for decomposing contemporary legal problems, journal of echo of justice, https://www.neliti.com/id/publications/394459/ metodologi-penelitian-hukum-as-instrumen unravel-problem-law-context nitralia p. s., sri w. y., (2015). status of instructions of evidence in the spread of criminal procedure law,. verstek journal, 3(2). https://jurnal.uns.ac.id/verstek/ article/viewfile/38980/25765 novie susilawati, (2020). juridical review of the use of video teleconferencing at general meetings of https://journals.e-palli.com/home/index.php/ajahs pa ge 39 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 33-39, 2023 shareholders related to the duties and authorities of notary offices, journal of law and notary affairs. http:// repository.unisma.ac.id/handle/123456789/785 yahya a. p., annalisa y., agus t., (2019). video conference at the general meeting of shareholders pursuant to article 77 of the limited liability company law, scientific journal of notary law, 8(1). http://journal. fh.unsri.ac.id/index.php/repertorium/article/ view/310 irma devita, notary and revolutionary era, (2020). https://irmadevita.com/2020/notaris-dan-erarevolution-industries-4-0/ tte (2022). advantages of using certified tte. https:// tte.kominfo.go.id/blog/60f0f35a7eec0973a8711c38 prilla g. r.(2022). know the types of evidence in civil procedure law, https://www.djkn.kemenkeu.go.id/ kpknl-lahat/baca-artikel/15189/mengenal-jenisalat-bukti-dalam-hukum-acara -perdata.html, https://journals.e-palli.com/home/index.php/ajahs pa ge 1 pa ge 19 american journal of arts and human science (ajahs) effective teaching in the 21st century: investigating barriers and solutions from one university in assam, india setho j. mokhetsengoane1*, pratima pallai1 volume 2 issue 1, year 2023 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v2i1.1390 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: march 13, 2023 accepted: march 21, 2023 published: march 29, 2023 teaching in the 21st century era is more dynamic than before. notably, the emergence of technology in education has radically transformed the pedagogical practices of teachers in the 21st century. because of these changes, new challenges for teachers in schools and colleges also emerge. however, the study was aimed at investigating the contemporary challenges teachers encounter in higher education in the 21st century. the study further explored the possible solutions to the challenges. the study employed qualitative case study design in order to thoroughly understand the in-depth perception of teachers towards the topic under investigation. the data were collected using a semi – structured interview which was administered telephonically. additionally, a sample of 5 teachers from 5 departments in the selected university was drawn based on convenience as it was time for covid-19 which restricted movement and physical interaction. overall, findings from the study suggest that teachers in the 21st century era are confronted with numerous challenges which adversely affect the teaching – learning process. the challenges can be broadly summarised as technological, adjustment and resource-based challenges. in order to address these challenges, the participants recommended that there should be adequate research, provision of cpd courses, proper technical support on how to integrate technology in the teaching – learning processes. keywords effective teaching, higher education, 21st century, barriers, solutions 1 department of education, school of humanities & social sciences, tezpur university, assam, india * corresponding author’s email: sjmokhetsengoane@gmail.com introduction teaching has always been considered as a noble profession, daunting and challenging task (parimala, 2019). undeniably, with the emergence of new philosophies of teaching in the 21st century and the rise of digital and smart learning in the field of education, teachers’ role in education has incredibly evolved over a period. on this basis, one could concur with malik (2018) & chere-masupha (2018) that technology advancement in the field of education has contributed largely into several challenges that teachers encounter at the higher education institutions. today, a teacher is confronted with the burdensome task of keeping him/herself updated with the latest inventions and strides in the field of education and science. therefore, it is not only a priority but also necessary for teachers to upgrade their skills and knowledge from time to time (malik, 2018). similarly, oecd (2009) observed that teaching is a very demanding job and it is impossible for all teachers involved to be effective professionals and to remain that way through time. by worthy of noting that teaching is a demanding job, it is evident that there are several challenges that teachers are faced with in the institutions of higher learning globally. interestingly, much is known about the multifaced role of a teacher which includes; research, student’s supervision, teaching itself, guidance, and counselling of students, among others. therefore, the teaching profession and teachers at large are been exposed to different challenges they need to deal with in the 21st century. nevertheless, a considerable amount of literature has been reviewed on the challenges teachers face in higher education in the 21st century. kayange & msiska (2016) study established that majority of the teachers in china utilize same traditional lecture methods which do not engage the students. nababan, purba, & siburian (2020) submit the same concurrence with the preceding scholars that the role of the teacher in the past was simply to impart knowledge with limited students’ engagement. this was because teachers were considered as reservoirs of knowledge and students; being the recipients of the knowledge, were denied the chance to question their teachers. for clarity, this is the education system paulo freire referred to as the ‘banking model of education’ as teachers were depositing knowledge into the minds of the students. on this basis, it is therefore discernible that making students involved in the learning process is significant as students will be able to acquire the 21st century skills such as communication, collaboration, and critical thinking among others (mokhets’engoane & pratima, effective teaching practices in higher education with special reference to the 21st century: a case of tezpur university, india, 2022) . similar argument has been raised by kurata, mokhets’engoane, & selialia (2022) that in the 21st century, learners must be given the opportunity to discover new ideas for themselves. for that reason, if students are deprived of the opportunity to engage and participate in their own learning, then it is arduous for them to understand and become interested in the teaching – learning process. as such, teachers are encouraged to acquaint themselves with new skills to meet the needs and interests of the learners of the 21st https://doi.org/10.54536/ajahs.v2i1.1390 https://journals.e-palli.com/home/index.php/ajaset mailto:sjmokhetsengoane%40gmail.com?subject= pa ge 20 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(1) 19-25, 2023 century. furthermore, some scholars hold the view that education in the 21st century era is more dynamic than before as there is emergence of new innovations in technology and fresh approaches in pedagogy which are perpetually transforming teaching (malik, 2018). because of the transformations, there is emergence of new challenges for teachers in schools and colleges. raturi (2021) observed that teachers in the 21st century in india have technological challenges. the author made a postulation that the new technology is making elearning and blended learning a new normal in most higher education institutions in india. the author further argues that teachers do not have adequate skills to incorporate technology in the teaching – learning process. the observation by raturi (2021) resonates with islam, beer, & slack (2015) assertion that technology through e-learning has brought many challenges to teachers in higher education. the authors assertion can be put as thus, “as e-learning is currently widespread, academics who are not well equipped technically to handle developments of materials and delivering online modules are hampering progress, and they require extensive skills development.” moreover, another challenge raised by islam . (2015) is that there is inadequacy of technical support needed for teachers to effectively implement instructional objectives within the classroom. the authors strengthen that due to insufficient investment in infrastructural facilities and technological assistance, academics tend to lack behind in providing education relevant to the needs of the 21st century. the above articulation of beer and islam corresponds with mgimba & mwila (2022) argument that inadequate infrastructure negatively influences the academic performance of the students. in addition to the conclusions drawn by mgimba and mwila (2022), pallai (2013) augments that insufficient rural infrastructure and scarcity of good teachers adversely affect the teaching – learning process. because of that, governments are encouraged to increase funding for schools in order to provide quality teaching and learning needed in the 21st century. in the context of india, even before the advent of covid-19 that disrupted the entire education system, there was already engagement of different stakeholders in reforming the national curriculum to address the demands of the 21st century. consequently, the national education policy (nep) of 2020, which is the first education policy of the 21st century, came in response to the challenges faced by the education sector (ministry of human resource development, 2020). fundamentally, the policy advocates for a more learner centred pedagogy where the learners’ needs are prioritized. the policy states, “education thus, must move towards less content, and more towards learning about how to think critically and solve problems, how to be creative and multidisciplinary, and how to innovate, adapt, and absorb new material in novel and changing fields.” what we can conclude from the preceding statement is that the policy came into existence in order to salvage the negative impacts of the former education system in india and to align their education system in harmony with the present needs of the 21st century. based on the above literature reviewed, this study is therefore intended to further explore the contemporary challenges teachers encounter in the 21st century as there is a dearth of literature especially when the world had been adversely affected by covid-19 pandemic which impacted on their pedagogical practices. in addition, the study also seeks to explore the possible solutions to the mentioned challenges in pursuit of effective teaching in higher education. objectives of the study 1. to explore contemporary challenges faced by teachers in higher education in the 21st century 2. to explore possible solutions to the challenges faced by teachers in higher education in the 21st century metholodology this study adopted a qualitative case study research design which was reinforced by interpretive paradigm. interpretive paradigm was adopted because it aims to understand the reality constructed in the natural environment in which participants live. thus, it aims to make sense of the world through the participants’ views living in that environment (thahn & thanh, 2015; cohen, monion, & morrison, 2007). therefore, the researcher was able to understand the teachers’ views on the 21st century challenges and possible solutions in higher education context. population in this study was constituted by the teachers from ten departments in the school of humanities and social sciences at tezpur university. from this population, a sample of 5 teachers from 5 departments was drawn based on convenience as it was time for covid-19 which restricted movement and physical interaction. semi– structured interviews were employed to collect data from the teachers. the questions were administered telephonically and the interview was recorded using a mobile phone. the data collected were transcribed, coded, and analysed using a thematic analysis approach. results and discussion challenges facing teachers in higher education the data on challenges experienced by teachers of the 21st century in higher education were analysed thematically. the following themes emanated from their responses, 1) challenges posed by technology, 2) challenges posed by lack of resources, 3) adjustment challenges. technological challenges the emergence of digital technologies has made radical changes in higher education. without a doubt, the use of technologies has been accelerated by the pandemic that affected every education sector across the globe. in relation to this, teacher 5 has reported that most teacher during the period of covid-19 were struggling with online https://journals.e-palli.com/home/index.php/ajahs pa ge 21 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(1) 19-25, 2023 teaching as they lacked skills and competence required to make teaching effective. in particular, he said, … one of the challenges i have observed was that most teachers did not have sufficient skills and techniques for operating ict based tools which somehow affected their teaching. for example, even to open present a screen on google meet was a very big challenge to most teachers as it was for the first time using such a platform to teach. furthermore, teacher 3 seemed to share the same sentiments substantiated by teacher 5. he validated the previous statement by indicating that most teachers, herself included, were for the first time exposed to online teaching through google meet, zoom cloud meeting etc. the above articulations authenticate chere – masupha (2018) as well as raturi (2021) findings that most teachers lack appropriate technological skills which hinders them to deliver the 21st century curriculum without difficulty. teacher 1 reported that access to digital resources is one of the biggest challenges’ teachers face in the 21st century in higher education. he reported that most universities in india are still lacking behind in terms of digital resources to meet the growing needs of the 21st century. the insufficient resources contribute to teaching that is not effective as students will not be acquainted with the digital skills that are needed in this century. he put it succinctly, …because 70% of the population in india is rural, this possesses a threat to our education. in most instances you may find that digital resources such as internet, online libraries, computes etc are insufficient in most universities. then, how do we expect learners to learn from such areas especially in the time of pandemic like covid-19? he further reported that it is not only the challenge of digital facilities but also the challenge of having technical skills on how to use the already limited available digital resources. he claimed that teachers lack technical skills even on how to access relevant materials online using the technology. in the same vein, nababan . (2020) postulates that teachers do not only have to master the aspects of the taught content but also expected to completely understand technology and fundamentally be innovative and creative. the participant 1, 4, and 5 have also indicated that it is not only about teachers, but also about the students who are the recipients of the content taught. they were of the perception that when a teacher uses a particular form of digital tool in the classroom, he/she should also check whether that tool is comfortable with the students or not. because if the students will not be able to come up with what the teacher is using then learning will not happen. participant 4 raised a worrisome concern over the use of virtual laboratories since they are inaccessible. again, the participant lamented that not all laboratory activities can be conducted virtually. he said, the most difficult thing that has been brought by online learning during covid-19 pandemic is how students from the engineering and science related subjects conduct their research. it is difficult. they cannot do anything. so, this becomes a big challenge to us as teachers. teacher 2 further raised a worrisome concern that it is very difficult to conduct assessment in the online learning platform. reference was made to the period of covid -19 pandemic where the teaching – learning process shifted to an online mode. he further showed that even national examinations like tet, state board exams were postponed because it was very difficult to make assessments using this technology. similarly, the study conducted by mokhets’engoane & malunguja (2021) concur with the sentiments of teacher 2 that online assessment possesses a threat to quality education received by the students as lack of monitoring increases the chances of students cheating in the examinations. he has put it this way, as much as technology is important in the 21st century, there are some areas where it is difficult to use technology alone to do the work needed. assessment is very difficult to do that is why even state board examinations were postponed. challenges posed by lack of resources teaching materials or learning resources are very essential in the teaching fraternity as they mainly support teaching and learning. through the learning and teaching resources, students are provided with a learning experience that is effective enough to invoke interaction not only among students themselves but also between the teachers. however, most teachers have reported that resources are lacking in most universities in india. participant 3 has postulated that these lack of teaching materials and resources make them to suffer and provide outdated content to the students. this according to him make students who cannot be self – reliant since their teachers are feeding them limited content due to lack of recent textbooks among others. he said, … i believe india is lacking behind many countries such as usa, china, and uk among others because of insufficient resources that should be used by teachers. it goes without saying that even the research they conduct would be affected if resources are limited. another participant claimed that lack of infrastructural facilities such as classrooms, buildings, laboratories are still missing in most universities and colleges in india. evidently, high quality infrastructure facilitates better instruction, improves students’ outcome, and reduce dropout rates (lekhanya & raselimo, 2022). therefore, if there are no good infrastructure that means our education system will also suffer. “…in india teachers are facing a huge problem of insufficient library books. how do you expect a teacher to conduct research if there are no books in the library” – teacher 1 articulated. the above assertion made by teacher 1 shows that libraries across the country are insufficient. adding to that, there are lack of books especially on the 21st century education. if this facility is lacking in higher education institutions it possesses a threat to the kind of students the teachers will produce. equally important, a research scholar can never successfully conduct his investigations and researches without the help of a library with relevant https://journals.e-palli.com/home/index.php/ajahs pa ge 22 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(1) 19-25, 2023 materials. along similar lines, participant 3 has mentioned that if resources such as library are lacking then teachers become incompetent as they cannot keep on reading good books for continuous professional development. it means that the content they will deliver to the students will not be sufficient in the 21st century era. he also acknowledged the importance of the digital library. … it is vital that a library provides electronic and digital services to its students. through digital library there is convenience for students to search any information anytime. unfortunately, in the context of india e – libraries are limited and even inaccessible by majority of the teachers – said teacher 3. this shows that there a big challenge of resources which affects the quality of education that students are supposed to be getting. adjustment challenges several challenges were reported in relation to adjustment. most of the teachers who are teaching in higher education institutions in india are recipient of the traditional system of education which was more teacher – dominated. traditionally, this method of teaching encouraged a teacher to direct students to learn through memorization and recitation techniques thereby not developing their critical thinking problem solving and decision-making skills (nababan , 2020). undoubtably, new pedagogical innovations have transformed todays’ classrooms. we cannot refute the fact that the 21st century education is predominantly being student-centric and lessons are customized instead of being generic to address specific gaps in student learning (kurata et. al, 2022). in contrast to the new national education policy 2020 which allows students to own their learning, participant 1, 3, and 5 argued that it is difficult to do so because they have been practising their teaching for years using the traditional techniques. participant 5 reinforced, i find it difficult to transform my teaching because for the past 10 years of my teaching career i have been using teacher – dominated teaching methods in my classes. as much as it is required from us it is not that simple because we think students once they are given freedom, they will not do their work the way i anticipate. teacher 1 has said, … this thing of learner centred approach to teaching requires a lot of time. it means that the teacher should be patient with every learner and this becomes a burden to us as teachers because there are many students we must deal with, a lot of research to do… the implication is that these teachers cannot adjust to this notion of allowing learners to think critically and own the learning process. rather, they believe that this is impossible especially if the teacher wants to cover a certain amount of content within a stipulated time. this means that if students own the learning process, the pace and the time is to be set by them and the teachers should be patient with them. strategies that can be adopted to address the challenges encountered by the 21st century teachers the strategies that were indicated by these teachers were categorised under the following themes; 1) research, 2) continuous professional development, 3) appropriate training support, 4) improvement of infrastructural facilities. engagement in research all the teachers interviewed echoed the same sentiments that research is of paramount significance in higher education as it assists teachers to stay updated and relevant to address these contemporary challenges. several studies (mokhets’engoane & pallai, 2022; dilshad ., 2019) have shown that the objective in academic research is to produce new knowledge but for most teachers doing research, the purpose is to improve practice while being informed by theory at the same time. this implies that for teachers to improve the content knowledge they impart to students; they need to keep visiting academic websites and libraries so that they remain relevant in the drastically changing world teacher 5 has put it better when he said, … i think research is the main weapon that can bridge the gap between teachers and the students. the statement highlighted by teacher 5 simply states that for teachers to impart knowledge relevant for these students of the 21st century, a lot of research should be undertaken by teachers. he further emphasised that each time new innovations and pedagogical advances come into existence, a teacher that does not conduct research will be totally left behind hence giving knowledge that is irrelevant and outdated for the 21st century. teacher 3 seemed to share the same sentiments with the teacher 5. in his statement during the interview he said, … the only difference between competent and incompetent teachers in higher education these days is shown by lack of research. in tezpur university research is mandatory if you are a lecturer. another important aspect reported by teacher 1 was that it is through research those modern strategies of teaching that accommodates the present needs and interests of the learners can be recognised. in order to understand the individual differences that exist within the classroom the teachers are supposed to do a lot of research to supplement all what they already know. continuous professional development (cpd) continuous professional development (cpd) has been considered as one of the best strategies to be adopted by teachers in curbing the challenges. teacher 3 has said, there is reluctance for teachers who have been in the profession for many years to adjust their teaching styles. it is only through cpd that they will learn new and latest development in the teaching field which will assist them in changing their pedagogical practices. this response giving by teacher 3 indicates that teachers are struggling to adjust their teaching styles especially if they have been teaching for quite a long time. but the solution as pointed out by the teacher is to let teachers https://journals.e-palli.com/home/index.php/ajahs pa ge 23 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(1) 19-25, 2023 engage in cpd courses that will keep them updated and relevant. this idea is further supported by the findings of both thaanyane (2010) and motso’ane (2004) that unless teachers are adequately equipped through professional development courses, they will always remain irrelevant in fast changing world. the respondent further specifies that cpd assist teachers in keeping their professional knowledge and skills updated. arguably, the current generations have a unique approach which is totally different from the previous generations. this strategy addresses the challenge of adjustment of teachers and not being able to cater the learning according to the needs of the students. it is therefore vital to engage in cpd. additionally, teacher 1 has indicated that in the 21st century, most of the things are done online. there are free courses for professional development that are provide by different organisations and universities for free. he made an example of coursera, moocs, edx and commonwealth platform where several courses in relation to different are provided for free of charge. it is therefore upon the teachers to decide to improve their knowledge and skills in their field of interest frequently. he further pointed out that to address the challenge of lack of content and inappropriate skills needed in the 21st century, cpd allows them to collaborate and communicate with teachers from other universities who may be experts in different fields of study. this collaboration increases knowledge sharing among the teachers themselves so they will be able to gauge themselves in relation to other universities he puts it this way, … cpd allows teachers to make friends from different universities either nationally or internationally. through the knowledge sharing from other colleagues’, teachers are able to learn new teaching styles hence improving the quality of education. the above assertions on cpd by the participants coincide with dilshad . (2019) as he also contends that cpd courses should be made mandatory so that teachers improve their skills and knowledge. along similar lines, kurat . (2022) hold the perception that teachers need frequent trainings through workshops, seminars, and colloquiums to update skills and knowledge needed for effective teaching and learning process. appropriate training support as a result of challenges experienced by teachers on how to use technology for effective teaching in the classroom, all teachers encouraged that there should be regular training provided to teachers in order to improve their inadequate skills on how to integrate technology in the teaching – learning process. teacher 2 reported that during covid-19 pandemic when classes were conducted using technological resources, most teacher experienced a big challenge. others had a challenge of using screencast for recording lectures for students. even to operate g-suite was a very big challenge. in order to improve this situation, he articulated that, … appropriate and frequent training on how to use ict based tools for the teaching – learning process should be conducted so that we improve the limited skills that we have. participant 4 reported similar perceptions indicating that training programs should be made compulsory so that teachers improve their skills. he emphasised on teachers attending seminars and more recently webinars. in a seminar, there are keynote speakers who act as experts in their field of interest. through this seminar where experts from different fields are invited as key note speakers on issues such as technology integration in the classroom, teachers who lack information will be able to learn through such. another form of training as reported by teacher 2 was attending of workshops. through workshop, teachers learn many skills like how to deal with students of the 21st century in the classroom. new skills such as integrating technology in the classroom are also acquired. a workshop is conceptualized as a brief educational program meant to empower participants with practical skills, techniques, or ideas which they can utilize at their work places on daily basis. in the workshop some teachers will have better knowledge on how to use technology or deal with individual differences in the classroom. teacher 2 articulated, workshops are very important for teachers to acquire new knowledge from other experts in the same field. in order to improve their skills and knowledge on technology integration, it was suggested by participant 1 that teachers should attend conferences both nationally and internationally. the conferences normally discuss present and emerging issues in education. they talk about different techniques of teaching in the 21st century, constructivism, learner – centred approaches of teaching, adoption and integration of technology, online education, and many other emerging trends in the different fields. so, if teachers attend these conferences, they will be empowered with different techniques and skills from different scholars across the globe. therefore, teachers will remain relevant and provide knowledge to students that will make them to be critical thinkers and global citizens. improvement of infrastructural facilities to address the challenge highlighted by some of the teachers in relation to lack of resources and infrastructure, some teachers are of the perception that is the government responsibility to increase funding given to the universities. fortunately, tezpur university gets funding from the government. however, the funding is not enough to cater for the needs of the institution. available literature attests that improved facilities lead to quality education provided to the students (baghdady & zaki, 2019; limon, 2016; anaman, zottor, & egyir, 2022). the above literature substantiates the thoughts shared by teacher 2. the teacher explained that if infrastructural facilities such as library, ict laboratories and smart classrooms can be increased, then the quality of education will be improved https://journals.e-palli.com/home/index.php/ajahs pa ge 24 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(1) 19-25, 2023 and become one of the best universities in india and across the globe. she articulated, in tezpur university there are lack of facilities such as smart classrooms which are a necessity in the 21st century. also, good laboratories are needed. i believe it is the government responsibility to increase funding to improve the facilities we already have. teacher 2 was supported by teacher who reported that universities should try to improve ict facilities especially in this time of covid -19 pandemic where everything is done online. he encouraged that such facilities are the need of the present era and teaching – learning process cannot be effective without them. therefore, the universities across india should purchase ict resources such as computers, laptops, and wi-fi facilities so that students can be provided with education they deserve. this was in response to the challenge of availability of ict resources in higher education. conclusion this study set out to explore the challenges teachers face together with possible solutions to the existing challenges in higher education in the 21st century. the available evidence seems to suggest that teachers in the 21st century era are confronted with numerous challenges which adversely affect the teaching – learning process. subsequently, teachers must improvise thus lowering the quality of education intended by the university policies. however, drawing from the findings, several challenges were highlighted including insufficient resources, technological challenges, and adjustment challenges. to address these challenges, the researcher recommends the university to find ways in which the funding giving to the university can be increased so that the challenge of smart classrooms, up to date library, good laboratories maybe curbed. besides raising the amount of tuition fee paid by the students, the university should aim to increase enrolment of international students because the amount of money one international student pays is almost equivalent to 5 local students. this can therefore be another way of increasing the financial power of the university so that it secures the resources that should be utilized by the teachers for effective teaching. references anaman, p., zottor, d., & egyir, j. (2022). infrastructural challenges and student academic performance: evidence from a developing nation. international journal of innovative science and research technology, 7(11), 1189-1200. baghdady, a., & zaki, o. (2019). secondary education governance in sub-saharan africa. world innovation summit for education, qatar. chere-masupha, j. (2018). personal landscapes of teacher professional identities versus digital technology adoption and integration in lesotho schools. international journal of learning, teaching and educational research, 17(3), 28-42. https://doi. org/10.26803/ijlter.17.3.3 cohen, e. g. (1994). restructuring the classroom: conditions for productive small groups. review of educational research, 64(1), 1-35. https://doi. org/10.3102/00346543064001001 cohen, l., monion, l., & morrison, k. (2007). research methods in education. routledge. dilshad, m., hussain, b., & batool, h. (2019). continuous professional development of teachers: a case of public universities in pakistan. bulletin of education and research, 41(3), 119-130. islam, n., beer, m., & slack, f. (2015). e-learning challenges faced by academics in higher education. journal of education and training studies, 3(5), 102-112. kayange, j., & msiska, m. (2016). teacher education in china: training teachers for the 21st century. the online journal of new horizons in education, 6(4), 204210. kurata, l., mokhets’engoane, s. j., & selialia, m. (2022). teachers experiences in piloting the integrated curriculum in lesotho: challenges and opportunities. canadian journal of educational and social studies, 2(6), 49-60. https://doi.org/10.53103/cjess.v2i6.80 lekhanya, n., & raselimo, m. g. (2022). exploring alignment between the lesotho secondary ds teachers’ pedagogy and work related skills. european journal of teaching and education, 13-27. limon, m. (2016). the effect of the adequacy of school facilities on students’ performance and achievement in technology and livelihood education. international journal of academic research in progressive education and development, 5(1), 45-58. malik, r. (2018). educational challenges in the 21st century and sustainable development. journal of sustainable development education and research, 2(1), 9-20. mgimba, a., & mwila, p. (2022). infrastructural challenges influencing academic performance in rural public secondary school in iringa district, tanzania. journal of research innovation and implications in education, 6(2), 17-24. mokhets’engoane, s., & malunguja, g. (2021). assessment of the perception of india’s international students on online provision of education: challenges and opportunities. corona pandemic: exploring it’s multifarious dimensions new dehli: new academic publishers. 267-277. mokhets’engoane, s., & pratima, p. (2022). effective teaching practices in higher education with special reference to the 21st century: a case of tezpur university, india. european journal of education studies, 9(7), 326-341. motso’ane, p. (2004). the nature and extent of implementation of music education: a case study of mohakare primary school and hoohlo primary school in maseru, lesotho. [masters dissertation, university of kwazulu natal]. nababan, t., purba, s., & siburian, p. (2020). the challenge https://journals.e-palli.com/home/index.php/ajahs pa ge 25 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(1) 19-25, 2023 of being a teacher in industrial revolution 4.0. in the fifth international seminar on transformative education and educational leadership (aisteel) atlantis press. 219-223. pallai, p. (2013). use of educational satellite in teacher education. technolearn: an international journal of educational technology, 3(1), 11-18. parimala, g. (2019). teachers challenges. times of india. raturi, s. (2021, april 15). challenges for teachers which never existed before. india today. thaanyane, m. (2010). teachers’ experiences of implementing business education in three secondary schools in maseru district, lesotho. masters thesis, university of kwazulu-natal, durban. thahn, n., & thanh, t. (2015). interconnection between interpretivist paradigm and qualitative methods in education. american journal of educational science, 1(2), 24-27. https://journals.e-palli.com/home/index.php/ajahs pa ge 1 indexed in pa ge 85 american journal of arts and human science (ajahs) new partnership for africa’s development (nepad) and the challenges of good governance in africa: an appraisal of the nigeria’s democratic journey in the fourth republic (1999-date). tukur, mustafa adedeji1* volume 1 issue 2, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i2.427 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: july 25, 2022 accepted: august 09, 2022 published: august 11 , 2022 though, nigeria’s attempt to democratize its political space in the wake of the virtual continent-wide embrace of democracy following the demise of the cold-war was greeted with some attendant political stalemates. the impasse of the june 12th 1993 and the elongated transition to civil-rule programs of the nigerian military government marked some turning points in the nigeria’s journey towards democratic governance. the eventual departure of the nigerian military from the political stage in 1999 and the birthing of democratic government only came into after the abrupt end of the cold war and the bipolar world system which, marked the triumphant emergence of the western liberal democracy, the final withdrawal of the nigerian military from politics in 1999 and the formation of a democratic administration took over a decade to materialize. however, nigeria , a leading proponent member-nation of the african home-grown initiative of nepad is today, challenged by a myriad of contending problems, arising paradoxically from some of the agenda with which nepad as a multilateral platform for the african nations has been put in place to address . this paper is essentially literature-based and therefore, attempts to historicize the nigeria’s journey and its travails of democratization, as well as, the contradictions, which have also put to interrogation, the country’s democratic credentials amidst its crises of governance. the paper noted that, for nigeria as a leading country on the continent, there is need for the self cleansing of its domestic polity and the civic space in keeping faith to the sacred creed of sowing the seed of democracy and consolidating such on the african continent. keywords democracy, good governance and development. 1 department of political science, lagos state university, ojo, lagos, nigeria. * corresponding author’s e-mail: mustafaadedejitukur@gmail.com introduction the nigeria’s preeminent position on the african continent is no doubt, an incontrovertible fact. its role conception as a leading country on the continent can be rightly traced to the formation of the then organization of african unity (oau), in 1963. nigeria’s commitment to the organization was far beyond its foundation membership, but its visible engagements and active participation in the actualization of the mandates upon which the oau was founded. the oau as the apex continental organization for the independent african countries had been founded on some thresholds which were germane to the survival of africa as a post-colonial entity. aside the decolonization agenda, the oau had to contend with other unfolding post-colonial challenges of socio-political and economic dimensions. more generally, the phenomenon of one-party states, sight-tight leadership and personal rule syndromes became highly symptomatic of the african political system. these undemocratic practices and authoritarian tendencies persisted on the continent, notwithstanding the vague preponderance of multi-party elections, democratic institutions, and even the existence of the oau (tukur, 2011: 2). the disbandment of the oau in may, 2002 became compelling in the face of the emerging realities of the international system particularly, with the total emancipation of the remaining previously colonized countries in africa. the african leaders were obviously faced with the need to reconsider the fate of the erstwhile oau, and the alternative option of the search for a new focus came as the only tenable possible panacea. prior to its disbandment, the oau as a continental organization was unarguably, painted in its image of an ineffectual multilateral platform with a pathetically chequered dossier of poor governance profile. with the dominant agenda of participatory democracy and the promotion of good governance once initiated again at the instance of the western international financial institutions (ifis), there was an informed concern as regard the need for collaborative strategies for addressing the africa’s many hydra-headed challenges of socio-economic and political crises. the era of the widely-adopted and externally imposed structural adjustment programme (sap), was also identified to have witnessed somewhat of negative impacts in the lives of many african countries. for instance, contrary to the intended objectives, the inability of the externally propelled sap to spawn good governance and promote the desired economic prosperities of the african countries in their wide embrace of the externally imposed sap, it became a serious watershed with the consequences of epic proportions, spiraling into deeper crises of governance across the african continent. rather than promoting good governance, sap degenerated into domestic missgovernance and blatant abuses of human rights within the adopting countries and pointing to its incapability as a policy measure suited to ease the continent’s sociopolitical and economic crises. as evidently documented, https://doi.org/10.54536/ajahs.v1i2.427 https://journals.e-palli.com/home/index.php/ajahs mailto:mustafaadedejitukur@gmail.com pa ge 86 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 85-92, 2022 sap exacerbated the growing tendencies for authoritarian regimes as witnessed in ghana under jerry rawlings (amnesty international, 1999), in uganda under yoweri museveni (ayittey, 1992: 148), and nigeria under general ibrahim babangida (tukur, 2011: 2). however, in the further efforts to seek some alternative options to africa’s many challenges of governance, and the search of new focus to the erstwhile continental organization of the oau, a decision to transmute the oau into the african union (au) was mooted possibly also, and as argued earlier, in conformity with the unfolding realties of the international system as regard similar occurrence within european continent with the transmutation of the erstwhile european economic commission (eec) into the european union (eu). the birth of the african union (au) no doubt, was received with some optimism. the contention of the coming of the au brought the hopeful desire of a changing narrative for the african continent most significantly, with the accompanying institutional mechanism of the new partnership for african development (nepad). the idea of nepad is premised among other objectives, on the need to enhance the governance credentials of the member-nations as a major yardstick for development and economic prosperity which became the sustained inferences for the adoption of the home-grown and african based initiative of nepad. importantly, it is noteworthy to remark that the dual initiative of the au and nepad equally incorporated a self regulatory measure of the african peer review mechanism (aprm), deliberately infused to ensure a periodic surveillance and review of membernations domestic policies, to ascertain their conformity with the best practices on good governance. on the contrary, observers and scholars alike have also noted with dismay, the many unfolding crises of governance and the inherent contradictions which have continued to play out on the african continent despite the dual initiative of nepad and aprm as conceived by the african leaders within the newly formed african union continental-wide agenda. similarly, the recent unfolding events on the continent have not provided the effectiveness of both the nepad and aprm in anyway as useful mechanisms for promoting good governance on the continent. the rising resurgence of military interventions, most especially in countries like chad, burkina faso, mali, guinea, and the failed attempts in niger and sudan has, on one hand legitimized the argument of the obvious failure of the african leaders to deliver good governance while on the other hand, some of the recent military interventions have also proved to the fact of the failure of nepad and aprm as ineffectual institutions in their inability to benchmark and evolve a workable template for good governance and enforce such, when there is non-compliance. while it could be asserted further that the rising resurgence in military interventions in their occurrences could be seen as signposts of discontentment by the citizens of the affected countries, such military disruptions in governance could as well be received more as part of the many contradictions which have continued to posit the african continent in that paradoxical order. the inherent contradictions of governance, despite the existence of nepad and the aprm, are not limited to the rising military interventions. there have been pockets of incidences of sit-tight leadership syndrome, nontransparent and flawed electoral conducts and processes in the favour of the status-quo political leadership, victimization of political opponents and gross violation and abuses of human rights, all in the repudiation of the tenets and objectives of nepad. there are similarly, cases of unwarranted politically-precipitated internal civil-strives by the african political leaders and many other recorded cases of post-elections violence in some african states, have further put to questioning, the continued relevance of nepad and aprm. in a more historical reference to this position, akporari (2004: 244) corroborated the contention of the contradictions of political governance in africa in that, the claims and platitudes of the proponents of nepad and aprm are much reflective in their inability to generate and entrench the requisite frameworks for the promotion of good governance on the continent. in a more pragmatic assessment, democratic practices and functioning in africa have been characterized largely by deficits than the expected dividends. similarly, oche (2004) concludes that the practice of democracy in africa has become largely exhibitory of those tendencies inimical to the process of governance and the desired economic benefits much in the need by the african nations. result and discussion conceptualizing nepad and aprm in the pursuance of the agenda for good governance in africa beyond the need for economic development and the prosperity of the african continent as regard the philosophical underpinnings of nepad, the focus on democratization and good governance also remain on the front burner of its agenda as could be found in the democracy and governance initiative of the compact of nepad. presumably, the initiative is predicated on the assumptions that democracy, respect for human rights, peace and good governance are essential conditions for the appropriate germination of development on the african continent. however, with the hindsight of some of the particular obstacles to democratization in africa, nepad as a multilateral institution entrusts the responsibility of consolidating democracy and cultivating good governance on the participating member-nations. in furtherance of the determination of the nepad compact as an abiding document, the article 81 expresses some of the fundamental elements of the democracy and political governance initiative, as pointedly highlighted by oche (2004) including the following: 1. a series of commitments by participating countries to create or consolidate basic governance processes and http://https://journals.e-palli.com/home/index.php/ajahs pa ge 87 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 85-92, 2022 practices; 2. an undertaking by participating countries to take the lead in supporting initiatives that foster good governance; 3. the institutionalization of commitments through the new partnership for africa’s development to ensure that the core values of the initiative are abided by. it should also be added that, in the obvious case of the inability of nepad document to address the necessity to inculcate democracy and good governance agenda, its focus has been much centred essentially on institutionalist approach, with article 83 emphasizing the following: 1. administrative and civil services; 2. strengthening parliamentary oversight; 3. promoting participatory decision-making; 4. adopting effective measures to combat corruption and embezzlement; 5. undertaking judicial reform. apparently, the above thematic areas of focus are not only ancillary criteria to the overall agenda of nepad, but they are also germane to enhancing the democratic profiles of member-nations and the promotion of good governance agenda as embedded within the nepad initiative. for instance, as part of the required institutional reforms of the member-nations domestic polity, the public services must be enhanced to deliver on their mandates to the citizens and equally serve to compliment the executive roles in the implementation of the functional state duties for effective and smooth running of the affairs of the state. the african public services, in their existence and material conditions, could be better regarded as inept and highly inefficient to deliver on their expected mandates of service delivery to the overall detriment of development in africa. similarly, the parliaments whose mandates are not only limited to the law making duties, but the effective checks and balances on the other arms of the state, must live to their other critical roles as regard oversight functions on the state institutions for effective control measures particularly, in the areas of compliance to budgetary system in the overall delivery of good governance. in terms of promoting participatory decision-making, this is also centred on the need for enhancing open government initiative whereby, policy and decision-making processes become transparent while critical stakeholders are equally allowed to make their inputs into such policy and decision-making processes for the general wellbeing of the society. this again, will encourage the active engagement of the non-state actors such as the civil society groups and other well-meaning organizations in the participating memberstates to be pro-active in their roles towards strengthening the state institutions and in promoting democratic norms and values, and good governance within the context of nepad agenda. as a corollary to these thematic areas of focus, there is also the need for the adoption of strict measures to combat corruption and all its vices if democratic values, as well as, the agenda for the promotion of good governance are to be achieved. though, aside the existence of traditional policing system operating within the domains of the member-nations, prominent countries like nigeria has in place some anti corruption agencies such as the economic and financial crimes commission (efcc), the independent corrupt practices and related offences commission (icpc), the code of conduct bureau (ccb) and the code of conduct tribunal (cct), to address the growing tendencies of official graft and corrupt related matters as part of the institution-building for promoting democracy and good governance. in a related manner, the judiciary as a major arm in the tripodal arrangement of any government plays vital roles in the strengthening of democracy and good governance. its place in any society is even more critical in promoting rule of law and the liberty of the citizens at large, and this therefore also implies that, as an institution of the state, its condition must be put to some evaluations with a view to examining its performances in the context of those roles it is expected to perform in upholding the tenets of democracy and good governance. the reform of the judicial system of the participating member-state is not only limited to the court system as a whole, but this also includes the entire administrative machinery that makes up the judicial system and guarantees its true independence. imperatively, as an essential component of nepad democracy and political governance initiative, the africa peer review mechanism (aprm) serves to be a unique instrument more likely at the disposal of the of the heads of state and can be appropriately deployed in benchmarking and standardizing democracy and governance in africa. the article 84 is much explicit about the necessity of the need for the entrenchment of democratic ethos and values, as well as, the promotion of good governance as key elements to achieving economic development and prosperity for the african continent. the aprm as a self regulatory measure ensures a periodic monitoring and assessment of domestic policies and programmes of the participating member-nations in their strict compliance to the laid down guidelines of the nepad article. the peer review as a mechanism of self regulation and assessment can be described as the systematic examination and assessment of the performance of one states by other states (alex de wall, 2002). however, in the opinion of oche (2004), the entire process of peer review could appear more frivolous and bogus, if there is no existence of effective machinery for some enforcement and compliance. in that further contention, the idea of peer pressure is a sine-qua-non for aprm to become an effective instrument within the closet of nepad agenda. by peer pressure, this presupposes the idea that formal recommendations, informal dialogue by fellow leaders, comparisons, public scrutiny, and ranking among countries (oche, 2004). perhaps, paragraph 24 of the aprm document is explicit on the implementation of peer review with the offer of assistance to the reviewed country in the course of failure http://https://journals.e-palli.com/home/index.php/ajahs pa ge 88 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 85-92, 2022 to display political will in effecting the recommendations of the outcomes of the aprm review teams as deemed appropriate. such assistance is usually dispensed through suasions and other subtle dialogue means. though, a major lacuna could be observed in the aprm document and this is identified in its voluntary participation, and the fact of it not also binding on participating membernations. again, another lacuna to the implementation of the aprm document might also relate to the precedence which usually surrounds international conventions in their non-binding and voluntary nature. this is also inimical to promoting international compliance in such cases as with aprm document among other of such multilateral documents. the success or otherwise of the nepad agenda, has been largely remarked, depends on the amount of political will it also enjoys from the african leaders, and the level of commitment so desired by them towards realizing the developmental agenda for the african continent. theoretical discourses on nepad and the agenda of good governance in africa observers and scholars on african developmental issues might be puzzled on whether there are enough or adequate literature on the theoretical perspectives which underpin the topical issues around the nepad initiative. this argument could be more appropriate in view of its novelty as a home-grown conceptualization towards addressing the african developmental challenges solely from the african perspective. this contention could however, be repudiated on the ground that literature is replete and much has been discussed on the africa’s developmental issues as much as its political trajectories as a post-colonial entity. the novel initiative of nepad has only provided a relatively new basis for either supporting or refuting some of the existing postulations as regard the challenges of africa’s development. for ake (1996:1), while examining the african development paradigm and its politics, contends that the three decades of preoccupation with development in africa have yielded little returns while african economy has been stagnating or regressing. he argued further that the apparent failure of developmental strategies on the continent could be attributed largely to colonial factors and other post-independence challenges which bedeviled the african countries. ake however, dismissed the notion of a failure of development as misleading on the ground that, development has not only been given the premium attention by the african policy makers. this argument was justified by the fact that political conditions in africa are the greatest impediments to africa’s development, predicating such again, on political legacy of colonialism and the post-colonial conditions as the major constraints to the pursuit of development and the emergence of relevant and effective developmental paradigms and programmes in africa. ake (2000) while interrogating the feasibility of democracy in africa argued that, this could be largely dependent on the declaration of african leaders and the relationship with the existential conditions of africans and the state, looking at the utility of democracy to the african continent. the feasibility of democracy should be essentially anchored on its ability to meet the social needs of the people and the willingness of the state managers to redistribute power in favour of the people, make ultimate power reside with the people, and make the people the raison d’être of development. in furtherance of the treatise on the feasibility of democracy in africa, ake (2000) highlighted four major characteristics which are essential thresholds for an enduring democratization project in africa. these are as follows: a democracy in which people will have the decision making over and above the formal consent of electoral choice. a social democracy that places emphasis on concrete political, social and economic rights, as opposed to a liberal democracy that emphasizes abstract political rights. a democracy that puts as much emphasis on collective rights as its does on individual rights. a democracy of incorporation. to be as inclusive as possible, embracing along with the legislative bodies, other diverse interest groups that are equally germane to democracy and societal development. taking a more deeper examination of the above highlighted essential characteristics of the ake’s treatise, it could be noted that, part of the deficits which have impeded africa’s development are not also far-fetched from the very agenda of nepad, but the puzzle however, lies in the amount of political-will deploy by the african leaders to actualize such laudable objectives. the recourse to liberal democracy, to many observers has not really brought the desired economic development to africa, and it is on that primary insight that the idea of nepad as developmental paradigm had appealed to the embrace of the african leaders. nepad and the nigeria’s democratic journey in the fourth republic dispensation: an appraisal the question of good governance and democratization project in africa will, for along time remain a major agenda and issue of concern for intellectual discourse, as this has continued to generate some fundamental debates in many enlightened fora. observers have however noted that, democratic agenda which took hold of the african continent in the late 1980s and early 1990s has produced enough of evidences to corroborate the enduring democratic project long enough to allow for some observations on the institutionalization of democratic governance in africa and some of its perceived challenges (oche, 2004a). the leading role of nigeria in the formation of nepad and its role conception as a preeminent country on the africa continent are no doubt, a major factor which has also placed some heavy burdens on its democratic credentials. though, the establishment of nepad came http://https://journals.e-palli.com/home/index.php/ajahs pa ge 89 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 85-92, 2022 almost about a decade after the return to democratic governance in nigeria following the second interregnum of the military in politics which began precisely in december, 1983 and terminated in a somewhat of a “pacted transition” arrangement on may 29th, 1999. it is however instructive to note that, the transition to civil rule which saw the handing over of power from the military government of general abdusalam abubakar to the civilian administration of retired general olusegun obasanjo in 29th of may, 1999 pointed to the validity of the argument about the pacted nature of the transition arrangement. president olusegun obasanjo, a retired army general had been credited with the efforts as being the first military ruler to have transited power to democratically elected civilian government following the thirteen-years of the first military interregnum which began in 1966 and ended on 1st of october, 1979. the general abdusalam hurriedly conducted transition programme was assumed to have been compelled by the prolonged transition to civil rule programme in the aftermaths of the political impasse of the june 12th general elections crisis. the 1993 june 12th presidential election was believed to have been won by the business mogul, chief mko abiola, also a former school mate and kinsman of general olusegun obasanjo. to many observers, the emergence of general obasanjo in 1999 was said to be a “pacted” form of transition whereby, the military government had conceded to handing over power in efforts to assuage and appeal to the people of the south western nigeria in the prolonged political impasse which had almost engulfed the entire country in the aftermaths of the june 12th political crisis. the eventual departure of the military from the political stage in 1999 brought in a vista of hope for the nigerian state with a renewed political ecosystem of electoral democracy. the inauguration of chief olusegun obasanjo led civilian administration on 29th of may, 1999 along other thirty six democratically elected governors across the nigerian states marked that renewal of hope. importantly, the 1999 constitution which serves as the binding legal covenant of the nigerian fourth republic equally adopted the presidential democratic arrangement similar in character to the 1979 constitution and therefore, affording the country another attempt at experimenting with the american model democracy which is also suited for the peculiarly diverse multiethnic society like nigeria. in a manner of what huntington (1991), had succinctly described as the “third wave of democratization”, the period did not only brought nigeria out of its erstwhile prostate pariah status within the comity of nations, but also saw nigeria regaining its preeminent position as a leading country in africa. no doubt that the nigeria’s emergence within the orbit of the third wave of democratization had been occasioned by some compelling domestic and exogenous conditions. the prolonged transition programmes of the military and the resultant protracted political impasse of the 1993 june 12th elections on one hand, and the perceived ostracization of nigeria by the international community on the other hand, had also motivated the nigeria’s determined journey of electoral democracy. as again noted by babawale (2007), one of the major issues confronting the present democratic governance in nigeria has to do with the task of promoting the substance and content of democracy and not just its infrastructure or form. this argument is a pointer to the fact that, nigeria, just like many other countries that have embraced the wave of democratization in africa, is still much riddled with some existential challenges which have in some ways negated the very essence of the democratization project. while we should equally bear in mind, the africa’s democratization project within the nepad agenda, this however became a suspect given the cosmetic nature of africa’s democratic enterprise (ibid: 49). going by the nigeria’s trajectories of democratization, the obvious illusion of democracy continues to be the dominate assumptions similar to what ihonvbere (1998) described in his submission that, the tragedy of africa’s experience of the third wave of democratization lies in the fact of its “non-transition to democracy”. over the last two decades of democratization project in nigeria, much could not be presented in the positive description of its dossiers as impactful and transformative. rather, politics has taken the dimension of warfare with the tendencies for accumulation of state power by the political elite. right from the inception of the nigeria’s fourth republic in 1999, the struggles for state power has been at the focus of the political contestations among political elite, as winner-takes-all syndrome also became the determining paradigm in place of power sharing concessional arrangement which could guarantee some levels of equilibrium within the political system. ` electoral democracy in the nigeria’s fourth republic dispensation is fraught and lacking with that philosophical consequentialist notion of democracy of what alao (2004) described as “epistemic democracy”. the epistemic notion of democracy is explained to conceive of the link between the voting process and the common good is provided by the majority rule criterion which under certain common assumptions produces the “correct” answer. the “correct” answer here is defined as the candidate/programme associated with the common good (ibid. p.vii). the highpoint of argument here also lies in the fact that politics, since the return to electoral democracy in 1999 has assumed various dimensions. the growing phenomenon of elite capture of the political ecosystem has taken a worrisome path with the increasing level of despair even among the voting public that elections do not count in nigeria. this negative perception has been much acerbated by the compromised electoral system. for instance, presidents olusegun obasanjo had admitted to the electoral malpractices during the april, 2007 general elections though, with some equal reservations that those imperfections were not sufficient to invalidate the elections results (daily sun, april 20, 2007). similarly, http://https://journals.e-palli.com/home/index.php/ajahs pa ge 90 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 85-92, 2022 the late president umar musa yar’adua openly acceded to the fact that the election that brought him into office was highly flawed with irregularities which also necessitated the inauguration of a 22-member electoral reform committee in august, 2007 (this day, march 28, 2009), headed by professor attahiru jega, former vice chancellor, bayero university, kano and one time chairman of the academic staff union of universities (asuu) who later also became the chairman of inec (independent national electoral commission) under president goodluck jonathan. examining the nigeria’s democratization process particularly, within the prisms of the nepad agenda on democracy and political governance initiative, it is apposite to assert that one of the major obstacles to africa’s democracies generally could be located in the poor governance credentials of member-nations as obviously archived from a leading country like nigeria. the unimpressive political dossiers of nigeria as a preeminent country on the continent, serves as a great disincentive to actualizing the overall agenda of nepad good governance and of significant negative influence to other member-nations. the nigeria’s governance profile since the return to electoral democracy in 1999 has not only been uninspiring given the unfolding domestic crises of governance and their debilitating impacts on its socioeconomic and political wellbeing. the varying degrees of social challenges as insurgencies, terrorism, rural and urban banditry, vandalism among other forms of social misdemeanors could be largely taken in their causes and intentions as basically of social reactions to the deep seated maladministration and poor delivery of governance by the managers of the nigerian state. the events within the last two decades of the electoral democracy have painted much of inadequacies in governance in somewhat of less visibility in terms of delivery of the dividends of democracy. relying on larry diamond (2017) assessment of the prospect of democracy in africa, nigeria’s ability to develop, politically and economically, will also have to be determined by its ability to do so democratically. the nigeria’s democratic narratives, given the return of democracy, has not totally done with some of the vestiges of authoritarianism with the many contradictions and the failures to entrench accountable, rule-based institutions that can curtail corruption and limit the arbitrariness and the abuse of power of government. as part of such emerging negative narratives of the nigeria’s democratic environment, the rising cases of ethnicity, corruption, nepotism and other vices which have aided the breeding of what larry diamond (ibid) commonly refers to as an “uncivic society”, riven by a culture of self-interest. not withstanding the nigeria’s attainment of the two turn-over test with the change of power between political parties within the period of over two decades of electoral democracy, the prevalence of undemocratic practices particularly, within the major political parties serve as the key driver of prebendal and patrimonial politics. absence of internal democracies in the conduct of the affairs of political parties has also continued to be a dominant discourse which has impacted negatively in the overall governance of the country. when primaries to choose party flag bearers are conducted within political parties, they are mostly organized in such an environment quite contrary to democratic norms and ethos. wide spread cases of heavy monetization of the primaries processes whereby, party delegates are induced to vote and sometimes too, candidates foisted on the political parties by party chieftains and the political godfathers. the increasing phenomenon of the absence of internal democracy within political parties in nigeria have equally raised the concerns for the gross inability to generate the right democratic values capable of delivering the much desired development for the nigerian society. the challenges of electoral democracy in nigeria have also gone beyond the political party fault lines in terms of the absence of internal democratic values. there are other inherently identified institutional and ecological challenges which are becoming the defining attributes of the nigeria’s political ecosystem in spite of the general concerns over the need for the country’s electoral reforms. the unwholesome democratic practices of the commodification of the electoral system such as the compromised electoral management officials, the growing incidences of vote-buying and vote-selling during elections, political intimidation and stifling of the opponents, compromised and subservient security agencies, as well as, the sometimes docile civil society groups have all contributed negatively to the downward trend of the nigeria’s democratic profile during the fourth republic dispensation. it is again apposite to remark that elections in nigeria have continued to be constrained by the crisis induced environment where both in the pre and the post election periods, the electoral process becomes usually susceptible to violence and disruptions, and mostly orchestrated by the political elite in their bids to establish superiority. the aftermaths of electoral violence have been recorded in most of the elections held in the recent times with many collateral effects on the largely innocent communities across the nigerian society. sometimes too, some dimensions of ethnic and religious coloration are reflected and added to electoral violence in nigeria and making such to escalate even beyond their initial points of ignition, spiraling to other places with devastating consequences. perhaps, the problems of insurgencies and terrorisms in some parts of nigeria have also been linked to the aftermaths of poorly managed electoral crises. conclusions appraising the nigeria’s democratic journey can never be achieved in the vacuum of the cognizance of its preeminent role in the affairs of the african continent. the leading role played by nigeria in bringing to fruition the transmutation of the organization of african unity http://https://journals.e-palli.com/home/index.php/ajahs pa ge 91 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 85-92, 2022 (oau) into the african union (au), in conformity with the existential realities of the phenomenal agenda of globalization, and the compelling wind of liberal democracy are remarkably noteworthy. the birthing of nepad as a continent-wide agenda for promoting democratization and good governance in the aftermath of the tidal wave of political liberalization tilting towards the africa have also had the warm embrace of nigeria as a leading promoting member-nation. aside the institutional supports and commitment of the nigerian authorities towards realizing the goals and objectives of nepad, the question of nigeria’s commitment to the ideals and principles of nepad have however, generated concerns considering the many inherent contradictions of governance and the negative trajectories of its politics which are also inimical to the socio-economic and political wellbeing of nigeria as a leading country on the african continent. the attempt by the nigerian government to domesticate and institutionalize nepad as part of its governance framework is a commendable endeavour. efforts towards keeping to some of the ideals and objectives of nepad particularly, with the establishment of anti-corruption regulatory agencies as the economic and financial crimes commission (efcc) and the independent corrupt practices and allied offences commission (icpc) have equally prompted some mixed reactions, most especially in their effectiveness and sincerity in the pursuance of their expected mandates as anti-graft agencies of the nigerian state. the growing spate of institutional corruption which continues to characterize the nigerian public service and the political space has also painted the anti-graft agencies as ineffective institutions for tackling corruption. the arguments of perceived selective prosecutions of political opponents which have been allegedly pointed to the anti-graft agencies as state mechanisms specifically put in place to witch-hunt political opponents have also rendered their existence somewhat questionable. further to the above submissions, the lack of political will by the nigerian state in the sincere implementation of the ambitious agenda of nepad in-spite of the attempts to put in place several institutional mechanisms in line with such agenda. this could also be explained within the nigeria’s political ecosystem where much has not been positively recorded within the larger agenda of nepadaprm initiative. for instance, the recommendations of the national political reform commission and the electoral reform panel of 2007 were yet to be fully implemented despite the obvious need for the total overhaul of the nigeria’s political and civic spaces. the reform of the electoral management system, and the necessity of the continuous value reorientation for the nigerian masses for positive change and development, and the reinvigoration of agencies like the national orientation agency (noa) will not only assist in the attainment of a renewed and ethically sound nigerian society, but also, the actualization of the ideals and agenda of nepad-aprm initiative. nigeria’s return to democracy in 1999 has no doubt, been marked by many crises of governance. the need for a sincere consolidation of the nigeria’s democracy has severally also been proffered as one of the plausible thresholds to achieve the laudable task of consolidating nigeria’s democratic journey. such laudable prescriptions by scholars and observers alike however, include the institutionalization of the rule of law, the strict adherence to constitutionalism and the unhindered civil liberties (fatai, 2017:367). commitment to democratic consolidation as a corollary to nepad agenda should be well noted beyond the above prescriptions. for instance, achieving a sincere democratic consolidation should be taken to include the efforts at reforming the electoral system through the wholesale implementation of the recommendations of the committees and commissions set up in the past by successive administrations. strengthening the independent national electoral commission (inec), and granting it the genuine autonomy for the actualization of part of the electoral reforms agenda. the transition of the country’s electoral system into a digitalized and electronic-based system is also very necessary to mitigate the current challenges associated with its operations particularly, in terms of the tendencies to reduce electoral malpractices. if the laudable agenda of nepad must therefore be realized, nigeria as a leading member-nation of the african union (au) must also wake up and embark on the necessary self cleansing of its domestic polity and the civic space, in keeping faith to the sacred creed of sowing the seed of democracy and consolidating such on the african continent. references akporari, j. (2004). “the au, nepad and the promotion of good governance in africa’. nordic journal of african studies, vol. 13, no. 3. alao, n. (2004) foreward in olurode, l. and anifowose, r. (eds.).”nigeria’s 2007elections: the crisis of political succession. lagos: rebonik publications ltd. alex de wall (2002). “what’s new in the new partnership for africa’s development”. international affairs, vol. 78, no. 3, pp.463-475. ake, c. (1996). democracy and development in africa. washington dc: brooking institutes. amnesty international (1999). amnesty international report. london: amnesty international. ayittey, g. (1992). africa betrayed. new york: st. martins. babawale, t. (2007). nigeria in the crises of governance and development: retrospective and prospective analyses of selected issues and events. vol.1. the political economy of development, governance and globalization. lagos: concept publications. diamond, l. (2017). developing democracy in africa: african and international imperative. https:// web.stanford.edu/dept/iis/democracy/seminar/ http://https://journals.e-palli.com/home/index.php/ajahs pa ge 92 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 85-92, 2022 diamondafrica.htm fatai, s.a (2017). elections and democratic consolidation in west africa: a comparative study of nigeria and senegal, 1999-2012. unpublished phd thesis, university of kwazulu natal. huntington, s. (1991). democracy’s third wave. http://muse.jhu.edu/ journal/jod/summary/v002/2.2huntington.html ihonvbere, j. (1988). “the irrelevant state, ethnicity, and the subversion of the goals of nationhood in africa.” paper presentation at the conference on ethnicity and nationhood in africa. usman dan fodio university, sokoto. oche, o. (2004a). “nepad: the challenges of democracy and good governance”. nepad in the nigerian dock. lagos: nigerian institute of international affairs . oche, o. (2004b). “governance in africa and the nepad”. nepad for journalists. lagos: nigerian institute of international affairs. thisday newspaper. (2009). march, 28th. lagos. tukur, m. a. (2011). nepad and the challenges of good governance in africa: a case study study of nigeria. unpublished m.sc dissertation, department of political science, university of lagos, akoka, lagos. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 indexed in pa ge 25 american journal of arts and human science (ajahs) kahoot! app: an interactive tool to enhance the english participation of grade 7 students louie b. villanueva¹*, jay-rald m. sinampaga¹, sarah mae r. floredeliza¹, janine kate c. valera¹, shaira a. tamayo¹ volume 1 issue 2, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i2.315 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: june 08, 2022 accepted: june 17, 2022 published: june 20, 2022 this study is aimed at improving the participation of 30 grade 7 students during the academic year 2021-2022 through the kahoot! app. kahoot! is a game-based student-response system that focuses on engaging the students in the classroom. through class observations and interviews, it was found that students were rarely volunteering to answer questions and contribute to the discussion because of the traditional tools used by the teacher. to further validate the researchers’ observations, the respondents were given a pre-survey checklist as well as a postpost-survey checklist. this was to determine their extent of participation before and after the employment of the intervention. results showed that the mean score of the respondents in their pre-survey was 1.79 or strongly disagree, while in their post-survey, it was 4.41 or strongly agree which means that there was a mean difference of 2.63. also, the t-value of -37.51 means that the pre-survey checklist obtained a lower result than the post-survey checklist. this is attributed to the fact that the students favored and preferred kahoot! app than google form. in addition, the p-value of 0.000 is less than the .01 level of significance which further validates that there is a significant difference of the pre-survey and the post-survey. this implies that the intervention of this research proved to improve the participation of the students in english. thus, the intervention of this study is highly recommended for teachers to use in facilitating assessment activities in online setting because of the its engaging features like colorful backgrounds, pictures, interesting graphics, and immediate feedback, which motivate the students to participate keywords assessment tool, english students, google form, kahoot! app, student’s participation 1 mariano marcos state university, philippines. * corresponding author’s e-mail: lbvillanueva@mmsu.edu.ph introduction due to the ongoing international covid-19 crisis, the education institutions have been forced to adopt online environments as key spaces for interaction between teachers and students (hodges et al., 2020). reimers et al., (2020), asserted that one of the main hindrances to learning that are observed in online environments is relatively the poor active participation of the students. based on the researchers’ in-depth observations during their field study 1-observations of teaching-learning in an actual school environment and at the beginning of their field study 2-participation and teaching assistantship, teachers were challenged in maintaining students’ participation during online classes. students rarely volunteer to answer questions, and at some point, some of the students tend not to open their cameras or microphones when they are being called by the teacher to recite or participate in the discussion. this is very crucial for an educator as it has always been a critical factor in yielding positive learning outcomes for students and further developing their abilities. dlab et al., 2020, defined participation as the capacity for students to involve themselves in virtual settings in a variety of ways. in the study of sivapalan & cregan, (2015), participation is one of the fundamental variables that determines learning in online environments. weaver and qi (2019) claimed that ‘students who actively participate in the learning process learn more than those who do no’. this statement was supported by astin (2019), claiming that students who actively participate in class tends to have a better academic achievement and showed higher satisfaction in the learning process siti maziha (2019). this may be because greater participation means a greater probability of student interaction, greater participation means more communicative exchanges, or greater participation leads to a better learning experience (isohätälä et al., 2017). in connection, michailidis et al., (2018), suggested that to enhance student learning in online environments, the quality of participation must be improved especially in the assessment part of the discussion. based from the study of sudweeks & barbour (2018), online learning can be as effective as face-to-face courses, but only if learners are provided well-designed interaction activities. it is argued that learner participation can be enhanced by using online interactive application in e-learning settings. a study by white and mccoy (2019) agreed and stated that online interactive application was persistently used in e-learning environment as they have helped encourage student to become focused and motivated to learn. similar researches explain the different benefits of integrating interactive online activities in the online classes and mention no negative effects, gebbels (2018). the fact that there have only been a few studies that looked at the effects of using kahoot! on improving student participation, this study is significant. although there are numerous factors affecting the low percentage of participation of students in various activities during their online class, the researchers conducted an action using the kahoot! app, which aims to improve students’ participation in e-learning setting. kahoot! app is a gamebased student-response system that focuses on engaging https://doi.org/10.54536/ajahs.v1i2.315 https://journals.e-palli.com/home/index.php/ajahs mailto:lbvillanueva%40mmsu.edu.ph?subject= pa ge 26 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 25-32, 2022 the students in the classroom. it is an educational software that offers teachers the ability to create questionnaires, quizzes, discussions, and exams (tóth, lógó, & lógó, 2019). literature review using online interactive application in the classroom is a promising avenue. this is very crucial as there are newer educational standards that emphasize the need for teachers to support student learning with technologies. a study by white and mccoy (2019) agreed and stated that online interactive application such as kahoot! app was persistently used in e-learning environment as they have helped encourage student to become focused and motivated to learn. various studies have found that using technology, including computers, personal tablets, and smartphones, is effective in improving students’ engagement and active participation in classrooms (bransford et. al, 2000). thus, the researchers state that use of individual devices and other computer-generated tools can improve someone’s ability especially a teacher to solicit active participation from all students during lessons, incorporate internet resources, and evaluate students’ progress. such activities provide kinesthetic learners an opportunity to actively engage through movement of their muscles in response to stimulation as they see and hear and were able to connect it to their existing knowledge. the pursuit for literature review which kahoot! was reported by the previous researchers, it was discovered in one literature review mentioning about the benefits of gsrss such as gsrss are able to afford interactivity, increase students’ performance in academic, and full engagement (aljaloud et al., 2015). as students nowadays, who are also known as millennials and may be more knowledgeable in certain aspects of technology, it is crucial for teachers to explore new technology and synchronize their knowledge with the students in order to create a meaningful teaching and learning experience. early research shows that integrating gsrs (e.g., kahoot!) into regular classroom lectures contributes to improvements in student engagement (wang, 201). kahoot! represents a new generation of student-response systems that has a main focus on student motivation and engagement through gamification. in the study of batsila and tsihouridis (2018), it is clear that kahoot! is a useful tool for both teachers and students in various aspects. the findings show that kahoot! app can improve student’s engagement and participation and a useful assessment tool to evaluate students’ knowledge. in the same study conducted by wang, zhu and saetre (2018), this type of learning tool is an apt to boost participation and engagement which supports learning while evaluating the level of pupils’ understanding of a lesson. putri, (2019) has added, kahoot! has impacted positively on the interactions in the classroom, student engagement as well as participation. kahoot! app is a very beneficial and outstanding tool in today’s virtual world of learning. coming to the advantages, it is very helpful for learners. the following are some of the in-depth advantages of using kahoot! a) as the students’ interest level is high, the teachers can easily assess the understanding level through quizzes and polls. b) it can be used as a tool of assessment for the teachers. c) it has effectively reduced students’ frustration levels. d) the stress about the fear of formative assessments in the traditional method and it has increased the students’ performance due to an increase in the student’s attendance. in the recent study of bransford, brown, and cocking (2021) “assessments and feedback must focus on understanding, assessments that emphasize understanding do not necessarily require elaborate or complicated assessment procedures. even multiple-choice tests can be organized in ways that assess understanding”. as an assessment-based tool, kahoot! supports preassessments, productive formative assessments and student reflection, through fun quizzing, quick polls and surveys. in relation to this research study, since, kahoot! app has proven by some researchers to be an effective pedagogical tool in improving the participation and engagement of students. it goes beyond being a fun motivation or reward for students. from quick pulse checks to formative assessment and tracking class progress, it can help capture actionable insights and target instruction in any learning environment. methodology this research study used an observation, unstructured interview (villanueva & gamiao, 2022) and online survey checklists. initially, the researchers made an observation with the grade 7 students of mmsu-lhs on their participation during online class. the researchers found out that most of the students were not highly engaged to the discussion because of the teacher’s use of traditional tools in their class. thus, to address this concern, the researchers thought of an intervention that could help them improve their participation in class and would make them become more active in the teaching-learning process. to collect in-depth data on the learning problems of the students, the researchers conducted an unstructured interview with the english teacher of grade 7 of mmsulhs. this is to support their initial observations that the grade 7 students are struggling to participate during online classes. moreover, an unstructured interview was also done to selected grade 7 students of mmsu-lhs to supplement the deficiencies of the quantitative data. in addition, the researchers utilized an online survey checklist-questionnaire in gathering the necessary data for this study. the online survey checklist-questionnaire was composed of two parts. the first part asks for the profile of the respondents and checklist questions for the second part that were adopted from the recent study by wang, alf i. (2020) titled, “dozens of studies show http://https://journals.e-palli.com/home/index.php/ajahs pa ge 27 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 25-32, 2022 learning benefits of using kahoot! app.” however, the adopted questions were modified and enhanced to ensure alignment with the objectives of the study. the data gathered from this study was particularly obtained from grade 7 students of mariano marcos state university laboratory high school, laoag city, the philippines. the result of interview, observation and survey checklist were the primary sources in collecting the data. hence, its result is limited to its identified respondents and instruments utilized. data gathering procedures to determine if the grade 7 students of mmsu-lhs are struggling to participate during online class sessions, the researchers conducted a class observation during their scheduled synchronous classes. the researchers found out that the use of google form as an assessment tool was not effective because of the following reasons: a) the interface is not engaging b) inaccurate scoring in the short answer section c) it automatically refreshes over again when faced with poor connectivity, d) it is impersonal because it does not require interaction and building relationships with learners. to further support the researchers’ observations, they administered the presurvey checklist through google form to supplement the data gathered from the pre-test. the google form link was sent to the english teacher of grade 7 mmsu-lhs to the students. the data gathered from the pre-survey was tabulated and interpreted by the researchers. after determining the results from the pre-survey checklist, and interview from the english teacher of grade 7 students at mmsu-lhs, the researchers have standardized the content of week 1 and week 2 lessons and learning materials to ensure that all classes have covered the same material in an identical way. the lesson plans, delivery methods, and approach to teaching in the classrooms were also coordinated by the cooperating teacher. during the intervention period, each section was given four sessions in two weeks with the incorporation of kahoot! app features in creating a variety of activities per session. this is also to introduce the features of the kahoot! app to the students so that they will be familiar when answering the post-test after the teaching demonstration. in the first week, the topic given to the researchers was “distinguishing the features of academic writing”. the teaching method used during the session was the usual way; it started with a motivation, lesson proper, application, and giving assignments. however, during the class discussion, there were several activities created by the demo teachers. they facilitated some activities incorporating the kahoot! app, particularly in asking questions. to further validate and test the effectiveness of the kahoot! app, the researchers continued the teaching demonstration for the second lesson with the topic, “employ a variety of strategies for effective communication.” to standardize the content of the week 2 lesson and materials just like the previous meetings, the researchers have followed the same method and procedure in teaching. after the researchers employed the intervention, they sent the post-survey checklist questionnaire to the grade 7 mmsu-lhs students via a kahoot! app. the result from the and pre-survey checklist was checked, tabulated and analyzed qualitatively as well as quantitatively. data analysis in this study, the researchers have employed both qualitative and quantitative data analysis. content analysis was used to analyze the qualitative data. bhandari (2022) as cited by villanueva (2022), stated that qualitative analysis is a means of interpreting textual data such as concepts, opinions, and experiences of the subjects in a study to gather in-depth analysis. holsti (2017) stated that content analysis is used to analyze group interviews and openended questions to complement the quantitative data. in addition, to analyze the quantitative data, descriptive statistics were used. according to william (2018), descriptive statistics are used to present quantitative descriptions in a manageable form. it simplifies large amounts of data in a sensible way. moreover, to have in-depth analysis and interpretation of data in the light of the problems of this research study, a central tendency was used, specifically, the mean score or value. as stated by bhandari (2020), central tendency is very important when performing descriptive statistics. the data gathered in the survey checklist-questionnaire was tabulated using frequency count and weighted mean as a statistical tools. furthermore, the data elicited were interpreted using moidunny (2009) method of interpretation, as shown below. mean score descriptive interpretation 4.21 – 5.00 strongly agree 3.21 – 4.20 agree 2.61 – 3.20 undecided 1.81 – 2.60 disagree 1.00 – 1.80 strongly disagree futhermore, the data gathered in the pretest and posttest were tabulated using the statistical tools such as mean, frequency count and percentage distribution. the data were interpreted using the following range and descriptors taken from the study of villanueva, (2016). range descriptive value 13-15 very satisfactory 10-12 satisfactory 7-9 good 4-6 fair 1-3 needs improvement results and discussion the first concern of this study was to look into the respondents’ mean score in their pre-survey. thus, an online survey was administered and the following results surfaced: it could be gleaned from table 1 that the overall mean score of google form as an assessment tool was 1.79 http://https://journals.e-palli.com/home/index.php/ajahs pa ge 28 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 25-32, 2022 table 1: the mean score of the respondents in their pre-survey checklist a. usage of google form as an assessment tool weighted mean descriptors 1. i prefer to use google form when answering quizzes because it is more engaging and interactive. 1.57 sd 2. i feel motivated to learn and participate in class because of its features. 1.83 d 3. i feel more comfortable in answering the questions because it shows immediate feedback. 1.87 d 4. i am inspired to answer quizzes because it reduces anxiety. 1.80 sd 5. it helps me become more creative and innovative. 2.33 d 6. i am motivated to learn using google form because it helps me assess my understanding and retain information. 1.70 sd 7. google form helps me to earn more points and that makes me inspire to participate. 1.80 sd 8. google form helps me to become more active and productive. 1.73 sd 9. google form brings me remarkable learning experience. 1.63 sd 10. google form helps me to reduce boredom. 1.63 sd 11. google form allows me to explore and experience its features. 1.90 d 12. google form helps me capture actionable insights and target instructions. 1.60 d 13. google form tests my knowledge and help me retain important concept. 1.80 d 14. google form catches my attention. 1.83 d 15. google form increase my self-esteem to participate assessment activities such as quizzes, etc. 1.77 sd n=30 overall mean 1.79 sd or strongly disagree. this indicated that majority of the participants strongly disagreed while few of them disagreed on the use of google form as they were not motivated to learn and could not help them increase their level of creativity and self-esteem. moreover, it is apparent that the use of google form was not an effective tool to improve students’ participation because it does not help students to widen their knowledge about a particular topic/subject matter, it does not encourage them to learn more eagerly, does not bring a remarkable experience, cannot even test their knowledge about the topic and cannot reiterate important concepts, and most of all, it also decreases their self-esteem to participate in the activities and/or quizzes given by the teacher. this result also supported the statement of an english teacher of the grade 7 students of mmsu-lhs in an interview after the class discussion wherein google form was used: “one of the key components to creating effective teaching and learning processes in this kind of modality (online class) is using various technological tools to encourage participation. however, google form is not an effective tool. based from what we just had in our class today, utilizing google form could not help students become more creative in constructing sentences from the questions raised by the teacher. it could not even catch the student’s attention and could not even offer a great help that can be used as an energizer to reduce the boredoms of the students during online class” the following were some feedbacks shared by selected grade 7 students of mmsu-lhs as a result of their experiences with the use of google form. “…taking quiz on google form is very boring. and, as students, we easily get bored during online classes, we want something new, a lesson and activity that would energize us and reduce the boredom we experience during online classes”. -student a “…i always get low score whenever i take quizzes using google form. i also feel frustrated because it does not motivate me to answer the quizzes…because it is so boring tool” -student b “i don’t even take my quizzes seriously whenever i answer in the google form. i don’t even read the questions whenever i answer. hence, this is not an effective tool to test my knowledge about the topic and cannot reiterate important concepts” -student c “…it is not effective because…i could not demonstrate what i have understood on the lesson when i take the quizzes using google form…” -student d notably, the students did not express favorable feedbacks on the use of google form as an assessment tool, therefore, this type of learning tool is not an apt to boost participation and engagement which supports learning numerical rating legend numerical rating descriptive interpretation 13-15 very satisfactory 10-12 satisfactory 7-9 good 4-6 fair 1-3 needs improvement http://https://journals.e-palli.com/home/index.php/ajahs pa ge 29 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 25-32, 2022 table 2: the mean score of the respondents in their post-survey checklist b. usage of kahoot! app as an assessment tool weighted mean descriptors 1. i prefer to use kahoot! when answering quizzes because it is more engaging and interactive. 4.37 sa 2. i feel motivated to learn and participative in class because of its features. 4.23 sa 3. i feel more comfortable in answering the questions because it shows immediate feedback. 4.33 sa 4. i am inspired to answer quizzes because it reduces anxiety. 4.13 a 5. it helps me become more creative and innovative. 4.43 sa 6. i am motivated to learn using kahoot! because it helps me assess my understanding and retain information 4.83 sa 7. kahoot! helps me to earn more points and that makes me inspire to participate. 4.43 sa 8. kahoot! helps me to become more active and productive. 4.43 sa 9. kahoot! brings me remarkable learning experience. 4.50 sa 10. kahoot! helps me to reduce boredom. 4.43 sa 11. kahoot! allows me to explore and experience its features. 4.50 sa 12. kahoot! helps me capture actionable insights and target instructions. 4.63 sa 13. kahoot! tests my knowledge and help me retain important concept. 4.33 sa 14. kahoot! catches my attention. 4.27 sa 15. kahoot! increase my self-esteem to participate assessment activities such as quizzes, etc. 4.37 sa n=30 overall mean 4.41 sa numerical rating legend descriptive interpretation 4.21 – 5.00 strongly agree/very high 3.21 – 4.20 agree/high 2.61 – 3.20 undecided/moderate 1.81 – 2.60 disagree/low 1.00 – 1.80 strongly disagree/very low while evaluating the level of students’ understanding of a lesson. table 2 shows the result of the survey-checklist administered after employing the intervention. it could be gleaned from the table that most of the respondents strongly agree with the use of kahoot! app as an assessment tool with the overall mean 4.41. furthermore, it was worthy to note that kahoot! app was an effective tool to improve students’ participation because it helped students to widen their knowledge about a particular topic/subject matter, motivates students to learn more eagerly, brings a remarkable experience, can really test student’s knowledge about the topic and can reiterate important concepts, and can increase students’ self-esteem to participate in the activities and/or quizzes given by the teacher. in an interview, an english teacher admitted that: “i can say that kahoot! app is very helpful to the learners. based from what i have observed, the students’ interest level during the class is very high, the teachers can easily assess the understanding level through the quizzes and polls. this is a great way to increase participation because it is evident that it has effectively reduced students’ frustration levels. students who randomly participate became participative in the class. the stress about the fear of formative assessments in the traditional method was reduced as it also increased the students’ performance due to an increase in the student’s attendance as well” another english teacher also admitted that: “kahoot! goes beyond being a fun motivation or reward for students. from quick pulse checks to formative assessment and tracking class progress, it can help capture actionable insights and target instruction in any learning environment” it was further complimented by the selected grade 7 students of mmsu-lhs as they expressed positively their experiences in using kahoot app. “…for me ma’am, i prefer to use kahoot! because this is more engaging and interactive, and aside from its…, engaging feature, this is also great in saving and restoring answers. even if there is an interruption like intermittent connection or power interruption, the answers are automatically saved. unlike in the google form quiz, you cannot restore the answers once it is refreshed.” -student a “…when i am taking quizzes, i prefer using kahoot! app instead of the google form because the game feature of kahoot! app has reduced my stress about the fear of tests and quizzes” -student b “…i also prefer to use kahoot! app when taking quizzes because uhm probably because of its uhm game features that allows me to be comfortable in answering the question. i feel excited and inspired to attend the classes…i believe, taking quizzes using the kahoot! app helped me increase my selfesteem to participate more in the activities ken quizzes given by the teacher” -student c “i prefer to use kahoot! app when taking quizzes because…unlike http://https://journals.e-palli.com/home/index.php/ajahs pa ge 30 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 25-32, 2022 the google form that automatically refreshes over again when faced with poor connectivity kahoot! app is accurate in scoring answer. it is also engaging as does require interaction”. student d the result from survey-checklist and interview also supports our observation during the intervention period. students were very active, engaged and participative in answering quizzes and questions, catches student’s attention most especially with the interactive activities that kahoot! app offers and also gave a great help that can be used as an energizer to reduce boredoms of the students because they can earn more points which makes them inspired to participate. these could also support the students’ learning while evaluating their level of understanding about the lesson. the result is in agreement with one of the findings of putri (2019) in her study that kahoot! app has a positive impact in terms of students’ interaction in the classroom, student engagement as well as participation. table 3 unveils 2.63 as the mean difference of the pretable 3: the difference of the pre-survey checklist and post-survey checklist n mean standard deviation mean difference t-test p-value pre-survey 30 1.79 0.18 2.63 -37.51 0.000* post-survey 30 4.41 0.17 * significant at 0.01 survey and post-survey checklist. it can be noticed from the table that the t-value of -37.51 means that the presurvey checklist obtained a lower result than the postsurvey checklist. it was obvious that the mean of the presurvey was 1.79 and post-survey was 4.41 which means that the students favored and preferred kahoot! app than google form. in addition, the p-value of 0.000 is less than the .01 level of significance which means that there is a significant difference of the pre-survey and the post-survey. this implies that the intervention used in this study truly improved the participation of the students in english. thus, the intervention of this research is highly recommended for teachers to use in facilitating assessment activities in online setting. furthermore, the significant increase of scores also showed that the students prefer to use an assessment application such as kahoot! app which has proven to promote active participation, more meaningful engagement and motivation. this statement was concluded in the study of bawa, (2018) and plump & larosa (2017) that kahoot! app could stimulate student engagement in participating assessment activities. conclusions generally, this study aimed to improve the participation of grade 7 mmsu-lhs students in english through kahoot! app. kahoot! app was employed particularly in the assessment part of learning to test whether it has a significant impact. through class observations, interviews, pre-survey and post-survey, the researchers found out that there was significant difference before and after the intervention was employed. it was evident that the mean score obtained of the respondents in the pre-survey checklist was 1.79 or strongly disagree. in contrary, the desirable result of the students in the postsurvey checklist shows that majority of them agreed and favored the use of kahoot app as an assessment tool as opposed to google form! which is indicated in their overall mean score of 4.41 or strongly agree. hence, the researchers concluded that there was a significant difference in the mean score of the respondents in the pre-survey and post-survey after employing the intervention. thus, kahoot app! is recommended to teachers to use in their online classes as it was proven to be an effective assessment tool in assessing the student’s knowledge as well as maintaining an interactive environment. it was also proven that using kahoot! app encouraged the students to become more active and at the same time more productive as opposed to the use of google form where students are passive and does not at all motivate them in the teaching-learning process specifically in the assessment part. overall, these results provide strong support for the use of kahoot! app in the class as an assessment tool to improve student’s participation. recommendations based on the results and conclusion, we would like to offer the following recommendations: 1. teachers should explore different assessment applications such as kahoot! because it provides an advantageous learning experience for students. 2. teachers should utilize kahoot! app in facilitating their classes specifically assessment activities as it was proven to entice the attention and interest of the students making them more active and participative during online classes. coupled with effective pedagogy, kahoot! can offer more effective and less intrusive measurement of learning than traditional assessment. references aljaloud et. al. 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mathematics. networks: an online journal for teacher research. retrieved on january 19, 2022 from https:// files.eic.ed.gov http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 pa ge 29 american journal of arts and human science (ajahs) the risk factors causes incidence of hiv/aids for peoples living with hiv/aids (plwha) : a systematic review isak waine1, yuly peristiowati1, joaquim pinto1*, ostelino da silva belo2, acacio guterres perreira2 volume 2 issue 3, year 2023 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v2i3.1893 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: july 10, 2023 accepted: august 03, 2023 published: september 02, 2023 human immunodeficiency virus (hiv) is an infectious disease leading to the top level of cause of died with high mortality and morbidity rates and requires relatively long diagnosis and therapy. hiv is a virus that attacks white blood cells (lymphocytes) in the body. which causes a decrease in human immunity, causing acquired immunodeficiency syndrome (aids) (dwi astuti, 2022). in indonesia, the number of positive hiv cases has been increasing yearly, and it mostly affects the productive age group, specifically individuals aged 25-49 years. hiv is a virus that weakens the human immune system. the occurrence of hiv is influenced by various factors contributing to its spread. this study aims to identify the risk factors associated with hiv incidence in indonesia. the methodology involves a literature review, examining the risk factors for hiv incidence based on ten health journals published in the last ten years, following specific inclusion and exclusion criteria. based on the reviewed journals, the risk factors for hiv incidence in indonesia are as follows: male gender (or=1.77), age <40 years (or=7.25), first marriage at age <20 years (or=5.62), married status (or=2.54), a low education level (or=4.70), common knowledge about hiv (or=3.32), history of alcohol consumption (or=7.65), history of using non-sterile needles (or=3.42), history of family members with hiv/aids (or=2.95), history of hivpositive spouse (or=83.74), history of sexually transmitted infections (stis) (or=2.92), heterosexual behavior (or=3.15), homosexual behavior (or=1.97), bisexual behavior (or=2.08), engaging in combination sexual relationships (or=4.89), having multiple sexual partners (or=23.32), engaging in unprotected sexual intercourse (or=5.34), and alternating injection drug use (or=9.3). in the future, the health department needs to optimize health promotion methods among sex workers regarding condom use, provide hiv education for all age groups, and foster collaboration between hiv advocacy activists, non-governmental organizations (ngos), healthcare professionals, and relevant institutions. keywords risk factor, causes, people with hiv 1 institute of health sciences strada indonesia, indonesia 2 national university of timor loro sa’e, indonesia * corresponding author’s email: pintotio123@gmail.com introduction human immunodeficiency virus/acquired immune deficiency syndrome (hiv/aids) is a global health problem. the world health organization (who) states that hiv/aids is a global threat and has detrimental impacts on all sectors. hiv/aids is a top-ranked infectious disease leading to high mortality rates and disease incidence, requiring lengthy diagnosis and therapy (who, 2006). hiv is a significant global health issue. according to the 2019 global hiv epidemiology report by the united nations program on hiv and aids (unaids), 38 million people worldwide lived with hiv in 2019. shockingly, 7.1 million individuals were unaware of their hiv infection. hiv epidemiology poses a significant challenge to public health globally, affecting both developed and developing countries, including indonesia. hiv is the main cause of the deterioration of the secondary immune system, which gradually leads to the aids stage. however, the integrity of the immune system is crucial in defending the body against microorganisms and their toxic byproducts (kresno, 2010). globally 2006, more than 56 million people were living with hiv/aids. since 2005, there have been 4.9 million new hiv infections and over 3.1 million aids-related deaths. in the united states, hiv ranked fourth as a cause of death in 2005 (black & hawks, 2008). also reported unaids and who (2009), the global aids epidemic 2008 had 33.4 million people living with hiv. the estimated number of new hiv infections was 2.7 million. the total number of aids-related deaths in indonesia reached 13,360 people in 2016 (directorate general of disease prevention and control, ministry of health, indonesia, december 31, 2016). by december 2016, the reported number of new aids cases was 86,780, and it is estimated that the number of people living with hiv/ aids will continue to increase. the cumulative number of aids cases was 10.46 per 100,000 population, based on the 2009 data from the indonesian central bureau of statistics (bps) with a population of 230,632,700 (directorate general of disease prevention and control, ministry of health, indonesia, 2011). meanwhile, according to indonesian epidemiology experts in their study on the trend of the hiv/aids epidemic, without significant efforts in mitigation, the number of aids cases would reach 1 million people with 350,000 deaths by 2015 (national aids commission, 2010a; nasronudin, 2007). this is due to the iceberg effect, where the number of known hiv cases is smaller than that of unknown cases (directorate general of pa ge 30 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 29-35, 2023 disease prevention and control, ministry of health, indonesia, 2008). hiv is a highly deadly virus, and deaths caused by hiv generally occur over a relatively long period, starting from hiv infection until the onset of aids. however, one of the most inhumane causes is the decline in social life for individuals who feel marginalized from society at large. aids patients are more likely to be found among those with poor social relationships. patients often face a highly difficult phase of life and encounter difficulties in carrying out daily activities in society, such as losing their jobs, experiencing a loss of love from their loved ones and friends, and even being shunned by social circles and communities. social pressures make individuals with hiv have a less favorable life and impose special pressures on them (info dokter). community empowerment is widely accepted in health promotion practices and has become a strategy for program development and implementation (sulaeman, 2021). who (1998) distinguishes between individual and community empowerment individual empowerment primarily refers to individuals’ ability to make decisions and control their personal lives. community empowerment involves the social ability of the community to make decisions and control their lives within society. health promotion is a revitalization of past health education concepts, where health promotion goes beyond raising awareness and increasing knowledge in the health field. it also aims to facilitate behavioral changes within society and within organizations and their environments (kenre, 2022). the success of hiv transmission prevention programs is heavily influenced by community empowerment in health. therefore, hiv transmission prevention programs are crucial in community health empowerment. methodology the method used in collecting these journals is a systematic literature review, following the preferred reporting items for systematic reviews and meta-analyses (prisma) guidelines, which involves four stages: identification, screening, eligibility, and inclusion of accepted results. literature studies were conducted by searching scientific publications from 2011-2020 through online access to electronic databases such as google scholar, science direct, bmj open, and lontar ui, using the following search combinations: hiv, risk factors, incidence, and occurrence. the inclusion criteria for the research were using journals published within the last ten years and providing data on the relative risk (rr), odds ratio (or), or prevalence ratio (pr). the exclusion criteria were incomplete data presentation and journals that did not discuss the risk factors of hiv occurrence. out of 3,671 journals and articles, 252 journals were identified, consisting of 143 english-language journals and 109 indonesian-language journals, following the exclusion criteria. meanwhile, 3,419 of them were deemed irrelevant. furthermore, there were 49 journals with complete data, which provided relative risk (rr), odds ratio (or), or prevalence ratio (pr) information. as a result, the authors obtained ten journals, comprising 2 english-language journals and 8 indonesian-language journals, based on the established criteria (figure 1). table 1: distribuition frequency case hiv/aids were affected from activities prostituition in timor leste age group n % < 5 years 6 3 6-14 years 2 1 15 – 24 years 52 27 25 – 44 years 115 60 >45 years 17 19 total 192 100 source: moh-tl,2021 figure 1: the flow of a systematic review pa ge 31 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 29-35, 2023 table 1: systematic review no article information article summary 1 title: factors related to hiv/aids transmission by people with hiv/aids in dogiyai district papua province objective: factors related to hiv transmission by plwha in dogiyai district authors: isak waine1, a.l. rantetampang2, yermia msen3, anwar mallongi4 (isak waine et al., 2018) method: analytic with cross-sectional study design publish: results: factors related to actions hiv / aids transmission in dogiyai regency is the marital status (p-value 0.038; rp = 1.498; ci95% (1.077 2.063), knowledge (p-value 0,000; rp = 10.376; ci95% (3.488 30.861), attitude (p-value 0.025; rp = 1.541; ci95% (1.107 2.144) and a long time to suffer from hiv / aids against hiv / aids transmission in dogiyai district (p-value 0.599; rp = 0.879; ci95% (0.622 1.242). factors that are not related to the act of transmission of hiv/aids in dogiyai regency are age (p-value 0.107; rp = 1.595; ci95% (0.899 2.830), gender (p-value 0.203; rp = 0.764; ci95% (0,528 1,105), education level (p-value 0,145; rp = 1,358; ci95% (0,981 1,979) and work (p-value 0,388; rp = 0,827; ci95% (0,587 1,165). the dominant factor in hiv/aids transmission is marital status, with a risk level of 7.125 times for unmarried respondents to hiv / aids transmission. link: https://ijshr.com › ijshr0013 2 title: influential host factors to the incidence of hiv/aids in key population in pati district objective: to determine the high-risk modes of hiv/aids transmission. authors: dwi murtono, pugu riyanto, zahroh shaluhiyah (dwi m et al., 2018) method: a case-control study. publish national journal of public health, vol 13, issue 1. results: factors influencing the occurrence of hiv/aids in key populations are: • inconsistent condom use behavior poses a 5.34 times higher risk of hiv/aids compared to key populations who consistently use condoms. • a history of sexually transmitted infections increases the risk of hiv/aids by 2.92 times compared to key populations without a history of sexually transmitted infections. • engaging in combined sexual activities carries a 4.32 times higher risk of hiv/aids than engaging in sexual activities without combinations (only oral, anal, or vaginal). link: 3 title: factors associated with hiv/aids incidence at bekasi district general hospital in 2018 objective: this study explores the risk factors that influence the occurrence of hiv/aids. authors: novita yunior, ika kania, fatdo wardani (novita y et al., 2018) method: cross-sectional published in: health journal, stimikm cikarang bekasi results: factors associated: • gender or = 1.773 (95% ci = 1.129-2.785). male respondents have a 1.773 times higher risk of hiv/aids than female respondents. • age or = 7.252 (95% ci = 12.081-4.354). respondents below 40 are at a 7.252 times higher risk of hiv/aids compared to those above 40 years old. • education or = 1.872 (95% ci = 1.189-2.948). respondents with low education are at a 1.872 times higher risk of hiv/aids than those with higher education. link: health journal pa ge 32 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 29-35, 2023 • heterosexual or = 2.043 (95% ci = 1.311-3.184). heterosexual respondents are at a 2.043 times higher risk of hiv/aids than non-heterosexual respondents. • homosexual or = 1.816 (95% ci = 1.049-3.145). homosexual respondents are at a 1.816 times higher risk of hiv/aids than non-homosexual respondents. • bisexual or = 2.87 (95% ci = 1.204-3.618). bisexual respondents are at a 2.87 times higher risk of hiv/aids than non-bisexual respondents. 4 title: risk factors for hiv/aids infection at anutapura hospital palu (11) objective: to determine the level of hiv/aids transmission among men who have sex with men at anutapura hospital in palu. authors: nurhayati, sudirman, nurafni (nurhayati et al., 2018) method: case-control study published in: journal of collaborative sciences, vol. 1, no. 1 results: • respondents who engage in heterosexual relationships have a 2.23 times higher risk of hiv/ aids than those who do not engage in heterosexual sexual activity. • respondents who engage in same-sex relationships have a 1.97 times higher risk of hiv/aids than those who do not engage in same-sex sexual activity. link: 5 title: trends in hv prevalence and risk behaviors among men who have sex with men from 2013 to 2017 in nanjing, china (14) objective: to determine the occurrence of hiv/ aids among men who have sex with men (msm) in nanjing, china. authors: zhengping zhu, hongjing yan, sushuwu, i yuanyuan xu, wenjihong xu, li liu, xin li, fei xu, roger detels (2019) (zhengping zhu et al., 2019) method: cross-sectional. publish research article bmj open 2019. results: factors influencing hiv infection among msm: • history of drug use increases the risk of hiv infection by 3.05 times compared to those who have never used drugs. • being diagnosed with a sexually transmitted infection (sti) within the last 12 months increases the risk of hiv infection by 1.7 times compared to those without an sti. • being infected with syphilis increases the risk of hiv infection by 2.6 times compared to those without syphilis infection. • -engaging in unprotected anal intercourse increases the risk of hiv infection twice compared to those who use protection. link: 6 title: risk factors influencing the occurrence of hiv/ aids among injecting drug users in pontianak city objective: the objective of this research is to determine the occurrence of hiv among drug users. authors: sumini, suharyo hadisaputro, anies, budi laksono, muchlis au sofro (2017) (sumini et al., 2017) method: case-control. published in: journal of community health epidemiology, vol. 2, issue 1 results: the risk factors that have been proven to influence the occurrence of hiv/aids among injection drug users are: • unemployment status has a 3.33 times greater likelihood of hiv/aids occurrence (p = 0.004, or = 3.33, 95% ci = 1.44 7.70). • being married has a 2.54 times greater likelihood of hiv/aids occurrence (p = 0.025, or = 2.54, 95% ci = 1.12 5.79). link: pa ge 33 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 29-35, 2023 • injecting drugs more than six times per week has a 4.02 times greater likelihood of hiv/aids occurrence (p = 0.001, or = 4.02, 95% ci = 1.71 4.38). • using drugs for more than five years has a 5.31 times greater likelihood of hiv/aids occurrence (p = 0.025, or = 5.31, 95% ci = 1.08 26.040). • engaging in sexual intercourse with more than two partners has a 2.36 times greater likelihood of hiv/aids occurrence (p = 0.040, or = 2.36, 95% ci = 1.03 5.40). 7 title: risk factors influencing the occurrence of hiv/aids among men aged 25-44 years in dili, timor-leste objective: to determine the factors associated with hiv/aids among men aged 25-44 in dili. authors: maria amelia, suharyo adiputro, budi laksono, anies, muklis au sofro. (2016) (maria amelia et al., 2016) method: case-control. published in: journal of community health epidemiology, volume 1 results: respondents aged 28-44 years are at a 5.40 times higher risk of hiv/aids among men. respondents with a history of alcohol consumption have a 7.65 times higher risk of hiv/aids. link: 8 title: prevention behavior of hiv transmission objective: to describe the behavior related to hiv/aids transmission prevention among plhiv in semarang. authors: yetik marlinda, muhamat azinar. (2017) (yetik marlinda, muhamat azir et al., 2017) method: qualitative research using the snowball sampling method. published in: journal of education results: this study shows that the knowledge of hiv/aids among the informants is already good. all informants feel at high risk of hiv/aids infection and fear social exclusion if reinfected with hiv/aids. the perceived barriers to antiretroviral therapy (arv) include forgetfulness in medication adherence and experiencing side effects. consistency in condom use is also emphasized. link: https://journal.unnes.ac.id/sju/article 9 title: the relationship between adolescent behavior and hiv/aids prevention at sman 1 lasua kolaka utara objective: to determine the relationship between adolescent behavior and hiv/aids prevention. authors: rais hendrawan, nur ulmi mahmud, arman. (2022) (rais hendrawan et al., 2022) method: quantitative research using an analytic surveillance design. published in: window of public health journal results: gender, knowledge level, attitude, and behavior of adolescents are related to hiv/ aids prevention. gender showed a p-value of 0.003, indicating a relationship with hiv/aids prevention. the knowledge level of adolescents yielded a p-value of 0.028, indicating a relationship with hiv/aids prevention. attitude showed a p-value of 0.004, indicating a relationship with hiv/aids prevention. link: https://www.jurnal.fkm.umi.ac.id/index.php/ woph/article/view/woph2609 10 title: hiv/aids prevention and transmission education for adolescents in sidrap district objective: to enhance adolescents' knowledge about the prevention and transmission of hiv/aids. authors: darmawansah et al. (2017) method: providing information to adolescents through education sessions. publish: journal of community engagement results: community engagement activities focused on educating adolescents about hiv/aids through education sessions in the sidrap district. the sessions were conducted safely. the implementation of these education sessions aimed to improve knowledge about hiv/aids. link: pa ge 34 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 29-35, 2023 results and discussion conducted a study to determine the factors associated with hiv transmission by people living with hiv/aids (plha) in dogiyai district. the factors associated with hiv/aids transmission in dogiyai district were marital status (p-value 0.038; rp = 1.498; ci95% (1.077 2.063)), knowledge (p-value 0.000; rp = 10.376; ci95% (3.488 30.861)), attitude (p-value 0.025; rp = 1.541; ci95% (1.107 2.144)), and duration of hiv/aids (p-value 0.599; rp = 0.879; ci95% (0.622 1.242)). the factors that were not associated with hiv/aids transmission in dogiyai district were age (p-value 0.107; rp = 1.595; ci95% (0.899 2.830)), gender (p-value 0.203; rp = 0.764; ci95% (0.528 1.105)), education level (p-value 0.145; rp = 1.358; ci95% (0.981 1.979)), and occupation (p-value 0.388; rp = 0.827; ci95% (0.587 1.165)). the dominant factor associated with hiv/aids transmission was marital status, with a risk rate of 7.125 times higher in unmarried respondents about hiv/aids transmission. (isak waine et al.,2018 to determine the risky transmission of hiv/aids, factors influencing the occurrence of hiv/aids in key populations are condom usage behavior and inconsistent condom use, which increases the risk of hiv/aids by 5.34 times compared to key populations with consistent condom use (murtono et al., 2018). a history of sexually transmitted infections increases the risk of hiv/aids by 2.92 times compared to key populations without a history of sexually transmitted infections. engaging in combined sexual activities poses a higher risk of hiv/ aids (4.32 times) than engaging in sexual activities without combinations (only oral, anal, or vaginal). (novita y et al., 2018) this study explores the risk factors influencing the occurrence of hiv/aids. associated factors include gender or = 1.773 (95% ci = 1.129-2.785), where male respondents are at a 1.773 times higher risk of being infected with hiv/aids compared to female respondents. age or = 7.252 (95% ci = 12.081-4.354). respondents under 40 are at a 7.252 times higher risk of being infected with hiv/ aids compared to those over 40 years old. education or = 1.872 (95% ci = 1.189-2.948). respondents with low education are at a 1.872 times higher risk of being infected with hiv/aids compared to those with higher education. heterosexual or = 2.043 (95% ci = 1.3113.184). heterosexual respondents are at a 2.043 times higher risk of being infected with hiv/aids compared to non-heterosexual respondents. homosexual or = 1.816 (95% ci = 1.049-3.145). homosexual respondents are at a 1.816 times higher risk of being infected with hiv/aids compared to non-homosexual respondents. bisexual or = 2.87 (95% ci = 1.204-3.618). bisexual respondents are at a 2.087 times higher risk of being infected with hiv/aids compared to non-bisexual individuals. (nurhayati et al., 2018) to determine the rate of hiv/ aids transmission among men who have sex with men at anutapura palu hospital. respondents engaging in heterosexual relationships are at a 2.23 times higher risk of hiv/aids than those not engaging in heterosexual sexual activity. respondents engaging in same-sex relationships are at a 1.97 times higher risk of hiv/ aids than those not engaging in same-sex sexual activity. (zhengping zhu et al., 2019) to understand the occurrence of hiv/aids among men who have sex with men in nanjing, china. factors influencing hiv infection among men who have sex with men (msm): having a history of drug use increases the risk of hiv infection by 3.05 times compared to those who have never used drugs. being diagnosed with a sexually transmitted infection (sti) within the last 12 months increases the risk of hiv infection by 1.7 times compared to those without an sti. being infected with syphilis increases the risk of hiv infection by 2.6 times compared to those not infected with syphilis. engaging in unprotected anal sex increases the risk of hiv infection twice compared to those who use protection. risk factors proven to influence the occurrence of hiv/aids among injecting drug users include: being unemployed increases the likelihood of hiv/aids by 3.33 times (p = 0.004, or = 3.33, 95% ci = 1.44-7.70). being married increases the likelihood of hiv/aids by 2.54 times (p = 0.025, or = 2.54, 95% ci = 1.12-5.79). injecting drugs more than six times per week increases the likelihood of hiv/aids by 4.02 times (p = 0.001, or = 4.02, 95% ci = 1.71-4.38). using drugs for more than five years increases the likelihood of hiv/aids by 5.31 times (p = 0.025, or = 5.31, 95% ci = 1.0826.040). engaging in sexual intercourse with more than two partners increases the likelihood of hiv/aids by 2.36 times (p = 0.040, or = 2.36, 95% ci = 1.03-5.40) (sumini et al., 2017) to determine the factors contributing to hiv/aids among men aged 25-44 in dili. respondents aged 2844 are at a 5.40 times higher risk of hiv/aids among men. respondents with a history of alcohol consumption 11 title: risk factors associated with hiv infection among injecting drug users in dki jakarta (2018) objective: this study aims to determine the level of hiv transmission through needle sharing. authors: inggariwati and sudarso et al. (2018) method: cross-sectional study publish journal of indonesian health epidemiology, volume 2, issue 2. results: • needle-sharing behavior increases the risk of hiv/aids infection by 2.42 times. • being a drug user for 120-240 months increases the risk of hiv infection by 1.78 times. link: pa ge 35 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 29-35, 2023 have a 7.65 times higher risk of contracting hiv/aids. (maria amelia et al., 2016). describe the behavior preventing hiv/aids transmission among people living with hiv/aids (plwha) in semarang. this study shows that the knowledge of hiv/aids among the informants is good. all informants feel at high risk if infected with hiv/ aids and fear social exclusion if reinfected with hiv/ aids. the perceived barriers related to antiretroviral therapy (art) include forgetfulness to take medication and experiencing side effects. consistency in condom use is emphasized. (yetik marlinda, muhamat azir et al., 2017) gender, knowledge level, attitudes, and actions of adolescents are related to hiv/aids prevention. gender obtained a p-value of 0.003, indicating a relationship with hiv/aids prevention. the knowledge level of adolescents obtained a p-value of 0.028, indicating a relationship with hiv/aids prevention. attitudes obtained a p-value of 0.004, indicating a relationship with hiv/aids prevention (hendrawan & mahmud, 2022). to improve adolescents’ knowledge about hiv/aids prevention and transmission, an hiv/aids education activity was conducted among adolescent groups in the sidrap district. the activity was carried out safely and aimed to enhance knowledge about hiv/aids (darmawansyah, 2017). this study aims to determine the transmission rate of hiv through syringe needles (inggariwati & ronoatmodjo, 2019). unsafe needle-sharing behavior increases the risk of hiv/aids infection by 2.42 times. being a long-term injector for 120-240 months increases the risk of hiv infection by 1.78 times. conclusion from all the journals that have been reviewed, factors that contribute to the transmission of hiv include being male under the age of 40, women marrying at a young age (under 20), being married, having low education, low knowledge, a history of alcohol consumption, a history of the non-sterile needle piercing, a family history of hiv in the husband, a history of sexually transmitted infections, engaging in sexual intercourse without using condoms, and having multiple sexual partners.therefore, to prevent the transmission of hiv, it is necessary to raise awareness among people living with hiv (plwha) themselves. it is also important to be faithful to one’s spouse. for those already infected with hiv, it is important to undergo antiretroviral therapy (arv) to prolong survival. collaboration between hiv/aids care institutions, hiv/aids organizations, and health departments is crucial. they should work together and optimize health promotion efforts targeting students and sex workers, emphasizing condom use during sexual activities, and providing hiv education for all age groups. thank you message we thank the ministry of education and culture of the republic of indonesia and the institute of health sciences strada indonesia. references dwi, m. et al., (2018). influential host factors to the incidence of hiv/aids in key population in pati district. jurnal kesehatan masyarakat nasional, 3(1). isak, w. et al., (2018). factors related to hiv/aids transmission by people with hiv/aids in dogiyai district papua province. retrived from https://ijshr. com › ijshr0013 novita, yunior dkk et al., (2018). faktor – factor yang berhubungan dengan kejadian hiv/aids di rsud kabupaten bekasi. health journal, stimikm cikarang bekasi. nurhayati, sudirman, nurafni. et al., (2018). faktor resiko kejadian infeksi hiv/aids di rsu anutapura palu (11). jurnal kalobratif sains, 1(1). darmawansah et al., (2017). penyuluhan pencegahan dan penularan hiv aids pada remaja di kabupaten sidrap. jurnal pengabdian masyarakat dwi astuti, a. w. (2022). factors affecting anti retroviral therapy (arv) people with hiv/aids (odha). the 16th university research colloqium 2022, universitas muhammadiyah pekajangan pekalongan, 385,389. inggariwati, d. s. et al., (2018). faktor resiko yang berhubungan dengan infeksi hiv pada pengguna napza suntik (penasun0 dki jakarta (2018) jurnal epidemiologi kesehatan indonesia, 2(2) kementerian kesehatan ri. pedoman program pencegahan penularan hiv, sifilis, dan hepatitis b dari ibu ke anak: jakarta : kementerian kesehatan ri; 2019. maria, a., suharyo, a., budi, l., anies, muklis, au. s. et al., (2016). journal epidemiologi kesehatan komunitas 1 rais, h., nur, u. m., arman. et al., (2022). hubungan perilaku remaja terhadap pencegahan hiv aids sman 1 lasua kolaka utara. window of public health journal. retrived form https://www.jurnal.fkm.umi. ac.id/index.php/woph/article/view/woph2609 sumini, s. h., anies, b. l., muchlis, au. s. et al., (2017). factor resiko yang berpengaruh terhadap kejadian hiv/aids pada pengguna napza suntik di kota pontianak. journal epidemiologi kesehatan komunitas, 2(1). zhengping, z., hongjing, y., sushuwu, i. yuanyuan, x., wenjihong, x., li, l., xin, l., fei, x., roger, d. et al., (2019). trends in hv prevalence and risk behaviors among men who have sex with men from 2013 to 2017 in nanjing, china(14) research article bmj open 2019. pa ge 1 indexed in pa ge 58 american journal of arts and human science (ajahs) listening from the hearts of the muslim learners: untold testimonies on the implementation of mother tongue-based multilingual education zoraida m. adil1* volume 1 issue 2, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i2.314 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: june 07, 2022 accepted: july 07, 2022 published: july 11 , 2022 the implementation of the mother tongue based multilingual education in the philippine has been marred with a lot of challenges. the purpose of this study was to examine the effectiveness of using mother tongue in addressing the needs of muslim learners in the municipality of arakan, particularly on the successful implementation of mtb-mle program. this study sought to analyze the gathered questions and responses of the participants. results showed that their insight on the implementation is that they faced difficulties in comprehension. also, the printed materials were written in local dialect, they had the difficulty in reading and writing the local dialect, and some terms were difficult to understand. self-review, reading of the materials, and asking peers for help were some of their coping strategies. they suggested that teachers and classmates should speak in filipino for comprehension. keywords mother tongue based multilingual education, muslim learners, maguindanaon, cfcst, philippines. 1 cotabato foundation college of science and technology doroluman, arakan, cotabato, philippines. * corresponding author’s e-mail: adilzoraida20@gmail.com introduction rationale in the educational process, the role of language is very important as a medium of instruction. this is because the effectiveness of this process is dependent on the existence of effective communication between teachers and students. this effective communication takes place when the appropriate language is used. under such situation, a question may arise as to which language is more important for classroom instruction through which the child could be motivated to participate in the activities. children learn more using their mother tongue as language of instruction in school. however, when a language used in grades one three is not the mother tongue of the learner, it may contradict the official language policy of the 1987 educational act. the language policy regarding education has been changed due to the external influence to attain high quality education. school year 2012-2013 was the start of enhancement of the education system which was originally ten years of basic education and then turned into a 12-year program in the name of k-12 educational plan sponsored by the department of education. mother tongue based multi lingual education (mtbmle) was included in the k12 policy. this new education and training policy draft had been set up with the provision for the choice of national languages of instruction in the primary education system. the current education system, especially in the choice of educational medium, follows the logic of decentralized policy (perez, 2019; adriano et al., 2021). in every group they have their own locality and it signifies where they belong. but there are certain localities where there are various ethnic tribes which are composed mainly by muslim and christian people who harmoniously live together. one of the reasons of such co-existence is that the philippines is a culturally diverse country where one culture could encroach not just on its place but also to another place without much restriction. furthermore, a clear example of such co-existence of different groups of people is the presence of muslim and christian learners who are mixed in a classroom in schools in the municipality of arakan. correspondingly, this study was conducted to listen to the narratives of muslim learners enrolled in a christian dominated public schools. this paved the way for the identification of their challenges as well as their coping strategies just to continue with their studies. due to the limited researches conducted on the effectiveness of mother tongue that address the needs of muslim learners, this study hopes to provide information on the perception of the muslim learners on the medium of instruction that the teacher used which is not their first language, and it also puts concern on the academic performance of muslim learners. henceforth, this study is timely and relevant to give voice to the muslim learners who have struggles with their studies. hence, this study was conducted and conceptualized. purpose of the study the purpose of this study was to examine the effectiveness of using mother tongue in addressing the needs of muslim learners in the municipality of arakan, particularly on the successful implementation of mtbmle program. this study sought to analyze the gathered questions and responses of the participants. what are the insights of muslim learners about the medium of instruction that teachers use? 1. what are the challenges faced by muslim learners in the mtb-mle program? 2. how do muslim learners cope with this kind of https://doi.org/10.54536/ajahs.v1i2.314 https://journals.e-palli.com/home/index.php/ajahs mailto:adilzoraida20%40gmail.com?subject= pa ge 59 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 58-63, 2022 system? 3. what are the recommendations or suggestions of the key informants? methodology research design this study employed qualitative-phenomenology. qualitative involves in the collection of non-numerical data such as the texts, videos, and or audios which aims to have the grasp of the concepts, opinion, and experiences of the informants. it is used to gather in-depth insights into a problem and by generating new ideas for research (lewis, 2015). moreover, it is utilized to understand the experiences of people and their worldviews. this approach is flexible and focus on retaining rich meaning during data interpretation (creswell & poth, 2016). meanwhile, phenomenology can be defined as an approach in research that describes the essentialities of the phenomenon by exploring it based on the perspectives who have experienced it. its goal is to describe the meaning in what and how perspectives (groenewald, 2004; glesne, 2016). on the other hand, this study was qualitative-phenomenology since it dealt with the lived experiences of muslim learners in the municipality of arakan relative to the implementation of the mtb-mle. research participants the participants of this study were learners from the public elementary school in the municipality of arakan. they were chosen using the purposive sampling specifically the criterion-based sampling. key informant interview (kii) was done individually and a round table interview for the focus group discussion (fgd). data gathering procedure prior to the conduct of the study, the researcher first identified the muslim learners who studied in public school dominated by christian-ilonggo speakers. after which, a letter was sent to the district supervisor and the school principal. meanwhile, the interview guide was prepared and checked by peers who are expert in qualitative research. the consent-to-participate-form was first given. they affixed their signature as a manifestation of their participation. the interview was done with the presence of their parents. more importantly, the researcher interviewed them on their most convenient time and place. a token of gratitude was given to them after the interview. correspondingly, the audio-recording of the interview was transcribed in a verbatim manner and was translated into english. the researcher brought the results to the analyst. themes were identified based on the contexts of their responses. furthermore, the researcher returned to the informants to ask them to confirm the results of the study. presentation of the results was done and implications were drawn. results and discussions insights of muslim learners on mtb-mle the first research question focused on the insights of the muslim learners about the mother tongue based multilingual education. it can be gleaned from table 1 that the muslim learners generally experienced difficulty in comprehending the local dialect that was utilized by their teachers. in fact, the pupils sought for their teacher’s assistance in interpreting the dialect into filipino so that they will understand it. the findings are confirmed by the responses of the members of the focus group discussion (fgd): “kay muslim man ko dili ilonggo” (i am muslim and not an ilonggo, fgdq11a4) in addition, one of the participants of the fgd said: “dyako ged pakatuntay pdtalunen nilan” (i cannot really understand, fgdq1.1a2). meanwhile, the learners lamented on their difficulties in terms of participating actively during classroom activities and discussion resulting to a low grade or low academic performance. this statement was confirmed by one of the participants during the fgd: “gamay lang akong makuha na grado kay ilonggo ilahang ginasulti, dili muslim” (i got lower grades since they speak in ilonggo and not in muslim dialect, fgdq1.2a4). the learners found the mtb-mle instruction arduous to understand that is why, they need to ask the help of their teacher to interpret or translate the lesson in the local dialect to filipino so that they will understand it. it implies that mtb-mle is not helpful among the non-native speakers of the local dialect because it is not their mother tongue. hence, they lack the interest to learn since it is beyond their comprehension. as a result, their academic performance is suffering and the level of learning is low. cummins (2001) claimed that fifty percent of the world’s out-of-school children live in communities where the language of schooling is rarely, if ever, used at home. to reject a child’s language in the school is to reject the child. language is a significant part of a child’s identity. this underscores the biggest challenge of achieving education for all (efa): a legacy of non-productive practices that lead to low levels of learning and high levels of dropout and repetition (world bank, 2005). challenges encountered by muslim learners the second research question was anchored on the challenges encountered by the muslim learners in the mtb-mle program. table 2 presents the data on the challenges encountered by muslim learners. typically, the muslim learners claimed that they are having difficulties in comprehending the printed materials used by the teacher which are written in local dialect. on the other hand, a variant or 20 % of the participants are having difficulty in reading and writing the local dialect; thus, they are also experiencing a difficulty in understanding the meaning of some terms, especially those words that are having a deep meaning. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 60 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 58-63, 2022 table 1: insights of muslim learners on mtb-mle themes frequency of response core ideas difficulty in comprehension general the learners asked the help of the teacher to interpret the use of the language in filipino for him/her to understand. the learners found it difficult to express themselves in the local dialect being used in the classroom especially during the mtb-mle class legend: 50% general, 25-40% typical, 20% variant in the observation of the researcher during their class discussion, it was found out that they were struggling in writing and reading, and they were manifesting actuations of being pressured during the completion of the writing notebook. the findings are confirmed by the responses of the members of the fgd: “nalisuran ko sa pagsulat kag pagbasa” (i find it difficult to read and write, fgdq2a2). because of the difficulty in reading, there is a possibility that their classmates will tease them and it can be the reason that their self-esteem and confidence will be lessened. aside from their struggles, there is another problem that they are facing. we thought that only mtb-mle subject used the local dialect as a medium of instruction but also in their other subjects such as mathematics, mapeh, and araling panlipunan. it was confirmed by one of the participants of the fgd: “malisuran ko sa math kag mapeh. malisuran ko sa ilonggo.” (i encountered difficulties in mathematics and mapeh. i also have difficulties in local dialect, fgdq1.2a5). in addition, one of the participants said: “nalisdan ko sa araling panlipunan og mapeh” (i encountered difficulties in araling panlipunan and mapeh, fgdq2a1) for the confirmation of what they had mentioned, the researcher clarified it to their adviser and as confirmed by the teacher there are some sources in the subject areas mentioned which really utilized the local dialect. the learners were experiencing challenges in the implementation of mtb-mle. it is because the books and other aids in teaching are written on the language beyond the muslim learners’ level of comprehension. they found it arduous to express themselves in written and oral discourses using the local dialect especially on the printed materials utilized in the classroom. the learners could not understand the words especially those that have a deep meaning. in addition, the learners who encountered difficulties become hesitant to participate in the class because they were not able to comprehend the words that were used by the teachers. it is also difficult for them to read and write using the local dialect. it implied that they encountered challenges in reading and writing. they can read and write, but sad to say, they do not understand what they are reading or writing. furthermore, the muslim learners will attempt to cheat or copy the answers of their visayan classmates. there’s also a tendency for them to fail and cannot proceed to the next grade level. for them to surpass these kinds of challenges, they need to study and review their lessons. it is axiomatic that the best medium for teaching a child is his mother tongue. when children are offered opportunities to learn in their mother tongue, they are more likely to enroll and succeed in school (kosonen, 2005) and their parents are more likely to communicate with teachers and participate in their children ‘s learning (benson, 2002). in contradictory, nolasco (2010) stated, mtb-mle encourages lecture participation by children in the learning process because they understand what is being discussed and what is being ask of them. they can immediately use the mother tongue to construct and explain their world, articulate their thoughts and add new concepts to what they already know. coping strategies of muslim learners towards mtb-mle the third research question focused on the coping strategies of the learners towards mtb-mle. it can be gleaned from table 3 that they are generally asking for help from their peers or classmates who are fluent speakers of the local dialect. apparently, they are requesting their classmates to interpret those unfamiliar words for them to understand it. moreover, 20% of the muslim learners table 2: challenges encountered by muslim learners themes frequency of response core ideas printed materials are written in local dialect typical the books and other aids in teaching are written on the language beyond the muslim learners’ level of comprehension. difficulty in reading and writing the local dialect variant the learner found it arduous to express themselves in written and oral discourses using the local dialect especially on the printed materials utilized in the classroom. some terms are difficult to understand variant the learner cannot understand words especially those words that have a deep meaning. legend: 50% general, 25-40% typical, 20% variant http://https://journals.e-palli.com/home/index.php/ajahs pa ge 61 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 58-63, 2022 are simply doing self-review by reading their lessons at home and during their free time using the books that are written in the local dialect. as the result of the fgd, the things that the learners did in order to cope up with their lesson include asking for help from any available members of their family, such as their mother and father, or their sisters. “kay ginatudluan man ko sa akong mama ug papa para dili ko mabagsak” (my parents taught me in order for me to pass, fgdq3.1.2a3). another participant said: “gapatudlo lang kay ate kay nakaagi naman siya ug eskwela sa bisaya pag grade 3” (i asked my sister to teach me because she already studied local dialect during her grade 3 level, fgdq3.1.1a3). aside from asking, they also used their books at school and if there’s a chance, they borrowed books from their adviser and bring it to their house for them to study and practice the local dialect. “magdala mi og libro, didto namo ginabasa” (we bring books at home and read it, fgdq3.1.2a3) coping strategies are effective methods to help learners deal with difficult situations because of that, they come up with their own strategies to improve learning towards mtb-mle. the learner helped himself/herself by reading the lessons at home and during free time, and they utilized the books to practice reading the local dialect. generally, their classmates who are local speakers of the dialect were asked to interpret the meaning of words in which they could not understand. these tools could be ways to lessen, if not eliminate the burdens and struggles in acquiring knowledge. it is truly a big adjustment to the muslim learners. instead of focusing for the new knowledge, they need to adjust themselves to understand the medium of instruction before they are able to understand the context or the concept of the lesson. it is a double burden to the muslim learners because they need to exert more time and effort to be knowledgeable enough in the local dialect used by their teacher. therefore, the teacher should spend his/her time to assist and be more focused to the adjustment of the muslim learners. additionally, when curriculum content is presented in an unfamiliar language, an enormous amount of time must be spent in teaching children so that they can understand, speak, read, and write l2 or a foreign language, something that is extremely difficult and waste valuable years in the early grades that could be spent learning to read and learning academic concepts in l1. moreover, children, who cannot understand the language used in the classroom, are unable to demonstrate what they know, ask questions, and participate. in contrast, providing children with an opportunity to learn in a language they understand—starting on the first day of school—confers significant advantages for the education system, teachers, parents, and students (smits et al., 2008; bender et al., 2005; ball, 2010 and walter and dekker, 2011). table 3: coping strategies of muslim learners towards mtb-mle themes frequency of response core ideas self-review variant the learner helped himself/herself by reading the lessons at home and during free time. reading of the materials variant the learner utilized the books to practice reading the local dialect asking peers for help general classmates who are local speakers of the dialect were ask to interpret the meaning words in which they could not understand legend: 50% general, 25-40% typical, 20% variant recommendations and suggestions of the informants the fourth research question is centered on the recommendations and suggestions of the informants. table 4 shows that the muslim learners generally recommend that their bisayan classmates should speak in filipino (tagalog) in expressing their thoughts and ideas and typically, they also suggest that their teacher should speak in filipino so that they can better comprehend their lesson. during the fgd, the finding was confirmed by the responses of the members. one of the participants said: “mas gusto nako tung tagalog kay mas makasabot ko, kaysa bisaya” (i rather chose the tagalog because i understand it well, than the bisaya, fgdq4a2). in the statement above, it clearly emphasized that muslim learner wanted to use the national language as a medium of instruction. furthermore, another participant said: “tagalog para dili ko malisudan og sige pangutana sa akong classmate na bisaya” (tagalog so that it won’t be hard for me and i don’t need to asked my bisaya classmate, fgdq4a3). behind the implementation of mtb-mle, the pupils shared their perceptions regarding this program. accordingly, they wanted that the teacher should have to articulate himself/herself in the class using the national language (fillipino). furthermore, they wanted that their visayan classmates must also speak in filipino (tagalog) in the class because it’s easier for them to communicate with them, as they express their ideas and thoughts using the language that they are comfortable speaking with. it implies that the muslim learners preferred to use the filipino language to express their thought easily and quickly. and they have the confidence to communicate http://https://journals.e-palli.com/home/index.php/ajahs pa ge 62 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 58-63, 2022 with the teacher and the diverse learners in terms class discussion or activities. moreover, they could be capable as a learner before proceeding to a new level. indeed, using the national language as the medium of instruction inside the classroom has been a good thing especially with diverse learners. it lessens the disturbances of the muslim learners in asking for help to visayan learners to interpret those words that they did not know. as a result, the visayan learners will not be disturbed while they are in the middle of the class and they are having quizzes and exams. on the other hand, filipino as the national language of the philippines was finally settled in the 1987 constitution. article xiv section 6 states that “the national language of the philippines is filipino. as it evolves, it shall be further developed and enriched on the basis of existing filipino and other languages in the philippines. the constitution also provided that subject to provision of law and as the congress may deem appropriate, the government shall take steps to initiate and sustain the use of filipino as a medium of official communication and as language of instruction in the educational system. table 4: recommendations and suggestions of the informants themes frequency of response core ideas the teachers should speak in filipino typical the learners wanted that the teacher should have to articulate himself/herself in the class using the national language. learners should speak in filipino general the learners also wanted that their bisayan classmates must also have to use the national language in the class legend: 50% general, 25-40% typical, 20% variant implications for pedagogy mtb-mle program is ineffective and not useful to the nonnative speaker. it does not address the needs of the muslim learners but rather, it caused hindrances. instead of focusing for the new knowledge, they need to adjust themselves to the medium of instruction used. the medium of instruction that the teacher used in the classroom is not effective in helping the learners to acquire the necessary information and learning in the classroom. the problems and challenges indicated should be considered so that it will not hinder the meaningful learning and it will address the needs of every muslim learner in this program. implications for further research this study, being a qualitative phenomenological in nature, raises a number of opportunities for future research, both in terms of theory development and concept validation. more research will in fact be necessary to refine and further elaborate the research’s findings. first, the researcher had identified the insights, challenges, coping strategies and recommendations and suggestions among the muslim elementary pupils in kidapawan city but these are not yet enough to solve the underlying problems. second, this study offers the opportunity to widen the scope of the study, add more participants and gain better results for example, the number of participants in the study could be improved in terms of their number, and the future researchers could also select other schools with more heterogeneous (in terms of tribe, group, or religion) population. the study could also be conducted using quantitative type of study with a little portion of qualitative discussions. since the mtb-mle program is still subject for improvement as what this study have shown, the future researchers may find out more rooms for the improvement of the program like areas which are not included in this study but are deemed necessary. the future researchers could also redirect this study to become comparative in nature. they may use comparative analysis in pointing out the flaws of the said program and also to provide solutions to those problems. conclusion the learners’ learning process is being hindered by language barrier. as stated, they still need to seek the help of their teachers to translate the medium on filipino language in order for them to have a good grasp on the subject matter. students also cannot participate in the discussions as they have difficulties in comprehending the topics being discussed due to their unfamiliarity in the language used for instruction; thus, they are not able to articulate their thoughts since they are not fluent of such language. these were proven by the responses of the participants of the study. another challenge being encountered by the muslim learners is the language being used in the learning materials that they utilized. apparently, there are terms that have very deep meanings which can only be understood by the native speakers of the visayan language. aside from their problem on the participation during the discussions, they also have difficulties in reading and writing as they do not fully understand what they are doing. evidently, they have developed their skills in reading and writing; however, they lack comprehension, so those mentioned skills became pointless. these were observed by the researchers during the time of the conduct of their study as they made actual observation inside the classroom. in terms of coping strategies being practiced by the muslim learners, the time for acquiring more knowledge at home is spent on learning the dialect being used in the school instead. this could be a problem due to the reason that these non-native speakers of the dialect being used in the school are left behind. for short, those who are http://https://journals.e-palli.com/home/index.php/ajahs pa ge 63 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 58-63, 2022 fluent and native speakers of the language do have edge over the non-native speakers. this could be labeled as lag for the muslim learners as their potentials are hindered by language barriers. in this study also, the participants recommended that the teachers shall articulate their lessons using a language which everyone could understand. the learners want their teachers to use our national language, as it could be understood by everyone; hence, all of them can participate in the discussions. if all the students can understand the main dialect being used in the school, the teachers can easily simplify those words which have deep and complex meaning. delimitation and limitations this study was limited only to selected muslim learners from the municipality of arakan. gathering of information is anchored on the insights of the muslim learners about the medium of instruction used by their teachers, the challenges that their learners are experiencing with the mtb-mle program and their coping strategies toward its implementation. references adriano, m., niña, i., franco, n. t., & estrella, e. a. (2021). language-in-education policies and stakeholders’ perception of the current mtb-mle policy in an asean country. australian journal of language & literacy, 44(1). benson, c. (2002). real and potential benefits of bilingual progammes in developing countries. international journal of bilingual education and bilingualism, 5 (6), 303317. creswell, j. w., & poth, c. n. (2016). qualitative inquiry and research design: choosing among five approaches. sage publications. cummins, j. (2001). negotiating identities: education for empowerment in a diverse society. los angeles: california association for bilingual education. glesne, c. (2016). becoming qualitative researchers: an introduction. pearson. one lake street, upper saddle river, new jersey 07458. groenewald, t. (2004). a phenomenological research design illustrated. international journal of qualitative methods, 3(1), 42-55. lewis, s. (2015). qualitative inquiry and research design: choosing among five approaches. health promotion practice, 16(4), 473-475. perez, n. b. (2019). a comparative study of the mtbmle programs in southeast asian countries. journal of humanities and social sciences research (ajhssr), 3(6), 47-55. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 pa ge 22 american journal of arts and human science (ajahs) a psychoanalytic approach to mohsin hamid’s the reluctant fundamentalistthe reluctant fundamentalist naziat mustari1*, mohammad kaosar ahmed1 volume 1 issue 3, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i3.630 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: september 21, 2022 accepted: october 08, 2022 published: october 10, 2022 literature has always been considered as the reflection of human life because of its involvement with human behavior, thoughts, activity, development, progress, etc. sometimes while reading a literary text, readers often face complicated characters that are quite troublesome and create difficulty to understand but at the same time, these characters generate curiosity in the mind of the readers to know more about them. such a character is changez from the novel the reluctant fundamentalist. this article aims to explain the behavior of changez, the protagonist of the novel the reluctant fundamentalist who narrates and shares his experiences about his time in america to an american stranger. to analyze his personality, this paper uses the psychoanalytic theory of sigmund freud. this paper upholds psychological pressure and its consequence on changes as an individual who faces a sudden and unexpected social change in america. all the methods that are applied to conduct this paper are the qualitative method and the analytic descriptive method. finally, this study serves a relation between psychoanalysis and literature. keywords psychoanalysis, id, ego, super ego, conscious and unconscious mind, changez, the reluctant fundamentalist 1 department of english language and literature, international islamic university chittagong, kumira, chattogram 4318, bangladesh * corresponding author’s e-mail: naziatm07@gmail.com introduction introduction to the reluctant fundamentalist the reluctant fundamentalist is a contemporary novel by mohsin hamid. by nationality, he is a pakistani author and spent a long time in america. graduating from princeton university he went back to pakistan. later he came back to america and enrolled in harvard law school. after he graduated from harvard law school he decided to work as a management consultant at mckinsey & company in new york city. in 2001, he moved to london and in 2007 his second novel the reluctant fundamentalist got published. in this novel, he uses his personal information along with an auto diegetic narrative tone. the novel deals with a very contemporary issue which is the clash of civilizations. because of the clash of civilizations nowadays it is a prominent characteristic among the people that they do not know which side they should take. they felt extremely divided in their mind. such a character is changez, the protagonist of the reluctant fundamentalist. changez is a twenty five year old young man who went to princeton university, one of the prominent universities of america with full free scholarship and later goes to an elite company named underwood samson. with time changez faces some critical situation that leaves him confused about his actions and identity. the novel raises the question about the confusing behavior of changez. the novel continuously challenges classifications of identity while simultaneously affirming them (woltmann, 2018). identity here does not refer to any nation rather it refers to the inner self, inner mind of changez. we can analyze and relate to his identity as well as understand his behavior through psychoanalysis. introduction to the psychoanalytic approach the psychoanalytic approach refers to the theory of personality organization based on the psychological condition of the human mind. at first, it was commonly used in the medical field to treat the psychological patient. this theory is founded by austrian neurologist sigmund freud (1856-1939). he quoted that, “there is a powerful force within us, an unilluminated part of the mind that is constantly at working molding our thought, feelings and actions” (juma, 2019). freud further claims that the human mind possesses unconscious and conscious thoughts, feelings, desires, and memories. a person’s conscious mind is aware of the present sensation, memories, thoughts, and feelings (keefner et al., 2016). it acts as the tip of the iceberg. in the case of the iceberg, the bigger portion always remains under the water and therefore remains unseen. like this under the conscious mind, an unconscious mind carries the repressed memory or desire which a person does not want to express to the people but still, they always come outside in a way or with some medium. from this unconscious mind, a person can retrieve memories into the conscious mind. he claims that instinct and emotions associated with trauma can be found on the unconscious level. in 1923 he introduced id, ego, and superego as the biological drivers of human behavior to describe the psyche of an individual or human personality. id lies in the unconscious mind and seeks immediate satisfaction. superego also lies in the unconscious mind but it refers to moral behavior. the ego is the most prominent part of the human psyche. it works keeping in mind both id and superego. ego helps an individual to walk on a path where neither his behavior will go against society nor he has to suffer for not getting any pleasure. in this paper, psychoanalysis has been used on the protagonist changez from the novel the reluctant fundamentalist. the novel is all about the struggle of a pakistani young man facing a severe clash of civilization https://doi.org/10.54536/ajahs.v1i3.630 https://journals.e-palli.com/home/index.php/ajahs mailto:naziatm07%40gmail.com?subject= pa ge 23 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(3) 22-27, 2022 and identity crisis because of nine-eleven (9/11) in america. the ultimate challenge for changez was to face his true self. in the process of his self-realization, he turned into an activist from a core believer of the american dream. this paper’s main focus is to understand changez’s behavior and actions according to psychoanalysis. for the academic purpose, this dissertation can be very important to understand changez from the psychoanalytic point of view. though there are a lot of papers on various aspects of the reluctant fundamentalist, there are very few papers with a psychoanalytic approach to this contemporary novel. this paper intends to benefit the readers of literature in general and the readers of the reluctant fundamentalist, in particular, to come across the interaction among different psychoanalytical traits. while excluding the broad application of psychoanalysis in a different field, this paper intends to explain it from the viewpoint of literature only and limited the data of psychoanalysis on changez onto some important incident that happened with him during his four and half years in america. literature review the psychoanalysis reading has been practiced since the early development of psychoanalysis and has developed a rich heterogeneous tradition (alausa, 2010). freud uses psychoanalytical theory in literature to explore the inner mind of the author, characters and their motivation, narrating style, behavior (hossain, 2017). ann dobie in her book theory into practice states, “the conscious mind is not aware of its submerged counterpart, it may mistake the real cause of behavior” (dobie, 2012). freud, in order to properly establish his thought regarding the concept of the conscious and unconscious mind, introduced three elements of the psyche which are id, ego, and superego. the id is considered as the first part of personality development. it refers to the selfish, primitive, childish pleasure. it acts according to whatever it feels right at a particular moment to achieve its desired satisfaction as if it is a devil sitting on a shoulder (niaz et al., 2019). in order to seek pleasure, it can be a self-destroyer as well as a destroyer for society (rajeshwari & meenakshi, 2020). it has the power of imagination but does not possess the power to distinguish between imagination and reality, between right and wrong and does not know the value of an action (mustkawati, 2014). the superego on the other hand can be defined as the factor of personality which forces an individual to go with the morality principle, with social norms. it seeks value, rules, ethical and moral development of personality. it is the complete opposite of id. where id seeks satisfaction, the superego chooses to abandon satisfaction while going with moral behavior. it keeps reminding the greedy id the value of acting wisely (mustkawati, 2014). ego lies between the unconscious and conscious mind or it refers to the conscience. it works as the moderator between id and superego. it acts on the reality principle. it helps individuals whether they can indulge without causing trouble or suffer themselves (mustkawati, 2014). through these elements, freud explains the final development of personality. in literature, psychoanalysis helps to understand the motivation of an individual character. it draws support from many classic works from writers such as shakespeare, sophocles, virgil, and many more (hossain, 2017). not only has classic literature got this benefit but it also has significance in contemporary understanding. it creates a self-understanding for the character and any person who wishes to understand those characters. selfunderstanding or self-acknowledgment is a prominent key fact in the reluctant fundamentalist. the novel is intensely narrated on 184 pages with a monolog style. as the novel starts, a delusional american dreamer changez appeared who enjoys the prestigious princeton university education and hopes to reach the highest success in his life. he got a prestigious job, respectable colleagues, and fame at the workplace. in his workplace rather than facing any racism or criticism because of his pakistani or muslim background, he earned appreciation and was generally loved (ghosh, 2013). he got involved in a romantic situation with an american woman named erica. erica provides him some short of mental comfort which in one sense becomes assurance for his identity but when he found his identity questionable he made himself doubtfully alienated by playing the role of erica’s dead lover. as 9/11 happened in america he found himself pleased at this situation (ghosh, 2013). later he found himself alone despite his successful life in manhattan (hamid, 2007). he gradually found his identity in america, getting labeled as a person from a dangerous community. he was receiving curses like, “fucking arab” (hamid, 2007). he has to face discrimination so much that he started to despise his life in america (awan et al., 2016). his selfdoubt about his identity made him stand in such a point that he had to choose only one path as he states, “i did not know where i stood on so many issues of consequences: i lacked a stable core. i was not certain where i belonged in new york, in lahore, in both, in neither” (hamid, 2007). when america invaded afghanistan, he began dismantling his american identity (ghosh, 2013). his experience in america was illuminating for him, and he had to believe that home is his ultimate resort (awan et al., 2016). his decision to leave a developed nation become the turning point that indicates his inner development, his psychological development. this paper thus aims to explore and explain the changing behavior of the protagonist changez according to psychoanalysis. the influence of the unconscious & conscious mind, the impact of id, ego, and superego on the personality of changez will be discussed vividly. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 24 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(3) 22-27, 2022 research methodology design the design followed in this paper is the qualitative method with the descriptive-analytic method. instrument the theory of psychoanalysis was used as a tool. data & type all the data related and required for this study is all the text content. the type of data wanted for this study was qualitative and the secondary resources were used for data collection. related reviews and commentaries appearing in various papers have been taken into consideration. materials from various online journals such research gate, academia, and some ebooks were used through a qualitative approach. in total sixteen articles were considered to conduct this article. data analysis technique the analysis has been done using suitable references related to the study through descriptive textual analysis. the answer to the research question has been given by analyzing the novel. results and discussion the novel starts in a local restaurant in lahore, pakistan. a man in a beard approach an american stranger and the readers immediately known that the person in the beard is the protagonist, changez. the influence of the id that seeks immediate satisfaction can be seen from the very beginning as changez approaches the stranger with an obscure motif as if he wants to toys with him to gain satisfaction. he starts with, “excuse me sir, but may i be of assistance? ah, i see i have alarmed you. do not be frightened by my beard: i am a lover of america” (hamid, 2007). not only here he is trying to assure his stranger friend that he is indeed a safe person whom he can talk to but also kind of trying to criticize him because american misconceives muslim guys with a beard as dangerous or more clearly to say in today’s contemporary world a terrorist. changez started to give his account of information to his american guest that he went to the princeton university and boosted about it as a “dream come true” for him (hamid, 2007). in today’s world for most asian students, it is a common dream to complete higher education from america and living in the american dream. author mohsin hamid uses this contemporary notion as a motivation here as changez further says, “princeton inspires in me the feeling that my life was a film in which i was the star and everything was possible” (hamid, 2007). one thing which is quite noticeable about changez is that at first for a quite long time in america, he never entertain any thought of disappointment with that country rather he thought highly of his surroundings as he states, “i have access to this beautiful campus. i thought, to professors who are the titans in their fields and fellow students who are philosopher kings in the making” (hamid, 2007). but when he was narrating his story, he expressed some sort of disappointment as he thinks now that americans get more facility in the admission procedure due to their nationality, “americans faced much less daunting odds in the selection process” (hamid, 2007). his behavior might seem rude to the readers here but it can be assumed that his rudeness is the result of his unconscious mind as the unconscious mind possess repressed memories. when he was in america at the beginning his conscious mind was more influential on him but the feeling of discrimination remain in his unconscious mind. while talking, changez derived those memories of unfairness from his unconscious mind to his conscious mind and kind present rude attitude towards his american stranger friend. changez upon his arrival in new york was very positive. he felt he become “immediately a new yorker” (hamid, 2007). the reason behind his homely feeling is his accomplishment of reaching the first step of his american dream which is the ‘underwood samson’ as he says, “i felt something well up inside me, a sense of pride so strong that it made me lift my head and yell” (hamid, 2007). his happiness can be explained as the reply from his unconscious mind to his family’s incompetency to provide him enough resources for his higher study. though his family was not super-rich, they had enough wealth during the life span of his great grandfather. but because of inflation neither his grandfather nor his father was able to enjoy the previous wealthy situation and when his time came “the money is simply not there” (hamid, 2007). though changez appears to be contained with his family without any complain but in his unconscious mind, there might be some memories of this situation as he confesses, “i did grow up with poor boy’s sense of longing” (hamid, 2007) and when he able to get the job in that elite company he obtains the sense of equality like an american. he gradually becomes a respected and loveable employee in his dream company underwood samson and becomes so satisfied that he commented, “i was a young new yorker with the city at my feet” (hamid, 2007). according to psychoanalysis theory, the id acts on the pleasure principle thus underwood samson becomes a backbone for changez to act according to his id which also becomes the reason behind his rude behavior in manila. during his trip to manila, he found that his colleagues who are by-born americans are receiving more respect than him though he is more capable than them which caused him great discomfort as he also wants his “share of respect as well” (hamid, 2007). in new york, he felt like home but in manila, he felt “like a distance runner who thinks he is not doing badly until he glances over his shoulder and sees that the fellow who is lapping him is not the leader of the pack, but one of the laggards” (hamid, 2007). his repressed thoughts of insecurity of not being an american, not being treated as his colleague, feeling like http://https://journals.e-palli.com/home/index.php/ajahs pa ge 25 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(3) 22-27, 2022 an outsider provoked his id that wants to receive the same attention of a person holding american nationality not a capable person holding pakistani personality as changez says to his american stranger guest, “i attempted to act and speak, as much as my dignity would permit, more like an american” (hamid, 2007); therefore driven by the id, if anyone asked about his nationality he learned to say “i am from new york” (hamid, 2007). though it seems like changez’s attitude in his professional life is heavily empowered by id but in his unconscious mind a sense of shame keep piling up as he confesses, “did this thing troubled me, you ask? certainly, sir; i was often ashamed. but outwardly i gave no sign of this” (hamid, 2007). up to this account of revelation by changez about his life does not make the readers of this novel so confused about his attitude until he confession about one of his acts which left the readers in confusion that whether he is cruel or a senseless person who does not deserve their sympathy and that particular act is when he ‘smiled’ at the news of terror attack occurred in america, at the twin towers of new york’s world trade center. though it sounds despicable, his “initial reaction was to be remarkably pleased” (hamid, 2007). it is a matter of astonishment that, new york, a city where he never faced any racism or criticism neither in the road nor at his workplace before 9/11 rather he earned appreciation due to his capability, a place that he considers as his home; he becomes pleased at its destruction. this is the turning point for both the novel and for changez. this controversial confession of changez or this certain account of behavior can be explained as the outcome of the feelings of his guilt that are stored up in his unconscious mind. according to freud, “unexpressed emotions will never die, they are buried alive and will come forth later in uglier ways” (juma, 2019). in changez’s case also his unexpressed emotion of guilt came out in an uglier way. there could be several reasons behind the formation of these feelings of guilt. several times while narrating his story in the present time changez confesses that he was embarrassed about his past attitude. sometimes in the past, he used to compare pakistan with america, and every time he found that pakistan has many lacking compared to america. his own acceptance of his country’s lacking while knowing that once his country was among those resourceful ones that got robbed during the colonization process may lead the guilt feelings in his unconscious mind. thus in manila, upon his realization that he is just ‘play-acting’ but in reality, he does not belong to america unsettled him and as a result, the destruction news from america gives him kind of excuse from the falsified successful identity that he was chasing after and he ‘smiled’ due to the beginning of his self-freedom. the terror attack that happened in america on 11th september 2001, commonly known as 9/11, is considered the darkest day in history. thousands of people died in that heart-wrenching incident. though the muslim community is often being considered as a matter of obscurity among the non-muslim communities but in the case of western countries, they always possess some sort of misconception about the muslim community and muslim people. but after 9/11, america kind of start treating muslims as the enemy. in american society, severe racism rise its head and many innocent muslims had to pay the price. changez is also one of those muslims who had to face the post 9/11 society that was going through a huge shock at that moment. suddenly, changez found himself ‘alone’ despite his successful progress at his workplace. influenced by the personality trait id, the picture of a successful life that he tried to set suddenly become so vulnerable, and therefore while meeting with erica he no longer wanted to understand her mental situation. actually, the world of changez can be refuted in two parts; one that is based on his desire to be successful, particularly revolves around his career and the other one based on his love interest revolves around an american girl erica. erica was a fellow princetonian with whom changez meets upon his trip to greece. for changez, erica became a source of freedom around whom he was able to acts according to his ego or in other words reality principle. the main reason why changez felt so comfortable around her is because of her interest in him about his true self. she wanted to know the ‘changez’ who came from another country and not the ‘changez’ who is trying to set himself according to the american dream. with erica, he followed his ethical principle as erica commented, “i don’t think, i have ever met someone our age as polite as you. […..] not boring polite. respectful polite” (hamid, 2007). in front of erica whenever he tried to give a description about pakistan he does not felt inferior for once. he presented himself as a man from pakistan, not from new york. he was proud while sharing information about his upbringing. erica also shares her story about her dead lover with him. before the 9/11 incident happened, he get enough assurance from erica that he never felt like he had to keep performing well to keep her company which he felt at his workplace. he never felt competitive while he was with erica. he was just being natural. thus with erica, most of the time his personality was influenced by ‘ego’. after his return to new york changez again wanted to run away from reality and wanted to rely on erica. but because of their failed intercourse, erica enter into the phase of nostalgia where there was no place for changez. changez eventually felt that, with erica diving into her nostalgia, he is also going to lose her. to keep erica’s company or in another sense protect the peace he was getting from erica, he gave up on his id and decide to act according to how his id drive him. as a result, changez tried to take the place of chris and request erica to “pretend” (hamid, 2007), to think of him as chris and he confesses, “i do not know why i said it: i felt overcome and it seemed, suddenly, a possible way forward” (hamid, 2007). at http://https://journals.e-palli.com/home/index.php/ajahs pa ge 26 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(3) 22-27, 2022 this point it seems like, with the appearance of identity crisis in his life although in his professional life he was slowly getting out from the influence of id, from seeking satisfaction; but in his personal life regarding erica, he starts to take decisions based on his psyche element id. changez’s identity crisis becomes severe in the post 9/11 american society. but changez still tried to hold on to his broken american dream preferred by his ‘id’ as he confesses in the present time, “certainly i want to believe; at least i wanted not to disbelieve with such an intensity that i prevented myself as much as was possible from making the obvious connection between the crumbling of the world around me and the impending destruction of my personal american dream” (hamid, 2007). in a study of psychology it was asserted that, “most people do not really want freedom, because freedom involves responsibility, and most people are frightened of responsibility” (magee, 1974). changez is also like this does not want to take responsibility for his unstable life or the broken american dream. so he keep ignoring the pathetic situation his fellow muslims from america were facing at that time. he considers most of the things he “overheard at the pak-punjab deli” were not true and reasoned that “such things invariably happened, in america as in all countries, to the helpless poor, not to princeton graduates earning eighty thousand dollars a year” (hamid, 2007). the influence of id is still visible here because if he went with the reality principle then he would have tried to look more about what is happening around him but he simply tried to ignore those things that cause him mental disturbance. when afghanistan, the fellow muslim nation and according to changez “pakistan’s neighbor” (hamid, 2007), was attacked by american troops in the shield of night, it was not only an invasion of america in afghanistan but also an invasion of ego, invasion of the reality of his identity which was deeply influenced by id. with the attack in afghanistan by america, changez realizes that he can “no longer capable of so through a self-deception” (hamid, 2007). the foreign policy of america made the situation worst and clear at the same time for changez. his disappointment with america reaches its final level as america did nothing in order to stop the war-like situation between pakistan and india despite having the power of being a mediator. after returning from a short visit to his family in pakistan, he started thinking and acting everything based on reason, based on reality and his reality refers that he was living in a false dream. he started to keep a ‘beard’ and thinks that it is only normal for him to have a beard because, for him, his beard bears his actual identity which he is sure of. his newly found identity is influenced by ego or reality principle because neither he again wanted appreciation or success nor did he become too righteous. it can be considered that from his unconscious mind all the repressed feelings of unfairness, guilt, and doubt started pushing him to take a final decision for him like what sigmund freud says to explain human mind in psychoanalysis that, “there is a powerful force within us, an unlimited part of the mind separate from the conscious mind that constantly at work molding our thought, feelings, and actions” (sigmund freud quotes, n.d.). in changez’s case also his unconscious mind keeps molding his thoughts about right and wrong and thus in the end despite jim’s encouragement to hold on, changez decides to come back to his country pakistan. the moment he decided to go back, his personality can be considered taken over by the psyche element ego. with the help of ego, changez is finally completely able to accept his inner self and build a strong identity for himself which made the path clear ahead of him to become the present narrator changez. result the character of changez from the reluctant fundamentalists is a strong one. his personality is predominantly shaped by the psyche elements id and ego. before 9/11 took place in america, changez was particularly driven by id because id refers to the pleasure principle, and analyzing changez’s personality it is clear that at the first place all changez wanted was success, appreciation, satisfaction, and a trouble-free life in highclass society without any back affection. he never wanted to think about right and wrong rather he was just proud to be a part of an elite university and company. but things changed after 9/11 took place. changez was naturally forced by his unconscious mind to look for his own identity. in the middle of a severe clash of civilization, ego took over his personality when he realized that he is living a life full of fallibility. thus he acknowledged that his conception of america is wrong, his conception of his way of life is wrong. but there is almost no occasion where the presence of the superego can be seen in his personality. if he had acted according to the superego, then there would have been too much religious content or negative allegation towards another society in the book. the novel becomes well balanced due to its approach towards the development of changez’s personality from a young american dreamer to a mature person who can criticize not only the situation around him but also himself. conclusion in the novel the reluctant fundamentalist, the author mohsin hamid portrayed changez in a very simple way that on the surface it seems like he is a person who could not tolerate the discrimination about his community and went back to his nation but inside he is a person has to fight against himself in the first place to find out his true identity. we can only understand his struggle to survive, his acceptance of his inner self in a condition where everything is against him only with the help of id, ego, and superego as from freudian psychoanalytic perspective development in human behavior caused because of the interaction among id, ego, and superego. the illogical behavior of a person can be explained if http://https://journals.e-palli.com/home/index.php/ajahs pa ge 27 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(3) 22-27, 2022 the inner self got revealed. indeed leaving a successful and developed life in the contemporary context is quite illogical though changez has the opportunity to go with the flow, to continue his american dream he chooses to follow a path where he is not pretending anymore opens a door for the reader to seek out his psychological mind which gives him the audacity to accept his inner self. thus the freudian theory of psychoanalysis acts as a key for the reader to understand the behavior of changez. acknowledgement the sincere and great appreciations go to the almighty allah for giving me the strength, patience and determination to carry out this research. i am indebted to my dear supervisor dr. mohammad kaosar ahmed, associate professor of ell, international islamic university chittagong for believing in me, giving me his valuable time and suggestions. references awan, a. g., andleeb, s., & yasin, f. (2016). psychoanalysis and transformation of heroes in mohsin hamid’s novels moth smoke and the reluctant fundamentalist. journal of education and practice, 7. alausa, taiwo nolas. (2010). the oedipal dynamics: a psychoanalytic interpretation of sophocles oedipus rex. https://www.academia.edu/13540370/ dobie, a. b. (2012). theory into practices: an introduction to literary criticism. in www.cengage.com/highered (3rd ed.). michael rosenberg. http://elibrary.bsu.edu.az/ files/books_400/n_152 ghosh, a. (2013). i was not certain where i belonged: integration and alienation in mohsin hamid’s the reluctant fundamentalist. the rupkatha journal on interdisciplinary studies in humanities, 5(1), 50–51. https://rupkatha.com/mohsin-hamid-the-reluctantfundamentalist/ hamid, m. (2007). the reluctant fundamentalist (1st ed.). oxford university press. hossain, m. m. (2017). psychoanalytic theory used in english literature: a descriptive study. global journal of human-social science: linguistic & education, 17(1), 41–44. juma (ed.). (2019). sigmund freud quotes: the master of psychoanalysis. everydaypower. https://everydaypower. com keefner, w., burt, h., & grudev, n. (2016, october 5). the value of contemporary psychoanalysis in conceptualizing clients. counseling today. https://ct.counseling.org/ value-contemporary-psychoanalysis-conceptualizingclients lapsley, d. (2012, december). id, ego, and superego. www.researchgate.net. https://www.researchgate.net/ publication/237306175 mcleod, s. (2019). id, ego and superego. simply psychology. https://www.simplypsychology.org/psyche.html mustikawati, e. (2014). psychoanalysis in literature. www. academia.edu. https://www.academia.edu/9922669/ magee, b. (1974). popper. psychology press. https:// books.google.com niaz, a., stanikzai, s. m., & sahibzada, j. (2019). review of freud’s psychoanalysis approach to literary studies. american international journal of social science research, 4(2), 35-40. https://doi.org/10.46281/aijssr. v4i2.339 rajeshwari, s., & meenakshi, s. (2020). a psychoanalytical reading of sigmund freud’s oedipus syndrome as a revolutionary approach. journal of critical reviews, 7(17), 366. sigmund freud quotes. (2021). goodreads. retrieved august 16, 2021, from https://www.goodreads.com/ author/quotes/10017.sigmund_freud woltmann, s. (2018). she did not notice me: gender, anxiety, and desire in the reluctant fundamentalist. humanities, 7(4), 104. http://dx.doi.org/10.3390/ h7040104 http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 indexed in pa ge 38 american journal of arts and human science (ajahs) exploring redefinitions of covid-19: the case of philippine leading newspapers jay-ar cristobal1* volume 1 issue 1, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i1.268 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: may 18, 2022 accepted: may 29, 2022 published: june 01, 2022 with the massive impact of covid-19 in the lives of many filipinos, many different connotations about the pandemic emerged. therefore, using the news discourses of covid-19 in three philippine leading newspapers, namely the manila bulletin, the philippine daily inquirer and the philippine star, this descriptive-qualitative study explored the redefinitions of covid-19 through paraphrase analysis. this study used a self-built corpus consist of national news articles published in the said newspapers. results show that 10 paraphrases of covid-19 used the formula covid-19 is, 2 used covid-19 has, while only 1 used … is the covid-19. based on the paraphrases of covid-19, the following redefinitions were explored: covid-19 is an enemy; covid-19 is a threat to people’s lives; covid-19 is less terrifying with the development of vaccines; covid-is a virus that many people still do not understand; covid-19 is worse than other illnesses and diseases; and covid-19 is an eye-opener. the redefinitions drawn from this study could make a great contribution to people’s understanding of the covid-19 pandemic and for the investigation of the language features of other discourse objects keywords covid-19, news discourse, paraphrase, redefinition 1 assistant professor, mariano marcos state university, philippines. * corresponding author’s e-mail: jacristobal@mmsu.edu.ph introduction the 2019 novel coronavirus infectious disease (covid-19) has caused the most severe impact to many people’s lives due to its large number of fatalities, disruptions in education like closure of schools and economic crisis. with the massive effects of covid-19, many forms of media have covered the pandemic to some extent. according to gralinski and menachery (2020), media have been instrumental in providing fresh and timely information which are instrumental in improving knowledge and spreading awareness during the times of pandemic. likewise, media play an important function in communicating between many scientists, public health experts, researchers and funding agencies for immediate and effective global response. thus, the covid-19 pandemic has become central to the different forms of media. pandey (2020) also posited that all forms of media have been playing a crucial role in giving information and spreading awareness among people by bringing the latest news. truly, the newspapers have been dishing out information about the disease and also about the measures taken by the public and the government to contain the spread of infection and the lockdown. the widespread coverage in the newspapers enabled the governments to plug the loopholes and provide suggestions to the common people in this hour of crisis. it has also helped in promoting hygienic habits among people. in the philippines, the philippine leading newspapers have frequently and extensively reported the covid-19 pandemic to provide relevant information about the virus. as covid-19 has been published in newspapers, the public, in some ways, has better understanding about its meaning and its effects in their lives. however, despite its prominent coverage in the different forms of media, many information about covid-19 have remained unclear to many people. perceptions about the pandemic have generated doubts, fear and ignorance among human beings which resulted to varying interpretations and meanings of covid-19. therefore, this study was pursued to explore the redefinitions about covid-19 reflected in the three philippine leading newspapers, namely, the manila bulletin, the philippine daily inquirer and the philippine star, thus, making a great contribution to people’s understanding on the meaning of covid-19. this study sought answers to the following questions: 1. what are the paraphrases of covid-19 used in philippine leading newspapers? 2. what redefinitions of covid-19 can be deduced from the paraphrases? this study was guided by its conceptual framework as shown in figure 1. using the news discourses of covid-19 from the three philippine leading newspapers, namely, the manila bulletin, the philippine daily inquirer, and the philippine star, the paraphrases of covid-19 were determined. by carrying out the paraphrase analysis, the different redefinitions of covid-19 in the three newspapers were revealed. literature review paraphrase as source of meaning language study which is solely based on scientific methods needs complementation of methods used in the humanities. if people desire to explore what a unit of meaning suggests, there is a need to interpret the evidence (wang, 2013). stahl (2006) argued that meaning involving the context of collaboration is regarded as an important aspect of communication. thus, meaning is essentially https://doi.org/10.54536/ajahs.v1i1.268 https://journals.e-palli.com/home/index.php/ajahs mailto:jacristobal%40mmsu.edu.ph?subject= pa ge 39 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(1) 34-37, 2022 figure 1: research paradigm shared within a discourse community. relatedly, meaning is defined for and by the community that is involved in the particular context or situation. the interpretation of that meaning is up to the individuals who are members of a particular discourse community. therefore, the meaning of language signs is based on the constructions of language users. with this view, corpus linguistics deals also with the negotiation of meaning in process. this aspect makes corpus linguistics a branch of the humanities paradigm. interestingly, cheung (2009) suggested that in corpus linguistics, the interpretation of meaning can also be in the form of paraphrase. teubert (2005) asserted that meaning is paraphrase. paraphrases are sentences that provide explications and explanations and attempt to redefine of units of meaning. consequently, a new focus of corpus linguistics towards an analysis of paraphrase, an examination how units of meaning in a discourse are defined, described, explained, negotiated or even replaced was established. in the same vein, teubert (2009) explained that paraphrases can shed light on the meaning of lexical items as unique occurrences. in relation, the lexical item’s citations contain all the paraphrastic content available. a new paraphrase tells something new and relevant to the common meaning of a lexical item. if a discourse is interlinked with other texts, every new paraphrase is an explanation and interpretation of previously generated paraphrases. such paraphrases are redefined and reinterpreted or rejected by the other members of the discourse community. in this way, people can generate common knowledge and understanding about a word, however, they are not also prohibited to disagree. moreover, teubert (2005) posited that there is no universal, fixed and true meaning. a unit of meaning can be paraphrased by people in whatever ways they want. thus, it can be understood that the meaning of a word is always temporary or provisional. revisions on the meaning of a lexical item can be seen in paraphrases. it is in this context that people continue to negotiate whether they may agree or not to what a unit of meaning means. in here, the issue lies not in reality or truth, but acceptance. consequently, a paraphrase which is widely re-used and accepted is more significant and relevant compared to a paraphrase which is never repeated. further, a lexical item gains its meaning on what is said about it. the negotiated meaning is a contribution to discourse. through paraphrasing, discourse participants understand how a lexical item is used in discourses. it is the paraphrastic content that tells what a lexical item means. therefore, paraphrases are seen as attempts to reformulate and to redefine the meaning, to make a new meaning and suggest a new way to talk about on what was said before about a certain lexical item (wang, 2013). covid-19 in news discourses media have been instrumental in providing fresh and timely information which are instrumental in improving knowledge and spreading awareness in these times of pandemic. likewise, media play an important function in communicating between many scientists, public health experts, researchers and funding agencies for immediate and effective global response. thus, the covid-19 pandemic has become central to the different forms of media (gralinski & menachery, 2020). interestingly, pandey (2020) conducted a study on the role of print media in spreading awareness on coronavirus disease (covid-19). the finding of his survey and the analysis suggested that print media has been assuming a vital function in providing news articles about the covid-19 pandemic. it is clear from the content analysis and survey form of the newspaper that print media is playing a strong role by reaching the right information to the people. in addition, news related to coronavirus are also being published prominently. such efforts by the leading newspapers have been extremely vital in clearing the doubts and myths on covid-19. hons (2020) also conducted a discourse analysis exploring the construction of meanings and realities surrounding covid-19 within mainstream news media. the study explained that the war metaphor gives meaning to covid-19 by attributing the threat of the war to virus. the study further concluded that mainstream news media have evidently utilized the concepts of war and imprisonment in response to the covid-19 crisis to generate different meanings and realities of events. as covid-19 is being published in newspapers, people, in some ways, have better understanding about its meaning and impact in their lives. carey (2020) claimed that covid-19 is a social construct and that people getting sick and dying is a biological thing. likewise, people staying home, locking down cities, selling off stocks, are a result of people’s mental and cultural landscape. covid-19 is a real threat, thus, people need help one another as a society to fight against the virus. the threat to the society is at least as much a social thing as a biological thing. in a study conducted by sowden, borgstrom and selman (2021), it was found that covid-19 was presented in british online newspapers at this time as an unpredictable and uncontrollable virus. sensationalist language, particularly in article headlines and introductions, emphasized its deadly nature, its risks and the unusual or especially distressing covid-19 deaths. likewise, http://https://journals.e-palli.com/home/index.php/ajahs pa ge 40 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(1) 34-37, 2022 lavell, mansilla, maskrey and ramirez (2020) conducted a study titled “the social construction of the covid-19 pandemic: disaster, risk accumulation and public policy.” the study claimed that covid-19 is a pandemic and considered by some countries as a catastrophe since public health systems have been pressed hard in their response against the pandemic. also, it was found out that covid-19 has caused an emerging catastrophic impact on the global economy. moreover, the study proposed that if the risks brought about by covid-19 are socially constructed, it is also important to ask if the aim of public policies recovers the same economic model which built and shaped the risk in the first place or to use such resources to transform the model in a way that future risk can be reduced and that the social inequalities that the pandemic has exposed are addressed. in another perspective, peng (2020) claimed that covid-19 has already become a potential threat to the global public health. also, the burden on the economic impact caused by the pandemic is substantial and considerable in several aspects like loss of job and deteriorated finance. kamath, ganguly and nivea (2020) likewise posited that covid-19 is an enemy which knows no distinction between geopolitics, economic stature, or religious morality. it is an enemy that requires people to face it in tandem but alone. materials and methods this study used the descriptive-qualitative research design involving paraphrase analysis of the discourses of covid-19 in philippine leading newspapers. covid-19 was chosen as the discourse object. it utilized a self-built corpus which consists of national news published from january to december 2020, in the three philippine leading newspapers namely, the manila bulletin, the philippine daily inquirer and the philippine star. the corpus was limited only to news articles in which the term coronavirus infectious disease 2019 (covid-19) and related terms like sars-cov2, novel coronavirus (ncov) occurred at least three times to reduce the corpus to a manageable size and ensure that all the selected news articles are fully relevant and suitable to the study. therefore, the corpus has 1, 565 news articles with 646, 576 words. to reveal the redefinitions of covid-19 in the three philippine leading newspapers, paraphrase analysis was carried out. this followed the method of wang (2013) which used the formula noun + is (the standard formula for defining discourse objects). in this study, the formula … is the + noun was considered. therefore, in this study, the paraphrases of covid-19 were limited only to sentences in which the phrases covid-19 is and … is the covid-19 have occurred. likewise, the paraphrase of covid-19 as a respiratory disease or illness, was not considered for examination, since the focus of the study is to explore if there is a redefinition of covid-19 in the three newspapers. paraphrase analysis was used to focus mainly on sentences in which the phrases covid-19 is, covid-19 has and …is the covid-19 occurred to examine the redefinitions of covid-19 based on its paraphrases in the three newspapers. results and discussion this part presents the redefinitions of covid-19 based on the exploitation of the corpus which includes all news articles in which the word covid-19 occurred at least three times and published from january to december 2020 in the three philippine leading newspapers, namely, the manila bulletin, the philippine daily inquirer, and the philippine star. paraphrases of covid-19 in philippine leading newspapers in exploring the paraphrases of covid-19 in the three philippine leading newspapers, the focus is mainly on sentences in which the phrases covid-19 is (the standard formula for defining objects) and …is the covid-19 have occurred. as teubert (2005) argued, paraphrases are statements providing explanations, explications, or re-definitions of units of meaning. therefore, the paraphrases of covid-19 are seen as an attempt to reformulate its meaning, to replace what was said before about it and by suggesting a new way to talk about it. in this section, the frequency distribution of the paraphrases of covid-19 used in philippine leading newspapers is presented in table 1. it could be gleaned from the table table 1: frequency distribution of paraphrases of covid-19 used in philippine leading newspapers formula paraphrases of covid-19 (f) covid-19 is 10 covid-19 has 2 …is the covid-19 1 total 13 that there are 10 paraphrases of covid-19 which used the formula covid-19 is, 2 paraphrases of covid-19 used the formula covid-19 has while only one paraphrase used the formula …is the covid-19. overall, there are 13 paraphrases of covid-19 which are significant in exploring the redefinitions of the pandemic as further discussed in the next section. redefinitions of covid-19 in this section, paraphrase analysis is presented to reveal the different redefinitions of covid-19 in the three philippine leading newspapers. it is important to clarify that the formulae covid-19 is, covid-19 has, and …is the covid-19 do not only occur at the beginning of sentences, but are mostly found in other position, specifically in the middle of sentences as reflected in the excerpts. this indicates that when covid-19 is talked about, it is always connected to some other important topics. as a result, there are six redefinitions deduced from the paraphrases of covid-19 in the three philippine leading newspapers. the different paraphrases of covid-19 (covid-19 is is colored blue, covid-19 has is colored green, while …is the covid-19 is colored http://https://journals.e-palli.com/home/index.php/ajahs pa ge 41 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(1) 34-37, 2022 red) are presented for discussion. covid-19 is the country’s number one enemy with the emergence of the words related to covid-19 response, the construction of the meaning of covid-19 as the country’s number one enemy sprang as evidenced by the paraphrases taken from the news discourses of the three newspapers. since covid-19 has contributed negatively toward mortality and morbidity, and has caused severe social, economic and even emotional disruption, covid-19 is not only regarded as an enemy (e4), but the foremost (e5), and number one enemy (e1 and e3) and problem (e2) of the country. the following excerpts are presented for further discussion: (e1) palace: covid-19 is country’s enemy no. 1 -palace: covid-19 is country’s enemy no. 1 (the manila bulletin, july 1, 2020) (e2) the new coronavirus disease (covid-19) is the country’s foremost enemy while the university of the philippines (up) is like a “ringside commentator” amid the public health emergency, presidential spokesman harry roque said wednesday after drawing a stinging rebuke over his congratulatory remark for beating up’s coronavirus forecast. -palace: covid-19 is country’s enemy no. 1 (the manila bulletin, july 1,” 2020) (e3) “dahil public enemy number one nga itong covid-19, inanunsyo ng pangulo na siya ay magbibigay ng pabuya na hanggang ₱10 milyon sa kahit sinong pilipino na makakadiskubre ng vaccine laban sa covid-19 (because covid-19 is the public enemy number one, the president announced that he is giving a p10-million reward to the one who can discover a vaccine),” roque said. -palace agrees with who: worst of covid-19 yet to come (the manila bulletin, april 22, 2020) (e4) covid is the foremost enemy, not government. -covid-19 is the enemy, not government,’ duterte tells critics (the philippine daily inquirer, august 3, 2020) e5) president rodrigo duterte just recently considered that the number one problem of the country is the covid-19 amid the continuing rise of cases and nearly four months into the quarantine measures to supposedly contain its spread. -duterte said ‘perhaps’ covid-19 is the country’s top problem (the philippine star, july 22, 2020) it can be understood that covid-19 is the country’s enemy number one because the philippines has been in an everyday battle that has confronted many filipinos regardless of who and what they are, and where they come from. it can be further noted in excerpt (e3) that even the president is threatened by the pandemic as proven by his claim to reward ₱10 million pesos, a tremendous amount, actually, to whosoever can discover the treatment that could end the fight against covid-19, a manifestation that the country has been suffering from this major problem. as the threat of covid-19 continues to strike the country, filipinos also continue to suffer and fight for the battle against the pandemic. likewise, the pandemic has massively affected almost all the aspects of human life which has made people struggle and suffer physically, emotionally and economically. such situation has a great contribution to the construction of the meaning of covid-19 as the country’s number enemy. the definition of covid-19 as an enemy supports the study of qian, ren, wang, guo, fang, wu, liu and han (2020) which concluded that the covid-19 is a new disease that has caused great impacts to the people’s daily life extraordinarily and that countries are in a battle against the common enemy, the new coronavirus. this finding can also be linked to what kamath, ganguly and nivea (2020) claimed that covid-19 is an enemy that knows no distinction between geopolitics, economic stature, or religious morality. it is an enemy that requires people to face it in tandem but alone. this implies that covid-19 is not just an ordinary problem but also poses great suffering to many people since it is regarded like an enemy, causing major destructions to people’s lives. covid-19 is a threat to people’s lives. covid-19 might not have hit all places equally, but the threat of the virus is serious and real because it has caused significant mortality, economic decline, joblessness, and even hunger and poverty. excerpts are presented to further discuss the meaning of covid-19 as a threat to people’s lives. (th1)“moreover, covid-19 has likewise dampened prospects for the global economy, which could negatively impact tourism, trade, overseas filipino remittances and foreign investments,” the agency explained. april inflation seen lower than previous months’ as covid-19 crimps demand (the philippine daily inquirer, april 2, 2020) (th2) “this covid-19 has caused great suffering around the world,” said 23-year-old tupas, expressing relief after the uneventful delivery. -covid-19 recoveries in philippines approach 1,000 as number of cases now at 7,958 (the philippine star, april 28, 2020) (th3) “we are in the middle of an unfolding catastrophe – unprecedented in scale and devastating in impact for all. we face a new and different kind of enemy. in the most visceral way, covid-19 is upending the totality of our way of life. and this virus threatens to exact the highest tolls – on our peoples and our economies,” duterte said during the virtual special asean summit on covid-19 tuesday. -duterte calls for closer asean solidarity, cooperation to combat covid-19 (the manila bulletin, april 14, 2020) as mentioned in the above statements, covid-19 has caused great suffering (th2), dampened the prospects for the global economy (th2), and is upending the totality of people’s way of life (th3). these indicate that the pandemic has brought suffering to populations everywhere, thus, it can be understood that everyone is not safe from covid-19. because covid is creating devastating waves, increased poverty, malnutrition, and excess mortality, it is indeed a threat to all people and an especially serious threat for people who are affected. in relation, lavell, mansilla, maskrey and ramirez (2020) conducted a study titled “the social construction of http://https://journals.e-palli.com/home/index.php/ajahs pa ge 42 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(1) 34-37, 2022 the covid-19 pandemic: disaster, risk accumulation and public policy.” the study claimed that covid-19 is a pandemic and considered by some countries as a catastrophe since public health systems have been pressed hard in their response against the pandemic. also, it was found out that covid-19 has caused an emerging catastrophic impact on the global economy. likewise, peng (2020) claimed that covid-19 has already become a potential threat to the global public health. also, the burden on the economic impact caused by the pandemic is substantial and considerable in several aspects like loss of job and deteriorated finance. covid-19 is less terrifying with the development of vaccines. the idea that having a vaccine is the best way to fight covid-19 is depicted in the corpus. it is hoped that vaccines could be the answer to lessen covid-19 cases and ultimately to end the pandemic in the country. the following excerpts are presented to support the meaning of covid-19 as less tarrying with the development of vaccines. (lt1) covid-19 is no longer very frightening with the development of a vaccine nearing development in the united states, president rodrigo duterte said in a prerecorded address aired tuesday night. -covid-19 not as scary with vaccine development nearly completed – duterte (the philippine daily inquirer, november 10, 2020) (lt2) in a speech late tuesday, president rodrigo duterte erroneously claimed the threat of covid-19 is now less terrifying as vaccines are now available and being sold. -coronavirus cases in philippines top 400,000; death toll at 7,710 (the philippine star, november 11, 2020) as claimed by the statements above, covid-19 is no longer very frightening (lt1), and the threat becomes less terrifying (lt2) because of the development and availability of vaccines. many people hoped that the war against covid-19 only ends until vaccines arrive in the country. thus, the best way to fight this pandemic is to have a vaccine. with the efforts of all scientists, researchers, and health experts in the world, covid-19 vaccines have been formulated and developed, and are now available in the country. consequently, it is already in the thoughts of people that the best way to end this pandemic is to have a vaccine. in consonance to the finding, cascella, et al. (2021) claimed that the most crucial step to contain the covid-19 pandemic is to have a vaccine. extraordinary efforts by clinical researchers worldwide during this pandemic have resulted in the development of vaccines against covid-19 at an unprecedented speed to contain this viral illness that has devastated communities worldwide. covid-19 is worse than other serious illnesses and diseases. with the serious threat of covid-19 to human health, the construction of the meaning of covid-19 as worse than other serious illnesses and diseases was carried out as evidenced by the paraphrases. the severity of the effects of covid-19 to people’s health plays an important role in defining what covid-19 is. throughout history, there have been many viruses experienced in the country like ebola, swine flu, bird flu and severe acute respiratory syndrome (sars). likewise, many filipinos are battling against cancer which has become threatening to them because vast sum is spent, and may lead to death if not detected and treated immediately. however, covid-19 is considered worse than all of these because of the rapid spread of cases and deaths, and the great suffering it has brought to the filipino people. the following excerpt is presented to further discuss the meaning of covid-19 as worse than other serious illnesses and diseases. (ca1) thus, cecile stressed that covid-19 is more intense than cancer. -covid-19 and cancer: cecile guidote-alvarez shares story as survivor (the philippine star, june 8, 2020) as manifested in the above sentences, covid-19 is more intense than cancer (ca1) because the latter is more treatable and the recovery is better than the former since cancer has a treatment standard when it is detected early. a look at the sentence in which covid-19 is compared to other serious diseases, indicates that covid-19 is constructed as a human health problem, affecting many aspects of human life, a manifestation that it is more than a cancer in the society. covid-19 is a virus that many people still do not understand. with all the things that covid-19 has caused in the country, this still remains as a vague concept to many filipinos. this construction of the meaning of covid-19 occurred in the news discourses of philippine leading newspapers. although it is said that covid-19 is a real disease, still many people do not understand what really it is as mentioned in excerpt vc1. this may be due to lack of information dissemination in the different communities or ignorance at all. however, this may not only pertain to the literal understanding of people about the virus. in a deeper sense, it is the aspects related to covid-19 which people do not understand. the excerpt below is presented for further discussion. (vc1) in a statement, roque wrote that the palace was taking the who’s assessment seriously and that the chief executive likewise agreed that covid-19 is a virus that many people still do not understand. -palace agrees with who: worst of covid-19 yet to come (the manila bulletin, april 22, 2020) the connotation about covid-19 as a virus that many people still do not understand can be attributed to the implementation of rules to curb covid-19 in the country which can be confusing and frustrating. the government implements rules to prevent the spread of the virus. however, when these rules reach the communities, varied versions are being implemented. this, in some ways, confuses people which may lead them break unawares rules they do not really understand. therefore, it is vital that the government improves communication of rules and policies, and ensures that they are as simple to understand. covid-19 is an eye-opener. as presented in the previous paraphrases, there is a negative construction http://https://journals.e-palli.com/home/index.php/ajahs pa ge 43 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(1) 34-37, 2022 of the meaning of covid-19. however, a positive construction of covid-19 is also depicted in the news discourses. the pandemic might have certainly turned everyone’s world upside down, but, at some point, there is also a good side of it. generally, the pandemic has taught people many lessons, a manifestation that the pandemic brought something that people should ponder on. an excerpt is presented to support the meaning of covid-19 as an eye opener. (eo1) “this pandemic, covid-19, is an eye opener. why do i say this is an eye opener? binuksan, ang ating mga mata sa kahinaan pala ng sistemang pangkalusugan ng pilipinas. nakita natin ang (it opened our eyes on the weakness of the philippine health system. we have seen the) cracks, fissures in the philippine healthcare system,” said duque during a dialogue with the local government officials of quezon city saturday. -pandemic called eye opener on plight of ph healthcare system (the manila bulletin, august 29, 2020) the covid-19 pandemic has certainly overwhelmed healthcare systems around the world and the philippine healthcare system is not an exception. amid the pandemic, loopholes have seen in the health system of the country. as the system has been grappling with the severe effects of the pandemic, it was determined what to gear up and improve to be more prepared and more resilient in times of great suffering like what the pandemic brought to the country. although the pandemic has brought negative effects to many filipinos, there is still a positive aspect about the pandemic because it became a challenge to improve the healthcare system in the country. therefore, as stated in excerpt eo1, covid-19 is an eye opener. conclusions the present study explored how the news discourses from the three philippine leading newspapers, namely, the manila bulletin, the philippine daily inquirer and the philippine star redefine covid-19 through the paraphrases used in the said newspapers. after a series of close readings, redefinitions of covid-19 were found based on the paraphrases of covid-19 in the three newspapers. it can also be concluded that most of the redefinitions viewed covid-19 negatively. likewise, it can be concluded that news discourses are a good source of data in exploring the redefinitions of a discourse object since these texts are authentic and are produced in a particular discourse community. this study further concludes that paraphrase analysis was helpful in exploring the redefinitions of covid-19, thus, revealing how people from a discourse community viewed the pandemic. therefore, based on the findings of the study, it is concluded that paraphrase analysis was successfully applied to provide important insights about covid-19. since the present study are confined with its limitations, several recommendations are offered. the paraphrase analysis was only limited to the phrases in which the formulae covid-19 is, covid-19 has and … is the covid-19 were used, thus, it is recommended that other formulae will be used in exploring the redefinitions of covid-19 to have more valid findings about the meanings of the pandemic. a similar study may likewise be conducted using a larger corpus consisting of other texts or discourses like medical journals, editorials, local news and even social media posts to explore how these discourse sources define covid-19. moreover, the corpus of the study was only taken from three philippine leading newspapers, thus, it would be interesting to form a corpus from other countries’ publications to carry out a comparative analysis about the redefinitions of covid-19 in different perspectives. since covid-19 has not reached an end and that the interpretation is not the final version of the definition of covid-19, researchers should continue building different corpora to compare the significant changes on the meanings of covid-19 in different time periods. finally, the contributions this study has made can be employed by language experts for the investigation of the language features of covid-19 and other significant lexical items or discourse objects. references carey, m. (2020). coronavirus is a social construct. medium.com. retrieved from https://medium. com/@mcarey26/coronav i r us i s a soc i a l construct58f14f724d20 cheung, l. (2009). merging corpus linguistics and collaborative meaning construction. dissertation. university of birmingham, united kingdom. retrieved from https://www.academia.edu/12826342/merging _cor pus_l ingu i s t i c s_and_col l abora t ive_ knowledge_construction gralinski l. e. & menachery v. d. (2020). return of the coronavirus: 2019-ncov. viruses, 12(135), 1–8. doi: 10.3390/v12020135 hons, e. b. (2020). war and imprisonment: a discourse analysis exploring the construction of meanings and realities surrounding covid-19 within mainstream news media. retrieved from https://www.herts. ac.uk/__data/assets/pdf_file/0009/315999/ war-and-imprisonment-a-discourse-analysisexploring-the-construction-of-meanings-andrea l i t i e s -sur round ing -covid-19-wi th in mainstream-news-media-.pdf kamath, v., ganguly, s., & nivea, b. (2020). covid 19-fighting an unseen enemy. apik journal of internal medicine, 8(3), 114-120. retrieved from https://www. ajim.in/article. lavell, a., mansilla, e. maskery, a., & ramirez, f. (2020). the social construction of the covid-19 pandemic: disaster, risk accumulation and public policy. retrieved from https://www.desenredando.org/covid19/ social-construction-of-the-covid19-pandemicdisaster-risk-accumulation-public-policy-rni-lared-22-04-2020.pdf pandey, h. (2020). role of print media in spreading awareness on coronavirus disease (covid19). journal of xi’an university of architecture & technology, http://https://journals.e-palli.com/home/index.php/ajahs pa ge 44 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(1) 34-37, 2022 12(4). 5203-5212. doi: 10.37896/jxat12.04/1255 peng, m. (2020). outbreak of covid-19: an emerging global pandemic threat. biomedicine and pharmacotherapy, 129, 1-14. doi: 10.1016/j.biopha.2020.110499 qian, x., ren, r., wang, y., guo, y., fang, j., wu, z., liu, p., & han, t. (2020). fighting against the common enemy of covid-19: a practice of building a community with a shared future for mankind. infectious diseases of poverty, 9(34), 1-6. doi: 10.1186/ s40249-020-00650-1 sowden r. borgstrom e., & selman l.e. (2021) ‘it’s like being in a war with an invisible enemy’: a document analysis of bereavement due to covid-19 in uk newspapers. plos one, 16(3). doi: 10.6084/ m9.figshare.14074547 stahl, g. (2006). group cognition: computer support for building collaborative knowledge. international journal of human-computer interaction, 24(6), 613-615. doi: 10.1080/10447310802209414 http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 pa ge 24 american journal of arts and human science (ajahs) employment crisis in comoros and importance of training: analysis and prospects younous anriddine1* volume 2 issue 2, year 2023 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v2i2.1401 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: march 17, 2023 accepted: april 14, 2023 published: july 04, 2023 over the past two decades, the employment situation in comoros has deteriorated. the country has a very young population, but its labor force participation rate remains one of the lowest in the world. this paper proposes to review the root causes of the employment crisis in comoros and to propose solutions that could help limit the waste of its human capital. during this study, we made use of a methodological triangulation by employing both qualitative and quantitative methods. thus, we had to conduct surveys by questionnaire, interviews, mostly semi-directive, with the target population, and other techniques such as focus groups and life stories. our study population includes 251 active young people (workers and unemployed), 16 government officials and 43 comorian employers, given their importance in the planning and implementation of employment policies. at the end of our analyses, it should be noted that the employment crisis is generally explained by the cyclical socio-political crises that the country has experienced since its independence, in addition to the global financial and economic crises. moreover, its educational system, inherited from the colonial model, hardly meets the country’s needs in terms of manpower training. it should also be added that the country does not give itself enough means to develop its education, the main tool to fight against chronic unemployment. it is in this sense that a diversified technical and vocational education should be put in place as well as a formal curriculum favorable to entrepreneurship education. keywords entrepreneurship, human capital, unemployment, workforce 1 humanities and social sciences, doctoral school university of antananarivo, madagaskar * corresponding author’s email: anriddine@gmail.com introduction with the capitalist mode of production, work is the sine qua non condition that an individual member of a society must fulfill in order not to be marginalized. it is therefore a vector of social identity and recognition. the global financial crisis of 2008 and the recent health crisis related to the covid-19 pandemic, have led to the shredding of the employment situation worldwide. hundreds of millions of workers have lost their jobs (bit, 2022). the recovery of economic activity in the aftermath of the health crisis has not been sufficient to remedy this damaging situation. efforts are still needed to restore some normalcy in the world of work. like many developing countries, comoros have been facing an exponential rise in unemployment for many years now, affecting mainly young people according to studies conducted by the national institute of statistics and economic and demographic studies (inseed). graduates are not spared, as a large proportion of comorian education system graduates are currently unemployed. before the arrival of the covid-19, the country experienced stable economic growth, but this was not always accompanied by job creation. as a result, a large part of the working age population is involuntarily inactive. it is in this sense that we undertook this research work in order to reflect on the main causes of the persistence of unemployment in the country and to contribute to the implementation of an employment policy that is based on education. indeed, education is essential for the social and economic development of a country. it should be remembered that since the independence of comoros, the problem of the adequacy of educational programs with the realities of the country has never ceased to arise. national and international experts have not failed to point out the inadequacy of comorian education with the country’s manpower needs. so, how can a formal curriculum be put in place that is conducive to the country’s social and economic development? the latter must be able to instill in the population a culture conducive to the fight against growing unemployment. in order to carry out our analysis, we will first give a brief overview of the methodology adopted before reviewing the results and discussions of our study. materials and methods methodology is essential to ensure the rigor of research in the social sciences or in any other field. in our study, we adopted a mixed methodology using both qualitative and quantitative techniques. this section briefly presents the main methodological elements used to conduct our study on the employment crisis in the union of comoros. before presenting the different techniques and methods used during the research, we will give a brief presentation of the comoros, our research site. presentation of comoros the union of comoros is a small island developing state (sids) located in the indian ocean, on the eastern coast of the african continent, at the northern entrance https://doi.org/10.54536/ajahs.v2i2.1401 https://journals.e-palli.com/home/index.php/ajaset mailto:nuzuliakumala.fhunej@gmail.com mailto:anriddine%40gmail.com?subject= pa ge 25 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 24-32, 2023 to the mozambique channel, northwest of madagascar. composed of three islands, the union of comoros has a population of 742,287 according to provisional data from the latest general census of population and housing (rgph 2017) and 72% of which resides in rural areas. the country’s natural growth rate is around 1.8%, which means that population growth remains relatively high, implying a rapid increase in the country’s needs. there is therefore a strong social demand for education, health, transportation, housing, and above all, work and employment. despite this, the country is experiencing an exponential increase in unemployment, which is largely affecting young graduates. the unemployment rate has risen from 8.1% in 2019 to 9.4% in 2021. despite the deep recession of 2020 due to the covid-19 pandemic, comoros has been able to resume steady economic activity. the economic growth rate increased from 0.2% in 2020 to 2.2% in 2021. in addition, the country has seen a decline in inflation from 3.7% in 2019 to 0.1% in 2021 (banque centrale des comores, 2022). the country faces a significant macroeconomic imbalance in the contribution of the various sectors of activity (primary, secondary and tertiary) to national wealth, with an increased dominance of the tertiary sector, which is characterized by activities such as trade, the hotel industry and public and private administration (especially banks and insurance). the latter alone will contribute more than 50% of gdp in 2021, according to data from the central bank of the comoros. it is therefore clear that the service sector is the most developed in the country and absorbs the majority of the workforce. in addition, the weak development of the secondary sector, which can be described as embryonic and which is essentially dominated by manufacturing industries, including local handicrafts and the extraction of perfumes and essential oils, is a sign of a poorly qualified workforce. phases of the research and tools used throughout this research, we have triangulated our methodology, combining both qualitative and quantitative research methods and techniques. this methodological choice was made in order to compensate for the weaknesses of one with the strengths of the other. each of the two methods has its weaknesses. each stage of this research is subject to a variety of techniques, both for data collection and for data processing. however, before beginning the observation phase, which is the main step in data collection, we first conducted some preliminary work on an exploratory basis. the following paragraphs show the different tools used in the course of this research and the level at which they were used. phase 1: exploration this exploratory phase refers to a preliminary analysis of the employment problem in comoros. this socalled “exploratory” phase helped us to see clearly how to conduct this study. some preliminary data collection techniques were used. these include: • documentation these reading operations helped us to learn about the research already conducted on the subject. during this reading phase, we very carefully selected a fairly reasonable number of articles, books and reports, and we organized ourselves to get the most out of them. • exploratory interviews the main objective of this technique is to bring to light aspects of the studied phenomenon that we would not have thought of spontaneously ourselves and thus to complete the avenues of work highlighted during the documentation. thus, we were able to conduct free interviews with some teachers from the university of antananarivo and the university of comoros who are considered specialists in the subject. phase 2: observation the observation phase consists of deepening the analyses made during the exploration. observation is a fundamental step in the research process, as it allows the researcher to confirm or refute all or part of his or her hypotheses and to answer the research problem. during observation, we used the following techniques: • participant observation in the course of the field trip, it is possible that some information (embarrassing, it is said, for some) is impossible to receive formally. we need to proceed differently in order to find it. thus, we used the technique of participant observation, according to which we were obliged to be part of the community in which the survey was intended. we conducted a survey that can be described as “informal” without the respondents feeling that they were in the presence of an interviewer. • questionnaire survey during the observation, we submitted to the selected comorian assets constituting our sample, a series of questions previously written on the theme treated. this series of questions constitutes what is known as the survey questionnaire or research protocol. the research protocol was submitted to young comorian workers, both employed and unemployed, in order to better understand the relationship between education and paid work in comoros. because many people were to be interviewed and in order to facilitate the quantification of information, the answers to most of the questions were pre-coded in such a way that respondents had to choose their answers from among those formally proposed to them. the development and validation of this questionnaire followed a three-stage process. a preliminary stage consists of formulating the questionnaire items on the basis of the research objectives, concepts and theories mobilized. these enable us to set up an initial questionnaire which is submitted to experts and specialists on the subject. this leads us to the second stage, which involves validation https://journals.e-palli.com/home/index.php/ajahs pa ge 26 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 24-32, 2023 by experimentation. once we had received the responses from the experts and specialists, we proceeded with a data analysis that led us to the final stage, which is the development of the final version of the questionnaire. the final version of the questionnaire takes account above all of the aspects identified by the experts and specialists during the validation by experimentation; this implies modifications to the initial questionnaire. • semi-structured interview the semi-structured interview consists in letting the respondent express himself as much as he wants, but with reference to a series of predetermined questions constituting the interview guide. it is semi-directive in the sense that it is not entirely open-ended, nor channelled by a large number of precise questions. here, the researcher has a series of relatively open-ended guiding questions about which it is imperative that he or she receive information from the interviewees. during the observation phase, we conducted semi-structured interviews with employers and organizational leaders as well as government officials. this technique was able to provide additional information to that gathered through the questionnaire survey and participant observation. phase 3: treatment this is the last phase of the research. it was a question of carefully analyzing the information obtained in the research field. we therefore used content analysis and statistical analysis of the data. • content analysis here, we proceeded to a methodical and systematic transcription of the interviews conducted during the observation as well as the data from the participant observation. this is a qualitative data analysis. during the content analysis, we adopted the method of combessie j. c. (2007), which consists of: – cut the text into extracts such that, to the question “what is this passage about?”, we can answer using one of the key words identified; – isolate the various themes and sub-themes; – choose the key word(s) that best summarize each theme or sub-theme; – write down all key words indicating themes and subthemes in the margin of the extract analyzed; – note the document reference and the position of the extract in the text; – classify these extracts in the corresponding thematic folders, themselves organized into sub-themes. once the keywords had been identified, extracted and classified into themes and sub-themes, we carried out a cross-sectional and longitudinal analysis of the data, comparing the different extracts contained in each folder in order to identify differences and similarities, and analyzing each of the elements in the extracts according to their order of appearance, development, sequence and the presence of recurrences and co-occurrences, and so on. the themes developed during the content analysis are listed in the following table, along with their respective sub-themes. table 1: themes and sub-themes themes sub-themes education/employment relationship • education’s role in employment • training through practice • workforce efficiency technical and vocational training • combating school wastage and inequality of opportunity at school • economic operators’ requirements • importance of vocational skills regulatory framework • validation of acquired experience (vae) • legal loopholes • conditions of access to technical and vocational training entrepreneurship • favorable abilities • national context entrepreneurship education • entrepreneurial culture • advantages and disadvantages of entrepreneurship education • financial success business environment • difficulties associated with setting up a business • mobilizing resources source: author, 2022 this type of analysis aims to give a numerical appreciation of the phenomenon studied by expressing it through variables and formal relationships between these variables (dependence, correlation, etc.). we therefore proceeded according to statistical techniques applied to the social sciences such as explanatory, inferential, descriptive statistics, etc. to facilitate the statistical data analysis and processing, we used processing and analysis software such as sphinx or spss statistics. we used statistical analysis to process data from the questionnaire survey. it was also used to transcribe and interpret data from other previous studies used in our study for comparative and/or indicative purposes. https://journals.e-palli.com/home/index.php/ajahs pa ge 27 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 24-32, 2023 results and discussion the union of comoros is among the countries with the lowest labor force participation rate in the world. in 2020, this rate was estimated at 44.4% while the african average was 63.5%. in addition, there is a large gap between the activity rates of men and women; while the former was 50.8%, the latter was estimated at 37.9% during the same year, which means that women are more affected by the phenomenon of inactivity than men. paradoxically, comoros had a higher youth activity rate (15-24 years) than the regional average; it was estimated at 51.7% in 2020, while the african average was 44.4% (bit, 2020). despite the shortcomings that could be raised, comoros has made strides in improving the labor situation at the national level. chronic unemployment according to the international labor organization (ilo), unemployment characterizes the situation of a person of working age who is unemployed, available for work and actively seeking employment. the unemployment rate is therefore the ratio of the number of unemployed to the total labor force (employed and unemployed). persons outside the labor force (the not in the labor force) are not included in the unemployed. however, the difficulties associated with classifying the unemployed in comoros, especially in terms of knowing exactly who is actively seeking work and who is not, who is available for work and who is not, often lead to the inclusion of part of the potential labor force among the unemployed. it is worth mentioning that the 19th international conference of labor statisticians, held in geneva in 2013, adopted a resolution concerning labor, employment and labor underutilization statistics. this resolution has a particular interest in this category of inactive people (the potential labor force) by identifying situations of inadequate absorption of labor supply, beyond what is captured by unemployment. the definition of the potential labor force, according to the resolution, proposes to cover people who have shown an interest in employment, but who are currently counted outside the labor force. thus, a distinction can be made between three mutually exclusive groups: a) job seekers who are not available, that is, unemployed persons who are looking for a job but are not available; b) potential job seekers who are available, that is, unemployed persons who are not looking for a job but are available; and c) potential job seekers who are willing to work, that is, unemployed persons who are not looking for a job and are not available but want to have a job. the chronicity of unemployment can be measured with indicators such as the length of time spent unemployed; the unemployment rate can also be used as a complementary indicator. for the purposes of our study, we have focused our analyses on the duration of unemployment for the individuals we interviewed. to do so, let’s consider the following table. table 2: unemployment duration by socio-professional category (spc) duration spc < 1 month 1-6 months 6-12 months 12-24 months 24-36 months ≥36 months total skilled agricultural 0 0 1 0 3 5 9 merchant 0 2 0 3 5 36 46 managers 1 0 0 1 6 22 30 professionals 0 9 4 0 6 0 19 clerical support workers 0 1 0 0 3 40 44 craft and related trades workers 0 1 3 0 7 5 16 volunteer* 0 0 0 0 2 19 21 apprentice/trainee 0 0 5 0 3 0 8 unemployed 2 5 0 7 9 20 43 other 0 0 0 4 11 0 15 total 3 18 13 15 55 147 n=251 source: personal surveys, 2022 * the comoros civil service also includes voluntary workers employed in public services on a disinterested basis. the volunteer system used in the comorian public administration consists in granting assignments to unemployed people so that, when vacancies arise, they can obtain civil servant status. they are not paid and generally obtain no prerogatives as civil servants. their only advantage is the privilege they enjoy at recruitment time, as they will be the first to be considered. they have to work like normal civil servants, respecting working hours, ethics and so on. the major problem with this system is that no volunteer knows how long he or she is expected to work as a volunteer. based on this table, we can see that the average duration of unemployment exceeds 36 months (i.e. almost 3 years), representing 58.6% of our sample (i.e. 147 out of 251 individuals). moreover, it should be pointed out that some respondents (such as jobseekers) were still unemployed during the survey period, even though they had already been unemployed for more than 3 years. this https://journals.e-palli.com/home/index.php/ajahs pa ge 28 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 24-32, 2023 phenomenon affects graduates and non-graduates alike. over 75% of those who had spent more than 3 years looking for work had a university degree. this explains why higher education does not necessarily protect the individual against the phenomenon of chronic unemployment currently experienced in comoros. furthermore, the relatively high number of jobseekers in our sample (17.1% of the sample) and volunteers (8.3%) suggests that unemployment is very high in the country. this is confirmed by the country’s official employment data. it is in this sense that we need to lay the foundations for an employment policy that will help to combat this harmful phenomenon of unemployment, which is becoming chronic and damaging the country’s social and economic development. indeed, in countries such as comoros where there is little infrastructure for active job search, the definition used is that of extended unemployment which excludes active job search. thus, the unemployment rate in the extended sense in comoros, was 24.8% in 2013. the islands making up the union of comoros are unequally affected by this unemployment phenomenon, with a record level on anjouan island (40.7%), which is, if one can say so, the most politically unstable. moheli island has an islandwide rate of 26.2%, compared with 18.3% in moroni (capital of the union of comoros), while in the rest of grande comore island, the rate was only 7.1%. in the strict sense of the ilo, this rate was estimated at 9.4% in 2021 against 8.1% in 2019 (inseed, 2015a) & (french ministry of foreign affairs, 2022). chronic unemployment in the union of comoros stems from the fact that for a long time the country has not experienced political and institutional stability. in terms of overthrow of power by putsch or just political and institutional instability, comoros is well known in the indian ocean area. the last two crises only reinforce this point of view. these include the separatist crisis of 1997-2001 with the secession of anjouan island and the institutional crisis of 2007-2008 with the tug of war between the federal government and the executive of the autonomous island of anjouan. in addition, the unattractive business climate does not encourage job creation. the doing business report, which gives the ease of doing business index, ranks the union of comoros at 160th out of 190 countries in 2020, whereas in 2017 the country occupied 153th (a loss of 7 places in three years). out of 54 african countries, comoros occupies 35th. this situation is also accompanied by a poorly diversified economy caused by the virtual absence of quality infrastructure, poor road conditions, means of transport too expensive and less plentiful (especially air and sea), permanent lack of energy (especially electricity) and water (in many regions), very little investment in information and communication technologies, and undoubtedly a less developed human capital. the employability of the latter is relatively limited in the country, which favors the rise and persistence of the phenomenon of unemployment; this should in no way be strange insofar as the training systems for trades, qualifications and skills are less efficient. in addition, recurrent natural disasters make the population vulnerable and weaken economic activities. the overemployment of young people can be explained by the fact that, on the one hand, young people do not value small profitable jobs and no incentive policy has been put in place by the government to encourage youth entrepreneurship. on the other hand, the absence of a support system for professional integration, which makes it difficult to access information and services regarding employment, and the lack of formalization of the recruitment system push young people who are already more vulnerable in the labor market, into a situation of very long-term unemployment. the education system does not help to alleviate this phenomenon insofar as it does not take into account the country’s needs in terms of manpower. technical and vocational training is not able to divert school dropout because it is very selective, very expensive and has a very limited range of vocational tracks. in addition, it is important to add that higher education is not as successful. more than half of the graduates of the university of comoros are now unemployed and only 9% have a qualified job, according to the general planning commission (2017). a predominantly informal labor market in our survey, very few people claimed to benefit from social protection measures while working in the formal sector. this would mean that it is possible to work in the formal sector and still have an informal job. out of 251 people surveyed, only 97 work in the formal sector (see figure 1). and 93 of the 97 formal workers (i.e. 95.8% of formal workers) benefit from absolutely no social protection measures. this situation is all the more important as it has spread throughout the country, affecting almost all workers. informal employment accounts for 99.4% of all jobs in comoros. by informal employment we mean employment where the worker has no social protection. almost all comorian workers do not have this luxury. it should be noted that nearly 97.4% of those employed in formal production units do not benefit from contributions to the national social security fund. in addition, the comoros national institute of statistics and economic and demographic studies has reported that around 74.9% of jobs on the labor market are in informal production units. this situation is all the more disturbing given that social protection policies in comoros are almost non-existent. indeed, a social protection process has been initiated in the country since 2007, but through these distressing figures, we see that this can only be sycophancy. the services currently provided by the comoros pension fund and the national solidarity and social insurance fund are very limited and only reach a very small proportion of workers in the formal private sector, civil servants and contractual state employees (inseed, https://journals.e-palli.com/home/index.php/ajahs pa ge 29 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 24-32, 2023 2015b). however, the comorian government plans to establish an “universal social protection floor” and to regulate the informal sector so that its workers also benefit from social security measures. the government aims to extend its social protection policy to all categories of workers, especially the poorest and most vulnerable, so that they have access to a minimum of essential services and social transfers. the objective would be to promote a reliable and economically viable contributory social insurance system to address risks related to health, occupational diseases and accidents, old age, death, disability, maternal protection and care of children’s needs. unfortunately, despite some achievements, all this remains utopian until now. the informal sector, the main source of employment in comoros the majority of employed people in our sample work in the informal sector. to get a better idea of the data from our survey, please see the following figure: figure 1: activity sector.(source: personal surveys, 2022) this figure shows that out of 251 individuals surveyed, 111 (or 44.2% of the population studied) claim to work in the informal sector, compared with 97 individuals working in the formal sector. after cross-referencing activity sector and education level, we can see that all those with less than university education work in the informal sector. however, a large proportion of those with university education (78 individuals) also work in the informal sector. this situation can generally be explained by the population’s standard of living, household poverty, the country’s general economic situation and regulatory framework, the difficulty of accessing credit and economic resources, and so on. this result is much less severe than data from other studies. with nearly 74.9 percent of jobs generated in the labor market, the informal sector remains the main provider of employment in comoros. often, due to a lack of job opportunities in the formal labor market, people engage in small informal activities to support themselves and their families. sometimes, the desire to be one’s own boss, investment in a family activity, or the need to obtain a better salary, pushes individuals to launch their own economic activities independently of any external factor. in 2013, the country had about 64,975 informal production units that employed nearly 137,523 individuals (inseed, 2015a). despite this, the informal sector is subject to a large number of vulnerable and precarious jobs. the large presence of women in this sector requires the improvement of working conditions in order to provide them with normal living conditions and thus emphasize the promotion of the emancipation of the female gender. women must be empowered through the informal sector because it is in this sector that many of the initiatives for women’s entrepreneurship originate. in addition, there are many job opportunities for youth in this sector. the informal sector is the main driver of occupational integration in the union of comoros and related economic activities deserve to be supervised, structured and better organized. young people are concentrated in many branches of activity, including retail trade, agriculture, transport and other services. informal activities are developing strongly in the primary (agriculture, livestock, forestry, fisheries, aquaculture) and tertiary sectors (motor trade, motorcycles and related trades, wholesale and retail trade, industrial and other repair services, hotels and restaurants, transport, construction, etc.) and very little in the secondary sector (food processing industry, manufacture of clothing, mining and quarrying). in fact, the informal sector is full of all the branches of activity supporting the comorian economy and employment. it is more important than the formal sector as it develops activities not found in the formal sector. underutilization of comorian labor on the one hand, we can distinguish between the composite underutilization of the labor force, which includes the unemployed, the underemployed in terms of working time and the potential labor force. and on the other hand, for a deeper and more complete analysis, the resolution on labor, employment and labor underutilization statistics, provides for the complementary use of other indicators, namely skill-related underemployment and income-related underemployment in accordance with relevant international statistical standards. indeed, timerelated underemployment consists of assessing the underutilization of the labor force in terms of volume of work. thus, any employed person whose effective working hours do not exceed 35 hours per week is considered underemployed. as for inadequate employment, it helps to understand the under-utilization of the workforce in terms of labor productivity; any individual earning less than the minimum hourly wage in force is considered to be in a situation of inadequate employment in the sense that the performance obtained does not correspond to the results expected with the volume of work mobilized. this last indicator takes into account the qualifications, the level of income or, if applicable, the working hours. https://journals.e-palli.com/home/index.php/ajahs pa ge 30 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 24-32, 2023 in line with our survey data, we found that the underutilization linked to working hours was exclusively confined to the informal sector. all participants working in the formal sector (97 out of 251) answered that they work more than 35 hours a week. on the other hand, only a very limited number of informal sector workers responded that they work less than 35 hours a week, 3 out of 111 (1.2% of our overall sample). in short, only 1.2% of the employed in our sample work less than 35 hours a week. we can therefore say that underemployment linked to working hours is a very rare phenomenon in comoros. on the other hand, the phenomenon of inadequate employment linked to qualifications and inadequate employment linked to income is very marked in our survey data. as many as 79 individuals (or 31.5% of our sample) felt that they held a job that did not match their qualifications, while 87 individuals (or 34.7% of our sample) felt that they received a salary below their work output and diploma. this suggests that underemployment in comoros is linked more to qualifications and income than to actual working hours. this situation is very similar to the country’s overall situation, as estimated by the national institute of statistics and economic and demographic studies. in comoros, underemployment linked to working hours is very low; only a very small number of workers are concerned (5.3%). the phenomenon is more prevalent on anjouan island, where 7.2% of workers are affected. the formal sector (public and private) rarely experiences this type of situation; less than 3% of employees in this sector work less than 35 hours per week against their will (inseed, 2015b). this can be explained simply by the fact that in the formal sector, working hours are regulated and governed by specific legal provisions, unlike in the informal sector where the bosses make the rules. still according to inseed (2015a), comoros has nearly 25% of its working population in inadequate employment. these people, it should be remembered, earn less than the minimum hourly wage in force in the country. labor productivity varies by industry, with workers in commerce being the least productive. recommendations in order to remedy the phenomenon of chronic unemployment, which largely affects young people in comoros, it is essential to tackle the education system, which plays a major role in improving the living conditions of the population and the country’s economic and social development. our first proposal is to diversify technical and vocational training by offering a wide range of technical and vocational courses, with the aim of improving the employability of the workforce produced. given that children from working-class backgrounds do not have the same chances of success at school as those from affluent backgrounds for a variety of reasons their cultural capital, their language, the difficulty of internalizing the school culture, which is, among other things, a bourgeois culture everything points to a kind of bias in the current education system, favoring one social class to the detriment of another. the main aim of technical and vocational training is to help children who are unable to keep up with general education (the majority of whom come from working-class backgrounds) by providing them with essential knowledge for their future integration into the job market. the technical and vocational training program would take into account the needs of the labor market; this must take into account the legislative and legal framework relating to technical and vocational training. comorian technical and vocational training should be developed at the intermediate level (secondary 1 and 2) and not just at the higher education level. training provision must not be static, but must continually keep pace with the country’s economic needs and the manpower requirements of economic operators. training establishments must institute a floating (or flexible) system of training provision. above all, they must target priority sectors, notably those defined in the strategy for accelerated growth and sustainable development, i.e. agriculture and fisheries, tourism, energy, information and communication technologies, cultural industries, handicrafts, etc. in addition, training establishments and centers must play the role of business incubators and self-employment promoters. a support system needs to be set up, as well as a mechanism for agreements between training establishments/centers and the professional world, to enable students to take part in internships and apprenticeships. the diversification of technical and vocational training must also take geographical factors into account. community-based vocational training should be given priority, with the aim of improving the employability of young people from rural areas. this stems from the fact that many rural dwellers would like to develop their professional skills, but are unable to do so because they lack the means to move to another locality. training establishments therefore need to be decentralized. this would help to diversify the economy, which until now seems to have been weakened by little or no human capital. in addition, the government needs to put in place a policy to promote youth employment and socioprofessional integration. this policy must take into account the underground economy, which accounts for the vast majority of employed workers in comoros. it must therefore lighten the burden of setting up a business or income-generating activity, while creating a business environment conducive to the development of a prosperous formal sector. if the country is dominated by informal activities, this is the result of a lack of measures on the part of political leaders to facilitate the development of the formal sector. a suitable legislative and legal framework therefore needs to be put in place, with bodies responsible for monitoring and evaluating current programs and policies, as well as the related standards, and the financial and human resources required https://journals.e-palli.com/home/index.php/ajahs pa ge 31 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 24-32, 2023 for their proper operation. it should be noted that the legal standards governing the technical and vocational education sector are lacking in comoros. even those that do exist are not applied as they should be due to a lack of resources, especially financial. as a result, the sub-sector is not well known among young people. in addition, access is very limited due to a very restrictive selection system, and the cost of education is very high. we propose to remedy all these shortcomings by regulating the sub-sector through laws, application decrees, ministerial orders, etc. the law n°13-007/au on the orientation of technical and vocational training is not sufficient on its own to regulate the entire subsector; its application must be the subject of numerous decrees and orders in order to facilitate its intelligibility and to fill in the legal gaps. for example, article 24 of this law provides for the determination of the sections of the vocational baccalaureate by joint ministerial decree; article 25 also provides for the determination of the conditions of access to technical and vocational training as well as the conditions of passage between cycles by ministerial decree; and, without wishing to be exhaustive, article 66 also specifies the determination of the modalities of management and utilization of the resources of the subsector by legislative or regulatory means. we note that the technical and vocational training sub-sector is far from being regulated and lacks precision in terms of its organization, the national classification of professional qualifications, the definition of the general reference framework for professional diplomas, the organization of the validation of acquired experience, etc. the technical and vocational education sub-sector is characterized by the absence of effective steering and coordination, the lack of human and financial resources which makes training very costly, the poor structuring of training offers, the absence of training engineering and coordination with the world of work. political decisionmakers must make this a national priority in order to restore the reputation of technical and vocational training. it is important to remember that we can only reduce school dropouts and improve the level of qualification of the products of the education system through technical and vocational training if the standards in force are clearly defined. our final recommendation is to promote an entrepreneurial culture conducive to the economic and social development of the country through entrepreneurship education. we note that the number of graduates is increasing exponentially and that employment growth is relatively low in comoros. to overcome the problem of the loss of value of the diploma in comoros, it will be necessary to forge a new formal curriculum that gives a fundamental place to entrepreneurship education. this would lead graduates to create jobs for themselves and for others. indeed, it is clear that in order to reduce the chronic unemployment of young graduates, the promotion of entrepreneurship is paramount. the curriculum must, in addition to general subjects such as mathematics, history-geography, physics-chemistry, philosophy, etc., integrate technical subjects related to business creation and/or self-employment. entrepreneurship should be taught from secondary grades (1 and 2). it is important to remember that less than half of the students enrolled in primary school manage to enroll in the second cycle of secondary school; this simply means that less than half of the students do not manage to obtain the undergraduate studies certificate and leave the educational system without any useful knowledge for their insertion in the labor market. teaching entrepreneurship teaches students to be innovators and to take initiatives to create their own jobs. this type of education requires the use of a special pedagogy designed to develop students entrepreneurial skills and related personality traits such as creativity, curiosity, persuasiveness, leadership, problem-solving skills, decision-making skills, critical thinking skills, selfconfidence and risk-taking. conclusion comoros is facing a continuous deterioration of the overall employment situation, generally due to recurrent socio-political and economic crises. the inadequacy of educational programs to meet the country’s needs also contributes to this phenomenon. the geography of the comoros also exposes it to an increased risk of natural disasters that hinder the development of economic activities. in addition, the economic recession of 2008 followed by the health crisis due to the covid-19 pandemic have completely disrupted the social and economic development of the country, resulting in a decline in salaried work throughout comoros. comoros has one of the lowest activity rates in the world, with an ever-increasing unemployment rate. unemployment is persistent and affects a large proportion of young graduates, often resulting in involuntary inactivity. moreover, apart from the underutilization of the labor force produced, more than half of the jobs created in the country come from informal production units. this means that a large proportion of the comorian workforce works in precarious conditions; no social protection measures are taken to protect these workers. growing unemployment, however, forces people to work at the expense of their professional well-being. in order to overcome the lack of employment in comoros, we propose to diversify technical and vocational education with a wide range of training courses. in this sense, it is important to institute a legislative and legal framework guaranteeing access for all to education, particularly to technical and vocational education, and ensuring that educational programs are in line with the country’s needs. finally, the formal curriculum needs to be reformed to instill a culture of entrepreneurship. the question remains as to the type of pedagogy to be applied so that the new reformed system will be able to meet the goals set for it. https://journals.e-palli.com/home/index.php/ajahs pa ge 32 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 24-32, 2023 references banque centrale des comores. (2022). rapport annuel 2021. bit. (2020). rapport sur l’emploi en afrique (re-afrique). bit. (2022). emploi et questions sociales dans le monde. tendances 2022. boudon, r. (1973). the inequality of opportunity (3rd ed.). armand collin. champy-remoussenard, p. (2012). entrepreneurship education: challenges, status, perspectives. spiralerevue de recherches en education, 50, 39-51. combessie, j.-c. (2007). method in sociology (5th ed.). discovery. demaziere, d. (2006). the sociology of the unemployed (2nd ed.). discovery. develay, m. (2017). from a knowledge program to a skills curriculum. deboeck. french ministry of foreign affairs. (2022). country sheet economic benchmarks. comoros. ferréol, g., & deubel, p. (1993). social science methodology. dalloz. general planning commission. (2017). strategy for accelerated growth and sustainable development (sca2d). hardy, m. (2003). work education consultation: policies and experiences. puq. inseed. (2015a). informal sector in the union of the comoros in 2013. phase 2 of the 1-2-3 survey. inseed. (2015b). employment situation in the comoros in 2013. phase 1 of the 1-2-3 survey. lacoste, p., & leignel, l. (2016). education in the comoros: a french model in a phase of slow hybridization. third world review, 3(226-227), 197-221. maruani, m., & reynaud, e. (2001). sociology of employment (3rd ed.). discovery. ouledi, a., & ibrahime, m. (2007). the comoros day by day. chronology. komedit. trottier, c. (2005). the analysis of the relations between the education system and the world of work in the sociology of education: towards a recomposition of the field of study? education and societies, 16(2), 77-97. unesco. (2008). unesco support strategy document for national education in the comoros. van campenhoudt, l., & quivy, r. (2011). handbook of social science research (4th ed.). dunod. https://journals.e-palli.com/home/index.php/ajahs pa ge 1 pa ge 5 american journal of arts and human science (ajahs) medical english dictionary utilization among contemporary chinese tertiary medical students: a needs-based analysis huanan su1, ting deng2* volume 2 issue 2, year 2023 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v2i2.1622 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: april 25, 2023 accepted: may 22, 2023 published: may 23, 2023 this current research exposes and analyzes the general situation of medical english dictionary utilization among contemporary chinese tertiary medical students. eighty medical students from a chinese medical university took part in the research and they were asked to answer purposefully designed questionnaires. a follow-up interview was also conducted to collect further data regarding medical english dictionary utilization. the results of the current research have shown that there is a strong need of medical english dictionary utilization among contemporary chinese tertiary medical students as well as a severe lack of guidance for medical english utilization from medical teachers in chinese medical universities. the current research further suggests that medical teachers should also guide medical students to meet the needs of selecting proper medical english dictionaries sensibly to facilitate them to utilize their own medical english dictionaries as possible as they can in their medical english learning practice. keywords contemporary chinese tertiary medical students, lexicographical studies, medical english dictionary, needs analysis, utilization 1 college of arts and sciences, university of the cordilleras, governor pack road, baguio city, philippines 2 zhuhai campus of zunyi medical university, huayang road, zhuhai city, china * corresponding author’s email: t-d3701@students.uc-bcf.edu.ph introduction dictionaries, for language learners, have always been an indispensable tool when they learn languages (chen & li, 2009; cowie, 1999; liang & xu, 2017). however, for chinese tertiary medical students, when they are studying medical english, even though the role of a medical english dictionary becomes much more important, there is a severe lack of proper medical english dictionaries accessible for utilization (yang, 2017). whether there is a medical english dictionary of their own, or a medical english dictionary suitable for them to utilize, it has been playing a significant role for chinese tertiary medical students in their medical english learning practice. all over the world, researches on the utilization of medical english dictionaries, which began in the 1870s, have provided countless reference experiences and guidance for many medical english dictionary utilizers (hartmann, 2005). nevertheless, in china, who has a large population base, or in other words, who has a large number of medical students, there are very few researches related to the utilization of medical english dictionaries (chen & li, 2009). especially in the new era of the 21st century in china, many problems and difficulties regarding the utilization of medical english dictionaries have also continued to appear (hu & zhang, 2013; wang, shang & li, 2009). in other words, there are very few relevant researches that have explored issues including what the needs of medical english dictionary utilization are among contemporary chinese tertiary medical students as well as how to meet the needs for contemporary medical students in chinese universities, ultimately helping them effectively utilize their own medical english dictionaries and promoting their medical english learning practice. analyzing the needs of a group of people or what is embedded in an issue can definitely help us as researchers see the manifestation of the corresponding problems more clearly. in general, the needs of the chinese tertiary medical students have triggered the problems to be mainly reflected in the following aspects. first of all, not every chinese tertiary medical student has at least one medical english dictionary of their own (tang, tang & chi, 2010). and then, not every one of them does have relevant medical professionals to guide them to correctly choose one medical english dictionary that suits them properly (chen & li, 2009). finally, and most importantly, not every one of them does embrace relevant organizations or institutions to provide necessary training programs or training courses to guide them on how to correctly as well as flexibly utilize their medical english dictionaries once or if they already have. literature review medical english the so-called “medical english”, to put it simply, it refers to a manifestation of the relevant application of english in medical disciplines. since medical english is the way to use english as a language in medical subjects, medical english is not only a professional course, but also a professional major. the learning and application of medical english knowledge is the same as the learning of the language of english (ma & jin, 2008). thus, a comprehensive study of medical english includes medical english listening, medical english speaking, medical english reading and medical english writing, etc. medical english dictionary obviously, a medical english dictionary is a tool for medical https://doi.org/10.54536/ajahs.v2i2.1622 https://journals.e-palli.com/home/index.php/ajaset mailto:nuzuliakumala.fhunej@gmail.com mailto:t-d3701@students.uc-bcf.edu.ph pa ge 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 5-14, 2023 english learners to provide medical english knowledge or provide medical english knowledge translation. we all know that a dictionary is a reference book for words and phrases to provide phonology, meaning, explanation, sample sentences, usages, and so on, which has shown us how important english medical dictionaries are for learners of medical english knowledge. at the same time, medical english dictionaries are also important and necessary for the majority of medical professional learners. in today’s world, in order to meet the needs of social development, the number of dictionaries has increased rapidly and dictionaries for different topics, different industries and different purposes have been developed. the “medical english dictionary” is no exception. medical english dictionaries are also divided into many types with different topics according to different medical majors or medical applications. to name but a few, the following table 1 has clearly given us a general picture of medical english dictionaries in terms of different types and different publications. table 1: examples of some types of medical english dictionaries editor(s) name of the dictionary publication year qun, z. the chinese-english medical dictionary. beijing: people’s medical publishing house (pmph). 2015 wei, c. & ding, l. the english-chinese medical dictionary. shanghai: shanghai science and technology press. 2015 fang, t., ji, b., & wu, q. new chinese-english dictionary of traditional chinese medicine. beijing: china medical science and technology press. 2013 fang, m. dictionary of chinese medicine. shanghai: shanghai education press. 2011 wei, c. an english-chinese medical dictionary. (3rd edition). shanghai: shanghai science and technology press. 2009 xiao, w. & yi, z. english-chinese medical dictionary. beijing: foreign language teaching and research press. 2008 li, j. dictionary of traditional chinese medicine. beijing: people’s medical publication. 2005 yong, b. an english-chinese dictionary of the world’s medicine. beijing: world book inc. 2004 medical english dictionary utilization among chinese tertiary medical students the utilization of medical english dictionaries is an indispensable part of the process of chinese tertiary medical students’ learning of medical english knowledge. similar to the situation around the world, most chinese tertiary medical students also have much to consider in terms of medical english dictionary utilization. in general, although the majority of chinese tertiary medical students understand the importance of medical english dictionaries, they still do not pay attention to the how to utilize a proper medical english dictionary accordingly. wang, shang and li (2009) have ever suggested such a fact that the utilization of medical english dictionaries among chinese tertiary medical students lacks a sort of guidance of relevant professional medical teachers. it has ultimately led to the eagerness of chinese tertiary medical students to get guidance in this regard. this is because they know deeply that as medical learners, if they can learn some dictionary strategies to strengthen the learning of medical english knowledge, it will be able to better help them utilize the resources of medical english dictionaries actively. it will finally transform the utilization of medical english dictionaries among chinese tertiary medical students from a passive status to a positive one (zheng, 2016; zhu & li, 2013). needs analysis dingfang shu (2004) once defined needs analysis as such: “…it is a technique and method for doing researches on needs through introspection, interviews, observations, and questionnaires.”(shu, 2004, p.82) generally speaking, needs analysis belongs to the category of empirical investigations and studies. the needs analysis done by people is to understand the needs of the target environment, the inner needs of the targets, and the needs of the targets’ expected changes in the external environment, so as to finally find out the problems in the investigations and studies, guiding the needs-based researches as well as improving the needs-based analyses. needs analysis around the world based on the concept of needs analysis, the theoretical framework of target needs analysis and the technical means of needs analysis, the research and development process of needs analysis can be generally divided into several periods. in total, there are four stages including the budding period of research (from 1500 to 1920), the rising period of research (from 1920 to 1977), the development period of research (from 1977 to 2000) and the stable period of research (from 2000 till present). in the budding period of needs analysis research (from 1500 to 1920), richards (2000) has ever pointed out that at the beginning of the 16th century, under the influence of https://journals.e-palli.com/home/index.php/ajahs pa ge 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 5-14, 2023 european political changes and economic development as well as the renaissance (from 14th century to 16th century), the dominance of latin was threatened and was gradually replaced by french, italian and english. since then, based on that particular situation, language education has generally risen, and needs analysis research has entered the budding period of research. in the rising period of needs analysis (from 1920 to 1977), howatt (1984) pointed out that in the 1920s, the concept of “needs analysis (na)” was put forward for the first time, and the needs survey was conducted for the first time as well. thus then the researches on needs analysis were continuously improved through different kinds of results from different surveys. the clarification of the concept of needs analysis marks the official opening of the curtain of needs analysis researches. in the development period of needs analysis (from 1977 to 2000), the theoretical framework and research methods of needs analysis have gone through more than 30 years from being proposed to being perfected. this period is also the full application of needs analysis researches in different disciplines. in particular, during this period, researches on english learning needs analysis were the main focus (chan, 2001; huong, 2018; wang, 2000). the research content was complicated and the research results were relatively rich, which had made it called the development period. the stable period of needs analysis refers to the period of continuous and rapid development from 2000 to the present. during this period, with the continuous maturity of needs analysis techniques and methods, many foreign scholars conducted numerous empirical researches based on needs analysis (chen, 2009; ma & jin, 2008). for example, in the field of language education, fiore (2000) has used interviews and questionnaires to analyze the italian needs of the elderly in the italian residential area of sydney, australia as well as those engaged in elderly services from the perspective of language learners. and it is shown that there is a great need for language learning, and it is necessary for the service staff to learn the language of italian. for another example, lepetit and cichochi (2002) have ever used a questionnaire to analyze the needs of medical students from clemson university in the united states to learn spanish from the perspective of those medical students, and have found that they have shown a strong need to learn spanish writing skills in addition to how to apply spanish dictionary utilization techniques, etc. needs analysis in china in the early 1990s, after advanced theories and techniques of needs analysis abroad were introduced into china, many chinese experts and scholars gradually improved their understanding of needs analysis and introduced them into various research fields (hu, 2003; li, 2004; wang, 2000). most of the chinese researches on needs analysis are empirical researches, they are classified into social, cultural and educational needs analysis researches. nevertheless, there are still few results of theoretical researches on needs analysis. this is because most of the related researches tend to be superficial, and mostly focus on mere introduction of surface researches. in china, the role and characteristics of needs analysis model research and needs analysis are mainly reflected in the development of society, the inheritance of culture and the innovation of education. the application of needs analysis in the development of society is mainly reflected in that contemporary sociologists study the social needs of different social people in accordance with different social phenomena (ma & jin, 2008), so as to propose corresponding social needs frameworks and form theoretical results. in terms of cultural inheritance, needs analysis mainly analyzes people’s needs for an ever-developing culture (onder-ozdemir & pun, 2020). specifically, in the new century, what kind of culture people need to enrich them and improve them, so as to adapt to the trend of social development. this, as a matter of fact, is because in the field of education innovation, researches of needs analysis are mostly related to guiding education in today’s china, especially in the field of language education (hu, 2003; li, 2004). in the field of education innovation, researches of needs analysis are mostly related to guiding education in today’s china, especially in the field of language education (hu, 2003; li, 2004). this is because the level of language application ability of a country directly reflects whether the country is better based on the world stage. the researches on needs analysis in the field of education innovation are mainly discussed regarding such aspects as education syllabus planning, education curriculum designing and education textbook compilation. for example, wang (2000) investigates the english learning needs of college students from the perspective of the students, and applies the needs analysis results to guide the formulation of the english education syllabus, the determination of english teaching content, and even english instruction evaluation. language learning language learning is a big concept. as an extremely important aspect of human learning, language learning is of course also one of the important topics of linguistics, especially psycholinguistics. the content of language learning is also very extensive. according to tusi (2002), the order of the target language learned divides language learning into first language learning, second language learning and so on. meanwhile, based on whether the target language is the mother tongue or not, language learning can be divided into mother tongue learning and foreign language learning. in the current research, utilization of medical english dictionary is actually a sort of application of language skill of the english language learning. this is meant that how well contemporary chinese tertiary medical students utilize their medical english dictionary inevitably reflects https://journals.e-palli.com/home/index.php/ajahs pa ge 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 5-14, 2023 how well they have learned in terms of their language learning. therefore, in this section, before we embark on a detailed analysis of medical english dictionary utilization among contemporary chinese tertiary medical students, a brief understanding of language learning all over the world, together with the general situation of needs of language learning around the world will be introduced and discussed within this section. language learning all over the world times are changing while people are also adjusting to the historical development of the society. therefore, in the field of language education, people are also having different attitudes towards language learning in terms of their philosophical believes. there were new subtle changes in the development of language learning in the 1980s and 1990s around the world. simply put, people’s philosophical viewpoints of language learning thus change as the power structure between schools and students changes, reflecting the contests of interests between various power groups (kirkpatrick, 2011). this is due to the fact that, schools play a central role in defining and replicating language learning skills (ge & luo, 2010). this is because schools often give legal status to certain knowledge, words, deeds, and ways of doing things, and regard the results of language learning skills as the requirements for obtaining an educational diploma. people’s philosophical believes of language learning has also led to the fact that language learners’ awareness and demand for language learning tend to become greater and greater (freire, 2000). this understanding and demand has also been widely reflected in the process of language education (tusi, 2002), making the majority of students change from a status in which they do not pay attention to the development of language learning to another status in which they pay much more attention to language learning development. entering the 21st century, the historical development of language learning has brought new connotations and extensions to people’s new philosophical understanding of language learning. globalization’s historical changes and development have ushered a new indication of language learning (ge & luo, 2010). different from the previous believes, the new development of language learning requires schools to change the existing power model and listen to students’ voices when defining language learning and formulating language learning programs. above all, this requires in-depth and meticulous researches on the school’s language learning practice, incorporating various forms of language learning and different voices into the discussion and studies of language learning skills based on people’s updated philosophies of language learning as well as the language itself. needs of language learning all over the world around the whole modern world, in the development process of language learning needs analysis research, based on the concept of needs analysis and its technical means, the research development process of language learning needs analysis changes with the development of needs analysis research in different periods, thus having a series of new breakthroughs. the new century has witnessed that language learning needs analysis needs to have outstanding application value in many fields (bu, 2013; chen, 2013; iwai, kondo, lim, & ray, 1999). therefore, language learning needs analysis has also been closely related to the economic and cultural exchanges of every country in the world. the research of language learning needs analysis also has greatly impacts foreign language education. for example, in the field of english language education, the english language learning needs analysis plays a fundamental role in the research of the english language education. bu (2013) has ever added that the world-wide research on language learning needs analysis has a long history, and it has also formed a relatively complete theoretical framework and theoretical system for language learning needs analysis. discussions among linguistic experts and scholars worldwide are also active, comprehensive, and even more systematic in the research and discussion of language learning needs analysis (chen, 2013; iwai, kondo, lim, & ray, 1999). researches based on the analysis of language learning needs are also empirical investigations, which have also provided a strong theoretical basis for language teaching and a practical basis for language educators worldwide. materials and methods research purposes the current research intends to expose and analyze the general situation of medical english dictionary utilization among contemporary chinese tertiary medical students. based on what has been introduced and analyzed in literature review, this research makes efforts to answer such questions as what the general situation as well we what the actual needs of medical english dictionary utilization are among contemporary chinese tertiary medical students. research questions based on the research purposes, the research questions of the current research are as follows: research question no. 1 what is the general situation of medical english dictionary utilization of contemporary chinese tertiary medical students? research question no. 2 what is the actual level of needs of medical english dictionary utilization among contemporary chinese tertiary medical students? research participants the current research has selected a group of chinese https://journals.e-palli.com/home/index.php/ajahs pa ge 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 5-14, 2023 tertiary medical students from different medical majors with different levels of medical english learning abilities as well as with different anthropological background of language learning from a medical university in china as the research participants. the total number of the research participants is eighty. among the selected chinese tertiary medical students, specifically, they come from the same medical university, but they have different dictionary utilization experiences in terms of language learning. their current majors are different, and the language learning environments they were exposed to are also different from each other before they enter the university. selecting these tertiary medical students based on such criteria is more conducive to the research in terms of the reliability and validity of this research topic. research site the researchers have chosen a medical university from guangxi province, china as the research site. the research participants were requested to take part in the same research site from the beginning to the end. this is also aimed at providing a more convenient and objective environment for data research as well as data analysis in the later stage of the research. research instruments/tools the current research has mainly two kinds of research instruments or tools, including questionnaires and interviews. questionnaires as a quantitative research instrument, questionnaires help to facilitate the outcome of the research. questionnaires can also be regarded as a research method. therefore, the method of questionnaires is also a research method widely applied in many social surveys nowadays (creswell & creswell, 2018). in the questionnaires of this research, the quantitative research is mainly to understand the needs of medical english dictionary utilization among contemporary chinese tertiary medical students. the research purposefully uses excel 2010, ictclas. 2014 and the statistical software of spss 23.0 as well as other related tools to further analyze and explain the results of the questionnaires. interviews interviews are also employed to help to carry out the current research. as a qualitative research method as well as research instrument, interviews are also a common method for consulting and obtaining information (yin, 2016). in the interviews of this research, same here, it is mainly aimed at understanding the needs of medical english dictionary utilization among contemporary chinese tertiary medical students through what they have said during the interview processes. the data obtained from the interviews will be coded and decode through the qualitative statistical software of atlas.ti 9.0 as well as some categorization tools to further analyze and interpret the data drawn from the interviews. results and discussion in terms of the current research results, the researchers will directly answer the three research questions based on a detailed discussion of the data collected and coded from the research instruments or tools that include questionnaires and interviews. what is the general situation of medical english dictionary utilization of contemporary chinese tertiary medical students? with the help of the questionnaires in the current research, the following is the most original and true research results after putting all the relevant data of the questionnaires in the current research into the quantitative statistical table 2: the general situation of contemporary chinese tertiary medical students’ understanding of the importance of medical english dictionaries valid frequency percentage ratio accu. ratio strongly not important 2 2.5 2.5 2.5 not important 8 10.0 10.0 12.5 no to matter 5 6.3 6.3 18.8 important 44 55.0 55.0 73.8 strongly important 21 26.3 26.3 100.0 total 80 100.0 100.0 software of spss 23.0. based on the data in table 2, it is clear that more than 81.3% of the research participants recognize the importance of medical english dictionaries in their own medical english learning. among them, 26.3% of the research participants think it is strongly important, while 55% think it is important. it is also shown that only 10% and 2.5% think it is not important or strongly not important at all. the general situation of contemporary chinese tertiary medical students’ understanding of a high level of the importance of medical english dictionaries is actually confirmed by chen (2013) as well as wang and guo (2016) in their researches on medical english dictionary utilization and efl learning among chinese tertiary learners. https://journals.e-palli.com/home/index.php/ajahs pa ge 10 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 5-14, 2023 table 3: the general situation of the number of medical english dictionaries owned by contemporary chinese tertiary medical students valid frequency percentage valid ratio accu. ratio none owned 46 57.5 57.5 57.5 one owned 25 31.3 31.3 88.8 two or more owned 9 11.3 11.3 100.0 total 80 100.0 100.0 strongly important 21 26.3 26.3 100.0 total 80 100.0 100.0 table 4: the general situation of frequency of medical english dictionary utilization of contemporary chinese tertiary medical students valid frequency percentage valid ratio accu. ratio never 41 51.2 51.2 51.2 seldom 24 30.0 30.0 81.3 sometimes 9 11.3 11.3 92.5 always 6 7.5 7.5 100.0 total 80 100.0 100.0 total 80 100.0 100.0 table 5: how contemporary chinese tertiary medical students deal with new medical words in the actual needs of medical english dictionary utilization valid frequency percentage valid ratio accu.ratio skip new words 22 27.5 27.5 27.5 guess new words 24 30.0 30.0 57.5 adopt relative strategies 27 33.8 33.8 91.3 have no dideas 7 8.8 8.8 100.0 total 80 100.0 100.0 according to table 3, it is obvious that although more than 81.3% (based on table 2) of the research participants believe that medical english dictionaries are very important, the ownership of medical english dictionaries is not satisfactory, with a surprising 57.5% of the research participants who even do not own at least one medical english dictionary. it is also shown that only 11.3% of the research participants have more than two medical english dictionaries while 31.3% of the research participants just own one medical english dictionary. this general situation of the number of medical english dictionaries owned by contemporary chinese tertiary medical students can be obviously recognized by chan (2012) as well as chen and li (2009) who have ever found that the ownership of medical english dictionaries is not satisfactory enough to meet the needs of chinese tertiary medical learners. according to table 4, it is clearly shown that the results are not optimistic for the frequency of medical english dictionary utilization among the research participants. although 88.8% (based on table 3) of the research participants have at least one or more medical english dictionaries, in sharp contrast, 81.2% of them basically do not utilize medical english dictionaries. among them, nearly 51.2% of the medical english dictionaries are left unutilized by the research participants. in this case, the general situation of frequency of medical english dictionary utilization of contemporary chinese tertiary medical students can also be clarified by chan’s (2012) early research on the utilization of monolingual dictionary among cantonese esl learners. what is the actual level of needs of medical english dictionary utilization among contemporary chinese tertiary medical students? quantitative data analysis the results of the questionnaires of the current research have once again provided powerful quantitative research data to fully demonstrate the actual level of needs of medical english dictionary utilization among contemporary chinese tertiary medical students. the following are the most primitive and true quantitative results obtained from two statistical softwares including ictclas. 2014 and spss 23.0. based on table 5, it is fully shown that most of the research participants (91.3%) are able to deal with new https://journals.e-palli.com/home/index.php/ajahs pa ge 11 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 5-14, 2023 medical vocabulary effectively. 27.5% of the research participants choose to skip the new medical vocabulary when they encounter them and wait until they finish the whole article in their reading. at the same time, 30% of the research participants choose to guess the meaning of the new medical words based on the context, and then check the meaning of them after finishing reading the entire text. the results of the questionnaires also show that 33.8% of the research participants adopt the strategy of seeking help from a medical english dictionary while reading the article since they want to have a full understanding of the medical reading materials. this has actually implied and reflected that the actual level of needs of medical english dictionary utilization among contemporary chinese tertiary medical students is pretty high, which has been identified with hu and zhang’s (2013) research on the effect of definition model in chinese-english dictionary utilization. table 6: when contemporary chinese tertiary medical students utilize medical dictionaries in the actual needs of medical english dictionary utilization valid frequency percentage valid ratio accu. ratio to know the pragmatic meaning 23 28.7 28.7 28.7 to know the cultural meaning 23 28.7 28.7 57.5 to know the basic meaning 20 25.0 25.0 82.5 it depends 14 17.5 17.5 100.0 total 80 100.0 100.0 table 7: what types of medical english dictionaries contemporary chinese tertiary medical students choose to utilize in the actual needs of medical english dictionary utilization valid frequency percentage valid ratio accu. ratio english-chinese 37 46.3 46.3 46.3 english-english/chinese 19 23.8 23.8 70.0 english-english 14 17.5 17.5 87.5 others 10 12.5 12.5 100.0 total 80 100.0 100.0 table 6 has shown that, 82.5% of the research participants would rather choose to turn to medical english dictionaries for help when they encounter unfamiliar or new medical words. specifically, 28.7% of the research participants choose to seek help from medical english dictionaries when they want to know the pragmatic or cultural information of the medical english vocabulary. while 25% of the research participants choose to look up a medical english dictionary just when they want to know the basic meaning of the new medical vocabulary. based on this point, the results of table 5 have great implications for the development of medical english lexicography and terminology. to emphasize, medical english dictionary editors should strengthen the work of searching and collecting enough kinds of medical professional terms. in this way, just as lew and de schryver (2014) suggest, the compilation of medical english dictionaries should therefore focus on the query function of medical academic terminology in english (welker, 2010; xie, 2014), so as to fully reflect and exclaim the professional characteristics and lexicographical excellence of contemporary medical english dictionaries in the new century. generally, the types of medical english dictionaries include bilingual medical english dictionaries (english-chinese), bilingual interpretation of medical english dictionaries (english-english/chinese), monolingual medical english dictionaries (english-english), as well as other kinds of medical english dictionaries in terms of language classification. according to results of table 7, it shows that only about one fifth of the research participants have the habit of utilizing the type of monolingual medical english dictionaries (english-english). only 12.5% of the research participants utilize other types of the english-english medical english dictionaries. among the others, up to 46.3% of the research participants choose to utilize the type of the english-chinese medical english dictionary, while with 23.8% of the research participants choose to utilize the type of bilingual medical english dictionaries (english-chinese), which include chinese interpretation in the medical english dictionaries. the types of english medical dictionaries contemporary chinese tertiary medical students choose to utilize in the actual needs of medical english dictionary utilization imply and have also confirmed with lew and de schryver’s (2014) research on dictionary utilization in the digital revolution as well as chan’s (2012) early study on the specific utilization of monolingual dictionary for meaning determination among advanced cantonese esl learners. qualitative data interpretation the results of the interviews in the current research have also provided foundational qualitative research data https://journals.e-palli.com/home/index.php/ajahs pa ge 12 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 5-14, 2023 for the topic of the research. the following is the most primitive and true qualitative results obtained from the qualitative statistical software of atlas.ti 9.0 as well as some other categorization tools after putting the relevant data of the interviews of into them. one of the research participants said in an interview in this way, “although i really want to use a monolingual medical english dictionary to improve my medical english learning ability, however, helplessly, i even cannot find a true and meaningful monolingual medical english dictionary.” another research participant had also said in an interview that, “…unlike ordinary english dictionaries, i think many medical english dictionaries generally contain professional medical vocabulary, which is relatively uncommon, and their explanation will inevitably involve other professional medical vocabulary. if i use ordinary english to explain those medical vocabularies, this will greatly increase the difficulty of my medical english learning.” in addition, many other research participants in the interviews also expressed their own urgent needs for medical english dictionary utilization respectively. therefore, based on situations described and the problems exposed from the interviews in the current research, it is obvious that this has uncovered such a fact that, specifically, in the process of medical english dictionary utilization, the majority of contemporary chinese tertiary medical students’ actual level of needs for it is relatively high and is mainly reflected in the following two major aspects. on the one hand, based on the situations described and results gained from the interviews, most medical english learners had expressed the strongest level of needs for the specific meanings and pronunciations of words and phrases in the medical english dictionary. then, the level of needs for the sentential explanations of medical english words had followed by closely. on the other hand, based on problems exposed from the interviews, medical english learners had also expressed the strongest level of needs for the particular word information records in the medical english dictionary. although many medical english learners had said that they could deal with the medical english word information records actively and flexibly, they had not cultivated the habit of recording word information (onder-ozdemir & pun, 2020). therefore, it is strongly suggested that, the higher the level of needs for the utilization of medical english dictionaries is, the more emergent and the more significant it is for the problems to be handled. at the same time, some of the research participants had also said that recording the information of words might be a way of strategy to strengthen their memorizing ability. according to them, only looking up the medical dictionary without recording the word information would affect their general level of medical english dictionary utilization to a certain extent. they even said that how to record medical english vocabulary information efficiently and time-savingly also requires guidance from medical english teachers. conclusion from medical english dictionary utilization to language teaching and learning based on the detailed description of the results and discussion, the current research successfully exposes and analyzes the general situation of medical english dictionary utilization among contemporary chinese tertiary medical students. to a certain extent, the utilization of any kind of dictionary belongs to the language teaching and learning of a certain language. therefore, the utilization of medical english dictionaries has definitely reflected one of the ways for english language educators to teach english as well as english language learners to learn english as a language. in light of this, the results of the current research have consequently shown that there is a strong need of medical english dictionary utilization among contemporary chinese tertiary medical students as well as a severe lack of guidance for medical english utilization from medical teachers in chinese medical universities. besides, the current research further suggests that medical teachers should also guide medical students to meet the needs of selecting proper medical english dictionaries sensibly to facilitate them to utilize their own medical english dictionaries as possible as they can in their medical english learning practice. limitations although the current research has provided detailed analytical interpretation of the findings regarding medical english dictionary utilization among chinese tertiary medical students, it does have some shortcomings. specifically, the number of research participants is not large enough, the amount of medical english dictionary utilization accesses among the research participants is small and most importantly, some of the results and findings are basically dependent on questionnaires and interviews. in the future researches on such topics or issues, what has been mentioned and listed above should be seriously taken into consideration and comprehensively treated so as to ultimately improve the reliability as well as the validity of the research. acknowledgements the researchers wish to thank all the research participants for their contribution to the research, together with the current and past investigators and staff. thanks also go to all those anonymous reviewers of the current journal for their helpful and insightful comments as well as their constructive suggestions for the current research study. reference banxin, h. 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(2013). the enlightenment of conceptual integration theory on medical english vocabulary teaching. journal of inner mongolia normal university, 10, 136-137. https://journals.e-palli.com/home/index.php/ajahs pa ge 1 indexed in pa ge 16 american journal of arts and human science (ajahs) metaphors in political speeches: understanding president duterte’s discourse jerson s. catoto1* volume 1 issue 2, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i2.313 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: june 07, 2022 accepted: june 14, 2022 published: june 17, 2022 president rodrigo roa duterte’s discourse is somehow different from the past presidents that governed the country. consequently, this made him the most controversial and misunderstood politician for his language. since metaphors form a significant part of the discourses, this study aims at examining the metaphors used by president duterte and their possible ideological repercussions to people from different walks of life. the corpora of this study were ten transcripts of his political speeches from the period of his presidential campaign and the early period of his presidency. the identification of metaphorical expressions in ten texts was conducted using a method based on the conceptual metaphor themes listed by lesz (2011) and were analyzed in the framework of cognitive metaphor theory by lakoff and johnson (1980). the analysis showed that there were diverse conceptual metaphors identified in the speeches of the president and the employment in his speeches allows him to create associations between unrelated concepts like people, objects, or ideas. thus, his audience can use their imaginations in order to integrate their understanding. moreover, it was found out that the employment of other elements of language was also present. it is therefore recommended to analyze these elements to better understand his identity, ideologies, and role as the country’s president as this may fairly address the gap among the conceptual domains of people living in luzon, visayas and mindanao keywords metaphors, political speeches, president duterte, discourse, philippines 1 cotabato foundation college of science and technology, doroluman, arakan, cotabato, philippines * corresponding author’s e-mail: jcatoto13@gmail.com introduction the presidential election became the foremost political event in the philippines in 2016. in the course of the campaign, politicians delivered their speeches that would optimistically impact undecided voters to take their side and put them at a distinct advantage that they were the best candidates for the position. in the process, language played a very vital role. politicians utilized it to express, advocate his policies, oppose the policies of others and create his discourse identity as political agent. as charteris-black (2005) stated that within the different types of leadership, politicians employed persuasive rhetoric to lift their image in the society. it is therefore an interesting topic for research. since metaphor forms a significant part of the political speeches, this study aims at examining the metaphor use by the politicians specifically by rodrigo roa duterte. in the same manner, metaphor was viewed by lakoff and johnson (1980) as both conceptual and linguistic phenomenon. for them, it is used in day-to-da lives which are mirrored in actions and in words. therefore, it was noted that metaphor has been employed in politics and in media where its influence to people is of great consideration especially on the sensitivity and controversial aspects of the real world (lakoff, 1991). therefore, duterte’s use of metaphors in his political speeches cause ambiguity and uproar to his audience specially in metro manila compared to his audience from mindanao and visayas. more so, his political style influenced a strong relationship with the masses (curato, 2017). it was noted that his language conveyed power which has an impact to the people (devanadera & alieto, 2019). meanwhile, this study looked into the political speeches of one of the most misunderstood presidents of the philippines because of his discourses. though, there was the same study conducted (navera, 2020), however, it lensed on the national perspectives. meanwhile, the study of berowa (2019) highlighted his speeches but it was limited on the pragmatics and swearing. lemana and gatcho (2019) unveiled that the president’s discourses reflected negative representation of his political nemeses and those in the oppositions. hence, the gap of the study. this paper focused on the political speeches for the reason that information is needed by everyone and politics plays a paramount role in the future of a country. analyzing metaphor is very significant to do since it could help individuals to grasp the meaning of each political speeches. moreover, this could enable critics, researchers and citizens of the country to understand the political interest and ideologies of president duterte. therefore, to conduct this study is very important. purpose of the study the objective of this qualitative study engaging textual analysis was to understand presidents duterte’s discourse through identifying the metaphors used or present in his political speeches. this study analyzed the gathered transcripts of duterte’s speeches using the cognitive approach to metaphor developed by lakoff and johnson (1987) and the conceptual themes presented by lesz (2011). research questions 1. what metaphors are present in president duterte’s speeches? 2. what ideologies are integrated in president duterte’s pa ge 17 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 16-24, 2022 political speeches? 3. how do president duterte’s speeches present his social identities? research design this study is qualitative employing the textual analysis method. from denzin and lincoln (2011) point of view, qualitative research presents different stance wherein it tried to understand the occurrence of the phenomenon being investigated. this can only be captured by digging deeper into human experiences through observations and interviews. likewise, textual analysis is a methodology that understands the utilization of language in different forms. it can be in written or spoken whereby wider social structures of languages are being investigated in presenting subliminal messages (allen, 2017). hence, this study is qualitative-textual analysis since analyzed the metaphorical language in the political speeches of president rodrigo roa duterte of the philippines. data source the data were 10 transcripts of the political speeches of president rodrigo roa duterte retrieved from youtube channel of mindanews. this was used to extract speeches because unlike any other news portal, it is reliable and offers free and open access. in addition, i only limited myself in analyzing metaphors in political speeches. results and discussions metaphors in the speeches of president duterte with the use of conceptual metaphor analysis to the speeches of president duterte, conceptual metaphor mapping is presented in table 1. the table shows group of conceptual metaphors with the corresponding target domains and source domains related to the metaphorical thought; and the example of metaphor expression identified from the speeches which is still attached to the main sentence where it is mentioned. there are diverse conceptual metaphors identified in the speeches of president duterte; however, there are categories which are overlapping and thus, these are fused and final make up the categories are all 5 with the corresponding sub-categories presented through the source domains or the metaphorical thought where the target domains are mapped. observably, in the foregoing examples, there are several source domains that are mapped to two or more target domains. for instance, the source domains like living beings and reifications are employed to conceptual metaphors related to societal issues, economy, the filipino people and the country, politics and position/authority. conceptual metaphor related to social issues. in this study, i refer this clustered domain, the social issues to issues in the philippines that president duterte mentioned in his speeches being studied. these include drug related problems, corruption, war, and other forms of societal conditions. conceptual metaphors to describe social issues, his disgust towards these issues as well as his presentation of the solution are seen to be metaphorical in some instance like what appears in the foregoing examples: (1) ubos and pera ng gobyerno nito. milking cow, iyan. ps4lb7 (2) there’s a whale of difference between killing an innocent person and killing a criminal. ps1lb3 in examples 1 and 2 above, it is shown that living being metaphor was used by the president. the milking cow and the whale are source domains of concepts referring the philippines or the filipino people’s money being utilized by americans; and the big or huge difference of the two aspects of killing issues against duterte. the said metaphors were used to elaborate ideas using the concrete concepts attributed to living beings such as cow (source of milk) and whale (a big animal). similarly, time concepts were used as source metaphors for target concepts of ending the societal issues pointed out by the president. tomorrow signifies that time will come the problem will be solved (3) and likewise for (5), the time element represented by “a past” to mean that corruption will end. another time metaphor, dig into years (4) projects the schema of the presidents’ unwillingness or disinterestedness to investigate issues related to marcos’ for it is an issue in the past. (3) it will not end tomorrow. ps1t2 (4) whether it is true or not, {…}, it is not my business to dig into the years. ps3t4 (5) i will make corruption a past in the city. pw5t8 societal issues and people behind these social problems were also metaphorically described by duterte as apparatus (6), a machine or tool as source metaphor to mean that those who are into drug selling and supplying are part of the problem. (6) {…} but if there are suppliers and sellers, you belong to an apparatus. ps1m1 in the case of (7) and (8), illnesses are mapped to the concept of destruction brought about by problems in the society that the philippines is facing. duterte made use of these illness metaphor schemes also to show that indeed the problem is worst and worsening; hence, the use of the concepts cancer, stage 2, virus which are worse diseases familiar to filipinos. (7) {…} be addressed with urgency, are corruptions. {…} these are ills as mere symptoms of a virulent societal disease that creeps and cuts into the moral fibre..ps2i1 (8) if you read books {…} we are in the stage… cancer..we are already in stage two. ps4i7 movements such as in (9) and (10) represented by metaphoric expressions erosion (known as soil erosion or movement of the soil); and go down crashing respectively are source metaphor mapped to losing of faith and trust to the government and to mean country’s failure (described as go down crashing). (9) erosion of faith and trust in the government – that is the real problem that confronts us. ps2m2 (10) …bayan ko, it will go down crashing…it will become a failed state. pw6m10 meanwhile game/sports metaphor was also drawn from pa ge 18 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 16-24, 2022 the speeches when the president described those who are into drugs as players (11) or actors causing the drug related problem. also in (12) and (13), war concepts (war, fight) are connected to the president’s description of going against social issues of drugs and corruption. similarly, death and emotion metaphors are expressed in examples (14) and (15) for the president to manifest his perspective of how destructive drug is and that how injustices in the country which prevail for years have marred relationships with the moro people. (11) …he was playing all along the drug industry ps3s1 (12) it a war, declared war against drugs. ps3w1 (13) i will fight corruption.ps5w6 (14) itong droga ang pinaka. because it would lead us in its wake. ps3d1 (15) there is always hurt over the century, the injustice committed to the moro people. pw5e1 conceptual metaphor related to economy in the speeches of president duterte, metaphors that are related to his descriptions about the economy and how he works and would like to work for it were also revealed. economy is building; economy is living being; and economy related concepts are portrayed through reification or attributing concrete ideas to abstract ideas. these were employed in speeches as shown in the following: (1) we, i build a city, i build cities, now, i will build a country, that’s our job. ps1b2 (2) meanwhile, davao city’s economy suddenly bloomed. ps1lb2 (3) china is opening its doors again to pineapple and the banana industry. ps5r5 building as to structure is used as scheme to mean growth of the country despite the criminalities, drugs and other problems in the society as vowed to be done by the president in his speech (1). another metaphor employed that establish a link of a living being (flower that blooms) and the economy of davao city (2); and the concrete object door that opens was mapped to the economic opportunities offered by china as announced by the president in his speech. conceptual metaphor related to filipino people and the country the filipino people and the country itself have been also attached to metaphorical expressions in the president’s speeches. the sources of schemas include time, business/money, reification, living being and sports/ game. observably, the president’s concern for the youth is expressed in the metaphor of time as he used the term future, a time denoting who these youth are present will be in the time to come and how important they are for the country (1). in the same vein, youth were also described as assets (a business schema) as shown in (2) to express that the president puts high regard to the youth and that they must be protected from the ill effects of drugs. (1) i do not like drugs because it will destroy our young people, our youth (life). they are our future. ps1t1 (2) if you deprive us of our greatest assets and that is our daughters and sons, p***** i** ka, i will kill you. ps1b1 example (3) is metaphor for a less powerful country like the philippines described by the president in his speech to have received unequal treatment unlike other countries; and for (4), the concrete noun “king” is mapped to the drug lords whose positions in the society brings worry to the president and they are warned to stop or else something will be done to them to cut their activities in the society. (3) kung kaming mga maliliit, you get all the sanctions. ps4r5 (4) i will not stop until the last drug pusher is out of the street and the last drug lord or king killed. ps6r11 moreover, to express strong emotions, living being, dogs, usually considered as fierce animals which may bite enemies and strangers (in some instances and concepts) were connected to the idea that the president should prevent the people in his country be placed in a chaotic situation due to problems related to drugs and criminalities (5). the same strong emotion was apparent in the speech when the president made use of a game metaphor (play) to challenge his critics about his war on drugs. (5) i will not allow my country to be thrown to the dogs. ps4lb8 (6) paikutin jo kayo dito sa kamay ko and i will play with you. i will play with you in public. ps5s8 conceptual metaphor related to politics. politics related topics in the speeches of the president were presented also in metaphors of movement/direction with the use of the word “left” (a direction opposing the president’s) being mapped to the target metaphor, his political opponents being described in his utterances as it appears below: (1)…well of course, pilipinas, the left, hindi nga nakatikim ng – ayaw tumikim ng talo, so they continue to demonstrate. ps7m5 interestingly, human body as a metaphor expression was evident also with the use of pulse in example (2) to refer to the concept of the president of ensuring that people’s opinion should be considered. (2) it is the people from whom {…} that is why we have to listen to the murmurings of the people, feel their pulse, supply their needs, fortify their faith {…}ps2hb1 “garbage” in (3) was another metaphor representing an issue in the society caused by influential people like senators; in (3), journey metaphor was apparently employed to describe that the president is putting effort to make philippines a better country and the “sail” as a journey metaphor (4) talks about the time of working as president of the country. correspondingly, in (5), a health metaphor presents the vision of president duterte for the country to be better with the ideas contributed by concerned people. (3) it became an issue and a garbage when some senators poured money… ps5r9 (4) {…} as we commence our journey for a better pa ge 19 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 16-24, 2022 philippines. the ride will be rough. ps2j1 (5) {…} long before the sail, they said that i started to {…}ps1m1 (6) you know, decent and criticism would make this democratic country healthy. ps3i2 conceptual metaphor related to position/authority being the president, his position and authority were given emphases in the speeches and there were also observable metaphors serving as vehicles to convey his message. president duterte described his role being a president as suppression of freedom as a person and his private life. example (1) facilitates this through a metaphor highlighted below: (1) lagyan mo nalang ako ng handcuff, pareho na, wala na. wala akong freedom, you lose entirely your private life. ps3r1 (2) i was already favorite whipping boy ng mga human rights,… pw7r14 (3) …presidents, to always take the lectern of the presidency. ps3r2 handcuffs are used for criminals who are not free to roam around the society. the metaphor represented the president’s description of his life governed by procedures and protocols essential to the head of the land. the same reification was found in (2) wherein whipping boy is mapped to his being the center of criticisms; and in (3) lectern was another concrete object used being mapped to the responsibility lodged to him as the president of the country. another metaphor describing his life as a president is movement metaphor (4) functioning similar to metaphors mentioned above. it shows his lack of will to decide on what he has to do since there are procedures to follow. (4) you know, i cannot straddle along the floor because of protocol and procedure requires…ps3m5 in (5) and (6), game or sports concepts were used to define his personality and response to a certain situation. he considered himself an ordinary person who is not connected to powerful organization or institution. the metaphor playing with numbers was his description as to how he refrained from mentioning the exact figure of drug personalities of the country when being asked about it by a president of another country. (5) i am not into a big league. ps5s2 (6) i was playing with numbers. ps5s5 furthermore, domains related to religion, machine/tool and emotions paved way to metaphorical expressions making connections to how he described his personality when being criticized of his choice of cabinet secretaries. the religion metaphor (7), holy life, accompanied with laughter in his speech brings the audience to a concept that indeed, he has chosen friends for such government positions. the metaphor crucify was also religious idea representing suffering and that president duterte employed this to refer to criticism thrown to him. machine/ tools (8) with the hammering as machine scheme talks about the hammer’s function of shaping an object or placing a nail to a certain place. this metaphor was successfully used when the president speaks of the things he is giving focus into. (6) i live a holy life, i’ll drink to that. pw5r4 (7) …now who would crucify me by saying…if you destroy my country… ps6r5 (8) …but i won and i said, there are three things which i keep on hammering. ps5m7 the results are in consonance with the views that metaphors are present in most of the speeches given by the highest political officials of a specific country (charteris-black, 2005; cox, 2012; koller & semino, 2009; lakoff, 2002). the very main purpose is to make them closer to public and would allow them to have the connections with the people (borčić et al., 2016). ideologies integrated in the speeches of president duterte the notion of ideology is manifested in the texts through president duterte’s use of lexical items that manifest his personal and political ideologies. in the speeches i have analyzed, the recurring issues include the war on drugs, graft and corruption, peace and order, rebellion, economy and religious aspects. political ideologies. the political ideologies reflected in the speeches of president duterte were expressed using the metaphorical expressions with representations already discussed above. his democratic ideals were set fort in ps2 when he said, “feel their pulse”, referring to the consensus of the people whose needs are to be catered by the government. this ideology is supplemented with the emphasis on the opponents’ bad properties through the use of the metaphor that described what would likely happen to the country (failed state introduced by the metaphor, go down crashing) when he, now as president will take the issue for granted. this implied the point that the past administrations have not resolve these issues. it is the people from whom {…} that is why we have to listen to the murmurings of the people, feel their pulse, supply their needs, fortify their faith {…}ps2 …bayan ko, it will go down crashing…it will become a failed state. ps6 president duterte’s political will is also exposed when he promised to have a better philippines when the time comes represented with the journey metaphor and that the said journey of making the country better is not easy with the use of noun ride, journey metaphor and rough, an adjective pointing out that achieving a better philippine requires more effort and time. {…} as we commence our journey for a better philippines. the ride will be rough. ps2 similarly, the president also vows of not leaving the county with unresolved issues and chaotic situations (thrown to dogs). his hatred to drug problem is also evident (ps1) with the use of metaphoric element (future) and appositions (destroy our young people, they future) to emphasize the youth or the young people he is protecting of. moreover, ps1 portray his political will and determination to halt and or minimize the drug problems. pa ge 20 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 16-24, 2022 i will not allow my country to be thrown to the dogs. ps4lb8 so when i said, “i do not like criminals in the city because it will destroy the city, i will kill you.” i do not like drugs because it will destroy our young people, our youth. they are our future.ps1 socio-economic ideologies. imbedded in the speeches of president duterte are his socio-economic belief, ideals and values reflected in the lexical elements he employed. using conceptual metaphors of illness, health, war and living beings, it is apparent that he is serious of his goals of eradicating social issues that are described to have been getting worst. the use of metaphors like cancer, virus, and disease (ps4, ps2) are his ways of presenting his worries to the problems confronting the society he governs. his heightened emotion (ps5) is also expressed with emotive language or emotion metaphor and war metaphor (ps3) to outwardly display his commitment to resolve the issues on drugs. similarly, his huge desire to address the problems in forceful manner is expressed with the war metaphor. however, despite all of these he captures as societal dilemmas, he put forward his belief that these can be addressed through his description of stage 2 cancer. if you read books {…} we are in the stage…cancer..we are already in stage two. ps4 {…} be addressed with urgency, are corruptions. {…} these are ills as mere symptoms of a virulent societal disease that creeps and cuts into the moral fibre..ps2 it a war, declared war against drugs. ps3 there is always hurt over the century, the injustice committed to the moro people. ps5 president duterte’s actions towards social issues is also justified with his presentation of a metaphor to explain his point of killing criminals which is subjected to his critics’ attack. he differentiates killing criminals and that of the non-criminals or the innocent through a metaphorical device, whale to show a huge difference of concepts. there’s a whale of difference between killing an innocent person and killing a criminal. ps1 his being a socialist is also pointed out. his anecdotes, his presentation of his economic status all bring out this ideology. these are facilitated through his use of adjectives labeling his family poor in the society (ps1). pero kailan man, i’m just a socialist. anak lang ako ng mahirap eh. anak lang ako ng migrant sa mindanao. ang tatay ko galing cebu… paano ako magkaroon ng mindset na isip mayaman? so always ang ano ko is ‘yung namulatan ko sa mata ko ang hirap.ps1 to show that he is also working for the economic aspect of the country, he announced in his speech the role of china by pointing out the opportunities the said country can offer for the philippines and this is done through the metaphor opening doors (ps5). this implies an economic mission grounded on some socio-political ideologies of making connections with foreign countries like china. china is opening its doors again to pineapple and the banana industry. ps5 religious ideology. president duterte speaks no religious affiliations or a member of a religious sect or denomination. in his speeches, it can be gleaned that his religious ideology is centered on the freedom of choice and respect to people with their religious practice as constitutional right. in ps5, it is apparent that he chooses to acknowledge that right. there are a lot of them… there are a lot of them and in some places in mindanao, aplenty. we cannot do anything punitive for the simple reason that they are in to their religious activity. and in this country, freedom of religion to practice one is always sacred. it’s embedded in the constitution and it goes for all religions. ps5 president duterte is a believer of god and in his speeches; he mentioned making his oath before god, using the conditional if attached to the phrases with god as doer of the verb like would allow, and his expression of belief that there is someone (referring to a certain god he believes in) behind his presidency. ps5 extract reads: but i just kept on saying that when, and in almost all of my campaigns, if you had followed me, i was the only one invoking the name of god. if by god’s grace i will win the presidency, i will do this. if god would allow me a life longer, i would do this. i was the only one really. though i am into religiosity, but i believe that there is really somebody there and my presidency was really a destiny.ps5 the president’s attack to the priests of the catholic church is also evident in his speeches but has emphasized that his point is not about religion but the people behind the religion like the priests. his rhetorical questions sum up his disgust to the priests. i have a country to preserve and that is the filipino nation. it has nothing to do with religion. [applause] when were you really true to your vocation? there are so many of you there. you preside masses every saturdays and sundays. the priests are rich but i never saw a rehab center built by them. where did the people’s money go? ps1 in political speeches, different elements of metaphors are embedded. it is an expression of ideology which indicated different symbols, and socio-cultural practices (van dijk, 1998). correspondingly, fairclough (2001) mentioned that ideology is a social policy anchored from social theory. similarly, van dijk (1998) stated that it is a shared beliefs by the members of the society. the notion of identity evident in president duterte’s speeches in this section, i will uncover the social identities of president duterte which can be gleaned from the corpora. throughout his speeches, there are different identities which can presented and these are encoded with his use of pronominal, anaphors, cataphors, adjectives and other lexical elements and conceptions. in his speeches, identities of the president include his being an ordinary filipino citizen, head of the state, commander in chief, leader of reforms, warrior against drugs, initiator of peaceful negotiations, and a legally knowledgeable person. pa ge 21 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 16-24, 2022 the foregoing examples extracted from his speeches point out how these identities become evident. identity as ordinary citizen the ordinary citizen in the philippines culture is someone who does not hold office in the government, to belongs to the lower class and or regarded as poor and can also be someone raised in the province or the countryside. this social identity is evident in the speeches of president duterte as he told his audience about his campaign when he did not spend millions since he does not have moneyimplying a socio-economic category (ps5). in similar fashion, he considered himself as ordinary citizen by mentioning that he is from mindanao, a province (ps5). in ps 1, his being an ordinary citizen is flaunted with the adjective “poor” (pobre tang tanan) supported with a concept of inclusivity “all of us” (tang tanan). wala naman akong ginastos (i did not spend anything). i didn’t have the — i don’t have to worry about the millions of loss. wala akong pera eh (i do not have the money).ps5 i am not into the big league. i am just an ordinary filipino residing somewhere in mindanao.ps5 yun ‘yung ang magtake over kung matanda na tayo kay pobre ‘tang tanan (this will take over when we are already old because we are all poor). ps1 this kind of identity is also supported in the following examples: matagal na ako dito… it’s almost, i’ve been travelling from cambodia wala na akong medyas o (i do not have socks). [laughter] naubos na.tinatamad naman ako maglaba (i don.ps7 i have a mouth that is not really courteous. well i’m sorry, ganun talaga ako. wala akong magawa. eh probinsyano lang tayo, yan man ang lenguahe sa amin.ps3 noticeably, in ps7, the president presents an anecdote (travel) causing him to present himself not wearing socks because he was not able to do a laundry. telling so creates a frame of being an ordinary person since those who are not especially like him as a president has aids or helpers to do the tasks of doing the laundry. but surprisingly, he claimed he is the one doing the job but has failed to do so (tinatamad ako maglaba.). his description of his language (not really courteous) is justified by his claim of being someone from the province and that he cannot so something on it since it is the manner people from the province speak (yan ang linguahe namin). identity as the head of the state and as commander in chief this identity, even without any descriptions taken from his speech is known by the majority since any president is. however, in the analysis of president duterte’s speeches, his linguistic choices made the said identity apparent. the repetitions, (i will not allow) and the pronominals i, my are notions of personal identity. in ps5, these are used to show ownership of the country, and the government which all implies that he is a person with high rank in the government. the repetition i will not allow shows a strong conviction. this identity is also portrayed in ps5 when president duterte mentioned the noun, impeachment which can only be done to presidents and chief justices of the country; and the time element of six years, of which only the president and the vice presidents have as terms of office as government official. i will not allow my country to be destroyed. i will not allow my country — the next generation to be compromised. maski ano gawin ko. and i will not allow corruption to destroy my government.ps5 never mind about impeachment. i don’t give—i will not die if i do not complete the six years.ps5 the identity of being a commander in chief is projected with the use of the highlighted words in the foregoing extracts from ps1 and ps5. the verbs constituting the command sentences as well as the noun commander, and the pronominal i and my facilitate the portrayal of such identity in his speech. i will order every precinct commander in town all over the philippines to give you a list of the persons who are playing drugs and who are destroying the lives of the innocents.ps1 and whenever there is, i’m losing two policemen a day in the drug trade. at least two on the average, two policemen a day and one or two military men. i have commissioned them to join the fight. so we will fight. i will not…ps5 identity as leader of reforms this identity is marked with the commissives, pronominal, modal and other elements. in ps1, the conviction to change the government is done through the use of modal (will) and pronominal (i) plus the phrasal do away representing a movement from present state to another; hence, the present situation is bound to change. adding up to this is the time metaphor, past to project that thing in the past which will no longer happen in the future (ps5). more evidently, the order of president duterte for a shortened time to secure clearances and the command to explain to him when this is not done are all aspects of reforms identified in his speech though it is only presented through an anecdote of his political activities in his city, davao. i will do away with corruption in government and it will be. maniwala po kayo. yayariin ko talaga lahat ng corrupt. i am committed to it.ps1 i will make the city peaceful. i will make corruption a past in the city.ps5 i was the first city to impose a three-day limit of clearances whether it is electrical, business, or whatever. three days or 72 hours, after that you explain to me why it took you more than 72 hours to process a simple task. that was the rule in davao. when i said no corruption, so i will kill you. ps5 identity as warrior against drug president’s war metaphor on drug issues and the people who are behind it is giving emphasis on his identity as warrior against drugs. expressions i and will manifest convictions and certainty about his plans on drug addiction. the negatives “do not” also support this pa ge 22 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 16-24, 2022 identity. moreover, the president also showing conviction as drug warrior by using the metaphor king, and the word killed are expressions relating to a warrior. i will kill you.” i do not like drugs because it will destroy our young people, our youth. ps1 then i said, i will suppress drugs. ginagwa ko rin and believe me, until last pusher out of the streets and last drug lord is exterminated, it will last until the last day of my term wala akong — hindi tayo aatras diyan. ps1 i will not stop until the last drug pusher is out of the street and the last drug lord or king killed. ps6 identity as initiator of peaceful negotiation this identity can be framed when he mentioned his worry when he is informed about buying a bullet for he thought of having these bullets used to his fellow filipinos like npas ad moro; thereby presenting the element of having peace talk (usap nalang tayo). he also pointed out groups like npa, mi, indigenous peoples, moro as subjects in the negations and peace talk qualified by the modifier inclusivity in the peace process. his manifested emotion (elated) portrays positivity towards the achievement of the goal related to peace talk and unity. these linguistic elements sum up as to how he project his identity as initiator of peace negotiations. tsaka ‘yung mga npa tumahimik na kayo diyan… pero every time i sign anything that buys a bullet, i always think that either it’s used against the moro na pilipino o mga npa. kaya ako ‘di masyado ako, istorya na lang tayo. ps7 sa mi naman, we have agreed to talk. si nur naman sa ano, he wants a separate. ps7 i am elated by the expression of unity among our moro brothers and leaders, and the response of everyone else to my call for peace. ps2 i look forward to the participation of all other stakeholders, particularly our indigenous peoples, to ensure inclusivity in the peace process. ps2 so we have to deal with the traditional moro. ps3 identity as legally knowledgeable person. while identifying himself as an ordinary citizen who governs the highest office of the land, presidents duterte in his speeches frequently switch the portrayal of his identity being a knowledgeable person in the legal parlance. in ps2 nouns which identify him include lawyer and prosecutors, the professionals in the legal field. this has been supported with i know to emphasize that he knows about the law and its processes. he also states his incomparable devotion to the rule of law. the jargon like due process is also used. in ps5, his knowledge about the law is flaunted when with so much conviction that there is no law in the philippines to vindicate that he can be imprisoned when he kills the criminals. as a lawyer and a former prosecutor, i know the limits of the power and authority of the president. i know what is legal and what is not. my adherence to due process and the rule of law is uncompromising. ps2 … because tayong lawyers, we are trained to just look at the law and if it is clear, if it does not admit of any equivocal answer, don’t. p3 it is not a crime to threaten criminals with death.there is no law in the philippines which says, i have to go to jail because i said you threaten the next generation and the speaker would kill you. ps5 you know, i said i’ve been a trial lawyer for eight years. ps5 in addition, in his identity of his being an ordinary citizen, president duterte made use of “i” and “we” to project his belongingness to the poor people. this kind of conceptions, in rhetorical theory, is linked to an important insight on the relationship between language and identity. inspired by poststructuralist principles (klujeff, 2009; bruner, 2005) argued that texts “construct subjects” and create the premises for social belonging. this means that collective identity is seen as a flexible and intersubjective phenomenon, which is created through communication. for duterte, he has no money, he does his laundry, he entrusts the future to the youth – all are filipino identities of being ordinary and non-elite. nouns and their equivalents, the adjectives and the pronominal were part of the speeches of president duterte to point out his identity of being a head of state and a legal expert. in the same manner, these linguistic elements were also used in order notice his being a leader of reforms, a warrior on drugs and a peaceful negotiator. the abstract nouns for peace and order of the country, modifiers such as peace talks, inclusivity in the peace process advance his identity of being pro-peace, and his claims of equality. implications for practice president duterte’s speeches have metaphor domains related to social issues, economy, filipino people, politics and his position or authority as leader of the land. these are presented and mapped to the source domains such as living beings, machine or tools, health/illness, movement, sports/games, war, death and business/money. i can say that these source domains in the metaphor cognitive mappings are familiar when the analysis is anchored on the theory of cognitive mapping by (lakoff & jonhson, 1998). this means, no sensible analysis can be done when a (the source domain) is not linked to b (the target domain). in teaching the english language particularly in decoding metaphorical expressions from the texts, a teacher should be able to let the students understand literal concepts and attributes of the source domain to be able to connect such to the target domain. this idea is consonance to searle’s who emphasized this practice in cognitive metaphor mapping. understanding metaphor is contextual too. hence, context should be also pointed out to derive meanings and connections. metaphors are overwhelmingly used in different texts not only in political speeches. they are even part of the daily conversation. with this, language teacher must be reminded that metaphor elements in discourse may lead to misinterpretations (krippendorff, 1993). this can pa ge 23 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 16-24, 2022 surely occur when cognitive mapping is not practiced in revealing and understanding meanings – an eye for resemblance is very important. similarly, when teaching writing whether creative or noncreative writing, metaphor is unavoidable since it has been part of the daily conversation. a good practice on metaphor use is ensuring that the metaphorical expression is new in its sense. with president duterte’s speeches, source metaphors may be of familiar groups but the words are fresh and that mapping of elements should be carefully done and understood in context. hence, when teaching about metaphor use, teachers should show how it could be done and that newness is always the aim; otherwise, that metaphor breeds cliché according to lakoff and johnson (1980) since with repetition its effect can be lost. this directs us teachers to model the use of new and or modified concepts on metaphor use and abandon those that have been used through time. as filipino citizens, the important audience of political speeches of president duterte, it is imperative that we will be able to understanding his message. in fact, criticisms to him are unavoidable – his words may be acceptable or unacceptable in our personal perspective but the practice of mapping his metaphors to his target message matters a lot to give way for better understanding. our students can either be his supporters or his critics and as teachers, it is our role to help them discern through objective judgments, the metaphorical expressions of the president and or other people we interact in our daily conversations. moreover, aside from metaphors, there are also lexical elements and rhetoric which paved way for president duterte to communicate to us his values, belief system and or his ideologies as a whole. language which come in different features are vehicles to convey such. teachers should introduce to the language class how these ideologies are communicated through the use of language. how words function for a purpose and how these can be understood and used as well. the ideology of president duterte may be prone to criticisms and may have urged others to take his side. as language teachers, decoding important elements of the discourse is a priority in the communicative sense. language is a vehicle for communication and thus, must be understood through the way people use it. critical thinking should be embedded in the teaching of language for the students to distinguish what arguments are presented soundly and what are not. in this way, whether they criticize or favor duterte’s ideologies, at least, they have prior and deeper understanding toward these ideologies. this is the essence of understanding the ideologies of the country’s leader by analyzing the linguistic elements being used. likewise, the identity of president duterte is presented through his use and choice of language in his speeches. i have not yet met the president in person, i only have listened to his speeches; hence, i cannot speak on his behalf what kind of person he is and what roles he takes as leader of the country. the question as to, who he will remain undisclosed without using his discourse as element for a sensible analysis. this has to be presented to the students too. teachers and students alike are in the education spectrum where knowledge search is fundamental and a primary goal. the findings of this study direct teacher’s effort to web the language accordingly, build a perspective about the person through his language and presentation of oneself in the public. one’s language can build or ruin a person. hence, this must be inculcated to the students. in line with the notion of identities through language, activities geared towards practice or drills on the use of adjectives are also important so better labels are attached to person’s identities. similar activities can also be done in learning the use to proper adjectives, anecdotes and inclusion/exclusion concepts to present one’s personality or identity to other people. basically, this study provides the platform of understanding that teaching language is not confined with memorization of grammar rules, it must be more on understanding of words are used to convey and or create meanings necessary in our daily conversation in different contexts. implication for future research my study was focused on the metaphor in the speeches of president duterte and on some linguistic elements essential in the analysis of the ideologies and portrayal of identities. prior to the study, i have not entertained the thoughts of studying other features of language so i can have diverse perspective in analyzing the ideologies and identities of the president. i prefer to use metaphor since i am convinced in my readings that political speeches are metaphorical and i failed to realize that language can be manipulated in different ways in order to convey messages. hence, for future researchers, i would like to suggest that other elements of language should be studied in speeches of president duterte. i have observed that there are similes, rhetorical questions and other types of analogies which can be studied through textual analysis and from there a step higher can be also employed – the critical discourse analysis. it would also be interesting to study the words used by the president to respond to the attacks of his critics and how these words reflect his values as a filipino leader. in addition, the study of ideology can also be more indepth unfolding which of the political spectrum president duterte belongs and that the corpora for this must be his campaign speeches and not that similar corpora being studied in this current research. the political agenda may reveal his ideologies and his political party. similarly, the issues of extrajudicial killings in consonance to his “war on drug” can be investigated in socio-linguistic perspectives. i have come across foucault (1979) theory which might be useful in the critical analysis of duterte’s words referring to killings in connection to his anti-drug campaign. for students, researches related to how metaphors are used by student writers can also be conducted. this is for pa ge 24 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 16-24, 2022 teachers to find out what help can be given to students for them to use metaphor effectively in their writings. similarly, in analysis can also be done to the anecdotes written by students so reveal what identities they portray and how they express it through language. concluding remarks the decision to pursue this study is done in a vacuum. admittedly, there was no prior readings on theories which can be possibly applied to speeches as my corpora of the study. however, speeches of president duterte is interesting for me and thus, i never doubted of pursuing an analysis to his speeches. when i started to gather the necessary corpora, problems as to which of his speeches will be included in my study has been haunting me most of the time. these had brought me to sleepless nights watching youtube and visiting other websites to get speech transcripts. adding to the burden was the need to transcribe the speeches since there were no available scripts online. this is probable because in one of his speeches, he mentioned that he is not fond of reading the speeches prepared for him; hence, this has attributed to my difficulty of finding his scripts. patience and the will to finish the endeavor made me hurdle all of these. analyzing the corpora has again brought turmoil. the overwhelming literature on discourse analysis, critical discourse analysis, political discourse, language and ideology, language and identity, politics and language and the like were eating so much of my time trying to figure out what can be applied to my context. the expertise of my adviser helped me go through all of these circumstances. reading extensively and focusing on the tasks of analyzing the corpora were all done despite hectic schedules at work. the completion of this study gives me personal and professional lessons. personal lessons were acknowledged through necessary values that researchers should uphold – sticking to deadlines, getting wider perspectives, conducting deeper searches, professionally, as a language teacher, the study made me realized a lot of things related to language teaching. language is should not be taught in isolation, instead, it must be contextual and purposive. most importantly, as a filipino citizen, the speeches of president duterte which i have read for several times have directed me to better understanding about who is he as my country’s president. while there are words uttered by him which may not be acceptable in my value system, this research made it possible for me to be objective and be more focused in studying his language and the message he is trying to put across. further, i realized that language in politics comes in different shapes. since political discourse is communicated to diverse audience, careful and through analysis should be done to better exemplify answers to the questions posed in the beginning, during and after of the study. this means, this research is done but the findings have even opened a lot of doors for more researches. references allen, m. (ed.). (2017). the sage encyclopedia of communication research methods. sage publications. berowa, a. m. c. (2019). president rodrigo roa duterte in the spotlight: the pragmatic factors and functions of swearing in public discourse annie mae c. berowa. asian efl journal, 21(2.4), 183-204. borčić, n., kanižaj, i., & kršul, s. (2016). conceptual metaphor in political communication. zbornik sveučilišta u dubrovniku, (3), 73-94. bruner, m. l. (2006). rationality, reason and the history of thought. argumentation, 20(2), 185-208. charteris-black, j. (2005). persuasion, legitimacy and leadership. in politicians and rhetoric (pp. 1-31). palgrave macmillan, london. curato, n. (2017). flirting with authoritarian fantasies? rodrigo duterte and the new terms of philippine populism. journal of contemporary asia, 47(1), 142-153. denzin, n. k., & lincoln, y. s. (eds.). (2011). the sage handbook of qualitative research. sage. devanadera, a., & alieto, e. (2019). speech act analysis of duterte’s commemorative speeches. science international (lahore), 31(3), 513-520. foucault, m. (1979). my body, this paper, this fire. oxford literary review, 4(1), 9-28. johnson, m., & lakoff, g. (1980). metaphors we live by. chicago & london. klujeff, m. l. (2009). retorisk publikum. i retorikkens aktualitet. hanne roer og marie lund klujeff, red, 61-84. krippendorff, k. (1993). major metaphors of communication and some constructivist reflections on their use. cybernetics & human knowing, 2(1), 3. lesz, b. (2011). to shape the world for the better: an analysis of metaphors in the speeches of barack obama (master’s thesis, universitetet i tromsø). lakoff, g. (1991). metaphor and war: the metaphor system used to justify war in the gulf. peace research, 25-32. lakoff, g., & johnson, m. (1987). the metaphorical logic of rape. metaphor and symbol, 2(1), 73-79. lakoff, g., & johnson, m. (1998). leben in metaphern. konstruktion und gebrauch von sprachbildern, heidelberg, 72011. lemana, y. c., & gatcho, a. r. g. (2019). unveiling the microstructure elements of president rodrigo duterte’s interviews: a political discourse analysis. international journal of language and literary studies, 1(3). navera, g. s. (2020, june). belligerence as argument: the allure of the war metaphor in philippine presidential speeches. in kairos: a journal of critical symposium, 5(1), 67-82. pa ge 1 pa ge 1 american journal of arts and human science (ajahs) advancing youth ministry in the church towards transforming lives, spiritual and social being sam rhoy b. dela cruz1*, renedict b. de leon2 volume 1 issue 5, year 2023 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i5.1098 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: december 19, 2022 accepted: december 26, 2022 published: january 06, 2023 the purpose of this study is to discover how spiritual formation in bocaue transforms the lives of the youth and how it strengthens their faith in god. anchored in this study are john fisher’s four domains of spirituality, health, and well-being and soren kierkegaard’s three stages of life. the study was qualitative-phenomenological research with semi-structured interviews and purposive sampling. the interviews were transcribed verbatim and significant statements were chosen. these were categorized into theme clusters in order to get the emergent themes. the emergent themes reflected in the interviews were: assimilation of spiritual formation, justification of spiritual engagement, before-and-after of spiritual engagement, and the experiences in the youth ministry. the significant statements were carefully analyzed and categorized into themes. the following conclusions were drawn: (1) the youth sees the youth ministry and the spiritual formation as a platform for them to change for the better; (2) there are different reasons why the youth are joining the youth ministry by the influence of others, trained by the school, overcoming problems and personal growth; (3) the lives of the youth became better when they started their service in the church and; (4) the youth ministry truly transforms the lives of the young people in many aspects. keywords spiritual formation, spiritual being, youth ministry, spirituality, bocaue, bulacan 1 far eastern university, philippines 2 dr. yanga’s colleges, inc, philippines * corresponding author’s e-mail: samrhoydelacruz@gmail.com introduction it is indeed part of a person’s life to have a basis for their living. people always look for inspiration for them to have strength in the struggles they face each day and in dealing with their problems and decisions in life. each day, problems are encountered by many. for youth-related matters alone, there are a lot of cases being recorded. the world assembly of youth (2019) attested that there are fourteen (14) youth-related issues in society. some of these problems which are relevant to the philippines are: (1) the abuses that the young women are experiencing be it sexual, physical or emotional, (2) the spread of hiv/aids which keeps on rising year after year, (3) consumption of drugs due to recreational use instead of using them for medical benefits, (4) unemployment affecting the youth is also a major concern, and (5) a number of young people are involved in committing crimes. with these cases occurring continually, young people truly need help and guidance in order to live an ideal life for them. on the other hand, decision-making is absolutely needed in every chapter of the life of a person. people are shaped by their decisions in which, and those decisions may have life-and-death consequences with that, he asserted that there are matters to take into consideration in making choices anchored in their christian faith (benneth, n.d.). with the decisions being anchored in faith, it implies that religion plays a crucial role in developing a person’s spiritual well-being. spirituality as defined by the writers of takingcharge.edu (n.d.) is an aspect wherein an individual is searching for the meaning or purpose of their existence and the way they experience their belongingness with the things around them. this includes, of course, the activities in their church where they get to meet people who are experiencing problems they can relate to. people are also getting the chance to share their life experiences and with that, they can serve as an inspiration to others as well. through their religion or community, they will be able to establish a connection with each other and the supreme being they believe in. every person is looking for ways how to live their life to the fullest. despite all the problems people are facing, they would always try to find a way how to improve their life situation and be a contributor to making the world a better place. similarly, people would always ask themselves the question ‘what makes life worth living?’ as mentioned by teo (2018), although a person already possesses the things that are believed to be necessary for life, they will still feel empty if they do not have the meaning they are trying to look for. in that case, spirituality plays an essential role in the lives of people as it benefits them in many aspects. there is a study conducted by howell in 2013 that, spiritual people possess positive characteristics such as being gracious, compassionate, optimistic, and self-actualized. hence, people are engaging themselves in different activities which would enhance their spiritual well-being. one of the ways to approach spirituality is through religion, which is also widely known. this is the reason why people are joining spiritual formations in their respective churches. various spiritual formations in the town of bocaue are being conducted by the parishes for the people, specifically for the youth. the parishes namely, (1) st. martin of tours, parish; (2) nuestro señor jesucristo and st. andrew kim taegon parish of lolomboy, and (3) st. peter of alcantara parish of taal are doing their best to provide spiritual formations to the members of pa ge 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(5) 1-8, 2023 their community, this is for the betterment of not just the church community but also help the municipality grow through shaping the citizens, especially the youth to be good individuals. one of the spiritual formations they offer for the youth is the singles encounter, an annual retreat for single men and women. this activity aims to help the youth in tackling concerns and challenges that they experience in their everyday life. they undergo a series of talks and activities in their 3day retreat, to help them be guided in their journey, to help them understand themselves more, to help them have a better relationship with others, to help them be a good social entity to their community and be closer to god. the singles encounter is being sponsored by the previous se graduates, for them to share the feeling they have experienced during their batch. the participants would start as strangers and along the activities, they will be able to establish a relationship and be part of the se family. its goal is to help an individual to become better and be ready for life’s troubles and difficulties with the help of newly established friendships, and new realizations about their life (seweekend.com, n.d.). another is serving as one of the altar servers or knights of the altar. these people play a vital role during eucharistic celebrations, they assist the priests to ensure that the parishioners are celebrating the mass in the most prayerful way. also, more of being asked of them is being able to help others strengthen their faith and encounter christ through their service (church of st. mary of the angels, 2019). the church also has an organization for the youth known as the parish commission on youth (pcy). it is under the guidance of the ppc or the parish pastoral council, and the task of this organization is to be an inspiration to the youth to be part of the parish community. the commission organizes and supervises activities that help the parish and its parishioners and helps the youth to enhance their potential to be leaders and to become responsible and mature members of the community (st. joseph pcy, n.d.). being engaged in spiritual formations mentioned, as members of the youth ministry, they are not just helping themselves but also the betterment of their community through outreach activities and advocacy projects that were being conducted by the youth ministry. they give assistance whenever needed especially during feasts and special days for the catholics. literature review four domains model: connecting spirituality, health, and well-being this grounded theory qualitative research conducted by fisher (2011) developed detailed descriptions of what is called the four domains of spirituality, health, and well-being. human existence, according to fisher, can be categorized into the following domains which are: (1) relationship with self or the personal domain; (2) relationship with others or the communal domain; (3) relationship with the environment or the environmental domain and; (4) relationship with transcendent other or the transcendental domain. the personal domain is where an individual intra-relates with oneself in accordance with their search for the essence of their existence. communication with oneself and self-realization would lead the person to contentment in his search for identity and self-worth. the communal domain is concerned with the interpersonal relationships of the person. this is between an individual and the other people around them, because of their relationship, they are able to express love, forgiveness, hope, trust, and faith. relationships with others, help them grow in the aspect of morality, culture, and even in religion. the environmental domain, from the word itself, ‘environment’ shows the relationship of an individual with the physical and biological aspects of the community. through this domain of spiritual well-being, people are developing their love and care for what they believe was provided for them by the creator. lastly, the transcendental domain is the relationship with the one beyond the human level. this shows that people believe that something powerful created the universe, through this, people are able to show their faith in god through adoration and worship. the domains that emerged from the grounded theory research of john fisher may aid the study in finding out which factors may contribute to the spiritual well-being of the youth. three stages of a full and happy life an old danish philosopher in the 19th century, soren kierkegaard, according to sturm (2017), identified that in a lifetime of a person, there are three possible stages – these are the aesthetic stage, the ethical stage, and the religious stage. the first stage can be described by the word, ‘pleasure’. the aesthetic stage is where people are after the things that feel good and the pleasure of experiencing beauty. that means this is the stage where people enjoy their twenties experiencing the wonder of life such as listening to music, seeing a movie, and traveling from one place to another. the ethical stage, on the other hand, is where a person learns how to follow the rules and the laws of society. they are inclined to obligations and responsibilities, this is where people start to build a home, have kids, and have jobs. people in this stage, also understand who they are in terms of their commitments, and realize that they are tied to others and to society. most of the people here exist as adults, they try to do the right thing and the rational thing. lastly, the religious stage is perhaps the highest stage of life that people can hope to be. it does not necessarily involve any belief system in particular but it is just about progressing past the previous two stages in life. life here becomes profound and lively. from enjoying the beautiful things in life to having responsibilities and obligations, pa ge 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(5) 1-8, 2023 this is where people would try to look for the purpose in fulfilling their duty. the aesthetic and ethical stages are concerned with the outer conception of life, while the religious stage is trying to reconcile it with the inner. in connection, the participants of this study would be the youth of bocaue, through kierkegaard’s stages of life, the researcher would determine if the youth are already having a glimpse of what a religious stage would be aside from knowing their responsibility as a member of the youth ministry and the church or even as a member of the society. statement of the problem this research aimed to explore the feelings and spiritual well-being of the youth ministry in the church of bocaue, bulacan. specifically, it seeks answers to the following questions: 1. what is spiritual formation in the perception of the participants? 2. why do the youth in bocaue engage themselves in spiritual activities in their parish? 3. how would they differentiate their life as a member of an organization in the church and their life if they are not engaged in any spiritual formation? 4. how can the experiences of the youth in the church be described in terms of: a. church activities; b. relationships with church mates, and; c. personal spiritual encounter? methods research design in order to come up with an analysis of the topic, the researcher used the qualitative research design. creswell (n.d.) asserted that this procedure relies on text and image data, it follows a different way of analyzing the data gathered by the researcher and the data collection may either be through observations or interviews. since the focus of the study was on the faith and spiritual well-being of the youth, the researcher believed that the phenomenological approach is the proper design to use to explore the individual experiences of the youth in bocaue when it comes to their faith and engagement in spiritual activities and being part of the youth ministry. phenomenology deals with revealing the essence or the essential structure of the phenomenon being studied. in relation, phenomenology is the study of what a person experiences in this world, with the nature of this study, the researcher would find out how the youth ministry or spiritual formations transformed the lives of the youth in bocaue through their experiences (morrow, 2015). semi-structured interviews were used in collecting the data since spiritual well-being is an unmeasurable variable and it has to be explored through deeper discussions. it was conducted with one respondent at a time, and it was a combination of closedand open-ended questions. follow-up questions of how and why may be given to the participants as well (adams, 2015). research locale the study was conducted in the municipality of bocaue, bulacan which is subdivided into 19 barangays. specifically, informants of the study came from the three parishes of the municipality. the first one, st. martin of tours parish church in bocaue town proper covers the following barangay; poblacion, biñang 1st, biñang 2nd, turo, bunlo, bambang, sulucan, bagumbayan, antipona, wakas and bolakan. the second one is located in brgy. taal which is the st. peter alcantara parish church. it covers the four barangays by the northeast of bocaue; taal, tambubong, caingin and batia. lastly, the one with two patron saints, nuestro señor jesucristo and st. andrew kim tae-gon parish church covers the remaining barangays which are; lolomboy, bundukan, duhat, and igulot. research informants the informants of the study were the youth of bocaue who have experienced joining the youth ministry in their respective parish. by the term youth ministry, the informants should be a member of any of the following organizations: the singles ministry, parish commission on youth, and servers of the altar. no gender preferences were considered in selecting the informant. there were 12 informants interviewed and purposive sampling was used in this study which means, the informant was chosen based on the knowledge of the researcher that they could provide answers to the objective of the study (baraceros, 2019). research instrument a set of guide questions were presented to the interviewees during the data collection. this is for the researcher to know their experiences and their faith after becoming a member of the youth ministry. the interview was semi-structured for the informants to be comfortable throughout the process, it would be an informal and conversational style. the questions were translated into filipino due to the same reason. 1. what do you think of the spiritual formations being conducted in your respective parish? 2. what are your reasons for joining the youth ministry in your parish? 3. how would you describe your life before becoming a member of the youth ministry? 4. how would you describe your experiences during the spiritual activities, programs, and gatherings in your church aside from the eucharistic celebrations? 5. how would you describe your relationship with your family and churchmates? 6. how would you encourage your family members and friends to join the spiritual activities you have been into? 7. what is the most rewarding experience you had in the youth ministry? 8. how do you deal with your problems after experiencing spiritual formations in your parish? pa ge 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(5) 1-8, 2023 9. do you even feel more of the presence of god with the youth ministry? 10. how do spiritual formations and the youth ministry affect your life as a whole? data gathering procedure after designing the research instrument, it was presented to the research adviser to make sure that it is reliable and valid for the data collection and make sure that the questions to be presented to the informants are biasfree. subsequently, in order for the researcher to conduct the interviews, the letters of consent were submitted to the offices of the three parishes in bocaue. upon approval, the interview took place. during the interview, the researcher recorded the answers from the informant using an audio recorder. the recordings served as the data for the study which then were transcribed word by word for the analysis and interpretation of the researcher. the answers from the informants were arranged into themes to reflect the needed answers to the objective of the study. data analysis a method proposed by colaizzi (1978), there are seven steps to follow in analyzing a descriptive phenomenological study which is common in the field of humanities and social sciences. the analysis of data depends upon the first-person accounts of what they have experienced in joining the youth ministry and various spiritual formations. first, the researcher has undergone a stage of familiarization by reading several times the participants’ answers to the interview questions. second, the significant statements were identified in relevance to the objective of the study. third, the researcher formulated meanings from the significant statements identified. then, the formulated meanings were clustered into themes that are common across all accounts. after that, there was a comprehensive description of what are the themes all about, and was condensed into short statements which would be truly essential to the structure of the spiritual well-being of the youth. lastly, after producing the fundamental structure, the researcher returned them to the participants of the study to verify if it captures their experiences and spiritual well-being in the youth ministry that they have shared purposefully with the study (morrow, et al., 2015). discussion the questions presented in the statement of the problem were answered in this chapter. the statements from the participants of the study have undergone analysis for the researcher to identify themes and concepts relevant to the objectives of the study which is to explore the spiritual being of the youth in their respective ministries. first, the researcher identified the significant statements which were coded into different clusters to come up with the answers to the research questions. the emergent themes are as follows: assimilating spiritual formation, justification of spiritual formation engagement, the before-and-after of the spiritual engagement, and experiences in the youth ministry. assimilating spiritual formation this terminology emerged from the statements of the informants that express their insights or perception of the spiritual formation being conducted in their parish. the statements from the informants were based on their experiences in joining spiritual formation or any church activities. according to the informants, spiritual formation in their parish give a lot of positive impacts on those who are involved. because of spiritual formation, members are being able to socialize with their fellows, their community is getting bigger due to encouraging other people to join as well. aside from that, they are also building their relationship with god through spiritual activities and they are spending more time with the almighty. spiritual formation also gives them a feeling of satisfaction, when they see their friends serving with them, it makes them happy, they are also experiencing an unexplainable feeling as if their soul is relieved with every spiritual encounter. the informants gave their perception of spiritual formation or the things that it can give to them. the first one is all about how they socialize with their churchmates. “and of course, to build friendship and to socialize with other people.” (sb 2, line 136-138) “i get to know a lot of people; we were able to deepen our friendship and serving the lord became the foundation of that relationship.” (sb 8, line 901-903) as mentioned above, the informants who were able to experience spiritual formation said that they were able to get to know other members of the church and establish good friendships with them. in connection, since they were able to socialize with each other, they are also inviting other people to join them resulting in the population of their community getting bigger. to testify: “those activities are the reasons why we are having a community.” (sb 3, line 253-255) “every third week of the month, we have this taasnoo katoliko wherein, there is a community mass being conducted on the streets to reach out to other people.” (sb 9, line 960-962) additionally, the community is getting larger for they are reaching out to other people as well through community masses and other activities that encourage their fellows to attend. in relevance, herbeck (2016) stated that in serving the lord, people are not just building friendships, they are creating a community wherein they pray together, host each other in their homes, and help each other evangelize. people are not just establishing their good relationship with each other but also, with the almighty god. as cited: “they wanted to build up their relationship with god.” (sb 1, line 6-7) “those activities enhance ourselves physically and mentally to get closer to god.” (sb 3, line 251-253) as clearly stated by the informants, spiritual formation is pa ge 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(5) 1-8, 2023 one of the reasons why they get closer to god. they get to have a peaceful moment to think and to talk with the almighty. in relation, people are hungry for an intimate relationship with god especially if they grow in spiritual maturity (zavada, 2019). moreover, spiritual formation is not just giving impact the relationships of people and with god, it also gives a feeling of satisfaction to the youth. first, convincing their friends or other people to join or to serve with them gives them a feeling of joy. to testify: “for me, it is joyful and i love the feeling when you encourage them to serve him or to get closer to god.” (sb 1, line 2-4) “although i am not with them, i always ask them, ‘did you attend the mass?’ then, it is something to me that they did.” (sb 9, line 27-28) seeing their other friends serving the lord or attending the activity is something good for the young servers. aside from the happiness, they are experiencing out of the encouragement of their friends, they receive an unexplainable feeling as well as if their soul is being relieved every spiritual encounter. as cited: “it feels good and relieving, it is something different. then, there is something that you feel relieves your soul every time there is an activity in the church.” (sb 1, line 33-36) “and then, the smile of the kids is priceless. it relieved our tiredness.” (sb 3, line 371-372) the spiritual formation or activities being conducted in their parish, relieve their stress and their soul as a whole. the spiritual self or the ‘soul’ of the person has always a direct and continuous connection with the spiritual dimension or the holy spirit which means, it is the soul of the people that communicates with the holy spirit of god. in connection, by attending spiritual formation and other activities, they are relieving their soul and establishing a strong connection with the spiritual dimension (culliford, 2012). justification of spiritual engagement the first reason is being influenced by others, by seeing other people serving the lord or the part of the youth ministry, gave them the curiosity to join and to feel what a server feels every time they serve in the church. to cite: “it was holy week back then; i saw sacristans on the processions and i was curious about what they are doing. so, a week after, i joined as a sacristan.” (sb 2, line 132135) “i told my mom, ‘ma, i want to join the sacristan, something like that,’ because i really like going to church, it has been my past time.” (sb 9, line 972-975) as seen from the statements above, one factor that encourages the youth to join the ministry is curiosity, because they see other people enjoying what they are doing and they want to feel that as well. another is that a family member is already part of the ministry in the church which gave them the opportunity to join as well. to attest: “i actually get envious of my brother because i always see him leaving the house, not knowing that he is already serving as a lector.” (sb 3, line 259-261) “actually, my aunt and my cousins, they were first to become sacristan before me. so, they were the ones who encouraged me to become a sacristan.” (sb 4, line 470473) it is truly a factor when one of your relatives or family members is part of the ministry of the church. as a member of the ministry, especially the mother, they will encourage their children to know more about god and serve him through being part of the youth ministry. in accordance, hutchison (2017) said that doing ministry together as a family gives a positive impact on the household, the family that serves together would have a healthy marriage and stable relationship with their children. not only being influenced by others but also being in a school where they are being taught how to serve the lord even at such a young age. the informants shared that they are already part of the ministry of the school and its spiritual formation is the reason why they were enlightened and decided to extend their service to their parish church. to attest: “i think with dyci, they helped me how to become a god-centered student.” (sb 3, line 283-285) the school’s different activities and programs such as retreat and recollection, it was a big help for the students to get to know god, leading them to be part of the youth ministry. those programs were shaping their personality to be good individuals and put god at the center of everything. aside from that, there are also informants who are already serving in their school’s ministry and happened to extend their service to their church. to cite: “because of the mission of our school, i got closer to him, unlike back then.” (sb 8, line 877-879) “then, i am also joining the junior catechists in the church, and from school. in that way, i was able to share my knowledge about god.” (sb 9, line 1067-1070) indeed, their school has been their stepping stone in order for them to extend their service to the lord. their experience in the ministry of the school made them realize that it should not stop there and young people are also needed in the youth ministry of the parish. in school, students have an opportunity to teach children about the word of god, by that way, they are serving the community already, being a flexible educational institution not just focusing on academics but also on other very important facets for holistic nurturing (barcelona, 2020). furthermore, the informants also shared that they are joining the youth ministry in their church because of the problems they are facing. first, problems such as family matters pushed them to be part of the organization. as cited: “i think it is because of family problems why i was pushed to be here, and also self-problem, they are pushing me to serve or to go to church.” (sb 1, line 8-10) in the hopes that they can fix the problems within their pa ge 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(5) 1-8, 2023 family, the youth are joining the spiritual formation in the church. they find peace in serving the lord as well as forgetting the problems they left behind at home. in relation, in every challenge that a person faces, the best way to overcome them is to look to the lord, that is how they surpass the barriers of life. serving the lord brings them comfort which is why they continue doing it, to forget the problems they are facing (regoli, 2017). in addition, serving the lord and attending spiritual formation can help in minimizing the challenges and struggles they are facing. through these activities and endeavors, they are getting stronger hence, seeing problems smaller and handling them easily. to affirm: “it is actually helping us to lessen the problems we have.” (sb 1, line 76-77) with the statement above, problems are getting smaller if they are with god, serving him, and feeling his presence. to reiterate, people always look for god every time they face a struggle in life, be it personal, family matters, or relationship problems with friends or special someone. for them, serving in the church has been their way of coping with their problems. the spiritual formation gives them joy and comfort. the third reason for the informants involves their personal growth. they joined the youth ministry because they want to improve their life and change for the better. and they also gain new knowledge or learn new lessons through the word of god being fed to them by the church. in order for them to grow personally and spiritually, they wanted to change for the better, and they believe that the church and the spiritual formation can help them do that. to cite: “i think when i started serving, i was able to help myself to grow.” (sb 1, line 22-23) indeed, serving the lord, and having time to reflect on the things in life helps people grow in terms of their personalities, they get to improve their interpersonal skills by socializing with other people instead of staying at home, and in terms of their emotions, they are learning how to control it because they feel comfortable in the church. in accordance, spiritual formation sharpens the attentiveness of one person to god and it helps them be more and more like jesus, hence, they are changing their lives for the better (throop, 2011). as part of growing, people are also gaining new knowledge or lessons and they are able to apply them in their lives. it is from the word of god that they learn how to deal with their fellowmen, handle problems and be a good member of society. as asserted: “i was enlightened and my personality becomes livelier every time i hear the word of god.” (sb 3, line 438-440) by hearing the word of god, people are getting enlightened and the lessons they learned from it become vital in their everyday lives. as has been mentioned above, it helps them grow personally, and it gives color to their life as it is the basis or foundation of their living. before-and-after spiritual engagement after getting their insights about spiritual formation and determining their reasons for joining, the informants also shared the situation they were in when they are not yet members of the youth ministry and what happened after they were introduced to the youth ministry and immersed in various spiritual formations. considering that life is full of struggles in which, people are facing different problems in families, finances, health, and other issues. as a non-member of the youth ministry, they were having difficulties in facing their problems, they are involved in bad habits or activities, they have no interest in church activities, and having negative views in life. as aforementioned by the informants, they joined the ministry because they wanted to lessen their problems or at least learn how to handle challenges in life. they have difficulties in facing problems back when they are not in the ministry. as cited: “i think back then, i deal with my struggles so hard.” (sb 1, line 20-21) “of course, because i was just a kid then, i cannot tell if i work on it too hard but i always try to understand my problems.” (sb 7, line 849-853) since they do have not enough guidance and prefer to deal with their problems alone, they are having difficulties in handling them, with no one to share with. regarding that, there are principles to understand in facing challenges in the christian way, first is that struggles are part of the mortal experience, second is challenges can help people grow, and third is maintaining faith in the lord in order to have the strength to solve problems and overcome them and lastly, understand that people must endure to the end (the gospel and the procedure life student manual, 2017). moreover, the informants do not have also interest in church activities even though they have experienced attending masses. to cite: “back then before i started serving, i am really lazy when it comes to attending masses because you have to stand and listen for an hour.” (sb 3, line 276-279) “back then, i do not attend masses regularly, only once a month.” (sb 6, line 690-691) seeing that the world today has so many things to offer, such as technological advancements and other platforms of entertainment. when they are not yet members of the youth ministry, the informants have no interest in attending church activities. in addition, as part of being a non-member of the youth ministry, the informants are having negative perspectives in life. as evidence: “before i enter being a lector, i always think negatively, then i always think that i cannot do some things.” (sb 3, line 353-355) “i think i am not an optimistic person back then. i was just playing around and not thinking of anything.” (sb 10, line, 1095-1097) pa ge 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(5) 1-8, 2023 a negative outlook toward life is truly present in people who do not have someone or a community to lean on. with the youth ministry, people would have friends to talk to and understand different aspects of life because of the activities in the church. in relevance, with the guidance of the ministry or feeling the presence of god, the youth would understand that embracing a life of positive thinking would not mean the struggle will be easy, but being prepared for the challenges they are about to face. each time that a person struggles with negativity, the guidance of the lord will keep them fighting, hence, being part of a youth ministry is a big thing (miles, n.d.). on the other hand, being a member of a youth ministry made a positive impact on the informants. they learned to think of others first, before thinking of themselves and they lift all of their problems and pain to the lord. as shown: “like what i said, i always think of other people first before i solve my own problems.” (sb 1, line 86-88) “like what i said a while ago, i became more open to people, i stopped being selfish, and i think of other people more.” (sb 10, line 1182-1184) serving the lord means being selfless because, in the youth ministry, the young people are being taught to think of others by helping them through simple acts this includes spreading the word of god and introducing him to other people. people in the church are supposed to be striving for selflessness, like jesus. one lesson that people are learning from the church is to love neighbors as they love themselves, not literally neighbors but people who are considered to be the lost, the least, and the last (bell, 2018). the youth also learned that in every struggle they face, god will always help them or make a way to overcome their problems. to testify: “when i became a sacristan, i share my problems with god and everything i am grateful for in life.” (sb 2, line 146-145) “i lift everything to god and i do not overthink my problems anymore. i don’t think of them because it will be solved if you will believe in god.” (sb 5, line 637641) with their mind being nourished with good principles in life and with the guidance of god through the youth ministry, the informants believed that god will always be there to help in all the problems they face. with that, they lift everything to him, and they do not think of their problems too much anymore. whenever people feel desperate, they put everything in god’s hands, believing that it would change everything, or at least would give them enough courage to keep going (house of hermens, 2018). experiences in the youth ministry the experiences of the youth in their church ministry can be described in terms of their relationship with one another, their spiritual activities, encouraging other people to be part of their ministry, and their encounter with god. the informants’ relationship with one another is vital for them to find comfort in the youth ministry. according to the informants, they become comfortable with each other, in each time they spend together because of the closeness they have established. when they were just new to the group, they received a warm welcome and in hard times, they can count on each other by listening to each other’s problems and giving pieces of advice. being in a group of youth-serving the lord by serving others also means having friends who share the same goal. to quote: “they are not hard to please because we have the same mission, to serve god, to serve the people, the church and the community.” (sb 1, line 41-44) “we always play like ordinary friends. sometimes we do silly things together but when it comes to serving, we are serious.” (sb 2, line 164-168) having friends in the youth ministry gives them so many reasons to continue the good things they are doing in the church. they consider each other as brothers and sisters because they share the same faith, the same mission, and the same goal. friendship is vital to the growth of each person and their endurance as christians. to make the bond stronger, christ should be the center of it, since it is the youth ministry, they enjoy serving god together and helping each other in times of need (hoover, 2018). the strong bond within the youth ministry begins with a warm welcome for the new members. as cited: “the first time i attended, you will not feel out of place because they will welcome you warmly.” (sb 3, line 309311) “they want us to start younger. in st. martin, they welcome the new ones and hold a ceremony that baptizes the newcomers, we welcome them as a family.” (sb 10, line 1111-1115) members of the youth ministry or the church, welcome their newbies with open arms, treating each other as families in order to accomplish their mission as christians. one of the highest factors for people to stay connected in the church is the genuine camaraderie of the people. giving a warm welcome to new members is essential for forming a relationship because it removes obstacles and uncertainty that hinder people to be connected. when people feel that they are welcome, they stick around and get involved in each endeavor of the group (morris, 2016). once they are a part of the youth ministry, in which they consider each other as a family, they provide guidance, and pieces of advice whenever one of them is facing problems. to wit: “for example, when i am at home, they ask me if i am fine, what am i going to do, and if i am available. i think they care for you, if you have a problem, they will try to help.” (sb 7, line 786-789) “there is also one person who helped me and told me that, ‘why do you have to be depressed? life has many offers to you.’” (sb 10, line 1166-1168) as brothers and sisters, they truly embody the lesson pa ge 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(5) 1-8, 2023 that the church is teaching them, ‘love one another.’ that simple act that they are doing, listening to each other’s problems, helps their churchmates to feel less lonely and handle their problems properly because of the advice, they know that someone believes that they can. when people share problems with each other, they create a culture of honesty and safety. they also get to model how christians trust christ through trials which is true as shown by the informants in the youth ministry (reed, 2015). aside from relationships with their churchmates, the informants also stated their experiences in spiritual activities. to prove: “we taught children in the community because it is so memorable for me and it draws me closer to them, they are cute and i see that they really want to learn. and i get closer to god.” (sb 1, line 41-44) “in school, the kids, i am also a catechist, we encourage them and we teach them catechism.” (sb 10, line 11311133) as part of their activities in the church, the informants also experienced teaching children in their community. teaching catechism benefits not only the children but them also. as mentioned above, they feel happy with what they are doing. as enumerated by meyer (n.d.), there are several good reasons for catechizing oneself and teaching catechism to children. it helps children in memorizing biblical truths, it also establishes firm beliefs among the children, opens touch points between the children and their parents when it comes to faith issues, and helps parents to strengthen their beliefs and what to teach their children. with their involvement in the youth ministry, the informants also have the chance to share what they are good at or showcase their talents in serving god. to attest: “yes, because in youth for christ, i experienced there to dance for the glory of god, every day we are together, when there is pyd parish youth day, we always go to different places for worship.” (sb 3, line 402-406) “yes, because in a church there are actually groups like music ministry while there is production ministry. so, the production group is the one who is in charge of designing and planning the looks of the altar.” (sb 7, line 747-751) as the above statements say, the informants were able to share their talents in the church wherein the members of the production ministry are utilizing their creativity to make the appearance of the church appealing to the parishioners. on the other hand, the music ministry is sharing its voice to give harmony inside the church. in relation, the enrichment of a parish depends upon the sharing of gifts and talents of its parishioners, it is a shared responsibility. all members of the church have roles to play, which is to share their god-given gifts so that the parish communities would continue to grow and flourish as a place where people develop their faith in the lord (ezop, 2017). in continuation, the informants are also receiving a feeling of freedom every time they are engaged in a spiritual formation. to wit: “first, i remember it through happiness, every gathering we have in the church, we forget our anger, we forget that there are walls that limit us.” (sb 4, line 491-494) when people get to talk to themselves, reflect, and communicate with the almighty, they are forgetting that they are experiencing the obstacles of life hence, having a feeling of freedom whenever they are doing spiritual activities. as explained by wright (2019) in her article, in order to achieve spiritual freedom, one should have a kind of engagement in spiritual exercises. if people really want to be free, they have to acknowledge their emotions, receive, feel and reflect on them. in encouraging others, the informants have the same sentiments, the first thing they do when they want to encourage their friends to join the youth ministry is to share their experiences from the activities that they have been into. as evidence: “i think i will share my experience with them. i’m going to tell them how glad we are when we are serving and how we contribute to our fellow young people.” (sb 1, line 63-65) “the most beautiful activity we have is the youth day wherein there are a lot of activities being conducted like worship. i will show them the things that are happening to us if ever they want to try, and if they like it, there is nothing wrong if they will pursue it.” (sb 5, line 665670) sharing of experiences might give an overview to their friends to join the youth ministry, although not going into detail to retain the element of surprise, the informants just want to share what they have felt, and the good things they received afterward. in addition, the informants are also encouraging their friends and family to join by exerting personal efforts to accompany them in attending masses or church activities. to wit: “of course, first thing, invite them to attend mass, with that, every time they hear the word of god, they will be enlightened and curious about the content and the message of the bible.” (sb 3, line 343-346) “then i will tell them, to try being one of the collectors. you will invite them surprisingly then once they enjoy it, they will surely continue serving.” (sb 5, line 610-613) the last point in encouraging others, the informants are serving as an inspiration to others to be like them, and to be part of the youth ministry. to testify: “with the people watching us, they will be encouraged to join as well, because the role of the yfc youth for christ does not just stop with serving the church, but we also have team building to strengthen our bond.” (sb 3, line 338-341) “i will give them a talk, in that way, they will be inspired, they will believe in god.” (sb 4, line 561-563) as given by the informants, the above statements imply that in order to invite others to be part of the youth ministry, they have to make an effort and try some ways pa ge 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(5) 1-8, 2023 which they believe would attract their fellows to serve god wholeheartedly. as written by kelly in 2018, there are ways to attract new members to the church. one of these ways is that they should be brought to church by their friends, family, or relatives because it can actually provide comfort and ease the sense of isolation that is normal when a person is unfamiliar with their environment. indeed, having familiar faces to see inside the church would eventually be comfortable for the new members, so in encouraging others in the church, it is important to accompany them and exert a personal effort for them to feel that they are truly welcome in the ministry. finally, another aspect of the informants’ experience in the youth ministry is their connection with god, their faith, and how they encounter him at all times. since they have established a good relationship with god, they considered the church as their second home already. they believe that they belong in the church which is why they are always in the church. to show: “as time goes by, the time that you are spending is no big deal anymore, it’s becoming a hobby, that you are serving and then the church becomes your second home.” (sb 3, 267-271) “yes, it is like you will always want to go to church and serve.” (sb 5, line 598-599) as the above statement from the informants implies, the church becomes home to those who are serving the lord willingly. in addition, with them being always in the church and they have a good relationship with god, therefore, his presence is always felt by the informants. as cited: “one thing i have to remember is god is always here for us, guiding us always and ready to welcome us with open arms.” (sb 7, line 846-867) “of course, these days most of the youth are suicidal. although sometimes you will feel that there is still hope, there is god that you know that he is just there for you.” (sb 9, line 1055-1059) belongingness to the church, and always feeling the presence of god also means having more time to talk with him. to cite: “i really feel the presence of the lord every time i have problems, i pray and i feel better.” (sb 8, line 924-926) “i sometimes blame god for why i have so many problems but, in the meantime, i overcome my depression through him also.” (sb 10, line 1163-1165) finally, with all of these coming together means the informants are forming a stronger faith in the lord. their stay in the church and talking to god oftentimes to raise their pains and problems means that they believe that god will help them in whatever obstacle they are struggling with. to prove: “when i was in grade 6, my mother was hospitalized during my birthday, then she was not around at my graduation. i just wished that she recovers soon and so it is. i feel like he helped me.” (sb 8, line 917-921) “back when i am sick, i ask him, ‘god, if it is your will to heal me then so be it, so i can continue serving you. then, the next day, i was doing good already.” (sb 4, line 541-5440) the statements above prove that they developed a strong faith in the lord because of their involvement in the church, they spend so much time in the church as if it is their home and always talking to god, to lift all of their problems as they believe that it is god’s helping hands that will work once you lift everything up to him. there are unexpected things that happen when people encounter the lord, and although it will not be always what people expected surely, a close encounter with god will give questions to the youth that they do not know that need answers. being with the lord opens their mind about their existence in this world, it helps people to understand and to realize the wrong things they have done in their lives therefore, it also helps them to get to the true heart of the issue. then, after everything, god will give them signs for them to tell others about him, and share their experience with him, by inspiring others to be part of the community of servers such as the youth ministry in the church (ccbc family, n.d.). conclusions the researcher determined that the youth ministry is vital in enhancing the spiritual being of the young bocaueños. their spiritual engagement and service in the church turned them into something better. when it comes to their experiences, the youth ministry has given them many positive impacts. therefore: • the youth see the youth ministry and the spiritual formation as platforms for them to change for the better be it in terms of their relationship with their fellows, relationship with god, and self-improvement. • there are different reasons why the youth are joining the youth ministry and serving the lord. they were either influenced by their friends or loved ones, or trained by their school, they want to learn how to handle their problems, and in order for them to grow spiritually. • the lives of the youth became better when they started their service in the church and their involvement in the youth ministry. • the spiritual being of the youth in bocaue is being enhanced in the aspect of their relationship with their fellows, the activities they are doing, their ways of encouraging others, and their personal encounter with the lord every day. all in all, it can be concluded that the youth ministry in bocaue such as the singles ministry, music ministry, and servers of the altar can help the youth in improving their spiritual being and transform their lives into a better one. recommendations with the findings of this research, the following recommendations were established: for the youth of bocaue. with the help of this research study, the young people of bocaue will be able to inspire more people to serve god by helping others. this study will be a piece of concrete evidence that youth ministry pa ge 10 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(5) 1-8, 2023 can truly help them grow as a person especially nowadays when suicidal thoughts are prevalent among teenagers. if they want to find friends and good company, the youth ministry is the ideal place because people in here treat each other as family. as shown in the evidence, they share problems with each other making them feel less lonely. engaging in spiritual activities would help them remove their negative thoughts by comforting them and feeding their minds the knowledge they need in dealing with problems. for the municipality of bocaue. the role of the municipal government would be important since the concern in this study are the youth. there should be programs and activities similar to the youth ministry that would surely help the youth be better contributors in town. first, have programs for their personality to grow and then have programs for the people who are in need, and the ones in-charge in making it happen are the youth. in this way, the local government would be a stepping stone for the youth to help others and encourage others to know more about god. for the parish pastoral council. this study would be of great help to them. they should continue conducting spiritual formation like se weekend and worships that truly help the youth in knowing others, knowing themselves, and most importantly, knowing god. the ppc should make sure that no members will be left behind, they should reach out to the members who stopped attending without saying anything because those people may have problems that can be dealt with by the collective effort of the church members. references 5 things that happen when you encounter jesus (n.d.). retrieved from https://www.ccbcfamily.org/5things-that-happen-when-you-encounterjesus/?cnreloaded=1 adams, w. 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(2019). how to have an intimate relationship with god. retrieved from https://www.learnreligions. com/build-your-relationship-with-jesus-701524 pa ge 1 pa ge 46 american journal of arts and human science (ajahs) the challenging conversation between the catholic church and sunni islam: an analysis of the dialogue with the vatican from the viewpoint of al-azhar university: challenges, setbacks & promises (1998-present) abdullah hemmet1* volume 2 issue 2, year 2023 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v2i2.1865 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: june 28, 2023 accepted: july 26, 2023 published: aug 04, 2023 catholicism and sunni islam have been at enmity for centuries, although both have tried to communicate in recent decades. over the last two decades, al-azhar university, the preeminent sunni intellectual institution, has engaged with the vatican to foster religious concord and mutual respect. al azhar university’s grand imam, sheikh ahmad al tayyeb, has met with various popes and promoted religious tolerance. pope francis has promoted interfaith dialogue with al azhar. it assesses al-azhar university’s role in the catholic-sunni dialogue and its triumphs, shortcomings, and prospects. this page uses various sources to explain the argument, its social and cultural setting, and the religious and political issues that shaped the discussion. it highlights the importance and challenges of interfaith cooperation. the overall research focuses on al-azhar university’s viewpoint to illuminate sunni muslims’ motivations for interfaith engagement with the catholic church. it describes the reconciliation between al-azhar university and the vatican and offers ideas for religious tolerance and understanding. this study illuminates the intricacy and flexibility of catholic-sunni dialogue. it emphasises the necessity for open conversation, mutual respect, and shared values across the world’s three largest religions to promote peace. keywords sunni islam, catholicism, nostra aetate, intellectual institution, al azhar university, imam al tayyeb 1 college de paris, paris, france * corresponding author’s email: abdullahhemmet@outlook.com introduction with a history dating back over a thousand years and 70 different faculties located throughout egypt, alazhar university in cairo, egypt, is the largest and most significant muslim -university in the world. since 1998, the permanent committee for dialogue with monotheistic religions at al-azhar university and the vatican have met yearly, alternating between rome and cairo. disagreements between al-azhar and pope benedict xvi led to the suspension of this dialogue in 2011. the private conversations between pope francis and other world leaders have resumed. when grand imam dr. ahmad al tayyeb visited the vatican in 2016, he had the opportunity to meet with pope francis (abdellatif, 2020). on april 28 and 29, 2017, pope francis visited egypt as part of his ongoing apostolic journey. he shared his views at a peace conference al-azhar and cairo’s grand imam co-hosted. his experiences there led him to conclude that all people of all colors, creeds, and nationalities should be reached by the teachings of peace, justice, equality, and human rights preached by the world’s religions. they joined together to sign a proclamation pledging to work toward improved international relations. pope francis and sheikh ahmed el-tayeb met and spoke on february 4 in abu dhabi, which led to the signing of the document on human fraternity. dialogue is a human, religious, and communicative need because it promotes mutual comprehension, esteem, and regard. aulad abdellah, a member of the worldwide association for al-azhar alumni and a professor of islamic studies and researcher at the vrije universiteit in amsterdam, thinks that misconceptions about religion may have detrimental and subversive implications. someone’s religious beliefs might be used to nmisunderstanding is only one of many cultural, economic, and ethnic factors that contribute to the persistence of violent conflict. to rephrase, when religion is misinterpreted, it may fuel conflict. a religious studies professor once argued that honest discussion between believers of various religions was essential to peaceful cohabitation (aulad abdellah, 2018). the catholic church and sunni islam have a long history of doctrinal and geopolitical disagreements, sometimes resulting in antagonistic relations between the two groups. however, since the late 1990s, there has been an ongoing effort to make intentional progress toward opening communication between the two religions. these efforts have fostered togetherness and spread compassion toward one another. this argument revolves around the vatican, the supreme governing body of the catholic church, and al-azhar university, a well-known sunni educational establishment (spadaro, 2018). to provide an answer to the following research question, this investigation is carried out a critical examination of previous reports that have covered the interfaith conversations that took place between the vatican and the al-azhar foundation. this study also seeks to evaluate the scholarly production that arab sunnis have produced on the issue (dorsey, 2019). the efforts of sheikh ahmad al tayyeb and pope francis to strengthen ties between the catholic church and sunni islam are also explored in this article in connection to their respective roles (dorsey, 2019). in this essay, we have examined the approaches taken up to this point in the conversation, emphasising the most serious theological, ethical, and political concerns raised and discussed. a pa ge 47 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 46-56, 2023 novel perspective on the possible advantages of dialogue and collaboration between the catholic church and sunni islam is offered at the end of the discussion. the overall discussion is a comprehensive look at a dialogue between the catholic church and al-azhar university. in this article, we look back at the last two decades and analyse the challenges encountered along with the possibilities that lie ahead in their wider social, political, and cultural environments. this article argues via an analysis of primary and secondary sources that interfaith friendships are more important than ever, despite their challenges. research question what was the perception of the official dialogue between the vatican and al azhar university from the viewpoint of al-azhar university, and how has it evolved from its official start in 1998 until the signing of the declaration on human fraternity in 2019? methodology while studying primary and secondary sources, the methodologies of history, textual analysis, and comparative research played a role in some way. in-depth interviews in a later stage of this research project, in-depth interviews will be conducted with the key actors involved in the dialogue between the vatican and al-azhar. the purpose of these interviews will be to explore the perception of the official dialogue between the vatican and al-azhar university, specifically from the viewpoint of al-azhar university. the objective is to understand how this perception has evolved from the dialogue’s official start in 1998 until the signing of the declaration on human fraternity in 2019. a combination of multiple-choice and open-ended questions will be used for the questionnaire. the questions will cover various aspects, including the impact of the dialogue on world peace and its implications for business and economic development. please note that the specific questions for the questionnaire will be developed at a later stage in the research process, taking into consideration the research objectives and the input from key actors. result and discussion discussion an in-depth look at the talks between the catholic church and sunni muslims al-azhar university has played a significant part in the dialogue that has taken place between the catholic church and sunni islam ever since the formal beginning of the conversation in the year 1998 (hellyer, 2017). this dialogue lasted right up to the signing of the declaration on human fraternity in the year 2019, making it one of the most significant institutions in the history of the dialogue. this goal was accomplished via conversations with the vatican and cooperation in various other interfaith initiatives. 1998 was significant because it initiated an official dialogue between the catholic church and sunni islam (kuruvachira, 2018). sheikh ahmad al tayyeb, the grand imam of al-azhar, is one of the influential people who has emphasised tolerance of people of different religions and nationalities as a fundamental goal. several renowned personalities have made similar comments. we concentrate on the most significant hurdles, problems, and possibilities that the conversation between the catholic church and sunni islam has offered. our analysis is based on a review of the materials that are now accessible. these are the points that have been brought up during the discussion. numerous tiers to the intricate web connect religious thought and deeds to armed warfare. not all conflicts have to escalate into violence, but how people interpret and use religious ideas may make a big difference. certain theological ideas might affect how wars play out on the battlefield. first, conflicts may arise when religious leaders interpret the bible, theology, and other holy texts differently. these differences might lead to violent conflicts if fueled by political, social, or economic tensions. second, those with political or ideological agendas may twist religious doctrine and practice to justify their use of violence. it’s a common manipulation tactic to appeal to religious beliefs to justify or promote violent behaviour. but it’s also feasible that religious reflection and action might help bring about peace. kindness, fairness, forgiveness, and peace are highly valued in many faiths, including catholicism and sunni islam. these concepts may serve as the cornerstone upon which peaceful communities may be built, and issues may be solved. al-azhar’s position on the relationship between the catholic church and sunni islam has brought various theological, ethical, and political difficulties to the forefront of the present interfaith debate. in light of the reality that both groups have difficulty coming to grips with the stresses of current politics, globalisation, and social change, this discussion has sought to investigate the notions of peace, justice, solidarity, and social responsibility (dorsey, 2019). it has been argued that religious law and teachings may be used to solve contemporary ethical problems, that religion plays a part in public life, and that it is important for adherents of different religions to respect and comprehend the beliefs and practises of one another. the signing of the declaration “human fraternity for world peace and living together” 2019 by pope francis and sheikh ahmad al tayyeb was a significant event throughout history (andrea t., 2019). the need for cultural interchange as well as mutual tolerance for the varied religious and spiritual practices practised by others, is another crucial topic that has emerged during dialogues between the catholic church and sunni islam, notably from the standpoint of alazhar. this issue has been brought up throughout pa ge 48 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 46-56, 2023 these discussions (alexander, 2007). several times, the leadership of al-azhar has expressed its support for more interfaith concord as well as tolerance (brignone, july 2017). the goal of the discussion up to this point has been to increase our awareness of and respect for the shared values that may be found among people from various backgrounds. in the last twenty years, the catholic church and sunni islam have made significant efforts to work, yet, they have been met along the road with various barriers and prohibitions. the ongoing sectarian and geopolitical tensions in the middle east have made the conflicts that have broken out amongst the many religious communities that live in that area even more severe (aulad abdellah, 2018). the progress made in the interfaith conversation has also been jeopardised due to these conflicts, which have threatened it. the catholic church and sunni islam comprise a complex web of different theological and cultural traditions; consequently, the discourse inside each organisation is filled with internal disputes and agendas that directly oppose one another. al-azhar university’s efforts to encourage communication between the catholic church and sunni islam have shown evidence of yielding favourable consequences, despite the challenges that they have faced. the issue of discussion has brought to light the need for interfaith partnerships in the promotion of cultural understanding, mutual respect, and collaboration in order to establish a global society that is more peaceful and harmonious. a scientific approach to interreligious dialogue the concept that individuals of various faiths have more common beliefs, values, and practises than they do, in contrast, serves as the foundation for conversations between those of different faiths. conversations between people of different faiths are often centred on the idea that they may have something to teach one another and might become better at working together if they do so (aulad abdellah, 2018). people of various religions may be able to put their differences aside and work together to make the world a better place if they have meaningful conversations about their experiences, values, and beliefs that they have in common with one another. it is essential to remember that those participating in an interfaith discussion may have different understandings of the term “discourse.” individuals and groups may bring a diverse range of experiences to the table, both in terms of their cultural backgrounds and religious beliefs. this diversity contributes fresh thoughts and interpretations, which helps the conversation advance, and it also enables members of different religions to realise the advantages of working together with one another. a social constructivist point of view is often adopted during conversations among individuals of various religious traditions (hellyer, 2017). truth and meaning, as seen from this vantage point, are not givens but rather arise via discourse and agreement. consequently, it is of the utmost importance for individuals of different religions to engage in open dialogue with one another about their values and views. when members of different faiths engage in conversation with one another, they provide an opening for mutual learning from the viewpoints and experiences of one another, which may lead to the development of novel interpretations. the contributions of many bright minds significantly aided our appreciation of the ethical relevance of our dialogues. when i think of some of the most influential philosophers in the history of ethical discussion, four names immediately emerge: martin buber, hans georg gadamer, mikhail bakhtin, and jurgen habermas. their work is predicated on the principles of ethical conversation, which include considering other individuals’ perspectives and promoting mutual comprehension (alexander, 2007). these writers have helped shed light on the nuances of speech by showing how it may enhance understanding and dialogue among members of other religions (francis, 2013). it is vital to study some basic issues concerning the nature of interfaith interaction and how it takes place to have a hold on the intricacy of this topic. this will allow one to have a better understanding of the complexities involved. discover solutions to issues that need to be addressed about the character and extent of interfaith discussion, its historical beginnings and development, its underlying causes and foundations, and the repercussions of diverse actions in this area. it is required to discover answers to questions that need to be addressed about the nature of interfaith dialogue and its scope. look at the official stances of organisations like the al-azhar foundation and the vatican. you may be able to gain a clearer picture of how individuals of different faiths all around the globe approach communication (melloni et al., 2016). likely, some insights into the nature of interfaith discussion and its purpose in promoting mutual understanding and respect among followers of different faiths might be extracted from the responses to these questions. the preceding two decades have brought new difficulties but also new opportunities over the last twenty years, various challenges, disappointments, and broken promises have significantly altered the landscape of religious relationships. these shifts are the result of a confluence of several influences coming together. the “decree on ecumenism” (unitatis redintegratio) is one of three key statements issued by vatican ii that address religious plurality. the other two declarations are “the dogma of the church” and “the constitution on religious liberty.” it is one of the three important statements that address religious plurality and discusses the ties between the roman catholic church and other christian faiths (church, 2019). both are immediately relevant to the problem at hand; however, the first relates to the freedom of religion, while the second discusses the relationship between the christian church and other religions. both are immediately relevant to the problem at hand. both are directly pertinent to the pa ge 49 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 46-56, 2023 problem that we are now dealing with. the first declaration, titled “declaration on the relationship of the church to non-christian religions” (also known as “nostra aetate,” which translates to “in our time”), constituted a profound paradigm shift in the catholic church’s perception of and attitude to non-christian religions. the text brought about this transformation. it recognised the need to have conversations with people of other faiths as part of mending fences between the catholic church and muslims (abdellatif, 2020). it is feasible for catholics and muslims to work together since their communities share many of the same core values and principles. interfaith dialogue, on the other hand, requires a deeper and more extensive level of involvement in addition to articulating its objectives. muslims have been the ones to initiate discussions about what islam is not throughout history. this is particularly true when differentiating religion from acts of violence or terrorism (alexander, 2007). even though they played a crucial part in developing a sense of trust among the other participants, muslims often claimed that they felt frightened and powerless in their efforts to advance the discourse. the inability of the catholic church and sunni islam to achieve reconciliation over the last two decades has had far-reaching ramifications for preserving religious peace in the middle east and beyond. these repercussions may be seen in places as far-flung as other parts of the world. the advent of violent extremist organisations like isis, which explicitly target religious minorities, has further strained the fragile peace between the region’s many religious groups (al-tayyeb, 2019). isis specifically targets religious minorities. due to concerns over politics and security, building bridges has been put on hold for the time being. as a direct consequence of globalisation’s ascent to prominence, the prospects for religious harmony worldwide and existing cultural and ideological norms gaps have become much broader. in controversial debates about topics like human rights, gender equality, and the preservation of the environment, religion has often served as a factor that contributes to the division of viewpoints. these are just some topics that have sparked heated disputes, but there are many more. despite the challenges that have been presented, there has been some forward movement in the dialogue that is going place between the catholic church and sunni islam. those individuals who go above and above to promote religious tolerance, mutual respect, and understanding have been acknowledged and rewarded for their contributions in this area (al-tayyeb, 2019). peace and the freedom to practise one’s religion are two advantages that come to mind when i think about the importance of interfaith cooperation, even if they aren’t the first things that come to me when i hear about it (yucel & tahir, 2021). several declarations of cooperation and activities encouraging interfaith collaboration have brought to light the need to respect one another and work together. this need has been brought to light by a variety of efforts. as a direct consequence of this discussion, unique points of view about the connection between religion and modernity and ethics, in general, have emerged. as our understanding of how religious and cultural traditions are intertwined grows, new strategies have emerged to address issues relating to social justice, environmental sustainability, and interfaith collaboration. these innovative new techniques are the product of a rising awareness that has led to their development. the dialogue between catholicism and sunni islam is positive, but it must be assessed within the framework of today’s culture to get an accurate comprehension of the phenomenon. migration patterns, pandemics, and the challenges provided by expanding nationalism and populism are a few examples of social, economic, and geopolitical crises that all shape the global debate (spadaro, 2018). these issues are all interconnected and interdependent on one another. the factors described in this article will continue influencing the discussion even after changing it. keeping a successful and relevant discourse amid change requires ongoing effort (brignone, july 2017). over the last two decades, the interactions that have taken place between the catholic church and sunni islam have been characterised by a great number of challenges, letdowns, and optimistic indicators. these characteristics have been present throughout the whole of these relationships. it remains a crucial gathering place for anybody interested in investigating the connections between religion and the modern world, and they will continue to discover that there. we may be better able to grasp the many contributions that the discourse has made and the effort necessary to maintain its current with the constantly evolving world around us if we place these events within the context of their particular social, political, and cultural situations. pope francis and sheikh ahmad al tayyeb’s contributions to catholic-sunni dialogue it has been noticed that both pope francis and sheikh ahmad al tayyeb, the grand imam of al azhar university, have been essential in building communication and mutual understanding between the catholic church and sunni islam over the last two decades. pope francis is now the leader of the catholic church. sheikh ahmad al tayyeb is the grand imam of al azhar university. sheikh ahmad al tayyeb is the current grand imam of al azhar university. the current pope is francis, and sheikh ahmad al tayyeb is the current leader of al azhar. sheikh ahmad al tayyeb now serves as al azhar university’s grand imam. francis is the current leader of the catholic church, while sheikh ahmad al tayyeb is the head of the al azhar organisation. primus inter pares, often known as the head of the catholic church, is a status that was just recently bestowed onto pope francis (al-tayyeb, 2019). both have put in a substantial amount of effort to help people who subscribe to a wide variety of religious traditions acquire the capacity to accept and work together with one another. pa ge 50 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 46-56, 2023 sheikh ahmad al tayyeb has made major contributions to the debate that is taking place between the catholic church and sunni islam. in particular, he has emphasised the importance of cultural appreciation, mutual tolerance, and participation in activities that unite people of various faiths. these are all aspects that sheikh ahmad al tayyeb has brought to the forefront of the discussion. his persistent focus has been on bringing people together, as opposed to throwing a wedge between them, to create progress in the area of development (francis, 2013). this contrasts with the common practise of pushing a wedge between people. in contrast to the emphasis he once placed on generating discord between them, he is now focusing more on actively driving a wedge between them. in addition, he has emphasised how crucial it is for religious leaders to speak out against extremism and violence and instead develop a culture that places a high premium on peace and tolerance. he has said this several times. throughout his speech, he has brought attention to this point often. the historic “human fraternity for world peace and living together” proclamation was signed in 2019 by pope francis and sheikh ahmad al tayyeb. both men are from the muslim faith. arabic was the language used to write the announcement. both of these guys follow the precepts that are established in islam. when it was first sent, the notification was spelled out in arabic. specifically, pope francis has revitalised and deepened the commitment of the catholic church to its relations with sunni islam. this was one of the key goals of pope francis’ papacy, and he made significant progress towards this goal. issues of global concern, such as poverty, climate change, and migration, which had previously gotten little attention, are now gaining greater attention and are actively being addressed as a direct and immediate consequence of the communication channels he has opened up. this is the case because of the direct and immediate effect of the communication channels that he has opened up. as a result of his extensive travels and contacts with religious leaders from around the globe, pope francis has established the framework for new forms of cooperation and brought together religious leaders from all over the world. this has allowed pope francis to bring together religious leaders from all over the world. in addition to this, he has coordinated the gathering of religious authorities from all over the globe (hellyer, 2017). in addition, he has made steps to reduce tensions between people of various religions by highlighting the need for similar objectives and working together to attain them. he has done this in several different ways. this was carried out to lessen the probability of violent confrontation occurring. he was successful in accomplishing this goal by putting a significant focus on the need to develop common goals. sheikh ahmad al tayyeb and pope francis have encountered enormous theological and political barriers in their endeavours to heal divisions between the catholic church and sunni islam. sheikh ahmad al tayyeb has more successfully overcome these challenges than pope francis. both sides have brought up these stumbling blocks in their discussions. because of this, a significant amount of development and growth has occurred in this sector over the last several years. for example, to settle their disagreements on religious law and theology, they have emphasised how important it is to accept and embrace one another’s one-of-a-kind religious customs fully and practises. this is done in the hopes of bringing about a resolution to their disagreements (al-tayyeb, 2019). this is done in the hope that their problems will be resolved in a way that is satisfying to them. this is done with the hope of bringing about peace and reconciliation between the two groups. they have also done a lot to call attention to the importance of social justice and human rights and the role that religion should play in public life and public dialogue. this is something that they have been quite active in doing. this goal has been reached using a variety of strategies and procedures. throughout their existence, they have engaged in this activity in many instances. the contributions that pope francis and sheikh ahmad al tayyeb have made to the ongoing conversation between the catholic church and sunni islam have been significant, and they will continue to have an effect for a significant amount of time into the foreseeable future. this discussion occurs between the catholic church and sunni islam (alexander, 2007). they have shown the need for communication and collaboration to make the world a better and more peaceful place, and they have promoted religious tolerance and mutual respect by encouraging positive relationships between individuals who practise a variety of faiths. factors of a religious, moral, and political nature the teachings of the quran serve as the basis for discourse, according to al-azhar the quran’s revelations as a whole call on muslims to engage in dialogue with people of other faiths, notably christians and jews. it is possible that dialogues between people of various religions might benefit from the fact that the quran sets forth the foundational notions of meta-religion. the passages that follow further corroborate this: ْمُكَنْيَبَو اَنَنْيَب ٍءاَوَس ٍةَمِلَك ٰىَلِإ اْوَلاَعَت ِباَتِكْلا َلْهَأ اَي ْلُق اَنُضْعَب َذِخَّتَي اَلَو اًئْيَش ِهِب َكِرْشُن اَلَو َهَّللا اَّلِإ َدُبْعَن اَّلَأ اَّنَأِب اوُدَهْشا اوُلوُقَف اْوَّلَوَت نِإَف ۚ ِهَّللا ِنوُد نِّم اًباَبْرَأ اًضْعَب َنوُمِلْسُم say, “o people of the book, come to a word that is equitable between us and you that we will not worship except allah and not associate anything with him and not take one another as lords instead of allah.” but if they turn away, say, “bear witness that we are muslims [submitting to him].” (quran 3:64). مُهْلِداَجَو ِةَنَسَحْلا ِةَظِعْوَمْلاَو ِةَمْكِحْلاِب َكِّبَر ِليِبَس ىَلِإ ُعْدا َوُهَو ِهِليِبَس نَع َّلَض نَمِب ُمَلْعَأ َوُه َكَّبَر َّنِإ ُنَسْحَأ َيِه يِتَّلاِب َنيِدَتْهُمْلاِب ُمَلْعَأ “invite to the way of your lord with wisdom and good instruction, and argue with them in a way that is best. pa ge 51 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 46-56, 2023 indeed, your lord is most knowing of who has strayed from his way, and he is most knowing of who is [rightly] guided.” (quran 16:125). “invite (all) to the way of the lord with wisdom and beautiful preaching. and argue with them in ways that are best and most gracious”. as these verses demonstrate, the holy quran actively promotes dialogue and proclamation among people of all faiths and cultures. muslims are urged to talk to people of all faiths throughout the quran, but the abrahamic religions are singled out for special attention. “and dispute not with the people of the book except with means better (than mere disputation), unless it be with those of them who inflict wrong (and injury). but say, ‘we believe in the revelation which has come down to us and in that which came down to you; our allah and your allah is one, and it is to him we bow (in islam)”. these verses underscore the quran’s recognition of the value of conversation with those of the abrahamic religions by emphasising the commonality of faith in a single allah. encourage (everyone) to follow the lord’s way by sharing your knowledge and wisdom in a beautiful and wise way. it is argued that the quran’s call for believers and unbelievers alike to “argue with one another in the best and most gracious ways” exemplifies the book’s dedication to free speech. the book also highlights the distinctive way in which the quran deals with the abrahamic religions. the verse “and dispute not with the people of the book except with means better (than mere disputation), except with those of them who inflict wrong (and injury)” cautions against arguing with those who believe in the book. muslims are encouraged to communicate to members of different religions by the passage, “but say, ‘we believe in the revelation which has come down to us and in that which came down to you; our allah and your allah is one, and it is to him we bow (in islam)”. certainly! this revised section has heightened the focus on the quranic basis for dialogue and its linkages to the given verses. the quran is the foundation for dialogue across faiths at al-azhar university, the world’s preeminent sunni islamic higher education institution. in their dealings with those of other faiths, muslims are urged to do so with wisdom, eloquence in teaching, and respectful arguments, all of which are emphasised in the quran. alazhar university recognises and upholds these quranic precepts in its approach to the challenging discourse between the catholic church and sunni islam. the quranic verse “invite (all) to the way of the lord with wisdom and beautiful preaching” is the foundation for al-azhar university’s concept of discourse. and dispute with them in the finest, most courteous manner possible.” this verse highlights the quran’s call on muslims to disseminate the message of islam in the most refined and courteous manner possible. moreover, the quranic command to engage in dialogue with the people of the book (including christians) is a central tenet of the teachings of al-azhar university. and settle disputes with people of the book by means other than plain disputation, unless it is with those who do evil (and injury). instead, say something along the lines of “our allah and your allah is one, and it is to him we bow; we believe in the revelation which has come down to us and in that which came down to you,” which is the attitude of al-azhar university. members of the abrahamic faiths should talk to muslims since they believe in allah with them. al-azhar university adopts these quranic principles as a basis for conversation with the catholic church to promote mutual understanding and concord by applying knowledge, beautiful preaching, and respectful argumentation. al-azhar university believes that being faithful to these quran teachings will help christians and muslims have a discourse that moves beyond superficial differences and into a space where they can work together productively. conversations on politics, ethics, and theology have occurred between the catholic church and sunni islam. these topics have all risen to prominence in the contemporary religious scene. the unwillingness to recognise each other’s religious beliefs and practises is a significant theological difference that has hampered the promise of constructive ecumenical communication and collaboration. this has limited the hope of fruitful ecumenical communication and cooperation. in addition to this, the importance of religious texts and teachings for modern problems, as well as the role that religious leaders play in promoting peace and cooperation between different groups, are also investigated (abdellatif, 2020). conversations between the catholic church and sunni islam have increasingly focused on moral issues over the last several years. there has been discussion on various subjects, including social justice, environmental sustainability, promoting peace and nonviolence, and more. the proclamation for 2019 entitled “human fraternity for world peace and living together” was cowritten by pope francis and sheikh ahmad al tayyeb, who both urged more interfaith collaboration. throughout the previous several decades, political matters have been at the forefront of conversations between the catholic church and sunni islam. the place of religion in public life and the threat posed by extremism and terrorism are two of the many contentious and urgent topics that have been discussed up to this point. the conventional wisdom on the relationship between political economy and religious authority, both secular and religious, has also been called into question. discussions on a wide variety of theological, ethical, and political topics have taken place within the context of the contact that has taken place between the catholic church and sunni islam (spadaro, 2018). this connection has shown to be very constructive and mutually courteous. through these talks, we want to get a deeper understanding of how pa ge 52 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 46-56, 2023 people of various faiths and cultural backgrounds may work together to address the serious issues of today while at the same time appreciating and valuing one another’s contributions. this kind of conversation has helped persons of all cultures and religions work together in a peaceful and productive way by increasing the level of trust and respect between them. challenges and setbacks in the dialogue process repairing the strained relationship between the vatican and al-azhar university: implications for interreligious peacebuilding in the following section, we examine the consequences of interfaith harmony and seek answers to the issue of how to mend the rift between the vatican and al-azhar university. tensions stemming from theological and ideological differences have made it difficult to promote understanding and cooperation between the vatican and al-azhar university. this study’s section proposes methods for mending the rift, emphasising the role of conversation and mutual respect in fostering peace across faiths. i examine pope benedict xvi’s more hard-line policy towards muslims and his controversial regensburg lecture, which resulted in negative perceptions of the pope’s stance in the muslim world. the impact of this strained relationship on efforts to protect christian minorities in muslim-majority countries is also highlighted. in the past, tensions and arguments have arisen because the vatican and al-azhar university had different theological and ideological stances. disagreements about religious freedom have exacerbated the rift between them, the place of women in society, and the value of interfaith engagement. despite this, it is essential to confront these differences and strive towards reconciliation since religious organisations play an important role in promoting peace and developing understanding. the first step in mending ties between the vatican and al-azhar university is to continue talking to one another civilly (duffner, 2013). representatives from the highest levels of both organisations should have frank conversations about their differences and seek areas of common ground and potential cooperation during this interaction. mutual visits and cooperative projects are two examples of trust-building techniques that might increase communication and cooperation. peacebuilding and religious cooperation should be top priorities for the vatican and al-azhar university. the two organisations can show the world the strength of interfaith collaboration by solving serious global problems, including poverty, conflict resolution, and environmental sustainability. restoring ties between the vatican and al-azhar university would have far-reaching consequences for promoting religious harmony. inspiring discourse, mutual respect, and the pursuit of common ground among religious organisations is one result of restored collaboration. it may also serve as the cornerstone for cooperative efforts to foster mutual respect and tolerance among people of different faiths. by combining their considerable influence, the vatican and al-azhar university might considerably advance efforts to create a more just and peaceful global community. in his 2011 article “rashied omar. a,” the author analyses the tense relationship between the vatican and al-azhar university and stresses the need for communication and mutual understanding in pursuing religious harmony, especially between muslims and catholics. omar condemns pope benedict xvi for taking a tougher stance towards muslims, as seen by his dismissal of archbishop michael fitzgerald from the presidency of the pontifical council for interreligious dialogue and his contentious talk at regensburg. omar goes on to say that the pope’s image in the muslim world has suffered because of his contentious stance and that attempts to safeguard christian minorities in countries where islam is the majority have been hampered. omar also attacks al-azhar university, saying they should have encouraged christian-muslim interaction rather than discontinuing talks with the vatican. he thinks the pope’s focus on the fate of christian minorities provides a chance for discourse and involvement on a major subject, notwithstanding the nature of the pope’s presentation of islam. omar argues that the discourse should include sensitive matters like the vatican’s stance on kairos palestine, religious freedom, and full citizenship for christian minorities. robert r. reilly (2013) weighs in on this discussion by emphasising the importance of pope benedict xvi’s words and arguing that they are more than just boilerplate. reilly contends that if catholics and muslims are ever going to have an honest conversation, they need to agree on what it means to be human and what rights that person should have. it is argued in the study that discussion attempts might be hampered if this basic dispute is not resolved (reilly, 2013). the aforementioned section underlines the necessity for respectable religious leaders to behave carefully and with great circumspection to build peace and understanding by analysing the tense relationship between al-azhar and the vatican (a, 2011). omar’s research on the tense relationship between the vatican and al-azhar university and its implications for interfaith harmony brings to light several important facts. first, pope benedict xvi’s contentious regensburg talk and the subsequent expulsion of archbishop michael fitzgerald from the pontifical council for interreligious dialogue show that he has taken a tougher stance towards muslims than his predecessors. the pope’s reputation with muslims has suffered due to this policy change. its attempts to safeguard christian minorities in nations where islam is the majority have been hampered. the text argues that al-azhar university should have called for further engagement on christian-muslim ties rather than suspending interaction with the vatican, which the university did. pa ge 53 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 46-56, 2023 this study highlights the role of religious leaders in promoting peace and calling for open and meaningful conversations. it argues that muslims may benefit from a time of introspection and rejuvenation if they engage in a conversation about the treatment of christian minorities in muslim-majority states. it also emphasises the need for the vatican to call on middle eastern nations to safeguard their christian minority and acknowledge the widespread disapproval of church bombings throughout the muslim world. the piece finishes with the hope that the solid links pope john paul constructed between the two communities will enable catholics and muslims to get through this difficult time together. omar argues that al-azhar university should have called for greater talks between christians and muslims rather than stopping talks with the vatican. omar claims it highlights the need for open and sincere discussion amongst people and the responsibility of religious leaders in promoting peace. denari d. j. (2013) similarly examines the effects of the halt in discussion between al-azhar university and the vatican on efforts to foster religious tolerance and coexistence. denari highlights three issues: the appropriateness of pope benedict xvi’s approach to islam in the post-9/11 world, the need for more delicacy in his diplomacy with muslims, and the possibility that al-azhar university is overreacting to benedict’s comments. denari also touches on pope benedict’s resolute anti-muslim attitude from the start of his pontificate. it emphasises the criticism levelled by al-azhar university against the pope for his alleged lack of knowledge of christian persecution and his perceived silence on violence against muslims. she says that rather than halt the conversation between christians and muslims, al-azhar should have advocated for more of it. she also discusses other divisive topics, such as the vatican’s stance on kairos palestine, and stresses the need for introspection and regeneration among muslims (duffner, 2013). on the other hand, omar stresses the need to make amends for the damage to the strained relationship between catholics and muslims. because of this, denari condemns the mainstream muslim religious establishment for remaining silent in the face of human rights abuses and injustices, and he warns that al-azhar’s response may play into the hands of extremists who want to sow discord between muslims and christians. finally, she urges christian and muslim leaders to prioritise conversation to foster honesty, truth, and trust. this section offers insightful analysis of interreligious dialogue and peace-building processes in light of the ongoing tensions between the vatican and al-azhar university. it explains why muslims have a bad impression of pope benedict xvi and his approach toward islam. it also highlights the necessity for religious leaders to play an integral role in building peace (a, 2011; duffner, 2013; reilly, 2013) and the need to take a nuanced approach to interreligious dialogue. in the end, omar, denari, and reilly hope that muslims and catholics can work through their differences and continue to create trusting relationships via discussion. they also stress the need of talking things out and working together to mend fences between the vatican and al-azhar university. these powerful institutions may serve as pillars of peace and unity in an increasingly linked and varied world if they are willing to put aside their differences and embrace common ideals. therefore, this study may provide the groundwork for future studies on the subject and help us better understand how to implement successful tactics for interreligious peacebuilding. nostra aetate the third article of nostra aetate highlights the catholic church’s high regard for muslims. it emphasises the shared beliefs and practices between christians and muslims, emphasising their worship of the same god, who is characterised as one, living, merciful, and almighty. the article also recognises the submission of muslims to god, drawing a parallel to the faith of abraham and their adoration of jesus as a prophet and mary as his virgin mother. additionally, the article mentions the shared belief in the day of judgment and the importance muslims place on leading an upright life centred around worship, alms-giving, and fasting. it emphasises that the church calls for forgetting past conflicts and fostering mutual understanding to improve society, peace, liberty, social justice, and moral values. the article highlights the inclusive approach of nostra aetate towards muslims. it acknowledges the common ground and shared values between christians and muslims, promoting a message of respect, unity, and dialogue. it reflects a commitment to overcoming past differences and working towards mutual understanding for the benefit of all people. the document nostra aetate holds significant historical importance in catholic-muslim relations, often regarded as a pivotal turning point (borelli, 2008; yucel & tahir, 2021). pope benedict xvi 2005 described nostra aetate as the magna carta of the catholic church in the context of muslim-christian relations. this comparison to the magna carta, an iconic document that symbolises foundational principles and rights, underscores the document’s immense significance and impact (borelli, 2008). the reference to nostra aetate as the magna carta implies that it establishes a framework or guiding principles for fostering understanding and dialogue between the catholic church and the muslim community. this comparison suggests that the document has played a transformative role in shaping the catholic church’s approach to engaging with muslims, highlighting its significance as a cornerstone document in interfaith relations (borelli, 2008). pa ge 54 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 46-56, 2023 an interreligious perspective on cooperation between the catholic church and sunni muslims through fruitful conversation, the catholic church and sunni islam, two of the most important religions in the world, have discovered areas in which they share similar ground. the discussion demonstrates how successful ecumenical collaboration can be in solving global crises like poverty, climate change, and violence by focusing on theological, ethical, and political concerns as the primary focus of the discussion (hellyer, 2017). communication between the catholic church and sunni islam on these topics may help develop religious tolerance in today’s linked world. the catholic church and sunni islam may overcome the prejudices and misconceptions that have contributed to centuries of conflict and division between their communities if they communicate with one another. new friendships and business ventures between members of different religions have surfaced as a direct result of a discussion that took place recently, during which members of the two faiths discussed their common beliefs, ideals, and practices. the potential for good that may be realised when people of different faiths unite in a peaceful and harmonious way is shown by alliances such as this one. the legitimacy of the discussion has been enhanced owing to the support of institutional entities such as the catholic church and al-azhar university, which may lead to a bigger influence outside the communities of catholics and sunni muslims. to accomplish this goal, it may be necessary to solicit the participation of a greater number of the many religious communities around the globe and of more renowned institutions, such as universities, nongovernmental organisations, and nations. the combined efforts of the three groups might likely be quite successful in creating understanding and harmony if they work together (church, 2019). the discussion that has taken place between the catholic church and sunni islam is illustrative of the power that can be harnessed via interfaith dialogue and collaboration to assist in the resolving of difficulties that have persisted for a long time and in the creation of beneficial new avenues of cooperation between different religious groups (hellyer, 2017). this in-depth discourse may have far-reaching repercussions for the larger religious and secular communities, as it may provide the groundwork for a culture of peace, respect, and understanding by creating the framework for it. in conclusion, the conversation between the catholic church and sunni islam can significantly mould and influence the path that worldwide interfaith relations are headed more positively. textual analysis an examination of the text reveals that the viewpoint of al-azhar university is vital to the conversation that is taking on right now. the terminology used places an emphasis on the necessity of comprehending the viewpoint of al-azhar university. this suggests a willingness to think about and improve one’s perspective and values about the issue now being discussed. words such as “perception” and “from the viewpoint of alazhar university” call attention to the significance of considering their point of view. the wording used in the research indicates that the authors are interested in tracing the development of this perspective over time. words like “evolved” and “changed” point to a progression in the style of thinking that has occurred over time at al-azhar university. this leads one to believe that the conversation won’t merely consist of an initial standpoint but will also address how things have developed since then. understanding this shift within the ongoing conversation context may provide insight into whether its proponents or detractors see it as a good or bad progression. the period and time the work was written are also essential to grasp its meaning. the topic is considered using particular year references, such as “official start in 1998” and “signing of the declaration on human fraternity in 2019.” the progression of the dialogue may be better understood with these references. the public’s conception of al-azhar university has likely undergone significant transformations over many centuries. one possible way to shed light on this transformation is to use various terminology to characterise different historical periods. perspective shifts may often be linked back to certain influences and events in a person’s past. textual analysis, in which careful consideration is given to the vision and perspective of al-azhar university, the development of that stance over time, and the extent to which the discussion has been carried out, may lead to a greater comprehension of the matter at hand. this examination of the text’s subtleties, hidden meanings that are transmitted through language, and linguistic structure may provide insight into the opinions and advances in the formal conversation that is taking place between the vatican and al-azhar university. future implications the official cooperation between the vatican and alazhar university cannot be overlooked while addressing the importance of interfaith engagement between islam and christianity. al-azhar university in cairo, egypt, is one of the most prestigious islamic educational institutions, whereas the vatican is the highest religious authority in the catholic church. they are committed to mending the gap between the two religions, as seen by their openness to dialogue. the viewpoint presented at al-azhar university changed over time. the 1998 formalisation of the discussion was a significant first step since it showed a willingness on both institutions’ parts to engage in interfaith dialogue and tackle common issues. however, opinions on the institution and its role in the debate may vary widely within the student body at al-azhar institution. approving the declaration on human fraternity in 2019 marks a major step forward in the vatican and al-azhar university dialogue. this significant work emphasises the significance of promoting religious tolerance, mutual pa ge 55 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 46-56, 2023 respect, and peaceful coexistence. the statement also addresses contemporary concerns, including religious extremism, bigotry, and the need for collective action to establish social harmony. case studies in an article that i authored and published in 2020 under the title “peace and brotherhood through interreligious dialogue” see (hemmet, 2020), i investigated the role that al-azhar university and ahmed el-tayeb play in the ongoing interreligious conversation that takes place between the vatican and al-azhar. the article was titled “peace and brotherhood through interreligious dialogue.” the purpose of this article is to present a description of a big event between different religious groups in rome in october 2020. at this gathering, religious leaders from a broad spectrum of religions convened to explore the significance of working together with one another and engaging in candid dialogue to make the world a place that is both safer and more peaceful. mohamed abdelsalam abdellatif, who is now serving as the secretary general of egypt’s higher committee of human fraternity, was the one who spoke at the conference in el-tayeb’s place and gave the words. the epidemic prevented eltayeb from attending the conference in person as it was scheduled. in a speech that he gave against prejudice and discrimination, al tayyeb drew attention to the awful situations that the onset of covid-19 has brought about. he differentiated islam from the atrocities of terrorists while issuing a plea for peace and brotherhood. this article highlights al-azhar and sheikh ahmed eltayeb’s role in developing interfaith understanding and peace. sheikh ahmed el-tayeb was one of his day’s most influential religious leaders. in addition to this, it highlights the continuous need for knowledge, understanding, and open communication across the many religious traditions. results analysis of the speech by his excellency the great imam ahmad al-tayyeb, sheikh of al-azhar in the interest of this research, this section examines religion, human values, and interfaith dialogue from the point of view of al-azhar. this article analyses the speech that was delivered by imam ahmed altayeb, concentrating on how it might contribute to strengthening connections between the vatican and alazhar to advance interfaith understanding and human dignity. imam ahmed al-tayeb, speaking from the standpoint of al-azhar, examines various key topics of religious tolerance, humanism, and interfaith collaboration. the imam acknowledges the global challenges humanity is now confronted with, such as the covid-19 pandemic and the devastation it has wreaked on societies worldwide. in the face of such disasters, he emphasises the importance of community and the interconnectedness of people’s lives by saying that solidarity is necessary. this shared experience of being human is an essential foundation for religious conversations. in his lecture, the imam also takes the opportunity to denounce intolerance and racism, which he compares to a disease that saps the strength of the human soul. he is quite vocal in his condemnation of discriminatory conduct and his demand to end all forms of bigotry based on external circumstances. the imam of al-azhar has recently expressed his opinion on the importance of human brotherhood as a solution to the problems of prejudice and racism. accepting individuals for who they are is just one aspect of human brotherhood; the other is ensuring they are happy and secure in their lives. in addition, the imam evaluates the potential for more freedom, justice, and equality brought about by globalisation. the author laments that globalisation has sometimes resulted in brutal exploitation, the stifling of dissident views, and the imposition of a uniform cultural standard, all of which he highlights. he also regrets that globalisation has sometimes led to the suppression of dissenting voices. according to what was said in the lecture, al-azhar is advocating for a new kind of globalisation centred on the concept of brotherhood among people. the reallocation of resources, away from the military and into the sectors of education, healthcare, and research, is an essential part of this different paradigm for how globalisation should be carried out. the speech also emphasises the significance of religious leaders and intellectuals, particularly as seen through the perspective of al-azhar, in guiding adherents back to the fundamental tenets of their respective religions. the imam makes it obvious that violent extremism and terrorism have no common ground regarding the genuine teachings that the prophet muhammad imparted to his followers. in light of the present challenges, he emphasises the value of christian teachings, sometimes ignored or mistakenly equated with terrorism. he says this because the world is in a tough place. overall, imam ahmed al-tayeb’s speech illustrates al-azhar’s position on the importance of religious toleration, humanism, and interfaith cooperation. it critiques the weaknesses of globalisation and underlines religion’s role in creating social cohesiveness, equality, and acceptance. it argues for human brotherhood as a solution to prejudice and racism. al-azhar urges people of all religions to unite in solidarity by emphasising these aspects. after the speech, the speaker thanked everyone who attended, including pope francis, the president of italy, and other dignitaries. it strongly emphasises the need of intellectuals and religious leaders of all faiths to work together to cultivate interfaith dialogue and sow the seeds of human brotherhood in both the culture of today and the culture of generations to come. the speech emphasises religious leaders’ and intellectuals’ role in promoting mutual tolerance, peace, and cooperation among the many religious groups around the globe (abdellatif, 2020). pa ge 56 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 46-56, 2023 conclusion recent years have seen a marked improvement in the level of collaboration and mutual understanding that exists between the catholic church and sunni islam as a consequence of dialogues that have taken place between the two organisations. as a result of open, honest, and polite discussion, the general public has a better perception of the level of trust and respect between individuals who adhere to various religions, philosophies, and political perspectives. given its capacity to promote religious variety and mutual comprehension, there is reason to believe that it may be a driving element in growing interfaith discussion and cooperation in the larger religious landscape. this is because of the potential it has to develop religious diversity. the notion is supported by the fact that there is cause to expect that it will have this influence, as stated in the considerations of opinion presented earlier in this paragraph. according to giacaman et al. (2016), this is because it makes it easier for all involved parties to engage in more profound levels of communication. because of this confidence, it is possible to achieve higher levels of optimism, which is why this confidence is so important. followers of various religious traditions need to communicate with one another and work together to find solutions to the urgent social and geopolitical problems that are afflicting the globe today. one good example of this is the discussion that is now taking place between the catholic church and sunni islam. it has been observed that these issues are afflicting the globe not only because of the urgency with which they must be dealt with but also because of the urgency with which they must be dealt with on a geopolitical and social level. it helps people work together more effectively while also repairing rifts and opening up very important communication channels. this constant discourse between members of various faiths is an important component of the attempt to build peace, understanding, and harmony among people who adhere to various religious traditions. in addition, it highlights the role of communication in developing a society that is more compassionate and equal for all of its members. references a, r. o. (2011). al-azhar should resume—and widen—its vatican dialogue. retrieved 03/05/2023, from https:// contendingmodernities.nd.edu/global-currents/alazhar-should-resume-and-widen-its-vatican-dialogue/ abdellatif, m. a. (2020). “let us heal together the wounds of humanity, let us rediscover the values of mercy, justice and tolerance!”. speech of mohamed abdelsalam abdellatif. https://preghieraperlapace.santegidio.org/ pageid/31256/langid/en/text/3604/let-us-healtogether-the-wounds-of-humanity-let-us-rediscoverthe-values-of-mercy-justice-and-tolerancebrspeech-ofmohamed-abdelsalam-abdellatif.html al-tayyeb, a. (2019). human fraternity for world peace and living together. retrieved 12/02/2023, from https:// www.vatican.va/content/francesco/en/travels/2019/ outside/documents/papa-francesco_20190204_ documento-fratellanza-umana.html alexander, s. c. (2007). we go way back: the history of muslim-catholic relations is one of both confrontation and dialogue. us catholic, 22, 19. andrea t., a. d. (2019). pope and the grand imam: historic declaration of peace, freedom, women’s rights. retrieved 02/23, from https://www.vaticannews.va/ en/pope/news/2019-02/pope-francis-uae-grandimam-declaration-of-peace.html aulad abdellah, m. (2018). the importance of dialogue. the world organisation for al-azhar graduates. retrieved 27 november 2020, from https://azhargraduates.org/en/ makalat1.aspx?id=380 borelli, j. (2008). interreligious dialogue as a spiritual practice. https://rumiforum.org/nterreligious-dialogueas-a-spiritual-practice/ brignone, m. (july 2017). does al-azhar speak for all sunnis?, year xiii, 56-62. https://www.oasiscenter. eu/en/does-al-azhar-speak-all-sunnis church, c. (2019). joint declaration on human fraternity for world peace and living together. https://www.vatican. va/content/francesco/en/travels/2019/outside/ documents/papa-francesco_20190204_documentofratellanza-umana.html dorsey, j. m. (2019). a geopolitical crossfire: al-azhar struggles to balance politics and tradition. jstor. duffner, j. d. (2013). “mercy-ing”: a starting place for vaticanazhar dialogue. https://www.commonwealmagazine. org/%e2%80%9cmercy-ing%e2%80%9d-startingplace-vatican-azhar-dialogue francis, p. (2013). apostolic exhortation evangelii gaudium. vatican city: libreria editrice vaticana. https://www. vatican.va/content/francesco/en/apost_exhortations/ documents/papa-francesco_esortazione-ap_20131124_ evangelii-gaudium.html hellyer, h. a. (2017). the once and future azhar: on the credibility of sunni islam’s preeminent institution. https://www.abc.net.au/religion/the-once-and-futureazhar-on-the-credibility-of-sunni-islams-pre/10095336 hemmet, a. m. (2020). peace and brotherhood through interfaith dialogue. https://kifkif.be/cnt/artikel/vredeen-broederschap-door-interreligieuze-dialoog-9905 kuruvachira, j. (2018). interreligious dialogue and popes paul vi, john paul ii and benedict xvi: theoogial foundations and pastoral guidelines. createspace independent publishing platform. https://books.google.com.pk/ books?id=-mg0tweacaaj reilly, r. r. (2013). the prospects and perils ofcatholic-muslim dialogue (f. r. i. a. t. w. institute, ed.). isaac publishing. https://www.academia.edu/17284475/catholic_ muslim_dialogue?source=swp_share spadaro, a. (2018). francis: a pope for the era of globalization. https://www.academia.edu/en/43613414/franciss_ idiosyncratic_approach_to_vatican_geopolitics_an_ introduction yucel, s., & tahir, m. (2021). pope francis’ dialogue initiatives with muslims: opportunities and challenges. australian journal of islamic studies, 6(3), 56-68. pa ge 1 pa ge 1 american journal of arts and human science (ajahs) the effect of open letters on the perceptions of electoral accountability and national sovereignty: a study of adichie’s & oke’s post-election letters to the american governments essien oku essien1*, oluwaferanmi dahunsi2, peace chinenye nwachukwu3, tosin aribisala4 volume 2 issue 4, year 2023 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v2i4.1783 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: august 05, 2023 accepted: september 02, 2023 published: september 22, 2023 reactions in nigeria to adichie’s letter to the us president after the election were mixed, particularly leading to a reactive letter from oke to the us president and canadian prime minister. the complexity and diversity of nigerian politics, as well as the challenges of striking a healthy balance between the demands for openness and accountability and the worries about national sovereignty and outside interference, is illuminated by an in-depth analysis of the perspectives and perceptions held by nigerians with regard to the 2023 presidential elections outcome that prompted the letters. hence, the study on reconciling the conflicting perceptions of electoral accountability versus national sovereignty in adichie’s and oke’s post-election letters to the american governments aims to present a variety of nigerians’ perspectives in regards to the outcome of the presidential election, to consider the alleged electoral malpractices in the election and how these prompted the letters to the american governments and to reconcile the conflicting perspectives of openness/accountability (adichie’s letter) and national sovereignty/interference (oke’s letter). the study is built on the frame of the agenda-setting theory. the paradigmatic analysis method is employed and the study’s discourse is further divided into four paradigms. the study concludes that all matters must be handled on the basis of deliberate patriotism and without any sentiment of ethnic biases as was perceived by nigerians in order to resolve the tension between adichie and oke’s letters, which present opposing views on the importance of openness and accountability and the value of independence and national sovereignty, respectively. keywords nigerian election, dissatisfaction, perceptions, american governments, letters 1 department of communication, culture and media studies, drexel university, chestnut street, pennsylvania, usa 2 department of mass communication, bowen university, pmb 284 iwo, osun state, nigeria 3 department of mass communication, national open university of nigeria, ahmadu bello way, victoria island lagos, nigeria 4 department of news, parallel facts, oso street, opebi, ikeja, lagos, nigeria * corresponding author’s email: eoe25@drexel.edu introduction renowned nigerian writer and feminist chimamanda ngozi adichie whose quality of literary writings has been acknowledged all across the world, after the february 2023 presidential general elections in nigeria, wrote to president joseph biden of the united states of america to voice her worries about the impacts of electoral fraud on the outcomes of the election. people all throughout the globe, especially in nigeria, had various reactions to her message and one of such was an open reactive letter by professor yemi oke (a renowned nigerian who resides in canada), this which was addressed to the us president and to justin trudeau, the prime minister of canada. in view of both open letters to the america-based governments after the election, this study will first provide a critical evaluation of nigerians’ perspectives and perceptions of the 2023 presidential elections and its outcome, these and other factors which had prompted the adichie’s letter. the purpose of this study is to examine the election’s background and both letter’s concerns to accomplish this goal. this study aims to look into the various responses to the two letters considered in the study, how the media has impacted the publics’ perceptions encircling both letters and why different schools of thoughts perceived that both letters are tribally driven by their writers. senator asiwaju bola ahmed tinubu, the flag bearer of the all progressive congress (apc) from the southwestern region of the country, emerged as the returning winner of the election, as was declared by the independent national electoral commission (inec). tinubu contested for the presidency against his main challengers, atiku abubakar, the flag bearer of the people’s democratic party from the northeastern region of the country, and mr. peter obi, the labour party (lp) flag bearer from the southeastern region of the country. the election was alleged of voters suppression, seizure of ballot boxes, and other forms of electoral fraud, this, which had tarnished the reputation and credibility of the election, especially at the international level. according to peter obi, the presidential contestant from labour party in a statement published by the daily post newspaper, he stated that the election was a clear deviation from the electoral rules and guidelines; “it is a clear deviation from the electoral rules and guidelines as we were promised and did not meet the minimum criteria of a free, transparent, credible and fair election devoid of voter intimidation and suppression, and late commencement of voting in some specific states. this will probably go down as one of the most controversial elections ever conducted in nigeria. the good and hardworking people of nigeria have again been pa ge 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 1-12, 2023 robbed by the institutions and leaders whom we trusted. if we seek to be called your excellency, then the process through which we are elected should also be excellent or sufficiently credible to generate the required confidence and moral authority to govern and lead. as you all know, the destruction of a society can be a gradual or sudden process through acts such as deliberate refusal to obey the rule of law and via the suppression of the will of the people” (odunsi, 2023; daily post) in the letter to the united states government, adichie detailed her worries and suspicions on the possibility that the election results had been manipulated. as a result, she urged for international action to assure an early intervention in the purportedly unfair system. the open letter sent by adichie was met with a diverse array of responses from people in nigeria and away. while a school of thought interpreted this as an act of patriotism speaking out against election interference and calling for assistance from the international community to secure a process that is fair and open to all participants, another admits that she is actively pursuing foreign meddling in nigerian internal matters, and that by doing so, she is endangering the independence of nigeria. yet another believe that she has a partiality for the party that is in opposition and that she has disregarded the efforts of the electoral commission to hold a fair election while she has been doing so. it is most bewildering that a privileged nigerian-born writer, chimamanda ngozi adichie born in enugu, nigeria in 1977 but now lives in the united state of america, has decided to paint her country of origin “black” (oke, 2023; vanguard online) adichie’s post-election letter to the government of the united states prompted a variety of emotions in nigeria. as a result, an in-depth analysis of the perspectives, perceptions, and acceptances held by nigerians with regard to the 2023 general elections outcome which prompted the letter would shed light on the multifaceted and diverse nature of nigerian politics as well as the difficulties associated with striking a healthy balance between the demands for openness and accountability as well as worries about national sovereignty and outside interference. objectives of the study the study shall be considered by the following objectives. 1. to present a variety of nigerians’ perspectives and perceptions regarding the outcome of the 2023 presidential general election 2. to consider the alleged electoral malpractices in the 2023 presidential general election and how these prompted the adichie vs. oke letters to the american governments. 3. to reconcile the conflicting perspectives of openness/accountability (adichie’s letter) and national sovereignty/interference (oke’s letter) significance of the study conducting a study on the effect of open letters on the perceptions of electoral accountability and national sovereignty, with specific focus on adichie’s and oke’s post-election letters to the american government has significant scholarly significance. in the contemporary era of digital technology, correspondence of this kind have emerged as a prevalent and influential mode of communication. to evaluate their influence on public sentiment, it is essential to comprehend the way they shape individuals’ perspectives on electoral responsibility. furthermore, a fundamental aspect of every democratic system lies in the concept of voter responsibility. an examination of the impact exerted by open letters on the accountability of public leaders and politicians may provide insights into their efficacy in holding these individuals responsible for their actions and commitments. furthermore, it is essential to acknowledge that national sovereignty has significant importance within modern governance (catoto, 2022). the open letters authored by adichie and oke pertained to a national election and included the involvement of foreign actors, potentially exerting an impact on popular sentiment over the matter of national sovereignty. an analysis of these findings may provide a deeper understanding of the correlation between open letters and the notion of national sovereignty. moreover, the study would shed light on the power dynamics inherent in open letters, offering valuable insights into the ways in which these letters function to delineate ideological boundaries within a given culture. studying instances such as the dispute between adichie and oke, when individuals, interest groups, and even international corporations actively engaged with and respond to open letters, may provide valuable insights into the intricacies of contemporary democratic systems. literature review individuals’ rights to vote, participate in government, and hold their leaders responsible depend critically on their level of political freedom (lewis, 2011). this section of the study analyses the idea of political freedom to show why it is relevant to the study of how open letters affect people’s views on electoral responsibility and sovereignty at the national level. more insight into open letters as a tool for public participation might be gained via a thorough examination of the complex relationship between political freedom and the conception of democracy. when people are free to speak their minds, engage in political debate, and use their voice in elections without fear of retribution or penalty, orijinmo (2023) admits that they are enjoying political liberty. the term covers a wide range of liberties, including freedoms of expression, assembly, and association, as well as the right to vote and hold public office (egharevba & chiazor, 2012). electoral accountability refers to the many means by which citizens may ensure that their representatives are held accountable for their actions and choices after they have been elected to office. accountability measures, as argued by baccini, brodeur, and weymouth (2021), encourage politicians to put the needs of the people pa ge 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 1-12, 2023 first and increase openness. voters must have the right to freely express their opinions and access trustworthy information to hold politicians to account. these basic liberties are protected by a transparent and free political system (cancela & geys, 2016, ukpong et al, 2022). when a country is said to be “sovereign,” it implies that it is free from any outside influence on its government and that its leaders may make policy decisions without consulting anybody else (milward, 2017). because it allows citizens to take part in political debate, shape policy, and look out for their country’s interests, napieralski (2017) argues that political freedom is crucial to the upkeep of national sovereignty. since open letters are a kind of public debate, they may affect public opinion and ultimately policymaking wthin a country, which can have consequences for the nation’s autonomy. individuals and organisations may make their voices heard and make their opinions known to government authorities by writing open letters (williams, 2010). to convey one’s views on political matters, raise awareness, and encourage discussion, an open letter is a common form of political communication. when open letters provide light on electoral duty and national sovereignty, their impacts become vital in shaping public opinions, promoting democratic ideals, and influencing decisionmaking (davis, 2021). open letters provide the public a way to hold politicians accountable, which may boost public pressure and scrutiny. by addressing voters’ concerns and hopes directly, open letters have the potential to make politicians more aware of their responsibilities and increase the speed with which they are met (oostveen, 2010). this encourages candid discussion between constituents and their elected officials. given the political nature of open letters, they may influence public opinion and policy decisions with far-reaching consequences for a country’s sovereignty (milward, 2017). open letters have the potential to influence policy, alter agendas, and defend national sovereignty by galvanising public support or raising awareness on issues of national interest. effective open letters respect national sovereignty without challenging the authority of elected officials and institutions (leese, 2017). open letters are the most effective way to get people involved in politics. people are given a platform from which to express their views on political issues via open letters (landemore, 2020). this free exchange of ideas fosters an environment of openness and acceptance by ensuring that all voices will be heard. to promote openness in a democratic government, letters to others are a useful tool. people are better able to express themselves, hold their government accountable, encourage debate and reform, empower the underserved, and increase trust and transparency in the system as a result. by providing a medium for politically charged conversation, open letters support democratic principles such as transparency, openness, and accountability. in this era of heightened focus on transparency and public engagement (standing, 2012, orijinmo, 2023), it is crucial to acknowledge and encourage the role of open letters in democracy. nigeria’s democracy bears the scars of decades of election dispute and fraud in nigeria. there have been six general elections since democracy was restored in 1999, and each one has been plagued by allegations of widespread fraud, violence, and other electoral malpractices (aluaigba, 2016). in 1959, just three years before nigeria declared its independence from britain, the nation held its first general election. the northern people’s congress (npc) received the most votes in the election, which was conducted under a parliamentary system of government. the national council of nigeria and the cameroons (ncnc) came in second, followed by the action group (ag) in third. nevertheless, allegations of vote tampering and voter intimidation plagued the election (obiagu and ajaps, 2022). in 1960, sir abubakar tafawa balewa took office as nigeria’s first prime minister after the country gained its independence. the npc, the ncnc, and the ag all served under his leadership in a coalition government. however, the alliance did not endure long before it was dissolved in 1966 as political tensions and regional rivalries led to a military takeover. coups and countercoups ensued, with the military eventually seizing power and holding it for more than a decade (ogunnoiki, 2018). a civilian administration took over from general olusegun obasanjo’s military rule when a new constitution was passed in 1979. this happened soon after the new constitution was ratified. in this election, which took place under a presidential system of government, alhaji shehu shagari, candidate of the national party of nigeria (npn), was proclaimed the winner. some believe, however, that the election was stolen and that voters were threatened (ogunnoiki, 2018). the integrity of the election has been compromised. shagari was reelected president of nigeria in 1983, although his victory was again contested by the opposition parties. massive protests and violent incidents ensued, leading to a military coup led by general muhammadu buhari. in 1999, nigeria became the world’s most populous democracy, ushering in a new era in the country’s turbulent political history. this new era started in 1999, when democratic rule was restored. however, allegations of electoral malfeasance have plagued elections for quite some time (aluaigba, 2016). many people saw the first general election in the republic of nigeria in 1999 as a positive development toward a more democratic system of government. in this republic, an election was held. there were apparently violent occurrences during the election, and some people believe ballots were stolen. opposition groups claimed that the ruling people’s democratic party (pdp) committed widespread election fraud (arogbofa, 2022). the general election of 2003 was far more acrimonious than the one before it because of claims made by the opposition parties that the ruling pdp had won the election via the use of violence, intimidation, and the manipulation of votes. ogunnoiki (2018) found that the pa ge 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 1-12, 2023 election had several major faults and did not meet the standards set by international organizations. among the many notable aspects of the 2007 midterm elections was the prevalence of allegations of vote-tampering and other forms of electoral fraud. opposition groups claimed that the people’s democratic party (pdp) administration misused state funds to sway the election, while pdp leaders were accused of using violence and rigging the vote by the opposition (arogbofa, 2022). the general election of 2011 was generally seen as a step forward from previous elections. regardless of this, allegations of voting fraud persisted. research conducted by akhaine (2011) found that although the election itself was peaceful and accessible to the public, several voters were dissatisfied with the amount of secrecy surrounding the vote counting and announcements. it was determined that inec had significant logistical issues, including the late delivery of election materials and inadequate voter education. lack of openness and responsibility was another problem. another tight general election took place in 2015, with both the incumbent party and the opposition parties leveling accusations of dishonesty against one another. on the other hand, most international observers said this election was a marked improvement over its predecessors (mahakwe, 2022). the election was marked by high levels of openness and trustworthiness, as reported by igbokwe-ibeto et al. (2016). nonetheless, as the study progressed, a few issues became apparent. violence and intimidation, buying votes, and late distribution of election materials were all factors. the ruling party and the opposition party both claimed electoral malpractices occurred during the 2019 general election, which was marred by controversy. idowu and mimiko (2020) claim that major problems with the election’s operations and transparency, as well as problems with electoral security and low turnout, were to blame. significant logistical problems, such as tardy delivery of voting materials and inadequate voter instructions, were uncovered by the investigators. the absence of information was one of the most significant problems. vote buying, violence, and intimidation tactics were all cited in the research. allegations of electoral misconduct also impeded the 2023 general election, which just took place. the potential for vote buying, the use of violence and intimidation by political organisations, and the impartiality of the inec are all causes for alarm, as outlined by arogbofa (2022). concerns about the security of collating data online and the likelihood of hacked or otherwise altered election results were also noted in the study. dissatisfaction with the electoral process was communicated in the final report of the joint international election observation mission (ieom) to the 2023 general elections in nigeria, which was published on the 12th of june 2023, by the national democratic institute (ndi) and the international republican institute (iri). independent electoral commission (inec) chairman mahmood yakubu had promised to hold “the best-ever election” in 2023, but the study detailed several anomalies that tainted the process. theoretical framework this study is analysed critically within the context of agenda-setting theory. agenda-setting is the belief that the media has the power to shape the public’s priorities by choosing which issues will get the most coverage (mccombs, shaw, & weaver, 2014). in this perspective, the media may influence public opinion by carefully choosing which stories to cover. this study is crucial for understanding the reception of adichie and oke’s postelection letters to vice president joseph biden in nigeria. adichie expressed concern about the manner the nigerian government was handling the 2019 presidential election in a letter to the united states government (vanguard, 2023) and asked for intervention. the vanguard printed adichie’s letter. in response to adichie’s letter, oke said that she did not agree with her views and that she did not share them. both letters received extensive coverage in nigerian media and elsewhere on social media, where they elicited a wide range of replies from other nigerians. some news outlets have praised both letters as courageous acts of speaking truth to power; others have vilified them as examples of the worst of what racial prejudice and globalization have to offer. the media had a major role in shaping the narrative that emerged from the letters. furthermore, agenda-setting is applied here to explain why the media reported on the letters the way they did. how the media reported on the letters and how the issues were phrased affected how readers understood and responded to the messages contained inside. in all, the theory of agenda-setting is useful in the evaluation of the reactions of nigerians to the post-election letters delivered by adichie and oke. research design this study shall employ the paradigmatic method of analysis. according to alghamdi (2015), a paradigmatic analysis is a method of doing research that comprises examining the underlying assumptions and concepts upon which people’s understanding and interpretation of the world are based. to do this, one must first understand the many conceptual lenses through which individuals see and interpret the social, political, and cultural occurrences around them (khaldi, 2017). this is done to learn how locals interpret and make sense of the cultural, political, and social events taking place around them. paradigmatic analysis is a method that is useful in the context of this study. in this case, one paradigm shows a circumstance in which one school of thought supports adichie’s letter, while the other presents a situation in which the opposing school of thought support oke’s letter, which is diametrically opposed to adichie’s. cultural, political, and historical dimensions, among others, are explored in the study of these two paradigms. for instance, adichie’s letter focuses heavily on values and ideas related to democracy, free speech, and human pa ge 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 1-12, 2023 rights; these are all aspects that can possibly be included in a comprehensive definition of culture. to conduct a political analysis of nigeria, one must consider not only the many political ideologies and parties but also the government’s and people’s respective positions of power. oke’s letter, which examines the historical context of nigerian politics, may inspire historical perspectives that analyse the ability of nigeria’s political institutions to form the country’s political landscape without any foreign interference. research discourse nigerians perspectives on the 2023 general elections there is a broad variety of unpleasant views among nigerians towards the 2023 general election, and these perspectives are chronicled by different journalists in various media platforms that may be available across the country. some of these points of view are expressed here. it is no doubt that the credibility of authentic democracy has been questioned since the military rule ended in 1999. presidential candidates have emerged with loads of promises chiseled in impressive manifestoes, but years have passed, and leaders have led and left; the hopes of nigerians remain dashed. the long-awaited birth of a new nigeria has consumed the minds of nigerians as they anticipate the 2023 presidential election. supposedly, the election was potentially meant to be the game changer, and this was largely due to the emergence of a generation who have decided to put an to the bad leadership that has ravaged the potency of the great country. millions of young nigerians registered as first-time voters and their passion, we can say, stems from opportunities they have been robbed of and the tragedies that erupted during the end sars (police brutality) violence. even, these redblooded scenarios are in fact insufficient when itemizing the urgent need for good governance in nigeria. in short, nigeria has long been overdue for a change. “if nigeria continues on this downhill, it will be disastrous, so yes, it is a defining moment,” a protester said (orjinmo, 2023 bbc news online). while peter obi seemed to be a favourite before the election, there is no doubt that tribalism played a major role in the election. another voter expressed joy for the outcome of the election; “tinubu is a great man, he has been a great man in nigeria and lagos and has a track record of success”.the nigerian election has made it evident that no matter the level of education and exposure of the average nigerian, emotions, sentiments, and biases are major decision drivers; and that many nigerians largely identify along their ethnic and tribal lines than as nigerians. the elections exposed the dearth of political illiteracy and nigeria’s history among the citizens. some indigenous lagosians praised the president-elect for his victory and emphasized that they would support any candidate and party that will ensure equitable representation in appointments of officials to run the affairs, “we will support any candidate and party that will ensure that the appointment ratio is shared between the indigenes and others based on 75% to 25% as it was done in the second republic,” the communique said” (nwaokolo, 2023 nigerian tribune online) the pdp candidate, atiku abubakar” in his post-election result speech expressed his disappointment. the weekend election was neither free nor fair. preliminary assessments indicate that it is the worst conducted election since the return to democratic rule. the manipulation and fraud that attended this election were unprecedented in the history of our nation. i can still not understand why the electoral umpire was in such a hurry to conclude the collation and announcement of the result, given the number of complaints of irregularities of bypassing of the bvas, failure of uploading to the irev, and unprecedented cancellations and disenfranchisement of millions of voters in breach of the electoral act and the commission’s own guidelines. it was indeed a rape of democracy” (premium times, 2023) david adeleke, best known by his stage name davido, is a nigerian artist who has gained international fame. in response to the election’s results, he said; it’s what it is! but i personally don’t feel like that was really a credible election. you know what i’m saying? i feel like the most important thing is the safety of life of everybody. but in all, that wasn’t it. so, i don’t think i will be able to hide that. i can’t hide that,” (oloniniran, 2023 punch online) the demand for a new nigeria is being heard well beyond nigeria’s borders, as various world leaders have commented on nigeria’s potential to aid in africa’s development. bola tinubu, the freshly elected president of nigeria, has received letters of congratulations from a number of world leaders, including the prime minister of the united kingdom, the united states department of state, and others. the statement made by the us state department read thus; “the united states congratulates the people of nigeria, president-elect tinubu, and all political leaders following the declaration by nigeria’s independent national electoral commission (inec) on the results of the february 25 presidential election. this competitive election represents a new period for nigerian politics and democracy. each of the top three candidates was the leading vote-getter in 12 states, a remarkable first in nigeria’s modern political era, reflecting the diversity of views that characterized the campaign and the wishes of nigeria’s voters. we understand that many nigerians and some of the parties have expressed frustration about the manner in which the process was conducted and the shortcomings of technical elements that were used for the first time in a presidential election cycle. nigerians are clearly within their rights to have such concerns and should have high expectations for their electoral processes. we join other international observers in urging inec to improve in the areas that need the most attention ahead of the march 11 gubernatorial elections.” (price, 2023 united states government) pa ge 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 1-12, 2023 openness/accountability perspective (adichie 2023) chimamanda adichie in her scathing open letter to president joseph biden expresses disappointment with the international response to the election’s decision. from her perspective, many nigerians are unhappy with how global leaders and international media have responded to the election’s results, especially in light of the violence that has been alleged to have occurred. adichie’s letter to the president of the united states reflects the views of a sizable portion of the nigerian population, whose outrage over the reported election irregularities calls for immediate intervention from all quarters, including the international community. the adichie’s letter as published by the vanguard online (april 6, 2023) states; dear president biden, something remarkable happened on the morning of february 25, the day of the nigerian presidential election. many nigerians went out to vote holding in their hearts a new sense of trust. cautious trust, but still trust. since the end of military rule in 1999, nigerians have had little confidence in elections. to vote in a presidential election was to brace yourself for the inevitable aftermath: fraud. elections would be rigged because elections were always rigged; the question was how badly. sometimes voting felt like an inconsequential gesture as predetermined “winners” were announced. a law passed last year, the 2022 electoral act, changed everything. it gave legal backing to the electronic accreditation of voters and the electronic transmission of results, in a process determined by the independent national electoral commission (inec). the chair of the commission, professor mahmood yakubu, assured nigerians that votes would be counted in the presence of voters and recorded in a result sheet, and that a photo of the signed sheet would immediately be uploaded to a secure server. when rumors circulated about the commission not keeping its word, yakubu firmly rebutted them. in a speech at chatham house in london (a favorite influence-burnishing haunt of nigerian politicians), he reiterated that the public would be able to view “polling-unit results as soon as they are finalized on election day.” nigerians applauded him. if results were uploaded right after voting was concluded, then the ruling party, the all progressives congress (apc), which has been in power since 2015, would have no opportunity for manipulation. technology would redeem nigerian democracy. results would no longer feature more votes than voters. nigerians would no longer have their leaders chosen for them. elections would, finally, capture the true voice of the people. and so trust and hope were born. by the evening of february 25, 2023, that trust had dissipated. election workers had arrived hours late, or without basic election materials. there were reports of violence, of a shooting at a polling unit, and of political operatives stealing or destroying ballot boxes. some law-enforcement officers seemed to have colluded in voter intimidation; in lagos, a policeman stood idly by as an apc spokesperson threatened members of a particular ethnic group who he believed would vote for the opposition. most egregious of all, the electoral commission reneged on its assurance to nigerians. the presidential results were not uploaded in real time. voters, understandably suspicious, reacted; videos from polling stations show voters shouting that results be uploaded right away. many took cellphone photos of the result sheets. curiously, many polling units were able to upload the results of the house and senate elections, but not the presidential election. a relative who voted in lagos told me, “we refused to leave the polling unit until the inec staff uploaded the presidential result. the poor guy kept trying and kept getting an ‘error’ message. there was no network problem. i had internet on my phone. my bank app was working. the senate and house results were easily uploaded. so why the presidential results couldn’t be uploaded on the same system?” some electoral workers in polling units claimed that they could not upload results because they didn’t have a password, an excuse that voters understood to be subterfuge. by the end of the day, it had become obvious that something was terribly amiss. no one was surprised when, by the morning of the 26th, social media became flooded with evidence of irregularities. result sheets were now slowly being uploaded on the inec portal, and could be viewed by the public. voters compared their cellphone photos with the uploaded photos and saw alterations: numbers crossed out and rewritten; some originally written in black ink had been rewritten in blue, some blunderingly whited-out with tipp-ex. the election had been not only rigged, but done in such a shoddy, shabby manner that it insulted the intelligence of nigerians. nigerian democracy had long been a two-party structure—power alternating between the apc and the peoples democratic party—until this year, when the labour party, led by peter obi, became a third force. obi was different; he seemed honest and accessible, and his vision of anti-corruption and self-sufficiency gave rise to a movement of supporters who called themselves “obidients.” unusually large, enthusiastic crowds turned up for his rallies. the apc considered him an upstart who could not win, because his small party lacked traditional structures. it is ironic that many images of altered result sheets showed votes overwhelmingly being transferred from the labour party to the apc. as vote counting began at inec, representatives of different political parties—except for the apc—protested. the results being counted, they said, did not reflect what they had documented at the polling units. there were too many discrepancies. “there is no point progressing in error, mr. chairman. we are racing to nowhere,” one party spokesperson said to yakubu. “let us get it right before we proceed with the collation.” but the inec chair, opaque-faced and lordly, refused. the counting continued swiftly until, at 4:10 a.m. on march 1, the ruling party’s candidate, bola tinubu, was announced as presidentelect. a subterranean silence reigned across the country. few people celebrated. many nigerians were in shock. “why,” my young cousin asked me, “did inec not do pa ge 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 1-12, 2023 what it said it would do? it seemed truly perplexing that, in the context of a closely contested election in a lowtrust society, the electoral commission would ignore so many glaring red flags in its rush to announce a winner. (it had the power to pause vote counting, to investigate irregularities—as it would do in the governorship elections two weeks later.). rage is brewing, especially among young people. the discontent, the despair, the tension in the air have not been this palpable in years. how surprising then to see the u.s. state department congratulate tinubu on march 1. “we understand that many nigerians and some of the parties have expressed frustration about the manner in which the process was conducted and the shortcomings of technical elements that were used for the first time in a presidential election cycle,” the spokesperson said. and yet the process was described as a “competitive election” that “represents a new period for nigerian politics and democracy.” american intelligence surely cannot be so inept. a little homework and they would know what is manifestly obvious to me and so many others: the process was imperiled not by technical shortcomings but by deliberate manipulation. an editorial in the washington post echoed the state department in intent if not in affect. in an oddly infantilizing tone, as though intended to mollify the simpleminded, we are told that “officials have asserted that technical glitches, not sabotage, were the issue,” that “much good” came from the nigerian elections, which are worth celebrating because, among other things, “no one has blocked highways, as happened in brazil after jair bolsonaro lost his reelection bid.” we are also told that “it is encouraging, first, that the losing candidates are pursuing their claims through the courts,” though any casual observer of nigerian politics would know that courts are the usual recourse after any election. the editorial has the imaginative poverty so characteristic of international coverage of african issues—no reading of the country’s mood, no nuance or texture. but its intellectual laziness, unusual in such a rigorous newspaper, is astonishing. since when does a respected paper unequivocally ascribe to benign malfunction something that may very well be malignant—just because government officials say so? there is a kind of cordial condescension in both the state department’s and the washington post’s responses to the election. that the bar for what is acceptable has been so lowered can only be read as contempt. i hope, president biden, that you do not personally share this cordial condescension. you have spoken of the importance of a “global community for democracy,” and the need to stand up for “justice and the rule of law.” a global community for democracy cannot thrive in the face of apathy from its most powerful member. why would the united states, which prioritizes the rule of law, endorse a president-elect who has emerged from an unlawful process? compromised is a ubiquitous word in nigeria’s political landscape—it is used to mean “bribed” but also “corrupted,” more generally. “they have been compromised,” nigerians will say, to explain so much that is wrong, from infrastructure failures to unpaid pensions. many believe that the inec chair has been “compromised,” but there is no evidence of the astronomical u.s.-dollar amounts he is rumored to have received from the president-elect. the extremely wealthy tinubu is himself known to be an enthusiastic participant in the art of “compromising”; some nigerians call him a “drug baron” because, in 1993, he forfeited to the united states government $460,000 of his income that a chicago court determined to be proceeds from heroin trafficking. tinubu has strongly denied all charges of corruption. i hope it will not surprise you, president biden, if i argue that the american response to the nigerian election also bears the faint taint of that word, compromised, because it is so removed from the actual situation in nigeria as to be disingenuous. has the united states once again decided that what matters in africa is not democracy but stability? (perhaps you could tell british prime minister rishi sunak, who quickly congratulated tinubu, that an illegitimate government in a country full of frustrated young people does not portend stability.) or is it about that ever-effulgent nemesis china, as so much of u.s. foreign policy now invariably seems to be? the battle for influence in africa will not be won by supporting the same undemocratic processes for which china is criticized. this nigerian election was supposed to be different, and the u.s. response cannot—must not—be business as usual. the nigerian youth, long politically quiescent, have awoken. about 70 percent of nigerians are under 30 and many voted for the first time in this election. nigerian politicians exhibit a stupefying ability to tell barefaced lies, so to participate in political life has long required a suspension of conscience. but young people have had enough. they want transparency and truth; they want basic necessities, minimal corruption, competent political leaders, and an environment that can foster their generation’s potential. this election is also about the continent. nigeria is a symbolic crucible of africa’s future, and a transparent election will rouse millions of other young africans who are watching, and who long, too, for the substance and not the hollow form of democracy. if people have confidence in the democratic process, it engenders hope, and nothing is more essential to the human spirit than hope. today, election results are still being uploaded on the inec server. bizarrely, many contradict the results announced by inec. the opposition parties are challenging the election in court. but there is reason to worry about whether they will get a fair ruling. inec has not fully complied with court orders to release election materials. the credibility of the nigerian supreme court has been strained by its recent judgments in political cases, or socalled judicial coronations, such as one in which the court declared the winner of the election for governor of imo state a candidate who had come in fourth place. lawlessness has consequences. every day nigerians are coming out into the streets to protest the election. apc, uneasy about its soiled “victory,” is sounding shrill and pa ge 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 1-12, 2023 desperate, as though still in campaign mode. it has accused the opposition party of treason, an unintelligent smear easily disproved but disquieting nonetheless, because false accusations are often used to justify malicious state actions. i supported peter obi, the labour party candidate, and hoped he would win, as polls predicted, but i was prepared to accept any result, because we had been assured that technology would guard the sanctity of votes. the smoldering disillusionment felt by many nigerians is not so much because their candidate did not win as because the election they had dared to trust was, in the end, so unacceptably and unforgivably flawed. congratulating its outcome, president biden, tarnishes america’s self-proclaimed commitment to democracy. please do not give the sheen of legitimacy to an illegitimate process. the united states should be what it says it is. sincerely, chimamanda adichie in her open letter to the u.s. government, adichie urged the us presidency to do more to help spread democracy in nigeria. she portrays that the united states owed it to nigeria and other african countries to support democratic reforms. she used nigeria and other african nations as examples. according to her, president biden should use his diplomatic influence to urge the government of nigeria to address the electoral fraud that was discovered there. adichie writes in her open letter that free and fair elections are crucial for nigeria’s democracy and political stability. election malpractices erode public trust in the election system and threaten the legitimacy of the democratic process. they also foster an environment of fear and intimidation, which discourages citizens from engaging in the political process and undermines democratic ideals. some others saw her public statements condemning election interference and pleading for help from the international community as heroic displays of patriotism. these people consider these measures essential for ensuring a fair procedure. others, however, are of the view that she is endangering nigeria’s independence by aggressively pursuing international engagement in the country’s internal affairs. nigerians’ responses to the open letters have sparked debate, with some worried about the potential for a power/attention struggle between those who support the letter, led by professor yemi oke, and those who do not, who are concerned about national sovereignty and outside interference. national sovereignty/interference perspective (oke, 2023) professor yemi oke had responded to the letter that adichie had sent to president joe biden by kicking against the letter. this tends to reflect the opinion of the nigerian public, who, regardless of whether they are dissatisfied with the results of the election or not, are in complete disagreement with adichie’s message. in view of the analysis done by the vanguard online (april, 10, 2023), oke’s letter to president joseph biden of the united states and prime minister justin trudeau of canada states thus; dear pm and president, it is most bewildering that a privileged nigerian-born writer, chimamanda ngozi adichie.born in enugu, nigeria in 1977 but now lives in the united state of america, has decided to paint her country of origin “black”. sadly, chimamandi’s letter is a reckless affront on our resolve not to be part of the “brain-drain” syndrome against our dear country. nigeria like the writer. some of us are determined to be “brain-gain” to nigeria. it is in view of this that we felt taken aback that chimamandi went below expectations to pendown a seditious letter against the government and people of nigeria. chimamandi’s letter titled “nigeria’s hollow democracy” was not about the election or person of the president-elect, bola ahmed tinubu whose victory was freely and fairly unveiled despite dis-oriented opposition politicking and those of their supporters in nigeria and their allies in the diaspora. chimamandi’s letter was against entire “nigeria’s democracy that was fought and procured with patriotic bloods, labour, efforts, lives and undeterred resolve of democrats, chief among them being asiwaju bola ahmed tinubu, who, by divine arrangement, is now the president-elect of the federal republic of nigeria. the misplaced reference to certain “the smoldering disillusionment felt by many. nigerians’” in her letter is, at best chimamanda’s sole experience of agonies of defeat suffered by her and her preferred candidate/ party in the recently concluded presidential elections in nigeria. sedition is an offence in the us where chimamandi lives. it is also an offence in nigeria, her country of origin that she now holds and views with disdains. sedition not only covers a person’s actions but also any words or writings in print that may incite, encourage or promote the overthrowing of a government. the us criminalizes seditious conspiracy by virtue of 18 u.s.c. § 2384. sedition is a transnational crime defined as the “inciting by words or writing to show disaffection towards the state or constituted authority”. the transnational nature of sedition committed by us resident against sovereign nations led to the enactment of the alien and sedition acts (1798) which aimed to prevent “aliens,” or non-citizens, living in the united states from resorting to seditious acts or conduct, like chimamandi did in her letter. the law authorized the president to deport “aliens,” and also permitted their arrest, imprisonment, and deportation for seditious acts or conduct. the sedition act also made it a crime for american citizens to “print, utter, or publish...any false, scandalous, and malicious writing” about a government. under the nigerian constitution, chimamandi’s franchise, constitutional right to vote and be voted for, is guaranteed but the writer opted to snub the legal right by refusal to collect a pvcpermanent voter’s card. she opted to be more “american” than the real americans! she also did not participate in nigeria’s election as a candidate or as eligible voter. she opted to make several videos to publicly pa ge 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 1-12, 2023 endorse and campaign for her “messianic candidate of the labour party. chimamandi became needlessly embittered because her tribal option and those of her political party failed woefully. chimamandi’s claims and assertions on the recently concluded presidential elections in nigeria is not only ludicrous, it is also illogical, baseless and depicts ignoble ranting of an uninformed mind about legal and judicial processes or procedures. it is unimaginable that someone who did not participate or vote in an election would make categorical statements about an election she did not witness. what chimamandi did not tell her gullible readers is that her candidate won mostly in her/his ethnic enclaves and that the presidentelect, bola tinubu, president buhari, notable nigerian governors, senators and others also lost in their strongholds, which should ordinarily have been their locational advantage for “manipulating” the outcome, as chimamandi unconscionably and recklessly alleged. the writer-turned ethnic politician did also not indicate that the presidential election was conducted on the same date as the national assembly elections in which the ruling party won about 60% of all seats in the senate and house of representatives. the winning trends of the apc is obvious, real, actual and all-embracing. chimamandi represents recent generations of nigerian intelligentsias in the diaspora. her lonely voice on the election of president-elect bola ahmed tinubu is, at best, a muted trumpetwhich is audible to no one except herself and her co-travelers. the only legal and legitimate option is for her candidate, peter obi, not chimamandi herself because she lacks the locus standi, to approach the presidential election petition tribunal as provided by constitution of the federal republic of nigeria, 1999 (as amended). this has since been done, and further makes it illogical for chiamamandi to resort to writing letters capable of inciting ethnic or violent reactions in nigeria while she resides in the comfort of the us, her new found home or haven, which was fought for and procured with hard labour and commitment of americans. if chimamandi is unwilling to sacrifice to make nigeria better, she should kindly desist from undermining the resolve of those of us who believe that nigeria could be better if we all make necessary sacrifices like american did to build their country where chimamadi now sojourns. chimamandi’s letter is most unbecoming. nigerians have spoken with their votes in the election, and they spoke loudly and clearly. the losers have since taken to the legal and legitimate options of challenging the outcome. legally speaking, the issue is now subjudice. chimammadi’s letter may be viewed as an attempt to undermine the course of justice or pre-empt the outcome of judicial processes. this is similar to the same way and manner her party and candidate orchestrated polls to preempt the outcome of an election they knew they could never win, as they planked their electioneering and campaign activities on tribal and other ethnocentric and religious sentiments. this is also reflected in the outcome of the elections as results empirically validated this assertion. the position of law in nigeria (and similar to all civilized democracies of the world, including canada and the us), is that: any individual or political party that intends to challenge or question the result of an election must ensure the petition is established on a valid ground or reason recognized by law. an election petition can only succeed with valid grounds recognized by the 1999 constitution or electoral act, 2022. the expectations of nigerians are very high on the up-coming bola ahmed tinubu presidency, which had triumphed over all known forces of religious bigotry of “muslim-muslim ticket, ethnicity and other divisive tendencies. elections have come and gone. the battle now shifts to the presidential election tribunal. the act of serious, progressive and purposeful governance must immediately commence and continue pending legal battles. the president-elect is no longer for the apc. he has declared that he is now for apc as much as for pdp, lp, and other major political parties in nigeria. more importantly, he has also declared that his administration will govern for the benefit of those who voted for or against it. now that the season of politics, politicking and electioneering is over, it is time for all of us to collaborate, including diaspora nigerian citizens, writers andbintelligentsias like the chimamandis of the us, canada, the uk and elsewhere, to team-up and get nigeria working again under president bola ahmed tinubu. the giant called nigeria must rise, and never fall again! the intention of this open letter is not to vilify, ridicule or incite and set the law of sedition in motion against chimamandi. it is to right-size her over-bloated ego of perceived global selfesteem. she needs to realise that thousands, if not millions of nigerians (including those of us who are now back home in nigeriabut still frequently travel to those sides to be a part of the solution and those still in the diaspora) have had similar and even better opportunities in canada, us, uk and other countries of the world without deploying our privileged positions to undermine our country of origin, nigeria. at a time all hands are on deck to build a nigeria of renewed hope under the in-coming president bola ahmed tinubu, the unpatriotic chimamandis opted for the ignoble act of stimulating crisis against nigeria, a country that prepared them for their perceived global fames. this is not the canadian or american culture we had imbibed and which has now positively and progressively shaped our worldviews and socio-political and other forms of engagements. for the records, the pride of canada and the us democracies is multi-ethnicity and multiculturalism, not ethnocentrism. this is a vital lesson for all concerned.thank you. yours faithfully, prof. yemi oke, phd, fcti, fciarb this research challenges that conventional wisdom by demonstrating unequivocally that both letters address the sociopolitical realities of nigeria, far apart from any appeal to ethnicity. this research reveals clearly that beyond the cry for ethnic significance, both letters address the socio-political reality of nigeria, which has pa ge 10 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 1-12, 2023 been misunderstood by many nigerians who saw the response letter from professor yemi oke to chimamanda adichie as a tribal fight and a demonstration of nepotistic opportunists. independence, national sovereignty, and the possibility of intervention from inside are highlighted by the latter, while the former emphasises the crucial need for openness and accountability. concerns for openness/accountability and national sovereignty the concern for electoral accountability and national sovereignty certainly played out in this setting (adichie vs. oke) where there is a conflict between the need for accountability and openness in a country and the necessity to defend national sovereignty. this is a difficult problem that has been contested for decades and is a topic that has been discussed for a long time. one the one hand, accountability and transparency are important concepts of good governance that guarantee people in power are held accountable for their actions (taufiq, 2015). on the other hand, sustaining a country’s national sovereignty is an essential component of preserving a nation’s independent status and capacity for self-determination (khosrowjerdi, 2022). in her letter, adichie specifically requested that the government seek aid from outside sources in its pursuit of accountability and transparency. several nations have reached out to the international community and other governments for assistance in establishing institutions that can foster good governance, as stated by jashari and pepaj (2018). separate and impartial judicial and electoral commissions, as well as anti-corruption agencies, are examples of such organisations. providing technical help and experience that is often missing in underdeveloped countries, these programmes have the potential to be highly successful in increasing transparency and accountability. as stated by epstein and kronstadt (2013), many times when a foreign government or organisation offers assistance, they tack on conditions to the finance that require the recipient country to adopt particular policies or reforms. because of the potential for this to be seen as interference in a country’s internal affairs, it might provoke hostility from domestic actors who believe their independence is being threatened. this may worsen the problem in some way. furthermore, foreign aid may have unintended consequences, some of which may be harmful to the same institutions that it is meant to strengthen (ifeoma, 2008). for instance, receiving foreign aid can lead to a reliance on external financing and policy decisions, which can stymie the development of long-lasting local institutions and dampen ownership and commitment from local players. corruption in the delivery of foreign assistance is another factor that might erode people’s trust in their government and other organisations. the public’s confidence in their government and other institutions may suffer as a result. conclusion resolving the tension between adichie’s and oke’s letters, which present opposing views on the importance of openness and accountability and the value of independence and national sovereignty, respectively, requires that all matters be handled on the basis of deliberate patriotism and without any sentiment of ethnic biases as was perceived by nigerians. the letters sent by oke and adichie provide insight on these viewpoints. patriotism is a necessary trait in every free society. it is the strong attachment one has to one’s homeland, its people, and the values it maintains. deliberate patriotism is shown when one takes active steps to protect national ideas and beliefs. election day difficulties and other threats to democratic processes, such as voter fraud, call for an overt expression of patriotism. if voters are to have any trust in their government or the democratic process as a whole, elections must be conducted in a free and fair way. professor of religious studies at boston university, nimi wariboko, argues that patriotism is essential for solving political issues in the right way. having pride in one’s country and the democratic values it represents is crucial, as it will motivate people to strive towards ensuring that the process is carried out in a free and fair manner. this statement highlights the value of conscious patriotism that is not tainted by bias towards any group while discussing national elections. in addition, vigilant patriotism ensures that the democratic process is not polluted by elements like as violence, corruption, or foreign interference. fraudulent elections, efforts to suppress the vote, and party political infighting all pose threats to the sustainability and efficacy of nigeria’s democratic system. dealing with threats to democracy calls for calculated patriotism, which helps in ensuring that democratic ideals are not watered down in any manner. to counteract the forces that want to undermine the democratic process, a deep sense of loyalty to one’s country and the democratic ideals it defends is crucial. the likelihood of a peaceful response to a democratic crisis, such as claims of election fraud, increases when citizens actively practise patriotism. people who care deeply about their country and the democratic values it represents are more inclined to engage in civil, constructive debate in the pursuit of answers to pressing issues. a sense of loyalty to the country and its democratic principles ensures that people will engage in peaceful and constructive dialogue to resolve issues. while both letters considered in the study tends to stream from different ethnic backgrounds within the country, this study resolves that response to the issues on the grounds of deliberate patriotism should be done without any intention to downplay the unity of the nation’s distinct entities. as such, this conclusion should be applied to all cases in the future if similar needs arises. references akhaine, s. o. 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(2010). the open space of democracy. wipf and stock publishers. pa ge 1 pa ge 24 1 american journal of arts and human science (ajahs) work environment and job performance among non-teaching employees of higher education institutions in region 10 marymae d. suminguit1*, ninfa c. osias1, gerlinda g. corpuz1, rizhaly b. maandig1, mary jean p. castro1 volume 4 issue 2, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i2.4557 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: february 17, 2025 accepted: march 19, 2025 published: may 19, 2025 this study explores the connection between the work environment and job performance of non-teaching employees in higher education institutions (heis) in region 10. it focuses on employees such as academic secretaries, librarians, registrar staff, and student affairs personnel, who play essential roles in institutional operations. using a mixed-method approach, qualitative and quantitative data were collected from 300 respondents through surveys and interviews. participants were selected using purposive sampling to ensure diverse experiences and key roles were represented. a structured questionnaire measured demographics, work environment perceptions, and job performance indicators, including productivity, people skills, and attendance. the study aimed to determine the levels of work environment satisfaction and job performance among non-teaching employees. it sought to describe the demographic and professional profiles of respondents, assess their perceptions of the work environment, and evaluate perceived job performance. it also examined significant differences in job performance based on demographic and professional characteristics and analyzed the relationship between work environment assessments and job performance. descriptive statistics were used, including frequency, percentage, mean, and standard deviation. pearson’s r, f-test, and t-test determined significant relationships and differences in job performance. results showed that a positive work environment significantly improves job performance. factors such as clear role expectations, fair compensation, leadership style, and professional growth opportunities were critical. interviews emphasized the need for employee recognition and career development. the study concludes that improving workplace conditions benefits both employees and institutions. heis are recommended to implement the work enhancement plan, including flexible work arrangements to reduce absenteeism. keywords compensation, employees, job performance, leadership, work environment 1 phinma cagayan de oro college, philippines * corresponding author’s email: mdsuminguit.coc@phinmaed.com introduction non-teaching employees played an important role in universities and colleges by ensuring smooth daily operations, supporting teachers and students, and maintaining a positive learning environment. however, their contributions were often overlooked. this study examined the factors that affected their job performance in universities and colleges in region 10, focusing on job type, salary, work environment, relationships with coworkers, and leadership styles to find ways to improve their working conditions. the quality of support services from non-teaching staff was essential in schools. these employees helped students’ access services and assisted teachers in their tasks, directly influencing the overall learning experience. a positive work environment and good relationships with coworkers improved motivation, while poor leadership and low salaries led to dissatisfaction and lower productivity. understanding these factors helped schools create better support systems for their employees. this study gathered data from 300 non-teaching employees in schools accredited by pacucoa and aaccup. it explored how personal background, workplace experiences, and relationships with colleagues influenced job performance. the findings provided recommendations to improve job satisfaction, productivity, and overall performance, helping institutions in region 10 create better work environments and stronger support systems. literature review position the job performance of non-teaching staff in higher education institutions, including those in cagayan de oro city, is affected by their work positions. factors such as job satisfaction, commitment to the organization, and support from the institution play a key role. cek and eyupoglu (2018) found that when employees are happy with their tasks and work environment, they perform better. this shows the importance of assigning employees to roles that match their skills and interests to improve efficiency and overall job performance. fazio et al. (2018) explain that employees who feel valued and committed to their workplace tend to work harder. support from the institution also helps them feel secure and motivated. these findings highlight the need for workplace programs that focus on employee satisfaction and support to improve job performance in higher education. length of service research shows that employees who have worked longer in pa ge 24 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 241-255, 2025 an institution often perform better. blanz (2018) explains that experience helps employees understand their roles better and work more efficiently. their knowledge of the workplace allows them to handle challenges effectively, contributing to the institution’s success. a study by bares (2019) in cagayan de oro city found that employees who have worked for a longer time are more satisfied and committed, leading to better performance. as employees become more familiar with their work, they develop a proactive attitude and improve productivity. garcia and santos (2020) also suggest that institutions should provide continuous training and recognition programs to keep long-serving employees motivated and skilled in their work. enhancing workplace support and adaptability in higher education institutions a supportive workplace improves employee performance and job satisfaction. flores (2019) states that good leadership, strong work relationships, and enough resources help create a positive work environment. employees who feel supported are more motivated and productive. in higher education, non-teaching staff take on more than just administrative tasks. they also help with technology, research, and student services. to keep up with these changes, flores (2019) suggests continuous training and development programs. sumalbag and pilongo (2020) add that recognition, job security, and career growth make employees more committed to their work. dela cruz and mangao (2021) recommend workplace programs that provide training, rewards, and teamwork opportunities. such programs help improve job performance and retention, leading to the overall success of the institution. compensation fair pay plays a big role in motivating employees, increasing job satisfaction, and improving performance. odunlade (2018) states that employees work better when they receive fair and competitive salaries. mabaso and dlamini (2018) found that when salaries are based on performance, employees are more productive. pichler et al. (2018) highlight the importance of fair pay in keeping employees satisfied. kim and sung-choon (2019) also note that clear and consistent pay policies prevent favoritism and improve workplace harmony. fair compensation encourages employees to stay in their jobs and work harder, benefiting both them and the institution. optimizing workplace conditions and relationships for enhanced job performance in higher education a good work environment and healthy relationships improve job performance. nawaz and gomes (2018) state that a supportive work culture helps employees collaborate better. the physical workspace, including lighting and office layout, also affects productivity. comon and corpuz (2023) further reinforce the need for collaborative environments. their research indicates that institutional support systems fostering professional development and teamwork enhance overall performance. encouraging knowledge-sharing and mentorship can further build a positive workplace culture. leadership style good leadership is essential for guiding and motivating employees. bass and avolio (2019) explain that transformational leaders, who inspire and support their teams, create better engagement and performance. wang et al. (2020) found that this leadership style leads to employee satisfaction and success. bass and riggio (2018) discuss the four key traits of transformational leaders: leading by example, motivating employees, encouraging innovation, and providing individual support. these qualities help create a positive work environment and improve performance. similarly, comon and corpuz (2023) highlighted the role of leadership in promoting research competence. leaders who provide opportunities for professional development and recognize employee contributions cultivate a motivated and committed workforce. effective leadership can significantly enhance both job satisfaction and institutional performance. job performance studies show that job satisfaction directly affects performance. a 2023 study on non-teaching staff in the department of education found that professional growth, job security, and good communication are major factors in employee satisfaction (step academic, 2023). when employees feel valued, they work harder and stay longer in their jobs. a 2021 study by the international institute of academic research and instruction (iiari, 2021) found that motivation, such as rewards and recognition, improves job performance. when employees receive support and feedback, they stay motivated and productive. toreno (2023) studied non-teaching staff in malaysia and found that a fair work environment and strong management support improve job satisfaction and performance. these results align with studies showing that workplace fairness and support lead to higher job commitment and better work outcomes (rahman & jalil, 2021). work productivity the work environment greatly affects employee productivity. tavárez de henríquez and domínguez valerio (2023) found that job satisfaction, leadership quality, fair pay, and job security influence employee engagement and performance. baltaru and soysal (2018) emphasize that non-teaching staff contribute to institutional success by supporting planning and technology. smith et al. (2021) add that a collaborative work environment with clear roles and recognition improves job performance. corpuz (2024) found that job commitment and satisfaction directly impact productivity. employees who are satisfied and committed perform pa ge 24 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 241-255, 2025 better and help institutions achieve their goals. these findings highlight the need for supportive workplaces and fair policies to maximize productivity in higher education institutions. job knowledge understanding the job well is important for good performance in any workplace. bhatia and williams (2023) found that non-teaching staff in higher education perform better when they have job satisfaction, chances for promotion, good relationships with coworkers, and support from their managers. a positive work environment helps improve performance and should be part of workplace improvement programs. in a different industry, javed and farooq (2019) studied job knowledge in manufacturing and found that experienced employees made fewer mistakes and worked more efficiently. their study suggests that organizations should regularly check employees’ skills and offer refresher training. these studies show that job knowledge is a key factor in workplace success. to improve employee performance, institutions should invest in training, mentoring, and management support. interpersonal skills good communication and teamwork are essential for a successful workplace. heckenberg et al. (2019) explained that strong interpersonal skills help employees work well with others and handle conflicts effectively. in schools and universities, non-teaching staff need these skills to interact positively with students, administrators, and coworkers. rahim et al. (2018) found that employees with strong interpersonal skills perform better, especially in jobs with many responsibilities. similarly, seibert et al. (2020) explained that good interpersonal skills increase job satisfaction because they help employees build trust and support within the workplace. this is important in schools where teamwork is needed. emotional intelligence also plays a role. goleman et al. (2018) noted that people who understand their own emotions and those of others communicate better and solve problems more effectively. higher education institutions can benefit from training programs that develop these skills, helping employees work together smoothly. attendance and job attitudes for improved workplace performance attendance and job attitude are critical factors influencing job performance among non-teaching employees in higher educational institutions. attendance patterns serve as key indicators of reliability and dedication, directly impacting institutional efficiency (stefanov & chompalov, 2018). in cagayan de oro city, understanding attendance predictors such as job satisfaction, organizational commitment, and perceived fairness can inform workplace improvement programs (bulut et al., 2020). beyond mere presence, attendance reflects work consistency and quality, necessitating strategies to address absenteeism caused by stress, health concerns, and dissatisfaction (nguyen et al., 2021). institutions that mitigate these challenges foster a more engaged and productive workforce. job attitude also plays a vital role in employee motivation and performance. research shows that job satisfaction and organizational commitment strongly correlate with productivity (chaudhary & tariq, 2018). factors such as job characteristics, leadership styles, and workplace culture shape employees’ attitudes and engagement levels (alharbi et al., 2020). employees who perceive their work as meaningful and their leadership as supportive are more likely to exhibit higher performance. addressing both attendance and job attitudes through targeted workplace interventions can lead to improved employee engagement, reduced absenteeism, and enhanced institutional success (hussain et al., 2021). by fostering a supportive work environment and implementing evidence-based policies, higher educational institutions can create a motivated workforce, ultimately strengthening their overall effectiveness and competitiveness in region 10. materials and methods research design the researcher employed a mixed-method approach to examine factors influencing job performance among nonteaching staff in universities and colleges in region 10. by integrating qualitative and quantitative methods, the study provided a comprehensive analysis, leveraging the strengths of both approaches to ensure a well-rounded investigation. the quantitative phase involved surveys to gather data from a large sample, identifying patterns related to job performance, work environment, demographics, and attitudes. advanced statistical techniques, including anova and regression analysis, were used to uncover key relationships, offering a broad understanding of influential factors. this structured approach established a baseline for evaluating job performance trends on a larger scale. the qualitative component, through interviews or focus group discussions, provided deeper insights into staff experiences, perceptions, and challenges. these discussions explored the “why” and “how” behind the quantitative trends, revealing personal and environmental factors shaping job performance. by capturing nuanced perspectives, the qualitative data enriched the statistical findings. this integrated approach ensured both statistical precision and contextual depth, strengthening the study’s conclusions. understanding both measurable trends and personal experiences allows for the development of effective workplace improvement programs tailored to the needs of non-teaching staff, ultimately enhancing job performance and organizational success. study setting the study took place in selected provinces of region pa ge 24 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 241-255, 2025 10, also called northern mindanao. this region has many provinces and cities that help develop its culture, economy, and education. bukidnon is known for farming and is home to central mindanao university (cmu), which focuses on agriculture and technology. camiguin, a small island, offers tourism-related programs. lanao del norte, including iligan city, provides education in industrial and agricultural fields, especially in technical and engineering courses. misamis occidental has a rich cultural background and offers programs in business and education. misamis oriental, with cagayan de oro city as its center, is known for commerce, education, and governance. cagayan de oro is home to well-known schools like the university of science and technology of southern philippines (ustp), liceo de cagayan university, capitol university, lourdes college, and phinma cagayan de oro college (coc), which provide accredited courses in business, engineering, and healthcare. other schools in the study include lyceum of iligan foundation, misamis university, immaculate conception college, new el salvador college, and our lady of triumph institute of technology. these institutions play a key role in strengthening education in northern mindanao. data from the philippine statistics authority (psa) and the commission on higher education (ched) highlight their importance in the region’s education and economy. research respondents this research centered on the non-teaching staff roles of academic department secretaries, library staff, registrar staff, and student affairs and services personnel within higher education institutions (heis) in region 10. by focusing on full-time employees in these positions, the study sought to gather a wide array of perspectives on job performance. to ensure a diverse representation, the research involved participants from different age groups, genders, and backgrounds, with voluntary participation through surveys and questionnaires. this approach aimed to identify the factors that influence job performance among these non-teaching staff members. the study involved 300 non-teaching employees from universities in region 10 known for their high academic standards. participants included staff from institutions like the university of science and technology of southern philippines (ustp), central mindanao university (cmu), capitol university, immaculate conception college, liceo de cagayan university, lyceum of iligan foundation, misamis university, new el salvador college, our lady of triumph institute of technology, and phinmacagayan de oro college. these universities were selected to ensure the research reflects the work environment in well-regarded heis. sampling technique this study used purposive sampling to select participants based on specific criteria. only non-teaching staff with relevant experience were included, such as academic secretaries, registrar staff, library staff, and student affairs personnel. the goal was to understand how their jobs impacted the work environment and productivity. participants had different experiences in workplace culture, leadership, job satisfaction, work-life balance, and career growth. this helped identify key factors affecting job performance. a total of 300 employees from accredited schools in region 10 were included. the findings mainly applied to this region, but the study provided useful strategies for improving the work environment in higher education. research instrument to ensure accuracy, the study used a reliable research process. the survey, based on a previous study, was approved by the original author. a structured questionnaire was developed to assess how employees’ views on their work environment influenced their job performance. the survey followed a tested format from april d. acielo’s 2020 study. it had three parts: demographic information collected details like gender, age, job position, and years of service. job performance evaluation used a 4-point scale to measure productivity, job knowledge, interpersonal skills, attitude, and attendance. open-ended questions allowed employees to share their experiences in detail. a scoring system ensured clear and consistent responses. the work environment was rated from “strongly disagree” to “strongly agree,” while job performance ranged from “unsatisfactory” to “outstanding.” this method helped analyze strengths, areas for improvement, and ways to enhance the workplace. validity and reliability of the instrument to ensure accuracy, three department heads from table 1: distribution of respondents school respondents central mindanao university 45 university of science and technology of southern philippines 100 capitol university 22 lligan medical center college 16 liceo de cagayan university 22 lyceum of lligan foundation 20 misamis university 20 new el salvador college 6 our lady of triumphinstitute of technology 20 phinma cagayan de oro college 29 total 300 pa ge 24 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 241-255, 2025 phinma cagayan de oro college reviewed and validated the questionnaire. they provided feedback to refine the questions, making them clearer and more relevant. adjustments were made to avoid vague terms and overlapping ideas. after validation, a pilot test was conducted with 30 respondents who were not part of the main study. their feedback confirmed that the questions were easy to understand and relevant. the reliability of the questionnaire was tested using cronbach’s alpha, with all sections scoring above 0.70, showing strong internal consistency. this careful validation, testing, and statistical analysis ensured that the survey was a reliable tool for studying the job performance of non-teaching staff in region 10. results and discussion problem 1. what is the respondents’ profile in terms of sex, age, position, and length of service? the study explores how the background of nonteaching employees in colleges and universities, such as sex, age, position, and length of service, affects their job performance and work environment. it highlights the impact of sex biases on evaluations, which often disadvantage women, and the need for fair practices to ensure equality. age influences performance, with older employees contributing valuable experience despite some challenges, and their motivations changing over time. job position and longer service often lead to greater expertise and satisfaction. additionally, it examines how table 2: distribution of respondents’ profile according to sex and age variable category frequency percentage sex female 211 70.33 male 89 29.67 total 300 100 age 55 years old and above 6 2.00 45-54 years old 26 8.67 35-44 years old 99 33.00 25-34 years old 169 56.33 total 300 100 these factors interact with the broader work environment, shaping the experiences and effectiveness of non-teaching staff. by understanding these dynamics, the study seeks to provide recommendations for creating a more supportive and equitable workplace for all employees. the study reveals that the majority of non-teaching employees are female (70.33%), reflecting broader trends where women often take on administrative and support roles in educational institutions. this highlights the need for workplace programs that enhance communication, emotional intelligence, and conflict resolution skills, while also addressing work-life balance challenges to improve job satisfaction and retention. additionally, with 56.33% of employees falling within the 25-34 age range, the workforce is relatively young, which presents an opportunity for professional development initiatives. training programs focused on leadership, digital literacy, and cross-generational communication can help nurture talent and prepare employees for future leadership roles. however, the data also indicates a potential retention challenge, as 40% of employees have been with the institution for less than three years. to strengthen organizational commitment, institutions should implement structured onboarding programs that include mentorship, clear career paths, and early engagement with institutional culture. furthermore, with 54.33% of employees working in student affairs and services, there is a strong demand for interpersonal and problem-solving skills. institutions can support these employees by offering stress management programs, peer support networks, and targeted communication training. by addressing the strengths and challenges of these workforce demographics, educational institutions can foster a more engaged, satisfied, and committed non-teaching staff while aligning with their broader organizational goals. table 3: distribution of respondents according to work position and length of service variable category frequency percentage position academic secretary 27 9.00 librarian 39 13.00 registrar staff 71 23.67 student affairs and service staff 163 54.33 total 300 100.00 length of service 10 years and above 51 17.00 7-10 years 32 10.67 pa ge 24 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 241-255, 2025 4-6 years 97 32.33 less than 3 years 120 40.00 total 300 100.00 the data from table 3 provides key insights into the distribution of non-teaching employees based on their work positions and length of service, offering a clearer understanding of workforce composition in higher education institutions. the largest group, comprising 54.33% of respondents, works in student affairs and service roles, emphasizing their vital role in student support and institutional operations. given the increasing complexity of student services, institutions should prioritize continuous professional development, leadership training, and employee recognition to enhance job satisfaction and retention. in contrast, academic secretaries had the lowest representation at 9%, possibly reflecting lower demand or higher turnover. addressing workload management and providing greater recognition for administrative staff could improve job satisfaction and reduce burnout. additionally, the length of service data shows that 40% of employees have worked for less than three years, indicating potential retention challenges. implementing structured onboarding programs, mentorship, and career development initiatives can strengthen employee commitment. with only 10.67% of employees serving for 7-10 years, institutions should also explore strategies to improve mid-career engagement and job satisfaction. by addressing these workforce dynamics, heis can create a more supportive and effective work environment for non-teaching staff. problem 2. how do the respondents assess their work environment based on nature of work, compensation, workplace conditions, relationships at work, and leadership styles? a positive work environment plays a crucial role in fostering employee commitment and motivation. when employees feel appreciated and supported, they are more likely to be engaged and put their best effort into their work. for instance, fair compensation and recognition for their contributions help them feel valued and acknowledged, which reduces stress and enhances their level of engagement. this leads to increased job satisfaction and overall performance. table 4: distribution of the respondents’ assessment of their work environment based on nature of work indicator mean sd description my job responsibilities are clearly outlined 3.4 0.54 strongly agree my job aligns well with my skills and interests 3.34 0.51 strongly agree i consider my work to be meaningful and rewarding 3.46 0.59 strongly agree i receive the training required to do my job effectively 3.13 0.75 agree i clearly understand what is expected of me in my role 3.45 0.56 strongly agree i have opportunities to enhance my skills in my position 3.37 0.69 strongly agree the amount of work iam given is manageable 3.27 0.68 strongly agree my role allows me to utilize my strengths 3.46 0.6 strongly agree ihave enough independence in my job 3.42 3.58 strongly agree my work supports the overall objectives of the institution 3.5 0.54 strongly agree overall 3.38 0.43 strongly agree legend: 3.26-4.00 strongly agree/very high 2.51-3.25 agree/high 1.76-2.50 disagree/low 1.00-1.75 strongly disagree/very low the findings from table 4 indicate that non-teaching employees in region 10 generally perceive their work environment positively, with strong agreement on job clarity, role alignment, meaningful work, and manageable workload. the overall mean score of 3.38 (sd=0.43), interpreted as very high, reflects a supportive environment that fosters employee engagement and motivation. the highest-rated indicator (mean = 3.50, sd = 0.54) shows that employees strongly feel their work aligns with institutional objectives, reinforcing their sense of purpose and commitment. however, the lowest-rated indicator (mean = 3.13, sd = 0.75) highlights a need for improved training programs, as employees feel current initiatives may not fully equip them for their roles. to enhance job performance and satisfaction, institutions should reinforce the connection between employees’ roles and organizational goals, ensuring they understand their impact. additionally, expanding targeted professional development opportunities will help employees stay competent and confident in their responsibilities. investing in continuous training and skill development will not only improve individual performance but also strengthen institutional effectiveness, employee retention, and overall job satisfaction. pa ge 24 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 241-255, 2025 table 5: distribution of the respondents’ assessment of their work environment based on compensation indicator mean sd description my pay is fair compared to similar jobs at other places. 3.09 0.73 agree i'm happy with the benefits my job offers. 3.24 0.72 agree getting paid well makes me want to do a good job. my pay matches my experience and skills. 3.49 0.58 strongly agree my pay matches my experience and skills 3.2 0.7 agree i'm satisfied with how often my salary is reviewed. 3.01 0.75 agree the health benefits provided meet all my medical requirements . 2.95 0.85 agree ireceive sufficient bonus pay for my exceptional performance. 2.91 0.86 agree i'm satisfied with the retirement benefits. 2.8 0.92 agree i'm happy with the vacation and leave policies. ithink my pay and benefits are competitive. 2.99 0.85 agree i think my pay and benefits are competitive 3.04 0.82 agree overall 3.07 0.6 agree legend: 3.26-4.00 strongly agree/very high 2.51-3.25 agree/high 1.76-2.50 disagree/low 1.00-1.75 strongly disagree/very low table 5 presents respondents’ assessment of their work environment concerning compensation among nonteaching employees in higher education institutions in region 10. the findings emphasize the significance of fair compensation in promoting job satisfaction and performance. the overall mean of 3.07 (sd = 0.6), described as agree and interpreted as high, reflects general satisfaction with compensation, though improvements are needed. employees find their pay and benefits acceptable but may expect greater recognition or alignment with their workload. addressing this gap with competitive compensation and benefits can enhance job satisfaction, motivation, and retention. the highest mean of 3.49 (sd = 0.58) corresponds to “getting paid well makes me want to do a good job,” described as strongly agree and interpreted as very high. this underscores the impact of fair compensation on motivation and job performance. competitive pay enhances an organization’s reputation, making it an employer of choice. research by odunlade (2018) and mabaso and dlamini (2018) supports that fair compensation boosts motivation and productivity. aligning pay with contributions fosters commitment and innovation (kuvaas, 2021). conversely, the lowest mean of 2.80 (sd = 0.92) was recorded for “i’m satisfied with the retirement benefits,” described as agree but interpreted as high, indicating room for improvement. enhancing retirement benefits can increase employee loyalty and retention. research by garcia and santos (2020) and martinez and noe (2019) highlights the role of comprehensive benefit packages in boosting morale and reducing turnover. recognizing employees through fair rewards strengthens their sense of belonging and commitment (herzberg et al., 2020). linking pay to performance promotes accountability and high achievement (pichler et al., 2018; flores, 2019). addressing these concerns fosters a supportive work environment, ensuring longterm institutional success. table 6: distribution of the respondents’ assessment of their work environment based on work conditions indicator mean sd description my work environment is equipped with the necessary resources to perform my duties. 3.25 0.64 strongly agree my work environment is comfortable and conducive. 3.31 0.68 strongly agree i feel safe and secure in my workplace. 3.46 0.62 strongly agree the work environment is free from hazards. 3.34 0.61 agree the lighting in my working the environment is adequate. 3.38 0.61 strongly agree noise levels in my work environment are acceptable. 3.19 0.65 agree the work environment is clean and well-maintained. 3.37 0.57 strongly agree i have access to the necessary technology and equipment. 3.31 0.68 strongly agree the layout of my work environment is efficient. 3.22 0.66 strongly agree there are adequate provisions for emergencies 3.22 0.67 strongly agree overall 3.31 0.49 strongly agree pa ge 24 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 241-255, 2025 legend: 3.26-4.00 strongly agree/very high 2.51-3.25 agree/high 1.76-2.50 disagree/low 1.00-1.75 strongly disagree/very low table 6 presents respondents’ assessment of their work environment concerning work conditions, emphasizing factors that influence workplace functionality and comfort. the findings highlight the importance of a well-maintained and resource-equipped environment in supporting job performance among non-teaching employees in higher education institutions. the overall mean score of 3.31 (sd = 0.49), described as strongly agree and interpreted as very high, indicates general satisfaction with work conditions. a conducive workplace enhances productivity, well-being, and commitment, fostering collaboration, reducing stress, and improving morale. prioritizing safety, comfort, and resources helps organizations cultivate a culture where employees feel valued and empowered. flores (2019) and nawaz and gomes (2018) support this, emphasizing that a safe, clean, and well-equipped workplace boosts motivation, job satisfaction, and performance. a hazard-free environment promotes security and focus, leading to higher productivity and mental clarity. providing necessary tools and resources reinforces employees’ sense of value, increasing loyalty and reducing turnover. the highest mean of 3.46 (sd = 0.62) was recorded for “i feel safe and secure in my workplace,” described as strongly agree and interpreted as very high. this reflects strong physical and psychological security, which enhances engagement and productivity. a safe environment fosters open communication, reduces stress, and strengthens trust between employees and management. studies by nawaz and gomes (2018) and de clercq et al. (2019) highlight the positive impact of workplace security on morale and retention. conversely, the lowest mean of 3.19 (sd = 0.65) was obtained for “noise levels in my work environment are acceptable,” described as agree and interpreted as high. this suggests that noise management requires improvement. strategies such as quiet spaces, noisecanceling tools, and soundproofing can enhance focus and comfort. research by martinez and noe (2019) and aguinis et al. (2019) underscores that excessive noise reduces concentration and productivity. implementing noise reduction strategies fosters a more comfortable and supportive environment, ultimately boosting job satisfaction and performance. table 7: distribution of the respondents’ assessment of their work environment based on work relationship indicator mean sd description my supervisor provides constructive feedback. 3.39 0.69 strongly agree there is a sense of teamwork and collaboration in my department 3.52 0.61 strongly agree i feel respected by my colleagues. 3.53 0.54 strongly agree my contributions are valued by my team. 3.55 0.54 strongly agree communication within my team is effective. 3.43 0.64 strongly agree i have opportunities to participate in decision-making 3.46 0.61 strongly agree conflicts are resolved effectively in my workplace. 3.37 0.66 strongly agree i receive adequate recognition from my peers. 3.38 0.59 strongly agree my team celebrates successes together. 3.49 0.61 strongly agree overall 3.47 0.48 strongly agree legend: 3.26-4.00 strongly agree/very high 2.51-3.25 agree/high 1.76-2.50 disagree/low 1.00-1.75 strongly disagree/very low table 7 presents respondents’ assessment of their work environment in terms of work relationships, a crucial factor influencing collaboration and job performance. these findings highlight the importance of healthy workplace relationships in fostering job satisfaction and enhancing the performance of non-teaching employees in higher education institutions. the overall mean of 3.47 (sd = 0.48), described as strongly agree and interpreted as very high, indicates general satisfaction with workplace relationships. a collaborative and respectful environment fosters communication, teamwork, and productivity. research by de clercq et al. (2019) and garcia and santos (2020) emphasizes that positive interpersonal relationships enhance job satisfaction and a sense of belonging, ultimately benefiting organizational success. the highest mean of 3.63 (sd = 0.49) corresponds to “i have a good working relationship with my colleagues,” described as strongly agree and interpreted as very high. this suggests strong peer support, reducing workplace stress and enhancing collaboration. employees in a supportive environment are more likely to contribute to team efforts, share ideas, and engage in problem-solving. nawaz and gomes (2018) and martinez and noe (2019) affirm that camaraderie and mutual respect reduce stress, boost trust, and create a psychologically safe workplace, fostering higher engagement and retention. pa ge 24 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 241-255, 2025 conversely, the lowest mean score of 3.37 (sd = 0.66) pertains to “conflicts are resolved effectively in my workplace,” also interpreted as very high but indicating room for improvement. enhancing conflict resolution through clear policies, management training, and open feedback channels can further strengthen workplace relationships. structured support, such as mediation or team-building activities, could enhance communication and cohesion. research by aguinis et al. (2019) and de clercq et al. (2019) stresses that unresolved conflicts disrupt teamwork and productivity. investing in conflict management fosters a cooperative, resilient work environment, improving morale and overall organizational success. table 8: distribution of the respondents’ assessment of their work environment based on leadership style indicator mean sd description my supervisor's leadership style enhances my job performance. 3.34 0.7 strongly agree i feel valued and recognized by my leaders. 3.33 0.7 strongly agree the leadership in my department is effective and inspiring. 3.27 0.75 strongly agree my supervisor communicates expectations. 3.36 0.71 strongly agree i receive timely feedback from my supervisors. 3.22 0.74 agree my leaders are approachable and open to suggestions. 3.37 0.72 strongly agree the leadership decisions are transparent and fair. 3.25 0.77 agree my leaders provide opportunities for professional growth. 3.33 0.65 strongly agree i feel supported by my leaders in achieving my goals. 3.33 0.71 strongly agree my leaders foster a positive work environment. 3.33 0.75 strongly agree overall 3.31 0.63 strongly agree legend: 3.26-4.00 strongly agree/very high 2.51-3.25 agree/high 1.76-2.50 disagree/low 1.00-1.75 strongly disagree/very low table 8 provides insights into respondents’ assessment of their work environment concerning leadership style, a key factor influencing job performance and workplace morale. the findings highlight the critical role of leadership in creating a positive and empowering work environment for non-teaching employees in higher education institutions in region 10. table 7 shows an overall mean of 3.31 (sd = 0.63), described as strongly agree and interpreted as very high, suggesting that respondents generally view leadership in their workplace positively. this indicates that leaders are perceived as effective in providing guidance, maintaining transparency, and fostering supportive work environments. according to sumalbag and pilongo (2020), effective leadership that values employees’ contributions enhance workplace harmony and job satisfaction. flores (2019) also emphasizes that approachable and transparent leaders contribute to employees’ trust and engagement, boosting overall morale and performance. the highest mean of 3.37 (sd = 0.72) was for the indicator, “my leaders are approachable and open to suggestions,” described as strongly agree and interpreted as very high. this reflects a strong perception of accessibility among leaders, fostering trust and collaboration. leaders who actively listen to employees create a positive environment that encourages growth and enhances job satisfaction. maintaining this approachability can further strengthen leadership-staff relationships and contribute to greater organizational success. on the other hand, the lowest mean of 3.22 (sd = 0.74) pertains to the indicator, “i receive timely feedback from my supervisors,” described as agree and interpreted as high. this highlights the need for improvement in providing regular and constructive feedback. establishing a culture of continuous feedback rather than relying solely on annual evaluations can enhance communication, motivation, and job performance. martinez and noe (2019) emphasize that timely feedback helps employees adjust their performance and identify areas for improvement. garcia and santos (2020) further highlight that consistent feedback boosts confidence and provides clear direction. by fostering an environment where employees receive timely and actionable feedback, institutions can support employee development and enhance overall organizational effectiveness. implementing more frequent feedback sessions, such as weekly or monthly check-ins, can ensure employees feel supported, engaged, and motivated to contribute to institutional success. table 9: summary of the respondents’ perceived level of the work environment variable mean sd interpretation nature of work 3.38 0.43 very high compensation 3.07 0.60 high work condition 3.31 0.49 very high pa ge 25 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 241-255, 2025 workplace relationship 3.47 0.48 very high leadership styles of supervisor 3.31 0.63 very high overall 3.31 0.53 very high legend: 3.26-4.00 strongly agree/very high 2.51-3.25 agree/high 1.76-2.50 disagree/low 1.00-1.75 strongly disagree/very low table 9 summarizes respondents’ perceptions of their work environment across five key variables: nature of work, compensation, work conditions, workplace relationships, and leadership styles of supervisors. the overall mean score of 3.31 (sd = 0.53), described as very high, indicates positive work experiences among nonteaching employees in higher education institutions in region 10. workplace relationships received the highest rating (3.47, sd = 0.48), emphasizing the importance of interpersonal dynamics, while compensation had the lowest rating (3.07, sd = 0.60), indicating an area for improvement. these findings highlight strengths and areas needing attention to create a supportive and effective work environment. the overall mean score suggests that respondents generally have positive perceptions of their work environment. this implies that key aspects such as relationships, leadership, and conditions contribute to productivity and satisfaction. maintaining and enhancing these aspects can improve retention, morale, and longterm success. sumalbag and pilongo (2020) emphasize that a supportive work environment fosters commitment and loyalty, while flores (2019) highlights that strong relationships, effective leadership, and adequate resources enhance performance and job satisfaction. employees who feel valued are more engaged, leading to greater productivity and fulfillment. the highest mean score for workplace relationships (3.47, sd = 0.48) underscores the importance of positive interactions among colleagues and supervisors. when employees collaborate and communicate openly, it fosters teamwork, job satisfaction, and lower turnover. research by de clercq et al. (2019) and nawaz and gomes (2018) shows that strong workplace relationships enhance morale, build trust, and boost engagement. encouraging team-building and open communication can further strengthen this dynamic. conversely, compensation had the lowest mean score (3.07, sd = 0.60), suggesting that employees feel less satisfied in this area. clear communication about salary structures and performance-based incentives can foster fairness and engagement. garcia and santos (2020) highlight that fair and competitive compensation attracts and retains talent, while aguinis et al. (2019) emphasize that aligning pay with contributions enhances job satisfaction and reduces turnover. regular evaluation of compensation structures can improve perceptions, ensuring a more satisfied and motivated workforce. problem 3. what is the respondents’ perceived level of job performance considering work productivity, job knowledge, interpersonal skills, job attitude, and attendance? understanding how non-teaching staff members view their work performance is critical since they support the academic and administrative functions that are critical to an institution’s success. this study offers a thorough review of their performance by looking at important aspects like work productivity, job knowledge, interpersonal skills, job attitude, and attendance. the efficacy of the institution as a whole is directly impacted by these factors, which have a major impact on the caliber of services provided to students, professors, and other stakeholders. table 10: respondents’ perceived level of job performance variable mean sd interpretation work productivity 3.50 0.42 outstanding job knowledge 3.51 0.43 outstanding interpersonal skill 3.60 0.41 outstanding job attitude 3.54 0.45 outstanding attendance to work 3.50 0.47 outstanding overall 3.53 0.37 outstanding legend: 3.26-4.00 strongly agree/outstanding 2.52-3.25 agree/very high/very satisfactory 1.75-2.50 disagree/satisfactory 1.00-1.75 strongly disagree/unsatisfactory table 10 presents an overall mean score of 3.53 (sd=0.37), indicating that respondents’ performance is rated as outstanding. this suggests that non-teaching staff demonstrate commendable proficiency and dedication across evaluated dimensions, significantly contributing to institutional efficiency. high performance in these areas fosters a supportive environment where faculty can focus on teaching, and students receive necessary services. it also reflects a culture of accountability, teamwork, and institutional goal achievement, enhancing operational efficiency and organizational climate. recognizing and pa ge 25 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 241-255, 2025 supporting non-teaching staff contributions can further strengthen workplace culture and institutional success. employee performance is a crucial driver of organizational success, as strong work attitudes and skills enhance productivity (smith et al., 2019; johnson, 2021). highperforming employees set standards, creating a culture of excellence. their competence and dedication boost team performance, collaboration, and goal alignment. a workplace that encourages skill development and positive attitudes fosters engagement, innovation, and adaptability, ultimately sustaining long-term institutional success. the highest mean score of 3.60 (sd=0.41) falls under interpersonal skills, rated as outstanding. this indicates strong abilities in communication, collaboration, and relationship-building, which are essential for teamwork and a supportive work environment. davis and carter (2020) highlight the role of interpersonal skills in reducing conflicts and enhancing problem-solving, contributing to institutional efficiency. martin and lee (2021) assert that positive workplace relationships improve engagement and institutional reputation, especially in service-oriented sectors like higher education. conversely, the lowest mean score of 3.50 (sd=0.47) for work productivity and attendance, though still outstanding, suggests slight inconsistencies. addressing workload management, clear expectations, and employee well-being can enhance consistency. flexible work arrangements, wellness programs, and proactive communication can improve attendance and productivity (martinez & noe, 2019; garcia & santos, 2020). institutions prioritizing work-life balance and employee support foster stability, satisfaction, and retention, ensuring a resilient and high-performing workforce. problem 4: is there a significant difference in the respondents’ job performance when grouped according to their profile? in region 10, the study investigates whether nonteaching employees’ work performance varies according to their age, gender, education, years of service, or job role in higher education institutions (heis). knowing these distinctions aids in determining how individual characteristics impact performance and guides the development of focused solutions. for instance, certain roles may call for specialized training, or elderly workers may benefit from particular support. these kinds of findings can direct the creation of customized policies and programs, enhancing overall institutional success, job happiness, and productivity. table 11: test of significant difference in the respondents’ job performance grouped according to their profile job performance r es po nd en ts ’ pr ofi le te st s ta tis tic s w or k pr od uc tiv ity jo b k no w le dg e in te rp er si on al sk ill jo b a tti tu de a tte nd an ce o ve ra ll in te rp re ta tio n sex t-value 1.0949 2.1972 1.2061 2.5848 0.0154 1.4161 p-value 0.311 0.029 0.229 0.011 0.988 0.158 ns s ns s ns ns age t-value 0.4001 0.6728 1.2788 0.0956 1.968 0.2968 p-value 0.671 0.511 0.28 0.909 0.146 0.743 ns ns ns ns ns ns work position t-value 0.557 0.513 0.942 1.101 1.295 0.768 p-value 0.644 0.673 0.421 0.35 0.276 0.519 ns ns ns ns ns ns years of service t-value 2.31 1.55 1.23 1.79 4.51 1.88 p-value 0.077 0.201 0.301 0.15 0.005 0.133 ns ns ns ns s ns legend: significant at alpha < 0.05; s = significant ns = not significant table 11 examines how respondent characteristics— sex, age, work position, and years of service—relate to job performance factors such as work productivity, job knowledge, interpersonal skills, job attitude, and attendance. a p-value of 0.05 or lower indicates a significant difference, while values above 0.05 suggest no significant difference. findings reveal that sex significantly influences job knowledge and job attitude, suggesting men and women may approach their roles differently. these differences could stem from distinct perspectives, experiences, or responses to workplace dynamics and feedback mechanisms (smith & johnson, 2019; garcia et al., 2020). understanding these variations can help institutions pa ge 25 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 241-255, 2025 develop targeted support strategies to foster equitable opportunities for growth (brown, 2021). additionally, years of service significantly affect attendance, with longer-tenured employees demonstrating better attendance records. this may indicate a stronger sense of accountability and commitment among experienced staff (thompson & lee, 2019). over time, employees likely develop habits that enhance reliability and adaptability to workplace demands (wilson, 2021). however, most job performance factors—work productivity, interpersonal skills, and overall performance—show no significant differences across demographic profiles. this suggests that workplace environment, management practices, and organizational culture may have a greater influence on job performance than individual demographics (nguyen & carter, 2020). these findings underscore the importance of inclusive workplace policies that support all employees while addressing specific areas like attendance and job attitude. institutions can benefit from tailored interventions that ensure all staff, regardless of background, have equal opportunities for professional development and success (sanchez & rivera, 2022). problem 5: is there a significant relationship between the respondents’ assessment of their work environment and their perceived job performance? this study explores how non-teaching staff in higher education institutions (heis) in region 10 perceive their workplace and how this impacts their job performance. workplace factors such as management support, resource availability, facilities, and organizational culture play a key role in motivating employees and improving job satisfaction. a positive work environment can boost employee dedication, performance, and overall satisfaction, while a poor environment may lead to discontent and reduced productivity. understanding this connection helps heis address workplace issues, improve employee engagement, and enhance organizational success by fostering a supportive and well-resourced work culture. table 12: result of test on significant relationship between the respondents’ assessment of their work environmen and their perceived levelof job performance work environment jo b pe rf or m an ce a na ly si s n at ur e of w or k c om pe ns at io n w or k c on di tio ns w or k r el at io ns hi p le ad er sh ip w or k e nv iro nm en t work productivity r-value 0.51* 0.326* 0.491* 0.525* 0.476* 0.553* p-value <.001 <.001 <.001 <.001 <.001 <.001 s s s s s s job knowledge r-value 0.569* 0.39* 0.461* 0.561* 0.519* 0.609* p-value <.001 <.001 <.001 <.001 <.001 <.001 s s s s s s interpersonal skill r-value 0.493* 0.361* 0.445* 0.579* 0.547* 0.587* p-value <.001 <.001 <.001 <.001 <.001 <.001 s s s s s s job attitude r-value 0.598* 0.463* 0.507* 0.56* 0.64* 0.673* p-value <.001 <.001 <.001 <.001 <.001 <.001 s s s s s s attendance r-value 0.413* 0.323* 0.357* 0.454* 0.473* 0.481* p-value <.001 <.001 <.001 <.001 <.001 <.001 s s s s s s overall r-value 0.596* 0.413* 0.532* 0.631* 0.597* 0.666* p-value <.001 <.001 <.001 <.001 <.001 <.001 s s s s s s legend: significant at alpha < 0.05; s = significant; ns = not significant the analysis shows a strong link between employees’ job performance, measured through productivity, knowledge, interpersonal skills, attitude, and attendance, and their perceptions of the work environment, including factors like leadership, relationships, work conditions, compensation, and the overall atmosphere (smith, 2019). supportive relationships, effective leadership, and tasks that align with employees’ skills significantly boost pa ge 25 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 241-255, 2025 productivity, while fair pay and good working conditions, though slightly less influential, still play an important role (brown & green, 2019). for job knowledge, leadership that promotes growth, positive relationships, and access to learning opportunities help employees develop their skills effectively, especially when tasks are clear and aligned with their roles (jones & lee, 2019). in workplaces with great leadership, encouraging coworkers, and good working conditions, interpersonal skills like communication and collaboration increase (taylor, 2019). since they inspire workers, boost contentment, and strengthen engagement, positive leadership and a welcoming, supportive work environment are also essential for cultivating positive work attitudes (miller, 2019). by fostering a sense of purpose and belonging, fair compensation, fulfilling employment, and a secure, comfortable workplace all help to lower absenteeism. when workers feel appreciated and supported, they are more likely to be present on a regular basis and make valuable contributions (roberts & anderson, 2019). in general, job performance is greatly impacted by the workplace, with relationships, leadership, and general climate having the most effects. strong teamwork, capable leadership, and growth opportunities in a supportive atmosphere all improve employee performance (white & clark, 2019). by cultivating supportive leadership, establishing solid working connections, and guaranteeing equitable pay, fulfilling work, and comfortable working circumstances, organizations can enhance overall performance. this strategy fosters a motivated and productive staff (smith, 2019; white & clark, 2019). conclusion the study highlights how important positive working connections are for encouraging cooperation, trust, and teamwork between managers and staff. in addition to raising spirits and promoting candid communication, positive interpersonal dynamics foster a sense of community, which improves performance on both an individual and organizational level. institutions should fund projects like team-building exercises and open communication methods to maintain these advantages while fostering a culture of unity and trust. employee engagement and happiness can be greatly increased by implementing fair pay policies and performance-based rewards, even when compensation was identified as an area that needed improvement. overall, the results show how important a supportive work environment is for promoting productivity, job satisfaction, and long-term organizational performance. this environment should be characterized by solid relationships, competent leadership, and fair compensation. references acielo, a. d., & coro, a. f. 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(2019). aging and adaptability: the role of job crafting and lifelong learning. journal of managerial psychology, 34(6), 380–395. pa ge 1 pa ge 1 american journal of arts and human science (ajahs) protection and characteristics of geographical indications in indonesia nuzulia kumala sari1*, m. khoidin1, dyah ochtorina susanti1, djulaeka1 volume 2 issue 2, year 2023 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v2i2.1515 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: april 05, 2023 accepted: april 30, 2023 published: may 09, 2023 geographical indications are product identification associated with a specific geographic location. indonesia has a geographical indication protection system to protect local products and promote unique products that can only be found in certain areas through law no. 20 of 2016 concerning trademarks and geographical indications. the main characteristics of geographical indications in indonesia include the relationship between the product and the geographical environment, the quality and reputation attached to the product, as well as the traditions and local wisdom associated with the product. the protection of geographical indications in indonesia aims to ensure that only products that comply with the specified criteria may use the geographical indications mark. characteristics of geographical indications include links with regions and traditions, as well as the reputation of products originating from the area. this protection helps promote and sustain local culture and economy. the research methodology used in this study uses a type of normative research with various approaches, which consist of statutory approach (statute approach) and conceptual approach (conceptual approach). the sources of legal materials used in this study are in the form of primary law (primary source) and secondary law (secondary source) and non-legal material. the results of the research and the main findings are that the characteristics of geographical indications are different from other iprsgeographic indication has unique characteristics caused by natural factors, thus giving effect to the goods or products produced by a certain region. keywords protection, characteristics, intellectual property rights, geographical indications 1 departement of civil law, faculty of law universitas jember, indonesia * corresponding author’s email: nuzuliakumala.fhunej@gmail.com introduction humans are living beings with an intellectual level that can develop and experience improvement according to what they have done and learned. this academic ability can create valuable work for humans and benefit the wider community. the results of human intellectual thought can come from science, literature, and art or technology. (riswandi, budi agus, & syamsudin, 2004). intellectual property rights are one of the rights regulated in the laws and regulations in indonesia. this is a juridical consequence of ratifying the agreement trade related aspects of intellectual property rights (trips) signed in the uruguay round of the general agreement on tariffs and trade (gatt) so that the government must make statutory regulations regarding all matters related to intellectual property rights. (bastin, anne., & matteucci, nicola, 2007). intellectual property rights consist of two types, namely copyright in the fields of science, literature, and art, as well as industrial rights originating from the scope of technology and design. (iswi hariyani, cita yustisia serfiyani, r. serfiyanto dp, 2020). the focus of the discussion in this paper is intellectual property rights which are within the scope of industrial rights, namely geographical indications, which are defined as a sign indicating a place or area of origin of goods and products due to geographical and environmental factors, including natural elements, protecting geographical indications is one of the most important things to do so that no party arbitrarily claims ownership or can falsify products produced by the area’s people. protecting geographical indications can also benefit consumers because the safety of geographical indications can guarantee the product’s quality. (sasongko, w. 2012). from this background, the authors compile two problem formulations that will be studied in the discussion chapter: (1) how is the legal protection of geographical indications in indonesia by indonesian laws and regulations? moreover, (2) what are the characteristics of geographical indications in indonesia that differentiate it from other intellectual property rights regimes? methodology the method used in this study is a normative juridical research method using a statutory approach (peter mahmud marzuki, 2019). this research uses this approach because what is studied are various legal regulations relating to the issue of the legal protection of geographical indications according to law number 20 of 2016 concerning marks and geographical indications, then associated with other relevant laws and regulations. this analytical descriptive research aims to describe a rule in the context of theory and its implementation in a precise and comprehensive manner. result and discussion compatibility of legal protection of geographical indications in indonesia with the laws and regulations in indonesia https://doi.org/10.54536/ajahs.v2i2.1515 https://journals.e-palli.com/home/index.php/ajaset mailto:nuzuliakumala.fhunej@gmail.com pa ge 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 1-4, 2023 the diversity potential of these biological and vegetable natural resources has distinctive characteristics, flavors, and processing techniques that cannot be found elsewhere, which is a unique advantage for the people of a region. (hananto, pulung wh, 2014). the combination of natural resources and their distinctive processing will make a product only be produced in that area, and this becomes an intellectual property called a geographical indication. geographical indications are defined as trade names placed on a product packaging and are used to indicate the place of origin of a product. the source of this place has a distinctive feature in processing which can only be done in that place, and also guarantees product quality because it is only in that place that this product can be produced. (tashiro, geographical indications are starting to be noticed by the world as one of the intellectual property that needs to be protected by withdrawing from its holdingthe paris convention for the protection of industrial property, 1883, which regulates geographical indications or appellation of origin (ao), which is the geographical name of a country or region that produces the product to designate the product originating from the area along with its characteristics and the quality of the product. geographical indications are also regulated in the madrid agreement of false or deceptive indication of source on goods 1891; this regulation aligns its contents with the provisions of the paris convention but also expands the rules on geographical indications that mislead consumers. the lisbon treaty also regulates geographical indications as international protection regarding appellation of origin (ao) registration. (rotstein, f.a, 2009). not only that, in the lisbon agreement, the safety of geographical indications not only regulates the origin of the goods but also against information such as type, type, imitation, international protection regarding geographical indications was also strengthened by the existence of trade-related aspects of intellectual property rights, signed in the uruguay round of the general agreement on tariffs and trade in 1994. this agreement was formulated in 1974 and 1975 by the world intellectual property organization as an international intellectual property organization. has the initiative to convene a session for forming an international treaty that revises the provisions of geographical indications in the paris convention into a new international treaty, namely the trips agreement. (document sct/6/3 rev.) the journey of geographical indications to become known in indonesia began when the trade-related aspects of intellectual property (trips) were signed on april 15, 1994, which was subsequently legalized in the form of law number 7 of 1994 concerning ratification of the agreement establishing the world trade organization. (ayu, miranda r , 2006). the next step from ratifying the trips agreement makes indonesia obliged to make all regulations regarding intellectual property, including geographical indications. the statement declares that member countries must make regulations regarding geographical indications and their implementation in protecting geographical indications from acts of using geographical indications in unfair competition. (article 22 trips) of course, policy-making regarding geographical indications must comply with the main elements of geographical indications contained in the trips agreement, namely, first, the part of a geographical name to identify, secondly, the aspect of the production area adjusted to factual conditions, thirdly, the element of ownership of geographical indications is communal ownership, not individual, and the four elements of quality, reputation, or other characteristics that are alternative, then an item can be said to be sufficient to fulfill one of these elements. (revelation of sasongko, 2012) guided by the trips agreement and law number 7 of 1994 concerning the ratification agreement establishing the world trade organization, the government made further regulations regarding geographical indications in law no. 15 of 2001 concerning marks, which now have been revoked and amended in law number 20 of 2016 concerning marks and geographical indications. not only that but regulations on geographical indications are also regulated in implementing rules, namely government regulation number 51 of 2007 concerning geographical indications. amendments to these laws and regulations are made to adapt to the conditions of economic globalization that are integrated with various countries, such as borderless or without being limited by state sovereignty (sudjana, 2016). the most visible characteristic of economic globalization is its fast-moving nature in the flow of goods or capital. this makes laws and regulations in the field of business must be able to adapt to the current conditions of economic globalization. (syprianus aristeu, 2014) law number 20 of 2016 concerning trademarks and geographical indications has completely regulated geographical indications from the substance of who can apply to the guidance and supervision of geographical indications. however, accommodating an arrangement does not prove that protecting geographical indications has succeeded. this is proven by 2022, only 115 registered domestic geographical indications, among 41 coffee geographical indications and 74 other geographical indications spread throughout indonesia. (e-geographical indication data, 2021). some examples include: 1. indonesian batik as a geographical indication of traditional textile products. (walker, l, 2009) 2. toraja coffee is a geographical indication of highvalue coffee products from south sulawesi (hananto, pulung wh, 2014). 3. tempe and tofu as geographical indications of traditional vegetarian food from java. (kishore, k., 2018) the insufficient data on geographical indications is https://journals.e-palli.com/home/index.php/ajahs pa ge 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 1-4, 2023 undoubtedly not balanced with indonesia’s wealth and potential for natural resources. if examined further, geographical indications in indonesia have the potential to increase tourist attractiveness and the economic value of local products while promoting the culture and traditions of indonesia to the world. (rustiala, kal., & munzer, stephen r., 2007) distinguishing characteristics between geographical indications in indonesia and other intellectual property rights regimes geographical indications are one of the industrial property rights which are different from other intellectual property rights which can be owned individually. this is because the owner is communalistic, jointly by specific regional communities whose registration is represented by an institution given authority and submitted to the directorate general of intellectual property. (rohani, 2015). not only that, in the process of proving ownership, it must be accompanied by accompanying evidence. in addition, the government also has obligations in terms of protection and guarantees. it is responsible for ensuring the rights to communal geographical indications by facilitating their registration and development not to harm the owners of communal geographical indications. (see article 53 law on trademarks and geographical indications) this prescriptive approach to geographical indications reflects protection based on legal process registration, a prerequisite for obtaining the protection it benefits from and regarding product recognition. (belleti, giovani et.a, 2011). preserving unique elements and special characteristics that only exist at the location of product production requires solid legal instruments to provide protection and accommodate the distribution of economic benefits for the environment surrounding the community. considering this, geographical indications, included in one of the components of intellectual property rights (ipr), play an essential role in protecting superior products. (article 53 law on trademarks and geographical indications). provisions regarding procedures for administrative registration of geographical indications are first regulated in government regulation no. 51 of 2007 concerning geographical indications. from the point of view of object ownership, one thing that differentiates this geographical indication is the ownership rights that cannot be owned by one person but are owned jointly or collectively. collective ownership means that everyone in the area can use a geographical indication sign if the goods are produced according to the criteria required by the marks and geographical indications law. (rustiala, kal., & munzer, stephen r, 2007). based on the process for submitting applications for geographical indications above, it can be stated that the protection of geographical indications in indonesia adheres to a constitutive system with the principle of first to file, which has the understanding that there is legal protection for those who have successfully registered geographical indications first. this principle tends to benefit from the rights of geographic owners because there are aspects of legal certainty related to the ownership of intellectual property rights. then the strength of the evidence-based registration process is the main strength. the protection of geographical indications, which also empowers ngos, government agencies, and residents, is intended to protect potential intellectual property areas because any economic use of the rights to geographical indications will apply to members of the collaborative community concerned. protecting geographical indications is essential in building business and the economy because: (rahmawati debrina, 2016). a. consumer rights to product authenticity must be protected; b. producers are required to guarantee that there are no fraudulent practices that occur in trading practices; c. product authenticity and quality assurance are the keys to success in international trade; d. developing agro tourism; and e. increase regional income. the protection of geographical indications can only be carried out when the registration process has been received. this differs from the previous arrangement in law number 15 of 2001 concerning trademarks that consumer groups are not served as parties who can apply for registration for geographical indications. however, in the latest regulations, geographical indications can be registered through the following process: a. an institution representing the public in a particular geographic area, such as a manufacturers’ association, cooperative, or the society for the protection of geographical indications. the agency then looks for goods and products of the following types: 1. natural resources, which can be used to meet human life’s needs, include biotic components, such as animals, plants, and microorganisms, and abiotic components, such as petroleum, natural gas, and various types of metals, water, and soil. 2. handicrafts; 3. industrial product: processing raw materials into finished products. in the relevant law, the applicant category consists of local communities, community organizations, or associations that closely relate to the product in question. the applicant must show evidence of history, tradition, and the use of related products supported by the local community. (purwaningsih, e., 2014). the legal principles in protecting geographical indications are protection against misleading use of protected indications actions aimed primarily at consumers. then secondly, protection against indication-measurement dilution is aimed primarily at the manufacturer. (candra irawan, 2017). conclusion geographical indications are communal rights; therefore, https://journals.e-palli.com/home/index.php/ajahs pa ge 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 1-4, 2023 understanding the community’s mindset is very important as capital for the government to formulate appropriate strategic steps and policies. so geographical indication protection is obtained, which can provide benefits to improve people’s welfare. the people’s mindset that prioritizes economic benefits is a challenge for local governments to find the right solution according to local cultural conditions. the government’s strategic efforts must continue to demonstrate measurable benefits to encourage the public to voluntarily develop the potential of geographical indications. geographical indications are deemed capable of guaranteeing the protection of economic rights (exclusive rights) for the community producing geographical indication products that describe the local community’s identity. indirectly it also means that it can protect the cultural heritage owned by the community. also, there is an urgency to separate the regulation of geographical indications (sui generis) in this national law due to the characteristics of the protection provided in law no. 20 of 2016 having differences with brands. in addition, it is also necessary to establish solid regulations and technical mechanisms to work together in protecting the interests of the rights of the communities producing geographical indication products. references ayu, miranda r. (2006). memperbincangkan hak kekayaan intelektual indikasi geografis. alumni. iswi hariyani, cita yustisia serfiyani, r. serfiyanto d.p . (2020). buku pintar haki dan warisan budaya. gadjah mada university press junus, w. (2007). pentingnya perlindungan indikasi geografis sebagai bagian dari hki dan pelaksanaannya di indonesia. direktorat jenderal hak kekayaan intelektual peter mahmud marzuki (2019). metode penelitian hukum (edisi ketiga). kencana riswandi, budi agus, & syamsudin (2004). m. hak kekayaan intelektual dan budaya hukum. raja grafindo persada rotstein, f. (2009). a teaching case for wipo. sidamo melbourne law school candra irawan, (2017). protection of traditional knowledge: a perspective on intellectual property law in indonesia. jwip, 5(3), 12. https://doi. org/10.1111/jwip.12073 marescotti, a. (2020). are protected geographical indications evolving due to environmentally related justifications? an analysis of amendments in the fruit and vegetable sector in the european union. sustainability journal, 9(2), 15. https://doi. org/10.3390/su12093571 hananto, pulung w h. (2014). geographical indication as a tool to protect indonesian herritage: lesson from bali kintamani arabic coffee case. journal of intellectual property law and practice, 8(5), 17-21. https://doi.org/10.1093/jiplp/jpu149 kishore, k. (2018). geographical indications in horticulture: an indian perspective. international journal of intellectual property rights, 23(7), 159-166. https://doi.org/ 10.4172/2375-4516.1000162 purwaningsih, e. (2014). ‘disclosure of origin pada pengakuan dan publikasi tradisional knowledge dalam upaya perlindungan hukum. jurnal hukum ius qius iustum, 21(2), 272. https://doi.org/10.20885/ iustum.vol21.iss2.art6 rustiala, kal., & munzer, stephen r. (2007). the global struggle over geographical indication. the european journal of international law, 18(3), 20. https://doi. org/10.1093/ejil/chm016 rohani, (2015). the law protection of traditional knowledge throught sui generis law. fiat justisia. jurnal ilmu hukum, 9(1).428-449. https://doi. org/10.25041/fiatjustisia.v9no4.609 belleti, giovani et. (2011). the effect of protecting geographical indicatios: ways and means of their evaluation. swiss federal institute of intellectual property. 7(2). 55-57. https://doi.org/10.2139/ssrn.1822153 sudjana, (2018). implications of protecting geographical indications based on law number 20 of 2016 on local economic development. veritas et justitia, 4(3) 30. https://doi.org/10.25123/vej.2915 syprianus aristeus, (2014). opportunities for indonesian industry and trade in the implementation of the asean economic community. rechts vinding journal: national law development medi,. 3(5), 145. https://doi. org/10.33331/rechtsvinding.v3i2.37 tashiro, a.; uchiyama, y.; kohsaka (2019). r ‘impact of geographical indication schemes on traditional knowledge in changing agricultural landscapes: an empirical analysis from japan. journal of rural studies, 68(10), 209. https://doi.org/10.1016/j. jrurstud.2019.03.014 wipo secretariat for the sixth session of the standing committee on the law of trademarks, industrial designs, and geographical indications (sct) (2002, march 20). document sct/6/3 rev. on geographical indications: historical background, nature of rights, existing systems for protection and obtaining protection in other countries. https://www.wipo.int/meetings/en/ doc_details.jsp?doc_id=2091 directorate general of intellectual property (dgip) of indonesia (2021, february 2). data e-indikasi geografis https://dgip.go.id article 22. agreement on trade-related aspects of intellectual property rights law no. 20 of 2016 concerning trademarks and geographical indications https://journals.e-palli.com/home/index.php/ajahs pa ge 1 pa ge 10 american journal of arts and human science (ajahs) close to school supervision in tanzania: collective views on teachers’ job performance e sauga1*, e mbwambo1, d mngarah1 volume 1 issue 3, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i3.581 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: september 12, 2022 accepted: september 14, 2022 published: september 18, 2022 this paper examined the effectiveness of close to school supervision in enhancing teachers’ job performance in tanzanian public secondary schools. the study was guided by path-goal theory. this study adopted the qualitative approach using case study design and data were obtained from 32 informants. semi-structured interviews and focus group discussion were the main data collection methods, and the data were thematically analysed. it was found that that the close to school education officers employed directive supervision in supervising schools. the strategy improved teachers’ work performance. it was also found that close to school supervision included supportive supervision and participative supervision strategies but had limited contribution in teachers’ work performance. it is concluded that directive supervision practices highly contributed to teachers’ job performance in secondary schools in tanzania. it is recommended that for teachers to improve job performance, close to school supervisors should practice supportive and participative supervision strategies accordingly. keywords school supervision, teachers’ job performance 1 university of dodoma college of education, p.o.box 259, dodoma, tanzania * corresponding author’s e-mail: edgarsauga@gmail.com introduction teachers’ professional activities are globally supervised (khan & abdullah, 2019). the goal of supervising teachers is mainly ensuring quality of teaching well executed and students learn accordingly (tadele & bekele, 2017). it yields the quality of work that teachers perform, and that is job performance (wolomasi, asaloei, & werang, 2019; zikanga et al., 2021). job performance that teachers are measured in supervision are not limited to preparing teaching and lesson materials, managing students in teaching and learning processes, mastering teaching methods and subject matters (emengini, omenyi, & nwankwo, 2020; johari, yean tan, & tjik zulkarnain, 2018; mandefro, 2020; uwe & godwin, 2019; virgana, 2021). united nations educational science and cultural organisation) [unesco] (2016), and international institute for capacity buliding in africa [iicba] (2017) stipulate that, however, education systems require supervision, elementary education such as lower secondary education need it the most. this was our focus whereby we examined the effectiveness of close to school supervision in enhancing teachers’ job performance in public secondary schools in tanzania. literature review close-to-school supervision (css) is the second level of supervision after that of school-based supervision under the heads of school (unesco and iiep, 2011; unesco, 2015a). in view point of laranang (2022) school-based supervision is the first level of education supervision of which school principals are responsible for. the practice is the same in all public secondary schools in tanzania (united republic of tanzania, 2017). in regard to second level of supervision, is exercised by ward educational officers (weos) (united republic of tanzania, 2014). the weos, qualified by unesco as “close to school supervisors, “ are responsible for regularly visiting schools, providing professional support to teachers, and identiflying teaching and learning resources for school imporivement (unesco & iicba, 2016). pepugal (2022) adds that it is intended to provide secondary schools with the tools they need to empower their key officials to make knowledgeable local decisions based on their particular needs in order to improve the education system”( p. 26). in tanzania, the rationale of giving supervisory power to weos is grounded on the facts that weos have more information about the school sitution such as characteristics of school heads, teachers, students, and educational resources and therfore, provide the required support (cilliers & oza, 2020). in order to ensure weos support schools, the government of tanzania in partnership trained weos on leadership and provided with all supervisory facilities and materials (united republic of tanzania, 2017). cilliers and oza (2020) confirm that that government of tanzania and donor agencies have improved weos by providing resources and training (cilliers & oza, 2020), although, there are some cases that show are not well utilised in improving the quality of school supervision (cilliers, dunford, & habyarimana, 2021). it was argued that despite the facts that weos were empowered to supervise teachers, teachers views on weos’ supervision contribution on teacher job performanced lacked a scholarly results. the practical effects of close to school supervision on teacher job performance is associated with supervisory strategies (ahmad & saefurrohman, 2020; alshehri, 2019; nasution & ahmad, 2017; tahir & iraqi, 2018; zikanga et al., 2021). das (2020) outlines three major types of school supervision strategies: corrective supervision is used to direct teachers on what do and how to do it in line with rules and regulations; collaborative supervision is used to solve teaching and learning problems by the means of collaboration between supervisors and teachers; and https://doi.org/10.54536/ajahs.v1i3.581 https://journals.e-palli.com/home/index.php/ajahs mailto:edgarsauga@gmail.com pa ge 11 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(3) 10-13, 2022 supportive supervision is used to motivate teachers with the end of improving teaching and learning practices. in saud arabia, alshehri (2019), for example, argues that school supervisors have autonomy to use directive, collaborative, and non-directive supervision in supervising teachers. in the context of indonesia, nasution and ahmad (2017) state that directive supervision and nondirective strategies are recommended for supervising teachers, and in nigeria, teachers are supervised through supportive supervision, evaluative supervision, and collaborative supervision approaches (kotirde &yunos, 2015). however, the real supervisory strategies practiced by close to school educational institutions in tanzania are unclear. close to school supervision institutions in tanzania have been reported to have unqualified human resources and limited resources to facilitate supervision activities (arthur & lekule, 2020; mtondo, 2016; thomas, 2015). therefore, the paper examined the effectiveness of close to school supervision in enhancing teachers’ job performance in tanzanian public secondary schools. the study addressed one question: supervision strategies that ward education officers use in public secondary schools contribute for teachers’ job performance? methodology the qualitative research approach and case study research design collected data from 4 were weos, 4 heads of school and 24 teachers. these informants were obtained by the means of purposive sampling methods. narrative data collection included one to one interview sessions with school heads and weo and fgds, although, the time frame for interview sessions differed significantly. it was agreed that one to one interview session had to be spent for 60 minutes and group interview sessions 90 minutes because and time frame is mutually upon agreements between investigators and informants (saunders, lewis & thornhill (2009). the content of data collection included three components of path goal theory (house, 1996) such as directive supervision, supportive supervision and participative supervision and excluded achievement supervision. data were thematically analysed through the guidance of creswell and creswell’s (2018) five stages of qualitative data analyis. results and discussion the results on close to school supervision in public secondary schools show that weos used directive supervision strategy and effectively improved teachers’ job performance. teachers were supervised to follow rules and regulations and practicing professional moral conducts. teachers improved all related professional activities such as teaching students. some of the informants discussed that: i wish to see each and every teacher undertakes daily duties as stipulated in the teacher’s standing orders. in short, they are supervised to adhere to them. i have seen them showing responsibility to the government, community, and students. if i put my supervision command and teachers’ responses together, i am convinced that teachers have improved in their teaching (interview with the weo of ward ‘a’; on 4th may 2021). another informant added that: our teachers receive equal treatment of supervision from weo. they are supervised on documenting and in observing protocols when communicating with the employer. weo also ask teachers to treat students fairly in the process of teaching and learning. this supervision is an important thing and has shown good results to my staff (interview with the school head 1 of school 1 in ward ‘a’; on 5th may 2021). the study found that weos practising directive supervision properly. weos’ directive supervision practices enabled teachers to increase teaching and learning job performance. these study findings concur with nasution and ahmad (2017) who found that, in indonesia, there was 50 per cent of the teachers who supported that directive supervision make high teachers’ job performance. however, directive supervision has been claimed to decrease teachers’ job performance in uganda (okia et al, 2018). these findings reflect those of unesco and iicba (2016) that, gambian heads of school and teachers improved their job performance as the result of directive supervision under cluster supervisors. the results also indicate that weos did not use participative supervision strategy in supervising teachers and thereby had limited contribution in teaching and learning job performance. on one hand, weos believed that heads of school were in a good position to carry out participative supervision, and on the other hand, school heads and teachers claimed that weos had low motive to practices participant supervision which was important to regulate shortage of books and big class size that teachers were facing in the studied schools. teachers in one of the fgds were quoted saying that: actually, we need the weo to oversee our teaching preparations! this is because there are challenges. that the weo is not active participant in our teaching team, it is not true that each and everything works as planned…. how could we say that our teaching is going on well? (fgd 1 at school 1 in ward ‘a’; on 5th may 2021). it is argued that if the weos’ participative supervision could have been implemented, it could have shaped teachers by making them perform well in their professional duties. these results are in line with those of mtondo (2016) and arthur and lekule (2020) who found that weos in tanzania specifically in kigoma and tabora regions, they were hardly supervising teachers the result of which made the quality education to be less improved. these findings align with, arthur and lekule (2020) who highlight that weos were paying less attention in supervising teachers than their participating in ceremonial functions. in contrast, in the context of saud arabia, alshehri (2019) found that most of the supervisors were successively practising participative supervision in schools and the practice made teachers’ teaching and learning job performance go up. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 12 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(3) 10-13, 2022 the study analysis revealed that weos claimed to have been working with supportive supervision. the practices were supported by only one school heads and majority school heads and all teachers opposed the practices. in case of informants whose thoughts were positive to the practices, weos were collecting data on the challenges that schools were facing and they were giving the required support. one of the weos was quoted as saying: i use supportive supervision. my supervision time is spent on encouraging teachers to work. i also assist heads of schools to buy enough materials. all these have worked and i want to tell you that teachers are eager to work and teaching performance is good (interview with the weo of ward ‘c’; on 18th may 2021). majority of school heads and teachers expressed their thoughts that weos collecting schools’ challenges lacked solutions. as a result, supportive supervision was criticized in line with offering solutions to teachers’ teaching challenges. some teachers in the fgds discussed that: nowadays, teaching has been faced by many obstacles. assumingly, the weo is likely to think that the head does each and everything. however, it should be noted that technicality, supportive supervision is absent and our teaching is not influenced by it (fgd 2 at school 2 in ward ‘b’; on 11th may 2021). the study found that weos used supportive supervision strategy through the collection of challenges that schools and teachers faced with limited solutions. teachers understood that the weos were using supportive supervision when supervising the heads of school. the teachers’ claims suggest that the weos had delegated the supportive supervision to heads of schools. however, due to that, teachers’ teaching and learning failed to advance. the weos claimed that, through supportive supervision, some unresolved challenges were submitted to the high authorities. based on these findings, it can be said that the weos were supporting teachers morally and materially as house (1996) describes that, supportive supervision deals with responding to subordinates’ needs and giving them courage of performing their work. these study findings concur with yousaf, usman and islam (2018) who found that in pakistan, supportive supervision under school principal made a significant contribution in improving teaching and learning job performance of teachers. similarly, in uganda, supportive supervision has shown positive outcomes in teachers’ job performance in syllabus coverage, lesson plan preparation, regular attendance, pupils’ assessments, and time management (okia et al., 2018). conclusions the study examined the effectiveness of close to school supervision in enhancing teachers’ job performance in tanzanian public secondary schools. it concludes that weos use of directive supervision strategy was effective to teachers’ job performance unlike participative and supportive strategies. this implies that weos were practising directive supervision accordingly, enabling teachers to improve job performance. teachers’ job performance could be observed in time management and the practices of public servants’ laws and regulations. it is clearly the close to school supervision is relevant to tanzanian education and training policy of 2014 which recognises weos as close to school supervisors. we recommend that weos should improve the use of participative supervision and supportive supervision strategies with end of helping teachers improve other professional aspects such as pedagogical practices. references ahmad, a., & saefurrohman, s. (2020). teacher´s perception of academic supervision of the school headmaster. journal of utopia y praxis latinoamericana, 25(6), 289–302. https://doi.org/10.5281/zenodo.3987624 alshehri, r. (2019). the supervisors’ practics of collaborative approach in schools. british journal of education, 7(12), 84–109. arthur, j., & lekule, c. (2020). effectiveness of ward education officers’ supervision in promoting quality education in secondary schools in tanzania. international journal of innovative science and research technolog, 5(2), 712–725. cilliers, j., dunford, e., & habyarimana, j. (2021). what do local government education managers do to boost learning outcomes? (no. 21/064). retrieved from www. riseprogramme.org cilliers, j., & oza, s. (2020). motivations, constraints, and behaviour of tanzania’s frontline education providers. retrieved from 2020/23. https://doi.org/10.35489/ bsg-rise-ri_2020/023 creswell, j. w., & creswell, d. j. 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(2021). head teachers supervision practices and job performance of teachers in government aided secondary schools in western uganda. east african journal of education and social sciences, 2(4), 54–65. https://doi.org/10.51986/ijer-2021.vol3.02.02 http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 pa ge 1 american journal of arts and human science (ajahs) monitoring and evaluation framework for long lasting treated nets (llitn) installation in tacloban city leoncio peralta olobia1* volume 2 issue 1, year 2023 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v2i1.1210 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: january 15, 2023 accepted: january 27, 2023 published: february 03, 2023 this paper addresses the need to come up with a monitoring and evaluation framework based on barangay visitations conducted by the department of health in conjunction with oxford for families (oxfam) in the wake of super typhoon haiyan that ravaged tacloban city of eastern visayas, philippines in 2013. the framework for monitoring and evaluation on llit installation together with barangay surveillance was drawn from collected narratives of the carpenters of llitn, the community members, school pupils, administrators, and barangay leaders surrounding the different schools identified in the study. installation of long lasting insecticide treated nets (llitn) alongside barangay surveillances were palliative interventions requiring constant monitoring and evaluation because dengue virus inflicts human beings and its carrier, mosquito, will continue to thrive in communities if not seriously dealt with. qualitative data were gathered from direct interviews conducted through focus group discussions. results indicated that llitn installation in schools should be constantly monitored and evaluated because 1) school pupils can easily rip the fabric. 2) some areas in the classroom left open can render llitn ineffective as mosquitoes can easily get in. 3) strength of the fabric can wane over time due to weather conditions 4) community and barangay surveillance on the presence of dengue-carrying mosquitoes indicate effectiveness of llitn and overall dengue interventions. finally, social mobilization on reducing dengue virus infection through social media campaign is relevant to engage community members to actively pursue a dengue-free environment. keywords barangay surveillance, dengue campaign, monitoring and evaluation framework of llitn 1 leyte normal university paterno street, tacloban city 6500, philippines * corresponding author’s email: leoncio.olobia@lnu.edu.ph introduction the department of health (doh), in cooperation with oxford for families (oxfam), conducted a project on the installation of long lasting treated nets (llitn), defined as insecticide-treated nets that remain effective for a longer period without treatment (bhasvar, 2022), in six identified schools in tacloban city. in the conduct of the activity, a team composed of five members from different communities of the city were selected whose responsibilities were to monitor the day-to-day activities of the hired carpenters for the installation, and to understand the conditions in the different schools through interviews conducted with the teachers, pupils, and school administrators. monitoring and evaluation of the program, which focused on installing llitn in six tacloban city schools and conducting barangay surveillances, were carried out in stages. first, the various inspections by doh and oxfam in the various schools intended to check progress on installation operations showed that monitoring as a constant updating of current conditions was taking place. installing hardwood frames that would be utilized for llitn was the main source of worry. according to the carpenters’ accounts, varied window sizes required various window frames, which made the inadequate net installation much worse. following this, the team organized an emergency meeting to address the problem and to come up with remedies. one of the findings indicated that various wood sizes and constructions were made to accommodate various window forms. as such, llitn structures were correctly erected in the various schools by the end of the second week after two weeks of increased monitoring of the work’s progress. three weeks after the program ended, a team of doh inspectors toured the neighborhoods for evaluation purposes and discovered that most of the placed windowframe nets had been ripped or completely removed. this led to a written evaluation report that detailed observations and accounts of classroom teachers regretting that students used pens and their hands to practically rip the fabric of the nets as they played with them. according to received information, this issue occurred because llitn was mounted on windows where kids could reach with their hands. written proof of llitn being intentionally damaged by pupils because it attracted them was also included in the report. the similarity of the situation that led doh and oxfam to replace ripped materials with new llitn, which was a long-term financial issue that had to be solved, made this secondary data from prior study crucial. doh and oxfam teams visited barangays on a regular basis during the two-week program to conduct barangay surveillance. they inquired through the officials there about the state of the community’s efforts to combat dengue. following these inspections, search and destroy operations were carried out by, among other things, draining tires of any water that had accumulated inside and emptying containers containing stagnant water because these are mosquito breeding grounds. as seen by the swift actions of local government officials and https://doi.org/10.54536/ajahs.v2i1.1210 https://journals.e-palli.com/home/index.php/ajaset pa ge 2 https://journals.e-palli.com/home/index.php/ajaset am. j. arts hum. sci. 2(1) 1-7, 2023 residents, monitoring activity was sensitive to the current circumstances. additionally, team members who were assigned to various barangays went back to check on the development of community interventions, particularly in the homes where the majority of noncooperation occurred. the staff took the initiative to inspect breeding sites and destroyed them, threw collected water out into the open where everyone could see it, and lobbied barangay officials and community members through persistent communication in order to correct the situation. all of these actions were taken as monitoring activities, which proved to be crucial for the improvement of the program. after which, a formal evaluation was conducted by doh and oxfam officials through barangay visits three weeks following the program’s start. in this activity, a formal meeting was held where local leaders gave updates on the program’s accomplishments, effects, and improvements. following the consultative meeting, a written report outlining the evaluation of the surveillances based on observations and conversations with various community members was officially submitted. following the release of the assessment report, it was advised to keep the agencies informed of the program’s acceptance and community impact. it was also decided that further financing was required to keep the program going. based on larvae trap results, it was discovered that schools with complete llitn installation on windows, doors, and roofs produced no larvae or pupae. but because some portions of the rooms were left uncovered so that female mosquitoes could still lay eggs in the classroom, llitn rooms that were only partially installed produced positive larva. in this sense, a thorough installation of these treated nets was essential to gauge the project’s overall success. furthermore, because these nets have undergone chemical treatment, it was crucial that they were positioned correctly and safely. further on, the team was advised against heavily nailing frames into the ground; instead, it was necessary to stretch the nets on the edges with some sort of rubber because some of them have been seen to weaken their tightness. next, hefty wires like those seen in one school where llitn installed doors could be covered with chicken wires to support the treated nets, and flower pots could be placed outside the nets to prevent kids from touching the screen. since llitn was eventually to be cleaned, new frames must be created that would make it simple to take the displays apart. the objective of a removable and washable net was defeated by the difficulty of nailing some elements of the frame on the surface, even though hooks were good materials for retaining the nets within. carpentry work was further complicated by the huge number of rooms since pre-fabricated nets would not fit properly, necessitating numerous alterations that added to the delay. figure 1: completely installed on windows, on small windows above classroom door and partially installed llitn the llitn team emphasized the necessity of eliminating tires because they were important mosquito breeding grounds. consequently, it was advised that they be ultimately destroyed in order to minimize threats to the community. when resistance to the decree was discovered, the crew responded by shaking off the tires in order to remove the water that contained larvae and replaced it with soil, leaving the tires resting against the wall to shake off any remaining water. the tires had already dried out due to the dirt content when the team returned to the location in the following weeks. when resistance to the decree was discovered, the crew responded by shaking off the tires in order to remove the water that contained larvae and replaced it with soil, leaving the tires resting against the wall to shake off any remaining water. the tires had already dried out due to the dirt content when the team returned to the location in the following weeks. the second important need identified was a huge household-level education campaign, which should not be handled only by barangay authorities because mosquitoes figure 2: search and destroy operation through covering tires with soil to eliminate collected water inside considered as major breeding site for mosquitoes. https://journals.e-palli.com/home/index.php/ajaset pa ge 3 https://journals.e-palli.com/home/index.php/ajaset am. j. arts hum. sci. 2(1) 1-7, 2023 do not prefer blood meals. having said that, a determined effort was required to prevent breeding in their homes while also locating and removing any environmental water that was afflicted with larvae. last but not least, things could be made feasible by community officers working together with doh, the tacloban city government, and oxfam. finally, doh and oxfam could increase their efforts to protect kids from dengue by increasing their school coverage in the name of sustainability. methodology and discussion monitoring and evaluation based on the explanations in the previous section, the following monitoring and evaluation design is imperative for sustainability of the llitn installed. table 1: monitoring and evaluation monitoring evaluation action 1. routine checkup of llitn installed in schools to monitor functionality and to repair broken nets 2. visit barangays to ask for updates on search and destroy operations and analyze existing conditions to make proper interventions 1. periodic evaluation on effectiveness of llitn in terms of net durability, mosquito sensitivity 2. conduct a specified meeting where community members report on overall interventions conducted and to assess them frequency 1. ongoing checkup most especially on busiest school days where children are present to check if nets are used properly or used for something else 2. random visits to barangay households 1. twice a month evaluation in the 6 identified schools and barangays primary questions 1. is the installation of nets right on schedule? 2. are team members working on a time table in order to meet specified date of project implementation? 3. are barangay households cooperating in surveillance operations against dengue? 1. how well did the team along with do and oxfam perform? 2. what effects did the project have on the direct beneficiaries? focus 1. implementation of llitn and barangay surveillances against dengue 1. effectiveness of llitn and barangay surveillances in the fight against dengue figure 3: monitoring &evaluation plan components the following is a comprehensive explanation of the monitoring and evaluation design. table 2: framework for llitn and barangay surveillance inputs activities outputs outcomes impact *school and barangay survey *funding of llitn *conduct community survey *develop llitn nets for specific classrooms *of school rooms surveyed in each of the 6 schools *of llitn mosquito nets installed in each classroom *increased knowledge of schools with llitn *decreased number of mosquitos in the areas identified *reduction of dengue-carrying mosquitos in schools and community https://journals.e-palli.com/home/index.php/ajaset pa ge 4 https://journals.e-palli.com/home/index.php/ajaset am. j. arts hum. sci. 2(1) 1-7, 2023 indicators trigger indicators used to trigger new action or change are interventions sought in monitoring llitn and community surveillances such that follow-up consultations where predicaments of workers are listened to indicate a change in action (e.g. re-modeling wooden frames to fit in llitn, and enhanced community intervention through active participation). performance indicators are used to track performance of work done through periodic visitations of strategic sites where workers are observed directly by the staff. performance indicators also include quality and quantity of llitn installed and cleanliness of community surroundings, destruction of mosquito breeding sites, incidence of fogging operations from evaluation reports and narratives of community members. data collection primary data are gathered mostly from direct interviews with the community members and key informants together with secondary data obtained from previous studies on dengue outbreak, prevention and control with specific focus on interventions. mixed method of data collection (qualitative and quantitative) will be employed using focus group discussions for qualitative method where a meeting of ‘like-minded’ people comprising experts, barangay leaders and team representatives discuss interventions; formal and informal interviews to be done to collect different perspectives, experiences and observations of the different approaches. for quantitative procedure, survey analysis will be conducted where questionnaires will be distributed to different respondents in the community and schools. this process will highlight impact of the program to the different constituents. data quality data quality will be based on validity, reliability, precision, completeness and timeliness. in addition, data quality assessment (dqa) will be administered which will be used to verify the source, quantity and impact of any data items that breach pre-identified data quality rules. the procedure also explains data inaccuracy and incompleteness which should be a good benchmark for quality data. all of the aforementioned explanations will emanate from the various data collection methods in gathering information on llitn installation and its monitoring and evaluation procedures alongside barangay surveillances from interview data and survey results. data use and reporting communication of information is very crucial in the program’s success. as such, m&e will be disseminated first to stakeholders (doh, oxfam, barangay leaders) for consultative negotiations on issues needing prompt actions during the monitoring phase within the twoweek period. afterwards the general community (school teachers and pupils, barangay residents) for evaluation, assessment outcomes will be communicated one month after full implementation of the program. reporting will be conducted to the official webpage of doh and oxfam, fb groups of the different teams formed, facebook–all of which utilizing new media (social media) for faster dissemination. likewise, traditional reporting in barangay sessions will be done occasionally when officers will meet. finally, virtual consultations in monitoring activities will also be encouraged for realtime, synchronous interactions among stakeholders and clients. evaluation strategy providing in-depth report of what worked well in the project is so important as success indicator. this ensures other programs to follow the same path of success at the same time to look for revisions. the following qualitative and quantitative data procedures will be highlighted: qualitative methods to be used for m&e focus group discussions – the meeting will constitute doh representative, oxfam health leader, barangay program implementer whose objective is to brainstorm ideas on how m&e activities are to be conducted. during the discussions, diverse opinions will be shared while a moderator facilitates. all notes are to be recorded, transcribed and analyzed to guide action groups in how staff and personnel are to be deployed to the different schools and barangays to monitor and evaluate llitn and barangay surveillances in suppressing dengue. some guide questions will be crafted but semi-structured interviews will comprise focus group discussions where experts discuss topics in a conversational manner. guide questions list 1. what specific aspects of monitoring will be focused on? 2. what are the impacts of llitn and barangay surveillances in suppressing dengue in the identified areas? 3. what are some funding sources of m&e and how will they be sustained? 4. are there some changes of the program ought to be determined for sustainability? in-depth interviews – these informant interviews are to be conducted with key individuals within the program that have important messages to relay. doh dengue representative will be interviewed on the region’s dengue *list of fogging equipment, cups for larvae birthing *develop search and destroy operations operations in the community *of households that conducted search and destroy operations https://journals.e-palli.com/home/index.php/ajaset pa ge 5 https://journals.e-palli.com/home/index.php/ajaset am. j. arts hum. sci. 2(1) 1-7, 2023 status, hence, the urgency of llitn and barangay surveillances as mitigating efforts in destroying denguecarrying mosquitoes; oxfam as funding institution will explain financial aspects of the program including payment of staff and personnel. interview questions 1. what is the status of dengue in region 8 and in the identified areas? 2. why is there a need to install llitn mosquito nets in the 6 identified schools? what criteria did you have in choosing schools? 3. who are the contact persons to identify in barangay surveillances? what are the roles and responsibilities of individuals? 4. what are specific steps to be done in search and destroy operations? 5. how will fogging equipment be provided? 6. quantitative methodology to be used in monitoring & evaluation experimental design in this design, a controlled group in the 6 identified schools will receive llitn mosquito nets in their classroom which will compare the outcome of such intervention against a non-controlled group that does not receive llitn in their respective classrooms. this ‘gold standard’ methodology will compare results that will indicate presence or absence of dengue-carrying mosquitos in the area. in the barangay level, a control group, randomly determined, will conduct search and destroy operations, support fogging activities, seek early consultation for signs of dengue infection, secure oneself with dengue mosquito bites such as wearing long sleeves and putting on medicated lotion – all such interventions to be administered while another group receives no intervention at all. results will be compared that will determine increase or decrease of dengue cases in the area, increase or decrease of mosquito breeding sites and incidences of mosquitos both in the house and community. budget budget should incorporate all expenditures from conceptualization up to evaluation phases of the program. a simple cost-benefit analysis of expenditures and benefits will suffice the need to explain financial undertakings. it is imperative that budget report is under the assumption that agencies do not enforce forced savings where expenditures are cut just so the institution can have savings which can be a source of corruption. thus, financial statement should indicate intended expenditures and actual expenditures where any discrepancy should be explained clearly. social mobilization through social media social mobilization relates primarily to the concepts that can be utilized to persuade a sizable number of people to take part in an activity, as opposed to social influence, which refers to all of the ways in which people can influence other people. the fact that others gain from the suggested behaviors increases the social mobilization’s motivating power, and the fact that people are rooted in social networks increases its overall influence (rogers, goldstein & fox, 2018 as cited by tang, 2019). in fact, high penetration of social media in hong kong society is an important condition for such information technology to play a key role in social mobilization and the promotion of political activism (tang, 2019). indeed, social media and other online news sources, also known as the “ new media “, have become an integral part of modern society (rajendran & thesinghraja, 2014). social media was extremely important in the dohoxfam project i was a part of. the platform was mainly utilized for reporting project results, communication, organization, mobilization, and for general learning. my team was tasked with producing a thorough report on the outcomes of the various duties assigned at the conclusion of the two-week program on preventing and controlling dengue through the installation of long lasting insecticide treated nets (llitn) and carrying out barangay surveillances. in doing so, i mostly consulted the internet for information, mainly historical narratives regarding dengue prevention in the nation, which i chose in accordance with oxfam’s criteria, namely, alignment, relevance, and applicability in particular locales. the doh website’s statistics on dengue cases was also very helpful in comparing various settings from various eras and in revealing how measures became essential in reducing the impacts of dengue illness. additionally, the internet provided a forum for collaborative conversations between the project manager and participants via instant messaging, ensuring that everyone was actively participating in a learning community where suggestions, criticisms, and recommendations were sought for the improvement of project implementation. the project manager used social media as a channel for communication and information sharing to provide updates on the various activities, such as the installation of nets, the placement of plastic cups filled with clear water in various classrooms, barangay surveillance, and search-and-destroy operations. depending on the speed of internet connectivity, this method of transmission was swift, quick, and immediate, otherwise, personal encounters were held. utilizing social media as a platform for organizing, tasks, and activities involved grouping together in a wellorganized manner intentional information filled out by the corresponding individuals tasked with finding information on the internet that was pertinent to the tasks. later, social media served as a medium for mobilization, with active members participating in the program’s many phases. for instance, the overall project coordinator informed the community via messenger of some changes to its assignments and urged everyone to implement the https://journals.e-palli.com/home/index.php/ajaset pa ge 6 https://journals.e-palli.com/home/index.php/ajaset am. j. arts hum. sci. 2(1) 1-7, 2023 4-s campaign, which was built around several specialized responsibilities. it created the way for more in-depth conversations pertinent to advancing concerns in social mobilization because effective communication, organization, mobilization, and learning were all sought in the aforementioned uses of social media. recommendations for itc uptake in improving upon digital uptake, theory 2.0 of webbased activism or e-mobilization which posits that the use of information and communication technology (ict) may change the actual process or organizing and/ or participating in activism as a paradigm for social mobilization becomes relevant in ensuring that changes to mobilization strategies in dengue prevention should be further enhanced such as training supervisors and community leaders in search and destroy operations as needed in the different communities. this mobilization is activism in itself because it advances public health concern that endangers everyone else so that active participation and engagement must be rallied upon. the sense of urgency in creating community awareness and action cannot be undermined to mitigate the effects of rising dengue infections. next, digital and online tools are a great way to transmit communication and information to the different stakeholders. some of these tools include blogs, messenger, twitter, crowdsourcing platforms, among others. technological affordance increases the capacity to engage various participants of the mobilization process at the same time it allows to generate new ideas, skills, and strategies. in connection with the project, it is important that members of the team should be aware of digital technology and its usage and that its uptake must be seriously done with high commitment. the reason for this is that sustained use of the social media creates a “dependency” of some sort so that people optimize learning with the different information drawn from the internet. in relation to this, gathered information should make them more critical and analytical, creating solutions that are relevant to dengue prevention rather than act as mere receptacles of knowledge. this is the democratizing effect of social media that empowers citizens to assert their voice in mobilizing people in the community. finally, social media as an emancipatory platform should be manifested in community assessment and evaluation of surveillances and effects of llitn in an open forum. compared to traditional mass media, digital mass media are in some ways emancipatory (i.e., permitting widespread participation in public discourse and surfacing of diverse perspectives) and in other ways hegemonic, i.e., contributing to ideological control by a few (miranda, young & yetgin, 2016). using the dualistic assumptions, social media utilization brings forth a cycle of free discourse which can ultimately lead to hegemonic tendencies. in the context of dengue campaign, information dissemination in surveillance precipitates willful advocates to penetrate consciousness but the recipient community members can only heed so much, leading to repressed response mechanism as their behavior can be ‘controlled’ by the surveillance leaders trying to effect upon behavioral change. however, these highly engaging discussions will rectify mistakes such as poor orientation of the carpenters before they were tasked to install window panes, noncommunication between school teachers on the arrival of working teams to their classrooms that disrupted classes. said open forum can be conducted virtually through zoom or google meet applications and many other online tools for both synchronous and asynchronous negotiations that will address immediacy and currency of interactions. in effect, social media will provide networking opportunities in various mobilization campaigns. in the end, new media is the current trend in rapid communication as it reaches wide audience. new media is any media—from newspaper articles and blogs to music and podcasts—that are delivered digitally. from a website or email to mobile phones and streaming apps, any internet-related form of communication can be considered new media (cote, 2022). even more so, the government as a matter of policy must ensure that there is total removal of all barriers militating against the acquisition of new media facilities for broadcasting in public service broadcasting (gbam, 2017). thus, doh/oxfam must constantly update the public on the status of llitn and barangay surveillance as a public advocacy through the use of popular social networks such as facebook, twitter and many other sites. rapid advancements in technology are good opportunities for increased awareness in mobilization campaigns to meet goal targets. conclusion installation of llitn juxtaposed with barangay surveillances are palliative interventions that require constant monitoring and evaluation because dengue virus inflicts human beings and its carrier, mosquito, will continue to thrive in communities if not seriously dealt with. the different school recipients of llitn construction encountered worthwhile and challenging situations based on the narrative report so that the monitoring and evaluation framework identified is a blueprint for sustainability of the treated nets. finally, social mobilization campaign through social media uptake encourages collaborative engagement, deepening social awareness and instilling behaviorinducing communication for a sustainable community. references bhasvar, k. (2022). long-lasting-treated nets (llin) – malaria prevention and control. https://www. icliniq.com/articles/infectious-diseases/long-lastinginsecticide-treated-nets https://journals.e-palli.com/home/index.php/ajaset pa ge 7 https://journals.e-palli.com/home/index.php/ajaset am. j. arts hum. sci. 2(1) 1-7, 2023 cote, j. (2022). what is new media? https://www.snhu. edu/about-us/newsroom/liberal-arts/what-is-newmedia gbam, b. (2017). the challenges and prospects of the new media in public service broadcasting in nigeria. european centre for research training and development uk, 5(3), 1-7. https://www.eajournals.org/wp-content/ uploads/the-challenges-and-prospects-of-the-newmedia-in-public-service-broadcasting-in-nigeria.pdf miranda, s., young, a., & yetgin, a. (2016). are social media emancipatory of hegemonic? societal effects of mass media digitization in the case of the sopa discourse. https://www.researchgate.net/ publication/283420549 rajendran, l., & thesinghraja, p. (2014). the impact of new media on traditional media. middle-east journal of scientific research, 22(4), 609-616. https://www.researchgate.net/ publication/309014723_the_impact_of_new_media_ on_traditional_media rogers, t., goldstein, n., & fox, c. (2018). social mobilization. annual review of psychology, 69(1). https:// www.researchgate.net/publication/320025471_ social_mobilization tang, g. (2018). social media and social mobilization. in routledge handbook of contemporary hong kong (pp. 185-198). routledge. https://www.researchgate.net/ publication/332696152_social_media_and_social_ mobilization https://journals.e-palli.com/home/index.php/ajaset pa ge 1 pa ge 15 american journal of arts and human science (ajahs) transformational leadership and crisis management in special education: within the initiatives of prince mohammed bin salman abdullah m. almanie1* volume 2 issue 1, year 2023 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v2i1.1224 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: january 20, 2023 accepted: february 13, 2023 published: february 19, 2023 the purpose of this study is to investigate the degree of practicing transformational leadership among special education principals from the teachers’ point of view. in order to achieve the objective of the study, the descriptive correlational approach is used. the study sample consisted of 190 male and female teachers who were chosen by the simple random method from the study population. the results shows that there are significant correlations between all dimensions of transformational leadership and crisis management. results also indicate that ideal influence, inspirational motivation, individual considerations, intellectual stimulation, empowerment show high degree of practice. moreover, results also indicate that pre-crisis stage, crisis stage, post-crisis stage show high degree of practice. the advancement of the school requires a pattern such as leadership, enthusiasm, and mobilizing the latent energies of the teachers in the school by influencing their behavior. keywords transformational leadership, crisis management, special education 1 educational administration, college of education, king saud university, saudi arabia * corresponding author’s email: abdullah.almanie2020@yahoo.com introduction within the directives of prince mohammed bin salman in the educational field, the national strategy for the development of general education emphasizes the availability of equal learning opportunities and support systems for all students, through the development of policies related to identifying and classifying students with disabilities, and the development of scientific tools that identify and assess them (riyadh,2022), and the development of awareness and perception, building policies and frameworks; to integrate students with disabilities into general education commensurate with their abilities within the least restrictive environments. additionally, to create equal enrollment opportunities for equal and appropriate education in schools for all students with disabilities without regard to gender, material social background, geographical location, or the nature of special needs, and to provide customized learning opportunities that meet the special needs of gifted and creative students, introduce school support systems for at-risk students, and provide other or alternative opportunities for lifelong learning for those outside the educational system or who have not attended school (riyadh, 2022). schools, like other sectors, are now facing many challenges and crises due to rapid updates and changes in the field of science and knowledge. therefore, leaders face increasing pressures that may affect the performance of the institution. which requires increasing their enjoyment of awareness and awareness to confront them, and from this standpoint, it was necessary to have appropriate leaders with multiple tasks and administrative, technical and social responsibilities that work on building strategic plans according to scientific foundations based on making appropriate decisions to keep pace with the explosion of knowledge, information and developments of the age, and work to achieve effectiveness in performance in order to face those challenges and crises (almuqhem,2020). the leadership skills of school principals are among the most important requirements for managing educational crises, and that weakness in their possession of these skills may cause weakness in the ability to manage crises (rajbhandari,2017). one of the leadership styles that possess these skills is what is called transformational leadership, as the transformational leadership style is characterized by a high ability to face modern developments and challenges (kıral & suçiçeği, 2017) the educational institution, whose leadership is transformative, has the ability to identify problems before they escalate, and leaders in this style work to empower their workers and delegate them to perform tasks so that they feel that they are decision-makers at the heart of events, so they can discover their talents and skills within an organizational climate that helps adapt and innovate, and learning, and they work in it with their leader with common goals motivated by satisfaction and not out of fear, which contributes to the success of the work (mostafa, 2014) the transformational leadership style is characterized by strength and striving to transform teachers into leaders who may excel in their performance and achievement at work. it is concerned with structuring the change required to transform the educational institution from one state to a better one, and it also promotes the use of collective problem-solving methods (rajbhandari, 2018). the advancement of the school requires a pattern such as leadership, enthusiasm, and mobilizing the latent energies of the teachers in the school by influencing their behavior https://doi.org/10.54536/ajahs.v2i1.1224 https://journals.e-palli.com/home/index.php/ajaset mailto:abdullah.almanie2020%40yahoo.com?subject= pa ge 16 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(1) 15-18, 2023 (kim & borowska-beszta, 2018). transformational leaders spread the spirit, inspiration and motivate them to innovate positive ideas. the transformational leader in the service sector has the ability to manage all stages of the crisis with his team, whether it is in the stage of anticipation of its occurrence or discovery, prevention and containment (akyol & ulutaş, 2021; siman, 2015). problems statement the occurrence of crises in schools is a realistic matter. a type of such crisis has recently appeared in all countries of the world due to the corona epidemic, which created a crisis that exceeded all expectations, and was outside the educational planners’ calculations of potential future threats to educational institutions. public and private schools were closed to avoid the spread of the epidemic. crisis management needs a leadership style capable of providing appropriate alternatives to contain and deal with crises of all kinds, such as the transformational leadership style. the lack of leadership skills among school principals is one of the most important obstacles to managing educational crises. the leader has a prominent role in motivating the workers, cultivating factors of confidence in them, prevention, preparedness, and good dealing with ambiguous and complex situations, which increases the ability to deal with crises. transformational leaders have a positive impact on developing and increasing the level of creativity and self-efficacy of teachers. transformational leadership is a modern approach that must be practiced because of the innovations, challenges and increasing pressures that schools face that require the presence of a team of teachers who can overcome these difficulties with the help of their transformational manager through his application of the dimensions of transformational leadership with its positive impact on them, stimulating their thinking to present creative ideas, inspiring them to increase their motivation and enthusiasm, enhancing their individual capabilities, and enabling them to prepare all means for better performance by working in all emerging circumstances. study questions what is the degree of practicing transformational leadership among special education principals from the teachers’ point of view? purpose to investigate the degree of practicing transformational leadership among special education principals from the teachers’ point of view. methods in order to achieve the objective of the study, the descriptive correlational approach is used. participants the study sample consisted of 190 male and female male and female teachers who were chosen by the simple random method from the study population, with a confidence rate (95%) and a margin of error (5). the researcher distributed the questionnaire electronically within the study community. instrument for the purpose of this study, a questionnaire is development. it is of two parts: the first part concerns transformational leadership. it consists of five subscales: ideal influence, inspirational motivation, individual considerations, intellectual stimulation, empowerment. as for the second part; crisis management, it consists of three subscales: pre-crisis stage, crisis stage, post-crisis stage. it used a 5 points likert scale: 1 = strongly disagree 2 = disagree 3 = neither agree nor disagree 4 = agree 5 = strongly agree reliability analysis using cronbach’s alpha showed that all of the four variables used in this research were reliable as shown in table 1. procedures prior to administering the survey, teachers were informed about purpose of the study and voluntarily stated that table 1: reliability analysis variable cronbach’s alpha based on remarks transformational leadership ideal influence 0.756 reliable inspirational motivation 0.843 reliable individual considerations 0.856 reliable itellectual stimulation 0.812 reliable empowerment 0.877 reliable crisis management pre-crisis stage 0.801 reliable crisis stage 0.822 reliable post-crisis stage 0.833 reliable https://journals.e-palli.com/home/index.php/ajahs pa ge 17 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(1) 15-18, 2023 they accept to participate. to ensure that the respondents responded to the items honestly and sincerely, they were told not to identify themselves in any way on the scale paper. they were also informed that they should not be concerned with anything concerns their participation in the study and their responses are for research purposes only and would be kept confidential. all data were entered in an spss file. results descriptive data and inter-correlations table 2 shows the means, descriptive statistics and intercorrelations of transformational leadership and crisis management. table 2 shows that there are significant correlations between all dimensions of transformational leadership and crisis management. table 2: descriptive statistics and inter-correlations variables 1 2 3 4 5 6 7 8 ideal influence .502** .520** .512** .540** .533** .516** .519** inspirational motivation .444** .421** .413** .394** .388** .511** individual considerations .400** .403** .337** .326** .518** intellectual stimulation .379** .387** .356** .520** empowerment .357** .324** .500** pre-crisis stage .455** .466** crisis stage .497** post-crisis stage what is the degree of practicing transformational leadership among special education principals from the teachers’ point of view? to answer this question, means, standard deviations, and ranks of teachers’ estimates on the domains of the transformational leadership tool were extracted. table 3 shows these results. as shown in table 3 ideal influence, inspirational motivation, individual considerations, intellectual stimulation, empowerment show high degree of practice. table 3: means standard deviations, and ranks for transformational leadership variables m sd practice degree rank ideal influence 4.17 1.10 high 1 inspirational motivation 4.10 1.14 high 2 individual considerations 4.09 1.11 high 3 intellectual stimulation 3.99 1.18 high 4 empowerment 3.98 1.17 high 5 transformational leadership as a whole 4.09 1.18 high what is the degree of practicing crisis management among special education principals from the teachers’ point of view? to answer this question, means, standard deviations, and ranks of teachers’ estimates on the domains of the crisis management tool were extracted. table 4 shows these results. as shown in table 4 pre-crisis stage, crisis stage, post-crisis stage show high degree of practice. table 4: means, standard deviations, and ranks for crisis management variables m sd practice degree rank crisis stage 4.11 1.12 high 1 post-crisis stage 4.08 1.00 high 2 pre-crisis stage 4.01 1.03 high 3 crisis management as a whole 4.12 1.13 high discussion the purpose of this study is to investigate the degree of practicing transformational leadership among special education principals from the teachers’ point of view. the results shows that there are significant correlations between all dimensions of transformational leadership and crisis management. results also indicate that ideal influence, inspirational motivation, individual considerations, intellectual stimulation, empowerment show high degree of practice. moreover, results also indicate that pre-crisis stage, crisis stage, post-crisis stage show high degree of practice. https://journals.e-palli.com/home/index.php/ajahs pa ge 18 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(1) 15-18, 2023 this result may be attributed to the presence of a high conviction among the study sample that their principals practice transformational leadership in its five dimensions. permanent students in the school to face the developments and challenges in the internal and external environments. this is consistent with jensen et al. who claims that transformational leadership attempts by leaders to transform members to share organizational goals from desires in themselves. this behavior is characterized by transformational behavior because leaders are expected to see a clear vision as an important driver of unselfish employee action (jensen et al., 2016). transformational leadership focuses on developing teams and taking their needs into account. leaders who focus on transformational leadership focus primarily on developing a system of values, morality, skills, and team members’ motivation levels (al khajeh, 2018). hooper and bernhard (2016) characterized transformational leadership as a model for the school stakeholders to work together for the same common goal. leader with a prior crisis experience , as indicated by alkhawlani et al.(2019)is more capable to handle the crisis situation. limitations the limitation of the current study related to the generalizability; the findings of this study cannot be generalized to a wider context across cultures of other countries since the data collected for this study is limited to schools for special education in saudi arabia. conclusion the principal’s transformational leadership empowers him to manage a crisis and bring the school to a normal point . this type of leadership is effective. this study indicates that transformational leadership has a significant positive effect and a strong relationship in crisis management. when the leader is able to drive all the school staff members to work together towards its vision , he will be able to drive them all out of crisis . leader with a prior crisis experience is more capable to handle the crisis situation. references akyol, b., & ulutaş, m. (2021). teachers’ views on the classroom inspection practices of school principals. psycho-educational research reviews, 10(1), 143–151. retrieved from https://perrjournal.com/index.php/ perrjournal/article/view/100 al khajeh, e. h. (2018). leadership styles on organizational performance. journal of human reseources management research, 1–10. https://doi. org/10.5171/2018.687849 alkhawlani, m. a. s., bohari, a. m. bin, & shamsuddin, j. binti. (2019). the impact of transformational leadership style on crisis management in yemen organizations. international journal of academic research in business and social sciences, 9(9), 127–139. almuqhem b. (2020) the level of application of the dimension of transformational leadership among school leaders in al-kharj governorate, saudi arabia, journal of educational sciences, imam muhammad bin saud islamic university, 22(2), 391-454 hooper, m., & bernhardt, v. (2016). creating capacity for leading and equity in schools. new york, ny: routledge. jensen, u. t., andersen, l. b., bro, l. l., bøllingtoft, a., louise, t., eriksen, m., holten, a., jacobsen, c. b., ladenburg, j., nielsen, p. a., salomonsen, h. h., westergård-nielsen, n., & würtz, a. (2016). conceptualizing and measuring transformational and transactional leadership, 51(1), 3–33. https://doi. org/10.1177/0095399716667157 kim, p. l., & borowska-beszta, b. . (2018). leadership and disability in asia in the light of obstacles and insights: a case study report. psycho-educational research reviews, 7(1), 1 –14. retrieved from https:// perrjournal.com/index.php/perrjournal/article/ view/244 kıral, e. ., & suçiçeği, a. . (2017). the relationship between teachers’ perception of school principals’ instructional leadership and organisational commitment level. psycho-educational research reviews, 6(1), 95–109. retrieved from https://perrjournal. com/index.php/perrjournal/article/view/289 mostafa, m. m. (2014). the relationship between servant leadership and organizational citizenship behavior of faculty members. psycho-educational research reviews, 3(2), 56–70. retrieved from https:// perrjournal.com/index.php/perrjournal/article/ view/358 rajbhandari, m. (2017). leadership elasticity enhancing style-flex for leadership equilibrium. psychoeducational research reviews, 6(2), 76–88. retrieved from https://perrjournal.com/index.php/perrjournal/ article/view/277 rajbhandari, m. m. s. (2018). obstinate actionsoriented behaviour towards applying theoractive learning: an ontology of educational learning and leadership theories in practice. psycho-educational research reviews, 7(1), 18 –. retrieved from https:// perrjournal.com/index.php/perrjournal/article/ view/245 riyadh (2022). caring for people with special needs.. love and giving. https://www.alriyadh.com/1972423 silman, f. (2015). social intelligence and leadership styles of the school administrators in turkey. psycho-educational research reviews, 4(3), 13–24. retrieved from https://perrjournal.com/index.php/ perrjournal/article/view/319 https://journals.e-palli.com/home/index.php/ajahs pa ge 1 pa ge 15 american journal of arts and human science (ajahs) effect of street trade among school-going girls in kenema city, sierra leone edward hingha foday jr1*, vandi m. bockarie1, lucy boi bompay2, emmanuel b. koroma3 volume 2 issue 2, year 2023 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v2i2.1509 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: april 04, 2023 accepted: may 24, 2023 published: may 27, 2023 the prevalence of street trading both at the national and international level has become a global concern and thus undermined economic development. school-going girls in sierra leone are the most vulnerable and their involvement in street trading cannot be overemphasized. street trading is the selling of goods or food items along the road, footway, or area without legal authority and it is normally associated with parents sending children of school age to trade as a way of boosting family income. this study investigates the effects of street trading on girls-child education in kenema city. similarly, challenges associated with street trading, its impact on girls-child education, and possible recommendations for curbing street trading were pinpointed. sixty (60) respondents were interviewed in all, 50 school-going girls within the age bracket of 5-18 years and 10 parents (26 years and above). the findings of the study will be useful to the government of sierra leone, nongovernmental organizations, policy-making institutions, and the general public. this study will also provide an insight on the causes of the street trade by school-going girls and suggest recommendations to curb this activity in kenema city, sierra leone. keywords street trade, poverty, school-girls, education, sierra leone 1 faculty of education, eastern technical university of sierra leone, 00232 kenema city, sierra leone 2 university of international business and economics (uibe), chaoyang district, beijing, 100029, china 3 department of geography-environment and natural resources management, faculty of social and management sciences, ernest bai koroma university of science and technology, magburaka city 00232, sierra leone * corresponding author’s email: hinghaja@gmail.com introduction africa has become the breeding ground for street trading and sierra leone is not an exception from this global trend and girl children are the most vulnerable in terms of street trading. this exacerbating trend has become a global concern and it demands global effort to panacea this excruciating ill. the term “street trade” is used interchangeably with “street vendor”, “hawkers” and “peddlers” (alfers, 2015). according to (austin, 1994; bhowmik, 2007), a street trader is a person that sells goods for public consumption without a permanent location or structure for his or her goods. according to the “un convention on the rights of child”, a child is defined as any person below 18 years (committee, 2003). child labor is viewed as an anti-child right, has been described as any paid or unpaid labor that deprived a child of his/her fundamental human right. this labor does not include domestic chores as long as it does infringe on the child’s development and fundamental right (fontana & grugel, 2015; unicef., 2004). street trading is one of the leading economic activities and forms a significant part of the small and medium enterprises in sierra leone. it also employed about 60% of the youthful age of sierra leone’s population. in sierra leone, street trading continues to grow rapidly as a result of unplanned economic, unemployment, and environmental factors. about 70 percent of sierra leoneans are poor, unemployed, and deprived, and thus they lived below the poverty line of $1.25 (dugguh, 2014; kokofele & junior, 2019). the problem of street trading is escalating and alarming in sierra leone and the proportion of street traders is increasing at a geometrical rate in cities, especially in kenema city. in kenema city which is sierra leone’s third biggest city, the prevalence of street trading in the city is primarily as a result of unemployment, rural–urban migration, school dropout and poverty. street trading has grown increasingly in many urban areas in sierra leone and it has become an alternative to less deprived family members as only and true source of income to supplement family responsibilities. over the years, street trading has had a serious implication on school-going girls globally, especially in developing countries and this phenomenon has transcended beyond national to global concerns according to (kalhan, 2007; watch, 2004), india has the largest hawker in the world of about 15 million while pakistan records 7.5 million hawkers. the geometric increase in street trade can be associated with many factors such as poverty, unemployment, inflation, and low wages for workers. the peril of street trade has been visible in public places such as vehicle parks, garages, market squares, and other public outlets. the above-named challenges have been compromised with schooling making education difficult for these girls and this has attracted national and international organizations (aderinto, 2000; dovey, fitzgerald, & choi, 2001). this situation has affected the girls’ schooling and has made school life horrendous by sharing school time with trade. education being part of a child’s development has been frustrated by compromising school time with trade thereby resulting in low academic performance, poor study habits, fatigue, and low self-esteem. in an extreme case, some children are forced out of school for a term or a year and by the time they return to school, they will be too big among their classmates thereby becoming victims of mockery and bullying. all these derisive actions will negatively affect the psychology of the school-going girls thereby developing school phobia. it is against this background, this research seeks https://doi.org/10.54536/ajahs.v2i2.1509 https://journals.e-palli.com/home/index.php/ajaset mailto:nuzuliakumala.fhunej@gmail.com mailto:hinghaja@gmail.com pa ge 16 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 15-23, 2023 to unveil the effects of street trading and also suggest strategies to ameliorate the problems of street trading on girls-child education in sierra leone. literature review many studies show that poverty is one of the reasons why parents send their children to work, but many other factors in low or no income households will co-determine whether to send their children out to work. further literature revealed that a female headed household is another determinant of street hawking. children living in a female headed household according to (buvinić & gupta, 1997) are at greater risk of poverty because of male migration to the city or death of a male adult in the household. the reason for this is that female in some societies lack access to education, land and other assets. buvinić & gupta’s study shows that there is a greater incident of children’s economic activities among children whose mothers are not educated compared to children whose mother had some education. however, the girls formed a huge part of the street trading population and are plagued with challenges such as rape, eviction, sexual harassment, confiscation of goods, road accidents, thieves other street misfortune (bromley, 2000; mitullah, 2004). in developing countries, street trading is more common with people with less privilege and opportunities and most of these people fall within the following categories; widows, orphans, low-income earners, and uneducated and unskilled citizens (page & söderbom, 2012). traditionally, girls involved in street trading normally carry their goods on heads and in most cases call the attention of passersby with persuading or enticing sound so their goods can be sold. this method of advertising goods sometimes is accompanied by hand-bells or mini-musical set as a way of attracting the attention of pedestrians (asiedu, 2008). many scholars debated on how the indecent work of children can be eradicated or reduce, lots of studies suggests increment in household income and making school attractive for children in order to discourage child’s work. (edmonds & pavcnik, 2005) reviewed that the prevalence can de-cline rapidly with the improvement of households living standards, that is, family income rise in response to trade liberalization, the work child do response to unexpected changes within the family and ineffective or expensive schools associated with poverty leave children with few option other than to work. for the fact that attention is focused on the future development of a child that work, the view ignore the reality of life for many poor children in poor countries where schools are inaccessible nearby even if they are available, one need to think about the poor quality and discrimination and restriction of labour market opportunities that result to low returns of education (kempe ronald, 2005). kempe further argued that circumstances of street hawking can be positive in a way that it teaches self-reliance, responsibility and traditional skills just like children in the industrial world who work after school or during the holiday. additionally, (white, 1994) asserted that eradication of all forms of work from the lives of children and young workers should not be proper focus of attention, rather there is need to understand better the natures and problems of child and youth employment, identify types of work and the work relations which constitute an abuse of these categories of worker, and support the effort of working children in trying to improve their conditions of life and work. furthermore, street hawking may not be eliminated in a society where there is high degree of inequality. according to (satz, 2003), inequality can occur between societies or within the families where a child will have to sacrifice his/her education for the sake of other children within the family. viewing the harmful outcome of street hawking, satz explained that, the nature of harm depend on the forms of work the child is doing. method and results this research employs the descriptive methods and according to (anderson & arsenault, 2005; creswell, 1999), descriptive research explores and gathers firsthand information about the present existing condition. to formulate sound and logical conclusions and recommendations, both qualitative and quantitative approaches were implemented. the quantitative approach was focused on numerical findings while the qualitative approach was focused on personal observations. this study uses closed and open-ended questions to solicit the required information. the questionnaire was well structured and divided into three parts for parents/ guardians, students and school authorities so as to evaluate the effects of street trading among school-going girls in the study areas. on the other hand, the interview approach was conducted on street traders with special reference to school-going girls in kenema city. the respondents were randomly selected from different schools and major streets within the study area. the interview was conducted in a semiformal way using the country’s lingua franca (krio) which table 1: educational level of respondents study area educational level no. of respondents percentage kenema city primary 18 30 secondary 36 60 tertiary 6 10 university 0 0 total 60 100 source: 2021 survey https://journals.e-palli.com/home/index.php/ajahs pa ge 17 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 15-23, 2023 is widely spoken nationwide. sixty (60) respondents were randomly interviewed with the allocated quota of questionnaires to the following targeted groups; 50 female students from five (5) different schools, five (5) teachers, and five (5) parents/guardians. further light was thrown on the intervention programs, loopholes, and also to bring to light the underlying causes of the street trading by school-going girls. the findings of the study were analyzed using tables and charts. the table and figure show the distribution of respondent educational level. sixty (60) respondents were targeted in the study area and 30 percent had primary education while 60% had secondary education. most of these respondents were in secondary school within the ages of 15-20 years. ten percent (10%) of the respondents had tertiary education. table (2) and figure (2) show the distribution of the age of respondents in the study areas. as age is one of the indicators in defining0020a girl child, it shows that most of the respondents who participated are within the age bracket of 11-20 years. from figure two, 5-10 years accounted for 8.3% while age groups ranging from 11figure 1: showing the educational level of respondents table 2: showing the age bracket of respondents age bracket mean age no. 0f respondents percentages (%) 5-10years 7.5 5 8.3 11-15years 13 21 35 16-20years 18 24 40 21-25years 23 0 0 26-above 23 above 10 16.7 total 60 100 source: 2021 survey figure 2: showing the age bracket of respondents https://journals.e-palli.com/home/index.php/ajahs pa ge 18 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 15-23, 2023 15 years accounted for 35% of the sample interviewed and thus formed the second-highest age group involved in street trading in the selected study area. the active participants involved in street trading fall within the age brackets of 15-20 years and are the most vulnerable to the odd effects of street trade. the age group 26 years-above accounts for 16.7% and the respondents are parents or guardians of most of the girls involved in street trading. table 3 presents the predominant areas with a high concentration of street trading in the study areas. six (6) major streets/roads were selected within the study area and 9 (15%) respondents were targeted in each identified street/road except for tumba street. 15 respondents accounting for 25% were targeted for tumba street and the reason for such a high quota as compared to other streets/roads was because of the high concentration of street traders and its crowded nature. table 3: shows the predominant areas of street trading study area targeted streets/roads (%) frequency percentage kenema city hangha road 9 15 tumba street 15 25 kaisamba terrace 9 15 humonya avenue 9 15 dama road 9 15 maxwell kbobe street 9 15 total 60 100 source: 2020 survey figure 3: showing the area of predominant street trading table 4: showing the causes of street trade causes of street trade frequency percentage (%) high cost of basic goods 12 20 financial problems 15 25 migration 6 10 lack of parental care 9 15 unemployment 3 5 death of parents 9 15 polygamy 6 10 total 60 100 source: 2021 survey https://journals.e-palli.com/home/index.php/ajahs pa ge 19 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 15-23, 2023 table four and figure four represent the reason girl children are into street trading. the result from the analysis revealed that the costs of basic things are high and financial problems are the main reasons for trading along the street and thus these accounted for 20% and 25% respectively. migration, lack of parental care, unemployment, death of parents, and polygamy are the main factors responsible for street trading in the study areas. migration, lack of parental care, and unemployment accounted for 10%, 15%, and 5% respectively. other reasons that cause street trade among school-going girls are the death of their parents and polygamy and these accounted for 15% and 10% respectively. table 5: showing the effects of street trading on school going girls effects of street trading frequency percentage % road accidents 6 10 fall in academy performance 24 40 prostitution 3 5 sexual abuse 12 20 teenage pregnancy 9 15 poor health 3 5 involvement in crime 3 5 total 60 100 source: 2021 survey figure 5: showing the effects of street trading in the study area figure 4: showing the area of predominant street trading https://journals.e-palli.com/home/index.php/ajahs pa ge 20 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 15-23, 2023 respondents with regards to possible measures needed to remedy the problems faced by school-going girls as a result of street trading. among the list of recommendations, giving legal status to end street trading for all school-going children accounted for 40% while providing measures by the government and well-meaning organizations for hawkers whose main source of living is from street trading accounted for 20%. the government to take urgent steps to alleviate poverty by empowering its population accounted for 25% as it is lucid that sierra leone is among the poorest nations in the world (antony & laxmaiah, 2008). proper education of parents against child street trading accounted for 15%. it can there be concluded that all the recommendations are very useful in curbing street trading among school-going girls in the study area, but putting an end to or giving legal status to child street trading proves to be the most appropriate measure to address this excruciating menace in kenema city, sierra leone. discussion on the effects of street hawking on girls’ education depriving girls of education implicitly means depriving society of its deserved benefits (basu, 1999). similarly, the work and socioeconomic outputs of girls have both micro and macroeconomic effects on society and the elimination of such socioeconomic from girls will also impede households except with strong government policies to ameliorate poor family financial situations (anker, 1998). according to (oloko, 2010), countries that do not invest in children’s future or with a high rate of children involved in a single work will be viewed as tails in the quest for sustainable development. he further propounded that children involved in trading supplement figure 6: showing recommendations made by respondents in the study areas as the effects of street trading on school-going girls underpin the importance of this research, table five and figure five above recorded the effects of street trading with poor performance at school and sexual abuse standing out as the dominant effects of street trading on school-going girls thus accounting for 40% and 20% respectively. teenage pregnancy and road accidents accounted for 15 % and 10 respectively which proves girls’ educational levels are being declined both in performance and quality. prostitution, poor health, and involvement in crime are all other effects of street trading in the study areas thus accounting for 5% each. it can be concluded that street trading for school-going girls leads to poor academic performance similar to the one put forward by (hamenoo, dwomoh, & dako-gyeke, 2018). table (6) highlights recommendations made by table 6: showing recommendations made by respondents in the study areas recommendations frequency percentage proper education of parents against child street hawking 9 15 government to take urgent steps to alleviate poverty by empowering its population. 15 25 government and well-meaning organizations should provide relief measures for hawkers whose main source of living is hawking 12 20 street trading should be put to an end or given legal status for all school-going children 24 40 total 60 100 source: 2021 survey https://journals.e-palli.com/home/index.php/ajahs pa ge 21 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 15-23, 2023 figure 7: showing recommendations made by respondents in the study areas family income though it creates a disastrous impact on the child’s personal development both physically and psychologically. these disastrous impacts on the child’s personal development as a result of trading are normally ignored by parents or caregivers either as a result of ignorance or cultural influences(scott, 1992). those girls involved in street trading are deprived of going to school and as such their intellectual capability is put into a coma with a bleak future (reese, balzano, gallimore, & goldenberg, 1995). the educational benefit is the “ability of an educated person to choose in a more informed way.” some of these children involved in street trading are subjugated and ignorantly ignored by their guidance or parents at an early age leaving them vulnerable to mishaps (satz, 2003). according to (nwabueze, 1992), structural inequalities, underemployment, poor quality of life, massive retrenchment, and poor economic environment are the main causes of street trade in developing countries. poverty is the cause of most social problems and public issues in developing countries and is postulated as the prime cause of children being forced into hawking. it is believed that poor housing, poor health facilities, inadequate food, and lack of basic social amenities compel parents/ guidances to send their children to trade to contribute to family income (ekpenyong & sibiri, 2011; nmom, 2003). according to (oruwari, 1996), unemployment, illiteracy, and single-parent families are the main factors worsening poverty. five factors namely: unemployment, inability to attend to family needs, illiteracy housing, and clothing are the main cause for hawking (okojie, 1987). the migration of people from rural to urban areas in search of greener pasture are often involved street trade because of their unpreparedness for urban life. in such a situation, parents normally forced or engaged their children in economic activities (hoyano & keenan, 2007). another theory postulates that cultural believes and ideas hold that giving birth to so many children will help contribute to family activities such as farm work, domestic chores, and other socio-economic activities (aderinto, 2000). hawking has also been linked to the “rise of capitalism as a system of production, where labor becomes a commodity to be bought and sold”. implicitly, labor can be sold in any form either positive or negative and this is tantamount to organized slavery. society is viewed as a social system where parts relate with one another in order to accomplish its goals for the survival of the social system. to maintain the values of the social system, there is a need to solve social institution problems such as education, religion, and the family system. the behavior and skills of children can be shaped based on the functional and structural makeup of a family. children should be raised responsibly as sub-component members of society with the appropriate moral values and beliefs (ekpenyong & sibiri, 2011). based on the research findings, it was revealed that the high cost of living, lack of financial support, poor home conditions, lack of parental care, high level of unemployment, death of parents, large family size are factors contributing to street trading in the study areas. these findings correlate with the results of (fawole, ajuwon, osungbade, & faweya, 2003) who asserted that the predisposing factors to child street hawking include; poverty, high cost of living, lack of sponsorship, single parenting, large family size, peer group pressure, poor home conditions, and lack of parental care. it is also evident that school-going girls are vulnerable to sexual abuse, teenage pregnancy, and at the same time lead to psychological torture which will necessitate poor academic performance and dropout syndrome. this research findings also revealed that students who engaged in income-generating activities lack the opportunity to revise their notes, do homework, and rest after school, which would have improved their academic performance. students in the study area sell goods in the morning before going to school and continue after school until late at night as this process takes away the time they could have used to study. https://journals.e-palli.com/home/index.php/ajahs pa ge 22 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(2) 15-23, 2023 conclusion and recommendation poverty is endemic in sub-saharan africa of which sierra leone is not an exception as urban poverty is still rife in kenema city. as street trading serves as a source to eke a family living, many challenges have emerged including causing vehicular traffic, accidents, teenage pregnancy, school dropout, sexual abuse and poor academic performance, filth, and harassment of commuters. one of the recommendations in table 6 has already been implemented by the city authorities (city council and metropolitan police) by designated street trading as illegal in the city with a fine to be levied if found guilty. the most surprising observation is that many traders even though they know the problems and challenges that emerge due to their activities, they still overlook the directives and bye-laws instituted. in a nutshell, street trading deeply relegate school going girls’ psyche, educational prowess, and physical strength thus resulting in poor academic performance and school dropout. therefore, there is still the need to holistically reconsider and diverse an alternative strategy to remedy school-going girls’ offstreet 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(1994). children, work and ‘child labour’: changing responses to the employment of children. development and change, 25(4), 849-878. https://journals.e-palli.com/home/index.php/ajahs pa ge 1 pa ge 20 american journal of arts and human science (ajahs) government expenditure and agricultural sector output in nigeria utitofon morgan ukpong1*, akpabio uduak1, ekere s a1, akpan e o1 volume 1 issue 4, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i4.682 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: september 28, 2022 accepted: december 01, 2022 published: december 12, 2022 the purpose of this study is to determine how government spending affects the output of the agricultural sector in nigeria. this study deals with nigeria’s government spending and agricultural sector output (1990-2020). data for the study was sourced through the central bank of nigeria (cbn) statistical bulletin 2020 as a secondary means. this study adopted the ordinary least square (ols) multiple regression method to analyze the data. real gross domestic product was used as the dependent variable. at the same time, government expenditure on administration, government expenditure on social and community services, and government expenditure on economic services formed the independent variables. from the findings, it was discovered that the variables were positively insignificant to agricultural sector output at a 5% level of significance. therefore, we conclude that government expenditure does not affect the agricultural sector output in nigeria. hence, it was recommended that the federal government of nigeria through the central bank, should strengthen the banking sector to ensure an improved and efficient credit flow to the agricultural sectors because of its strategic importance in stimulating the growth and development of an economy. keywords agricultural output, agricultural sector, government spending, nigeria 1 department of banking and finance, akwa ibom state polytechnic, ikot osurua, nigeria * corresponding author’s e-mail: morgansoul87@gmail.com introduction the role of agriculture in developing any economy can never be over-emphasized. agriculture provides food for the citizens, raw materials for the industries, employment, and income for the farmers, and enhances society’s wellbeing (edeh et al., 2020). agriculture is the science or practice of farming, including the cultivation of the soil for growing crops and the rearing of animals to provide food, raw materials, and other products. simply, it is the science and art of cultivating plants and livestock. before the discovery of crude oil in nigeria and even before the civil war in the late 1960s, the nigerian economy was predominantly agricultural. the revenue from crude oil was so huge that political leaders began to shift emphasis from agriculture to mining and quarrying. despite the neglect of the agriculture sector, agriculture remains the mainstay of the nigerian economy; directly in terms of the volume of employment opportunities it offers, as the sector provides for a significant proportion of the country’s employed labor force; and indirectly, through the essential linkages, it provides with the rest of the economy (udoh, 2011). government can directly influence activities in the agricultural sector, using both capital expenditure and recurrent expenditure directly and indirectly. capital expenditure involves spending on the building of feeder roads in rural areas, silos, tractors, and other equipment for farmers, resulting in increased output and well-being of people in those areas. provision of loan facilities, subsidizing farm inputs, and financial support to farmers would make the agricultural sector more attractive and raise entrepreneurship in agricultural business, thereby leading to positive external effects on other sectors of the economy. over the years, the trend of agricultural output has been on the increase over the last four decades. the average annual agricultural output between the years 1981-1991 was n54.86. between the years 1992-2002, agricultural output in nigeria has risen to n1321.84 in agricultural output. the average figure for agricultural value added between 2003 and 2018 was n13,972.92 billion (cbn, 2018).however, despite these increases in agricultural output, the problem of food insecurity and poverty continue to bemoan nigerians. the united nations world poverty clock (2018) reported that 46 percent of nigerians live in extreme poverty. by july 2020, this figure has increased to 50 percent. this poor outcome has been attributed to erratic and inefficient public expenditure on agriculture. the trend of government expenditure on agriculture has been erratic and fluctuating over the past three decades; between 1981 and 1990, the average capital expenditure by the federal government on agriculture was n0.938 billion. this trend increased to n6.103 billion between 1991 and 2000. the average capital expenditure on agriculture for the period 2001 to 2010 was n 71.14 billion. the average capital expenditure figure from 2011 to 2018 was n72.06 billion (cbn, 2018). on the other hand, government expenditure arose in nigeria as a result of the inability of the private sector to effectively provide certain resources for the masses at a subsidized or reduced price and without any incidents of monopoly. agricultural holdings are generally small and scattered. agriculture provided 41% of nigeria’s total gross domestic product (gdp) in 1999. this percentage represented a decrease of 24.7% from its contribution of 65.7% to the gdp in 1957. the decrease continued because as economic development occurs, the relative size of the agricultural sector usually decreases. the decline in agricultural production in nigeria began with the advent https://doi.org/10.54536/ajahs.v1i4.682 https://journals.e-palli.com/home/index.php/ajahs pa ge 21 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(4) 20-26, 2022 of the petroleum boom in the early 1970s (eze, 2010). the boom in the oil sector brought about a distortion of the labor market. the distortion, in turn, produced adverse effects on the production levels of both food and cash crops. governments had paid farmers low prices over the years on food for the domestic market to satisfy urban demands for cheap basic food products. this policy, in turn, progressively made agriculture unattractive and enhanced the lure of the cities for farm workers. collectively, these developments worsened the low productivity both per unit of land and per worker due to several factors: inadequate technology, acts of nature such as drought, poor transportation and infrastructure, and trade restrictions. although the government had taken several measures to facilitate the flow of credit to agriculture, administrative delays often cause credit to reach many farmers after the planting seasons hence providing an opportunity for loan diversion to unproductive activities and leading to eventual poor repayment. it is not surprising, therefore, that the problem of insufficient supply of agricultural inputs such as fertilizer, agricultural chemicals, and improved seeds has continued to slow down the total agricultural output as measured by the aggregate index of production, which declined in the pre-sap era. for example, the high rate of total output decline recorded was -15.0, -6.1, -5.5, -0.2, and -1.5 percent for the years 1975 to 1979, respectively. the production also dropped by -0.5 percentage points from 1982 to 1983 (ukpong et al., 1993). also, in 1970, the production of significant export crops such as cocoa, rubber, and groundnuts fell by 43%, 65% a 64% and respectively (olomola, 1998). despite decades of public sector contribution to agriculture, there was evidence of unstable or fluctuating trends in the sector’s output. based on the forgoing relationship between government expenditure and the agricultural sector, a study such as this is necessary. this study, therefore, was designed to investigate the effect of government capital expenditure on the agricultural sector output of the nigerian economy. literature review relationship between government expenditure and agricultural sector output in nigeria. this literature review is classified into three categories based on conceptual, theoretical, and empirical reviews. conceptual review government spending refers to money spent by the public sector on the acquisition of goods and provision of services such as education, healthcare, social protection, and defense (okeke, 2002). government spending is financed primarily through two sources tax collections by the government, which could be direct or indirect taxes, and government borrowing (borrowing money from its citizens or borrowing money from foreigners) public spending enables governments to produce goods and services or purchase goods and services needed to fulfill the government’s economic objectives. government spending could be current or capital spending. current spending is for the short term and includes expenditure on wages and raw materials, while capital spending is for the long term and does not need to be renewed each year. theoretical review musgrave theory of public expenditure growth (1997) hagemann, (2021) citing musgrave. (2007) argued that what matters most for government spending is how effective it is. if the so-called “productive” category of government spending is not effective, it can have a negative impact on growth. the direction of this theory correlates with this work in that it emphasizes the importance of effective government spending in impacting economic growth, which is also the focus of this work. the wagner’s law this theory made three postulations, and one of them is that; the rise in public expenditure will lead to a more than proportional increase in national income and will thus result in a relative expansion of the public sector. this theory correlates with the focus of this study in that; this study also emphasizes the need for public expenditure to increase the output of the agricultural sector, with this output used to refer to agriculture’s contribution to national income. wagner’s law. (2022). the theory of maximum social advantage the principle here is derived from the principle of equalmarginal utility. the law states that ceteris paribus, a rational individual will distribute his money income on two or more goods, say expenditure and income, such that the marginal utility of the last money spent on either of those goods is the same, meaning that public expenditure leads to economic growth when expenditure and taxation are carried out in a way that the benefits derived from expenditure equal the sacrifice imposed by taxation. ngerebo (2009). this correlates with this study because it could be translated to mean that the ratio of government expenditure on agriculture to agriculture’s contribution to national income should be the same, but data shows that this ratio is much uninformed. bowen’s model of public expenditure an important point for this model is that social goods are not equally available to all. according to bowen, since social goods are consumed by all the individuals in the state, they should all contribute to these social goods. he also mentioned that different individuals enjoy these social goods in different capacities so they are expected to contribute different amounts. ukessays (2018). therefore, the government should produce a number of social goods equal to the marginal cost of supplying that good to be equal to the marginal utilities received by the state. it can be explained by saying that the government should allocate resources to sectors based on the income http://https://journals.e-palli.com/home/index.php/ajahs pa ge 22 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(4) 20-26, 2022 derived from such sectors. this theory correlates with this study by explaining why the government should allocate resources based on how important the sector is to the national gdp, as contained in the problems of this study. the keynesian theory on government expenditure keynesians believe that because prices are somewhat rigid, fluctuations in any component of spending consumption, investment, or government expenditures cause output to change. if government spending increases, for example, and all other spending components remain constant, then the output will increase. keynesians regard public expenditure as an exogenous factor that can be utilized as a policy instrument to enhance output. ukessays. (2018). empirical review studies have shown the effect of government expenditure on long-term economic growth through spending in the agricultural sector. ewubare & eyitope (2017) identified the effects of government spending on the agricultural sector in nigeria. they used the analysis’s ordinary least squares of multiple regressions, the johansson cointegration techniques, and the error correction model. the results showed that the coefficient of determination is 0.9468, and the coefficient of the ecm appeared with a negative sign and was statistically significant. the lag two and three forms of the explanatory variable, gea, were positive and statistically significant. based on the above findings, the study recommends an increase in funding for the agricultural sector in nigeria. fao (2016) reported that in terms of capital allocation to agriculture in nigeria, it averaged 4.74 percent from 1985-1999. however, from 2000-2005, it rose to 7.00 percent, and 10 percent from 20010-2015; though revealing an increase, but still falls short of the food and agricultural organization (fao) recommendation that 25 percent of the government capital budget be assigned to the agricultural development capital budget. francis (2015) examined the impact of the federal government’s expenditure on the agricultural sector. he used a simple regression to analyze the data, which indicated the impact of agricultural expenditure on its output from 1991 to 2011. the r2 was 1%, indicating a weak relationship between the variables as a result of inadequate funding. he recommended that government should reinforce its budgetary allocations to the agricultural sector, ensure proper release of funds, monitor agricultural inputs distribution to farmers, and create commodity markets. the study carried out by yusuf (2013) on the effectiveness of government annual budgetary allocation to agriculture and the role of monetary policy instruments in the growth of agricultural gdp in nigeria. they used the ols technique, which shows that the agricultural credit guarantee scheme fund, the previous year’s gdp, and the consumer price index contributed positively to the growth of agricultural gdp. other variables of interest, like the interest rate, exchange rate, and government expenditure on agriculture, contributed negatively to agricultural gdp growth. therefore, the study recommended that the government increase its spending on the agricultural sector, monitor the allocated funds, and provide the necessary infrastructural facilities like good road networks, electricity, health, and water for the rural populace. analyzing the relationship between nigeria’s government expenditure on the agricultural sector and its contribution to economic growth, ihugba, (2013) employed the engle-granger two-step modeling (egm) procedure to co-integration based on unrestricted error correction model and pairwise granger causality tests. they found that agricultural contribution to gdp (gross domestic product) and total government expenditure on agriculture are co-integrated. the speed of adjustment to equilibrium was 88% within a year when the variables wandered away from their equilibrium values. based on the result of granger causality, the paper concludes that a very weak causality exists between the two variables used in this study and that any reduction in government expenditure on agriculture would negatively affect economic growth in nigeria. methodology the study relied on past data from secondary sources central bank of nigeria statistical bulletin, 2020. the variables of concern include; agricultural output (ao), government expenditure on administration (gea), government expenditure on social & community services (ges), and government expenditure on economic services (gee) for the periods 1990 – 2020. the quasiexperimental research design was adopted in the study. a modification was made to the econometric model based on the results. the study adopted the ordinary least square (ols) regression method to analyze the data collected. the ordinary least square (ols) method is adopted due to its properties of being blue (blest, linear, unbiased estimators). model specification the functional model of the study is thus; ao = f (gea, ges, gee) where: ao = agricultural output gea= government expenditure on administration ges = government expenditure on social and community services gee = government expenditure on economic services the equation model is presented as follows: ao= β0 + β1geat + β2gest + β3geet + µt where; a0 = constant term, b1, b2, b3 = coefficients of explanatory variables, gea, ges and gee are explanatory variables, µt = error term. other econometric tests the coefficient of determination (r) and the adjusted r̅2 this explains the degree of relationship that exists http://https://journals.e-palli.com/home/index.php/ajahs pa ge 23 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(4) 20-26, 2022 between the dependent variable and the independent variables. it shows how adequate, significant, and reliable a model is. it is also known as a test for goodness of fit. t-test the t-test is also known as the individual test. based on the formulated hypotheses, the t-test would individually test how the government expenditure variables individually affect the agricultural sector output in nigeria. the decision of the individual test is drawn based on the values of the table values and the calculated values at a certain significant level, say 5%. f-test this test is known as the joint test. it involves testing whether the explanatory variables jointly affect the dependent variable significantly or not. it is done using the analysis of variance (anova). descriptive results the data for the variables needed for the analysis of the multiple regression models is presented in table 1 below. table 1: array of variables data from 1990 to 2019 years rgdp (n billion) gea (n billion) ges (n billion) gee (n billion) 1990 19305.63 6.54 3.4 1.61 1991 19199.06 6.95 2.68 1.3 1992 19620.19 8.68 1.34 3.08 1993 19927.99 30.57 14.66 7.75 1994 19979.12 20.54 10.09 3.91 1995 20353.2 28.76 13.82 5.92 1996 21177.92 46.55 15.99 4.75 1997 21789.1 56.18 22.06 6.2 1998 22332.87 50.68 21.44 11.57 1999 22449.41 183.64 71.37 87.08 2000 23688.28 144.53 84.79 28.59 2001 25267.54 180.8 79.63 53.01 2002 28957.71 266.61 152.19 52.95 2003 31709.45 307.97 102.61 96.07 2004 35020.55 306.77 134.39 58.78 2005 37474.95 434.67 151.65 64.31 2006 35020.55 522.2 194.17 79.69 2007 39995.5 626.36 256.67 179.07 2008 42922.41 731.02 332.93 313.75 2009 46012.52 714.42 354.19 423.61 2010 54612.26 1117.44 550.9 562.75 2011 57511.01 1262.4 785.44 310.5 2012 59929.89 1159.4 790.06 230.1 2013 63218.72 1111.82 844.07 291.23 2014 67152.79 992.84 774.77 266.4 2015 69023.93 1228.99 807.59 275.36 2016 67931.24 1277 775.55 255.78 2017 68490.98 1324.3 931.68 334.89 2018 69799.94 1584.06 1083.73 372.55 2019 71367.83 2105.2 1393.56 479.03 2020 69322.78 1503,9 998.42 276.52 source: central bank of nigeria statistical bulletin, 2020 figure 1: the graphical presentation of the variables http://https://journals.e-palli.com/home/index.php/ajahs pa ge 24 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(4) 20-26, 2022 data estimations the coefficient of government expenditure on the administration and agricultural sector indicates that a 1% increase in government expenditure on the administration and agricultural sector increases nigeria’s real gross domestic product by 13.75. table 2: descriptive statistics mean std. deviation n rgdp 40985.9781 19896.54085 31 gea 623.9287 597.06438 31 ges 379.2206 411.06668 31 gee 165.7455 164.90280 31 table 3: correlations rgdp gea ges gee pearson correlation rgdp 1.000 .966 .963 .850 gea .966 1.000 .984 .880 ges .963 .984 1.000 .828 gee .850 .880 .828 1.000 sig. (1-tailed) rgdp . .000 .000 .000 gea .000 . .000 .000 ges .000 .000 . .000 gee .000 .000 .000 . n rgdp 31 31 31 31 gea 31 31 31 31 ges 31 31 31 31 gee 31 31 31 31 table 4: variables entered/removed model variables entered variables removed method 1 gee, ges, geab . enter a. dependent variable: rgdp b. all requested variables were entered. table 5: model summary model r r square adjusted r square std. error of the estimate change statistics durbinwatsonr square change f change df1 df2 sig. f change 1 969a .939 .932 5177.30052 .939 138.689 3 27 .000 1.511 a. predictors: (constant), gee, ges, gea b. dependent variable: rgdp table 6: anova model sum of squares df mean square f sig. regression 11152450233.572 3 3717483411.191 138.689 .000b residual 723719897.385 27 26804440.644 total 11876170130.956 30 a. dependent variable: rgdp b. predictors: (constant), gee, ges, gea table 7: coefficientsa model unstandardized coefficients standardized coefficients t sig. 95.0% confidence interval for b collinearity statistics b std. error beta lower bound upper bound tolerance vif (constant) 21786.727 1472.658 14.794 .000 18765.081 24808.373 gea 13.940 11.812 .418 1.180 .248 -10.297 38.176 .018 55.669 ges 23.467 14.536 .485 1.614 .118 -6.360 53.293 .025 39.963 gee 9.670 13.529 .080 .715 .481 -18.088 37.429 .180 5.570 a 1% increase in government expenditure on social and community services increases the real gross domestic product of nigeria by 23.56. finally, a 1% increase in government expenditure on economic services increases the real gross domestic product of nigeria by 10.02. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 25 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(4) 20-26, 2022 table 8: collinearity diagnostics model dimension eigenvalue condition index variance proportions (constant) gea ges gee 1 3.500 1.000 .02 .00 .00 .01 2 .399 2.960 .80 .00 .00 .01 3 .096 6.044 .02 .01 .04 .62 4 .005 26.074 .16 .99 .96 .36 a. dependent variable: rgdp table 9: residuals statistics minimum maximum mean std. deviation n predicted value 21959.0703 88467.1953 40985.9781 19280.77647 31 residual -17099.36523 10768.72070 .00000 4911.61853 31 std. predicted value -.987 2.463 .000 1.000 31 std. residual -3.303 2.080 .000 .949 31 a. dependent variable: rgdp source: spss output 2022. discussion co-efficient of determination r2 the 0.932 adjusted co-efficient of determination is an indication that our explanatory variables explained 93% of the total variation in our dependent variable. this implies that the model is plausible and a good fit. the results, on a general note, showed a significant relationship among the variables on agricultural sector output over the years studied. if the government cannot expand within its immediate operational environment, the business sector will not grow. deposits will be limited, and this will hinder the ability of the government to generate income. government spending on administration the coefficient of government expenditure on administration implies that there is an insignificant relationship between government expenditure on administration and gross domestic product as against our apriori expectation. this deviation from expected could result from expenditures spent on consumables and, outside the nigerian economy by political office holders, in addition to the fact that most of the recorded misappropriation cases were witnessed in this sector. however, this relationship implies that if the reduction in political office holders’ salaries, as has been announced by some of them, is done with all circumspection, it will likely spur the economy’s growth. spending on economic services government expenditure on economic services has a coefficient with probability, implying an insignificant positive relationship between expenditures on economic services and gross domestic product. this supports our apriori expectation since; theoretically, an increase in government expenditure will lead to an increase in economic growth, holding other variables constant. spending on social and community services the coefficient of government expenditure on social and community services indicates a positive relationship between government expenditure on social and community services and gross domestic product, which supports our expectation. holding other variables constant, a percentage increase in government expenditure on social and community services will bring about an increase in gross domestic product. this is explained by the fact that increases in government spending on productive services will increase the output of the nation following theory; interestingly, it was found to be statistically significant, as evidenced by the probability values. conclusion and summary recommendations the following recommendations are put forward: 1. through the central bank of nigeria (cbn), the federal government of nigeria should strengthen the banking sector to ensure an improved and efficient credit flow to the activity sectors because of its strategic importance in stimulating the growth and development of an economy. 2. the federal government of nigeria, through the cbn, should ensure the stability of the nigerian financial system by initiating credit policies and programs that would enhance the growth, operation, and quality of banks in nigeria. 3. deposit money banks should focus not just on the effects of credit on money creation. but as well the interplay between the money market and capital market. this is to avoid a mismatch of liability and assets. furthermore, the capital market provides more long-term funds than deposit money bank (dmb) funds. 4. deposit money banks need to enhance credit allocation to real estate and construction because of its importance in the economy as it relates to the welfare of an average nigerian. 5. given that the private sector forms the real sector of any economy, adequate attention should be given to it to enhance the welfare of an average nigerian and adequately stimulate and sustain the development of the nigerian economy. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 26 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(4) 20-26, 2022 limitations of the study this study is limited to investigate government expenditure on economic growth between the years 1990 2019. the main constrain faced by the researcher was difficulty in accessing data that will aid the empirical investigation of the study. one of such data is related to deficit financing. despite all these hitches and setbacks mentioned above, this work will be completed within the speculated frame importance of the studies the importance of the studies is several to the global community and researchers in several ways. to the global community, the studies can serve as yardstick in policy making that will positively affect nigeria. to the researchers, it can serve as our contribution to the body of knowledge and information gathering for those who research on the similar topic. suggestions for further studies the researcher believes there is need for further studies in the following areas; 1. the impact of sectorial allocation of banks’ credit on economic development using other variables like infrastructure or standard of living as proxy for economic development other than gdp as used in this study. 2. the impact of sectorial allocation of banks’ credit on economic development in nigeria. 3. banks’ credit to manufacturing sector and economic development in nigeria. references central bank of nigeria (2018). financial annual reports. abuja, cbn. central bank of nigeria (2020). statistical bulletin, 2020. abuja, cbn ewubare, d.b. and eyitope, j.a. (2015) the effects of public expenditure on agricultural production output in nigeria. journal of research in humanities and social science, 3, 7–23. edeh, c. e., eze, g. c., & ugwuanyi, s. o. (2002). impact of foreign direct investment on the agricultural sector in nigeria (1981-2017), retrieved from https://doi. org/10.1111/1467-8268.12460 ewubare, d. b. &eyitope, j. a. (2015). the effects of public expenditure on agricultural production output in nigeria.journal of research in humanities and social science, 11(3), 07–23. eze, c. c. et al (2010). agricultural financing policies and rural development in nigeria. the 8th annual conference of the agricultural economics society, 29th to 31st march 2010 fao (2016). the state of food and agriculture. retrieved from fao.org/3/i6030e/i6030e.pdf francis, i. u. (2015). the impact of the federal government’s expenditure on the agricultural sector in nigeria. patnsuk journal, 9(1), 114-122. available at www.patnsukjournal.net/cerrentis hagemann, harald. (2021). richard musgrave. 2007. 1920. ihugba, okezie. (2013). an assessment of nigeria expenditure on the agricultural sector: its relationship with agricultural output (1980 2011). journal of economics and international finance, 5, 177-186. 10.5897/ jeif2012.0471. ngerebo, tamunonimim. (2009). the principle of maximum advantage and the size of public budget in nigeria by ngerebo-a t.a. okeke, m. i. (2002). theory and practice of public policy analysis. enugu: bismark publication. okezie, a. (2013). an assessment of nigeria’s expenditure on the agricultural sector: relationship with agricultural output. olomola a. s. (1998). analysis and management of agricultural sector performance and inter-sectional linkages. paper presented at a training program on sectorial policy analysis and management (ncema), june 1998. yusuf w. a., adesope a. a. a., v. o. okoruwa, an analysis of federal government expenditure and monetary policy on agricultural output in nigeria, international journal of economics, finance and management sciences, 1(6), 310–317. http//doi.org/10.11648/j. ijefm.20130106.17 udoh, e. (2011). an examination of public expenditure, private investment, and agricultural sector. international journal of business and social science. retrieved from doi=10.1.1.152.122. v2,13 ukessays. (november 2018). review of theories on government expenditure economics essay. retrieved from https://www.ukessays.com/essays/ economics/review-of-theories-on-governmentexpenditure-economics-essay.php?vref=1 ukpong, i. ita, m., & ekpebu, i. (2013). budgetary allocations to the agricultural sector in nigeria: implications on investment and productivity. journal of agricultural science, 5. 10.5539/jas.v5n11p49. wagner’s law. (2022). retrieved via wikipedia. https:// en.wikipedia.org/wiki/wagner%27s_law yusuf, wasiu akintunde. (2013). an analysis of federal government expenditure and monetary policy on agricultural output in nigeria. international journal of economics, finance and management sciences, 1, 310. http//doi.org/10.11648/j.ijefm.20130106.17. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 pa ge 27 american journal of arts and human science (ajahs) the role of catholic religious education teachers in developing moral values for high school students: a case study at parbuluan paulinus tibo1*, ona sastri lumban tobing2 volume 1 issue 4, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i4.841 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: october 27, 2022 accepted: december 15, 2022 published: december 23, 2022 teenagers experience a crisis of moral values such as honesty, justice, discipline, responsibility, wisdom, and fear of god. teenager moral problems are a concern for parents, families, schools and society in general. currently, the most important factor for students in schools is moral education. the presence of religious teachers in schools through catholic religious education is very important for the moral development of students in dealing with this reality. this study aimed to determine the role of teachers in developing the moral values of class x and xi students at state senior high school 1 parbuluan. this study employs a qualitative methodology. catholic religious education teachers, deputy principals, and students were interviewed for this study. the function of catholic religious education teachers in developing moral values is to cultivate the spiritual, social, and behavioral attitudes of students. teachers encourage and guide students to possess moral values like honesty, responsibility, justice, and discipline. catholic teachers continue to have deficiencies in developing the moral values of their students, as evidenced by the fact that students are still tardy in entering and submitting assignments. catholic teachers have not done their utmost to foster moral students, particularly in the application of honesty, responsibility, justice, and discipline. school conditions and situations have not maximally influenced the moral values of students. recommendations for schools need to do character building education for students and moral education to become extra-curricular activities in schools. keywords instructors, catholic teachers, moral values, pupils 1 stp st. bonaventura delitua medan, indonesia 2 stak at negeri pontianak, indonesia * corresponding author’s e-mail: paulinustibo@gmail.com introduction education is a planned endeavor to create a learning environment and effectively enhance students’ selfpotential through the learning process. education will operate efficiently if there are educators, also known as teachers. the law underlines that education is the deliberate effort of educators to instruct and educate students. education is extremely vital for pupils as a constant effort to develop their inherent potential and as a provision for the future. in addition to imparting scientific knowledge, education should shape students’ moral character. noble morality entails adopting a stance or doing an action that is in keeping with god’s will. as the embodiment of religious instruction, noble character incorporates ethics, character, and morals (habe & ahiruddin, 2017). to develop an effective and efficient learning process, the teacher is the implementer of learning that tries to increase performance. in general, teachers are educators and instructors responsible for the formal education of children in elementary, middle, and high schools. teachers in their roles or professions must possess specialized knowledge in their respective subjects. a professional teacher is someone who has mastered the complexities of education and teaching by acquiring a variety of information through formal education or pre-service training (tobing et al., 2022). in the eyes of students, teachers possess both academic and non-academic power. teachers’ personalities serve as examples for students. the personality of the instructor has a significant impact on the growth, attitudes, morality, and learning habits of students. teachers play a crucial role in molding the growth of pupils so that they can reach optimal life goals. students’ potential, interests, talents, and abilities will not develop effectively without assistance and direction from a teacher. in order for pupils to reach their full potential, teachers are required to be able to provide ideal learning environments for every student. one of the sectors in which teachers have teaching expertise is catholic religious education (dokumentasi et al., 2022). teacher catholic religious education is a profession and position that demands unique knowledge in the subject of catholic religious education; consequently, no one outside the discipline of catholic religion teaches catholic religious education. to become professional educators, catholic religious education instructors must have extensive knowledge and a solid character. teachers are required to have characteristics that are intellectual, imaginative, creative, honest, modest, autonomous, and responsible. teacher catholic religious education is a teacher who teaches catholic religious education in schools (tibo paulinus, m.sembiring, sitepu, ab. ginting as., 2022). catholic religious education instructors are teachers who teach pupils about the catholic religion based on their expertise and career. the responsibility of catholic religious education teachers is to educate pupils in cognitive, psychomotor, and affective domains. pak teachers are intended to serve as role models and substitute parents for their children while they are in school, guiding and educating them in order to develop https://doi.org/10.54536/ajahs.v1i4.841 https://journals.e-palli.com/home/index.php/ajahs pa ge 28 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(4) 27-32, 2022 their character and potential. in addition to boosting academic achievements, the catholic religious education teacher’s responsibility may also involve non-academic students. catholic religious education teachers in carrying out their responsibilities in developing pupils’ moral principles so that they become more mature, well-rounded individuals (santo, 2019). values and ethics are frequently used interchangeably. “value is a trait or appreciation of anything that can be the basis for defining one’s actions,” according to the definition. morals are good and negative lessons about acts and behavior (morals), as stated. moral reasoning is not only an action; rather, it highlights the rationale for an action so that it may be regarded as good or bad. moral reasoning is also viewed as a structure of thought rather than a substance, therefore moral reasoning is not about whether something is good or terrible, but rather how a person arrives at a conclusion that something is good or bad (muyasaroh, 2015). moral development pertains to the norms and conventions governing how humans should behave in their interactions with others. children learn which behaviors are acceptable and unacceptable, as well as what can and cannot be done, so that they can use these concepts in everyday life. the younger morals are instilled, the more likely a youngster is to develop good character (nurhalim & artikel, 2017). according to the beliefs of the aforementioned scholars, moral development has a close relationship with the regulations created by humans against other humans. aspects of the development of moral values can be observed in students’ religious, moral, and social values. a youngster is able to discriminate between appropriate and inappropriate school and neighborhood behavior. as evidenced by religion, morals, attitude, and character, the moral value of contemporary society is declining. not only can moral standards deteriorate among adults, but also among pupils in school. learners are individuals who require individualized instruction and considerate treatment, necessitating interaction and socialization with their surroundings. school is a formal setting for educating and instructing children. students can learn without teachers, but teachers cannot teach without pupils. however, without professional teachers, the progress and development of students would be questioned. in accordance with law no. 20 of 2003 pertaining to the national education system:”students are defined as any human attempting to develop their potential through the learning process in the educational path, both formal and non-formal education, at a particular degree of education. learners are also defined as individuals who are not yet mature and possess a lot of undeveloped fundamental capabilities. cognitive, emotional, and psychomotor potential make up the majority of the in question potential (indonesia, 2021). students are individuals who can develop and experience changes, both aimed at themselves and in adjustments to their environment. learners are community members who develop their potential and knowledge through the learning process in formal education and non-formal education. learners act as actors seeking, receiving and storing of a learning process to increase knowledge and improve attitudes or behavior. students should have good attitudes and behavior based on what is obtained and what the teacher has taught at school, but currently there are many behaviors that are not appropriate for students (karniyanti et al., 2020). today’s problems can be seen from the lack of awareness of students in instilling moral values in themselves. one part of education that needs to be considered is the formation of moral values from birth and developed during education. the education system so far still prioritizes students’ cognitive and psychomotor aspects while the affective aspects of students do not work well, especially their morals or attitudes. in essence, moral behavior is very influential on human dignity, but at this time there are many people who do not have morals, especially among students. the decline in the moral values of students can also be caused by a lack of discipline, no justice, lack of honesty, and lack of responsibility from teachers and students. students come to school to respect each other towards maturity, but many of them do not respect teachers and other figures. the habit of disrespect for students at school as a whole reflects a lack of education, a sense of neglect, or abuse so that it does not reflect student behavior. the disrespectful behavior of students often occurs when communicating with teachers and is less aware of the position between students and teachers so that respect and courtesy are not noticed. the behavior of many students violates applicable norms and decreases honest attitudes and decreased attitudes of justice (sudarwan, 2018). based on the problems above, the authors carried out research at the state senior high school 1 parbuluan. the author’s observation at the time of pre-research at this high school was that catholic religious education teachers focused on the subject matter and improving cognitive without looking at the moral attitudes of students. researchers observed that students’ discipline decreased due to lack of caring, dishonesty and no sense of responsibility in students. many students also do not take part in the morning worship which is held once a week at school and choose to go to the canteen or skip class. the speech of students also at this time has decreased a lot and it is not polite to talk to the teacher. the author conducted a study to determine the role of catholic religious education teachers in developing the moral values of students in this school. literature review catholic religious education’s importance teachers teachers are highly influential in the intellectual and intellectual potential development of students. teachers are educators who can improve students’ learning outcomes and mold their character. teachers can educate students in non-formal education in addition to formal http://https://journals.e-palli.com/home/index.php/ajahs pa ge 29 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(4) 27-32, 2022 education. in the implementation of learning, the teacher is also referred to as a model; in addition to being a model, the teacher has the responsibility of being a character who can transform students for the better. teachers are expected to have a mission and vision for enhancing education and to be accountable for their responsibilities (karwati euis, 2015). a catholic religious education teacher is a baptized individual who teaches catholicism in formal schools and who has received formal training as a religion educator. catholic religious education cannot be imparted haphazardly by non-catholics, but only by educators and ministers of the word who have a deep understanding of their respective fields. a catholic religion teacher is an educator who teaches catholic religious education in schools. teachers are expected to have personalities that are intelligent, innovative, creative, honest, modest, independent, and responsible. a good catholic religion instructor must have faith in christ, be kind, have extensive religious knowledge and knowledge, and perform their duties professionally. teachers of catholic religious educators as teachers teachers of catholic religious education are educators who serve as role models and identifiers for students and the surrounding community. teachers of catholic religious education are expected to possess personal qualities such as responsibility, authority, independence, and discipline. teachers who are responsible for knowing and understanding values, morals, and social norms and acting in accordance with them. as educators, catholic religious education teachers should have the courage to make independent decisions regarding student learning and competency formation and act in accordance with the conditions of their students’ environments. the teacher is expected to be accountable for all of his actions in school and the community. according to the fields they have developed, authoritative teachers have advantages in realizing spiritual, emotional, moral, social, and personal intellectual values, as well as in comprehending science, technology, and art. as educators, catholic religious education teachers are also expected to possess discipline. the discipline in question requires teachers to know the rules and regulations consistently and to be professionally aware, as they are responsible for disciplining students in school, particularly in learning. daily demonstrations of one’s own actions and behaviors are the starting point for instilling teacher discipline (lamatenggo, hamzah b uno dan nina, 2016). as educators, catholic religious education teachers not only impart knowledge, but also shape and develop students’ morals and personalities. teachers of catholic religious education are expected to educate and develop intellectually, particularly in the area of morals, because behavior is a universally valued trait. humans are not sufficiently intelligent, but they have good morals, so their intelligence and behavior complement one another. as educators, catholic teachers of religious education are also expected to foster honesty, responsibility, justice, and student discipline in schools (santo, 2019). teachers of catholic religious instructor as mentor on the basis of his knowledge and experience, the teacher as a guide can be compared to a guide on a journey, who is responsible for the journey’s smoothness. the journey entails not only physical, but also mental, emotional, creative, moral, and spiritual journeys that are more profound and intricate. according to the needs and abilities of their students, teachers are expected to be able to formulate goals clearly, determine travel times and necessary trips, utilize travel instructions, and assess fluency. teachers as mentors have various rights and responsibilities for each planned and executed trip (yulis & goa, 2016). the journey in question encompasses a lifetime of learning, both in and out of the classroom. the journey is the evolution of every discernible facet of the learning process. every journey has a purpose, except for the random traveler. human desires, requirements, and even instincts necessitate a goal. as mentors, teachers are highly competent in planning goals and identifying competencies to be attained, observing student engagement in learning, and students engaging in learning activities not only directly but also indirectly (dokumentasi et al., 2022). teacher of catholic religious education as advisor catholic religious education teachers serve as advisors for students and even parents, despite the fact that they do not receive specialized training for this role. many teachers believe that being an advisor is akin to managing the lives of others, causing them to neglect their responsibilities. the teacher at any level is a counselor and trustee, and in learning activities, the counselor role is also utilized. the situation in which students must make decisions necessitates the teacher’s role as advisor to direct the decisions to be chosen. students will gain confidence and be more receptive to advice if their teachers are more adept at problem-solving. if they understand personality psychology and mental health science, teachers can fulfill their role as confidants and advisors. humans are unique creatures, and their development, which is influenced by experience and education, is also unique. when students use their strengths and weaknesses to learn from their environment, they will develop into mature individuals. the psychological approach will assist the teacher in his role as a guide because it encourages students to make independent decisions (albert et al., n.d.). materials and methods the research approach method is qualitative. this research was conducted at sma negeri 1 parbuluan. data collection techniques in this study through: observation, interviews and documentation. the process of collecting, analyzing data and drawing conclusions uses technical triangulation and source triangulation and tests the validity of the data: credibility, transferability, dependability http://https://journals.e-palli.com/home/index.php/ajahs pa ge 30 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(4) 27-32, 2022 and certainty. there were 10 informants in this study consisting of 1 catholic religious education teacher, 1 school principal and 8 students. the background to determining the informants for this research is that there are students as the main actors who experience moral education, catholic religious education teachers who act as moral educators for students while school principals play the role of policy makers and have a contribution in determining the sustainability of moral value education in schools (moleong, 2013). results the role of the catholic religion instructor in the development of moral values educator as a teacher educators are the role of teachers. this means that the teacher educates students from those who do not know to those who do know, such as when the teacher explains the subject, students become more aware of the material being taught. in addition to imparting new information, teachers also instruct students in proper conduct. catholic religious education teachers are responsible for educating students personally by directing them to adhere to school regulations. there are a variety of instructional techniques utilized by catholic religious education teachers. for instance, providing a warning when an error is made and a punishment if the error is fatal. teacher as counsellor teachers in catholic religious education not only instruct but also guide students. the role of the catholic religious education teacher as a mentor is evident when presenting material by taking the time to provide guidance, such as when students do not follow traffic rules on the highway and the teacher reminds them to always follow traffic rules. the catholic religious education instructor also instructs students to always obey school rules and act like students, both inside and outside of school. the catholic religious education instructor’s instructions concern not only the learning process, but also the implementation of health protocols during the covid-19 pandemic. teachers as exemplars and role models catholic religious education teachers are referred to as models and role models due to the fact that they serve as models to emulate. the catholic religious education instructor has a pleasant demeanor, is neatly dressed, acts in accordance with what is taught, speaks politely, and presents learning materials in a manner that is simple for students to comprehend. those who are active in the church and exemplify good character, such as catholic religious education teachers, should serve as role models for students. catholic religious education teachers always look neat when they arrive at school, causing students to spontaneously imitate them. a catholic religious education instructor demonstrates what is taught, such as being responsible for the learning process and arriving on time to class. when delivering instructional materials, the catholic religious education instructor speaks politely so that students can imitate his or her manner of speech. the catholic religious education instructor appears patient in delivering the material, ensuring that all students comprehend the material being taught. teacher as counsellor the advice or motivation provided by catholic religious education teachers is typically interspersed throughout the learning process and takes the form of experience stories and articles. catholic religious education instructors give specific instructions to students who are late for assignments and punish those who do not complete assignments by assigning failing grades at the end of the semester or lowering the kkm. developing students’ moral values integrity the responsibility of catholic religious education teachers is to cultivate an open and truthful mindset, so that students can tell the truth when not completing assignments or making mistakes. catholic religious education teachers act not only as parents, but also as friends or acquaintances when resolving problems. researchers observing the learning process observed that some students were dishonest when the catholic religious education teacher assigned homework through the whatsapp group, specifically by copying the homework of other students. this demonstrates that students’ honesty has declined. accountability teachers and students must be instilled with the value of responsibility in schools. activities that demonstrate students’ sense of responsibility, as evidenced by their attendance at school to complete assignments assigned by teachers during the covid-19 pandemic. additionally, students describe their responsibilities as students, namely paying tuition fees. the catholic religious education instructor also instructs students to clean the classroom when the learning process has concluded. justice schools that instill the importance of justice will cultivate responsible students. during the evaluation, numerous indicators can demonstrate that the instructor instills the value of justice. so that no student feels disadvantaged, the teacher assigns a value based on the students’ abilities at the time of evaluation. similarly, students who are fair when completing assignments and who work independently do not steal the property of their peers. throughout the learning process, each student receives the same treatment from the teacher, so they all acquire the same knowledge. discipline catholic religious education instructors play a crucial http://https://journals.e-palli.com/home/index.php/ajahs pa ge 31 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(4) 27-32, 2022 role in instilling discipline in their students. students demonstrate discipline by adhering to school regulations and always following the teacher’s instructions. because the location and conditions of the school are not conducive to discipline, students have more freedom to be undisciplined. complete and well-maintained school facilities will reduce the incidence of student delinquency. this is evident at this school, which no longer has a fence, making it easier for students to skip class and elude teachers. there are many students who follow the rules and maintain discipline, despite the fact that there are some students who do not follow the rules (budiningsih, asri, 2018). discussion role of the teacher as educator based on the results of the observation march 10, 2021 catholic religious education teachers play an active role in fostering the moral values of students at sma negeri 1 parbuluan in various ways, including providing motivation during the learning process, guiding students when they make mistakes, and training students to carry out their responsibilities as a student. in addition, catholic religious education teachers provide guidance to students who make fatal mistakes and remind students not to make mistakes in the future. pg as the school principal in an interview on 8 april 2021 in his office stated, “catholic religious education teachers have a role in educating students. apart from teaching subjects, the teacher’s role is to foster and teach good morals, as taught by jesus christ, so that students avoid committing immorality. catholic religious education teachers have a difficult task, especially in educating students, because words and deeds must be in harmony so that students do the same thing. students’ cognitive abilities, but also to humanize them, that is, to educate people from all angles, including behavior, knowledge, and spirituality. the ga teacher in an april 8, 2021 interview stated, “educating students in the twenty-first century is very difficult and not as simple as imparting theory.” there are many obstacles faced by teachers in educating their students to comply with applicable regulations, but teachers never get tired of reminding students to follow their instructions. ga instructor directs students to be orderly in their studies by emphasizing final exam scores as a form of discipline. the reason grades are kept secret is that students are afraid of making mistakes, preventing them from repeating the same mistakes. students are educated in various ways, including encouraging and directing them to open their minds to do good and have good morals. teacher as counsellor teachers are referred to as mentors because they are responsible not only imparting knowledge, but also directing and guiding students to comply with relevant norms in the future. the ga informant stated in an interview on march 10, 2021 “teachers have a responsibility to guide and direct students so they know what is right and what is wrong to do.” the teacher as a guide is able to introduce good things for the future by directing and guiding students, but not all students, depending on themselves, can follow the teacher’s guidance. there are some students who don’t care or are indifferent when the teacher reminds them, but there are also most students who follow the teacher’s instructions and become model students. based on an interview with the principal (pg. 8 april 2021) emphasized that “guiding students must be supervised by the teacher consistently, especially at school. the teacher observes students not only during the learning process, but also outside it. students are taught not only in academics, but also spiritual and social values. it is also the parents’ responsibility when students are not at school, but it is also the teacher’s job to remind students to behave as students when they are not at school. teacher as an example or model teachers of catholic religious education are referred to as role models because, in addition to their educational and guiding responsibilities, they also teach about spirituality or faith. teachers in catholic religious education serve as role models for students in expanding their catholic faith by teaching good deeds, as faith is the primary foundation of every individual. it is not enough for teachers of catholic religious education to merely instruct their students about the faith; they must also demonstrate virtue in order to provide a balance to what is taught. it has been said that teachers are exemplary because they teach various sciences to increase self-potential and many other things, including humanizing humans with collegelevel knowledge. according to the ga informant, in an interview on 24 march 2021 “the teacher is a role model and role model for students, and if the teacher makes a mistake the students will imitate it. therefore, teachers must show a positive identity to students. shown through effective teaching methods, but also through exemplary behavior, so that there are values that students can emulate. apart from teaching about faith or subjects, catholic religious education teachers must also maintain a balance between words and deeds, as shown by a good teacher. what is taught to students after a teacher balances between words and deeds, there will be values that students can develop as the next generation. teacher as counsellor based on the results of interviews with ga. march 17, 2021) described that teachers are referred to as advisors because they help students develop self-confidence by offering guidance and encouragement. students are usually advised to broaden their horizons, be more receptive, and plan ahead. teachers can provide guidance by associating the material being taught with students’ experiences, or when students make mistakes, teachers http://https://journals.e-palli.com/home/index.php/ajahs pa ge 32 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(4) 27-32, 2022 can provide guidance, motivation, and descriptions of life, so that bad personalities can be changed for the better. no matter how hard a teacher tries to motivate or advise their students, if they don’t listen, nothing will change; however, teachers should not stop providing motivation or advice. during the learning process, the teacher allocates time to equip students with sources of moral development in the form of advice or motivation. the teacher’s advice is in the form of invitations to participate and be active during learning, so that students do not just sit still and go home without gaining knowledge. instilling self-discipline needs to be done because there will be consequences for drivers who do not comply, which is an example of teacher advice. catholic religious education teachers have methods for advising students, such as associating material with the scriptures and providing knowledge about the scriptures for students to emulate. findings based on interview (ga. 17 march 2021). according to the ga informant, in an interview on 24 march 2021 that one of the obstacles faced by teachers in providing guidance and motivation is the students themselves. we have to deal with various personality types, including students who are ignorant, easily directed, and follow their peers. a teacher is expected to be able to guide students in all aspects, especially in instilling good morals and producing the next generation of the nation and the church. conclusions the role of the catholic religious education teacher at sma negeri 1 parbuluan in developing students’ moral values is carried out effectively, so that students’ moral development is in a positive direction. even though there are many shortcomings in developing students’ moral values, catholic religious education teachers encourage students to have good morals. the moral development of sma negeri 1 parbuluan students has progressed quite well, although some students have not consistently shown the highest moral standards. this is due to the condition of the school environment that is not smooth. catholic religious education teachers make various efforts to develop moral values, such as encouraging students to be more honest, directing them to be more responsible, encouraging them to instill a sense of justice, and directing them to improve discipline. the results of this study have limitations because they are only carried out in one school; this has not been represented for schools at the same level in the parbuluan region. this research has a very positive social impact because the results of this research become input, making material in the development of catholic religious education in catholic and public schools. the findings of this research will be used as material for character building for students in schools and it is hoped that further research will be carried out on the positive impact of moral value education through character building. references albert, o., deni, i. k., umat, s., di, a., st, p., & klepu, h. (n.d.). peranan guru agama katolik dalam meningkatkan mutu dan penghayatan imansiswa sekolah menengah tingkat atas kota madiun melalui pengajaran agama katolik. budiningsih, asri. (2018). pembelajaran moral. jakarta: rineka cipta. dokumentasi, d., penerangan, d. a. n., & indonesia, k. w. (2022). identitas sekolah katolik untuk budaya dialog. 131. habe, h., & ahiruddin, a. (2017). sistem pendidikan nasional. ekombis sains: journal ekonomi, keuangan dan bisnis, 2(1), 39–45. https://doi.org/10.24967/ ekombis.v2i1.48 indonesia, k. w. g. (2021). dokpen kwi no.23b. departemen dokumentasi dan penerangan. konferensi waligereja indonesia (kwi), 23. karniyanti, m., kpalet, p., & chotimah, n. (2020). peran guru pkn dalam mengembangkan kecerdasan moral peserta didik. journal jupekn, 5, 1–5. http://jurnal. ikipmumaumere.ac.id/index.php/jupekn karwati euis, d. j. p. (2015). manajemen kelas. alfabeta. lamatenggo, hamzah b uno dan nina. (2016). tugas guru dalam proses pembelajaran journal of education and instruction (joeai), 2(1), 56-65. moleong, l. j. (2013). metode penelitian kualitatif. pt remaja rosdakarya. muyasaroh, t. (2015). penanaman nilai moral melalui metode bercerita di raudhatul athfal raudhatul islah margosari pagelaran utara pringsewu. jpgmi, 1(1), 61–67. nurhalim, k., & artikel, i. (2017). pola penanaman nilainilai moral religius di tkit arofah 3 bade klego boyolali. journal of nonformal education, 3(1), 53–59. paulinus tibo, mimpin sembiring, abdi guna sitepu, dan a. w. ginting. (2022). dewan editor. jppak, 2, 37–50. santo, r. f. e. da. (2019). guru katolik (u. prastya (ed.)). kanisius. sudarwan, d. (2018). perkembangan peserta didik. alfabeta. tobing, o. s. l., astuti, f. d., & handayani, e. r. p., (2022). pembinaan guru pak dan budi pekerti terhadap pembentukan karakter peserta didik pada masa pendemi covid-19 di sekolah dasar katolik pontianak. bamaskat, 9–16. http://156.67.214.213/ index.php/bamaskat/article/view/28 yulis, m. i., & goa, l. (2016). pendidikan tinggi menurut gravissimum educationis dan relevansinya terhadap pengembangan pendidikan formal di indonesia. sapa-jurnal kateketik dan pastoral, 1(1), 140–162. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 pa ge 16 american journal of arts and human science (ajahs) mindfulness, and self-compassion as a predictors of psychological well-being eman ramadan basher1* volume 1 issue 4, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i4.940 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: november 13, 2022 accepted: november 19, 2022 published: november 26, 2022 the current study aims to know the mindfulness, and self-compassion as a predictors of psychological well-being. the study sample consisted of 150 males and females (75 females, 75 males) and their age ranged between (25 to 45) years with a standard deviation of (37±7) years. the average education (8-15) was (12.7±2.6) years. the research tools were the five facet mindfulness questionnaire, neff selfcompassion scale, and ryff well-being scale. the results of the statistical analysis of the data revealed a positive relationship between mindfulness, self – compassion and well-being. regression analysis showed that model consist of (mindfulness and self – compassion) predicted the psychological well-being significantly. keywords mindfulness, psychological well-being, self-compassion 1 department of psychology, cairo university, egypt * corresponding author’s e-mail: eman.basher@cu.edu.eg introduction mindfulness related to mental health, psychological well-being and quality of life (chambers et al., 2009), academic competence, social skills, decreased symptoms of anxiety and depression disorders. the results of one study revealed that mindfulness training helps improve cognitive performance, emotional regulation and help to reducing anxiety and depression in clinical and nonclinical samples. mindfulness helps to learn a great deal of self-awareness, increase impulse control, and reduce emotional reaction to distressing events, and conscious behaviour includes that the individual is fully connected to what is happening in the present, whether to what is happening in the external world or the inner world, which enables it to respond to events with full awareness, and non-judgmental awareness leads to the existence of patterns of thinking that help reduce emotional interaction with stressful events. studies have also shown that mindfulness and mindfulness-based interventions can improve the psychological well-being of college students (wester et al., 2009). research has also shown that people who are more self-compassionate report lower depression, lower levels of anxiety. self-esteem and self-efficacy, compared to less self-compassionate people (baker & mcnulty, 2011) self-compassion also predicted symptom severity and lower quality of life, self-compassionate people were found to be more accepting of undesirable aspects of their personality in a healthy way, and a key indicator of psychological well-being, and therefore a viable construct for inclusion in mindfulness-based interventions (van dam et al., 2011). self-compassion is associated with a number of positive variables such as achievement of goals, protection from stress, and mastery of learning. of learning, disability-related goals, fear of failure, and acceptance, (babenko et al., 2018; babenko & oswald, 2019; bluth & eisenlohr-moul, 2017; wagner et al., 2017; wong & yeung, 2017). the results of research conducted to investigate the relationship between selfcompassion and psychological well-being showed that there is a relationship between the two variables, in studies conducted on adolescents (bluth et al., 2016). the results of studies that examined the relationship between self-compassion, sanity, and psychological wellbeing that were conducted on undergraduate and graduate students, concluded that there is a relationship between the variables of current interest (christie et al., 2017). compassion itself has psychological benefits related to increased psychological well-being and decreased distress (neff et al., 2007; van dam et al., 2011). most of the studies conducted focused on one or two variables of interest to the current research, such as psychological well-being and self-compassion, as in the study (gunnell et al., 2017; johnson et al., 2017), and other research studies the relationship between psychological well-being and empathy. with the self as in a study (stallman et al, 2017; yang & make, 2017). or psychological well-being and sanity as in a study (allen et al., 2017; christie et al., 2017; fischer et al., 2017; galante et al., 2017). this gives a justification to focus the current research on examining the relationship between the sanity variable and compassion self and psychological well-being, in addition to examining the predictive role of the variable of prudence and self-compassion in psychological wellbeing. thise gives justification to focus the current research on examining the relationship between mindfulness, selfcompassion, and psychological well-being. in addition to examining the predictive role of the mindfulness and self compassion in psychological wellbeing. method participants the sample consisted of 150 egyptians participants (75 women, 75 men), their age ranged between (26-45) years. https://doi.org/10.54536/ajahs.v1i4.940 https://journals.e-palli.com/home/index.php/ajahs mailto:eman.basher%40cu.edu.eg?subject= pa ge 17 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(4) 16-19, 2022 with an average and standard deviation of (37±7) years. the years of education ranged between (8-15) years with mean and standard deviation of (12.7±2.6) years. measures mindfulness was measured using the 39-item five-facet mindfulness questionnaire (baer et al., 2006) consisting of 39 items. the items of scale contain five points likert type scale array (1 shows never true, 5 represents always true). there are five basic forms designed to determine skills of mindfulness such as observing, describeing, acting with awareness, non-judging experience and nonreactivity to inner experience. the scale revealed excellent construct validity as well as reliable with alpha coefficient is .80 for total scale. self-compassion was measured using the 26-item selfcompassion scale (neff, 2003). consists of six subscales of 26 items with positive and negative items. three subscales with positive items contain self-kindness, common humanity and mindfulness. three subscales with negative items have self-judgment, isolation and over-identification. responses on likert five points scale array as (1 almost never to 5 almost always). high table:1 correlation between variables variables mindfulness self-compassion psychological well –being mindfulness 1 self-compassion 0.47** 1 psychological well –being 0.83** 0.45** 1 positive as well as low negative items of self-compassion means high self-compassion. scs revealed excellent internal reliability along with cronbach alpha for the total subscale is 0,7. psychological well-being was measured using the 42-item psychological well-being scale (ryff, 1989). the scale measures six areas of pwb: autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance. agreement was rated on a 6-point scale from 1 (strong disagreement) to 6 (strong agreement). results hypothesis 1 correlation analysis showed that mindfulness and selfcompassion will be positively related to wellbeing, (see table 1). it was found that mindfulness had a strong positive relationship with psychological well –being. hypothesis 2 multiple regression showed that mindfulness and selfcompassion predictors of psychological well –being. (see table 2). table 2: regression analysis of mindfulness and self-compassion predict model r r square stander error t sig 1. (constant) mindfulness self -compassion 0.83 0.70 17.9 15.4 0.001 discussion the current study aims to know the mindfulness, and self-compassion as predictors of psychological wellbeing. the findings of the first hypothesis are consistent with the literature as other studies have also found relationships between mindfulness, self-compassion and wellbeing (brenner, 2018) which aimed to examine the relationship between self-compassion and psychological distress and psychological well-being in a sample of (789) where the results of the study concluded that there is a positive relationship between self-compassion and psychological well-being, and a negative relationship between psychological distress and psychological wellbeing, and a negative relationship between psychological distress. a positive association was also found between mindfulness and psychological well-being, indicating that those with a high degree of psychological well-being had a higher degree of self-compassion. the results of the current research agree with the results of the kuhn study (kuhn, 2020), which aimed to know the relationship between self-compassion and wellbeing among people living in a poor environment in the united states of america. the study sample consisted of (82) adults, and the study tools were represented in the psychological well-being scale. prepared by diner, and the measure of mercy in particular was prepared by neef, and the results of the study concluded that there is a positive relationship between self-compassion and psychological well-being. it also agrees with the findings of beer and his colleagues, who conducted a study aimed at examining the relationship between sanity, selfcompassion and psychological well-being. the results of the study found a positive relationship between prudence and self-compassion, and the results indicated that prudence and self-compassion skills contribute to improving psychological well-being associated with mindfulness exercises. it also agrees with the findings of (bluth & eisenlohrmoul, 2017) in their study, which aimed to examine the relationship between prudence, self-compassion, and psychological well-being among adolescents. between stress, anxiety, stress and depression with self-compassion. the results of the comparison between the pre and post measurement also showed a good effect of the training program based on prudence and compassion in particular in improving psychological well-being and symptoms of anxiety, depression and stress among adolescents. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 18 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(4) 16-19, 2022 it also agrees with the study of (rudaz et al., 2022), which aimed to examine the relationship between sanity, selfcompassion and psychological well-being. i have a sample of (680) university students, (637 females, and 43 males). in collecting data, the researchers relied on the maas scale of sanity, the reyes scale of self-compassion, the diener scale of psychological well-being, and the dass21 depression scale. the results of the study found a positive relationship between prudence, self-compassion and psychological well-being, and a negative relationship with depression. the findings of the second hypothesis are consistent with the literature as other studies have also found mindfulness and selfcompassion are predictors of psychological wellbeing . the results of the current research agree with the results of the (miron, 2012) study, which aimed to examine the role of prudence and compassion in predicting mental disorder, health status and psychological well-being, in a sample of (97) university students who were expelled from the university. the study tools were the five factors scale of sanity prepared by baer and colleagues, the scale of compassion in particular prepared by neef, the psychological distress scale prepared by loved bond, and the health status scale derived from the healthy quality of life scale prepared by kessler and colleagues. hierarchical multiple regression analyses indicated that self-compassion is a good predictor of health and psychological well-being, respectively, and that acting consciously, not judging outcomes, and behavioural factors such as a compassionate and unwise attitude toward a person’s thoughts and feelings, may be more influential in promoting health and psychological well-being. it agrees with the results of the study (soysa & wilcomb, 2013), which aimed to examine the relationship between prudence and self-compassion, and the role of prudence, self-compassion and gender in predicting depression, anxiety and psychological well-being among university students. the research sample consisted of (204) male and female students, the results of the study concluded that there is a positive relationship between well-being, prudence and self-compassion, and self-compassion and prudence contributed to predicting anxiety, depression, distress and psychological well-being, and gender also had a role in predicting anxiety, depression and psychological well-being. it also agrees with study (bluth & blanton, 2014), which aimed to examine the relationship between prudence and self-compassion in adolescents, the predictive role of prudence and self-compassion in psychological wellbeing, and prudence as a mediator in the relationship between self-compassion and psychological well-being. the study sample consisted of (67) adolescents from urban secondary schools. the researchers relied on the bearer’s children and adolescents reasoning scale, the results of the research concluded that there is a positive relationship between prudence and self-compassion and psychological well-being, and the results of the research also found that both prudence and self-compassion act as mediators with psychological well-being, meaning that prudence and self-compassion have a dynamic role through which the psychological well-being of adolescents is improved. conclusion the results of the current research are consistent with the results of previous studies and the theoretical framework, where the results showed through a literature review that there is a close relationship between sanity and self-compassion, as they facilitate and reinforce each other, as models and explanatory theories have shown that both concepts are related to psychological wellbeing (macbeth & gumley, 2012). the individual’s sense of reason involves attention that occurs in the moment of consciousness (kabat-zinn, 2003), with an attitude of compassion and warmth (marlatt & kristell, 1999). reason also serves as a barrier against the destructive effects of negative self-judgment. self-compassion is an alternative to negative self-judgment. having compassion and compassion towards oneself can reduce anxiety and avoidance behaviours, stimulate relaxation and build a sense of connection, safety and trust in others, and thus improve social relationships and other aspects of psychological well-being. references allen, t. d., henderson, t. g., mancini, v. s., & french, k. a. (2017). mindfulness and meditation practice as moderators of the relationship between age and subjective wellbeing among working adults. mindfulness, 8(4), 1055-1063. babenko, o., & oswald, a. (2019). the roles of basic psychological needs, selfcompassion, and self-efficacy in the development of mastery goals among medical students. medical teacher, 41(4), 478-481. babenko, o., mosewich, a., abraham, j., & lai, h. (2018). contributions of psychological needs, selfcompassion, leisure-time exercise, and achievement goals to academic engagement and exhaustion in canadian medical students. journal of educational evaluation for health professions, 15. baer, r., smith, g. t., hopkins, j., krietemeyer, j., & toney, l. (2006). using self-report assessment methods to explore facets of mindfulness. assessment, 13, 27-45 baker, l. r., & mcnulty, j. k. 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(2017). a randomized controlled trial of the provision of a mindfulness intervention to support university students’ wellbeing and resilience to stress: preliminary results. gunnell, k. e., mosewich, a. d., mcewen, c. e., eklund, r. c., & crocker, p. r. (2017). don’t be so hard on yourself! changes in self-compassion during the first year of university are associated with changes in well-being. personality and individual differences, 107, 43-48. johnson, s. b., goodnight, b. l., zhang, h., daboin, i., patterson, b., & kaslow, n. j. (2017). compassion‐ based meditation in african americans: self-criticism mediates changes in depression. suicide and lifethreatening behavior, 48(2), 160-168. retrieved from: http://psychiatry.emory.edu/ kabat-zinn, j. (2003). mindfulness-based intervention in context: past, present, and future. clinical psychology: science and practice, 10, 144-156. kuhn, k. (2020). correlation between subjective well-being and self-compassion in individuals living in poverty. doctorate of education. grand canyon university. macbeth, a.,& gumley , a. (2012). exploring compassion: a metaanalysis of the association between self – compassion and psychopathology. clinical psychology review, 32(6), 545-552. marlatt, g.a., & kristeller, j.l. (1999). mindfulness and mediation. in w.r . miller (ed), integrating spirituality into treatment, 67-84. washington, dc: american psychological association. miron, l. (2012). a comparison of self compassion and mindfulness in predicting psychological distress, health status and wellbeing. master degree. north illinois university. neff, k. d. (2003). the development and validation of a scale to measure selfcompassion , self identity, 2(3), 223-250. neff, k. d., rude, s. s., & kirkpatrick, k. (2007). an examination of self-compassion in relation to positive psychological functioning and personality traits. journal of research in personality, 41, 908-916. rudaz, m., ledermann, t., & fincham, f. (2022). caring for bliss moderates the association between mindfulness, self-compassion and well being in collage attending emerbeing adultes. the journal of positive psychology. ryff, c. d. (1989). happiness is everything, or is it? explorations on the meaning of psychological wellbeing. journal of personality and social ppsychology, 57(6), 1069-1081. soysa, c., & wilcomb, c. (2013). mindfulness , self – compassion , self-efficacy , and gender predictors of depression , anxiety, stress and wellbeing. mindfulness. stallman, h. m., ohan, j. l., & chiera, b. (2017). the role of social support, being present and self-kindness in university student well-being. british journal of guidance & counselling, 1-10. van dam, n. t., sheppard, s. c., forsyth, j. p., & earleywine, m. (2011). self-compassion is a better predictor than mindfulness of symptom severity and quality of life in mixed anxiety and depression. journal of anxiety disorders, 25(1), 123-130. wagner, l. k., schindler, s., & reinhard, m. a. (2017). the positive facet of self-compassion predicts self-reported use of and attitudes toward desirable difficulties in learning. frontiers in psychology, 8, 1353. wester, k., trepal, h., & meyers, j. (2009). wellness of counselor educators: an initial look. journal of humanistic counseling, education & development, 48, 92111. wong, c. c. y., & yeung, n. c. (2017). self-compassion and posttraumatic growth: cognitive processes as mediators. mindfulness, 1-10. yang, x., & mak, w. w. (2017). the differential moderating roles of self-compassion and mindfulness in self-stigma and well-being among people living with mental illness or hiv. mindfulness, 8(3), 595-602. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 indexed in pa ge 46 american journal of arts and human science (ajahs) graphic and textual elements of selected political campaign posters: a stylistic analysis jay-ar cristobal1* volume 1 issue 2, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i2.336 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: june 20, 2022 accepted: june 28, 2022 published: june 29, 2022 this study described and analyzed the selected political campaign posters using the stylistic approach. the sources of data are the 13 political campaign posters of the 13 competing candidates for councillors in one of the municipalities of ilocos norte, philippines, during the 2019 national and local elections. the selection was based on accessibility and availability of the campaign posters which means that the posters were selected based on the case by which the posters were obtained and not by any political ideology or affiliation. the stylistic features of the political campaign posters were analyzed using adapted models from various researchers. the model is centered on describing and analyzing the graphic and textual elements used in the selected posters. the analysis was carried out in order to identify and discuss the stylistic features of the images and words in the selected political campaign posters. the study revealed that the political campaign posters are essential visual communication means that the political candidates use in canvassing for votes. graphetically, the political campaign posters used varied colors, images, tools/figures that convey meanings. they are designed purposely to entice the electorates to vote for the candidates. textually, the syntax is simple. at the lexical level, the campaign posters used descriptive and emotive words to make the texts more appealing. semantically, most of the posters used clear language to ensure clarity of message. overall, the political campaign posters have positive portrayals of the competing candidates. keywords stylistics, graphic analysis, textual analysis, political campaign posters, election 1 mariano marcos state university, philippines. * corresponding author’s e-mail: jacristobal@mmsu.edu.ph introduction communication as a means transmission of ideas, thoughts or feelings can be categorized into two – the verbal and non-verbal communication. considerably, non-verbal is commonly used for interaction and communication in human societies. interestingly, poster has been considered as one of the leading and most effective non-verbal means of communication in the society. technically and artistically put, poster is a very essential form of visual communication since it conveys images and other important graphic and textual details with meaning lying behind it. noticeably, political campaign posters are visible during elections because these are the most economical and easiest means of communication between the election candidates and the voters, especially if the former could not reach out the latter physically or personally. as a voter, i also usually observe that during election campaigns, different political campaign posters with different styles are posted. these posters are specially designed with the intentions and purposes of the candidates to the public especially on persuading the electorates to vote for them. it is, therefore, worth to note that every political campaign poster is language. the power of posters in the political election campaigns is used by politicians to promote candidates and influence the audience’s thoughts and opinions to consider their programs and reject those of their opponents. aside from the candidate’s background, i also consider other factors such as his/her poster because it offers a resemblance of the candidate’s characteristics. consequently, i became interested in conducting this study since there are only limited studies focusing on political campaign posters’ graphic and textual elements in the philippines. to carry out the analysis of the political campaign posters, this study sought answers to the following questions: 1. what are the graphic elements in the political campaign posters as to: 1.1. images; 1.2. colors used; 1.3. letters and punctuations; and 1.4. facial expressions? 2. what are the textual elements in the political campaign posters as to: 1.1. syntactic elements; 1.2. lexical elements; and 1.3. semantic elements? this study used a model adapted from the models of crystal and davy (1969), gosling (1999) and seidman (2008). the necessary elements of these three models have been selected and adapted to make them more suitable for the purpose and objective of the study, and its nature. figure 1 illustrates how political campaign posters could be analyzed through the stylistic approach. political campaign posters are specially designed to familiarize candidates and their ideologies to the electorates. thus, politicians make sure that pictures or graphics in their posters are attractive and the texts are appealing and emotive. as the diagram shows, the selected campaign posters could be examined through their graphic and textual elements and how each of the elements functions in the posters. thus, this study focused on analyzing https://doi.org/10.54536/ajahs.v1i2.336 https://journals.e-palli.com/home/index.php/ajahs mailto:jacristobal%40mmsu.edu.ph?subject= pa ge 47 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 46-51, 2022 figure 1. research paradigm stylistically the selected political campaign posters through their graphic and textual elements. significantly, this study is beneficial to political candidates since the results of the study could provide them information on the frequent graphic and textual elements used in political campaign posters for campaigning. this could guide them to carefully select the elements to be included in their campaign posters if they have plans to run for any political positions. also, this is study may also be of great help to the electorates to consider also the elements of the political campaign posters in choosing the candidates to vote since a candidate’s poster may be a reflection of his/her personality and characteristics. literature review political campaign posters sharndama and mohammed (2013) define poster as a type of written monologue like (spoken or written) anecdote, proclamation, and testimonial which exemplify the modality distinction. likewise, sontag (1999) asserted that posters are commonly thought to convey and communicate messages having different themes, but some scholars go beyond this general function. he also indicated that the function of a poster is not merely to inform or command but to enforce or change the addressees’ attitudes, thoughts, and behaviors by seducing, exhorting, educating, convincing, appealing them to do what the poster focuses on. during election campaign periods all over the world, posters are cast-off to acquaint candidates to the electorates and induce them to vote for candidates. it is a custom in politics during election campaigns for politicians to cartel images with words in order to coax the electorates to accept their political ideologies, thereby winning their votes (sharndama & mohammed, 2013). in consonance, januliene and cibulskiene (2014) stated that nowadays, election is a means of gaining and handling power especially in democratic countries. this requires adopting a political discourse in which politics is metaphorically viewed as a war and the opponent is considered an enemy who must be argued by certain political weapons among which is poster. the argument entails using a language for giving information about the main issues which concern the public. the linguistic content of the poster (textual elements/slogans) is skillfully designed to persuade people to promote one’s candidacy. in election campaigns, political advertising take the form of campaign speeches, broadcast advertising, walkabouts, online media messages and campaign materials such as election posters, banners, flyers and fishtails. despite the increase in the use of social media for election campaign, election banner is still an important form of political advertising to influence voters (patruţ, m. & madalina, 2013). likewise, election posters and banners convey the party’s general campaign messages and allow the party to send unmediated messages directly to the voters (russmann, 2012). moreover, dumitrescu (2009) claimed that the use of election posters during campaigns is costly but it is often seen as the only means to reach voters when access to media is restricted. sharndamma and mohammd (2013) posited that a poster consists of two important correlated elements. first is the pictorial/visual element that must be sticking enough to attract the passer’s-by attention to what is intended to be promoted. second is the verbal message which is used to follow up and support the visual theme. gosling (1999) and seidman (2008) also distinguished between two groups of elements: textual and graphic. the textual elements (ideograms) include the verbal aspects consisting of one or more words which are sometimes integrated with numbers referring to specific dates or things. on the other hand, the graphic elements (ideographs) are the visual aspects represented in the considerable and professional use of significant colors, symbols, pictures or illustrations. relatedly, by studying election posters, one can better understand how propaganda has been used to influence public opinion and how messages are designed for audiences (seidman, 2008). based on these literatures, the graphic and textual elements of political posters could have an effect to the electorates in choosing the candidates they vote. considerably, in the philippines, there are only limited studies which endeavored to explore the graphic and textual elements of political campaign posters in the lens of stylistic analysis. thus, this prompted me to conduct this study. materials and methods this study used the descriptive research design which described and analyzed the selected political campaign posters in terms of their graphic and textual elements. the sources of data are the 13 political campaign posters of the 13 competing candidates for councillors in one of the municipalities of ilocos norte, philippines. the selection was based on the accessibility and availability of the campaign posters. this means that the posters were selected based on the case by which the posters were obtained and not by any political ideology or affiliation. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 48 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 46-51, 2022 the stylistic features of the political campaign posters were analyzed using the adapted model based on the models of crystal and davy (1969), gosling (1999) and seidman (2008). the model is centered on describing and analyzing the graphic and textual elements used in the selected posters. the analysis was carried out in order to classify and discuss the stylistic features of the images and words in the selected political campaign posters. results and discussion analysis of the political campaign posters this study endeavored to determine the graphic and textual elements of the selected political campaign table 1: graphic elements of the selected political campaign posters elements frequency (f) percentage (%) images use of candidate’s image 13 100.00 use of tools/figures 8 61.54 use of logo 2 15.38 colors use of patriotic colors 6 46.15 use of colors with gender implications 1 7.69 use of colors symbolizing democratic and republic parties 1 7.69 letters and punctuations capitalization 13 100.00 punctuation 13 100.00 facial expressions gaze directed to the audience 13 100.00 gaze not directed to the audience 0 0 posters. analyses and interpretations were based on my perspective inspired by stylistic analysis. graphic elements graphetically, campaign posters are in different sizes and shapes. they are beautifully and artistically designed to attract the attention of the electorates or any passersby. the graphic elements of these campaign posters convey meanings that could influence the people’s ideas and opinions. likewise, every detail that is put in the poster can be noticed by voters which can persuade them to vote the candidates or not. the discussion in this section focuses on the analysis of the selected campaign posters based on their graphic elements. table 1 shows the graphic elements of the selected election campaign posters. it could be gleaned from the table that all (100%) included the candidates’ photographs in their political campaign posters. a candidate’s image is the main tool of winning the votes of the electorates. putting the image of the candidate in his/her poster is one way of making him/her be recognized more easily by the public. since all of the candidates aspire to win, their images become the main element of their campaign posters. their images could create impact to the public which could be a source of reactions of people. it can also be gleaned from the same table that 8 (61.54%) of the posters show tools/ figures. these posters manifest tools/figures such as the philippine flag, rays of the sun and smiley. in one of the posters, the philippine flag was included to show the candidate’s deep loyalty to his country. at the same time, it is an attempt to invest the loyalty of the voters to the philippines. using the philippine flag as a background in this poster could attract the voters that the candidate shows care for his country and his fellow countrymen. on the other hand, one poster used the image of the sun’s rays as a background. the poster presents a sun which emanates rays in all directions. the rays represent inspiration and hope. thus, this object could be a powerful tool, too, to attract the electorate. the figure implies that the candidate can be the hope of the people and that he is of big help in creating a progressive community. interestingly, one of the posters included. the smiley which manifests “okay” was used since its sounds like the candidate’s nickname “oka.” the presence of the said smiley may add an emotional appeal to the poster. the poster also implies that the candidate is okay to vote and that he is okay to serve the people. it can also be noted from the same table that 6 (46.15%) of the posters show patriotic colors. one of the distinctive features of these posters is the presence of the colors of the philippine flag. in one poster, it included only the colors reflective of the philippine flag (blue, red, yellow and white). these colors were used to symbolize the philippines as a whole by reflecting a patriotic edge influencing filipinos’ minds and feelings. it can also be noticed that the candidate’s t-shirt is white. the candidate’s choice of wearing white t-shirt may have a great influence to the electorates. white symbolizes purity, thus, this may imply that the candidate has a clean and pure heart in serving the people and his country. another poster used only the colors of the philippine flag which are reflected in his clothing. wearing a shirt with a combination of blue and red, indicates that the candidate shows dignity and love for his country. interestingly, it is manifested in the table that only 1 (7.69%) of the posters manifests gender implications. one poster’s dominant color is pink. the choice of this color can be attributed to the candidate’s gender. since, she is the only female candidate, it may be an effective strategy to use a feminine color which is not reflected in the other 12 posters which present male candidates. thus, the choice of that color could make her more recognizable http://https://journals.e-palli.com/home/index.php/ajahs pa ge 49 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 46-51, 2022 than the others aside from being the only female candidate. likewise, the poster attempts to empower women, thus, the candidate wants to show that women can have the power to be great leaders in the society. considerably, 1 (7.69%) of the campaign posters used colors symbolizing democratic and republic parties. in this poster, the colors of a certain party or group were used. this shows that the candidate used the colors of the group he is affiliated to. this strategy can be effective since a political group may have a great impact on persuading the voters to vote for the candidate. from the same table, it can be noted that all the posters used capitalization and punctuation. capitalization is evident in the names of the candidates. this was used for emphasis and to make the names be remembered by the voters, especially if they are not wellknown yet i a particular community. the last name of the candidates is commonly emphasized since their last name appears first in the ballot. it is also interesting to note that the use of punctuations is also visible in all the posters. punctuation marks like exclamation point, comma and quotation marks were used. exclamation points are used in expressions and statements to persuade the voters like “ilayontayo!,” and “ibotostayo!!!” which both mean “vote!” meanwhile, quotation marks were used to quote the candidates’ nicknames. some politicians include their nicknames in their posters because they are populary known with these nicknames especially so if the voters are not familiar with their given names. it is also manifested in the table that all (100%) posters used the candidates’ photographs which gaze is directed to the viewers. the candidates’ expressions reflect positivity. this implies that they are optimistic in carrying out their responsibilities as leaders in the society. also, most of the candidates’ photographs are friendly and approachable. during election campaigns, candidates show friendly and approachable personality. this is one way of enticing the electorates just to win their votes. textual elements this section sheds light on the way the linguistic elements are used in the candidates’ campaign. this part of the stylistic analysis involvesan analysis of textual choices which encompass syntactic, lexical and semantic features. syntactic elements the word syntax describes the grammatical relations that exist between words and other units within the sentence. syntax looks at how words are combined to form larger grammatical units such as phrases and clauses. the study of the texts in the posters reveals that campaign slogans accompanying campaign posters are embodiments of the candidates’ political mission or ideologies. it can be deduced from table 2 that all the slogans are in phrasal forms. this can be attributed to the limited space of the posters and the insufficient time to read the slogans if they are lengthy. likewise, campaign posters are put in public places and that people do not engage too much time reading what are written in them. therefore, the use phrases can be more effective. typical examples are the following: “nasayaat, naanus baro a rupa, baro a namnama, sanggir dagiti umili” (kind, patient) (new face,) (new hope,) (one who can lean on) “mannakikadwa iti siasinoman kabinnulig ken ehemplo ti kaadwan” (friendly) (to anybody) (a big hel and) (a good example to many) the given examples are emotive words that appeal to the emotion of the electorates. this is one of the ways in which the language of politics is similar to the language of advertisement and propaganda. just in the way advertisers select language carefully to convince the people to go in for their products, the politicians carefully select and structure their campaign slogans to persuade and convince the electorates buy their ideologies and campaign missions, thus, they prefer to use catchy and striking phrases rather than lengthy sentences. moreover, short powerful phrases are easier to remember, therefore, they have better and greater impact to the electorates. therefore, the analysis table 2: graphic elements of the selected political campaign posters elements frequency (f) percentage (%) syntactic phrasal 13 100.00 full sentence 8 0 lexical use of descriptive and emotive words 13 100.00 repetition 1 7.69 parallelism 1 7.69 semantic clear 11 84.62 connotative 2 13.82 carried out on the syntactic features has uncovered that the syntax of political campaign slogans are generally simple. there is no instance of complex clauses noted. this implies that the slogans are intentionally made short, concise or precise so that the electorates can easily understand, memorize or retain them at a glance unlike in reading lengthy sentences. the concise nature of the syntax also enables the electorates to easily analyze the sensitive ideologies and campaign missions of the candidates with ease. lexical elements lexis in linguistics refers to the entire vocabulary of a given language. in stylistic analysis, how the words are selected from the language user’s linguistic repertoire to meet communication ends is the major concern. the lexis of political language generally are subject specific and abstract nouns are quite common since decisions are often theoretical even though they may be directly linked “napudno nga agserbi!” (serves genuinely!) http://https://journals.e-palli.com/home/index.php/ajahs pa ge 50 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 46-51, 2022 to a proposed plan of action (thorne, 1997). the analysis of the texts in the posters reveals that the posters’ slogans are descriptive and emotive as shown in table 2. all of them are presented in metaphors which embody the political mission of the candidates. they are carefully and sensibly selected to entice the electorates abandon their opinion and hold on to the candidate’s. the word “boses” (voice) in one of the posters, is a single but powerful and striking metaphor. it carries the main aim of doing political campaign, since the aim of every political campaign is to influence the opinions of the electorates and the public, make them accept the ideas and thoughts of the candidate and invalidate the ideologies of other candidates. if these happen, the candidate wins the votes of the electorates. since the candidate is the only woman, she wants to be the voice of women as stated in her poster “boses dagiti babbai” (voice of women) and that she aspires to empower women. electorates vote for candidates who can defend other people. by busing the word “boses” (voice), it is hoped that the candidate can take actions that can empower the rights of women in the society. the slogan “nasubuken ti kabaelanna” (his capability has already been tested) in one poster is also strong and powerful. by using the word “nasubuken” (tested), the electorates may be enticed to vote the candidate. this word obviously presents a candidate who is already tested through his good performance and accomplishments in the public service. the word is likely to remind the electorates that the candidate has already done great things and that he will continue doing such, thus, this may convince the electorates to vote for him. based on the overall analysis in the posters, the slogans used everyday words but are descriptive, emotive and metaphorical. interestingly, 1 (7.69%) of the posters shows repetition. in one poster, the word “baro” (new) is repeated to emphasize that the candidate is a newbie in the world of politics. sometimes, the electorates prefer a new face, hoping that he/she can make a change in the society. with the use of the word “baro” (new) electorates may be enticed to vote for this candidate, especially if the past and present politicians do not perform well or do not satisfy the public. it can be noted in the table that 1 (7.69%) of the poster employed parallelism. parallelism in one of the posters was used “baro a rupa, baro a namnama,” (new face,) (new hope,) to present descriptions about the candidate as reflected below: the phrases above are parallel in structure. they are both adjective phrases. the use of this parallelism made the slogan compelling and rhythmic, thus, added appeal to the totality of the campaign posters’ slogan. semantic elements the last aspect of the textual analysis is the semantic analysis which took account of clear versus connotative meanings in messages on the political campaign posters. it can be noted from the table that 11 (%) of the political posters used clear words. this means that the candidates do not want to confuse the electorates and that they just want them to easily grasp the message conveyed in their political posters. the clear messages of the political posters directed the voters to vote for the candidates. to ensure that the meaning is captured by the voters, the candidates chose to have clear messages on the political posters. on the other hand, 2 (13.82%) of the political posters show words that have connotative meanings. political campaign posters convey meaning beyond the conceptual and denotation level. connotation in political context refers to feelings, attitudes, moods, implied by a term or phrase employed by political candidates to help them achieve their goals. there lies behind the literal meaning, implied value judgment or feeling which the political candidates hope to be considered. the words “boses” (voice) in one poster and “sanggir” (one can lean on) in another poster are examples of connotations. “boses” was used to convey that the candidate is capable of defending other people especially the women. thus, this could motivate and entice the electorates to vote for the candidate. in another perspective, the word “sanggir” does not convey its literal meaning. the word is used to show that the candidate is someone who can lean on. the association of the word “sanggir” to the candidate implies that he is capable of helping other people. presenting the slogan that way made it more appealing and convincing. therefore, this could help win the votes of the voters. overall, in terms of the graphic and textual elements of all the campaign posters, the candidates are portrayed positively. this is expected since the goal of the candidates is to win the votes of the electorates. thus, they are like products that the voters need to buy so they can gain their votes. this finding corroborates the study of lirola (2015) which revealed that politicians are represented in a consistently positive way, with status and formal appearance so that people are persuaded to vote for the party they represent because they trust them as political leaders. the study, thus, pointed out that posters are a powerful tool used in election campaigns to highlight the power of political parties. conclusion political candidates, with their purpose of winning, carefully select every detail that is put in their campaign posters because every single aspect has an impact to the public, especially to the voters. with the analysis made in this study, it can be concluded that the political campaign posters included varied graphic and textual elements. the study revealed that the political campaign posters are essential visual communication means that the political candidates use in canvassing for votes. graphetically, the political campaign posters used varied colors, images, tools/figure that are based on their gender, political affiliation and personal characteristics. they are designed purposely to entice the electorates to vote for the candidates. textually, the syntax is simple. the simplicity of the syntax makes it possible for the majority of the literate audience to read and interpret the slogans. at http://https://journals.e-palli.com/home/index.php/ajahs pa ge 51 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 46-51, 2022 the lexical level, the campaign posters used descriptive and emotive words to make the texts more appealing. semantically, most of the posters used clear language to ensure clarity of message. overall, the political campaign posters portrayed all the candidates positively. it can be, therefore, deduced form the analysis carried out on the different linguistic components that campaign posters are very important means of communicating to the electorates. with the scope and limitations of the study, several recommendations are offered for future investigation. to add to the findings deduced from a stylistic analysis of political campaign posters, a survey on voters’ reactions and perceptions about the elements need to be studied to determine the effects of the campaign posters on their voting patterns and preferences. likewise, a large collection of campaign posters should be developed to have greater generalizability and validity on studying the textual elements of political campaign posters. moreover, a comparative analysis of campaign posters from different contexts can be studied to explore how do they compare or vary. lastly, other researchers are encouraged to conduct related studies, exploring other elements of political campaign posters like propaganda techniques and genre moves. references crystal, d. and davy, d. (1969). investigating english style. london: longman. dumitrescu, d. (2009). spatial visual communications in election campaigns: political posters strategies in two democracies. doctoral dissertation. the ohio state university. gosling, p. (1999). scientist’s guide to poster presentations. new york: kluwer. janulienė, a. and, cibulskienė, j. 2014). politics, text and ideology: what is implied by the use of language? vilnius university. lirola, m. (2015). multimodal analysis of a sample of political posters in ireland during and after the celtic tiger. 49(91), 245-267. revista signos. estudios de lingüística. doi: 10.4067/s0718-09342016000200005 patruţ, m. & madalina, m. (2013). the political poster: an advertising tool on facebook. social media in academia: research and teaching, 231-236. retrieved from file:///c:/users/dell/downloads/the_political_ poster_an_advertising_tool.pdf russmann, u. (2012). going negative and going positive: political parties’ communication strategies in election posters, campaign advertisement and press releases during the 2008 austrian national election campaign. journal of political marketing, 16(2), 95-117. doi: 10.1080/15377857.2014.959693 seidman, s. (2008). posters, propaganda, and persuasive in election campaigns around the world and through history. new york: peter lang. sharndama, e. c. & mohammed, i. (2013). stylistic analysis of selected political posters and slogans in yola metropolis of adamawa state of nigeria. asian journal of humanities and social sciences, 1(3), 60-68. retrieved from https://ajhss.org/pdfs/vol1issue3/ stylistic%20analysis%20of%20selected....pdf sontag, susan. (1999). posters: advertisement, art, political artifact, commodity. looking closer 3, michael bierut, ed. new york: allworth press. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 pa ge 10 american journal of arts and human science (ajahs) first language acquisition case of a dabawenyo bisaya three-year-old child john achileeus benonguil1* volume 1 issue 4, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i4.854 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: october 30, 2022 accepted: november 07, 2022 published: november 10, 2022 this research intends to track the first language acquisition descriptions of a three-year-old child speaking the cebuano (dabawenyo bisaya) language in the philippines. this research used naturalistic observations and interviews to gather data. the descriptive qualitative approach is the methodology employed in this study. some important characteristics of the child’s language development were revealed. the child acquired the language through the principle of language innateness coupled with socio-factors. the exhibition of linguistic and communicative inputs of the child was derived from the representation of environmental sounds and speech intelligibility from the adult speeches. primarily, the child used modeling and imitation to acquire language inputs used in household-level interactions. cognitive, affective, competence, and performance factors were demonstrated to be enablers of the first language development of the child. however, there were also factors that inhibited the child from forming comprehensible language inputs such as phonological errors, and incorrect utterances, among others. the child also showed features of comprehension through the framework of sentential levels of adult speech. clearly, a child’s earliest years are greatly influenced by nature and the surroundings. language learning development is crucial in the earliest years so parents and early childhood educators ought to have crucial roles as vehicles in the formation of speech and comprehension of the children. keywords acquisition, bisaya, dabawenyo, language, qualitative 1 department of arts and sciences, university of mindanao, philippines * corresponding author’s e-mail: john.benonguil@umindanao.edu.ph introduction language is a natural gift that people enjoyed and benefit from the most to maintain social significance and keep the bloodline of society-communication. of its delicate and complicated network of the ideally disturbing system of rules and functions, languages are able for people to create, maintain, and study for further analysis and reference. it is a prestigious effort that linguists devote time to research in understanding, addressing, and repairing questions on the nature of language since the conception of humans. foundationally, the study began with the child beginning to acquire his/her native language and mystically or amazingly how these children are able to master and acquire the language system. apparently, studies show that children have a linguistic period in the time of their development where they activate senses and connections allotted to acquire and master the language native to the family and society. this period is said that children subconsciously perform such complex tasks as conjoining sentences, asking questions, using appropriate pronouns, negating sentences, forming relative clauses, and inflecting verbs and nouns (fromkin et al., 2010). intriguingly, children in their linguistic period have lapses and imperfections in forming their utterances. despite these inhibitions to the child, they still manage to respond to questions and interrupt conversations. such astonishing phenomenon made linguists and the immediate family of these children think about how these young children are able to use the complex structure of language without going to training first such as schooling and formal instruction. although not all children have the same issues, they all follow the same core phonological standards to enable difficult sounds. from the ages of three to five, however, the difficulty decreases. as the morphological development advances, the child will be able to produce more than two-word utterances and even a word that reflects a sense of ownership. in this instance, all domains of phonology, morphology, and syntax exhibit interdependent growth. as per the findings of the study of friska et al. (2021), the child learned her first language mostly through biological means (nature). in addition, the subject was able to speak effectively and responsibly due to an atmosphere that assisted to activate her intrinsic ability to acquire the language. therefore, both nature and environment play an essential part in the acquisition and development of children’s first language. to illustrate another case in first language acquisition, rohimajayaa and hamerb (2020) concluded that physiological and psychological processes have a significant impact on the language development of children. as a result of a 3-year-old child’s imperfect articulation, the child’s speech was not flawless. psychologically, the child then encounters something solid or concrete, such as the nature of objects or actions, which will expedite the language acquisition process and render spoken words meaningless. moreover, due to a bilingual language environment, a 3-year-old child is able to master two languages simultaneously, a phenomenon known as simultaneous bilingualism because both languages are absorbed simultaneously on occasion. theories on first language acquisition attempt to explain https://doi.org/10.54536/ajahs.v1i4.854 https://journals.e-palli.com/home/index.php/ajahs mailto:john.benonguil%40umindanao.edu.ph?subject= pa ge 11 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(4) 10-15, 2022 the overwhelming phenomenon of how these children acquire and master the language at the earliest stage of their development. for chomsky, language is “speciespecific” in which individuals given their natural and normal condition are capable of language learning, acquisition, and development (green & peil, 2016). it is further noted that this nativist explanation of first language acquisition is deemed to have had a specialized cognitive term known as lad (language acquisition device) which everyone has and just needs to be activated in order to acquire the native language. other linguists primarily voted for reinforcement and conditioning, with reference to interactions and situations of children where they have opportunities to demonstrate language competence, as an intricate explanation as to how children are able to acquire language (tahriri, 2013 and islam, 2013). theoretical approaches explain the first language acquisition mechanism which can be supported by evidence. one way to reconcile the behaviorist, innate, and sociolinguistic theories is to recognize that each helps to explain a particular component of the language development of children. the acquisition of morphemes and vocabulary may be explicable by behaviorist hypotheses. the most likely theories for the acquisition of complicated grammar are innatist ones. sociolinguistic techniques may be helpful for comprehending how children relate to form and meaning in language, how they engage in dialogues, and how they acquire the ability to use language effectively. the prior perspectives on child language development shifted from extreme to extreme, from behaviorism to nativism, before adopting a sociolinguistic approach that represents a reasonable medium ground. these theoretical approaches are landmarks in the study of language learning. they provide a foundation and inspiration for contemporary linguistic study and language instruction. they have had and will continue to have an impact on language teaching and learning theories (zhao, 2022). on the other perspectives, the language-as-knowledge perspective distinguishes language acquisition significantly from skill acquisition in general. as a result of viewing the child as a mini-linguist attempting to build an acceptable theory of the language based on the linguistic material she receives, many theorists have assumed that little learning is feasible. in contrary, chater and christiansen (2018) examine a contemporary alternative perspective in child language acquisition. according to the ‘language-as-skill’ approach, the child’s challenge is practical, not theoretical: the children learn to understand and produce the language by engaging in practiced conversational encounters. thus, language acquisition can be viewed as a sort of skill acquisition, using comparable mechanisms to those involved in learning to ride a bicycle, play a musical instrument, or draw a picture; and the necessity to learn the abstract structure of language is eliminated. this viewpoint deemphasizes biological adaptation as the primary driver of language evolution in favor of the cultural evolution of linguistic structure. of the abovementioned opposing views on how children are able to acquire linguistic inputs of the native language, it boils down to the fact that first language acquisition is a product of two powerful factors— nature (heredity) and nurture (environment). it had been a long fact-finding journey for linguists as to which factor really attributes to language development. questions as to what extent our language is hardwired to our brain and to what extent interaction develops first language acquisition are still of the hotbed issue psycholinguists continue to establish a prominent answer. the concept of whether parents or the immediate ecosystem of the child teach the language or the unfolding of the genetic program of the children is differentiated by varshney (2003). to him, language is a maturationally controlled behavior and child language is rule-governed, at every stage. moreover, he argued that both factors are important frameworks for first language acquisition. this study confirms and validates the truthfulness of the theories and principles with the identification of problems/ challenges of first language acquisition of a 3-year-old child. primarily, this study aims to answer the following questions: 1. how does the child acquire his first language? 2. what are the factors that affect his language acquisition? 3. what difficulties the child encounters in language acquisition? the answers to these questions should add to the corpus of information already available on language learning and acquisition in a particular setting. language learners at the earliest stage of language development have diverse needs and personalities. by better understanding and being more aware of the children’s needs and interests, parents and early childhood education care support will help the children in assisting and developing their capacities in language learning and acquisition. materials and methods this study used a descriptive qualitative approach to gather the data. data from qualitative descriptive research are produced that provide a subjective account of the “who,” “what,” and “where” of events or experiences (kim et al., 2017). this research strategy is most compatible philosophically with constructionism and critical theories that employ interpretive and naturalistic techniques (lincoln et al., 2017). as anchored in this study, the researcher was interested in comprehending each individual human experience in its own setting in qualitative descriptive research. the subject of the study is a 3-year-old boy whose native language is the cebuano language (dabawenyo bisaya variation) in the philippines. for the purpose of this study, the subject is pseudonamed “yogi”. the majority of the data was acquired through observations and interviews. the researcher witnessed the personality and communication styles in http://https://journals.e-palli.com/home/index.php/ajahs pa ge 12 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(4) 10-15, 2022 verbal and non-verbal interactions with his parents and siblings. the information gleaned via observational notes, conversations, and interviews was examined in light of the ideas and tenets of first language learning. the data analysis was grounded in the viability of language learning theories and similar studies. for it to be theoretically sound and true, other studies’ results and analyses were incorporated into this study to broaden knowledge of the case understudied. results and discussion based on the observations and interviews conducted with the child and the parents, some important characteristics in his language development were revealed. with reference to the first research question, yogi acquired the language through innateness. he perceived linguistic units and communicative outputs in various linguistic tasks. it is innateness that made him capable of communicative interaction and understanding since without the brain, (the processing unit of humans) enables yogi to correspond to some linguistic units. when yogi’s mother is asked about how did her child come up with the bits of linguistic units, she expressed: iya-iya lang mana. siguro madunggan niya sa amo. pero tanan tao mn jd makasabot og makatu-on ug language. it is only him. i think he heard some words from us, but i think all people are capable of learning a language. -translated it was also observed that yogi learned new words and sentences that are faulty (this is the fact that the child has no formal language instruction). some faulty sentences (utterances) yogi: kuha ako… mama… (which he intends to mean that he will get his toy asking her mother) ----yogi: tahan… mama abli… (which he intends to mean that the door shall be opened) yogi: tubig…ko inom… (which he intends to mean to drink water) another observation made is that yogi can already identify different sounds from the environment or from his parents. such manifestation is exhibited in the scenario where yogi was called by his father and he responded in gesture and with little utterance: father: (utters the name of the child) yogi: (turns to his father-smiling) papa yogi had already a manifestation of visual-sound representations of some objects in the house. the researcher personally had the drill to the child: researcher: tv yogi: (points to the tv) researcher: bangko … aha man ana (which is the chair?) yogi: (points to the chair in their living room) researcher: unsay pangalan ani? (baso) (what is the name of this object? ‘glass’) yogi: baso (glass) yogi has also verb-noun distinctions based on his father’s account. the child can now discriminate an action from a name of a person. for example, when yogi is instructed to “get” a thing, he moves towards the location of the object and have it transmitted to his father rather than having it just pointed by the child. father: dance… yogi: (the child shows movements even without rhythm and sounds) however, yogi has also difficulty pronouncing phonemes at his age. some letters were hardly sounded while other letters were acceptably pronounced based on his age. on mere observation, the child has no speech defect apparent in his communicative inputs and outputs. he is also starting to write by drawing lines forming eminent letter structures. without his intelligibility to discriminate and produce sounds plus his comprehension, it would be impossible for him to acquire the language. thus, innateness played a crucial role in his early language development. the nurture or the environment of the child is not underscored but is also given importance in his first language acquisition. imitation, correction and reinforcement, analogy, and structured inputs have significant roles in the child’s first language development. in the case of yogi, imitation worked out for him to pick up linguistic units from his environment. he used to make use of words that he heard and understand from his family. for instance, during observation, his father uttered a vulgar expression which he then uttered promptly despite his incomprehension of its meaning. as illustrated: father: buang!! (crazy) yogi : buang (crazy!) promptly imitating his father’s word. despite his imitative ability on the speech sounds he heard from the environment, not all speeches can be imitated by the child due to some structural vagueness or difficulty of sound pattern relationships. occasionally, he failed to imitate some words and utterances from his parents. per observation, yogi tried to imitate the sound of his older sister who is 7 years old: sister : this is an apple. (reading in her book towards yogi.) yogi : dis apol (yogi omits words in the utterance and is unstable in his phonological conditions) meniado (2016) identified factors that affect the subject of his study in the acquisition of a first language. applicably, it was also found in yogi based on observation. the first factor he considered that affects his first language acquisition is the cognitive factor. although yogi had some linguistic units already formed and stored in his repertoire of language development, he is still limited to covering and perfecting the strings of utterances. chiefly, this is because he is only 3 years old. his delimitation is still under normal conditions due to brain capacity and complexity. per an interview with his mother, she believed that her child is normally at range in terms of linguistic development. yogi’s words are just fitting for his age and cognitive development. meniado also pointed out the affective filter as a significant factor in the acquisition of the first language. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 13 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(4) 10-15, 2022 this affective filter hypothesis of krashen states that when motivation and self-esteem are high and anxiety is low, the affective filter will also be low which means that the rate of language acquisition is faster. in the case of yogi, on personal observation and confirmation from the parents, he was an overt child showing much of his energy to the people around him. he is loquacious when his parents and older sisters are having conversations with him. this personality of the child made him equipped for first language development. when the child expresses his language, the more it is good for the person to develop the total speech mechanism and pragmatism because of frequent elicitation. moreover, another factor mentioned by meniado is the issue of competence and performance. the linguistic competence of the child is the internalized knowledge system of the target language, and performance is the observable realization of the competence of the child. as in the case of yogi, his macro-linguistic skills (reading, writing, speaking, and listening) are under linguistic progression. he cannot still demonstrate strong and accurate competence-performance-related functions of language due to his age. his listening skill is very active as he fetches information on speech sounds and combinations thereof in the production of speech sounds, lexical and minute discourses. as to reading and writing, yogi can still hardly recognize speech sounds in sound-letter correspondence. however, on the visual-print association, he can fairly cite and produce sounds and words. on the other note, his speaking rate and fluency are stable given that his age is pre-operationally progressing towards creative acquisition. words and sounds are not excellently produced but maintain intelligibility to the people around him—family. additionally, meniado also mentioned in his paper the communicative competence of the child towards the progression of language acquisition. communicative competence is the ability of the child to convey a message efficiently using the target language in the appropriate context. yogi has no full knowledge of the rules of the language though he can construct basic formations with high chances of ambiguities (grammatical competence). he is also unable to comprehend long stretches of utterances and cannot totally feedback to the person he is interacting with (discourse competence). on the sociolinguistic competence of yogi, he is still not spontaneous and conscious of his role as a speaker in the conversation often holding back responses or terminating or avoiding conversational frameworks. on contrary, yogi is lightly positive about his strategic competence as he is able to find modifications in his language to express intently matter he desires others to comprehend. in one of the observations, he developed strategic competence in this conversation: yogi: (pinpoints to his robot toy) father: unsa man? (which is then?) yogi: bot… bot… bot… (uses deletion on half of the word robot) father: ahh… kining robot? (ahh… this robot?) yogi: (nods) o. (yes) the study of hutauruk (2015) revealed significant findings in her case study on children’s problems learning their first language aged 1-3 years old. these identified problems, according to her, depend largely on vital factors such as the environment and exposure to prints, or the family itself. moreover, she emphasized that children acquire the language using the sequential stages of native language acquisition (cooing—babbling—holophrastic— two-word—telegraphic—later multi-word). her research findings are also experienced or embodied by yogi during observations and interviews with him and his parents. such are elaborated below: phonological errors removing one or two letters of the word, changing the letters of the word into the other letters. such is experienced by yogi as illustrated in the verbatim below: sister: unsa mana? (pointing to the dog.) sister: dog na sya. dog. (that is a dog. a dog!) yogi: og. incorrect utterances parents always think that the child will more understand if they say the word such the way the child pronounces it. they do not pronounce something genuinely or correctly. yogi: big (pertaining to water) papa: inom ka big? (will you drink water?) yogi: o. big. (yes. water) papa: oh inom na big oh. (you drink now the water). imitation the child is sensitive to imitating the words in his environment such as on television or from the people around her/him. in an interview with his mother, the child idolizes the cartoon “pokemon” from the television. pikachu: picca.. picca… yogi: pika pika (imitating the sound from a famous pokemon character pikachu) repetition this repetition is to indicate his/her request. yogi is trying to approve his mother to give him some food. pikachu: picca.. picca… yogi: pika pika (imitating the sound from a famous pokemon character pikachu) correction the child will get frustrated if his/her parents cannot understand what he/she is talking about. to yogi’s parents, the child cries if he was not understood well and when he was teased pretending they do not understand him. such a circumstance was given example by her mother. yogi: (scared) ma, aw aw aw.. akkk.. (he means: mom, the dog. it might bite me.) mother: ha? aw aw aw? hahaha (teasing her child on the dog’s sound) http://https://journals.e-palli.com/home/index.php/ajahs pa ge 14 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(4) 10-15, 2022 indicating the question the child always uses the word “ha?” to indicate the question which is still unclear and wants to repeat it again. in yogi’s style, most of the time the way he indicates a question is through nonverbal gestures. he will be just looked puzzled. mother: asa man nimu gibutang imong dulaan ganina? (where did you place your toy a while ago?) yogi: (puzzled) learning by experience naming something based on her/his experiences. from her mother’s account, she continues to expose her child to visuals and names and have him remember things slowly, little by little. these drills could help him improve his vocabulary and language. mother: unsay tawag ani? (what do you call this?) yogi: tv mother: kini unsa mani? (how about this?) yogi: bol. (ball) laziness giving a response or information with a single word to simplify his answer. such can be rarely seen in yogi according to his mother. might be that her son is still unable to use language or express himself clearly or did not fully understand the utterances of his fellow interactants. mother: unsay pangalan nmu? (what is your name?) yogi: istian (christian) mother: kinsa papa nimu? (who is your father?) yogi: siya oh. (him) on the other note, the case study of samosir (2018) revealed conclusions about the first language acquisition level of the understudied 1.8and 4.2-year-old children learning the bahasa language of indonesia. the findings of the study revealed linguistic markedness with a significant difference due to the range of their age gap. the analysis uses frameworks that are linguistic in nature. as such a framework of analysis was also evident in the case of yogi. declarative sentence which yogi used to state information. however, given his age, he cannot fully construct perfectly word-ordered. mother: humana ka kaon lang? (have you finished eating?) yogi: mana. (i’m done.) imperative sentence was used by yogi to request his mother for his desire. yogi: kuha ‘laan. (get my toy.) mama: kini? (this?) negative sentence was used by yogi to refute something that is untrue or to warn someone that something is bad or disapproval. mama: lakaw na mama uy. biyaan ka. (i will now leave. will leave you) yogi: nono. (which means “no”) interrogative sentence was used by yogi to ask questions to his parents. mama: lakaw na mama uy. biyaan ka. (i will now leave. will leave you) yogi: ma? (referring to his mother.) substitution was evident to yogi in most cases on the phonological aspect of his language. mama: inom ka? (will you drink?) yogi: nom ko. (i will drink.) assimilation was observed in yogi as there are cases he fuses words in small connected speech. mama: oh pagdula didtoa oh. (just play there.) yogi: lako… (bola nako) (which he means “my ball”) omission was rampant in yogi’s phonological skills. mother: ligo na. pag.shampoo. (take a bath. have a shampoo.) yogi: ampoo ma. (omitted “sh” sound) conclusions the study of language is one of the complexities the human world could have. with the intricate soundsymbol and visual-print combinations, one cannot really foster the language he or she intends to learn. despite these, linguists hardly tried to understand the mechanism and instrumentation of language to explain the detriments people are facing. with respect to first language acquisition, the interplay of forces between nature and nurture always goes together to an individual acquiring it. it is a baseless argumentation if one pushes for nature over nature and vice versa. language is really innate to each of us, but it is mainly shaped by our environment which greatly steers us in the direction of both acquisition and learning. the study is only limited to a single case; one 3-yearold child was the subject of this qualitative inquiry. it is recommended to secure samples that are conclusive and would define the tenets of first language acquisition and learning. besides, the study followed a cross-sectional research dimension. the data-gathering procedure was done at one point in time. longitudinal studies are recommended to future researchers to track the development of language skills and comprehension. the data was analyzed through the lens of a single case in this research. with that, the research result is weak and inconclusive. incorporating multiple cases can make comparisons to whether children exposed to the same environmental literacy acquire the same amount of linguistic inputs, strategies, and methods of speech. considering the method, naturalistic observations, simple prompts, and interviews were only utilized as data acquisition techniques. hence, many aspects of child language development were not recorded during the oneshot observatory procedure. references chater, n. & christiansen, m., (2018). language acquisition as skill learning. current opinion in behavioral sciences, 21, 205-208. https://doi.org/10.1016/j. cobeha.2018.04.001 friska, y., & syafi’i, m. t., (2021). first language acquisition on a three-year-old child. acitya: journal http://https://journals.e-palli.com/home/index.php/ajahs pa ge 15 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(4) 10-15, 2022 of teaching and education, 3(2), 267-279. https://doi. org/10.30650/ajte.v3i2.2234 fromkin, v., rodman, rodman, r., & hyams, n., (2010). introduction to linguistics. philippines: cengage learning asia. green, m., & piel, j., (2016). theories of human development: a comparative approach (2nd ed.). new york: routledge. hutauruk, b. s., (2015). children first language acquisition at age 1-3 years old in balata. journal of humanities and social science, 20(8), 51-57. https://bit.ly/3ehtbbo islam, m. t., (2013). first language acquisition theories and transition to sla. asian conference on language learning, 499-510. https://tinyurl.com/bd9wptjz kim, h., sefcik, j.s.,& bradway, c., (2017). characteristics of qualitative descriptive studies: a systematic review. research in nursing & health, 40, 23–42. https://doi. org/10.1002%2fnur.21768 lincoln, y.s., lynham, s.a., & guba, e. g., (2017). paradigmatic controversies, contradictions, and emerging confluences. in: denzin, n.k., & guba, y.s. (ed) the sage handbook of qualitative research, (5th ed). thousand oaks, ca: sage. meniado, j. c., (2016). first language acquisition: a case study of a three-year old lebanese child. journal of child language acquisition and development, 4(3), 98-112. https://tinyurl.com/2p8fz7sy rohimajaya, n.a. & hamer, w., (2020). an analysis of dilara’s first language acquisition: a three-year child. journal of english language studies, 5(2), 117-126. http:// dx.doi.org/10.30870/jels.v5i2.7720 samosir, h., (2018). language acquisition in bahasa indonesia: a case study on 4.2 and 1.8-year-old children. jurnal akrab juara, 3(2), 84-91. https:// tinyurl.com/bde3kjtj tahriri, a. (2013). revisiting first language acquisition through empirical and rational perspectives. international journal of social science & education, 3(3), 677-682. https://tinyurl.com/2hptwhme varshney, r. l., (2003). an introductory textbook of linguistics & phonetic. india: student store. zhao, li., (2022). study on child language acquisition— behaviorism, nativism, and sociolingustic approach. proceedings of the 2022 3rd international conference on mental health, education and human development. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 indexed in pa ge 27 american journal of arts and human science (ajahs) do our folk dances still thrive? personal experience and interest of students towards philippine traditional dances as basis on strengthening the love for culture and the arts joseph t. lobo1* volume 1 issue 1, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i1.278 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: may 19, 2022 accepted: may 23, 2022 published: may 25, 2022 folk dances are significant part of our culture and tradition as filipino. according to studies and observations, students’ interest towards our traditional dances is evidently decreasing, and further investigation must be conducted, and solutions to be provided to further increase students’ love for culture and the arts. this correlational study aims to determine the relationship between the level of personal experience and level of interest of students taking bachelor of physical education (bped) and bachelor of performing arts (bpea) at city college of angeles towards philippine traditional dances. frequency and percentage were used to determine the number of students who answered the online survey questionnaire, while pearson r was used to determine the relationship between personal experience and interest. the study findings shown that most of the respondents has only an average experience in philippine traditional dances. it was also found out that most of the respondents are interested in learning folk dance in respect to dance steps, music, costume and dance history. lastly, it was found out that the level of personal experience and level of interest of students to philippine traditional dances are significantly related to each other. based on the findings of the study, proposed dance programs/activities were designed which can be part of the projects of the institute of education, arts and sciences, to intensify students’ appreciation to the culture and arts of the philippines steered by one of the core values of the college – patrimony. limitation of this study is, it only focuses on bped and bpea students. additional respondents from other programs which are not part of this study is highly recommended. keywords arts, culture, interest, personal experience, philippine traditional dances 1 program coordinator, physical education department, city college of angeles, angeles city, pampanga, philippines. * corresponding author’s e-mail: josephlobo@cca.edu.ph introduction in today’s society, dances from other countries of various dance forms already emerged, and are highly popular to filipinos across various generation. from social media down to actual stage performances, these kinds of dances are still highly demanded. on the other hand, in the academe, observations show that because of modernization, students learn faster and better in modern and other form of dances (buedron, 2017). also, they are more fascinated to dance and watch popular dances than to perform traditional dances (hernandez, n.d.). the growing of modern culture influence specifically modern hip-hop dances causes the students to sometimes ignore and jeopardize the importance of philippine’s culture and tradition (reyes et al., 2020). given these findings, it is obvious that students’ interest towards philippine traditional dances is evidently decreasing. that is why teaching our country’s dances and staging of cultural events such as presentation of different philippine traditional dances has been a challenge to all teachers and filipino dance enthusiasts. it was emphasized by dacanay et al. (2021) that it is the task of education to maintain the continuity of culture by handing down the existing cultural experiences, traditions and customs from one generation to other. in this current situation, it is necessary to provide such activities or opportunities to all students to heighten their love for our culture and the arts to preserve our diverse and beautiful dances that were developed by our filipino ancestors. philippine folk dance, or also known as traditional dance (şuşu, 2018), of a country, which evolved naturally and spontaneously in connection with everyday activities, and experiences of the people. it also represents and embodies a hybrid cultural identity of the philippines (namiki, 2011). traditional dances are the heartbeat of the filipino people, and it is also the dances which were originated from different and diverse ethnicities (chen, 2019) and religion. it is one of the ingredients that make us a whole; and the soul of culture (yin, 2015). these dances are the representation of the lives of our ancestors before, during and after the rule of colonizers. an integral part and symbol of the filipino culture (acuña, 2018), as it depicts the values and way of life and mirror the influence of hundreds of years under foreign rule (cruz & tullao, 2015). traditional dances are a true reflection of daily lives of filipinos in past centuries (crawford, n.d.), and as an important part of social life (uhrinová et al., 2016). it is also an integral part of folk culture and the condition of preserving folk traditions, its worldview and way of life (egorov et al., 2019). through this, each person involved is being connected with each other and to our tradition, thus establishing unity, mutual understanding and trust (indak: preserving culture through dance, n.d.). in summary, these dances keep the culture and history of people alive (johnston, 2017). in angeles city, philippines, as observed, there are only few school-based dance troupes catering traditional dances, this is due to the immense popularity of modern, https://doi.org/10.54536/ajahs.v1i1.278 https://journals.e-palli.com/home/index.php/ajahs mailto:josephlobo@cca.edu.ph pa ge 28 https://journals.e-palli.com/home/index.php/ajahs am. j. arts. hum. sci. 1(1) 27-33, 2022 pop and hip-hop. this problem may be attributed to the lesser exposure of the students in different activities that are highly focused on the traditional dances of our country. while schools included folk dance as part of the curriculum specifically for those who are pursuing their degrees in physical education and performing arts, sometimes it is not enough to cover all the important concepts and to learn different folk dances because of time constraint and also, most of the folk dances are highly intricate in terms of its dance figures. meaning, professors will take much time to teach the dance steps. this can also be a reason behind their low interest towards our traditional dances. the college upholds the practice of patrimony as it is one of the core values of the institution. the school would like to inculcate the love for culture and heritage to the students, through learning our tradition in a formal class setting and by being involved in different cultural activities. as physical education and performing arts teacher, and as an agent of transferring our diverse and rich culture to the next generation, it is our main concern to ensure that these dances are being preserved while taking care of the integrity of our culture. this study aims to determine the relationship between the level of personal experience and interest of students toward philippine traditional dances. there are number of studies that were already conducted in connection to these components, but this study may still be significant most especially to the current setting where this study will be conducted since the college upholds patriotism as one of its core values which aims to strengthen the students’ love for culture and heritage. this also adds to the few numbers of researches that were conducted in connection to dance education, as dance research only occupies limited sector in the philippine scholarship (villaruz, n.d.). the findings of this investigation are highly significant as these will serve as the basis of the researcher for proposed dance and cultural programs that can be provided to students to heighten their interest and engagement in learning and exploring the beauty and diversity of our culture. furthermore, this study can also contribute to existing literatures to shed light in the relationship between the variables being investigated. lastly, this research may be replicable, applied to either new or continuing studies with the addition of other variables that are were not mentioned in this paper and formulation of programs which can be undertaken by different set of respondents. this research aims to determine the relationship between the level of personal experience and interest of bachelor of physical education (bped) and bachelor of performing arts (bpea) students toward philippine traditional dances. it aims to answer the following research questions: 1. how may the respondents be described according to their program? 2. how may the level of personal experience of respondents to philippine traditional dances be described? 3. how may the level of interest of respondents be described in terms of: a. learning the dance steps b. music c. costume d. dance history 4. is there a statistically significant relationship between level of personal experience to level of interest? 5. what dance program can be proposed based on the study findings? null hypothesis (h0): there is no significant relationship between the level of personal experience to level of interest of respondents toward philippine traditional dances. this study only focuses on the relationship between the level of personal experience and level of interest of respondents toward philippine traditional dances. this study will utilize the gathering of data via online survey. the respondents for the study are students from 1st-4th year taking bachelor of physical education and bachelor of performing arts under the institute of education, arts and sciences at city college of angeles in pampanga. this study is only limited to all the aforementioned respondents taking the said degree/s and to a local college setting. it delimits that the study may not be generalize to other population. methods this study is a descriptive-correlational study which aims to describe the personal experience and interest level of students toward philippine traditional dances, and to determine the relationship between the two variables. from the result findings that will be obtained throughout the conduct of this study, a dance program will be proposed that will strengthen students’ love for culture and arts, specifically the philippine traditional dances. the respondents for the study are students taking bachelor of physical education and bachelor of performing arts currently enrolled in the academic year 2021-2022. raosoft sample size calculator was used to determine the target sample size from the total population of bped and bpa students. from the total population of 561, the target sample size for this study is 229 total respondents with 5% margin of error and 95% level of confidence. there are three questionnaires were used for the conduct of this study. the first part of the questionnaire will describe the degree/program of the respondents, the second and last part will be the instruments which was adapted from (babiera ii, 2014) which aims to describe the level of personal experience, and the level of interest of the respondents in terms of learning the dance steps, music, costume, and dance history. descriptive and correlation statistical treatments will be utilized to analyze the data with the application of ibm spss version 26. descriptive statistics such as frequency, mean and standard deviation will be used to describe the respondents’ program specialization, level of personal http://https://journals.e-palli.com/home/index.php/ajahs pa ge 29 https://journals.e-palli.com/home/index.php/ajahs am. j. arts. hum. sci. 1(1) 27-33, 2022 experience, and level of interest toward philippine traditional dances. pearson r will be used to determine the relationship between the level of personal experience and the level of interest of the respondents. to facilitate the analysis and interpretation of the data obtained, the researchers will follow a point-scale interpretation to describe responses per item of the respondents’ level of personal experience, and level of interest of the respondents in respect to learning the dance steps, music, costume and dance history which table 1. descriptive equivalent for the level of personal experience in philippine traditional dances range of weighted mean description 4.50 – 5.00 very high 3.50 – 4.49 high 2.50 – 3.49 moderate 1.50 – 2.49 low 1.00 – 1.49 very low table 2. descriptive equivalent for the level of interest in philippine traditional dances range of weighted mean description 4.50 – 5.00 very interested 3.50 – 4.49 interested 2.50 – 3.49 somehow interested 1.50 – 2.49 not interested 1.00 – 1.49 indifferent table 3. interpretation of pearson correlation coefficient (r) coefficient interval description 0.00 – 0.199 very weak 0.20 – 0.399 weak 0.40 – 0.599 medium 0.60 – 0.799 strong 0.80 – 1.000 very strong are shown below in table 1 and 2 respectively, and the correlation coefficient interpretation in table 3: table 4 illustrates the program of the respondents where results table 4. students’ program specialization program f % bachelor of physical education (bped) 202 73.5 bachelor of performing arts (bpea) 73 26.5 total (n) 275 100 table 5. level of personal experience of students to philippine traditional dances personal experience questions mean sd interpretation elementary years 1 3.25 1.193 moderate 2 3.28 1.145 moderate 3 3.23 1.166 moderate 4 2.70 1.377 moderate 5 2.39 1.377 low total 2.97 1.052 moderate secondary years 6 3.38 1.242 moderate 7 3.46 1.047 moderate 8 3.41 1.169 moderate 9 3.05 1.445 moderate 10 2.70 1.416 moderate total 3.20 1.046 moderate tertiary years 11 3.17 1.327 moderate 12 3.43 1.261 moderate 13 3.59 1.233 high 14 2.80 1.484 moderate 15 2.57 1.431 moderate total 3.11 1.130 moderate during their secondary years, most of the respondents are exposed to a lot of cultural presentation with (m=3.46, sd=1.047) which corresponds to “moderate,” and experience of being a member of a folkloric dance group in school garnered the lowest (m=2.70, sd=1.416) which also corresponds to “moderate.” in general, respondents’ experience during their secondary years in philippine traditional dances is “moderate” (m=3.20, sd=1.046). lastly, in the tertiary years of the respondents, results shown that most of the respondents are reading folk dance history and literature which they found interesting with (m=3.59, sd=1.233) which corresponds to “high,” and they have “moderate” experience of being a member in a folkloric dance group in school (m=2.57, sd=1.431). overall, respondents’ experience during their tertiary years is “moderate” (m=3.11, sd=1.130). they belong to. overall, the total respondents are n=275. the result shown that 73.5% (n=202) from the overall number of respondents are currently enrolled in bachelor of physical education (bped) and 26.5% (n=73) are from bachelor of performing arts (bpea) program. table 5 illustrates the level of personal experience of the respondents in philippine traditional dances. the results shown that during their elementary years, respondents are exposed to a lot of cultural presentation with (m=3.28, sd=1.145) which corresponds to “moderate,” and most of the respondents has “low” experience of being a member in a folkloric dance group in school with (m=2.39, sd=1.377). in summary, most of the respondents’ experience during their elementary years in philippine traditional dances is “moderate” (m=2.97, sd=1.052). http://https://journals.e-palli.com/home/index.php/ajahs pa ge 30 https://journals.e-palli.com/home/index.php/ajahs am. j. arts. hum. sci. 1(1) 27-33, 2022 table 6 illustrates the level of interest of students to philippine traditional dances in respect to learning the dance steps, music, costume and dance history. in terms of learning the dance steps, the results shown that most of the respondents are “interested” in learning the dance steps of spanish influenced dances with (m=3.92, table 6. level of interest of students to philippine traditional dances interest question mean sd interpretation in terms of learning the dance steps interested in learning the dance steps of ifugao dances (ragragsakan, idaw, etc.) 3.83 1.112 interested interested in learning the dance steps of spanish influenced dances (cariñosa, etc.) 3.92 1.076 interested interested in learning the dance steps of muslim dances (kasanduayan, etc.) 3.72 1.176 interested interested in learning the dance steps of tribal dances (dugso, etc.) 3.77 1.134 interested interested in learning the dance steps of rural dances (tinikling, maglalatik, etc.) 4.14 1.070 interested total 3.88 1.020 interested in terms of music interested with the music of ifugao dances (ragragsakan, idaw, etc.) 3.68 1.147 interested interested with the music of spanish influenced dances (cariñosa, etc.) 3.90 1.144 interested interested with the music of muslim dances (kasanduayan, etc.) 3.64 1.207 interested interested with the music of tribal dances (dugso, etc.) 3.69 1.179 interested interested with the music of rural dances (tinikling, maglalatik, etc.) 3.99 1.104 interested total 3.78 1.069 interested in terms of costume interested with the costume of ifugao dances (ragragsakan, idaw, etc.) 3.89 1.194 interested interested with the costume of spanish influenced dances (cariñosa, etc.) 4.16 1.052 interested interested with the costume of muslim dances (kasanduayan, etc.) 3.95 1.140 interested interested with the costume of tribal dances (dugso, etc.) 3.92 1.123 interested interested with the costume of rural dances (tinikling, maglalatik, etc.) 4.19 1.047 interested total 4.02 1.016 interested in terms of dance history interested with the history of ifugao dances (ragragsakan, idaw, etc.) 3.89 1.110 interested interested with the history of spanish influenced dances (cariñosa, etc.) 4.00 1.052 interested interested with the history of muslim dances (kasanduayan, etc.) 3.86 1.116 interested interested with the history of tribal dances (dugso, etc.) 3.85 1.136 interested interested with the history of rural dances (tinikling, maglalatik, etc.) 4.07 1.054 interested total 3.93 1.034 interested sd=1.0176), and “interested” in learning the dance steps of muslim dances even though it garnered the lowest among the respondents. in this, most of the respondents are “interested” in learning the dance steps of various philippine traditional dances (m=3.88, sd=1.020). in terms of music, results shown that respondents are “interested” with the music of rural dances with (m=3.99, sd=1.104), and “interested” with the music of muslim dances even though it garnered the lowest among the respondents. overall, most of the respondents are “interested” in the music of various philippine traditional dances (m=3.78, sd=1.069). in regards to their interest to the costumes in philippine traditional dances, the result shown that respondents are “interested” with the costume of rural dances with (m=4.19, sd=1.047), and are “interested” with the costume of ifugao dances (m=3.92, sd=1.123) even though it has the lowest mean among the respondents. most of the respondents are “interested” in the costumes of various philippine traditional dances (m=4.02, sd=1.016). lastly, in terms http://https://journals.e-palli.com/home/index.php/ajahs pa ge 31 https://journals.e-palli.com/home/index.php/ajahs am. j. arts. hum. sci. 1(1) 27-33, 2022 to their interest in dance history of various philippine traditional dances, the result shown that most of the respondents are “interested” with the history of rural dances (m=4.07, sd=1.054) and still “interested” with the history of tribal dances (m=3.85, sd=1.136) even it got the lowest mean among the respondents. in summary, most of the respondents are “interested” in studying the dance history of the traditional dances of the philippines (m=3.93, sd=1.034). table 7 illustrates the relationship between the level of personal experience and interest of students towards philippine traditional dances. the result shown that there is a significant relationship between level of personal experience in elementary to learning the dance steps (r = .498, and p<.01), music with (r = .454 and p<.01), costume (r = .475 and p<.01) and dance history (r = .425 table 7. correlation between level of personal experience and level of interest of students to philippine traditional dances correlations personal experience elementary secondary tertiary interest in philippine traditional dances r p r p r p learning the dance steps .498 <0.01 .624 <0.01 .566 <0.01 music .454 <0.01 .551 <0.01 .558 <0.01 costume .475 <0.01 .551 <0.01 .511 <0.01 dance history .425 <0.01 .558 <0.01 .589 <0.01 n 275 275 **. correlation is significant at the 0.01 level (2-tailed). and p<.01). the level of experience in secondary years was also found out to be statistically significant to learning the dance steps (r = .624 and p<.01), music (r = .551 and p<.01), costume (r = .551 and p<.01) and dance history (r = .558 and p<.01). lastly, the level of experience in tertiary years is significantly related to learning the dance steps (r = .566, and p<.01), music (r = .558, and p<.01), costume (r = .511 and p<.01) and dance history (r = .589, p<.01). overall, it can be determined that there is a statistically significant relationship between the level of personal experience and level of interest of the students in philippine traditional dances. discussion the overall level of experience of students in philippine traditional dances was found out to be moderate. meaning, their overall experience in traditional dance is average. it can be implied that there are only an average number of activity-related that were provided by their former and present institutions in connection to our traditional dances such as being involved as folk-dance presenter/demonstrator, exposure to various cultural presentations, involvement in folk dance competitions inside and outside the school, and being a member of a folkdance group; or on the other hand, it can also be students who wishes not to participate. the finding of this study is not far from the result of reyes et al. (2020) where bsed students specializing in mapeh has low level of personal experience in philippine traditional dances. in this, it is highly recommended to provide more opportunities to students to enrich their experiences towards traditional dances. students are found out to be interested in the traditional dances of the philippines most specifically in learning the different dance steps from various dances, the music, costume and its history. the finding of this study is different from the results of reyes et. al. (2020) wherein students on the local of the study have low interest toward the traditional dance of the philippines. in the philippines, we have various traditional dances that are very much different in terms of its dance steps and how it is being performed. from the results obtained, most of the students are interested in learning the dance steps of our various traditional dances. on one hand, dances that were influenced by spanish people garnered the highest mean among the five suites. these dances are also called as western influenced dances. since angeles city was colonized by spaniards before, some of our culture and tradition were highly influenced. our dances are westernized; but the filipino culture and tradition are still manifested to these dances. in this, it can be stated that the students are interested to know and learn the dance steps that were taught to us by spaniards. but overall, it is noteworthy that students of city college of angeles are interested in learning all of the dance steps across the five suites of traditional dances that are mentioned to this study. students may be provided such opportunities on learning these different dance steps by exposing them through different dance activities where various and unique philippine traditional dances can be taught to them. the students were also found out to be interested in the music of our country’s traditional dances. meanwhile, music from the rural dances garnered the highest mean among the five suites of philippine traditional dances. these are also called as dances of the countryside which are usually performed by people situated in the barrios. the music accompanies the dance itself. it is an essential in the overall performance of a traditional dance. the music in traditional dances is being played through different musical instruments such as rondalla (for rural and spanish influenced dances), gangsa (for ifugao) and alike. there are also dances that are usually being sung by the performers which are called dance with songs – a special classification of our traditional dances. in totality, it http://https://journals.e-palli.com/home/index.php/ajahs pa ge 32 https://journals.e-palli.com/home/index.php/ajahs am. j. arts. hum. sci. 1(1) 27-33, 2022 is highly notable that students of city college of angeles are interested the beauty of the music of our traditional dances. it is highly recommended to provide experiential learning activities that will heighten the interest of the students to our folk music through different seminars/ webinars and other music-related activities. additionally, it was found out that students are interested in the costume of our traditional dances. students were interested in learning the costumes of our rural dances. in connection to this, costume plays an important role in the overall aesthetic and cultural value of a specific traditional dance, most especially in the philippines. a dance costume reflects the social behavior and cultural value of a specific group or ethnicity. it is a very important aspect of cultural performances and the dance itself, have a direct correlation with each other. it also helps in the expression of the mood and nature of the dance, but most importantly, its cultural background. according to (roberts, 2019), dance costumes in national dances help reflects the role, express its content and embody the depth of dance. in case of the interest of students toward dance history, study finding revealed that students are interested in learning the history of our traditional dances. history of rural dances the highest mean among the five suites. it is important to note that history allows us to gain a better understanding of the events, challenges and celebrations that helped to form the people who developed our different traditional dances. it also tells us about our society: what they have come and fought through, valued, social constructs religion, climate and among others. these dances are part of our identity as filipino. these represent the past lives and daily living of our ancestors. in order for us to understand our traditional dances better, we should be able to study its history first and how it was developed by the people in order for us to appreciate it more and embody the dance itself. lastly, it was found out that there is a statistically significant relationship between level of personal experience and level of interest of students in philippine traditional dances. based on the results there is a moderate significant relationship between personal experience in elementary to learning the dance steps, music, costume and dance history. it was also found out that there is strong significant correlation between personal experience in secondary years to learning the dance steps, music, costume and dance history. a strong significant correlation was also found out between the relationship of personal experience in tertiary years to learning the dance steps, music, costume and dance history. overall, it can be stated that there is a significant relationship between personal experience and interest of students in philippine traditional dances. the result of the study was supported by the findings of reyes et al. (2020), but contradicted the result on the relationship of experience to interest in terms of music and costume. the findings of javiña (2020) also supported this study specifically the relationship between interest and dance history which is the interpretation of dance literature which is about the history of dances. traditional dances are considered as culture in-action. as filipino, it is our responsibility to study and learn our traditional dances as it is the way of preserving our culture and a way of passing our beautiful and rich tradition to the next generations. being able to learn how a traditional dance is performed and its history, it can be a positive indication that our culture still lives on. based on the results of the study finding, a proposed dance programs for bped and bpea students is designed to address the needs of the students in order provide meaningful experience and heighten their interest towards philippine traditional dances which may result to individuals who has a deep love for culture and the arts. conclusions after obtaining data from 275 students through an online survey, it was found that most of the respondents have an average experience in philippine traditional dances from their elementary to tertiary years. on the level of interest of the students, it was found that most of the respondents are interested about learning the dance steps, the music, costume and history of our traditional dances. lastly, in regards to the relationship between the level of personal experience and interest of the students towards philippine traditional dances, it was found out that there is a significant relationship between personal experience and interest of bped and bpea students. thus, rejecting the null hypothesis formulated for this study. in this, it can be concluded that personal experience has a connection to the interest of the students in particular to philippine traditional dances. meaning, the more they obtain experience from their elementary to tertiary years, the higher their interest improves which can result to an intensified appreciation for culture and the arts. since the school practices patrimony as this is one of the core values of the college, the institute of education, arts and sciences (ieas) with the help of the center for culture and the arts (cca) office shall design dance programs for bped and bpea, with the support and supervision of administrator and professors, where they can join and involve themselves, which may provide meaningful experience and as well as enjoyment to the students while learning the diversity, richness and beauty of our various dances while maintaining the integrity of our culture. one of the limitations of this study is that, there are only few numbers of studies that were conducted in connection to these components most especially in a local setting. also, this only focuses on students taking bped and bpea and does not embody the entire studentry of city college of angeles. the respondents for this may be extended from other programs which are not part of this study of the same setting and scope for future studies and determine if the results will be similar. lastly, results of this study may be used as basis for future researches that can be conducted outside the academia (other set of population) to further propagate the importance of our http://https://journals.e-palli.com/home/index.php/ajahs pa ge 33 https://journals.e-palli.com/home/index.php/ajahs am. j. arts. hum. sci. 1(1) 27-33, 2022 traditional dances and the preservation of our country’s beautiful and rich culture and arts. acknowledgements (if any) this work would not be possible without the support of the institute of education, arts and sciences and from the office of the vice president for research, extension and quality assurance of city college of angeles. references acuña, m. c. (2018). folkdances in the province of camarines sur, philippines. international journal of recent scientific research, 9(6), 27448–27454. https://doi.org/ http://dx.doi.org/10.24327/ijrsr.2018.0906.2260 babiera ii, r. (2014). acculturation of physical education teachers and their interest in teaching selected philippine folk dances in the tertiary level: basis for a forum on cultural dances. iamure international journal of education, 9(1). https://doi.org/10.7718/ iamure.ije.v9i1.753 buedron, n. f. (2017). perceptions towards folk dancing of college students in the university of eastern philippines. international journal of science and research (ijsr), 6(10), 2092–2096. https://doi.org/10.21275/ art20177628 chen, x. (2019). an analysis of the humanistic art of folk dance. admc, 299–302. https://doi.org/10.25236/ admc.2019.067 crawford, b. (n.d.). philippine folk dance history | lovetoknow. retrieved april 13, 2022, from https://dance.lovetoknow.com/philippine_folk_ dance_history cruz, e. a., & tullao, m. r. (2015). philippine folk dance through the eyes of the maloleno youth. iii(4), 4038– 4061. dacanay, r., boller, l., baclay, j., & correche, m. l. (2021). competency in teaching samar folk dances among mapeh teachers in catbalogan city division | journal of samar studies. journal of samar studies 1(1), 11–16. http://www.jar.ssu.edu.ph/index.php/ jss/article/view/259 egorov, m., zakharova, g., olesova, s., neustroeva, a., & yakovleva, a. (2019). folk dance as a means of preserving and transmitting the ethnocultural traditions of the sakha people at school. advances in social science, education and humanities research, 374, 276–280. https://doi.org/10.2991/mplgia-19.2019.53 hernandez, g. (n.d.). thesis pdfcoffee.com. retrieved april 13, 2022, from https://pdfcoffee. com/thesis-65-pdf-free.html indak:preserving culture through dance. (n.d.). retrieved april 13, 2022, from https://pop.inquirer. net/111661/indak-preserving-culture-through-dance johnston, b. (2017). folk dancing keeps the country alive with culture | lifestyle | tehachapinews.com. https://www.tehachapinews.com/lifestyle/folkdancing-keeps-the-country-alive-with-culture/ article_ba4a9d90-95a3-11e7-84f4-979e3f562bd2. html namiki, k. (2011). hybridity and national identity: different perspectives of two national folk dance companies in the philippines. 47, 63. reyes, v., laguatan, r. n., & ordillas, j. (2020). students’ personal experiences and interest in philippine folk dance: basis for dance program intervention.journal of education & human resources, 1(2). https://ejournal. upi.edu/index.php/jehr/article/view/23377 roberts, o. c. (2019). the influence of costumes on the perception of dance: review. iaa journal of applied sciences, 5(1), 58–63. şuşu, p. (2018). 2. on the educational potential of folk dance. review of artistic education, 15(1), 127– 150. https://doi.org/10.2478/rae-2018-0013 uhrinová, m., kožuchová, m., & zentko, j. (2016). folk dance as a tool of mutual communication with regard to primary education. informatologia, 49(1–2), 1–8. villaruz, b. e. (n.d.). philippine dance research and documentation national commission for culture and the arts. retrieved april 13, 2022, from https:// ncca.gov.ph/about-ncca-3/subcommissions/ subcommission-on-the-arts-sca/dance/philippinedance-research-and-documentation/ http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 indexed in pa ge 1 american journal of arts and human science (ajahs) history education as a catalyst for solving modern challenges; insecurity and covid-19 in nigeria ibrahim musa audu1*, briston wariyaki tongsari1 volume 1 issue 2, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i2.287 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: may 13, 2022 accepted: june 02, 2022 published: june 04, 2022 history education being the queen or mother of all courses especially in art and social sciences is always ready to offer a helping hand in solving difficult riddles, paradoxes and problems bedeviling humanity such as insecurity, covid 19 and other forms of social problems notwithstanding! this study has as much as possible intends to diagnosed the roles that history education can play in mitigating insecurity and covid-19 challenges in nigeria, the historical approaches and lessons adopted by past generations in solving life threatening challenges as well as the impacts of stimulus packages and relief materials on cushioning the effects of covid 19 and insecurity. survey research design where questionnaires were used in sampling opinions was adopted. consequently, threat to food security, lost of lives, hunger and displacement of people are some of the discovered effects of insecurity. meanwhile, unemployment, lack of good education, poverty etc were identified as some of the causes. however, strict adherence to government’s directives on constant hand washing, use of face mask, social distancing, provision of jobs, security of people’s lives and properties etc were recommended as possible solutions to the challenges of covid 19 and insecurity. keywords history education, insecurity, covid 19 1 department of history, adamawa state college of education hong. north east nigeria * corresponding author’s e-mail: bbfareeq39@gmail.com introduction human history is enveloped by tales of struggles, disasters, conflicts and violence. in any human relationship throughout history, conflict which is the root of insecurity is not just inevitable, sacrosanct but a necessity of societal existence. because of its significance in reconstruction and reorganization of people’s values, cultures, creeds etc, history as a vehicle brings the past to present and does everything possible to avoid the mistakes of the past while ensuring the fostering of a sustainable future. history, like the rock of gibraltar has always been there to get the past records and accounts of events shrouded beneath the “five w’s” of who? what? when? why? where? and it stands tall to proffer solutions to challenges these questions may presents. the escalation of rampant cases or outbreaks of diseases or pandemics such as ebola, hiv/aids and especially the brand novel corona virus and other forms of tragedies caused by pathogens, violence, wars, conflicts and more importantly insecurity are areas history refused to close her eyes on or sheer away from. thus, as an information discipline, history always captures, records, stores and retrieves them all from initial stage, ab initio to the zenith whenever required. in nigeria today, the alarming rate of banditry, frequent cases of kidnappings, armed robbery, insurgency and acts of merciless terrorism have all metamorphosed into a total eclipse of insecurity ravaging across the length and breadth of the country from abia to zamfara (a-z) rendering all forms of socioeconomic activities difficult and near impossible; the educational and agricultural sectors receiving the heaviest blow by an invincible sledge hammer due to the ugly menace. the ongoing cases of insecurity and the upsurge in violent attacks witnessed over the past year 2019-2020 in the country have deepened humanitarian needs. the covid-19 pandemic further exacerbates the situation and risks, wreaking havoc on the most vulnerable population. security is peoples’ relative feeling of being secured from economic, political, social, cultural and psychological fear. insecurity is peoples’ relative feeling of the presence of economic, political, social, cultural and psychological fear. of these forms of insecurity, the one that is most common and triggers consciousness of other forms of insecurity is economic insecurity. economic insecurity spawned other forms of insecurity into existence. in simple terms, economic insecurity is the absence of jobs, basic health care, accessible drinking water, education, life enhancing opportunities and creative policies that cater for short, medium and long term needs of the different cadre of the population. it is the absence of basic economic and social infrastructure that would avail citizens the opportunity to cater for their own welfare. the non-provision of these has created conditions of political, cultural and psychological exclusion detrimental to security. for instance, in three most vulnerable states of the north eastern nigeria, adamawa, borno and yobe states, the food security situation has been worsening over the past three years, with about an additional million people facing food insecurity every year, since https://doi.org/10.54536/ajahs.v1i2.287 https://doi.org/10.54536/ajahs.v1i2.287 https://journals.e-palli.com/home/index.php/ajahs mailto:bbfareeq39@gmail.com pa ge 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 1-8, 2022 march 2020, the impact of the covid-19 pandemic and lockdowns interrupted food distributions in some borno state local government areas (lgas) where populations are already in ‘emergency’ phase and one step away from ‘famine’. with movement restrictions, supply chain disruptions and a steep increase in the food demand for survival minimum expenditure basket, up to 4.3 million people could now be facing hunger, (nigeria ingo forum, 2020). in general, hardly a day passes in nigeria today without reports of violent attacks by unknown gunmen across the six geopolitical zones of nigeria cutting across the north east, west and central, south east, west and south/south, security personnel especially the police and soldiers are fast becoming major targets losing their lives daily. sensitive public structures such as courts, police stations, schools and prison yards are constantly being destroyed or raised down by fire through arson, internally displaced persons (idps) camps are springing up and the camps themselves are not secured, safe or spared. everybody lives in a dare state of fear, fear of the unknown which may strike at any jiffy due to acts of banditry, kidnappings, insurgency etc. thus, survey research method was used in conducting the study because with a survey method, you can gather a lot of data in less time. there is less chance of any bias creeping if you have a standard set of questions to be used to your target audience. you can apply logic to questions based on the respondents’ answers, but the questionnaire will remain standard for a group of respondents that fall in the same segment. it is therefore in the light of the above background that this paper intends to discuss/examine the role history education can be able to perform in mitigating insecurity and covid 19 challenges in nigeria, as a discipline that is itself a mirror from which the society views itself. specifically, the paper was designed to x-ray; 1. the role history can play in addressing insecurity and covid-19 pandemic 2. the historical approaches and lessons adopted by past generations in solving life threatening health and other challenges 3. the impacts of stimulus packages and relief materials given by the government and nongovernmental organizations on cushioning the effects of covid 19 and insecurity materials and method in an effort to digs out the role of history education in mitigating security and covid-19 challenges in nigeria, survey research design was used, because survey research design focuses mainly on people and their beliefs, opinions, attitudes, motivations and behaviors. also survey designs enable specific issues to be investigated through information gathering on people’s opinions and beliefs. in addition, random sampling of opinions of 250 respondents in hong local government area of adamawa state was done using a 3 columns structured likert scale questionnaire of agreed, disagreed, and undecided. and simple percentage statistic was used in analyzing the results. consequently, the main reason why this method was chosen was because it is a very easy and transparent method of collecting data where the respondent may not be subjected to any form of stress. place of history education in mitigating challenges of humanity as a society we cannot sheer away from how we used to live, history has it that we used to live a mutual life of cooperation, conciliation and reconciliation. in case of any differences, we used to address, iron out and resolved our differences amicably using age long historically laid down traditions, customs, creeds and moral beliefs. following this trends, the rampant herder/farmer incessant and protracted crisis causing total insecurity, impunity and total breakdown of law and order was absent or curtailed to bearable minimum. take turbulent places like benue state of today as example, then, an average fulani herder was a friend to a tiv farmer, the popular word munchi (we’ve eaten) is used to express free eating or killing of a fulani cow by tiv in the spirit of friendship and brotherhood. the government approved cattle routes were strictly maintained and respected by both parties. no fulani would carelessly, negligently or deliberately trespass into a farmer’s farm, consequently the rate of insecurity then was very low and moderately calm, allowing absolute peace in the horizon for all, leading to robust and bumper harvests and availability of uncountable head of cows for the herders. the people lived peacefully with one another in tolerance without any form of feud, ill feelings, reprisals, resentments, vengeance or segregation against one another. of course; they were only emulating or following the footsteps of their forefathers; how they lived in such places as they were orally told from the historical facts collected by their past generations. throughout the history of human race and coexistence from prehistoric period cutting across all the stages of historical evolution of man, the world had experienced one plague or the other and successfully devised cures to such pandemics. diseases of larger or lesser frequencies like pandemics and the epidemics have always been a part of the human history, thus, the same remedies or therapies used in treating, healing or overcoming such diseases learnt through the pages of the books of history, some of whose symptoms were closely related or similar to covid-19 should be reproduced to combat the international infectious plague. it should be noted that the solution to every societal problem is rooted in the history of the people. thus, it is obvious that the headache of earlier generation is still the headaches of today’s possibly with slight differences. this brings to the fore the idea of lessons of history which points that; history is the sense and memory of a nation. (odeh, 2020). though some historians scarcely agree with the idea that history teaches lessons or repeats itself, (odeh, 2018). but it serves as a teacher for the future, because the rhythm of its changes may repeat itself in the sense that similar antecedents is http://https://journals.e-palli.com/home/index.php/ajahs pa ge 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 1-8, 2022 bound to produce similar consequences. collingwood as cited in odeh, casts light on this. thus: history has a value; its teachings are useful for human life; simply because the rhythms of its changes is likely to repeat itself, similar antecedents leading to similar consequences; the history of notable events is worth remembering in order to serve as a basis for prognostic judgments, not demonstrable but probable, laying down not what will happen but what will likely to happen, indicating the points of danger in rhythms now going on. (odeh, 2018). furthermore, as the past, present and future projecting lens, history tries as much as possible to diagnose peoples, issues and other events source backgrounds. the popular adage, charity begins from home is an image assessment adage that gives ones background story based on one’s family history, meaning you are addressed the way you dress, you are rated or evaluated according to your family background; pedigree, traits, composure, origin and history, hence, so many bandits, terrorist and other group of criminals are assumed to have succeeded or inherited their bad blood/ habits from the effects of bad home training or upbringing, consequently making them more or less products of bad history. thus, knowing or learning, understanding or studying the histories of such undesirable elements can help in distancing the new generation from engaging in image denting activities such as the ones done by such criminals, making history a hero in guiding, navigating and showing humanity the path of good conscience, posterity and righteousness. relevance of history learning in curbing social challenges history lessons allow people to appreciate various aspects of their heritage. history can inculcate in people a reverence for their past and thereby developing a sense of belonging to the nation. learning history helps to develop in our younger generation good social and moral values which are so vital in a multi-tribal society like nigeria. understanding the contributions of historical personalities and significant historical events will help to inculcate values such as loyalty, perseverance, propriety, people’s welfare, religious toleration and harmony. history allows us also to learn and appreciate the nature of other societies, our cultures and politics. history makes us recognize the fact that the way people see and judge things is conditioned by the society within which they live. to foster national feelings: an important objective of learning history is the emotional and national integration of nigerians. emotional integration is a feeling of oneness among the people of different cultures, religions, regions and languages. it is the sharing of certain common objectives, ideals and purposes and giving them high place over smaller and sectional loyalties. history can play a very important role in realizing this aim. to help resolve our contemporary social and individual problems: history helps in resolving our contemporary social and individual problems and developing mature judgments on immediate social issues, trends and prospects in the field of commerce, industry, international affairs, regional politics and other aspects of the contemporary society. history teaches tolerance among different faiths, different loyalties, different cultures, different ideas and ideals. for a society bedeviled by ethno-religious crises, regionalism etc learning the virtues of tolerance is golden. thus, in turbulent times such as now, nigeria as a country should as a matter of urgency, deeply fall in love and engage in an outright romance with history because it remains one of the few options opened to her in checking or ironing out her myriad of socioeconomic challenges especially in the mist of covid-19 pandemic and insecurity challenges. the popular saying that experience is a good teacher is no doubt referring to history as the best teacher, because experience of today is definitely going to be the history of tomorrow! covid-19, nigerian economy and food security in nigeria in 2020, nigerian economy was inevitably heading towards a recession and could contract by as much as 3.6 percent. the federal government has been proactive in introducing several measures to stem the adverse effects on the economy including the ₦15b to support the national covid-19 response unit otherwise presidential task force (ptf) and the nigeria centre for disease control (ncdc) as well as economic stimulus and social protection packages for its most vulnerable populations such as the people with disabilities (pwd), idps etc. additional public expenditure in terms of a possible fiscal stimulus and expenses related to fighting the corona virus could overshoot expenditure targets by at least 20 percent resulting in a sharp increase in the budget deficit from the original estimate of 1.5 percent of gross domestic product (gdp) to 8.3 percent in 2020. while the lockdown will not stop the virus, it is a welcomed act of balancing non pharmaceutical interventions to reflect the local realities. but such balanced lockdowns will become increasingly expensive in time – particularly in the face of a dwindling fiscal space – as the number of those requiring economic packages will increase. in lagos for instance, with as many as 78 percent of the population living in rented dwelling combined with 65 percent of the population relying on power holding company of nigeria (phcn) as their only source of electricity, lockdowns will need to be supplemented with more than just food, (undp, 2020). covid 19 has and is still adversely eroding socio-economic activities and has been leading to major socio-economic contractions, disruptions and complete damage that are undoubtedly affecting industries, businesses and companies severely in various countries of the world. (boissay and rungcharoenkitkul 2020; dang et al. 2020. in this vein, nicola et al. (2020) observe that the covid-19 pandemic sparked fears of an impending economic crisis and recession as social distancing, self-isolation and travel restrictions, etc., have forced a decrease in the workforce across all economic sectors and caused http://https://journals.e-palli.com/home/index.php/ajahs pa ge 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 1-8, 2022 many job losses. for example, tan et al. (2020) observed that the corona virus pandemic has not only brought about transformational changes such as encouragement of remote working, flexi-work, pay and incentive cuts, and amendments to how the employers deliver their work obligations and performance, but has also caused a dreadful conundrum for the workforce returning to work and home as well as unprecedentedly igniting the prevalence of anxiety, depression, stress and insomnia among the workforce including employees and employers. di saverio et al. (2020) noted that the covid-19 pandemic has not only overstressed health-care system globally but has also transformed medical care systems as patients having diseases and needing emergency treatments and surgery have been increasing astronomically, posing additional challenges with substantial changes in the health delivery procedures. in vulnerable places like the north eastern parts of nigeria, before the emergence of covid-19, 35 percent of health facilities in the states of borno, adamawa and yobe were damaged as a result of some factors principally, activities of boko haram insurgency. there has also been significant disruption of vaccination campaigns and other essential health services for children and other vulnerable groups in inaccessible areas. in addition, funding has been a major challenge. in 2019, the health sector received only 25 percent of its funding requirements. this would mean a greater need to step up funding for addressing the twin effects of terrorism and covid-19 on the people in the mentioned states. meanwhile, the borno state covid-19 readiness checklist reveals vast gaps implications of an outbreak on livelihood and food security. the impact of an outbreak of covid-19 on the food security and nutrition situation in the north-east would likely be very tangible, affecting population layers that previously were not part of humanitarian caseloads, (undp, 2020). in case of an enforced lockdown in cities and towns, it can be expected that due to the precarious nature of many livelihoods, up to two thirds of the population would only have a few days until their food stocks would be exhausted and severe coping mechanisms would become widespread, further undermining lockdown measures and public order. initial estimates by the world food program nigeria indicated that a covid-19 outbreak in borno, adamawa and yobe states would impact the economic livelihoods of 7 million people resulting in an increase in the number of food insecure individuals by 3.4 million. given the largely urban and semi-urban sources of livelihood in borno, it is expected to hit the hardest with 62 percent of its population, or 3.6 million people, adversely impacted by a potential outbreak, (undp, 2020). meanwhile, the more agriculture-based sources of livelihood that define adamawa and yobe will act to shield some of the impact, nonetheless, 3.4 million individuals are projected to be adversely impacted and could become food insecure in the two states, (undp, 2020). however, the case of the north eastern parts of nigeria is / was a very peculiar one, but the scenario is almost similar across the whole country, nigeria. brief on pandemics in history, many past societies had experienced the outbreaks of life threatening diseases, epidemics and pandemics that resulted in killing hundreds of thousands or millions number of people. various strategies were employed in overcoming the local or international challenges such as vaccination, quarantining the victims, immunizations etc. in nigeria, long before now, so many diseases such as river blindness, guinea worms, leprosy, polio etc were drastically put under control, and no longer there to threatened people’s collective/common existence. all the methods both scientific and traditional that were employed in arresting the past pandemics are today’s part of medical history; thus, history has now allowed us to take the same steps to tackle similar challenges. just as people spread across the world, so have infectious diseases, athenian plague of 430 bc, antonine plague 541-542 ad, the black death which originated from china 1884, spanish flu, small pox 1520, hiv/aids pandemics 1980s, spanish flu 1918, ebola virus, 2014, zika which originated in uganda among monkeys and broke out in brazil 2015, corona virus 2019 etc. (lepan, 2020). the main risk for the population in a pandemic peak phase is from insufficient medical care due to capacity overload of the whole healthcare system (hospital care and outpatient care) and disturbances in public and private life with possible supply shortfall. all these risks materialized in the initial phase of the covid-19 outbreak in some, even economically highly developed countries, the health system almost collapsed. this mismatch between the need for medical care and the existing medical infrastructure continued in the most severely affected countries. within weeks, medical care was reidentified as part of the critical infrastructure and health security became a new national goal in many parts of the world, (world health organization, 2021). effects of corona virus and insecurity in nigeria depending on the angle where one stands, corona virus and insecurity are two dare devils that are not without so many ripple effects on the socioeconomic activities of nigeria, such as on people’s livelihoods, health, transportation, education, free movements as well as income/revenue to both government and private sectors etc. it should be noted without mincing of words that, many people in nigeria depends largely on daily income, water, food, newspaper vendors, shoe shiners, petty traders, commercial vehicle drivers, tricycle riders and a lot more other artisans etc, means of income was severely affected by lockdown caused by covid 19, consequently affecting their means of catering for the social needs of their families or dependants, resulting in poverty and hunger to such families. the high rate of insecurity which coincidently has been overtaken by the events of corona virus has not only limited the movement of people to carter for their survival and livelihoods in the areas of farming and other socioeconomic engagements. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 1-8, 2022 insecurity has put fear into people making them unable to go deep into the more fertile lands in the hinterlands for farming activities vis-à-vis the major preoccupation of the majority of the people in the country which coincidently becomes the criminal and armed groups den, consequently, metamorphosing into a sort of no go area for ordinary civilians. lockdown due to corona virus was a painful thorn in the flesh of the populace that forced both private as well as public schools to be closed, rendering students to remained in houses and thus, increasing the possibilities of crimes and other forms of domestic violence by the students or on the students. more so, lockdown also has implications on social activities such as religious, other forms of gatherings at social and recreational centers etc due to strict adherence to social distancing protocols, consequently, increasing the crime rates in so many communities, it is worrisome that residents in many communities in nigeria find it difficult to sleep peacefully at home, but rather turned themselves into night-guards and security outfits for their communities and families due to unlawful infiltrations into their neighborhoods by uninvited guests who used the lockdown measures to commit infamous atrocities. as past epidemics had long-lasting effects on economies through illness and loss of lives (boissay & rungcharoenkitkul, 2020), efforts have to be channeled towards minimizing the socio-economic consequences that the widespread covid-19 and its containment measures on neighborhoods and people’s safety. this becomes expendable due to pockets of incidences recorded in various parts of lagos, ogun, oyo and osun states as well as other parts of the country even in the daylight as well as the night. also, the notion that crime breeds destruction of lives and property aside from fear of insecurity in many nigeria cities is now replaced by the covid-19 experience and containment measures in the country as some disgruntled elements embraced crimes and breached safety protocols in cities and urban centers by unleashing terror on members of the public who are genuinely complying with national lockdown measures by the government to contain the spread of corona virus across the country, looters were seen catering away with bags of rice, noodles and sugar among other items across almost all the nigerian 36 states. ( nduka. o, 2020). however, the efficacy of these curtailment measures gave the true picture of how nigerian cities and other emerging urban communities are susceptible to insecurity and public fear of crime amidst national lockdown. meanwhile, the magnitude of the socioeconomic consequences on different societal groups as well as households in nigerian communities occasioned by the emergence of the covid-19 pandemic and the introduced national containment measures has not been fully understood. the strict sanctions on movement of people and goods from one destination, country, state to another has also caused a big cut/ slice to the revenue generation of countries particularly revenues from aviation sector, international waterways transportation, imports and exports causing unemployment and redundancy due to the lockdown. it also caused overstretching effects on health sector and pressure on medical facilities rendering people with other health related issues apart from corona virus unattended to due to inadequate health centers and enough medical personnel to carter for their problems. furthermore, the effects of corona virus and insecurity has further put up a massive blow on food production in nigeria particularly in the major food production zones of the country example adamawa, lake chad basin areas of borno state, the central parts of the country example benue, kaduna, niger states as well as the whole parts of north western nigeria with possible exception of kano, and some parts of jigawa and kebbi states who experienced less catastrophes compared to the rest. farmers no longer go deep into the interior to farm and this causes poverty. however, the problems of kidnapping, armed robbery on the other hand, has enveloped the whole of the country resulting in fear and scare throughout the width and breadth of the country. from chibok in borno state to dapchi in yobe state, crossing to kankara in katsina state as well as the most recent the federal college of forestry, afaka and greenfield university both in kaduna state, students no longer feel safe in their dormitories, they no longer sleeps with their two eyes closed throughout the country due to fear of being kidnapped, harassed, terrorized, killed, maimed and raped due to insecurity. the rate of insecurity has thus, affected the value chain of food supply across the country, consequently, rendering people to be afraid of moving about due to fear, they are afraid even in their own houses. trade and commercial activities are not only truncated but dislocated hampering even development, religious and socioeconomic activities of the people. though, the problem of insecurity in nigeria is as old as molehill; it dates back to barely few years after the country’s independence and snowballs into serous menace due to long era of corruption and other socioeconomic vices under the military. the evolving social conditions, aggravated by the deteriorating standard of education and technical training for the youths, erratic political atmosphere, economic recession, high rate of corruption by particularly political leaders, unemployment amidst high population explosion, poor wages and poor living standards all constitute apparent indices of a weak and failing state and present grave danger for the nation and therefore undermines its integration. the above social terrain encouraged conditions of anomie and intense violence and insecurity and serves as a breeding ground for ethnic militia and militant groups to thrive, (ochonu, 2015). how history education helps in addressing covid-19 pandemic and insecurity the historical analysis adds important new knowledge about the epidemiology of the 1918-1919 pandemic at the subnational level that leads valuable insight into the http://https://journals.e-palli.com/home/index.php/ajahs pa ge 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 1-8, 2022 public health response to covid-19. in 2007, morse recognized that historical studies of the influenza pandemic could be crucial for guiding responses to future pandemic. (graham, m. 2021). pandemics have occurred throughout history. therefore, the existence of so many diseases known in history has given rise to the discovery of so many remedies to cure such diseases, but while we have gone to a deep slumber and forgot about such remedies, history on the other hand has not. in the middle ages, devastating plague pandemics raged over europe. in the last 300 years, seven pandemic outbreaks have been observed. three outbreaks have occurred in the 20th century: spanish flu, 1918 with death cases: approximately 50 million. the asian flu, 1957 with death cases: of about 2 million and the hong kong flu of 1968 with death cases of about 1 million. (world health organization, 2021). with the spread of sars-cov-2, the sobering reality is that pandemics will become more frequent, in particular due to the increasing transmission of viral diseases by animals such as monkeys, bats etc, (bose, 2020), understanding this new reality will be the key to reducing the risk of future pandemics, as the world population swells, the number of outbreaks and the number of people to be affected is likely to increase. trends like global travel, urbanization and climate change are driving the frequency of outbreaks even higher. there are ongoing scientific discussions about the future frequency of pandemic outbreaks. while pandemics have occurred every 30 to 40 years in past centuries, it seems reasonable to anticipate much shorter return periods in the future. experience over the last 20 years tells us that we should expect pandemic outbreaks to occur somewhat every 10-15 years in the future, (bose, 2020). in a long succession throughout history, pandemic outbreaks have decimated societies, determined outcomes of wars, wiped out entire populations, but also, paradoxically, cleared the way for innovations and advances in science including medicine and public health, economy, and political system, scheidel w. (2007). pandemic outbreaks, or plagues, as they are often referred to, have been closely examined through the lens of humanities in the realm of history, including the history of medicine. dewitte sn. (2014). consequently, the global ravages of corona virus diseases 2019 (covd-19), have directed attention to historical analysis of previous respiratory airborne pandemics, particularly the catastrophic influenza of 1918-1919. the similarities in the epidemiologic characteristics of the 2 diseases left scientists, media and the general public alike optimistically reaching back for centauryspanning teachings. (history). there are, of course, stark differences between the social situations of the 2 epidemics, (catastrophic influenza of 19181919 and covd-19)), including global communications, geopolitical relations, systems and technologies of public health, and available medical therapies. these and many other distinguishing factors -not least the unprecedented dislocations caused by the first world war 1914 to 1918 – mean that anything we might learnt from comparisons between the 2 pandemics needs to come with a large dose of historical context. a widely cited example of how this might be achieved is a study of influenza and public health in 43 u.s cites that demonstrated that the impact on mortality of nonpharmaceutical interventions. the overall conclusion was that many lives were saved in cities where local government acted quickly and decisively, using a combination of isolation and quarantine of individuals, school closures, and prohibition of public gatherings etc. (graham, m 2021), taken a queue from the experience of second world war, history has made the popular marshall plan a relevant international tool for rebuilding the mass destruction that was caused in europe with american assistance. jones, m. (2015). thus, the activities of government, nongovernmental organizations and some civil societies which is aimed at creating lasting peace in nigeria following worst violent experience, through the distribution of stimulus packages and relief materials to cushion the effects of insecurity that has been fetching a very wonderful results has been historically driven, for instance– conflict tracking and reporting program (ctrp), peace education and advocacy program (peap), security awareness program (sap), leadership education program (lep) and the capacity empowerment program (cep) – which focuses on multiple themes across multiple regions, with emphasis on improving institutional capacity, media and information flow, youth identity and security, cppbi seeks to generate general awareness about the real causes of violent conflicts that triggers insecurity, and to help explore practical strategies towards checking and solving them. cppbi. (2021). government, nongovernmental organizations and some civil societies continues to develop their potential to respond to covid-19, insecurity and promote peace through interactive methods, such as using social medias, public and private audiovisual medias, seminars, workshops, adult literacy programs, family education, publications, fact-finding visits as well as local peace building and peacemaking methods, such as informal socio-cultural activities, to reach their target audience. result and discussion out of the 250 respondents interviewed, 230 of them strongly agreed that history and any form of moral study can play significant roles in redressing insecurity and covid-19 pandemic, 20 disagreed while 05 respondents were undecided on the question. 205 respondents strongly agreed that if we as a people will reversed back and adopts the old, past methods used to counter diseases and other social challenges of similar origin with today’s situations, no doubt the challenges of insecurity and pandemics such as covid-19 can be nib in the bud or reduced to barest ebb in our society, thought 30 respondents disagreed with this assertion, consequently, 15 questionnaires were returned undecided on the question. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 1-8, 2022 furthermore, 240 out of the total 250 respondents unanimously agreed in totality that stimulus packages in cash like money and relief materials such as foodstuff, building materials, farming inputs like seedlings, fertilizer, insecticide, pesticide etc as well as employment opportunities can go long way in ameliorating the crouching effects of covid 19 and insecurity by government, nongovernmental organizations and other donor agencies 06 undecided and 04 not returned. conclusion history education vis-à-vis cultural heritage has become a more complex reality that we can’t do without if truly we want to take our rightful place of importance in the comity of nations. in most communities in pre-colonial nigeria, the knowledge of history was not only taken seriously, it was considered a guiding framework of peoples’ experiences. and it was driven by the african belief in the continuity of life. imbibing historical knowledge was therefore an important component of the socialization process of the individual within his/her community. history was referenced in decisions of the african; in his /her choice of political leaders, marriage partner, land matters, economic and social decisions and so on. in fact, in some early african empires like mali, songhai, segu tukuolor and benin, professional historians were engaged at occasions to recant the peoples’ tradition and history as well as to thrill the community with a rendition of their past experiences (ogbogbo, 2016). the point here is that historical knowledge provides people with deep knowledge of themselves, the communities around them, informs them on where they came from, who they are, where they are going etc, and looking up to it for the possible solution to yesterdays medicinal, spiritual, social, political, economic and many other societal problems. finally, the indiscriminate activities of kidnappers, terrorists, and bandits as well as the effects of second wave of corona virus which is encroaching fast and wrecking serious havoc on countries especially places like india one of the populous nations not only in asia but in the world and also nigeria which happens to holds similar position as one of the most populated country in the whole of african continent, government should as a matter of urgency rise up to its responsibilities otherwise, if nothing fast is done to checkmate the further spread and rapid escalation of the violent insecurity and the deadly virus before it’s too late, nigeria a country already sitting on the keg of gun powder may be consumed by the dangerous threats posed by twin disasters of insecurity and covid 19. recommendations the following observations were identified as some of the possible measures that will be taken in using historical lessons to ameliorate the scourge of covid 19 and insecurity challenges in nigeria. 1. traditional moral values and other forms of moral education should be revisited to ensure strict adherence to medical protocols approved by the professionals in order to overcome covid 19. 2. government should ensure strong synergy and collaboration amongst security agencies, formations to ensure accessibility to vital information and good intelligent gatherings. the various security forces should be more proactive in their approaches to the fight against the ferocious activities of the groups’ causing nigeria security threat. the forces should invest more in intelligence gathering and work in conjecture with the traditional rulers and other non-governmental organizations (ngos). therefore, government should recruit and give proper training to as many as possible youths of unquestionable character into all the security formations, such as the army, police, navy, air force, civil defense, and dss etc. sensitization of the natives through lectures, preaching (mosque and churches), seminars and rallies should be used to educate the people that development cannot take place in a crisis prone environment with representative from all the federation. 3. employment opportunities should be adequately provided to hundreds of thousand unemployed teaming youths of nigeria, job opportunities will help in taming them against all forms of restiveness, criminality and misused by selfish and overzealous politicians. 4. strict adherence to the advices rendered by various government agencies such as presidential taskforce on covd19, ptf, national centre for disease control, ncdc on measures to curb contracting and subsequent spreading of diseases such as covid 19 to the populace, like regular hand washing, observing social distancing, using facemasks especially in public places and surveillances by security personnel at the airports to ensure quarantining visitors etc 5. releasing stimulus packages to the less privileged members of the society who were locked down due to covid 19 or fled from their homes due to insecurity and in addition, granting soft loans to the farmers for greater food production and security for the nation 6. protection of lives and properties of the citizens especially the farmers whose stored foods is facing serious threat of being looted and destroyed by the terrorists and bandits who are the main cause of insecurity to be done. to kill insecurity, government should as a matter of urgency invest and reinvest more in agricultural mechanization which will in a short time provide massive employment to her teaming unemployed solders of youths, because an ideal mind is a devils workshop which is always eager to fan the embers of trouble and insecurity where there is none. there’s no gain saying that, no farming is equal to, no security of lives and property. 7. furthermore, as we continually learning and adapting to covid 19 challenges, we should continue adhering to simple non pharmaceutical advises such as ensuring and maintaining social distancing, wearing of face masks, regular washing of hands and maintaining good hygienic attitude, quarantining, improvement in public healthcare and proper communication, spread the good news and http://https://journals.e-palli.com/home/index.php/ajahs pa ge 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 1-8, 2022 proper information not virus, information they says is power. references boissay, f., & rungcharoenkitkul, p. (2020). macroeconomic effects of covid-19: an early review. bis bulletins, 7. 1-6. https://www.bis.org/publ/bisbull07.pdf bose, d. (2020). how 11 of the world’s most momentous pandemics changed the course of human history. https://www.businessinsider.com/pandemics-thatchanged-the-course-ofhuman-history-coronavirusflu-aids-plague cppbi is a nigerian-based organisation that is committed to the prevention of violent conflicts in africa. last updated: november 2021https://www.peacedirect. org/ cdc, (2019). influenza flu https://www.cdc.gov/flu/ pandemicresources/1918-commemoration/1918pandemic-history.htm dang, a. k., le, x. t. t., le, h. t., tran, b. x., thanh do, t. t., phan, h. t. b., nguyen, t. t., pham, q. t., ta, n. t. k., nguyen, q. t., duong, q. v., hoang, m. t., pham, h., . q., nguyen, t. h., vu, g. l., latkin, c. a., ho, c. s., & ho, r. c. m. 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(2018). “enhancing nigeria’s-south africa relations: history as a panacea to xenophobic attacks on nigerians”, 429-430. odeh, g. o. (2020). decolonizing african medicines and health system: towards post covid-19 continental agenda. (unpublished). “the endangered specie: a neglected historio-therapeutic response to covid-19 pandemic: african ebers papyrus revisited www.hannover-re.com(2021).file:///c:/users/ pcv/desktop/my%20documents/emergingrisks_ pandemics.pdf scheidel w. (2007). the great leveler; violence and the history of inequality from the stone age to the twenty-first century. chapter 10, the black death. princeton; princeton university press; 2007. pp.291-313. tan, w., hao, f., mcintyre, r. s., jiang, l., jiang, x., zhang, l., zhao, x., zou, y., hu, y luo, x., zhang, z., lai, a., ho, r., tran, b., ho, c., & tan, w. (2020). is returning to work during the covid-19 pandemic stressful? a study on immediate mental health status and psychaneuroimmunity measures of chinese workforce. brain, behavior, and immunity, 87, 84–92. https://doi.org/10.1016/j.bbi.2020.04.055 world health organization. (2021). https://www.who. int/ith/zika_map.pdf?ua=1 http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 pa ge 46 american journal of arts and human science (ajahs) capacity building for teaching english in universities of afghanistan farid ahmad hafizi1* volume 2 issue 4, year 2023 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v2i4.2114 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: november 05, 2023 accepted: december 03, 2023 published: december 11, 2023 in the 20th and 21st centuries, english became an essential part of the educational curriculum in schools and universities of afghanistan, particularly after a period of taliban dominion that had no stable educational system. the educational system took a new turn in schools, institutes and universities to enter a period of progress. teaching of english language became popular and many institutes started english language programs to teach students. the english language was included in the curriculums of schools and universities as a mandatory subject due to its acceptance as a global language. the study aims to explore and find out the challenges of teaching english as a foreign language in universities of afghanistan and to provide techniques for capacity building of teachers for english language teaching. a self-administered questionnaire was used to collect the data from faculty teaching english in afghanistan to understand their perspectives on the challenges. likert scale is used in the research questionnaire to measure the scores allotted by faculty on each challenge. results will be drawn for data analysis using one sample t-test. keywords capacity building, absence of appropriate curriculum, english as a medium of instruction, english as a foreign language in afghanistan 1 department of uzbek language and literature, education faculty, sar-e-pul higher education institute, sar-e-pul, afghanistan * corresponding author’s email: farid.hafizi1@gmail.com introduction english is a global lingua franca language, this language is in demand nowadays. it is the most commonly spoken language in the world one out of five people can speak and at least understand it, more than 20% of world population that is 1500 million people speak and understand english, of whom 375 million are native speakers, in 2015 out of 195 countries in the world, 67 nations are use english as official language and 27 are as second official language that many people by different culture and language to meet that countries and speak to it. (dylan lyons, 2017). english is now taught as foreign language in above 100 countries such as china, russia, germany, spain, egypt, brazil and afghanistan and more countries appearing as the primary foreign language in schools and universities. it is the language of media industry and internet if a person is able to speak or understand english, won’t need to rely on translation and subtitle anymore to enjoy favorite books, songs, films and tv shows, (alfitri, 2012). a research proved that in internet more than 80% of the sites use english as the medium language while 20% of the rest use the other languages such as indonesian, chines and the others, it point out that if people do not learn english they will only acquire less than 20% of the new knowledge. for nowadays the majority of the knowledge sheared through the internet. afghanistan is the country located in central asia, surrounded by pakistan, turkmenistan, iran, uzbekistan and china. the people are live from different ethnics there are 13 ethnic groups, afghanistan is a multilingual country which people speak in 40 native languages and 200 different dialects, most afghans are bilingual they speak both in their native and one or more other language, the official alphabet of afghanistan is arabic. dari, pashto, uzbeki, turkmany, pashia and baluchi are considered as the main six languages. afghanistan is observe one of the developing countries and through this english is spreading in different sectors, english play very important rule to expansion and to connect afghan people with world. english in afghanistan taught as a foreign language and it has its influence from a long period of time, before english was used for social climbing, economic expansion and work opportunities since it is a part of school curriculum. from 1985-2004 english is taught as a foreign language subject from seventh grade, after dark period of taliban it was introduced as a compulsory subject and started from fourth grade of school including universities. (m. alamyar, 2017). with the fall of taliban, the afghanistan economy has extend very promptly in last fourteen years, english speaking countries uk, usa, australia (z. alimyar, 2017) and through this interest in english language increased by the arrival of united nations and international nongovernmental organizations (ngos) that they offered lots of work opportunities for afghans. english in afghanistan called the language of employment opportunities, it is not required just for foreign ngos it is also a requirement for governmental jobs, nowadays when one apply for a job they ask how good is you are knowledge in english. (azami, 2009). english is used as a medium of instruction in academic purpose such as in faculties of computer, engineering and medical science. the government aim of the teaching english is to eligible afghans in international level of communication relationships and economic development. literature review the review of literature highlight capacity building in pa ge 47 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 46-51, 2023 teaching english as a foreign language and evaluate the challenges of teaching english as a foreign language in afghanistan. capacity building strives to find better and more efficient ways for different actors to access and use knowledge in local educational contexts in order to achieve desired outcomes (warsaw, polan, 2012). target group for capacity building can be divided into individual, institutional and social levels, all of which are strongly interrelated. (un, economic and social council, 2006). individual level finding ways to support individuals (parents, teachers, headmasters and local policy makers) as they face the demands of new developments in the local context by building on existing knowledge (human resources and knowledge management). institutional level supporting existing institutions in forming policies, effective organizational structures and good management (this includes building learning organizations). system level finding efficient ways to support system level actors (e.g. policy makers, teacher unions) to be able to fulfil their roles in designing/implementing/evaluating etc. educational policies. societal level striving towards more interactive and responsive public administration. researchers have made contributions with regard to the importance of teachers’ pedagogical and content knowledge to student performance. stoop (2011) has shown that effective teachers have comprehensive pedagogical and content knowledge of subject matter and the learning process that influences student achievement. jones and moreland (2003) explain through synthesis of literature and the work of shulman (1987) that, teachers content knowledge, pedagogical content knowledge, curricular knowledge and the knowledge of education ends and context provide distinct bodies of knowledge for teaching which every teacher must possess if effective teaching has to take place. other research findings support the same view and shows that teachers who pursue professional development and learning results in improved student learning. in english, literacy studies show the large contribution of teacher effects on students learning (timperley, wilson, barrar& fung, 2007). a study undertaken by japanese international cooperation agency (2007) has shown that capacity development results in building capacities of individuals, institutions and countries. according to jica, capacity development is “the on-going process of enhancing problem solving abilities of developing countries by taking account of all factors at the individual, organizational and societal levels”. capacity in the education sector is vital for supporting effective and sustainable development. educators need to be conversant with complex adaptive systems thinking and be able to make effective decisions under different strategic and risk scenarios. (ruchika singh malyan*, lokesh jindal (2014) the training of teachers is one of the pillars of sustainable development and national capacity building in any country in the world. quality in teachers education for teaching future citizens, in the long run contribute to alleviation of poverty, promotion of equity, democracy, professionalism, ethical conduct and good governess. (university of oulu, finland, 2011). building teacher capacity imply investing human capital to enable teachers teach effectively (kastin& me davis, 2005). building teacher’s capacity enables teachers to acquire teaching skills and knowledge, share teaching experiences and collaborate with peers, gain access to career opportunities. for professional development and enhances teachers teaching quality. capacity building forums exposes teachers to variety of professional development opportunities that includes: curriculum support and study group and mentoring and induction programs. (jaquith, dan, wei, and darling-hammond, 2010). this evidence shows that professional development makes a difference in teachers teaching skills, increases learning quality in the classroom, assisting students who could otherwise be at risk, hence enhancing students learning. (cooter, 2003; oecd, 2009). the position of the teacher in the process of education is substantial. dembele (2005) shared the premise that unless teachers provide effective instruction and create classroom environment conducive to learning, students will not achieve at high levels, even when essential material inputs are available and the curriculum is relevant. he argued that a good knowledge of demonstrably effective instructional practices is necessary but not sufficient condition for improving instructional practice without teachers who are able and ready to adopt and adapt such practices. successful quality improvement in education will remain an impossible dream until the teacher is able to transfer knowledge in a most effective way. the need for capacity building of the teacher to equip him with the necessary skills to impact knowledge and have confidence in his profession to lace global competitiveness is very critical. evidence from industrialized countries suggests that students of teachers with no professional preparation for leaching learn less than students who have fully prepared teachers (darling-hamond and post, 2000). development or capacity building is the professional growth a teacher achieves as a result of gaining increased experience and examining his or her teaching systematically (glatthorn, 1995). capacity building of teachers should be a life-long process. years back capacity building of teachers was in-service training consisting of short-term courses that would offer teachers new information on a particular pa ge 48 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 46-51, 2023 aspect of their work. only in the past few years has the professional development of teachers been considered a long-term process that includes regular opportunities and experiences planned systematically to promote growth and development in the profession (villegas-reimers, 2003). 21st century is the era of technology, knowledge and investigation for this university considered the main center. unfortunately in afghanistan universities students still using materials of 20th century. however some lecturers have written, translated and published books in their fields. hence it is exceptional and is done in poor fields. not a systematic work has been done for delivering substitute touchstone textbooks. nevertheless, the ministry of higher education issued a curriculum in several volumes for 50 fields in 2014, unfortunately it is not being practicable in each field. (dr. wardak, 2016. p.3). curriculum is the main point of education that can determine the goals of education, how the teaching learning process be held, and how a teacher has to do in the classroom. curriculum is the set of plan and systematization about the goals, content, material and method that used as a guideline to implement in teaching learning process for achieving the educational goals. (diahkusumaningrum, 2016). zabialimyar(2017) highlighted major challenges and problems that appeared in teaching english in afghanistan: he mention, that are the lack of expert, proficient instructors, insufficient campuses, libraries, keeping students passive, old version of textbooks, lack of language lab, lack of awareness of new methods and developed methodology to teach english language. in afghanistan one of the main objectives of the higher education development project(hedp) is to modernize the teaching and learning methods in the public universities of afghanistan, there is a growing a trends and outcome based education in the higher education (hamdard. m, 2015). the quality of teaching matters in higher education, the mohe has therefore taken a series of initiatives including short-term and long-term training for teachers of public universities on outcome-bases education and student-centered learning and the use of information and communication technology (ict) for improved pedagogy and student-teacher interaction (samsor. j, 2016). higher education plays a major role in building a nation’s intellectual capital required for poverty reduction sustainable development and positive engagement in the global knowledge economy. (lorna power, 2015). mohe has layout a strategy that will pave ways for the implementation of modern teaching and learning approaches in public universities, to employ innovative evaluation instrument so that the impact on the quality of learning outcomes could be measured (habibi. e, 2017). to improve student learning, a program is helping instructors modernize teaching methods through a “train the trainer” program that promotes student participation, group activities and critical thinking skills, the program is supported by the higher education development program ( the world bank, 2018). objective of the study following are the two study objectives identified after the review of literature 1. to evaluate the challenges of teaching english as a foreign language in afghanistan. 2. to suggest techniques to faculty for capacity building in teaching of english as a foreign language in afghanistan. hypothesis stemming from the objective of study the following hypothesis was derived: ha: there is a significant challenge in teaching of english as a foreign language in afghanistan. ho: there is no significant challenge in teaching of english as a foreign language in afghanistan. methodology the empirical research used a mixed method approach using both quantitative and qualitative method for analysis. primary data was collected through a questionnaire that has been designed on a 7 point likert scale of agreement. the link was sent through email to more than 50 respondents from different universities of sar-e-pul, shbegan and balk provinces of afghanistan who filled it through google form. the questionnaire consisted of both open-ended and close-ended questions related to concerns of faculty teaching english as a foreign language. the size of sample is 50 questionnaire sent to teachers in universities of elt among which 29 have responded which become 60% of the sample size. for analyzing data, the study used one sample t-test to find out most significant reasons for teachers not able to inculcate english language skills in afghanistan. spss version 25 was used for data analysis. analysis and interpretation the data collected from 29 faculties of english language in universities of afghanistan, revealed in table.1. some reasons were rated highly as mean values to a large extent in the ability of students not being able to use english. they are stated as: use of traditional teaching methods like memorization and root learning with no practical (m=5.97, sd=1.180), students are not exposed to english language except in class(m=5.93, sd=1.163), teachers are not trained in using instructional media(m=6.03 sd=1.117), unavailability or low usage of technology during lecture(m=6.07, sd=1.132), use of first language much more than english in the class(m=5.83, sd=1.227), more theory than practical in english language teaching(m=5.93, sd=1.223), lack of practice outside classroom(m=6.14, sd=1.187) and absence of appropriate curriculum in afghanistan universities for teaching english(m=5.79, sd=1.082). the results of one sample t-test in table 2 revealed pa ge 49 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 46-51, 2023 significant effect at α =.05 of use of traditional teaching methods like memorization and rote learning with no practical (p =.003 <.05), students not exposed to english language except in class (p =.002< .05), teacher not trained in using instructional media (p =0< .05), unavailability or low usage of technology during lecture (p =0< .05), use of first language much more than english in the class(p =.001< .05), more theory than practical in english language teaching(p =.002< .05), lack of practice outside classroom (p =0< .05) and absence of appropriate curriculum in afghanistan universities for teaching english(p =.006< .05). the hypothesis is partially accepted as some reasons table 1: one-sample test statistics statement n=29 mean std. deviation std. error mean 1. students overly dependent on teacher for learning english 3.93 1.771 0.329 2. use of traditional teaching methodslike memorization and rote learning with no practical. 5.97 1.18 0.219 3. students not exposed to english language except in class. 5.93 1.163 0.216 4. teachers do not consider about students needs and interest while papering lectures. 3.79 1.698 0.315 5. teacher not trained in using instructional media. 6.03 1.117 0.208 6. unavailability or low usage of technology during lecture 6.07 1.132 0.21 7. focus of teachers on reading and writing skills rather than speaking and listening. 3.86 1.941 0.36 8. use of first language much more than english in the class. 5.83 1.227 0.228 9. teacher talking time is more than the students talking time. 3.97 1.822 0.338 10. large class size so difficult to involving students in language teaching. 3.83 1.853 0.344 11. more theory than practical in english language teaching. 5.93 1.223 0.227 12. mismatch between teaching style and learners expectation. 4.07 1.58 0.293 13. lack of practice outside classroom. 6.14 1.187 0.22 14. teaching for the purpose of passing test and examinations. 3.69 2.072 0.385 15. absence of appropriate curriculum in afghanistan universities for teaching english. 5.79 1.082 0.201 16. teachers english language skills require improvement. 3.97 2.061 0.383 table 2: one-sample t-test statement t df sig. (2 tailed) mean difference 95% confidence interval of the difference lower upper 1. students overly dependent on teacher for learning english -0.21 28 0.835 -0.069 -0.74 0.6 2. use of traditional teaching methods like memorization androte learning with no practical. 8.973 28 0.003 1.966 1.52 2.41 3.students not exposed to english language except in class. 8.943 28 0.002 1.931 1.49 2.37 4. teachers do not consider about students’ needs and interest while papering lectures. -0.656 28 0.517 -0.207 -0.85 0.44 5. teacher not trained in using instructional media. 9.804 28 .000 2.034 1.61 2.46 pa ge 50 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 46-51, 2023 stated above were found to be significant in teachers not being able to inculcate english language skills in students. lack of capacity building of faculty in usage of technology, students being passive learners, traditionally obsolete curriculum and teaching pedagogy and lack of regular practice in listening, speaking, reading and writing in english were reasons identified by the research study that have effected afghanistan students even after completing higher education for their not being able to communicate in english. conclusions the results show that teaching english language in afghanistan is a major hurdle as not enough emphasis is placed on its importance for career building. english is not used as a medium of communication but given preference as a second or third language. as students do not get enough practice in contextual usage they are not comfortable in using the language for communication effecting its viability. as the study shows, the english language status in afghanistan suggests the following techniques to teachers of efl to apply on their teaching methods for an appropriate result: 1. updating of course curriculum and syllabus as per internationally accepted standards based on all students requirement and interest; 2. incorporating technology driven techniques of imparting english language skills through tell: teaching assisted language learning; call: computer assisted language learning; well: web enhanced language learning; mall: mobile assisted language learning; tall: teaching assisted language learning; 3. train students in english as a foreign language from the school where they are young and enthusiastic to learn. the school curriculum should also be updated and teachers also should be trained in new methods of language teaching with emphasis to use english as a medium of instruction to prepare students for university; 4. capacity building of faculty for usage of technology in their teaching through workshops or short term courses and conferences to upgrade their skills in teaching the language resulting in improvement of teaching approaches in the classroom 5. faculty should emphasize that students enhance lsrw(listening, speaking, reading and writing) skills to master english language usage; 6. teachers should update their teaching materials by new language textbooks and should consider interest and needs of students for an outcome based learning; 7. faculty of teaching english should perform as: learner, facilitator, assessor, evaluator and guide for improving students learning and overall academic success; 8. teachers should avoid speaking first language in teaching english classes and expose students to practice in class and outside the class; 9. teachers need for improving their capacity for meticulous training through practical exercises, module assessments, classroom observation etc. references akbari, z. (2015). current challenges in teaching/learning english for efl learners: the case of junior high school and high school. procedia-social and behavioral sciences, 199, 394-401. alimyar. z. (2017).parwan university, the teaching english as a foreign language in afghanistan. crystal, d. (2012). english as a global language. cambridge 6. unavailability or low usage of technology during lecture 9.845 28 .000 2.069 1.64 2.5 7. focus of teachers on reading and writing skills rather than speaking and listening. -0.383 28 0.705 -0.138 -0.88 0.6 8. use of first language much more than english in the class. 8.023 28 0.001 1.828 1.36 2.29 9. teacher talking time is more than the students talking time. -0.102 28 0.92 -0.034 -0.73 0.66 10. large class size so difficult to involving students in language teaching. -0.501 28 0.62 -0.172 -0.88 0.53 11. more theory than practical in english language teaching. 8.505 28 0.002 1.931 1.47 2.4 12. mismatch between teaching style and learners expectation. 0.235 28 0.816 0.069 -0.53 0.67 13. lack of practice outside classroom. 9.7 28 .000 2.138 1.69 2.59 14. teaching for the purpose of passing test and examinations. -0.807 28 0.427 -0.31 -1.1 0.48 15. absence of appropriate curriculum in afghanistan universities for teaching english. 8.927 28 0.006 1.793 1.38 2.2 16. teachers english language skills require improvement -0.09 28 0.929 -0.034 -0.82 0.75 pa ge 51 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 46-51, 2023 university press. darling-hammond, l., lapointe, m., myerson, d., & orr, m. (2007). preparing school leaders for a changing world: executive summary. economic, u. n., & council, s. (2006). definition of basic concepts and terminologies in governance and public administration. e/c, 16(4). harmer, j. (1983). the practice of english language teaching. longman, 1560 broadway, new york, ny 10036. khan, t. j., & khan, n. (2016). obstacles in learning english as a second language among intermediate students of districts mianwali and bhakkar, pakistan. open journal of social sciences, 4(02), 154. oecd. centre for educational research and innovation (ceri). (2009). working out change: systemic innovation in vocational education and training. oecd, paris, france. wardak´s papers on higher education in afghanistan, kabul/bonn 2016. my opinions, suggestions & advices on higher education in afghanistan. wold, j. b. (2006). difficulties in learning english as a second or foreign language. zahir, f. (2013). teaching methods of foreign languages: teaching and learning of spanish language in kabul. pa ge 1 indexed in pa ge 40 american journal of arts and human science (ajahs) improving the grade 8 students’ vocabulary skillthrough localized game-based activities jayson realo1, alyssa joyce salvador1, geraldine sonajo1, venadine maye tagata1, neil ashley vidad1, jay-ar cristobal1* volume 1 issue 2, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i2.321 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: june 14, 2022 accepted: june 24, 2022 published: june 25, 2022 this study aimed to improve the grade 8 students’ vocabulary skill through localized gamebased activities. the participants of the study were the 35 grade 8 students who were officially enrolled at the mariano marcos state university – laboratory high school, batac campus, for the school year 2021-2022. the data on students’ level of vocabulary performance were determined based on the students’ scores in the pretest and posttest, respectively, using a 20-item teacher-made test. frequency distribution, means and mean difference were used to treat the data. findings reveal that the grade 8 have varied levels of vocabulary skill before and after the application of the intervention. likewise, there is a significant change on the students’ pretest and posttest scores. moreover, this study found that the use of localized game-based activities such as pinoy henyo and bugtong bugtong was effective in improving the students’ vocabulary skill. keywords intervention, localized, game, vocabulary 1 mariano marcos state university-college of teacher education, philippines. * corresponding author’s e-mail: jacristobal@mmsu.edu.ph introduction vocabulary skill is one of the fundamental skills that students need to become competent in using the english language in all communication contexts. in fact, vocabulary skill is focused in every grade level of the english curriculum. however, with the massive transition from traditional learning to an exclusively online learning setup brought about by the covid-19 pandemic, developing students’ vocabulary skill became a challenge to every learner because of the limited non-verbal communication. online learning has somehow decreased social relations which is one of the contributory factors in developing their vocabulary skills. this is because it is part of the online learning in which students choose not to speak or share their insights during online discussions considerably, many high school students experience difficulty in using the english language and one of the significant factors is poor vocabulary skill. this problem was also noted when we observed classes in different grade levels as part of our field study courses such as observation of teaching-learning in actual school setting and participation and teaching assistantship. we noticed that the students have difficulty in unlocking difficult words. more so, the teacher incorporated an activity to help the learners widen their english vocabulary through individual sharing of a word and its meaning to the class. these observations prove that there is a need to improve the students’ vocabulary skill. in the philippines, game-based activities are used specifically in basic education. however, there are only limited studies concerning the effectiveness of using games in improving students’ vocabulary skill. likewise, despite those researches and recommendations in improving vocabularies, there are still struggling learners in terms of their vocabulary skill. this is one of the reasons why learners could not learn unfamiliar words and understand word meanings independently which can impede their vocabulary development, thus, can result to limited vocabulary. this prompted us to improve the grade 8 students’ vocabulary skill using localized gamebased activities. specifically, this research sought answers to the following questions: 1. what is the students’ level of vocabulary skill before the implementation of the intervention? 2. what activities can be used to improve the students’ level of vocabulary skill? 3. what is the students’ level of vocabulary skill after the implementation of the intervention? 4. is there a significant change on the students’ level of vocabulary skill before and after the implementation of the intervention? literature review game-based activities in teaching keshta & al-faleet (2013) claimed that having a wide range of vocabulary knowledge helps the learners understand the meaning of new words and analyze the set of ideas that they may encounter. likewise, darfidal (2015) regarded vocabulary as the most important part, but the most challenging skill in language learning. this implies that vocabulary is needed to consider in the second language acquisition to develop proficiency, express oneself, and comprehend the meaning of ideas (kavvadia, 2016). consequently, students’ vocabulary skill is affected. the study of andrici (2012) claimed that students who lack vocabulary, are students with a low capacity to understand the words and express herself using the language. this proves that having limited words leads for poor vocabulary skill. with this, there is a need to find strategies to develop the learners’ vocabulary skills. ketola (2019) contended that if learning vocabulary is at the core of learning english, teachers should give special attention to how it could be https://doi.org/10.54536/ajahs.v1i2.321 https://journals.e-palli.com/home/index.php/ajahs mailto:jacristobal%40mmsu.edu.ph?subject= pa ge 41 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 40-45, 2022 most effectively taught to their students. one of the strategies which has been effective in teaching and modifying the student’s vocabulary skill is using gamebased activities. games have an important role in the lives of children and adolescents nowadays and these games can also be used to develop the vocabulary skill of learners. based on the study of taheri (2014), he confirmed that language games are effective and suitable techniques in helping the students’ vocabulary retention to have a long-term memory in english vocabulary. furthermore, shabaneh and farrah (2019) study claimed that the efficiency of utilizing games could help the students retain unfamiliar vocabulary, associate new information with their surroundings, and help them develop their language and communicative skills. relatedly, games can be localized in order to meet the needs of the learners in improving their vocabulary skill. it was mentioned in the language network blog (2020) that localization refers to the adjustment of a specific resource or product to fit the demands of one locale. localizing instructional materials involves necessary changes to existing content to ensure that an audience in a targeted locale could understand it. likewise, localizing game assures that learners can relate as it is known and understandable. more so, it makes sense to the target learners because the content maintains the intended message of the game. to be more specific, vocabulary can be taught to the learners through a localized gamebased activities and provide the students with excitement about learning words in a playful context. materials and methods strategy or intervention the intervention used in this study is a lesson inspired by game-based approach. it incorporated localized game-based activities with the topic “using appropriate strategies in unlocking the meaning of unfamiliar words and idiomatic expressions.” these activities are believed to be helpful in improving the students’ vocabulary skill. in this study, the vocabulary skill to be measured is the students’ ability to unlock unfamiliar words since this is the most basic way of understanding terms being described and defined through the description and clues about the words. this could lead to widening their vocabulary building. the localized games used in this study are pinoy henyo (pinoy genius) and bugtong bugtong (riddle game). pinoy henyo is a popular guessing game in the philippine that people started playing at homes, parties, and even in corporate team buildings. pinoy is a colloquial word for filipino and henyo means genius. the aim of the game is for an individual to guess a word correctly by narrowing down the possibilities using different categories. the most common categories used in the game include “tao,” “bagay,” ‘’lugar,” and “pagkain” but it is up for individuals’ cunning and own strategy to come up with the words that can narrow down the possibilities. this localized game-based activity was implemented before introducing the lesson. we chose 5 students as guessers and other members of the class as responders. after choosing 5 guessers, we clearly gave the instructions of the activity. we explained that the guesser needs to cover his/her eyes with blindfold. before starting, the guesser needs to choose the setting of the word. it can be in the school, house, or hospital. in the count of three, a word that needs to be guessed is flashed in the google. each student guesser has 3 minutes to guess the words as many as they can. they can use the “pass card” if they could not guess the given word and proceed to the next one until the time is over. we also facilitated and monitored the game in case the responders answer with another word other than yes, no, and maybe or possible, so that they can proceed to the next word as a penalty. in the next meetings, other students assumed the role as a guesser. therefore, all of them had the chance to become a guesser and responder. another game incorporated in the lesson is the bugtong bugtong which is shown in figure 2. a riddle, or bugtong in filipino, is a statement or a question that directly requires a concrete answer whose hidden meaning has to be deciphered. inventing and answering riddles are among top hobbies for early filipinos with much spare time at their disposal, marking their liking towards activities that hone the mind. bugtong consists of two-liner statements, questions or phrases that has double or hidden meaning. the description may seem straightforward, but sometimes, you need to think outside of the box to solve them. thus, this game can be a good activity for the learners to practice context clues. through context clues, they can easily guess the correct answer. playing riddles allows them to know and understand something that most other people do not, giving them an opportunity to repeat them and teach them to others. with this, learners are not just able to learn words but have the assurance of long retention. this game was implemented after the discussion of the lesson. in this game, we gave 30 seconds to the students to guess the correct answer. after flashing the answer, the meaning of the words are presented to the learners. we gave them “hint” if the learner could not guess the correct answer. aside from hints, we gave 5 “pass card” and proceed to the next riddle or bugtong. research instrument we constructed a 20-item pretest-posttest which was taken from the grade 8 learner’s material of the k-12 curriculum. some of the items of the test were modified to align with the purpose of the study. the 20-item pretest checked the vocabulary skill of the students before carrying out the intervention. it was administered to determine the students’ level of vocabulary skill before executing the treatment. on the other hand, the 20-item posttest served as evidence whether the intervention was able to improve the vocabulary skill of the students. both the pretest and posttest were facilitated through the use of google forms. sources of data this study used the results of the pretest and posttest http://https://journals.e-palli.com/home/index.php/ajahs pa ge 42 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 40-45, 2022 table 1: distribution of the students according to their pretest scores (n=35) scores description frequency (f) percentage (%) 16-20 very satisfactory 8 22.86 11-15 satisfactory 9 25.71 6-10 fair 18 51.43 0-5 poor total 35 100.00 mean 12.62 as the source of data. the pretest and posttest were administered to the grade 8 students who were officially enrolled at the mariano marcos state university, laboratory high school, batac campus, in ilocos norte, philippines, for the school year 2021-2022. the data were gathered from the 35 grade 8 students in terms of their scores in the pretest and posttest, respectively. data gathering procedure prior to the conduct of this study, we followed a definite procedure in gathering the data needed. first, we sought permission from the principal of mmsulaboratory high school to conduct the study. next was the administration of a 20-item pretest. this was done to determine the students’ level of vocabulary skill before the application of the intervention. after analyzing the results of the pretest, we selected the intervention. they considered several strategies and approaches to select from. consequently, local gamebased activities were chosen as the intervention to be utilized. we constructed lesson plans aligned with the content of the grade 8 english curriculum. gamified approach was used as the methodology in the lessons. in the lessons, localized game-based activities such as the pinoy henyo and bugtong bugtong were used in our online class discussions. these games are related to different types of vocabulary building. we engaged the students to the said localized game-based activities. these activities act as strategies for the learners to scrutinize and learn unfamiliar words to improve their vocabulary skill. after implementing the localized game-based activities, we administered a 20-item posttest to determine the improvement on students’ vocabulary skill. the posttest is the same as the pretest with the same context. this test served as an evidence whether the intervention was able to improve or not the vocabulary skill of the students. finally, the students’ scores in the pretest and posttest, respectively, were interpreted, analyzed and compared. data analysis the students’ level of vocabulary skill in the pretest and posttest was interpreted using frequency counts and means. their level of vocabulary skill was described using the range of scores with their corresponding descriptive interpretation as follow: to determine the significant change on the students’ level of vocabulary skill before and after the application of the intervention, mean difference was used. to support the findings of the study, the students’ responses about their perceptions on the localized game-based activities were range of scores descriptive interpretation 16-20 very satisfactory 11-15 satisfactory 6-10 fair 0-5 poor also interpreted and analyzed. results and discussion this chapter discusses the presentation, analysis, and interpretation of the findings of the study on improving the grade 8 students’ vocabulary skill through localized game-based activities. it includes the pretest and posttest mean scores, frequency, percentage and mean difference, which were used to measure vocabulary skill. students’ level of vocabulary skill before the implementation of the intervention the first concern of the study is to determine the grade 8 students’ level of vocabulary skill before the implementation of the intervention based on the results of their pretest. table 1 shows the distribution of the students according to their pretest scores. the pretest result shows that 18 (51.43%) of the students obtained scores ranging from 6-10 interpreted as fair. it can be deduced from the same table that 9 (25.71%) of the students got scores ranging from 11-15 marked as satisfactory while 8 (22.86%) of them got scores ranging from 16-20 interpreted as very satisfactory. interestingly, no students got a score ranging from 0-5 marked as poor. the result shows that the majority of the students have fair level of vocabulary skill before the implementation of the intervention. this can be attributed to the students’ difficulty in using the english language. as what encarnacion and viviana (2019) claimed in his study, students’ low and fair vocabulary skill is affected by their difficulty in understanding and using english as their second language. it could also be gleaned from the table that the students obtained a mean score of 12.62 interpreted as satisfactory. although most of the students have fair vocabulary skill before the implementation of the intervention, their mean score yielded to the satisfactory level. localized game-based activities as intervention in improving the grade 8 students’ vocabulary skill this study also determined the intervention that can be applied to improve the students’ vocabulary skill. the intervention used is a lesson inspired by game-based approach. it incorporated localized game-based activities http://https://journals.e-palli.com/home/index.php/ajahs pa ge 43 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 40-45, 2022 such as pinoy henyo and bugtong bugtong with the topic “using appropriate strategies in unlocking the meaning of unfamiliar words and idiomatic expressions.” these activities are believed to be helpful in improving the students’ vocabulary skill. after the games were applied, the students were interviewed about their perceptions on the games. the following are some of the responses of the students: (student a) “both games are good. especially the pinoy henyo because through the characteristics that i gave, i eventually guess the word.” (student b) “the activities are very engaging, specifically the pinoy henyo because everyone in the class actively participated all throughout the discussion.” (student c) “through bugtong bugtong, it gives me the opportunity to analyze the text and look for clues on the given text in order for me to come up with the right answer or word.” (student d) “honestly there are words that are not familiar to me and i was not able to clearly define or describe it. however, with the help of its definition, the picture, and the responses of my classmates i was able to enjoy the game and finish it.” (student d) “it’s a bit challenging in my part since there is a timer but what made it more significant was the experience and lesson that i’ve learned throughout the games.” as reflected in the statements of the grade 8 students about the localized game-based activities, it can be said that the activities were helpful for the students to learn new words. like in pinoy-henyo, through giving characteristics and features about the category, the students were able to gain clue and recognize the word. with such practice, they have gained insights of the meaning of the word. thus, it gave them the opportunity to widen their vocabulary. in terms of bugtong bugtong, the students indicated that this localized game-based activity is a good intervention to build their vocabulary because the students were able to analyze the text and find clues within the text. with this, the students were able to practice context clues and learn a word through understanding meaning found in the text. considerably, the students were actively engaged in the game-based activities. playing the games contributed to their learning in terms of reinforcement and using the words in context. likewise, the activities were fun and challenging as presented in figure 1. figure 1 was taken during the implementation of pinoy-henyo. the picture shows that the students enjoyed the intervention. likewise, it is reflected in the picture that the guesser is excited to give the characteristics of the given category and guess the word. consequently, the students were participative and they were all excited for the guesser to get the correct answers. this made the other members of the class to listen carefully and respond to the characteristics of the word that the guesser was telling and eventually learning new words. interestingly, the students also showed positive attitudes toward the game bugtong bugtong as reflected in figure figure 1: pinoy henyo game during the synchronous discussion 2. the picture shows that one of us is facilitating bugtong bugtong. it is evident that the localized game-based activity was enjoyed by the students because it gave them the chance to guess the word through carefully analyzing the text and find meaning within the text. since all of them were given the chance to answer, it prompted them to compete with one another and challenge them to think deeper to score in the game. with this, the grade 8 students became active in giving answers and were able to give the right ones. this also led them to learn new words and widen their vocabulary. this claim can be linked to what alevli (2020) posited that by asking and finding clues, the students can have on their minds the concepts, the descriptions that are related to the word. this is a way of making them think critically at the same time engage in exciting and activity. thus, this could help them widen their thinking as well as their vocabulary. students’ level of vocabulary skill after the implementation of the intervention another concern of the study is to determine the students’ vocabulary skill after the application of the intervention through the administration of the posttest. table 2 shows the distribution of the students according to their pretest scores. the posttest result shows that the majority of http://https://journals.e-palli.com/home/index.php/ajahs pa ge 44 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 40-45, 2022 figure 2: bugtong bugtong game during the synchronous discussion table 2: distribution of the students according to their posttest scores (n=35) scores description frequency (f) percentage (%) 16-20 very satisfactory 32 91.43 11-15 satisfactory 3 8.57 6-10 fair 0-5 poor total 35 100.00 mean 19.05 the students (91.43%) got scores within 16-20 range of scores marked as very satisfactory. this means that most of the students have very satisfactory vocabulary skill after the application of the localized gamed-based activities. it can also be deduced from the table that 3 (8.57%) of students obtained scores from 11-25 which is labeled as satisfactory. interestingly, none of the students scored ranging from 6-10 which is interpreted as fair and 0-5 which is marked as poor, respectively. this can be attributed to the students’ interest and motivation to engage themselves in the localized game-based activities which helped them attain very satisfactory vocabulary skill. likewise, this study supports the research of al-masri & najar (2014) concerning the impact of using word games on students’ vocabulary knowledge. the findings of their study showed that games are very useful for teaching vocabulary to learners. these claims are a manifestation that games are useful in improving students’ vocabulary skill like the use of game-based activities in the present study. significant change on the students’ level vocabulary skill before and after the implementation of the intervention the last concern of the study is to determine the significant changes on the students’ vocabulary skill before and after the application of the intervention as reflected in table 3. it could be gleaned from the table that the students obtained an overall mean score of 14.49 described as satisfactory in the pre-test, while they obtained an overall mean score of 19.05 interpreted as very satisfactory in the post-test. likewise, it can be deduced from the table that the overall mean of the students in the post-test is 4.56 higher than their overall mean score in the pre-test. this implies that the students’ vocabulary skill was improved using the localized gamebased activities. this can be attributed to the features of the activities which are based on gamified approach. since the activities were engaging and exciting, the students became more participative in the discussions and more eager to learn, leading them to better grasp the concepts of the lessons. this finding can be associated to the study of efendi (2013) on using games to improve students’ vocabulary learning. the results of the study represented that utilizing games improved students’ vocabulary learning achievement. likewise, this study supports the research of al-masri & najar (2014) concerning the impact of using word games on students’ vocabulary knowledge. the findings of their study showed that games are very useful for teaching vocabulary to learners. these claims are a manifestation that games are useful in improving students’ vocabulary skill like the use of game-based activities in the present study. table 3: mean difference on the students’ pretest and posttest scores n mean score description mean difference pre-test scores 35 12.62 satisfactory post-test scores 35 19.05 very satisfactory 6.43 http://https://journals.e-palli.com/home/index.php/ajahs pa ge 45 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 40-45, 2022 conclusion based on the findings of the study, it can be concluded that the grade 8 students have varied levels of vocabulary skill before and after the implementation of the intervention. likewise, there is a significant change on the students’ level of vocabulary skill before and after the implementation of the intervention. this study further concludes that the use of localized game-based activities such as pinoy henyo and bugtong bugtong was effective in improving the students’ level of vocabulary skill. since the study found that localized game-based activities improved the vocabulary skill of grade 8 students, it is recommended that high school teachers should design lessons that are gamed-based in nature. the study was only limited to one group, therefore, it is recommended to conduct similar study with experimental and controlled groups to further validate the effectiveness of localized game-based activities in improving students’ vocabulary skill and other areas in language. likewise, it is recommended that the intervention be used in a larger group with a longer time period. moreover, future studies may investigate teachers’ perspectives on these localized game-based activities as part of their instructional methods that they can use inside the language classrooms to teach vocabulary. may this study serve as an awareness to highlight the importance of localized game-based activities as a strategy in improving the vocabulary skill of the students. references alevli, o. (2020). a game activity for improving vocabulary: design, learn, reinforce. journal of inquiry based activities (jiba)/araştırma temelli etkinlik dergisi (ated), 10(2), 146-156. retrieved from https://www. coursehero.com/file/126590096/7-article-text-281-10-20210124pdf/ al-masri, a. a., & najar, m. a. (2014). the effect of using word games on primary stage students’ achievement in english language vocabulary in jordan. american international journal of contemporary research, 4(9), 144-152. retrieved from http://www.aijcrnet.com/ journals/vol_4_no_9_september_2014/17.pdf andrici, a. (2012). enriching students’ vocabulary by using word wall strategy. solok selatan: program study pendidikan bahasa inggris. retrieved from https://files.eric. ed.gov/fulltext/ej1290193.pdf darfidal, i. (2015). the effectiveness of using language games in teaching vocabulary: the case study of third year middle school learners. institutional depot of the university adu bekr belkaid tlemen uabt. retrieved from: http;// dspace.univ-tlemcen.dz/handle/112/7872. efendi, e. (2013). the use of games to improve vocabulary mastery. journal de physique iii, 1 (12), 78-84. retrieved from https://www.semanticscholar.org/paper/theuse-of-games-to-improve-vocabulary-mastery-efe ndi/6432b745d387a25e8ecde5b2729994fe920b7f70 kavvadia, k. (2016). investigating the vocabulary strategies of efl young learners in greek primary school. research paper in language teaching and learning, 7(1), 88-104. retrieved from: https://rpltl.eap.gr/ images/2016/07-01-088-kavvadia.pdf keshta, a.s., & al-faleet, f. k. (2013). the effectiveness of using puzzles in developing palestinian tenth graders’ vocabulary achievement and retention. humanities and social sciences, 1(1), 46-57. doi: 10.11648/j.hss.20130101.16. ketola, j. (2019, may 7). vocabulary and its importance in language learning. gamified vocabulary learning: vocabulary.com in the finnish upper secondary school context. retrieved from https://www.tesol.org/docs/books/ bk_eltd_vocabulary_974 language network. (2020). the difference between localization and globalization. retrieved from https://www. languagenetworkusa.com/blog/the-differencebetween-localization-and-globalization shabaneh, y., & farrah, m. (2019). the effect of games on vocabulary retention. indonesian journal of learning and instruction. 2. 79-90. doi: 10.25134/ijli.v2i01.1687. taheri, m. (2014). the effect of using language games on vocabulary retention of iranian elementary efl learners. journal of language teaching and research, 5(3). doi:10.4304/jltr.5.3.544-549 http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 indexed in pa ge 12 8 american journal of arts and human science (ajahs) issues and challenges of power sector reforms in nigeria: the political economy approach tukur, mustafa adedeji1* volume 1 issue 2, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i2.471 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: august 06, 2022 accepted: august 12, 2022 published: august 16, 2022 the post-colonial status and the formation of the nigerian state have no doubt, redefined it as a neo-patrimonial, pseudo-capitalist and dependent entity. its forceful integration into the global capitalist ideological orbit could be predicated on the historical antecedents of its colonial heritage. the rentier nature of its political economy had further broadened the basis of capital accumulation through the enlistment of the nigerian political class interest. the nigerian economic crises that persist in varying degrees have equally precipitated a number of reform policies by the successive governments in finding the alternative to the economic crises. one of such is the power sector reform with the critical infrastructural gaps despite the continued interventions over the years. there are quite emerging robust literature to support the engaging debates on the nature and character of the nigerian pervasive economic crises. this paper, interrogates and historicizes the power sector reform policy and undertakes a careful examination of the implications of the privatization exercise as purportedly implemented under the current reforms and its far-reaching effects amidst the exacerbating social crisis of pervasive poverty and the near-absence of effective regulatory mechanism to curtail the exploitative tendencies against the nigerian mass of electricity consumers. it is also in the contention of this paper that, the post-privatization era in the power sector is still riddled with a plethora of challenges as mostly crystallized by the poor service delivery and the exploitation of electricity consumers. keywords political economy, deregulation, privatization, power sector and policy reforms 1 department of political science, lagos state university, ojo, lagos, nigeria. * corresponding author’s e-mail: mustafaadedjitukur@gmail.com introduction it is appropriate to begin our discourse on a significant premise of the post-colonial nigeria state and its forceful integration into the global capitalist ideological orbit. there is perhaps, a powerful nexus of justifications to explain the nature of the post-colonial nigerian state and policies to its political history and the pattern of asymmetrical integration into the western capitalist ideological system. with the eventual departure of the british colonial government in 1960, the nigerian political economy, as with most other african countries, became subordinated and rentier in orientation. the new political leadership in africa was bedeviled by the arduous tasks of post-independent challenges with the propelling quests for the development of the emerging african economies and most significantly, the concentration on massive production of primary produces for the international market. however, in a bid to further sustain the tempo of the postindependence economic revolution and development, the nigerian state like many other african countries had unavoidably resorted to the use of public enterprises (pes) as a measure of resource mobilization, allocation and for the acceleration of the economic development agenda beginning from 1950s through the 1960s (ojobo, 2005). it is also apposite to affirm that the dominant roles of the state in the post-colonial economies of the developing countries of mostly, africa have been the acceptable political economy norms given the compelling historical exigencies and the dialectics of their formations as postcolonial entities. this political economy perspective, in a more explicit historical ground had been built on the logic of the keynesian and monetarist macro-economic models which also gained currency and became the most rationally embraced intellectual assumptions for state intervention in the european economy since the post1930 global economic recession. without going into the dialectics of the post-colonial states in africa and for the avoidance of the possible epistemological trappings on the inherent contradictions of their political economies, there is perhaps, a very strong movement in these hard times of economic crises of global dimension for a redefinition of the primary role of the state. the pivotal place of the state in all matters relating to collective socio-economic and infrastructural development has come under much assessment with the need for intellectual interrogation. the traditional roles of the state in terms of creating conducive sociopolitical and economic climate through the provisions of amenities and security remain uncontested. the central place of the state in the attainment of these objectives is being challenged, and has also become susceptible to the vagaries of the emerging realities. the changing role of the state has become very compelling also, given the enormous tasks of galvanizing the economy and its basic intricacies for a sustainable economic recovery and reconstruction agenda. the major proponents of the economic liberalization agenda and the dominant international financial consortium of the world bank/ imf had advanced the argument of minimal involvement of the state on the very logic of the https://doi.org/10.54536/ajahs.v1i2.471 https://journals.e-palli.com/home/index.php/ajahs mailto:mustafaadedjitukur%40gmail.com?subject= pa ge 12 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 128-137, 2022 obvious eroding capacity of the state in the attainment of some of its traditional roles and most especially, in the core areas of social service delivery. methodology this paper is essentially literature-based and has extensively explored relevant theoretical as well as some empirical literature which have remarked the topical issues of policy reforms while taken into cognizance, the trajectories of electricity power sector reforms in nigeria. literature review the public service which, in much of the developing economies as nigeria, serves as the only state instrument in the attainment of these objectives is equally not to the task (yahaya, 1992). the arguments for the withdrawal of the state particularly, in the power sector of the economy could therefore, sound reasonably logical and acceptable in the compelling exigencies of the realities of the global political economy. flowing from the argument of the public enterprises (pes) in the drive for resource mobilization and allocation for national socio-economic development as in consonance with the keynesian economic model, it was further argued that as developing countries migrated towards economic maturity, their public enterprises would continue to play dominant role in the economic development. with the diversified involvement of the state in the key sectors of the economy, the public enterprises particularly, in nigeria have also had wider span of interest cutting across agricultural and allied industry, mining, manufacturing, banking, insurance/ financial service delivery, telecommunication/ courier delivery services, oil and gas, power/ energy and in many other array of service delivery ventures. imperatively, it was estimated that at the turn of 1980s, there were about 3000 public enterprises in africa with countries as cote d’ivoire, ghana and nigeria having 5.24%, 6.32% and 20.96% respectively (swanson and wolde-semait, 1989). the number of public enterprises in nigeria as at 1983 was put at about 110 with specific sectoral emphasis in transport, aviation, shipping, oil and gas, vehicle assembly and general manufacturing (anyebe, 2002). in spite of the plethora of public enterprises and the huge public investment by the nigerian state, there were equally challenges of acute failure in terms of service delivery and their inability to make commensurate returns on investment as obtainable in the private sector of the economy. the nigerian state, as reported, has expended the stupendous sum of over n356 billion on its public enterprises from where little or no returns were recorded on such investments (ighodalo, 2001: 87).the contemporary perspective therefore, holds the contention that there is need for withdrawal of the state against the wasteful investment of the public funds that could be better utilized in the provisions of critical public utilities like education, health care facilities, roads etc. the introduction of structural adjustment programme (sap) in 1986, as part of the policy prescriptions of the imf/world bank consortium by the babangida regime left the nigerian state with no option than to further consider the sustenance of the privatization component of sap. the babangida regime had pursued privatization policy of the public enterprises to foster prudence and fiscal discipline, disengage the state from the accumulation process and redress the inefficient nature of public sector enterprises (momoh, 1995). the power sector reform which is the focus of this paper also forms the major agenda on the entire public sector reforms of the nigerian state. the policy trajectory of power sector reforms in nigeria has, in the observation of many development scholars been largely tainted with such distortions and contradictions that are inimical to the collective will of the nigerian state. beginning with the national integrated power project (nipp) scheme under the aggressive rehabilitation of power infrastructures programme which took place between 1999 and 2004, has the ambition of enhancing the generating capacity through the construction of additional thermal stations across the country. with the eventual transfer process of the power sector under the government-led nipp (national integrated power project) to the private sector arrangement of the ipp (independent power project) and the abysmal level of performance in terms of service delivery, the new ownership and control regime have further substantiated the argument of the neo-patrimonial structure of the nigerian state. the argument which hinged the reform policy on the logic of efficiency and appropriate allocation of resources is equally flawed considering the magnitude of the decadence in the operations of the new private sector led power generation and distribution system in nigeria. nigerian policy reforms: the theoretical explorations political economy literature is replete with contending theoretical expositions related to policy reforms. this paper shall however, be resting first, on the theoretical construct of karl marx dialectical materialism which also affirms the contention that historical circumstances are at the end result of a continuous class struggle between groups in any society. karl marx (1968) had predicated his argument of class conflict between ‘’the mode of production’’ and ‘’the relations of production’’, where the mode of production conditions the social, political and intellect life processes in general. this also refers to how the means of production were acquired and the social relations that exists between men also resulting from their connectedness with the process of production. this equally emphasizes ‘’the importance of domination, exploitation, struggles and control between classes in any mode of production’’ (aina, 1986:4). it could be argued further that, the state remains the only instrument through which the interests of the bourgeois are promoted and protected under capitalism. with the http://https://journals.e-palli.com/home/index.php/ajahs pa ge 13 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 128-137, 2022 established hierarchy of the societal structure emanating also from the norms of the structure of production and distribution in material and spiritual life, this in a way, has ensured the unequal exploitative tendencies and led to the widening class system of groups in the society. situating the marxian dialectical materialism to policy reforms particularly, in the nigerian power sector, it could be inferred that this is also in line with the dictates of the western capitalist ideological orientation in the deliberate severance of the ownership of the means of production as a collective patrimony of the state to private ownership. this however, represents the ideological strategy of the nigerian indigenous capitalist class (the local bourgeois) working in concert with their foreign collaborators in acquiring the controlling stakes of the previously stateowned enterprises. ojobo (2005) also noted that, with the aggressive drive for profit motives and efficiency in the acquired public enterprises, the privatization policy most especially, as it has occurred through the power sector reforms, has led to massive disengagement of workforce, frequent hike in the tariff rates of the electricity to the nigerian consumers and distorted the erstwhile democratic industrial environment previously enjoyed by the workforce in the electricity sector. though, despite the absence of consensus of scholars on the nature of the economic crisis of the nigerian state (aboyade; 1976, williams; 1980, nnoli; 1981, onimode; 1983, usman; 1983, bangura; 1991, olukoshi; 1991, adedeji; 1993, olukoshi; 1995), the crisis could however, be attributed to both the bourgeois and radical conceptions. the bourgeois had opined that the economic crisis of nigeria have emanated largely out of absence of accountability, transparency, good governance and endemic corrupt practices (seteolu and obiyan; 2007). this explanatory framework had been hinged on the keynesian and monetarist paradigms as a panacea to the capitalist crisis which had engulfed the europe and the envisioning of the role of the state in the post crisis period. though, these models had equally differed on the role of the state with the contradictions of the dominant role of the state in addressing the economic downturn and the reduction of the state interventionism. the argument on the reduction of state interventionism had formed the fulcrum of the contending post-cold war international economic system and the development administration policy thrust of the western international financial institutions. one could however, note an obvious historical lacuna deliberately created in the bourgeois analysis of the nigerian economic crisis. the crises of political corruption, lack of accountability and good governance have all been perceived as the aftermaths of the skewed integration of the nigerian state as earlier argued, into the international economic system. this pattern of asymmetric integration and relationship compelled the subservient status of the nigerian state and its political economy, its vulnerability to the vagaries of international shock, the deliberate destruction of its cottage industrial capacity, the suppression of the local technological potentialities and initiatives, the disruption of its subsistent farming system and promotion of the cash crop based agricultural system as a ready purveyor of the major industrial composites for the western capitalist economy. the colonial economic structure fostered emergence of a local comprador class that organized the nigerian economy for capitalist exploitation (seteolu and obiyan; 2007). the radical approach on the other hand, looks at the materialist interpretation of the historical trajectories of a political economy, the class nature of the capitalist crisis and state, and the character of the local and foreign bourgeois classes. the radical perspective had appraised the contradictory relations of capital and labour within the context of class struggle. scholars such as ake (1978), williams (1980), onimode (1983), and ihonvbere (1989) have advanced the arguments on the forms and implications in the capitalist system. the very nature of the capitalist state has thus, provided a fertile intellectual ground for the useful explanatory framework on the contradictions of the nigerian power sector reforms policy. the political economy literature is replete with different analytical frameworks on the crisis of the dependent capitalist state. these include the neopatrimonial, urban coalition and compradorial theories (bates; 1981, hyden; 1983, sandbrook; 1985, onimode; 1992). the neo-patrimonial theory examines the nature of politics in the developing states as nigeria in terms of the prevalence of state becoming subordinated to personal rule, communal aspiration and the distribution of patronage. the prevalence of identity politics in the much of the developing post-colonial societies and patronage are thus attached to the primordial considerations. the nature of economic activities in africa is considerably based on these primordial attachments that span the community, religion and family lineage. these are reflective of the intricate linkage of the nature of the post-colonial state which in itself, is not of the organic outcome of the peasant economic system. the state crisis has been attributed to the conflict between the logic of a modern state predicated on exchange relations and the traditional society intrinsically linked to affectionate relations. resultantly, and in the cause of this conflict, the ruling class in africa lacks the capacity to construct structures capable of fostering effective and efficient governance system (ntalaja; 1989: 116, ake; 1994: 7). the neo-patrimonial theory has found expression in the right analytical framework for the state crisis in africa. this is likely so, because of its adequate emphasis on the process of state formation, the absence of a formidable national bourgeois class, and the wide perception of the emergence of larger than life men in african continent (beckam; 1988: 20, adesina; 1995). this theory equally situates the nigerian state, as a product of historical struggle. with the pervasive corruption, the brazen http://https://journals.e-palli.com/home/index.php/ajahs pa ge 13 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 128-137, 2022 plundering of the common patrimony coupled with the endemic governance deficit that characterizes the polity in nigeria. the neo-patrimonial theoretical perspective draws an impression of a linkage between the institutional interest of the state and the interest of those who manage the state in africa as very tenuous (mamdani; 1992: 20). the neo-patrimonial perspective however, fails to query the persistence of the status-quo by the african ruling class. presumably, the political status quo structures are well in line with the accumulation tendencies of the ruling elites. the urban coalition theory rests on the argument of the apparent failure of the agricultural system in africa. the theory contends that, the ruling class deliberate exploit of the state apparatuses to accumulate the surplus on agriculture to meet their selfish interest, and garner the support of the urban-coalition groups. the repressive instrument of the state is, thereby, deployed to suppress the reactions of the peasant-rural groups (bates; 1981: 112). the urban coalition theory has been widely adopted by the western lending institutions as the world bank in their many justifications for the imposition of reform measures as part of their conditionalities in the adjusting states. the theory affirms the importance of socio-political context of economic policy as opposed to a strict perception of the development crisis as purely technical issue. it however, fails to take the cognizance of the structure of the global economy, the asymmetry trade relations and their far-reaching implications for the political economy of the african states. perhaps, the philosophical underpinnings of the african policy reforms have been linked to several factors such as the increasing foreign debt, inaccessibility to soft concessional loans and increasing interest rates, the inimical role of the multinational corporations, mass decapitalization and local displacement (beckam; 1988: 30, onimode; 1992: 10). the peripheral state nurtures the continuous emergence of the dominant class, which is also ill equipped to curtail local capitalist tendencies. the endemic underdeveloped characters of the capitalist system and the weak civil society have been linked to these wanton tendencies of the peripheral state. the peripheral state attunes its local economy to the commanding interest of capitalist accumulation in the core capitalist state and this presupposes that, the character of the post-colonial state and its reforms system are mere policy-appendages of the political economy of the centre (amin; 1999: 309310). the historical trajectories of power sector reforms in nigeria one of the major challenges with which the third republic civilian administration had to contend with, is the problem of obvious deficits in the basic infrastructural system of the nigerian state. the power sector which perhaps, remains at the centre of any nation’s development had been in a very critical situation with a gross decline in the supply of electricity to all categories of consumers. the challenges faced by the then power sector operating monopoly came largely, in the areas of gross low generation capacity, inadequate transmission and distribution facilities, poor and dilapidated infrastructures, high technical losses, vandalism among other myriads of challenges in response to the alarming situation, the federal government embarked on an aggressive rehabilitation project of the power sector facilities in the country between 1999 and 2004. this formed part of the national integrated power project (nipp) that was aimed at boosting electricity generating capacity with the construction of additional thermal stations across the country. the federal government subsequently granted licenses to private operators in the efforts towards decentralizing and privatizing power sector under the independent power projects (ipp). the independent power project (ipp) is a component of the infrastructural expansion phase with the sole aim of generating and distributing electricity to the all categories of consuming public. with the enactment of the electricity power sector reform act (epsra) in 2005, the federal government began what can be described as the holistic process of the power sector in the country. the power reform act had outlined the framework for effective reform in the sector with the following items on its agenda:  unbundling the national electricity power authority (nepa) into separate entities of power generation, power transmission and power distribution.  provision of the necessary enabling instrument for the appropriate transfer of assets, liabilities and personnel of nepa to power holding company of nigeria (phcn).  subsequent transfer of phcn personnel to successor companies in the generation, transmission and distribution entities.  evolving a competitive market system for the electricity services in nigeria.  the establishment of an independent power sector regulatory framework. the reform process eventually took off in 2005 with the unbundling of the defunct government owned nepa into eleven (11) distribution companies, six (6) generation companies, and a single transmission company with the incorporation of the power holding company of nigeria (phcn). the reform, as earlier noted had granted the operating power to transmit electricity to a single subsidiary and granting the six generation companies and independent power producers to in turn sell electricity to the eleven distribution companies. the major mandate of the distribution companies is to ensure supply of electricity within their designated catchment areas. regrettably, the laudable objectives of the electric power sector reform act 2005 (epsra 2005) and as peculiar with policies in nigeria as a result of the endemic patronclient relationship of the nigerian polity could not be appropriately actualized and thus, the objectives were http://https://journals.e-palli.com/home/index.php/ajahs pa ge 13 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 128-137, 2022 resisted by obstacles as the problem of appropriate pricing regime; failure of compliance with epsra provision on bulk purchasing window; the financial stability of the bulk purchasers/ distribution companies; and the disputed industrial issues on the settlement of the severance packages of the inherited personnel. other issues also revolved around the uncertainties surrounding the operations of nigerian electricity liability management company (nelmco); the prolong concessioning of the transmission company of nigeria; the concern over the licensing of the power generation and distribution companies and the inconsistency observed in the enactment of the electric power sector reform act (epsra) (joseph, 2014). because of the usual inconsistency in the policy making and implementation in nigeria, the power sector reform also suffered some setbacks with about two years’ interregnum of inactivity in the pursuance of its agenda. the administration of president goodluck jonathan however, resuscitated the reform process with the power sector road map in august, 2010. the jonathan administration had set a new agenda for the power sector reform on the threshold of a carefully outlined timetable as follows:  december, 2010 (the commencement of the privatization of the power sector)  july, 2012 (submission of bids by the interested investors)  october, 2012 (approval of bids by the national council on privatization)  january, 2013 (completion of negotiations for the bids)  february, 2013 (completion of industry agreements)  march, 2013 (payment of 25% shares sale purchase)  august, 2013 (payment of 75% shares sale purchase) following the successful completion of the initial phase of the power sector privatization initiative on the 1st of november, 2013, the federal government handed over the eleven distribution companies (discos) and the five generation companies (gencos) previously under the control of the defunct power holding company (phcn) to private investors who had bidden for them. the total amount realized from the ownership transfer of these power companies were appropriately put by the bureau of public enterprises (bpe) at $2.525 billion with gencos raking in $1.269 billion and discos $1.256 billion in the sales proceeds for the nigerian state. the graphical analysis of the whole ownership transfer of these privatized electricity companies had equally revealed the neo-patrimonial pattern of the nigeria political economy considering the processes of the transfer and the caliber of the new owners. some of the bidder-companies had strong affiliations with the nigerian power elites and are either acting in concert or being used as fronts in the privatization exercise. the breakdown of the preferred bidders as duly approved by the national council on privatization (ncp) indicates that, kann consortium won abuja disco for $168 million; vigeo power consortium got benin disco for $129million; westpower& gas got eko disco at $135million; interstate electric limited got enugu disco at $126 million; integrated energy for ibadan disco at $169 million; nedc/ kepco for ikeja disco at $131 million; aura energy limited got jos disco at $82 million; sahelianpower spv limited for kano disco at $137 million; 4power consortium for port-harcourt disco at $124 million; and integrated energy distribution and marketing got yola disco at $59 million. for the generation companies (gencos), the preferred bidders include: amperion for geregu plant at $132 million; mainstream for kainji plant at $50.76 million with commencement fee of $237,870 million; north south got shiroro plant at $23.60 million with commencement fee of $111 million; transcorp/ woodwork got ughelli plant at $300 million and cmec/ eurafric for sapele plant at $201 million (johnson, 2014). with the new ownership pattern of these acquired power companies, our earlier argument on the neo-patrimonial nature of the nigerian political economy could be very apt going by the profiles of the prominent individuals as general abdulsalam abubakar, a former military head of state, mr. femi otedola, an oil and gas magnate with strong affiliation to the corridors of power, mr. tony elumelu, another banking guru and chairman of the uba group, colonel sani bello (rtd), a former high ranking military officer and one time military governor, sir emekaoffor, a leading politician and businessman among other notable elites having stakes in these new electricity companies. this arrangement had further corroborated the high level of suspicions with which many nigerians had exhibited with the power sector reforms policy. in fact, many nigerians were also of the opinion that the whole ownership transfer exercise was embarked upon without considering its far reaching implications for both the nigerian state and the citizens. result and discussion issues and challenges in the nigeria’s power sector reforms observers have noted with much reservations, the unfolding aftermaths of the power sector reforms policy in nigeria. many have perceived the power sector reforms from the perspective of the persisting policy prescriptions of the western capitalist institutions of imf/ world bank. the policy on power sector reforms reflects the dominance of the neo-liberal ideology as the basis of capitalist reproduction. it is the hegemony of the capitalist economic and political governance frameworks. the philosophical underpinning of the power sector reform policy in nigeria is also anchored on the logic of a rather triumphant western ideology in a more reflective unipolar international political system where the capitalist economic philosophy dictates the tempo of the global political economy. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 13 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 128-137, 2022 however, our point of departure in this argument lies in the application of the philosophy of economic heterodoxy in the whole reforms exercise which also advocates a strong synergy of the public and private economic systems within the context of a supervisory role of the state, and the democratization of the decisionmaking process through dialogue, consultation, debate and compromise. the power sector reforms in nigeria could be appraised given the following highlighted issues and challenges as follows: despite the eventual privatization of the power sector in 2013 and the expected improved service delivery by the new operators, the nation’s electricity generating capacity had rather plummeted from about 4,517.6 mega watts recorded in december, 2012 to about 3,670 mega watts in january, 2014. the electricity generation forecast also stood at 12,800 mega watts while the actual electricity generation into the national grid was 3,585.32 mega watts per hour. in a report of the opinion poll survey conducted in 2014 (joseph, 2014), electricity supply worsened in the fourth quarter of the year 2013, at the immediate period of the privatization exercise. though, the report had indicated optimism on the part of nigerians with the hope of improved service delivery. this had on the other hand, been predicated on the initial challenges faced by the transmission company of nigeria as the new power entity had required about $4.4 billion to enhance its operation in terms of increasing capacity to the estimated capacity of 16,843 mega watts by 2018 (joseph,2014). the current situation in the country is alarming as electricity generation continues to plummet beyond bearable level. generation and distribution have dropped drastically, without any respite even from the state regulatory apparatuses in rekindling the hope of the nigerian electricity consumers. similarly, because of the huge capital outlay required in the power sector, the new investors had acquired the unbundled power companies with facilities from various financial institutions which have also proven to be quite inadequate in financing the hugely investment in the sector. the nigerian state had repeatedly intervened through injection of funds to assist the new operators meet up with the challenge of funding the power projects across the country. the bureau of public enterprises had similarly justified the huge capital requirements of the sector in that, the distribution companies (discos) would require about $357.7 million in 2013 alone. the huge financial challenges of the discos are quite been reflected in the obvious deficits of power infrastructures in meeting up with the increasing challenges of electricity distribution. the continuous intervention of the nigerian state however, and particularly, in the provision of bail-outs to the new operators also points to the argument of the whole privatization exercise in the power sector as a mere neo-patrimonial arrangement purportedly created to serve the interests of the new bourgeois class. further to the challenges of funding and the peculiar operating modalities of the modern power generating system in nigeria which is thermal-based, the problem of constant gas supply to generate electricity has posed a major inhibiting factor. the scourge of vandalism and rural banditry especially in the niger delta area of nigeria has contributed to the chronic failure in the constant supply of electricity to all categories of the consuming public. perhaps, the construction of some new thermal stations as alaoji (1,074 mega watts), egbema (338 mega watts), geregu (848mega watts) and omotosho (786mega watts) by the obasanjo administration did not put into consideration the constant supply of gas to these new thermal stations. the situation has had adverse effects on the performance of these stations in the generation of electricity across the country. the power supply situations in nigeria have become somewhat of a national embarrassment due to the poor state of electricity supply by the discos to the categories of consumers. the perennial crisis in the niger delta and its attendant consequences on the socio-economic well being of the nigerian state is at best a reflection of the class struggles. the rational handling of the social citizenship question within the context of the nigerian political economy has the potential to renew the post colonial social contract between the governing class and the nigerian citizenry (seteolu and obiyan, 2007). the persistent crises in the niger delta region and the willful sabotage activities of vandals have most times affected power supply in nigeria due to the frequent attacks by vandals and saboteurs on oil and gas installations across the country. the crisis no doubt, has the capacity to paralyze other vital sectors of the economy. there are strong economic indications which have supported this assertion. many small and medium scale industrial ventures have closed shops due to deteriorating power situation while the big industrial outfits are relocating to other neighbouring countries as result of the increasing cost of generating power supply through alternative sources. operators in the private sector have attempted several self-engendered palliatives aimed at assuaging the catastrophic effects of the dwindling power situations in the country through other cost-cutting measures as down-sizing of their workforce, provisions of alternative sources of power supply among other self-engendered palliatives by the private sector operators but all to no avail. again, despite the eprsa 2005 provision for the establishment of an institutional regulatory framework of nigerian electricity regulatory commission (nerc), to undertake monitoring and regulation of the sector, ensuring compliance with the market rules and issuance of operating licenses. the problems of pricing and end user tariffs have constituted another serious operating lacuna in the power sector in nigeria. the use of multi year tariff order (myto) pricing regulatory regime has not offered any respite to the electricity consumers http://https://journals.e-palli.com/home/index.php/ajahs pa ge 13 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 128-137, 2022 but has rather generated industry-regulation crisis. the electricity pricing regime of myto offers the operators a periodic review window of pricing adjustment based on some significant economic variables as the prevailing exchange rates, capital and operating expenditure requirements among others. though, the logic of economic liberalization and deregulation allows the state to set a price ceiling in order to attract more players into the deregulated sector of the economy as this is also quite evidenced in the telecommunication sector of the economy. the insensitivity of the nigerian state to the unwholesome and inappropriate pricing regulation in the power sector is quite antithetical to the socio-economic well being of the nigerian public. though, a strong argument of inappropriate electricity pricing regime in the nigerian electricity market has been advanced to also be below production costs level. the industry, further to the argument is barely able to generate enough revenue in meeting up with its operating costs. but one may also quickly dismiss this argument on the illogic of its assumption on many grounds. for instance, many categories of electricity consumers are still being billed on estimated consumption without any measure or parameter to determine the actual consumption by the consumers despite the dwindling quality of service delivery by the operators. there have been wide cases of electricity consumers being slammed with heavy monthly tariffs even when there was no electricity supply by the distribution companies. with the privatized electricity industry in nigeria, there seems to be an obvious failure of regulation on the part of nerc (nigerian electricity regulatory commission) as the sole nigerian state institutional mechanism saddled with the responsibility of ensuring fair treatment of all categories of electricity consumers. as borenstein (2008) opined, if income challenged groups are to enjoy the benefits of power supply, the policy makers must set affordable tariffs below production costs or introduce an explicit subsidy regime. this argument could be validated considering the wide variation existing between the income level and the general inflationary trends in the nigerian socio-economic milieu. given the periodic window of tariff regime adjustment by the power sector operators, it is very much certain that most nigerian consuming public might not be able to afford the high tariffs coupled with the prevailing economic challenges in the country except, there is a state intervention in the forms of subsidy as rightly opined. another critical issue of concern in the political economy of power sector reforms in nigeria could be rightly discerned in the controversies of reconciling the assets and liabilities of the erstwhile state owned phcn in the pre-privatization exercise. while many hold the contention that the unbundled phcn was poorly managed despite the huge government investment and which also alluded to its subsequent transfer to successor companies. the nigerian electricity management company (nelmco) was set up by the federal government to ensure the management and appropriate transfer of its assets and liabilities in the transfer deal. observers have however, picked holes in the whole transfer arrangement as being short of transparency and objectivity that are required in such asset management transactions. it is assumed that, the assets of the phcn were far much than they were valued before their eventual transfer to the successor companies. the government of chief olusegun obasanjo alone was reported to have expended the huge sums of $16.billion in the installations of modern power generating facilities of his administration’s power sector reforms agenda with no significant result on such investments. the purported undervaluation of the assets of the defunct phcn was therefore, part of the many contradictions of the nigerian state. the privatization exercise has been perceived largely, as a deliberate policy of the nigerian ruling elites to also ensure the neo-patrimonial arrangement as obviously exhibited in the assets and liabilities transfer deals particularly, in the favor of the business elites and new operators of the electricity facilities who are also mostly collaborators of the nigerian political ruling elites. as part of the problem of assets and liabilities of the power sector reforms, the inherited workforce of the erstwhile state-owned phcn and have had their post-privatization career future in the successor companies being seriously jeopardized. though, most of the disengaged workforce of the defunct phcn were reported to have been paid off their severance allowances by the nigerian government while the new successor companies similarly re-absorbed those that were still found to be technically and professionally relevant. the major occupational crisis that has been noted in this arrangement also lies in the fact that, many of the reabsorbed staff became subjects of exploitation of the new bourgeoisie-owners of these successor electricity companies. there are also reported cases of breach of the extant labour regulations concerning the engagement of the re-absorbed workforce with unwholesome labour practices been perpetrated by the new electricity supply companies. these ugly and unwholesome labour practices are quite similar to the prevailing situations in most other previously privatized sectors like banking and telecommunication where the emerging class of nigerian capitalists and business elites has dominated with controlling stakes. the prevailing labour practices such as contract staffing, third-party employment system and casualization have become the norms in their exploitative tendencies and are widely embraced by the nigerian bourgeois class as cost-optimization and profit maximization measures at the detriment of the nigerian working class in these privatized sectors. these have in many ways too, precipitated several issues of sabotage by the workforce, acting in concert with some of the disengaged staff of the defunct phcn who are now mostly found idle and posing serious threat to the operations of the successor companies. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 13 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 128-137, 2022 with the assumption of the current civilian administration of president muhammadu buhari on 29th of may, 2015, many nigerians had hoped for a more transparent and efficient-driven service delivery in the power sector though, with the initial improvement in the quality of service delivery by the power operating companies in nigeria. the initial appointment of the former governor of lagos state, mr. babatunde fashola as the minister saddled with the responsibility of superintending over works, housing and power had further rekindled the confidence of the nigerian public on the hope of improved service delivery in the power sector. but paradoxically, the development from power sector has not projected an objective and clear road map indicative of any serious measures towards improving the quality of service. the minister had rather, in line with the neo-patrimonial thoughts, than assuring the consuming public of improved service delivery and the need to ensure appropriate pricing mechanisms by the power sector operators, came up with official pronouncements in the defence of the arbitrary tariff regimes and the exploitative tendencies of the new electricity distribution companies. imperatively, it is rather illogical to assume that the private ownership and control of business undertakings inherently guarantee efficient and effective management of resources. the public sector failure and the inefficient dispositions are not universal when juxtaposing this argument from a comparative perspective, and quite frankly, the public sector institutions can be more productive and efficient. the nigerian political economy landscape has only provided the fertile grounds for the primitive accumulation tendencies which are deliberately orchestrated by the client-patron super structures of the nigerian political system. in the contention of seteolu and obiyan (2007), the challenge of social citizenship, however, makes it imperative to sustain a state that intervenes in the productive process and service delivery. the inherent social distortions and the underdeveloped nature of the nigerian state require the intervening, albeit regulatory role of the state to ensure adequate protection of citizens’ interest, social provisioning and improved social capital. conclusion from the perspectives of the political economy crisis of the nigerian state, this paper had appraised the power sector reforms policy in nigeria, focusing largely, on its far-reaching implications in the widening of the gaps between the nigerian masses and the emerging capitalists class. it attempted a logical correlation between the externally imposed reforms agenda particularly, by the imf/ world bank consortium under the guise of the much touted structural adjustment programme (sap). the liberalization policy and specifically, the privatization of the key sectors of the nigerian economy such as power sector, constitutes a major component of sap agenda with the reconfiguration of the pseudo-capitalist system, the hegemony of neo-liberalism, liberalization and deregulation. the nigerian political economy of power sector was appraised quite expectedly, within the context of the inherent socio-economic indices and ecological intricacies which are equally problematic to the political class and the autonomy of the state. the obvious failure of the reforms policy in the power sector to address the basic socio-economic conditions precipitating the policy has rather, prompted a general feeling of despair within the nigerian populace, increase the strong perception of alienating state, total disdain for the nigerian ruling elites and perhaps, engendering a wide range of public discourse on the possible alternative policy measure in this particular regard. the sustained discourse on the alternative policy measure for the failure of the privatized power sector has largely emanated from the wider public outcry in repudiation of the pervasive role of the western capitalist institutions in deepening anti-people policies within the nigerian state. as a component of the imf economic policy measures, the power sector reforms in terms of its privatization process has not only further impoverished and worsened the conditions of the nigerian populace, it has also delegitimatized the state as a result of its declining capability to respond to its traditional role of providing social needs while at the same time eroded the modest socio-economic gains of the nigerian state prior to the wide adoption of the liberalization policy beginning with the structural adjustment programme (sap). the nigerian state ought to have addressed the challenges of the dwindling fortunes of the public enterprises with the adoption of a more proactive alternative policy measure that can partially or rather holistically, assuage the mounting problems of their mismanagement, funding, and general well-being and consequently, the problem of poverty, unemployment, infrastructural deficits and the general economic dilemma of the nigerian state. the alternative policy measure also requires a more transparent process of the transfer of the public enterprises from the government to the individual stakeholders in a manner that equally reflects common ownership particularly, through the stock exchange market. this measure will also prompt a modest reflection of the economy to stimulate growth and development while strengthening the industrial capacity of the nigerian economy. the continued sustenance of the subsidy regime particularly, in the vital social services delivery industry as the power sector must be maintained in order to enrich the content of social citizenship, and correspondingly enhance the commitment of the populace to the nigerian state (idea, 2000: 167-168). literature on political economy is replete with enormous discourses on the nature and dynamics of africa’s crisis of underdevelopment particularly, with the pervading effects of globalization ( bairoch, 1996; callaghy; 1997, heredia, 1997; bush and szeftel, 1998; dembelle, 1998). on the other hand, the pro-globalization scholars in the mould of bembe and fukuyama had perceived the http://https://journals.e-palli.com/home/index.php/ajahs pa ge 13 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 128-137, 2022 hegemony of capitalism mostly, in relations to african political economy as a positive development. however, their positions have equally received strong critiques largely from other scholars as nabudere, amin, onimode, heredia and olukoshi with opposing views. they have opined that the adoption of economic reforms such as in the power sector in much of the developing countries of africa, asia and latin america are strong indicating factors of capitalist expansionism and pervasive globalization. the process of globalization creates the hegemony of global capital and capitalist values, which are replicated in the peripheral states (seteolu and obiyan, 2007). there is a strong contention that, the core capitalist principles of liberalization, deregulation and privatization are part of the policy prescriptions of the core capitalist centres to the crisis-ridden peripheral states in the developing countries to addressing their perennial economic crisis. these conditions propel the integration of the adjusting states into the skewed international economic system, externalize their fiscal policies and also stunt the emergence of a national bourgeoisie class (onimode, 1991). the trend of globalization no doubt, has compelled the need to do some reappraisal of the state in the wake of the widening gaps existing between it and the citizens. it is equally necessary to evolve a more nationalistic bourgeoisie class within the context of a democratic interventionist state with the capacity to re-define the nature and form of engagement with the critical global institutions and actors in order to redress the perceived imbalances of the international political economic landscape through unfettered partnership (olukoshi, 2002; nzongola ntalaja, 2005). the power sector reforms policy in nigeria is a reflection of the continued subjugation of the nigerian state to the vagaries of the western capitalist ideology and in the whole, a measure of forceful integration with the sole intention of deepening the crisis of underdevelopment. this paper calls for an alternative policy measure that weighs in a more robust and transparent process for the genuine actualization of the desired goals in the power sector of the nigerian economy. it is assumed that the crisis of development which has precipitated the changing role of 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(1983). imperialism and underdevelopment in nigeria.the dialectics of mass poverty. london: zed press. sheteolu, d. and s. obiyan (2007). ‘the political economy of post-structural adjustment in nigeria’. in anifowose, remi and tunde babawale (eds.) an agenda for a new nigeria: the imperative of transformation. lagos: concept publications limited. swanson, d. and wolde-semait, t. (1989). africa’s public enterprise sector and evidence of reforms. world bank technical paper. wtp 95.washington dc.: the world bank. williams, g. (1980). state and society in nigeria idanre: afrografika publishers. yahaya, a. (1992). contending issues of the moment: essays in public policy analysis. lagos: ascon publications. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 indexed in pa ge 73 american journal of arts and human science (ajahs) “let us read amidst the pandemic campaign” improving reading comprehension among grade five pupils charry r. almirol1*, jerson s. catoto2 volume 1 issue 2, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i2.372 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: july 05, 2022 accepted: july 22, 2022 published: july 25 , 2022 this practical action research aimed at determining the effectiveness of the reading campaign among the grade v pupils. it employed the narrative. action research methods was applied where multiple choice questions were deployed for pre-evaluation. there were 10 pupils who participated in this study. the result showed that they performed very poor in all dimensions of reading comprehension, however, the intervention was done after 8 weeks through interviews, there was a significant increase in their performance. thus, the reading program changed the lives of the pupils. it was an effective approach based on the different activities provided by the teacher. aside from that, her presence made a difference because they were able to ask questions that are difficult to be done just by themselves. therefore, teachers played a crucial role during the time of the uncertainties in helping their learners enhance their reading skills in language. keywords covid-19 pandemic, reading comprehension, grade v pupils, matalam, philippines 1 kmanubuan elementary school manubuan, matalam, cotabato, philippines. 2 college of education, cotabato foundation college of science and technology, doroluman, arakan, cotabato, philippines. * corresponding author’s e-mail: charryalmirol83@gmail.com introduction in a global survey of reading comprehension performed by the programme for international student assessment (pisa) in 2018, filipino students came in last out of 79 countries. this is due to their preference for story over informational text items. the difficulty for kids, according to deped secretary leonor briones, is not literacy but reading comprehension. reading aptitude is acquired via practice, according to frederick sotto perez, president of the philippine reading association. we can only become fluent readers if we give them with text, print, and digital materials, as well as practice them with instructor modeling and shared practice leading to autonomous practice. other causes are ascribed to poor connectivity in remote locations, as well as a lack of reading resources in the country. the results of manubuan elementary school self-learning modules (slm) test in the school year 2021-2022 were rather alarming (gueta & janer, 2021). the literacy rate is below average, and a comprehension difficulty has been observed. conversely, lockdowns brought by the pandemic caused a detrimental effect to students with special needs especially in reading. with the absence of the face-to-face classes this made a gargantuan impact on their abilities to easily grasp the contexts of their lessons (sepulvidaescobar & morrison, 2020). generally, it affected the learning process. added to this is the lack of available gadgets which they could use in communicating with their teachers considering that they belonged to the low socioeconomic status (asri et al., 2021). this study builds a gap in the contexts of the teaching of reading during the health crisis brought by the covid-19 on the teaching of reading among the elementary pupils. also, this is timely and relevant since it listened into the challenges experienced by the students on the reading activities given to them by their teachers. this situation prompted the research design and at the same time evaluate how this reading campaign could help develop the reading comprehension of the pupils. action research questions this action research aimed to determine if the reading campaign can improve the reading comprehension of grade 5 pupils of manubuan elementary school for the school year 2021-2022. specifically, it sought to find answers for the following questions: 1. what is the level of reading comprehension of grade v pupils before the reading campaign? 2. what is the level of reading comprehension of grade v pupils after the reading campaign? 3. what suggestions can grade v pupils provide to further enhance their reading skills? innovation, intervention, strategy let us read amidst the pandemic campaign this campaign aims to give the students the room of opportunities to continue learning even in the midst of the pandemic. it was observed that there are students who unwilling to learn because of they felt that their teachers do not care for them anymore. also, it will be an aid with the self-learning modules which are given to them every week. as observed, the contents are not answered. this can be associated with the poor reading skills of the pupils especially in comprehension. more so, this will be done in order to enhance the reading skills especially in comprehension by the students through home visitation where researcher will spend an hour or two for each of the learners to help them on their problems in reading. action research methods this study used an action research method specifically the practical action research method. it entails that it https://doi.org/10.54536/ajahs.v1i2.372 https://journals.e-palli.com/home/index.php/ajahs mailto:charryalmirol83%40gmail.com?subject= pa ge 74 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 73-75, 2022 is a separate method from qualitative, quantitative, and mixed methods. they are of equal footing. however, the practical action research aims at determining the culprit of the problems faced by teachers in their respective classes. hence, this can be done in a short span of time. it looked forward to finding solutions an innovation in teaching. respondents and other sources of data and information there were 10 pupils who were chosen as the participants of the study. they were chosen based on their scores during the implementation of the reading campaign. there were series of tests were given to them before intervention was done. data gathering procedure i adhered to the following research protocols. it was my duty to write a letter to the district supervisor and school principal. upon approval, another set of letters was sent to the respective informants. on the contrary, the consent-to-participate form was given to them where their rights to participate and withdraw were articulated. they were asked to affix their signature affirming their full participation in the study. the proponents prepared a reading selection and a pretest of a 20-item multiple-choice test for the pupils. the researchers personally administered and collected the questionnaire and identified the 10 students who got below-average scores. they were then subjected to the reading campaign by giving them activity sheets with corresponding audio-video reading materials every week. after 8 weeks, they were subjected to a post-test. the researchers likewise facilitated an interview to facilitate the improvement of the reading program among the respondents. data analysis descriptive was used in this study. the level of reading abilities of the pupils was determined using the mean. to answer, the research question number 3, the narrative approach was used whereby the pupils were given an ample time to narrate their experiences and for further improvement of the approach which was used for them. themes were identified to give the clear picture of the study. results and discussion level of reading comprehension of the pupils before the reading campaign table 1 shows that before the reading campaign was implemented, majority of the pupils got the lower score. they were considered to be very poor because of their lacked of comprehension. it can be inferred that the need for intervention was needed to improve their capacity as learners. they are poor in all dimensions of reading comprehension. for, iranmehr et al. (2010) the poor comprehension skills of the pupils can be associated by the mere fact that they are not given proper care by their teachers. with the absence of the face-to-face classes brought by the covid-19 pandemic brought a detrimental effect on the table 1: reading comprehension level of grade 5 pupils before the reading campaign. skills reading comprehension level frustration instructional independent noting details 2 1 0 getting the general significance of a selection 3 0 0 predicting the out-come of a given events and making inferences 2 0 0 reading to follow precise direction 2 0 0 total 9 1 0 learning capabilities of the pupils. they have no one to ask at home considering that some parents do not even have the proper education. level of reading comprehension of the pupils after the reading campaign table 2 presents the result of the reading comprehension of the pupils after the reading campaign. it was noted that there was a significant increase. thus, it can be explained that the reading campaign was effective. it implies, that teachers need to give supplemental activities to their pupils especially that the face-to-face classes are still limited. even when the restriction will be lifted, there is a dire need for them to further give students intervention. table 2: reading comprehension level of grade 5 pupils after the reading campaign. skills reading comprehension level frustration instructional independent noting details 0 3 1 getting the general significance of a selection 0 1 1 predicting the outcome of a given events and making inferences 0 1 1 reading to follow precise direction 0 1 1 total 0 6 4 http://https://journals.e-palli.com/home/index.php/ajahs pa ge 75 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 73-75, 2022 table 3: themes and core ideas on the suggestions to further enhance pupils reading skills themes frequency of response core ideas provision of translated instructional materials continuity of the interven-tion general typical the pupils want that their teacher have to give them activities that are contextualized in their own culture and language. the pupils aim for the sustainability of the reading program tan (2016) reiterated that the giving of intervention specially the home visitation and the provision of different instructional materials made the learners ready to face the next chapter of their lives. their presence can make a difference because they can suggest and can even provide the most fitted activities. suggestions to further enhance the pupils’ reading skills provision of translated instructional materials. it was noted that the pupils want an instructional material which have the translations either in filipino or in their mother tongue. it can help them determine the meaning of the english terms if these are contextualized using their own language. in the same manner, they need it so that they could be able to apply them in their day-to-day lives. as shared during the interview: “i hope that the instructional materials provided have its translations in our language. i want to read but sometimes i have the difficulties of understanding the texts.” (participant 1) in addition, “it would be better if texts are translated especially in filipino or in our mother tongue.” (participant 3) in line with this, the study of revealed that translations should not only be done during the face-to-face instruction. it should also be done with the reading materials provided to the pupils. the importance of the mother tongue in teaching reading manifested a great importance for the success of reading programs in school (megawati, 2017). continuity of the intervention. because of the efficacy of the intervention, it was mentioned by the pupils that it should be sustained. thus, its continuity is further needed. they want that their teacher always has the time for them since there are bodies of knowledge which they cannot understand. it was shared during the interview that: “i pray that this program will be sustained. we really want our teacher.” (participant 4) in the same manner, “i want that this reading campaign will be strengthened. i know that i still have more classmates who need the supervision of my teacher.” (participant 5) teachers’ supervision in the implementation of the reading campaign helped the pupils to have the needed skills. for its sustainability, it was suggested that the program should not only end in a month or two but will be done for the whole duration until such learners are independent (mesbah & faghani, 2015). conclusions this study concluded that the campaign helped the pupils in order for them to become readers. more importantly, this study manifested that teachers should always have to prioritize the needs of their learners. therefore, teachers played a crucial role in during the time of the uncertainties in helping their learners enhance their reading skills in language. reflections the reading program changed the lives of the pupils. it was an effective approach based on the different activities provide to them. aside from that, my presence made a difference because they were able to ask questions that are difficult to be done just by themselves. furthermore, it is reiterated that even in the midst of uncertainties learning should not be buried in oblivion. it is the moral obligations of the teachers to reaching out those learners who have difficulties. references asri, d. n., cahyono, b. e. h., & trisnani, r. p. (2021). early reading learning for special needs students: challenges on inclusive primary school during covid-19 pandemic. linguistics and culture review, 5(s1), 1062-1074. gueta, m. f., & janer, s. s. (2021). distance learning challenges on the use of self learning module. united international journal for research & technology, 2(07). iranmehr, a., erfani, s. m., & davari, h. (2011). integrating task-based instruction as an alternative approach in teaching reading comprehension in english for special purposes: an action research. theory and practice in language studies, 1(2), 142-148. megawati, m. (2017). the improving students’reading comprehension through grammar translation method. english education: journal of english teaching and research, 2(2), 95-108. mesbah, m., & faghani, m. (2015). task-based and grammar translation teaching methods in teaching reading comprehension to nursing students: an action research. aula orientals, 1, 319-325. sepulveda-escobar, p., & morrison, a. (2020). online teaching placement during the covid-19 pandemic in chile: challenges and opportunities. european journal of teacher education, 43(4), 587-607. tan, z. (2016). an empirical study on the effects of grammartranslation method and task-based language teaching on chinese college students’ reading comprehension. international journal of liberal arts and social science, 4(3), 100-109. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 pa ge 1 american journal of arts and human science (ajahs) the curriculum ideology of the lesotho general certificate of secondary education literature in english kananelo sylvester moea1* volume 1 issue 4, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i4.703 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: october 03, 2022 accepted: october 14, 2022 published: october 18, 2022 lesotho’s education system has been and is, like countries’, undergoing a drastic curriculum metamorphosis. nonetheless, there exists a lack of knowledge in teachers of the ideologies underpinning their subjects thus a problem arising in pedagogical practices. this study was set to analyse the curriculum of the lesotho general certificate of secondary school literature in english syllabus, identifying the dominant curriculum ideology (ies), ranging from the most dominant to the least in context to lesotho education system. the results revealed that the most dominant ideology is the learnercentred ideology, followed by the scholar-academic, then the socialefficiency and last, the social reconstruction ideology. the conclusion is that learning of this syllabus proves that a product of literature in english will be someone who is creative, independent and equipped in high order critical thinking and analysis. also, the findings reveal that study of literature situates a learner, to a certain extent, as a member of society and also one who can function as a scholar in various disciplines. however, per the findings, there is a lot more to be done as far as social reconstruction is concerned. learners seem to be catered for being individuals in their development instead of also balancing areas that will enhance ability to discern social concerns and even be in a position to alleviate them. keywords curriculum ideology, literature in english, lesotho, education system 1 lesotho college of education, p.o. box 234, thaba-tseka 550, lesotho * corresponding author’s e-mail: moeasylvester@gmail.com introduction lesotho’s education system has been and is, like countries’, undergoing a drastic curriculum metamorphosis. it has transited from cambridge overseas school certificate (cosc), which was made up of cambridge gce o level which was marked and graded by examination council of lesotho (ecol) since 1989 (moea, 2022a), into lesotho general certificate of secondary education (lgcse) (ecol, 2011). with the existence of the belief that education is the key to success due to the fact that education is perceived as a way to enlightenment and opens door for the future, lesotho has begun the implementation stage of the integrated syllabus which is pioneering on reviewing the whole primary and roll out of secondary education curricula (moea, 2022a). this is with the aim of rendering education at these levels accessible, relevant, efficient and of the best quality (ministry of education and training (moet), 2009). focusing on the current curriculum and assessment policy of lesotho of 2009, raselimo and mahao (2015) assert that the newfangled curriculum and assessment policy (cap) can be esteemed as a change in education policy purposes from being inequitable and examinationoriented. in the light of education history, from basotho education to colonial education era, on to attaining independence in 1966, there was an imperative for lesotho to transform its education to make it applicable and appropriate to its nationwide needs (moea, 2022a). the reform expected teachers to forego their ancient and traditional teaching practices that fragment knowledge and teach concepts and processes of the related disciplines in isolation (moet, 2009). teachers were to embrace teaching tactics that inspire and mould learners’ understanding of the world that: (1) the world is constructed of things that do not occur in segregation; and (2) there are undistinguishable linkages in the midst of entities that form a grand system of life (cheremasupha et al., 2021). this style of teaching was estimated to make learners conceptualise the world as an expansive grid of multiple networks and sub-networks of associations amongst its living and non-living, and physical and non-physical bodies. learners were as well projected to appreciate the associations amongst the fundamentals that formulate these networks and the roles they play to preserve these intricate structures (chere masupha et al., 2021). the policy (cap) phased out the subject-specific curriculum in favour of integrated curriculum. summative assessment practices which were principally in a system of tests and examinations had to be discarded in favour of incessant and formative assessments (cheremasupha et al., 2021). according to this policy, teaching and assessment were not to be measured as isolated; assessment was to be fundamental to teaching (moet, 2009). in addition, rather than concentrating on the attainment of sheer knowledge, teaching and assessment were to apprise both a teacher and a leaner about the development of a learner in gaining new skills, attitudes and behaviour (raselimo & mahao, 2015; moet, 2009). the policy also influences teachers to use teaching approaches that fit in multidiscipline; design learning responsibilities in such a way that, for their effective achievement, would necessitate a learner to apply knowledge from more than one discipline (cheremasupha et al., 2021). drawing on the cap’s (2009) document, such teaching approaches comprise project-based learning, task-oriented learning, https://doi.org/10.54536/ajahs.v1i4.703 https://journals.e-palli.com/home/index.php/ajahs mailto:moeasylvester@gmail.com pa ge 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(4) 1-9, 2022 learning portfolio and research-based learning (moet, 2009). lesotho’s education system is organized in conjunction with formal and informal areas. informal education happens to address the educational needs of youth and adults who are not able to go through the formal education situation and it offers primary and secondary level education (moet, 2016). the lesotho integrated curriculum was gradually introduced in phase pilot model from 2012 at grade 1. in 2016, primary or lower basic education level was completed. the existing curriculum was stretched to junior secondary or senior basic education in the years 2017 to 2020 (moet, 2016). the curriculum characteristically recommended and necessitated a paradigm shift in the lesotho education system. it touched at the core values and patterns of the traditional curriculum (mokotso, 2020). in secondary schools in lesotho, literature is offered as literature-in-english in the school curriculum, just as is the case with nigeria, ghana and other countries where such a subject exists. however, in lesotho, regardless of how versatile it is, literature in english is categorised under the field of social sciences as an elective, fighting for space with subjects like the ict, accounting and economics, which learners normally opt for instead of literature because they claim it is a failing subject (moea, 2021). the literature in english syllabus in lesotho is designed to offer a basis for tertiary courses in lesotho and elsewhere, as well as laying foundation for jobs and moulding professions that require empathy, communication and analysis skills (ncdc & ecol, 2018). literary works help learners to use their imagination, enhance their empathy for others and lead them to develop their own creativity (ibid, 2), thus a dire need to have literature in english in schools’ time-tables. the study of literature in english at schools inspires learners to penetrate through the imaginary worlds and discover, scrutinise, and echo on both present and everlasting subjects as well as their eccentricity and humanity. the critical intellectual skills exclusively offered by the study of literature consist of: cultivating an inquisitive mind, reconnoitring personal and communal issues, and crossexamining and dealing with obscurities and manifold perceptions (ministry of education singapore, 2019). the idea in literature education is not just to retrieve an answer from a learner; it is to get a thoroughly thought out and creative response. in this case, the job of a teacher seems to be not simply for knowledge transference but also lead them to become competent readers (mendelowitz, 2017). however, it seems teachers of literature in english are unaware of the ideologies underpinning their subject curriculum and teaching methodologies thereof (moea, 2021) hence dearth of knowledge about how to go about its teaching, thus making it a failing subject. therefore, this paper sets out to unveil the dominant ideology in the context of literature in english teaching in lesotho syllabus. it focuses on section three of the syllabus; the syllabus aims and objectives. it unambiguously focuses on section 3.1the seven syllabus aims. the reason for this focus is that these aims are a trench in which the teaching outcome, the assessment objectives and what is expected of the learner are drawn on. they are going to be interpreted based on the four curriculum ideologies; responding to the questions; what is the dominant ideology and the least applicable ideology in the teaching of literature in english and what is the implication of the dominant ideology and the least applicable ideology in the teaching of literature in english? literature review first, it should be understood that scholars have had different explanations of what curriculum is and how they operationalize it in different situations though an overlap may be traced. there is available a multiplicity of concepts of curriculum since educationists give their own different interpretations of the content and functions of curriculum (tholappan, 2015). tholappan perceives curriculum through the lenses of philip phenix, hilda taba and albert oliver. as tholappan states, oliver refers to curriculum as the educational program consisting of the three fundamental elements; studies, activities and guidance. philip phenix describes it as a carefully thought out scheme of values which constitute the aims and objectives or purposes of education. then hilda taba looks at curriculum as the function of the public school, listing the three functions as preserving and transmitting cultural heritage, serving as an instrument for transformation of culture and functioning as a means for individual development. curriculum, with latin roots – ‘currere’ means running of the course (pinar, 2011) which may translate into a racecourse. in an academic environment, our curriculum – the race course, becomes prescribed and described as the program of study, made up of a series of individual courses (dyjur & kalu, 2018). toombs & tierney (1993) cited in dyjur and kalu (2018) correspondingly describe curriculum as a planned design for learning negotiated by capability in the light of their expert knowledge and in the context of societal prospects and student’s needs. based on the foregoing articulations of what a curriculum is, certain definitional aspects may be highlighted. one, curriculum is a standards-based arrangement of premeditated experiences where learners run-through and attain expertise in content, practical and functional learning skills. two, curriculum is the fundamental chaperon for all educationalists as to what is important for teaching and learning so that every single learner access rigorous educationally practical experiences. this says that the structure, organisation, and contemplations in a curriculum are fashioned in a quest to augment learner’s education and expedite teaching. in this light, it is suffice to say that a curriculum must encapsulate the obligatory objectives, approaches, resources and assessments to efficiently maintain teaching and learning. therefore, there is a need to understand the ideologies underpinning every curriculum.(e. bana et al., 2022) http://https://journals.e-palli.com/home/index.php/ajahs pa ge 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(4) 1-9, 2022 ideologies in general are belief systems that provide the value premises from which decisions about practical educational matters are made. curriculum ideologies are defined as beliefs about what schools should teach, for what ends, and for what reasons (mäkinen, 2018) and reflect various epistemological stances regarding schooling, teaching and learning, childhood, knowledge, evaluation and education in general (marulcu & akbiyik, 2014). insofar as an ideology can be tacit rather than explicit, it is fair to say that all schools have at least one ideology-and usually more than one-that provides direction to their functions. generally, scholars of curriculum studies, predominantly those functioning from a critical standpoint, have long acknowledged the necessity for crossdisciplinary discussions, and notwithstanding the forces to sanctify, “rigorize” and fashion a novel academic, therefore, many have espoused an interdisciplinary approach to some of the furthermost essential and meaningful interrogations fronting humanity and its inferences for instructive practice and policy (razfar, 2012). schiro (2013) contends that any approach to the school curriculum derives from a curricular ideology, that is, a curriculum ideology functions as a podium or prism from which the understanding and interpretation of the title role of education can acquiescently be contrasted. in his opinion, there are four major curricular ideologies: the scholar academic ideology, the learnercentred ideology, the social reconstructionist ideology, and the social efficiency ideology (mnguni, 2018; marulcu & akbiyik, 2014; mnguni, 2013). these ideologies can be articulated or fortified by school organisations, by institutions, or by individuals. according to schiro (2013), these ideologies are approximately analogous to the educational, occupational, individual, and communal aims and objectives for education. each individual curriculum ideology is supplementarily of the same kind to an educational subgroup of a culture than to an objective; each possesses an impression on educators’ rational concerning the nature of knowledge, the curriculum intent (aims, goals, and learning objectives), teaching strategies, learning, learners, and evaluation methods (ashour et al., 2012). they also affect learners since the primary values and beliefs of each ideology not only impact what is imparted or taught but also methodologies and purposes of why it is taught (schiro, 2013). it has also been exposed that curriculum ideologies play an imperative role in the accomplishment of any transformation movement (ashour et al., 2012). the reason for developing adequately up-to-date curriculum is to safeguard that teachers have the technical know how of what they need to impart to their learners. this necessitates a curriculum to set down goals, objectives and teaching and learning resources to be engaged and operationalised during the teaching and learning process. it also interconnects what learners should be acquainted with, do, and permit teachers to attain aims and objectives set out in the curriculum (schiro, 2008). the scholar academic ideology all comes down to academic disciplines (marulcu & akbiyik, 2014; mnguni, 2013, schiro, 2008). this means that the goal of this ideology is induction of the child into an academic disciplinelearning to think and behave like university academicians do and that a curriculum embodies a portion of a discipline. the worlds of intellect, knowledge and the academic disciplines are viewed as roughly equivalent in terms of both what they include and exclude (marulcu & akbiyik, 2014). in this ideology, teachers are viewed as mediators between the curriculum and the learner, presenting a discipline to learners, rather than creation of new knowledge and as transmitters of a discipline (schiro, 2008). for this to happen, teachers need to have three kinds of knowledge, being knowledge of the discipline, curriculum knowledge and pedagogical knowledge. the scholar academics are concerned more with the curriculum content than with the child. for them, a child is a product of his mind and is as thus a creature of intellect. this ideology further asserts that knowledge enables one to understand the world (in contrast to giving people, for example, the ability to do things etc.) and that knowledge takes the form of both content and process (schiro, 2013). it means both what which is known and the way in which something is known. the aim of education for these ideologists is to encompass their disciplines by introducing them to the young (mnguni, 2018). this involves recruiting young members of a discipline first by having them move into it as learners and later raising them up in its hierarchy as teachers and later as scholars respectively. this ideology is identifiable in a curriculum document if such a document fits well with objective oriented courses like mathematics because the objectives are laid out for both the teacher and the learner (ukessays, 2018). also, the fact that this ideology focuses on the competency of a particular discipline, and gives the learners the freedom to learn the subject without external influences will be identifiable in such a document. in the social efficiency ideology, the child is not the foremost focus. rather, the emphasis is on developing skills obligatory for society’s needs (marulcu & akbiyik, 2014). as a result, the child is regarded as a prospective adult member of the society. this ideology believes that the purpose of schooling is to meet the needs of the society by training youth to function as a future mature contributing members of the society as thus, it inclines more on social productivity (mnguni, 2018, schiro, 2008). this means that, the goal of these ideologists is to train the young in the skills and procedures they will need in their workplaces and at their homes in order to lead productive lives and perpetuate the functioning of a society (mnguni, 2013). teachers manage instruction by selecting and using educational strategies to help learners acquire behaviours prescribed by the curriculum (schiro, 2008). instructions are guided by clearly articulated behavioural objectives, and learners may require a lot of http://https://journals.e-palli.com/home/index.php/ajahs pa ge 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(4) 1-9, 2022 practice to gain and maintain mastery of skills. social efficiency educators’ first job is to determine the needs of society. things that will fulfil these needs are called the terminal objectives of the curriculum (mnguni, 2018). for this ideology, the educated person is one who meets the terminal objectives of the curriculum and thus fulfills the needs of society (schiro, 2008). social efficiency ideologists believe the most efficient achievement of a curriculum’s terminal objectives results from applying the routines of scientific procedure to curriculum making (schiro, 2008). in this line of thought, three things that play an important role are the concept of learning which is the change in behaviour, creation and sequencing of learning experience (the cause, action, stimuli which lead to the desired effect, reaction and response) and accountability of the client for whom educators work willing to take responsibility (marulcu & akbiyik, 2014; schiro, 2008). the social efficiency ideologist accept as true that the aims of assessments are to assess to which level changes in the learners’ enactment are taking place (ukessays, 2018). assessments are given recurrently and are used as a chaperon for the teacher to expedite progression in the learner. the learner-centered ideology proponents are of the view that education and curriculum must focus on child-centred institutions in contrast to the teacher and principalcentred schools of the conventional nature and hierarchy (schiro, 2013). in this case, parental expectations are minimised and learner’s expectations are maximised. this is perceived through the fact that knowledge comes through the interaction of an individual with the surrounding world, both inanimate and social (alanazi, 2016; marulcu & akbiyik, 2014). the ideal school has been created to assist in growing or developing the natural organism and school is integratedschools focus on positivity, emotions, intellect, social skills, and physicality (schiro, 2013). the developmental growth of learners in terms of their conformity with the laws of their being should become the educator’s very objective (schiro, 2013, 2008). the focus of the proponents of this ideology is not on the needs of society or the academic disciplines; on the contrary, they centre on the needs and disquiets of every individual. they believe schools should be gratifying places where people develop as expected and logically in accordance with their innate characteristics (alanazi, 2016). that is to say, let learners learn to write by writing, sing by singing and reason by reasoning (schiro, 2008). learnercentred ideology requires educators to design school curriculum that envision school as a place where learners engage in selfdirected and cooperative learning activities (alanazi, 2016). in the constructive setting, learners learn from their own discoveries, whereas with practice theory, learners are transformed and shaped by their transactions alongside others and their physical setting (mnguni, 2017). learners are invigorated to be inventive and come up with novel ideas, and the assertiveness and positive self-image are treasured. schools that follow this type of ideology, would have a curriculum that is chock-full with diverse activities for learners to explore the chance to experience an extensive display of dealings (ukessays, 2018). learners use prior knowledge to solve problems. implementing this ideology encourages learner interest in a subject and is a great way to stimulate academic growth and create a sense of enjoyment and enthusiasm in the class (ukessays, 2018). a curriculum that is learnercentred is more probable to concentrate on the needs of the learners, which permits the educator to see areas that need consideration. lastly, there is the social reconstruction ideology. social reconstructionists are conscious of the problems of our society and the injustices done to its members; racial discriminations, genderbased inequalities, social prejudices and economic inequalities (mnguni, 2018; schiro, 2013). they view curriculum from a social perspective. first, they assume that the current society is unhealthy; second, they assume that something can be done to keep society from destroying itself and third, they assume that actions must be directed toward reconstructing society along the lines suggested by the vision (schiro, 2008). they therefore assume that the purpose of education is to facilitate the construction of a new and more equitable society that offers maximum satisfaction to all of its affiliates (ukessays, 2018; alanazi, 2016). the aim of the social reconstructionists is to rectify the situation by eliminating, from their culture, the aspects they consider undesirable, substituting them with social values they take as desirable and, by so doing, reconstructing their culture so that its members will attain maximum satisfaction of their material, spiritual and intellectual wants (marulcu & akbiyik, 2014; schiro, 2008). in summary, the scholar academic ideology deals with preserving “cultural literacy” by having learners study the content and approaches of inquiry of traditional academic subjects. the social efficiency ideology targets at professionally carrying out a mission for society, providing knowledge and skills that provide learners with the aptitude to operate in society. the learner-centred ideology puts the learner at the centre of the didactic attempt and is concerned with assisting each learner develop into a unique individual who possesses a hale and hearty self-concept. the social reconstruction ideology endeavours to aid learners appreciate the catastrophes society is faced with, cultivate a value standpoint in the direction of those predicaments, and pick up how to act to boot out the crises, in this manner bringing into existence a better society (schiro, 2013). it is therefore important that teachers are aware of the existence of these ideologies underpinning their subject curriculum for better teaching practices. this is therefore the impetus for this study to help literature in english teachers to better their art of teaching well informed in ideologies underpinning their subject. previous researches have been made on different subjects and contexts (mnguni, 2018, mnguni, 2017; marulcu & akbiyik, 2014; mnguni, 2013). http://https://journals.e-palli.com/home/index.php/ajahs pa ge 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(4) 1-9, 2022 nonetheless, to the best knowledge of the researcher, none was done in lesotho context focusing on literature in english. therefore, this study is a necessity in assisting teachers. methodology in pursuing the current research, the researcher adopted a qualitative approach. this approach is bestsuited for this study because qualitative researchers investigate meanings, interpretations, symbol and the processes and relations of social life (babbie, 2014). qualitative research is a broad term encompassing different data collection and analytical approaches with the aim of providing cultural and contextual description and interpretation of social phenomenon (lambert & lambert, 2012). this research method was preferred because of its flexibility for this analysis which is document basedanalysing the lgcse literature in english syllabus. according to andrade et al. (2018) document analysis (da) is a procedure which covers the identification, verification and consideration of documents which relate to the object investigated. they further signpost that its main function is to contextualise facts, situations or points in time and to lead to the adoption of new panoramas in other environments; it should take a factual reflection from the original source, and allow the localisation, identification, organisation and evaluation of the information contained in the document, thus compromising a systematic process of the collection, treatment and analysis of information’ (p. 2). investigation in da requires assessment of the context of the document’s production; that is, of their authorship, nature and provenance; analysing the perception of the producer of such a document and place of their production (dalglish, khalid & mcmahon, 2020). it was appropriate to do this analysis in order to unveil issues of concern to the researcher because the researcher was analysing a documentthe lgcse literature in english syllabus. results and discussion the first aim of lgcse literature in english is ‘to develop the ability of learners to communicate accurately, appropriately and effectively in speech and writing’ (ncdc & ecol, 2018, p. 2). literature is the art of language and it cannot exist without language. this is because it involves language learning and it is an indispensable means for learners to learn english especially in countries where english is not a first language. asking learners to examine sophisticated or nonstandard examples of language makes them more aware of the norms of language use (ezeokoli & igubor, 2016). this aim is aligned with the scholar academic ideology because it is based on the idea that the purpose of education is to teach students basic knowledge from many different disciplines, which will give them the needed skills to be successful (schiro, 2013). having developed these two skills may even elevate such a learner to being an author or even an orator or poet or dramatist or even a litterateur. this notion is still echoed and emphasised in scholar academic ideologyrecruiting young members of a discipline first by having them move into it as learners and later raising them up in its hierarchy as teachers and later as scholars respectively. the two skills emphasised by the aforementioned aim are language skills which are interdisciplinary because they cut across in all the disciplines and operate in all other disciplines (ukessays, 2018). the aim further encourages learners to embrace the discipline in a way that creates new learning experiences. similarly, this aim can be traced in social efficiency ideology. an individual attains an education by learning to implement the roles one must perform to be socially functional (schiro, 2013). education is thought of as the knowledge needed to help the learner become a productive member of society by imparting practical and useful knowledge learned in the classroom (ukessays, 2018). the aim emphasises the practical communication skills necessary, accurate, appropriate and effective for one to be efficient in a society; reading and writing. the second syllabus aim is ‘to develop the ability of students to understand and respond imaginatively to literary texts from different periods and cultures’ (ncdc &ecol, 2018, p. 2). literature is regarded as the encyclopaedia of a nation’s civilisation and culture; reflecting the psychological structure of a nation, spiritual pursuits, cultural customs and other aspects of ideology from different facets (moea, 2022b). it is an expression of culture because it documents human knowledge, belief and behaviour (nworah & nwabudike, 2014). literature possesses a historic value if reading it offers an occurrence to contemplate about the bygone times, how things eventually transform, and how the world has progressed into what it is today. a historical value occasionally corresponds with cultural value; if a work is categorically from the past, then it can offer us a perception into a culture so far back that we can correspondingly meditate about how that culture might be a foundation for our own (moea, 2021). there is an element of crossdisciplinary knowledge in this case. the study of the body of different cultures and different periodization rendered by the different texts offers a historical insight which propels one to know about the history of different cultures including theirs, a literary mark in the territory of history as a distinct discipline. therefore, it aligns with the scholar academic ideology because the scholar academic ideology deals with preserving “cultural literacy” by having learners study the content and approaches of inquiry of traditional academic subjects (mnguni, 2017; schiro, 2013). the same aim crosses over to the social efficiency ideology. literature mirrors directly or indirectly the society of the writer and unfolds as a panorama of the society by giving detailed and dramatized descriptions of the social life of the people and disclosing the contradictions and straits in a society (duhan, 2015). this is the case because ‘understanding different cultures’ may enhance a better outlook of societies and understand one’s role in a society per the demands of the respective period and culture. in http://https://journals.e-palli.com/home/index.php/ajahs pa ge 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(4) 1-9, 2022 this regard, the social efficiency ideologists advocate that three things that play an important role are the concept of learning which is the change in behaviour, creation and sequencing of learning experience (the cause, action and stimuli which lead to the desired effect, reaction and response) and accountability of the client for whom educators work willing to take responsibility (marulcu & akbiyik, 2014; schiro, 2008). therefore, by learning about historical aspects of the author’s world (stimuli) the learners react and change into being better citizens. there is also an element of learnercenteredness through self actualisation characteristic. the aim articulates that the learner is to develop an ability to respond imaginatively to literary texts which is a skill that emphasises the growth of an individual, each in harmony with their own unique intellectual, social, emotional and physical attributes. the third aim is to develop the ability of a learner to enjoy literature and appreciate its contribution to aesthetic, imaginative and intellectual growth (ncdc &ecol, 2018). the numerous forms of literature establishing themselves in the form of poetry, fiction, prose, drama, etc., reveal before our eyes the enigmas of the immense optimistic world. literature widens the horizon of the readers and support them to deliberate out of the box (moea, 2022b). apart from being a cradle of entertainment and information, it has also become, to a certain degree, a tête-à-tête striker in the contemporary society (duhan, 2015). similarly, the learner-centred ideology is based on the premise that the learner should be at the center of the curriculum, and the needs and interests of the learners are the driving factors of how education is driven. learners are encouraged to be creative and come up with new ideas, and the self-expression and self-worth are valued. the individual learner’s ability to ‘appreciate’ the contribution of literature to ‘aesthetic’, ‘imaginative’ and ‘intellectual growth’ tally with the concepts of learner creativity and broaching novel ideas which will mark intellectual growth through their mature selfexpression. the ability to appreciate literature for its ‘imaginative and intellectual growth’ yokes this aim with the scholar academic ideology. this is because scholar academics hold the believe that knowledge gives people the ability to understand their world and that knowledge is capable of being transmitted from one human being to another and it is a representation of reality, not reality itself (schiro, 2008). this also allows academic knowledge growth and pushing one to end up being a scholar of the discipline. the fourth aim is that the syllabus aims to develop the ability of learners to explore areas of universal concern, which will lead to a better understanding of themselves and others (ncdc & ecol, 2018). literature is significant since it kindles the mind. we acquire the aptitude to appreciate the world we populate from an exclusively different outlook (moea, 2021). it offers us the aptitude and the power to see the world with a renewed mind by examining values and attitudes in literary texts thus cultivating themselves in value judgement (bobkina & dominguez, 2014). some of the communal leitmotifs of literature like adoration, war, terror, solitude, and growth attach the reader with these subjects and aid cultivate an understanding of self as well as others. this it does through allowing us to appreciate humanity. humanity is all about assisting and taking care of people who need compassionate regard, love and our kindness (azcona, n.d.). this aligns with the learnercentred ideology which acknowledges selfworth ‘understanding of themselves’ and ability to develop judgments as an individual. the aim also aligns with the social reconstruction ideology. proponents of this ideology submit that society is flawed by injustices like racism and gender and economic inequities. they believe that the main goal of a school curriculum should be to educate students on how to correct these injustices (ukessays, 2018). social reconstructionists therefore assume that education, if revitalised along the lines they recommend, has the power to educate people to analyse and understand ‘explore’ social problems ‘areas of universal human concern’, envision a world in which those problems do not exist, and act to bring that vision into existence (schiro, 2013). because this aim also has a part on also understanding ‘others’, it places such a learner as part of a society which is emphasised by the social efficiency ideologythat education is thought of as the knowledge needed to help the student become a productive member of society by imparting practical and useful knowledge learned in the classroom, allowing such a learner to be a fullyfledged member of society who understands their role in society and humanity. the fifth aim is to develop the ability of learners to appreciate different ways in which writers achieve their effects (ncdc & ecol, 2018). according to moea (2022b) literature exposes one to different writing styles through engaging with writings of different scholars. as a result, one’s writing ability is enhanced. every writer cleverly weaves his value and view of the world in their work through writing. then the reader gets an exposure on how to pass the message across through employing different writing styles copied from other published authors. the linguistic principle supports the significance of literature as a basis and a cornucopia of candid accurate texts that offers the learner tangible specimens of a catholic array of styles, text types and registers. maley (1989) cited in bobkina & dominguez (2014) points in this sense that literature deals with a potpourri of language forms and varieties― ranging from slang to formal―as well as various subject matters. according to bobkina dominguez (2014), numerous authentic features of the written language like the construction and function of sentences, the multiplicity of conceivable structures, and the dissimilar ways of linking ideas are offered at various levels of difficulty in literature. this brings to light the fact that literature encompasses an insightful variety of expressions, discourses and writing styles. therefore, http://https://journals.e-palli.com/home/index.php/ajahs pa ge 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(4) 1-9, 2022 has to be borne in mind that the replication of the age is contingent on the value of the mind in which it is echoed (austin, 2022; duhan, 2015). if a literary work is to be arbitrated by the eminence of this consideration, it is apparent that it is determined by the quality and nature of the reflecting mind (sharma, 2020). the poet expresses his feeling and those who read his poem are engrossed and feel as one synchronically with him and themselves. according to duhan (2015) if literature expresses societal sympathies, it is as thus naturally destined to work out some constructive stimulus on our mind and attitude. a stimulating poem crafts overall effect on society. it arouses our feelings and enthusiasm for welfare (sharma, 2020; duhan, 2015). therefore, this style of self expression may be passed on to the learners and make them express themselves efficiently and at the same time feel fulfilled. this aim focuses more on self and therefore it aligns with the learnercentred ideology. the learnercentred ideology is based on the premise that the learner should be at the center of the curriculum, and the needs and interests of the learners are the driving factors of how education is driven (ukessays, 2018; schiro, 2013). this ideology holds to the idea that each learner has the potential to excel when allowed to properly interact with their environment hence being best suited in this case of this syllabus aim. despite the fact that the amalgamation of curriculum ideologies represents substantial appearance rationality and coherent charm, quite a lot of distresses cannot be unheeded. in as much as preceding studies have testified that educators may possibly have definite favourite ideologies, they largely do not upkeep curriculum ideologies echoed in a curriculum. subsequently, so long as instructors are not ready to implement integrated curriculum ideologies in a balanced way, rudimentary teaching strategy and pedagogical practices could tilt towards not affording the concepts the magnitude of time they deserve and as a result, dismally miscarry in an attempt to make learners’ understanding and learning of main literary concepts clear, as well as the nature of place of literature in schools and in societies. meier et al. (1998) cited in phosisi (2019) warned that there had not been sufficient enquiry authenticating data that amalgamation of the ideologies will yield the sought after effects. without documented evidence that integration of the four curriculum ideologies will produce betterquality learner performance as well teaching practices in literature in english, slight or no transformation can be anticipated. for that reason and being grounded on the discoveries of the present study, the researcher contends that literature in english as a subject could be operationalised and instrumentalised to upkeep societal integrity, as well as social and commercial empowerment, without fundamentally disassembling didactic and systematic standards, structures, guidelines and practices (marulcu & akbiyik, 2014). it is deceptive again to think that communal impartiality promotion and alleviation of social ills may be achieved through the principles of working with literary texts, teachers expose learners to real language in use―formerly projected for native speakers―thus allowing them familiarisation with the target linguistic formulas and expansive roles. this tallies with the learnercentred ideology and scholar academic ideology. in the learnercentred context, appreciation takes place when an analytic mind and critical thinking are nudged in the independence of reading and analysis. also, learners work in a constructive setting where they find meanings and understandings themselves, on their own. the learner-centred ideology takes on a constructionist approach which assumes that learning is constructed based on learners’ experience and interactions. teachers help to facilitate the learner’s growth through experiences by acting as a bridge between the learner and the environment. with the scholar academic ideology, this aim becomes similar to the first aim discussed above. appreciating different writing styles may even propel one to end up being a litterateur. the sixth aim is to develop learner’s ability to read widely and understand how reading contributes to personal development (ncdc & ecol, 2018). literature bonds transmission of information and meaning construction (bobkina, 2014). likewise, it is to be well thought-out that in the literature-based classrooms the reader is situated in a participatory and vigorous interactional starring role, manipulating the literary language and making sense of it. that is to say, the learner is obliged to fully engross in content-based focused learner heart-to-heart conversations in english and thus enhancing being on the go, independent and dominant in the learning process, and to develop as an individual as much as in their interactions with the others and with the institutions (education news, 2020). this notion aligns with the learner centred ideology because it advocates for the growth of an individual learner. learner-centered ideologists believe that learners have the capability of educational growth within the correct environment and they also acknowledge that the learner must be the driving force that actualises the change. they believe schools should be gratifying places where people develop as expected and logically in accordance with their innate characteristics (alanazi, 2016). in this case, literature in english subject offers a conducive environment for development of innate characteristics, as thus contributing to personal development. the last aim is to develop the ability of learners to comprehend that creative writing is a means of self expression and personal fulfilment (ncdc & ecol, 2018). ‘literary texts help to stimulate the imagination of students, to develop their critical abilities, and to increase their emotional awareness, as much as their pleasure in reading’ (bobkina, 2014, p. 250). the more we read, the more we learn about not only the subjects that matter to us, but also the styles that we find engaging. reading literature also helps us to speak and write with more confidence in ourselves and our own personal voice. it http://https://journals.e-palli.com/home/index.php/ajahs pa ge 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(4) 1-9, 2022 learner-centred and scholar academic ideologies, while those of social efficiency ideology would safeguard that operative educational standards, organisations, guidelines and practices continue in tact (mnguni, 2013). this therefore necessitates a balance as far as social reconstruction ideology principles are applied in lgcse literature in english syllabus and pedagogy. conclusion summary this study intended to establish the dominant ideology in the lgcse literature in english syllabus and is the implication of the dominant ideology and the least applicable ideology in the teaching of literature in english. it employed the qualitative document analysis of the syllabus. according to the findings, it is evident that the lgcse literature in english syllabus has all ideologies represented however in different degrees; the learnercentred ideology dominating and the social reconstruction least represented. the results reveal that the learnercentred ideology is hegemonic over other ideologies, appearing in six aims, followed by the scholar academic which appears in four aims, followed by the social efficiency appearing in three aims and lastly, the social reconstruction appearing in one aim. implications learning of this syllabus proves that a product of literature in english will be someone who is creative, independent and equipped in high order critical thinking and analysis. also, the findings imply that the study of literature situates a learner, to a certain extent, as a member of society and also one who can function as a scholar in various disciplines. however, per the findings, there is a lot more to be done as far as social reconstruction is concerned. learners seem to be furnished for being individualistic in their development instead of also balancing areas that will enhance ability to discern social concerns and even be in a position to alleviate them. this poses a huge challenge on how to balance the purpose of curriculum as the one that serves as preparation for tertiary education, furthering personality development as well as preparing for the world of work. recommendations there exists a possibility that teaching of lgcse literature in english may not meet the curriculum imperatives related to issues of human concern and values because of the nature and fashion in which curriculum ideologies are integrated as evidenced by the findings in this study. additionally, it is to be expected that educators will find it rather perplexing to fulfil and carry out the curriculum at the same time adopting instructional ways and means that gratify all of the four ideologies. thus, teachers may be in the dark about which curriculum ideology philosophies must be embraced contained and conducively catered for by their direct teaching setting and amid diverse learning situations. therefore, learners in various schools may be trained based on the dissimilar circles of principles distinct curriculum ideologies. this absence of reliability and uniformity may eventually have a way to encumber the curriculum objectives achievement. as a result, the researcher endorses further research to determine the extent to which teachers can integrate multiple curriculum ideologies in their teaching of literature in english and what methodologies will they find appropriate in their teaching while at the same time striking some balance amid the ideologies. also, teachers should portray an understanding of these ideologies and be helped to balance the ideologies in their classrooms as well as the ncdc designing syllabus aims in such a way that will help teachers in their quest to balance the ideologies. failure to do this, may breed problems because learners will be skewed to one side and be imbalanced as per the demands of education objectives. limitations the first limitation of this study is that the researcher confined himself to only document analysis and did not include the teachers to investigate whether they understand the ideologies thereof making the results biased. also, there is also the limitation of focusing only on one part of the syllabus, not the whole syllabus document. also the usage of only the document narrows the scope of the results. in the same manner, there seems to be no research in this line in lesotho especially in literature education thus rendering it underresearched. therefore, more research and more methodologies may be undertaken to widen the findings and research coverage. references andrade, s. r., schmitt, m. d., storck, b. c., piccoli, t. & ruoff, a. b. 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(november 2018). curriculum ideologies in the classroom. retrieved from https://www. ukessays.com/essays/teaching/class-curriculumideology-4962.php?vref=1 on the 16 september 2022. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 indexed in pa ge 68 american journal of arts and human science (ajahs) exonerating children’s pitfalls in learning language: parents-teachers partnership during the covid-19 pandemic restrictions rosenda t. hordista1*, jerson s. catoto2 volume 1 issue 2, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i2.369 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: july 03, 2022 accepted: july 16, 2022 published: july 20 , 2022 parental involvement in children’s learning is crucial in enhancing their performance in school. with the restrictions brought by the covid-19 pandemic, their roles at home made a difference. this action research aimed to find out the importance of parents in helping children who have the difficulties in grasping their lesson in english. moreover, this provided enough information which presented the panoramic perspectives and strategies employed by parents to exonerate these children from the shackle of ignorance. the participants of this study were parents who were considered as partners in teaching their children at home. results showed that the challenges they experienced were children who were unresponsive and lacked focus. the strategies they employed in teaching struggling learners were the utilization of online resources, allotted reading time, they barred their children from using gadgets. also, it was revealed that the strategy was effective in helping the children to read. parents gave words of encouragement to their children that they needed to focus on their studies amidst the pandemic. thus, it was looked forward that teachers in all level should also have to utilize the same strategy. keywords action research, covid-19 pandemic, language learning, parents, teachers 1 lanao central elementary school lanao, kidapawan city, philippines. 2 college of education, cotabato foundation college of science and technology, doroluman, arakan, cotabato, philippines. * corresponding author’s e-mail: rosenda.hordista001@deped.gov.ph introduction partnership between teachers and parents has been crucial in helping children who have been facing problems in answering their self-learning modules (slms) in this time of the covid-19 pandemic. since face-toface instructions were prohibited by the government, the department of education has employed different teaching modalities. in cases where learners do not have an internet connection and gadgets (baticulon et al,. 2020), teachers developed the slms to aid them to continue their studies amid the global health crisis. the study of epstein (1986, 2005) reiterated the importance of parental involvement and teacher attributes as determinants of children’s educational experience. in addition, there is an overlapping spheres of influence in a child’s education; the family and the school. within the family, the parents and the whole family interact with the child. meanwhile, in the school, the teachers and whole school influence the child. child’s academic and social development is enhanced when these two spheres overlap. consequently, the impact of the pandemic has shuttered schools and stopped children from attending and having interactions with their teachers and classmates. this created a gargantuan problem in the sense that some of them refused to respond to the modules given to them. there were even reports of psychological impact among the children where they do not show interest anymore with their studies. the study of fore (2020) found out that it even affected their health and wellbeing (khan et al., 2020; yasmin et al., 2020). furthermore, teachers alone cannot fulfill their duties and responsibilities without the help of the parents. they too are bombarded with different tasks-from the reproduction to the delivery, and retrieval of the self-learning modules from the respective learners. in the same manner, they faced stress and anxiety (oducado et al., 2020; talidong & toquero, 2020). behind, this predicaments, they need to continue their profession by dealing with the needs of the children (reimers et al., 2020). hence, this action research focuses on the effectiveness of parents and teachers’ partnerships in teaching children to learn the english language in the midst of the pandemic. also, this will provide other researchers with sufficient information as this study will be conducted in the local parlance. objectives of the study this action research aimed to find out the usability of parents in helping children who have the difficulties in grasping their lesson in english. moreover, this provided enough information which presented the panoramic perspectives and strategies employed by parents to exonerate these children from the shackle of ignorance. research questions 1. what are the challenges experienced by parents in teaching non-reader students in english in the midst of the pandemic restrictions? 2. what are the strategies employed by parents and teachers in teaching non-reader students in english in the midst of the pandemic restrictions? 3. how did these strategies help students to develop their reading and comprehension skills in english? 4. what are the suggestions of parents and teachers to improve the reading and comprehension skills of the students during the pandemic restrictions? limitation and delimitation this action research was limited on identifying the https://doi.org/10.54536/ajahs.v1i2.369 https://journals.e-palli.com/home/index.php/ajahs mailto:rosenda.hordista001%40deped.gov.ph?subject= pa ge 69 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 68-72, 2022 challenges experienced by teachers and parents in teaching non-reader students during the pandemic restrictions. also, it will identify their strategies, and the effectiveness, and their suggestions to improve the reading and comprehension skills of the students. methods this is an action research, specifically a participatory approach. it is a form of self-reflective inquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices, and the situations in which the practices are carried out. as thomas (2017) put it, the central aim is change and the emphasis is on problem-solving in whatever way is appropriate. it can be as a conversation rather than a technique. it is about people thinking for themselves and making their own choices, asking themselves what they should do and accepting the consequences of their own actions (thomas, 2017). on the other hand, participatory action research (par) addresses issues with disadvantaged members of the society (calhoun & karaganis, 2001). as stipulated by brydon-miller and maguire (2009) that schools are the ideal site for social change efforts. a school culture affects the behavior and achievements of its members. its tenets such as participation, collaboration, and non-hierarchical relationships, fosters increased growth and discovery. this study is a participatory action research since it delt into the problems and the corresponding solutions to be shared by the parents and teachers as partners and agents of change in this time of the pandemic. data gathering instrument an interview guide was utilized in this study. this contained questions to be asked to the informants relative to the problems and solutions. informants and participants the informants of this study were parents who have strong coordination with regards to the performance of the students to learn and improve their reading and comprehension skills in english language. procedure of the study prior to the conduct of the study, the researcher wrote the schools division superintendent to conduct this participatory action research among teachers and parents. upon approval, the informants were identified. a consent-to-participate form was given to them. the contents will be explained to them that their participation is for research purposes only and that the results will not be used against them. during the conduct of the study, each of the informants was interviewed. a span of time was given to them to determine the efficacy of the strategies that they are currently employing in helping non-reader students to have the skills in reading and comprehension. after the interview, a token of gratitude was given to them as a sign of gratitude of the time and efforts that they have extended. the results of the interview were transcribed and translated into english to have the sense of universality. meanwhile, the data analysts did the thematic analysis by identifying the emergent themes coming from the responses of the informants. results and discussions themes and core ideas on the challenges experienced by parents in teaching students in english in the midst of pandemic restrictions the first research question focuses on the challenges experienced by parents in teaching students in english in the midst of pandemic restrictions. lack of focus and unresponsive learners. students during the pandemic were losing their focus towards their studies. hence, it was difficult for the parents to help them to improve their skills in the english language. it can be attributed by the mere fact, that some of them felt the effect of the pandemic towards their interests to do their tasks even in the comfort of their homes. during the interview, it was shared by the parents that: “maglisod kog pabasa ug paanswer sa ila kay busy pud ko sa akong trabaho. unya naay mga pangutana nga dili pud ko kahibalo. lahi mn gud tung maestro jud ang magpabasa ky expert n man na sila.” (i am challenged in terms of reading and asking him to answer his modules because i was busy with my work. also, there are questions which i do not know. i should say, that teachers gave the best ways in teaching our children, participant 3). “maglisod jud ko ug pabasa sa iya lalo na sa english kay naanad na siya sa binisaya so gina bisaya niya ug basa ang ubang words. unya nabag uhan ko kay karon lang jud nahitabo nga ang mama na ang maging teacher , sa una support lang mn gud to.” (i face the difficulties in asking him to read especially in english because he is used with the cenebuhano. i was even shocked that mothers are becoming teachers unlike before that i only gave support, participant 4). “maglisod kog pabasa kay dili man siya maminaw , dili mahadlok sa akoa. bentaha kung naa siya sa school ky mahadlok siya sa iyang teacher ug maminaw siya.” (it was in reading that challenged me the most. he did not listen to me. unlike in school he used to follow his teacher and he really listens, participant 5). on the contrary, it was suggested that to make reading more exciting and practical, the first thing a reader must do is to read what they love. literature works such as a novel, or short story will be exciting texts to read. they will give the best experience with enjoyment to gain a general understanding of what the readers read and offer authentic text that enables them to master the target language (rahayu & suryanto, 2021). themes and core ideas on the strategies employed by parents in teaching non-reader students in the midst of the pandemic restrictions http://https://journals.e-palli.com/home/index.php/ajahs pa ge 70 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 68-72, 2022 table 1: themes and core ideas on the challenges experienced by parents in teaching students in english in the midst of the pandemic restrictions themes frequency of response core ideas lack of focus and unresponsive learners general the students do not concentrate on what they are doing. legend: general 50% typical 25-40% variant 20% the second research question presents the strategies employed by parents in teaching non-reader students in the midst of pandemic restrictions. using of online resources parents are resourceful with the aid of the online sources. they used it by searching for answers and for the explanation of the bodies of knowledge and concepts which will demystify its complexities. through this, parents could have the ability to help their children in searching for answers. it was shared by one of the participants that: “mugamit jud ug google kung nay mga dili masabtan sa mga story ug mga pangutana. usahay mag one-on-one pud mi pero kdali lang kay busy pud sa trabaho unya pag-abot sa balay, kapoy na.” (i used google if there are questions in a story which i cannot understand…participant 2). the use of online resources will not only help the parents but also the child who has the willingness to widen his horizon especially in the parlance of reading. also, they can find other activities which will add to the interest and motivates the learner in particular (livingstone, 2012). reading time allotted parents gave time for reading of their children at home. it implies that they themselves are responsible enough in pushing their children to develop their skills. likewise, giving their time means that the learning abilities of their children are important for them. through their guidance, they could sustain the improvement in making their children independent learners in the future. the parent stated that: “naa mi reading time po, after ko sa work magbasa jud mi ana.” (we have time for reading after my work, participant 4). likewise, early reading exposure is important in setting foundation for students to acquire the basic literacy skills that set them up for school and life success. more importantly, parent involvement at an early age is a critical component of reading skills development. in addition, parents understood and appreciated the value of early reading habits and would continue to nurture the reading relationship with their children (sukhram & hsu, 2012). barring students from using gadgets using the gadgets is one of the culprits where students do not have the focus towards their studies. in this time of the pandemic, most of their time is consumed in watching videos, using of social networking sites, as well as on playing online games. hence, parents prohibited their children from using their gadgets especially during the time that they have to study and finish their school stuffs. as mentioned during the interview: “para mubasa ug muanswer sa module, bawian sa nko ug cellphone para walay disturbo. dili ibalik ang cellphone kung dili mahuman ug answer o basa.” (i took his phone so that he has the focus in reading and answering his modules, participant 1). the use of gadget during the reading process disturbs the learner’s focus. hence, it is a must to remove it so that they could have internalized the proper way of reading and that they could comprehend the word that they are reading (sararelli, 2010). table 2: themes and core ideas on the strategies employed by parents in teaching non-reader students in the midst of pandemic restrictions themes frequency of response core ideas using of online resources variant parents utilize the online sources in searching the answers. reading time allotted variant parents gave time for the reading time of their children at home. barring students from using gadgets typical parents did not allow their children to use devices which hamper their focus on learning. legend: general 50% typical 25-40% variant 20% themes and core ideas on the effect of strategies employed in developing the reading comprehension skills of students in english the third research question is on the themes and core ideas on the effect of strategies employed in developing the reading comprehension skills of students in english. efficiency of strategies employed generally, parents found it effective in employing the strategies in helping their children to read. their styles provided positive results wherein they saw a significant change in their performance. in the same manner, as http://https://journals.e-palli.com/home/index.php/ajahs pa ge 71 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 68-72, 2022 parents they can make a difference in the lives of their children especially in this global health crisis where the former are not allowed to go out and are confined in their homes. parents agreed that: “effective siya kay masabtan na mn niya ang story.” (it is effective since he can understand the story, participant 5). “effective kay after namo magbasa , magmerienda man.” (it was effective as snacks are served after reading, participant 6). it was posited by ma et al. (2016) that learning outcomes are academic achievement and frameworks of parental involvement measures family involvement and partnership development. parent involvement in education is associated with positive outcomes for students; however, little is known about how parents decide to be involved in children’s education (anderson & minke, 2007). table 3: themes and core ideas on the effect of strategies employed in developing the reading comprehension skills of students in english themes frequency of response core ideas efficiency of strategies employed general parents found it effective in employing the strategies in helping their children to read. legend: general 50% typical 25-40% variant 20% themes and core ideas on the suggestions of parents in improving the reading comprehension skills of the students during the pandemic restrictions the last research question tackles on the suggestions of parents in improving the reading comprehension skills of the students during the pandemic restrictions. giving of words of encouragement. for parents, it was necessary for them to motivate their children by giving them the pieces of advice where they need to focus on their studies amidst the pandemic. also, this would allow the children to have the internalization of the lessons and of course they could also appreciate the efforts being made by their parents to them. parents are the best partners of teachers in honing the learners’ abilities. they said during the interview that: “encourage lang gyud sila pirmi nga magbasa kanunay. ipasabot ug maayo ang kaayuhan sa pagbasa ug pagskwela.” (we just need to encourage them to read. let them understand the importance of reading and learning, participant 1). “ginapasabot lang nko sila nga importante nga makabasa ug makasabot jud sila.” (i let them understand the importance of reading and comprehension, participant 2). parents encouragements strengthen the will of the students to continue their quest for a higher learning. correspondingly, this is essential in pushing the learners to their limits (codjoe, 2007). table 4: themes and core ideas on the suggestions of parents in improving the reading comprehension skills of the students during the pandemic restrictions themes frequency of response core ideas giving of words of encouragement general the parents motivated their children by giving them the pieces of advice that they need to focus on their studies amidst the pandemic. legend: general 50% typical 25-40% variant 20% implications for practice the partnership which was forged by parents and teachers in this time of the pandemic made a significant effect on the lives of the learners. in the same vein, parents who have the direct knowledge on the abilities of their children must learn how to accept the mere fact that they too have the important role to fulfill. responsibilities are not only on the shoulders of the teachers. learning first occurs at home with the aid of parents. letting them read and comprehend would help them improve their skills not only in english but to other subjects where english is the main language used. this action research is a manifestation that in the midst of quandary the participation of everyone is beneficial to the development of the learners in all facets of life. furthermore, the discipline given by parents are efficient and effective that their children are forced to read. aside from this, they are resourceful wherein they find ways to improve their children’s skills in general. as a teacher, it is my great pleasure that this action research made a gargantuan step to listen to the stories of parents who have faced the problems brought by the sudden shift in instruction. indeed, they too can make a significant change in the quest of the children’s lives to see the brighter future. lastly, it can be utilized by other researchers who wish to look the different perspectives of parental involvement. implications for future research this action research has a significant impact to future researchers especially to those who wish to replicate this study in different setting and in different background. the collaborative efforts being made by parents and teachers in this time of the pandemic is crucial for strengthening the role of parents in handling their children to learn the english language. this study will fill the gap in the local parlance. hence, future researches could look into the different approach. like for example, they could conduct the mixed-method design by utilizing the themes as the dimensions of the study.these dimensions will serve as http://https://journals.e-palli.com/home/index.php/ajahs pa ge 72 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 68-72, 2022 the variables wherein the parents’ perceptions using a larger population could be done. hence, the quantitative data could be collected and thus, comparative analysis will be done. furthermore, future researchers could also look into the role of teachers and their strategies in partnership with the parents of their learners. conclusion conducting an action research utilizing the qualitative approach is quite challenging on my part. though, i am already a holder of a post graduate degree yet there are still a lot of things that i considered foreign. one of which is the action research since the approach is different from the researches that i already conducted. as a teacher and as a mother, i saw myself on the shoes of the parents. they are really doing their best in order to serve the best for their children. their partnership in this endeavor indeed made a milestone of achievement that the love of parents cannot be taken for granted. nevertheless, learning is easy and that nurturing the children can be successfully done when there is cooperation. references anderson, k. j., & minke, k. m. (2007). parent involvement in education: toward an understanding of parents’ decision making. the journal of educational research, 100(5), 311-323 baticulon, r. e., alberto, n. r. i., baron, m. b. c., mabulay, r. e. c., rizada, l. g. t., sy, j. j., ... & reyes, j. c. b. (2020). barriers to online learning in the time of covid-19: a national survey of medical students in the philippines. medrxiv. brydon-miller, m., & maguire, p. (2009). participatory action research: contributions to the development of practitioner inquiry in education. educational action research, 17(1), 79-93. http://dx.doi. org/10.1080/09650790802667469 calhoun, c., & karaganis, j. (2001). critical theory. in g. ritzer & b. smart (eds.), handbook of social theory (pp. 179–200). london: sage. http://dx.doi. org/10.4135/9781848608351.n15 codjoe, h. m. (2007). the importance of home environment and parental encouragement in the academic achievement of african-canadian youth. canadian journal of education, 30(1), 137-156. epstein, j. l. (1986). parents’ reactions to teacher practices of parent involvement. the elementary school journal, 86(3), 277-294. epstein, j. l. (2005). attainable goals? the spirit and letter of the no child left behind act on parental involvement. sociology of education, 78(2), 179-182. fore, h. h. (2020). a wake-up call: covid-19 and its impact on children’s health and wellbeing. the lancet global health, 8(7), e861-e862. khan, k. s., mamun, m. a., griffiths, m. d., & ullah, i. (2020). the mental health impact of the covid-19 pandemic across different cohorts. international journal of mental health and addiction, 1-7. livingstone, s. (2012). critical reflections on the benefits of ict in education. oxford review of education, 38(1), 9-24. ma, x., shen, j., krenn, h. y., hu, s., & yuan, j. (2016). a meta-analysis of the relationship between learning outcomes and parental involvement during early childhood education and early elementary education. educational psychology review, 28(4), 771-801. oducado, r. m., rabacal, j., moralista, r., & tamdang, k. (2020). perceived stress due covid-19 pandemic among employed professional teachers. ijeri: international journal of educational research and innovation, (15), 305-316. rahayu, e. l. r., & suryanto, b. (2021). literature circles in reading class: students’ participation and perception. celtic: a journal of culture, english language teaching, literature and linguistics, 8(1), 65-77. reimers, f., schleicher, a., saavedra, j., & tuominen, s. (2020). supporting the continuation of teaching and learning during the covid-19 pandemic. oecd, 1(1), 1-38. sukhram, d. p., & hsu, a. (2012). developing reading partnerships between parents and children: a reflection on the reading together program. early childhood education journal, 40(2), 115-121. talidong, k. j. b., & toquero, c. m. d. (2020). philippine teachers’ practices to deal with anxiety amid covid-19. journal of loss and trauma, 1-7. thomas, g. (2017). how to do your research project: a guide for students. sage. yeasmin, s., banik, r., hossain, s., hossain, m. n., mahumud, r., salma, n., & hossain, m. m. (2020). impact of covid-19 pandemic on the mental health of children in bangladesh: a cross-sectional study. children and youth services review, 117, 105277. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 pa ge 1 american journal of arts and human science (ajahs) unmasking media bias and religious zionism’s impeding political influence on the israeli-palestinian conflict hassan a. barari1*, raya yacoub2 volume 3 issue 3, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i3.2461 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: may 02, 2024 accepted: june 08, 2024 published: june 11, 2024 israeli media coverage of the israeli-palestinian conflict is often accused of bias that skews public discourse in ways favoring hardline zionist policy goals. this study analyzes news articles from the times of israel, israel hayom, and jerusalem post covering october 2023 violence to understand how language and framing shape understandings and political dynamics. a critical discourse analysis of 34 selected news articles published between october 7-30, 2023 was conducted using the cda framework to uncover underlying ideological elements and their potential effects. the findings illuminated how certain outlets strategically frame information to reinforce unilateral policy preferences over collaborative solutions. by normalizing disproportionate responses to acts of resistance and denying the humanity of those contesting zionist territorial ambitions. the times of israel and israel hayom frame narratives to consolidate unilateral zionist control and normalize militarized policies. jerusalem post aims to build a pro-israel narrative through political language and ‘us vs. them’ framing. strategic omissions deny palestinian grievances and legitimacy, while emotive reporting justifies disproportionate force. the studied media construct narrow nationalist discourses that delegitimize palestinian perspectives and fuel intractability. reforms are needed to diversify sourcing and fact-check distortions to curb biases exacerbating political polarization rather than reconciliation. keywords israel, palestine, zionism, political cleavages, media framing, conflict 1 university of jordan, jordan 2 middle east university, jordan * corresponding author’s email: halbarari@qu.edu.qa introduction the current study examines whether media coverage mitigates or exacerbates societal and political cleavages by narratively representing marginalized perspectives., the israeli-palestinian conflict is one of the longest and most intractable disputes in the modern world. at its core is a struggle over national identity, territory, and security between israelis and palestinians (del sarto, 2017; valeriano & vasquez, 2010). how this contentious issue is portrayed in the media profoundly shapes public discourse and attitudes. literature extensively documents that the israeli media plays a potent role in swaying public opinion and political discourse on the zionist agenda and conflict with palestine [15-16]. through agenda-setting and threat framing, mainstream outlets systematically prime support for hardline stances while casting doubt on diplomatic solutions (astorino-courtois, 1996; entman, 2000). casualty portrayals also undermine conciliation by presenting any deaths from violence as hindering peace itself rather than an expected cost(gordon & arian, 2001; larson, 1996; leshem & halperin, 2023). additionally, such political bias is compounded by commercial pressures that incentivize sensationalist reporting emphasizing conflict over cooperation(blumler, 2016; caspi & limor, 1999; shamir & arian, 1999). frequent leadership turnover also hurts rigorous policy evaluation(arian & shamir, 2018). these factors systemically “prime” israelis towards hawkish perspectives according to framing theory and public opinion data(arian & shamir, 2018; shamir & arian, 1999; yarhi-milo, 2018; zaller, 1992). furthermore, the existing literature also highlights the disproportionate framing of the conflict in prominent western media, over-relying on israeli sources and humanizing jewish victims more than palestinians(beck, 2020; curran et al., 1993; viser, 2003). experimental findings corroborate the polarizing impacts of such uneven coverage, showing balanced reporting fosters nuanced thinking while one-sided narratives breed extremism(astorino-courtois, 1996; geva & mintz, 1997; leonard et al., 2020). this asset that maximalist stances have gained preeminence in both societies owing to the interplay between such biased media environments and identity-based religious-nationalist discourse(barzilai, 2015; ghanem, 2011). territorial claims merge with collective memories of suffering and sacred attachments to the land, fueling grievances that pragmatism now struggles to penetrate(fox et al., 2004; maoz et al., 2002). skillful politicians exacerbate these psycho-social dimensions for their agendas(del sarto, 2017; hobfoll et al., 2007). moreover, expanding on the existing literature and the urgency of the current conflict between israel and hamas, which is referred as palestinian freedom fighters, this study empirically evaluated claims about lasting systemic biases in israeli media coverage of the palestinian conflict that impede compromise. the study was based on four folded objectives, including, the exploration of framing techniques employed by israeli media in reporting the recent escalation period). it also analyzed the portrayal of casualties and contextualization of events and interpreted patterns in the representation of perspectives. lastly, it has pa ge 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 1-11, 2024 assessed whether coverage exacerbated zionist ideology and injected societal and political cleavages or mitigated polarization by diversifying viewpoints proportionately. by accomplishing these objectives, the study sought to contribute new insights into the media’s role in either perpetuating or resolving intractable disputes. the study provides empirical data assessing criticisms of enduring biases distorting israeli public discourse. the study findings carry significance for understanding the media’s function in entrenching divisions or cultivating informed consensus in conflict. results offer guidance on reforms to diversify reporting and counter polarization. literature review role of israeli media in embedding zionist political influence in public the israeli media plays an influential role in shaping public opinion and discourse regarding zionism and the israelipalestinian conflict. existing research demonstrates how the mainstream israeli press present news in a way that promotes a particular political and ideological perspective, favoring hardline zionist stances over conciliation or criticism of government policy (lefkowitz, 2001; weiss, 2021). through framing effects and agenda-setting, the media strengthens support for zionist goals and politicians while casting doubt on peace initiatives. several studies have quantitatively analyzed news framing of security issues in israeli newspapers. geva, astorino-courtois and mintz (1996) found the israeli public has limited direct experience with security events, making media portrayal highly impactful. coding newspaper articles as presenting the security situation as improving, deteriorating or unchanged, they found close correspondence between shifting media frames and movements in public opinion. similarly, entman and herbst (2001) and zaller (1992) linked changes in us public opinion on defense spending to how proor antispending stories were covered. this indicates individuals are susceptible to threat frames in forming opinions. (donovan et al., 2020; entman, 2000; zaller, 1992) shamir and shamir (2000) specifically examined israeli newspapers’ coverage of the first intifada, arguing it nurtured a hawkish climate(lowenstein-barkai, 2021). they described a focus on violence and confrontation rather than cooperation, as predicted by wolfsfeld (jusić, 2016). this aligns with literature showing exposure to threatening imagery increases support for hardline policies(astorino-courtois, 1996; peterson et al., 2020). by emphasizing security threats, israeli media primes citizens to view zionist protectionism favorably while viewing peace negotiations skeptically(arian & shamir, 2018; shamir & arian, 1999). furthermore, casualties are also portrayed in a way that undermines conciliatory positions. while publics tire of war losses, casualties of peace are framed as unacceptable risks(gordon & arian, 2001; leshem & halperin, 2023). larson (1996) found more sophisticated evaluations of war casualty tolerance based on perceived success, but israeli media presents any deaths from violence as obstacles to peace itself rather than its natural costs. this renders compromise appear dangerous and unattainable(larson, 1996; wolfsfeld, 2018). further strategies seen include giving conflict an excessive amount of emphasis rather than collaboration as highlighted by wolfsfeld (2018) and framing opponents in demonizing terms (wolfsfeld, 2018). rahat and sheafer (2007) describe how palestinians were dehumanized as “terrorists” in headlines like “terror is their destiny.” personalization of political candidates also generates competitive zero-sum views of peace negotiations as bidding contests between leaders rather than cooperative processes(raynauld & lalancette, 2023) (entman, 2004; rahat and sheafer, 2007;). by these means, mainstream israeli newspapers normalize hardline positions and delegitimize alternatives, politically favoring zionism(wolfsfeld, 2018). while journalists have moral objections to violence, commercial pressures and professional norms of newsworthiness drive coverage focusing on threat, conflict and strong emotional appeals(blumler, 2016; mazzoleni & schulz, 1999). sensationalistic coverage fulfills business interests in high viewership rather than social responsibility(caspi & limor, 1999; tsfati & meyers, 2020). frequent leadership changes undermine long-term trust and evaluation of policy impacts. combined, these factors produce a media environment that systematically primes israeli citizens toward hawkish stances and skepticism of peace negotiations, as predicted by framing theory and demonstrated in public opinion research(arian & shamir, 2018). the political influence of israeli media thus reinforces zionist agendas according to the literature on its newsgathering practices and effects on public discourse(yarhi-milo, 2018). media bias in the israeli-palestinian conflict the topic of media bias in coverage of the israelipalestinian conflict has long been disputed(strovsky & schleifer, 2021; wang, 2017). over the last few decades, an abundance of studies has examined how israelis and palestinians are portrayed in various news channels and utilised a variety of measures to evaluate fairness and balance(panayotova & rizova, 2021; zghoul, 2022). while individual interpretations may differ, the preponderance of empirical studies point to a tendency of framing the conflict’s narrative in a manner favoring the israeli government perspective(beck, 2020). additionally, large portion of the first effort concentrated on print and television news from western nations such as the united states and the united kingdom. research has repeatedly shown that the sources mentioned are unbalanced, with a preponderance of israeli authorities and perspectives(curran et al., 1993; lavie-dinur et al., 2018). context and humanization was also provided disproportionately for israeli victims of violence versus palestinian casualties, despite death toll discrepancies(curran et al., 1993; ramamurthy, 2016). pa ge 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 1-11, 2024 terminology likewise reflected this, with “disputed territories” rather than “occupied” and “terrorists” over “freedom fighters”(plaw, 2016). furthermore, different scholars have attributed this in part to practical factors like the majority of journalists being based in israel with limited access to the occupied territories(bolton, 2024) (philo and berry, 2004;). linguistic barriers and reliance on israeli government minders further constrained diverse sourcing. however, several found evidence these material pressures alone did not fully explain the slanted effects (herzog, 2017). recent studies have expanded the scope to include arab media. it should come as no surprise that analyses of al jazeera and the middle east press revealed that their framing prioritize palestinian experiences and interpretations above israeli ones(amaireh, 2024; majzoub, 2021; taha, 2017). however, this also highlighted the asymmetry, as western audiences have far greater exposure to prominent international outlets like cnn, bbc, and major newspapers with documented pro-israeli leanings(hearns-branaman & bergman, 2022). experimental research corroborates these findings’ implications. when provided information from both sides framed in a neutral, contextualized manner, participants developed more nuanced, less polarized views(leonard et al., 2020; rho & mazmanian, 2020). however, habitual exposure to one-sided coverage primed more extreme, antagonistic perspectives aligned with that framing(astorino-courtois, 1996; evans, 2018; geva & mintz, 1997; hurwitz & peffley, 1992). this dynamic helps entrench the conflict by delegitimizing compromise. while individual journalists cannot be assumed biased, the cumulative impacts of newsgathering routines, source dependencies, and commercial imperatives reproduced a disproportion in representing israelis’ security preoccupations over palestinians’ national claims(mazzoleni & schulz, 1999; saıd, 2020). over time, this systemic slant risks distorting coverage of the conflict and prolonging divisions, suggesting reforms are needed to promote more robust impartiality(mclaughlin, 2016). polarization and public opinion, political and social cleavages in media the relationship between media and societal divisions is complex, with research showing media can either unite or further polarize depending on context. in politically polarized societies, disparities in media framing risk exacerbating cleavages by providing conflicting narratives to different groups. as audiences’ segment towards ideologically aligned outlets, a shared understanding breaks down(stroud, 2010). this dynamic can be seen playing out in israeli society regarding religious-secular tensions. traditional and haredi newspapers like yated ne’eman and hamodia cater almost exclusively to the ultra-orthodox community, insulating them from mainstream perspectives(katz, 2015). the insular media consumption habits of many ultraorthodox israelis, seeking refuge from content deemed inappropriate or uninteresting according to strict religious interpretations, unfortunately, serves to socially segregate and divide rather than unite communities. as research shows, heavy exposure solely to favorably skewed narratives without opposing viewpoints correlated with more extreme, uncompromising stances aligned with such one-sided perspectives. however, experimental findings also determined that neutral media framing building understanding across cultural and ideological differences stimulated open-mindedness and consensus compared to accentuating differences. this affirms the notion that proportionately representing an array of societal perspectives through respectful, nuanced coverage can cultivate cohesion over polarization by acknowledging interwoven interests towards collaborative problem-solving above sectarian posturing in a pluralistic democracy. practical challenges like access limitations and reliance on government minders partly explain disproportion in israeli-palestinian conflict coverage(hagopian, 2004; philo & berry, 2004). however, routine pressures from editors and advertisers also shape decisions giving voice mainly to authorities over grassroots actors(entman, 2000). in asymmetric conflicts, challenging dominant narratives through alternative perspectives could help balance public discussions(wolfsfeld, 2018). new communication technologies potentially aggravate tensions by allowing extremists to spread intolerant ideologies with ease(neuberger, 2023). however, they can also aid disempowered groups in circumventing gatekeepers by disseminating their own representations of events. this levelling of influence complicates power dynamics, as seen through the impact of civilian camera footage on israeli military operations(chadwick, 2011). overall, research suggests responsible media play a vital yet delicate role. promoting mutual understanding requires acknowledging diverse viewpoints while avoiding promotion of intolerance or misinformation that risks public polarization. in divided contexts, proportional representation of marginalized narratives could help counter misperceptions and construction of inclusive solutions. while technological changes challenge traditional gatekeeping, multimedia platforms also offer opportunities if harnessed constructively towards dialogue rather than vilification across societal rifts. nuanced, transparent reporting remains key to facilitating informed discussion over conflict. zionist political and religious frames and the peace process among israel and palestine understanding frames shaping public opinion in the israeli-palestinian conflict is pivotal given its impact on prospects for a negotiated peace. while rational perspectives retain analytical merit, identity-based interpretations have come to dominate political discourses on both sides in consequential ways. untangling this complexity demands nuanced consideration of history, narratives and societal trends. pa ge 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 1-11, 2024 territory lies at the dispute’s core, yet nationalism and religion have also taken root, affecting conflict dynamics. early zionism’s emergence reacted to centuries of jewish marginalization in diaspora by seeking self-determination on ancestral lands(del sarto, 2017). in time, this facilitated israeli state-building, leading palestinians to likewise pursue independent nationhood(ghanem, 2011). parallel national stories thus developed, tied to the same territory. scarce resources like land and water aggravated tensions, rationalizing zero-sum competition(oldmixon & samaniego, 2013; valeriano & vasquez, 2010). however, nationalism stretched beyond material concerns as collective identities formed. memories of jewish suffering and feelings of vulnerability deepened zionist securitization(del sarto, 2017). among palestinians, the nakba trauma of displacement stirred rights-claims to return(abulof, 2021). over decades, national narratives hardened stances, with concessions seen as existential threats(barzilai, 2015; ghanem, 2011). identity frames promoting grievances and fears of denialism gained further traction. meanwhile, religious significance of the land imbued the conflict with sacred dimensions. for jews, biblical ties to jerusalem and hebron justified settlement(ağdemi̇r, 2014). among muslims, jerusalem’s islamic heritage as al-quds’ third holiest site stirred passions(inbari, 2012). theophanic dimensions complicated reconciliation, as concessions over holy places were inconceivable. empowered religious actors magnified these interpretations, adding theological impediments to moderation(dunning, 2015; porat & filc, 2022). rational perspectives retain value, yet identity framings now dominate more extreme discourses on both sides. politicians and opinion-shapers adeptly stoked nationalist victimhood narratives and security anxieties reinforcing such frames(del sarto, 2017). over decades, identity constructions took on lives of their own, marginalizing pragmatism maximalist claims rooted in competing collective memories undermined compromise(brecher & brecher, 2017; yiftachel, 2006). sustainable reconciliation requires nuanced approaches acknowledging psycho-political dimensions established over generations(gutmann & thompson, 2004). proportionately representing diverse perspectives through respectful media can foster cohesion(wolfsfeld, 2018). though tensions may persist, reframing towards inclusive identities may open political space(möckel, 2007). ultimately, recognizing intercommunal interdependence amid shared hopes for dignity and security offers the most prudent path forward(geva & mintz, 1997). patience and good faith are needed to transform conflict’s rules of the game towards non-violent cooperation over time(chadwick, 2011). literature gap and conceptual framework the literature analysis demonstrated bias in mainstream media coverage of the israeli-palestinian conflict that skews discourse in ways favorable to zionist policy goals. however, less is understood about how precisely religious zionism navigates and potentially shapes mediated narratives to gain political clout. this study is centered around the depictions and narration of religious zionism across recent israeli news media and explored different trends that may reinforce or challenge its influence on peace negotiations. specifically, it will conduct a blended critical discourse analysis of visual imaging selections to deconstruct semiotic power dynamics at play. for examining the discourse that is being transmitted in globally on the israel-palestine conflict through israeli news agencies’ the critical discourse analysis framework was utilized. cda. different articles published by israeli news agencies from october 7. variables assessed include subject matter, contextualizing captions, symbolic associations, and placement prominence. this evaluates implicit normalization or othering of political tendencies. in essence, by comprehending in depth insights from discourse analyses and narrative deconstructions, overlapping themes that represent or contest religious zionist policy preferences can be discerned. it is hypothesized that sanitized, decontextualized images of violence has delegitimize opposition and entrench hawkish security stances as solutions. alternatively, balanced coverage featuring pluralistic viewpoints and non-political community perspectives may curb militancy by building multilayered understanding. by exploring the micro-level mechanics through which journalistic practices and elite sources shape conflict framing, this study contributes novel understanding of macro influences on israeli political culture formation. methodology this study employed a qualitative framework using critical discourse analysis to analyze news articles from several major israeli news outlets. the outbreak of conflict in october 2022 provides a salient case to examine how media discourse shapes public understandings and political dynamics. the study takes an interpretivist approach to uncover any underlying ideological elements and their possible normalisation consequences by dissecting the language and rhetorical tactics employed in coverage of gaza strikes and the declaration of war. the critical discourse analysis technique was chosen as it is well adapted to examining power dynamics contained in language(fairclough, 2013). this study is focused to comprehend how political cleavages are exacerbated or reconciliations are impeded by classifying themes found in a corpus of web articles and television segments from major israeli news outlets including jerusalem post, iseael hayom, and times of israel(sharmeen, 2023). the findings provide necessary insights into how the media contributes to israel’s current “peace process” deadlock. data collection and analysis to comprehensively assess discursive contours, this study extracted a corpus of news articles from times of israel, israel hayom, and jerusalem post published from the pa ge 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 1-11, 2024 initiation of recent war among hamas and israel from october 8, 2023 mentioning keywords like “hamas,” “october 7,” and “war.” over 120 articles was extracted through database searches and archived webpages, out of which 34 articles were selected fon the analysis capturing diverse outlooks. the critical discourse analysis (cda) framework was then applied to deconstruct the meanings behind linguistic choices, metaphors, and semantic moves regarding israelis, palestinians, and the conflict. analysis was draw from to uncover how zionist perspectives are privileged through tactics like polarization, euphemizing of violence, and backgrounding of palestinian suffering(butler, 2021). findings times of israel the times of israel’s reporting worked tirelessly to shape the public narrative around the latest israel-hamas conflict through subtle yet strategic use of language, sourcing, and framing. a close analysis through the lens of critical discourse sheds light on how hidden ideological agendas were advanced under the guise of objective reporting. from the outset, palestinians were dehumanized as “terrorists” who “slaughtered israelis” to rationalize disproportionate force and delegitimize grievances fueling violence. gripping military terminology like “at war” constructed an us-versus-them binary denying political complexity. calls for an “unprecedented price” normalized militarism over diplomacy, serving hawkish zionist agendas reliant on cyclical conflict narratives. furthermore, details of infiltrations and kidnapped soldiers personalized the conflict through emotional pleas, mobilizing nationalist passions over structural critique. emphasis on rocket ranges implied indiscriminate targeting of civilians to spread fear and isolate dissenting opinions advocating restraint. meantime, palestinian voices received minimal coverage lacking context of entrenched occupation grievances driving resistance factions. through repetition of emotionally charged words like “slaughter” and biased selection of casualty tallies to frame palestinians as existential threats targeting the entire nation, the discourse denied political agency and reinforced dehumanization necessary to continue systematic subjugation. omission of growing humanitarian crisis in gaza obscured the suffering of civilians under decades of marginalization. netanyahu’s vow of destruction went uncriticized despite precluding non-violent solutions and accountability for political failures exacerbating extremism. instead, blame focused inward on military unpreparedness diverting from strategic misuse of violence to sustain segregationist policies. complacency framing rejected cooperation in a zero-sum show of force equating opposition with treason. persistent othering of all “islamic” resistance as monolithic enemy erased ideological diversity and historical roots of radicalization in occupation. weaponizing collective trauma through holocaust imagery appropriated jewish suffering to build emotional, not political, legitimacy for disproportionate attacks. systemic state violence faced no scrutiny despite feeding radicalization cycles. furthermore, the thinly disguised propaganda in the times of israel coverage marginalised political plurality in israel and strengthened restrictive zionist safety conceptions. the rhetoric rejected that there was a valid grievance narrative and prevented politicians from making any adjustments or compromises by continuously promoting the idea that palestinians are an undifferentiated terrorist enemy threat. moreover, political pluralism in israel was marginalised and limiting zionist safety notions were bolstered by the blatantly veiled propaganda in the times of israel. by persistently pushing the notion that palestinians pose a single, undifferentiated terrorist danger, the language disregarded the existence of a legitimate grievance narrative and hindered politicians from reaching any kind of compromise or adjustment. overall, tight control of victim narratives denied historical accuracy necessary for reconciliation. emotionally charged dehumanization served exclusively nationalist security agendas through visceral identification rather than structural critique of governance denying palestinian self-determination. inhibiting balanced perspective on political grievances guaranteed indefinite escalation cycles while normalizing oppressive policies as the sole means of control. table 1: list of publication s.no author title year url 1 toi staff likening hamas “savages” to is, netanyahu vows victory in war for “our existence” 2023 link 2 fabian, e. idf says gaza border finally sealed, bodies of 1,500 terrorists found inside israel 2023 link 3 magid, j. us sends arms; white house lit up in israeli colors; biden: not some distant tragedy 2023 link 4 toi staff oct. 10: first plane with “advanced” us ammo lands at airbase; blinken to visit israel 2023 link 5 jta was hamas’s attack on saturday the bloodiest day for jews since the holocaust? 2023 link 6 times of israel egypt intelligence official says israel ignored repeated warnings of “something big” 2023 link pa ge 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 1-11, 2024 7 agencies egypt intelligence official says israel ignored repeated warnings of “something big” 2023 link 8 times of israel camera in hand, partygoer captures escape from rave where hamas killed 260 israelis 2023 link 9 borchel-dan, a. camera in hand, partygoer captures escape from rave where hamas killed 260 israelis 2023 link 10 horowitz, d. young and old, female and male, israel’s civilians are the prime victims of hamas war 2023 link 11 toi staff promising merciless war on hamas, netanyahu says israel will “avenge this black day” 2023 link 12 retig gur, h. a wounded, weakened israel is a fiercer one 2023 link 13 fabian, e. death toll from hamas onslaught passes 800, over 100 kidnapped, as israel strikes gaza 2023 link 14 toi staff oct. 8: hamas, pij claim to hold 130 israelis captive in gaza, including idf officials 2023 link israel hayom the discourses within israel hayom strategically frame narratives to consolidate unilateral zionist control and normalization of militarized policies against palestinians. headlines such as “denying october 7” dismiss dissent by conflating it with atrocity denial, narrowing the bounds of acceptable debate. references to traumainducing holocaust analogies like “new nazis” aim to evoke an emotional, militarized response rather than open deliberation over nonviolent alternatives. comparisons of hamas to terrorist groups obscure its national resistance function and the legitimate grievances fueling radicalization amongst occupied youth. slogans invoking exclusionary claims from “river to sea” likewise neglect ongoing inequality and human rights abuses both sides feel the other inflicts. the occupation itself hardens positions, as its prolonged denial of a viable palestinian state undermines more moderate voices on both sides. furthermore, by uniformly championing the idf and limiting complexity to internal military debate parameters, discourses sustain the belligerent status quo rather than political compromises needed for resolution. they strategically avoid addressing how occupation dynamics radicalize populations and jeopardize long-term stability. emphasizing collective muslim culpability through distorted parallels to isis delegitimizes palestinians’ national aspirations and denial of self-determination. selective victimhood framing excludes understanding of palestinian suffering to manipulate public empathy, while investigations presuppose hamas sole responsibility and downplay structural injustice root causes. “emotional challenges” in survivors’ testimonies obscure how the oppressive apparatus itself inflicts trauma on the subjugated. proposing ground invasions and boasts of mass killings reinforce militarism over nonviolent conflict mediation. emphasis on meeting zionist leaders downplays concerns over social media incitement and shutdown of dissent. downplaying court constraints maintains entrenched nationalist domination versus commitment to pluralism, human rights, and democracy for all under long-term law and policy. through such distorted partisan representations, discourses construct simplistic binaries that strategically silence palestinian humanity and political demands. they sustain occupation policies exacerbating violence while denying justice, security, and self-determination for both peoples. addressing root causes requires impartial recognition of shared interests towards stability, through good-faith remedies of all legitimate grievances and empowerment of non-violent popular resistance. table 2: list of publication s.no author title year url 1 erezl. pm says “everyone will have to give answers, me too” on oct. 7 lapses 2023 link 2 walter e. block no more pauses 2023 link 3 erezl. “she was gang raped; then they executed her”: testimonies from oct 7 atrocities unsealed 2023 link 4 erezl. idf eliminates key hamas mastermind of oct. 7 attack 2023 link 5 erezl. elon musk to meet israeli leaders on monday 2023 link 6 erezl. idf declares dead 3 soldiers abducted on october 7 2023 link 7 erezl. netanyahu knows oct 7 is on him, but sees blame all around 2023 link 8 erezl. how hamas prepared for october 7 – new report details secretive planning 2023 link pa ge 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 1-11, 2024 9 erezl. liveblog: 3 dead, several injured in shooting attack in jerusalem; israel agrees to last-minute truce extension 2023 link 11 erezl. before and after october 7 2023 link 12 rachel awraham denying october 7 must be condemned worldwide 2023 link jerusalem post the articles in the jerusalem post aim to build a strong zionist and pro-israel narrative through their use of political language and framing of the conflict. a critical analysis reveals how media bias and political cleavages are constructed. in some articles, the words “invading hamas terrorists” frame hamas as the aggressors who carried out horrific acts against israeli civilians on october 7th. precise and graphic descriptions of the “slaughter”, “maiming” and “beheadings” are used to invoke shock and condemn hamas’ actions. however, no context is provided around ongoing israeli occupation of palestinian lands. in some articles the jerusalem post criticize the “denial and distortion of the scope and nature of the massacre” by others as a “rapidly evolving manifestation of antisemitism”. this builds the notion that criticizing or questioning the israeli narrative equates to antisemitism. it alleges a “pathological need to tar israel as an aggressor” in critics while omitting israel’s own acts of violence. through selective inclusion and exclusion of facts, the violence is portrayed as one-sided to delegitimize palestinian claims and justify an israeli military campaign. establishing the hamas attacks as the “worst atrocity since the holocaust” draws upon the deep trauma of antisemitism to strengthen pro-israeli sentiments. contradicting reports are dismissed as “lies” while israeli evidence gathering is highlighted to affirm their version as irrefutable truth. the language creates a binary of truth versus untruth to discourage alternative perspectives. in some articles arguments were builds on nationalist zionist themes of unity, resilience and perseverance of the israeli spirit in the face of tragedy. it references significant dates like “shloshim” through jewish religious lenses to strengthen emotional connection. empty chairs symbolizing kidnapped palestinians lack any sense of their humanity or calls for their release. furthermore, in some articles jerusalem post frames iran as attempting to “evade responsibility” and paints them as disingenuously distancing from hamas. it cites suspiciously convenient leaks to assert iran’s pre-planned complicity while serving american interests in nuclear talks. overall, a pro-israel slant is evident through repetition of emotionally charged words, exclusion of context and reliance on questionable framing to sway opinion. jerusalem post also frames the conflict not merely as another cycle of violence, but as divinely ordained, with god intervening to stop an “israeli civil war”. this constructs the conflict as an existential battle for zionism and israel’s very existence. alternative perspectives are ruled out through claims of prophecy and divine intervention. continuing the theme, in an articles jerusalem post describes how zionism’s promise of a safe haven and democratic state have been “badly undermined”. this frames doubts over zionism and israel in ominous, threatening terms. the military setback is framed as a “blow” undermining beliefs in its power. a hugely positive spin is put on israel’s response, emphasizing social cohesion and military mobilization. secular-religious unity is highlighted, framing israel in civilizational terms transcending political divides. this constructs israel’s resilience in the face of threat. lastly, they also attempted to universalizes lessons about jewish identity, destiny and relationship to god. doubts are dismissed through references to historical continuity and fate. holiness and divine mission are emphasized, framing jewish national life in quasi-religious terms that delegitimize alternatives overall, through omission, inclusion and language choices, the jerusalem post articles construct a narrow zionist discourse that delegitimizes palestinian narratives and justifies israeli military force. media bias and political cleavages are reinforced according to an ‘us vs them’ dichotomy with little consideration for alternative perspectives in its coverage of the conflict. table 3: list of publication s.no author title year url 1 the jerusalem post the october 7 massacre news and latest stories n.d. link 2 michanie, b. y. israel-hamas war: denying oct. 7 massacre is new form of antisemitism 2023 link 3 bob, b. y. j. insider accounts of what went wrong in idf intel before oct. 7 2023 link 4 alketbi, b. s. iran’s disavowal of hamas’s october 7 attack opinion 2023 link 5 cardozo, b. n. l. hamas october 7 massacre was god stopping an israeli civil war opinion 2023 link 6 frantzman, b. s. j. ten things iran thinks it achieved on oct. 7 analysis 2023 link 7 staff, b. j. p. 'we will repeat october 7 again and again' hamas official 2023 link 8 samuels, b. a. october 7 massacre proves #metoo doesn't apply to jewish women opinion 2023 link pa ge 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 1-11, 2024 discussion the study findings provide valuable insights into how israeli media coverage contributes to the intractability of the israeli-palestinian conflict. the findings of the study align with the existing literature media portrayals of the conflict and the zionist political agendas. multiple studies have found that israeli newspapers consistently dehumanize palestinians by routinely using terms like “terrorists” without proper context(ben harush, 2021; oren & bar-tal, 2007; younis, 2021). this denies palestinians’ political identity and justifies disproportionate force in response to protests and uprisings fueled by oppression(wang, 2017). by selectively emphasizing traumatic israeli narratives while excluding palestinian suffering, the coverage manipulates emotions to stir nationalist fervor for militaristic responses over diplomacy. personalizing the kidnapping of israeli soldiers but referring to murdered palestinians anonymously as mere casualty figures strips away their humanity(franck, 2019). drawing false parallels to isis and nazis aims to spread fear and isolate dissenting voices calling for restraint and political solutions. maintaining this ‘us vs. them’ binary destabilizes the conflict by precluding shared interests and cooperation necessary for durable peace(abdulhadi, 2019; shupak, 2018; wolfsfeld, 2018). the findings also indicate that religious-zionist frames in outlets like times of israel and jerusalem post bolster exclusive claims over greater israel that politicize the potential for territorial compromise. this aligns with the numerous studies showing how conservative papers stress religious dimensions with biblical references that delegitimize palestinian self-determination(goldmann, 1978; gruweis-kovalsky, 2017; peleg, 2005; pizmonylevy, 2018). the constant denial of palestinian political and emotional legitimacy normalizes oppression and contradicts efforts towards mutual recognition between israel and a future palestinian state (badarin, 2023; moussa, 2020). furthermore, the lack of context around drivers of radicalism underscores tendencies for israeli media to evade responsibility by individualizing acts of violence. oversimplifying complexity sustains the securitized status quo by scapegoating “terrorists” rather than addressing root political conflicts(lowenstein-barkai, 2021; shomron & schejter, 2021). such distortions obstruct conflict resolution efforts dependent on acknowledging injustice and shared long-term interests on both sides(helmick & petersen, 2018) . the analyzed coverage continues tactics found in prior studies to dismiss dissent through accusations of antisemitism that shield state narratives from accountability. combined with partisan sourcing that validates militarism without checks, these findings reinforce how israeli media acts more as regime propaganda than a watchdog(barnett & karsh, 2021; hayeem et al., 2020). unless regulated to diversify perspectives, fact-check rhetorical devices, and combat normalization of dehumanization, israeli media will continue exacerbating underlying power imbalances that sustain the conflict’s intractability(hill & plitnick, 2021). additionally, the findings also highlights the politicized coverage in outlets like times of israel and jerusalem post bolsters religious-zionist agendas that reject sharing historic palestine with palestinians. references to divine promises of land and eternal jewish destiny delegitimize alternative discourses by misconstruing political disputes as existential battles over theology. previous research has also found israeli media often frames the conflict in religious civilizational terms to strengthen claims over greater israel(jönsson, 2020; reiner, 2019). the current study also highlights religious framing fuels resistance to territorial compromises by portraying them as betrayals of faith. silencing nuanced debate on resolution through accusations of antisemitism closes political space for israelis open to compromise, a trend also noted in literature on discourse strategies that shield state narratives. it contradicts conflict resolution approaches emphasizing recognition of multiple national narratives towards a just two-state vision(lopatin et al., 2017; rouhana & shalhoub-kevorkian, 2021). furthermore, strategic omissions obscure how heavyhanded policies fuel radicalism on both sides and perpetuate israel’s self-defeating security dilemma. validating militarism over diplomacy by normalizing rhetoric that denies palestinian grievances guarantees recurring violence rather than long-term stability, as has been extensively documented. the discourse analysis has also dissected slogans invoking exclusionary claims of sovereignty “from river to sea” reject a viable palestinian state and disregard palestinian narratives of dispossession(curran et al., 1993; falk & tilley, 2017). continued framing of “defeat” as threats to zionism damages progressive discourse within israeli society. it marginalizes political dissent and reconciliation-oriented voices, a trend seen in previous analyses of biased israeli media (piterberg, 2020). weaponizing trauma to associate nonviolence with vulnerability obscures political solutions necessary for durable peace between neighbors (pokrivcäk). overall, these biases strategically maintain an untenable “peace process” built on power imbalances rather than mutual interests. by denying humanity and selfdetermination to palestinians, the coverage inhibits balanced understanding necessary for compromise. its emotionally charged distortions of victimhood delegitimize nonviolence more than they counter terrorism. unless regulated to represent pluralism and fact-check rhetorical propaganda, israeli media will continue exacerbating political cleavages rather than reconciling them. reform is needed to diversify sourcing and uphold accuracy, accountability and ethical standards in line with democratic values of equal dignity and rights. otherwise, the “peace process” will remain hostage to militarism and securitization at the cost of both peoples’ well-being. pa ge 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 1-11, 2024 conclusion in conclusion, this study explores how israeli media creates narrow nationalist narratives that undermine peace efforts. it highlights how media polarization damages mutual understanding and compromise in resolving the conflict’s root causes of dispossession and human rights abuses. the study suggests that unless regulated, israeli media will exacerbate grievances rather than reconcile them. it also calls for reforms to uphold democratic standards of pluralism, equality, and justice for a durable resolution. limitations include focusing on a single conflict period, using a small sample size, and not considering audience perspectives or effects. references abdulhadi, r. 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(2022). al-jazeera english and bbc news coverage of the gaza war 2008-9: a comparative examination cardiff university. pa ge 1 indexed in pa ge 12 3 american journal of arts and human science (ajahs) service compact with all nigerians (servicom) and service delivery in the nigerian public service: an appraisal tukur, mustafa adedeji1* volume 1 issue 2, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i2.470 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: august 06, 2022 accepted: august 12, 2022 published: august 16, 2022 over the years, poor service delivery has been identified as one major deficit noted with the nigerian public service. this has elicited much of intellectual debates and scholarly interventions which have been devoted to underscore the negative perception of poor service delivery in the nigerian public service. efforts to change the service delivery orientation of the nigerian public sector through introducing a new service delivery philosophy have also received some attentions. the servicom charter, as introduced in march, 2004 becomes the binding document that mandates all government institutions on effective and efficient delivery of services to the nigerian public. this paper adopted a literaturebased approach to underpin the context while, interrogating the need for improved service delivery in the nigerian public service. findings from this study argued that, the servicom charter is challenged by its operational environment as a working document for the reorientation of the nigerian public service and the citizenry towards effective and efficient service delivery. the paper concluded that, for servicom charter to achieve the objectives of the changing narratives of poor service delivery in the nigerian public service, measures are also required for the appropriate compliance of its laudable objectives in the nigerian public service at large. keywords service delivery, service charter, public service 1 department of political science, lagos state university, ojo, lagos, nigeria. * corresponding author’s e-mail: mustafaadedjitukur@gmail.com introduction the primary purpose of government and by implication, the public service is to improve quality of life of citizens through effective and efficient services provided by the institutions established by the state for this purpose. for the citizens, there is also a notion that public institutions have a social obligation to render service and therefore have a legitimate expectation to be provided with quality services. imperatively, one of the major challenges of government and perhaps, the legitimate expectations of the citizens of a developing country as nigeria could be rightly located in the ability of the public service to adequately meet up with the task of improving the quality of lives of the citizens. consequently, public service delivery in the nigerian public sector has been severally described as lacking the right orientation and attitude for effectiveness and efficiency. the introduction of service compact with all nigerians (servicom) in march 2004, as a charter aimed at driving service delivery initiative (sdi), and instilling a new service orientation in the nigerian public service sector came against the backdrop of the general decadence, inefficiency and poor service delivery which have characterized the nigerian public service delivery system. as a policy measure, servicom was conceived to monitor the service delivery in ministries, departments and agencies (mdas), in conformity to the citizen’s expectations, and also serves as a facilitating paradigm for social accountability framework of public service delivery in nigeria. servicom as conceived stands to promote the attitudinal change in the citizenry, particularly with regard to their rights to demand quality services from the mdas. it is a social contract between the government and the people which also empowers the citizenry to demand for good services when they require such. accordingly, the servicom charter requires all mdas to make public, the description of their services, mission, and vision statements; details about customers; service delivery that customers may expect; and grievance redress mechanism. in addition, the charter must equally contain statement of service requires from staff, management, and customers, or even government, in order to guarantee the delivery of service. this is referred to as “the other half of the contract” (servicom document, 2006). with the avowal commitment of the government in the pursuance of the servicom charter and particularly, on a declaration made by the then president olusegun obasanjo led administration with a solemn service compact with all nigerians in “providing the basic services to which each citizen is entitled in a timely, fair, honest, effective and transparent manner.” (adeyinka and ema, 2015). it is appropriate to assert that, government is quite aware of the appalling state of service delivery and hence, the need to reverse the trend with commitment to ensure that public institutions live up to their expected mandates in term of service delivery as a further assurance of enhancing confidence and accountability in the public sector in general. meanwhile, president obasanjo had made an equal declaration in june, 2003 asserting the fact of poor quality of service delivery in the public sector by stating that “nigerians have for too long, been feeling short changed by the quality of public service delivery. also, our public offices have over the years, being showcased for the combined evils of inefficiency and corruption https://doi.org/10.54536/ajahs.v1i2.470 https://journals.e-palli.com/home/index.php/ajahs mailto:mustafaadedjitukur%40gmail.com?subject= pa ge 12 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 123-127, 2022 with impediments of ineffective implementation of government policies. nigerians deserve better, we will ensure that they get what is better.” (adeyinka and ema, 2015). the level of decadence in the public sector has also been identified as a major factor which had impacted negatively on the quality of service delivery given the environmental and structural constraints inhibiting the performances of public sector personnel. with plethora of reform policies put in place by the government, there is obviously, a determined effort to change the perception of the public service delivery system in nigeria by building a culture of accountability and openness expected in the conduct of government businesses. the evidences of the decadence in public service are abound, as could be reflected in most of the publicly-owned institutions charged with the provision of essential services to the members of nigerian public. the nigerian citizens hardly get the real value for their civic commitment particularly, in the areas of taxes and levies, and even in the obligations of payment for services being rendered by the public service organizations in nigeria. there is no doubting the fact that, the nigerian public sector has been plagued by series of institutional challenges part of which have also been identified in the absence of efficient service delivery. the pervasive poor social services orientation has in many instances, retarded the desired national growth and development and consequently, promoted other social vices as sharp practices and corrupt tendencies in the public sector. the nature of service delivery in the nigerian public sector as earlier noted, has been largely described as “chaotic’’, “epileptic’’, “unsatisfactory’’, “shoddy’’, “deplorable’’, “insensitive’’, “inflexible’’, “non-cost effective’’ (oyedele, 2015). the level of insensitivity towards the public has on the other instances too, reflected in the public perception of the nigerian public service with the such negative and endemic attributes as lateness, absenteeism, needless delay and bureaucratic redtapism, palpable negligence, inexcusable incompetence, unbridled corruption, favouritism, lackluster, performance and general lackadaisical attitude to work (okon, 2008). the focus of this paper therefore, is to assess the impacts of servicom charter, and in this regard, serve as a veritable yardstick for measuring the impacts of servicom with regard to service delivery in the nigerian public service sector. review of literature there are quite plethora of literature which have remarked and diagnosed the nigerian public service sector particularly, in relations to the receding level of service delivery and poor professionalism which have also characterized its operations over the years. nwekaku and obiorah (2019) inferred that, the nigerian public service has witnessed some reform policy agenda, including servicom as a possible way of providing new directions towards improved service delivery in the nigerian public service sector. however, in spite of the spirited efforts of such policy reforms, quality of service delivery in the nigerian public service remains a major concern in view of the public perception. the aftermaths of such have equally received the reactions of both the government and the civil society groups on the necessity of scaling up the levels of advocacy and the citizens’ awareness on the most appropriate ways to inject a new lease of life into the nigerian public service for quality service delivery. in the opinion of ochala and ruslan (2017), successive efforts of government at repositioning and improving service delivery in the nigerian public sector have not yielded any positive results. these have been traceable to the absence of political will on the part of the policy elites to provide the requisite environments for the nigerian public service in fulfilling its mandates to the nigerian public. the servicom charter which represents the new philosophical orientation for service delivery in nigeria therefore, requires a wider dose of public education and enlightenment on its importance as part of the measures to improving the quality of service and professionalism in the nigerian public service sector. for okafor and onuigbo (2015) the unprofessional conducts common with the nigerian public service have largely led to unethical behaviours which also remain part of the major factors that have promoted the compromised values of the nation’s public service over the year. the aggregation of socio-political influences coupled with low level of public administration education and training could also be attributed to the down play of professionalism which invariably, leads to inefficiency and poor service delivery orientation in the nigerian public service sector. with reference to public service in nigeria, poor service delivery as characterized by inefficiency and other negative vices can be linked to several other factors. observers and scholars alike have ascribed the introduction of the federal character principle and the application of quota system in recruitment of public servants as the major precipitating factor which have also promoted the low level of service delivery in the public service (kirfi, balarabe and shantali, 2013). the policy as entrenched in the nation’s constitution has been largely attributed in many ways, to the continuous injection of low quality workforce resulting in the decadence being witnessed in the quality of service delivery of the public sector of the nation’s economy. this eventually led to institutionalization of mediocrity, subjectivity, corruption and inefficiency (kirfi, balarabe and shintali, 2013). the age-long military interregnum also had a more far reaching implication for the nation’s public service particularly, with the distortion of the public service ethics as a result of the overwhelming control and the repressive nature of the military government. the massive purge of the 1976 under the murtala/ obasanjo military regime was a very good case of such distortions. other factors which have been raised could be noted http://https://journals.e-palli.com/home/index.php/ajahs pa ge 12 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 123-127, 2022 for instance, in the inconsistency of government policy reforms and the lack of political will to adequately implement such policy reforms, have also been linked to the seeming decadence and the poor state of service delivery in the public service. one of such is the contradiction of the 1988 civil service reforms which to many observers, became a reference point in the erosion of professionalism in the nigerian public service by the elevation of political expediency above rationality. the public service became vulnerable, as senior positions in the service became highly political without any serious consideration for the erstwhile professionalism which served as the point of attraction to many career officers (hamalai, 1999; enogholas, 2006). this development, according to observers created a serious lacuna that eventually led to low morale among public servants with the attendant lack luster attitudes to work by public servants within the nigerian public service. added to that, was the incursion of the military into the nigerian political scene which was also seen to be another major factor that impeded the level of service delivery of the public service due to some of the reasons earlier suggested. ogunrin and erhijakpor (2009) share the view that, overtime, inefficiency and corruption became rife in the nigerian public service, and the onset of these ills could be linked to some reform agenda which equally had some political expediencies behind their intention. for instance, the 1988 public service reform had some major impacts in the service delivery due to the political expediencies that threatened careers of top civil servants, most especially, the change of the career status of permanent secretaries to directors-general that made their appointments purely political. the 1988 reform was also believed to be a major disservice to the entire public service and thereby, provided the impetus for the high level of inefficiency among the public servants. adamolekun and kithija (2005) offered that the military rule which lasted between 1966 and 1979 destroyed the fabrics of the nation’s public service largely, out of lack of requisite skills necessary for managing the affairs of the state and its political direction. the incursion of the military in the nigerian political space specifically, from the first phase in 1966 to 1979, through its second interregnum of 1983 and 1999, served as a major inhibiting factor to the growth of the nigerian public service sector and consequently too, on the quality of service outputs and delivery of the nigerian public service. adegoroye (2005:1), while making reference to some of the ills of the nigerian public service as rightly identified by the ayida panel, opines that politicization, absence of accountability and probity, indiscipline, virtual institutionalization of corruption at all levels of public service and total disregard for basic service ethics and regulations became the extant norms which further affected the quality of service delivery in the nigerian public service. the endemic bureaucratization which also encourages slow response to action and discharge of duties among the workforce, insensitivity to value of time, low morale, poor working condition, and stagnation in career among others were equally identified as the bane of the nigerian public service with its attendant low regard for quality service delivery. in view of the critical importance of public service delivery to the citizens of any country, service delivery should be accessible, of high quality, effectively and efficiently delivered. government is therefore, faced with the challenge of providing basic public services to which citizens are entitled in a timely, fair, honest, effective and transparent manner. it is argued further that, over the years, public service failure or ineffective delivery of such services has always been the norm in the developing countries like nigeria (oyedele, 2015). olowu (2005), opined that in order to effectively change the tide of poor delivery of service in the nigerian public service, it is equally expedient for government to adopt strategies that will ensure active engagement of the citizens at some levels of decision making particularly, as regards production and delivery of public services. olowu (2005) further argued that, with the decline in the available resource at the disposal of the government, it is rather compelling for the active citizens’ engagement as a panacea for enhancing quality of service delivery in the nigerian public service. result and discussion the philosophical underpinnings of the servicom charter arguably, a result-oriented service delivery is predicated on clearly defined organizational goals and well motivated workforce (oyadiran, 2010). it is also revealed that these factors are pertinent to assessing the impacts of servicom particularly, in the nigerian public service. imperatively, the servicom charter is anchored on the following: 1. affirmation: that is, on the commitment to the service of the nigerian state. 2. conviction: this is also predicated on the fact that nigeria can only realize its full potentials, if citizens receive prompt and efficient services from the state. 3. consideration: this attests to the needs and rights of all nigerians to enjoy social and economic advancement. 4. dedication: to provide quality services to which all citizens are entitled in a timely, fair, honest, effective and transparent manner. further to these, and in the affirmation of government’s commitment to enhancing the quality of service delivery in the public sector as a possible way of reversing the negative trend of service deficit to the nigerian public, mdas were appropriately mandated to make provision for the servicom charter and publish same in line with their organizational mandates. these provisions must include: > that quality service must be designed around customers’ requirements; > set out citizens’ entitlements in the best way they http://https://journals.e-palli.com/home/index.php/ajahs pa ge 12 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 123-127, 2022 could easily understand; > list of fees payable and prohibition of illegal demands; > commitment to provision of services within realistic time frame; > specify officials to whom complaints may be addressed; and > publish these details in conspicuous places accessible to the public. > expectedly, and sequel to the presidential directives, mdas were further mandated to establish the servicom units by replicating the model as domesticated within the presidency (abdulganiyu, 2010). servicom unit and its functions in the nigerian public service the servicom office, as domesticated under the presidency, has the supervisory and regulatory mandates of superintending and ensuring the strict compliance of the servicom charter in the mdas, in line with the mandates set out by the presidency. the servicom unit in the nigerian mdas however, performs the following functions: > formulation and coordination of the servicom unit and its operation in the mdas; > monitoring and reporting of the activities in line with the servicom performance obligations; and > carrying out survey of services and customers’ satisfaction in all the departments and formations of agency, among other functions. the above highlighted functions are carried out under a nodal officer who is of a deputy director rank and supported by other officers as; chapter desk officer who is also saddled with the formulation, implementation and review of the chapter’s servicom mandates, the customers’ care or complaint desk officers whose duties are to ensure prompt attention of customers needs, grievances and redress mechanism while the service improvement officers are saddled with the general service improvement in the mdas. the unit has other compliments of staff that assist in other administrative duties for the smooth running of operation in the servicom unit. servicom and its control mechanism as reiterated above, the servicom office, as domesticated under the presidency, plays a major supervisory and regulatory mandate of the strict compliance of the servicom charter in the mdas and performs functions similar to those of the servicom units in the mdas, but purely in regulatory capacity as could be indicated as follows: • coordinating the formulation and operation of the servicom charter in all mdas. • monitoring and reporting of performances under the servicom obligations. • carrying out survey of services and customer satisfaction. as a necessary measure of effective control on the appropriate implementation of servicom charter in all the mdas, the servicom regulatory unit under the presidency becomes a very imperative tool to effect compliance and ensure the realization of its objectives. conclusion in the opinions of many observers, the impacts of servicom are still far from being felt in the public service and across the three tiers of the nigerian government. one of the major obstacles of servicom has also been linked to the absence of a legal framework as it only came as a mere presidential directive and with such political expediency that could not stand any test of time. this has in many ways affected the wholesome acceptance of servicom as a new initiative in government policy action towards enhancing quality service delivery in the public sector. the policy initiative, like many other previous initiatives, had suffered from the inability of the successive governments to show commitment towards sustaining and accepting it as a policy paradigm capable of charting a new path of re-directing the government and the public service as a whole, particularly as regards the fulfillment of the objectives of the government to the citizenry. admittedly, public service delivery in nigeria has witnessed a serious reversal from the policy intention of the servicom initiative. most public institutions are still found in the old order of poor service orientation without any form of stringent regulatory framework to curtail the unwholesome practices of poor service delivery as inimical to the interest of the nigerian public. the initiative of servicom has however, been lauded by a wide range of citizenry as a new policy direction towards instilling new attitudinal change particularly, in the public sector of the nation’s economy. with the renewed emphasis on the national core values and similar other initiatives including ethical and value re-orientation of the nigerian masses and the political institutions, the public service in nigeria could be well positioned to actualize the laudable objectives of servicom. efforts such as in the capacity building of the public service workforce have equally been identified as one major channel through which the goals of servicom could be realized. the capacity deficit noted in the nigeria public service over the years has also been part of the major inhibiting factors and negative influences in the service delivery mandate of public institutions. efficient public service delivery and administration are germane to national development. it is also well noted that, with low awareness and publicity of the servicom initiative, many nigerians have been short changed of their rights to be adequately informed and equipped on how to take up a redress in the event of service failure. observers have however, suggested that, aside from adequate capacity building measures for all categories of public servants, the issue of poor remuneration in the public service must be properly addressed as a way out of curbing the endemic corrupt practices which have also http://https://journals.e-palli.com/home/index.php/ajahs pa ge 12 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 123-127, 2022 impeded the quality of service delivery to the members of the public. the servicom initiative must be well articulated and cascaded to every tier of the nation’s public service at the federal, state and local government levels. the initiative must not be selective and exclusive while, allowing access to all categories of the citizenry particularly, at the grassroots level of the nation’s polity, where incidences of low awareness and rights violations are very prominent. the servicom as a laudable policy initiative has the capacity to inject a positive impact towards redirecting the government and the public service delivery system in nigeria. it possesses the ability to also evolve the right attitudinal values in the public service and its workforce towards service delivery orientation, as well as, in instilling the value of consciousness for the demand of rights to appropriate services in the citizenry. the obvious absence of the appropriate legal framework and legislation for the servicom initiative had caused some setbacks in its proper implementation as could be observed in all the mdas. however, the level of complacence on the part of policy-makers in nigeria has been a serious challenge to the appropriate implementation of the servicom initiative. the failure of the successive governments to vigorously acknowledge the necessity of sustaining the initiative as with other similar initiatives and policies can also be alluded to the low awareness of the servicom initiative in the public service. the servicom initiative in its far-reaching objectives, has failed largely out of the non availability of effective monitoring and evaluation framework. the absence of effective framework for monitoring the initiative has not also been far from the prevailing norms in the public service, where rules and regulations are deliberately circumvented at will and without any recourse to sanctions. the deficiencies in the implementation of servicom have therefore, posed a major challenge to the quest of enhancing quality service delivery in the nigerian public service. besides, the servicom units in most mdas have become largely ineffective, sometimes non-existing and even moribund. the endemic corrupt practices associated with public service in nigeria could be found to be another major pit fall noted with the effective implementation of the initiative. the prevailing poor working conditions and remunerations in the nigerian public service could also be a major factor beneath such corrupt tendencies. this has also created the impetus for some unscrupulous practices in the public service for the circumvention of norms through sharp practices and other corrupt tendencies including the deliberate failure to deliver services when and where necessary to the members of the public. references abduganiyu, a. m. (2010) university of ilorin service charter. adamolekun, l. and kithija, k. (ed.) (2005) public administration reforms in africa: main issues and selected countries’ studies. adegoroye, g. (2005) mainstreaming ethics and professionalism in the public service: the nigerian experience. a paper presented at the conference on the african charter and related reforms. swakopmund, namibia. adeyinka and ema (2015) impacts of service compact with all nigerians (servicom) on public service delivery: a case study of the federal ministry of women affairs and social development. in international journal of business and finance management research. vol. 3. no. 3. enogholas, g. (2006) commissioner denies claim of sacrificing merit for meritocracy. vanguard newspaper, wednesday, october 4th. pg.9. hamalai, l.a. (1999) government-business relations and economic liberalization in nigeria. kaduna: baraka publishers limited kirfi, m., balarabe, a. and shantali, m. (2013) “service compact (servicom) in nigeria public teaching hospitals: a study of usmanu dan fodio university teaching hospital (uduth)”. sokoto. in journal of international academic research for multidisciplinary. vol.1, issue 6. nwekaku and obiorah (2019) public service reforms and effective service delivery in nigeria. in international journal of develping and emerging economies. vol. 7, no. 4. pp. 30-40. ochala and ruslan (2017) public sector and service delivery in nigeria: issues and challenges. in european academic research. vol. v. issue 8, november. ogunrin and erhijakpor (2009) servicom policy intervention: improving service quality in nigerian public sector. in global journal of social sciences. vol. 8, no. 1. pp. 51-60. okafor and onuigbo (2015) rethinking public administration professionalism in nigeria. in afrcan research review. vol. 9(4), september. okon, e. (2008) public service reforms and the concept of “service compact with all nigerians.” (servicom): issues, perspectives and challenges. in saliu, h.a. (ed.) nigeria beyond 2007. olowu, d. (2008) public service delivery in public administration in africa: main issues in selected countries’ studies. in adamolekun, l. (ed.). united kingdom: safari books, channels island. oyadiran, p.a. (2010) human resource management (a diagnostic approach) chartered abuja: graphic press limited. oyedele, s.o. (2015) “the nigerian public service and service delivery under civil rule”. journal of public administration, finance and law. issue 7, servicom (2006) servicom history. htp http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 indexed in pa ge 11 american journal of arts and human science (ajahs) leadership styles of choreographers vis-à-vis commitment of student-dancers across various higher education institutions in luzon, philippines joseph t. lobo1* volume 1 issue 1, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i1.279 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: may 19, 2022 accepted: may 22, 2022 published: may 24, 2022 this study aims to determine the relationship between leadership style of choreographers and commitment of student-dancers. respondents for the study are from different heis in the entire luzon. data gathering has been conducted through online survey using lsq and ocq to 105 choreographers and 228 student-dancers. frequency, mean, sum and standard deviation were used to describe the leadership styles of choreographers and the level of commitment of student-dancers, and pearson-r to determine the relationship between leadership style and commitment. results found out that most of the choreographers’ leadership style is democratic, while the commitment level of student-dancers was found to be moderately high. leadership style has no significant relationship commitment which accepts the null hypothesis tested in the study. further investigation was recommended to deeply understand the relationship between leadership style of choreographers and student-dancers commitment. lastly, based on the results of this study, programs were designed to enhance leadership skills of choreographers and the commitment of student-dancers. the result of this study brings new information in the existing study in leadership and commitment, but is highly significant as new knowledge in the field of dance research. keywords choreographers, commitment, dance education, leadership style, student-dancers 1 program coordinator, physical education department, city college of angeles, angeles city, pampanga, philippines. * corresponding author’s e-mail: josephlobo@cca.edu.ph introduction in the past years, there were only few to none local studies in the philippines that were conducted about leadership styles of different choreographers and their relationships to the commitment of student -dancers. studies conducted internationally related to these components were all highly immense in the field of business, human resources, team sports and health, but only a few in dance education. after numerous attempts of searching for related studies locally which focus on the relationship between leadership style and commitment, the researcher found out only limited resources that can be used and that further investigation should be conducted, as dance research occupies a limited sector in philippine scholarship (villaruz, n.d. a). literature review types of leadership style the leadership style choreographers apply play an important role in the success of the entire dance troupe or organization. it is also emphasized that choreographerdancer relationship is an important part of the recipe of a successful dance production. relationship between the choreographer and artist is not comparable to any other creative process (de keersmaeker, 2019). being a leader is a vulnerable position – it opens the choreographer to criticism, but able to invoke positive change within the team. the commitment and passion to dance of the artists depend on the leadership style that the choreographer is using and applying to the entire dance troupe. authoritarian leadership refers to a leader’s behavior asserting a very strong authority and control to all subordinates and demanding accepted compliance from them (farh and cheng, 2000). it is also called “intense style” and “autocratic style.” it includes a directive and very demanding coach who prepares the group for any type of performance (castillo et al., 2020). in general, authoritarian leadership has a negative connotation across different literatures (wang, et. al., 2019). it is usually the most-practice leadership style and displayed behavior across different societies and organizations. it is dominantly used in the asia pacific, latin america, and middle east business organizations (pellegrini & scandura, 2008). leaders who use this style usually provide instructions that should be followed strictly by their subordinates without any complaints, and should be completed on time, as provided. also, leaders of authoritarian leadership expect that employees adhere to high standards and punish employees for not doing their job properly (wang et. al., 2013). authoritarian leadership has been an interesting issue across all studies in the discipline whether it gives a better or worst outcome to the group. extensive research has been conducted about this specific leadership style and it is depicted as destructive by verifying its negative influence to employees’ outcomes (wang & guan, 2018), such as voice behavior (li & sun, 2015), team identification (cheng & wang, 2014), and task performance (chan, et. al., 2012). based on the study of gonzáles-garcia, et. al., (2019), it was found out that there are simultaneous positive and high scores on the authoritarian behavior of the players’ coach. in contrary, the study of calvo and topa (2019) found out that authoritarian leadership style is least desired by the base soccer players, and implies less satisfaction from the players, and marginally and negatively predicted positive affect intensity during competition (gonzáles, et. al., 2020; jony et. al., 2019; kalu & okpokwasili, 2018). laissez-faire leadership is also known as “delegative https://doi.org/10.54536/ajahs.v1i1.279 https://journals.e-palli.com/home/index.php/ajahs mailto:josephlobo@cca.edu.ph pa ge 12 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(1) 11-26, 2022 leadership,” which is a type of leadership style where leaders are hands-off and let the group leaders decide (kendra, 2020b). it is a style of leadership which is built on trust (st. thomas university online, 2018). stu online defined laissez-faire leadership in practice as where leaders leave the job to their subordinates to complete the task in a freely manner, without requiring strict policies and procedures. this represents a management approach where there is a leader that has been nominated and physically occupies the managerial position; but he or she has avoided and abandoned his or her responsibilities (lewin, et. al., 1939; hinkin and schriesheim, 2008; skogstad, hetland, et al., 2014). such manners may change subordinates’ performance for the worse in one of two ways: probability is decreased for future desired behavior and opening door for increased levels of undesired performance (vonbergen, 2012). in the recent years, researchers have found out that this is a type of leadership that leads to the lowest productivity among members (anbazhagan & kotur, 2014). as supported with the study of muhammad and kuchinke (2016) this leadership style showed negative relationship with the outcomes of the pakistani bank employees’ performance in terms of effectiveness and satisfaction. diebig and bormann (2020) study found out that followers do not receive any support from their leader which have led to stress. results from the study of almarakshi, et. al., (2019) regarding laissez-faire and its effect to job performance found out that there is no significant relationship between the leadership style and job performance of the employee in a non-profit organization. hinds (2019) findings showed that the perception of the employees toward leadership style, transformational and laissez-faire, had an effect on their commitment to the non-profit organization. oyetunji et. al., (2019) result findings on the relationship of laissezfaire leadership style to behavior and performance of construction workers showed that, when laissez-faire is adopted as a leadership style on the construction site, it will lead to a negative correlation with the workers’ performance. this implies that, the more laissez-faire behavior is adapted and applied in a group, the more of the workers’ performance reduces. synonymous with the study of gemeda and lee (2020), laissez-faire leadership style had a significant negative relationship with task performance. therefore, adapting this leadership styles need an assessment to all subordinates if they are highly capable and able to perform task without supervision. democratic leadership, also known as “participative leadership style,” is based on mutual respect. this leadership usually requires collaboration between the leader and the followers. by its very definition, this style invites every of their own input and contribution within a group who may not be otherwise be (or feel) represented. democratic leadership has been established and widely used for years now by different leaders across different societies and organizations. democratic leadership style fosters participation from the athlete when it comes to the process of decision-making in connection to the entire group’s goals and methods (tucker, 2017). when everyone’s concern is heard, followers tend to feel valued and the more they are integrated to the group. several studies have been conducted on the positive and negative outcome of democratic leadership style across the globe. benefits of democratic style are selfsufficient workers, highly motivated workforces, different ideas, strengthened public interest, improved creativity, freedom of expression, equal rights, and confidence from staff (coft, 2018). on the contrary, the disadvantages of this style include excess time consumption in getting numerous opinions, results varied depending on the age and maturity of workers, indecision where optimal solutions are not merely present, and the difficulty in assuaging all workers (khan et. al., 2015). this style works best if all staffs are highly skilled and competent, and eager to share their knowledge and ideas (chukwusa, 2019). chukwusa also emphasized that it is necessary to give the staffs adequate time allowing them to contribute to the development of an action plan and eventually cast their votes before implementation. as it was defined, it will encourage staffs to be part of the decision-making process and is useful in all time horizon (iqbal et. al., 2015). likewise, the study of milan (2008) showed that there is a greater number of managers that are situated in the democratic manager style. in addition, rafferty and wyon (2006) found out that dancers would prefer democratic leadership style rather than autocratic. in the descriptive study of kim and pang (2019) using multiple regression to see the influence of leadership style to the intent of the artistic swimmers to continue, the results showed that democratic leadership is above the mid-point of the scale (m = 3.00), indicated a positive outcome and experience with their athletic career. dolly and nonyelum (2018) also supported democratic style on job performance where they have found that this style has a high positive result in the performance of librarian staffs in port harcourt, river state, nigeria. commitment commitment plays an important role in the success of a dancer. it comes with an understanding that what dancers do outside the studio is synonymous with what occurs inside (taylor, 2019). furthermore, dancers with strong commitment to what they do and to the entire group will do anything that is necessary in order to perform to their highest level. utilizing all the resources available and techniques provided to them may be of great help in the development of their performances. dancers who are highly committed constantly seek and ask beneficial ideas from their choreographers or sources in order to contribute to the performance. these include simple practices while on break, performing warm-up before the entire work-out process, eating healthy diet, sleeping enough hours every day, and using more sophisticated ways such as utilizing psychological and physiological professionals in order to maximize their potentials, and alleviate weakness and injuries that may enhance http://https://journals.e-palli.com/home/index.php/ajahs pa ge 13 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(1) 11-26, 2022 performance. furthermore, the study of hallajy, et. al., (2011) showed that transformational leadership with (ß=0.53) and transactional leadership with (ß=0.44) can predict athletes’ commitment using systematic modelling equation (sem). the results of the study of yusof and saybani (2013), indicated that there is a positive and significant relationship between transformational leadership style of coaches, sport commitment (r = .419, β =.478, ρ value=.001), and athlete satisfaction of football players (r = .386, β =.443, ρ value=.001). therefore, it can be concluded that transformational leadership behaviors can increase sport commitment and athletic satisfaction of high schools’ football players. in the study of saybani et. al., (2015) it also found out that there is a positive and significant relationship between coaches’ leadership style (transformational) and sport commitment of iranian high schools’ football teams. it is also found out that transformational leadership style had a significant effect on affective commitment of employees of the fitness clubs (lee and cho, 2018). likewise, in the study of abasilim, et al. (2019) showed that there is a significant medium positive relationship between leadership style (transformative) and employee’s commitment, whereas transactional leadership style has an insignificant small negative relationship with employee’s commitment. abasilim, et al. also added that laissez-faire leadership style has an insignificant small positive relationship with employee’s commitment. the study also recommended that appropriate leadership style should be adopted in order to attain positive outcomes to the employees of lagos state civil service commission of nigeria. in this research, there were numerous related studies mentioned that were conducted in other areas and disciplines. the researcher acquired only limited research to dance due to a small number of researches that are highly immense in the field of dance education, leadership, and management. extensive research in the field of dance education (particularly in these areas) are significantly important to conduct to fill the gaps in research to dance education. these can provide choreographers with insights and knowledge from the basis of results and interpretations and the significance of the application of leadership styles which may either heighten or not the commitment of student dancers that could have a great impact on their relationship and performance. this study aims to determine the relationship between leadership styles of choreographers and commitment of student-dancers. international research in these areas is numerous but in different fields and industries. dance research in the philippines is limited as mentioned in the philippine scholar (villaruz, n.d). therefore, the findings of this study will be helpful for future research in dance education, management, and leadership in the local setting. in this, this study aims to answer the following research question: (1) how may the leadership style of choreographers be described? (2) how may the level of commitment of student-dancers be described? (3) is there a statistically significant relationship between leadership styles of choreographers to commitment of student-dancers? (4) and, what program can be proposed based on the study findings? null hypothesis h0: there is no significant relationship between the leadership style of choreographers and student-dancers commitment. methods the entire research was quantitative in design, and correlational study which aims to determine if there was a significant relationship between the leadership styles of choreographers to the commitment of student-dancers. adopted survey questionnaires were used to obtain the needed data. inclusion and exclusion criteria have been set to ensure the validity of data from the tools and statistical treatment that were used in the study, therefore, purposive sampling was employed in the study. all participating heis in the entire luzon must have: (1) a dance troupe for at least two (2) years. for the choreographers, the respondent must have been working with the group for at least two (2) years or above, (2) within the age range of 25-50 years old, and (3) either male or female. all student-dancers’ participants should (1) already been a member for two (2) years and above and they should be in their 3rd or 4th year, (2) within the age range of 2126 years old, and (3) either male or female. participants who haven’t satisfied the criteria set by the research will be automatically ineligible to partake in the study. raosoft sample size calculator was used to determine the target sample size of respondents (from both choreographer and student-dancers’ total population) with a high level of accuracy. the total population of choreographers is 135 and the target sample is 101 respondents, while the total population of student-dancers is 450 and the target sample size is 208. both of these target samples have a 5% margin of error and 95% level of confidence. the instruments that were used for the study are all open and free to use in the public, thus open source. there are two questionnaires floated to all participants: leadership style questionnaire (lsq) is an 18-item questionnaire developed by northouse (2016) that describes the style of leadership a person applies which will be adapted for this study. responses are recorded on a 4-point likert scale ranging from 1 (strongly disagree) to 4 (strongly agree). for the scoring of the questionnaire, sum of the responses from items 1, 4, 7, 10, 13, and 16 (authoritarian leadership), items 2, 5, 8, 11, 14 and 17 (democratic leadership), and items 3, 6, 9, 12, 15 and 18 (laissez faire leadership). for the interpretation, the range of score has been modified to describe the leadership style. from 19.51-24 (range), 15.10-19.50 (moderately high range), 10.51-15.00 (low range) and 6-10.50 (very low range). cronbach’s alpha for prior application of this questionnaire is highly reliable at .860 (seeger, 2020). organizational commitment questionnaire (ocq) developed by mowday et. al. (1979), is a 15http://https://journals.e-palli.com/home/index.php/ajahs pa ge 14 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(1) 11-26, 2022 item questionnaire and was tested from a series of 2,563 employees from non-divergent organizations. six questions focus on employees’ affective or attitudinal commitment, and the other 6 questions are phrased negatively, and their coded in reverse. responses were recorded on a 4-point likert scale ranging from 1 (strongly disagree) to 4 (strongly agree), and items that were negatively phrased are scored in reverse. in the original report of mowday et. al. cronbach’s alpha ranged from .82 to .93, with a median of 0.90 (liou, 2007). the researcher sent a letter of request addressed to the presidents or officers-in-charge of all heis in luzon from different local colleges and universities (lucs), state colleges and universities (sucs), and private colleges and universities to allow the conduct of the study in their institutions. the letter was sent through an electronic mail. all select participants also received the electronic mail. questionnaires floated via google forms where participants can answer. questionnaires were filledup within 10-15 minutes. all data gathered from google forms were exported to an excel file for analysis. after the data analysis, the excel file was encrypted with a password so the researcher has the lone personal access to it. descriptive and correlation statistical treatments were utilized to analyze the data with the application of ibm spss version 26. descriptive statistics such as frequency, sum, mean and standard deviation scores were computed to describe the leadership styles of choreographers table 1. point scale interpretation range of weighted mean description 3.26 – 4.00 very high range 2.51 – 3.25 moderately high range 1.76 – 2.50 low range 1.00 – 1.75 very low range and the level of student-dancers’ commitment. for the correlation part, pearson r was computed to test the relationship between choreographers’ leadership style and student-dancers’ commitment. to facilitate the analysis and interpretation of the data obtained, the researcher will follow the point scale interpretation to describe per item response for choreographers’ leadership style and level of student-dancers’ organizational commitment as shown to table 1: results in order to get the results, ibm spss version 26 has been used to run all the data gathered from the respondents. a professional and experienced statistician processed all gathered data from the online survey which was done through google form and exported to an excel file. the adapted questionnaires used for the study were answered by one hundred one (105) choreographers and (228) student-dancers from different heis in the entirety of luzon. table 1 illustrates the leadership style of the table 2. leadership styles of choreographers leadership style questions mean sd interpretation authoritarian 1 3.19 0.92 moderately high 4 2.19 0.99 low 7 3.22 0.90 moderately high 10 2.86 0.90 moderately high 13 3.17 0.88 moderately high 16 3.46 0.80 very high total score 18.08 3.54 moderately high democratic 2 3.42 0.75 very high 5 3.17 0.92 moderately high 8 3.55 0.80 very high 11 3.53 0.76 very high 14 3.11 0.91 moderately high 17 3.46 0.82 very high total score 20.24 3.72 very high laissez-faire 3 2.59 0.92 moderately high 6 2.62 0.96 moderately high 9 3.33 0.87 very high 12 2.99 0.94 moderately high 15 2.59 1.04 moderately high 18 2.10 0.96 moderately low total score 16.20 3.75 moderately high choreographers. based on the results, it was found out that most choreographers from various heis in luzon who answered the survey questionnaire uses democratic leadership style which corresponds to “very high range” (m=20.24, sd=3.72), authoritarian leadership style ranks second with “moderately high range” (m=18.08, sd=3.54), and lastly laissez-faire leadership style which correspondents to “moderate range” (m=16.20, sd=3.75). the levels of commitment of student-dancers are described in table 2. based on the results, most of the respondents from various heis in luzon are highly committed and willing to put great effort beyond normal expectations from them to help their respective dance http://https://journals.e-palli.com/home/index.php/ajahs pa ge 15 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(1) 11-26, 2022 table 3. commitment level of student-dancers questions mean sd interpretation i am willing to put in great deal of effort beyond that normally expected in order to help the dance troupe be successful. 3.73 0.56 very high i talk up the dance troupe to my friends as a great organization to work for. 3.60 0.67 very high i feel very little loyalty to this organization. 2.18 1.14 low i would accept almost any type of role in order to keep working for the dance troupe. 3.57 0.65 very high i find that my values and the dance troupe’s values are very similar 3.33 0.69 very high i am proud to tell others that i am part of this dance troupe. 3.71 0.61 very high i could just as well be working for a different organization as long as the type of work/task was similar. 1.96 0.90 very low this dance troupe really inspires the very best in me in the way of job performance. 3.66 0.61 very high it would take very little change in my present circumstances to cause me to leave the dance troupe. 2.74 0.98 moderately high i am extremely glad that i chose this dance troupe to work for over others i was considering at the time i joined. 3.55 0.66 very high there’s not too much to be gained by sticking with the dance troupe indefinitely. 2.57 1.07 moderately high often, i find it difficult to agree with the dance troupe’s policies on important matters relating to its dancers. 2.57 1.05 moderately high i really care about the fate of the dance troupe. 3.62 0.64 very high for me, this is the best of all possible dance troupe for which to work. 3.47 0.69 very high deciding to work for this dance troupe was a definite mistake on my part. 3.22 1.09 moderately high general mean 3.16 0.28 moderately high troupe (m=3.73, sd=0.56) and proud to be part of the organization (m=3.71, sd=0.61) which both corresponds to “very high.” while on the other hand, decision to work on the dance troupe was definitely mistake on their part (m=3.22, sd=1.09) and little changes in the current circumstance of respondents will cause them to leave the dance troupe (m=2.74, sd=0.98) are both “moderately high.” lastly, loyalty in the dance troupe (m=2.18, sd=1.14) and working on other organizations that is similar to their current task/work (m=1.96, sd=0.90) ranges “low” and “very low” respectively. overall, the general weighted mean on the level of commitment of dancers was found out to be “moderately high” (m=3.16, sd=0.28). table 4. correlation between leadership style and commitment commitment pearson correlation sig. (2-tailed) n authoritarian democratic laissez faire commitment -.073 .012 -.049 1 .460 .902 .617 105 105 105 228 **. correlation is significant at the 0.01 level (2-tailed). table 4 shows the relationship between choreographers’ leadership style and student-dancers commitment. a pearson r correlation was run to determine the relationship between choreographers’ leadership style and student-dancers commitment. as shown in the table, there was no significant correlation between choreographers’ authoritarian leadership style and student-dancers commitment, (r = -.073, p = .460). there was no significant correlation between choreographers’ democratic leadership style and studentdancers commitment, (r = .012, p = .902). there was no significant correlation between choreographers’ laissez faire leadership style and student-dancers commitment, (r = -.049, p = .617). this study has some limitations. there are some higher education institutions (heis) in luzon which their performing arts organization or dance troupe is no longer operational or temporarily suspended, and will only be continued once pandemic is done which cause the data gathering from the target respondents difficult. there are some participants who haven’t confirmed and declined their involvement in the study. originally, the target population of this study only focuses on heis situated in region 3 or central luzon. because there are only few respondents who answered the online survey questionnaire, the researcher anticipated that recruitment might not meet the target sample size for this study. in this, expansion in the scope of the population was performed while still focused on the target number of participants of the study for the statistical analysis to be used in the study will be valid and highly significant. this provided an opportunity for this study to cover respondents from different heis representing the entire luzon. discussion choreographers’ leadership style in the description of choreographers’ leadership style approach, it was found out that the majority of the respondents who answered the online survey questionnaire applies democratic leadership style as their way to lead http://https://journals.e-palli.com/home/index.php/ajahs pa ge 16 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(1) 11-26, 2022 the entire dance troupe which can be supported from the study findings of coft (2018). this leadership style is very beneficial to all the members of the dance troupe (both choreographer and dancers) which can result to highly sufficient dancers, highly motivated workforce, diversified ideas that can be shared to everybody which can lead to creation of new and fresh concepts, strengthen the interest of the public or the entire organization, freedom of expression, equal rights, and highly confident dancers that may lead to a better and successful performance. on the other hand, acknowledging this positive response from the participants of using democratic leadership style as their approach towards to their handled artists, it should also be taken into consideration of the disadvantages of using this specific style, and it should be based upon the current situation (such as skill and competency), pressure level and level of commitment of members. it is stated in chukwasa (2019) findings, that this specific leadership style can be applied if all the members of the dance troupe are already highly capable and competent, and able to share their knowledge to the entire group. thus, this style may be of great help, if all the members of the dance troupe are already highly skilled and capable, meaning, they can be taught and supervised easily. however, if the case is different, then this style may not be effective or applicable. level of commitment of student-dancers for the level of commitment of student-dancers based on the results, most of the respondents are highly committed to their dance troupe, but not necessarily extreme. it means that there might still be some gaps or needs, or factors affecting it, that should be addressed to further heighten their commitment. from the study findings of aujla, et. al. (2014), enjoyment is the most important factor which correlates to commitment and other several sources curtailed to it such as emotional, social and physiological factors. there are also other factors that affect commitment which was based on the study findings of suryani (2018) such as age, tenure in the organization, self-efficacy, culture, satisfaction and engagement. in all the related findings that are mentioned in this study, commitment is highly emphasized to play a crucial role in the entire performance of an organization. highly committed dancers are strong-will and they will do whatever it takes in order for the entire organization to perform on its peak. relationship between leadership style and commitment authoritarian leadership style and commitment in the relationship between authoritarian leadership style and commitment, it was found out that there is no significant relationship between the two variables. in the results found in this study, it did not support neither the positive and negative results from various studies across different disciplines related to these components. for instance, the positive relationship between the two variables, such as in the study findings of al khajeh (2018), kalu and okpokwasili (2018), matiko and mbuti (2018), chua et. al. (2018), nawoseing’ollan and roussel (2017) and veliu et. al. (2017a) that autocratic or authoritarian leadership style have a positive impact in the organizational performance and members’ commitment. on the negative findings from various studies, study of essien and ekoriko (2020) found out that autocratic or authoritarian leadership style has a negative influence on workers job retention and participation in decision making which is related to the employees’ commitment. autocratic or authoritarian leadership style is found out to contribute demotivation and job dissatisfaction to highly competent and committed project workers (hassan and ismail, 2020). zhao and sheng (2019) found out that there is a negative correlation between authoritarian leadership with employee, engagement, and a negative correlation with vigor and dedication which are all determinants of commitment. in the study of jerome (2018), it was found out that the level of job satisfaction of library was low, since the most practice leadership style of the supervisor is authoritarian. also, in the study findings of afsar (2014) where authoritarian leadership style has a negative influence in the affective commitment of university faculty members of pakistan. synonymous with the study findings of leng et. al (2014) shows that when the leader performs autocratic or authoritarian leadership style, an adverse impact can affect retail employees’ commitment. most of the studies that were found regarding the relationship between these two variables are highly on the negative connotations and its disruptive effects, and few on its positive effect to people across different disciplines. however, the result from this study is still not proven in the area of dance research. further investigation in connection in these two variables is highly recommended. democratic leadership style and commitment the result of this study found out that there is no significant relationship between democratic leadership and commitment. most of the related studies that were found has positive connotation about this specific leadership style. this leadership style has a lot of positive effect to the commitment of the members of an organization which was contradicted by the result of this study as it has no significant to each other. democratic leadership style has been established and widely used for years now by different leaders across different societies and organizations. democratic style of leadership has a significant influence on the innovativeness, task performance, retention and participation in decision making of the workers which results to high organizational commitment (essien and ekoriko, 2020b). in the study of zaidi and rao (2020) revealed that there is a significant association between perceived leadership style, specifically democratic approach, to the organizational commitment of tourism smes. democratic leadership style of the managers as perceived by their employees has a significantly positive impact on their organizational commitment (rai and budhathoki, 2020). assefa (2020) study revealed that there is a significant relationship between democratic leadership style and teachers school http://https://journals.e-palli.com/home/index.php/ajahs pa ge 17 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(1) 11-26, 2022 commitment. study findings of alvi et. al. (2020) found out that democratic leadership shows a significant positive impact on the performance of employees where commitment does mediate the relationship between this style to performance. democratic leadership style has a strong confirmatory impact on the organizational performance which is a result from highly committed members (jony et. al., 2019). in the study findings of diana et. al. (2021), setiawan et. al. (2021), dike and madubueze (2019), al khajeh 2018), wachira (2018), and matiko and mbuti (2018a) it was found out that democratic leadership style elicits higher level of trust, and leads subordinates to reciprocate through exhibiting higher level of organizational performance. study of khaliq et. al. (2016) found out that there was a positive effect of participative and supportive leadership behavior and the organizational commitment of employees in the education sector of pakistan. these are conclusive results based from various studies determining the relationship between this specific leadership style to commitment which can result to better performance from the members of the organization. however, based on the result of this study, it suggests to further investigate the relationship between the two variables in the same setting and discipline. laissez-faire leadership style and commitment it was also found out that there is no significant relationship between laissez-faire leadership style to commitment. the result of this study supported by the findings of tadese (2019) where there is no statistically significant relationship between laissez-faire leadership style and organizational commitment. study of matiko and mbuti (2018b) also supported the findings of this study that there is no significant relationship between laissez-faire leadership style to commitment among government hospitals employees in dodoma city, tanzania. gardner (2018) study findings revealed that there is a weak but no significant relationship between laissez-faire leadership style and organizational commitment of government contract employees. the study findings of zeleke and yeshitila (2015) also revealed that there is no significant correlation observed between laissez-faire leadership behavior to organizational commitment which was conducted at defence university. the finding of this study is somehow contrary to some of the studies that were conducted regarding the relationship between the two variables. some studies resulted to either positive or negative correlation. such as in the study findings of harb et. al. (2020) where the results revealed that there is a positive correlation between laissez-faire and commitment of middle managers working in public administration in lebanon. study of lanier (2020) also revealed that laissez-faire leadership style plays a prominent role in the organizational commitment of telecommunicators. dim and nzube (2020) study findings also revealed that laissez-faire leadership style has a significant positive effect in the performance in a foam manufacturing firms in anambra state, nigeria. it was also found that laissez-faire leadership style and other leadership styles (e.g., democratic or participative, and transformational leadership) have a greater influence on employees’ work performance and can increase job satisfaction, commitment and performance (kesse, 2020). study of amini et. al. (2020) also found out that laissez-faire increases the level of commitment of employees in afghan wireless communication company (awcc). on the negative findings based from different studies in connection between this specific leadership style to commitment, laissez-faire or also known as avoidant leadership had negative and significant effect on job satisfaction which is also a factor that affects commitment (nweke et. al., 2021). there is a lesser significance in the relationship between laissez-faire leadership style and job satisfaction of employees from the banking sector of pakistan (iqbal et. al., 2021) which is consider as a factor that curtails to commitment. in the study of robert and vandenberghe (2020) it was found out there is a strong negative indirect effect of laissez-fair leadership style on affective commitment. in the study of ekpenyong (2020), it was also found out that there is negative correlation between laissez-faire leadership style to employees’ performance which is from the result from the commitment of employees in a business organization. a negative correlational relationship was also revealed between laissez-faire leadership style and employee job satisfaction which is considered as one of the factors that affects commitment (henry et al., 2019). study of sitsiyan, et. al. (2019) also found out that there is no significant relationship between laissez-faire to performance and commitment. there may be studies that can support this study; however, these are based from other disciplines. the result of this study is still considered not conclusive, and further studies in relationship to these two variables in the field of dance research can be conducted. overall, the relationship between leadership styles of choreographers and student-dancers commitment, it was found out that there is no significant relationship between the two variables accepting the null hypothesis of the study. the result of this study contradicted the findings of abasalim, et al., (2019), saybani (2015), and saybani (2013) who found out that there was a statistically positive relationship between leadership style and commitment. one of the limitations of these findings, it only focuses on three well-known leadership styles introduced by lewin, et. al (1939). there are other leadership styles that were introduced and applied by different choreographers. it further suggests that other leadership styles that were not mentioned to this existing study may be added to deeply understand the relationship between the two variables. lastly, the results of this study are not conclusive. further investigation regarding the relationship between these two variables is highly recommended. conclusion after obtaining the data from 105 choreographers and 228 student-dancers through an online survey, it was http://https://journals.e-palli.com/home/index.php/ajahs pa ge 18 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(1) 11-26, 2022 found out that most of the choreographers in the entire luzon apply democratic as their style of leading their dance troupe. on the level of commitment of studentdancers, the results showed that most of the respondents are highly committed and lastly, for the relationship of the two variables, it was found that there was no statistically significant relationship between leadership style and commitment accepting the null hypothesis formulated by the researcher. in the result findings on the correlation of leadership style and commitment, the researcher concluded that dancers may still be highly committed regardless of what leadership style is being implied by the choreographer which contradicted a lot of existing studies. even the findings of this study resulted in no significance between the two variables, results will still be respected and further investigation can be recommended. recommendations • although previous studies have shown that democratic leadership style is an effective way to lead and supervise people, this further suggests, as stated on the discussion part, the addition of other leadership styles which are not mentioned in this study. another feasible recommendation is to organize leadership and management development or training programs from professional individuals of various industries and also from the field of dance which are highly beneficial to choreographers handling dance troupes. these activities may be part of the program of the office (e.g., office of student affairs, support services office, etc.) which supervises the dance troupe. these training and development programs may provide knowledge such as important points from the most recent and trending style/s based from professionals’ experiences handling different types of people. additionally, what specific leadership style or combination of two or more that can be applied and practiced by the choreographers to their handled dance troupe based on its needs that may greatly develop the commitment of student-dancers to the organization and can improve choreographer-dancer relationship. from what abasilim, et. al., (2019) have stated on their findings, appropriate leadership style is highly recommended to attain positive outcomes and strengthen the commitment from the members of the organization. • in connection to the commitment of student-dancers, based on the result findings, the study recommends that the office that handles the dance troupe should organize activities such as team dynamics or team building exercises to be part of their support program, that focuses on the commitment and role of the members to dance-troupe. but before providing activities such as these, the office or the choreographer shall observe and take note of all the problems, demands or factors that need to be addressed and prioritize which highly affects the commitment of student-dancers. these types of activities are very beneficial for each member of the team for they will be able to know and understand each other, and to set clear goals for the entire organization’s development and success. also, these activities teach people to work together, thus improving choreographerdancer and dancer-dancer relationship, improves morale and engagement, increases productivity, foster innovation and creativity which all can result in intensified and highly committed dancers. • based from the results of relationship of leadership style and commitment, the study recommends and suggests that additional variables (mediating or moderating variables) such as the demographic profile (e.g., gender, age, years of experience, etc.) of choreographers and factors affecting the commitment (e.g., age, tenure in the organization, etc.) of student-dancers may be added to this existing study to further determine its relationship or effect. also, applying a mixed-method with a combination of interview, observation and survey is also recommended to deeply understand choreographers’ point of view of their leadership style and student-dancers’ level of commitment to dance troupe. • for the proposed programs for leadership and management of choreographers and commitment of student-dancers, all higher education institutions in luzon, philippines may adopt or modify the programs based on the needs of their respective dance troupes. • this study only focuses on higher education institutions (heis) duly accredited by the commission on higher education (ched) in luzon and does not embody the entire community of choreographers and dancers. to represent the entire population, this study may be expanded by adding respondents from the basic education under the supervision of the department of education (deped) who are handling performing arts, dance troupes or dance club/organizations, and also other dance groups (e.g., street dance crews, non-profit organizations, etc.) outside the supervision of these two agencies, of the same setting and scope for future studies, and confirm if the results will be similar. results of this study is very significant as this provide new data from the existing studies across different disciplines and additional information in the body of science pertaining to leadership and commitment, but is highly noteworthy most especially in the field of dance research since 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(2019). the effect of leadership style on employee engagement: the moderating role of task structure. open journal of social sciences, 7(1), 404420. https://doi.org/10.4236/jss.2019.77033. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 23 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(1) 11-26, 2022 appendix proposed program designs proposed 2-days leadership training and management program/workshop overview: team building exercises will strengthen and build the whole team while developing the members of the dance troupe; it helps people steer away from blame and create a climate of commitment, loyalty and support. this training program aims at aiding choreographers understand the various elements that go into building and managing an effective team. program objectives: • explain why teamwork and intra-group cooperation are essential to effective and success performance of a dance troupe. • introduce basic management models, leadership styles, motivational techniques and the concept of participatory decision-making. • understanding of various team roles and how to harness the different strengths and styles to improve team performance. • reflection of one’s own role and preferred style in a team. • effective feedback. expected outcomes: the purpose of this two-day workshop is to transfer skills and lessons to the choreographers’ respective dance troupes that they are handling, so that effective leadership style and team work will become a hallmark of the dance troupe. expected outcomes: the purpose of this two-day workshop is to transfer skills and lessons to the choreographers’ respective dance troupes that they are handling, so that effective leadership style and team work will become a hallmark of the dance troupe. the following are the specific outcomes: 1. provide information, knowledge skills and resources on team building and demonstrate the importance of teamwork in the development and success of the dance troupe. 2. apply and practice appropriate leadership style which can result to positive outcomes and commitment development of the members of the dance troupe. 3. inculcate skills on leadership and decision making. 4. explain methods of dealing with dance troupe’s conflicts, including resolution and third-party mediation. 5.lay out a plan of action to address identified development capacity to improve dance troupe’s overall performance. methodology • the two-days workshop will utilize the following methods\ presentations facilitation small group sessions large group discussions mental games and exercises -physical games and exercises training aids flipchart and flip stand markers overhead projector and screen laptop/computer writing paper tape training notes proposed agenda day one http://https://journals.e-palli.com/home/index.php/ajahs pa ge 24 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(1) 11-26, 2022 topic and content objectives activities introduction (60 minutes) general training objectives: preparations for the training a. host b. venue c. training workshop area d. participants, groupings, and roles e. facilitator pre-training phase training phase post-training phase f. syllabus 1. to develop the knowledge, capability and attitudes of participants for effective leadership. 2. to provide a better understanding of organizational mechanisms and equip participants with certain skills on organizational management. 3. to provide the participants with a forum for interactive exchange of experiences, insights and lessons on leadership and organizational management. 4. to equip participants with knowledge on doing leadership work 5. to provide basic information needed for the management of projects and activities for their respective organizations. 6. to acquire and learn more methods for effective facilitation. input discussion background and context (60 minutes) specific objectives a. introduction of participants and facilitators b. sharing of participants’ expectations c. identification and discussion of needs and concerns of participants d. presentation of the training objectives and design e. common context and situation of the participants 1. to get to know the participants and facilitators, their expectations and training needs. 2. to link the participant’s expectations to the overall training objectives and design. 3. to understand the general situation their respective dance troupes and the particular situation of members/artists in the institution of the participants, as a background and context for the training. show and tell expectation check workshop discussion input leadership (120 minutes) specific objectives: a. meaning of leadership b. traditional leadership c. modern leadership d. developing the positive aspects of traditional and modern leadership e. guiding principles of peoplecentered leadership f. principal leadership tasks 1. to study and understand the kinds of leadership in order to guide the participants in the promotion of dance troupe members’ development. 2. to deepen the participants’ understanding of people-centered leadership principles and tasks that they can apply and practice in the management of their performing arts organizations. 3. to improve the participants’ capabilities to facilitate leadership training seminars in their respective organizations and localities. picture analysis story-telling role playing workshop input discussion buzz session day two topic and content objectives activities organizational management (120 minutes) a. definition of organization and organizational management b. characteristics of a strong and stable organization (dance troupe) c. structure of an organization (dance troupe) d. running meetings and facilitation e. planning, implementation, monitoring and assessment f. resolving conflicts within the organization (dance troupe) 1. to acquire an overview of the knowledge needed to run an organization (dance troupe). 2. to gain skills in organizational management. 3. to learn how to distinguish between organizations that serve the interest of the majority and those that serve the interests of the self-interested view. group dynamics role playing story telling workshop input discussion http://https://journals.e-palli.com/home/index.php/ajahs pa ge 25 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(1) 11-26, 2022 proposed commitment enhancing program overview: team building exercises will strengthen and build the whole team while developing the members of the dance troupe; it helps people steer away from blame and create a climate of commitment, loyalty and support. this training program aims at aiding choreographers understand the various elements that go into building and managing an effective team. program objectives: • enhance dancers’ self-discipline and appreciation of the role of leadership by building mutual trust and confidence. • build team cohesion by breaking barriers in interpersonal relationship. • improve dancers’ internal attitudes and proactive behavior to function as a team with motivation and cooperation. • help dancers to assess critical factors in dance troupe performance and more deeply explore how the entire group can effectively capitalize on group resources. • heighten the commitment of dancers in the dance troupe. expected outcomes: • highly committed and motivated members of the dance troupe. • developed interpersonal skill. • appreciative of the role of the choreographer and its leadership style to the overall dance troupe’s overall performance. • highly informed and guided dancers of their roles and responsibilities as members of the dance troupe. training aids: cones webbing tossables large cards (1 deck) poster board 3x5 cards (25) pens markers easel pad small tarps (2) -hula hoops (4) organizational development and management of projects and activities (180 minutes) a. development orientation b. project management c. steps in planning d. implementation e. evaluation 1. to understand what is organizational development and to differentiate the kinds of development projects and programs being implemented in the organization (dance troupe). 2. to understand project and activity management as an essential part of organizational development and achievement of the organization’s general objectives. 3. to enhance understanding of the interrelationship of planning, implementation, assessment and evaluation in the whole activity and project management process. 4. to upgrade the participants’ skills in facilitating and managing projects and activities in their respective organizations (dance troupe). group dynamics lecture group discussion workshops buzz word facilitation skills and methods (120 minutes) a. how to facilitate b. points of the facilitator to remember or consider c. how to ensure systematic management of trainings or discussions d. how to become a better facilitator 1. to equip the participants with the necessary knowledge and skills for effective facilitation. 2. to provide instructions, reminders and helpful tips to keep in mind while facilitating training sessions. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 26 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(1) 11-26, 2022 --clipboards (8) cards for partner draw mousetraps (10) blindfolds chiji cards (other cards if not applicable) proposed agenda day one introductions overview of the program 20 minutes warm up activities/name of games 1. everybody is it-warm up activity 2. thumb in the hole-warm up get to know activity 3. group juggle-name game 4. hand shakes-warm up/introduction skills 5. card shares¬-get to know you activity 6. debriefing/large group discussion duration: 60 minutes objectives • to create an environment of belongingness. • formation of group bonds • to lessen the tension and anxiety of members being in the team • learn each other’s name and characteristics • to challenge and bring the members of the dance troupe outside of their comfort zones where can learning can take place. full-value contact 1. goal setting (individual and group) 2. introduction to full-value contact 3. norms and behavior development 4. create groups full-value contact 5. debriefing/large group discussion duration: 60 minutes objectives • to set the norms and standards that the dance troupe will follow to allow them to reach their individual and group goals. • allow members to channel and be part of the decisionmaking and the creation of these norms. • to develop a sense of ownership from dance troupe members of the program they are participating in. • teaching responsibility of the entire dance troupe and individual to hold up what the group has deemed of value initiative 1: team work 1. magic carpetteambuilding/communication 2. helium hula hoopcooperation/problem solving 3. partner drawcommunication 4. debriefing/large group discussion 90 minutes objectives • to inculcate the significance of working as one team in accomplishing goals. • cooperation vs. competition • think win win • bring the dance troupe members out of their comfort zones in the growth zone. initiative 2: trust 1. trust walkintroduction of trust 2. mousetrap circle activitythe importance of trust/how emotions affect others 3. mousetrap partnerdefuse negative feelings safely (the entire members of the dance troupe will work as one to this last trust activity. all members must show that they are prepared for this activity through how they were able to handle the first two activities. not all the groups will be prepared to proceed to this activity. the overall outcomes of this specific activity will not impact other activities.) 4. debriefing/large group discussion • chiji card debrief an activity where we reflect all the activities we did in the workshop and how these important lessons be applied to our daily lives and for the rest of the entire program. goals for the program. 90-120 minutes objectives • to learn to trust one self and show others that you are trustworthy. • to propagate trust among the group in order to operate as one team. • to take responsibility of one’s feelings. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 indexed in pa ge 76 american journal of arts and human science (ajahs) lifestyle and self-regulation of senior high school students romel pascua1* volume 1 issue 2, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i2.395 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: july 18, 2022 accepted: july 28, 2022 published: july 31, 2022 self-regulation is deemed most important during the adolescence stage where media consumption and engagement in risk behaviors are at their height. notably, the degree to which an adolescent can control his/her media consumption and risk behaviors is theorized to be carried over to learning behaviors. this study aimed to explore the lifestyle and self-regulation of senior high school students. it employed descriptive method of research with 277 randomly selected grade 11 and 12 academic track students as respondents. the mean was used to describe gathered data while pearson-product moment correlation was used to determine the relationship between the variables. the 0.05 level of significance was used in the interpretation of findings on relationship. it was found that senior high school students generally have low mass media exposure, rare engagement in distal, proximal, and risky social behaviors, and moderate level of self-regulated learning. furthermore, it was revealed that neither mass media consumption nor engagement in risk behaviors is related with self-regulated learning. the students are encouraged to take charge of their own learning and lifestyle while parents and teachers are reminded of their primordial role as guide while students endeavor to take lead in their learning. keywords lifestyle, self-regulation, self-regulated learning, mass media consumption, risk behaviors 1 mariano marcos state university, philippines. * corresponding author’s e-mail: nhaj_myjoy15@yahoo.com.ph introduction the capacity to self-regulate learning among students is undeniably important as it correlates with a number of positive outcomes including improved problem-solving skills and better reading comprehension. also, selfregulated learners tend to have more satisfying interactions with peers; higher levels of intrinsic motivation, selfworth, perceived competence, self-efficacy; fewer behavior problems; and better academic performance (cook & cook, 2014). in fact, zimmerman (1990) noted that successful students report that the use of selfregulated learning strategies accounted for most of their success in school. in line with these assertions, acosta (2007) found in her study that academic achievement is significantly related to self-regulated learning (srl). paris and winograd (2001) further explained that self-regulated learning puts premium on the significant responsibility of the learners to take charge of their own learning and to consider themselves as the main maker or manager of their own learning. in other words, this is the kind of learning that the learners do for themselves. srl highlights the self as a primary agent in establishing learning goals and strategies and how individual’s perceptions on the self and task influence the quality of learning that ensued. self-regulation is said to be innate in the individual and is linked to roots in his/her biological makeup (winne & perry, as cited in valle et al., 2008). however, as the research in self-regulated learning evolves over the years, there has been a shift in the view. the aspects of the child environment are believed to contribute a strong influence on his/her capacity to self-regulate learning. hence, increasing emphasis has been placed on how social context or the environment interacts with the individual in affecting the attainment of self-regulation (chu ho, 2005). shunk (2009) discussed that vygotsky’s theory of development, for example, provides a social constructivist account of self-regulation and holds the belief that people and their cultural environments constitute an interacting social system through which learners develop higher-level cognitive functions such as problem solving and selfregulation including coordination of memory, planning, synthesis, and evaluation. these processes which are coordinated are valued and taught in the culture of the student’s home and school. people learn to self-regulate through control of their own actions. meanwhile, cobb (2003) pointed out that bandura’s social cognitive theory posits that human functioning results from reciprocal interactions among personal factors (e.g., cognitions, emotions), behaviors, and environmental conditions. thus, a person’s degree of self-regulation is a product of the interplay of personal factors, behaviors, and environmental conditions change. meanwhile, in one of the biggest secondary schools in ilocos norte, philippines, while majority of the students, especially those who are enrolled in the academic track in the senior high school department are observed to have the ability to assume responsibility for their learning (they can steer and direct their own learning processes), there are also observations that prove otherwise. there are instances where other students seem to lack full understanding and development of their self-worth and self-efficacy. their behaviors, as observed, suggest that they lack self-confidence and seriousness in taking care of their own learning. it is often shared among teachers that many of their students have difficulty completing homework assignments because they spend ample time watching television programs, scrolling their social media https://doi.org/10.54536/ajahs.v1i2.395 https://journals.e-palli.com/home/index.php/ajahs mailto:nhaj_myjoy15%40yahoo.com.ph?subject= pa ge 77 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 76-84, 2022 accounts, and hanging out with their friends. in informal conversations of the researcher with some senior high school students, some of them confessed that they easily get distracted during class discussions, they do not actually set goals for themselves, and they solely rely on others for their assignments. likewise, they confided that they take for granted their projects or outputs and even examinations and they devote less time for learning advance lessons and review of previous lessons. other students revealed that they seem to have lost motivation to learn, and more deliberately, they admitted that they do not monitor or evaluate their progress in their academic performance. there are also recorded incidents where students display behavioral problems such as being excessively abrasive, thrill-seeking, too adventurous, insensitive, and irresponsible. these patterns of behavior pose alarm inside the classroom and the home as these endanger academic performance of students. these behaviors are in direct opposite to the expectation to the grade 11 and 12 students who are presumed to be more responsible in their social behaviors and to be more independent in their learning. hence, this study was conducted to explore the lifestyle and self-regulation of senior high school students enrolled in the academic track, in one of the biggest secondary schools in the province of ilocos norte, philippines. it specifically aimed to 1) determine the lifestyle of the students in terms of mass media consumption and engagement in risk behaviors (distal, proximal, and risky social behaviors); 2) describe their self-regulated learning (motivational beliefs such as self-efficacy and intrinsic value) and self-regulated learning strategies (cognitive strategy use and self-regulation); and 3) determine the relationship of lifestyle to self-regulated learning. literature review lifestyle of adolescents adolescence is the stage of maturation between childhood and adulthood. the term denotes the period from the beginning of puberty to maturity (jones & meyer, 2009). in psychology today (2013), adolescence is described as the teenage years between 13-19 and can be considered the transitional stage from childhood to adulthood. javellana (2014) explained, however, that the physical and psychological changes that occur in adolescence can start earlier or during the preteen years and that adolescence can be a time of both disorientation and discovery. hence, the transition period can precipitate issues of selfidentity and independence. adolescents also experience significant changes in their family relations, school environments, and peer group affiliations, and these changes can have profound effects on adolescents’ motivation and learning. schunk and meece (2005) noted that physical and psychological changes among adolescents have important implications on how young people view their capabilities and on their lifestyle. to marquez (2004), the adolescence period is a stage where peer and mass media influence are at their height. mass media consumption of adolescents mass media is communication which can be written, broadcast, or spoken that reaches a large audience. this includes television, radio, advertising, movies, the internet, newspapers, magazines. these platforms promote not only products but moods, attitudes, and project a sense of what is important. to the filipino adolescents, mass media is viewed as the window to the world as this has paved the way for an easy and convenient access to everything they want to know, do, and have. with mass media’s popularity and necessity among adolescents, they have become powerful agents of socialization (cruz, laguna, & raymundo, 2001). with the teens’ high media consumption, it is feared that their behaviors and attitudes will be adversely affected. risk behaviors adolescence is characterized by a strong tendency to experiment with risk behavior. marquez (2004) contended that this is a stage where impetuousness and feelings of invincibility take precedence over rational decision-making leading to heightened tendency for risk-taking and for sexual experimentation. during this developmental period, the adolescents display different kinds of behaviors that are not acceptable to parents, teachers, peers, and other adults. it is in this period that the desire for novelty and the courage for experiment are much greater than in later life. most reported behaviors in this population include watching tv, playing video games, hitting others, smoking and drinking alcohol, swearing, throwing things, vandalism, premarital sex, among others (qidwai et al., 2010). the 2003 report of the rahat charitable and medical research trust (as cited in dela rosa, 2007) showed that risk behaviors are a serious problem among teenagers. moilanen, shaw, and fitzpatrick (2010) explained that with emotional changes alongside the physical and cognitive, the teenagers’ selfregulatory skills can be taxed and will carry significant consequences. and when this delicate balance is considered, it should not be surprising that teens who experience regulatory difficulties are at elevated risk for a variety of maladaptive outcomes, including internalizing and externalizing problems (brody & ge, as cited in moilanen et al., 2010) and sexual risk-taking behavior (raffaelli & crockett, as cited in moilanen et al., 2010). self-regulation and self-regulated learning bodrova and leong (2006) explained that lev vygotsky’s theory of sociocultural development states that people and their cultural environments constitute an interacting social system. through their communications and actions, people in children’s environments teach children tools, for example, language and symbols, needed for developing competence. by using these tools within the social system, learners develop higher-level cognitive http://https://journals.e-palli.com/home/index.php/ajahs pa ge 78 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 76-84, 2022 functions such as problem solving and self-regulation. schunk (2009) added that vygotsky believed that people learn to self-regulate themselves through control of their own actions in different social contexts, such as the home, the school and society. through interactions with adults, children make the transition from behaviors regulated by others to behaviors regulated by themselves, or selfregulated learning. bandura’s social cognitive theory, which supports vygotsky’s theory, posits that human functioning results from reciprocal interactions among personal factors (e.g., cognitions, emotions), behaviors, and environmental conditions (bandura, as cited in cobb, 2003). self-regulated learning fits well in this idea of reciprocal interactions because personal factors, behaviors, and environmental conditions change during learning and must be monitored. such self-monitoring can lead to additional changes in students’ strategies, cognitions, affects, and behaviors. meanwhile, self-regulated learning became a popular term in the 1980s, along with the new learning concepts like constructivism, active learning, engaged learning, expert learning, among others, which emphasize the active management of the learner in the learning process (acosta, 2007). normally, definitions of self-regulated learning tend to focus on factors that are important for srl. pintrich (2000) offered the following descriptions: self-regulated learning (srl) is an active, constructive process where learners set goals for their learning and then attempt to monitor, regulate and control their cognition, motivation, and behavior, guided and constrained by their goals and the contextual features in the environment (p.453). in this study, srl is indicated by their motivational beliefs, which components include self-efficacy and intrinsic value; and self-regulated learning strategies which components include cognitive strategy use and self-regulation. motivational beliefs refer to what the individuals have about themselves in relation to the task such as self-efficacy beliefs and values for the task such motivation are theorized to be controlled and regulated. self-efficacy refers to an expectancy component which includes students’ beliefs about their ability to perform a task (samruayruen, enriquez, natakuatoong, & samruayruen, 2013). intrinsic value includes students’ goals and beliefs about the importance of and interest to the task (samruayruen et al., 2013) self-regulated learning strategies describe the self-regulated learning of the students and how the students regulate, manage, or control themselves to maximize learning in terms of cognition, metacognition, and effort management (acosta, 2007). cognitive strategies include rehearsal, elaboration, and organizational strategies. self-regulation as a sub-component of srl strategies, in contrast to the general term, refers to both the metacognitive and effort management strategies that the students engage in to adapt and change their academic conditions. this study follows the concept that the degree of selfregulation among senior high school students who are in their adolescence stage is demonstrated primarily in media consumption and risk behaviors such as smoking, drinking, taking prohibited drugs, gambling, engaging in premarital sex, and fraternity membership, among others. these behaviors start to develop at adolescence and are believed to be influenced by the family (cruz, et al., 2001). the degree to which an adolescent can control his/her media consumption and risk behaviors is theorized to be carried over to learning behaviors. when a student can regulate his/her media consumption and risk behaviors, then he/she can also regulate his/her motivational beliefs and learning strategies. this is shown in figure 1, the research paradigm which adopted the first box from cruz et al., (2001). figure 1: research paradigm materials and methods this is a descriptive study that sought to explore the lifestyle and self-regulation of randomly selected 277 grade 11 and 12 students enrolled in the academic track [(science, technology, and engineering (stem)], [accountancy, business, and management (abm), and [humanities and social sciences (humss] in one of the public secondary schools in ilocos norte, philippines. this study was conducted from january to june 2019. it utilized a questionnaire specially constructed for the purposes of this study. part i elicited the profile characteristics of the student-respondents. part ii determined the lifestyle of the student in terms of mass media consumption and risk behaviors. mass media consumption is measured through the students’ exposure to different activities based on the average days in a week and average number of minutes/hours per day adopted from cruz, et al., (2001). engagement in risk behaviors, on the other hand, is measured on the number of times they have done some activities considered as distal, proximal, and risky social behaviors also adopted from cruz, et al., (2001). part iii elicited the self-regulated learning behavior of the students. this was based on the motivated strategies for learning questionnaire (mslq). the mslq, a self-report instrument, was originally designed to assess college students’ motivational orientation and their use of different learning strategies for a college course (pintrich, smith, garcia, & mckeachie, as cited in cobb 2003). the original mslq was not used in its entirety. originally, there were 56 items on student motivational beliefs and self-regulated learning strategies. based on the researcher’s http://https://journals.e-palli.com/home/index.php/ajahs pa ge 79 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 76-84, 2022 readings of literatures of srl, the present study used 25 items only which are suitable to the purposes of the study and sufficient enough to adequately describe the respondents’ self-regulated learning. the motivational beliefs component has 10 items – five items for selfefficacy (numbered 1-5) and five for intrinsic value (numbered 6-10). the self-regulated learning strategy use component has 15 items— 10 items indicative of cognitive strategy use (numbered 11-20) and five items for self-regulation (numbered 21-25). the mslq uses a seven-point likert scale ranging from 1, labeled “not at all like me”, 2-much not like me, 3-somewhat like me, 4-undecided, 5somewhat like me, 6-somewhat like me, and 7 labeled “very true of me”. points were assigned to each point in the scale. the instrument was tried out to the grade 11 students and was face validated by the external research experts for the improvement of the questionnaire’s grammatical and semantic aspects, and refinement of the interpretations of the range of means. after securing permission and approval from the school principal to conduct study, the questionnaire was administered to the identified respondents. the researcher stayed with the students while they filled out the questionnaire to respond to any query that may arise. all appropriately filled questionnaires were retrieved, organized, and compiled for the analysis of data. the researcher also obtained informed consent from the respondents prior to the conduct of the study. meanwhile, appropriate statistical tools were used to analyze the data to attain the objectives of the study. mass media consumption of the students was described using the mean using the following legend: days hours interpretation 7 days, 4 hours very highly exposed (vhe) 5 6 days 3 hours highly exposed (he) 3 4 days 2 hours moderately exposed (me) 1 – 2 days, 1 hours lowly exposed (le) below 1 day, below 1 hour very lowly exposed (vle) likewise, the students’ engagement in risk behaviors was described using the mean and described as follows: range of means scoring based on the questionnaire interpretation 5.51 – 7.00 7 – (very true of me) high selfregulation (hsr) 6 – (much like me) high selfregulation (hsr) 2.51 – 5.50 5 – (some what like me) moderate selfregulation (msr) 4 – (undecided) moderate selfregulation (msr) 3 – (some what like me) moderate selfregulation (msr) 1.00 – 2.50 2 – (much like me) low selfregulation (lsr) 1–(not at all like me) low selfregulation (lsr) the interpretation came from the researcher’s reading on srl literature. the pearson-product moment correlation was used to determine the relationship between lifestyle and self-regulated learning. the 0.05 level of significance was used in the interpretation of findings. results and discussion this chapter presents the data gathered, the analysis carried out, and the interpretations construed from the analysis of data. it contains four (4) tables. lifestyle of students the lifestyle of students, as indicated by their mass media consumption and engagement in risk behaviors, is shown in tables 1 and 2, respectively. the students’ mass media consumption is manifested by the mean number of days per week and mean number of hours per day spent in watching tv, listening to the radio, reading newspapers, reading comics, magazines, and pocketbooks, watching movies, videos and x-rated films, and surfing the net. on the other hand, risk behaviors include students’ frequency of engagement/attending social activities considered as distal, proximal, and risky. mass media consumption of the students the mass media consumption of the students ranges from very low to very high depending on the activity. it is noted in table 1 that engagement of the students in enjoying the different mass media is low either based on the number of days per week or on the number of hours per day as shown by the means of 2.32 days per week and 1.62 hours per day. among the different mass media activities, surfing the net consumes most the students, as shown by an average of 4.79 days per week. this could be attributed to the fact that school assignments, including research activities, are easily done using the internet which, together with computer, is available in many homes and individuals nowadays. also, senior high school students who are in their adolescence stage are observed to be hooked to logging in on their favorite social networking sites. range of means scoring based on questionnaire interpretation 4.51 –5.00 5 very exposed to risk 3.51– 4.50 4 highly exposed to risk 2.51– 3.50 3 moderately exposed to risk 1.51– 2.50 2 rarely exposed to risk 0.51– 1.50 1 very rarely exposed to risk 0.00 0.50 0 not at all exposed to risk moreover, the self-regulated learning of the students was also described with the mean using the legend as follows: http://https://journals.e-palli.com/home/index.php/ajahs pa ge 80 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 76-84, 2022 table 1: lifestyle of the students in terms of mass media consumption. activities mean no. of days per week mean no. of hours per day 1 watching tv 3.60 (me) 3.61 (me) 2 listening to radio 4.02 (me) 1.09 (le) 3 reading newspaper 0.46 (vle) 0.19 (vle) 4 reading comics/mags/pocketbooks 1.09 (le) 0.74 (vle) 5 watching movies 2.04 (le) 2.43 (me) 6 watching videos 2.30 (le) 1.28 (le) 7 watching x-rated films 0.29 (vle) 0.18 (vle) 8 surfing the net 4.79 (he) 3.45 (me) mean 2.32 (le) 1.62 (le) similarly, results of the study of javellana (2014) revealed that internet is the most frequently used media by teenagers. listening to radio and watching tv are moderately done by the students with an average of 4.02 days per week and 3.60 hours a day. despite the availability of these appliances in almost all households, their usage by the students is limited as they have other things to do in their house or these activities are controlled by their parents. some students consider these activities as boring and old-fashioned. on the other hand, based on the number of hours spent per day, watching tv (3.61) and watching movies (2.43), and surfing the net (3.45) are moderately done by the respondents. these activities are done 2.30, 2.04, 1.09 days per week, respectively, even though videos and movies can be watched by students using their smart phones, laptops, and other gadgets anytime and anywhere as long as internet connection warrants. the frequency of watching tv and movies could be explained by the availability of tvs in almost every household. as regards reading, students rarely do it since the advent of smart phones, internet, and social media networks, like facebook, twitter, and others have allowed them to read news, journalistic, and literary articles. although x-rated videos are readily available to most adolescents using gadgets like smart phones and laptops, the results show that students enrolled in academic track rarely watch such as shown by an average 0.29 day per week. this is due to the fact that parents monitor the sites their children. students’ engagement in risk behaviors table 2 shows that academic track students generally engage in some risk behaviors, but not frequently, as shown by a mean of 0.86. both distal and proximal risk behaviors are not frequent with means of 1.47 and 0.77, respectively. moreover, risky behaviors with a mean of 0.33 are never engaged in. table 2: students’ engagement in risk behaviors. social activities mean interpretation a distal risk behaviors 1 attended parties 1.92 rarely exposed to risk 2 went to disco 0.19 not at all exposed to risk 3 joined excursions/picnics 2.38 rarely exposed to risk 4 joined sports activities 2.25 rarely exposed to risk 5 went to movie houses 1.98 rarely exposed to risk 6 attended fraternity/sorority activities 0.09 not at all exposed to risk sub-mean 1.47 very rarely exposed to risk b proximal risk behaviors 1 visited massage parlors 0.67 very rarely exposed to risk 2 spent night out with friends 1.52 rarely exposed to risk 3 gone to strip shows/night clubs and beer houses 0.13 not at all exposed to risk sub-mean 0.77 very rarely exposed to risk c risky social behaviors 1 got into trouble at school 0.44 not at all exposed to risk 2 been drunk (alcoholic beverages) 0.42 not at all exposed to risk 3 started a fight with someone 0.64 very rarely exposed to risk 4 smoked cigarettes 0.27 not at all exposed to risk http://https://journals.e-palli.com/home/index.php/ajahs pa ge 81 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 76-84, 2022 5 skipped school without permission 0.40 not at all exposed to risk 6 picked on or bullied someone 0.74 very rarely exposed to risk 7 taken an illegal drug 0.07 not at all exposed to risk 8 been expelled from school 0.04 not at all exposed to risk 9 stolen something 0.20 not at all exposed to risk 10 written things or sprayed paint on the wall 0.25 not at all exposed to risk 11 run away from home 0.55 very rarely exposed to risk 12 gambles 0.19 not at all exposed to risk 13 had premarital sex 0.12 not at all exposed to risk sub-mean 0.33 not at all exposed to risk mean 0.86 very rarely exposed to risk legend: range of means interpretation 4.51 – 5.00 very highly exposed to risk 3.51 – 4.50 highly exposed to risk 2.51 – 3.50 moderately exposed to risk 1. 51 – 2.50 rarely exposed to risk 0.51 – 1.50 very rarely exposed to risk 0.00 – 0.50 not at all exposed to risk a) distal risk behaviors. among the six distal risk behaviors, the students admitted they are slightly frequently engaged in four (4) social activities and never in two (2) social activities as shown by the means that range from 0.09 to 2.38. joining excursions/picnics is the most engaged-in distal risk behavior by the students since these social activities are undeniable enticing to them because of the activities’ recreational appeal. with the hectic schedules students in academic track usually have, picnics are perceived to relax minds and body specially when they are with their peers of family. also engaged slightly frequently by the students are sports activities, parties, and going to movie houses with means of 2.25, 1.92, and 1.98 respectively. though not frequent, going to cinemas could be a ruse for dating and subsequent parties which may lure them to engage in some risky social behaviors including but not limited to use of drugs, smoking, drinking alcoholic beverages. such behaviors might lead them to premarital sex. the students reported to have never gone to discos or fraternity/sorority activities. again, the number of students doing these distal risk behaviors is negligible but the computed means indicate the presence of students engaged in such behaviors. b) proximal risk behaviors. on the other hand, involve social behaviors that pose greater risks to the adolescent compared to the distal risk behaviors (cruz, et al., 2001). the findings show that students slightly frequently (1.52) visit massage parlors, never (0.67) go to strip shows or night clubs and beer houses where they could experience alcoholic drinking and sex for pleasure, and later, may lead to being infected with sexually transmitted disease. c) risky social behaviors. out of the 13 considered highly risky behaviors, three (3) are not frequently engaged in by the students and 10 other risky behaviors are never engaged in by the students. they claimed to have rarely bullied someone nor started any fight with someone. a few students reported to have run away from home at one point as indicated by the mean of 0.55 with the description of not frequent. the other 10 risky behaviors are very rarely engaged in by the students in the academic track. these include getting into trouble (0.44), skipping school without permission (0.40), smoking cigarettes (0.270, performing vandalism (0.25), gambling (0.19), having premarital sex (0.12), taking illegal drugs (0.07), and being expelled from school (0.04). although qidwai et al. (2010) posited that adolescents are characterized by strong tendency to experiment with risk behaviors, the student-respondents seem not much of risk takers since they are enrolled in the academic track. self-regulated learning the degree to which the senior high school studentrespondents demonstrate self-regulated learning (srl) is shown in table 3. the table shows that students exhibit moderate level of self-regulated learning as indicated by their overall mean of 4.93. according to vygotsky’s theory of sociocultural development, this means that the students can satisfactorily coordinate, but bot yet to a high extent, their mental processes such as memory, planning, synthesis, and evaluation. they exercise some control over their thinking and actions, and these coordinated processes do not operate independently of the context in which they are formed. to beimiller et al. (as cited in effeney et al., 2013), in their three-stage developmental sequence, this is characterized by the ability to perform tasks with limited guidance, for example, table 3: self-regulated learning of senior high school students. strategies for learning mean interpretation 1 i am certain i can understand the ideas taught in my classes. 4.90 msr 2 i expect to do very well in most of my classes. 5.02 msr 3 compared to other students in my class, i think i am a good student. 4.57 msr http://https://journals.e-palli.com/home/index.php/ajahs pa ge 82 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 76-84, 2022 4 my study skills are excellent compared to other students in my class. 4.34 msr 5 i think i will get a good grade in my subjects. 4.55 msr 6 i prefer class work that is challenging so i can learn new things. 5.23 msr 7 i think i will be able to use what i can learn in my class in other subjects. 5.45 msr 8 even if i do poorly in a test, i try to learn from my mistakes. 5.92 hsr 9 i think that what i am learning from my classes are useful for me to know. 5.92 msr 10 i think that what i am learning in my classes are interesting. 5.62 msr 11 when i study for a test, i try to put together information i got from class and from the book. 5.16 msr 12 when i do homework, i try to remember what the teacher said in class so i can answer the questions correctly. 5.31 msr 13 when i study, i put important ideas into my own words 4.82 msr 14 i always try to understand what the teacher is saying even if it doesn’t make sense. 4.82 msr 15 when studying, i copy my notes over again to help me remember material. 4.60 msr 16 when i study for a test, i practice saying the important words over. 4.97 msr 17 i use what i have learned from old homework assignments and the textbook to do new assignments. 4.62 msr 18 when i am studying a topic, i try to make everything fit together. 4.69 msr 19 i outline the chapters of my book to help me study. 3.90 msr 20 when reading, i try to connect the things i am reading about with what i already know. 4.79 msr 21 i ask myself questions to make sure i know the material i have been studying. 4.91 msr 22 i work on practice exercises and answer end of chapter exercises even when i don’t have to. 4.01 msr 23 before i begin studying i think about the things i will have to do to learn. 4.81 msr 24 when i am studying i stop once in a while to go over what i have been studying. 4.82 msr 25 i work hard to get a good grade even when i don’t like a class. 5.47 msr mean 4.93 msr legend: range of means interpretation 5.51 – 7.00 high self-regulation (hsr) 2.51 – 5.50 moderate self-regulation (msr) 1.00 – 2.50 low self-regulation (lsr hints. the students rated themselves high on three items descriptive of self-regulated learning (srl) with mean ratings ranging from 4.01 – 4.57. the students feel they have high self-regulation with regard to trying to learn from their mistakes even they perform poorly in a test (item no. 8), considering their learning from classes as useful for them to know (item no. 9), and believing that what they learn in classes are interesting (item no. 10). these three are motivational items. they have moderate self-regulation (msr) with regard to having the belief that what they are learning in a class can be utilized in other subjects (item no. 7) and having preference for class work that is challenging so as to learn new things (item no. 6). their capacity to try to remember what the teacher said in class so that they can answer the questions correctly (item no. 12), and getting their mindset on working hard to get a good grade even they do not like the class (item no. 25) likewise are of moderate level. these findings indicate that the students have moderate self-regulated learning. this suggests that they exercise some extent of self-direction that they can easily adjust to any kind of class situation they may be exposed in the future. as pintrich (2000) posited, srl is an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate, and control cognition, motivation, and behavior, guided and constrained by their goals and the contextual features in the environment. this degree or level of self-regulated learning is a prelude to reaching a level of internalization or mastery (biemiller et al. as cited in effeney et al., 2013), or in zimmerman’s model (effeney et al., 2013), moderate slr means that the students are close to a level of self-regulatory skill development which arises when complex situations demand higher levels of self-regulatory competence in which they systematically adapt their learning strategies to changing personal and contextual situations. relationship between students’ lifestyle and selfregulated learning table 4 shows that lifestyle of the students, either in terms of their mass media consumption or their engagement on risk behaviors is not related to self-regulated learning. this is shown by the r obtained of 0.077 (mass media consumption) and -0.016 (engagement in risk behaviors) http://https://journals.e-palli.com/home/index.php/ajahs pa ge 83 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 76-84, 2022 which are not significant at 0.05 level. these findings imply that the degree of the students’ mass media consumption and their engagement in risk behaviors has nothing to do with their capacity to self-regulate learning. table 4: relationship of lifestyle of students to selfregulated learning. lifestyle of students self-regulated learning 1 mass media consumption 0.077ns 2 engagement in risk behaviors -0.016ns legend: ns – not significant (p>0.05) this could be due to the fact that students’ media consumption and engagement in risk behaviors are more of a form of entertainment than opportunities to learn or improve themselves. moreover, the students just want to add spice to their student life— to experience something new and have adventures or to satisfy their curiosity especially with regard to the different kinds of risk behaviors which do not necessarily pose risk when one knows how to manage. it is important to note that the none-interrelatedness between lifestyle and self-regulated learning due to the fact that senior high school students remain unaffected when it comes to learning, since self-regulated learners have already established routines, hence, always find time to study despite other demands effeney et al. (2013). conclusions and recommendations it was concluded that the students have low exposure to the different mass media, with surfing the internet and watching television as the most common activities. according to the concept, the degree to which an adolescent can control his/her media consumption and risk behaviors is carried over to learning behaviors. when a student can regulate his mass media consumption and risk behaviors, then he/she can also regulate his/her motivational beliefs and learning strategies. the students seldom join activities that could put them in danger physically, emotionally, or socially. however, findings show that the risk behaviors of students do not influence their self-regulated learning behaviors. this is different from the social cognitive theory of bandura which posits that human being functioning results form reciprocal interactions among personal factors, behaviors, and environment conditions. based on the above findings and conclusions, it is recommended that parents should monitor their child’s use of different media. this way, they can screen the contents of the media and see which is beneficial and not. parents should accompany their children or at least monitor them closely when they attend social gatherings so that distal and proximal risk behaviors. also, students, especially those in the senior high school, should understand that they must be in charge of their own learning, the necessity of setting shortand long-term goals for their learning, of planning ahead to accomplish their goals, of self-regulation, or focusing on their goals and progress. also, the students are recommended to device strategies in balancing their time in terms of media use. this study on lifestyle and self-regulated learning may be replicated by other researchers. references acosta, r. 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(2002). becoming a self-regulated learner: an overview. theory into practice, 41, 64-70. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 pa ge 1 american journal of arts and human science (ajahs) management of protracted social conflicts in a multi cultural society: the nigerian example akah pius odey1*, akah augustine ugar2 volume 1 issue 5, year 2023 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i5.1086 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: december 16, 2022 accepted: december 30, 2022 published: january 06, 2023 the literature on conflicts in nigeria largely implicates socio-economic, political and governmental deficits as the major causes of violent conflicts in nigeria. the paper interrogates the challenges and prospects of managing protracted social conflicts in nigeria by examining the socio-economic and political dynamics of the nigerian state within the framework of the current security challenges in nigeria. a careful evaluation of data from the field was supplemented with a desk review of secondary sources and integrated into the content analysis of the issues that arose from the subject matter under study. findings indicates that the root causes of conflicts in nigeria are located ethno-religious intolerance, struggle for power and scarce resources, bad governance, insincerity and haphazard approach towards the resolution of these conflicts. the paper concludes that there is no alternative to good governance in the fight against violent conflicts in nigeria. good governance is congenial to the promotion, reign and sustenance of peace. therefore, it is the contention of this paper that to effectively manage protracted social conflict, strategic approaches anchored on good governance that will guarantee sustainable peace and security in nigeria must be evolved. keywords conflict, good governance, conflict management, peace and security 1 cross river state college of education, akamkpa. p.m. b.1171, calabar, nigeria 2 university of calabar, nigeria * corresponding author’s e-mail: piusakahodey@gmail.com introduction several literatures indicate that conflict is a normal part of every healthy relationship and learning how to deal with conflict than avoiding it, is crucial. when conflict is mismanaged it can cause great harm to relationship. when handled in respectful and positive ways, conflict provides opportunities to strengthen the bond between parties to the conflict (azar, 1994; burton, 1990; rossati, 1990). what then matters is how a particular society responds to such conflict situations. the greatest threat facing the survival of nigerian and her unity is insecurity occasioned by various ethnoreligious, political, social and in recent time resource conflict manifested in farmers/herders conflict across the nation. the current insecurity and conflict have even raised serious concern regarding the prediction of some western countries that nigeria will break up in the few years to come. fingers are swift in pointing accusingly to colonial experience and the continual interplay of external and internal imperialist forces that fans the embers of protracted social conflict for their selfish aggrandizement (chikonwu 2013) nevertheless the incidences of social conflicts in nigeria are in actuality a reflection of the series of antithesis that characterized the nigerian nation from her colonial past, religious differences, different legal systems, socio-economic and political setting coupled with ethnicity which is embedded in the struggle for political and economic control of resources exhibited by intellectual and political elites (gboyega 1996). this is further intensified by corrupt and ineffective leadership. akanji (2007) avers that “it is corrupt and ineffective political leadership that often engenders poverty and that consequently lead to violent activities”. in other words government failure to address certain fundamental issues in the society bordering on human right violation, injustice, marginalization, religious intolerance, electoral malpractice, inequity, and ethnicity is largely responsible for social conflict generation and subsequent difficulty in its management in nigeria. though government and other relevant stakeholders over the years have tried to stem the tide of protracted social conflict in nigeria through a planned strategic, institutional, mutual and integrative approach, these conflicts still persist. this probably calls for a rethink and review of all existing levels of collaboration and synergies for a holistic, sustainable dynamic approach to management of protracted social conflicts in a pluralist society like nigeria. in the light of this, the paper interrogates the challenges of conflict management in nigeria. to achieve this, the paper gave detailed clarifications of some of the concepts used in the study, interrogates the challenges of conflict management in nigeria and make recommendations on how these conflicts could be effectively managed through strategic approaches anchored on good governance that will guarantee sustainable peace and security in nigeria clarification of concepts conflict due to the constant dynamics of conflicts, researchers/ scholars have different meanings of the term conflict. according to chiwonkwu (2013), conflict is a friction that may occur whenever two or more persons come into a social relationship or interaction with one another. it is an inherent and unavoidable part of human existence entrenched in the pursuit of irreconcilable interest and goals by different groups hocker &wilmot (1985), in their views perceives conflict as a situation between two or more persons in whom one individual feels that another https://doi.org/10.54536/ajahs.v1i5.1086 https://journals.e-palli.com/home/index.php/ajahs mailto:%20piusakahodey%40gmail.com?subject= pa ge 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(5) 1-8, 2023 person has negatively affected, or is about to negatively affect him or her. there are three very important elements in hocker &wilmot’s definition of conflict these are: the feeling or perception one person has over the other, whether the feeling is negative or positive, assumed or presumed, accurate or inaccurate, real or imagined does not matters as long as it is being held by the contending parties. also, the feeling is generally negative because the one having the perception believes the other is going to outdo him. more so, the issue under contention must be something both parties desire and cherish. fisher (2000), on his part averred that conflict is part of the social fabric which is arguably intrinsic and inevitable. therefore, social settings are only complete and meaningful when conflicts exist, because even though it has its disadvantages there are merits too in some conflicts. the emphasis here is that conflict could be both positive and negative. positive when it leads to positive changes in government and socio-economic aspects of society but negative when it becomes destructive and violent which are detrimental to the development of communities. according to hocker &wilmot (1985), conflict could also be defined as the interaction of independent people who perceive incompatible goals and interference from each other in achieving such goals. the incompatibility of goals or values between two or more parties in a relationship combined with attempts to control each other. the incompatibility or difference may exist or maybe a delusion with opposing interest being the backdrop. moreover, the goals might be the same but the approach to achieve the goals might differ which encourages parties to strive and impose their methods to control affairs. conflict resolution according to miller (2003), conflict resolution is a variety of approaches aimed at terminating conflict through the constructive solving of problems, distinct from management or transformation of conflict. gaya (2006), on the other hand avers that conflict resolution connotes a sense of finality where the parties to a conflict are mutually satisfied with the outcome of a settlement and the conflict is resolved in a true sense. the conflicts he asserts are resolved when the basic needs of the parties have been met with necessary satisfiers and the fears have been allayed. similarly. falleti (2006) stated that by conflict resolution, it is expected that the deep rooted sources of conflict are addressed and resolved, and behaviour is no longer violent, nor are attitudes hostile any longer, while the structure of the conflict has been changed. for mitchel & blank (2011), conflict resolution refers to an outcome in which the issues in an existing conflict is satisfactorily dealt with through a solution that is mutually acceptable to the parties, self-sustaining, long run and productive of a new positive relationship between parties that were previously hostile adversaries and any process or procedure by which such an outcome is achieved. conflict resolution is seen in this paper as a peaceful and non-violent approach in abating the disagreement(s) and incompatibilities of both parties involved in conflict and the willingness/ acceptance to live in peace and harmony by both parties. it involves a variety of approaches aimed at terminating conflicts through the constructive solving of problems, distinct from management or transformation of conflicts conflict management the term conflict management is perhaps an admission of the reality that conflicts is inevitable, but that not all conflict can always be resolved; therefore what practitioners can do is to manage and regulate them. according to gaya (2006), conflict management is the process of reducing the negative and destructive capacity of conflict through several measures and by working with and through the parties involved in the conflict. thus conflict management covers the entire area of handling conflicts positively at different stages, including those efforts made to prevent conflict by being proactive. also, onu cited in owede (2010) asserts that conflict management rather than advocating methods of removing conflict, it addresses the more realistic questions of managing conflict, that is, how to deal with it in a constructive way, how to bring opposing sides together in a cooperative process, how to design a practical, achievable, cooperative system for the constructive management of differences. therefore, conflict management is basically the use of open and clear dialogue to assist opponents or parties not only to have agreements against hostile images or actions but to have compliance to agreed resolutions and strategies. in this paper conflict resolution is seen as efforts aimed at addressing and resolving the root sources of conflict using a solution that is mutually accepted by both parties while conflict management on the other hand is employed to mitigate the destructive nature of conflict and manage it from escalating into a civil war. thus while conflict resolution seeks to resolve the root cause of the conflict the mechanism of conflict management seeks to deescalate conflict. conflict transformation conflict transformation goes beyond conflict resolution to build longer standing relationships through a process of change in perceptions and attitude of parties. the aim of conflict transformation is to change the parties, their relationship and the condition that created the conflict (gaya 2006) conflict transformation stems from the recognition of the dialectical elements of conflict about the inevitability of change, secondly it recognizes the neutrality of conflict as such, and that conflict can either be negative or positive, but parties can transform it into positive to maximize opportunities. thus conflict transformation is all about the changes created by parties involved in a conflict and the deliberate intervention by third parties to create change (gaya 2006) http://https://journals.e-palli.com/home/index.php/ajahs pa ge 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(5) 1-8, 2023 meterials and methods the relationship between culture and conflict was first advanced by paul lederach (1995) one of the best theorist and practitioner in the field of conflict management when he propounded the psycho cultural theory of conflict in 1995. he posits that “social conflicts emerges and develops on the basis of the meaning and interpretation people involved attach to actions and events. social meaning is lodged in the accumulated knowledge that is a person’s bank of knowledge, conflict is related to meaning, meaning to knowledge, and knowledge is rooted in culture” (9) people act on the basis of the meaning that things have for them. the symbolic interactionist herbert blumer (1986) emphasized the importance of symbols and the meaning attached to them. the main assumptions of the psycho cultural theory of conflict is that conflict is a natural, common experience present in all relationship and culture, and that people are active participant in creating situations and interaction they experience as conflict. this interactive process they assert is accomplished through and rooted in people’s perceptions, interpretations, expressions and intentions, each of which grows from and cycles back to their common sense of knowledge (lederach 1995) for the purpose of this study psycho cultural theory of conflict offers an insight into the nature and dynamics of protracted social conflict in nigeria. nigeria is a multi-ethnic and multireligious nation with over 350 ethnic group and three major religion. relationship between individuals and groups continue to express new stress defined by emerging realities. in the process new challenges that impact on the type of understanding and co-existence between people and groups of different values and orientations are also straining. many a time these challenges manifest themselves in the form of violent conflict that damage social relations and threaten corporate existence. sadly, the flash points of these conflict has been expanding with its attendant consequences. the consequences are, of course, the growing stress characterizing the relationship between individuals, tribes and religious group in nigeria (abdulrahman & abdusalam 2018) in nigeria ethnic groups fight against each other, adherent of one religion launch attacks against members of other religions, indigene fights against settlers, farmers fight against pastoralist and communities clash against one another. sections of the country cry over marginalization for fear of domination by a particular ethnic group. this fear is further reinforced by the politics of prebendalism credited to joseph richard (1996) who depicts the politics of corruption in nigeria where cronies or members of an ethnic group are compensated when an individual from the group comes into power or where; state offices are regarded as prebendals that can be appropriated by office holders who use them to generate material benefits for themselves and their constituents and kin groups. this patron client or identity politics has encouraged corruption in the country to the extent that appointments, promotions, admissions, award of contracts among others are done with consideration for one’s ethnic or religious affiliations (chinwokwu 2013). for instance under the current muhammadu buhari’s administration, there are several complaints that the president is giving undue preference to some section of the country particularly the fulani ethnic group over others in national appointments. the lopsidedness in buhari’s appointment is more glaring in the leadership of the nation’s security service. according to umar (2020), nigeria has become “dangerously polarized under president muhammadu buhari” (9) such prebendal and clannish appointments in a multi-cultural state like nigeria without recourse to the principle of federal character could lead to violent activities from other ethnic groups who felt marginalized in the appointments. therefore, although other theories may be useful in analyzing the emergence and escalation of conflict in nigeria, the psycho cultural theory of conflict is remarkably strong in explaining the subject matter of protracted social conflict in nigeria. management of protracted social conflict in nigeria leadership challenge one of the greatest challenges of conflict management in nigeria is the internal or domestic sources in other words called “forces” which are anchored on bad leadership and governance. although, historically nigeria inherited a system of government that was anchored on oppression, suppression, marginalization, divide and rule from her colonial master. subsequent political leaders in nigeria whether military or democratic regimes have failed to change some of the draconian political rules of their political masters. ihonvbere (2007) rightly observed that: the nation since independence has remained a crisis generating mechanisms hardly shedding its colonial attributes. repression, suppression and intimidation have remained their enduring feature. the establishment of consensus building, dialogues and negotiations, respect for human rights and the rule of law are largely alien to its modus operandi (46). subsequent administration in nigeria has failed to change the pattern of leadership to reflect the people popular demand instead they intensify them and repackaged it in a modern way with different brand names. for instance the issue of minority rights, resource control and true federalism has remained a mirage and intractable issues in the wheel of protracted social conflict management in nigeria. these agitations have become even more intensified as a result of the global economic meltdown occasioned by the covid 19 pandemic. the prices of oil nosedived to unimaginable low in recent years. frustration amongst the populace resulted in mass protest across the country by irate youths against police brutality codenamed end sars protest. though the protest was said to be against police brutality, the underlying causes of the protest arose from multiplicities of factors ranging from inflations, unemployment, insecurity, hike in fuel prices, http://https://journals.e-palli.com/home/index.php/ajahs pa ge 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(5) 1-8, 2023 agitations for resources control, marginalization, poverty, political manipulations amongst others. similarly, the niger delta region over the years has remained a hotbed of violent agitations. the government response in managing the conflict hardly endure. huge financial allocations budgeted specifically for the oilproducing areas by various administration to address issues of neglect and development is yet to achieve the desired result. these financial allocations have been voted through the oil mineral producing areas development commission (ompadec) created in 1993 by the military regime of general ibrahim babangida, the niger delta development commission (nddc) established in 2000 by the civilian regime of chief olusegun obasanjo and the ministry of niger delta created in 2008 by umaru musa yaradua’s government. their sole mandate was to develop the region by addressing all the challenges evident in the region. the existence of these institutions and agencies and the huge financial allocations given to them have not translated to any visible development and truthfully, corruption and general poor political leadership is to blame ( olite & umuokoro 2011) nigerian underdevelopment, including under development in the niger delta, is a consequence of bad leadership characterized by corruption and perbendalism. also involved in the corruption complicity and conspiracy are the political leaders of the niger delta states. the 13% derivation fund, the statutory allocations from the federation account and the internally generated revenue (igr) received by these oil states in this region were looted and diverted by these political leaders (olite & umuokoro 2011 ) consequently the region is still facing increasing conflicts and military operations as the government respond to new waves of militancy led by a group named niger delta avengers which has claimed responsibility for a series of coordinated attacks on oil and gas infrastructure. government highhanded response using military might to suppress agitations has always failed in the region, this is the same with conflict situations in the south east and north east nigeria. it is obvious that government must adopt a new strategy in managing protracted social conflict in nigeria. the strategy to be adopted should tune down the narrative of “show of force” and explore alternative ways of dealing with the conflict by involving stakeholders drawn from the civil society, community leadership and state actors including representations of women and gender expert to discuss the way forward for the region. however, suggestions like are not new with regards to social conflict in nigeria. it is the lack of political will on the part of the government to implement such recommendations that have continued to hinder effective conflict management in nigeria. religious and cultural differences the cultural and religious diversity in nigeria also constitutes a barrier to effective conflict management and peace building effort in nigeria. culture is described as the total way of life of a people (asuni 2007). as explained by uchendu (2010) it is the “social legacy the individual acquires from his group, that part of the environment that is the creation of man is what is referred to as culture” (18). benedict (1960) accepted all these characteristics of culture and observed that what binds men together is their culture, ideas and the standard they have in common. culture influences almost all aspect of an individual life as a result individual and group differs with the way they interprets events. this is also true with individuals and group directly involved in a conflict as a first or third party. what one person or group perceives as measures viable for dealing with a given social conflict may be rejected by another person or group (gaya 2006) culture influences both the perception of the causes of social conflicts as well as the modalities for managing them. nigeria is a country with over 300 ethnic groups and a multicultural entity it is apparent that when conflict arises involving this ethnic and diverse cultural group it becomes difficult for managing such conflict, what the other person believes is the best approach to resolve the conflict the other may feel differently. similarly, religious beliefs may differ, what a christian or muslim beliefs or hold sacred a traditional worshipper may not accept. religious conflicts seem to be very prevalent in the history of nigeria, as a result of the sentiment attached to religious symbols and identities. for instance, asuni (2007) uses the symbol of the cross and the crescent to emphasize the importance of these symbols and the meaning attached to them in conflict resolution and management in nigeria. the cross and the crescent are symbols of two major religions which have great importance to different groups of people in nigeria. perceived disrespect or denigration of these symbols has often had deadly consequences. someone who perceives a cross simply as two intersecting lines, or the crescent as a curved line, has no knowledge of these symbols which consequently has no meaning for him or her. sadly the outright manipulation of religious doctrines to compel people towards violence and wanton destruction of life has been the other of the day by some adherent of religious group in nigeria (chinwokwu 2013) it is worthy to note that conflicts arising from religious or cultural differences are regarded as value conflict which usually erupts as a result of preference, principles, or ideologies that people have. scholars have argued that value conflicts are usually the most dangerous, violent and difficult to resolve or manage because values create a sense of identity which is an unshakeable sense of self-worth, which makes life meaningful and include the feeling that one is physically, socially, psychologically and spiritually safe (asuni 2007) it is theoretically possible to expand resource base, to reduce that form of conflict. it is also theoretically possible to satisfy most psychological needs, once they are recognized and identified. however, it is very difficult to resolve value-based conflicts, as they are non-negotiable for most people (asuni 2007) http://https://journals.e-palli.com/home/index.php/ajahs pa ge 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(5) 1-8, 2023 the persistent conflict between crop farmers and herders in nigeria is an example of how religious and cultural differences can pose a serious challenge in managing protracted social conflict in nigeria. the increasing southward migrations of herders has not been without its difficulties for crop farmer as they herders are coming into contact with local communities in the south and west with whom they do not share any cultural affinities or histories. these communities are unfamiliar with their transhumance pattern of life just as the herders have little or no knowledge about the farming behaviours of crop farmers in the south. this becomes further complicated because they differ in terms of religion as is the case with most of the newly arrived herders in the southern part of the country. in the past, the practice of religion by fulani herders was so unobtrusive that local farmers in the south believed they were muslim only in name. with their conspicuous display of amulets and magical wares, they were to be avoided as much as possible as they were considered by the natives as people possessed by an evil spirit. to be sure, the practice of christianity too, was not as high as it is today. but religion has now become a polarizing factor in group relations in nigeria and the fulani whose instinct for self-survival had been horned on his adaptability now has to face cultural rejection or hostility from the locals (ishaku 2017) the mix of ethnicity and religion has given rise to the present tendency to interpret every disagreement arising from economic tension between the farming communities and the fulani pastoralist within the framework of religious conflict. this tension became even more profound with the activities of boko haram insurgency in northern nigeria that seems to target christianity and western cultures (ishaku 2017). the situation is further exacerbated with the influx of foreign fulani pastoralist in a period of heightened ethno religious crisis. furthermore, the wanton killings and destruction of farm lands, orchestrated by suspected herdsmen across the country, particularly in the middle belt and the south west have led to growing anti-fulani sentiment across the country. thus, mere disagreement between herdsmen and host communities often lead to widespread violence and killings (akah 2021) prolification of small and light weapons it would not be out of place to mention the proliferation of arms as a key factor in fueling and sustaining social conflict across nigeria. protracted conflict management challenges facing nigeria in the age of globalization is revealed by massive suppliers of and importation of small arms and light weapons. the nation has no visible traces of substantial arms and light weapon production, yet there are so many of these weapons in the wrong hands. by 2011, it was estimated that over 640 million small arms were circulating in the world and of these, 100 million were in africa and eight million were in west africa. most intriguing is the fact that 59 per cent of these were in the hands of civilians (oji and okeke in bagudu 2017). the arab spring, especially the libyan uprising after 2012, seems to have exacerbated the proliferation quagmire. this period also coincided with the globalization of islamic fundamentalist evidenced by nigeria’s boko haram insurgency in northeastern nigeria and mali’s tuareg rebels who desire to establish an islamic state in mali ( ishaku 2007) small arms and light weapons are easy to conceal, maintain and cheap to procure and use, but very lethal. considering the porous nature of the nigerian borders, the situation is better imagined than seen. also, the inspired relaxation of boundary enforcement rules caused by globalization appears to have made the nation lost much of its power on transnational crimes including arms importation which has thwarted peace-building efforts in nigeria ( awosolu & esugbohungbe 2002) lack of funds generally conflict management requires a lot of funds, whether at the family level, group or communal level this is why most african societies choose negotiation rather than adjudication that require more expensive litigation. lack of funds can hinder both state and non-state actors working in the areas of conflict management. funding military operations for peacekeeping or peace enforcement is a capital intensive project. this no doubt is one of the greatest problems encountered in managing protracted social conflict in nigeria. nigerian armed forces lack up to date equipments, the equipment mobilized by some of the contingents to support operations are obsolete. the military lacked the manpower and equipment to effectively manage conflict through peace enforcement. in the fight against boko haram and banditry in the north east, the military lacked much of the equipment and maintenance capacity, manpower and administration; and the essential intelligence required for counter insurgency operations. modern counter insurgency warfare invariably requires sufficient and sophisticated jets and spotter aircraft. this would require huge capital to purchased and maintain during field operations. the governments should make an adequate budgetary allocation to the military and other stakeholders and institutions working in the peace-building efforts in nigeria. the government and civil societies should ensure the funds are not diverted. the case of the former national security adviser under goodluck jonathan’s administration sambo dasuki who is currently under investigation by the economic and financial crime commission (efcc) for diverting funds meant for the purchased of military equipment into privates accounts of prominent politicians signpost danger in the fight against insurgency, peace building and enforcement efforts in nigeria. corruption over the years, corruption have remained the bane of nigerian society. the phenomenon is systemic and affects every facet of the nigerian nation. despite her rich natural resources and high-quality human capital, the nation is yet to find its rightful place among the http://https://journals.e-palli.com/home/index.php/ajahs pa ge 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(5) 1-8, 2023 community of nations. although there is no widespread or comprehensive definition as to what constitute corrupt behaviours. the most prominent definitions share a common emphasis on the abuse of public power or position for personal or group advantage. gboyega (1996) refers to corruption as “an impairment of virtues and moral principle” (9) donnel (2000) on his part sees corruption as the dishonest or fraudulent conduct by those in power it involves the illegitimate use of power to benefit a private or group interest transparency international a leading global anti-corruption watchdog defines corruption as the abuse of public office for private gains for the benefit of the holder of the office or some third party ( transparency international in gboyega 1996) corruption has become the norm of the system of sociopolitical and economic order in nigeria, and is a major obstacle in conflict management and resolution at all levels of human interaction. the phenomenon has been identified by scholars and practitioners alike as a major cause and or obstacle to conflicts resolution, management and peace building efforts in nigeria. corruption undermines state legitimacy and effectiveness by distorting the distribution of public goods; complicates state abilities to manage and resolve conflicts and potentially reignite conflicts and causes violence by fueling political, economic and social grievances and weakening security institutions (donnel 1996). for instance, terrorism, farmers/herders conflict, kidnapping, banditry, armed robbery, disease, unemployment and other factors which lead to insecurity are directly or indirectly related to corruption (dike 2000). political corruption occasioned by bad governance is one of the major causes of poverty in nigeria. despite its oil wealth and abundant resources, due to corruption, the nation remains one of the poorest countries in the world with many nigerians living below the poverty line ((world bank 2020) the poverty status of the country results from the fact that selfish individuals divert funds needed for development into their pockets while the masses are left in abject poverty (gboyega 1996). the result of the widespread corruption in the country plagued by mass poverty and very high levels of unemployment has left a corrosive effect on trust in government and contributes to conflicts and political disorder (atoubi 2007). similarly rev. fr. kukah (1999) averred that “unbridled corruption leads to state fragility and destructive conflicts which plunges a state into political instability and destroys legitimacy of government” frequent changes in policy directions the instability in the political system due to constant change of administration in the country with its attendant change in policy direction has affected protracted conflict management in nigeria. in nigeria, most political leaders lack clear knowledge of conflict situation and how to manage them. while some leaders may use negotiation and mediation, others may prefer outright military force or suppression (gaya 2006) the niger delta conflict is a case in point. to manage the conflict in the region the late president yardua’s administration introduces the amnesty programme in 2009, with the introduction of the amnesty programme for repentant militants, some lay down their arms and embrace peace talks with the government. this laudable initiative brought relative peace in the region as the country and the people in the region benefited from the outcome (chikonwu 2013). similarly jonathan administration continued with the amnesty programme. however, the current administration of president muhammudu buhari doesn’t seem to pay more attention to the amnesty programme. the government cut funding for the programmes citing monumental corruption in the amnesty programme. this invariably affects the peace process in the region. similarly the host communities’ benefits recently passed by the national assembly and sent to the president for assent reduced the benefits of host communities in the petroleum industry bill (pib) from the initial 5 to 3 percent. the host communities has roundly rejected the 3 percent and have threatened to shut down oil production if the percentage is not reversed. this policy fluctuations is a cog in the wheel of effective conflict management in nigeria conclusion the study has examined the challenges of effective conflict management in nigeria. the discussion focused more on the government deficit in handling conflicts across the country. over the years the response of the government to conflict management has been mainly the use of police and military force. the root and trigger causes of violent conflicts have been allowed to persist over time without any sign insight of their solutions. therefore effective conflict management must be anchored on good governance in stemming the tide of social conflict in nigeria. good governance is sinequo-non in conflict management especially when it is based on accountability, rule of law, equity and social justice that is capable of accommodating the rich and the poor, the strong and weak, the big and the small within the policy. in this regards good governance is congenial to the promotion, reign and sustenance of peace, and therefore does consciously embark on measures that resolve conflict among its populace and with neighbours. recommendations 1. the government should develop and implements programmes aimed at promoting multi-cultural and interreligious dialogue, develop the educational systems and other sources of socialization to strengthen the values of tolerance, pluralism and human co-existence at the grassroot level. 2. adopt a sustainable long term approach to peace building and conflict transformation in nigeria that does not merely focus on reducing the systems of social restiveness. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(5) 1-8, 2023 3. the use of dialogue, mediation, negotiation as a feature of integrated conflict management must be put in place as against the show of force employed by the federal government in conflict situation across the country. 4. a clear cut policy directive on conflict management must be put in place and must be sustained. 5. mediator and other third party interveners must be persons of integrity in other not to cast doubt on parties involved in a conflict. 6. grass root method that involves the traditional method of conflict management should be encouraged. references akanji, o. (2007). the politics of combating domestic terrorism in nigeria. in wafula, o & botha, a. (eds.), domestic terrorism in africa: defining, addressing and understanding its impact on human security. institute of security studies, terrorism studies & research programme. 16-25 abdurahman, i. & adulsalam, i. (2018). understanding conflict prevention and management between fulbe and other ethnic groups in adamawa state in oshita, o. etal (eds) case studies of traditional methods of conflict prevention and resolution in nigeria. ipcr, 157-218. akah, p. (2021). farmers/herders conflict and food security in obanliku, upper cross river region of nigeria, since 1997. gombe journal of historical studies, 1, 250-275. asuni, j. (2007). culture and conflict in celestine bassey & oshita oshita (eds.) conflict resolution, identity crisis and development in africa, malthouse press, 121-131 albert, o. (2007). concept and methods in peace and conflict studies” in celestine bassey & oshita oshita (eds.) conflict resolution, identity crisis and development in africa, malthouse press. 3-18 atoubi, s. (2007) corruption and state instability in west africa: an examination of policy options, occasional paper, no.48. 1-6 awosolu, e. &esugbohungbe, m (2002). globalization: it’s implication on nigerian economy a paper presented at the annual conference of sossan at the university of ibadan. september. 1114. azar, e. (1994). protracted international conflict: ten proposition in rabie, m. conflict resolution and ethnicity. praeger. 23 bagudu n. (2017). the fulani herdsmen militant attacks on communities in plateau state, clarifying the issues and the way forward in alloy ihua (ed.) herdsmen and farmers conflict in central nigeria: learning from the past. centre for research management, benue state university press. 25-62 bob, o. & oshita o. (2007). conflict, equity and resource capture in africa: the nigerian experience in celestine bassey & oshita oshita (eds.) conflict resolution, identity crisis and development in africa. 111-120 benedict r. (1960). patterns of culture. mentor books. blanks h. & mitchel, c. (2011). food insecurity and violent conflict: causes, consequences, and addressing the challenges. occasional papers no. 24, world food prgramme. burton, j. conflict: human needs theory, macmillan, 1990 chinwokwu, c. (2013). the challenges of conflict management in a democratic society: an overview of insecurity in nigeria in american international journal of social science, 2(3), 94. dike, v. (2021). corruption in nigeria: a new paradigm for effective control, africa economic analysis available at http//www.jsdafrica.com/sda/summer. donnel, m. (2000). conflicts and corruption: a rule of law” in hurwillz & hanny (eds.) civil war and the rule of law: security development and human right. printer. 176 felleti, a. (2016). theories of social conflict” in shedrack gaya best (ed) introduction to peace and conflict studies. spectrum books. 3560 fisher, r. (2000). sources of conflict and methods of conflict resolution” in international peace and conflict resolution. school of international service, 45. gaya, s. (2006). conflict analysis in gaya b.s. (ed.) introduction to peace and conflict studies in west africa. spectrum books ltd. 61-78 gboyega, a. (1996). corruption and democratization in nigeria. agba area publisher. herbert, b. (1986). symbolic interactionism: perspective and method. university of california press. hocker, j. & wilmot, w. (1985). interpersonal conflict, wcb/mcgraw-hill ihovebare, s. (2007). the concept of ethnicity and african politics in african presence, 92, 46 ishaku, j. (2017). janjaweed in north central nigeria: understanding the international dimension of the fulani terrorist activities in nigeria in ihua alloy (ed.) herdsmen and farmers conflict in central nigeria learning from the past. benue state university press. 149-202. iji, e. (2007). language and communication in peace and conflict resolution in celestine b. & oshita, o. (eds.) conflict resolution, identity crisis and development in africa. malthouse press. 47-60. kukah, m. (1999). democracy and civil society in nigeria. spectrum books. lederach, p. (1995). preparing for peace: conflict transformation across cultures. syracuse press. olite, a & umuokoro, n, (2011). amnesty programmed and the niger delta: overview of disarmament, demobilization and reintegration strategy for sustainable peace in nigeria, special issue 5(1). owede, d. (2010). traditional conflict management in ogbia kingdom. an unpublished b.a thesis submitted to the department of history and diplomacy, niger delta university, wilberforce http://https://journals.e-palli.com/home/index.php/ajahs pa ge 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(5) 1-8, 2023 island, amassoma, bayelsa state. ross, h. (2010). psycho cultural interpretations and dramas: identity dynamics in ethnic conflict, political psychology, 22(1). 157-178. rosati, j and carroll, d. (1990). a critical assessment of the power of human needs in world society” in burton, j. and dukes, f.( eds) conflict : human needs theory, macmillan, 43 umar, h. (2020). guardian newspaper, retrieved on november 26, 2020. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 indexed in pa ge 64 american journal of arts and human science (ajahs) strengthening reading comprehension skills through fluency-oriented reading instruction (fori) airelyn b. velarde1*, jerson s. catoto2 volume 1 issue 2, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i2.366 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: july 02, 2022 accepted: july 16, 2022 published: july 17 , 2022 students who struggled in reading lacked the necessary skills and attention. this action research determined the efficacy of fluency-oriented reading instruction (fori) in strengthening reading comprehension skills of students in english. it involved the grade v students who were considered as struggling readers. it lasted for two weeks where learners were got involved in an hour reading activity every day after their classes. likewise, thematic analysis was done in identifying the themes. findings revealed that the intervention increased the reading comprehension skills of the students and even made them as independent readers. they suggested that teachers from all grade levels should have to adopt fori and books would be available at home. keywords comprehension, fluency-oriented reading instruction, struggling readers, makilala, philippines 1 katipunan 1 elementary school, makilala north district, schools division of cotabato, philippines. 2 college of education, cotabato foundation college of science and technology, doroluman, arakan, cotabato, philippines. * corresponding author’s e-mail: airelyn.velarde@deped.gov.ph introduction one of the biggest problems being faced by the department of education is the poor reading comprehension skills of the students especially in english. it can be noted that it is not their native language, and thus, many of the student opted not to focus on enhancing their reading skills (mohammed, 2018). in the same manner, they are only interested in silent and oral reading. but never on digging deeper into the contexts of the texts. in the study conducted by imam et al. (2014) that students’ performance in reading comprehension was at low mastery level. further, it was found out that they poorly performed in understanding vocabulary in context, noting details, predicting outcome, and in making inferences. also, it was noted that this poor performance in reading affected the different learning disciplines. on the contrary, it was recommended that teachers must have to acknowledge that students have different strategies of learning (suson et al., 2020). problems relative to the presence of non-readers especially by those who have poor comprehension skills is still a major problem. though, the study of adapon et al. (2020) cited that care for non-readers (crn) was effective, but still those who had taken the 2018 pisa revealed that they faced difficulty with open response questions which hinted at illiteracy. adding to this, there were 76,000 students from elementary to senior high school were identified as struggling or unable to read (albano, 2021). therefore, this action research presented the efficacy of repeated-reading instructional strategy which is named as fluency-oriented reading instruction (fori). this approach involved the repetition of the same text which was introduced among the english as a second language (esl). it was evidently potent in leading students to have fluency in reading, accuracy, and comprehension (han & chen, 2010). indeed, it is an effective strategy that brings students to the reading texts (powers, 2007). correspondingly, this study is timely and relevant because of the presence of non-readers in the class. with the absence of face-to-face classes because of the covid-19 pandemic triggered the poor reading skills of students (schult et al., 2022). though there were similar studies conducted (powers, 2007; han & chen, 2010; guerin & murphy, 2015; amin, 2022; park, 2022), but were conducted in the international settings. hence, this action research was conceptualized and conducted. action research questions 1. how does fluency-oriented reading instruction (fori) strengthen reading comprehension skills of students in english? 2. what can students suggest to further enhance the implementation of fluency-oriented reading instruction? intervention fluency-oriented reading instruction (fori) is a repeated-reading instructional strategy which was done among the struggling readers. this was done every afternoon after classes were conducted. they were met every day for the duration of one hour before they were freed to go home. reading materials were given to them where they repeatedly read the contents and answer the questions that followed. the reading materials contained pictures that would catch the attention of the struggling readers. its purpose was to motivate them to continue with their quest to improve their reading skills especially in comprehension. pre-test and post-test were given to determine changes on their performance. to determine the efficacy of the fori as a remediation program, each student was given enough time to repeatedly read the texts with the close supervision of the teacher-researcher. https://doi.org/10.54536/ajahs.v1i2.366 https://journals.e-palli.com/home/index.php/ajahs pa ge 65 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 64-67, 2022 action research methods participants and data source the participants of this action research were chosen using the criterion-based purposive sampling. there were ten of them who were selected based on the following criteria: 1. struggling reader; 2. with basic decoding (reading) skills; and 3. with problem with fluency while reading. data gathering methods i followed the protocols in the conduct of this action research. first, i designed fori as an intervention to be given to struggling grade v students. it explained its rationale and the processes of the implementation. an evaluation sheet was formulated. each student was purposively chosen using the criterion-based sampling. since, the participants were underage, a consent-toascent form was given to their parents. they affixed their signature signifying that they gave me the go signal in conducting the study to their children. the intervention lasted for 2 weeks where it was conducted every day after their classes. however, prior to this, the objectives of the study were discussed to them thoroughly. in the same manner, the ethical standards were observed. the anonymity of the student-participants was kept confidential. their names were changed into codes. moreover, after the intervention they were interviewed and were asked relative to its efficacy. also, they suggested for the improvement of the intervention. lastly, the results of the interview were translated to english. themes were extracted and discussed thoroughly. meanwhile, the results were returned to the participants for confirmation. token were given to them as a sign of gratitude for the time and efforts they spent. data analysis thematic analysis was done. the transcripts of the interview were translated to english to achieve universality. i re-read the lines and the responses of the participants before i drew the themes. results and discussions efficacy of fluency-oriented reading instruction (fori) in strengthening reading comprehension skills of students in english increased reading comprehension skills. fori was found to be an essential tool that helped students in increasing their comprehension skills in english. prior, to its implementation, those struggling students could not even understand the meaning of words and phrases. when they tried to decode its meaning, they translated it, thus it affected the overall meaning and provided a context that is different from what it should mean. during the interview, it was shared that: “i am grateful that we have this kind of program especially for us who have the difficulties of digging deeper into the meaning of texts. first and foremost, i did not really have the confidence because i considered myself one of the weakest in the class. finally, with this program i am able to develop my skills. it was easy for me to grasp the contexts and used those words and phrases in speaking and writing.” (participant 2) in addition, the same thought was stated by the participant: “prior to the implementation of the intervention, i could hardly understand what i read. with the repetitive strategy, i was able to appreciate that everything was just easy. also, i can say that i am ready to the next ladder of learning.” (participant 4) the theme is in consonance with the findings of park (2022) that repeated reading rate and comprehension skills of the students. there was a positive correlation between their reading rate and comprehension as manifested on their posttest. for han and chen (2010), they stated that it improved the students’ fluency in reading, accuracy, and comprehension. independent readers. because of the implementation of fori among the students, it made them as independent readers. they were able to read by themselves even without the intervention of the teacher. every day, there were changes on their perceptions and participations relative to the efficacy of the intervention. furthermore, the students are able to develop a reading habit where they showed independence in understanding the texts. the result was supported by the narrative of the participant, who said that: “i was glad that i was chosen to participant in the said program. i knew that i could make it. now, i can read independently. unlike before that i really struggled with the texts.” (participant 1) in the same vein, “i really appreciated fori. it enhanced by reading skills. now, i can easily understand the meaning of words.” (participant 5) further, it was sustained that: “for me, the intervention was effective. with the help of the teacher, i can read even without her.” (participant 7) repeated reading strategy helped students to have the command of the language. thus, they can have the deeper understanding of the texts. eventually, this made them independent readers where they do not need anymore the help of an adult that will guide them (soleimani et al., 2022). conversely, guerin and murphy (2015) concluded that students could uncover the meaning of texts through strategic reading whereby it increase their levels of selfdirected learning. suggestions to further enhance the implementation of fluency-oriented reading instruction (fori) involvement of teachers. since this intervention was implemented in one grade alone, it was suggested that teachers in all levels should have to utilize it to their students who have the same experiences. reading begins from the lower levels. and thus, any problems with non-readers can be associated with poor teaching and intervention strategies of teachers. one of the participants reiterated that: “i guess, teachers in all grade levels should have to adopt this intervention/strategy.” (participant 6) in support, “i want all teachers should implement the said strategy to their http://https://journals.e-palli.com/home/index.php/ajahs pa ge 66 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 64-67, 2022 students also. struggling readers are not only among us but also coming from the lower grades.” (participant 9) it was suggested that without the appropriate guidance, students’ interests in reading will decrease (nichols et al., 2009). teachers’ practical knowledge helped shapes students’ interest towards reading (meijer et al., 2001). provisions of reading materials for home reading. it cannot be denied that in order for the students to love reading is the availability of sufficient reading materials which they could bring at home. mostly, these materials are only for the classroom used and were not allowed to be brought by the students. this suggestion strengthens the importance of reading at home. they can also share these to their siblings. as such, there are adults at home that would guide them in their quest for higher learning. it was highlighted during the interview that: “i want that more books will be available for home reading.” (participant 1) “i wish that we will be allowed to bring those books at home where we could continue enhancing our skills instead of spending our time in playing online games and watching tv.” (participant 10) students who have struggles in reading need more support from their teachers, peers, and parents. homes should have the necessary reading materials which will increase their interest towards readings. aside from this, home is where learning begins (andrés et al., 2010; oliveira et al., 2016). conclusions based on the findings, this study concluded that fluencyoriented reading instruction (fori) was an effective strategy which was used in enhancing the reading comprehension skills of the pupils. indeed, this enabled them to easily grasp the contexts of their lessons not only in english but in all subject areas. in the same manner, this strategy is a big help for the teachers to let their students improve their capabilities in learning. recommendations since this strategy was found to be effective, it is hereby recommended that each teacher from all grade levels should have to use this in enhancing the reading capabilities of their students. moreover, findings of the study could be the springboard where it can be used by future researchers. limitations this study is action research. thus, it involved only a few learners. also, this was conducted in two weeks. reflection generally, the intervention was found to be effective in strengthening the reading comprehension skills of the students. as a teacher, i was very happy with the findings of the intervention. nevertheless, this will not be made into reality without the participation of the parents who gave me the consent to conduct this action research to their children. more importantly, when teachers have the focus and in teaching of reading, i believe that no one will proceed to the next grade without the necessary skills in reading. comprehension is very crucial because without this reading is useless. it is the ticket of the students to bring themselves to the texts and eventually learn lessons and apply them into their daily lives. fori as a strategy opened my horizon as a teacher and a researcher. i can say that if this will be adopted by my colleagues then, i could expect no difficulties in delivering the lessons. knowing that english is used in different disciplines, therefore, it will free them from the bondage of illiteracy. references adapon, m. t., & mangila, b. b. (2020). helping struggling readers to read: the impact of the care for the non-readers (crn) program on filipino pupils’ reading proficiency. eternal (english, teaching, learning, and research journal), 6(2), 195-218. albano, e.c. jr. (2021, august 24). non readers in high school. the daily tribune. https://tribune.net. ph/index.php/2021/08/24/non-readers-in-highschool/ amin, e. a. r. (2022). using repeated-reading and listening–while-reading via text to-speech apps. in developing fluency and comprehension. world journal of english language, 12(1). andrés, m. l., canet-juric, l., richard’s, m. m., introzzi, i., & urquijo, s. (2010). availability of resources and the acquisiton of pre-reading skills in the family context. psicologia escolar e educacional, 14, 139-148. guerin, a., & murphy, b. (2015). repeated reading as a method to improve reading fluency for struggling adolescent readers. journal of adolescent & adult literacy, 58(7), 551-560. han, z., & chen, c. l. a. (2010). repeated-reading-based instructional strategy and vocabulary acquisition: a case study of a heritage speaker of chinese. reading in a foreign language 22 (2) 242-262. imam, o. a., mastura, m. a., jamil, h., & ismail, z. (2014). reading comprehension skills and performance in science among high school students in the philippines. asia pacific journal of educators and education, 29, 81-94. meijer, p. c., verloop, n., & beijaard, d. (2001). similarities and differences in teachers’ practical knowledge about teaching reading comprehension. the journal of educational research, 94(3), 171-184. mohammed, m. h. (2018). challenges of learning english as a foreign language (efl) by non-native learners. international journal of social science and economic research, 3(4), 1381-1400. nichols, w. d., rupley, w. h., & rasinski, t. (2008). fluency in learning to read for meaning: going beyond repeated readings. literacy research and instruction, 48(1), 1-13 oliveira, a. g. d., conceição, m. c. p., figueiredo, m. r., campos, j. l. m., santos, j. n., & martins-reis, v. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 67 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 64-67, 2022 d. o. (2016). association between the performance in reading of words and the availability of home environment resources. audiology-communication research, 21 park, j. (2022). promoting l2 reading fluency at the tertiary level through timed and repeated reading. system, 107, 102802. powers, l. l. (2007). repeated reading to improve oral reading fluency. digitalcommons.cwu.edu schult, j., mahler, n., fauth, b., & lindner, m. a. (2022). did students learn less duringthe covid-19 pandemic? reading and mathematics competencies before and after the first pandemic wave. school effectiveness and school improvement, 1-20. soleimani, h., mohammaddokht, f., & fathi, j. (2022). exploring the effect of assisted repeated reading on incidental vocabulary learning and vocabulary learning self-efficacy in an efl context. frontiers in psychology, 13. suson, r., baratbate, c., anoos, w., ermac, e., aranas, a. c., malabago, n., ... & capuyan, d. (2020). differentiated instruction for basic reading comprehension in philippine settings. universal journal of educational research, 8(9), 3814-3824. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 indexed in pa ge 34 american journal of arts and human science (ajahs) gender and dance motivation as determinants of dance style choice apple joy coronel1, renz marion tiglao1, realyn solayao1, joseph lobo1* volume 1 issue 1, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i1.281 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: may 21, 2022 accepted: may 28, 2022 published: may 31, 2022 this study aims to determine the relationship between gender and dance motivation to dance style choices of 85 students taking bachelor of performing arts at city college of angeles. the study was conducted through an online survey using dance motivation questionnaire (dmq). frequency and percentage were used to describe the gender of the respondents, while mean and standard deviation were used to describe the level of dance motivation, and anova and pearson’s chi-square was used to determine the relationship between dance motivation and gender to dance style choices respectively. from the data obtained from the online survey questionnaire, it was found out there are 38 (n=44.71%) male and 47 (n=55.29%) female who answered the online survey. it was also found out that most of the respondents chose hip-hop as their preferred dance style. the level of dance motivation of the respondents was found out to be moderately high. it was also found out that age and dance motivation have a significant relationship to students’ dance style choice. also, it was found out that there is a difference in dance style choice of the respondents based on gender. overall, it was concluded that the gender and dance motivation are considered determinants of the dance style choice of students. results obtained from this study provide new information to students, teachers, dance enthusiasts and researchers who are interested in conducting studies pertaining to gender, dance motivation and dance style choice. further investigation is highly recommended to support the findings of this study. keywords dance motivation, dance style, gender 1 program coordinator, physical education department, city college of angeles, angeles city, pampanga, philippines. * corresponding author’s e-mail: josephlobo@cca.edu.ph introduction dance is an art form solely based on bodily movement with the accompaniment through different forms and is a form of communication where performers may express themselves, send message, and let the viewers appreciate the art form itself. human being expresses themselves naturally through movement. dance transforms ordinary functional and expressive movement into an extraordinary movement for extraordinary drives; even a common movement such as walking is performed in dance in a decorated way, perhaps in circles or to a special rhythm, and it occurs in a special context. dance may include a fixed vocabulary of movements that have no meaning in themselves, as in much of ballet and european folk dance, or drama and symbolic gestures may be used, as in many asian dance forms. peoples of different cultures dance otherwise and for varying purposes; their varied dance forms can reveal much about their way of life. there are different dance styles under the umbrella of this art form, and this study aims to understand the relationship between dance style choice according to individual differences such as gender and their motivation to dance. dance is a renowned human behavior seen in many cultures and is associated with ancient rites, gatherings, and social occasions (mccarty et al., 2017). it is a type of exercise that is tightly linked to music, creativity, and, in many cases, the presence and physical proximity of a partner (maraz et al., 2015). over the past few years, many students enjoy the different genres and styles of dance. there are seven dance styles which are the (ballet, contemporary, jazz/tap, hip-hop, belly, ballroom, latin) according to the study of barreiro & furnham (2019), there are three hundred and four participants that indicate their styles and answered motivation questions for each one, and the big five personality qualities were all taken into consideration. for each dancing styles, factors analysis revealed three underlying motivation variables (mood enhancement, fitness, and self-confidence). in six of the seven dance types, mood enhancement was the strongest predictor of dancing. it is understood that there are limitations. in recent years, the literature has paid more attention to the reasons for dancing and the elements that influence one’s decision to dance (fink et al., 2021; mccarty et al., 2017). some academics have looked into how personality factors, such as personality, influence dance preferences, and choices. in addition, there is an expanding amount of study concentrating on dancers’ psychological, physiological, and mating motivations. this research aims to find out what motivates dancers in seven different styles. it is specifically looked at how these motives and individual variables such as demographics and personality traits influence the choice of a dance style. personality and dance, music choice (chamorropremuzic et al., 2010), perception and experience of emotion in music (eerola & vuoskoski, 2013), and art preference are all linked to the big five personality traits. studies have also shown a link between these five personality traits and recreational choice. dance is typically performed in mating situations and appears to serve as a human wooing display to attract potential partners. however, research in this area has primarily focused on how people perceive others’ https://doi.org/10.54536/ajahs.v1i1.281 https://journals.e-palli.com/home/index.php/ajahs mailto:josephlobo@cca.edu.ph pa ge 35 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(1) 34-37, 2022 dancing rather than why they dance. women derive quality cues (physical strength, personality) from men’s dancing motions, and vice versa (fertility cues) have been discovered. few empirical research has looked at why people choose to dance, but performance psychology seems to agree that the primary reason for participating in a performing art is to have fun. the majority of studies in this field, on the other hand, have adopted a descriptivequalitative approach to assessment. for folk, ballet, ballroom-competitive, and modern dance, four elements were identified (namely, self-expression, social contact, fitness, and achievement/performing) in order to discover underlying motivational factors of experienced dancers. in this, the study aims to determine the relationship of dance style choice to gender and dance motivation of students taking up bachelor of performing arts, which seeks to answer the following questions: 1. how may the respondents be described in terms of gender? 2. how may the dance style choices of respondents be described? 3. how may the level of motivation in dance of respondents be described? 4. is there a significant relationship between gender and dance motivation to dance style choice of the respondents? methodology the design of the study is descriptive-correlational which aims to determine the relationship of gender and dance motivation to the dance style choice of students pursuing bachelor of performing arts (bpea) at city college of angeles, philippines. students from 1st year to 4th year are the target participants for the study. universal sampling was utilized to gather samples. this sampling technique refers to selecting samples where not all the people in a population have the same probability of being part of the sample. the probability of being selected is unknown. two questionnaires were used in this study. the first part will gather respondents’ gender and their preferred dance style (ballet, contemporary, jazz/tap, hip-hop and ballroom). the second part will be the adapted survey questionnaire from lovatt (2017) which is the dance motivation questionnaire (dmq). this is a 24-item questionnaire that aims to measure and describe the level of motivation in dancing of the respondents. responses are then recorded by a 4-point likert scale ranging from 1 (strongly disagree) to 4 (strongly agree). gathering of data from the target respondents was performed by sending a request letter first addressed to the dean of the institute of education, arts and sciences. the questionnaires were floated via google form and all gathered data were exported to an excel file and were used for analysis. frequency (f) and percentage (%) were utilized to describe the gender and preferred dance style of the respondents. on one hand, mean (m) and standard deviation (sd) were used to describe the level of dance motivation of the respondents. lastly, anova and pearson’s chi-square were used to determine the relationship of gender and dance motivation to dance style choice of bpea students. after the analyzation of data, the excel where all data are encoded was encrypted with a password where the researchers have only the sole access to it. results ibm spss 26 was used to perform the statistical treatment to the data gathered from the respondents. table 1 illustrates the gender of the respondents. there are 44.71% male which is equivalent to (n= 38) and 55.29% female which is (n= 47). table 2 presents the dance style choices of bpea students. based on the responses, it was found out that there are 48.24% of students answered hip-hop dance, which is considered the highest chosen style (n= 41) followed by 32.94% of students who answered contemporary, which is the second-highest (n= 28) and only 4.71% of the students answered ballroom (n= 4) which is the lowest chosen dance style. table 1. demographic profile of respondents gender n % male 38 44.71 female 47 55.29 table 2. dance style choices gender n % ballet 5 5.88 contemporary 28 32.94 jazz/tap 7 8.24 hip-hop 41 48.24 ballroom 4 4.71 table 3 describes the dance motivation of bpa students. based on the given results, most of the students responded that they participate in the dance because it is a good way to learn things that could be useful to them in their lives (m=3.36, sd=0.59) and because it is fun (m=3.35, sd=0.65) which both corresponds to a “very high” interpretation. on the other hand, most of the respondents participate in dance because they enjoy it (m=3,34, sd=0.63), which corresponds to “very high” and dance teaches self-discipline (m=3.20, sd=0.59) which corresponds to “moderately high”. lastly, respondents participate in dance because they value its benefits (m=3.21, sd=0.61) which correspond to “moderately high.” overall, the general weighted mean of dance motivation was found to be “moderately high” (m= 3.02, sd= 0.42). table 4 illustrates the correlation between gender to dance style choices. pearson’s chi-squared was run to determine the relationship between gender to dance style choices. this table found out that male (n=21) and females (n=20) chose hip-hop as their dance style, which is the highest. the second most chosen dance http://https://journals.e-palli.com/home/index.php/ajahs pa ge 36 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(1) 34-37, 2022 style was contemporary, male (n=13) and female (n=15) while the lowest chosen dance style was ballroom, male (n=0) and female (n=4) with a p-value of (p=.266). it was found that there is a significant correlation between gender to dance style choices. table 5 illustrates the correlation between gender to table 3. level of dance motivation statements mean sd interpretation i participate in dance because the benefits of dance are important to me 3.32 .061 very high i participate in dance because i find it pleasurable 3.29 .065 very high i participate in dance because i would feel ashamed if i quit 2.69 .085 moderately high i participate in dance because it is a good way to learn things which could be useful to me in my life 3.36 .059 very high i participate in dance because it allows me to live in a way that is true to my values. 3.24 .059 moderately high i participate in dance because it’s an opportunity to just be who i am 3.26 .062 moderately high i participate in dance but i wonder what the point is 3.02 .068 moderately high i participate in dance but i question why i continue 2.88 0.71 moderately high i participate in dance because i value the benefits of dance 3.24 .061 moderately high i participate in dance because it’s part of who i am 3.09 .700 moderately high i participate in dance because dancing is an expression of who i am 3.15 .715 moderately high i participate in dance because i would feel like a failure if i quit 2.71 .813 moderately high i participate in dance because it's fun 3.35 .064 very high i participate in dance because people push me to dance 2.92 .759 moderately high i participate in dance because i feel pressure from other people to dance 2.78 .792 moderately high i participate in dance because i feel obliged to continue 2.81 .731 moderately high i participate in dance but i question why i am putting myself through this 2.82 .804 moderately high i participate in dance because i would feel guilty if i quit 2.66 .866 moderately high i participate in dance because if i don’t other people will not be pleased with me 2.61 .803 moderately high i participate in dance because i like it 3.24 .610 moderately high i participate in dance but the reasons why are not clear to me anymore 2.61 .817 moderately high i participate in dance because i enjoy it 3.34 .627 moderately high i participate in dance in order to satisfy people who want me to dance 2.94 .821 moderately high overall 3.02 .439 moderately high table 4. association of gender and dance style choice dance style choice male female x2 df p ballet 1 4 5.216 4 .266 contemporary 13 15 jazz/tap 3 4 hip-hop 21 20 ballroom 0 4 table 5. association of dance motivation and dance style choice dance style choice ballet 3.08 .801 .196 .039 .528 contemporary 2.97 jazz/tap 2.90 hip-hop 3.10 ballroom 2.79 dance motivation. eta correlation was run to determine the relationship between gender to dance motivation, wherein gender was identified as the independent variable, wherein male has a mean of (m=3.12) and the female (m=2.95), which corresponds to “moderately high” with an anova value of (f=3.292) eta2 of (.038) with a p-value of (p=.073). the dance style choice, wherein most students chose hip-hop with the highest mean (m=3.10) and were found to be “moderately high”. these dance styles have an anova value of (f=.801) eta2 of (.039) with a p-value of (p=.528). overall results show that there is a significant correlation between gender to dance motivation. discussion in the demographic of bachelor of performing arts (bpea) students in terms of gender, most of the respondents who answered the dance motivation questionnaire (dmq) are mostly female than male from the total sample for the study. also, the dance style choice that was favored by most of the respondents is hip-hop, followed by contemporary, jazz/tap, ballet and ballroom respectively. it can be construed that most of the students who answered the survey highly favored hip-hop because of the rapid growth and popularity of hip-hop culture in the philippines. in regards to the dance motivation of the students, most of the respondents participates in dance because they perceived that they enjoy doing it, the fun (bond & stinson, 2007) that it can give while performing and a good way to learn things which can be useful to their individual lives. furthermore, students participate in dancing because it teaches them how to be disciplined, wellorganized, and the value behind the art form physically and mentally. overall, results can be interpreted that the dance motivation level of the students is moderately high. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 37 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(1) 34-37, 2022 in the analysis of the relationship between gender to dance motivation; the finding revealed that, there is a positive significant relationship between the two based on the pearson’s chi-square test that was performed. furthermore, it was also found out that there is a difference between gender based on their preferred dance style. it was found out that most of the male respondents chose hip-hop compare to female. also, female respondents chose contemporary compare to male. in terms of jazz/tap and ballet, most of the female respondents chose the said dance style compare to male. lastly, ballroom dance was most favored by the female respondents compare to males because no respondents chose this specific dance style. previous studies stated that dance styles have distinct expectations about the role of men and women must conquer or live up to. gender stereotyping have always existed, but more people tried to break down those boundaries and challenge today’s norm which is highly brave move, especially in the field of art. overall analysis revealed that, there is a significant relationship between the two. conclusion based on the findings, the researchers concluded that among the dance style choice that were mentioned to this study, hip-hop is the most preferred dance style choice of the bachelor of performing arts students. it was also found out that the level of dance motivation of the students is moderately high. lastly, the relationship of gender and dance motivation to dance style choice; the results yielded a significant relationship between the variables and researchers concluded that there is difference between male and female regarding their preferred dance style. most of the male respondents preferred hip-hop than female; contemporary, jazz/tap, ballet and ballroom dance are highly preferred by female compare to male. regarding the correlation between dance motivation and dance style choice, the researchers concluded that the level of motivation of students is related to their preferred dance style. the main goal of this study is to determine the relationship of gender and dance motivation to dance style choice of the students. overall, the researchers concluded that gender and dance motivation are determinants of the preferred dance style of students. however, these findings are not yet conclusive and further investigation is highly recommended. recommendations based on the results of the study, the researchers recommended the following: 1. regarding to dance motivation of the students, the researchers highly recommend that experts like professional dancers, choreographers, and teachers who are under the physical and performing arts department should motivate the students to engage themselves in dancing and provide programs where they engage themselves (e.g., webinar, seminar, dance showcase and history of dance) wherein they will train their students and give them enough knowledge about different dance styles and how it may affect them physically, socially and mentally. in this way, students will explore more about dance, and they can enhance their skills through exposing themselves in dancing. this can be a way for them to realize what dance styles they prefer and enjoy. 2. since the result of this study is not yet conclusive, it is highly recommended that further investigation can be conducted particularly in the components that were measured in this study. additional respondents and variables can also be added to this existing research and utilize other statistical methods that may support or contradict the findings of this study. references barreiro, c. a., & furnham, a. (2019). individual differences as predictors of seven dance style choices. psychology, 10(06), 916–930. https://doi. org/10.4236/psych.2019.106059 bond, k. e., & stinson, s. w. (2007). ‘it’s work, work, work, work’: young people’s experiences of effort and engagement in dance 1. research in dance education, 8(2), 155–183. https://doi. org/10.1080/14647890701706115 chamorro-premuzic, t., fagan, p., & furnham, a. (2010). personality and uses of music as predictors of preferences for music consensually classified as happy, sad, complex, and social. psychology of aesthetics, creativity, and the arts, 4(4), 205–213. https://doi.org/10.1037/a0019210 eerola, t., & vuoskoski, j. k. (2013). a review of music and emotion studies: approaches, emotion models, and stimuli. music perception, 30(3), 307–340. https:// doi.org/10.1525/mp.2012.30.3.307 fink, b., bläsing, b., ravignani, a., & shackelford, t. k. (2021). evolution and functions of human dance. evolution and human behavior, 42(4), 351–360. https://doi. org/10.1016/j.evolhumbehav.2021.01.003 lovatt, p. (2017). dance motivation questionnaire. https:// www.peterlovatt.com/quiz/dance-motivation/ maraz, a., király, o., urbán, r., griffiths, m. d., & demetrovics, z. (2015). why do you dance? development of the dance motivation inventory (dmi). plos one, 10(3), e0122866. https://doi. org/10.1371/journal.pone.0122866 mccarty, k., darwin, h., cornelissen, p. l., saxton, t. k., tovée, m. j., caplan, n., & neave, n. (2017). optimal asymmetry and other motion parameters that characterise high-quality female dance. scientific reports, 7(1), 42435. https://doi.org/10.1038/ srep42435 http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 pa ge 8 american journal of arts and human science (ajahs) portable water sources in rural communities the experience of togmaa community in the wa west district jonah amosah1*, tahiru lukman2, raymond aitibasa atanga3 volume 2 issue 1, year 2023 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v2i1.1158 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: january 4, 2023 accepted: february 07, 2023 published: february 13, 2023 surface waters are the main drinking water source for many rural communities in ghana including wa west district and togmaa in particular. the water crisis in togmaa is a threat to quality sanitation and health in the community. this necessitated the study. a case study approach enabled the researchers to delve much into the phenomenon under study. the methodology included the use of a mixed-method approach (qualitative and quantitative). the sampling technique used was simple random and purposive sampling. a semi-structured interview guide was used to gather data from 39 households as sampled for the study. key informant interviews were also used to gather data from chiefs, assemblymen, magazia (women leader) and the wa west district assembly. the study also used observation to observe the water sources in the community. data gathered from semi-structured interviews were coded and entered into the spss to generate results and presented in microsoft word using pie charts, bar charts and tables. with the qualitative data using key informant interviews were transcribed and classified under themes with quotes from respondents. the results and conclusions from the study revealed that togmaa community lack a portable water source compelling resident to drink from polluted pounds; it was also found that community members’ enthusiasm to contribute to a borehole facility is thwarted by the poor household income status. other findings revealed that the people of togmaa believe the government of ghana has the main responsibility to provide them with a water facility, even though they are also willing to contribute their human resource and meagre incomes towards getting a befitting water facility. keywords rural water supply, provision, government, capacity, sustainability & diseases 1 department of development studies, faculty of integrated development studies, simon diedong dombo university of business and integrated development studies (sdd-ubids), ghana 2 department of environment and resource studies (ers), university for development studies, ghana 3 department of environmental science, faculty of earth and environmental science ckt university of technology and applied science, ghana * corresponding author’s email: jamosah@ubids.edu.gh introduction the social impact of rural water supply activities involves the distributional impact of rural water supply programs on the well-being of different stakeholder groups, focusing on the poor and vulnerable in the communities. those in charge of rural water supply systems need to implement projects with the right incentives to achieve full participation of men, women, minorities and the poor. with improved water and sanitation services, there is a threat to reduce consumption, especially by the poor, due to payment for improved services. the poor may resort to unsafe sources to avoid payment for water (gog, 2010). providing safe drinking water in rural areas is a major challenge because it is not easy to establish institutional arrangements to ensure that drinking water facilities are provided, maintained, and managed efficiently, equitably, and sustainably (asante, birner and yan, 2010). providing safe drinking water in rural areas is subject to both market and government failures. the private sector also does not usually have sufficient incentives to invest in rural water supplies due to the high costs of infrastructure development in areas with low population density and the high transaction costs of collecting fees for drinking water in such areas, especially if the awareness of the value of safe drinking water is limited and if people can easily resort to other (although unsafe) water sources (asante, birner and yan, 2010). even though the country has adopted the communitybased approach to the provision of rural water, communities are not always involved fully in all the stages of water provision (world bank, 2008). the water and sanitation committees in the communities (watsan) in the districts are hardly involved in the choice of contractors in charge of establishing drinking water facilities (world bank, 2008). they, therefore, do not have adequate opportunities to express discontent with the contractor’s work when they observe problems. responsibility for monitoring drinking water quality in rural areas remains unclear. for now, the community water and sanitation agency (cwsa, 2007) has undertaken this. water quality tests are done before the commissioning of facilities based on standards set by the ghana standards authority (aquaya, 2020). the difficult hydrogeological situation and problems associated with water quality in some parts of the country particularly the northern part of ghana raise concern for increasing access in those regions (gog, 2010). government support to the rural water supply sector has traditionally focused on designing and constructing systems based on prescribed needs. these needs are usually linked to perceived health improvements and give little consideration to the demand for or sustainability of services (gog, 2010). furthermore, governments and donors often end up supporting projects within the same community without any coherent strategies (awuah https://doi.org/10.54536/ajahs.v2i1.1158 https://journals.e-palli.com/home/index.php/ajaset mailto:jamosah%40ubids.edu.gh?subject= pa ge 9 https://journals.e-palli.com/home/index.php/ajaset am. j. arts hum. sci. 2(1) 8-14, 2023 et al, 2009). roles for project planning, implementation, cost recovery, operations and maintenance (o&m) and asset ownership are poorly defined and communicated (mlgrd, 2009). however, since most rural and periurban communities are not connected to treated surface water, groundwater that is derived from boreholes is common (cwsa, 2007). most rural communities are vulnerable and still resort to drinking water from open sources given the lack of borehole facilities (who, 2012). by and large, water quality from these sources proves grossly poor (world bank, 2004). due to drinking contaminated water, diarrheal disease is the third most commonly reported illness at health centres across the country and 25% of all deaths in children under the age of five are attributed to diarrhoea (van rooijen, 2009). the majority of waterborne illnesses are enteric diseases (i.e. intestinal diseases) transmitted through the faecal-oral route. in the transmission pathways of disease through water contamination, human faeces from public defecation end up in water sewages and non-recycling latrines, which are then collected in the local surface waters by rainfall and ingested by local inhabitants through direct exposure, absorption, and ingestion (awuah, 2009). although the government of ghana has established ministries and agencies to ensure water supply in the rural communities, coupled with the huge government expenditure on the provision of water in the rural areas, the situation does not seem to improve, as most rural communities in the upper west region including those in the wa west district still obtain their water from open sources. this study explores the lack of potable water sources in togmaa community and the experiences of the households as well as analyzing the community’s adaptive capacity to acquire potable water for their own use. the vulnerable of community members is further compounded by climate change, which makes water more scarce through droughts and extreme temperatures (un, 2020) and more unpredictable and polluted water sources (un, 2020). the lack of water sometimes leads to violent conflicts between community members and fulani herdsmen who compete with them for the limited amount of water causing social insecurity and worsening the already precarious economic position of the people in the togmaa community (akudugu and alhassan, 2012). the study therefore aims to proffer solutions by answering these research questions • what is/are the household water sources and use within the togmaa community? • what is the people’s capacity of togmaa to acquire a potable water supply system? • what are the possible sources of obtaining portable water facilities for the community? literature review rural water supply in ghana globally, the need for water cannot be overlooked. who (2009) indicated the lack of safe drinking water has become a major concern for most developing countries. who (2009) reported that more than 3.4 million people die each year from water, sanitation, and hygiene-related diseases as a result of poor quality. closely all deaths, 99 percent, occur in the developing world (who 2009). the report further estimates that 780 million people lack access to improved water sources; about one in every nine people. the water and sanitation crisis claims more lives through disease than any war claims through the gun (who, 2009). the same report from who has stated that women spend more than 200 million hours a day collecting water thereby hampering their productive hours (who, 2009). in ghana, the mandate of the national community water and sanitation agency (ncwsa), a body responsible for providing rural and small town water has consistently failed to meet projected targets. despite a marginal increase in water coverage, there has been a consistent declining trend in meeting targets (cwsa, 2012). the reports show that rural water coverage increased from 27% to 30 % in 1999 and further expanded to 46.3% in 2003 and 51.1% and 51.9% in 2004 and 2005 respectively and increase to 64% from 2012 to 2014 and slightly t0 65% in 2015 (moti, 2020). notwithstanding this, access to potable water remains a challenge in rural ghana. about 20 million ghanaians (predominantly those in rural areas and small towns) are within the operational area of ghana’s community water and sanitation agency (cwsa) (moti, 2020) the cwsa (2012) indicated that rural water coverage in ghana is far below the sustainable levels needed to curb the high incidence of water-related diseases. the ministry of health shows that water-borne diseases are among the top reported cases in ghana. malaria, guinea worm infestation, typhoid fever, diarrhoea and hepatitis are among the prevalent cases (ministry of health, 2010). most rural people in the upper west region rely on surface water sources, which frequently contain lifethreatening parasites and high microbial content. in some communities, the water has significant discoloration and contains dangerous minerals (metwally, et al, 2006). during the dry season, many areas suffer from water scarcity. this equally contributes to the inadequacy of access to safe drinking water among rural dwellers in the region (ahmed, 2006). methodology the wa west district is one of the 11 municipalities and districts in the upper west region. the total population of the wa west district is estimated at 81, 348 representing 11.6% of the total population of the upper west region (gss, 2012). the wa west district has 40, 227 (49.5%) people being males with 41, 121 (50.5%) people being females (gss, 2012). the district population has a broad youthful base with aged groups 0-4, 5-9, 10-14, and 15-19 being the majority of the district population (gss, 2012). the district is situated in the western part of the upper west region, roughly between longitudes 9º 40’ n and https://journals.e-palli.com/home/index.php/ajaset pa ge 10 https://journals.e-palli.com/home/index.php/ajaset am. j. arts hum. sci. 2(1) 8-14, 2023 10º 10’ n and between latitudes 2º 20 w and 2º 50’ w. it shares boundaries to the south with savannah region, north-west by nadowli district, east by wa municipal and toward the west by burkina faso (gss, 2012). the wa west district has a landmass of 1,856 square km, (gss, 2012). the study community togmaa is under the wechiau area council of the wa west district of the upper west region. the community has a total population of 317 people. the community was purposefully chosen because it has a youthful population and predominantly engaged in farming food crops and rearing poultry and livestock as their economic activities. the scarcity of potable drinking water sources necessitated it choice since inhabitants are still drinking from open exposing the communities to disease outbreaks. figure 1: map of wa west district source: harmattan geo-spatial, 2019 the study adopted the mixed design, a mixture of quantitative and qualitative approaches (mugenda, 2003). the design was used to guide the study on rural water accessibility in togmaa community. the mixed method combines the strengths of both methods through triangulation to come out with credible data. the principal idea of using methodological pluralism is to bring about meaning using multiple sources and then employ the use of threading to come out with a theme or themes across the data sets, “to create a constellation of findings which can be used to generate a multi-faceted picture of the phenomenon” (moran-ellis et al. 2006). the main advantage of using both quantitative and qualitative approaches is that it provides a better understanding of the problem than either approach alone (creswell and plano clark, 2007). the research design adopted was the case study approach to obtain in-depth knowledge about the water situation in the togmaa community. yin (2003, 2014) preferred the strategy because it enables the investigator to ask when ‘how’ or ‘why’ question about contemporary set of events, over which the investigator has little or no control. the quantitative technique was basically used to quantify responses on rural water accessibilities and challenges through a questionnaire. the quantitative data was organized and entered into statistical package for social sciences (spss) version 20. the results were therefore quantified and presented in simple frequencies and percentages. the qualitative techniques, on the other hand, were inductive, holistic, subjective and processoriented to help understand, interpret and describe information gathered on rural water accessibility. a semi-structured interview guide was used to collect the qualitative data. the semi-structured interview guide contained both open and closed-ended questions. the data was transcribed, then coded manually and categories and themes were generated and used for the analysis. the study sampled 39 households as respondents from the community using yamini’s formula for sample size determination and through simple random sampling respondents were selected.. key informant interview and observation as a form of purposive sampling technique was also employed to gather data. the key informant interview was used to gather information in-depth information from the chief, opinion leaders, youth leader, ‘magazia’ (women leader) and the electoral area assemblyman, while an observation checklist was adopted to observe the source of water and household water usability. furthermore, the study also gathered secondary data. institutions such as the environmental health and sanitation unit of the wa west district assembly, cwsawa also provided some useful information as the secondary source. this catered on mainly water provision and sanitation issues in the region. results household water source and use with regards to household water sources in the togmaa community, it was revealed that the only source of drinking water was the pond which contained unwholesome water and that to get access to potable water residents had to work several kilometres to neighbouring communities. the study revealed that 92% of respondents say they drink from the pond especially during the rainy season making them susceptible to water borne diseases, while 8% of the households indicated that they trek several kilometres to fetch water from the neighbouring communities, as such they waste productive hours to get water and they also indicated that this affects the education of their children because they have to get up early and get water before they can go to school. the implication is that their children might be backwards in their pursuit of their educational and career development. this is shown in table 1 below. responses from key informant interviews also revealed that residents of togmaa drink from polluted and reptilehttps://journals.e-palli.com/home/index.php/ajaset pa ge 11 https://journals.e-palli.com/home/index.php/ajaset am. j. arts hum. sci. 2(1) 8-14, 2023 infested ponds and dugouts. this was a theme that all the respondents echoed. this indicates that access to potable water is woefully inadequate in the togmaa community. an opinion leader who had spent all his life in the community confirmed this by saying that: since time immoral we have been drinking this polluted water. sometimes we feel pain when urinating, women and children often complain of stomach pains. our case is not a matter of choice; we only have these sources to fetch water for drinking, cooking, bathing and all our domestic activities (opinion leader, togmaa). in terms of household water use, another key informant added that: we use this water to bathe, cook food and for our building purposes. our poultry birds drink from it while we share the stream and ponds with livestock. sometimes they wade through the water causing more turbidity (kii, togmaa). from the observation, it was evident the community members drink from open water sources and this could have a negative bearing on their health by causing waterborne and water-related diseases such as cholera, typhoid, dysentery and others. in fact data from wechiau health facility which is patronised by members of the togmaa community did indicate that among the ten topmost diseases diarrhoea was leading followed by malaria and dysentery which are all water related diseases. table 1: household water source and use variables household response frequency percent (%) water source and use open streams/ pounds 36 92 borehole 3 8 total 39 100 source: field survey (september, 2021) figure 1: a dugout after rains as a source of drinking water. community adaptive capacity to acquire potable water supply facility the study also examined factors that account for the lack of potable water sources in the togmaa community. through key informant interviews we wanted to know what efforts they are making or could make to to provide potable water for themselves, from the responses it was clear that they wished they could do that on their own but being peasant farmers it was difficult for them to mobilize the needed resources. it was revealed that the community water scarcity has been used as political bait during electioneering years. political parties give unfulfilled promises to provide potable water to them when voted into power but end up neglecting them when they win power. a woman during the interviews buttress this when she said that “when it is time for elections, the political parties will organize a massive rally and promise to construct boreholes in all communities including togmaa. sadly, you will never see or hear from them after the election. even those who will win don’t even think about us. we are fed up with promises and our faith now lies in the hands of god” (kii, togmaa). the study further conducted a swot analysis engaging local key informants on the adaptive capacity analysis of the community’s ability to have access to potable water. details are provided in table 2. source of obtaining potable water supply facility the study also examined respondents’ views regarding the community’s need for a potable water facility and how to get it provided. the majority of the respondents, 48%, believed that the government of ghana through allied agencies such as the wa west district assembly, community water and sanitation agency and ghana water company limited should provide figure 2: a pound as a source of water engulfed with weeds and algae. https://journals.e-palli.com/home/index.php/ajaset pa ge 12 https://journals.e-palli.com/home/index.php/ajaset am. j. arts hum. sci. 2(1) 8-14, 2023 table 2: swot analysis of the togmaa community on portable water provision. issues strength weakness opportunities threats community capacity to acquire a borehole facility √ the willingness of community members to contribute towards a borehole facility √ community members have no prudent income source as they are mainly peasants. √ presence of nongovernment organisation (ngos) supporting the provision of borehole facilities cost of raw material for borehole construction √ potentials of community to have an effective watsan committee √ there is the possibility of some community members unwillingness to contribute to borehole construction cost √ the existence of the district assembly to supplement the community in the construction of the boreholes as well as provide training for the watsan committee members. √ the presence of artisans to be trained as local technicians for maintenance √ the existence of the cwsa provides support for the community in terms of capacity building. √ availability of land to construct a borehole facility √ experts and borehole construction companies available within the upper west region source: field survey (september) 2021 the community with water facilities, preferably a borehole for a start. another group of respondents (26%) indicated non-governmental organization in the future should extend their humanitarian service to togmaa, while 5% were of the view that, togmaa water facility ownership could be realized through philanthropic gestures. other categories of household respondents (21%) cited selfhelp initiatives through contributions by community members. respondents were of the view that the continuous neglect of the community brings to fore the need for community members to take their own initiative to provide a borehole facility for themselves. an opinion leader had this to say about the neglect of the community ‘‘adding up to what has been said, the government of ghana and the wa west district assembly have abandoned us. we see a lot of boreholes being drilled in other communities to the neglect of togmaa. we have made frantic efforts to appeal for a borehole and yet nothing has been done about that. we only have to turn our hope and appeal to non-governmental organisations (ngos) to come to our aid. maybe that is the only way we can secure a borehole facility’’. details on strategies for the acquisition of a borehole facility are presented in figure1 below. figure 2: source of obtaining potable water supply facility (source: field survey, september, 2021) discussion the study identified three many issues worthy of discussion regarding the water situation in wa west district and for that matter togmaa community. the three issues include household water source and use, community adaptive capacity to acquire potable water supply facilities and source of obtaining potable water supply. these issues are anchored on the fact that community water and sanitation agency and the ghana water community limited under the auspices of the https://journals.e-palli.com/home/index.php/ajaset pa ge 13 https://journals.e-palli.com/home/index.php/ajaset am. j. arts hum. sci. 2(1) 8-14, 2023 ministry of sanitation and water resources are given the mandate to provide water to rural, per-urban and urban areas respectfully. water sources and use was identified as the first issue which needed attention to understand their source of water and the walking distance to access potable water. community members trek several kilometres to access potable water at a fee which most inhabitants cannot afford as such resort to the use of the open sources of water which are mostly infested opening them up to various form of water-borne diseases. we found out that drinking from open sources of water has led to certain diseases and this invariably affects productivity of a predominantly farming community. the result of this we found was the meagre income they gain from their farming activities which is far below the minimum wage in ghana. the farming is mostly from hand to mouth and might not last them till the next farming season since the northern part of ghana has a unimodal rainfall pattern. as noted by who (2012) most rural communities resort to drinking from open water sources which togmaa in wa west district is no exception, the end result of drinking from these open sources are water and hygiene related diseases such as dysentery, typhoid diarrhoea and so many more. in the same vain in consonance with our findings the world bank (2004) reported that diarrheal disease is the most common reported illness at health centres in ghana and 25% of children under age five deaths are attributed to diarrhoea (van rooijen. 2009). these findings mirror what we identified in togmaa and awuah (2009) further reiterating that majority of water-borne illness are enteric diseases transmitted through open defecation which end up in open water sources through faecal-oral route. in view of this there is the need for the cwsa which is mandated to provide rural communities with potable water as a matter of policy to provide the habitants with a borehole to reduce the burden and incidence of diseases. to add to this is the adaptive capacity of the community to acquire its own water facility which the authors examined. with regards to this we found out that political activists have always used the provision of potable water as a bait to win votes from the electorates in the community since the they know the community is vulnerable and cannot marshal the necessary resources to provide their own water facility. in view of this we conducted a swot analysis to determine their strength, weakness, opportunities and threats which can hamper their ability to provide for themselves a potable water facility. from the analysis with the respondents we found out that community members were willing to contribute resources both human from their meagre resources to help finance the provision of borehole for the community, we also found out that there was a water and sanitation committee in the wa district assembly which can assist the community to effectively manage the borehole if they get one as well train artisans to maintain any facility in the near future. the major weakness we identified was that most of the community members are peasant farmers and the majority might not be able to contribute financially even though they would have wished to. regarding opportunities, we identified a number of nongovernmental organizations operating in the district which the assembly can leverage to assist in providing potable water to the togmaa community. the district also boost of a number water construction companies which can be used to drill boreholes for water-deprived communities such as togmaa but a major impediment we identified is the cost of materials to construct these boreholes. we therefore appeal for philanthropic organizations to assist in this direction to alleviate the plight of the people. the last aspect we delved into was finding out the source of obtaining or getting a water supply facility from the community. the overwhelming response was that government should provide them with the water facility, which is in consonance with the community water and sanitation agency mandate by law to provide potable water to rural and small towns in ghana. in this regard we suggest that ngos, philanthropist and through selfinitiatives the togmaa community can provide a borehole for its self to alleviate them from their perennial water problems which comes with water borne diseases. conclusion and recommendations the study reveals that the togmaa community lacks portable water sources compelling community members to drink from ponds and open sources. the study further reveals that although the community is highly enthusiastic to contribute toward a borehole facility, the lack of adequate income among households could hinder selfhelp initiatives to own a borehole. other findings reveal the majority of household respondents (48%) believe the government of ghana is duty-bound to provide them with a borehole facility. based on the findings of the study, these recommendations could help in addressing the issues: • there should be a move from over-dependence on any source of drinking water to the conjunctive use from several sources, viz., ground, surface water, and rain water harvesting including recharge/roof water collection. drinking-water supply significantly impacts public health and the success of sanitation practices. a co-joint approach between rural water supply and rural sanitation services needs to be focused on in other to help togmaa have access to portable water supply and sanitary facilities. • to ensure equitable development, there is the need to focus on developing self-help initiatives for the people of togmaa to enable them to mobilize resources to build water resources infrastructure such as borehole facilities. households should, therefore, be actively involved in the community engagement process for a collective action • collection issues, improving operational and cost efficiency and installing financial discipline and managerial efficiency for satisfactory operation and maintenance https://journals.e-palli.com/home/index.php/ajaset pa ge 14 https://journals.e-palli.com/home/index.php/ajaset am. j. arts hum. sci. 2(1) 8-14, 2023 culture for private, government and or philanthropic-led initiatives of the installed water system (borehole) will help ensure a high sense of ownership. this appeal may resolve the unending water situation in togmaa. • the environmental health and sanitation unit of the wa west district should focus on training households in togmaa in terms of water treatments. this will help reduce the presence of ecoli and other disease-causing organisms in the pond they drink from. • as part of governments efforts to ensure all year round farming to better the lot of rural dwellers, a community managed irrigation scheme should be constructed to enable them gain extra income during the dry season. this initiative will go a long way to enable them to undertake self-help initiatives to provide potable water for themselves and avoid feuds with herdsmen. acknowledgement author contribution statement lukman tahiru and jonah amosah (phd) conceived the idea of the research, the data tools, collected and analysed data. they as well wrote the paper. raymond atiibisa atanga as well as the other authors interpreted the data. he as well did the proof reading. funding statement the work was self-funded by the authors data availability upon request data will be made available declaration of interest the authors declare no conflict of interest references akudugu, m. a., & alhassan, a. r. (2012). the climate change menace, food security, livelihoods and social safety in northern ghana. international journal of sustainable development and world policy, 1(3), 80-95. asante,f.,birner,r.andyan,s. (2010). opportunities and challenges of community-based on rural drinking supplies: an analysis of water and sanitation committees in ghana. environment and production technology division washington, d.c. international food policy research institute. aquaya (2020). ghana institutional framework for water provision. institutional framework bri ef. awuah,e.,nyarko,k.b.,owusu,p.a.,&osei-bonsu,k. (2009). small town water quality. desalination, 248(1), 453-459. http//doi.org/10.1016/j.desal.2008.05.087 creswell, j. w., & plano clark, v. l. (2007). designing and conducting mixed methods research. thousand oaks, ca: sage. cwsa (2007). community water and sanitation agency (cwsa) corporate brochure. accra, ghana. gog (2010). ghana sanitation and water for all compact. http://www.sanitationandwaterforall.org/ files/the_ghana_compact.pdf mlgrd. (2009). national environmental sanitation strategy and action plan, 59. nessap limits the implementation of clts to rural areas and towns under 7,500 population. accra, ghana. moran-ellis, j., alexander, v. d., cronin, a., dickinson, m., fielding, j., sleney, j., & thomas, h. (2006). triangulation and integration: processes, claims and implications. qualitative research, 6(1), 45-59. moti (2020). water and sanitation in ghana review. israel’s trade and economic mission to ghana embassy of israel, manet tower, airport city, accra. public utilities regulatory commission (2002).water accessibility and supply in ghana: large scale quantitative socio economic research amongst residential customers. accra, ghana uphoff, n., (1986). local institutional development: an analytical sourcebook with cases. kumerian press: west hartford, ct. undp/world bank (1996). water and sanitation program, 1996 annual report, july1994-june1995. transport, water and urban department, the world bank. washington, d.c. united nations (2020). un world water development report 2020: water and climate. who (2009). diarrhoea: why children are still dying and what can be done. who & unicef press. http://apps.who. int/iris/bitstream/10665/44174/1/9789241598415_ eng.pdf world bank, (2010). global economic monitor, 2010 average. washington dc, usa. world bank (2008). a demand-driven approach in service-delivery: the community wate rand sanitation program in ghana, accra ,ghana. world bank (2004). project appraisal document for a second urban environmental sanitation project. washington dc,usa world bank, (1997). honduras social investment fund project (fhis). staff appraisal report. country department ii. the world bank. washington, d.c. yin, r. k. (2014). case study research: design and methods (5th ed). thousand oaks, ca. yin, r. k. (2003). case study research: design and methods (3rd ed.). applied social research methods, series, 5. london: sage publications. sage publications. https://journals.e-palli.com/home/index.php/ajaset pa ge 1 pa ge 20 american journal of arts and human science (ajahs) gendering in music: an autoethnographic-phenomenological tale leoncio peralta olobia1* volume 1 issue 5, year 2023 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i5.1087 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: december 17, 2022 accepted: january 04, 2023 published: january 06, 2023 gendering in music in my autoethnographic-phenomenological tale is drawn heavily from my personal experiences highlighting music composition and performance, deciphering gender norms through musical utterances illuminated in my mother’s lullabies and my grandmother’s lamentations as musical rhetoric. while the foregoing forms part of my creative space, reflexivity borders the self as located within cultural praxis. result of the study reveals that vignettes of my musical journey create socio-cultural representations rooted with phenomenological nuances that are magnified through entrainment and association, forming ideological patterns articulated through uniform and regular rhythmic pulse, for instance, as mirrored in the narratives of people’s common ideologies and struggles for emancipation that are illuminated in melodic kundiman songs, depicting gendering in music as a social-construct viewed from the lens of critical discourse. in conclusion, this tale foregrounds self-culture relationship and understanding where patterns of meanings utter gendered norms in musical tales affecting thoughts, emotions, and forming socio-cultural resonances and representations. keywords association, entrainment, feminism in music, gendering in music 1 leyte normal university, paterno street, 6500 tacloban city, philippines * corresponding author’s e-mail: leoncio.olobia@lnu.edu.ph introduction this narrative study encapsulates an autoethnographicphenomenological tale of my musical journey centered around gendered representations and resonances in both music composition and performance. composition constitutes my written music and performance embodies selected performances of established works. as an inquiry into gender voices in music, the narrative traverses through conscious and unconscious telling of gendered nuances such as feminism through sound utterance. the format is narrative in nature, hence, free style of writing is used. gendering refers to the process of socialization according to the dominant gender norms (scibar, 2015). it is the attribution of qualities or behaviors typical of either masculinity or femininity to persons, objects or phenomena: “the ascription of masculine or feminine quality to some pair of opposed entities or concepts” (guck, 1994 as cited by sergeant & himonides, 2016). as a discourse, gendering in music argues that music has been described as “a dynamic mode of gender” (taylor, 2012) “an essentially gendered discourse”, “a marker of sexual identity…” meaningful only within a context of “…gender, race and ethnicity” (treitler, 2011as cited by sergeant & himonides, 2016), “fraught with genderrelated anxieties,” and the history of musical form and structure described as “a heavily gendered legacy.… bound up with issues of gender”, and that “classical music—no less than pop—is bound up with issues of gender” (mcclary, 1991, pp. 16, 18, 54 as cited by sergeant & himonides, 2016). having said, gendering in music fosters awareness and sensitivity in gender representation through musical articulation. gendered discourse implies a critical perspective of gendering in music grounded on women emancipation, gender inclusion and empowerment where gender-fair philosophy instigates equity in musical composition. on the other hand, one of the ticklish discussions in feminine power through music is the gendering of musical performance practices taking place from the perspectives of audience, music educators, and performers. in popular music culture, audiences often base their opinions of what constitutes an acceptable musical performance on the visual aspect of performance or the image and persona created by the performers (curtis, 2018). for example, such icons as lady gaga, beyonce and billie ellish strengthen the feminist cause in their music, using lyrics and personae as a means to promote discourse and equality (rork, 2019). their music represents a progressive shift in gendered power dynamics like those found in relationships, the female body and ultimately, the industry (rork, 2019). moreover, whether based on instrument choice, participation in singing, musical listening performances, or musical career choices, the gendering of music is a socially constructed phenomenon (lamb, 1994; green, 1997 as cited by curtis, 2018). as a social construction, gendering of music is also largely perceived by a listening audience. while it is true that composers have a way of expressing their meanings in order for the audience to appreciate and understand, the listener must recognize the symbols in order to recover the same experiences – the music’s message – from the sounds, a process that requires that composer and listener share a common vocabulary (sergeant & himonides, 2016). in other words, gender music is not structurally determined but has a lot to do with performance and listening activity that construct those impressions. the sounds are intentional, and their intention is to convey meaning; “music is therefore a denotive language https://doi.org/10.54536/ajahs.v1i5.1087 https://journals.e-palli.com/home/index.php/ajahs mailto:%20piusakahodey%40gmail.com?subject= mailto:leoncio.olobia%40lnu.edu.ph?subject= pa ge 21 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(5) 20-27, 2023 (monelle, 2001, p.5 as cited by sergeant & himonides, 2016). indeed, uncovering gender qualities in music can be a daunting task when there is so much subjectivity in perceptive analysis in music structure, in performance and listeners’ perceptions. thus, gendering in music makes sense in the listener’s experience of music as an embodiment of its overall impact. according to sergeant & himonides (2016), musical meaning is dependent on social context, that it is “socially and culturally constructed” (olsson, 2007, p. 989) “a culturally defined artifact” (lipscomb and tolchinsky, 2005, p. 384), “growing out of specific social context, and expressing the assumptions of that context” (citron, 1993, p. 120), “setting life to music” (ethel smyth, 1928), telling “the truth about life” (solie, 1993, p. 10), part of our sense of “the particular structuring of the world implicit in classical music” (shepherd, 1991, p. 14, 162). denora (2008) writes of “the musical composition of social reality.” autoethnographic-phenomenological tale feminism expressed through music is one of the best celebrated narratives of all time. in a society beset with parochial mentality where the role of women is generally repressed, displaced, and muted, the cry for women revolution is a battlefield for many groups all over the world. indeed, feminine power is a poignant message that calls for radical change in perception owing to its emancipatory impact. “feminine power is epitomized in my grandmother’s chanting narrative elevated a unique andemphatic musical sound uttered by a woman, an answer to an abnormally skewed musical performance towards masculine character, against a feminine form. in the utterance of chanting sound, i deciphered its inner meaning and structure in terms of feminine quality apart from the obvious notion of the grandmother expressing those lines.” as a reflexive process, deciphering meanings allows the autotethnographer to ponder upon intricate selfrealization while understanding one’s relationship with a feminine figure (grandmother) articulated within authethnographic-phenomenological framework, the self within culture. in such interrelationship, the cultural facet of experience is absorbed with cognitive resonance in such a way that the experience is validated. reflexivity, as an analytical and interpretive tool in music ethnography, is used in the design of a research, in the discussion between ethnographers/musicologists and musicians or non musicians carriers of a “tradition”-or in the composition of an ethnographic “text” (theodosopoulou, 2016). moving on with the analysis, one of the pertinent challenges of feminist revolution is the fact that men need to rally the cause of women, too. according to recent statistics, the music industry comprises 83.2% men and 16.8% women (rork, 2019). such disparity naturally displaces women along with their issues thrown on the side. if more women occupy positions in recording, concertizing, producing and occupying many other key positions in the music industry, there should be narrowing of the gender divide that has been afflicting societies for many years now. if, indeed, government and private sectors come to a binding solution that forges equanimity, fair treatment and more opportunities for women endorsed sincerely by their male counterparts in response to their over-indulgence to masculine power, feminine power will be heard more profoundly. one of the voices of feminism is represented by mothers. because of the universal feeling of love for mothers, there is always music associated with it. “i composed a piece titled, “danza ni nanay”, a sublime celebration of motherhood. filled with gentleness, the walking tempo of danza epitomized femininity in its grandest gesture with a touch of kundiman expressed in thirds and sixths as nuanced ornaments in certain melodic sections. with soothing ambience, i dwelt on folk loric temperaments depicting mothers that raised family with affirmations of feminine power in a subdued manner.” there are important ideas to be threshed out in my vignette. first, “danza ni nanay” with a touch of kundiman delegates the piece as kundiman, usually performed by women (co, 2021). rightfully so, early kundiman music was mostly performed by female sopranos. in addition, there is something to consider in the gentleness of the piece that is attributed to motherhood through music. “i never thought music could perhaps express “feminine” tonality until i wrote “danza ni nanay” which was portrayed in my gentle swaying of head as i played while pounding on such question as “was there a feminine sound? such realization opened up new ways of deciphering music structure that would elicit gender qualities.” i find it rather stereotypical to think of mothers as gentle, such universal attribute placing mothers to be subservient, always accommodating and accepting. while our strong catholic faith propagates the notion that to mother means to nurture relationships, the very things that give meaning to our lives and work (bean, 2020), feminist ideology advances women’s role, mothers included, to extend beyond familial relationship. with that, “affirmations of feminine power in a subdued manner” need to decipher hidden meanings of subtlety as it could just be another subservient resonance of motherhood. one of the ticklish discussions in feminine power through music is the gendering of musical performance practices taking place from the perspectives of audience, music educators, and performers. in popular music culture, audiences often base their opinions of what constitutes an acceptable musical performance on the visual aspect of performance or the image and persona created by the performers (curtis, 2018). there are many examples to illustrate this point, to wit: a madonna or lady gaga concert is visually ornamented with elaborate colors and decorations associated as feminine qualities in musical design. likewise, a broadway concert by lea salonga will normally showcase songs sung by female characters in different musicals, not to mention, her stunning gown captivates that feminine touch in visual perspective. it will be noted that the descriptions are audience-driven, meaning to say, they are perspectives drawn from the http://https://journals.e-palli.com/home/index.php/ajahs pa ge 22 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(5) 20-27, 2023 audience, not really saying they are congruent with the performers’ rendering of musical meanings. “while it was true that the sound was coming from her vocal chords, i could not help but dwell on the idea that i, the listener, had the final say on its femininity or indefinability whatsoever. it dawned in me that her way of relaying the chant could be different from what i heard. in other words, while in tantric mode, was she actually aware of her feminine power expressed in the voice and in her body response, or was it just a matter of listener’s perception?” as a social-construct, gendering of music is also largely perceived by a listening audience. “i could rightfully say that the audience identified that the “nutcracker theme” i played was very feminine in terms of the delicate texture of sound resembling that of a glockenspiel. for my part, i had images of a ballerina spinning around in pointed toes while the melody kept coming out from the keyboard.” while it is true that composers have a way of expressing their meanings in order for the audience to appreciate and understand, the listener must recognize the symbols in order to recover the same experiences – the music’s message – from the sounds, a process that requires that composer and listener share a common vocabulary (sergeant & himonides, 2016). in the above vignette, there are two perspectives of gendering music. first, “nutcracker theme” i played was very feminine in terms of the delicate texture of sound resembling that of a glockenspiel. such vignette is a labelling of the theme music as feminine in itself (ballet music) and it is explored in the delicate texture of sound which, again, refers to gentle tonality expressed in feminine vocabulary. second, the notion of “ballerina spinning around” relates to a melodic rendering. in this account, feminine gesture becomes a performative task (rendering), something not fixated by the musical structure. in other words, gender music is not structurally determined but has a lot to do with performance and listening activity that construct those impressions. the sounds are intentional, and their intention is to convey meaning; “music is therefore a denotive language (monelle, 2001, p.5 as cited by sergeant & himonides, 2016). indeed, uncovering gender qualities in music can be a daunting task when there is so much subjectivity in perceptive analysis in music structure, in performance and listeners’ perceptions. “a sonorous piece with nuances of emotionality, “vocalise” depicted a sense of femininity in musical thought from sound articulation. indeed, i imbibed a feminine character in my interpretation and such visualization reflected in the sonority of sound with “curved” sense of balance. meaning to say i was metaphorically enriching the sound with soprano singing technique while celebrating womanhood in a genderless musical sound.” “was there going to be gender in sound? if so, what musical characteristics should i assign in order to have a sense of universal understanding of the meaning of feminine sound? in my performance, i embraced lyrical passages as soft, tender and placid qualities of sound that would usually describe a woman, a tender woman at that. with that, i controlled my touch without overexerting effort to emphasize a note. i just considered the verse as one horizontal line with connected sound that formed a unified entity of a woman making sense in a male dominated profession in music, or so i thought.” a popular philippine music titled “sa ugoy ng duyan” authored by lucio san pedro” nurtures mother-child relationship expressed through a lulling lullaby. the music draws wide public admiration across generations because of its sweet melodies. “iingatan ka” by carol banawa, another philippine song about taking care of one’s mother, magnifies mother’s adulations from her offsprings. following the same analysis on gendering, these songs have lyrics that elucidate motherhood in music exemplifying warm tonality in subdued rendering, nostalgic and peaceful resonance as attributions to “motherly” music. these perceptions are decoded signals from the message relayed by the performer and absorbed by the audience especially when both listeners and performer/composer share the same vocabulary. lastly, learning of gender-appropriate behavior is due partly to gender role models offered in the media (macdonald, n.d.). a study of representations of men and women in popular music television, radio and magazines in the uk during 1980s and 1990s revealed that more men than women were represented overall, and that when women were featured it as vocalists than instrumentalists (bayton, 1998 as cited by macdonald, n.d.) in another approach, male characters are more adventurous, assertive and aggressive than females, and in which females are more affectionate, dependent and nurturing (seidman, 1992; sommersflanagan et al.., 1993 as cited by macdonald, n.d.). these stereotyping of gender roles in music is a continuous struggle of privileging the unprivileged voice of women, such consciousness to be felt deep and will only be found solutions when political groups advance the cause of feminist advocates, when support from the government and private sectors and the music community will be extended with strong conviction so that gender divide in music will rightfully take its fall. while feminist ideology permits musical narratives with feminine attributes carefully designed by some composers, the grand narrative of gendering in music encompasses femininity, masculinity, including other gender groups in the principle of gender equity and gender equality. while gender equality is the state in which access to rights or opportunities is unaffected by gender (martinez, 2022), gender equality as defined by the european institute for gender equity, is the provision of fairness and justice in the distribution of benefits and responsibilities between women, men, and all gender (martinez, 2022). the foregoing discussions on gender expressions in music are heavily underpinned by critical theory within critical tradition where communication is a discursive reflection (craig, 1999). critical distortions emanating from issues like feminism, gender diversity, equity, equality, emancipation, identity formation, and associations are resolved using communication to solve those problems. from the standpoint of musical persuasion, the ability to assert individual expression in elucidating truth from http://https://journals.e-palli.com/home/index.php/ajahs pa ge 23 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(5) 20-27, 2023 personal narratives resonating within cultural milieu ponders on discursive reflection as subjective undertaking mirroring social values. the self, at the center of inquiry, is engulfed in social issues brought about by power structure, political divisiveness and discrimination where music serves as the language of communication deciphering on the intricacies of self-culture relationship. “i am not beholden to any form of structure when i compose and play music before an audience.thus,i do not really associate any form of gendering in music because of its inherent universality. for me, music is a personal attribute with personal meanings attached to the sound uttered. all genders are welcome to listen and indulge with my narratives even if i am not consciously adhering to specific gender groups as i play.” the preceding vignette illustrates musical liberation through an autoethnographer’s sketch of gendering within cultural milieu as articulated in the pathos (audience listening) in musical rhetoric. in other words, gendering is a socially-constructed phenomenon with the audience’s behavioral and critical reading of the musical text. to illustrate such profundity of cultural meanings, the following themes derived from pathos of listening is worth pondering. autoethnographic-phenomenologic resonances this section discusses cultural nuances of my autoethnography with phenomenological peg. they are called resonances which comprise the themes arising from the narratives previously stated. entrainment entrainment describes the temporal dynamics of interacting rhythmic systems. the essence of interpersonal musical entrainment (ime) is the interaction and coordination of human beings mediated by sound and movement (richardson et al, 2003 as cited by clayton et al, 2020). in the context of musical performance, interpersonal entrainment is the synchronization and coordination of movements of the audience when they hear, for example, regular beats in rhythm. this is exhibited in synchronized nodding or foot tapping signifying oneness of physical response. “the song affected the audience in synchronized responses with head movements in the same direction. it was perceived to be a clear indication of oneness between me, the performer, and the audience.” the idea of coordination and synchronicity brings out performer-music-audience interrelationship in such a way that what the performer emits through sound forms a collective consciousness of oneness defining social bond. as a form of understanding, the audience’s delightful response is an indication of music’s power to move them. this persuasive character can be a mimetic experience one way or another as the representation imitates actual reality defined and illuminated by the performer. in this example, musical coherence is codified as true to the sentiments of the audience as well because movement is synchronized. from individual to collective expressions, entrainment encapsulates unity of expression where profound collaboration is sought in an instantaneous manner. “i was moved by the emotions rendered in the song without noticing that other listeners moved in the same way i did.” in many ways, rhetorical appeal does resonate to the audience as explained in pathos, the emotional connection of the musical speaker to the audience. in interpersonal entrainment, emotional connection is sought through a performer’s willingness to connect to the audience using music. however, such emotional attachment in the form of synchronous movement is not a direct explanation of how music communicates emotionality. even with synchronicity in understanding, individual meanings underneath a general notion of unity prevail as music affects individual persons individually. in effect, entrainment process can be an indirect rendering of social bond but if prolonged and deepened, the social fabric begins to have a strong hold. in a much larger scheme of things, entrainment as a cultural phenomenon illustrates prosodic alignment and affiliation through harmonizing of individual beliefs with cultural expectations. while it is easy to say, it is rather difficult to maintain harmonic relationship between individual values that can be independent with societal goals in a society beset with personal struggles such as survival, amelioration from abject conditions. in managing difficult situation, harmony is instilled when individual motives are sacrificed for a much higher goal, the cultural goal of group harmony. this behavior accentuates group consciousness as previously discussed which later can also form distortion when the self is sacrificed for the group. in this sense, social cognition as the process involved in perceiving other people and how we come to know about the people in the world around us (cherry, 2020) rescues self-culture relationship so that entrainment instills. in the context of gendered entrainment, femal describers entrain most, male entrainers entrain least (reichel, benus & mady, 2018). “when i performed for the first time in a large concert, i noticed that women were more or less moving with the rhythm in harmony. i saw a uniform head nodding and swaying in the same direction as the music played.” based on the analysis, gendering in music utilizing entrainment paradigm simply illustrates how the audience tends to equalize gender expressions through harmonized behavior as response to music. in rhythmic passages, entrainment entails uniform head nodding or hand clapping mirroring gender equality in physical attribution. this further illustrates social-construction of entrained meanings as equality rather than equity. the latter, gender equity, recognizes differences in expressions among differentiated gender groups not explainable in equality as total uniformity and sameness as attribution. in musical expression, musical entrainment is a social consciousness enveloping listeners whether male or female or other gender groups. rather, entrainment envelopes encompassing gender divisions with uniform, entrained response to musical utterance. clearly this http://https://journals.e-palli.com/home/index.php/ajahs pa ge 24 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(5) 20-27, 2023 illustrates a phenomenological perspective of entrained experiences. association association is the connection between a percept, an idea or between one idea and another by virtue of which one appearing in consciousness tends to revive the other (psychologydiscussion.net). as a rhetorical appeal, association draws heavily from connections formed in a speaker’s narrative of experience built in consciousness that are recollected. a case in point is a person’s sense of reverie that suggests ideas and experiences forming a continuous labyrinth that can be freed or controlled. in my case, association is best exemplified in these vignettes: “in retrospect, my self-revelations formed collective consciousness as relayed to me by some members of the audience signifying a unified association of musical sound to experience located in the country’s history.” “but the most striking to me was how much i associated the “kundiman” to a painful lamentation of my struggles as an individual and as a member of a nation with issues of sovereignty.” the above vignettes clearly illustrate resonance of kundiman to my own personal struggles as a citizen in a country that has historical baggage of colonialism from spanish and american regimes. in here, music reverberates a cry, a deep sense of wailing pain to free myself from any form of rule that is a representation of a much bigger pain that engulfs a nation. such association of memory recollection as facets of personal and social struggles elucidates a rhetoric that is emphatically glued on sordid experiences of the past. in other words, music becomes meaningful and emphatic message grounded on a speaker’s authentic experience of bigotry, displacement, and freedom. the changing moods in associative transformation thicken musical expression because sentiments are altered, predicaments are transformed and the elucidation of meaningful sound mirrors those transformations. “such poignant elucidation of historical association unleashed a powerful force of music to conjure inner sentiments without the indulgence of lyrics to solidify a people’s predicament, my predicament. in retrospect, my self-revelations formed collective consciousness as relayed to me by some members of the audience signifying a unified association of musical sound to experience located in the country’s history.” apart from historical dimension, association also manifests in visualization of musical sound uttered during performance. “i played with utmost controlled speed to emulate a ritualistic trance, such heightened stated could have been easily construed as disturbing decorum for someone not used to listening to madness in sound.” the vignette signifies a metaphor of a “ritualistic trance” as an associative statement as it elaborates and extends interpretation to another level of connection, this time, more creative and indulgent. the insistence upon indulgence in the vignette is connected to the level of frequency and intensity defining association. for example, indulgence in a speech or musical performance creates a rich interpretation of a text that borders on authentic expressions rightfully intensifying associative rhetoric. simply put, narratives that are indulgent affect a speaker’s ethos because performance explains credibility and authority. thus, performances that are drawn from heaviness in emotional indulgence create a powerful force that elevates a performer’s sense of authority. “i was magically switching moods without hesitation as if talking to two different persons with different emotions. embroiled with dissonant articulations, my sense of enthusiasm to diabolical line ushered a sense of vulnerability that i thought was bordering on insanity, or its approximation.” “indeed, my diabolical intentions became powerful affirmations of vulnerability and reconstruction so delicately intertwined….” it is rightfully gleaned that indulgent notion of vulnerability bordering on insanity is an associative notion of reconstruction that restores chaos from excessive indulgence. in this manner, the degree of emotive power gratifies a sense of commendable performance especially when balance is restored. this is a persuasive indication of association that gives meaning to music and its realization is delved on by an indulgent performer. in the context of musical performance, concepts form a system of integrated functioning of the different elements of music previously discussed that form a network of unified language, an associative connection as a form of inevitable occurrence. for instance, the element of melody is always related to the concept of harmony as the latter is built from the former, timbre is always related to touch and texture arising from melodies and harmonies created. however, the unified language becomes a weapon of the performer’s sense of authority that should be understood by the audience. in this regard, “inevitable occurrence of ” of concepts becomes a performer’s quest in one’s interpretative narration that should resonate to the audience’s cognitive understanding. in classical music in general, a selected audience who understands the logic of musical structure will rightfully grasp nuances and logical coherence in musical utterance because performance is associative to the structure as written by the composer. “in terms of form, the first movement followed the standard structure of exposition, development, recapitulation and coda intricately woven together with notions of improvisation running through my mind as i explored.” it will be noticed that my narrative implores a dualistic notion of association similar to the previous analysis. for one, following the standard structure is in tune with ideas forming associations which are “inevitable occurrences”, connections as givens, but, adding “improvisation” into the narrative delves interpretation to a more authentic level, hence, not really following the structure anymore, but come to think of it, improvising melodic themes also follows chordal structures that guide a performer in embellishment such that a listening audience can still sing the main melodic themes. “improvisation was about creating authentic ideas within a chordal http://https://journals.e-palli.com/home/index.php/ajahs pa ge 25 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(5) 20-27, 2023 structure without playing the actual melody but the surrounding tonal or atonal themes that should be acceptable to the performer, with the ensemble artists, and with the audience.” in the context of association, improvisation as connecting ideas subsumes a dialogic interaction between a performer through a process called mental association. mental association is the state of being connected together as in memory of imagination (alexander, 2011). its power is one example of a skill that often times goes unnoticed in our daily routines but, when used deliberately, can help increase the quality of our lives (alexander, 2011). improvisation elevates magical discoveries that are oftentimes spontaneous according to how a musician feels during that moment of discovery. such “authentic ideas” represent a deep-seated invigoration of creative stimulation that surfaces and intensifies especially when the story around improvisation develops a climactic turn. in one instance, “every bit of sound was a serendipitous moment imprinted in my head. i could say that listening to my inner passion was instrumental in exhuming the depths of my narratives.” this is a classic case of addressing authentic expressions that resonate in improvisational technique. it is a technique because it involves association of creative ideas to chord inventions, modulations, among others, but beyond that, the audacity to magnify self-indulgent themes that are serendipitous, welcoming and true to the musician’s spirit is a form of authentic association grounded on personal experience and sensibility which provide creative directions of musical lines. improvisation is the heart of syncopation in jazz music that has its roots in african culture, the sense of offbeat sensation justifying foot work such as walking and dancing in multiple rhythmic pulses and in spoken language with abundant polyrhythmic utterances in everyday conversations among people. syncopation is to rhythm what dissonance is to harmony (hein, 2015). it will be gleaned that as a rhythmic sensation, syncopation is a kind of distortion to a regular beat like placing an off-beat note with a heavy accent somewhere within a measure. a syncopated rhythm has accents on unexpected beats (hein, 2015). it can be construed as an irregular heartbeat, or something that comes from somewhere surprising. in the sense of its offbeat sensation, dissonance in harmony approximates the feeling of being off-beat because of its atonal, irregular and non-harmonic character in tone. “in playing jazz music, i would often dwell on unexpected sections in my interpretation that seemed to come from excitement giving me impulse to emphasize certain notes with a high degree of articulation relative to the rest of the notes.” “playing jazz music and all its shades like bounce, swing or bossa nova tempo instigates different rhythmic pulses, syncopated melodies creating new impressions and emotional attachment.” “what was exciting also was my determination and audacity to play the same songs in different jazzy rhythms according to my mood, the audiences’ reactions, and venue.” the first vignette highlights an elucidation of impulsive, hence, off-beat feeling with a “high degree of articulation relative to the rest of the notes.” indeed, its associative quality accentuates a notion that syncopation is an emphatic articulation of certain sections exhibited in an unexpected manner. the second vignette highlights emotional attachment as the core of improvisation. when a musician relates his music to a certain experience, expressions are more authentic and involved as with any narrative that draws on personal accounts. the third narrative connotes a confluence between musician’s temperament, audiences’ response to one’s articulations and the venue affecting overall signification. all such implications drawn upon association are forming networks of influence and interrelationship between performer-music-audience, an inseparable synergy as a combination rather than as summation of individual characteristics. in african-american music traditions, syncopation is connected historically with slave songs (sala, 2016). the syncopated attack pulses are supplied by various drums and other percussive instruments, but during slavery in u.s. drums were forbidden (sala, 2016). slave owners feared they might be used to transmit messages between individual slaves or slave communities, so syncopated rhythms were instead produced by clapping and tapping (sala, 2016). in the case of slavery in african-american traditions, persuasive expression of black people’s predicaments is just as poignant as today when protests like black lives matter (blm) continues to haunt western societies. black lives matter is about the wrongful deaths of men and women of color at the hands of police (stern, 2020). in its categorical form, blm music resonates protestation but in many ways, a great song can unify and provide inspiration for people seeking a better world by serving as a vital soundtrack for actions – large and small, personal and universal – designed to promote positive change (varga, 2020). “the piece called “round midnight” by theolonious monk, a black jazz composer and pianist, which i played with jazz enthusiasts aboard the ship spoke, drew attention with some guests lamenting i embodied the essence of black sensibility.” black sensibility in my vignette locates associative resonance of black history of oppression to my own struggle of colonialism. such predicament of wanting to release from the bondage of repressive structure exemplifies a collective expression that i embody as a person located in society’s struggles. the point of this contention is rhetorical impact of music that is associated in forming collective consciousness beyond the confines of individual gratification. when rap, rhythm and blues music affect the listening audience due to protest messages embedded in the songs’ lyrics, beethoven’s instrumental music is also a ‘condemnation’ of certain musical confinements that defined the classical tradition as he was a transitionary figure between classical and romantic periods where the latter focused on depth of human expression more than following rules. even http://https://journals.e-palli.com/home/index.php/ajahs pa ge 26 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(5) 20-27, 2023 more emphatic is the discussion of counterpoint in baroque music as a clear description of association in musical structure. “with extended phrases, the art of fugal playing was the apex of contrapuntal playing with polyphonic voices layered in the score which had to be explicitly enunciated. for my part, i had to bring out individual voices as continuous lines by switching finger pressure to denote louder melody and a softer accompaniment.” phrases like “polyphonic voices”, “individual voices as continuous line” all indicate connection of melodic phrases in different voices as associative formations that define the logic of baroque music. in the language of music theory, counterpoint in music exemplifies a blending of at least two different voices creating musical logic. even if they create a fluid connection from the harmony created, the voices have a degree of independence. association in baroque counterpoint exemplifies musical dialogue as written in the score, learned and played independently but heard interdependently as voices nesting on each other. such continuity of sound links pathos to ethos because the core of expressing layers of sound is the performer’s interpretation and audience’s impressions of the sound as persuasive statements are tied to the performer’s emotional credibility. it will be noted that bach’s music was written as a plain manuscript without indication of tempo, dynamics and other markings as they were all dictated by the performer’s interpretation. “however, in the midst of compliance to the manuscript, it dawned on me that the original score i played had no dynamics and tempo indications signifying my freedom to interpret the score. thus, even with the confines of baroque playing, i internalized the notion of ornamentation by placing accents on different sections, thinking legato while some notes had to played staccato, and distributing melodic emphasis according to how i felt.” such personal assertion to a form that is intricate in itself is a celebration of persuasive playing that instructs and moves the audience in many ways. “in the listening end, the audience seated on pews quietly absorbed the music in a reverential way with some closing their eyes in meditation while others just staring at me. i thought my playing aided their spiritual journey, accompanying prayer with cycles of emotions while my music was echoing through the walls of the church, deepening their communion with god. what was striking in this spiritual journey was that i, too, was one with the audience in their prayer. such spiritual rapport was relieving and the dialogic air i felt between me, the audience, and to a reverential force, god, was a continuous flow.” the foregoing vignette comes from my interpretation of bach’s “jesu, joy of man’s desiring”. bach originally programmed it as the finale to a ten-movement liturgical work celebrating the miraculous pregnancies of mary and elizabeth from the gospel of luke, and god’s subversion of the world order through the birth of christ (jones, 2017). the wondrous hand of the exalted almighty is active in the mysteries of the earth, the work proclaims (jones, 2017). as such, my performance of the piece is an associative acclimation in reverential meditation that binds me and the audience in one spiritual journey. even with spirituality removed in performance, interpretation of such soulful sound will always be associated with reverence and tranquility because the music has its innate qualities of dignified semblance. in the final analysis, association in rhetoric has qualities of communication practice within sociopsychological tradition of communication theory as expression, interaction, and influence where communication is mediated by psychological predispositions such as attitudes, emotional states, personality traits, unconscious conflicts, social cognitions, etc. (craig, 1999). my psychological predispositions forming associative nuances of ideas, impressions and historical interrelationship with kundiman’s lamentation of love of country expressed in romantic stories and black lives matter consciousness that connects music to a larger issue on imbalance, all of which solidify connections in many different avenues through musical utterance. as a communicative device, the rhetoric of association moves the performer and the audience in a symbiotic relationship reinforcing each other as interpretation deepens. a clear manifestation of psychological indulgence worth noting is the idea of how much individual traits become important aspects of expression, interaction and influence as associative connections in communication practice. this strengthens communication’s interactive power using indulgence of sound, without lyrics, as rhetorical justification that instructs, moves and entertains as espoused by the philosopher cicero. thus, rhetorical association is an expression of human experience that is interdependent, cohesive and mutually understanding which glorifies personal predispositions to cultural facets that produce and reproduce meanings. connections grow with every utterance in communication practice that listens and responds. conclusion gendering in music foregrounded on reflexivity as an autoethnographic practice unearths personal experiences drawn heavily from memory recollection of musical narratives in composition and performance. in doing so, sound utterance deciphers gendered meanings articulating femininity as in the case of a mother’s lullaby and a grandmother’s lamentation in musical rhetoric. because of the universality of musical expressions, these gender tones create stereotypes with both theoretical and practical nuances. for instance, music theory suggests soprano voice as generally feminine, or a mother’s lullaby as placid melodies associated with feminine tranquility, or a mother’s lamentation as expression of passionate rendering through soulful rhetoric. while the foregoing forms part of an artist’s reflexivity, autoethnography borders on self as located within the culture. hence, personal vignettes of my musical journey create socio-cultural themes exhibited through entrainment as a gesture of uniformed behavior emanating from an audience’s synchronized expression http://https://journals.e-palli.com/home/index.php/ajahs pa ge 27 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(5) 20-27, 2023 at the same time from the deep layers of associations as cognitive patterns with cultural resonances. in here, personal narratives of associations highlighted in kundiman illustrate stories of struggle and emancipation as societal narratives of oppression and relief viewed from the lens of critical discourse. in other words, personal pains drawn from musical tales become stories of power struggles enmeshed as critical ideology where emancipatory elements elevate the musical journey. finally, this study is limited to self-narratives with phenomenological nuances. as such, validity of truth is relative and the study’s results are not generalizable. for future research, gendering in music can be expanded to include larger participants involving different gender groups where musical nuances can be gleaned in the light of the different expressions illuminated by the different genders liberating social values that impact society. references alexander, a. (2001). the power of mental association. ansonalex.com. https://ansonalex.com/lifestyle/ the-power-of-mental-association/ clayton, m., jabuwoski, k., eerola, t., keller, p., camurri, a., volper, g., & alborno, p. (2021). the interpersonal entrainment in music performance: theory, method, and model. music perception. 38(2), 136194. www.academia.edu/71506754/interpersonal_ entrainment_in_music_perfor mance?from_ sitemaps=true&version=2 craig, r. (1999). communication theory as a field. international communication association. https:// vdocuments.net/craig-1999-communication-theoryas-a-field.html curtis, l. (2018). the gendering of music: breaking the cycle. https://www.researchgate.net/publication/327427719 hein, e. (2015). syncopation. the ethan hein blog. https://www.ethanhein.com/wp/2015/syncopation/ jones, v. (2017). the evolution of “jesu, joy of man’s desiring”. art and theology. https://artandtheology. org/2017/12/17/the-evolution-of-jesu-joy-of-mansdesiring/ martinez, h. (2022). what is gender inequality? learn the definition with examples. https://unitedwaynca.org/ blog/what-is-gender-equality/ reichel, u., benus, s., & mady, k. (2018). entrainment profiles: comparison by gender, role, and feature set. https://www.researchgate.net/profile/katalinmady/publication/324778740 rork, k. (2019). it’s time for the music industry to have a feminist revolution. retrieved from www.dukechronicle.com. sergeant, d., & himonides, e. (2016). gender and gender composition: a study of music, and the gendering of music. frontiers in psychology. https://www.frontiersin. org/articles/10.3389/fpsyg.2016.00411/full stern, a. (2020). the roots of black lives matter go deep. the post star. https://poststar.com/opinion/ columnists/guest-essay-the-roots-of-black-livesmatter-go-deep/article_5ac06bdb-a2e5-5ff2-a8458390c9b6e69f.html theodospoulou, i. (2016). music and music ethnography as reflexivity tools in adult learning. mediterranean journal of social sciences, 7(3), 247. https://doi. org/10.5901/mjss.20.16.v7n3s1p247.https://www. researchgate.net/publication/303179546 varga, g. (2020). protest songs capture the times, from black lives matter to civil rights and anti-war movements. the san diego union-tribune. https:// www.sandiegouniontribune.com/entertainment/ music/story/2020-08-02/new-protest-songscapture-the-times-from-black-lives-matter-to-civilrights-and-anti-war-movements http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 indexed in pa ge 9 american journal of arts and human science (ajahs) knowledge, skill and attitude (ksa) as determinants of overall team performance of a chorale group in a local city college in angeles city, philippines sheryll mae ticsay1, joseph lobo1* volume 1 issue 2, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i2.282 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: may 22, 2022 accepted: june 03, 2022 published: june 05, 2022 this present study aims to determine the relationship between knowledge, skill, attitude and team performance of a chorale group. the respondents of this study are the members of tinig angeleño at a local city college. there are two questionnaires that were used: the team performance scale and the ksa questionnaire. the ksaq was formulated for the study and underwent pilot testing to non-chorale group students (n=73) with (α =.885, .810 and .896) which confirms that the instrument can be used for the study; while tps was used to describe the overall team performance of the group. mean and standard deviation were used to describe ksa and team performance while spearman’s rho was used to determine the relationship between ksa and team performance. after data were gathered from 15 members of the chorale group it was found out that the ksa and team performance of the chorale members is high. in regards to the relationship between ksa and team performance, it was found out that there is a significant relationship between attitude and team performance, while there was no significant relationship observed to the knowledge and skill of members to their team performance. from the obtained results, it is highly recommended to conduct studies regarding the relationship of knowledge, skills, and attitude with team performance to a larger population, not only in a vicinity of the college. these results provide new information to the students and experts who have an interest in conducting the same study. further investigation in this research study is highly recommended. keywords knowledge, skill, attitude, team performance, chorale group 1 city college of angeles, angeles city, pampanga, philippines. * corresponding author’s e-mail: josephlobo@cca.edu.ph introduction in early 2020, china saw an outbreak of a novel, sometimes fatal, severe respiratory sickness. the virus was initially detected in hubei province in december 2019, when a cluster of viral pneumonia cases was reported. the cause of pneumonia has been identified as a new coronavirus. the virus, then known as 2019ncov (now known as sars-cov-2), caused a massive pandemic across the country. the covid-19 pandemic forced choirs to stop doing things in person, providing a unique opportunity to not only investigate the social value of virtual choir experiences but also to consider the wider impact on choir participants and their perceptions of their “choir” once defining elements of the activity are no longer active (daffern, et. al., 2021). recent research of scandinavian choirs forced to halt operations during a partial societal lockdown in the spring of 2020 emphasizes the social aspects of the activity even more. in the academe setting here in the philippines, most of the choir groups operations such as training and performance were stopped due to the rapid spread of the virus in the country. chorale chorale group or sometimes called as is a musical ensemble, also known as “choir” or “musical group”. a group of persons who play instrumental or vocal music, usually under the ensemble’s name. some music groups, such as a jazz quartet or an orchestra, are made up entirely of instruments. it allows developing the skills, knowledge and attitude of a member. students learn to listen and non-verbally communicate with one another to produce music as a group, whether they have the melody or harmony (kansas curricular standards for music education, 1998a). a group performance is a group of people who performs in an orchestra. based on our understanding of modern-day primitive peoples’ singing, a conceivable musical growth scenario would begin with rudimentary melodic patterns based on several tones. following that, pitch matching several people singing in unison, singing in parallel motion as a natural byproduct of women or children singing with men, call-and-response phrases, drone basses, and canon as the following stages. all of this might lead to the creation of fundamental musical techniques like melodic sequences and cadential formulas and an emerging understanding of tonic and scale structure (early music frequently employs pentatonic scales). knowledge, skills and attitude (ksa) knowledge is defined as the structure and context of a music. the structure is the knowledge which describes how the elements of music such as pitch, rhythm, harmony, dynamics, timbre, texture, form, and style are used within a piece and the difficulty or challenges of music being performed or created. skills are how you can create and the ability to do something well. performance abilities and attributes that are required at a given grade or level are referred to as this category of capabilities. technique, sound quality, technical precision, interpretation and expression, and ensemble abilities are among them, as are effective techniques to selecting and programming acceptable works for performance and improving work employing https://doi.org/10.54536/ajahs.v1i2.282 https://journals.e-palli.com/home/index.php/ajahs mailto:josephlobo@cca.edu.ph pa ge 10 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 09-15, 2022 effective practice strategies and work habits. it also includes the presenting or performance of work that demonstrates proper manners and demeanor. singing, playing instruments, and movement are all ways to express these abilities. attitude is the qualities of the character and mind. here comes flexibility, goal-setting, and responsibility for risktaking, self-discipline, and perseverance. the ability to see and hear different points of view and monitor and/ or alter work based on input from various sources and under varying situations setting definite and time-bound deadlines for work completion. willing to take risks when facing difficult musical or ensemble problems with no obvious or traditional solutions and to view these challenges as opportunities for learning and progress. while aiming for excellence, demonstrating independence and self-motivation, regulating impulsivity, and learning or applying delayed gratification are all important (kansas curricular standards for music education, 1998a). attitude has a huge impact on people. it influences how they perceive individuals, how they feel about them, and how they sound. having a positive mindset permits people to walk onstage without being distracted by negative thoughts. knowledge, skills and attitude vis-à-vis team performance a study was conducted to show the attitude of high school students in terms of their chorale experience and the relationship of performance. the researchers surveyed some respondents, such as students and conductors, about the value they put in conducting behavior in chorale rehearsal. the students value more about personality and personal qualities of the conductors than conducting and rehearsal procedures (gleason, 1992). in the study of kirrane, et. al. (2016) the choir’s group procedures were compared to typical models of effective teamwork in the analysis. the findings imply that some aspects of this choir’s dynamics go beyond traditional notions of teamwork. more conceptual and empirical study is needed to build a model of cooperation that can be applied to the conditions of performancebased teams and inform choral practice and training. every organization’s group performance is critical since it represents its overall performance. if different people in a company cannot work together, the company’s financial and operational performance can never be optimal. every successful organization relies heavily on group efforts and teamwork, which necessitates ensuring that each group member’s personality is compatible with the groups/goals. organizations there can never be a good group without decent individuals within it. study of koster and aven (2018) stated that individuals’ status may benefit or suffer due to their identification with their groups, depending on their performance. when the group performs well, high-status members may receive a large portion of the credit and gain status. high-status members of underperforming groups, on the other hand, may experience disproportionate status decreases when compared to low-status group members. as a result, we expect a relationship between group performance and overall status in terms of group and member readiness to associate. as stated by dingle, et. al. (2016), choral singers also thought their choirs were a more cohesive or ‘meaningful’ social group than team sport players thought their teams were. these data could be construed to show that choral singers’ psychological well-being is influenced more by their membership in a group than by their singing. study findings of sabri & abu-atiah (2020) revealed that teamwork ksa has a significant relationship with team performance. in the study of latif & williams (2016), the result findings revealed the determinants of effective team performance of ngos are knowledge, skills and attitude, and along side other constructs. on the other hand, study findings of siassakos et al. (2010) revealed that there is no significant relationship between knowledge, skill and attitude to team performance. based on the literature review and analysis performed, the researchers have come up with the hypothesis: h0: there is a statistically significant relationship between knowledge, skill and attitude (ksa) to team performance. all literatures that were mentioned will be used as basis for this foregoing search for answer. in line with this, it aims to determine the relationship between knowledge, skills and attitudes (ksa) to team performance of the chorale group of city college of angeles. it aims to answer the following research questions: 1.how may the respondents’ knowledge, skill, and attitude (ksa) be described? 2.how may the level of the team performance of the chorale group be described? 3.is there a significant relationship between knowledge, skill and attitude to team performance? methodology research design, population and sampling, instrument, procedure and analysis design, population and sampling this present study is quantitative-correlational which aims to determine the relationship between the knowledge, skills and attitude (ksa) to the team performance of cca tinig angeleño. the sampling technique that was used is purposive sampling. the target respondents of this study are the members of the said chorale group. raosoft sample size calculator was used to determine the target sample size of respondents from the total population. the total population of members of the chorale group is fifteen (15) and the target sample size is fifteen (15) with 5% margin of error and 95% level of confidence. instrument there are two questionnaires that were used for this study. in which, the first questionnaires that was utilized for this study has been formulated and created by the researchers. the instrument aims to describe respondents’ knowledge, skill and attitude in singing. it was named as http://https://journals.e-palli.com/home/index.php/ajahs pa ge 11 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 09-15, 2022 “knowledge, skill and attitude questionnaire (ksaq)”. it is a 15-item questionnaire subdivided into three (3) categories: knowledge (k), skill (s) and attitude (a). responses are then recorded by a 4-point likert scale ranging from 1 (strongly disagree) to 4 (strongly agree). the formulated questionnaire undergone pilot testing for bpa students (n=73), where cronbach’s alpha for knowledge is (α = .882), in skills is (α = .810) and in attitude is (α = .894). internal consistencies of all categories are good (>0.8), (>0.8) and (>0.8). therefore, the tool can be used for the conduct of study. second, the team performance scale (tps) is a 18-item questionnaire adapted from thompson et al. (2009) which measures the quality of team’s interaction and performances. responses are then recorded on a 4-point likert scale from 1 ‘none of the time’ to 4 ‘all the time.’ in the original study of thompson et. al., the scale’s cronbach’s alpha value is 0.97 which can be used for the conduct of this study. pilot testing phase in order to gather data from the participants, a letter was addressed and sent to the dean of the institute of education, arts and sciences (ieas) of city college of angeles obtaining approval for the conduct of the pilot study. when the approval was obtained, the survey was forwarded via google form link which can be answered for 10-15 minutes. all gathered data from the google were exported to an excel file in analyzation of the ksaq’s reliability. conduct of study phase after confirming the questionnaire’s reliability analysis, another letter was sent through electronic mail to the dean for the flotation of the two survey questionnaires. when the approval has been obtained, the survey questionnaires were forwarded to all participants via google from link. all gathered data were exported to an excel file for analysis. the statistical treatment that were used to describe the knowledge, skill, attitude and level of group performance of the respondents are frequency (f), percentage (%), mean (m) and standard deviation (sd). lastly, to determine the relationship between the variables knowledge, skill and attitude (ksa) to team performance (tp), spearman-rho was used. results and discussion table 1 shows the respondents’ knowledge, skills, and attitudes towards chorale group performance using ksaq. while knowledge got the highest overall mean of 3.80 among the three variables, it also got the lowest overall standard deviation of 0.26. meanwhile, the overall mean and standard deviation for respondents’ skill are 2.92 and 0.49, respectively. results also reveal that the overall attitude got a mean of 3.52, and a standard deviation of 0.4. statements from all the variables impacted the results as shown in the table. for knowledge, respondents strongly agree that vocalization every morning conditions their voice (m=3.81, sd=0.54), and breathing exercises help them to properly control their voices (m=3.94, sd=0.25). for skills, though respondents strongly disagree that they can make whistle notes (m=1.50, sd=0.92), a firm agreement from them favor covering songs in their own version (m=3.44, sd=0.63) and performing songs in different genres (m=3.38, sd=0.72). and for attitude, cca tinig angelenos strongly agree that they always keep their attention on their co-performer to harmonize their voices and actions (m=3.75, sd=0.45) and that they do humming for some vocal exercises (m=3.81, sd=0.40). table 1: level of knowledge, skills and attitude (ksa) of chorale members statement mean sd interpretation knowledge 1. vocalization every morning helps condition my voice. 3.81 0.54 strongly agree 2. breathing exercises help me to properly control my voice. 3.94 0.25 strongly agree 3. drinking warm water before and after performance keeps my larynx in good condition 3.63 0.62 strongly agree 4. ginger tea prevents itchiness of the larynx making voice out smoothly. 3.69 0.48 strongly agree 5. observing your emotions while performing 3.94 0.25 strongly agree total 3.80 0.26 strongly agree skills 1. do cover song in my own version etc. 3.44 0.63 strongly agree 2. perform songs in different genre. 3.38 0.72 strongly agree 3. i can do whistle note. 1.50 0.82 strongly disagree 4. i can do both lower and higher notes 3.06 0.77 strongly agree 5. i can easily memorize lyrics before performance. 3.25 0.68 strongly agree total 2.92 0.48 agree attitude 1. i practice my singing tone regularly. 3.50 0.63 strongly agree 2. i always keep my attention with co performers for the harmonization of voices and actions. 3.75 0.45 strongly agree 3. i do humming for some vocal exercises. 3.81 0.40 strongly agree 4. every rehearsal i am never late. 3.25 0.77 strongly agree 5. during my free time, i frequently watch voice tutorials. 3.31 0.70 strongly agree total 3.52 0.40 strongly agree http://https://journals.e-palli.com/home/index.php/ajahs pa ge 12 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 09-15, 2022 table 2. level of team performance of the chorale group statement mean sd interpretation 1. all team members made an effort to participate in discussions. 3.56 0.63 all of the times 2. when team members had different opinions, each member explained his/her point of view. 3.56 0.51 all of the times 3. team members encouraged one another to express their opinions and thoughts. 3.56 0.51 all of the times 4. team members shared and received criticism without making it personal. 3.50 0.52 all of the times 5. different points of view were respected by team members. 3.44 0.63 all of the times 6. often members helped a fellow team member to be understood by paraphrasing what he/she was saying. 3.75 0.45 all of the times 7. my team used several techniques for problem solving (such as brainstorming) with each team member presenting his/her best ideas. 3.63 0.50 all of the times 8. team members worked to come up 3.63 0.50 all of the times with solutions that satisfied all members. 3.50 0.52 all of the times 9. all team members consistently paid attention during group discussions. 3.56 0.51 all of the times 10. my team actively elicited multiple points of view before deciding on a final answer. 3.63 0.50 all of the times 11. team members listened to each other when someone expressed a concern about individual or team performance. 3.50 0.52 all of the times 12. team members willingly participated in all relevant aspects of the team. 3.44 0.51 all of the times 13. team members resolved differences of opinion by openly speaking their mind. 3.56 0.51 all of the times 14. team members used feedback about individual or team performance to help the team be more effective. 3.50 0.52 all of the times 15. team members seemed were saying when they spoke. 3.56 0.51 all of the times 16. my team resolved many conflicts by compromising between team members, with each one giving in a little. 3.69 0.48 all of the times 17. members who had different opinions explained their point of view to the team. 3.56 0.63 all of the times total 3.56 0.41 all of the times table 2 shows the team performance of the respondents using tps. the overall mean and standard deviation for cca tinig angelenos is 3.56 and 0.41, respectively. the overall results from this table are supported by the results gained from the statements. respondents say that their co-members make an effort to participate in discussions (m=3.56, sd=0.63), when their team members have different opinions, each member explains their pointof-view of all of the time (m=3.56, sd=0.51). these opinions are also respected (m=3.44, sd=0.63), and that their team members always work to come up with solutions that will satisfy the rest (m=3.63, sd=0.50). respondents also say that they value the feedback of each of the team at all times that can help improve their future table 3. correlation between knowledge, skills and attitude (ksa) and team performance team performance group performance r p knowledge 0.310 0.242 skills 0.208 0.440 attitude 0.801 <.001 performances (m=3.56, sd=0.51). table 3 illustrates the correlation between group and team performances’ knowledge, skills, and attitude. spearman’s rho was used to determine the correlation between ksa and team performance. knowledge, it was found out that there is no significant correlation between knowledge and team performance (p = 0.242). in skill, there is no significant correlation between skill and team performance (p = 0.440). on the other hand, the results show a significant correlation between attitude and team performance (p = <.001). discussion knowledge after the analysis of data, the result findings revealed that most of the members of the cca tinig angeleño in terms of their knowledge (k) are highly educated on what they should do in order for them to be on shape in terms of singing. most of the dancers perform vocalization every morning in order condition their body and voice before performance. warmups prepare singers for the intense vibration that comes along with singing. controlled, steady vocal exercises increase acid in the muscles surrounding your vocal folds, which helps the muscles do their jobs more effectively. according to gish et al. (2012), vocal warm-up exercises contributes to the prevention of vocal fold injury for professional voice users. both professional singers and students of singing consider a regular vocal warm-up regimen essential. it was also found out that most of the members of the chorale are performing breathing exercise so that they can properly control their voice. this can be supported by the study findings of gul (2018) where it revealed that music teachers/conductors employs breathing exercises because it has a positive effect on the voice control of the students. also, chorale members have been found out that they drink warm water before and after performance to keep their larynx in good condition. drinking water http://https://journals.e-palli.com/home/index.php/ajahs pa ge 13 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 09-15, 2022 is most obvious cure for vocal fold/tissue hydration (nichols, 2010). chorale members are also educated that ginger tea prevents itchiness of the larynx making voice out smoothly. calcinoni et al. (2021) stated that, tea and ginger are some of the widely diffused and commonly use for specific activities on voice. lastly, chorale members are educated that observation of emotions during performing is important. it can be stated that most of the members are knowledgeable when to apply the correct emotions into performance. singing is not only about voice performance, but emotions as well add spice in the overall performance. singers use facial expression and head movements in ways that correlates with the intended emotion (quinto et al., 2014). skills based from the results, findings yielded that chorale members of the organization do cover song on their own version, perform songs in different genre, can do both lower and higher notes and can easily memorize lyrics before performance. on the other side, members are not capable of executing whistle notes. according to previously conducted researches, anyone can sing in whistle register. however, in order for singers to hit a whistle note, it will require some special vocal exercises to successfully execute. attitudes results stated that chorale members are highly positive based on their attitudes toward singing and their individual performance. firstly, most of the members practice their singing tone regularly. focused attention on intonation can improve the ear for music and develop enjoyable, comfortable singing. secondly, members always keep their attention with their co-members in harmonizing their voices and actions. this can be stated that members are highly attentive with what notes they are singing in order to harmonize with their co-members in the chorale. also, it was found out that members perform humming for some vocal exercises. according the researches, humming is actually one of the best vocal warm-ups because it doesn’t put a lot of strain on your vocal cords. it also clears someone’s tone and make vocal muscles more flexible. if one always execute humming as part of their vocal exercise, overtime, it will increase the bass and depth of voice and increases control on the voice too. additionally, most of the members have never been late during their rehearsals. this is a good indication of a responsible member and appreciates the precious time of others, and it decreases any possibilities of delays or extension of time during practice or rehearsals. lastly, it was also found out that during the free time of members, they frequently watch voice tutorials. video tutorials can be viewed on computers through websites, and online streams, as well as with other mobile devices, such as smartphones. this provide accessibility to the chorale members to extend their learning more in singing. overall, it can be stated that most of the members are well-versed based on their ksa. this is supported by stevens & campion’s (1994) stating the importance of knowledge, skills, and attitude in teamwork. they said that the three are needed to be addressed as they play a vital role in team-oriented environments of today’s world. level of team performance the level of the team performance of the cca tinig angeleño was found out to be very high. meaning, most of the members are highly engaged and participative, on both before and after performance of the organization. this can be stated that the team is working well with group performance (thompson, et. al., 2009). also, that when a group works together hand-in-hand, a better outcome is yet to be achieved (schmutz, et. al., 2014). research shows that collaborative problem solving leads to better outcomes. overall, everyone must not be complacent so a harmonious relationship will be built among the team members . relationship between knowledge, skill and attitude to level of team performance based on the findings from the spearman-rho analysis, it was found out there a significant relationship between attitude and tp which accepted the hypothesis for the study; and, rejected the hypothesis which correlates knowledge (k) and skill (s) to tp. this claim may be supported by the findings of ogilo et al. (2020), where it was found out that the employee’s attitude was found out to have a positive significant effect on organizational performances.on other hand, this was contradicted by the result finding of mousavi et al. (2018), wherein the result revealed that positive attitude has no significant relationship toward the effectiveness of teamwork. on the other hand, there was no significant relationship observed between knowledge (k) and skill (s) to tp. previous conducted studies have confirmed that knowledge (s) and skill (s) are related to tp. in this, it is highly recommended to conduct another study to other set of chorale group in order to determine if the claim of this study may be supported. this study has several limitations. first, this study only focused on the chorale members of cca tinig angeleño of the city college of angeles. meaning, the result of this study may not be applicable to other groups. in this, future researchers may be curious on conducting the same study from other higher education institutions (heis) or expansion of other respondents from the primary or secondary education sector, and compare if the results may be similar to support the claim of this present study. also, future researchers may also add other variables such as moderating and mediating variables to further understand the relationship between ksa and team performance. additionally, application of other research techniques such as qualitative or mixed method can be employed to this study to have a deeper understanding of the constructs that were measured in this study. lastly, the result of this study contributes to the existing literatures regarding the relationship of ksa to tp. conclusions this study sought to determine the relationship http://https://journals.e-palli.com/home/index.php/ajahs pa ge 14 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 09-15, 2022 between knowledge, skill and attitude (ksa) and the team performance (tp) of cca tinig angeleños. the researchers understand the role of these three variables in group performance that is why, they followed a procedure to come up with conclusions for this study based on the obtained results. using a series of survey which involved 15 respondents from the target population, the following are the conclusions drawn from the study: from the results of the survey using ksaq, the findings revealed that the members of the chorale are knowledgeable, there is high level of seriousness on what they are doing, and they are all highly skillful. overall, knowledge and attitude have a higher response rating from the population than the skill. this, however, does not mean that skill is less important than the two because it can be described that the three variables are still important when it comes to the overall group performance. in the findings using tps, it was found out that team performance of the chorale group is high. it can be stated that the entire chorale group is doing well when it comes to their performance as a team. a positive significant relationship was observed between attitude and overall team performance of the chorale group. however, knowledge and skill were found out to be not statistically correlated with team performance. it can be concluded that, attitude can be claimed as one of the determinants in the overall team performance of the cca tinig angeleño. recommendations based on the results, the following recommendations are hereby presented: 1.head of the chorale group (conductor) should assess students who are interested in being a member of the chorale. the conductor should assess the students’ attitude, especially how responsible they are as a singer, how they practice their singing tone regularly, what their daily routine is in terms of rehearsal, and how they perform with other performers (harmonization of voice action). in this way, the conductor will get enough idea if the students are qualified to join the chorale. 2.teachers and other professionals in schools who are experts in music should guide the students. they must provide seminars/webinars, training, and more exposure to the students to improve more, such as teaching appropriate routines to practice and improve the voice and proper rehearsal. 3.observe the students on how they behave well, if they are attending practice regularly and if they are attending on time. teachers, conductors or coaches should always tell the students to be on time because it is also one of their responsibilities. being a responsible chorale member is one of the attitudes that they must possess. 4.lastly, the researchers recommend conducting a more thorough study regarding the relationship of knowledge, skill and attitude (ksa) to team performance in a larger population, not only in a vicinity of a local city college. further investigation is highly recommended for this study. acknowledgements the researchers would like to thank the institute of education, arts and sciences of city college of angeles for unwavering support provided for this study. the researchers would also like to reach out there sincerest gratitude to prof. nickole z. pineda, research coordinator, for the statistical treatment for the data gathered for this study. references calcinoni, o., borgonovo, g., cassanelli, a., banfi, e., & bassoli, a. (2021). herbs for voice database: developing a rational approach to the study of herbal remedies used in voice care. journal of voice, 35(5),807.e33-807.e41.https://doi.org/10.1016/j. jvoice.2019.12.027 daffern, h., balmer, k., & brereton, j. (2021). singing together, yet apart: the experience of uk choir members and facilitators during the covid-19 pandemic. frontiers in psychology, 12, 624474. https:// doi.org/10.3389/fpsyg.2021.624474 dingle, g. a., clift, s., finn, s., gilbert, r., groarke, j. m., irons, j. y., bartoli, a. j., lamont, a., launay, j., martin, e. s., moss, h., sanfilippo, k. r., shipton, m., stewart, l., talbot, s., tarrant, m., tip, l., & williams, e. j. (2019). an agenda for best practice research on group singing, health, and wellbeing, music & science, 2, 1-15. https://doi. org/10.1177%2f2059204319861719 gleason, w. a. (1992). the relationship of choral conductor behavior to high school student attitude and performance. arizona state university proquest dissertations publishing. 1992. 9307084. gish, a., kunduk, m., sims, l., & mcwhorter, a. j. (2012). vocal warm-up practices and perceptions in vocalists: a pilot survey. journal of voice, 26(1), e1– e10. https://doi.org/10.1016/j. jvoice.2010.10.005 gul, g. (2018). music teachers’ usage of the breathing and voice exercises in song teaching. journal of education and training studies, 6(9), 69. https://doi. org/10.11114/jets.v6i9.3429 kansas curricular standards for music education (1998). https://files.eric.ed.gov/fulltext/ed440015.pdf kirrane, m., o’connor, c., dunne, a-m., & moriarty, p. (2016). intragroup processes and teamwork within a successful chamber choir, music education research. https//doi.org/10.1080/14613808.2016.1166195 koster, j., & aven, b. (2018). the effects of individual status and group performance on network ties among teammates in the national basketball association, plos one, 13(4), e0196013. https:// doi.org/10.1371/journal.pone.0196013 latif, k. f., & williams, n. (2016). team effectiveness in non-government organizations (ngos) projects. 49–61. https://core.ac.uk/download/pdf/245882524.pdf mousavi, e., kavi, e., larti, n., dorcheh, s. j., & gharahzadeh, a. (2018). the relationship between attitude toward the effectiveness of teamwork and http://https://journals.e-palli.com/home/index.php/ajahs pa ge 15 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 09-15, 2022 observing safety standards in isfahan educational hospitals. revista latinoamericana de hipertension, 13(3), 271–276. nichols, l. l. (2010). investigating vocal hygiene habits in professionally managed classical singers. ogilo, o. b., elenwo, a. m., & ojofeitimi, o. b. 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(2010). more to teamwork than knowledge, skill and attitude. bjog : an international journal of obstetrics and gynaecology, 117(10), 1262–1269. https://doi.org/10.1111/j.1471-0528.2010.02654.x thompson, b. m., levine, r. e., kennedy, f., naik, a. d., foldes, c. a., coverdale, j. h., kelly, p. a., parmelee, d., richards, b. f., & haidet, p. (2009). evaluating the quality of learning-team processes in medical education: development and validation of a new measure. academic medicine, 84 (supplement), s124–s127.https://doi.org/10.1097/ acm.0b013e3181b38b7a http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 pa ge 12 american journal of arts and human science (ajahs) a comparative study of child rights protection systems in lesotho and sierra leone francois joseph bockarie1, matsilo elizabeth nkabane1*, rethabile anastacia khabele1 volume 3 issue 1, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i1.1487 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: december 18, 2023 accepted: january 23, 2024 published: january 26, 2024 the aim of this study is to assess the status of child rights in the two african countries of sierra leone and lesotho. the study will begin by analysing the treaties and conventions and bills, legal instruments relating to the protection of children signed by respective countries. the protection of children rights has increasingly become a significant focus for most countries in recent years, the evidence is that many countries of the world aim to protect children rights by prioritising education, ending child marriages and child labour among others through the formulation of legislation and policies. lesotho and sierra leone respectively have adopted and ratified various international bills and convections that aim to protect children’s rights. the paper will compare and analyse the strides and efforts of the two to protect children rights. lastly, the paper will give out recommendations, strategies as well as lessons that can be adopted to further strengthen the protection of children rights in both countries. keywords child rights, human rights, child protection 1 pan african university institute of governance, humanities and social sciences, lesotho * corresponding author’s email: matsilonkabane@gmail.com introduction lesotho and sierra leone are both countries from africa continent, lesotho is found in southern africa region, while sierra leone is a country found in west africa, both countries have ratified the international convections and legislations that protect the rights of children. sierra leone has a population of 7 million and above of which more than 50% are aged 18 or under and 18.4% of the population is less than 5 years sierra leone signed and ratified the united nations convention on the rights of the child (uncrc) in 1990 to which it is now legally bound and has enacted into national laws through the national child rights act 2007. the kingdom of lesotho is a constitutional monarch, mountainous country completely surrounded by south africa. it has a population of 2 million and 38% of lesotho population are children below the age 18 years. the government of lesotho has also ratified a number of international instruments which protect the rights of children including the convection on the rights of a child, the african charter on the rights and welfare of the child, international labour convection 138 on the minimum age for employment and international labour organisation 182 on the worst forms of child labour. (social work and society,2018). the international treaties signed by both countries on the rights of a child the convection on the rights of a child (crc) is an international human rights treaty which sets out the civil, political, economic, social, health and cultural rights of children. the convention defines a child as any human being under the age of eighteen unless the age of majority is attained earlier under the national legislation. the united nations general assembly adapted the convection and opened it for signature on the 20th november 1989 and came into force on 2 september 1990 after it was ratified by the required number of nations. as of 22 january 2023, 196 countries are party to it including every member of the united nations. two optional protocols were adopted on the 25 may 2000. the first optional protocol restricts the involvement of children in military conflicts and the second optional protocol prohibits the sale of children and prostitution and pornography. lesotho and sierra leone are both part of the ratification of this treaty and both countries have domesticated the treaty into their national laws. the african charter on the rights and welfare of a child (acrwc) was adopted by the organisation of african unity in 1990 and enter into force in 1999 like the united nations convection on the rights of a child, the children charter is a comprehensive instrument that set out rights and defines universal principles and norms for the status of children. the acrwc and the crc are the only international and regional human rights treaties that cover the whole spectrum of civil, political, economic, social, and cultural rights its calls for the creation of an african committee of experts on the rights and the welfare of the child. its mission is to promote and protect the right established by the acrwc, to practice applying these rights and to interpret the disposition of the acrwc as required of party states. as february 2009 the acrwc has been ratified by 45 of the 53 countries in the continent of continent both lesotho and sierra leone have ratified the treaties. eliminating the worst forms of child labour organisation 182 was adopted in 1999 at geneva general conference pa ge 13 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 12-18, 2024 of the international labour organisation. according to article one of the convention, each member which ratifies this convention shall take immediate and effective measures to secure the prohibition and elimination of the worst forms of child labour. this legislation must be followed by measures to sensitize public opinion and to mobilize public support to combat the worst forms of child labour , rehabilitate children who have been so removed and reintegrate them into the schooling system, provide subsidies and income support for the children in greatest need and their families, (organisation, 2006) prevent children from being lured into the worst forms of child labour. domestication of the international legislations in lesotho in 2021, lesotho made moderate advancements in the efforts to eliminate the worst forms of child labour. lesotho’s multisectoral committee on combating trafficking in persons launched the national refferal mechanism in trafficking in persons. the government of lesotho also created standard operating procedures for responding to human trafficking violations with the home affairs ministry distributing the documents in 10 districts of the country. in addition, the labour inspectorate significantly increased the number of inspections conducted during the reporting period. (lnc, 2009). provision for health care is one of the biggest challenges especially for a small mountainous country like lesotho. this is because its geographical nature makes it very difficult for some places to be accessible thus placing hindrance on the authorities to make availability of the necessary medical check-ups in an emergency situations or regular check-up, hence a decrease in children’s vaccination processes.(global partnership, 2009). however according to lind institution (2019)necessary measures have been taken by lesotho government to make provision for maternal and child’s health to fight against human immune virus, malaria, tuberculosis amongst many other diseases. this is because the above diseases in general tend to impact more negatively on children from poor backgrounds, the situation is even worse in lesotho highlands due to poor road infrastructure, economic as well as cultural factors that restrict access to facilities. additionally, lesotho’s government has taken various measures towards the improvement of its citizen’s lives. the implementation of lesotho’s immunisation expanded programme and integrated management of childhood is one of the strategies implemented by the government based on immunisation guidelines that fully vaccinate and cater for diseases which result in children death.(global partnership, 2009). those diseases include measles, diarrhoea, malnutrition and anaemia. moreover preventive measures are also being implemented by lesotho government to reduce human immune virus transmition, this is emphasised by the ministry of health and social welfare, following the realisation that lesotho ranks second in countries affected by hiv in africa thus mother to child infection is found to be high. right to non discrimination customary law plays an important role in preventing discrimination, albeit some believes and tradition do limit women to access specific social areas. some forms of discrimination that affect children especially girls are, but not limited to: gender based violence, hiv, aids, as well as unequal participation in decision making process (unicef, 2018). however in 2000 numerous laws have been passed and implemented to deal with the above violations. the sexual offence act of 2003, the legal capacity of married persons act of 2006, gender and development policy act of 2003 which prioritises more on gender bases violence. (universal periodic review 2013). additionally, between 2013 and 2017 the national action plan on women, girls and hiv which gave framework for the protection of women and girls with hiv in the context of gender based violence (universal periodic review 2013). status of children rights in sierra leone the lingering effects of colonialism and the civil war in sierra leone have left children’s rights in a very precarious position. due to various long-term issues such as frequent child marriage, gender inequality, poverty and restricted access to education, the country has sought to implement a variety of national polices in line with the sustainable development goals (sdgs). sierra leone ratified the convention on the rights of the child (crc) in 1990, and the convention on the elimination of all forms of discrimination against women (cedaw) in 1998, to mainstream the protection of women and children into legislative frameworks. the country also ratified the african charter on the rights and welfare of the child in 2002. as sierra leone is a member of the economic community of west african states (ecowas), a regional group promoting economic cooperation and integration to improve the living standards of its member states, together in 2017, they committed to adopting the strategic framework for strengthening national child protection systems. broadly, the country’s children’s rights response is encompassed by its child rights act of 2007, the sexual offenses act 2019, the devolution of estates act 2007, the anti-human trafficking act 2005, the registration of customary marriage and divorce act 2007 and other legislation. however the child right act 2007, broken down into eight distinct ‘parts’, the body of legislation forms the backbone of all child protection initiatives on going in the country (child protection –the basics & protection mechanisms within sierra leone report, 2017). the child right act 2007 the child rights act 2007 of sierra leone provides for the promotion of the rights of the child compatible with the convention on the rights of the child adopted by the general assembly of the united nations on the pa ge 14 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 12-18, 2024 20th november 1989 and its optional protocol of 8th september 2000 and the african charter of rights and welfare of the child.. it includes information set up of a national children’s commission, specific rights provided and the specific child welfare functions of local committees and district councils in the interpretation section of the act, gave us a definition of who is a child, “child” means a person below the age of eighteen; (the child right act 2007 act no.7) section 23 provides that every child has the right to life and to survival and development to the maximum extent possible and that it shall be the primary responsibility of parents to provide support to their children in the enjoyment of this right (the child right act 2007 act no.7) section 25 states that every child has a right to grow up with their parents. section 26 states that parent have a duty and responsibility to not deprive a child of their welfare, regardless of the status of their relationship. this includes protecting the child from neglect, discrimination, violence, abuse, exposure to physical and moral hazards and oppression; providing good guidance, care, assistance and maintenance for the child and assurance of the child’s survival and development; ensuring that in the temporary absence of a parent, the child shall be cared for by a competent person and that a child under eighteen months of age shall only be cared for by a person of fifteen years and above (the child right act 2007 act no.7). section 34 provides that the minimum age of marriage is 18 and that a child has the right to refuse betrothal or marriage (the child right act 2007 act no.7). the sexual offenses act (2019) the sexual offenses act 2012 provides rights that protect children from a range of different forms of sexual violence and abuse, and covers all potential perpetrators of the violence including family members, teachers, or people in positions of power and community influence in addition to perpetrators unknown to the victim. the act specifies that a child is anybody under the age of 18 years old (the sexual offenses act 2019 act no.12). section 19 prohibits the sexual penetration of a child and provides that any person who engages in any act of sexual penetration of a child if convicted will face a jail sentence of 15 years (the sexual offenses act 2019 act no.12). section 20 prohibits the sexual touching of a child. this includes both the perpetrator touching the child, or forcing the child to touch their body (the sexual offenses act 2019 act no.12). section 21 prohibits sexual activity in the presence of a child where the intention is that the child is aware of the activity (the sexual offenses act 2019 act no.12). section 22 prohibits a person from causing a child to either watch other people engaging in sexual activity, or showing an image of a person engaging in sexual activity (the sexual offenses act 2019 act no.12). section 23 prohibits meeting a child for sexual purposes. this includes both meeting and travelling with the intention of meeting a child for sexual purposes (the sexual offenses act 2019 act no.12). the devolution of estates act (2007) this act protects women from being denied access to their deceased spouse’s property and guarantees the right of children born in and out of wedlock to own their deceased father’s property. section 7(1) provides that where an intestate is survived by one child and no spouse, parent or grandchild, the whole of the estate shall devolve to the surviving child. section 7(2) further mentions that where an intestate is survived by two or more children and no spouse, parent or grandchild, the estate shall devolve to the children in equal shares. an interesting new concept that was introduced in the devolution of estates act which was non-existent in the administration of estates act is that of posthumous births. section 12 of the act states that any child or grandchild of the intestate conceived before the intestate’s death, but born afterwards, shall inherit as if he had been born in the lifetime of the intestate and had survived the intestate. section 5 of the devolution of estates act also provides for the maintenance and education of natural children of the intestate. it stipulates that any natural child of the intestate shall be entitled to be maintained and educated from the residue of the estate of the deceased until such child attains eighteen years or upon leaving secondary school or completion of an undergraduate university or college course whichever is the later. there are however exceptions which narrow the act’s jurisdiction. it does not apply to family property, chieftaincy property or community property held under customary law section15 (the devolution of estates act 2007 act no.21) the anti-human trafficking act 2005 the anti-human trafficking act 2005 criminalises moving a person from one place to another for the purposes of financial or other gain without the consent of the person being used. this is particularly relevant for situations where families send their children to live with pa ge 15 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 12-18, 2024 another person or family member under the premise of the child receiving an education and the person uses the child against their will to work (crc–sl report, 2021). the registration of customary marriage and divorce act (2007) this act legalizes all marriages under the customary law, mohamedan and the civil laws and christian belief. the act aims to protect women and girls married through customary marriage. before the legislation, many women and girls did not have any rights to property/land or recourse due to the customary nature of the marriage (crc–sl report, 2021). sierra leone signed the convention on the right of the child (crc) on 13 february 1990 and ratified it on 18 june 1990. sierra leone has also ratified the following international and regional human rights instruments relating to the protection of children: the optional protocol to the convention on the rights of the child on the sale of children, child prostitution and child pornography; the optional protocol to the convention on the rights of the child on the involvement of children in armed conflict; the convention against torture and other cruel, inhuman or degrading treatment or punishment; and the african charter on the rights and welfare of the child. as the country follows a “dualist” approach to international law, all international treaties require national/domestic legislation to be implemented. the parliament adopted such legislation by enacting the child rights act of 2007 and other act that protects children (crc–sl report, 2021). with the enactment of the child rights act of 2007, sierra leone incorporated the crc into its national legal order. such incorporation was direct, as opposed to subject ¬by¬ subject, which means that the statute was adopted to incorporate the whole treaty and not isolated provisions of it. however, the government of sierra leone, civil society organizations (csos) and ngos are assiduously working towards child rights issues in the country who are members of the child rights coalition sierra leone (crc–sl). domestication of the child rights in sierra leone civil rights and freedom the coalition acknowledges actions by the government to enhance the civil rights of its citizen through the establishment of the national civil registration authority (ncra) and the undertaking of civil registration. children are now included in an integrated birth register, and this will promote their civil rights. the coalition point out that the right of freedom of expression of children was limited during the last reporting period (20162021), compared to now when there is increased awareness through the press and social media on child rights issues following implementation of the child rights act in 2007. child participation is much more felt at government’s events and projects of ngos and un agencies. for example, children engage in role modeling activities during the “day of the african child” (june 16 annual events) and this has motivated thousands of children especially when they mimic high ranking officials including the president, cabinet ministers and first lady of the republic of sierra leone (crc–sl report,2021). however, meaningful participation can only be achieved if child participation is ensured by policy and practice at major decision-making process such as budgeting, policy formulation, construction of public buildings and roads, and other developmental interventions. it is worth noting that challenges to the participation of children in decision making is rooted in cultural beliefs, traditional values, and perceptions of adults that children are not matured, sensible and are not capable of making decisions that affect them. in some cultures, in rural communities for instance, children are not allowed to speak loudly when adults are engaged in conversations with them. the coalition is concerned about the growing reports of commercial child sexual exploitation such as internet related sexual harassment including cyber bully against girls in sierra leone. it is evident that information and communication technologies (icts) have become a fundamental part of children’s lives giving them access to unlimited connections and information (ohchr, 2021). however, the coalition is mindful that icts also expose children to new forms of abuses resulting in an alarming growth of new forms of child sexual exploitation online. this is worrying especially when one considers that online sexual violence puts parents and children at risk of harm and serves as an impediment to active participation of girls in public domain. in view of addressing online child sexual exploitation, parliament of sierra leone passed the cyber crime bill into law, titled “the cyber security and crime act 2021”. the act which is introduced in sierra leone for the first time will provide prevention on the abusive use of computers and provide a timely and effective collection of electronic evidence for investigation and prosecution of cybercrime. it is envisaged that once this act is fully implemented nationwide, the safety of children online will be guaranteed (crc –sl report, 2021). child labor the coalition acknowledges efforts by the government of sierra leone such as the fqse program in addressing child labor which has devastating effects on the developmental needs of children. even though the government has ratified various international labor organization conventions and criminalized child labor as spelt out in the child rights act 2007, the country remains among the sub saharan african countries with one of the highest rates of child labour (crc–sl report, 2021). as a country, sierra leone signed the partnership protocol agreement between the government, the international labor organization (ilo) and the european commission (ec) in october 2008. following the ratification of ilo convention no.138 in 2011, a minimum age for work declaration was stipulated: 15 years for non-hazardous work, and 18 years for hazardous work (ilo, 2020). that notwithstanding, evidence suggest that over 45% of pa ge 16 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 12-18, 2024 children aged 5 -17 are engaged in child labour, with over 20% involved in dangerous work including in the mining sector, commercial sexual exploitation, quarrying stone and fishing. the worst forms of child labor (indecent work and child exploitation) are particularly common in major towns and cities such as freetown and kenema (goal, 2020). in 2019, the government launched the fqse program, and this has increased school enrolment rate among boys and girls across the country. however, many children are still out of school and used by their parents or care givers for different purposes of economic exploitation. child trafficking the coalition acknowledges the efforts of the government and its partners in taking significant steps to address human trafficking in general and child trafficking in particular. the country adopted its trafficking in persons act in 2005, which is now under review and has also set up the trafficking in persons taskforce that is actively coordinating policy reforms and programs that address trafficking. in 2017, defence for children international, facilitated signing of the standard operating procedures between sierra leone and guinea on the one hand, and between sierra leone and liberia on the other hand to enhance practical actions for cross border collaboration in ending cross border child trafficking between mano river union countries. in 2019, defence for children international, international organization for migration (iom) and world hope international conducted trainings for border security officials that are now paying dividend (crc –sl report, 2021). sexual violence sierra leone records high rate of sexual violence. since the last reporting period in 2016, the government has made great strides in minimizing the growing rate of sexual violence particularly against minors. in september 2019, the government amended the sexual offences act of 2012 and increased penalties including the life imprisonment for perpetrators. this development is believed to have empowered victims to bring forward more reports. furthermore, with the introduction of the free toll line for reporting of child abuse, evidence suggests that from april 2020 to october 2020, 39,000 calls were recorded on the sexual gender base violence (sgbv) helpline. this can depict: an increase in reported cases or an increase in the use of the helpline. it is reported that, 329 of these calls were related sexual offences of which 212 were related to sexual penetration. 17 of the calls reported rape and 97 related to domestic abuse (ministry of gender and children affairs report, 2020). during the period under review, the president of sierra leone imposed a state of emergency against sexual violence and introduced several measures that can suppress the menace. the sexual offences act was amended; a special unit within the family support unit (fsu) of the sierra leone police was established, charged with the responsibility of investigating all reports of sexual violence. a model court was instituted in the capital freetown for adjudication of cases of sexual violence. it is expected that the establishment of a model court would facilitate speedy trial of sgbv cases especially those involving children as victims (crc –sl report, 2021). with this development in freetown, more prosecutions and convictions of sexual crimes have been recorded in recent times. another progressive step by the government in addressing sgbv is instituting onestop-shop centres in 7 districts. these centres provide opportunities for survivors of sexual violence to access legal, medical, psychological, and other support services from a centralized location. one–stop-shop centres have reduced financial burden on thousands of victims as they do not have to move from one centre to the other. however, these centres need to be capacitated to make provision for more victims of sgbv emerging. moreover, the first lady’s office launched the “hands off our girls” campaign which has raised nationwide awareness and high-level advocacy on ending sgbv. a presidential task force was created in 2018 to oversee sgbv cases from the office of the president (crc –sl report, 2021). education, leisure and cultural activities the coalition notes that as part of the government’s human capital development expansion, total budgetary allocation to the education sector was 1.4 trillion leones representing 21 percent of total primary expenditures as indicated in the government budget and statement of economic and financial policies (financial year, 2020). in 2018, government launched the fqse scheme from nursery to senior secondary schools which children are benefiting from. the fqse scheme has abolished all school charges and subsequently reduced financial burden on parents and increased school enrolment rates from 112.75% in 2018 to 143.71 % in 2019 (unesco, 2020). there is now an early childhood development secretariat at the ministry of basic senior secondary school education (mbsse) which provides early year’s educational support to children. however, the secretariat needs to reach out to more families especially in deprived communities and rural communities. the government accepted the ecowas court ruling in december 2019 which found that the policy barring pregnant girls from attending school amounted to discrimination and human rights violation and has lifted the ban on pregnant girls from attending mainstream schools in compliance with previous recommendation of the uncrc committee. another progress noted from government in the best interest of the girl child is the integration of the comprehensive sexuality education (cse) into the national basic education curriculum. this would now mean that teachers and pupils can have an opportunity to talk about sexual and reproductive health issues openly with girls and this may raise more awareness on sgbv. comprehensive sexuality education has the potential to pa ge 17 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 12-18, 2024 expose the girl child to preventative and safe reproductive health thereby increasing their chances to make choices and reach their fullest educational potential (crc –sl report, 2021). disability, basic health and welfare according to the sierra leone 2015 population and housing census, there were around 23,000 children (0 -18 years) recorded with disabilities and majority falls within the age group 15–19 years (7,161 ). as a progressive move, the government of sierra leone adopted the persons with disabilities act 2011 and established the national commission for persons with disabilities. there are provisions in the persons with disabilities act 2011 for free health care and inclusive education for persons with disabilities. however, specific provisions need to be clearly spelt out for children with disabilities. the coalition also notes the adoption of the radical inclusion policy by the government of sierra leone, which provides policy framework for equal access to education for at risks groups including children with disabilities. this is however an aspiration yet far from reality. for example, there are some primary schools for blind children in freetown, makeni, kabala and other parts of the country (the sierra leone population and housing census report 2015). analysis ratification lesotho and sierra leone have signed and ratified the convention on the right of a child (crc), the african charter on the rights and welfare of a child and the international labour organization (ilo): conventions no.138 and no.182. as both countries follows a “dualist” approach to international laws (access to justice for children report s/l 2013). domestication the sierra leone parliament adopted crc by domesticating it into national legislation; such national legislation are: the child rights act of 2007, the sexual offences act 2019, the registration of customary marriage and divorce act 2007, the anti-human trafficking act 2005 and other relevant national policies geared towards the protection of children in the country. with the enactment of the child rights act of 2007, sierra leone incorporated the crc into its national legal order. such incorporation was direct, as opposed to subjectby-subject, which means that the statute was adopted to incorporate the whole treaty and not isolated provisions of it (access to justice for children report s/l 2013). on the one hand, lesotho adopted the children protection welfare act of 2011 with the aim of promoting their welfare as well as protecting their rights inclusive of the right to identity, birth registration, and life with parents, education, health, and social security, protection from labour and torture, as well as parental property. furthermore, according to article 13 of the crc, the child has the right to freedom of expression, inclusive of freedom to seek, receive, impart information and all kinds of ideas, irrespective of frontiers, either spoken, written, or, in an artistic way or through media chosen by the child. statistically, freedom of expression and opinion are a bit challenging to apply to children, this is because according to afrobarometer(2018) pro bono and awareness campaigns there are organizations in sierra leone that offer pro bono legal services and awareness campaigns, some of these organizations are: timap for justice, brac , lawcla, caritas and others. in addition, children and their representatives can obtain free legal services from some ngos specializing in children’s rights, like: center for human rights, children and women empowerment society. furthermore, on the part of government, it has established the legal aid board that is providing free legal service towards children and any other persons. however, the government needs to do more in the area of awareness campaigns to protect children in some part of the country. the family support unit (fsu) of the sierra leone police was set up in 2003 to specifically handle cases of rape, other sexual offences and domestic violence (access to justice for children report s/l 2013). sierra leone has one of the highest child marriage rates in the world with 39% of girls married before their 18th birthday (unicef 2016). further evidence from research has inextricably linked early child marriage to adolescent pregnancy (unicef report, 2021). in sierra leone, girls that are forced into marriage have experienced other forms of exploitation including domestic abuse, sexual exploitation and violence. in 2018, the national strategy for the reduction of adolescent pregnancy and child marriage (2018 – 2022) was launched with support from unicef but implementation has been slow. the kingdom of lesotho has placed the responsibility of related services to be delivered by different ministries; however maximum responsibilities are placed on the following ministries: ministry of social development, justice, correctional service and ministry of policing. the judiciary also plays an important role. minimal responsibilities are placed on ministry of health, education and training as well as the ministry of home affairs, ministry of labour and employment. over and above, according to world vision (2020), queen of lesotho, her majesty, mamohato seeiso is an advocate for children’s rights and has declared that children should be protected against all forms of abuse early marriage included and legal measures should be taken against the perpetrators. however, it is worth noting that, under the ministerial commitment on comprehensive sexuality education and reproduction health services, lesotho is among the 20 countries that were committed to end child marriage by 2020. non-governmental organizations involved in the awareness campaign of children’s rights include: national coalition of lesotho, world vision, lesotho council of ngos. pa ge 18 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 12-18, 2024 conclusion the following are recommendations with regards to child rights. there should countrywide campaigns and programmes with regard to children rights. similarly, parents should be empowered on children’s rights, care and protection. emphasis should be more on children with special needs, thus for this empowerment to succeed , child care professionals including counsellors, psychologists, social workers should be mobilised to offer more support on child’s rights. government department and other stake holders such as nongovernmental organisations, faith based organisations and civil society can also offer counselling programmes. secondly, there should be proper dissemination of information using other mediums such as radios, televises and pamphlets on the welfare and rights of children. in conclusion, both sierra leone and lesotho governments have played a pivotal role in improving the rights of children through signing of the united nations convention on the rights of a child (crc). there is a significant improvement as laws and enactments protecting children have been domesticated. references abdoll, c., barberton, c. & carter, j. (2014). project report (2014). costing the children’s protection and welfare act, 2011 of lesotho. https://resourcecentre. savethechildren.net. accessed on 2022.09-29 child protection (2017). the basics & protection mechanisms within sierra leone report. child rights act 2007 http://www.sierra-leone.org/ laws/2007-7p.pdf. accessed 2023-02-18 fund education shape the future (2020). global partnership for education. https://cerf.un.org international labour organization report, (2020). child labour. https://www.ilo.org accessed on 2022-09-26 lesotho council of non-governmental organisations (2009). joint upr submission. ministry of gender and children’s affairs report (2020). https://www.unicef.org accessed on 202209-25 nkuebe. m & adams. p. (2018). afrobarometer report: rights in lesotho: citizen view on police abuse, media, and personal freedom, gender equality. https://www. afrobarometer.org. accessed on 2022-09-23 sierra leone child right act (2007). act no 7. http:// www.sierra leone.org/laws/2007/ accessed 202209-24 sierra leone constitution (1991). act no.6. http://www. sierra leone.org/laws/2007/ accessed 2022-09-24 sierra leone devolution of estate act (2007). act no 21. http://www.sierra leone.org/laws/2007/ accessed 2022-09-24 sierra leone sexual offenses act (2012). act no 12. http://www.sierra leone.org/laws/2007/ accessed 2022-09-24 tanga. p. t., tanga. m. & tanyi. p. l. (2018). social work and society child based analysis of children without parental care in lesotho. https://ejournals.bib/ accessed 2022-09-22 the sierra leone population and housing census, (2015). http://www.sierra-leone.org/laws.html accessed on 2022-0924 unesco report, (2016). children rights. https://www. unesco.org accessed 20220924 unesco report, (2020). inclusion and education. www. unesco.at accessed 202209-22 unicef report, (2021). protecting child rights in a time of crises. www.unicef.org accessed 2022-09-21 unicef child rights, (2018). country official annual report 2018.https://www.unicef.org accessed on 2022-09-21 unicef, (2023). childprotectioninformationsheet,http:// www.unicef.org/protection/files/what_is_child_ protection.accessed 2022-09-23. world vision, (2016). help children caught in the crossfire of deadly conflict. https://www.worldvsion. org/accessed on 2022-09-22 pa ge 1 pa ge 1 american journal of arts and human science (ajahs) examining the role of social media and mass media in political campaigns: a review of the literature jennifer g. valencia1* volume 4 issue 1, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i1.2252 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: october 21, 2023 accepted: november 28, 2023 published: december 21, 2024 this paper examines the role of social media and mass media in political campaigns. it draws from a review of related studies/literature in an attempt to establish the vital role of social media and mass media in said campaigns. while the author did not utilize specific research methods in this research, a close examination of relevant literature on the subject matter has been conducted accordingly. the literature review underscores how the social media are increasingly utilized for political purposes. however, some authors note that politicians still depend on the traditional media for such purposes. while the traditional media remain as valuable vehicles of information in political campaigns, the social media are increasingly recognized as dynamic campaign tools. along this line, in past campaigns in the u.s. and brazil, the level of sophistication on how the social media were applied has been noted. as for other countries, the potentials of social media have yet to be harnessed and maximized since these primarily served as a platform for exchange between the candidates and the voters. notably, televised election debates have been documented as the candidates’ crucial means of informing and persuading voters. apparently, we have witnessed how these televised debates (as these are likewise streamed via youtube) trigger discourse/exchange among citizens in the course of these debates. more importantly, in such discourse, the citizens themselves campaign for their chosen candidates. keywords dependency theory, mass media, news, political campaigns, social media, televised election debates 1 department of communication, college of development communication and arts & sciences, isabela state university cabagan campus, garita heights, cabagan, isabela 3328, philippines * corresponding author’s email: jennifer.g.valencia@isu.edu.ph introduction this paper attempts to examine the role of social media and news (via mass media) in political campaigns. the literature/works cited in this paper acknowledge how the social media are increasingly utilized for political purposes in the recent years. however, some authors note that politicians still depend on the traditional media (television, radio, and newspapers) primarily for such purposes. smith (2011) notes how the social media have enabled voters and politicians to share information, as well as to garner more supporters online. in the obama campaign, the social media made possible the sharing of information between obama and his supporters, facilitated the mobilization of volunteers, helped garner more supporters, posted important news, and notably, brought in campaign funds. in malaysia, raoof et al. (2013) note that parties and candidates utilized the social media to increase the awareness of people (particularly the youth), to spread political views, and “to attract voters and gain their support.” raoof et al. (2013) likewise note that european parties utilized the social media and “were, to some degree, mirroring the strategy of obama in their campaigns” (lilleker & jackson, 2012). in brazil, presidential candidates utilized social media interactively while gubernatorial and senatorial candidates used these media rather informatively (gilmore & howard, 2012). indeed, in what ways were the social media utilized in past campaigns? on the other hand, what was the role of news (via mass media) in past political campaigns? the dearth of literature on the role of news via social media or the role of online news in political campaigns, however, compelled the author to discuss separately the role of news. nevertheless, the author attempts to give an analysis and insights across the two forms of media (social and mass media). materials and methods the arguments of the paper are based on the theoretical assumptions of dependency theory. the theory suggests that individuals in urban areas have become “dependent on mass communication to assist them in receiving the information that they need, in order to make a variety of decisions concerning their everyday lives” (defleur & rokeach, 2002). the idea is that one becomes “more dependent on media that meet a number of… needs than on media that provide just a few” (littlejohn, 2002). if an individual then “finds a medium” that provides him/her “with several functions that are central” to his/her desires, he/she “will be more inclined to continue to use that particular medium in the future” (spring, 2002). the theory further posits that in times of conflict,…. society as a whole tends to become more dependent on the media for a sense of stability. moreover, one may see an increase in media usage when something important is coming up, such as a presidential election. these special circumstances make viewers more dependent on the media to find out what is happening in society. the key ideas of the theory can be summarized as follows: “the potential for mass media messages to achieve a broad range of cognitive, affective, and behavioral effects pa ge 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 1-7, 2025 will be increased when media systems serve many unique, and central information functions” (defleur & rokeach, 2002). thus, “the more the medium has to offer, the more useful it will become” (spring, 2002). cognitively, “since the theory complies with the idea that people rely on it for information determining their decisions, it clearly can help individuals develop certain attitudes regarding given subjects” (spring, 2002). it can likewise encourage individuals to talk about certain things. affectively, “it can create many different feelings such as fear, anxiety, and happiness” (spring, 2002). the media can also “promote behavior changes.” spring (2002) elaborates that “this can result in an audience member doing something” that he/she “would not ordinarily do.” the mass media have these capabilities and as such, “society has become dependent on the media for virtually all its outside resources in order to make decisions” (spring, 2002). raoof et al. (2013), for instance, note that social network sites play an important role in the “political arena nowadays.” the authors add that these sites are “growing engagement tools that assist in improving the political process by helping electoral candidates in communicating their political programs and thoughts to the community, as well as in rallying their campaign supporters.” “on the other hand, voters can also use social media sites to unconditionally communicate with the candidates” (raoof et al., 2013). smith (2011) also acknowledges the potentials of the social media in campaigns. she cites that (according to the mass communication and society study), “the ability to express political views and opinions online plays an important role for social media in campaigns.” aside from allowing users to “seek information,” it enables interaction “with others through online expression such as posting political commentaries on blogs and social network sites and sharing multimedia commentary” (kushin & yamamoto, 2011). smith (2011) further notes that in “past campaigns, facebook users have expressed themselves politically in many ways, such as making online donations, encouraging friends to vote, or posting graphics or status updates expressing political attitudes and opinions.” twitter and blogs have also been “used by candidates and voters to comment on social and political issues, share information and encourage participation.” the vital role of the mass media in political campaigns can likewise be deduced from the literature reviewed by the author. apparently, the mass media are important vehicles in transmitting political messages to the voters. in scandinavia, for instance, the mass media are utilized by candidates to communicate politically to the voters. the paper then assumes that politicians utilize/depend on both social media and mass media for their potentials, especially in crucial events like political campaigns. it is believed then that politicians have certain needs (for such political campaigns), which will be addressed by (utilizing) the social media. various relevant literature on the subject matter had been closely reviewed/examined by the author in an attempt to determine the role of both the social media and traditional media in political campaigns. hence, the author did not utilize specific research methods. results and discussion the role of social media in political campaigns smith (2011) notes how the social media have enabled voters and politicians to share information, as well as to garner more supporters online. the author cites, for instance, that “in past campaigns, facebook users have expressed themselves politically in many ways, such as making online donations, encouraging friends to vote, or posting graphics or status updates expressing political attitudes and opinions” (kushin & yamamoto, 2011). twitter and blogs have also been utilized by candidates and voters “to comment on social and political issues, share information and encourage participation” (smith, 2011). along this line, smith (2011) specifically relates how the obama campaign utilized the social media “to mobilize volunteers and to reach young voters.” campaign activities like house parties “where like-minded voters would gather to watch campaign events or participate in phone banks” were organized through social media platforms (greyes, 2011). consequently, obama was able to raise a “record-breaking amount of funds…” “…voter and supporter-generated groups” likewise played a key role in obama‘s campaign. “facebook groups like one million strong for barack, founded in 2007 by farouk olu aregbe, have mobilized many volunteers and garnered support for obama.” (smith, 2011) “according to the group’s description, members of the group have used the group’s discussion board to coordinate political action with one another in order to propel barack obama to victory in the presidential election” (aregbe, 2011). youtube also became a major part of the campaign where “more than 1800 videos were uploaded by obama supporters to the barackobama.com channel, which counted about 115,000 subscribers” (graber, 2011). parody videos (such as the “obama girl’s i got a crush on obama”) also “helped to promote obama” (smith, 2011). the author elaborates that such videos were viewed “more than 100 million times.” greyes (2011) notes how obama “integrated” the different social media platforms. for instance, youtube videos were posted in facebook and such posts were also tweeted. “by doing this the obama campaign delivered the content supporters wanted in the format they wanted it” (greyes, 2011). obama’s facebook page currently has “more than 19 million likes” (smith, 2011). it contains information on his “whereabouts, as well as posts relevant news from the white house.” the page also “lists obama’s favorite books, movies, television shows and hobbies, just like the facebook page of any user.” apparently, the obama campaign utilized social media platforms not merely for information purposes as pa ge 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 1-7, 2025 previously mentioned, such media made possible the sharing of information between obama and his supporters, facilitated the mobilization of volunteers, helped garner more supporters, posted important news, and notably, brought in campaign funds (though the amount of funds was not disclosed). thus, the social media were used interactively. it is also important to note how the utilization of the social media resulted in other campaign activities (interpersonal, that is) like watching campaign events and participating in phone in banks. the integration of the different social media platforms in the campaign is also commendable as this considered the possibility that users have media preferences. indeed, the obama campaign’s utilization of the social media, especially, how it used such media to obama’s advantage, in a way, influenced other politicians to utilize the media in their campaigns. however, in the succeeding literature review, social media platforms were not strategically used (by candidates) as in the obama campaign. raoof et al. (2013) and lilleker et al. (2011) who showed that “political parties within great britain, france, germany and poland (that stood in the 2009 european parliamentary elections) followed a strategy adopting all the features of web 2.0 and the internet to give their supporters the chance to talk to each other or to talk with party leaders directly.” web 2.0 refers to the “second generation of the world wide web (www), which focuses more on the ability of people to collaborate and share information online in contrast to the first web version, where people were mainly obtaining information” (o’reilly, 2006). “one of the most popular web 2.0 technologies are the social network sites (snss) like facebook, twitter, google+, myspace, linkedin, etc.” (click & petit, 2010). in malaysia, raoof et al. (2011) note that parties and candidates utilized the social media to increase the awareness of people (particularly the youth), to spread political views, and “to attract voters and gain their support.” though the authors acknowledge how such parties and candidates have “leveraged on obama’s effective utilization of web 2.0 technologies in politics, especially in elections,” it would be important to note that the somewhat-restrictive media environment of malaysia is also a factor that pushed these parties and candidates to use an alternative media. if they were not restrained by the traditional media then, is it possible that they would not turn to social media? also, though raoof et al. (2011) noted how the social media were utilized by the candidates, concrete data were not provided the way these were laid out in the obama campaign. milliken raoof et al. (2013) likewise “examined how four of the candidates running in the 2012 presidential election: michele bachman, ron paul, mitt romney, and president obama benefited from employing social media and the internet on a large scale in their campaigns.” the author elaborates that such media “provided a platform for candidates’ words and messages without any kind of filtering or modification which usually happens in traditional media, although each candidate used them in different ways.” again, this highlights the unrestrictive potential of the social media. raoof et al. (2013) further note that european parties utilized the social media “as they were influenced by the american success story” (karlsen, 2012). lilleker et al. (2011) also examined how uk political parties utilized the social media “in their campaigns during the 2010 uk general elections.” the authors noted that “some uk parties were, to some degree, mirroring the strategy of obama in their campaigns (lilleker & jackson, 2012). the specifics though were not described.” in brazil, presidential candidates utilized social media interactively while gubernatorial and senatorial candidates used these media rather informatively. in the campaigns for presidency, gilmore and howard (2012) note a certain level of sophistication as the candidates really hire web developers and content producers in an effort to maintain their sites. in the authors’ words, these technical people “work around the clock to keep their respective candidates’ online presence “fresh” for the voting public.” they hire video producers as well to produce campaign videos. apparently, as the authors of the forgoing literature claim, there is a certain level of sophistication applied in the aforementioned campaigns. as it can be recalled in the obama campaign, for instance, videos that were uploaded in youtube and posted on facebook as well were produced by obama’s supporters. in the case of brazilian candidates, apparently, significant budget must have been allotted to the technical people who were responsible for the web sites and videos. it is worthy to note, though, how the campaigns used the social media to be able to draw more supporters and to organize “on-the-ground campaigns.” (comparable to what the obama campaign has done) “for instance, worker’s party candidate dilma rousseff ’s new media team went as far as to set up a facebook-style social media site called dilmaweb where ideally campaign team members would network with a wide array of political allies including other workers’ party candidates, community organizers, bloggers, voters, as well as voters themselves in order to better coordinate their on-the-ground campaigns.” (gilmore & howard, 2012). also, the “digital media team for green party candidate, marina silva, created and highly promoted their interactive community organizing application called “case de marina” on the candidate’s website where supporters and organizers could register their own address as one of marina’s “casas” (houses) and then locate other similar residences in their vicinity in order to facilitate neighborhood networking and organizing” (gilmore & howard, 2012). on the other hand, it should also be noted that among the gubernatorial and senatorial candidates, such sophistication was not evident. it was observed that free blog sites were utilized by the candidates. indeed, it would be interesting to examine this detail, as well as the fact that the websites of these candidates are merely informative ones compared pa ge 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 1-7, 2025 to those of the presidential candidates whose sites were found to be interactive. in the philippines, through the efforts of the philippine network foundation (phnet), the philippines got connected to the internet in march 1994 (guioguio, 2015). two years after, approximately 40,000 filipinos were using it. guioguio (2015) notes that the country had “more than thirty known online news publications” in 2006 and recalls that this number includes “only those that provide news as their main service, ranging from online versions of print newspapers to online daily newspapers, online weekly newspapers, online news magazines, and online newspaper-television joint ventures”. a lot of these operate in metro manila while the others are based in the provinces (guioguio, 2015). pertierra (2012) acknowledges the potentials of new media by saying that these encourage “personal interaction and the free flow of opinions” (pertierra, 2012). the social media (e.g. facebook and youtube), for instance, are being considered as “indicators of public opinion”. cognizant of this fact, politicians have started to utilize such media. pertierra (2012) elaborates that politicians “now commonly join facebook, have their own web sites and even blog”. former president aquino utilized the social media to his advantage: “taking a page from the obama campaign, noynoy deliberately cultivated social media as a way of contacting the youth. within the first two months of his campaign, noynoy had over 95,000 ‘friends’ in facebook, dwarfing all the other presidential candidates. building on this early success, noynoy also has a website (official gazette. http://www.gov. ph/2010/10/11) meant to engage citizens in a conversation with the president.” nazemroaya (2016), on the other hand, relates the centrality of media in the 2016 presidential campaign in the country as demonstrated by “intense media coverage”, dependence of the candidates on various forms of communication and “mass communication technologies” (“specifically the internet and social media), as well as the public’s activity via various online discussions. the public, reportedly, talked about “political dynasties, corruption, change, patronage, clientelism, constitutionalism, embezzlement, fraud, integrity, morality, the rule of law, and the future of the peoples of the philippines” (nazemroaya, 2016). additionally, they were very active in campaigning for the candidates they supported: they replicated the messages of their chosen candidates and even continued campaigning via social media even when the campaign period was supposed to be over (nazemroaya, 2016). the role of news (via mass media) in political campaigns unlike the social media, which served as interactive tools in past political campaigns, the mass media remained as informative vehicles, providing the public and the candidates news coverage on the “horse race”, poll results, and candidates’ character, kaniss (1993) particularly for the presidential race in the u.s. in 1988. the “horse race” depicts “who is likely to win and lose.” kaniss (1993) also cites patterson et al. (n.d.) who found that news coverage in the media was rather focused on the “horse race” and therefore, dealt less with substantive issues. with regard to poll results, however, kaniss (1993) notes their importance. “…polls may be used to check candidates’ claims about the direction of popular opinion and, in turn, inform candidates about the nature of public sentiment on a variety of issues.” the author further notes analysts’ claim that polls aid the voting public in making “informed decisions” during elections, letting them know “when they might be throwing away their vote because a candidate has little chance to win.” on the issue of character, journalists have contended that “character is a valid subject for coverage because a president needs to possess qualities such as moral goodness, strength of will, judgment, and leadership.” indeed, despite criticisms that news coverage during this time was rather focused on the “horse race” and not on the substantive issues, apparently, the mass media remained the primary sources of information among citizens. and though the mass media were utilized merely as informative tools, it may be worthy to note that during this time, the new media were inching their way into the world of politics. along this thought, kaniss (1993) notes that initial studies on the “emerging use of the new media have recognized their strength in “decentralizing the dialogue” of a campaign and in providing longer exposure to candidates.” in elaborating this, however, kaniss (1993) merely mentioned how cable’s music television (mtv) channel was utilized for campaign purposes. it is apparent then that kaniss’ concept of “new media” during this time was not yet inclusive of our “new media” nowadays. nevertheless, such example illustrates how other media forms can supplement the mass media, which, despite its role in transmitting political messages, have its weaknesses. kahn’s account (1991), on the other hand, was for the senatorial race, (also in the u.s. in 1984 and 1986) where the mass media (newspapers, in particular) provided information on the horse race, issues, and candidates’ traits. unlike the news coverage of the presidential race, however, stories on the “horse race” were less while information on various issues was more substantial (kahn, 1991). in relation to this, kahn (1991) notes that “during the average senate campaign, 221 paragraphs were devoted to the issues and only 85 to the horse race.” as in the presidential race though, the mass media were utilized as informative tools. issues covered during the campaign period include foreign affairs, economic issues, farm issues, social issues, social programs, and others. trait coverage, on the other hand, received “very little coverage” (kahn, 1991). while the concept of “new media,” (though kaniss’ example was mtv) which was inching its way into the world of politics, (and utilized to supplement the mass media), was introduced by kaniss (1993) during the 1988 presidential campaign, pa ge 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 1-7, 2025 kahn’s account of the senate campaign merely focused on the role of newspapers in such campaign. it should be noted, however, that the senate campaign transpired two-four years earlier than the presidential campaign. it is possible then that the “new media,” which kaniss (1993) mentioned in 1988, were not yet visible in the years 19841986. in scandinavia, siune (1987) notes that “political parties consider newspapers important vehicles for reaching voters.” while kaniss (1993) and kahn’s (1991) accounts of the presidential and senate campaigns in the u.s. demonstrated how the mass media served as informative tools both for the voters and candidates, siune (1987) highlights candidates’ dependence on the mass media and further notes that voters use information from the mass media “rather heavily.” along this line, the author notes that “the only limitation on the use of newspapers by campaigns is their party affiliation, but the general coverage of political party activities is wider than the party affiliation of an individual paper would indicate.” parsby (1976) and siune (1987) elaborates that “the parties want support and coverage from the press, but broadcasting and especially television” is the most preferred medium in disseminating political information. the author likewise adds that news is a “form of political communication highly valued by the political parties.” however, since journalists assume the gate-keeping role, not all news coming from the parties are accepted (siune, 1987). despite this, however, it can be seen that the mass media are being utilized by candidates in scandinavia to communicate with the voters. unlike in the u.s. campaigns where news coverage was rather one-way (coming from the media), it is important to note that media coverage of news in scandinavia partly depict the candidates’ views. in support of siune’s earlier statement that scandinavian voters use information from the mass media rather heavily, the author revealed that in denmark, “answers to a series of questions derived from the uses and gratifications model showed that the majority of danes followed political campaigns on television, either for information or out of habit (sauerberg, 1976). siune (1987) further supported this by citing the “relative reliance” of danes on information sources with respect to problems deemed to be very important. “television was consistently cited as the most important source”; newspapers the second, “and the highest among the better educated”; “radio was third” (siune, 1987). in west germany, undeniably, the mass media are instruments of information, transmitting political messages through different forms of media. schoenbach (1987) notes that in 1980, in the last four weeks of the bundestag election campaign, “more than 80 hours of political programs of all sorts” were broadcast by the two west german national television channels, “averaging almost three hours of political information per day” (feist & liepelt, 1982). the aforementioned authors add that “fourteen percent of television prime time news was devoted directly to the campaign.” also, in broadsheets, “an average of 21% of the front page space contained campaign reports.” (weiss, 1982, p. 268, cited by schoenbach, 1987) in tabloids, on the other hand, such proportion “is considerably lower, but only about 15% of the population read tabloids exclusively” (schoenbach, 1987). also, though schoenbach (1987) acknowledges that reality entertainment comprises “more than 60% of the tv programming,” “there is more political information and highbrow cultural programming on german television than on most other television channels around the world.” newspapers, and, “to some extent, free sheets” are practically the lone source of local information. radio and the “statewide third television channels” deliver reports about “larger areas only, such as states or larger portions of states” (schoenbach, 1987). aside from these media, however, other campaign channels are utilized by the candidates --flyers and brochures, weekly newspapers, posters, and billboards. also, it is important to note that although substantial amounts of political information are delivered through the mass media, interpersonal channels (like information desks/discussions with candidates, as well as political rallies) are maintained. schoenbach (1987) notes though that seemingly, “personal contact with local candidates…. is neither common nor very important to voters.” does this mean that the other channels mean more to the voters? does the voting public rely more on the mass media? indeed, these details still need investigation. on the other hand, it is surprising to note how huge amounts of money (hundreds of millions) are poured into campaigns. it is worthy to note, however, that a significant amount comes from donations and that the candidates also receive subsidies from the federal government. likewise, there is support from the broadcasting industry, where the parties are given the right to air free commercials. though apparently, various media (including the mass media, of course) used in the campaigns tend to complement each other, the interpersonal part of the campaign seems to entail a great effort on the part of the candidates --the rallies, discussions, donations. on this note, it is amazing to note how these tasks, nowadays, can be done efficiently through the social media. also, where the social media function interactively among voters and candidates, we can see form the west germany case that the interactive part of the campaign is done interpersonally. on the whole, we can see how the mass media perform its information role but this is rather a one-way function --apparently, it is a transmitting task. it is crucial to note though that with the advent of various information technologies, nowadays, the mass media have tried to integrate such technologies into their tasks. but, amidst all these happenings, as we have seen the vital role of the social media in political campaigns, their merits should be greatly considered. in the philippines, advertising guru reli german (2004) relates how presidential campaigns back in the mid1960s utilized “state-of-the art campaign techniques”. in ferdinand marcos’ presidential bid, for instance, pa ge 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 1-7, 2025 commercials and jingles were used. german (2004) elaborates, advertising professionals had been involved in philippine election campaigns as far back as 1965, when radio was reaching its peak and television, just beginning to make a dent in filipinos’ consciousness”. … “soon after the united states introduced elections in the philippines, the country’s former colonizer also exported to the islands u.s.-style campaigning. this included the use of the mass media to create and manipulate public images, the hiring of public relations and advertising professionals, and later, the employment of sophisticated tools like campaign research and polling. candidates like manuel quezon, ramon magsaysay, and ferdinand marcos were sold to voters partly through images crafted by experts and peddled to the public through newspapers, radio, and later, television. at least in terms of elections, the philippines is not the laggard of asia, but perhaps the first country in the region that has mastered the use of first-world election techniques (german, 2004). pertierra (2012), on the other hand, notes that it was only in the mid -1970s that television gained “mass appeal” in the realm of “political campaigning”. radio and film proved to be much more successful in persuading the masses to support political candidates (pertierra, 2012). along this thought, caparas (2004) acknowledges that besides the use of music, it was a “battle of books and films” for macapagal and marcos in their presidential bid in 1965: marcos struck first with the hagiographical “for every tear a victory: the story of ferdinand e. marcos”. macapagal countered with “macapagal the incorruptible”. the next arena was the silver screen: “iginuhit ng tadhana (destined)”, which portrayed marcos as an intellectual and hero. “daigdig ng mga api (world of the oppressed)” illustrated macapagal’s grandiose blueprint to deliver the masses from poverty (caparas, 2004). though caparas (2004) did not give detailed accounts of how interpersonal channels were used in the aforementioned period (1965), he recalls how marcos captured the electorate’s attention through his “oratorical genius”. also, he notes how imelda marcos’ singing “helped seduced votes for her husband”. in the early 2000s, politicians appeared in commercials endorsing milk and detergents “to make money and get their names and faces recognized” (hays, n.d.). specifically, they made appearances on “television, radio, billboards, and posters”. one presidential candidate endorsed a brandy while president arroyo endorsed “lowprice medicines, cheap rice and a commuter train service (hays, n.d.). notably, televised presidential debates are key political spectacles that the mainstream media and candidates invest on. on the other hand, prospective voters look forward to these as a means of educating themselves about the candidates prior to voting. maier (2022), however, notes that in televised election debates, candidates primarily intend to woo voters rather than educate them. turkenburg (2022) likewise argues that televised election debates essentially aim at informing and persuading voters. in the philippines, the 2016 philippine presidential debates were significant as these were the first comelec-organized debates in twenty-four (24) years (primer media inc., 2016). for the first debate alone, gma news online reportedly got 3,567,404 page views while “the site’s main debates page (gmanews.tv/eleksyon2016/debates) which housed the debate’s livestream, got 1,028,341 public views” (gma news, 2016). additionally, “the hashtag #pilipinasdebates2016 became the top trending topic on twitter in the philippines and worldwide at the time the debate was being shown. data from twitter shows that organic impressions of tweets sent by @gmanews generated 13.4 million organic impressions. impressions are real views of @gmanews’ tweets. there were 54,200 clicks on links mentioned in tweets sent by @gmanews and 513,900 clicks on native videos it tweeted” (gma news, 2016). conclusion while traditional media remain as valuable vehicles of information in political campaigns, the social media are increasingly recognized as dynamic campaign tools. along this line, in past campaigns in the u.s. and brazil, the level of sophistication on the how the social media was applied has been noted. as it can be recalled in the obama campaign, videos that were uploaded in youtube and posted on facebook as well were produced by obama’s supporters. in the case of brazilian candidates, apparently, the significant budget must have been allotted to the technical people who were responsible for the web sites and videos. it is worthy to note, though, how the campaigns used the social media to be able to draw more supporters and to organize “on-the-ground campaigns.” (comparable to what the obama campaign has done) “for instance, worker’s party candidate dilma rousseff ’s new media team went as far as to set up a facebookstyle social media site called dilmaweb where ideally campaign team members would network with a wide array of political allies including other workers’ party candidates, community organizers, bloggers, voters, as well as voters themselves in order to better coordinate their on-the-ground campaigns” (gilmore & howard, 2012). also, the “digital media team for green party candidate, marina silva, created and highly promoted their interactive community organizing application called “case de marina” on the candidate’s website where supporters and organizers could register their own address as one of marina’s “casas” (houses)and then locate other similar residences in their vicinity in order to facilitate neighborhood networking and organizing” (gilmore & howard, 2012). as for other countries, the potentials of social media have yet to be harnessed and maximized since these primarily served as a platform for exchange between the candidates and the voters. notably, televised election debates have been documented pa ge 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 1-7, 2025 as the candidates’ crucial means of informing and persuading voters. apparently, we have witnessed how these televised debates (as these are likewise streamed via youtube) trigger discourse/exchange among citizens in the course of these debates. more importantly, in such discourse, the citizens themselves campaign for their chosen candidates. as users of social network sites continue to soar worldwide, and likewise, considering their potentials and those of the mass media, it would be important to see how these media could be utilized altogether and how these complement each other to achieve political ends. thus, as there is a dearth in local literature, such areas could be investigated. content analysis and observations across the aforementioned media channels are highly recommended. references caparas, g. s. (2004, may 9). songs in the key of politics. the philippine center for investigative journalism. gilmore, j., & howard p. (2013). does social media make a difference in political campaigns? digital dividends in brazil’s 2010 national elections. center for communication and civic engagement, 2013(2). university of washington. gma news. (2016, february 23). gma network makes history during the first leg of #pilipinasdebates2016. gma news online. https://www.gmanetwork. com/news/publicaffairs/gma7specials/556453/ gma-network-makes-history-during-the-first-leg-ofpilipinasdebates2016/story/ guioguio, r. (2015). an overview of the mass media situation in the philippines. retrieved from https:// www.linkedin.com/pulse/overview-mass-mediasituation-philippines-rene-guioguio hays, j. (n.d.). elections in the philippines: electoral system, irregularities and violence. facts and details. https:// factsanddetails.com/southeast-asia/philippines/ sub5_6f/entry-3903.html kahn, k. f. (1991). senate elections in the news: examining campaign coverage. legislative studies quarterly, 16(3), 349-374. kaniss, p. (1993). assessing the role of local television news in elections: stimulating involvement or indifference. yale law and policy review, 11(2), pp. 433457. maier, j. (2022). what factors explain the broadcasting of televised election debates? empirical evidence from germany. sage publications. pertierra, r. (2012). the new media, society, and politics in the philippines. germany: friedrich-ebert-stiftung (fes). retrieved from http://library.fes.de/pdf-files/bueros/ asia-media/09241.pdf primer media inc. (2016, february 22). 5 highlights of the pilipinas debates 2016. blog. https://primer.com. ph/blog/2016/02/22/5-highlights-at-the-pilipinasdebate-2016/ raoof, j. k., zaman, h. b., ahmad, a., & al-qaraghuli, a. (2013). using social network systems as a tool for political change. international journal of physical sciences, 8(21), 1143-1148. https://doi.org/10.5897/ ijps2013.3897. schoenbach, k. (1987). the role of mass media in west german election campaigns. legislative studies quarterly, 12(3), 373-394. siune, k. (1987). the political role of mass media in scandinavia. legislative studies quarterly, 12(3), 395-414. smith, k. n. (2011). social media and political campaigns. university of tennessee, knoxville. tennessee research and creative exchange. spring, r. e. (2002). uses and gratifications/dependency theory. california state university, fresno turkenburg, e. (2022). televised election debates in a deliberative system. berghahn journals. pa ge 1 indexed in pa ge 1 american journal of arts and human science (ajahs) reservation for janajati in nepal’s civil service: analysis from intersectional lens puspa raj rai1* volume 1 issue 1, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i1.257 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: may 05, 2022 accepted: may 12, 2022 published: may 13, 2022 nepal promulgated affirmative action or reservation policies for women, indigenous nationalities, and other groups to increase representation in the civil service. the reservation policy was made based on the assumption of janajati (ethnic) as a unitary entity. not all janajati groups are the same economic, political, and social conditions. there are no government studies relating to under-representation and over-representation in civil service within janajati groups. in this context, this paper provides answers to questions about which janajati groups benefited more from the reservation policies in civil service. is there a male creamy layer or a female creamy layer? moreover, what is the situation of representation of janajati based on the categorization of the nepal government? this paper explores the representation of the janajati in civil service after the implementation of the reservation policy. the paper argues that the provision of the reservation is more favorable for the advantaged janajati group than the most marginalized janajati group. similarly, it is more favorable for male janajati than female janajati within the same group, thereby potentially reproducing social inequality within the janjati in nepal keywords reservation, janajati. civil services. creamy layer. social inequality, underrepresentation, overrepresentation, intersectionality 1 department of sociology, patan multiple campus, tribhuvan university, kathmandu, nepal * corresponding author’s e-mail: raipusparaj@gmail.com introduction nepal is now a more inclusive state by making constitutional provisions for equality and justice after janandolan (people’s movement) i and ii. the corrections to past exclusionary practices were made by the state by adopting inclusive policies for equal access to power, resources, and opportunity. reservations or affirmative actions were made the major tools of an inclusive policy by the government of nepal. some government initiatives include the reservation of excluded and marginalized groups in education, politics, bureaucracy, and other sectors. the government to increase the representation of indigenous nationalities in the civil services of nepal has promulgated affirmative actions or reservation policies for women, and indigenous nationalities among others. the unitary lens played a crucial role in the systematic emergence of social inequality in the past. still, a reservation policy was made based on adibasi-janjati as a unitary entity, all are the same conditions. therefore, it is time for the evaluation of reservation policies from an intersectional lens and not repeat past actions. not all indigenous nationalities are in the same conditions of economic, political, social, etc. but multidimensional and intersectional inequality and oppression within adibasijanajati are given less priority in the academic discourse and state’s policies and plans. there is no government study of underrepresentation and overrepresentation in the civil service within adivasi-janajati. thus, this paper tries the answering these questions, particularly concerning who was more benefited from the reservation policies in civil services within the adibasi-janajati group? is there a male creamy layer or a female creamy layer? what are the representative situations of adibasijanajati based on the nepal government’s categorization of five-fold groups? this paper explores the unequal representation of adibasi-janajati and marginalized groups of the adibasi-janajati representation situation in civil service after the implementation of reservation policies. statement of the problems korten (2011) believes that reservation is providing rightful sharing of power, resource, and opportunity to a marginalized community. reservation policies further increase the discrimination in the society and it is against the principle of equal treatment by a state as well (pojman, 2010) and affects the merit-based selection (chalam, 1990). reservation policies have both consequences like promoting equality and producing inequality in society. if it is properly implemented with an analysis of multidimensional, intersectional differences, and the crosscutting dimension of the excluded group, will reduce inequality and make equilibrium. but, it is not properly implemented with an analysis of multidimensional, intersectional differences and inequality of excluded groups, which will produce inequality and make disharmony. previous studies related to representation and gurung (2006), dfid and world bank (2007), bhatta et al. (2008), and onta et al. (2008), have reported underrepresentation. these studies concentrated more on janajati as a single entity and group. batta et al. (2008) analyzed the intergroup inequality of janajati representation in higher education based on the nfdin classification of janajati. some researchers like cdsa (2014) presented the nepal social inclusion index as encompassing six different dimensions and 39 indicators. bennett (2005) in ‘gender and social exclusion assessment’ described women across all categories irrespective of caste, ethnicity, individuals https://doi.org/10.54536/ajahs.v1i1.257 https://journals.e-palli.com/home/index.php/ajahs mailto:raipusparaj@gmail.com pa ge 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts. hum. sci. 1(1) 1-10, 2022 with disabilities, or children. six categories, based on sex, caste, ethnicity, region, religion, and physical condition, have been listed as excluded groups. toffin (2007) suggested that the establishment of quotas is not only caste or tribe wise, but also based on economic criteria. the poorest including a marginalized group who were the most disadvantaged benefitted from it and not the creamy layers from the so-called backward categories. pradhan (2014) argued that multiple categories of class, gender, caste, and region, multiple levels of oppression, and discrimination affected social inclusions and exclusions. an intersectional lens can be a tool to break down a onedimensional understanding of inequality and oppression. dhakal (2013) analyzed the reservation policy in civil services and observed that there has been increased representation of some marginalized communities but has created some controversies. it may continue to be under the domination of a limited elite group even within the excluded groups. nakarmi (2067 b.s.) showed that inequalities and exclusion persist within the newar ethnic group. not all newars were living in the same condition and situations and there are vast differences between them. the study focused more on intra-group inequality and criticized the previously existing knowledge on newar. paudel (2016) evaluated the reservation policy of civil service in nepal and concluded that the government could not recruit the disadvantaged groups and the trend of recruitment has remained the same as before. elite family members enjoyed more reservation opportunities with family members who were already absorbed in the civil service. it appears that the existing knowledge is not sufficient for the analysis of reservation policy for nepal’s civil services and an intersectional perspective on janajati for representation in the civil service becomes a necessity. from the above, the following research questions are generated: i) what is the magnitude of intergroup representation of janajati in civil services? ii) what is the level of gender-wise representation janajati in civil services? iii) what is the level of region-wise representation of janajati in civil services? iv) what is the intragroup representation of newar in civil services? objectives of the study the general objectives of the present study are to examine the representation of janajati in the nepal civil service after adopting reservation policies. the specific objectives are as follows: * to examine the magnitude of intergroup representation of janajati in civil services. * to explore the level of gender-wise representation of janajati in civil services. * to analyze the level of region-wise representation of janajati in civil services. * to find out the intragroup representation of newar in civil services. research methodology this paper is based on explorative and descriptive research. the nature of the data is quantitative. this paper is based on data obtained from the central offices public service commissions. the weekly bulletin of the public service commission was downloaded from the website. published results of different years, were passed and recommended candidate names are listed, and were collected based on the janajati group name that is in turn based on 59 lists of adibasi-jaanjati and nfdin classification into five categories of adibasijanajati from 2065 till 2072 (nepal calendar year). for the intra-group analysis, representation has been taken from the newar ethnic group from hill janajati, which is the high representation in the civil service of nepal. the reason behind the selection of these groups is solely being the highest representation from their region. there were problems with caste identification concerning babal, rajlaw, behang, kashiawa, yongya, ji.ti., chidi, sartungi, bal, phaujdar, khadka, kawar, mungmen, charkole, rumba, gachhadar, kusmi, kathariya, thanet, linthep, mahatara, bhadra, bakhariya and sahani as these groups could not be identified to which ethnic group they belong. these have been listed as an unidentified group. during the last ten years, 3286 total janajati are found to have entered into the civil service. these names have been classified based on ethnicity, gender, region, entry type, rank, and service areas. data were collected from the published literature and government websites. data have been analyzed and have been presented through tabulation, diagrams, and charts and discussed accordingly. reservation in civil service governance reform program (2001-2005) for the first time in nepal proposed quota reservations for marginalized people. a high-level reservations committee was formed in december 2004, which prepared a report and made recommendations for the adoption of affirmative action in nepal. the chart below shows the percentage of various ethnic groups in nepal. figure 1. distribution of reservation seats for civil service the second amendment of the civil service act, 1993 of nepal was passed by the cabinet in july 2005. it made provisions to recruit 45% of the employees on an inclusive basis. of these, 33% of the seat was reserved for women, 27% for the adibasi-janajati, 22% for madhesi (terai people), 9% for the untouchables, 5% for disabled and the rest 4% for backward areas. the first inclusive advertisement was published in 2007. intergroup representation of janajati there were 59 ethnic groups in nepal. out of them, http://https://journals.e-palli.com/home/index.php/ajahs pa ge 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts. hum. sci. 1(1) 1-10, 2022 only 29 ethnic groups were represented and 30 ethnic groups were not represented until now. out of the total number (3,286 persons), communities like newar, rai, and sunuwar were overrepresented as compared to the percentage of the total janajati population based on the 2011 census. the newar was more than double (968; 29.46%) overrepresented by their population percentage. rai represented (429; 13.06%), sunuwar represented (35; 1.07%) in civil service. rests of the ethnic groups were underrepresented in nepal’s civil services after implementing the reservation policy. after ten years, magar’s representation was significantly better than others (610; 18.56%), but lay underrepresented compared to their population percentage. the tharu (501; 15.25%) occupied the third position but it was also underrepresented. thus, 21 ethnic groups accounted for less than 1 percent in their representation. similarly, tharu and tamang were underrepresented (264; 8.31%). nearly, gurung (115; 3.5%), and limbu (112; 3.41%) were represented almost equally (table no. 1). table 1. intergroup representation of janajati in civil service nepal compared with population. s.no. type of janjati percentage in total population of janajati (cbs 2011) representation num-ber representation percent-age 1 surel 0.26 1 0.03 2 hayu 0.03 2 0.06 3 majhi 0.9 19 0.58 4 dhanuk 2.37 29 0.88 5 chepang 0.73 1 0.03 6 jhagad 0.4 2 0.06 7 thami 0.3 1 0.03 8 bote 0.11 1 0.03 9 danuwar 0.9 16 0.49 10 baramo 0.09 1 0.03 11 sunuwar 0.6 35 1.07 12 tharu 18.74 501 15.25 13 tamang 16.61 264 8.03 14 bhujel 1.28 26 0.79 15 kumal 1.3 9 0.27 16 rajbanshi 1.24 20 0.61 17 gangai 0.39 1 0.03 18 dhimal 0.28 5 0.15 19 darai 0.18 3 0.09 20 dura 0.05 5 0.15 21 limbu 4.17 112 3.41 22 newar 14.26 968 29.46 23 magar 20.36 610 18.56 24 rai 6.9 429 13.06 25 gurung 5.88 115 3.5 26 sherpa 1.21 27 0.82 27 yakkha 0.26 1 0.03 28 jirel 0.06 10 0.03 29 thakali 0.14 8 0.24 30 unidentified 0 64 1.95 total 100.00 3286 100.00 source: fieldwork, 2075 b.s. of the total janjati (3286), 2138 (65.06%) males and 1148 females (34.94%) represented in nepal’s civil services after the adoption of the reservation policy in nepal. newar, rai, magar, tamang females were less represented than male’s representation. in newar 60.33% were male and 39.66% were female; in rai 52.28% were male and 41.72% were female. magar females accounted for 28.85% and males accounted for 71.15 %. in tamang. thakali, sherpa, jirel, dura, chepang, and gurung, females were represented more than the males. females were only represented in yakkha, gangai, and chepang, similarly, only males were represented in jhagad, surel, bote, thami, darai, and hayu. unequal representation in intergroup janajati shows that there was persisting gender inequality in the representation of civil services. relatively well representation in gender equality was found in gurung, kumal, and rai (fig.2). entry type of representation is an important dimension; there are four types of entry in civil service. out of the total, entry type of janajati reservation quota, janajati quota consisted 2165 (65.61%), the second position occupied by open entry type (755; 22.97%), third entry type was mahila (330; 10.05%), madheshi and disabled group were followed by respectively (figure 3). http://https://journals.e-palli.com/home/index.php/ajahs pa ge 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts. hum. sci. 1(1) 1-10, 2022 figure 2: intergroup representation of janajatis by sex figure 3. intergroup representation in civil service of janajatis by entry type table 2: intergroup representation of janajati in civil service by rank ethnicity 1st class 2nd class 3rd class ng1 ng2 ng3 nonclass surel 0 0 0.17 0 0 0 0 hayu 0 0 0 0.10 0.07 0 0 majhi 0 0 0.52 0.81 0.55 0 0 dhanuk 0 0 0.52 1.00 1.09 0 0 chepang 0 0 0 0.10 0 0 0 jhagad 0 0 0 0.10 0.07 0 0 thami 0 0 0 0 0 0 0.98 bote 0 0 0 0 0.07 0 0 danuwar 0 0 0.17 0.20 0.82 4 0 baramu 0 0 0.17 0 0 0 0 sunuwar 9.09 0 1.39 1.00 1.02 4 0 tharu 0 4.27 6.94 17.26 17.00 12 31.37 tamang 0 2.56 5.90 8.88 9.34 4 3.92 bhujel 0 0.85 0.87 0.30 0.96 0 2.94 kumal 0 0 0 0.10 0.55 0 0 rajbanshi 0 0 0.17 0.50 0.96 0 0 gangai 0 0 0 0 0.07 0 0 dhimal 0 0 0 0.10 0.07 0 0 darai 0 0 0 0.10 0.27 0 0 dura 0 0 0 0.10 0.14 12 0 limbu 0 1.71 4.17 3.23 3.28 4 4.90 gurung 9.09 4.27 3.65 3.73 3.35 4 0.98 magar 0 4.27 14.41 15.34 23.50 16 21.57 rai 18.18 0 11.11 11.81 15.23 8 20.59 sherpa 0 0 0.35 0.81 1.16 0 0 yakkha 0 0 0 0 0.07 0 0 jirel 0 0 0.17 0 0.55 4 0 newar 63.63 77.77 46.35 32.09 18.17 28 12.75 thakali 0 1.71 0.35 0.10 0.20 0 0 unidentified 0 2.56 2.60 2.22 1.64 0 0 total percent 100(11) 100(117) 100(576) 100(991) 100(1464) 100(25) 100(102) source: fieldwork, 2075 b. s. tharu is represented by all entry types. some ethnic groups were represented by three entry types, newar, magar, gurung, limbu, etc. baramu, bote, thami, dhanuk, hayu, surel, and gangai were only represented http://https://journals.e-palli.com/home/index.php/ajahs pa ge 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts. hum. sci. 1(1) 1-10, 2022 by one type of entry which was the janajati quota. it seems that certain ethnic groups were more benefited from the reservation. if the reservation system was not introduced then they would go unrepresented in the civil services. newar occupied 46.04 % of janajati quota, the second position was magar, which was 22.26%. tharu was 14.29% represented in janajati’s quota. rai represented 12.34%. tharu was also represented by madhesi quota, 95.24% entered from madhesi quota among janajati. better representation was of newar and rai ethnic groups in mahila (female) quota. there was vast inequality in the representation according to rank; rank is power, prestige, and economic benefit. so lower rank representation was not a good symbol of representation. the following table (table 2) shows the intergroup representation of janajati in civil service by rank. table 2 shows that sunuwar, gurung, rai, and newar were only represented in 1st class rank. it is the top position in the civil service. 63.63% newar was represented as 1st class officer, rai was 18 %, and gurung was 9%. newar accounted for 77.71% as 2nd class officer, with magar and gurung being equally represented in 2nd class officer, which was 4.27%. most marginalized ethnic groups had not been represented as 2nd class and 3rd class officers. they were only represented in junior rank. jirel, yakkha, bote, jhagad, chepang, and dhimal are represented at the non-gazetted officer level. thami ethnic group only one represented as non-class rank. gender-wise representation of janajatis gender disparities are also observed in the ranks and service sectors. female representation was lower than males in all ranks except 1st class, ng3 then 2nd class, 3rd class officer, non-gazetted 1, 2, and 3rd. in the 1st class, the female percentage was 54.55%, the male percentage was 45.45%, and the lower representation was in the 2nd class. female representation in 3rd class ng1, ng2,and non-class respectively were 26.91%, 28.56%, 42.28% and 15.69%. (see fig. 4). the non-gazetted third (ng3) was found only female. only female candidates compete in mahila sahayak (ng3) rank (fig. 4). figure 4: gender inequality of janajatis by rank figure 5: gender-wise representation of janajatis by service sectors. figure 6: gender-wise representation of janajatis by region. figure 7: gender-wise representation of janajatis by entry type. there are fourteen sectors of service such as administration, judicial, agriculture, miscellaneous, etc. only women candidates can apply for miscellaneous services like mahila vikas adhikrit (women development officer) and mahila sahayak (women assistance) thereby increasing the female representation. female representation was more in heath service as anami, staff nurse. female representation in the health service sector and accounting services was better than in other sectors. males dominated other service sectors like administration, fiscal planning, etc. the miscellaneous sector was also better for females. the majority of janajati females (60.35%) represented in health service, 57.14% of females represented in the accounting service sector, and 52.38% of females represented in miscellaneous services (fig. 5). gender inequality was found by region and service entry type. there were four categories of the region and five categories of entry types. comparatively, gender inequality regarding representation was higher in the tarai region than in mountain and hill regions. about 57.66% of males and 42.34% of females were represented in the mountain region, while 37.51% of females and 23.55% of females were represented in the hill and tarai regions respectively. there were gender inequalities in all regions regarding representation in civil services (fig. 6). in the analysis of entry type, the figure shows that janajati male’s representation was higher (80.52%) than janajati females (19.48%) from the janjati quota. in the open entry type, female representation (53.25%) was better than male janjati (46.75%). the madhesi quota was also overrepresented by male janajati (80.95%), while the female janajati percentage was only 19.05 %.( fig. 7). region-wise inequality in representation of janajatis of the total representation of janajati, 1st class consisted 3.1 percent, 2nd class consisted 3.56%, 3rd class consisted 17.53%, ng1(non-gazetted first) 30.16%, ng2 (nonhttp://https://journals.e-palli.com/home/index.php/ajahs pa ge 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts. hum. sci. 1(1) 1-10, 2022 gazetted second) 44.55%, ng3 (non-gazetted third) 0.76%, and non-class consisted of 0.33%. the ng2 and ng1 ranks were found dominant positions in civil service. hill janajati were over-represented in all ranks as hill janajati accounted for 100 percent in 1st class, 88.8% in 2nd class, 83.68 % in 3rd class, 72.55% in ng1, 68.99% in ng2, 80% in ng3, and 65.69% in non-class. tarai janajati were not represented in 1st class. their representation accounted for 4.27% in the 2nd class, 7.81% in the 3rd class, 19.37% in non-gazetted first (ng1), 21.04% in ng2, 16 percent in ng3, and 31.37 percent in non-class. mountain janajati were lower in all ranks and positions, their population was lower than others (fig. 8). figure 8: region-wise representation of janjatis by rank figure 9: region-wise representation of janajati by entry type. figure 10: region-wise representation of janjatis by service sectors. figure 10: region-wise representation of janjatis by service sectors. figure 11: representation of janajati based on nfdin classification by rank regional disparities were found in entry type and services sectors. hill janajati held the highest position on janajati quota, open, women quota, and disabled quota. hill janajati occupied 73.33% of janajati seats, of the 73.25% covered in the open quota, and 83.33% covered in the women quota. the tarai janajati held the second position, which accounted for 17.49% of the janajati quota, 18.41% in open, and 8.79% of the women quota. thus, the janajati quota was represented by hill janajati and the women quota also covered hill janajati women among the janajati group (fig. 9). hill janajati held the highest position in all service sectors. hill janajati occupied 81.83% in administration, 80.52% covered in judicial services, and 94.74% covered in foreign affairs services, in comparison to tarai janajati, which accounted for 12.55% in administration, 11.69% in judicial, and 5.28% in foreign affairs service (fig. 10). hill janajati held the highest position in all service sectors. there were disparities among janajati based on nfdin classification. there were five categories of janajati under this classification. of the represented total janajati, the advanced group consisted 29.70%, the disadvantaged group was 39.68%, the marginalized group percentage was 26.45%, and the highly marginalized group was 2.13%, and the endangered group was 0.09%. the representation of females from the endangered group was nil. advanced group females occupied 39.98%, followed by the disadvantaged group, which occupied 37.5%, marginalized group female representation was 28.88%, and highly marginalized group female was 11.43%. male was predominantly represented in all groups, but comparatively, their representation was found higher in the advanced group and disadvantaged group (fig. 10). the advanced group held the highest position on higher levels of officer position including 1st class, 2nd class, and 3rd class. of the total janajati, the advanced group comprised 63.64% as 1st class officers, 79.49% as 2nd class, 46.7% in 3rd class, 32.09% in ng1, and 18.37% in ng2. the disadvantaged accounted for the second position as high-level officers including 1st class, 2nd class, and 3rd class. the disadvantaged group comprised 27.27% in civil service as 1st class, 10.26 % in 2nd class, and 33.85% in 3rd class (fig. 11). there were 14 service sectors, where janajati representations comprised unequally. representation of the marginalized group was found better in three sectors like accounting service, agriculture, and nontechnical service. marginalized groups occupied 71.43% in accounting, 29.58% in agriculture, and 31.63% in nontechnical services. disadvantaged group participation was the highest in most of the service sectors. the disadvantaged group occupied 47.7% in administration service, 44.16% in judicial services, 43.37% in agriculture, 66.67% in parliament, 42.11% in foreign affairs, 41.10% in health, 43.88% in nontechnical, and 51.81% in integrated services. the advanced group occupied 24.48% in administration service, 22.08% in judicial service, and 22.45% in agriculture (figure 12). http://https://journals.e-palli.com/home/index.php/ajahs pa ge 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts. hum. sci. 1(1) 1-10, 2022 figure 12: representation of janajati based on nfdin classification by service sectors figure 13: gender wise inequality in representation among holding top ten position sub-castes of newar intragroup inequality in newar newar was over-represented in all sectors of the state and polity, including education (gurung 2006, bhatta et.al 2008). in this research, newar was found predominantly represented than other janajati in civil service. however, nakarmi (2066 b.s.) argued that vast inequality was persisting within newar. not all sub-castes were of the same condition and status in all sectors, newar high caste representation was very well in comparison to other underrepresented caste groups. he concluded that newar does not cover a single blanket term; various sub-castes within the newars are differently excluded and exploited. the unequal representation of the sub-caste of newar in civil service has been illustrated in table 3. there were only 37 newar sub-castes represented. out of the total newar representation (968; 29.46%), shrestha comprised the highest percentage (64.88%) followed by maharjan 6.31%, manandhar 4.34%, pardhan 3.82%, shakya 3.1%, dangol 2.17%, parjapati 1.65%, bjracharya 1.55%, joshi 1.45%, and tamrakar 1.03%, rest of other sub-castes accounted for only below 1%. some subcastes were not yet represented in civil services. gender inequality was also found within the newar sub-castes in terms of representation in civil service. females occupied 100% of newar sub-castes like nakarmi, kakshapati, khadgi, and chitrakar. similarly, males occupied 100% of suwal, pradhnang, malla, and bajimaya. male and female equal representation (1:1) was found in malakar, bijukchhe, maske, tamrakar, silpakar, and manukarmi. female representation was better than males in rajbhandari (66.67%), tuladhar (66.67%), ranjit (66.67%), bjracharya (66.67%), lakhe (60%), joshi (57.14%), and manandhar (52.39%). similarly, male representation was better than females in newar sub-caste tandukar (80%), amatya (66.66%), shrestha (63.37%), pardhan (62.10%), and dangol (61.9%) (fig 13). shrestha sub-caste held the highest position on a higher level of officer position including 1st class, 2nd class, 3rd class. of the total newar group, the pardhan and shakya held an equal percentage (14.28%) in 1st class officer rank. maharjan held the second position in 2nd class and 3rd class officer. shrestha representation was the highest in all ranks, 74.48% in ng1, 82.78% in ng2, and 100% in ng3. maharjan representation was higher in non-gazetted 1st class and non-gazetted 2nd class. manandhar consisted of 7.79 % in the 2nd class,5.78% in the 3rd class, 3.79% in ng1, and 4.5% in ng2 (see figure 14). table 3: intragroup inequality in newar by sub-castes of newar in civil service by subcaste s. no subcaste of newar representation number percentage 1 shrestha 628 64.88 2 tamrakar 10 1.03 3 nagarkoti 3 0.31 4 manandhar 42 4.34 5 bajracharya 15 1.55 6 ranjit 3 0.31 7 maharjan 65 6.71 8 desar 5 0.52 9 pardhan 37 3.82 10 bajimaya 4 0.41 11 amatya 3 0.31 12 shakya 30 3.1 13 karmcharya 7 0.72 14 tuladhar 3 0.31 15 joshi 14 1.45 16 parjapati 16 1.65 17 dangol 21 2.17 18 maske 4 0.41 19 rajbhandari 9 0.93 20 malla 1 0.1 21 manukarmi 2 0.21 22 pardhanang 3 0.31 23 suwal 6 0.62 24 silpkar 6 0.62 25 bijukcche 2 0.21 26 nakarmi 1 0.1 27 lakhe 5 0.52 28 napit 1 0.1 29 talchabhdel 1 0.1 30 kapali 1 0.1 31 chitrkar 1 0.1 32 tandukar 5 0.52 33 malakar 2 0.21 34 gubhaju 1 0.1 35 singh 7 0.72 36 khadgi 2 0.21 37 kakshpati 2 0.21 total 968 100 source: fieldwork, 2075 b. s. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts. hum. sci. 1(1) 1-10, 2022 figure 14: newar intragroup representation inequality in civil service by rank reproduce social inequality by the reservation policy the quota of five groups provided by the civil service act, 1993 made by the government of nepal has not been able to make real inclusion of excluded groups. it has been found that certain groups have been excluded due to unequal participation within the janajati. as the inclusion in the civil service has given more representation to certain janajati groups, the reservation system has again excluded other janjati groups. the main reason for this is to implement a reservation policy by the state treating all the janajati equally socioeconomic status. moga & undp stated that all inclusion policy based on the intersection of intergroup inequality, otherwise inclusion may be a mistake (2013). nepal’s government made the mistake of framing the reservation policy due to ignoring the inequality within janjati. nepal federation of indigenous nationalities (nefin) and the national foundation for development of indigenous nationalities (nfdin) classified adivasi and janjati into five categories based on their socioeconomic status. its main purpose is the effective representation of the most backward and disadvantaged janjati groups (2004). nefin stated the reservation should be based on the fivefold categories of janjati. endangered janjati groups need more reservation quotas than other janjati groups. some janjati groups are highly advantaged in education, political and economic sectors than other janjatis. the classification proves that there is exist vast inequality in the janajati. similarly, dfid & world bank found that there are many disparities among different janjati groups (2007). the state directly ignored inequality among janajati groups and made the reservation policy janjati a single equal group. the main mistake was done by the state in formulating the reservation policy like newar and thakali janjatis was to keep them on par with other janjatis in the reservation policy. the endengered janajati groups like bankariya, kusbadiya, raji, kisan, raji etc. may not take advantage from the reserved seats. the more affluent janjatis taking advantage of the reservation has created a kind of inequality among the janjatis. this type of inclusion has made it easier for janajati candidates from the upper strata of the classification of janjati to enter the civil service. however, it has been difficult for the candidates belonging to the lower strata groups to enter the civil service. janjatis’s allegations that the brahmins and chhetris are still high represented and high benefited in the civil service are likely to change. now the elite janjatis will be highly represented and more benefitted than disadvantaged and highly marginalized janajatis in the civil service with high participation. this process systematically reproduces social inequality among the janajati groups. mccall argued that social inclusion is based on the framework of intersectionality. there are multiple dimensions of social exclusion, that are addressed in social exclusion (2005). neupane (2000) stated the janjatis’ participation in government institutions like the judiciary, constitutional bodies, cabinet, public administration, legislature, political party leaders, local government, industry, education sector cultural organization, science and technology, civil society based on janjati as a single group. the ignorance of multidimensional factors of exclusion also leads to social inequality among janjati groups. tamang () argued the marginalized janjatis remain unrepresented or underrepresented. high representation is found in newar, gurung, limbu, rai, sherpa, and thakali. the representation of the nepal government failed to address the multiple dimension of social exclusion and ignored the intersectionality approach, that produce social inequality among janjatis. the creamy layer janajatis are more benefitted from the reservation policy in civil service. moga & undp mentioned that the lohani committee recommends using the human development index for introducing excluded groups and proposed the reservation should be low-income women, low-income adibashi janjatis, low-income madheshis, low-income karnalibasis, low-income dalits, low-income persons with disability and other low-income persons (2013). class-based reservation avoids the various dimensions of exclusion. janjatis were historically intersected various dimensions of social exclusion. gender-based exclusion also needs to be analyzed for a better understanding the janjati inclusion in civil service in nepal. gender inequality is found in the above analysis within the janajati groups. janajati female representation in the civil service is lower than male janjati. all janajati women are not the same in socioeconomic conditions. there is also found that disadvantaged women still have not taken benefit from the reservation policy. the current reservation policy is not favorable for the most marginalized janjati women. it may create gender inequality among janajati groups and within janajati groups. it is only favor of creamy layer janajati men and women. it may be the product of elite janjati’s men-dominated groups that will be colonized janajati communities in nepal. conclusion the representation of janajati in civil service has improved significantly but janajati is still underrepresented as per the proportion of their quota, that is, 27%. the reservation quota is less than 7% since their total representation is 20.6%. inequality still exists between and within janajati groups. there exists http://https://journals.e-palli.com/home/index.php/ajahs pa ge 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts. hum. sci. 1(1) 1-10, 2022 unequal representation between males and females. the intragroup inequality still exists among the newars. based on the fivefold classification of janajati, the advanced group and disadvantaged groups are more benefitted than the marginalized groups, highly marginalized groups, and endangered groups. reservation has not benefitted the marginalized people, and a certain creamy layer of ethnic groups, hill ethnic groups, and males from ethnic groups have benefitted most. newar, rai, and sunuwar are overrepresented. gender-based inequality exists in ranks, service types, and entry types among all the ethnic groups. unequal representation of males and females regarding interethnic groups, and region-wise show gender inequality in the reservation system. all janajati are not equally deprived and marginalized, having different intersectional inequality and crosscutting issues so it should be interpreted through an intersectional lens. not all are covered under the single blanket as janajati. if the state provides an effective and real reservation, it should take a policy of reservation within the reservation for highly marginalized people. nevertheless, reservation is more effective only for the elite section from within the ethnic groups that reproduces inequality within janajati. but, the reservation policy could not properly address an analysis of multidimensional, intersectional differences and inequality of excluded groups, which produces inequality and make disharmony among janajati groups. nepal government should quickly review the reservation police in civil service. it is time for the lawmaker to change some provisions in favor of the most marginalized janajati groups, especially the most marginalized janajati women. the reservation policy is reproducing social inequality among janajati and between janjati men and women. it reproduces the domination of elite janajati groups. nepal’s government should give serious attention to such a problem. the policymaker and planner should be done highly rigorous research on this issue and should make a plan not only unitary but apply the framework of intersectionality for reservation of janajati in the civil services. reservation should be directed toward the endangered and highly marginalized janajati and should concentrate on the intragroup inequality of janjati like newars. references bennett, l. (2005). gender, caste and ethnic exclusion in nepal: following the policy process from analysis to action. paper presented to arusha conference, new frontiers of social policy, december 12-15, world bank bhatta, pramod, l. adhikary, m. thada& r. rai (2008). structure of denial of student representation in nepal’s higher education. studies in nepal history and society, 13(2): 235-263. (mandala book point: kathmandu). central department of sociology/anthropology. (2014). the nepal multidimensional social inclusion index: diversity and agenda for inclusive development. central department of sociology/anthropology, tribhuvan university: kathmandu. chalam, k. s. (1990). caste reservations and equality of opportunity in education. economic and political weekly, 25(41):2333-2339. (sameeksha trust: india). dfid & world bank (2007). unequal citizens: gender, caste and ethnic exclusion in nepal (summary). dfid & world bank: kathmandu. dhakal, d. (2013). analyzing reservation policies in civil service of nepal. paper presented to professor nobuhiro hiwatari as a requirement for the course on international political economy (case study) at graspp, the university of tokyo. gurung, h. (2006). from exclusion to inclusion: socio-political agenda for nepal. social inclusion research fund: kathmandu. korten, d. c. (2011). globalizing civil society: reclaiming our right to power. seven stories press: new york. mccall, leslie. (2005). the complexity of intersectionality. signs: journal of women in culture and society 30(3): 1771-1800. moga & undp. (2013). inclusion in civil service: issues and initiatives. kathmandu: ministry of general administration and undp. nakarmi, s. s. (2066 b.s). newarbhitrko saaikshika smanta ra sambeshikaranko bahas. studies in nepali history and society,15(1):145-169. (martin chautari:kathamandu.). nakarmi, s. s. (2067). sambesikaran bhitrako samabeshikaran: newar samudaya bhitrko samajika smantako bisleshan. contemporary journal of sociology and anthropology,1(143-159).(sociology/anthropology department, patan multiple campus: lalitpur). nefin (2004). ‘classified schedule of indigenous nationalities of nepal’, prepared by the janajati classification task force and approved by the federal council of nefin, march 1. neupane, g. (2000). nepal ko jatiya prasna: samajik banot ra sajedhari ko sambhawana. kathmandu: centre for development study. onta, p., h. maharjan, d. r. humagani and s. parajuli (2008). sambeshi media (eds.).martin chautari: kathamandu. pardhan, m. s. (2014). perspective on multiple dimensions and intersections in social inclusion. in perspective on social inclusion and exclusion in nepal. om gurung, mukta s.tamang and mark turin, eds. pp38-56. central department of sociology/anthropology, tribhuvan university: kathmandu, nepal. paudel, n. j. (2016). inclusive governance: a case study of civil service in nepal. south asian youth research institute for development. (online version). pojman, l. p. (2010). the case against affirmative action. international journal of applied philosophy, 12(1), 97-115. (philosophy documentation centre: united states). tamang, m. s. (2014) perspective on social inclusion and implications for research in nepal. in o. gurung, m. s. tamang & m. turin (eds.) perspective on social inclusion and exclusion in nepal. pp.11-37, kathmandu: central department of sociology/anthropology. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 10 https://journals.e-palli.com/home/index.php/ajahs am. j. arts. hum. sci. 1(1) 1-10, 2022 toffin, g. (2007). affirmative action from a sociological and comparative perspective. a paper presented at international seminar on ‘constitutionalism and diversity in nepal’ organized by center for nepal and asian studies, tribhuvan university: kathmandu. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 pa ge 1 american journal of arts and human science (ajahs) an assessment of cultural changes in rural society in gopalganj district of bangladesh sayda mahmuda1*, md. majnur rashid1, zubaidur rahman2 volume 1 issue 3, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i3.454 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: august 03, 2022 accepted: august 23, 2022 published: august 28, 2022 the study was undertaken to assess the extent and pattern of cultural change in gopalganj district of bangladesh. to this end, primary data were collected from the rural people from gopalganj sadar, tungipara and kotalipara upazila of gopalganj district. a multistage sampling technique was used in selecting the respondent. five-point likert scale was used to evaluate the attitudes of the rural people towards cultural changes in the study area. descriptive statistics, tabular as well as graphical techniques were used in analyzing the data. result found from the descriptive statistics indicates that majority of the respondents were within the age group of 31-40 years whereas 21% respondents fall within the age category of 51-60 years. in regards to educational background, it is found that majority of the respondents completed their primary education and 17% respondents completed higher secondary education. regarding the occupational status of the respondents, it is seen that 39% were involved with crop production whereas 16% were livestock farming. the empirical results show that 34% rural people strongly agree and 47% agree with the idea that there is a recreational change in rural society. in terms of the food habit changes, it is observed that 24% of the respondents strongly agree that the pattern of food habit has changed in rural society whereas 3% strongly disagree in this regard. findings of the study show that 43% of the respondents agree that there is an occupational change in the rural society, and 11% were strongly agree with the statement. with respect to the changes in the communication pattern in rural society, the present study shows that 23% of the rural people agree and 59% strongly agree with the view that communication pattern has changed in the rural society. in the past, jatra pala, radio and puthi path were the dominant source of recreation whereas facebook, you tube, mobile phone and colour television are found as the main source of recreation at present. in regards to the occupational pattern of the respondents, it is found that crop production and paid labour were the principal occupation of rural people in the past whereas at present mobile and servicing related business, computer and accessories related business, fast food business, poultry farming, internet outsourcing related occupation is found as dominant. keywords cultural change, rural society, gopalganj district 1 department of sociology, bangabandhu sheikh mujibur rahman science and technology university, gopalganj-8100, bangladesh 2 department of economics, bangabandhu sheikh mujibur rahman science and technology university, gopalganj-8100, bangladesh * corresponding author’s e-mail: mahmuda.bsmrstu@gmail.com introduction cultural change comprises various changes occurring in any branch of culture including material and nonmaterial, art, science, technology, philosophy as well as changes in the forms and rules of existing social organization in a society. cultural change usually describes some internal and external factors leading to change in the cultural pattern of societies. the nature of cultural change is not static rather than it is dynamic. changes in one area of culture may influence the other areas of culture as cultures are integrated. cultural change is considered as cumulative in its nature where large new factors are added with the existing and fewer items are lost. whenever a change is incorporated with existing culture, new need emerged which sometimes indicated as complementary and even sometimes substitutes with the original culture. multiple factors are responsible for conducting a cultural change in a society such as philosophical ideas, technological advances and diffusion. cultural change shows the modification of a society through innovation, invention, discovery, or contact with other societies (johnson, 2001). raghunath (2017) concluded that cultural changes are the functions of three elements which are invention, discovery and diffusion. furthermore, industrialization, urbanization, modernization, and globalization have contributed to significant changes in the culture of the world. a cultural lag is created between the traditional society and the modern society due to modernization, industrialization and urbanization, globalization (pelealu et al., 2020). besides, it is on-going issues of debate among the sociologists that whether people willingly adopt cultural changes or they are forced to adopt the new dimension of culture occurred in society due to globalization. the present study has provided a new insight regarding the debate. in the light of the above statements, this study tends to answer the following research questions: i. what are the socio-economic characteristics of the rural people in gopalganj district of bangladesh? ii. what are the extent of cultural change in the study area in terms of recreation, food habit, occupation and communication? iii. what are the patterns of cultural change in gopalganj district? objectives the general objective to this study is to discuss the scenario of cultural change in the study area. the specific objectives of the study are as follows: i. to show the socioeconomic characteristics of the https://doi.org/10.54536/ajahs.v1i3.454 https://journals.e-palli.com/home/index.php/ajahs mailto:mahmuda.bsmrstu%40gmail.com?subject= pa ge 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(3) 1-9, 2022 rural people in the study area; ii. to assess the extent of cultural change with respect to recreation, food habit, occupation and communication in the study area; iii. to present the pattern of cultural change in the study area. the rest of the study is articulated as follows: after introducing the issue in section 1, section 2 descries the literature review of the study. theoretical framework is presented in section 3. methodology of the study is discussed in section 4 whereas results obtained from the study are explained in section 5. section 6 ended with some conclusion and policy recommendation. literature review the section highlights the previous studies on cultural change conducted in different countries and with different research methodologies. a research study conducted by gogineni et al. (2018) showed that industrialization, urbanization, modernization and globalization have contributed to significant changes in the culture of the world with more in the non-western third world. the study also indicated that social psychology, family psychology and family relationships drastically transformed the family and individual psychology. johnson (2001) operated a study on the role of television in rural life and its influence on various social, economic and political processes. he used data from two remote villages in the mountains of western maharashtra. result obtained from the study indicates that village audience is an active and vibrant participant in the use of media which has ramifications for development both at the village level and beyond. inglehart and baker (2001) found that economic development is linked with the systematic changes in basic values. they used data from the three waves of world value surveys which includes 65 societies and 75 percent of the word population. results obtained from the study indicate that economic development is associated with shifts away from absolute norms and values. the broad cultural heritage of a society leaves an imprint on values that endure despite modernization. pelealu et al. (2020) conducted a study on the impact of agricultural technology on cultural change in rural society using phenomenology approach. the major findings of the study indicate that technology became a main factor of social change. in addition, technology accepted by people through continuous socialization and make people interest to using technology and causing culture change. ghosh (2011) conducted a study with an aim to investigate the impact of contemporary globalization on economy, society, culture and politics. findings of the study show that globalization is not a unidirectional process and there are several contrary trajectories which have generated opposite reactions. the process of globalization is, therefore, much broader, complex, and multifaceted. raghunath (2017) conducted a study on globalization and its impact on indian culture. the impact of globalization is great on india’s culture. india has a rich cultural background and pride of its culture is famous in all over the world. result of the study indicates that culture has also spread its impact globally. ojua et al. (2013) investigated some of positive and negative cultural practices as well as showcases and they looked at how these cultural heritages in attitudes and behaviors affect the overall progress of the people and society from the nigerian perspective. in many parts of the country, people embark on certain practices because they are ignorant of the basic information about the better way of doing things. pannilage (2016) examined the factors which have impact on local culture in rural society of sri lanka. study found that globalization has significance influence in the process of construction of local culture in srilanka. petkovic (2007) conducted a study on traditional values and modernization challenges in forming urban and rural culture. results obtained from the study show that intertwining of urban and rural culture, the modern and traditional, the global and local, is the main characteristic of our social-cultural reality in which modern and traditional social values have interfered. alonso and gonzalez (2016) investigated how rural restructuring in the 1990s is a deeply penetrating process inclusive of both economic and cultural dimensions of social life. they collected data from 422 rural households. findings obtained from the study show that people’s opinions and perceptions of recent land use changes are influenced by economic and cultural logic. theoretical framework cultural adaptation theory the theory of cultural adaptation refers to the process and time it takes a person to assimilate to a new culture. it is not always an easy transition. how would you feel if you could no longer read signs because they were in a different language? what would you do if the clothes you owned were considered unacceptable to wear in public because people of your gender dress differently there? what if you were always expected to eat with chopsticks because western utensils were unavailable? given the right amount of time, would you be able to adjust to these differences? living in a new culture can be jarring and very difficult to process, especially if it is drastically different from your own. a person that is being introduced into a new culture can feel a variety of different sensations. for example, one may feel frustrated because she or he cannot communicate or become angry because certain cultural norms do not make sense. in some cultures, spitting in public is considered bad manners. how would you feel if you ended up in a culture where spitting in public was okay and done by everyone? it may make you feel uncomfortable when the people of that culture think nothing of it. cultural adaptation theory offers an explanation for these emotions. this model included four different stages: the honeymoon stage, the culture shock stage, the recovery stage, and the adjustment stage. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(3) 1-9, 2022 cultural diffusion theory the process of diffusion involves the spread of cultural elements both material artifacts and ideas – from one culture to another. george murdock has estimated that about 90% of the contents of every culture have been acquired from other societies. some social scientists and anthropologists like, kroeber, consider diffusion as the main source of cultural and social change. anthropologist linton’s classic illustration can be cited here to make it clear to what extent cultural borrowingsthat isdiffusion takes place in every society. linton writes our solid american citizen awakens in a bed built on a pattern which originated in the new east but which was modified in north europe before it was transmitted to america. he throws back the covers made from cotton domesticated in india, or linen domesticated in the neat east, or silk, the use of which was discovered in china. he takes off his paijamas, a garment invented in india: and washes with soap, invented by the ancient gauls. he then shaves, a masochistic rite, which seems to have been derived from either sumer or ancient egypt. the coffee that he sips with pleasure every day is a product of coffee plant which was in the beginning an abyssinian monopoly. he smokes cigars or cigarettes. this smoking habit he has borrowed from the american indians. similarly, the american uses or is benefited by many more such things, practices and habits which he borrowed from other peoples and cultures long back. diffusion is one of the main sources of cultural and social change. the most outstanding contemporary social change – the spread of the modernization process around the world – represents the diffusion of industrialism from the less developed societies. each culture accepts elements from other cultures selectively. material artifacts that prove useful are more readily accepted than new norms, values and beliefs. innovations must also be compatible with the culture of the society in to which they diffuse. for these reasons, white settlers in america accepted the red indian’s tobacco and not their religion. materials and methods selection of the study area the study was conducted in gopalganj district purposively. after selecting gopalganj district, three upazilas including gopalganj sadar, tungipara and kotalipara were selected randomly. then, the researcher selects two unions randomly from each upazila and a total of six unions were selected. from each union, two villages were selected randomly using simple random sampling technique. finally, 25 respondents from each village were chosen randomly using fishers’ random number table. the rationale behind the selection of these study areas is table 1: selection of the study area district upazila union village number of respondent gopalganj sadar gobra sonakur 25 ghonapara 25 borasi charpathalia 25 bedgram 25 gopalganj tungipara patgati gimadanga 25 gouhardanga 25 kushli nilpha 25 bashuria 25 kotalipara hiran majhbari 25 tarashi 25 kalabari kaliganj 25 shimulbari 25 that the gopalganj district has a rich cultural background where different cultural aspects as well as religious people live together over the past few decades. sampling technique and nature of data a multi-stage sampling technique was used to select 300 rural people from three upazilas of gopalganj district. in this study, district was selected purposively whereas upazila, unions, villages and respondents were selected randomly. the present study was conducted mainly based on primary data. however, some secondary data were also collected and used in this analysis. these secondary data were collected from various government and nongovernment organizations such as various journals, newspaper, books. methods of data analysis descriptive statistics such as mean, frequency distribution, maximum, minimum and percentages were used to analyze the socio-economic characteristics of the sampled respondents. likert scale was used to assess the rural people’s attitude on cultural changes in the study area. to apply the likert scale a series of items were compiled that expressed a wide range of attitudes, from extremely positive to extremely negative. each item calls for checking one of five fixed alternative expressions such as strongly http://https://journals.e-palli.com/home/index.php/ajahs pa ge 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(3) 1-9, 2022 agree, agree, neutral, disagree and strongly disagree. results and discussion socio-economic characteristics of the rural people in the study area it is found from table 2 that majority (35%) of the respondents were within the age group of 31-40 years whereas 7% respondents fall within the age category of 61-70 years. in addition, 25% respondents were within the age category of 41-50 years. among the respondents, 59% were male while 41% were female. regarding marital status of the respondents, result revealed that 73% of the respondents were married while 9% of the respondents were single. education has categorized as no formal education, primary education, secondary education, higher secondary education and graduate level. study found that only 9% respondents were illiterate but majority of the respondents completed their primary level (42%) and 17% respondents completed higher secondary school. among the surveyed respondents, 58 were found as muslim whereas 42 were hindu. regarding the occupational status of the respondents, it is observed that among 300 respondents, 39 were involved with crop production whereas 23% were housewife. in addition, 16% and 11% respondents were involved with livestock farming and fishing activities, respectively. table 2 describes that 49% respondents had a family size ranges between 1 and 3 persons whereas 19% respondents had a family size ranges between 7 and above. in addition, 32 percent workers had a family size ranges between 4 and 6 persons. in case of earning members in the family, it is observed from table 2 that 57% respondents had 1-2 earnings member in their family while 34% household head reported that they had 3 to 4 earning members in their family. scenario of cultural change in the study area this section describes the scenario of cultural change in the study area. five point likert scale has been employed in analyzing the scenario and extent of cultural change in the study area. scenario of cultural change has been investigated with respect to four aspects such as recreational change, food habit change, occupational change, and change in the pattern of communication. extent of recreational change in the study area table 3 shows the extent of recreational change in the study area and it is found that 34% strongly agree with the idea that there is a recreational change in rural society table 2: socio-economic characteristics of the sampled rural people variables number of respondents percentage age range 20-30 36 12 31-40 105 35 41-50 75 25 51-60 63 21 61-70 21 7 gender of household head male 177 59 female 123 41 marital status single 27 9 married 219 73 widowed 42 14 divorced 12 4 year of schooling no formal education 27 9 primary education 126 42 secondary education 84 28 higher secondary education 84 17 graduate 12 4 religion status muslim 174 58 hindu 126 42 occupational status crop production 117 39 livestock farming 48 16 fishermen 33 11 teaching 6 2 housewife 69 23 transport worker 9 3 mobile servicing 12 4 salon (hair cutting) 6 2 household size 1-3 persons 147 49 4-6 persons 96 32 7 and above 57 19 earning members in family 1-3 171 57 3-4 102 34 5 and above 27 9 source: field survey, 2019 table 3: responses of the rural people with respect to recreational change response number of respondent percentage strongly agree 102 34 agree 141 47 neutral 48 16 disagree 9 3 source: field survey, 2019 http://https://journals.e-palli.com/home/index.php/ajahs pa ge 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(3) 1-9, 2022 while 47% agree and 16% respondents were neutral in this respect. in contrast, 3% respondents disagree that there was no recreational change in the study area. figure 1 shows the responses of the rural people in terms of recreational change in the study area. it is found from figure 1 that 47% respondents showed agree view with respect to recreational change while 3% showed disagree response in this connection. figure 1: responses of the respondents with respect to recreational change extent in the pattern of food habit change in the study area table 4 illustrates the responses of the rural people with respect to changes in the pattern of food habit in the study area. it is found from the study area that 24% of the respondents strongly agree that the pattern of food habit has changed in rural society whereas 57% agree. furthermore, 6% of the rural people disagree that the pattern of food habit has changed while 3% of the respondent strongly disagree with the statement. figure 2 shows the responses of the rural people with respect to the changes in the pattern of food habit. it is found from figure 2 that 57% respondents showed agree sign with respect to food habit change while 6% reported disagree response in this connection. table 4: responses of the respondents with respect to change in the pattern of food habit response number of respondent percentage strongly agree 72 24 agree 171 57 neutral 30 10 disagree 18 6 strongly disagree 9 3 source: field survey, 2019 figure 2: responses of the respondents with respect to change in the pattern of food habit http://https://journals.e-palli.com/home/index.php/ajahs pa ge 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(3) 1-9, 2022 extent of occupational change in the study area from table 5, it is evident that 43% of the respondents agree that there is an occupational change in the rural society, 11% strongly agree and 19% of the respondents disagree while 14% of the respondents strongly disagree with the statement. figure 3 shows the responses of the rural people with respect to change in the occupational pattern. it is found from figure 3 that 43% respondents showed agree view with respect to occupational change while 11% reported strongly agree response in regards to the view that there is an occupational change in the study area. table 5: responses of the respondents with respect to the change in the occupational pattern in the study area response number of respondent percentage strongly agree 33 11 agree 129 43 neutral 39 13 disagree 57 19 strongly disagree 42 14 source: field survey, 2019 figure 3: responses of the respondents with respect to change in the pattern of food habit extent of change in the communication pattern the study area table 6 shows that 23% of the respondents agree that communication pattern has changed in the rural society, 59% strongly agree and 6% of the respondents disagree that communication pattern has changed. figure 4 depicts the responses of the respondents with respect to the change in the pattern of communication. table 6: responses of the respondents with respect to the change in the pattern of communication in the study area response number of respondent percentage strongly agree 177 59 agree 69 23 neutral 36 12 disagree 18 6 source: field survey, 2019 figure 4: responses of the rural people with respect to the change in the pattern of communication http://https://journals.e-palli.com/home/index.php/ajahs pa ge 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(3) 1-9, 2022 it is obvious from figure that 59% rural people showed strongly agreed view and 23% rural people showed agreed view with respect to pattern of communication in the study area. in addition, 6% respondents were disagreeing with this statement pattern of cultural change in the study area pattern of recreational change in the rural society while interviewing the respondents, it is found that television (black and white), radio, jatra pala, puthi path, kissa, village fair, and circus were the main source of table 7: recreation change in rural society source of recreation in past source of recreation at present television (black and white) mobile phone radio computer and laptop jatra pala colour television puthi path cinema hall kissa internet browsing village fair facebook circus you tube visit to relatives house birthday celebration marriage anniversary celebration outing with friends and relatives source: field survey, 2019 recreation in rural area in two or three decades ago but at present mobile phone, computer, laptop, colour tv, internet browsing, facebook, you tube are regarded as the major sources of recreation of rural people in the study area. majority of the respondents in the study area agree that radio and puthi path were the dominant source of recreation in past whereas facebook, you tube, mobile phone and colour television are the main source of recreation at present pattern of food habit changes in the study area table 8 portrays the pattern of food habit change in rural society in gopalganj district. findings showed that traditional food like rice, fish, pulse, meat (cow and goat), homemade wheat bread and tea were the major food item in past while at present foods like chinese fast food, soft drinks, coffee are the dominant food item in the study area. in addition, some traditional foods are also available in the study area. table 8: food habit changes in the rural society traditional food habit modern food habit traditional meal, homemade bread, fish, rice, potato curry, meat (goat and cow), pulse, vegetables, tea chinese fast food, tea, coffee, noodles, soft drinks, roast, soup, nan rooti as well as traditional meals source: field survey, 2019 pattern of occupational change in the rural society table 9 represents occupational change in gopalganj district. it is apparent from the table that farming specially crop production and paid labour were the principal occupation of majority of rural people whereas at present there have been an occupational change in the study area. now, people are found to engage themselves in diverse occupation like mobile and servicing related business, computer and accessories related business, fast food business, poultry farming, internet outsourcing. table 9: recreation change in rural society traditional dimensions of occupation modern dimensions of occupation farmer mobile phone and servicing related business paid labour computer and accessories related business fishermen fast food related business tailoring poultry farming housewife freelancing teacher teaching at home transport worker internet outsourcing mason mobile banking grocery carpenter source: field survey, 2019 http://https://journals.e-palli.com/home/index.php/ajahs pa ge 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(3) 1-9, 2022 pattern of communication change in the rural society table 10 presents pattern of communication change in the rural society considering the ancient and modern forms of communication. it is evident that face to face communication, hand written letter were the main forms of communication in rural society in past. at present, mobile phone and facebook has become the dominant way of communication in rural society. table 9: pattern of communication change in the rural society ancient forms of communication modern forms of communication hand writing letter mobile phone messenger bearer electronic mail (gmail, email, hotmail etc.) post office facebook, twitter, whatsapp face to face communication messenger letter send by pigeon video call telegram imo source: field survey, 2019 conclusion the main objective of the study was to identify the extent and pattern of cultural changes on rural society. descriptive statistics like frequency distribution, maximum, minimum was used to describe the socioeconomic characteristics of the respondents in the study area. in addition, to evaluate the attitude of rural people on cultural changes, five point likert scale was applied. results obtained from the study show that 35% respondents were within the age group of 31-40 years whereas 7% respondents fall within the age category of 61-70 years. in regards to educational background, it is found that only 9% respondents were illiterate whereas 42% respondents completed their primary level and 17% respondents completed higher secondary education. regarding the occupational status of the respondents, it is found that among 300 respondents 39% were involved with crop production whereas 26% were housewife. in addition, 16% and 11% respondents were involved with livestock farming and fishing activities, respectively. the empirical results obtained from likert scale analysis show that 34% rural people strongly agree and 47% agree with the view that there is a recreational change in rural society. in terms of the food habit changes, it is found that 24% of the respondents strongly agree that the pattern of food habit has changed in the rural society whereas 57% agree in this regard. furthermore, 6% of the rural people disagree that there is a change in the pattern of food habit in the study area. findings of the study show that 43% of the respondents agree that there is an occupational change in the rural society, 11% strongly agree and 19% of the respondents disagree while 14% of the respondents strongly disagree with the statement. with respect to changes in communication pattern in rural society, the present study indicates that 23% of the rural people agree and 59% strongly agree with the view that communication pattern has changed in the rural society. in the past, jatra pala, radio and puthi path were the dominant source of recreation whereas facebook, you tube, mobile phone and colour television are found as the main source of recreation at present. in regards to occupational pattern of the respondents, it is found that crop production and paid labour were the principal occupation of rural people in past whereas at present mobile and servicing related business, computer and accessories related business, fast food business, poultry farming, internet outsourcing related occupation are found as dominant. with respect to the pattern of communication change in the rural society, it is evident that face to face communication, hand written letter were the main forms of communication in rural society in past. at present, mobile phone and facebook has become the dominant way of communication in rural society. recommendation based on the findings obtained from the study, the following recommendation can be made for the study: i. since, the present study showed that 24% of the respondents strongly agree with the issue that the pattern of food habit has changed whereas 57% agree in this regard. thus, rural people should be made conscious about the bad aspects of fast foods which is dominated item in the modern food pattern. in addition, steps should be takes so that local foods do not disappear. ii. it is found from the survey that 43% respondents showed agree view and 11% respondents asserted strongly agree view with respect to occupational change in the study area and the modern occupational activities are technology and skill oriented. therefore, rural people need to be trained so that they can use the modern technology efficiently. iii. as 59% rural people strongly agree and 23% agree with the view that the pattern of communication has changed over the time period where ancient forms of communication has replaced by the modern forms of communication like mobile phone, email, facebook, twitter etc. thus, the rural people need to be made aware of the advantages and disadvantages of modern methods of communication and also to ensure that their personal security is not compromised. conflicts of interest the authors declare that there is no conflict of interests regarding the publication of this paper. 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(2007). traditional values and modernization challenges in forming urban and rural culture. facta universitatis-philosophy, sociology, psychology and history, 6(1), 23-39. raghunath. (2017). globalization and its impact on indian economy. international journal of research -granthaalayah, 5(6), 544–549. https://doi. org/10.29121/granthaalayah.v5.i6.2017.2071 funding statement the authors received no financial support for the publication of this article. acknowledgments authors wish to thank the rural people who answered the questions honestly and participated with great enthusiasm. author contributions sayda mahmuda: conceptualization, introduction, literature review, methodology, data analysis and supervision. majnur rashid: theoretical framework, data collection and conclusion. zubaidur rahman: data processing and estimation. all authors have read and agreed to the published version of the manuscript. references alonso. g. p., & gonzález. a, d. (2016). a contemporary archaeology of cultural change in rural north-western spain: from traditional domesticity to postmodern individualization. international journal of historical archaeology, 20(1), 23-44. gogineni, r.r, kallivayalil, r.a, sharma, s., rataemane, s., & akhtar, s. (2018). globalization of culture: impact on indian psyche. indian j. soc. psychiatry, 34(4), 303-312. ghosh, b. (2011). cultural changes and challenges in the era of globalization. journal of developing societies, 27(2), 153 175. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 pa ge 28 american journal of arts and human science (ajahs) newspaper framing of twitter ban in nigeria: a retrospective perspective essien essien1*, martins chibueze muoghalu2, yusuf sulaimon3 volume 1 issue 3, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i3.638 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: september 23, 2022 accepted: october 08, 2022 published: october 12, 2022 with the first-ever ban on social media handle, it is clear that the abuse of information rights and the improper application of power are reaching a new level in nigeria, meriting widespread concern. this study aimed to examine, in retrospect, the quality of newspaper framing of the twitter ban issue in nigeria, where the media’s efficacy in covering recent events in the country has been questioned due to persistent public opinion that the media is performing its fourth estate of the realm’s duties in accordance to odious governing standards. this study examined the newspaper framing of president mohammadu buhari’s ban on twitter in nigeria with particular emphasis on a the punch and daily trust newspapers. the framing theory of the mass media was adopted in the study and the content analysis research design was as well employed. the finding of the study indicated among other things, that both ‘daily trust’ and ‘the punch’ newspapers framed reports of twitter ban in cause, effect and reaction frames. the study concluded that both newspapers considered in the study had covered the issue of the nigerian twitter ban in different measures and perspectives, as arising from the differences in the slants accorded the reportage. the study recommended that the government should uphold the tenet of a true democratic state by ensuring that no ban is placed on social networking sites as such actions undermines the fundamental human right of expression of the citizens keywords newspaper, twitter, control, frame, effect, government 1 cross river university of technology, nigeria 2 enugu state university of science and technology, nigeria 3 osun state polytechnic, nigeria * corresponding author’s e-mail: essienessienoku1999@gmail.com introduction background of the study the concept of mass media framing news is related to the agenda-setting tradition but expands the research by focusing on the essence of the issues at hand rather than on a particular topic. the basis of mass media framing of news focuses attention on certain events and then places them within a field of meaning. framing is an important topic since it can have a big influence and therefore the concept of framing expanded to organizations as well. in essence, mass media framing of news suggests that how something is presented to the audience (called “the frame”) influences the choices people make about how to process that information. frames are abstractions that work to organize or structure message meaning. goffman (1974). the most common use of frames is in terms of the frame the news or media place on the information they convey. they are thought to influence the perception of the news by the audience, in this way it could be construed as a form of second level agenda-setting. the media is known for its critical evaluation of issues such as: the twitter ban to help the public understand concepts associated with news events. framing a news story in the online newspapers can be influenced by different factors such as highlighting news angle that arouse reader’s interest, economic motive of the reporter and competitive media debacle (adelakun & hamedi, 2016). the understanding of news frame from a handful of research look quite similar. according to babaeko (2021), news frames refer to the nuances, bias, opinions and meanings journalists introduce to stories with a view to breaking down complex reality for readers and viewers to assimilate. framing explains the power structure of the media to create news story items with predefined and narrow contextualization to enhance understanding or used cognitive shortcuts to link stories to the bigger picture (odoemenam & okoro, 2013). the implication of this submission is that the media can influence news content by subtle submission to downplay the perceived negative effect of the story on the general public by choosing a particular frame pattern. the media can also through choice of frame aggravate the supposed subtle effect to more dire consequences on the general public. in a similar way paulinus & obi (2021) believes that the volume of report given to an issue in the media explains the public knowledge, understanding and perception on the issue. mass media framing of news was first put forth by goffman, under the title of frame analysis. he put forth that people interpret what is going on around their world through their primary framework. this framework is regarded as primary as it is taken for granted by the user. its usefulness as a framework does not depend on other frameworks. mass media mobilization (also known as social mobilization or popular mobilization) refers to mobilization of civilian population as part of contentious politics. mass media mobilization is defined as a process that engages and motivates a wide range of partners and allies at national and local levels to raise awareness of and demand for a particular development objective through face-toface dialogue. members of institutions, community networks, civic and religious groups and others work in https://doi.org/10.54536/ajahs.v1i3.638 https://journals.e-palli.com/home/index.php/ajahs mailto:essienessienoku1999%40gmail.com?subject= pa ge 29 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(3) 28-36, 2022 a coordinated way to reach specific groups of people for dialogue with planned messages. in other words, social mobilization seeks to facilitate change through a range of players engaged in interrelated and complementary efforts. (“communication for development”) framing’s roots go back, in part, to erving goffman’s (1974) exploration of how experience are organized. he argued that humans experience life both in terms of how information is received and interpreted, what an individual considered as “reality” depends on the frames the media employ to approach, analyze, and understand the world around us. accordingly, given the power of the media in setting the public agenda, then, how media frame certain topics and events influences this process, and directly affects how people “know what the media know” about the world at large. print media (newspaper) have been chosen by the people to access information from the beginning before the advent of broadcast media such as radio and television (freelon, 2010). however, radio and television became a part of the life of the urban community to the rural area, print media still appeared as if they were not displaced. the advantage of print media is the documentation of information because all print media information is always in permanent form. if electronic media can be heard or watched only once and cannot be saved, but it is different from print media. print media will be read at any time and at your own convenience, last week’s newspaper can be read today. the aspect of documentation becomes important for print media. as a product of technology, the mass media will develop every time, without leaving its main functions which is to educate inform and entertain. platform shifts in mass media are necessity because technology as a cultural product created by humans continues to develop. the media is not left out, it all started from print media to electronic media and now digital media known as the new media. on june 5th 2021, the nigerian government announced that it had suspended twitter’s operations in the country (aja, 2021). the announcement came two days after the social media company removed a tweet by president muhammadu buhari, in which buhari issued a thinly veiled threat against secessionist groups in the southeast “to treat them in the language they understand.” since the ban, the government has issued directives to federal prosecutors to arrest anyone still using twitter — and ordered internet providers to block access to the platform. after some initial confusion as to whether twitter remained accessible, it appears as of mid-june that most nigerians can no longer access the platform. the twitter ban is only the latest example of governments using their control over the internet and other digital technologies to survey censor and suppress the people (iyatse & adepetun, 2021). but the ban has not stopped nigerians from trying to hold the government accountable both on and offline. here are three things the twitter ban shows us about the push and pull between governments, activists and social media giants. the massive protests in nigeria, explained that nigerians took similar measures during the abuses of the nigerian police special anti-robbery squad (sars). the #endsars movement attracted enormous support from around the globe and twitter even unveiled a custom emoji in support of the campaign. economic “collateral damage” may make it hard to sustain the twitter ban because the ban has drawn particular aspect only because of its implications for free expression, but also for purely economic reasons. many nigerians rely on twitter to support their work for instance, employers, use the platform to circulate job openings. freelancers use it to advertise and promote their services and the country’s vibrant start-up community — nigeria has the most start-ups in africa — uses twitter to attract investment. (iyatse & adepetun, 2021). social science research can help us understand a fundamental weakness of using social media bans and internet shutdowns to quell domestic opposition: as indiscriminate tools of repression, they are particularly hard to sustain and may even be likely to backfire. before the twitter ban, nigerians were using “#june12protest” to get people to turn out for an anti-government protest on that date. this hashtag regained momentum after the twitter ban — our research found many people using it alongside #twitterban and keepiton, the two primary hashtags that emerged to protest the ban, as the figure below shows. a network graph for the hashtag #keepiton on twitter between june 4 and 12, as nigerians and others on twitter protested the government’s twitter ban. each node or dot represents a hashtag used alongside keepiton in a tweet, with labels indicating the hashtags that appeared most frequently. it is unclear how long the buhari government will be willing to keep the ban in place. the day after the government announced the “indefinite suspension” of twitter’s operations, officials clarified that the ban was intended to be temporary. on friday, the attorney general and minister of justice, abubakar malami, also appeared to back off from prosecuting nigerians who continue to use twitter. instead, he said the initial directive given to federal prosecutors was only intended to target people or groups that are helping twitter evade the ban. the media can manipulate, influence, persuade and pressurise society, along with even controlling the world at times in both positive and negative ways; mentally, physically and emotionally (kehinde, 2019). controversial stories are reported and printed with no reliance of it being fact or not. the purpose of the media is to give information about current news, gossips, fashion, and the latest gadgets in the marketplace of the people. the role of the media has to be one way trading and marketing of products, and prejudices. it gives geographical knowledge about how people are divided. the media claimed to be governed by righteousness and equity for the common man to the rich man. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 30 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(3) 28-36, 2022 statement of the problem the nigerian federal government’s suspension of the operation of american micro-blogging company, twitter, in nigeria, might have left both in a catch-22 situation as the duo had lost millions of followers that they had built for more than half a decade. for twitter the saga has cost it billions of cash, while nigerians, in both private and public sectors have lost their means of instant communication. the minister of information and culture, alhaji lai mohammed, had announced the suspension of twitter after the firm deleted some aspects of president muhammadu buhari’s tweet, which the company found to be in breach of its rules. following searing attacks of the suspension by social activists, who said it was an abuse of nigerians’ freedom of expression as guaranteed by section 39 (1) of the constitution as altered, the suspension order had attracted a directives from the national broadcasting commission (nbc), asking all telecommunications and broadcasting media to deactivate their twitter handles and block access to the internet facility. many nigerians, have, however, circumvented the federal government’s blockage of the micro-blogging facility, resorting to the virtual private network (vpn) to connect twitter. the federal government sought the understanding of the united states, the united kingdom, canada, the european union and ireland over its suspension of twitter’s operations in nigeria. it, however, gave conditions to lift the suspension. the question is, to what extent has the press in nigeria successfully overcome the hurdle towards a more efficient reporting of freedom of speech and expression? this study therefore seeks to investigate the coverage that was given to the ban of twitter in nigeria by the punch and daily trust online liturature review concept of mass media mass media is a channel, medium, utility, device, or instrument used in the mass communication process. the mass media also includes, printed media, electronic media and cyber media. printed media such as newspapers, magazines, books, pamphlets, billboards and other technical tools that bring out the message by touching the senses of sight. electronic media such as radio and recorded programs use the senses of hearing and television programs, motion picture and video recording covering both senses which is hearing and vision (barbour & plough, 2009). meanwhile the online media (online media, cybermedia) is the internet-based mass media. mass media happens to be the suggestions for cultural development, not just culture in the sense of art and symbol but also in the sense of the development of settings, fashion, lifestyle and norms (mcquail, 1987). the mass media has a strong influence on the lives of people. media has the power to transform and shape the pattern of human though behavior. mass media has its own social role and function in society, which serves as a function of social supervision, interpretation function, transitional function and entertainment function (ewang, 2019). in addition, the mass media serves as a platform for criticizing the rulers and guardians of society as well as the space or the link between of the communities. hawn (2009) said that the mass media played a role in changing the attitudes and perceptions of audience. at the end of the 19th century until the end of the 20th century, there was a marked change in the broadcasting technology world and turned the field into a major medium in distributing information. the change in sophistication is essential in facilitating the activities or processes of communication while information can be generated at a more efficient and effective rate (caldwell, 2000). however, in the 21st century, communication activities began changing. users prefer to use internet service to get information online. this method allows easy data transfer process and also efficient time saving. in addition, more information input can be achieved by using the internet. a variety of worldwide information available through the internet, such as news, sending and receiving electronic mail, commerce, entertainment including watching and more can be accessed (okoro & ekwueme, 2013). the existence of computer systems and the internet has further expanded the use of information and communication technology, thereby increasing the space to gain knowledge as a result through this technology exposure (coyle & vaughn, 2008). because of some reason, media acted as restriction for the users due to limitations in giving their opinion or independent views on news broadcasts. however, the mass media seems to be the platform for consumers to express their opinions and communicate globally without hindrance (charlotte, 2011). while social media is an internet-based application that builds on web 2.0 ideology and technology and enables the creation and exchange of social media most commonly used by people around the world (kaplan & dan haenlein, 2010). the use of digitizing technology through popular websites and social networks enables many things such as facebook, twitter, blogspot and pinterest to channel more interactive, fast and engaging historical information. in addition, information that is readily accessible and has more flexible space can increase the supply and uses of evidence (gitlin, 1980). the change in the form of communication passed through the development of technology, or structural and technical communication revolution (van djik, 2006). this also cause of the advancement of mass media that increases every year (mcadams, 1995). from every age of ancient times to the era of literacy, the printing era, and the electronic era, each represented by a particular form of communication either through writing, oral, printing and telecommunications that had a lot of influence on society as a whole (reese, 2007). http://https://journals.e-palli.com/home/index.php/ajahs pa ge 31 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(3) 28-36, 2022 human communication has entered the fifth phase that emphasizes interactive communication with internetbased and computing technologies that witness new media or the second media era to be introduced. mass media as a means of mass communication can also serve as a significant social change agent (kaplan & dan haenlein, 2010) mass media development has both positive and negative impact on community development. mass media plays a role in shaping the cultural uniformity that is produced as one of the effects of the influence of media on the system of value, thoughts and actions of individuals. according to reinsrd (1994) the influence and impact of media can be seen from small scale (individual) and wide scale (society) as well as sooner or later the spread of certain influences. media is a tool that can stimulate and influence the attitudes and behaviors of individuals or communities that embrace all aspects of human life. it also plays a role in establishing a nation’s identity and culture for its overall development (aja, 2021). diverse social and cultural facilities are channeled through television, vcds, magazines, story books, radio, mobile phones, internet, and so on. the mass media is not only an information channel for entertainment and knowledge, but also a variety of social, cultural, personality development and empowerment of individuals, whether positive or negative. however, the negative influence of the mass media comprising the print media and the electronic media is, in fact, indirectly affecting the behavior of the community and as a cause of the youth misconduct and bad behavior (chukwu, 2014). the role of the mass media is thought to be positive when it can spread and instill moral values as examples of loving fellow citizens, respecting the rights of other communities, and evaluating a high moral. media as a field of information dissemination is one of the most influential social forces in shaping the attitudes and social norms of a society. mass media can be a wise example in changing the behavior of society. the negative effects of the broadcasts and the shows presented can shape the negative thinking of the community. broadcasting stories and outdoor drama are able to alter local culture and values as a result of western modernization that is far from contrary to the value of the east. print media, as well as electronic media, are the mass media most widely used by various level age of society (bungin, 2001). framing of press freedom stories by the media according to mcquail (2005), there are two types of bias namely intended bias and unintended bias. while the former stems mainly from partisanship, advocacy and the ideological standpoint of the medium or source, the latter is generally attributed to organizational and routine factors in selection and processing of news. media bias is the bias of journalists and news producers within the mass media in the selection of events and stories that are reported and how they are covered. the term “media bias” implies a pervasive or widespread bias contravening the standards of journalism, rather than the perspective of an individual journalist or article. the direction and degree of media bias in various countries are widely disputed. (mccombs, 2006). practical limitations to media neutrality include the inability of journalists to report all available stories and facts, and the requirement that selected facts be linked into a coherent narrative. because it is impossible to report everything, selectivity is inevitable. government influence, including overt and covert censorship, creates media bias in some countries, for example north korea and burma (mcquail, 2005). market forces that result in a biased presentation include the ownership of the news source, concentration of media ownership, the selection of staff, the preferences of an intended audience, and pressure from advertisers. kist (2008) disagrees with the argument that western news agencies are biased against third world countries and since many third world or developing countries like nigeria do not have enough correspondents in those parts, their reports invariably influence ours. he states that “the third world also wants western journalism to be “unbiased” and to present news on a “continuing” basis, eliminating the piecemeal sporadic nature of news coverage. kist agrees that this is the goal of journalism but he argues that it is unrealistic. he states that the existence of bias in news from the third world is not an indication of western prejudice. in his view, “news is always a piecemeal and biased as to reality, and is so because of somebody’s perceptive. a journalist in any society selects what will be news and fashions it according to his value system.” (kist, 2008) he argues that due to the journalist’s subjectivity, all news is biased in some way so it would be unreasonable for third world nations to expect no bias in international news. influential democracies in the world, large segments of the population are no longer receiving unbiased news and information (strauss & schoder, 1994). this is not because journalists are being thrown in jail, as might occur in authoritarian settings. instead, the media have fallen prey to more nuanced efforts to throttle their independence. common methods include governmentbacked ownership changes, regulatory and financial pressure, and public denunciations of honest journalists. governments have also offered proactive support to friendly outlets through measures such as lucrative state contracts, favorable regulatory decisions, and preferential access to state information. the goal is to make the press serve those in power rather than the public. the problem has arisen in tandem with right-wing populism, which has undermined basic freedoms in many democratic countries (weaver, 2007). populist leaders present themselves as the defenders of an aggrieved majority against liberal elites and ethnic minorities whose loyalties they question, and argue that the interests of http://https://journals.e-palli.com/home/index.php/ajahs pa ge 32 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(3) 28-36, 2022 the nation as they define it should override democratic principles like press freedom, transparency, and open debate. twitter ban: implications on nigerian economy on 5 june 2021, the nigerian government officially put an indefinite ban on twitter restricting it from operating in nigeria after the social media platform deleted tweets made by the nigerian president muhammadu buhari warning the south eastern people of nigeria predominantly igbo people, of a potential repeat of the 1967 biafran civil war due to the ongoing insurgency in southeastern nigeria (washington, 2021). the nigerian government claimed that the deletion of the president’s tweets factored into their decision but it was ultimately based on “a litany of problems with the social media platform in nigeria, where misinformation and fake news spread through it have had real world violent consequences citing the persistent use of the platform for activities that are capable of undermining nigeria’s corporate existence. the ban was condemned by amnesty international as well as the british and canadian missions and the swedish embassy in nigeria. two domestic organizations the socio-economic rights and accountability project and the nigerian bar association have indicated intent to challenge the ban in court (reuters, 2021). twitter itself called the ban “deeply concerning”. nigeria’s cultural minister lai mohammed stated the ban will be lifted once twitter submits to local licensing, registration and conditions. “it will be licensed by the broadcasting commission, and must agree not to allow its platform to be used by those who are promoting activities that are inimical to the corporate existence of nigeria. digital media like twitter are essential for information exchange, marketing customer services and remote work, especially during public health and safety emergencies like the covid19 pandemic. the suspension can slow commerce, cut productivity and ultimately cost jobs (iyatse & adepetun, 2021). nigerians in diaspora movement (ndm) stressed that banning twitter in nigeria was an act of insensitivity considering the fact many nigerians make a living through the site. ndm recollected that social media like twitter have been proven to lift people, especially the youth, out of poverty through the acquisition and exchange of value adding ideas. to this effect, ndm hereby, unequivocally, calls upon the nigerian government to reconsider the ban on twitter without further delay (paulinus and obi, 2021 ). valentine ozigbo, the immediate past president and group ceo of transcorp plc acknowledged that in a statement twitter is a platform that drives business and creates jobs for millions of nigerians, especially the youth. “as a business leader and investor i n technology and communications, i appreciate the role of social networking platforms like twitter, instagram, and facebook in driving business and the economy. this suspension will have untold negative consequences to our economy, or image as a democracy and the youth who use twitter as a platform to advance their career (iyorah, 2021). the suspension has already created a market access gap for millions of small business and medium scale enterprises that use the platform to reach their customers. this could potentially complicate the challenges covid19 and other defects had imposed on businesses. also affected is the structural commerce market in the country, estimated at $12 billion (iyatse & adeptus, 2021). the chairman, mobile software solution, nigeria, chris uwaje, opines that the ban would bring a monumental economic dysfunction, with the capability to fuel more unemployment, whose disaster recovery damages will cost a long time to amend. he identifies the following as among the possible consequences of shutting down twitter: massive damage to consumer, delay development of nigeria’s digital ecosystem, massive cyber-attack on nigeria etc. (aja, 2021). most information and communication technologies professionals described government ban on twitter as a decision made without knowledge of technology’s dynamism. they argue that the decision could undermine the economic boost technology gives the country by way of consistently strengthening the gross domestic product (gdp). the oretical framework framing theory was used to explain the contents and objectives of this study. the framing theory which has root in different disciplines was first used in communication circles by erving goffman (1974). its usage was further popularised by entman’s (1993). the major thrust of the theory is that how an issue is characterised in reports can have influence on how it is understood by audiences. the framing theory is one that deals both with media content as well as media effects on audience. the patterns and angles used by, or emphasised by journalists in their reports of a particular issue will always affect the understanding of such issues by the audience. seeing that the press is a mirror of the world to the audience, the press is a window through which audience members view the world, hence it is what the press chooses to feed the audience and more especially how they choose to feed the audience with information on issues that form the basis of the theory. framing theory thrives on the selection and emphasis of some certain facets to report while neglecting other aspects of the same issue. framing helps us understand how the slant used by journalists to report issues help in audience understanding of such issue which leads to the kind of subsequent action taken upon such message. assumptions of the theory the following concepts are associated with framing: 1. journalists select the topics they will present and decide how they will be presented. this determines the issues audiences think about and how they think about http://https://journals.e-palli.com/home/index.php/ajahs pa ge 33 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(3) 28-36, 2022 them. 2. audiences interpret information through their own frames. audiences’ frames may overlap or contradict the media’s frames. 3. frames are reinforced every time they are evoked, whether positively or negatively. 4. frame building is a systematic process that occurs over time. criticisms of framing theory indicates that framing builds mistrust against the media, creates gap between the truth and the public awareness by creating a point of view, distorts truth, limits debates by placing vocabularies and metaphors that can be used in news that is used by all public and it is becoming less as new media is developing and giving people an opportunity to think about same topic with different point of view.the theory is highly relevant to this study since the study is out to ascertain the frames used in reporting the buhari’s twitter ban and also the subject matters discussed in the reports. the theory aids the researcher in making educated inferences as to the influence and the knowledge of audience members about the issue of the twitter ban. it helps explain what pattern of frame was given to the twitter ban to the public and how they are making use of the information. this will help to a large extent, monitor the efforts of the nigerian press in supporting and helping to achieve the un’s sustainable development goals with special emphasis on democratic participation. this is because the first objective is to know the pattern of frame given to twitter ban because information is power. the theory also explains the reasons behind the probable actions that the audience members may take as a result of exposure to information on the twitter ban (not necessarily from the media), hence the theory is also relevant for the survey aspect of this study. research design content analysis research design was adopted for this study. content analysis was considered suitable for this study due to its ability to help conduct an objective enquiry into the manifest content of media products. kerlinger as cited in okoro & ekwueme (2013) highlights that the content analysis helps in making a systematic and objective measurement of variables, hence its relevance to this study. the method provides a platform to check the frames of the buhari’s twitter ban stories in the online newspapers. the instrument used for data collection is the code sheet. data presentation and analysis a total of 124 editions of daily trust and the punch newspapers were sampled on the framing of twitter ban in nigeria. the data obtained from the study are presented below: table 1: pattern of frame the punch and the daily trust online use in twitter ban news variable frequency (f) percentage (%) the punch causes frame 2 9% effect frame 8 35% rumour and misinformation reaction frame 13 56% total 23(52%) 100% daily trust causes frame 2 9% effect frame 9 43% rumour and misinformation reaction frame 10 48% total 21(48%) 100% grand total 44(100%) table 2: prominence given to twitter ban stories in daily trust and punch newspaper variable frequency percentage (%) daily trust front page 6 26% inside page 14 61% center spread back page 3 13% total 23(52%) 100% the punch front page 7 33% inside page 12 57% center spread back page 2 10% http://https://journals.e-palli.com/home/index.php/ajahs pa ge 34 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(3) 28-36, 2022 on the other hand, the punch online reported 7 stories of twitter ban in their front pages, 12 at their inside pages while only 2 stories were reported at their back pages. the implication of this is that the reportage of twitter ban stories in daily trust and the punch online was prominent in the inside pages. according to freelon (2010) newspapers are saddled with the responsibility of publishing the opinions and views of the citizens of the country as these enable them to take active part in the growth and development of the country. also, according to kehinde (2019) that the media can foster human right and be a useful instrument for peace and conflict management, which promotes peace messages, strategies that can lead to peaceful agreement and tolerant behavior in a given society. in order for the media to promote human right and peace, there is need to give prominence to reports of twitter ban. media audiences are always excited to read detailed stories on how events unfold and this is largely based on the prominence given to such news stories. media attention given to stories reflect on where stories are placed which invariably affects readers’ perception of the story. table 3 represents the way stories of twitter ban in daily trust and the punch online are being slanted. the table indicates that stories of twitter ban in nigeria by daily trust was largely favourable (61%) minimally neutral total 21(48%) 100% grand total 44(100%) table 3: slant given to twitter ban stories in daily trust and the punch newspaper variable frequency (f) percentage (%) daily trust favourable 14 61% unfavourable 2 9% neutral 7 30% total 23(52) 100% the punch favourable 12 57% unfavourable neutral 9 43% total 21(48%) 100% grand total 44 100% table 4: factors upon which the twitter ban coverage was based by the punch and daily trust online variable frequency (f) percentage (%) daily trust political factor 7 30% economic factor 5 22% social factor 11 48% total 23 (52%) 100% the punch political factor 5 24% economic factor 6 29% social factor 10 47% total 21 (48%) 100% grand total 44 100% discussion of findings the table 1 represent the pattern of frame in which the punch and daily trust online report news of twitter ban. the table indicated that out of the 44 (100%) items coded, the punch online reported 23 (52%) stories in which they framed news of twitter ban in effect frame (35%) reaction frame (56%) while causes frame had only 9%. daily trust newspaper reported a total of 21 (48%) stories of twitter ban in which they framed their stories in causes frame (9%) effect frame (43%) reaction frame (48%). the implication of this is that both daily trust and the punch online framed reports of twitter ban majorly in effect and reaction frame. findings from this table corroborates with chukwu (2014) who argued that the media should go back to the concept of journalism in public interest to be able to discharge its proper role in the times of crises. the role of the media is similar to that of a middle man in providing information or issues of significance to the society. therefore, the media should be fair, objective and accurate way in reporting twitter ban stories in nigeria. table 2 represents the prominence given to twitter ban by daily trust and the punch online. out of 44 coded items, it shows that daily trust reported 6 of the stories in its front pages, 14 were reported at the inside pages, while 3 of the stories were reported at the back pages. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 35 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(3) 28-36, 2022 (30%) while (9%) were found unfavourable. while the punch slanted 12(57%) of their stories of twitter ban favourably and 9 (43%) neutral. the forgoing implies that stories of twitter ban by daily trust and the punch online were slanted favourable. in line with framing theory of the media, the determination of what is or not news, what is or is not significant, is a function not of the nature of the world out there but of the work of those who must somehow bring into being some things which are more important than others and hence, more worthy of publication (sambe & ikoni, 2004). table 4 above represents the various factors upon which the twitter ban coverage was based by the punch and daily trust newspaper. out of 44 (100%) coded items, daily trust covered twitter ban on 7(30%) on political factor, 5(22%) economic factor and 11(48%) social factor while. the punch newspaper covered stories of twitter ban on 5(24%) political factor, 6(29%) on economic factor while 10(23%) on social factor. the foregoing implies that the factors upon which daily trust and the punch online covered twitter ban stories were political factor, economic factor and social factor. conclusion the minister of information and culture, alhaji lai mohammed, had announced the suspension of twitter after the firm deleted some aspects of president muhammadu buhari’s tweet, which the company found to be in breach of its rules. following searing attacks of the suspension by social activists, who said it was an abuse of nigerians’ freedom of expression as guaranteed by section 39 (1) of the constitution as altered. the suspension order had attracted a directive from the national broadcasting commission (nbc), asking all telecommunications and broadcasting media to deactivate their twitter handles and block access to the internet facility. however, this study has been able to shed light on the obscurity that lies in the question of to what extent have the press in nigeria successfully overcome the hurdle towards a more efficient reporting of freedom of speech and expression. this study concludes that, daily trust and the punch newspapers had covered the issue of the nigerian twitter ban in different measures and perspectives, as arising from the differences in the slants accorded the reportage, some which were favorable and others which were not. recommendation based on the findings and conclusions of this study, the following recommendations were made: 1. the government should uphold the tenet of a true democratic state by ensuring that no ban is placed on social networking sites as such actions undermines the fundamental human right of expression of the citizens. 2. the study recommends that daily trust and the punch online should sometimes write editorials on the issue of social media users right protection as it might help sprout stakeholders into action as it involves forestalling any plan of a future social medium ban. 3. the study recommends that prominence should be given to the reports on any violation of the basic human rights especially in regards to freedom of speech and expression on the front pages of the national dallies. 4. it recommends that the daily trust and the punch online should increase the effect frame of human expression right violation. references adelakun, l., & adnan, h. 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(2007). toughts on agenda-setting, framing and priming. journal of communication, 57, 142-147. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 pa ge 11 american journal of arts and human science (ajahs) grappling with christian mythology: first corinthians coming-of-age within song of solomon rafi rahman1* volume 3 issue 4, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i4.2948 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: august 31, 2024 accepted: october 01, 2024 published: october 04, 2024 toni morrison’s song of solomon, published in 1977, is one of the foremost examples of literature in the african american context that employs christian mythology and thematically develops the notions of love, morality, and difference. therefore, this work presents qualitative descriptive research that explores how the character created in the coming-of-age process is portrayed in relationship to the biblical passages about the ecclesiastical work. first, epistle to the corinthians focuses specifically on the dead, a character from the work, in attempting to identify how morrison employs poetic languages, mythology, and folklore to create an afro-centric bildungsroman; secondary data such as theological interpretations and scholarly commentaries are also utilized. the research demonstrates how the moral and psychological growth of the protagonist, first corinthians, in the context of toni morrison’s novel, is impacted by the father figure macon dead and her transition to a new level of recognition of her worth and freedom due to her affiliation with henry porter. such sociocultural antagonisms are then exemplified through the political statement of elitism and the psychological effects reflected by african americans; they come to a climax in first corinthians’ escape from her past while embracing a gratifying future in mormonism. keywords african american literature, biblical allusion, bildungsroman, christian mythology, class and race dynamic, ethical development, feminine agency, psychological manipulation 1 florida a & m university, united states * corresponding author’s email: rafiqur.rahman@famu.edu introduction i am black and beautiful, o daughters of jerusalem, like the tents of kedar, like the curtains of solomon(1989.). allusions to the christian bible are plentiful within toni morrison’s iconic 1977 coming-of-age novel song of solomon for employing poetic language, mythology, metaphors, similes, and folklore in constructing a modern-day african american bildungsroman (baillie, 2013; britannica, september 9, 2022.). for example, the biblical allusion implicit within the naming of morrison’s afro-centric novel itself, song of solomon, shrewdly foreshadows how morrison will literarily grapple with ethical (moral) development concerns regarding classical biblical constructions of love—storge (greek: στοργή as familial affection), philia (greek: φιλία as platonic affection), eros (greek: ἐρεῶ as romantic affection) and agape (greek: ἀγάπη as divine affection)—and human difference (ahmed, 2016; sasson, 1989; strong, 1890). morrison concisely highlights how our ethical disagreements as it appertains to issues of love, difference, and morality frequently make substantive “claims upon each of us that are stronger than the claims of law and takes priority over self-interest … there are certain things we must do and certain things we must not do. in other words, there is an ethical dimension to human existence [my emphasis]”(thiroux, 2021; whitney & smith, 1914). this subject matter theme becomes especially evident when considering the literary portrayal and moral development of the female protagonist, first corinthians dead, an intriguing black female literary character whose name itself intimates a scriptural reference to first epistle to the corinthians-the second of four letters composed by st. paul to the early christian community in corinthwhich purposefully addresses differences concerning “matters of immorality, [love] marriage and celibacy, the conduct of women [my emphasis]” (britannica, 2020) a plausible argument may be posited that morrison’s song of solomon proffers its readers a glimpse into how the biblical theme of love. morality and difference are creatively encountered, challenged, and accommodated within the african american community through the moral coming-of-age tale of first corinthians dead. literature review first corinthians, ruth, and macon dead’s youngest daughter are artfully introduced in a pivotal scene in chapter one where both “lena and corinthians sitting like big baby dolls before a table heaped with scraps of red velvet [my emphasis]. his sisters made roses in the afternoon. bright, lifeless roses that lay in peck baskets for months until the specialty buyer at gerhardt’s sent freddie, the janitor, over to tell the girls they could use another gross”(wagner-martin, 2022). the graphic character description, mundane occupation, and lack of physical movement attributable to first corinthians and her sister (magdalene) suggest a moribund and lifeless existence that calculatingly directs the reader’s attention towards first corinthians’s lack of spirit and lack of motivation. the visual imagery employed by morrison to describe first corinthians is one notably marked by jejuneness, callowness, and vanity— “high toned and high yellow, she believed what her mother was also convinced pa ge 12 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 11-15, 2024 of that she was a prize for a professional man of color… but on the few occasions when eligible bachelors were among them, corinthians was not their choice; she lacked drive [my emphasis]”—emblematic of a grievous moral shortcoming that inhibited her from recognizing her arrogant behavior, privilege, and narcissism(goldstein, 2022). discerning the poetic significance of the various names assigned to each discrete literary character within song of solomon reveals important details about each individual within the bildungsroman. for example, first corinthian’s surname, dead, may metaphorically allude to not only her lack of drive but also to america’s original sin, the dark history of black enslavement within the united states where the “living dead [my emphasis] aboard the slave ship at sea” arrival both summarizes and condenses how her surname is implicitly ensnared within a problematic african american communal legacy historically associated with the transatlantic slave trade (smallwood, 2017). morrison corroborates the historical significance of the surnames assigned to the song of solomon literary characters when she explicitly observes how they are derived “from yearnings, gestures, flaws, events, mistakes, weaknesses. names that bore witness [to the transatlantic slave trade]. macon dead, sing byrd, crowell byrd, pilate, reba, hagar, magdalene, first corinthians(kurtz, 2020). the religio-historical consequences of the transatlantic slave trade vis-à-vis the colonialist practice of white owners renaming the enslaved with christian names are used to metaphorically assist the reader to identify, interrogate, and discern the many discursive ways first corinthian’s enslaved surname (dead) imaginatively embodies and intersects with the greater african american sociocultural experience within the united states. first corinthians childhood occupation of fabricating red velvet rose petals, which she utterly despises, is also literarily suggestive of her dreary “living dead” existence; morrison unambiguously notes that even as “corinthians continued to make roses … she hated that stupid hobby and gave lena any excuse to avoid it. they spoke to her of death [my emphasis]”(morrison, 1977). morrison shrewdly posits how the fabrication of the red velvet roses was an insipid occupation that contextually represented a problematic vocation for first corinthians: a lifeless (dead) career where others cruelly labeled her as being “unfit for any work other than the making of red velvet roses”(morrison, 1977). intriguingly, morrison’s clever portraiture of red velvet rose petals being fabricated by first corinthian refers to a recondite christian mystical practice that fuses a greco-roman narrative with an obscure form of catholic mythopoesis. this erudite christian religio-historical reference harkens back to the red drops of blood exuded by jesus from his crown of thorns worn during his passion as allegorically expressed through floral symbolism (klomp, 2020). materials and methods this research utilizes a quantitative descriptive research design to analyze secondary data. the bible’s first corinthians and the song of solomon are examined as texts to reveal an ideological analysis of coming of age based on the theology that frames christian mythology. the commentaries, theological interpretations, other articles, and scholarly commentaries are also analyzed to ensure a complete understanding of the issues being discussed. results and discussion morrison’s construction of a first corinthians literary character imaginatively expresses an african american feminine persona pushing itself up and against an african american masculine identity as embodied by macon dead, the father to first corinthians. first corinthians’s problematic childhood occurred as a result of her father’s decision to terrorize, manipulate, and control her; macon dead severely restricted first corinthians’ agency to coming freely with other black children. this mental abuse experienced by first corinthians is vividly illustrated through her traumatic childhood encounter at the icehouse, one of many emotionally scarring youth encounters that greatly contributed to her single status as a forty-two-year-old unwed female adult(clements, 1905; morrison, 1977; peterson, 1993). “when we were little girls, he [macon dead] took us to the icehouse once before you were born. drove us there in his hudson. we were all dressed up, and we stood there in front of those sweating black men, sucking ice out of our handkerchiefs, leaning forward a little so as not to drip water on our dresses. there were other [african american] children there. barefoot, naked to the waist, dirty. but we stood apart, near the car, in white stockings, ribbons, and gloves. and when he talked to the men, he kept glancing at us and the vehicle. the car and us. you see, he took us there so they could see us, envy us, envy him. then one of the little [black] boys approached us and put his hand on corinthians’ hair. she offered him her piece of ice, and before we knew it, he ran toward us. he knocked the ice out of her hand into the dirt and shoved us both into the car. first, he displayed us, then he splayed us. all our lives were like that: he would parade us like virgins through babylon, then humiliate us like whores in babylon [my emphasis] (morrison, 1977). first corinthians tightly regulated behavior reveals the extreme nature, extent, and damage wrought by the psychological manipulation she endured at the hands of her father. the fraught psycho-social complexities of upper-middle-class african american life similarly contributed to first corinthians experiencing a nervous mental breakdown at the age of forty-two— “ruth [dead] came to terms with the savage fact that her daughters were not going to marry doctors. it was a shock to them all when corinthians woke up one day to find herself a fortypa ge 13 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 11-15, 2024 two-year-old maker of rose petals; she suffered a severe depression [my emphasis]”—a vivid literary depiction of the intersectional complications associated with being an educated upper-middle-class african american female (henriques, 1996; steele, 1988). a plausible argument may be posited that the emotional trauma experienced by first corinthians during the course of her lifetime also stunted her empathic ability to relate to other black folk, crippled her own healthy emotional growth, and handicapped her salubrious psychological development; a direct ethical consequence of her father’s perverse psychological desire to inculcate his children with an elitist attitude, posture, and perspective where economic, social, cultural and political power only belongs to a select few americans (rahman khan, 2012). song of solomon cogently demonstrates how the african american feminine aptitude to mentally establish a wholesome and morally healthy psychological disposition towards other black men and, to a lesser degree, manage adult responsibilities can be awkward at times for some upper-middle-class black females. for example, morrison powerfully corroborates this social difficulty by describing how “corinthians was a little too elegant [my emphasis]. bryn mawr in 1940. france in 1939. that was a bit much. a woman who spoke french and who had traveled on the queen mary might not have the proper attitude if the [black] man was a teacher; he steered clear of a woman who had a better education than he did” (morrison, 1977). curiously, the deliberate cultivation and conscious promulgation of snobbishness, conceit, and self-importance within first corinthians during her childhood years became emblematically no less unnatural, artificial, and ersatz when compared to the “red velvet [flowers] that had flown all over the snow that day when she and lena, and her mother had walked past the hospital on their way to the department store. her mother was pregnant—a fact that had embarrassed corinthians when she first learned of it. all she could think of was how her friends would laugh [my emphasis] when they found out she had a pregnant mother” (morrison, 1977) morrison convincingly demonstrates how the resolute dismemberment of all traces of black feminine excellence, spirit, and joie de vivre from first corinthians by her father contributed to her “ivy retardation … because the last thing an elite education will teach you is its inadequacy [my emphasis]”; first corinthians became over time a societal misfit such that “she had a hard time finding employment befitting her [seven sisters] degree. the three years she had spent in college, a junior year in france, and being the granddaughter of the eminent dr. foster should have culminated in something more elegant than the two [maid servant] uniforms that hung on miss michael-mary graham’s basement door”(deresiewicz, 2008) morrison shrewdly critiques how the two maidservant uniforms dangling upon miss graham’s doorway is symbolic of holiday ornaments and, by so doing, invites the reader to intellectually engage and interrogate the discursive ways by which first corinthians is being humiliatingly reduced to a living . black female decoration to festoon, embellish, and bedeck miss graham’s colonialist-inspired white domicile; all the objects, animate and inanimate, within “her home was a tribute to the fastidiousness of her dedication (and the generosity of her father’s will). colors, furnishings, and appointments had been selected for their inspirational value when she learned the woman’s name, michael-mary was so charmed by the sound of corinthians dead, she hired her on the spot [my emphasis]”(morrison, 1977). miss graham was delighted with corinthians’ dress and slightly uppity manners. it gave her house the foreign air she liked to affect [my emphasis], for she was the core, the very heartbeat, of the city’s literary world … it was also a pleasure and a relief to have a [black] maid who read and who seemed to be acquainted with some of the great masters of literature. it was so nice to give a maid a copy of walden for christmas rather than that dreary envelope and to be able to say so to her friends. in the world, michael-mary graham inhabited, her mild liberalism, a residue of her bohemian youth, and her posture of sensitive lady poet passed for anarchy [my emphasis]. corinthians was naive, but she was not a complete fool. she never let her [white] mistress know she had ever been to college or europe or could recognize one word of french that miss graham had not taught her (entrez, for example)(morrison, 1977). the pointed reference to the illusory social status, moral respectability, and privileged life advantages that first corinthians did not possess within white society despite having attended an academically renowned and prestigious predominantly white institution (pwi)— bryn mawr is part of a select group of seven elite liberal arts women colleges colloquially known as the seven sisters—is cleverly juxtaposed against her life as a black woman and, by so doing, morrison subtly critiques the societal power misperceptions and common upward mobility tropes ascribed to attending a pwi where quite a few educated young white feminists “often lack [sociocultural] awareness of class and race”(gershon, june 12, 2015.) first corinthians, in a heartfelt literary scene, finally recognizes the folly of telling others she is an amanuensis (literary assistant) and, with this in mind, becomes cognizant of how “bryn mawr had done what a four-year dose of liberal [white] education was designed to do: unfit her for eighty percent of the useful work of the world, first by training her for leisure time, enrichment, and domestic mindlessness. second, by a clear implication that she was too good for such work”(morrison, 1977). first corinthians, in her comingof-age moment, perceptively recognizes that she must cloak her formidable. black intelligence, multilingual ability, and cosmopolitan past from her white mistress and employer, miss michael-mary graham; morrison cleverly notes how first corinthians “never let her mistress know she had ever been to college or europe [my emphasis] or could recognize one word of french that miss graham had not taught her”(morrison, 1977). the deliberate concealment of her talents by first corinthians serves as a literary pa ge 14 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 11-15, 2024 foreshadowing of her female movement towards achieving black feminine maturity, independence, and freedom that culminates in the establishment of an adult romantic relationship with her black paramour, henry porter; a love affair humorously characterized within song of solomon as being between “a pair of middle-aged lovers who behaved like teen-agers”(morrison, 1977). significantly, first corinthians’ desire to become a fully functional, self-reliant adult black female propels her to initiate the arduous spiritual development needed to realize her feminine agency, power, and potential as a fearless black woman. morrison illustrates the difficulty of this task by noting first corinthians’s tempestuous interaction with henry porter, a member of seven days, who was initially introduced within the song of solomon through his very public nervous breakdown where he despairingly proclaims: “i love ya! i love ya all. don’t act like that. you women. please stop it. don’t act like that. don’t you see i love ya? i’d die for you, kill for you. i’m saying i love ya. i’m telling ya. oh, god, have mercy. i cannot take no more love, lord. i can’t carry it; it’s too heavy. jesus, you know. you know all about it. isn’t it heavy? jesus? ain’t love heavy?”(morrison, 1977). it is not coincidental that within song of solomon, both first corinthians and henry porter experienced a similar type of nervous breakdown within their respective lives and, more tellingly, an unsympathetic acknowledgment and response from macon dead. (morrison, 1977). the character development of first corinthians and henry porter’s romantic relationship illustrates the moral meaning, significance, and progress of the first corinthian journey toward achieving maturity, independence, and spiritual freedom. the climactic scene for first corinthians arises when she experiences a life-changing transformative epiphany as she exits henry porters’ automobile and begins walking home to her parent’s residence, a decisive moment where she astutely recognizes how she no longer desires to be that young black girl fabricating red velvet roses at the oak table inside her parents’ domicile (morrison, 1977). first corinthians’ discernment of the lifeless (dead) future ahead of her should she remain within her parents’ home arrives at that precise “moment she had put her foot on the step leading up to the porch [at her parent’s domicile], she saw her ripeness mellowing and rotting before a heap of red velvet scraps on a round oak table. corinthians ran toward [henry porter’s automobile] it faster than she had ever run in her life, faster than she’d cut across the grass on honoré island when she was five. the whole family went there for a holiday. faster even than the time she flew down the stairs having seen for the first time what the disease had done to her grandfather” and, by so doing, consciously liberates herself from the emotional insecurities that tethered first corinthians down to her problematic past(morrison, 1977). first corinthians’s journey is complete as she leaves her parent’s home for good to start a new life with henry porter. conclusion in song of solomon, toni morrison uses christian symbolism and imagery to paint the picture of the concrete, african american reality of first corinthians dead that strives toward personal freedom. morrison connects the character’s moral and psychological growth to the larger issue regarding the oppression of black female individuals within their communities and families. further, the epiphany in first corinthians and salvation from her dark past indeed represent an important discourse on the need to empower oneself and be free from the spiritual bonds that imprisoned african americans into submission and hopelessness. thus, morrison’s narrative contributes to the development of african american literature and presents readers with an analysis of the essence of love, morality, and differences between people. references ahmed, m. a. (2016). the concept of racism in morrison’s sula. 648-627 ,(70)1 ,ةيناسنالا ثوحبلل ىلايد ةلجم. baillie, j. (2013). toni morrison and literary tradition. bbc news. (2009, september 18). the passion of christ. bbc news. https://www.bbc.co.uk/religion/ religions/christianity/history/passionofchrist_1. shttml#:~:text=the%20word%20passion%20 comes%20from,and%20the%20roman%20 historian%20tacitus britannica, e. o. e. (2022, september 9). bildungsroman. in encyclopædia britannica. britannica group. https:// www.britannica.com/art/bildungsroman britannica, t. (2020). editors of encyclopaedia. argon. encyclopaedia britannica. clements, f. e. (1905). research methods in ecology. university publishing company. deresiewicz, w. (2008). the disadvantages of an elite education. the american scholar, 77(3), 20-31. gershon, l. (2015, june 12). class, feminism and the bryn mawr summer school for women workers. jstor daily. https://daily.jstor.org/class-feminismbryn-mawr-summer-school-women-workers/ goldstein, p. (2022). the theory and practice of reception study: reading race and gender in twain, faulkner, ellison, and morrison. routledge. henriques, z. w. (1996). african-american women: the oppressive intersection of gender, race, and class. women & criminal justice, 7(1), 67-80. klomp, m. (2020). playing on: re-staging the passion after the death of god. brill. kurtz, j. r. (2020). trauma and transformation in african literature. routledge. morrison, t. (1977). song of solomon. new york: knopf. peterson, j. f. (1993). the paradise garden murals of malinalco: utopia and empire in sixteenth-century mexico. university of texas press. peterson, j. f. (1993). flora identified. in the paradise garden murals of malinalco: utopia and empire in sixteenthcentury mexico (p. 98). university of texas press. pa ge 15 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 11-15, 2024 rahman khan, s. (2012). the sociology of elites. annual review of sociology, 38, 361-377. steele, s. (1988, january). on being black and middle class. commentary. https://www.commentary.org/articles/ shelby-steele/on-being-black-and-middle-class/ society of st. (1989). new revised standard version bible: catholic edition (nrsvce). digital ed. washington, dc: division of christian education of the national council of the churches of christ in the united states of america. https://shorturl.at/urptd sasson, v. (1989). king solomon and the dark lady in the song of songs. vetus testamentum, 39(4), 407-414. https://doi.org/10.1163/156853689x00076 smallwood, s. (2017). the living dead aboard the slave ship at sea. in d. a. pargas & f. roşu (eds.), critical readings on global slavery (pp. 1187-1215). brill. steele, s. (1988). on being black and middle class. commentary, 85(1), 42-47. strong, j. (1890). the exhaustive concordance of the bible: showing every word of the text of the common english version of the canonical books, and every occurrence of each word in regular order; together with a comparative concordance of the authorized and revised versions, including the american variations; also brief dictionaries of the hebrew and greek words of the original, with references to the english words (vol. 1). abingdon press. thiroux, j. p., & krasemann, k. w. (2021). the nature of morality. in ethics: theory and practice (p. 1). pearson. wagner-martin, l. (2022). toni morrison: a literary life. springer. whitney, w. d., & smith, b. e. (1914). the century dictionary: an encyclopedic lexicon of the english language (vol. 6). century company. pa ge 1 indexed in pa ge 33 american journal of arts and human science (ajahs) test construction principles violated in selected summative tests in english jay-ar cristobal1* volume 1 issue 2, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i2.317 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: june 09, 2022 accepted: june 20, 2022 published: june 22, 2022 teachers give many forms of assessment to measure their students’ performance and achievement. paper and pencil test might be considered as an old and traditional form of assessment, but it is still effective until now. however, it has been observed that many test papers contain erroneous test papers. thus, this descriptive study aimed to determine the test construction principles violated in sixteen summative tests in english gathered from high school teachers in a public secondary school in san nicolas, ilocos norte, philippines. frequency counts and percentages were used to treat the data gathered. interpretation and analysis of data were guided by the test construction principles used in the study of lin (2002). results of the study show that most of the vocabulary items violated the principle on making all the options with the same word class. on the other hand, the majority of the grammar test items used mixed options. when it comes to the reading comprehension section, most of the items can be answered from general knowledge. these test construction violations, in many ways, could hamper effective and successful assessments. keywords principle, summative, test, violation 1 mariano marcos state university, philippines. * corresponding author’s e-mail: jacristobal@mmsu.edu.ph introduction assessment has been a part of every educational system. different kinds of assessments are given to students not only to measure their understanding about the topics and concepts of the lessons they need to learn but also to improve teachers’ strategies and resources in the teaching-learning process. that is why teachers continue to look for effective ways in measuring their students’ performance. paper and pencil test might be regarded as the most traditional way of assessing students’ learning, however, it is still effective up to now. in language classes, teachers administer paper-and-pencil tests to assess separate components of language knowledge such as grammar, vocabulary, and reading comprehension. considerably, these tests are commonly constructed through multiplechoice. linn & gronlund (1995) contended that multiple-choice item is widely used by teachers, schools, and assessment organizations and is one of the most commonly applicable test techniques to assess achievement. the chief advantage of multiple-choice tests is that scoring can be simple, rapid, and economical. begum (2012), likewise, asserted that multiple-choice questions have long been the preferred method and most commonly used in classrooms, providing for both reliable and valid coverage of content. although multiple-choice items test only recognition knowledge rather than the ability to use language, they are confirmed effective in assessing student’s ability to recognize correct grammatical forms and vocabulary, comprehend a certain reading text, and make important discrimination in the target language (bailey, 1998). with these views, it can be said that multiple-choice has been widely used in language testing specifically in testing grammar, vocabulary and reading comprehension. nevertheless, a successful multiple-choice item is timeconsuming and hard to construct. considering its demands like time and effort, multiple-choice item is at times ignored and is not taken seriously by test developers which can only result to poor construction of tests. while it is true that language teachers construct tests with multiple-choice items, the rules and principles in making such type of test are not followed. thus, the poor quality of test papers may significantly affect students’ scores in tests and ultimately their academic performance. therefore, it is essential to follow certain rules and principles in constructing test items to measure what the teacher really intends to measure and to achieve his/her learning goals and objectives. these observations and views relative to poor test construction prompted the researcher to investigate the common errors in multiplechoice items in vocabulary, grammar and reading comprehension tests and to analyze its implications to language testing. this study sought answers to the following questions: 1. what are the test construction principles violated in the selected summative tests in: 1.1. vocabulary test; 1.2. grammar test; and 1.3. reading comprehension test? 2. what is the implication of the violated principles to test construction? the conceptual framework as shown in figure 1, served as the guide in conducting this study. using the collected test papers from various sources, the violated principles in grammar, vocabulary and reading comprehension test items were identified and analyzed. the test construction principles violated in the test items served as the basis in generating the implications of such violations to test construction. https://doi.org/10.54536/ajahs.v1i2.317 https://journals.e-palli.com/home/index.php/ajahs mailto:jacristobal%40mmsu.edu.ph?subject= pa ge 34 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 33-39, 2022 figure 1: research paradigm literature review a brief background of assessment in the philippines, the k to 12 basic education curriculum (k to 12 bec, 2010) aims to help learners acquire highlydeveloped literacy skills that enable them to understand that english language is the most widely used medium of communication in trade and the arts, sciences, mathematics, and in world economy. furthermore, the curriculum aims to help learners understand the social conditions, and that english is inextricably involved with values, beliefs and ways of thinking about the world. through multi-literacy skills, learners are able to appreciate and be sensitive to socio-cultural diversity and understand that meaning of any form of communication that depends on context, purpose, and audience. relatedly, part of achieving these goals is improving and enhancing students’ grammar, vocabulary and reading comprehension skills. one way of achieving such is through the use of effective assessments. brown (2004) presented five principles of language assessment such as validity, reliability, practicality, authenticity and washback. aside from these, bachman & palmer (1996) likewise proposed six other important principles of language assessment which include reliability, construct validity, authenticity, interactiveness, impact, and practicality. these principles, if followed by test developers, could be of big help in attaining effective and successful assessments. relatedly, rubin, daly, mccroskey, and mead (1982, as cited in sharma, 2020) suggested that well-managed assessment practice can have a desirable effect on teachers’ instructional activities and test achievements can have a progressive function in students’ learning. madziyire (2010) argued that teacher-made tests could help teachers to identify content knowledge or skills that have been mastered by students and that teachers know through the results of their tests in areas in which students experience difficulties. consequently, they find ways on how their students could overcome such difficulties so that these students can do better. likewise, the results of teacher-made tests allow teachers to assess both their strengths and weaknesses. therefore, well-constructed teacher-made tests could give students the opportunity of assessing their knowledge and through immediate and constructive feedbacks, the students can improve their performance (sax, 2007). in another perspective, mpofu (2011) posited that while teacher-made tests help improve the performance of children in the learning process, it is not always the case since tests are constructed by teachers themselves. at times, these tests lack validity and reliability. it is clear that teachers need to be extremely careful in designing the test that measures the skill it intends to measure. materials and methods the research aimed to determine the common errors in multiple-choice items in vocabulary, grammar and reading comprehension tests taken from the items of the collected test papers. this study focused only on the errors with regard to the options in the test items. sixteen summative test papers with 100 items each, were used to gather the data on the errors in multiple-choice items in vocabulary, grammar and reading comprehension. these test papers were constructed by high school english teachers in a public secondary school in san nicolas, ilocos norte, philippines. this number was considered adequate to represent the test papers with regard to errors in vocabulary, grammar and reading comprehension test items. table 1 shows the number of test items in vocabulary, grammar and reading comprehension sections of the test papers gathered. it can be deduced from the table that there are 85 reading comprehension items, 60 vocabulary items and 55 grammar items which served as the study’s source of data. table 1: distribution of collected test items in vocabulary, grammar and reading comprehension tests. sections number of test items vocabulary 60 grammar 55 reading comprehension 85 total 13 the data on test construction errors were gathered using the principles for writing multiple-choice items in vocabulary, grammar and reading comprehension tests used in the study of lin (2002). the principles for writing multiple-choice items in vocabulary are 1) all options should be the same word class; 2) grammatical clues should be avoided in the stem; 3) all options should be on nearly the same level of difficulty; 4) all options should avoid needless redundancy; 5) avoid using distractors with similar meanings; 6) avoid using distractors with opposite meanings; 7) each item should contain one correct or obviously best answer; and 8) all options should be nearly the same length. on the other hand, the principles used in determining the errors in grammar tests are 1) avoid using distractors that http://https://journals.e-palli.com/home/index.php/ajahs pa ge 35 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 33-39, 2022 are pronounced alike; 2) avoid using mixed options; 3) avoid nonsense distractors; and 4) avoid using inconsistent distractors. moreover, the principles for writing reading comprehension tests are 1) items should not be answered by purely matching of words; 2) items should not be answered from general knowledge; and 3) all options should be roughly the same length. frequency and percentage distribution were used to treat the data. the errors obtained from the test papers were analyzed and interpreted. finally, the implications of the errors identified to test construction were generated. results and discussion test items should be student-friendly. it means that tests should not create fear among students. however, making them too easy by using options that violate the principles of test construction could only confuse and mislead the examinees. this part presents the analysis and interpretation of the errors in multiple-choice items in vocabulary, grammar and reading comprehension tests and the implication of these errors in language testing. errors in vocabulary, grammar and reading comprehension tests this study determined the number errors in vocabulary, grammar and reading comprehension from the collected test papers. these are presented in table 2a. it can be deduced from the table that 57 (67.05%) of the total items have errors in reading comprehension. this indicates that in constructing test items, the teachers made the highest number of errors or mistakes in reading comprehension as evidenced by its number and percentage of errors. it can be noted from the same table that 20 (36.36%) of the total items in vocabulary have errors in that section while 15 (25%) have errors in vocabulary tests. the results indicate that the majority of the test items have errors in reading comprehension section. this can be attributed to the teachers’ lack of knowledge in constructing good test items. although this type of test has been commonly given to students, there are still many teachers who are not properly guided with the principles in making such type of test. this finding contradicts the study of lin (2002) which showed the highest number of errors in the vocabulary section. test construction principles violated in vocabulary test another concern of the study is to determine the principles violated in constructing vocabulary test as shown in table 2b. it could be gleaned from table 2b that 6 (40%) of the total errors violate the principle all options should be the same word class. this indicates that most of the items in vocabulary show errors on word class. consider the following items that show this violation: (v1) an establishment looms in singapore every now and then. a. appears b. grows c. recede it can be observed in item v1 that among the three choices, the only word that does not agree with the subject is option c. the inclusion of this option could make students easily determine that this is not the correct answer, without any knowledge on the meaning of the underlined word, because the said option violates the rule on subject-verb agreement. likewise, students might notice that option c is the only word which does not end table 2a: distribution of errors in vocabulary, grammar and reading comprehension tests. sections test items (f) errors (f) percentage (%) vocabulary 60 15 25 grammar 55 20 36.36 reading comprehension 85 57 67.05 table 2b: distribution of violated principles in vocabulary test. principles test items (f) percentage (%) all options should be the same word class 6 40 grammatical clues should be avoided in the stem 0 0 all options should be on nearly the same level of difficulty 0 0 all options should avoid needless redundancy 1 6.66 avoid using distractors with similar meanings 2 13.33 avoid using distractors with opposite meanings 2 13.33 each item should contain one correct or obviously best answer 0 0 all options should be nearly the same length 5 33.33 total 15 100 in -s, therefore, they may either drop or select that option. this makes the item erroneous since it is not consistent with the form of verbs in its options. (v2) lolita gives her predicaments on the issue to stop people from talking. a. opinion of the people b. side of the issue c. conflict of the issue d. proved the allegations (v3) out from the marsh, from the foot of misty hills and bogs, bearing god’s hatred grendel came. a. soft wet ground http://https://journals.e-palli.com/home/index.php/ajahs pa ge 36 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 33-39, 2022 b. desert c. fertile d. barren item v2 also violates that rule. it is interesting to note that in the said item, options a, b and c are noun phrases while option d is noticeably the only verb phrase. in this item, the students might perceive that a verb phrase is necessitated, so they might select option c without carefully examining what the phrase really means. this finding can be associated to the study of lin (2002) which found a great number of items in vocabulary that violated the principle on giving the options with the same word class. it can also be deduced from the table that 5 (33.33%) of the total errors in vocabulary violate the principle all the options should be nearly the same length. consider the item which violates the said principle. in item v3, it is noticeable that the options are not of the same length. examining the options of this item, there is a tendency that the longest option soft wet ground is the obvious answer because it gives a better detail about the underlined word than the other options. thus, students might recognize easily that either of the options with the same length is not the right answer. on the other hand, students might disregard the longest option as well and just rely from the short ones as the right answer. to some test takers, they hold on to the notion that the longest option is the right answer, especially when they really do not know the correct one. however, it must be taken that the correct answer should not be generally the longest one. moreover, 2 (13.33%) have errors on using distractors with similar meanings and using distractors with opposite meanings respectively. this implies that the items contain options which are closely related or have similar meanings and options which have opposite meanings. the following items show options with opposite and similar meanings: (v4) and then the lover, sighing like a furnace with a woeful ballad. a. cheerful b. sorrowful c. wonderful d. joyful (v5)the house cost an arm and a leg to be constructed. a. very expensive b. very cheap c. hard to build d. hard to maintain in item, v4, if students perceive that cheerful and joyful are close in meaning, they might eliminate both and simply select either sorrowful and wonderful as the correct answer. considering item v5, students who recognize very expensive and very cheap as opposite words might select one of the antonyms of the underlined word as the correct answer, and eliminate the last two options hard to build and hard to maintain as the correct answer. considerably, it could be gleaned from the same table that there are no violations on the principles grammatical clues should be avoided in the stem, all options should be on nearly the same level of difficulty and each item should contain one correct or obviously best answer. this indicates that the teachers are aware and knowledgeable of these principles, thus, they strictly follow such rules in constructing vocabulary test items. test construction principles violated in grammar test this study also determined the principles violated in grammas test as reflected in table 2c. when it comes to grammar, 11 (55%) of the total errors are using mixed options. this implies that most of the grammar items violate this principle. since grammar test is easier to construct, its quality is compromised. examine the following item that shows such error: table 2c: distribution of violated principles in grammar test. (n=20) principles test items (f) percentage (%) avoid using distractors that are pronounced alike 0 0 avoid using mixed options 11 55 avoid nonsense distractors 7 35 avoid using inconsistent distractors 2 10 total 20 100 (g1) they (participates, will participate, had participated) in the nutri-jingle contest next week. it can be seen from item g1 that it is used to test tense consistency. however, it is noticeable that the options confuse the notion of agreement with that of tense. examinees might disregard participates automatically due to lack of subject-verb agreement, not on the basis of consistency of tense. in this case, the focus of the test item is not clear whether it really tests tense consistency or subject-verb agreement. as what allanson and notar (2019) posited, educators have an obligation to ensure that the assessments they create accurately measure learning objectives. interestingly, 7 (35%) of the total errors in grammar are using nonsense distractors. sometimes, teachers construct easy items and one way to achieve such is the use of nonsense distractors. the following items violate such principle: (g2) i (missed, will miss, will missed) you when you leave for canada next month. (g3) mr. reyes (talked, will talk, took, talks) to you tomorrow considering the options in item g2, it can be noticed that the item contains structure that does not occur http://https://journals.e-palli.com/home/index.php/ajahs pa ge 37 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 33-39, 2022 in grammatically acceptable english. will missed is obviously grammatically incorrect, so students can easily disregard it from the options. however, there is also a tendency that missed might be chosen since it is only one word compared to the two-word options will miss and will missed. this is an indication that using grammatically incorrect word/s can never be a good option as it only creates misconceptions about the rules of english grammar. likewise, in item g3, took is considered a nonsense distractor because it is formed from another word. talked, will talk, and talks are formed from verb talk, thus, students can immediately determine that took is not the correct answer. just like items g1 and g2, item g3 also tests tense consistency. however, with the inclusion of took in the options, it can be disregarded not on the basis of tense but on diction or choice of word. therefore, nonsense distractors tend to be weak distractors and students might only learn errors from the test itself. in relation to this finding can be linked to what begum (2012) and hansen & dexter (1997) claimed that good multiple-choice items depend on effective distractors and best assessed in terms of the quality of such. test construction principles violated in reading comprehension test determining the principles violated in reading comprehension test is also a concern of this study as reflected in table 2d. with regard to reading comprehension, 34 (59.64%) of the items can be answered from general knowledge. these items violate the principle items should not be answered from general knowledge. consider the following items that violate this principle: mordred table 2d: distribution of violated principles in reading comprehension test. (n=57) principles test items (f) percentage (%) items should not be answered by purely matching of words 12 21.05 items should not be answered from general knowledge 34 59.64 all options should be roughly the same length 11 19.29 total 57 100 makes himself king of england and incestuously claims guinevere as his wife. guinevere escapes to the tower of london. the bishop of canterbury reproaches mordred for his usurpation and would-be incest, and when mordred tries to kill him, he flees and becomes a hermit. mordred wins many englishmen to his side, then meets arthur at dover but is forced to retreat from him. in this battle gawain is mortally wounded. as he dies he admits to arthur that if it were not for his insane pride in insisting on unjust revenge, launcelot would be here now to save the kingdom; then he writes launcelot, begging him to come help arthur and also to pray at his tomb. then, bleeding from the wound he got originally from launcelot — with the fated sword of balyn — gawain dies. (rc1) based on the selection, who made himself king of england? a. gawain b. mordred c. launcelot d. arthur (rc2) where did mordred meet arthur? a. dover b. lover c. cover d. sober (rc3) according to the selection, who died in the battle? a. gawain b. mordred c. launcelot d. arthur (rc4) according to gawain, what is the reason why launcelot was not there to save the kingdom? a. gawain’s insane pride b. arthur’s insane pride c. launcelot’s insane pride d. guinevere’s insane pride it can be noted that the given items rc1, rc2, rc3 and rc4 test or measure general knowledge only. it can be observed that the questions are under the literal level which means that the answers can be found in the reading text, itself. students can, therefore, choose the answer correctly without understanding the whole passage by just simply locating what the questions are asking for. the answer is general knowledge for most people, regardless of the content of the passage. consequently, these items do not develop higher thinking skills because the answers can be immediately found in the passage. as what henning (1982) posited, in reading comprehension, items should require understanding of the passage. it should not be feasible to answer items correctly purely on the basis of general knowledge. it could also be gleaned from the table that 12 (21.05%) reading comprehension items violate the principle items should not be answered by purely matching of words. this indicates that the correct answers in these items merely match the same words in the passages. the following items can be answered by purely matching of words: what is faith? faith is believing in possibilities. it is the ability to carry on with our plans or to be true to our work even when though we feel discouraged or tired. it is staying active in relationship even when our friends aren’t able to respond. if there were no doubts, there would be no need for faith. faith is temporarily putting our doubts on the shelf and working toward our goals faith is trusting that help and support will be there for us even though they are not http://https://journals.e-palli.com/home/index.php/ajahs pa ge 38 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 33-39, 2022 in view. it is like looking at a map and choosing a new destination, getting on the road to go there, and trusting that the marks on the map symbolize a real place that we will find. (rc5) according to the author, what will happen if there is no doubt? a. there would be no need for faith b. there would be no relationships c. people would get discouraged d. confusion would occur (rc6) according to the selection, having faith is like a. opening a book b. looking at a map c. driving a car d. writing a diary entry it can be noticed that items rc5 and rc6 do not develop comprehension because the answers are solely taken from the passage. thus, the correct answer can be easily determined because the it is copied exactly from the reading text. with this, students can select the correct answer by purely matching of words: there would be no need for faith and looking at a map are used in both the passages and the test items. this finding can be attributed to the teachers’ lack of paraphrasing skill. as what harris (1969) asserted, the correct answer of a test item should be paraphrased to avoid superficial testing of comprehension. therefore, to better develop comprehension on the text, options should be paraphrased. moreover, 11 (19.29%) of the items are with options that do not have the same length. this implies that some options in the test items are obviously longer than the other ones. the following items show violation of that principle: (rc7) as used in the beginning of the story, which best describes the act of being relegated? a. a star athlete is given a coveted award. b. a disobedient dog is put in the garage to sleep. c. after being tested, swimmers are put into groups according to their ability levels. d. the birthday boy is taken to his favorite restaurant. in item rc7, option c is much longer than the other options. in the question of item rc7, students who neither read nor comprehend the reading text might simply choose option c because greater detail is provided. students often have the notion that the option which has the greater detail is the correct answer, especially if the question is too difficult for them. implication to test construction teachers assume several responsibilities aside from delivering instruction. with the multitude of tasks that teachers hold, assessment is sometimes compromised. with the analysis made in this study, it was found that the collected test papers have a great number of items that need improvement since they violate several principles in vocabulary, grammar and reading comprehension tests. the identified violations imply that there is a need of reviewing the rules and principles in constructing good and effective test items. likewise, test developers should acquire the knowledge in testing and apply all the necessary principles with regard to test construction so as to achieve what the test really measures. students’ exposure to well-constructed test items is a good practice for them to be engaged in higher order thinking, in preparation for taking entrance exams and board exams especially so that these tests are in multiple-choice type format. moreover, the violations imply that constructing test is not easy, and that it must be taken seriously because a poorly constructed test could compromise the its validity and reliability. therefore, one must exert effort and consider important principles when constructing test items. we teachers, as test developers, should be well prepared and knowledgeable before we construct test items and more importantly, we should write test items seriously because it may directly affect our students’ academic performance and achievement. as what allanson and notar (2019) posited, educators have an obligation to ensure that the assessments they create accurately measure learning objectives. conclusions the present study determined the violated test construction principles reflected in selected summative test in english. the findings of the study reveal that most of the vocabulary items violated the principle on making all the options with the same word class. on the other hand, the majority of the grammar test items used mixed options. when it comes to the reading comprehension section, most of the items can be answered from general knowledge. in the light of the findings, it can be concluded that the test papers have violated varied principles in vocabulary, grammar and reading comprehension tests. it can also be concluded that several test items need improvement. moreover, the violations reflected in the summative tests imply that these are a serious concern to test construction. therefore, with the findings, conclusion drawn as well the study’ limitations, several recommendations are offered. teachers should review the principles of test construction and upgrade their test papers. they should continue attending to seminars which could help them improve their skills in constructing good and effective test items and developing valid and reliable testing materials. likewise, their test papers should be checked and validated by experts in their respective schools before administering them to their students. moreover, test construction should be included as a topic in their learning action cell (lac) session to address and in-service trainings. since the study focused on multiple-choice only, it is recommended to investigate errors in other test types such as identification, fill in the blanks, matching type, true or false and essay type. this study determined the principles violated in terms of test item options, thus, it is also interesting to investigate test item errors in terms of stem. a similar study may likewise be conducted using a more test papers in english and other subject areas such as mathematics and science to further validate the findings of the study. finally, the http://https://journals.e-palli.com/home/index.php/ajahs pa ge 39 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 33-39, 2022 contributions this study has made can be employed by teachers and test developers for the investigation of other violated test construction principles, using other models references allanson, p., & notar, c. (2019). writing multiple choice items that are reliable and valid. american international journal of humanities and social science, 5(3), 1-9, retrieved from https://ijehd.cgrd.org/images/ vol5no3/1.pdf bachman, l., & palmer, a. (1996). language testing and practice. hong kong: oup. bailey, k. m. (1998). learning about language assessment: dilemmas, decisions, and directions. heinle & heinle: us. begum, t. (2012). a guideline on developing effective multiple-choice questions and construction of single best answer format. journal of bangladesh college of physicians and surgeons, 30(3), 159-166. doi: https:// doi.org/10.3329/jbcps.v30i3.12466 brown, d. (2004). language assessment principle and classroom practice. san fransisco: longman. hansen, j. d., & dexter, l. (1997). quality multiplechoice test questions: item-writing guidelines and an analysis of auditing test banks. journal of education for business, 73, 94-97. doi: https://doi. org/10.1080/08832329709601623 harris, d.p. (1969). testing english as a second language. magraw-hill, inc, new york, u.s.a. henning, g. (1982). twenty common testing mistakes for efl teachers to avoid. english teaching forum, 20 (3), 33-37. retrieved from https://americanenglish.state. gov/files/ae/resource_files/50_3_8_henning.pdf lin, y. (2002). principles for writing multiple-choice items in vocabulary, grammar, and reading tests: a study on the test making process of an achievement test at fooyin institute of technology. thesis. fooyin institute of technology. linn, r.l., & gronlund, n.e. (1995). measurement and assessment in teaching. prentice-hall, inc, new jersey, u.s.a. madziyire, n. c. (2010). supervision and leadership. harare: zimbabwe open university. mpofu, b. (2011). formative evaluation versus summative evaluation. harare: longman. rubin, d. l., daly, j., mccroskey, j. c., & mead, n. a. (1982). a review and critique of procedures for assessing speaking and listening skills among preschool through grade twelve students. communication education, 31(4), 285-303. doi: https:// doi.org/10.1080/03634528209384697 sax, g. (2007). principles of educational and psychological measurement and evaluation. belomont: wadsworth publishing company. sharma, mani. (2020). perceptions on language testing and assessment: a case study of b.ed students’ in nepal. journal of advances in humanities and social sciences, 6(1), 27-33. doi: 10.20474/jahss-6.1.4. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 pa ge 15 american journal of arts and human science (ajahs) the role of good governance in promoting human rights in sudan fawzi ahmed abdullah slom1* volume 3 issue 3, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i3.2884 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: may 02, 2024 accepted: june 08, 2024 published: june 11, 2024 for several decades, sudan has been plagued by persistent human rights violations, which have caught the attention of the international community, including organizations such as amnesty international, the african union, and the united nations. this paper explores the role of good governance in promoting human rights in sudan, utilising a qualitative research methodology and collecting secondary data from online sources such as amnesty international, sudan human rights report, human rights watch, and reuters to examine human rights abuses in sudan from 2010 to 2023, alongside academic journals. a case study approach is used to deeply explore cases of human rights violations in sudan using secondary data. findings show that human rights violations persist in sudan due to ongoing war and state security involvement in violation acts. the research is grounded in john locke’s social contract theory. the study sheds light on various human rights violations that are prevalent in sudan, such as arbitrary detention, torture, suppression of freedom of expression, and discrimination, and the consequences of these violations. the article concludes that good governance is essential for protecting and promoting human rights in sudan and recommends that efforts be made to strengthen governance and foster an environment where human rights are respected and upheld. keywords good governance, human rights, sudan 1 pan african university: institute of governance, humanities and social sciences, cameroon * corresponding author’s email: fawziahmedsolm@gmail.com introduction establishing principles of good governance that recognize the equality of all individuals and uphold the rule of law is crucial for mitigating gross human rights violations and promoting human rights in sudan. for several decades, sudan has been plagued by persistent human rights violations, which have caught the attention of the international community, including organisations such as amnesty international, the african union, and the united nations, leading to calls for urgent interventions. the gross violation of human rights in sudan can be mitigated by establishing principles of governance that recognise the equality of all individuals and uphold the notion that everyone is equal before the law (united nations high commissioner for human rights, 2007). this necessitates the implementation of a comprehensive framework that ensures the protection of fundamental human rights, including but not limited to freedom of expression, assembly, and association. amnesty international (2023) argues that the violation of human rights in sudan is a longstanding issue perpetuated by both state agencies and non-state agencies like military and rebel groups, resulting in physical and fatal harm in sudan, freedom of expression was severely restricted, and the internet, the contemporary means of voicing one’s opinions (castells, n.d), was shut down. there have been instances where security agencies have used excessive force against protesters, resulting in the death of dozens and injuries to thousands of others. women and children who participated in the protests were unlawfully detained and ill-treated, and some even forcibly disappeared. in addition, non-state militia groups were responsible for killing and injuring hundreds of civilians in the west darfur region (qiblawi, goodwin, elbagir & alkhaldi, 2023). moore and welch (2015) argue that the violation of human rights in sudan and other african countries is often linked to a desire for power. they argue that many african leaders engage in corrupt practices, such as plundering, defrauding, embezzling, and mismanaging their country’s natural and human resources with impunity (fagbadebo & dorasamy, 2021). this increases citizens’ poverty, unemployment, and high crime rates vanguard, (2022). akinyetun, (2016) contend that rather than addressing these issues through necessary policy changes, african governments have been known to utilise state security agencies to suppress citizens’ dissatisfaction (roberts, (2023). grasse, matfess, and curtice (2021) maintain that this often leads to protests, conflicts, and, in some cases, the formation of rebellious groups. according to the universal declaration of human rights (udhr, 1948 cited in (folke bernadotte academy, 2020), it is the responsibility of the state to respect, protect, and fulfil human rights. however, due to governance inefficiencies, this duty is often neglected, and the state is also involved in the act of violation of human rights violations. despite international efforts to promote human rights and good governance, sudan has faced significant challenges in upholding fundamental rights and freedoms (amnesty international, 2023). the lack of effective governance structures, institutional corruption, political instability, and ongoing conflict have contributed to widespread human rights violations. these violations include arbitrary detention, censorship, torture, and discrimination (amnesty international, 2023). pa ge 16 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 15-22, 2024 in 2019, following a thirty-year presidency under omar al-bashir, sudan saw a change in leadership with the appointment of a military council. unfortunately, the events leading up to and following al-bashir’s removal were plagued by egregious human rights violations against demonstrators. starting in december of 2018, the security forces of the government frequently used lethal force against peaceful demonstrators, arrested political opponents and activists, censored media outlets, and blocked internet access (mahé, 2019). the rapid support forces (rsf), rsf is a paramilitary group historically known as janjaweed in darfur implicate in a very brutal crimes happened in a last two decades which include genocide and war crimes and crimes against humanity in darfur. in darfur beginning in 2013, continued to carry out repressive measures after april 11 (human rights watch, 2020). in 2023, in the capital city of sudan, khartoum, a conflict erupted between two military forces, the sudan armed forces (saf) and the rapid support forces (rsf). unfortunately, both forces have been using heavy explosive weapons in densely populated areas, which has resulted in countless civilian casualties and the destruction of civilian property and critical infrastructure (amnesty international, n.d). according to schlein (2023), this conflict has left approximately 9,000 people dead, with 5.4 million people being forcibly displaced 4.1 million within sudan and 1 million in neighbouring countries. the current situation in sudan has generated a sense of fear and instability among its citizens because the state security agencies established primarily to protect lives and property are the ones violating human rights, thereby compromising the principles of justice and the safeguarding of fundamental human rights. therefore, analysing how good governance policies can influence human rights outcomes in sudan is crucial. this examination will help us identify the significant impediments and openings for enhancing the protection and promotion of human rights through effective governance mechanisms. the objectives of this paper are to outline various forms of human rights violations in sudan and the role of good governance in putting an end to these acts. literature review conceptual review the concept of governance scholars and international organisations have examined the concept of governance over the years ((rhodes, 2007; fukuyama, 2016). some have conceptualised it as a system where different institutions function in accordance with constitutional and democratic processes and norms, with some level of interaction amongst these institutions. according to (united nations development programme, 2020), how authority is used to administer a nation’s political, social, and economic resources is known as its governance. in order to meet the demands and interests of the populace, policies, rules, and regulations must be developed and put into effect. transparency, accountability, involvement, and the rule of law are necessary for effective governance. it involves state and non-state players like government agencies, civil society organisations, and the commercial sector and spans multiple levels, including local, national, and global. according to the united nations development programme (undp, n.d.), governance refers to the use of economic, political, and administrative authority to manage a country’s affairs at every level. the concept of governance encompasses a range of mechanisms, processes, and institutions that allow citizens and groups to express their interests, exercise their legal rights, fulfil their obligations, and resolve their differences (united nations development programme (n.d.). the term governance and good governance are frequently used in literature. it is commonly regarded that bad governance is the root of many societal problems (united nations economic and social commission for asia and the pacific, n.d.) evidenced in sudan. while good governance is a system of governing that aims to minimise corruption, consider the views of minorities, and give a voice to the most vulnerable members of society in decision-making. it is also designed to be responsive to society’s current and future needs (unescap, n.d.; neena, 2014). there are eight major characteristics of good governance: it is participatory, consensus-oriented, accountable, transparent, responsive, effective and efficient, equitable and inclusive, and follows the rule of law (unescap, n.d.). the office of the united nations high commissioner for human rights, in its publication (2007), conceptualised good governance as the use of authority through political and institutional processes that are transparent and accountable and promote public participation. therefore, with the above conceptualisation, good governance is seen as an environment that is conclusive to the sustainable development of human beings and the protection of the enjoyment of human rights. the concept of human rights according to (united nations, 2020), regardless of colour, gender, religion, or nationality, everyone has the intrinsic right to human rights due to their shared humanity. they include civil, political, economic, social, and cultural rights and are all-encompassing, indivisible, and interrelated. international legal instruments that uphold human rights include the universal declaration of human rights (udhr), treaties, and conventions that governments have approved. johnson and salau (2019) defined human rights as rules and norms that have evolved to protect the masses, minorities, groups and races from oppressors and governments. they further explained that human rights are intrinsic to human nature, making these rights changeless and difficult to abridge by positive laws. idowu (2018) asserts that human rights are rights which belong to an individual as a consequence of being a human being and for no other reason. he went on pa ge 17 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 15-22, 2024 to clarify that human rights should be seen as those rights that individuals possess by virtue of being a member of society, and there is no other qualification needed for such an individual to be considered as one who enjoys human rights. the fundamental human rights principles encompass universality, inalienability, interdependence and indivisibility, and non-discrimination (leila, 2020). this means everyone, regardless of background or circumstance, is inherently entitled to these fundamental rights, which cannot be taken away. furthermore, all human rights are interconnected, with the fulfilment of one right often relying on the fulfilment of others. finally, these principles ensure equal treatment and protection for all, free from any form of discrimination (ibid.). fukuyama (2016) argues that human rights and governance are intimately related, with the preservation and advancement of human rights depending on efficient governance. he contends that upholding the values of human rights and guaranteeing that the rights of persons are recognised, safeguarded, and realised requires the implementation of good governance practices, he maintains that accountability, transparency, and the rule of law are essential for the protection and promotion of human rights standards. anthony (2013), on the other hand, notes that one important sign of a successful government is fulfilling human rights. he argues that the human rights of citizens must be respected, safeguarded, and upheld by governments; otherwise, he maintains that inadequacies in governance procedures and frameworks may become apparent. fukuyama (2016) argues that fundamental ideas such as human rights and governance are necessary for the well-being of individuals and the operation of a democratic society. effective governance practices protect and promote human rights, and human rights realisation is a significant sign of good governance. addink (2019) contends that policymakers, civil society groups, and other stakeholders can endeavour to create more inclusive, egalitarian, and just societies by knowing how governance and human rights are related. social contract theory john locke’s social contract theory (1988), provides a poignant lens for examining the relationship between good governance and promoting human rights in sudan. at the core of locke’s theory is the concept that governments gain their authority from the consent of those they govern and bear the duty of safeguarding the natural rights of citizens (laskar, 2013). in sudan, where oppressive regimes have frequently disregarded human rights and quashed opposition (amnesty international, 2023), applying locke’s social contract theory to governance highlights the significance of government credibility founded on the approval of the populace. examining sudan’s governance systems and actions using this perspective reveals that needs to be improved in protecting human rights. it emphasises the necessity of reforms to bring governance in line with its responsibilities to its people. moreover, locke’s theory underscores the obligation of government to safeguard individual liberties, including freedom of expression, association, and access to justice (laskar, 2013). effective governance in sudan necessitates mechanisms for accountability, transparency, and the rule of law to prevent abuses of power and human rights violations. by scrutinising governance practices in sudan within the context of locke’s social contract theory, one can discern opportunities for enhancing accountability mechanisms and strengthening human rights protections (united nations department of economic and social affairs, n.d). this framework offers a roadmap for advocating reforms that promote good governance, protect human rights, and foster a more just and equitable society in sudan. materials and methods this paper employs a qualitative research approach to analyse the role of good governance in promoting human rights in sudan, it encompasses a comprehensive analysis of qualitative data. secondary data from diverse sources, such as reports from the united nations human rights council, amnesty international, archives, academic journals and online sources, is collected and analysed using content analysis. by relying on secondary data and qualitative analysis, a case study approach is used to deeply explore cases of human rights violations in sudan using secondary data, this methodology provides a thorough understanding of the current state of human rights in sudan and the potential role of good governance in improving the situation. results and discussion the finding from the literature shows that the human rights situation in sudan is characterised by a pervasive culture of impunity. the results indicated that those responsible for violations rarely held accountable. the literature shows that the government has failed to protect its citizens from human rights abuses and, in many cases, the finding shows that the government has been complicit in perpetrating these violations. the literature shows that the humanitarian situation is also dire, with millions of people displaced, injured, or in need of assistance (amnesty international, 2023). excessive use of force the finding shows that the use of force, including the use of less-lethal weapons such as teargas, has been excessive and disproportionate in sudan. the literature consulted revealed that security forces have employed tear gas and live ammunition against peaceful protesters, resulting in numerous injuries and fatalities. the use of force has been indiscriminate, with security forces targeting enclosed spaces and peaceful assemblies. on june 3, 2019, security forces opened fire on peaceful protesters in khartoum, killing over 100 people and injuring many more (human rights watch, 2022). in october 2021, security forces pa ge 18 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 15-22, 2024 used live ammunition against protesters in khartoum, resulting in at least 15 deaths and many injuries (amnesty international, 2023). torture and cruel treatment torture and cruel treatment have been widespread, with security forces employing physical and sexual violence against detainees. women have been particularly affected, with reports of sexual assault and rape (amnesty international, 2023). the use of torture and cruel treatment has been aimed at suppressing political dissent and punishing opposition (human rights watch, 2015). in 2020, the sudanese government was accused of torturing and abusing detainees, including political opponents and activists. in 2019, a report by the sudanese archive found that torture and ill-treatment were widespread in sudanese detention centres (sudan human rights report, 2020). killing and displacement the conflict in sudan has resulted in significant human suffering, with hundreds of civilians killed and thousands displaced. the former regime was also use force displacement as a policy and means of war in darfur which is now one of the crimes on the list of the icc against the janjaweed leader (ali kushaib) but also on the list of charges against (bashair and others) the use of live ammunition and artillery has caused widespread destruction, with many civilians trapped in conflict zones. the conflict in darfur has resulted in an estimated 300,000 deaths and over 2.5 million displaced people since 2003 (reuters, 2022; human rights watch ,2024). in 2020, the sudanese military launched airstrikes on civilian areas in kassala state, killing at least 15 people and displacing many more (reuters, 2022). restrictions on civil liberties the government has imposed significant restrictions on civil liberties, including freedom of expression, security forces have used excessive force to quell peaceful protests, resulting in numerous injuries and deaths. in addition, journalists attempting to cover these events have been unlawfully arrested and detained, hindering the free flow of information. the government-imposed internet shutdowns and media censorship, which led to restricted access to information and expression for several weeks (amnesty international, 2024) restrictions on peaceful assembly and association the government has restricted the right to peaceful assembly and association, with security forces violently dispersing protests and arresting opposition members. civil society organizations have faced significant restrictions, with many forced to shut down or operate underground. security forces violently dispersed peaceful protests, arresting many opposition members and activists (henry, 2023). in 2019 the government banned several civil society organizations, including the sudanese human rights association (human rights watch, 2022). factors contributing to human rights violations in sudan long stretches of military conflict, authoritarian regimes, and illiberal democracies have defined sudan’s recent history (amnesty international, 2023). concurrently, there has been a dearth of procedures for the efficient application of human rights and a severe lack of acknowledgement of such rights under the constitution. these combined conditions have resulted in a scenario of chronic and significant human rights breaches, especially in light of broader concerns about respect for the rule of law (sun, 2023). numerous lawsuits, both domestically and at the african commission on human and peoples’ rights, show that victims of these kinds of violations in sudan lack access to meaningful remedies. furthermore, accountability for abuses of human rights is essentially non-existent (ibid.). this was supposed to change with the signing of the comprehensive peace agreement (cpa) in 2005, which put an end to the north-south conflict (accord, 2006). it contained several promises about human rights, which served as the foundation for the 2005 interim national constitution’s bill of rights. this constitution establishes the right to a bill of rights automatically incorporated into any treaty to which sudan is a party, acknowledges a number of rights, and gives the newly created constitutional court the authority to consider cases involving constitutional rights violations. nyadera (2018) states that several institutional reforms, particularly those in the security sector, are also envisaged. various causative factors have contributed to the rise of human rights violations in sudan. insufficient justice and violations of human rights. the nation’s security agencies have been unable to deliver public services, particularly justice and security, to its citizens (amnesty international, 2021). the army operated with impunity throughout the years of the separatist struggle against sudan, and this status persisted after independence when the army violated human rights and put down anti-government rallies, as demonstrated by the 2013 nuer-juba massacre and the civil war that followed (the organization for world peace, 2023). furthermore, the military presence in the area lacks professionalism, resembling more of a militia group, leading to challenges in maintaining stability. another critical concern is the scarce provision of security services by the government, primarily focused in juba’s capital city. consequently, over 90% of conflicts are settled through traditional legal means (santschi, 2014). these informal processes, often unsupervised by institutions, result in severe human rights abuses, especially against ethnic groups, and cause significant trauma for civilians, particularly women and children, who bear the brunt of this humanitarian crisis (institute for peace and security studies, 2019). poor institutional resilience also a factor contributing to the violation of human rights in sudan; the incapacity of a suitable institution to handle and resolve conflicts that pa ge 19 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 15-22, 2024 split the army and the populace at large is also connected to the crisis in sudan (lunn, 2016). above and beyond the political dispute, sudan also has an institutional capacity deficit, of which the state’s institutional weakness appears to be one example. ethnic grouping and personality constituted the foundation for the creation of institutions (de waal, 2014). corruption is a major determinant of whether the sudanese government upholds human rights standards. it clearly demonstrates how economic, social, and cultural rights are interdependent with civil and political rights. official corruption can significantly impact a government’s ability to uphold its commitments to economic, social, and cultural rights. in its most basic form, resource theft for the personal benefit of dishonest officials reduces a government’s ability to spend on infrastructure necessary for appropriate health care, education, food, and water. one of the cornerstones of international human rights is the right to equal treatment under the law, which is typically violated by corruption. corrupt practices violate the non-discrimination principle by denying certain people and groups protections and access to public goods while giving others preferential treatment. (verini, 2014) impact of human rights violations increase in crime and violence the first impact of human rights violations that will be considered in this paper is the adverse effects that violations have on the people and, in turn, result in crime and violence in the communities. the increase in the level of crimes and violence can sometimes be attributed to cases of human rights violations (adenrele & olugbenga, 2014), as witnessed in the conflicts in khartoum and darfur (amnesty international, 2023; lodhi, 2024). there have been certain instances in several countries around the world where, at the time, they experienced violations such as social exclusion, political violence and economic inequality. the people tend to have the notion that their human rights are not being respected; therefore, they engage in forceful criminal activities and also use violence as a medium to show their grievances while also seeking to be heard and changes are made to such situations. hence, these not only affect public or social cohesion in communities but also undermine the rule of law and negate public safety. psychological impact the impact which human rights violations have on individual psychological or mental health within a society can never or should not be underestimated. in most cases, when people are exposed to violations or abuses, the sad taste of those experiences tends to live with them for a very long time, which therefore impedes the wellness of the individual psychological health (o’malley archives (n.d.). these violation cases have long-term consequences for the people and their communities. those who are victims of human rights violations are said to suffer psychological or mental health issues such as posttraumatic stress disorder (ptsd), anxiety, and depression; they can also have frequent suicidal thoughts, trauma, fear, helplessness, trust issues and other forms of mental health disorder (ibid.). as such, these psychological issues have ripple effects on society, in the fact that they can lead many to become substance abusers, domestic violence and many social problems that continue to undermine communal cohesion and resilience. economic disruption in cases where the people of a community are subjected to violations and violence erupts as a result of this violation, it must be noted that these will lead to loss of economic opportunities available in the communities and also lead to disruption of all economic activities as such the people are subjected to violence or oppression which in turn leads to unemployment, loss of livelihood, poverty and also give rise to several adverse social outcomes. loss of social trust and equality when individuals in communities are exposed to the dangers of human rights violations, especially when a particular group feels marginalised and is at a disadvantage to others within the community, they become more distrustful of the organs of government and other people. hence, disunity is created among the people of such communities, leading to weakened social bonds crucial for collective progress and well-being. human right violation, in turn, promotes social inequality and create division between the people in a society good governance and human rights protection over the years, scholars have debated the relationship between good governance and human rights. they have identified certain attributes exhibited by some governments in certain nations of the world that have resulted in violations of individual rights. these violations go against the core principles of liberty promoted by the entrenchment of human rights principles (yagboyaju & akinola, 2019). consequently, kumari t. (2017), in his article “good governance and human right” opined that there is some level of interconnectivity that exists between good governance and human rights in which both are mutually reinforcing, as they are based on core principles of participation, accountability, transparency and state responsibility. he further reiterated that human right empowers a good governance framework, therefore insisting that although human right empowers people to be protected and respected, they still need the mechanism of the state, which can only be a result of good governance. in the same vein, dipsikha guragain & and aakriti subedi (2022) also concluded in their article “good governance and human rights” that both concepts are mutually connected, thereby promoting transparency and accountability, which further help strengthen engagements and effective communication among government and other institutions of the state pa ge 20 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 15-22, 2024 who work in support of the enactment of human right principles and also the victims of human right violation. similarly, the unhchr (2007), in its publication “good governance practices for the protection of human rights”, asserted that some level of mutual connectivity exists between governance and human rights. they further explained that the universal declaration of human rights provides the core values that the government and political and social actors in a state tend to abide by when carrying out their duties; as such, it makes for an avenue in which the government in its dealings are held accountable. in their words, they believed that the synergy between these two can be assessed on four levels, which they termed democratic institutions, the delivery of state services, the rule of law, and anti-corruption measures. it shows how various social and institutional actors, ranging from women and minority groups to the media, civil society and state agencies, have reformed these four areas. also, manoj k. (2006) established a link between these two concepts in his article “human rights and good governance.” he concluded that they complement each other and share their core values/principles. he stated that for the ultimate protection and promotion of human rights, there is a need for a conducive and enabling environment where the appropriate regulations, institutions, and procedures are put into action by the state. hence, when we consider the ideas that have been examined above, there is an establishment to the fact that once there is some form of dysconnectivity between this concept in a state, then the place for violations of the rights of the people whereby causing for the need of the institutionalising of effective and e4fficient system and procedures to help strengthen the promotion and respect for the right of the people within the confines of the territory of a state. therefore, this assertion may be why, in some countries of the world, there have been numerous violations of human rights to the atonement of either the state or non-state actors. hence, in the idea of joshua. a & salau o. (2019) opined in their article that when the mechanism of a state allows for disrespect to the right which is to be enjoyed by the people, then the expected relation between governance and human rights cannot be attained. as such, they advocated that all states must remove all forms of hindrance to the people’s economic, social, and social mobilisation while also creating avenues through which people can fully participate in the process and benefits of development. they concluded that the government, under review in the article, must show commitment to ensuring security and safeguarding the rights of the people without any compromise that may arise from class, ethnicity, gender, or political views, amongst others. it must also be noted that human rights and governance are synonymous with each other in that they both have a role in ascertaining the actual and true nature of individuals concerning their commitment to service whilst ensuring that their right is respected in society. in concurrence with the above statement, idowu a. (2018) stresses the importance of upholding human rights standards across all sectors, institutions, and leaders, and complying with court decisions while avoiding disobedience of court orders. implementing this approach can go a long way in fostering a sustainable human rights culture in various african nations. therefore, leaders on all fronts need to adopt effective and efficient mechanisms and approaches that will help strengthen and uphold human rights institutions in the country. human rights violations should not be witnessed anymore in contemporary society, and this can only be true if the state allows for a system and mechanisms that support the enactment of such rights and liberties to be enjoyed by the people. conclusion human rights abuses have become a significant problem in sudan, with both state and nonstate actors being responsible. these violations and abuses have caused the loss of many lives, injuries to thousands of people, the destruction of properties, and an increase in internal displacement in sudan. furthermore, many sudanese citizens have left their country to seek refuge in neighbouring nations. the consequences of these violations are huge, causing more conflict, psychological, economic and social effects. therefore, it is essential to institute good governance in sudan. this will ensure free and fair elections in the country, leading to changes in government rather than military overthrows of civilian governments. additionally, good governance principles will ensure the inclusion of all citizens of the country. to achieve this, international organizations such as the united nations, the african union, and other civil societies need to intervene to address these fundamental human rights violations. recommendations to address human rights violations in sudan, a robust and transparent legal system and a reliable mechanism for enforcing legal protections must be established. all stakeholders, including the government, civil society, and the international community, must collaborate to realise this objective. the sudan government should establish and enforce laws that grant comprehensive protection of human rights. these laws should clearly define and criminalise human rights abuses, such as torture, discrimination, and arbitrary detention. the government should also take steps to hold accountable those responsible for human rights violations, as this will prevent future occurrences of such acts. this includes thoroughly investigating allegations of abuse, ensuring fair and impartial trials, and providing reparations to victims. local mechanisms that promote the truth and enhance justice, healing, and reintegration should be established. these mechanisms must address the historical causes pa ge 21 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 15-22, 2024 of human rights violations from their roots and must also address war crimes committed against citizens. this will provide an environment for accepting punishment, healing, and reconciliation. the political governance system needs to be restructured from kleptocracy leadership to democratic governance based on good governance practices. good governance leads to fewer violations of sudanese human rights, so corruption and human rights violations can be monitored. sudan also needs to actively cooperate with international human rights bodies, non-governmental organisations, and other countries to strengthen human rights protections. this includes accepting visits and investigations by un human rights experts and engaging in constructive dialogue. references adenrele, a. r. & olugbenga, o. m. 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(n.d.). https://www.undp.org/eurasia/ our-focus/governance united nations economic and social commission for asia and the pacific (n.d.). what is good governance? united nations high commissioner for human rights (2007). good governance practices for the protection of human rights. united nations publication sales no. e.07.xiv.10 isbn 978-92-1-154179-3 vanguard (2022). natural resources mismanagement increasing gap between rich, poor nigerians – global rights warn. https://www.vanguardngr. com/2022/07/natural-resources-mismanagementincreasing-gap-between-rich-poor-nigerians-globalrights-warn/ verini, j. (2014). how the world’s youngest nation descended into bloody civil war. national geographic, p. 10 world bank (2024). addressing sudan’s economic crisis. www.worldbank.org/en/news/pressrelease/2023/09/15/addressing-sudans-economiccrisis.yagboyaju, d. a., & akinola, a. o. (2019). nigerian state and the crisis of governance: a critical exposition. sage open, 9(3). https://doi. org/10.1177/2158244019865810 pa ge 1 pa ge 14 american journal of arts and human science (ajahs) the factors affecting decisions not to engage in premarital sex among maritime first-year students in cebu, philippines allan p. romagos1*, renato c. sagayno1, benjamin p. geraldizo jr.1, ronnel r. echavez1, sean xavier o. alquilita1 volume 2 issue 3, year 2023 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v2i3.1939 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: july 19, 2023 accepted: august 17, 2023 published: august 31, 2023 premarital sex can be both fulfilling and detrimental to college students. studies were conducted on the factors that induced premarital sex among college students. however, no study has been conducted yet, regarding maritime students-based factors affecting premarital sex decisions in the philippines. the objective of this study is to provide the general public, especially the student-readers, an idea of the extent of the factors affecting decisions not to engage in premarital sex among maritime first-year students in cebu, philippines. three hundred sixty maritime first-year students were selected from the university of cebu maritime department of s.y. 2020-2021. a descriptive-quantitative method of research without experimentation was utilized. systematic random sampling was used to establish the sample size. a modified survey questionnaire adopted from the study was used as the main instrument. percentages and frequency counts were used to calculate and interpret the data. results revealed that most respondents were not involved in premarital sexual activities. the major factors affecting their decisions not to engage in premarital sex are family values, followed by religious doctrines. the results of the study will also enrich literature in as much as it will give numbers and facts as bases to the philippine commission for higher education, college institutions, and ethics teachers in the philippines to promote the use of books and the creation of teaching materials that tackle more lessons on sexuality, family and religious values to reinforce the filipino maritime students for the present and future moral challenges. keywords filipino youth, maritime students, premarital sex, sex education 1 university of cebu, cebu city, philippines * corresponding author’s email: raidromagos@gmail.com introduction this simplified study is intended for the general public, including the studentreaders. the hypotheses were also simplified to avoid complications. calculations only involved frequency counts and percentages for easy understanding. standpoints, especially on the morality of premarital sex, are not singular but diverse (widmer et al., 1998). several perspectives must be considered. one culture may consider it wrong, like the majority of muslims (saharso et al., 2023) and christians (tukker, 2013), while other progressive groups and individuals may encourage sexual permissiveness (ajiboye et al., 2014 & majumdar, 2018). traditional moral norms on sex have safeguarded the values of family and personal relationships (gao et al.,2012). sexual permissiveness, especially on premarital sex, can produce more negative impacts on college students than positive ones, as mentioned by authors cited in the literature review. no study has been conducted yet, regarding maritime students-based factors affecting premarital sex decisions in the philippines. hence, there is a need for a study that will explore the factors affecting the decisions not to engage in premarital sex among maritime students as reinforcement for their preparation for future moral challenges. the implicit numbers and facts of this study to contribute to the body of knowledge are the following: 1) gathering the identified negative effects of premarital sexual activities from various articles; 2) reaffirming family values and religious norms as avenues to strengthen students’ decisions; and 3) rejecting the idea that peers, personal readings, social media, and school greatly affects college students’ moral decision makings. it should be recommended to concerned authorities the creation of more sex-education materials appropriate to filipino maritime students and the general public as well. statement of the problem this study explored the factors affecting decisions not to engage on premarital sexual activities among maritime first-year students in cebu, philippines. specifically, this study sought to determine the following: 1. to determine the factors affecting the respondents’ decisions not to engage in premarital sexual activities in terms of: 1.1. family values; 1.2. peers’ influences; 1.3. personal readings; 1.4. religious doctrines; 1.5. social media exposures; and 1.6. school learnings. 2. to determine the frequency of the respondents’ engagement in premarital sexual activities to support the non-engagement contention. hypotheses the frequency count of the respondents’ engagement on pre-marital sex would be very high and that peers and social media would receive the highest votes as the major pa ge 15 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(3) 14-20, 2023 factors affecting the respondents’ non-engagement in premarital sexual activities. literature review views concerning premarital sex may vary from different perspectives and research results. premarital sex is punishable for muslims as prescribed in the quran (faisal et al., 2022). christianity, in general, condemns premarital sex as a sinful act (kubo, 1980). one study suggested that in order to achieve better premarital sex behavior life, one must have a good emotional relationship with peers (wijaya et al., 2018). another study was conducted on the rate of premarital sex in urban and rural areas in india. results revealed that more rural youth rarely received sex education engaged in premarital sex than those in urban areas (banahatti & barker, 2015). in a study among secondary students in pokhara sub-metropolitan city nepal, premarital sex is more likely engaged by those who had discussed sexual matters with friends than those who had not. a higher possibility of having premarital sex is also observed in those exposed to pornography (adhikari et al., 2018). among indian respondents, majumdar’s study inspects changing perceptions towards sex before marriage. he observed that premarital sex has become more common. then he concluded that it is important to create policies to lessen the transmission of sexually transmitted diseases in the presence of sexual permissiveness, especially in premarital sex (majumdar, 2018). in the study conducted by lawal & idemudia, they concluded that preventive measures should give more attention to alcohol abuse as the major cause of premarital sex (lawal & idemudia, 2018). premarital sex has many negative effects also. two bad effects are unwanted pregnancy (ma et al., 2009) and health problems (shrestha, 2019). forced premarital sex will result in mental depression (abdissa et al., 2017) and guilt (sack et al., 1984). it would encourage youths to have multiple partners (adama & ejih, 2021). it also affects self-esteem, educational aspirations, religiosity, and attitudes toward school (plotnick, 1992). premarital sex also hastens the spread of sexually transmitted diseases (centers for disease control, 1991). materials and methods research design this study used a descriptive-quantitative survey method of research without experimentation (maulina & sari, 2022). it was necessary to assess first the extent of the frequency of the respondents’ engagement in premarital sex to establish relevance in assessing the factors affecting their decisions not to engage in premarital sexual activities. the findings are quantitatively calculated and analyzed qualitatively for statistical relevance. the process of this study covered the preparation of transmittal letters and questionnaires, the data gathering, and the presentation of the data, which included statistical treatment, analysis, and interpretation. research environment this study was conducted at the university of cebu maritime campus. the university is privately owned. the population of the maritime students enrolled in this institution is predominantly male. the school type is private, its religious affiliation is non-sectarian, and the term structure is by semester. the school is located in mambaling, cebu city, philippines. population and sample the respondents of this paper were the 360 first-year male students of the university of cebu maritime department last school year, s.y. 2020-2021. random systematic sampling was used to determine the sample size (bhardwaj, p. (2019). research instrument this research used a modified survey questionnaire adopted from the study. the questionnaire was designed to quantify the extent of the level of manifestation of the respondents’ engagement and the extent of the factors affecting their decisions not to engage in premarital sex. data gathering the director of the university of cebu maritime department received the letter of permission to inquire about the population of first-year maritime students. the survey was done the same day in the randomly picked maritime students’ classrooms. the researchers retrieved the questionnaires, and then the data were recorded. statistical treatment some readers, those without a background in statistics, may need help understanding complicated tables and formulas. to accommodate more readers from different educational backgrounds, simple frequency counts and percentages are enough to determine the respondent’s engagement and the factors affecting their decisions not to engage in premarital sexual activities. frequency counts of the respondents’ engagement and the factors affecting decisions not to engage in premarital sexual activities were calculated. the respondents answered a five-point table 1: the scale used to measure the respondents’ engagement on premarital sex score range mean category qualitative interpretation 5 4.20 – 5.00 always if the engagement was constant 4 3.40 – 4.19 many times if the engagement was repetitious 3 2.60 – 3.39 sometimes if the engagement was less repetitious 2 1.80 – 2.59 once if the engagement was done one time only 1 1.00 – 1.79 never if there was no engagement pa ge 16 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(3) 14-20, 2023 likert scale interpreted as always (5, many times (4), sometimes (3), once (2), and never (1). results were interpreted based on the scale shown below: results and discussions the extent of the respondents’ engagement on pre-marital sex in this section, the data collected regarding the frequency counts of the respondents’ engagement with premarital sex were tabulated and interpreted. frequency counts, and percentages were tabulated to determine the extent of respondents’ engagement with premarital sex. table 2 presents the frequency of respondents’ engagement with premarital sex. the first column is the scores to choose lack sex education will be more curious and eventually would seek gratification in premarital sex (okah et al., 2023). the parents, schools and the government must work hand in hand to establish guidelines to provide sex education and sexual knowledge to teenagers so that their curiosity about sex will be satisfied. again, many negative effects of premarital sexual activities were enumerated in the literature review section. the extent of the factors affecting the respondents’ decisions not to engage in premarital sexual activities in this section, the data collected regarding the factors affecting the respondents’ decisions not to engage in premarital sexual activities were tabulated and interpreted. the proposed six (6) factors that affect respondents’ decisions are the following: family values, peers’ influences, personal readings, religious doctrines, social media exposures, and school learning. to determine the table 2: the frequency of the respondents’ engagement on premarital sex score verbal description frequency percentage 5 always 33 9.2 4 many times 22 6.1 3 sometimes 61 16.9 2 once 62 17 2 1 never 182 50.6 total 360 100.0 from, with the corresponding description in the second column. the third column displays the frequency or number of those who voted for each verbal description, followed by the percentage in the fourth column. out of the 360 respondents, 182 or 50.6% answered ‘never’ which is the highest in frequency rank, followed by 62 or 17.2% as second from the highest, 61 or 16.9% as third in rank, 33 or 9.2% as fourth in rank and 22 or 6.1% as the lowest in frequency in rank. data revealed that most respondents were never engaged in premarital sex. this will give relevance to the next assessment, which is the extent of the factors affecting the respondents’ decisions not to engage in premarital sexual activities. the respondents are still conservative when it comes to premarital sex. indeed, it is noted that filipinos generally are religious (abad, 2001), and that is why premarital sex is still considered an offense against god, as it is condemned in the bible (o’rourke, 1976). the media, curiosity, and the lack of sex education are the main causes of premarital sex (sejati et al., 2021). premarital sex is one of the new things that teenagers would try. for want of fun and experience, they tend to satisfy their curiosity with premarital acts. the media also strongly influences teenagers (sondak & hiola, 2021). pornographic materials are very accessible from various sites, which again contributed to increasing their sexual drives (sari et al., 2021). in a filipino family, it is unusual for parents and children to talk about sex because it would be an embarrassment (kiwang, 2016). if such education is often neglected in the family, it is also true in schools. if sex education is not given much importance, those who table 3: the scale used to measure the factors affecting the respondents’ decisions not to engage in premarital sexual activities score range mean category 5 4.20 – 5.00 strongly agree 4 3.40 – 4.19 agree 3 2.60 – 3.39 uncertain 2 1.80 – 2.59 disagree 1 1.00 – 1.79 strongly disagree above factors, frequency counts and percentages were computed, which were interpreted using the likert scale in 5 points: strongly agree (5), agree (4), uncertain (3), disagree (2), and strongly agree (1). from tables 4 to 9, the first columns comprise the scores, the second are verbal descriptions, the third are frequency counts, and the last are percentages. each factor with the corresponding data will be interpreted and discussed immediately after each table, including possible works of literature significant to the factor. family values family is where each one conventionally has the opportunity to grow. this is where the first experiences of learning language, customs, beliefs, and morality occur. table 4: the frequency of the respondents’ choice of the family values factor score verbal description frequency percentage 5 strongly agree 106 29.44 4 agree 158 43.89 3 uncertain 42 11.67 2 disagree 44 12.22 1 strongly disagree 10 2.78 total 350 100.0 pa ge 17 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(3) 14-20, 2023 family is the first venue where a person learns what is right and wrong. shown in table 4 are the frequencies of the respondents’ choice of ‘family values’ as a factor affecting their decisions not to engage in premarital sex. data revealed that most respondents agreed and strongly agreed on family values as the factor influencing their ethical standpoints; hence 158 voted to agree with the highest frequency. one hundred six votes followed for strongly agree. this implied that family in the philippines is still the number one inculcator of values to the filipino youths today despite the prevailing technological progress and progressive ideas that threaten family’s sacredness. for geminiano, the filipino family is sustained by several values passed from generation to generation. he suggested that hiya, or shame in english, is one significant trait in forming sexual attitudes among filipinos (geminiano, 2015). hiya is beneficial for controlling unhealthy sexual behaviors. for example, a shy filipino is scared of being caught engaged in premarital sex. culturally, a filipino engaged in premarital sex is tantamount to destroying the image of the family. undeniably, when it comes to sexuality, filipinos are conservative, except for a few youngsters who cannot control their passions due to their exposure to the media and the bad influence of peers. further, higher levels of parental control and stronger parent-child relationships may decrease the risk of premarital intercourse (tsala &, kuate 2012) peers’ influences it has been established in the lives of men and women that unless one is born with a disability, one will always have that sense of belongingness to the same societal are equally susceptible. however, girls are less likely to be susceptible to social pressure regarding sexual behavior than boys (van de bongardt et al., 2015). personal readings in reading, we gain a large percentage of learning, ranging table 5: the frequency of the respondents’ choice of the peers’ influences factor score verbal description frequency percentage 5 strongly agree 16 4.44 4 agree 40 11.11 3 uncertain 43 11.94 2 disagree 170 47.22 1 strongly disagree 91 25.28 total 360 100.0 group based on age, gender, and status. shown in table 5 are the frequencies of the respondents’ choice of the ‘peers’ influences’ as a factor affecting their decisions not to engage in premarital sex. out of 360 respondents, 170 voted to disagree at the highest frequency. this revealed that most respondents disagreed with the idea that their friends have influenced them much concerning what is right and wrong, especially about premarital sexual activities. as previously mentioned, family and religious factors affected much of their standpoints. that is why it is not always true that peer pressures always influence the members of a peer group. a result of a study on peer influence on sexual behavior confirmed that not all youth table 6: the frequency of the respondents’ choice of the personal readings factor score verbal description frequency percentage 5 strongly agree 5 1.39 4 agree 14 3.89 3 uncertain 24 6.67 2 disagree 145 40 28 1 strongly disagree 172 47.78 total 360 100.0 from facts, concepts, principles, and information about reality and morality. shown in table 6 are the frequencies of the respondents’ choice of the ‘personal readings’ as a factor affecting their decisions not to engage in premarital sex. out of 360 respondents, 172, the highest in number, strongly disagreed that they have shifted from the traditional ethical standpoints because of reading many articles, blogs, and books about sex. one hundred forty-five votes for disagreeing, followed. this implied that personal readings did not greatly influence the ethical standpoints of the respondents. reading is important, but only some things we read are important. reading is important because a person is built up by spoken and written words (davis, 2016). what we are now is the result of the words we read and hear from our surroundings. in other words, our character and standpoints were developed through reading and hearing words. indeed, personal readings contributed much to the formation of a person’s mind, but not all that one heard or read should be regarded as important. the mind can sort out information, so a person absorbs all the information. only those applicable or important to our life in each given situation should be applied, especially in ethical decisions. religious doctrines religion is one area needed by almost all human beings to find answers to such questions regarding spiritual realities table 7: the frequency of the respondents’ choice of the religious doctrines factor score verbal description frequency percentage 5 strongly agree 88 24.44 4 agree 156 43.33 3 uncertain 40 11.11 2 disagree 63 17.5 1 strongly disagree 13 3.61 total 380 100.0 pa ge 18 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(3) 14-20, 2023 vis-a-vis our existence and that of morality. shown in table 7 are the frequencies of the respondents’ choices of the ‘religious doctrines’ as a factor affecting their decisions not to engage in premarital sex. of the 360 respondents, 156 votes, the highest, agreed that catechism classes, recollections, and priests’ homilies have convinced them that premarital sex is immoral because these are forbidden implicitly and explicitly in the bible. table 7 shows that most first-year maritime students at the university of cebu have chosen religion as the next factor influencing their ethical standpoints. this implied that religious orientation is also very influential in forming ethical values among filipinos, especially among the firstyear maritime students of u.c. catholics and protestants leaders are very active in the philippines. parishes in cebu, for example, are never dull, with seminars, retreats, and recollections for almost everyone to attend. undeniably, schools in the philippines, even public schools, would never run out of retreats and recollections for students. graduation rites are always coupled with a holy mass. that is why students always learn a lot from religion, and sex education is one of those they should have learned. in the formation of conscience and character, religion plays an important role. a huge barrier to the development of personal harmony and one’s spirituality is the lack of control over sexual desire. premarital sex also hinders religious groups, communities, and family relationships (kainz, 2015). social media exposures with technology and the advent of the internet, children are immersed in some form of social media. instagram, fb, and twitter are just a few of the many platforms that affect the moral development of youth nowadays. the time spent online will eventually influence users’ personalities denied its influence on their standpoints. it is fast and easy to use the websites and download the application so that the user can share materials and information over the internet. again, even today, most filipino families are still religious and conservative (cotas-girard et al., 2022). this will explain why filipino respondents did not consider social media as the major factor in their moral decision-making, especially regarding premarital sex. social networks can be addictive (cheng et al., 2021). most people may check and interact on social media almost every day. most users are no longer aware of how much time they spend online. amazingly, the respondents have avoided premarital sexual temptations amidst their exposure to social media. school learnings although learning is not confined to schools, for the sake of formality and systematic learning, everyone is entitled to go to school (azorín, 2020) and learn different subjects, including the morality of sex (francis, 2019). shown in table 9 are the frequency counts of the respondents’ table 8: the frequency of the respondents’ choice of the social media exposure factor score verbal description frequency percentage 5 strongly agree 0 0 4 agree 18 5 3 uncertain 110 30.56 2 disagree 162 45 1 strongly disagree 70 19.44 total 360 100.0 and characters. shown in table 8 are the frequencies of the respondents’ choice of ‘social media exposures’ as a factor affecting their decisions not to engage in premarital sex. of the 360 respondents, 162 voted ‘disagree’ as the highest frequency. data revealed that most respondents disagreed with the idea that they were more inclined to believe in whatever they read and watch on social media, especially about sex. this implied that social media has less to do with the respondents’ ethical standpoints. ironically, the world today is pervaded by social media, yet the respondents table 9: the frequency of the respondents’ choice of the school learnings factor score verbal description frequency percentage 5 strongly agree 5 1.39 4 agree 27 7.5 3 uncertain 111 30.83 2 disagree 181 50.28 1 strongly disagree 36 10 total 360 100.0 choice of ‘school learnings’ as a factor affecting their decisions not to engage in premarital sex. of the 360 respondents, 181 voted ‘disagree’ as the highest frequency. this revealed that most respondents disagreed with the idea that they have learned more from schools about the ideals and ways to avoid falling into premarital sexual activities. the main reason students did not learn much from the school regarding sexual education is that the philippine educational system still lacks the appropriate teaching materials, for that matter, and many teachers still lack the necessary training to teach sex education in the classroom. if, until today, we are seeing teenage pregnancy increasing, something is not working well in the educational system. comprehensive sexual education in the philippine department of education is not fully aligned with the standards a panel of experts developed. however, teachers have not been fully trained on the appropriate approach to deliver age-specific comprehensive sex education (zulu et al., 2019) within the k to 12 curricula (geronimo, 2016). sexual education does not promote promiscuity as others have claimed, but it is designed to delay sex among young students. in other words, it should be implemented fully in the country to help reduce teenage and unwanted pregnancies. if the philippine department of education and the philippine commission on higher education fully pa ge 19 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(3) 14-20, 2023 implemented sex education in schools with appropriate materials and trained teachers, we would see a different result. what is the highest factor affecting the respondents’ decisions not to engage in premarital sex? the answer should be based on the factor with the highest number of ‘agree’ or ‘strongly agree,’ which is ‘family values’ followed by ‘religious doctrines.’ the factors that received the highest number of ‘disagree’ and ‘strongly disagree’ votes would mean that these factors did not largely influence the respondents to disengage with premarital sexual activities. these are school learnings, peers’ influences, social media exposures, and personal readings. it remains up to this day that family values reinforced by religious doctrines can become the formidable forces to strengthen students in preparation for their future moral challenges, especially on the negative effects of premarital sex. sexually transmitted diseases, unwanted pregnancy, health problems, mental depression, multiple partners, guilt, low self-esteem, low educational performance, and low religiosity can be table 10: summary of the highest votes for each factor arranged from ‘strongly agree’ down to ‘strongly disagree’ factors verbal description frequency percentage family values agree 158 43.89 religious doctrines agree 156 43.33 school learnings disagree 181 50.28 peers’ influences disagree 170 47.22 social media exposures disagree 162 45 personal readings strongly disagree 172 47.78 lessened or avoided if students, parents, and ethics teachers know the risks of premarital sex. conclusions the frequency count of the respondents’ engagement with premarital sex is very low. the major factors affecting their decisions not to engage in premarital sexual activities are family values and religious doctrines. the hypothesis that a large percentage of respondents would engage in premarital sexual activities is rejected. the other hypothesis that peers and social media would receive the highest votes as the major factors affecting the respondents’ moral decision-making regarding premarital sexual activities is also rejected. filipino families are still conservative, which is the ultimate source of filipino values. religion is the second source of moral relevance in as much as the philippines is the only christian country in asia. although many hostile spaniards colonized the philippines long ago, they were instrumental in planting the seed of christian values in the land; otherwise, filipinos could have retained their pagan ways. social media, peers, school, and personal readings undeniably contributed to filipino youths’ moral development. nevertheless, family and religion are still the major influencers of the respondents’ standpoints on the contention that premarital sex is immoral. based on the findings of the paper, the following are recommended: college ethics teachers should give importance to the topics on sexuality or sexual moral issues and their effects on filipino youths; the philippine department of education and the philippine commission on higher education should promote the development of ethics books that will include topics on sexuality; and researchers and professionals should develop more instructional materials on sexual ethics. acknowledgements we thank dr. severino r. romano; dr. perla tenerife; dr. adora villaganas; and captain arnel n. malaga for helping us complete this study. references abad, r. g. 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(2019). why teach sexuality education in school? teacher discretion in implementing comprehensive sexuality education in rural zambia. international journal for equity in health, 18, 1-10. https://doi.org/10.1186/s12939-019-1023-1 pa ge 1 pa ge 18 0 american journal of arts and human science (ajahs) the evolution of the shape of the chinese pipa and its artistic prosperity xueyin bai1* volume 3 issue 3, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i3.3189 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: june 18, 2024 accepted: july 24, 2024 published: july 27, 2024 as the most representative plucked instrument among traditional national musical instruments, the pipa has continuously evolved and developed in the long history of china and has gradually become a symbol of chinese traditional music and culture. the development of music in the sui and tang dynasties in china was unprecedentedly prosperous, and it occupies an important position in the history of chinese music. as an ancient plucked instrument, the pipa has been passed down from the qin and han dynasties to the present and has experienced thousands of years of history. it is a national musical instrument that has been increasingly improved in shape and playing methods through the continuous efforts of the chinese people, integrating the advantages of local and foreign musical instruments. the sui and tang dynasties in china were the first peak period of the development of the pipa. for this reason, this article sorts out the development of the pipa in the sui and tang dynasties in china and the role of the pipa in promoting later music. keywords sui and tang dynasties in china, pipa, evolution of shape, artistic prosperity 1 national academy of sciences of belarus, master candidate, minsk, 220072, belarus * corresponding author’s email: bxy20010217@163.com introduction during the sui and tang dynasties, the highly developed material and spiritual civilizations also attracted many students from japan, silla, india, and other countries. they came to china one after another to learn the advanced system and culture of the tang dynasty. at the same time, the unprecedented prosperity of productivity during the sui and tang dynasties also promoted the development of foreign trade, and economic exchanges were “twoway”. on the one hand, merchants and merchant ships from various countries came and went in an endless stream, and they introduced chinese silk, porcelain, etc. to the west. on the other hand, the clothing, products, and diet of central asia, india, the middle east and other countries also chinese culture, as shown in figure 1. figure 1: princess wencheng’s entry into the collection of the potala palace literature review literature research review regarding the pipa and its development history, the most influential research in the academic community includes “a study of east asian musical instruments” (lin, 1999) by a japanese cultural scholar and “a draft history of ancient chinese music” (yang, 1981) by a chinese music researcher. among them, “a draft history of ancient chinese music” systematically expounds and analyzes ancient chinese music based on historical facts, cultural relics, and historical documents, and explores the meaning of the ancient word “pipa”, and straightens out the process of the development and innovation of the pipa from the source. in addition, he also sorted out and investigated the historical data of the pipa, which provided rich materials for other scholars to study. “a study of east asian musical instruments,mainly analyzes the shape, playing techniques, and tuning system of the tang dynasty pipa based on the existing tang pipa cultural relics in japan. many music historians have studied the origin and shape changes of the pipa, among which han shude’s “a draft history of chinese pipa” is more representative. in his paper, researcher zheng zuxiang introduced the earliest written historical materials about the pipa and verified these historical materials. li jianzheng completed the comparison between the han pipa in the central plains and the pipa in the western regions. at the same time, he proposed the view that the pipa originated in the western regions in “the ancient silk road and the chinese pipa” (zhang, 2010). with the increasing improvement of people’s musical aesthetic taste, the pipa has also regained its youth in modern folk music, and its status in folk music has also been greatly improved. this has also attracted the attention of more and more researchers, and the research based on the art of the pipa has gradually increased. these have provided more and more materials for the pa ge 18 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 180-185, 2024 development and spread of the art of the pipa in my country, and promoted the development and innovation of the pipa. in terms of the current research status, there are many papers and books on the study of the pipa. however, in terms of content, they are mainly distributed in the evolution and origin of the pipa. many scholars have sorted out the macro development context of the pipa through the reference of many ancient documents and the historical evidence of archaeological relics. however, there are still few papers that analyze and study the pipa in a specific dynasty. in particular, there are few studies on the evolution of the shape of the pipa in the sui and tang dynasties. based on the understanding of the above issues, this article will take the music and cultural background of the sui and tang dynasties as the starting point to study the evolution and characteristics of the pipa shape, playing techniques, and the contribution of the prosperity of pipa music in the sui and tang dynasties to the development of pipa music in later generations, and then objectively evaluate its historical value in the overall development of pipa music. materials and methods forms of the central plains han pipa the pipa has a long history of development in china. in the initial stage, it only appeared as a percussion instrument. however, as it developed as an accompaniment instrument for dance, it developed rapidly based on the most primitive drum and gradually differentiated into the stringed drum (qin pipa), qin hanzi and ruanxian (zuo, 2007). figure 2: drums---music and dance the historical prototype of the development of the chinese pipa is the “stringed drum” from the qin and han dynasties. in the course of its development, it gradually developed by constantly introducing new elements, and finally formed “qin pi”, “qin hanzi” and “ruan xian” (zuo, 2016). looking through history, the earliest record of this aspect was seen in the jin dynasty. in fu xuan’s “pipa fu·preface”, there are two statements about the pipa in the content recorded. the first one points out that the number of strings of the pipa was originally created by emperor wu of han, when the wusun princess was married far away; the second statement believes that the creation of the number of strings originated from the construction of the great wall, and this statement is more credible. from the development of the stringed drum alone, its development history is only a dozen years of the qin dynasty that the first emperor worked hard to manage. for an instrument, from its initial appearance to its gradual maturity, this short period of more than ten years is far from enough, and the final promotion of the birth and development of the pipa still comes down to the social environment at that time. in 214 bc, in order to resist the invasion of foreign races, the first emperor ordered the construction of the great wall. during the construction of the great wall, the people who participated in the hard work tried to tie the strings to dance props for performance. this is the most primitive form of the drum, and gradually evolved into a plucked instrument with a round resonance box, a straight handle, and a vertical holding. the round resonance box is the drum body of the drum, so people named it “string drum”. this is the “qin pipa” that appeared in the literature of later generations, and it is also the earliest form of pipa. figure 3: musical performance in brick painting of tombs of wei and jin dynasties in jiayuguan, gansu results and discussion the shape of pipa introduced from the western regions with the opening of the silk road, the history of ancient chinese music, singing and dancing, and musical instruments has undergone tremendous changes, and the silk road carries more and more important cultural values. first, the long pear-shaped pipa. from the shape of the pipa, the pipa with a long pear-shaped outline has the following characteristics, that is, it shows a gradually decreasing trend at the tortoise plate, and this trend continues to the mountain pass of the pipa, and the overall outline is pear-shaped. the image of the pipa with this shape is more common in the cave murals of the northern wei, northern zhou and sui dynasties, and is similar to the shape of the pipa presented in the murals pa ge 18 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 180-185, 2024 of xinjiang and ancient india. in terms of holding, the head of the instrument is tilted to the lower left, and the performer holds the pipa and presses the strings with his left hand, and holds the tortoise plate on the right shoulder with his right hand. this long pear-shaped pipa retains the characteristics of the western region pipa to the greatest extent (zuo, 2007). figure 4: pipa playing in cave 69 of kizil figure 5: celestial musicians in cave 30 of kizil gaha second, the pear-shaped pipa. the resonance box of the pear-shaped pipa is not as long as that of the long pearshaped pipa, but is more like a pear-shaped resonance box. the neck on the resonance box is thin and long, and there are two peculiar sound holes on the panel. these two sound holes are crescent-shaped. this pear-shaped pipa is common in the mogao grottoes in dunhuang, my country, which shows that it was a popular pipa shape at that time. third, the round flower-shaped pipa. this type of pipa is quite unique and can only be seen in the murals of mogao grottoes in dunhuang. in the murals, we can see that the pipa being played is a five-string, four-phase, fretless, curved-neck pipa, and the performer is tuning the strings. the murals vividly reflect the scene. as for the round flower-shaped pipa, its resonance box is shaped like a blooming flower, and the neck is also a slender stick, which bends backwards at the head. from the perspective figure 6: pipa-playing musician in cave 272 of mogao grottoes figure 7: embroidery of baixihar playing the pipa in turpan of the shape of the entire pipa, on the one hand, it was influenced by the musical instruments introduced from the western regions, and on the other hand, it also borrowed from the musical instrument ruanxian from the central plains. through the fusion of the two, the pipa with this unique shape was finally formed. the round flower-shaped pipa is an objective reflection of the exquisite skills and creative enthusiasm of the skilled craftsmen at that time. fourth, gourd-shaped pipa. this type of pipa is quite pa ge 18 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 180-185, 2024 figure 8: flower-shaped pipa in cave 220 of mogao grottoes unique, and it is unique to the mogao grottoes murals. in the murals, we can see that the pipa being played has a large body, a gourd-shaped sound box, a straight, triangular head, four pegs, and the head of the pipa facing downwards. the pipa is held in the arms, with the left hand holding the neck and the right hand holding the plectrum to play. figure 9: gourd qin in cave 322 of mogao grottoes (west side of north wall) fifth, disc-shaped pipa. judging from the images of cultural relics, this pipa has been seen in the murals of buddhist caves in xinjiang and the western regions since the 18th century. the preservation of its performance images reflects the historical phenomenon that this type of pipa has been used a lot in the music life of xinjiang and the western regions. this type of pipa has a round resonance box and a slender straight handle without a position. the straight handle is wider as it approaches the resonance box and narrower as it approaches the head, forming a trapezoidal shape. the head is triangular and can be seen with four treasures. the panel has a toothlike cover at the bottom and a pair of sound holes, and the pattern style is like flowing clouds. the connection between the resonance box and the handle of the instrument presents the connection characteristics of an arc curve (zhang, 2009). the pipa unearthed in tomb no. 336 of astana, turpan, figure 10: the celestial musicians in cave 118 of kizil xinjiang in 1960 gives us a glimpse into the shape of the famous pipa of gaochang culture. the pipa was made between the 7th and 9th centuries ad. “astana” means the capital in xinjiang, and the origin of this name is closely related to the ancient city of gaochang, gaochang culture, and gaochang music. the pipa is made of wood, and its sound box is semicircular. the surface of the sound box is earthy yellow, with red horizontal stripes in the middle of the surface, and the back and sides are brighter red. there are 6 holes on both sides of the pipa neck for the pegs. the pipa is 17.1 cm long, the widest size of the sound box is 6.3 cm, and the thickness is 2.4 cm. during the zhenguan period of the tang dynasty, figure 11: astana pipa in turpan princess wencheng brought many musical instruments and books from the central plains to tibet. among them pa ge 18 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 180-185, 2024 was a pipa, which she brought when she entered tibet. the sound box is very different from the gourd-shaped sound box after the tang dynasty. figure 12: tubo pipa during the tang dynasty, the development of pipa music reached its peak. musicians from the western regions traveled along the “silk road” to central china to perform and settle down, bringing with them the curvedneck pipa from the western regions that was introduced via qiuci. xiaohulei is a two-stringed instrument created by tang dynasty musician han huang with reference to the shape of the curved-neck pipa from the western regions. this xiaohulei is 46.8 cm high and 13.1 cm wide. made of a whole piece of red sandalwood, the resonance box of the instrument is semi-pear-shaped and covered with rough leather. the neck of the instrument is narrow at the top and wide at the bottom, without frets. there is a flat and long sound hole at the bottom, and the head of the instrument is engraved with an exquisite dragon head. there are two ivory pegs on the left side of the neck, each with a silk string tied to it, and a bridge under the string. figure 13: small hulei the whole body of the big hulei is made of alnus spinulosa wood, with a total length of 89 cm and a belly width of about 20 cm. the lower part of the big hulei has an elliptical resonance cavity, and the surface of the cavity is covered with python skin. the upper neck is slender, and the front is the fingerboard for pressing strings, but the fingerboard has no fret marks. the dragon head carved on the neck is vivid and looks like it is opening its mouth to swallow, which is extraordinary. there are sandalwood pegs on both sides of the head of the big hulei, and the pegs are evenly distributed with straight braids. two silk strings are inserted into the lower string hole, and the strings are wound around the bone tail post at the lower end of the back of the instrument. the palace museum also preserves this small hulei, which is said to be made by han huang. this small hulei is made of wood and is in a simple purple color. it has a dragon head and a curved neck. the lower sound box is pear-shaped, covered with python skin and inlaid with ivory edges. there are two ivory pegs on the left side of the neck, and a string is tied to each peg. the ivory pegs are located below the silk strings. there is a bow-shaped sound hole on the front of the body. the whole length of the instrument is 46.8 cm, and the width of the belly is 13.1 cm. figure 14: dahulei (front and back) the earliest record of the five-string pipa began in the northern wei dynasty. by the sui and tang dynasties and the southern and northern dynasties, the fivestring pipa could be seen in many singing and dancing performances. the five-string pipa was more widely used and became the main instrument in the band. according to historical documents, in the performance of the ten types of music in the tang dynasty, the five-string pipa was widely used in eight types of music, including tianzhu music, xiliang music, qiuci music, shule music, anguo music, gaochang music and yan music. as the five-string pipa from the western regions gradually pa ge 18 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 180-185, 2024 came to the central plains, it also had a very far-reaching influence among the people. in the tang dynasty, there emerged many masters of the five-string pipa. however, considering the short development cycle of the fivestring pipa, the five-string pipa had already shown signs of decline by the end of the tang dynasty, and by the song dynasty, the five-string pipa was on the verge of being lost. due to its short artistic history, the five-string pipa did not develop its own style like the qin pipa and the quxiang pipa. therefore, in the development history of the chinese pipa, the importance and historical status of the five-string pipa are far less than those of other types of pipa. figure 15: five-stringed pipa in cave 390 of mogao grottoes conclusion this article sorts out all the historical documents of the sui and tang dynasties in china and expounds the connotation of the form of the history of the chinese pipa. however, from the background of the form, it reveals a process of musical development. the pipa of the sui and tang dynasties was influenced by the pipa from the western regions of qiuci, and showed unique and rich characteristics in form and playing methods, which was an important historical stage in the development of the pipa. through the development and evolution of the pipa during the sui and tang dynasties, we can get a glimpse of the concepts of acoustics and aesthetics in the sui and tang dynasties, as well as the spiritual endowment of inclusiveness. there are also two different forms of the pipa: straight neck and curved neck, and the number of strings is also very different. to this day, we can still find the prototype of the pipa of the sui and tang dynasties in the pipa. the solo and ensemble performance forms that were more common in the sui and tang dynasties are still in use today. through in-depth excavation and exploration of the evolution of the form and artistic development of the pipa of the sui and tang dynasties, it has certain practical significance for promoting the development of the pipa art. references chi, l. (2009). pipa art in tang poetry. symphony-journal of xi’an conservatory of music, 1. fang, x. (2016). a study on liyuan in three places in the tang dynasty. symphony journal of xi’an conservatory of music, 35. li, s. (1989) chang’an in the tang dynasty and western music a brief account of tang music viii. music life, 6. liu, m. (2008). historical changes in pipa playing postures. chinese musicology, 2. yin, f. (1980). music and cultural exchange on the silk road. people’s music, 2. zhang, d. (2010). the origin and fate of liyuan disciples in the tang dynasty. music exploration, 2. zhang, z. (2010). study on the origin and fate of liyuan disciples in the tang dynasty. music exploration, 9. zhao, w. (1988). kucha music in history and xinjiang twelve shukam. music research, 3. zuo, h. (2007). music officials, music workers and organizations of liyuan in the tang dynasty. yuefu studies, 8. zuo, h. (2007) new evidence of liyuan music officials in the tang dynasty. journal of southeast university, 3. zuo, h. (2007). on the nature of liyuan music in the tang dynasty. journal of the central conservatory of music, 3. pa ge 1 pa ge 12 american journal of arts and human science (ajahs) training problems of non-native translators in multilingual countries mohammad ibrahim qani1*, mohammad arif qaderi1 volume 3 issue 3, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i3.2858 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: may 02, 2024 accepted: june 08, 2024 published: june 11, 2024 preparing non-native translators and mediators in multilingual and multicultural nations is very difficult and preparing non-local interpreters in different situations is extremely hard. planning interpretation understudies to deal with the relegated errands in multilingual nations is not effective and it should be worked a ton to make them proficient in the various fields of a language. interpretation and deciphering fields are very broad and tremendous fields, where interpreters and translators should be aware and comfortable ahead of time with various dialects’ linguistic, social, composing, and other logical standards. thus, this examination paper will cover a few significant difficulties of preparing non-local interpreters and translators in multilingual nations and the exploration provokes will permit peruses to know about the essential difficulties. keywords multilingual, training, translation, interpreter, languages, challenges 1 faryab university, maimana, afghanistan * corresponding author’s email: h.delapena.60793.dc@umindanao.edu.ph introduction showing language for interpretation to understudies in multilingual nations is vital for the people who wish to show classes including multilingual homerooms. we might confront language classes where understudies assemble from various countries and nations where they need somebody to know all about the compelling techniques to use in such classes and get every understudy’s fulfillment. utilizing compelling techniques for showing interpretations is one of the vital offices for interpretation understudies. as of late, interpretation covered the main spot in the interpretation market. it is a very essential subject in semantic colleges. the greater part of individuals in afghanistan are utilizing old techniques and procedures to educate and prepare language understudies. these techniques are for the interpretation of understudies as well as the understudies of unknown dialects and fields can involve these procedures to appropriately apply examples. this paper for the most part helps those afghan college teachers who are utilizing machine interpretation rather than human interpretation to make an interpretation of their books into various dialects and they are getting logical scholastic positioning utilizing machine interpretation. additionally, these strategies are helpful for language classes. literature review the preparation systems utilized to plan non-local interpreters in multilingual conditions get huge consideration. works by kelly (2005) and gonzález davies (2004) investigate different instructive systems, from conventional homeroom settings to more intuitive, innovation-helped strategies. these examinations recommend a requirement for preparing projects to be adaptable and custom-fitted to the particular semantic and social necessities of the interpreter, advancing a reasonable, experience-based learning climate. a few creators feature the phonetic difficulties non-local translators experience, especially the need to accomplish high capability in both source and target dialects. concentrates like those by gile (2009) and pym (2011) accentuate the significance of dominating jargon and syntax as well as figuring out etymological subtleties and registers. these difficulties are enhanced in multilingual settings where interpreters frequently work with multiple dialects, requiring a flexible and versatile phonetic range of abilities. social ability is one more basic viewpoint examined in the writing. creators like katan (2004) and angelelli (2010) contend that understanding the social setting of both source and target dialects is significant for viable interpretation. this includes information on colloquial articulations, authentic references, and social standards. in multilingual nations, where social variety is the standard, non-local interpreters should explore a complicated scene of crossing societies and customs, frequently without the resided insight of local speakers. non-professional teaching skills at present, a lot of exploration is coordinated toward the improvement of global showing collaborators, on the grounds that frequently language educators for starting courses are made out of unfamiliar showing colleagues in a few significant colleges, contingent upon the intricacy of different colleges. different projects are examined and intended to beat issues, which a language teacher might experience in or out of the homeroom (xiaojun, 2003, p. 2). for a few non-industrial nations, the colleges can’t employ unfamiliar educators because of the absence of pa ge 13 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 12-14, 2024 financial plans and some other impediments depending on their circumstances. for instance, the colleges in afghanistan seldom work with unfamiliar teachers in different fields because of the absence of enough financial plans and some political and security issues. subsequently, the absence of broad preparation of showing abilities is more reasonable in the colleges. then again, there are insufficient thoroughly prepared inner educators to apply the broad preparation abilities in the homerooms. accent misunderstanding and difficulties one of the serious issues is clearly produced by the complement of the unfamiliar conceived teachers. at present, the greater part of the unfamiliar educators have past working experience as worldwide showing aides during their examinations in the us (chen and chung, 1993; clayton, 2000). they are talented in competently communicating with essential language and carrying on conversations with pieces of commonality and accentuation. basic explanation in english isn’t a crucial issue. in any case, the feature achieved by their nearby language is at this point an issue, which once in a while bothers american students during the correspondence connection. focuses on showing that school understudies every now and again found it hard to comply with the rules and correspondence facilitated by a newly considered individual in view of the presence of a new accentuate. exactly when the students question insightful issues, the profound feature from educators oftentimes even bewildered the students undeniably toward the tended to subjects. they depicted the situation as “it can require hours longer to figure out issues” (xiaojun, 2003). the inflection’s hardships are much more reasonable among the residents of non-industrial nations in light of the fact that the residents of emerging nations have insufficient conceivable outcomes and gear to foster their articulations and they do not approach as of late evolved advancements. thus, it is exceptionally moving for nonlocal speakers to be prepared appropriately thinking about referenced difficulties and comply with the given preparation stages. then again, multilingual nations incorporate various dialects and accents. inclining a worldwide language incredibly depends on the period of students; children can undoubtedly learn various dialects with legitimate accents yet it is exceptionally difficult to consent to sufficient outcomes while preparing youthful, new, and grown-up students or undergrads. since they are utilized to communicate in their local dialects alongside regular accents. they are utilized to get their talks in their local dialects and convey to their local dialects. taking into account these issues, correspondence hardships because of various accents can be a major test to prepare for interpretation and understanding understudies in multilingual nations. dilemmas in the training process multilingual nations subtend different boundaries for their residents, because of various dialects and thoughts, individuals of multilingual provinces scarcely learn worldwide dialects. there are a great deal of inside problems for the public and nearby dialects. indeed, it is trying for individuals of such nations to defeat separating interior quandaries among nearby and inside dialects however the worldwide dialects can be more difficult to work with the most common way of learning dialects and being an expert interpreter and translator. social contrasts in both scholarly and social circumstances are viewed as significant changes for language educators. on account of the different social foundations and language contrasts, issues can frequently be made in the homeroom settings. reads up for global colleagues proposed that issues frequently experienced could be ordered into classes, like informative capability, language abilities, and instructive abilities (xiaojun, 2003). situations only test the expert coaches to propel their phases of preparation to the members and apply their objectives and preparing materials to the understudies of multilingual nations. vocabulary shortages the fundamental piece of learning a language is dominating the jargon information. nonetheless, for most interpretation understudies, dominating jargon information turned into a typical issue in learning dialects. another concentrate likewise demonstrated that the most difficult thing in learning language jargon is picking fitting words with the restriction of word information. accordingly, the absence of jargon information caused the understudies couldn’t communicate their thoughts or even contend with any point by utilizing the language (oktari, 2015). once in a while, learning different jargon is very hard for interpretation understudies and non-local students who live in multilingual nations since they are now acquainted with various expressions of numerous dialects. this can make non-local interpreters stir up new terms and jargon with the words they are currently acquainted with; blending vocabularies of various dialects can diminish the inspiration of the students and they will get frustrated while they stir up words and various terms. notwithstanding a few accessible difficulties, there are a few advantages of knowing various dialects too. at the point when we need to learn a new term, we can look through a few accessible terms in various dialects that we are currently familiar with. in the event that we were unable to find the specific and proper term in the source language, it is feasible to look for certain terms, which are near the objective term. at times, we can look for the storeroom phoneme of the terms also. problems of learning language in non-english speaking country oktari (2019) classified the issues of the two members into the following difficulties issues in useful expertise, issues in open ability, issues in speaker’s asset, issues in learning procedure, issues in jargon authority, issues in inspiration, issues in openness, and issues in culture. interpretation understudies run over of different difficulties while pa ge 14 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 12-14, 2024 learning the english language in afghanistan and the issues depend on the sorts of ideas. clearly, afghanistan is a multilingual and multicultural nation, where various clans live with various dialects and societies, and english is educated as an unknown dialect in schools and colleges. the group of a few accessible dialects are different from english and they are curious about syntactic and other logical guidelines of the english language. this challenge additionally defies language students to be in profound figuring out issues and slow their way of learning. then again, there are various terms, glossaries, enunciation, and spelling rules and these distinctions make the most common way of learning dialects challenging to the students. we can’t finish up the difficulties just due to the previously mentioned factors yet there are a few different challenges to learning english in a country like afghanistan. lack of motivation and culture the world and its cultures are also diverse and increasingly the ‘anglobubble’ is excluding itself from those cultures. the result is not only impoverishment of the spirit but a lack of understanding of and useful engagement with other peoples and cultures (king, 2018, p.18). understanding cultural differences is very important to learning a foreign language because understanding different cultures can help language learners learn languages easily and comfortably. cultural terms are important for translators to be familiar with; otherwise, the translation and interpretation process can be challenging for translators and interpreters. dialects, for example, english, spanish, french a few other asian dialects are generally utilized everywhere. learning these dialects is “worth the work”, in the event that one simply considers the number of individuals whom one will actually want to talk with and dismisses different explanations behind language learning. more modest quantities of individuals utilize different dialects and learning these dialects is “not worth the work”, again just thinking about the quantity of speakers (iwar, thomas, maddalena, 2010). bethany and xi (2019) tracked down in an aggregate examination and interview “past global understudies have made assets for approaching global understudies, so the capacity to tutor future understudies, whether they’re from a similar region of the planet or not...” a lot of examination has uncovered that there is an inspiration hole in language learning, numerous students are not performing better since they need an inspirational push from their guardians and educators, and students who are not equipped in english typically come from a foundation that doesn’t spur them to get familiar with another dialect (thobejane, 2018, p. 31). inspiration is one of the significant keys to empowering understudies and language students to get familiar with another dialect. inspiration can help language students and interpreters handily retain new terms and get better instruction in objective language. lacking inspiration can defer the most common way of learning and the absence of inspiration is more reasonable in agricultural nations, for example, afghanistan where a greater part of the understudies are not roused and they are not keen on training and learning new dialects. conclusion in conclusion, the preparation of non-native translators in multilingual nations faces an exceptional arrangement of difficulties that require cautious consideration and particular methodologies. issues like phonetic variety, social subtleties, and the harmony among worldwide and neighborhood language requests require a preparation program that is both thorough and adaptable. to address these difficulties, preparing programs should zero in on creating etymological capability, social ability, and specialized abilities custom-made to the particular necessities of the multilingual climate. in addition, constant expert turn of events and admittance to mechanical devices are fundamental for non-local interpreters to stay cutthroat and viable in their field. by tending to these preparation issues exhaustively, we can guarantee that non-local interpreters are exceptional at working with correspondence and grasping the undeniably interconnected and semantically different world. references bethany, p. & xi, y. (2019). supporting non-native english speakers at the university of minnesota: perspectives from faculty, staff, and student focus groups, college of continuing and professional studies of university of minnesota. hibatullah, o. f. (2019). the challenges of international efl students to learn english in a non-english speaking country. journal of foreign language teaching & learning, 4(2), 88-105. iwar, w., thomas, g., maddalena, t. (2010). challenges of multilingualism in europe, core findings of the linee network of excellence, printed by kopierzentrale der universität bern. king, l. (2018). the impact of multilingualism on global education and language learning: cambridge assessment english perspectives. the impact of multilingualism on global education and language learning, ucles. qani, m. i. (2020). cultural issues in translation: problems and solutions. ббк 81.18+ 71 п27, 188. qani, m. i. (2023). principle interference in technical and scientific translation. arxiv preprint arxiv:2401.00177. qani, m. i. (2023). problems of non-equivalent words in technical translation. arxiv preprint arxiv:2311.12395. thobejane, f. l. (2018). challenges faced by township learners in second language acquisition, university of pretoria. wu, x. (2003). challenges of accommodating non-native english-speaking instructors’ teaching and native english-speaking students’ learning in college, and the exploration of potential solutions. pa ge 1 pa ge 56 american journal of arts and human science (ajahs) differences and integration of chinese and western urban garden architectural aesthetics liu chunxiu1* volume 3 issue 2, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i2.2756 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: may 01, 2024 accepted: may 25, 2024 published: may 29, 2024 from the perspective of chinese and western urban aesthetics, the article studied 15 existing scientific literature sources in terms of building types, building scale, gardening art, the relationship between gardens and architecture, the aesthetic style of castles and buildings, artistic origins, and aesthetic tastes. using the classification and comparative analysis method, the artistic characteristics of chinese and western classical gardens were compared, the reasons for the differences in the artistic characteristics of chinese and western classical gardens were analyzed, and it was pointed out that the integration of eastern and western garden arts has reference significance for chinese urban greening. keywords chinese and western classical gardens, comparison, architectural aesthetics and art, formation background, urban architecture 1 national academy of sciences of belarus, master candidate, minsk, belarus * corresponding author’s email: 1608270395@qq.com introduction today is an era of exploration and symbiosis of multiple different systems. people live in a complex, diversified, and globalized world of multi-system integration. diverse culture promotes the penetration and integration of various art forms. at the same time, the interweaving of multiple disciplines and fields provides a sufficient theoretical basis for the development of contemporary architectural design. philosophical theories or artistic developments influence more and more architects and create diversified architectural spaces or morphological systems . the most prominent one in china is garden architectural aesthetics, while the more prominent one in the west is the ancient european style. garden architecture and castle architectural aesthetics. for example, the thought of french philosopher gilles deleuze is a symbol of the development of philosophy in the twentieth century, and his style is full of complexity and diversity. as one of its main research directions, pleat theory advocates a kind of difference, endless spontaneity, fuzzy transformation of boundaries, and functional hybridity. it has an important enlightenment effect on many fields such as contemporary culture, art and aesthetics, and has also penetrated into the field of architecture. many contemporary avant-garde architects have absorbed the origins of architectural design concepts from the postmodern philosophy marked by gilles deleuze’s philosophy, and the architectural form creation developed based on this is more diverse and logical. for example, china’s current garden architecture: suzhou gardens and hui-style gardens. the old summer palace is the ideological source of the generation and deformation of chinese and western architectural forms. the theory of artistic fusion has had a significant impact on contemporary blanket architectural forms. it has developed from a single texture in the early days to today’s emphasis on structural continuity, organicity and territorialization. spatial structure form. at the macro level, architecture, city, and nature form a harmonious and integrated relationship. literature review analysis and comparison of the characteristics of chinese and western garden art garden types from the perspective of garden types, chinese classical gardens are typical of landscape gardens. they are carefully designed within a certain space and use various gardening techniques to combine mountains, water, plants, buildings, etc. into a landscape that is derived from nature but is higher than nature. it is an organic whole, so as to achieve the state of “although it is made by man, it seems to be made by nature”, which embodies the concept of “the unity of nature and man”. this gardening art of “imitating nature” embodies the harmony between man and nature. it is modeled on the natural landscape, consisting of twists and turns of water, scattered mountains, circuitous paths, and jagged stones. the architectural environment formed by the strange cave brings together the natural scenery in one place, using the scenery to create emotions and objects to express aspirations. the most representative one is suzhou gardens. western classical gardens, represented by french formal gardens, advocate open, neat, and symmetrical geometric patterns, expressing man’s control and transformation of nature through artificial pa ge 57 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 56-63, 2024 beauty, and displaying the power of man. it generally has a geometric pattern with a central axis: carpet-like flowerbeds and lawns, straight tree-lined roads, regular pools, gorgeous fountains, exquisite statues, shaped trees (or shaped green tubes), magnificent buildings, etc. . the most representative one is the gardens of the palace of versailles in paris. garden scale in terms of garden scale, chinese classical gardens are relatively small. even the largest royal garden, the summer resort, is only 584 hectares, while suzhou classical gardens are generally only a few dozen acres in size , as shown in figure 1 . western gardens are relatively large in scale. the palace of versailles in france covers an area figure 1: summer resort figure 2: palace of versailles of 670 hectares and has a central axis of 3 kilometers , as shown in figure 2 . generally speaking, western classical gardens pursue grandeur and grandeur in scale. gardening art in terms of gardening art, chinese classical gardens take landscape painting and landscape poetry as their aesthetic principles. they lay out the garden buildings by stacking mountains and rivers, planting flowers and trees, and use plaques, couplets, calligraphy and paintings, furniture furnishings and various ornaments to reflect ancient philosophical concepts, cultural awareness and aesthetic taste, the designers are mostly painters and poets ( tong yu, 1987 ) . the garden deliberately embodies poetry and painting, pursues habitat, painting, and artistic conception, and pursues natural beauty, implicit beauty, and quiet beauty (for example, water features are mainly natural fountains and waterfalls). the layout is ecological and free-style. the pursuit of freedom and flexibility pays attention to twists and turns and winding paths. the scene changes with each step, so chinese gardens have the “ theory “ of a walker’s garden, as shown in figure 3 . pa ge 58 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 56-63, 2024 western classical gardens use geometry and architecture as their aesthetic principles. most of the designers are architects, who pursue artificial beauty, pattern beauty, and dynamic beauty (for example, waterscapes are dominated by streams, ponds, and dripping springs), and emphasize master-slave relationships, rationality, and order. the landscape composition elements of the garden are organized according to certain geometric rules, maintaining a symmetrical layout along the central axis and highlighting the central building. there is usually a large square in front of the main building with a large area of lawn, along with straight tree-lined roads and pruning. neat tree gardens, geometric pools and marble sculptures of artificial fountains. gardens should be regular, intuitive, cheerful, and unobstructed, and the best aesthetic effect is from a bird’s-eye view. therefore, western gardens are said to be “horseman’s gardens” , as shown in figure 4 . figure 3: soviet-style garden aesthetics figure 4: european garden aesthetics the relationship between gardens and architecture in terms of the relationship between gardens and architecture, chinese classical gardens are gardens that lead the architecture, and their design follows the principle of “landscapes as the mainstay, architecture as a supplement”; western classical gardens are buildings that lead the gardens, and artificiality is higher than nature. in the overall layout of chinese gardens, natural landscapes are generally used as the composition theme of the landscape. flowers and trees are arranged in conjunction with the landscape. pavilions, terraces, buildings, pavilions and other buildings are only designed for viewing and embellishment of the scenery. the purpose of naturalizing the buildings is to create a rich natural landscape. the artistic effect of interest is the pursuit of a high degree of unity between artificial beauty and natural beauty ( chen congzhou, jiang qiting ; 2005 ) . the composition of western classical gardens places special emphasis on the symmetrical layout of the central axis of the garden. flower beds, pools, fountains, sculptures and radial paths are all arranged around this central axis, and grand, tall, rigorous and symmetrical buildings pa ge 59 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 56-63, 2024 are arranged at the highest starting point of the axis. . the building controls the axis, and the axis controls the garden. this design is completely guided by rationalism and artificially makes nature accept the law of symmetry (unesco, 2021) . methodology aesthetic style through the literature research method, 15 chinese documents were studied, and comparative studies were conducted from three directions: artificial beauty and natural beauty, formal beauty and artistic conception beauty, clear beauty and hazy beauty, in order to find out their similarities and differences, so as to better understand their similarities and differences. a good way to pave the way for research in the results and discussion sections. artificial beauty and natural beauty the differences between chinese and western gardens are very obvious in terms of form. western gardens embody artificial beauty, not only with symmetrical, regular and elegant layouts. even the flowers and plants have been trimmed into regular green sculptures, showing the beauty of geometric patterns everywhere. phenomenally speaking, western gardening is mainly based on using artificial methods to change its natural state. chinese gardens are completely different, neither seeking the axis is symmetrical, and there are no rules to follow. instead, it is surrounded by mountains and rivers, winding and twisting. not only the flowers, plants and trees are left to their natural appearance, but even the artificial buildings try to conform to nature and are staggered, striving to integrate with nature so that people do not leave the city. you can enjoy the beauty of mountains and rivers, and you can enjoy the beauty of forests and springs while living in a busy city.” beauty of form and beauty of artistic conception because chinese and westerners have different attitudes towards natural beauty, this is reflected in their different pursuits of gardening art. although western gardening is not lacking in poetry, it deliberately pursues the beauty of form; although chinese gardening also attaches great importance to form, it pursues the beauty of artistic conception ( chen congzhou , 2004 ) . westerners believe that natural beauty has flaws. in order to overcome such flaws and achieve perfection, one must rely on a certain concept to improve natural beauty, thereby reaching the height of artistic beauty, that is, formal beauty. the symmetrical and balanced layout of the western garden axis, the exquisite geometric pattern composition, and the strong sense of rhythm all clearly reflect the deliberate pursuit of formal beauty. chinese gardening pays attention to the blending of scenes and pursues a poetic and picturesque environment, that is, artistic conception.” in ancient china, there were few specialized gardeners. since the wei, jin, southern and northern dynasties, the intervention of literati and painters has made chinese gardening deeply influenced by painting and poetry. the influence of literature and poetry, and both poetry and painting attach great importance to the pursuit of artistic conception, so chinese gardening has been filled with strong emotions from the beginning. a good garden, whether it is chinese or western, is bound to be pleasing to the eye. however, due to different emphasis, western gardens give us the impression that they are pleasing to the eye, while chinese gardens are intended to be pleasing to the eye. clear beauty and hazy beauty western gardens have clear masters and subordinates, prominent key points, clear relationships between parts, clear boundaries and spatial scope, and clear spatial sequence paragraphs, giving people an orderly and clear impression. this is the pursuit of formal beauty in western gardens. following the rules of formal beauty shows a kind of regularity and inevitability. anything that is regular will give people a clear sense of order. in addition, westerners are good at logical thinking and are accustomed to using analytical methods to reveal the essence of things. this logical thinking habit has greatly affected people’s aesthetic habits and concepts. chinese gardening pays attention to implicitness and illusion, which makes people have confusing and endless illusions in it. this is due to the aesthetic habits and concepts of the chinese people. chinese people mostly rely on direct recognition to understand things. they believe that intuition is not a direct reaction of the senses, but a mental activity and a sublimation of inner experience, which cannot be obtained by reasoning ( liu dunzhen , 1979 ) . the landscaping of chinese gardens draws on poetry and painting, and strives to be subtle, deep, and unreal, and thereby achieve the goal of seeing the small in the big, the big in the small, reality in the void, void in the reality, hidden or exposed, shallow or deep, thus interweaving and blending many completely opposite factors into a seamless whole. although it is not clear, it makes people feel a hazy and implicit beauty everywhere. if western gardens are compared to a bright and cheerful symphony, chinese classical gardens are a euphemistic and delicate love poem . results and discussion analysis and comparison of the characteristics of chinese and western garden architecture chinese and western garden architecture have formed their own distinctive characteristics by virtue of their unique cultural background and aesthetic concepts. it is mainly reflected in the design concept, spatial layout, element use, architectural style, and cultural connotation. through the analysis of chinese and western garden art , we can see that chinese and western garden architecture have their own unique characteristics in terms of design concepts, spatial layout, element use, architectural style and cultural connotation. chinese gardens pursue harmonious coexistence with nature, emphasize the pa ge 60 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 56-63, 2024 artistic conception and meaning of the landscape, and embody eastern philosophical thoughts and aesthetic tastes. western gardens, on the other hand, demonstrate the conquest and transformation of nature, emphasize the symmetry and geometric beauty of space, and reflect western rationalism and humanistic values. the two garden styles have their own characteristics, reflecting human beings’ pursuit of natural beauty and life ideals under different cultural backgrounds (wang juyuan , 2006). design concept chinese garden: harmony between man and nature chinese garden emphasizes “borrowing scenery” and “creating scenery”, pursuing the philosophical thought of the unity of nature and man, and creating an otherworldly and almost ideal nature through the ingenious layout of mountains, rivers and vegetation. environment ( jin xuezhi , 2005) . the meaning is far-reaching . every stone, tree, pavilion and pavilion in the chinese garden figure 5: landscape layout aesthetics of chinese gardens is rich in cultural connotation and symbolic meaning. it pursues poetic and artistic conception and reflects the deep-seated spiritual pursuit of chinese classical culture , as shown in figure 5 . western-style gardens symmetry and geometric beauty western-style gardens emphasize the planning of symmetry and geometric shapes. through precise spatial layout and line division, they show the beauty of order and human dominance (vaughn, l. m, & turner, c , 2016). the integration of sculpture and architecture . western-style gardens often incorporate sculpture art and architectural elements into garden design, showing power, religion or personal glory through historical and mythological themed sculptures and spectacular architectural structures, as shown in figure 6. figure 6: symmetrical geometric aesthetics of western-style gardens pa ge 61 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 56-63, 2024 space layout chinese gardens twists and turns chinese gardens make good use of winding paths to create a variety of spatial experiences, allowing visitors to experience endless fun as they move through the different scenery. the landscape layer , through the stacking of rocks, the configuration of vegetation and the introduction of water, forms a patchwork of landscape layers far and near, enhancing the depth and three-dimensionality of the garden (jikouhuai , 1987). western-style gardens axial symmetry western-style gardens are often based on one or more main axes, with a symmetrical layout around the center point or main building, reflecting a grand and rigorous spatial order (waitt, g., & lane, r , 2013). open vision , western-style gardens tend to have open lawns, squares, and distant views, emphasizing the openness and extension of space, giving people a feeling of free stretching. application of elements chinese garden the agility of water water is the soul of chinese gardens. through the introduction of ponds and streams, the vitality and dynamic beauty of the garden are increased. the artistic conception of rockery , rockery is an important element of chinese gardens. through the natural stacking of stones, it creates a natural landscape with twists and turns, mountains and rivers (wang xin and hu jianqiang , 2005) . western-style gardens lawns and flower beds wide lawns and colorful flower beds are common elements in western-style gardens, which embody the organization and control of nature. fountains and sculptures . fountains and sculptures are decorative highlights in western gardens. through the dynamic beauty of water and the artistic form of sculptures, they add to the artistic atmosphere of the garden (white, s., & le cornu, a , 2011). architectural style chinese-style gardens pavilions and pavilions most of the buildings in chinese-style gardens are pavilions and pavilions, which are small and exquisite. the roofs often adopt a curved shape with raised eaves and corners, and have strong oriental characteristics. corridor bridges . corridor bridges in gardens not only have practical functions, but also serve as visual focal points. they are often used to connect different landscapes and are also an ideal place to appreciate the beautiful scenery of gardens ( shi guoqiang , 2010) . western-style gardens palace-style buildings buildings in western-style gardens are often large-scale, such as palaces and castles, showing a symbol of power and wealth. pavilions and loggias , pavilions and other buildings can also appear in westernstyle gardens, but compared with chinese style, more attention is paid to the symmetry and geometric form of the building, which is harmonious and unified with the layout of the entire garden (tolia-kelly, dp 2004). cultural connotation chinese gardens the feelings of literati chinese gardens are a place where literati express their emotions and express their philosophical thoughts. the gardens reflect the cultural accomplishment and aesthetic taste of the owners. taoism and zen thought , chinese gardens are deeply influenced by taoism and zen thought, emphasizing the dialogue between nature and the soul, and pursuing inner peace and detachment. western gardens symbols of power and religion – western gardens are often associated with royal, aristocratic or religious institutions and reflect social hierarchy and power structures. humanism and enlightenment thoughts . starting from the renaissance, western-style gardens gradually incorporated humanism and enlightenment thoughts, emphasizing rationality, order and the status of human beings. integration and reference of chinese and western garden art the external development of chinese garden art since modern times, chinese garden art and western garden art have been increasingly integrated. chinese garden art attracts and infects europeans with its natural tendency, layout, elegant and remote artistic conception, and boundless imagination. it has a lasting impact on european garden art and has won the title of “world garden”. for example, after the 18th century, europe created free-style garden landscapes characterized by natural rural scenery. modern times pay more attention to absorbing the free-style garden construction techniques of chinese classical gardens. there are more than 20 buildings in paris there is a garden with chinese architectural style. introduction of western garden art in china, the arrival of western missionaries not only brought religious ideas, but also spread western art to china. churches and residences built by churches appeared in many cities, and western garden styles appeared in the courtyards. western garden art has also been gradually introduced into royal gardens. the representative one is the changchun garden in the old summer palace in beijing. in typical chinese gardens, you can see the versailles-style large fountain. located in the coastal area of guangdong, garden art is deeply influenced by european style, as evidenced by the artistic style of lingnan gardens that combines chinese and western styles. pa ge 62 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 56-63, 2024 in recent years, in the construction of urban greening and tourism landscapes in china, western garden styles are imitated everywhere, but only the form is focused on, and the essence is not learned. almost every urban garden uses lawn paving and western garden design techniques, but no consideration is given to the harmony of the landscape and local natural environmental conditions. we should be wary of this bad tendency in the landscape design of cities and tourist attractions. especially for landscape garden cities and scenic spots dominated by natural landscapes, if formal landscape design methods are not adopted, if the landscape is too regular, it will be difficult to coordinate with the natural landscape. from the perspective of urban construction in our country, the author does not agree with the excessive use of western formal gardens. the climate in many chinese cities is very different from that in europe, which is not suitable for the growth of turf. in order to maintain the lawn every year, not only a large amount of economic expenditure is required, but also it also prohibits people from getting close to the lawn, causing a waste of money and space. in order to maintain the lawn, some gardens require frequent watering, which leads to the death of the big trees in the lawn. the author believes that it is still possible for some newly built cities in china with topographic conditions to appropriately adopt western regular designs in urban garden construction, but attention should be paid to seeking differences within similarities. don’t be cookiecutter. the selection of plant species should be based on the city’s climate conditions and local conditions. it is best to build a garden that has a western regular form but contains elements of chinese garden culture. however, in cities such as beijing, suzhou, yangzhou, hangzhou, and chengde, which have a long history of chinese classical garden culture, garden construction should maintain the national characteristics as much as possible and form a harmonious situation with the original culture of the city. aesthetic characteristics of chinese and western gardens the aesthetics of western gardens focus more on symmetry, order and geometric forms, reflecting western rationalism and the pursuit of perfect order. through magnificent architecture, symmetrical layout, neat flower beds, sculptures and other elements, western-style gardens show a sense of power and majesty of human beings to conquer and reshape nature. this design not only reflects the mastery and application of natural beauty, but also reflects the emphasis on rationality, order and human subject status in western culture. in the context of globalization, the integration of chinese and western garden architectural aesthetics has increasingly become a trend. on the one hand, the natural artistic conception and profound meaning of chinese gardens have gradually been borrowed and absorbed by designers from all over the world, becoming an important element in creating a tranquil and harmonious garden space; on the other hand, the geometric beauty and symmetrical order of western gardens have also been introduced into eastern garden design brings new visual impact and modernity to traditional gardens. this cross-cultural integration not only enriches the expression techniques of garden architecture, but also promotes communication and understanding between different cultures. conclusion although chinese and western garden architectural aesthetics originate from different cultural soils and exhibit their own unique aesthetic concepts and design concepts, in today’s globalized world, the exchanges and integration between the two are increasingly deepening, giving rise to new trends in garden architectural aesthetics the aesthetic core of chinese gardens lies in “simulating nature”, pursuing a kind of artistic conception and poetic charm between mountains and rivers, and emphasizing the harmonious symbiosis of nature and humanity. this aesthetic reflects eastern philosophical thinking, especially the taoist view of nature and the confucian humanistic spirit. chinese gardens use winding paths, exquisite rockeries, and pavilions rich in symbolic meaning to create a changing yet restrained beauty, allowing people to appreciate the beauty of nature while also feeling a strong sense of beauty. cultural atmosphere and profound philosophical thinking. in short, the differences and integration of chinese and western garden architectural aesthetics demonstrate human beings’ different understanding and pursuit of natural beauty, and also reflect cultural diversity and cultural integration in the context of globalization. in future garden architectural design, respecting and drawing on the aesthetic essence of different cultures and exploring cross-cultural design languages will be the key to achieving a more harmonious and innovative garden space. references chen, c. (2004). ziweng shuoyuan (1st ed.). beijing, china: beijing press. jikou, h. (1987). how xie lingyun “passed through the mountains and rivers”. chinese garden, 3, 12-14. jin, x. (2005). chinese garden aesthetics (1st ed.). beijing, china: china architecture industry press. liu, d. (1979). suzhou classical gardens (1st ed.). shi, g. (2010). the role of metaphysics in xie lingyun’s landscape poems. chuanshan academic journal, 3, 174176. tolia-kelly, d. p. (2004). materializing post-colonial geographies: examining the textual landscapes of migration in the south asian home. geoforum, 35(6),675-688. tong, y. (1984). jiangnan garden chronicles (2nd ed.). beijing, china: china construction industry press. unesco. (2021). cultural landscapes. retrieved from https://whc.unesco.org/en/culturallandscape vaughn, l. m., & turner, c. (2016). decoding via coding: analyzing qualitative text data through thematic coding and survey methodologies. journal of library pa ge 63 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 56-63, 2024 administration, 56(1), 41-51. waitt, g., & lane, r. (2013). the beach as liminal space. urban studies, 50(10), 2148-2164. wang, j. (2006). history of ancient chinese gardens (1st ed.). beijing, china: china architecture industry press. wang, x., & hu, j. (2005). research on xie lingyun’s mountain residence. chinese garden, 8, 73-77. white, s., & le cornu, a. (2011). visitors and residents: a new typology for online engagement. first monday, 16(9). pa ge 1 pa ge 1 american journal of arts and human science (ajahs) the responsiveness of scales to scientific research methodologies in university theses firas adredah mansoor1* volume 3 issue 1, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i1.2348 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: december 24, 2023 accepted: january 20, 2024 published: january 22, 2024 the research aims to define scales and their criteria and measure the extent of research methodologies’ responsiveness to these scales by utilizing a sample comprising 50 university theses and dissertations in the field of information and knowledge technology from 2015 to 2023. a standardized measurement system was constructed to assess the level of research methodologies’ alignment with the established criteria utilized in scientific research. the research adopted a descriptive-analytical approach as the execution method, employing direct examination and reference listing as data collection tools. data analysis was conducted using microsoft excel, and graphical curves were plotted. the results demonstrated the existence of 14 criteria associated with scales that enhance the effectiveness and responsiveness of research methodologies in scientific investigations. the responsiveness levels of research methodologies to the utilized criteria exhibited variation, ranging between 30% and 80%, contingent upon the research domain. the study revealed that the effectiveness ratio of criteria performance in hypothesis achievement within the study domain reached 51%, while the ratio of non-achievement of criteria performance stood at 49%. keywords standards, scientific research methods, standards 1 imamaladham university college, iraq * corresponding author’s email: firas200440@gmail.com introduction scales are considered important tools in scientific research as they are used to measure significant variables and phenomena. however, these scales must have good responsiveness and strong reliability to be trustworthy and effective in the context of scientific research. they should also be capable of detecting actual changes in the variable they aim to measure. when a scale is applied to a group of individuals or different samples, it should interact appropriately with the expected changes in the phenomenon being measured. the responsiveness of scales reflects their compatibility with scientific research methodologies, and evaluating them is a necessary challenge to ensure the accuracy and quality of the results obtained through their use, relying on scientific analysis that relies on efficient statistical methods and high scientific standards that enhance the responsiveness of these standards to scientific research methodologies, based on several criteria that must be met when choosing any scale.this is why attention has been focused on this research, directed towards specific questions representing the research problem: “what is the level of responsiveness of the scales used in scientific research to research methodologies, and their ability to accurately represent the phenomena to be measured with high reliability? therefore, the research results may contribute to enhancing scientific understanding and development in various fields. as for the research hypothesis, it was directed towards: “there are statistically significant differences between the responsiveness of scales and the effectiveness of research methodologies. literature review the fundamental concepts of the research scales according to the (hauser, & katz, 1998), scales are defined as a set of numbers that provide information about a specific process or activity. a scale is a standardized tool used in research and studies to measure and evaluate a specific variable. scales are often employed in data collection based on individuals’ responses and reactions to a series of questions or statements designed to determine the level of the variable under consideration. scales can take the form of a questionnaire consisting of a series of specific questions or as an instrument (such as a balance) to measure weight, length, or temperature. regardless of the scale’s format, it is designed to be simple, accurate, objective, and effective in measuring the desired variable. scales are considered essential tools in scientific research as they can be used to collect and quantitatively document study phenomena. using scales helps control factors that may influence a particular study and contributes to making the results precise and reliable (alaawna, 1996) scientific research scientific research is the process of collecting, recording, and analyzing facts and data regarding a specific problem to identify alternative solutions within specific conditions (abu al-nasr, 2004). the data collection process relies on three elements: a sample from which data is collected, a design to aid in data collection, and tools used to gather data from the chosen sample (abu al-aalam, 2014). scientific research possesses specific characteristics, including: objectivity: objectivity in scientific research refers to the pursuit of uncovering and discovering the truth, whether it aligns with the researcher’s preferences or not, both in the research process and in presenting the results (abu al-aalam, 2014). precision: precision involves defining the meaning of concepts and procedures used (abu alnasr, 2004). repeatability and generalization: scientific experiments should be repeatable, meaning if another person replicates the experiment, they should obtain pa ge 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 1-11, 2024 the same results (flom, 2018). methodology: scientific research adopts an organized plan to collect and analyze data about the problem under study (mondal, 2020). master’s thesis a master’s thesis is a scientific research project at the postgraduate level. the thesis encompasses an idea adopted by the researcher, along with defined objectives, and the researcher works towards achieving these objectives through specific variables that are studied, measured, analyzed, tested, and so forth. based on the outcomes, the researcher is awarded a master’s degree (spencer, 1986).standard: standards are defined as the accepted knowledge or method for performing things in a standardized manner. standards can encompass a vast array of activities and objectives undertaken by institutions and are used by beneficiaries in a standardized fashion. they represent the wisdom derived from experts in their field and those who understand the needs of institutions (abdullah hassan, 2015). scale levels there are four levels of scales that can be explained as follows: (al-mabrook, 2016) and (abu shaqif, 2015). nominal scale it involves categorizing or classifying data solely by name and represents the simplest level of measurement. for example, dividing individuals by gender (males, females). if the researcher assigns the number 1 to males and the number 2 to females, it does not imply any quantitative relationship, and 1 is not less than 2 or vice versa. the numbers in this case are purely categorical labels, much like nationality (sudanese, syrian, yemeni, nigerian, saudi, etc.), or classifying books by subject (educational, mathematics, statistics, psychology, sociology, islamic studies, etc.). the statistical methods suitable for this scale are non-parametric methods. ordinal or ranking scales this represents a higher level than nominal scales because it includes the property of order, sequence, and differences in ranks that reflect differences in the measured attribute. for example, the academic achievement levels of students in a test: f, d, c+, c, b+, b, a. consequently, a student receiving an “a” grade, representing excellent performance, definitely has a higher level of achievement than a student receiving a “b+” grade, representing very good performance, and so on. similarly, ranking students as first, second, third, etc., is an example of ordinal scaling. ordinal scales are used in the likert scale questionnaire, which consists of three or five scale points. the researcher assigns a score of 5 for strongly agree, 4 for agree, 3 for neutral, 2 for disagree, and 1 for strongly disagree. non-parametric statistical methods are most suitable for analyzing data from this type of scale. categorical scales these scales are used to classify and evaluate data according to specific categories and present them in separate and non-sequential classifications. categorical scales rely on categorizing and partitioning data based on specific criteria and variables. examples include: gender scales: used to classify individuals based on gender, such as male and female. ethnicity and national origin scales: used to classify individuals based on ethnicity or national origin, such as white, black, asian, indian, and others. education scales: used to classify individuals based on their level of education, such as elementary, secondary, undergraduate, and postgraduate. economic status scales: used to classify individuals based on their economic status, such as poor, middleclass, and wealthy. ratio scales ratio scales are a type of measurement used in scientific research to measure data in a way that allows for the determination of absolute ratios between values. ratio scales are considered the most detailed and precise among all types of scales. the distinctive feature of ratio scales is that they contain an absolute zero value, allowing for the measurement of absolute differences between values. researchers can perform various statistical and arithmetic operations with ratio scales, such as percentages, arithmetic means, and standard deviations. for example, in the case of weight measurement, weight is measured in standardized units like kilograms or grams, and absolute differences between weights can be determined. similarly, age is measured in time units like years, and absolute differences between ages can be determined. distance can be measured in units like meters or kilometers, and absolute differences between distances can be determined. ratio scales excel in enabling the measurement of relative relationships and comprehensive quantitative analysis. advanced statistical operations can be used with these scales, including analytical tests, experimental analysis, and probabilistic predictions. measurement criteria there are several criteria for measuring scales that can be clarified as follows: validity of the scale this refers to the scale’s ability to measure what it is supposed to measure by examining the relationship between the scale’s results and the performance of the variable that should be measured. (kyriazos, & stalikas, 2018) reliability of the scale the scale must be reliable and replicable, meaning it should measure the trait or variable under study consistently and regularly, by obtaining consistent results at different times. (fitzner, 2007) ease of use of the scale this refers to the scale’s ability to be easy to use and apply pa ge 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 1-11, 2024 by simplifying the process and making instructions clear and easy to understand. (davis, 1989) scale availability the scale should be readily available and accessible to researchers. established scales from previous research can be used, or a specific scale can be developed for the study. applicability this is the scale’s ability to be used in different areas of scientific research by diversifying the categories and elements it covers. (qandilji and al-samaraie, 2018) statistical effectiveness the scale should have good statistical properties, such as its ability to differentiate between different groups and measure changes over time. it should have a wide measurement range to detect significant changes, along with quantitative interpretive significance. (ali and bhaskar, 2016; alsomaidaee et al., 2023) cost of the scale this refers to the scale’s ability to be cost-effective and affordable, making it available in the market at reasonable and researcher-friendly prices. sensitivity this is the scale’s ability to detect minor changes in the phenomenon being measured, capturing those changes accurately and objectively. (fok, & henry, 2015) fairness this is the scale’s ability to treat all participants fairly and equally by eliminating any bias or discrimination that could affect measurement results. (robinson, 2018) preliminary testing of the scale the process of repeatedly testing the scale allows researchers or experts to assess the scale’s performance and identify any problems that may arise over time. it also allows them to improve the scale and make necessary adjustments to enhance its quality. (shaker majid, 2013) comprehensiveness scales should be comprehensive and cover multiple aspects of the phenomenon under study. they can include behavioral, cognitive, and emotional factors related to the concept being measured. (ertl, hartmann, and heine, 2020) validity and reliability validity refers to the scale’s ability to measure what it is intended to measure accurately and correctly. reliability means the stability of the scale in measuring the phenomenon over time, place, and different conditions. (abu al-am, 2014) utility scales should provide useful information to researchers and enhance the quality of scientific research. (shrestha and steel, 2018) test-retest reliability this involves measuring the stability of results over multiple time periods, where the scale should yield similar results when used again after a certain period of time. (wollack and cohen, 2003) types of research methods there are different types of scientific research methods, and we will outline the most common and widely used ones below: historical method the historical method focuses on studying events and phenomena that occurred in the past and continue to happen in the present. it involves the analysis, division, and interpretation of data and information. the historical method not only describes past phenomena but also studies, analyzes, and interprets them to reach facts and generalizations that aid in understanding the past, present, and predicting the future. the historical method employs both deductive reasoning, starting from generalities and ending with particulars, and inductive reasoning, starting from particulars and ending with generalities. (anwar badr and others, 2013) the descriptive method it is a way to study phenomena or scientific problems by systematically describing them in a scientific manner and then arriving at logical interpretations supported by evidence and proof that give the researcher the ability to establish specific frameworks for the problem. this is used in determining the results of the research. to carry out research using the descriptive method, there are several methods that can be clarified: survey method: a method to obtain facts related to a specific phenomenon in the present time and within a specific environment and community. case study method: it involves an in-depth study of a specific case by collecting comprehensive and detailed data and information about it. the aim is to gain a deeper understanding of the studied phenomenon or event by collecting data and information about both the current and past situations. content analysis method: this research method is used to objectively describe content, either quantitatively or qualitatively, aiming primarily to gather information about a specific phenomenon or problem by referring to various information sources. comparative causal study method: this method aims to understand the causal relationship between two or more phenomena by comparing different sets of data. comparative causal studies attempt to explain how and why a specific phenomenon occurs. this method stands out for its ability to control variables and study the effect pa ge 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 1-11, 2024 resulting from the change in the value of a specific variable on another variable. (abu samra and al-tayti, 2019) experimental method the experimental method aims to understand the role and impact of each variable in the study by exploring the relationship between the variables responsible for a specific phenomenon and the effects on it. therefore, the researcher repeats the experiment several times and observes the effect of the variable being changed each time. there are several methods used in the experimental method, and the most important types of these designs, as well as the most commonly used ones, are as follows: a. single-group design: this design relies on selecting a single group, which is subjected to the experimental test. measurements are taken from the group in both cases, before and after the experiment. any difference observed is a result of the group’s exposure to the independent variable. b. equivalent group design: in this approach, the researcher selects two equivalent groups. one of these groups is exposed to the independent variable and is called the experimental group, while the other group, called the control group, is not exposed to the independent variable. at the end, the performance of both groups is measured to detect any changes that occurred in the experimental group’s performance. (abu al-am, 2014) methodology as for the study community, it consists of a collection of academic theses and dissertations in the department of information and knowledge technologies. their total number is 50, spanning from 2015 to 2023. a simple random sample was employed during the specified period. regarding the adopted methodology, a descriptive approach was utilized to obtain a precise understanding of the elements of the problem and achieving a better and more accurate comprehension of potential solutions. the research also incorporated an analytical method within the descriptive approach since description is one of the fundamental processes in scientific research. a set of scales was employed, which will be elucidated as follows. strength scale the comparison included the pareto law, cumulative ascending frequency, cumulative descending frequency, and identifying the mode. reliability scale this included weighted mean, percentage, and standard deviation. additionally, a three-point scale (3, 2, 1) was used to represent high response, moderate response, and low response to the criteria, respectively. effectiveness and quality scale the global graded quality scale (10, 5, 0) (fully achieved, partially achieved, and not achieved) was used along with a checklist and gap measurement. criteria for the scales were established and presented to a group of experts. data collection tools included direct examination of university theses, in addition to a collection of books, articles, and arabic and foreign studies, as well as the virtual library. the research boundaries were framed as follows: formal boundaries university theses in the department of information and knowledge technologies at the college of arts, almustansiriya university. time boundaries: 2015-2023. results and discussion the applied aspect of the research was based on data related to (50) master’s theses and doctoral dissertations in the field of information and knowledge technologies during the period (2018-2023), as mentioned in the research introduction. a scale was used to assess the strength of the indicator used to determine the extent of responsiveness of the measures produced by the theses and dissertations in the field of study. a set of criteria was developed based on reliable scientific sources, and information was collected through interviews and direct observations during the research period. the extent of the responsiveness of the study curricula to the adopted criteria was determined, as shown in table (1) the extent of responsiveness of the study curricula to the criteria. table 1: st an da rd va lid ity o f th e sc al e r el ia bi lit y of th e sc al e e as e of u se o f th e sc al e sc al e av ai la bi lit y a pp lic ab ili ty st at is tic al e ffe ct iv en es s c os t o f th e sc al e se ns iti vi ty fa ir ne ss pr el im in ar y te st s of th e sc al e in cl us iv en es s h on es ty a nd co ns is te nc y b en efi t t im e st ab ili ty te st r ei te ra tio n %n . 1 × × × × × × × 7 50% 2 × × × × × × × × × × × × × 13 92% 3 × × × × × × × × × × × × 12 86% 4 × × × × × × × 7 50% 5 × × × × × × × × × × 10 71% pa ge 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 1-11, 2024 6 × × × × × × × × × 9 64% 7 × × × × × × × × × × × 11 78% 8 × × × × × × × × × × 10 71% 9 × × × × × × 6 43% 10 × × × × × 5 36% 11 × × × × × × × × × × × × × × 14 100% 12 × × × × 4 28% 13 × × × × × × × 7 50% 14 × × × × × 5 %36 15 × × × × × × 6 43% 16 × × × × × × × × 8 57% 17 × × × × × × × × × × × × 12 86% 18 × × × × × × 6 43% 19 × × × × × × × × × × × × 12 86% 20 × × × × × × 6 43% 21 × × × × × × × 7 50% 22 × × × × × × × × 8 57% 23 × × × × 4 28% 24 × × × × × × × × 8 57% 25 × × × × × × × × 8 57% 26 × × × × × × 6 43% 27 × × × × × × × × × × × × × 13 93% 28 × × × × × × × × × × × × 12 86% 29 × × × × × × × × × × × × × 13 93% 30 × × × × × × × × × 9 64% 31 × × × × × × × × × × 10 71% 32 × × × × × × × × × × 10 71% 33 × × × × × × × × × × × × 12 86% 34 × × × × × × × × × × 10 71% 35 × × × × × × × × × 9 64% 36 × × × × × × × 7 50% 37 × × × × × × × × × 9 64% 38 × × × × × × × × × × 10 71% 39 × × × × × × × × × × × × × 13 93% 40 × × × × × × × × × × × × × 13 93% 41 × × × × × × × × × × × 11 78% 42 × × × × × × × 7 50% 43 × × × × × × 6 43% 44 × × × × × × 6 43% 45 × × × × × 5 36% 46 × × × × × × × × 8 57% 47 × × × × × × × × × × × 11 78% 48 × × × × × × × × 8 57% 49 × × × × × × × × × × × × × × 14 100% 50 × × × × × 5 36% re ite ra tio n 34 33 40 30 28 34 15 38 30 39 15 39 30 38 pa ge 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 1-11, 2024 % %68 %66 %80 %60 %56 %68 %30 %76 %60 %78 %30 %78 %60 %76 re ite ra tio n % this analysis can be visualized based on the percentages displayed within it and arranged in descending order to represent the strength of response to each criterion vertically for all university theses (field of study). the strength of response to individual criteria for all standards can be represented in ascending order according to table (2) as follows: we find that the intersection of the value curves in the previous table at the midpoint indicates that half of the data points are greater than it, and the other half are smaller, which means there are no outliers, and the deviations are significantly lower. furthermore, it was observed that the sequences (16, 22, 24, 25, 46, 48) for all the criteria intersect with the standard (scale reliability) by 57%. this means that there is a relationship present by 57%, along with other variables. therefore, the value of 57% represents the median value of all values, with 50% of the values higher and 50% lower. the second paragraph in the power scale: the pareto law, also known as the “law of the vital few vs. the trivial many,” is applied. it is named after its originator, fredo pareto, an italian expert in economics. the pareto law is one of the most commonly used statistical tools in addressing qualitative aspects. it allows the identification and treatment of the few influential factors before moving on to the more impactful ones. it involves creating a bar chart that is used to illustrate relative importance within three regions: region (a), region (b), and region (c). region a represents the highest investment, not exceeding 20%, but the lowest criteria are highly invested in. next is region b, which is a medium investment area. region c represents the lowest investment and the highest criteria. each region is determined at the first bend in the graph curve, and then the second, and likewise the third for the third bend, respectively. the pareto curve is a useful method for prioritizing and focusing only on the influential elements. table 2: strength of response to criteria the strength of response of all study curricula to the single criterion in descending order the strength of response of the individual study to all criteria in ascending order criterion sequence percentage % sequence of theses and dissertations percentage % ease of use of the scale 80% 12,23 28% initial testing of the scale, validity, and reliability 78% 10,14,45,50 36% sensitivity, test of temporal stability 76% 9,18,20,26,43,44 43% scale validity, statistical effectiveness 68% 1,4,13,21,36,42 50% scale reliability 66% 16,22,24,25,46,48 57% scale availability 60% 6,30,35,37 64% fairness 60% 5,8,31,31,32,34,38 71% benefit 60% 7,41,47 78% applicability 56% 3,19,17,28,33 86% scale cost 30% 2,27,29,40 93% inclusiveness 30% 11,49 100% figure 1: response strength of criteria pa ge 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 1-11, 2024 figure 2: power scale criteria pareto law figure (2) indicates that the pareto technique for improvement has separated the criteria of the scales into three main regions, as follows: (1) region (a) represents the highest investment area for a single criterion, as indicated by all studies. this area represents the investment in the “ease of use of the scale” criterion at a rate of 80%. (2) region (b), at the second bend, represents the “reliability and trustworthiness” criterion at 78% and the “validity” criterion at 78%. (3) region (c) in the analysis represents the least investment area for the criterion by all study samples. the strength of response of each research approach from a single study sample for all criteria, according to the pareto chart and analysis (c, b, a), is illustrated in the following figure. according to the analysis (a, b, c) or the pareto law, after converting the ratios cumulatively, the graphical curve presented three distinct regions as follows: (1) region (a) is represented by the study sample that invested the most in the produced standards with the sequences (11,49) at a percentage of (100%) and the sequence (2,27,29,40) at a percentage of (93%). (2) in region (b), at the second bend, the standard (confidence and reliability) accounted for 78%, and the standard (validity) accounted for 78% as well. (3) in the third region, during analysis (c), it represents the least investment area for the standard by all study samples. figure 3: power scale criteria pareto law the reliability scale for standards and their responsiveness to research methodologies a three-weight scale (1, 2, 3) was applied to ensure that the weights correspond to the marking field. this scale encompasses achieving standards that include varying degrees of reliability (high, medium, low). the weighted mean and percentage are calculated according to the following table: the table ( 3) explains that if the weighted mean value for a paragraph falls within the range (1-1.6), then the response strength is not achieved. however, if the weighted mean value for the paragraph falls within the table 3: field weights for the degree of hypothesis response to standards within the selected low reliability medium reliability high reliability alternatives 1 2 3 weight alternatives pa ge 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 1-11, 2024 table 4: reliability of scientific research methodologies’ response to standards s weighted mean alternatives results of the response of research methods to standards 1 3 2.4 high reliability high response 2 1.7-2.3 medium reliability medium response 3 1-1.6 low reliability low response range (1.7 2.3), then the response strength is partially achieved, and the weighted mean value is considered low. on the other hand, if the weighted mean value for the paragraph falls within the range (2.4 3), then the response strength is achieved significantly, and the response is considered high. the following table provides a quantitative representation of this for the purpose of applying the reliability of measures to scientific research methodologies, the study employed the following: (1) a table was designed that illustrates the produced standards alongside the level of their performance based on three categories: (high reliability, moderate reliability, low reliability). (2) the study used weighted means, percentages, and repetitions. (3) the values obtained from the direct examination of each study and the applied standards were entered and analyzed using microsoft office excel 2016. the analysis results are as follows: the results show that criterion (3), which is conciseness and clarity, achieves the highest level of reliability, with a study sample response rate of 81% and a weighted mean of 2.43, which is very high. meanwhile, the values of the criteria in sequences (1, 2, 4, 5, 6, 7, 8, 9, 12, 13, 14, 16, 17, 20, 21, 24) range from 2.21 to 1.63 in the weighted arithmetic mean, indicating a moderate level of reliability, with a weight percentage ranging from 73% to 64%. on the other hand, the sequence (10, 11, 15, 18, 19, 22, 25, 7), representing the remaining eight criteria, shows the lowest level of reliability in the weighted mean and a lower weight percentage than required. this indicates that the hypotheses are not responsive to these seven criteria, confirming the study’s hypothesis that the decreased efficiency of the hypotheses in the study sample is due to their ineffectiveness in responding to standard criteria. table 5: reliability of standards with response to scientific research methodologies (study sample) s sc al e st an da rd s repetitions to the level of reliability in response to research curriculum for standards weighted arithmetic mean celsius weight reliability in the response of hypotheses to standards high reliability medium reliability low reliability high response 80% 2.42 5 19 26 scale validity 1 medium response 66% 2 15 20 15 scale reliability 2 high response 76% 2.3 10 15 25 ease of use of the scale 3 medium response 70% 2.12 14 16 20 scale availability 4 medium response 64% 1.94 17 19 14 applicability 5 medium response 72% 2.18 11 19 20 statistical effectiveness 6 low response 57% 1.72 27 10 13 scale cost 7 medium response 70% 2.1 12 23 15 sensitive 8 medium response 57% 1.72 14 21 10 fairness 9 low response 60% 1.8 24 12 14 scale preliminary test 10 low response 54% 1.64 29 10 11 inclusiveness 11 medium response 63% 2.08 10 21 14 honesty and consistency 12 medium response 58% 1.74 24 15 11 benefits 13 medium response 70% 2.12 10 24 16 time stability test 14 the scale of effectiveness and quality for criteria paragraph 1: adopting the quality scale (fully achieved, partially achieved, not achieved). paragraph 2 in the scale: measuring effectiveness. paragraph 3 in the scale: hypotheses performance gap. the details are as follows: paragraph 1: adoption of the quality scale (fully achieved, partially achieved, and not achieved): pa ge 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 1-11, 2024 the quality scale was adopted based on three levels (weighted for each paragraph): (10) for fully achieved, (5) for partially achieved, and (0) for not achieved, based on the matching table. since the research relied on (50) research methodologies for the theses and university dissertations (study area) for (14) criteria, the fully achieved score for all of them would be (500) points. if the response of the scales to the scientific research methodologies is (10) for each of them, and if it’s (5), the scale’s response is considered partially achieved, as it is not fully compliant with the standard criteria, and the score would be 250 for all research methodologies (study area). if it is not, there is no response to the produced scales, and the score is (0). the following table illustrates this: the number of university dissertations that fully mastered their response to the criteria weighted at (10) points was only (9), with a total score of (90) resulting from (9 * 10 = 90). it is evident from the table above that the total points achieved for the criteria that fully complied with the scientific research methodologies for the theses and university dissertations (study area) amounted to 90. the number of university dissertations that partially mastered their response to the criteria weighted at (5) points was (30), with a total score of (150) resulting from (5 * 30 = 150). the number of university dissertations that did not master their response was (11) table 6: measurement of the quality and mastery of hypotheses in applying standard criteria s to ta lly ac hi ev ed 1 0 pa rt ia lly ac hi ev ed 5 n ot ac hi ev ed 0 to ta l c um ul at iv e as ce nd in g re pe tit io n s to ta lly ac hi ev ed 1 0 pa rt ia lly ac hi ev ed 5 n ot ac hi ev ed 0 to ta l c um ul at iv e as ce nd in g re pe tit io n 1 × 5 × 5 5 26 × × 0 0 110 2 × 5 × 5 10 27 10 × × 10 120 3 10 × × 10 20 28 × 5 × 5 125 4 × 5 × 5 25 29 × × 0 5 130 5 × 5 × 5 30 30 × 5 × 5 135 6 × × 0 5 35 31 × 5 × 5 140 7 × × 0 0 35 32 × 5 × 5 145 8 × 5 × 5 40 33 10 × × 10 155 9 × 5 × 5 45 34 10 × × 10 165 10 × 5 × 5 50 35 × 5 × 5 170 11 × 5 × 5 55 36 × 5 × 5 175 12 × 5 × 5 60 37 × 5 × 5 170 13 × 5 × 5 65 38 10 × × 10 180 14 × 5 × 5 70 39 10 × × 10 190 15 × × 0 0 75 40 10 × × 10 200 16 × × 0 0 75 41 10 × × 10 210 17 × 5 × 5 80 42 × 5 × 5 215 18 × 5 × 5 85 43 × × 0 0 215 19 × 5 × 5 90 44 × × 0 0 215 20 × 5 × 5 95 45 × 5 × 5 220 21 × 5 × 5 100 46 × 5 × 5 225 22 × 5 × 5 105 47 10 × × 10 235 23 × × 0 0 105 48 × × 0 0 235 24 × 5 × 5 110 49 × 5 × 5 240 25 × × 0 0 110 50 × 5 × 5 245 totally achieved 9 partially achieved 30 not achieved 11 pa ge 10 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 1-11, 2024 effectiveness measurement data was analyzed, and both partial and overall effectiveness were extracted to determine the extent of response of the produced scales to the scientific research methodologies for the theses and university dissertations (study area) according to the law of effectiveness, which is (achieved/planned total x 100). we can find the details of overall effectiveness, partial effectiveness, and ineffectiveness through the previous table, which we explain as follows: table 7: effectiveness measurement effectiveness results law applying effectiveness 24% 100*=90/500 totally achieved 27% 100*=150/500 partially achieved the total effectiveness is 210/410 x 100= 51% the total effectiveness = the sum of what has been achieved from both overall and partial excellence on the total number the produced scales that were fully achieved (90/500 * 100 = 18%) were fully achieved. the total of the produced scales that were partially achieved was (150), with a weight of 5 each, which equals (150/500 * 100 = 30%) partially achieved. thus, %18 + %30 = %48 represents the percentage achieved both fully and partially. meanwhile, the non-achieved portion is 100% %48 = %52, representing the actual extent of the response of the produced scales to the scientific research methodologies for the theses and university dissertations (study area) that were not achieved. identifying the gap the gap represents the extent to which the scientific research methodologies for the theses and university dissertations (study area) fall short in their response due to their limited compliance with the standard criteria, which total 500 points as mentioned in this scale in the previous paragraph. to implement this, the following steps were taken: (1) establishing the cumulative ascending repetition for the ideal state of achieving each hypothesis by 10 points and graphically representing it. (2) utilizing the cumulative ascending repetition for the overall or partial achievement of each hypothesis, as mentioned in the previous table number (9), and representing it graphically. to avoid redundancy, we refer to the table containing the curve data. (3) determining the area of effectiveness and high efficiency in the performance of the hypotheses and vice versa. () identifying the gap and its type, whether it’s a positive gap, a negative gap, or an absence of a gap, the following figure illustrates this: figure 4: identifying the gap conclusion in this study, we argue that there is an urgent need to unify and better control standards related to scientific research methods to enhance the homogeneity of research and the quality of results, in addition, researchers and specialists in this field should work together to develop and improve standards and effectively supervise their implementation, the study emphasizes the importance of continuous work to develop standards and increase awareness of their importance in the field of scientific research. unifying and improving the response of research methods to these standards will contribute significantly to enhancing the quality of research and advancing scientific knowledge in various fields, despite the presence of challenges and difficulties in fully achieving all the required standards in the field of research , this indicates the need to do more work and improvement in achieving these standards in future research. researchers pa ge 11 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 1-11, 2024 should work on improving their methodologies and developing their skills to increase the percentage of fully achieving the required standards , they must also focus on learning from the successes and mistakes of their previous research to ensure the development of quality and efficiency in future research. using these standards, researchers can improve the quality of their research and increase the accuracy of the results they obtain in addition, this will contribute to the standardization of standards and metrics in the field of research, making it easier for researchers and institutions to better evaluate and compare their performance and research results , the current study contributes to increasing its effectiveness and enhancing its responsiveness to scientific research methods. this research demonstrates a commitment to the highest standards of rigor and seriousness in investigation and analysis , through these standards, future researchers can greatly benefit from this work and use it as a valuable guide in their own research, as it can have a significant positive impact on the advancement of science and knowledge. moreover, the scientific and academic sectors and research institutions can adopt the application of the standards and standards proposed in curricula. this research will contribute to enhancing the quality of scientific research and increasing effectiveness in the field , based on the results and analyzes conducted in this research, it becomes clear that it is extremely important to activate and adopt strategies to uncover the reasons for the poor response to most of the criteria used in the study. we must keep this in mind as an essential step towards improving performance and raising the quality of scientific research , scientific research and development of standards are essentially the cornerstone of the advancement of knowledge and science. based on this, it becomes necessary to encourage researchers and those interested in the field of scientific research to participate extensively in workshops and events related to standards and standards, as researchers’ participation in workshops contributes greatly to building strong social and professional networks. these networks can open new doors for collaboration, joint research and exchange of experiences with colleagues from different backgrounds and specializations. references ahmed anwar badr, and others. 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(2018). benefits and relevance of international standards in a design science research project for process assessments. computer standards & interfaces, 60, 48-56. spencer, d. s. (1986). the master’s degree in transition. cgs communicator, 19(1), n1. wollack, j. a., cohen, a. s., & wells, c. s. (2003). a method for maintaining scale stability in the presence of test speededness. journal of educational measurement, 40(4), 307-330. pa ge 1 pa ge 45 american journal of arts and human science (ajahs) the disconnection of identity and place in drawing: superficial exploration of cultural landscapes francis ankyiah1*, appiah salomey darkoa2 volume 3 issue 1, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i1.2487 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: february 05, 2024 accepted: march 11, 2024 published: march 13, 2024 this art-based research explores the disconnect between personal identity and sense of place when representing cultural landscapes through superficial drawing practices. existing solely as visual representations focused on formal qualities of form and colour, drawings of cultural landscapes often fail to deeply engage with the lived experiences, histories, and meanings embedded within those places. through a series of plein-air drawings created in three distinct cultural landscapes-a rural farming community, an urban park, and a historical heritage site-this research examines how superficial approaches to landscape drawing can distance the artist from genuinely understanding and connecting to the places depicted. drawings were analysed using contemplative art criticism to evaluate how effectively they conveyed embedded cultural meanings and perspectives beyond mere visual documentation. the findings suggest that without contextual research into the landscapes’ social and cultural significance and reflective practices connecting the artist’s identity and experiences to the place, the drawings became detached representations lacking depth of meaning. this superficial approach resulted in a disconnection between the artist’s sense of identity and place in the depicted landscapes. to more authentically connect representation to meaning, the researcher proposes an alternative model for cultural landscape drawing that emphasizes experience-based practices and reflective inquiry into the intersections between artist, place, and community identities. such an approach holds potential to bridge divisions between external visualization and internal comprehension of what cultural landscapes signify on deeper levels. keywords cultural, drawing, identity, landscape, place, superficial 1 department of art education, university of education, winneba, box-25, ghana 2 department of creative art, offinso college of education, ghana * corresponding author’s email: fankyiah@uew.edu.gh introduction it is important for artistic representations of cultural landscapes to connect to issues of identity and place in meaningful ways. as tuan (1977) argues, developing a sense of place is integral to developing one’s identity and understanding of the world. the cultural landscapes people inhabit play a role in shaping their identities and values (relph, 1976). when artists superficially depict cultural landscapes without considering how issues of identity and place are intertwined within those environments, they fail to authentically represent the deeper meanings and connections people have to the places being portrayed (schama, 1995). in order to generate cultural landscape representations that genuinely reflect the significance of the subject matter, artists must strive to comprehend how identities are constructed in relation to place and attempt to convey those relationships through their work (gruenewald, 2003). superficial and external approaches to drawing cultural landscapes have certain limitations in authentically representing places and the meanings embedded within them. when drawing is focused solely on visual aspects seen only from the outside, such as rendering accurate representations of the physical forms and colours, it can result in detached pieces that fail to capture a landscape’s cultural significance (balmori, 2002). without considering contextual histories, ongoing social relationships, or one’s own connection to the place, superficial drawings run the risk of turning landscapes into mere backdrops devoid of deeper significance (bender, 1993). they may neglect invisible landscapes like memories, stories, and intangible meanings that imbue places with layered complexity impossible to access through external visualization alone (ingold, 1993). to move beyond superficiality, drawing must be coupled with experience-based, reflective practices that contextualize representations within the cultural, historical, and experiential dimensions of landscapes (pearson & shanks, 2001). the purpose of this art-based research study is to examine how superficial approaches to cultural landscape drawing can lead to a disconnection between the artist’s identity and sense of place in the landscapes depicted. by conducting a series of plein air drawings in three distinct cultural landscapes and analysing them through contemplative art criticism and reflection, this study aims to address the following research questions: 1) how does drawing cultural landscapes without considering one’s own relationship to place or comprehending deeper place meanings affect the ability to represent those landscapes authentically? (schön, 1983) 2) what can be learned from reflective analysis about how superficial drawing approaches fail to connect artist identity and subject? 3) how might an experience-based, reflective model for cultural landscape drawing help bridge divisions between external depiction and internal understanding of place? (kolb, 1984) answering these questions may provide useful insights for developing more meaningful pa ge 46 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 45-51, 2024 approaches to representing cultural landscapes through drawing. literature review concepts of place, cultural landscapes, and sense of place key concepts relevant to understanding the connections between identity, representation, and cultural landscapes include sense of place, cultural landscapes, and place itself. sense of place refers to the meaning and significance people associate with an environment based on experience, emotion, and identity (tuan, 1977). cultural landscapes, a term coined by geographer carl sauer (1925), encompass places shaped by human interactions with the natural environment over time through farming, settlement, and other land use. they represent the merging of human culture and the natural world (unesco, 2021). developing a sense of place often occurs through interaction within cultural landscapes, as environments become meaningful due to the memories, stories, and social relationships embedded there (relph, 1976). how people experience their sense of place is integral to comprehending cultural landscapes and representing them in an authentic way. identity as socially constructed and shaped by environments identity is understood as socially constructed and integrally tied to the environments and places people inhabit. scholars argue identity is not fixed but evolves over the life course as individuals interact within changing social and physical contexts (cote, 1996; jenkins, 2014). the environments that compose cultural landscapes play a formative role in shaping identity as people make meanings from the world around them (proshansky et al., 1983). through cultural socialization and everyday experiences within landscapes, individuals develop a sense of who they are based on place-related factors like residence, occupation, rituals, and heritage that differ across space (twigger-ross & uzzell, 1996). as environments change over time, so too can identities adapt in relation to new social and physical circumstances (jorgensen & stedman, 2001). comprehending how places and landscapes intersect with processes of identity construction is vital for authentically representing cultural environments in art. representation of places in art the representation of places through various artistic media provides insights into how locations are interpreted and understood. places depicted in art are often imbued with symbolic cultural meaning beyond simple visual documentation (cosgrove, 1984). artistic conventions and an artist’s own subjective experiences and identity shape how places are stylized and portrayed (tolia-kelly, 2004). landscape painting in particular has been analysed for what cultural values and landscape perspectives are communicated through formal design choices (daniels, 1993). environmental art movements have also critiqued traditional modes of landscape depiction and promoted more experiential, socially engaged forms of representing places (kwon, 2002). to authentically capture the multidimensional nature of cultural landscapes, art may need to move beyond superficial visualizations and consider identity, memory, culture and other social factors (rose, 2012). relationship between artist identity and subject matter an artist’s chosen subject matter is often intertwined with their own background, experiences, and social position (danto, 1981). whatever an artist depicts externally tends to reflect internally upon who they are in some way. their identity influences interpretive framing and perspective applied to subject matter (rose, 2012). for example, feminist art theory uncovered how representation of the feminine was traditionally shaped more by male artists than female experience (pollock, 1988). when depicting cultural landscapes, the cultural beliefs, status, gender and other identity markers of the artist become significant for comprehending their work’s inherent viewpoint (schama, 1996). a more reflective practice makes the relationship between artist selfhood and chosen subject transparent, permitting critically conscious representation (freedman, 2003). methodology data collection methods a key data collection method involved the researcher creating a series of plein air landscape drawings at each of the three cultural landscape sites. plein air, meaning outdoors, is a popular technique in landscape painting and drawing where the artist works directly within a landscape setting. this approach was chosen to immerse the artist physically and perceptually in the environments portrayed, a stance consistent with phenomenological artistic methods that emphasize experience over detached observation (brady, 2003). each drawing session lasted 2-3 hours to allow for in-depth engagement and visual notetaking on location (potvin, 2009). creating drawings in situ within cultural landscapes provided observational source materials for later contemplative analysis while also potentially enhancing the artist’s comprehension of place through direct interaction (ingold & vergunst, 2008). artist reflective journaling to promote reflective analysis, the researcher kept a journal specifically for recording thoughts, questions, insights, and meaning making related to the drawing process and experiences within each landscape (hayler, 2011). journaling is a method used widely in art-based and practice-led research to document subjective meanings arising from creative works. entries included descriptive accounts, reflections on the integration of identity and place while drawing, and early interpretations of how the developing representations did or did not connect to deeper landscape significance (white & le pa ge 47 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 45-51, 2024 cornu, 2011). this reflective process aligns with schön’s (1983) concept of the “reflective practitioner” as a means for artists to critically examine their own assumptions and ways of knowing through creating and documenting works. journal analysis complemented drawing analysis to provide a fuller interpretive picture. community consultation to gain additional perspectives on the cultural landscapes beyond the artist’s experience, consultations were conducted with 2-3 community members connected to each place through living or working nearby. consultations involved informal, semi-structured interviews about what the landscape signifies to residents and how they feel it impacts local identity (creswell & poth, 2018). they also provided feedback on the preliminary drawings to highlight any potential disparities between community place meanings and the artist’s interpretations, consulting landscape users aligns with relational approaches that posit cultural environments cannot be truly understood without considering the meanings held by diverse social actors embedded within them (ingold, 2000; toliakelly, 2004). involving multiple narratives enriched comprehension of each place beyond a single viewpoint. sites of study the rural agricultural valley landscape contained active farmland and vineyards along with historic barns and family homes. long inhabited by multi-generational farming families, this landscape shapes local heritage and values (cronon, 1983; grove & pugh, 2015). the urban river walk centered on a gentrified area alongside a major waterway featuring green spaces, mixeduse developments, and cultural amenities. this contested landscape experiences ongoing identity changes as former industrial uses transform (zukin, 2009). the heritage village landscape preservation area contained preserved buildings from the late 19th century assembled to depict a reconstructed rural town. tourists encounter staged authenticity although residents hold complex perspectives about its commodified representations of history (delyser, 1999; till, 2005). results contemplative art criticism of drawings to better understand how the plein air drawings represented or failed to represent the deeper meanings of each landscape, the researcher employed contemplative art criticism. this involved sustained immersive viewing of each work alongside journal reflections, aiming “to see anew” through open-minded perception (douglas & fremantle, 2009). elements like composition, use of line and perspective were examined for what viewpoints they communicate, with consideration given to potential tensions between depictions and place realities or community understandings (garoian & gaudelius, 2008). discussions with “critical friends” furthered interpretive insights by posing questions the artist may not have contemplated (rodgers, 2002). this hybrid of formal analysis, reflection and dialogue supports practiceled examinations of how identity and experience shape artistic representation of cultural landscapes (bailey, 2009; barrett & bolt, 2010). thematic analysis of reflective journal/consultations a thematic analysis approach was used to code and categorize meaningful patterns within the artist’s reflective journal entries and transcripts of community consultations (braun & clarke, 2006). this inductive process involved close reading to identify emergent themes connected to landscape meanings, identity intersections, and representational approaches or disparities. codes were constantly compared within and across data sources through an iterative analysis to discern overarching themes (nowell et al., 2017). for reliability, a second researcher coded a sample independently and any coding discrepancies were discussed until agreement was reached (creswell & poth, 2018). mapping relationships between categories revealed insights about how drawing approaches either integrated or disconnected understandings of place identity between the artist and landscapes’ inhabitants (vaughn & turner, 2016). discussion case study 1: rural farming community disconnected visual representation the drawings of the rural agricultural valley landscape (fig.1) revealed themes of disconnected figure 1: rural agricultural valley landscape pa ge 48 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 45-51, 2024 visual representation when compared to community understandings. as lifelong farmers emphasized deep roots and multigenerational inheritances shaping identity (jackson, 1984), the artist as an outsider conveyed simplified abstracted lines and muted colours lacking narrative qualities residents associated with this living, working place (relph, 1976; schama, 1996). journal entries reflected challenges integrating insider perspectives, instead defaulting to artistic conventions (cosgrove, 1984; daniels, 1993). consultations revealed disparities, with one farmer stating the “drawings just look like any old landscape, not our valley”. this disjuncture highlights tensions for outsider artists in authentically depicting cultural landscapes through a lens not fully informed by place-identity experiences (thrift, 2008; tolia-kelly, 2004). more engagement may have fostered representational resonance. lack of place meaning conveyed analysis of the drawings and consultations revealed a lack of deeper place meanings and narratives were conveyed about the rural agricultural valley landscape (fig. 2). the abstracted forms and technical rendering style failed to capture the sociocultural significance residents attributed to this land shaped by labour and heritage (jackson, 1984). as one farmer stated, the drawings provided no sense of “what makes this place important to us and our history.” journal reflections acknowledged shortcomings in mediating place-identity through surface aestheticization alone (relph, 1976; tilley, 1994). art historically, landscape imagery often naturalized colonial perspectives that obscured indigenous place meanings and social relations (smith, 1999). a more critically conscious approach attentive to power dynamics between artist perspective and landscape inhabitant perspectives may have surfaced narratives underscoring this landscape’s cultural value beyond its visual components (rose, 2012). case study 2: urban park analysis of the drawings depicting the urban river walk landscape (fig. 3) revealed themes of changing place identities and contested meanings (zukin, 2009). journal entries noted struggles conveying the park’s dual nature as a recreational community space but also site of ongoing gentrification disrupting longer term residents’ affiliations. consultations with a local advocate highlighted these tensions, stating the drawings “don’t show what was lost here or the community fighting to keep their home.” however, diagrams integrating infrastructure with informal use trails visualized hidden narratives of how inhabitants appropriate the park beyond its designed functions (madanipour, 2010; seamon, 2014). interweaving hardscape and softscape captured the park’s dual nature, with one drawing praised for demonstrating “you can see we made this place our own.” reflecting multiple perspectives enriched understanding of this contested landscape’s complex, transforming identities (smith, 1999; till, 2005). figure 2: rural agricultural valley landscape figure 3: urban river walk landscape case study 3: historic heritage site analysis of the drawings depicting the heritage village landscape (fig. 4) revealed tensions between nostalgic representation and lived contemporary realities (delyser, 1999). journal entries indicated struggles conveying the pa ge 49 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 45-51, 2024 complex relationship between tourism, commodification of history, and residents’ place attachments (till, 2005). consultations exposed these issues, with one local stating the drawings presented “a storybook version but don’t show what it’s really like living here.” however, drawings utilizing vignettes of inhabitants interacting suggested potential routes for representing the landscape beyond a staged authenticity (cole, 2001). one drawing depicting farmers in restored barns discussing modernization was praised for “giving a sense of the real community still here.” attempting to understand multiple perspectives enabled a deeper critical interpretation of how heritage narratives are asserted and contested in such cultural environments (bagnall, 2003; delyser & sui, 2013). artist’s outsider gaze and mediate multiple place-identity perspectives (kosek, 2010; smith, 1999). future practice may benefit from more reflexive engagement with landscapes and inhabitants prior to representing, to foster drawing that conveys nuanced narratives of place rather than surface appearances alone detached from sociocultural significance (lidström, 2012). alternative experience-based reflective model a more experience-based reflective model incorporating embodied engagement and community collaboration could have fostered representational resonance (ingold, 2000). spending time living, working or volunteering within each landscape prior to drawing may have cultivated empathetic comprehension of place-identity. journaling during this period of “deep hanging out” could document shifting subjective insights (geertz, 1998). collaboratively designing drawing activities with inhabitants, such as plein air sessions or photographic scavenger hunts mapping meaning-scapes, may have distributed creative control while mutually mediating place perspectives (kosek, 2010). finally, “member checking” discussions after initial representations to elicit feedback on silences or misconceptions could iteratively refine depictions attuned to community place understandings (creswell & poth, 2018). such dialogic, experience-near approaches position arts-based research as mutually formative between artist and landscape habitants. conclusion the study highlighted some limitations of relying solely on detached observation over critical reflection of positionality when depicting cultural landscapes from an outsider’s perspective. as the artist lacked prolonged immersive experience in the landscapes, their embodied understanding of place meanings was limited. additionally, consulting with communities only after creating initial drawings risked missing capturing nuanced narratives from local perspectives. however, the study also provided implications for more experience-based and collaborative approaches in future cultural landscape representation work. there are calls to directly incorporate experiential engagement and community collaboration into the research design process. representations could also be iteratively refined by incorporating feedback from diverse social actors within the landscapes to move beyond surface aestheticization and better convey deeper sociocultural place narratives. further research could explore more arts-based approaches that center multiple indigenous perspectives for cultural landscape representation. further examination of the power dynamics between artist viewpoints and landscape inhabitant understandings is needed. developing experience-near dialogic models of creative place-making directly with communities could also foster cultural landscape representations that are more resonant and ethical. figure 4: heritage village landscape discussion how approach resulted in disconnection from place the artist’s approach of relying primarily on detached observation and formal aesthetic techniques during the drawing process likely contributed to representational disconnections revealed through analysis. journaling reflected a reliance on learned artistic conventions over critically reflecting on positionality and power dynamics when depicting cultural landscapes not fully known (rose, 2012; waitt & lane, 2013). as an outsider, inhabiting an emic insider role requires recognition of how lived experiences shape place meanings inaccessible to observers (ingold, 2000; tilley, 1994). not adequately consultating community members until after initial drawings risked missing opportunities to decenter the pa ge 50 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 45-51, 2024 reference bagnall, g. 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(2009). naked city: the death and life of authentic urban places. oxford university press, usa. pa ge 1 pa ge 10 american journal of arts and human science (ajahs) unraveling the persistence of ethnic conflict in ethiopia: examining causes aemro tenaw birhan1*, nsoh christopher1 volume 3 issue 2, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i2.2575 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: march 12, 2024 accepted: april 16, 2024 published: april 19, 2024 to solve the country’s long-standing political, socio-economic, and ethnic problems including ethnic issues the current ethiopian government introduced ethnic federalism. however, ethnic disputes and tensions have emerged in many parts of the country. according to studies, there are conflicts and tensions all over the country. conflicts between ethnic groups have not diminished but have even intensified. the primary theoretical framework for examining ethnic disputes in this paper is complexity theory. however, there are also other identity theories such as instrumentalism and primordialism. while previous studies have mainly focused on ethnic violence in post-1995 ethiopia, the question of why ethnic conflict persists in the country has not been addressed. ethnic-instrumentalist theories, social constructivism, and primordialism alone are not able to fully grasp the problem of ethiopia. to fill this gap, the author has undertaken a thoroughly analysis of the reasons for the ethnic conflict in ethiopia and its persistent nature. the authors believe that there is no single reason that is responsible for the persistent occurrence of racial conflict. instead, it is a complex system of state and human interaction, such as the framework of federalism, the mobilization of elites, political rivalry, and historical narratives that separate different ethnic groups. keywords ethnic conflict, federalism, ethnic federalism, ethiopia 1 pan african university (paughss), cameroon * corresponding author’s email: aemirotenaw@gmail.com introduction since the end of the cold war, there have been fewer interstate conflicts but more intrastate conflicts, especially those involving ethnic groups(esteban et al., 2012). political unrest and violence have been widespread in many emerging economies in africa, south asia, central asia, and the middle east. these events were mostly triggered by inter-ethnic conflicts and separatist movements. east africa is the most conflict-ridden region, and the horn of africa has the highest intra-state wars (ikhane, 2021). ethiopia is one of the nations where ethnic conflicts are fought and is no exception to this rule. ethiopia is home to more than 115 million people, making it africa’s second most populous nation (dadi, 2022). the country has a great diversity of languages, cultures, and religions, with around 80 ethnic groups (eresso, 2021). the country is struggling with a brutal war and an ongoing ethnic struggle. the conflict-ridden ethnic federalism since 1991 has shaped our perception of these ethnic clashes in the country (yusuf, 2019). after the fall of the soviet derg military government in 1991, ethiopia was rebuilt along ethnic lines by the ethiopian people’s revolutionary democratic front (eprdf) (kefale et al., 2021). against this backdrop, political authority was formally transferred to ethnic-focused federal organizations and ethnic parties, primarily the oromo prosperity party (pp) and the tigray peoples liberation front (tplf) (yusuf, 2019). with the drafting of the federal democratic republic of ethiopia (fdre) constitution in 1995, federalism focused on ethnic identity was introduced after a five-year transition period. after introducing ethnic federalism, discussions focused on its importance in promoting peace, reducing tensions, and promoting diversity. on the one hand, ethnic federalism recognized the power of ethnic identities and communities and the right to self-governance. however, despite their long coexistence and recognition as owners of their ethnic homeland, some ethnic groups today enjoy a significant advantage due to the nation’s ethnic-based federalism. as a result, tensions between the different ethnic groups have increased. according to temesgen (2015), ethnic tensions and violence have increased because certain groups exclude others to gain exclusive access to local resources such as land. the increase in ethnic conflicts was also significantly influenced by the politicization and mobilization of ethnicity by the political elites. as a result, ethnic conflicts have occurred in several parts of the country, especially after 1995, including at public universities. many parents have concerns about sending their children to public institutions in regional governments where their ethnic group is underrepresented because of the frequent ethnic clashes and bloodshed. in the 2018/19 academic year, many students left universities; some suffered injuries and even died, and some universities had to be temporarily closed (adamu, 2019). the current prime minister (pm), abiy ahmed, was appointed chairman of the ruling eprdf and pm of the nation following the resignation of former pm haile mariam desalegn in april 2018. without the participation of the tplf, the coalition parties of the eprdf merged to form the prosperity party (pp) at the end of 2019 (kefale et al., 2021). many believed the country would move towards a much brighter future in the first years of pa ge 11 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 10-18, 2024 abiy’s government due to the party’s political reforms. however, things have not changed in the country, which has descended into open bloodshed and ethnic conflict (yusuf, 2019). ethnic conflicts in ethiopia are the subject of numerous research papers and journal articles. however, they don’t address the reasons for the persistence of ethnic tensions in different parts of the country. consequently, based on the currently available literature, this study seeks to advance knowledge of the causes of the continuation of ethnic conflicts in ethiopia by carefully examining historical and contemporary events. this paper aims to identify why ethnic conflicts have persisted in ethiopia, particularly since 1995. methodology the research design chosen in this thesis was qualitative. a qualitative research approach was chosen since the conceptual concerns under investigation require extensive qualitative data and discussion. this paper mostly used secondary materials including books, journals, research papers, and reports from specific organizations. the author used this thesis’s systematic review research method, a methodological approach to collecting and compiling current printed and electronic literature sources (bowen, 2009). as a result, the author used secondary data sources such as books, working and policy papers, conference papers, academic journal articles, organizational websites, web articles, papers, master’s theses and dissertations, and occasional papers, briefings, and information materials. finally, the researcher uses thematic analysis to examine the collected material. this method allows the researcher to create themes or meaning-based patterns from the qualitative data and interpret them qualitatively (terry & nikki, 2021). conceptual & theoretical framework ethnicity and ethnic group the definitions of ethnicity and ethnic group vary among scholars and are imprecise. while some researchers view ethnicity as a fixed identity that never changes, others see it as a malleable cultural construct (byman, 2002). the term “ethnicity” encompasses “tribes, races, ethnicities, and castes” and, according to horowitz, “easily includes groupings distinguished by skin color, language, and religion” (horowitz, 1985). ethnicity is a sense of identity that has grown over time and binds people together based on shared characteristics and customs such as language, historical background, way of life, and sometimes even religion. therefore, a person’s general sense of identification and belonging to a specific social group is based on shared cultural, historical, linguistic, or genealogical characteristics, which are their ethnicity. it’s a social construct that divides people into groups based on shared characteristics and life experiences. various aspects of ethnicity, such as language, religion, traditions, customs, values, and beliefs, can be taken into account. it affects how people engage in social, political, and economic spheres and how they perceive themselves and relate to others. a group of people who describe themselves as ethnic is defined by others or by themselves as having a shared sense of kinship and group distinctiveness; this belief is often reinforced by shared psychological affiliation, culture, language, religion, tribe, history, heritage, and possibly race (taras & ganguly, 2010; rudolph, 2003). similarly, horowitz (1985) described an ethnic group as a group of people bound together by a common name, a shared sense of belonging to a particular place, solidarity, shared historical experiences, and a shared belief in common ancestry. an ethnic group is, therefore, a group of people who belong to a specific ethnic group. it is a social group with historical, linguistic and cultural characteristics but still retains its identity. an ethnic group can be identified by nationality, ethnicity, religion, language, or location. their behavior, customs, and social structure often distinguish them from other communities. ethnic groups can differ in size, cohesion, and degree of organization. their influence on politics, social dynamics, societal interactions, and the development of individual and collective identities is considerable. ethnic conflict according to wolff (2006), a conflict arises when goals or interests are incompatible. conflicts of this kind can occur based on ethnicity. wolff (2006) also states that an ethnic conflict can be defined as any group conflict in which a side defines their ethnicity to further their goals and interests, or in which a party uses ethnicity to express dissatisfaction. furthermore, a disagreement is only considered ethnic if the parties to the conflict primarily have different ethnic identities and group affiliations. consequently, ethnic identity or differences are the main points of contention in ethnic conflicts (cordell & wolff, 2011; kaufman, 2011). conflicts, tensions, and violent or non-violent clashes between different ethnic groups in ethiopia are referred to as ethnic conflicts. ethnic identity conflicts occur when individuals or organizations identify as members of a specific ethnic group and disagree with others due to shared interests, unresolved grievances, or perceived injustice. the reasons for ethnic conflicts in ethiopia include political marginalization, land conflicts, perceived or actual historical injustices, competition for resources, and cultural differences. inter-group violence, discrimination, social exclusion, resettlement, and a deterioration of social cohesion are common manifestations of these conflicts. a coordinated approach is needed to address the root causes of ethnic conflict and promote inclusive governance, discourse, and reconciliation, as ethnic conflict poses a serious threat to ethiopia’s stability, unity, and economy. pa ge 12 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 10-18, 2024 federalism the first attempt to define federalism was made by wheare (1946) in his article federal government. federalism is the coordination and independence of local, state, and federal governments within a given territory. nevertheless, different scholars have defined federalism differently over time. federalism is a system of governance in which powers are divided between national and local governments (thisen, 2003). however, the power distribution between the different levels of government is difficult as it raises issues of cooperation, conflict, unity, diversity, and dependency. federalism is a political structure in which government functions are divided between the national and local levels, with each level of government performing a portion of the functions for which it is ultimately responsible (volden, 2004). in the literature, federalism is defined as the constitutionally regulated division of powers among the various levels of government. as a rule, there are two levels: that of the states, provinces, or regions and that of the federal government, the nation, or the center. however, a federal system may occasionally allow for a threefold division of powers by providing for complicated forms of overlapping linguistic and geographical federalism, as in belgium, or by recognizing the constitutional powers of local authorities, as in the case of south africa. federalism is, therefore, a system of government in which responsibility is shared between the federal government and several constituent states. states have different organizational structures for their federal systems. some are based on territory, while others are determined by identification or other factors. in ethiopia, for example, a federal state structure was introduced in 1995, using ethnicity as a criterion for forming regional governments. therefore, ethiopian federalism” is referred to as “ethnic federalism.” to summarize, federalism is a system of governance in which power is divided between the federal government, state governments, and local governments. multiple levels of government are established with different powers and responsibilities to recognize independence and sovereignty. in a federal system, local government and responsibility for healthcare, education, and law enforcement fall under the purview of regional or state governments. on the other hand, it is at the national level where the federal government usually deals with foreign policy, defense, and currency matters. federalism balances strong central power and regional self-governance, allowing for greater representativeness, diversity, and local decision-making within a single political framework. theoretical framework primordialism premonitoryism assumes that ethnicity and ethnic identity are fundamentally “biological” or “natural” phenomena that have existed for hundreds or thousands of years (taras & ganguly, 2010). it’s a trait that is difficult to adapt if not permanently fixed (kaufman, 2011), and there is a high likelihood that negative confrontations will always occur. in primordialism, ethnic identification refers to a subjective sense of shared identity derived from objective cultural norms (taras & ganguly, 2010). a group of people who share the following six pillars of ethnic identity is referred to by smith (1986) as an ethnic group (community) (french ethnie). a familiar name or collective identity, a shared myth of ancestry, origin, and location, particular aspects of a common culture (usually language or religion), a shared historical memory linking successive generations, a sense of attachment to a specific territory, and a shared sense of identity and solidarity with other group members are some examples. in comparison, an ethnic group is a biologically self-sufficient people who communicate and interact through shared cultural values. this group includes people who can identify themselves and are recognized by others (barth, 1969). in summary, primordialism emphasizes the importance of ancestral links such as ethnicity and historical identities and sheds light on the current situation in ethiopia. according to the primitivists, the main cause of unrest is deeply rooted, intrinsic, and unchanging intergenerational identities. the idea of primitivism explains the severity of ethiopia’s wars, which stem from territorial claims, historical grudges, and ethnic rivalries. it emphasizes individuals’ and groups’ intense emotional and cultural attachment to their ethnic or regional identity, which can lead to persistent animosity between different groups and a sense of injustice and marginalization. instrumentalism according to instrumentalist theory, ethnicity is neither useful nor intrinsic to human nature; rather, it is a façade for deeper political and economic goals. according to taras and ganguly (2010), ethnic identity is seen by instrumentalists as “a tool used by individuals, groups or elites to achieve a larger, usually material, goal” rather than something primordial. in their quest for dominance, ethnic elites exploit and emphasize ethnic differences through politics, aggressive crisis mobilization, hate speech, and terror (oberschall, 2007). horowitz (1998) claims that the leading causes of ethnic strife are self-serving, cunning leaders or ethnic entrepreneurs who trick their followers (kaufman, 2011) to further their interests or those of their group. the “greed” approach also represents the economic factors that lead to ethnic conflict. the struggle between elites for significant rents from natural resources is reflected in the concept of “greed” (collier & hoeffler, 2002). as kaufman (2011) pointed out, instrumentalists also claim that the tendency to increase economic resources is typically the driving force behind ethnic conflict in many places in africa, including the study case. according to the instrumentalist perspective, political elites and ethnic entrepreneurs can use ethnicity, including politically charged ethnicity, as a weapon or tool to organize the members of their ethnic groups to achieve pa ge 13 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 10-18, 2024 both political and economic gains (taras & ganguly, 2010). to summarize, the school of instrumentalism provides a framework for understanding the current conflict situation in ethiopia. instrumentalism assumes that political elites deliberately sow discord and ethnic identities to further their goals and maintain power. according to the instrumentalism theory, political actors in ethiopia use ethnic differences to consolidate their positions, gain support, and acquire resources. the instrumentalist perspective illustrates how conflict arises from power, self-interest, and political calculation. complexity theory societies are empirically complex social systems with emergent properties such as self-organizing behavior and the ability to adapt (byrne, 1998). social systems are extraordinarily dynamic, non-linear, and emergent, making it challenging to determine universal laws or norms that would allow us to predict the behavior of a particular civilization or community (cilliers, 2002). based on complexity theory, the findings of this study assume that social interactions such as class, gender, ethnicity, and age form groups in the world and that these groups are systems consisting of several interdependent components that influence each other. according to this view, conflicts arise from the interactions between multiple systems when there are discrepancies between them. consequently, it helps highlight the problems, challenges, and ultimate goals in each system and the overall conflict (cilliers, 1998). complexity also allows us to understand how violent conflicts develop in social systems, how to stop them before they arise, resolve them when they arise, and make social systems more resilient (coning, 2020). in the case of ethnic conflicts, complexity theory is a valuable tool. indeed, ethnic conflicts differ from other types of conflict in the influence of invisible factors such as identity, culture, grievances, and mistrust of how the different systems involved in the conflict interact. therefore, the idea of complexity provides a helpful framework for understanding the current conflict situations in ethiopia. complexity theory postulates that disagreements arise from linear causeeffect relationships and the interactions and feedback loops of multiple interconnected components. a complex web of interrelated variables, including ethnic differences, historical grudges, political power struggles, socio-economic inequalities, and regional aspirations, determines ethiopian conflicts. complexity theory highlights the importance of understanding conflict’s non-linear and unpredictable nature and developing thorough but adaptive conflict resolution techniques. results and discussion ethnic federalism and ethnic party politics twenty years of military rule and civil war in ethiopia ended in 1991 with the fall of the tplf-led eprdf regime (kefale et al., 2021; mengistu, 2015). to divide the country along ethnolinguistic lines, the dictatorship established nine regional states: tigray, afar, amhara, oromia, somali, benshangul/gumuz, southern nations, nationalities and peoples, gambela and harari people regional states (art. 47 fdre constitution, 1995). many academics agree that ethiopian federalism has disadvantages. although it recognizes the autonomy and self-governance of ethnic communities, it also exacerbates regional ethnic conflicts (mengistu, 2015). according to kefale et al. (2021), most collective rights in ethnic federalism are represented by ethnicity. thanks to ethnic federalism, ethnic groups can organize themselves and use ethnic politics as the primary tool for power politics and state organization (mengistu, 2015). over the last thirty years, ethiopia’s federal structure based on ethnicity has indeed fostered ethnic sentiments and intensified ethnic animosities (adamu, 2019). in the 1995 constitution of the fdre, p. 13, article 39 guarantees the full right to self-determination, including secession, for all ethiopian nations, nationalities, and peoples. according to chekol (2015), interethnic violence is encouraged by the unrestricted possibility to secede from the union as it gives ethnic groups more self-confidence and authority to fight other groups. for example, according to hamza (2021), the tplf is trying to establish an independent state to use the “secession clause” and has declared tigray a de facto state. apart from the secession clause, as the old territorial institutions disintegrate, more and more ethnic groups are trying to establish their autonomous territorial units at regional and sub-regional levels based on the full right to self-governance guaranteed in the constitution (kefale et al., 2021). recently, the federal government granted regional autonomy to the regional states of sidama and southwest ethiopia (ethiopian news agency, 2021; ethiopian government portal, 2021). ethnic violence and attacks were the result of the mobilization and organization of members of the respective ethnic groups by the political elites to strengthen their power and control over resources. for example, the sidama liberation movement, the youth organizations known as ejeto, and other political elites incited members of their ethnic groups. fifty-three people lost their lives, and 54 others were injured as a result of the inter-ethnic conflict (kiruga, 2019). the country’s political parties are mostly structured according to ethnic identity, in addition to the ethnic restructuring of the state. an ethnically oriented party seeks to represent these communities and draws the majority of its support from one or more specific ethnic groupings (horowitz, 1985). the eprdf, led by the tigray people’s liberation front (tplf), was formed in 1998 and is governed by a coalition of the amhara national democratic movement (andm), the south ethiopian people’s democratic front, the oromo people’s democratic organization (opdo) and the tplf (kefale et al., 2021; yusuf, 2019). the prosperity party (pp) and the eprdf merged in 2019. kefale et al. (2021) state that the pp is a national pa ge 14 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 10-18, 2024 or nationwide party prioritizing ethiopian nationalism over ethnicity. nevertheless, it is organized and led based on ethnicity. the party is divided into several ethnic factions that compete with each other for power in the government. in addition, the number of political parties running in the 2021 parliamentary elections shows how strongly the ethnic groups are represented. of the fifty-five political parties running for office, nine are national or statewide, while the other forty-six are based on ethnic identity (national election board of ethiopia, 2021). according to dowd & driessen (2008), ethnic parties are distinguished by the people they stand for rather than their ideologies. rather than emphasizing broad national issues, the parties advocate for the policies of their ethnic communities. it is difficult for ethiopians to unite and fight for their rights as they see themselves as different rather than the same because of their ethnicity. but they can also act as catalysts for interethnic conflict and violence. political parties driven by ethnic motivations seriously degrade democracy (dowd & driessen, 2008). different ethnic groups employ various tactics to start or intensify interethnic conflict. among the examples are appeals to ethnic voters, demands made to the government by ethnic groups, emphasis on the prominence of ethnic chauvinist organizations within each group, and the development and exacerbation of ethnic divisions (horowitz, 1985). in conclusion, it can be said that ethnic federalism and ethnic party politics essentially determine the conflict dynamics in ethiopia. since the introduction of ethnic federalism, national unity has not always been prioritized over ethnic identity. instead, each ethnic region is granted a high degree of autonomy. despite the goal of redressing past grievances and promoting selfdetermination, competition among ethnic areas for land, resources, and power has exacerbated ethnic conflicts. ethnic party politics, in which political parties fight for resources and influence based on common ancestry, has also deepened these differences. this has exacerbated inter-group disputes and made it more difficult for a coherent national identity to emerge. politicization and elite mobilization of ethnicity as the ethnic consciousness of the nation grows, identities are formed, reshaped, and mobilized for specific political, social, and economic goals (chekol, 2015). more than 80 ethnic groups are recognized in various government documents and academic publications, although the exact number of ethnic groups in the country is unknown. however, the house of federation (hf) claims to represent only 76 ethnic groups. the hf states that “with the recognition of more ethnic groups, the representation of ethnic groups has improved. in the last five years, the number of ethnic groups has increased from 67 to 76”. ethnic identities develop, as the growth of ethnic groups shows. examples include kucha, dorze, mello, uba gezo, and other organized ethnic identities (mazengia, 2020). the “kemant” and the “amhara” are in an ethnic conflict due to recent cases of politicized ethnicity, and the “ethnic identity of the ‘kemant’ is increasingly recognized (belay, 2014). the two groups have entered a complex relationship by invoking a common language, culture, religion, and ideals (mazengia, 2020). the politicization of ethnicity can influence the behavior of society and benefit political elites, as it is generally the most sensitive and emotional issue (chekol, 2015). the struggle for supremacy and power among ethiopian elites is strongly influenced by ethnicity (eresso, 2021), exacerbating conflicts between ethnic groups (abebe, 2016). this was recently the case when the amhara and afar regions were incited by the tplf-led tigray region against the federal government by promoting a victim mentality among its citizens (tigray tv, november 26, 2020; november 21, 2019). following an attack by tplf special forces on the ethiopian defense forces northern command in november 2020, fighting spread to the nearby areas of amhara and afar (gavin, 2021). as a result of the radicalization and mobilization of various ethnic groups by the political elites, ethnic conflicts have repeatedly erupted over the years. especially after 1995, the nation faced severe problems due to the elites’ greedy pursuit of wealth and political domination. as a result, the politicization of ethnicity and elite mobilization are significant factors contributing to ethiopia’s conflict dynamics. ethnic elites have consolidated their authority, united their ethnic communities, and used ethnicity to gain political influence. thus, political loyalty and identity are now mainly determined by ethnicity, which overrides overall national goals and creates a divisive political climate. the politically motivated exploitation of ethnicity has exacerbated inter-group rivalry, fueled mistrust and resentment, and increased inter-group tensions. to overcome these challenges, it is essential to promote a political culture that prioritizes common values, goals, and inclusive governance for the different ethnic groups. historical and state-building narratives how the past is represented and understood greatly influences today’s goals and policies. the history study is important and has been linked to conflict, rivalries, and the mobilization of groups in ethiopia. political elites can achieve the organization and justification of political power through historical narratives. antagonism and conflict arise when historical narratives are distorted to the advantage of one group while harming others by labeling them as “oppressed” and “oppressors” (chekol, 2015). nevertheless, the elites have different views on history, although ethiopia is one of the few nations with a long history (hailu, 2022). the emergence of today’s ethiopian state or empire is the central theme of the contested historical narrative. emperor menelik ii expanded his empire in the 1800s by annexing small kingdoms and villages in the country’s west, east, and south. these kingdoms include arsi-oromo, gurage, wolayta, kaffa, hararghe, and sidama (abebe, 2016). pa ge 15 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 10-18, 2024 in the current political debate in ethiopia about emperor menelik’s military expansion, however, three competing narratives or theses are put forward (abebe, 2016). the first thesis is that of national and colonial oppression: the colonial theory is supported by the most radical ethnonationalist (radical left) groups, including certain oromo elites and eritreans. they see secession as the only viable option and portray the ethiopian state as a colonizer. they consider the incorporation of tiny kingdoms and communities as colonial, as in establishing european empires (kebede, 2015;gashaw, 1993). other elites, including the tplf and emperor menelik ii, promoted national oppression. they sought “self-determination” as a remedy because they believed it spoke for the oppressed amhara ethnic minority against other ethnic groups (abebe, 2016). the tplf government, mainly targeting amhara ethnic identity, effectively used this narrative of oppressors and oppressed as part of its divide-and-rule policy for almost thirty years (kebede, 2015; gashaw, 1993). the institutionalization and legalization of the oppressor narrative by the tplf are also evident in the constitution of the fdre. the preamble states that the best way to fulfill our common destiny is to right historical wrongs and advance our shared goals (fdre constitution, 1995). this myth has been further politicized and used by various ethnic parties and political elites as a tool to pursue their own goals. ethnically motivated attacks target the amhara ethnic identity across the country because of a narrative of victimization and oppression (eresso, 2021). secondly, the reunification thesis states that emperor menelik’s territorial expansions throughout the country were not colonial endeavors but reflected a reunification of the former territory. thirdly, the expansion thesis states that the emperor’s aim in expanding his empire was to create a nation composed of elites with multi-ethnic backgrounds, a national language, national symbols, and a solid loyalty to the imperial throne (kebede, 2015). the political elites disagree on many aspects of ethiopia’s past, and these disputes continue to this day. the university-level history course “history of ethiopia and the horn” was released by the ethiopian ministry of science and higher education in 2019. conflicts about the course’s content among ethnic elites prevented the course from being included in the curriculum. according to arebo (2020), history is the only academic discipline in ethiopia that has provoked discussion and criticism. to summarize, historical narratives and state formation played an essential role in shaping the course of the ethiopian conflicts. rivalries and tensions between ethnic groups were fueled by their different representations of history, often motivated by anger and a sense of injustice. state-building initiatives that foreground the dominant ethnic groups and marginalize others have reinforced these myths and fostered a climate of exclusion and prejudice. political instability and constant wars result from the struggle for resources and representation caused by this power imbalance. to solve these problems, inclusive nation-building projects that honor and respect the ethiopian people’s diverse historical experiences and aspirations must be implemented. ethnic security dilemma rose (2000) points out that when there is a significant security issue, ethnic conflict is more likely to occur. authoritarian leaders, anarchy, the fall of a government or regime change, hostile neighbors, the vulnerability of a minority group, changes in the distribution of political power between groups, changes in access to or control over economic resources, etc., are some examples of environments or conditions that can trigger fear and lead to security dilemmas (wolf, 2006; crawford, 1998). a variety of factors can explain the ethnic security problem in ethiopia. despite the long history of state-building, the country has no democratic government. there are few or no democratic institutions to protect the rights of the people, and an authoritarian dictatorship, an absolute monarchy, and the military rule the country. ethnic groups defend themselves against their neighbors by arming themselves when threatened. the security institutions have been divided into ethnic groups since 1991. each ethnic regional state has similar military equipment to the ethiopian national defense army but with its own paramilitary (semi-military) groups (militias, regular police, and special police forces, called “liyu hyel” in amharic) (defense web, 2018). the national security of the nation is, therefore, in danger. the tplf was better equipped for almost thirty years than the country’s armed forces. the attack on the ethiopian national defense force (ethiopian news agency (ena), 2020) triggered the battle in northern ethiopia. in this security conflict, several actors attempt to organize and mobilize their ethnic community as a security tactic. in the words of wolf (2006), “…ethnic activists and political entrepreneurs may make blatant ethnic appeals and attempt to outbid moderate politicians, thereby mobilizing members, polarizing society, and exacerbating intergroup dilemmas” (p. 74). to appeal to the feelings of members of their ethnic groups and the desire to ensure their safety, ethnic entrepreneurs and activists in social media and mainstream media use ethnic identity as a motivating factor. in addition, rose (2000) has found explanatory variables that illustrate how a severe security challenge increases the likelihood of conflict or war, citing posen. first, it is assumed that when security is low or absent, an arms race occurs as countries seek to defend their interests militarily. aemro (2016) also claims that the proliferation of small arms in ethiopia is due to both self-defense and a lack of trust in the country’s security services. any robust and democratic security organization in the country cannot guarantee the population’s security. instead, throughout the eprdf government (van veen, 2016) and currently under the government of abiy ahmed, the state security pa ge 16 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 10-18, 2024 institutions — which are dominated by a single ethnic group— have been perceived as the “protectors” of the tplf. since 2020, state security forces and ethnically motivated armed organizations have killed at least 1800 ethnic civilians, mostly amharas, according to eneyew (2022). in response to the growing security threat, the amharas have become better organized and equipped to defend their security. secondly, when one ethnic group gains political dominance over another, the likelihood of conflict or war increases. prime minister abiy ahmed, an oromo, was elected to lead the country after the tplf-led eprdf regime, which lasted from 1991 to 2018, was overthrown in 2018. oromo supremacy replaced tigrayan control in the government. the tigrayans perceive the loss of the tplf’s influence in addis ababa as a threat (jeffrey, 2019). as a result, they began to strengthen their military, and on november 3, 2020, they formally declared war on the federal government’s armed forces (eneyew, 2022). to summarize, the ethnic security problem has significantly increased tensions in ethiopia. when ethnic groups compete with each other for resources and power, a vicious circle of mistrust, insecurity, and terror is created. as the government places great emphasis on ethnic identity and autonomy, tensions have increased, leading to deadly conflicts and political instability. emotions have run high, and attempts to find a peaceful solution are hampered by the failure to address problems such as injustice, prejudice, and unresolved grievances. the core causes of the ethnic conflict must be addressed, and inclusive governance, equal resource allocation, and interethnic communication must be encouraged if ethiopia is to see long-term peace and security. conclusion ethnic conflicts, displacement, bloodshed, and wars have plagued ethiopia since the introduction of ethnic federalism in 1995. in ethiopia, ethnic conflicts and their persistence are mostly due to a single factor. instead, the following reasons contribute to ethnic conflicts in ethiopia: (1) ethnic federalism and party politics; ethnic division of government power and party politics have created prospects for ethnic entrepreneurs; (2) politicization and mobilization of ethnicity due to the structure of state institutions, it is easy for elites to politicize and mobilize ethnic identities for their own political and economic goals; (3) historical and statebuilding narratives: disagreement among elites on how to explain this state-building process leads to conflict; and (4) the ethnic security dilemma: as a result of the mobilization of ethnic identities, each ethnic group sees the other as a security threat. consequently, each ethnic group has begun to arm itself to defend the other ethnic group. the ongoing ethnic conflicts have caused much damage to the nation, including economic destruction, psychological impact, loss of lives, and displacement. according to the author, no single cause exists for the ongoing racial conflicts. instead, it is the complicated patterns of state and human interaction, such as the organizational framework of federalism, political rivalry, elite mobilization, historical narratives between ethnic groups, and ethnic division. recommendations the authors propose the following recommendations based on the findings and critical analysis. first, the conclusion proposes institutional and legal reforms, including the establishment of a national commission to review and amend the constitution, the balancing of individual and group rights, and the replacement of ethnic-based federalism with geographic federalism. secondly, the findings emphasize the importance of transitional justice and history in achieving national unity. it proposes the establishment of an impartial national historical truth finding commission composed of experts from various fields to investigate historical facts and make recommendations. it also emphasizes the need for history professionals to write and teach about history. third, the findings advocate strengthening local peace building and linking it to national dialogue. it emphasizes the role of neighborhoods in maintaining peace and resolving disputes and recommends an independent national commission to lead the national dialogue, ensuring public participation and clear procedural norms. fourth, the conclusion addresses the problem of elites using ethnicity for their own interests. it calls for the promotion of communication, common interests and consensus among elites to prevent polarization and ethnic conflict. the government is called upon to promote horizontal and vertical equality and to defend the rights of individuals and groups. finally, the authors emphasize the importance of reconciling ethnic diversity and national unity. they suggest creating inclusive institutions, overcoming racial boundaries and promoting inter-ethnic dialogue, reconciliation and equitable access to resources and representation. implementing these recommendations can help ethiopia overcome the challenges of ethnic conflict, ethnic federalism and ethnic party politics, leading to a more secure and prosperous future for the country. references abebe, s. g. 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(2019). drivers of ethnic conflict in contemporary ethiopia. institute for security studies monographs, 2019 (202), v-46. pa ge 1 pa ge 13 american journal of arts and human science (ajahs) analyzing communication strategies of the saudi ministry of health during covid-19 jareh fares alotaibi1* volume 2 issue 4, year 2023 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v2i4.2177 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: october 05, 2023 accepted: november 03, 2023 published: november 07, 2023 effective communication is imperative during crises such as the covid-19 pandemic. the study investigates the communication strategies employed by the saudi ministry of health through its official twitter account during the pandemic. a content analysis of 1129 tweets from the saudi ministry of health’s official twitter account was conducted from january 21, 2020, to july 21, 2020. twitonomy software was used to collect the tweets. a coding sheet was developed and validated for measuring communication strategies, content types, language, target audience and user interaction. the results demonstrate that the saudi ministry of health utilized an “information strategy” (74%) to communicate with the public. most tweets included infographics (75.9%), followed by videos (16,95%). text-only tweets (2%) and links to external websites (0.35%) were less absent. arabic was the predominant language (86%), followed by english (12%), and a mix of ten other languages (2%). this study emphasizes the value of understanding audience dynamics for upcoming crisis communication strategies as well as the significance of effective communication in public health crises. the results can help public health authorities approach similar circumstances more effectively and effectively. keywords corona pandemic, covid-19, communication strategies, twitter 1 department of communication, king saud university at the college of humanities and social sciences, riyadh 11495, kingdom of saudi arabia * corresponding author’s email: jfalotaibi@ksu.edu.sa introduction social media emerged as one of the primary communication tools and became a crucial element of civic society. according to the saudi ministry of communication and information systems, saudi arabia has the highest global proportion of twitter users, where 41% of internet users use twitter (al-hila et al., 2017). moreover, saudi arabia ranks fourth globally in terms of its number of twitter users (alotaibi et al., 2019). mohammed and ferraris (2021) highlighted that social media, particularly twitter, is widely employed by sadis for social and political objectives, with a prevalent focus on information seeking (mohammed & ferraris, 2021). they add that many saudis expect social media to help improve society and government (mohammed & ferraris, 2021). saudis who use social media have more opportunities to discuss political issues because these platforms provide safer channels to express their opinions (al amri et al., 2023). communication activities through social media are common among ordinary people and for many organizations, including government agencies (shirky, 2011). the saudi government has issued many official orders that confirm how the saudi government recognizes the importance of communicating with people through social media platforms such as twitter and facebook (shirky, 2011). according to a law implemented in 2003 in saudi arabia, all agencies of the saudi government are required to have an internet presence (gharawi & alneami, 2020; yesser, 2014). that decision has encouraged a historic change in the relationship between saudi citizens and government and non-government organizations. accordingly, the saudi government started creating content that meets saudis` desire to know about political and social issues that touch their interests (gharawi & alneami, 2020). according to alsubaie (2021), saudi officials started their accounts on twitter after the arab spring in 2010/2011 to monitor citizens’ opinions (alsubaie et al., 2021). one such was abdulaziz khoja, the former saudi information minister who used his social media presence to avoid political revolution(alrefaee, 2023). moreover, saudi organizations use social media platforms, in particular twitter, during crises such as the coronavirus (covid-19) pandemic. the coronavirus disease outbreak in 2019 (covid-19) is a serious global public health emergency (ali et al., 2020). this pandemic is considered one of the most challenging global crises of current decades. the corona disease was identified in december 2019 in wuhan, china(ali et al., 2020). according to the world health organization (2020), since the disease began to spread in december 2019 till 21 july 2020, covid-19 has infected 14,727,753 and spread into 210 countries and territories with 610,560 deaths(ali et al., 2020; burki, 2020). so, in the next chapter, some studies have investigated how governments communicate crisis information efficiently and effectively with the public during the coronavirus disease crisis. literature review social media use during the corona pandemic (covid-19) rosenthal et al. (1991) say that crises are situations when social, institutional, and organizational interests have been threatened and require immediate steps with uncertain results (rosenthal & rosenthal, 2020). crisis events pa ge 14 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 13-22, 2023 include global pandemics, natural disasters, technical disasters, terrorist events, nuclear threats and international conflicts (islam et al., 2023; rosenthal & rosenthal, 2020). social media have become one of the main channels where the public can gain information and express their feelings and opinions about different issues (islam et al., 2023). government agencies in various countries have used social media platforms to conduct and manage crisis communication. for example, us government agencies used twitter during the hurricane crisis to engage citizens in public service efforts (chatfield & reddick, 2017). additionally, local governments in the uk used twitter to interact with citizens, dispel rumors, and track down potential suspects during the 2011 riots (panagiotopoulos, 2014). indonesian government agencies used twitter to broadcast early warning messages during the tsunami of 2012 and to develop their efficiency in providing public information (chatfield et al., 2013). neely and collins (2018) emphasize that most government agencies do not employ social media to promote citizen engagement but use these platforms just to broadcast information (neely & collins, 2018). using two-way interactive communication via government social media stays at a superficial level through strategies such as the limitation of comments and deletion of what is seen as inappropriate dialogue (neely & collins, 2018). raamkumar et al. (2020) conducted a study to examine the covid-19-related communication initiatives of public health authorities in three countries: singapore, the united states, and england. (sesagiri raamkumar et al., 2020). the results showed that the ministry of health in singapore published more about covid-19 than the centre for disease control and prevention in the usa or public health england (sesagiri raamkumar et al., 2020). moreover, the result showed that analyzing social media content could provide signs of communication strategies used during the outreach diseases. han et al. (2020) investigated public opinion during the early stages of covid-19 in china by analyzing content on sinaweibo (a twitter-like microblogging platform) (han et al., 2020). the results demonstrated that the number of weibo texts varied over time for different topics and sub-topics through the various developmental stages of the disease(han et al., 2020). in their investigation of the temporal aspects of crisis responses on the social media site facebook, huang and distaso (2020) identified the message appeal that significantly impacted the general public’s perceptions of hospitals (huang & distaso, 2020). according to their research, articles with a rational appeal received more engagement than articles with an emotional appeal. in addition, they discovered that a hospital’s immediate facebook response to a crisis led to higher levels of trust than a response shared a week later (huang & distaso, 2020). in their research, chen and colleagues (2020) looked at 1441 posts from the national health commission of china’s official sina weibo account, “healthy china.” the study aimed to find out how people interacted with these posts. according to the findings, about 34% of the posts appreciated first responders, 30% offered advice to other parties, and 28.7% provided details on how the government handled the covid-19 crisis (chen et al., 2020). moreover, 43% of posts (n-606) of posts included photos, 31% included only text, and 26% included videos. analysis revealed considerable differences in citizens’ engagement, as 44.4% of posts had fewer than 100 citizens engaging with them, and just 100 posts were engaged more than 100,000 times(chen et al., 2020). communication appeared during crises in different forms, depending on the general circumstances and contexts, including the development of communication techniques and information technology (islam et al., 2023). during the covid-19 pandemic, the media approached the crisis in various ways, focusing on understanding its dual role in instilling fear and panic about the virus and correcting misconceptions (figueiredo & massano-cardoso, 2021). for instance, a study conducted by figueiredo and massano (2021) aimed to evaluate how the media influenced people’s fear of contracting covid-19, their anxiety related to daily statistical reports, their concerns regarding preventive measures and warnings presented in the media, as well as the media’s effectiveness in explaining and reporting the pandemic, and its impact on people’s fear of contracting the disease (figueiredo & massano-cardoso, 2021). a total of 349 people participated in the survey, and the results showed that women were more afraid of contracting covid-19 than men, and the sample trusts information that appears in traditional media more than social media (figueiredo & massano-cardoso, 2021). in response to the covid-19 pandemic, santoso and colleagues (2021) investigated how the gender of public relations professionals affected their communication strategies (santoso et al., 2021). the study conducted in-depth interviews with 224 participants who confirmed that both gender (female and male) of public relations practitioners has the same understanding of the covid-19 pandemic and ways to face the crisis and different public relations activities (santoso et al., 2021). moreover, female public relations practitioners use social media platforms more than males, while male counterparts pay more attention to making organizations’ reputations and images stronger via conventional media publicity (santoso et al., 2021). the study by gui (2021) focuses on media frameworks related to covid-19 in chinese social and cultural contexts (gui, 2021). the study analyzed xinwen lianho’s reports for nine weeks, showing that the framework of war metaphorically prevailed for a period but did not persist as it was (gui, 2021). there are also some metaphors related to race and defiance; although they are not as dominant as the framework of war, they should not be overlooked(gui, 2021). liu and liu (2020) aimed to investigate the relationship between media exposure and anxiety and shed light on the underlying mechanisms mediated by the media vicarious effect. (1118) (liu & liu, 2020). chinese citizens participated in filling out the questionnaire (liu pa ge 15 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 13-22, 2023 & liu, 2020). the results showed that official media, commercial media, social media, and external media cause anxiety to varying degrees (liu & liu, 2020) as the direct exposure to the external media and the commercial media was direct, while the impact was indirect to the official media and social media platforms (liu & liu, 2020). on the other hand, jain (2021) analyzed the attitudes of six political leaders in india during the four periods of lockdown in india (jain et al., 2021). also, the study investigates to what extent the political leaders in india used twitter across the four lockdown periods during the covid-19 crisis and discovers the type of content of communication that the indian political leaders used during the crisis (jain et al., 2021). the results explained that narendra (the prime minister) came first in terms of the number of followers on twitter with (56.42.983), followed by harsh vadhan with two million three hundred thousand followers (jain et al., 2021). the results confirmed that 81% of the six leaders’ tweets were related to covid-19, and the leaders’ tweet rate was with the progression of the lockdown stages. also, the results showed that the media tweets for crisis management came first with (30%) and the prime minister of india came as the most tweeted by (36%) (jain et al., 2021). communication strategies by governments on social media and websites according to bonsón et al. (2019), governments have recently shifted to transparent communication and engagement with the public on social media instead of distributing propaganda (bonsón et al., 2019). many existing studies have investigated the influencing factors of cegsm (citizen engagement on government social media) in normal circumstances (bonsón et al., 2019). government and non-government organizations have started using communication strategies to convince citizens, disseminate information, and raise awareness regarding different issues. for example, al-zadjali (2012) investigated communication strategies used by omani government organizations (al-zadjali, 2012). the results showed common use of ruler’s model, concentrating on one-way communication, including information and persuasion strategies (al-zadjali, 2012). educational organizations’ use of twitter was investigated by leona et al. (2017) to identify communication strategies in public relations(leona et al., 2021). they indicated that educational organizations used twitter to disseminate information, communicate and advertise their events. these organizations also used the strategy of one-way communication as outlined in ruler’s model (leona et al., 2021). also, government and non-government organizations use twitter more than other platforms to communicate with their audience, and their interactive communication is high (aldekhyyel et al., 2022). cho and lee (2014) monitored the use of five government organizations in two countries (korea and the united states of america). they revealed that the information strategy was most commonly used by government organizations, followed by an asymmetrical communication strategy (cho & lee, 2014). in contrast, ayish (2005) found that 20 emirate government and non-government organizations used interactive communication with their audience (ayish, 2005). said (2017) monitored communication strategies egyptian and emirate aviation companies used on their social media accounts (said, 2017). the results demonstrated that each company used all the communication strategies in ruler`s model differently to communicate with audiences and broadcast their policies and knowledge (said, 2017). moreover, alharbi (2021) sought to monitor communication strategies used for public relations and their influence in supporting saudi arabia’s vision 2030. the result showed that the saudi government relies on the information strategy on social media platforms (alharbi, 2021). previous studies found that government, nongovernment, profit, and non-profit organizations use communication strategies for public relations through their communication with stakeholders to convince them, change their behaviors and opinions and raise their awareness (aldekhyyel et al., 2022). however, they did not investigate communication strategies for public relations used on social media during a time of crisis, which will be presented in the following paragraphs (alsubaie et al., 2021). communication strategies ruler built his model on grunig’s model and considered them both situational models whereby communication strategy is assessed in relation to the situation facing public relations practitioners (ruler, 2004; tolchin, 1968). ruler created his model, the situational model of communication strategies, where each strategy might be used in specific situations or where situations call for a mix of these strategies(brackett et al., 2019). the model identified communication strategies according to two main axes: the first axis relates to the nature of the communication process and to what extent the audience is involved in this issue. one end of this axis represents one-way communication, while the other represents two-way communication(brackett et al., 2019). the second axis indicates the nature of the content and meanings that are included in the message communicated. one end of the second axis represents messages where meaning and content represent the organization`s viewpoint, while the other end represents the viewpoint of other organizations and audiences and signs that reflect both sides of any argument(brackett et al., 2019). according to ruler`s model, there are four communication strategies for public relations: information strategy, persuasion strategy, dialogue strategy and consensusbuilding(brackett et al., 2019). ruler named these strategies in his communication grid (see figure 1) pa ge 16 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 13-22, 2023 information strategy in this strategy, communication is one-way, with connotations and meanings denoting one meaning (ruler, 2004) presents examples of this strategy, such as press releases and an organization’s materials. he adds that stakeholders receive vital information through this strategy that helps them make decisions and build opinions (van ruler, 2019). persuasion strategy this strategy combines one-way communication and content that presents other organizations and the audience`s viewpoints (connotative) (ruler, 2004). the organization seeks through this strategy to bring intended changes to particular audience behavior, attitudes and knowledge. the persuasion strategy requires precise targets and a mix of persuasive messages (van ruler, 2019). consensus strategy ruler (2004) emphasizes that this strategy combines two-way communication (asymmetrical) and a communication message that presents the organization`s opinion (denotative) (ruler, 2004). he says this strategy builds relations between an organization and its outside environment or between an organization and its internal audience (ruler, 2004). dialogue strategy this strategy combines two-way communication and content that presents the organization`s and the audience`s opinions (ruler, 2004). he believes that this strategy includes consulting audiences about the organization`s policies and taking their opinions about a variety of relevant issues seriously(van ruler, 2019). therefore, this strategy is called a facilitating strategy, where organizations work to facilitate the audience`s participation in making decisions, as well as organizations being eager to meet their social responsibilities(ruler, 2004). dialogue strategy is used in brainstorming about crises and problems that are expected to happen and addresses how to respond to them(ruler, 2004). it is worth noting that all four strategies mentioned are related to various theories in different sciences(van ruler, 2019). according to ruler (2004), the theoretical aspects of information strategy are mainly discussed within theories of mass media communication and journalism (ruler, 2004). theories of persuasion are mainly found in social psychology, advertising and propaganda(van ruler, 2019). moreover, dialogue and consensus creation are crucial characteristics of conflict and negotiation theories and a primary point of investigation in organizational communication, interpersonal communication and mediation(ruler, 2004). this study will consider any tweet sent by the saudi ministry of health that includes pure information, statistics, news or guidance about covid-19 that aims to educate and inform tweet recipients without any prior intention to change their behaviors or attitudes as information strategy, i.e., when the ministry of health sends information to raise awareness about covid-19. on the other hand, any tweet sent by the saudi ministry of health that reflects the ministry’s and recipients` viewpoints and aims to effect intended changes in the audience’s behaviors, attitudes, and knowledge will be considered a persuasion strategy. the consensus strategy will be employed when a tweet presents twoway (asymmetrical) communication between the saudi ministry of health and its audience if it just provides the ministry of health`s viewpoint and aims to find common ground with the main stakeholders. lastly, the dialogue strategy is considered to be used when a tweet includes two-way communication and presents brainstorming as an opportunity to find solutions for problems and the saudi ministry of health attempts to facilitate audience participation in decision-making. the communication grid is shown in figure 1. figure 1: communication grid previous studies show the importance of communication messages during crises and their use to communicate with people (liu & liu, 2020; ruler, 2004). the studies dealt with the contents of these messages differently and with different research methods and tools (sesagiri raamkumar et al., 2020). this study will examine the messages ministries and government agencies used differently during the corona crisis. this study will examine, by analyzing the tweets of the saudi ministry of health, the public relations communication strategies that the saudi ministry of health used in its official twitter account during the covid-19 pandemic. the study examines the saudi ministry of health’s social media campaigns to spread information about the covid-19 pandemic. it aims to comprehend how the ministry used this platform for pr, taking into account the tone, information, and timing of their tweets. the study will also gauge user engagement with these tweets by counting the number of retweets, comments, and likes. last but not least, the study aims to identify the type of audience engaging with the ministry’s twitter content, offering essential insights into their demographics, pa ge 17 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 13-22, 2023 interests, and needs that can help them develop more successful crisis communication strategies. research method the research adopted an exploratory study design to investigate the communication strategies employed by the saudi ministry of health during covid-19. the researcher surveyed the contents of tweets on the official twitter account of the saudi ministry of health during the coronavirus (covid-19) pandemic, specifically from 21 january 2020 to 21 july 2020. content analysis of these tweets will facilitate answering the research questions of this study. data collection to identify tweets related to covid-19, a systematic screening process was undertaken. all tweets directly addressing or concerning the covid-19 pandemic were isolated for further analysis. the twitonomy software program was used to collect tweets from the saudi ministry of health`s official account on twitter because that program helps researchers import tweets by allowing a transfer of data into pdf and excel pages. content analysis was conducted on the identified tweets. each tweet was code-based on the predominant message type it conveyed. this coding process enabled a detailed understanding of the messaging strategies. coding scheme when the researcher prepared the first draft of the coding sheet, this draft was sent to five media experts and doctors who work at the department of media at king saud university for their comments and suggestions. when these were received, the researcher modified the coding sheet accordingly and made sure that it would be useful for answering the research questions. to make sure of the internal validity of the coding sheet to measure what it purported to investigate, the researcher analyzed 1020 tweets (10% of the sample). the same tweets were analyzed again at a different time (after 12 days) to measure the percentage of agreement between the results of the two different tests. the high percentage of agreement (97.5%) is shown in table 1. ethical approval ethical approval was not required for this research, as the study did not involve any human participants. the data utilized in this research were sourced from a public twitter account maintained by a government entity and were publicly accessible. results communication strategies table 2 shows that the communication strategy used by the saudi ministry of health during the corona pandemic (covid-19) to communicate with saudi citizens during the health crisis was one-way communication. the information strategy was used more than any communication strategy (74% of tweets), and the rest of the tweets (26%) used a persuasion strategy. twoway communication, which includes consensus-building and dialogue, was not present in tweets sent by the saudi ministry of health in this sample. table 1: results of the validity test for the coding sheet variables average rate of agreement 1 communication strategy of public relations 90 2 attachment 96 3 language 100 4 type of audience 98 5 replies 99 6 re-tweets 100 7 likes 100 all variables 97,5% table 2: communication strategies used by the saudi ministry of health in tweets on covid-19 communication strategy number percentage 1 information strategy 836 74% 2 persuasion strategy 293 26% 3 consensus-building strategy 0 0 4 dialogue strategy 0 0 5 total 1129 100% the contents of tweets the saudi ministry of health used different types of content in its tweets during the corona pandemic (covid-19), as shown in table 3. for example, only 2% of tweets included text messages without any attachments. photos appeared in 54 tweets (4.8%). the most common type of content was infographics, which appeared 857 times (75.9%). videos were used in 191 tweets (16.95%), but links appeared in the tweet sample very rarely (4 times) and comprised only .035% of the sample. table 3: content of tweets posted by the saudi ministry of health about covid-19 attachment number percentage 1 only text 23 2% 2 photo 54 4.8% 3 link to another website 4 0.35% 4 infographic 857 75.90% 5 video 191 16.95% 6 total 1129 100% languages used in tweets table 4 shows the languages used in tweets by the saudi ministry of health during the corona pandemic (covid-19). the majority of tweets (86%) were posted in pa ge 18 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 13-22, 2023 arabic (970 tweets), and the rest were in other languages. the second most commonly used language for tweets was english, which comprised 12% of the sample (132 tweets). the rest (2%) included 10 languages, namely german, spanish, indonesian, urdu, indian, swahili, chinese, french, turkish and persian, and represented 27 tweets in the sample. nurses and doctors on the front line in fighting the coronavirus only 100 times (10%). the type of interactions with tweets table 6 shows to what extent twitter users interacted with the saudi ministry of health`s tweets during the corona pandemic. 86.5% (977 tweets) received very low replies, and 9.7% received middle-level replies. in contrast, the majority of twitter users` re-tweets to the saudi ministry of health were very high: 52% (592 tweets) and 27% (302 tweets) received low interaction, and 21% (235 tweets) received mediate interaction. saudi ministry of health`s tweets received a high level of likes, 63.4% (716 tweets), and 21% (237 tweets) received a middle level of likes. table 4: languages used in tweets about covid-19 by the saudi ministry of health language number percentage 1 arabic 970 86% 2 english 132 12% 3 different languages 27 2% 4 total 1129 100% targeted audience table 5 shows that the saudi ministry of health targeted the general population with its tweets 1119 times (99%) during the coronavirus pandemic (covid-19) and posted tweets to a specific audience, such as policemen, table 5: audience targeted by the saudi ministry of health in tweets on covid-19 targeted audience number percentage 1 general 1119 99% 2 specific 10 1% 6 total 1129 100% table 6: interactions with tweets from the saudi ministry of health about covid-19 the level of interaction reply re-tweet like 1 low 977 86.5% 302 27% 176 15.6% 2 intermediate 42 3.8% 235 21% 237 21% 3 high 110 9.7% 592 52% 716 63.4% 6 total 1129 100% 1129 100% 1129 100% table 7: comparing between three stages of tweeting type first stage second stage third stage strategy information 17.80% 201 32% 362 24.18% 273 persuasion 3.27% 37 15.5% 175 7.17% 81 attachment text only 0.70% 8 0.97% 11 0.35% 4 link 0% 0 0.177% 2 0.177% 2 photo %2.66 30 0% 0 0.97% 24 infographic 13.72% 155 37.11% 419 25% 283 video %3.98 45 8.14% 92 4.78% 54 language arabic 19.39% 219 35.6% 402 30.91% 349 english 0.97% 11 10.27% 116 0.44% 5 others 0.70% 8 1.68% 19 0 0 audience general 21% 238 46.76% 528 31.26% 353 specific 0% 0 0.79% 9 0.088% 1 interaction low 20.99% 237 %40.56 458 24.97% 282 mediate 0.08% 1 1.68% 19 %1.94 22 high 0% 0 5.31% 60 4.43% 50 low 1.24% 14 14.43% 163 %11.07 125 mediate 2.92% 33 10.80% 122 7.08% 80 high 16.91% 191 22.32% 252 13.19% 149 low 1.32% 15 1.68% 19 18% 204 pa ge 19 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 13-22, 2023 mediate 9.56% 108 %10.54 119 27.45% 310 high 4.56% 53 8.76% 99 17.89% 202 in this section, the sample of tweets was divided into three stages, and each stage extended to around two months. the first stage started from the first tweet of the saudi ministry of health around covid-19 from 21st january 2020 to 22nd march 2020, when the saudi government announced restricting movement in some cities from 7 p.m. to 6 a.m. the second stage started from 23rd march 2020 to 22nd may 2020, when the saudi government announced the full restriction for 4 days from the 1st of sahiwal to the 4th of shawal 1441, and the third stage included a decrease in the number of infected by coronavirus. the result shows that the information strategy was the most used strategy during the three stages, but the second stage has the highest percentage of persuasion strategy, %15.5, compared with %3.27 and %7.1 in the first and third stages, respectively. attachments include five types in this study: text (only), link, photo, infographic, and video. results emphasize that link was the lowest attachment used in the first stage. the ministry did not use any links. infographics increased from %14 in the first stage to %37.11 in the second stage and to %25 in the third stage. moreover, using video in tweets increased from %4 in the first stage to % 8.14 in the second stage and %4.18 in the third stage. regarding the language, the arabic language was the most used by %92 during the first stage, %98.5 at the first stage, and %99 in the third stage. the english language was the second most commonly used language, especially in the second stages, with %10.27 of tweets, but it was low during the first and third stages by %0.97 and % 0.44, respectively. on the other hand, the saudi ministry of health addressed the public audience with %100 of its tweets in the first stage and %99.7 in the third stage. the second stage witnessed the highest percentage of tweets that addressed specific audiences by %10. the results of interaction present different levels of interaction. the tweets of the saudi ministry of health did not receive a high level of replies during the three stages, although the third stage tweets received %4.43. %40.56 of tweets that received a low level of replies were in the second stage. on the contract of reply, the saudi ministry of health`s tweets received a high level of re-tweets where the first stage received %16.91, the second stage received %22.32, and in the third stage %13.19 of tweets received re-tweets. tweets from the saudi ministry of health received very low levels during the first and second stages of likes, 1.32% and %1.68, respectively. the third stage had the highest percentage of high and mediated levels of likes through three stages, %17.89 and %27.45, respectively. discussion the present study analyzed the contents of 1129 tweets sent by the saudi ministry of health during the covid-19 pandemic from 21 january to 21 july 2020. saudi ministry of health used a one-way communication strategy to send its guidance and new information about corona globally and locally. this result corresponds with the results of (al-zadjali, 2012; cho & lee, 2014; leona et al., 2021), where these studies presented “information strategy” as the common strategy used by government and non-government organizations to spread information and to communicate with stakeholders. however, the saudi ministry of health used one-way communication with two strategies: information and persuasion in its tweets, where information strategy was used in 74% of tweets and persuasion strategy used in 26%. although the saudi ministry of health used an information strategy during the three different stages more than persuasion, it is acceptable. a study revealed significant insights into communication strategies employed in government communication during covid-19(ngai et al., 2020). it was found that the posts related to new evidence and those delivered in a non-narrative style were less likely to be shared, suggesting that the public may be more inclined to share posts that employ storytelling and narrative approaches(ngai et al., 2020). another study revealed that compared to tweets that only provided information, those that promoted action and communitybuilding were more likely to be liked by users (tang et al., 2021). tweets mentioning handwashing habits were less likely to be favored than content-promoting practices like social distancing and testing. additionally, the likelihood of receiving favorites was significantly influenced by the public’s perceptions of the seriousness and vulnerability of health problems (tang et al., 2021). dividing the sample into three stages helps to understand the differences and similarities between the saudi ministry of health`s tweets because the saudi government, in the first stage, started explaining its viewpoints and its policies to deal with this epidemic through educating people and increasing their awareness about covid-2019 and the best way to avoid effecting by the virus in general. approximately every day, from the beginning of the epidemic, the saudi ministry of health tweeted about the new number of infected, deaths, and recovery and the recommendations and guidance that participated in increasing the number of tweets that included information strategy. in the second stage, the saudi ministry of health continued to use an information strategy more than persuasion, but its use of persuasion strategy more than the first stage to focus on presenting individuals` viewpoints to protect their families and avoiding any reason that may cause their infect. in the third stage, the ministry focused on motivating people to follow the guidance to protect themselves as well as to go to test centers to check if coronavirus had infected them after spreading the virus in some cities. then, twitter users interacted with the saudi ministry of health through repa ge 20 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 13-22, 2023 tweeting and liking at a high level, but they did not reply to these tweets at the same level. according to a general public survey, people’s top concerns were learning more about curfews, developments in medical treatment and vaccine development, and steps to stop the spread of the virus(alamro et al., 2020). the popular tweet categories during the specified period closely matched these public interests(alamro et al., 2020). the arabic language dominated the majority of tweets (86%) of the saudi ministry of health. the english language was used at 12%. remarkably, the second stage included 87.87% of tweets that were sent in the english language, whereas the first stage had 8.3%, and the third stage had 3.78%. the study revealed that different methods of analysis have been documented, with a focus on looking at tweets in arabic in relation to the covid-19 pandemic (aldekhyyel et al., 2022). moreover, the ministry of health sent tweets in 10 other different languages: german, spanish, indonesian, urdu, indian, swahili, chinese, french, turkish and persian, but this experience did not exceed two tweets for each language in the second stage which may be considered as the result of very low interaction of the audience with these tweets. saudi ministry of health`s tweets addressed the general audience by 99%. the results demonstrated that 86.52% of tweets received a low level of interaction, which is expected because covid-19 came from china, and saudi society did not have experience or enough information about it. so, people received information from the saudi ministry of health. on the contrary, people interacted with the saudi ministry of health`s tweets by re-tweeting and liking them highly. 52% of tweets were re-tweeted more than 600 times, and 63% received more than 600 likes, which emphasizes that twitter users attempted to share information about covid-19 with others because they trusted the saudi ministry of health. moreover, they presented their like to the saudi ministry of health`s efforts to provide them with new information and sound advice to avoid being infected by corona. this study has several limitations. although this study was conducted over 6 months, it may not have helped the researcher to analyze the audience’s reaction to the saudi ministry of health`s tweets after decreasing the number of infected by covid-19. on the other hand, this study used content analysis of one social media platform, “twitter,” which did not allow it to get different reactions from different platforms. moreover, this study did not conduct interviews with officials in the saudi ministry of health to get their viewpoints about society’s interaction with the ministry`s tweets. future studies future studies may focus on analyzing the contents of tweets at the period of 21st july 2020 to understand and compare the saudi ministry of health’s tweets after a gradual decrease in the spreading of disease and analysis of the audience`s reaction toward the ministry`s tweets. moreover, officials of the saudi ministry of health should be interviewed to understand the ministry’s policy of using strategies, appeals, and tactics for building communication messages during covid-19. conclusion the study’s findings underscore the critical role of effective communication during crises like the covid-19 pandemic. the saudi ministry of health predominantly employed an “information strategy” on its official twitter account, with a focus on sharing infographics and videos. arabic was the primary language used for communication. the results emphasize the significance of clear and accessible information dissemination in managing public health crises. acknowledgment this research project was supported by a grant from the “research center of the college of humanities and social sciences, king saud university.”, deanship of scientific research, king saud university. references al-hila, a. a., alhelou, e., al shobaki, m. j., & abu naser, s. s. 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(2014). the electronic government program. https://www.itu.int/net4/wsis/archive/stocktaking/ project/details?projectid=1488788874 pa ge 1 pa ge 30 american journal of arts and human science (ajahs) examining the impact of regional integration on peace and security in east african community fawzi ahmed abdullah slom1* volume 3 issue 3, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i3.2867 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: may 31, 2024 accepted: july 30, 2024 published: july 02, 2024 attempts at regionalization and integration are increasingly viewed as offering chances for guaranteeing peace, stability, and sustained economic growth in the face of africa’s numerous security concerns. as a result, organizations dedicated to regional integration and cooperation, like eac, are beginning to take on the role of conflict resolution experts in their particular areas. therefore, this study’s primary goal was to evaluate how regional integration contributes to african peace and security. in particular, the study was conducted to determine the various missions that eac members carried out to restore peace and security in member nations, as well as to assess the effects of various policies created by the eac to address peace and security concerns among member states. furthermore, this study exclusively used secondary data. from online books, articles, reports, conference papers, magazines other research papers and assess the effects of the various policies that the east asian community (eac) established to address issues of peace and security among its member states. additionally, the missions that the eac members carried out to help member states that needed to regain peace and security and were affiliated with the east were reviewed. furthermore, it was discovered that regional integration had the subsequent implications for security and peace: strengthened domestic peacekeeping forces by means of regional collaboration; provided members with monetary assistance to sustain peace and security; and made it simple to obtain support and assistance from non-member nations in emergency situations. east africa is now united as a result of the eac’s formation. but the eac still has certain obstacles to the advancement of peace and security as well as regional integration. for instance, it was discovered that certain states are not fully dedicated to regional peace and security strategies, and it was also mentioned that a shortage of resources and training is one of the challenges to implementing peace. for these reasons i would recommend that members states pay on time their contribution, members states should be committed to the agenda of the community a finally, states should resolve conflicts between and among themselves. keywords east africa, peace, security, regional integration 1 pan african university, institute of governance, humanities and social sciences, governance and regional integration, cameroon * corresponding author’s email: fawziahmedslom@gmail.com introductions africa’s nations continue to face difficulties in the twentyfirst century due to a range of intricate socioeconomic, political, development, and security risks. the most destructive military conflicts and intra-state warfare, which have significant regional ramifications as a result of internal civil conflicts, become more regionalized (konadu-agyemang & panford, 2006). the critical mass of persistent knowledge and ability for conflict prevention, management, and resolution, as well as peacebuilding, are still absent from african nations. hence, varying viewpoints persistently fuel conflicts, leading to the disruption of areas and hindering the progress of investment, productivity, and development. indeed, economic integration, development, and democratic consolidation goals have been severely hindered by the presence of violent civil wars and numerous security challenges in african nations. according to bladley and felicio (2005), peace and security are crucial prerequisites for sustainable development and the achievement of the millennium development goals (mdgs). while the world desperately needs global cooperation due to the covid-19 pandemic, increased geopolitical tension, economic nationalism, and fear of supply chain disruption are making it more difficult. economic integration performs a vital function in selling peace and security because the possibility value of interdependence reduces the probability of war. meanwhile, when trade leads to higher incomes, states are less likely to forgo them to engage in conflict. the notion is that the rise in bilateral trade interdependence is crucial in fostering peace (basti, 2022). in order to successfully and efficiently participate in the global economy, regional integration refers to the creation of regional connectedness through the development of communication infrastructure as well as regional collaboration, coordination, interdependence, and convergent efforts. (sidei, 1997). a regional integration and cooperation grouping was established as a result of the challenging shift from post-war recovery to regional economic and security integration in africa. because of this, the foundation of the european economic community (eec) and the european coal and steel community (ecsc), which were created in 1951 and 1957, respectively, was the pooling of regional collective resources for prosperity and security. the european economic community pa ge 31 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 30-40, 2024 (eec) grew to include 25 european union member states (eu) between 1960 and 2003. the eu is a supranational organization consisting of the european commission with a parliament and a not unusual place currency, the euro. nowhere within the international community are the issues and demanding situations of protection and improvement more distinguished than in africa. the multiplicity of wars, armed conflicts, and safety threats (from each army and non-army sources) has foisted on academics, coverage practitioners, and improvement and battle interveners the vitality of having interaction with the hyperlink among peace, security, and development (henceforth the ‘nexus’). due to wars, armed conflicts, and safety threats (from both navy and non-navy sources). understanding the links of the nexus may be viewed from a novel viewpoint and context while examining economic and security integration in africa. (balassa, 1965). the truth that integration’s goals of economic growth and development cannot be achieved in a setting of wars, armed conflicts, and persistent political instability in the area is generally highlighted by the inextricable relationship between economic regionalism and security integration. the narrow, conventional academic and policy approaches to development studies, peace studies, and security studies as discrete subjects with little to no link have been challenged by violent conflicts and a variety of security concerns. africa presents a range of challenges and possibilities for conceptual, policy-relevant, and empirical understanding of the link. (nwolise, 2006). the subsequent the theory of economic integration states that it is a process that includes actions intended to remove discriminatory practices, such as tariffs, quantitative limitations, and prohibitions on migration across states or across national economies. political reasons can drive the first step in economic integration, and economic gains can also drive demand. for political unity later on, regional integration is both a political and an economic process (balassa, 1965). following world war ii, the main drivers of integration progress in the postwar period were its economic benefits. it is crucial to acknowledge that the resolution of numerous significant economic issues is linked to political methods and procedures, such as investigating and taking advantage of regional economic potential, and modifications to the process give rise to political issues. different levels of regional economic integration exist. the most basic kind is a free-trade area, like the european free trade association (efta), where each nation keeps its own tariffs for non-members while eliminating or drastically reducing tariffs and quantitative limitations between its members. (khan, 2019). in 2012, the eac proposed the east african community security protocol (eacsp) to promote peace and security. this bill was intended to be ratified by all community members and implemented immediately. the bill attempted to address issues such as cross-border violence, counter-terrorism, indian ocean piracy, drug control, and the proliferation of illegal armaments. as a result, the eacsp recommended the following prognoses to resolve security concerns: the community will deploy a well-equipped standing army and establish cooperative security coordination across the community (karuhanga, 2017). according to the law, once ratified, the protocol would form one defense region, with an attack on one regarded as an act of aggression against all members (schachter, 1986). besides, the easp bill failed to address the core causes of the region’s security challenges. these concerns include all political, economic, and social challenges that prohibit a life free of risk and dread (hussein, gnisci, & wanjiru, 2004). in addition, the eacsp has multiple flaws. first, it is based on a eurocentric perspective, which means that the subsequent concept of peaceful change is viewed through the lens of the western security community and so inadequately addresses non-western peaceful change. secondly, the east african community protocol for peace and security fails to consider the perspectives of local communities and indigenous people when making decisions, even within limited frameworks. thirdly, it fails to consider alternative local definitions of “security” and “community,” especially in the east african region. thus, to effectively promote the development of a secure community, it is essential for members’ states to focus on strengthening their national institutions. this will guarantee the safeguarding of the fundamental aspects of citizens’ lives while also enhancing human freedom and rights fulfillment. by utilizing a bottom-up approach that builds on people’s strengths and aspirations, in addition to the existing top-down arrangement, the protocol can effectively address the needs and concerns of all individuals involved (rodríguez-pose et al., 2003). statement of the problem since the establishment of the east african community compared to internal conflicts, intrastate conflicts have increased. the main causes of the terrorism that the region has seen include religious conflicts, cattle rustling, and national elections, all of which are causing increasing amounts of pressure in the area. another example is the conflict over natural resources in south sudan and burundi. the east african community has put in place mechanisms such as the troops provided by its member nations for nonviolent missions, the hiring of specialists for a variety of roles, and a conflict resolution strategy (nishimwe & ndizera, 2020). to achieve the aforementioned purpose, the eac member nations are needed to collaborate in preventing, managing, and resolving problems. combating terrorism, stopping genocide, fighting and stifling piracy, and the eac area. alongside managing crisis circumstances, lowering the danger of disasters, managing peace support operations, efficiently reacting to emergencies, managing refugees, halting the spread of “illegal small arms and light weapons,” and “combating transnational and crosspa ge 32 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 30-40, 2024 border crimes,” they are also required to collaborate. when nations unite to establish a regional bloc, their distinct resources, ideologies, cultural preferences, political inclinations, and economic sectors allow them to gain from the opening of borders with their integrating partners. regional integration is paramount to solving the problem of peace and security for several reasons. collective security, conflict prevention, conflict resolution, stability, prosperity, governance, trust, and cooperation are all key elements that regional integration can enhance to address security challenges effectively. (manyolo, 2013). strengthening governance mechanisms, building trust and cooperation among member states, and fostering a sense of community are also key aspects of the eac’s efforts to enhance peace and security within the region. however, further efforts are needed to address emerging security threats, promote inclusive peacebuilding processes, and strengthen regional integration to effectively address the eac’s problems with peace and security. (peace and security protocol) the bloc has attempted things in the past, but unsuccessfully. for varying reasons, the region has seen a variety of conflict situations. conflict is linked to the incompatibility of needs, values, or interests and poses a threat to the bloc’s ability to achieve its most vital goals. it has been linked to the simultaneous spread of small guns and ammunition. the army of the lord’s resistance-led conflict in north uganda is still ongoing, and tensions along the borders between south sudan and north sudan, as well as somalia and kenya, are constant. nibizi, (2018). objectives 1. to examine the impact of various policies established by the eac on handling peace and security issues among members’ 2. to assess the effectiveness of eac-led peacekeeping missions in the region (burundi, kenya, south sudan, and the drc). definitions of key concepts regional integration the concept of regional integration has been given different meanings by different authors in the domains of regional integration, international relations, and diplomacy. regional simply means what is done at the regional level (what is done by regional actors). integration is the process of uniting an object’s component elements to form a cohesive whole. in its strictest sense, regional integration refers to the cooperation of regional actors in the political, economic, social, and environmental domains in order to accomplish common objectives. the consolidation of disparate economies is referred to as regional integration. within a specific area or region into a unified entity, with the aim of promoting economic growth within that particular region (de lombaerde & van langenhove, 2006). in different terms, nearby integration succeeds while individuals’ states take initiative in cooperation with the purpose of reaching shared goals that might no longer be achieved by individual states. when those activities are economically oriented in nature, this concept can be named “economic integration “(muthalika, 1972). according to haas (1971), regional integration refers to the voluntary blending, merging, and interaction of independent nations with their neighboring countries. this process involves relinquishing some aspects of sovereignty while adopting new methods to resolve conflicts among themselves. additionally, regional integration is a global occurrence that enhances interactions between different territorial systems and establishes new modes of organization. at the national level, these new organizational models coexist with established state-led institutions. peace if we argue that there may be a link between peace, security, and development, it is important to illustrate what kind of peace we are referring to, specifically peace for ‘whom’ and for ‘what purpose’. peace is a contested concept and has attracted different interpretations. in essence, peace can be defined as the state of being free from war, fear, discord, worry, human pain, and aggression, while also emphasizing the importance of harmonious coexistence. three categories of violence have been identified by norwegian peace theorist johann galtung (1996) as being pertinent to our understanding of peace: structural violence (i.e., intentional policies and structures that cause human suffering, death, and harm); cultural violence (i.e., cultural norms and practices that create discrimination, injustice, and human suffering); and direct violence (i.e., physical, emotional, and psychological). notwithstanding the potential value of these conceptual frameworks, it is crucial to remember that all cultures and civilizations have diverse conceptions of peace, each of which is based on the unique political and historical circumstances of a given nation, community, or area. for instance, most africans living in the great lakes region believe that peace exists when there is no war or other armed conflict, whereas most people living in southern africa believe that peace exists when there are no depressing social and development indicators like poverty and the aids pandemic (freedman & poku, 2005). the concept of peace includes a number of ideas, including growth, safety, and social justice. this expanded definition of peace is what connects it to growth and security. security global security is present in people’s daily lives; for instance, in conversations, international media, accounts of other cultures and events, and various national interest policies. english first used the word “security” in the sixteenth century. it comes from the latin word “securus.” ‘’ means freedom from anxiety (thomas & wilkin, 1999). a reconceptualization. conflict and development practices the inextricable relationship between peace and security. according to richmond (2006), while peace is pa ge 33 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 30-40, 2024 largely regarded as the absence of conflict, the notion of peace has received little attention. theoretical review regional economic and security integration in africa was considered a security risk until recently. however, what does security mean, and how does it relate to peace? although a “contested notion,” security is generally understood to be the absence of threats to acquired values, the defense, protection, and preservation of fundamental values, and the sensation of being secure from harm or danger. in a nutshell, security is about conditions and human survival (buzan, 1991). the threat and use of force have always been at the center of the conventional understanding of security. the state has been highlighted as the main referent object of security in this mostly military understanding of security. the conventional military understanding of security has drawn criticism from a number of academics for failing to take into consideration the growing number of non-military sources that pose a danger to security at the local, state, national, and international levels. constructivism this hypothesis is predicated on three major concepts. the mutually beneficial connection between regional blocs and their constituent nations, the significance of “normative as well as material structures” (such as institutions), and the function of regional bodies in forming national identities (reus-shmith, 2005). constructivists contend that regional organizations and structures force nations to collaborate across borders, independent of whether or not their own interests are served (baywh, 2016). their stance is that the establishment of efficient regional institutions and organizations is necessary to transform the identities, actions, and interests of states, in addition to controlling state conduct. likewise, nations that are a part of a certain regional bloc adjust suitable regional standards to guide their national laws, policies, and institutional frameworks (acharya, 2004). drawing on the aforementioned and considering peace and security within the context of east africa, significant standards intended to avert security risks have been devised and made legally binding at the regional level with the creation of the eac protocol. institutions that can successfully promote peace and avoid and manage current security risks in the east african area should be at the center of such standards in an effort to put them into practice. besides, the creation of suitable, functional east african peace and security institutions would promote positive ties between the eac’s member nations and the subregion as a whole. this is so that, in the event of a security concern, these institutions will progressively step in to restore peace and promote regional integration. additionally, eac member states will have the chance to be more proactive and show a greater interest in creating national laws, policies, and institutional frameworks related to peace and security, guided by the enforcement of a revised eac protocol through an efficient institutional framework. the theory of liberal intergovernmentalism based on realist assumptions of an egoistic human nature, intergovernmentalism defines states as the main actors in the international arena. being rational actors searching for security, cooperation between states occurs where common interests exist. this can develop through alliance-building, band wagoning, balance of power, etc. (schimmelfennig & rittberger, 2006). in the 1960s, stanley hoffmann offered thoughts of intergovernmentalism with the intention to provide an explanation for the interstate authorities on the eu degree inside a realist framework. hence, the rational egoist nature of the states was still assumed. the main new feature was the differentiation between high and low politics, where the former refers to foreign policy and national security while the latter relates to ‘softer’ issues such as trade and agriculture. cooperation within the ‘low’ political sectors would not be a threat to the national states since these areas are not characterized by a zero-sum game. on the contrary, ‘high’ politics, where the national governments would retain their sovereignty, would not be subject to cooperation. this view was widely respected and gained influence as the union experienced the ‘empty chair crises’ (1965–66) as well as de gaulle’s veto on british membership (1963–1967). nonetheless, european integration has during the last decades also deepened within ‘high’ politics, and the development was hence difficult to explain by an intergovernmentalism reading. in 1993, andrew moravcsik presented a softer variant of the intergovernmentalism framework. this liberal intergovernmentalism approach was further developed in his book the choice for europe (1998) and is also based on the assumption that states are rational actors. two features are identified and emphasized: the importance of economic interests and the ‘opening of the black box’ of internal policy preparations. “eu integration can excellent be understood as a chain of rational alternatives made via way of means of countrywide leaders. these selections spoke back to constraints and possibilities stemming from the financial pursuits of effective home constituents, the relative electricity of every country withinside the worldwide system, and the role of establishments in bolstering the credibility of interstate commitments” (moravcsik, 1998). thus, moravcsik has realist assumptions as a point of departure but combines them with liberal theory and rational analysis of international institutions (schimmelfennig & rittberger, 2006). empirical review wæver (2000) contends that recurrences of events in africa, particularly in west africa, have security, peacekeeping, and peace enforcement implications. the concepts of security, peacekeeping, and peace enforcement are therefore contextual and cannot be neglected. security is an embracing phenomenon that has direct implications for the security of the state and is a very important issue for the survival of any country. pa ge 34 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 30-40, 2024 there is a tendency for lawlessness to occur, rendering the lives and property of the people insecure. security is polymorphic in approach. meaning it may take the shape of a military, ideological, economic, or cultural approach. balzacq (2005) argued that central to security are law and order as essential needs for society to work smoothly and effectively in a way that no segment of the society is worse off. security is a social construct (baldwin, 1997) that is associated with an illocutionary speech act, which, by pronouncement or by labeling a phenomenon, becomes a security issue. however, security goes beyond the act of labeling a phenomenon as a security issue. security is audience-centered, context-dependent, and powerencumbered; sooner or later, it will become a protection difficulty that calls for intervention. in addition to that, security is about the maintenance of peace and protection of the socioeconomic order from internal and external threats, as well as promoting international and domestic order that minimizes the threat to widely held core values and interests. security is holistic because it encompasses both state and humanistic points of view about the security of life and property in any society. from the point of view of the nation, protection has entailed securing the sovereignty of the nation. from internal insurrection and external aggression using the instruments of aggression, and, from a humanistic point of view, it entails securing the people from outside assaults as well as from the decimating outcomes of inside changes such as unemployment, hunger, starvation, sickness, numbness, vagrancy, and ecological corruption. and contamination with financial shameful acts in west africa: from peacekeeping to peace enforcement (ecowas). through fostering security collaboration, eccas established the internal security sector to oversee the execution of security goals across the region as outlined in the eac regional strategy for peace and security. successful intergovernmental decisions to enhance security were made possible by this policy. all five of the member countries control and register military and police weaponry in collaboration with the nairobibased regional center for small arms (recsa). as per the guidelines of the 2002 nairobi protocol, partner countries are provided with direct assistance in light weapons. national light weapons control plans are geared towards promoting civil society participation and include a gender mainstreaming component (niyonzima, 2023) (impacts of regional integration on peace and security). hitimana (2014) conducted a study on the relationship between regional integration, leave, and security in the eac to find out the impact of eac integration on security in the east african community. the research design used is descriptive and analytical, while the population is 210, including staff of magerwa, officials from the ministry of east africa community, and foreign affairs. the pattern length is 68, decided on from the overall populace the use of purposive and easy random sampling techniques. data was collected using questionnaires and interviews. data evaluation changed into finished the usage of frequencies and percentages. the researcher found out that despite the different benefits that accrue from regional integration, various challenges still exist, like leaders who may have different views and intentions about integration, economies that aren’t robust sufficient to maintain themselves as a nearby block, and distrust among leaders. the researcher located out that the effect of local integration on protection consists of encouraging warfare decision and operating collectively closer to a nonviolent local block. therefore, the east african community is important in fostering and promoting security in the region, but a lot still needs to be done to enhance it within the region. assimwe and ndizera (2020) conducted a study on the east african community’s (eac) involvement in utilizing the current border impasse and standoff between rwanda and uganda to promote peace and security amongst partner states as a case study. the researchers used a qualitative approach to collect and analyze the data, focusing on the social aspects of the issue. both primary and secondary data were gathered through interviews and documentation. the study revealed that the eac has played a significant role in restoring peace and security among member countries, particularly in the rwandauganda case. however, there are still challenges that the eac needs to address, such as expediting protocol ratification, strengthening its legitimacy, and improving its ability to resolve conflicts between partner states. additionally, the eac lacks a sufficient institutional framework to effectively handle potential disputes and regional security threats. wanjau (2021) conducted a study on the effectiveness of the eac security and peace protocol, focusing on the need for institutional reforms. the study utilized a methodological approach, which involved analyzing pertinent books, journals, papers, articles, and online resources. additionally, a comparative study was conducted to assess the ecowas protocol’s institutional and legal structures, and two case studies were used. the analysis revealed that the eac protocol is largely ineffective due to its inadequate institutional framework, which hinders its implementation. to address this issue, the study recommends amending the eac protocol to improve its institutional framework by enhancing existing frameworks that include appropriate institutions and positions and developing a proficient fund for peace and security. nyamwezi (2019) conducted research to look at the difficulties in putting the eac region’s peace and security architecture into practice. the study utilized both primary and secondary methodologies and was carried out at the eac. headquarters in arusha. data from respondents was collected using the questionnaire method. the study revealed several results, such as a lack of a common goal and vision among the partner states of the east african community (eac), financial implications, pursuit of national interest, mutual mistrust, partner governments’ unwillingness to follow through on agreements and pa ge 35 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 30-40, 2024 mistrust, internal strife among eac member nations, issues with sovereignty and porous borders, and the absence of a response mechanism during times of crisis. it is widely believed and agreed upon that contemporary conflicts in the eac and its neighboring countries are caused by various factors. the relationship between these factors and conflicts is often complex, with each feeding into the other. one factor is the easy availability of lowcost weapons in the region, which makes unemployed individuals vulnerable to crime. these weapons also enable those with grievances to engage in violent acts. another factor is the pressure. from global economic forces, which compels resistant governments to implement rapid economic and political reforms by mobilizing support around ethnic or religious differences. this allows them to maintain their power and regain their positions of wealth and influence. exclusionary modes of governance often compel ethnic groups to resort to violent measures to attain inclusion. in burundi, the ruling elite comes from one province, namely bururi, which has led to a sense of exclusion among those who do not belong to this privileged group. this feeling of marginalization has, in turn, fueled violent actions in the quest for greater inclusion. in kenya, former president moi favored his kalenjin group in resource distribution, leading to dissatisfaction. and a loss of privilege among the kikuyus. currently, the kikuyus are uneasy and unhappy about the possibility of losing their current status. the entire region suffers from poverty, which is worsened by the unequal distribution of resources. this has consistently been a major cause of civil unrest. for instance, burundi has a high poverty rate, with over 60% of the population living below the poverty line. the economic performance of the country has been consistently poor for a long time, and it even regressed between 1993 and 1996. there is a widespread lack of awareness and education in burundi, as evidenced by the low adult literacy rate, which has remained relatively unchanged since 1995. the country is caught in a vicious cycle of conflict, where poverty, bad governance, and a struggle for control of institutions and resources are all interconnected. unfortunately, many politicians believe that the solution to these problems lies in acquiring more power and resources for themselves (chikwanha, 2007). methodology this study was conducted in eac to examine linkage between regional integration and peace and security in africa. during this study, an author used a case study design. furthermore, this research solely relied on existing data to assess the correlation between regional integration in east africa and peace and security. to get secondary data, this research reviewed books, online books, articles, reports, conference papers, magazines other research papers that are related to the east. finally, this study also used different online sources from academic scholars in the field of international relations, peace and security and other related disciplines. results and discussions the history of the east african community (eac) the integration of east africa began in the late 17th century, when the first emissary to england was sent. the secretary for the colonies in england wanted to have complete control over all of england’s colonies. hence, they planned to establish a central force to reinforce their economic and political dominance. in 1919, kenya, tanganyika, and uganda, the original state partners in the east african community, agreed to form a union. however, tanganyika had a different opinion, which ultimately led to the collapse of the eac in 1977. despite this setback, the state leaders continued to search for other ways to reunite the countries and successfully signed a mediation agreement in arusha, tanzania, on may 14th, 1984, to divide assets and liabilities (markley, 2006). after 10 years, on november 30th, 1993, the three countries established a permanent tripartite commission to oversee not only economic matters but also social, political, cultural, and security issues in the region. this commission allowed the countries to be legally committed to fulfilling their common objectives. on april 29th, 1997, in arusha, tanzania, the approval of the period’s east african development strategy 1997–2000 upgraded the agreement to a treaty. finally, on november 20th, 1999, the treaty for the establishment of the eac was signed (kipkoech, 2010). . the 4th summit of the leaders of the countries that were the original members of the east african community took place. these countries include burundi, kenya, rwanda, tanzania, south sudan, the democratic republic of the congo, and uganda. the headquarters of the east african community is located in arusha, tanzania (markley, 2006). there are fifteen objectives for promoting regional peace and security in the 2006-adopted regional strategy on peace and security. it also specifies the methods for achieving each of these objectives. the objectives are (j. g. porto, 2016): 1) strengthen cooperation and patrols; 2) promote the sharing of criminal intelligence and other security information among partner states; thirteen 3) establish shared communication infrastructure for interstate and border security; 4) accept the united nations model statute for mutual aid in criminal cases; 5) put into practice the protocol to combat the trafficking of illicit drugs; 6) exchange visits from law enforcement; 7) swap security personnel’s training courses; 8) create shared procedures for handling refugees; 9) create regional disaster relief procedures; 10) create security protocols to counter acts of terrorism; 11) implement strategies to stop livestock rustling; 12) create protocols to stop the spread of illegal small guns and light weapons; pa ge 36 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 30-40, 2024 13) create strategies to address security concerns around lake victoria; 14) create a framework for managing and resolving conflicts, and 15) create a conflict early warning system. the peace and security strategy has a prepared and approved implementation plan. b) peace and security draft eac protocol the east african community (eac) has developed a protocol on peace and security in order to implement the strategy for regional peace and security. its main purposes are to coordinate cooperation and offer a legal framework. among the things being done are: 14 light and small weapons (salw) each and every eac partner state has ratified the nairobi protocol for light and small arms warfare (salw) the nairobi protocol for the prevention, control, and reduction of small arms and light weapons in the great lakes, horn of africa, and bordering states is ratified by all eac partner states. the protocol makes it illegal to manufacture, possess, traffic, or abuse small guns and light weapons, as well as to fabricate documents in order to commit these crimes. salw’s markers are being erased, deleted, or altered. furthermore, gikonyo (2015) discusses the imports, exports, and transfers of salw. the five partner states have destroyed a total of 117,934 small arms and light weapons over the past three years, in addition to 280 tons of ammunition and other ordnance. the illegal drug trafficking protocol. in 2001, a protocol on anti-drug abuse was completed. putting its action plan into practice is a signatory to international treaties on narcotics, and it offers provisions for domestic legislation, law enforcement, mutual legal assistance, reducing drug demand, and institutional arrangements related to execution and implementation (haverfield, 2007). draft conflict prevention, management, and resolution (cpmr) framework all regional economic communities (recs) are required to support the continental peace and security architecture by establishing conflict prevention, management, and resolution (cpmr) mechanisms. this is one of the foundational requirements for the african union. early warning; conflict resolution; peace support operations and humanitarian assistance; post-conflict reconstruction and development; and an eac peace fund are all included in the eac cpmr. a framework that offers an efficient surveillance system to keep an eye on possible conflict hotspots, as well as mandates and rules for engagement and processes, are necessary for conflict prevention, management, and resolution efforts. this affects local, national, and regional levels. a zero draft on cpmr has been created and will soon be brought before partner states experts for further input. through the development of good offices and mediation capacities, the eac hopes to develop a structured capacity for eac diplomatic intervention in the 16 regional crises under the cpmr. all the components of the framework will be supported by mechanisms that will be developed. the council of ministers has approved a draft early warning mechanism for conflict prevention. its goal is to support the eac partner states in anticipating, preparing, and acting quickly to stop, contain, and handle events that could jeopardize the region’s peace and security. role of eac in promoting peace and security in eac burundi regional integration in the eac promotes peace and security in the east african community, including burundi. in reaction to the mounting issues surrounding the 2015 election process, the international community has increasingly focused on the elections as a potential catalyst for violent conflict or mass atrocities, partly based on prior violent cycles in burundi. the united nations and the united states provided additional resources to burundi’s peacebuilding efforts through the state department’s conflict and stabilization office and the un peacebuilding fund. in 2015, the european union put comparable laws into effect. in burundi’s election crisis: peacebuilding and conflict prevention, jobbins & ahitungiye (2015) the east african community has been looking for a way to take the lead in addressing the current issue and has initiated a high-level discussion effort led by ugandan president yoweri museveni. at the same time, in accordance with its role in burundi, the un has attempted to facilitate tactical-level communication among political groups. the african union has dispatched human rights observers. despite these attempts, as well as rising pressure from the us, europe, and some african countries, there has been little political progress, even as the media reports new fatalities every week and worries of a violent escalation remain. due to the current impasse, burundi’s non-governmental peacebuilding groups have adjusted their strategies accordingly. prominent media institutions, such as the association burundians des radio diffuseurs (abr), search for common ground, la benevolencia, the observatories des medias afrique central, and the organization for media and communication (omac), are actively involved in the media industry, promoting diversity and keeping a close watch on hate speech. this is mentioned in a publication titled “peacebuilding and conflict prevention in burundi’s election crisis” from 2015 (grauvogel, 2016). kenya article 2.1 of the protocol establishing the psc states that the security council is responsible for preventing, managing, and resolving conflicts (protocol establishing the psc, 2002: 4). the agenda for meetings is set by ongoing war and crisis conditions, which is normally done in consultation with psc members and proposals submitted by the commissioner of peace and security (sithole & asuelime, 2017). the psc deliberates on the next steps in dispute resolution through formal meetings, briefing sessions, pa ge 37 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 30-40, 2024 and consultations. according to williams, the psc “has taken policy decisions requiring action, whether in the form of mediation, peace operations, or sanctions regimes” (2009: 614). in accordance with its mandate, the psc secured an agreement to undertake mediation in the kenyan conflict on january 21, 2008, within an african framework, following meetings with the au commission (juma, 2009). following the agreement for an au-led mediation, mwai kibaki and ralia odinga met with president john kufuor of ghana, who was then the au chair. williams observes that the psc’s emphasis on consensus is vital because the “council operates with a significant degree of collective responsibility” (williams, 2009). as previously noted, the psc expressed its complete support for the mediation initiative (juma, 2009: 413). on january 21, 2008, a week before the beginning of the au meeting, the psc met at the ambassadorial level in addis abeba to consider the scenario in kenya. the psc criticized “the gross violations of human rights in kenya, stressed the need for the parties to extend full cooperation to the mediation effort, and requested the au commission to follow up and report on the situation in kenya” (juma, 2009). this is consistent with the psc’s declared position as the decision-making body for conflict management. the psc was able to obtain considerable and long-term pledges to back its decisions from member states via formal statements. kenya’s presence on the au agenda demonstrates how seriously the psc is taking efforts to find a political solution to the country’s problems. south sudan the juba nuer massacre led to a significant number of defections from the government, as many nuer officers and army members left the splm-ig to join machar’s splm-io in the following months. additionally, aggrieved armed groups like the nuer white army also pledged their loyalty to machar’s forces. from december 2013 to april 2014, there was a violent conflict between the splm-ig and splm-io in jonglei, unity, and upper nile states. during this time, cities such as bor, bentiu, and malakal changed control multiple times as both parties launched attacks and counter-attacks in 2018. the civil war caused political disagreements to be seen through the lens of ethnicity, which deepened divisions in the political sphere. after 18 months of mediation and pressure from igad, the splm-ig and splmio signed the arcss in august 2015. this agreement included a permanent ceasefire, transitional security arrangements, and, most importantly, a power-sharing mechanism. the agreement also aimed to establish a 30-month-long transitional government of national unity (tgonu). the tgonu would work towards achieving justice, implementing constitutional reforms, improving economic and political governance, and promoting reconciliation in society (authority & intergouvernementale, 2015). despite the investigations conducted by the african union commission (auc) in 2014, no evidence of a coup attempt was found. as a result, a group called splm-former detainees (splm-fds) was formed by those who disagreed with the findings. they are currently demanding the establishment of a new government without kiir or machar, whom they believe are hindering peace in south sudan. according to reports, machar is allegedly being held under ‘house arrest’ in south africa to prevent him from reentering south sudanese politics, which could lead to renewed hostilities. the transitional government of national unity (tgonu) has been unsuccessful in stabilizing the country and reducing the occurrence of ethnic violence carried out by government forces (2018). (south sudan conflict insight: report of the institute for peace and security studies) throughout the period after the agreement was made, there were ongoing breaches of the permanent ceasefire agreement, leading to conflicts. the most significant clash occurred on july 8, 2016, resulting in an estimated 300 casualties. president kiir’s decision to appoint general taban deng as the first vice president was an intentional move to attract other opposition fighters to his side, challenging the legitimacy of the transitional government of national unity (tgonu) and the effectiveness of the peace agreement. however, this plan did not succeed, as the majority of the splm-io remained loyal to the machar faction. since the violent events in july 2016, the army and their allied militias have been targeting innocent civilians, hindering the delivery of humanitarian aid, and removing officials who do not support government policies or have connections to the splm-io. after the outbreak of violence, machar left the country and was put under house arrest in south africa until the peace talks in addis ababa was between machar and kiir on june 20, 2018. currently, machar resides in south africa but has also recently traveled to kenya, uganda, and sudan for further negotiations. (south sudan conflict insight, report of the institute for peace and security studies, 2018). drc events in the years that followed demonstrated that neighboring rwanda and uganda’s stabilization efforts were the most successful in bringing peace back to the eastern congo. these nations’ interests in defending their borders and reestablishing regional stability drove their actions. they had the backing of the east african community, which, given the instability of its western borders, had a stake in keeping the region stable. the situation in the eastern congo has shown that peace can be restored in the region even with eac cooperation, which mostly concentrates on economic integration and development. since its founding in 1999, the eac has taken action to address persistent issues that jeopardize the stability of both the region as a whole and its member states. the success of integration efforts is viewed as pa ge 38 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 30-40, 2024 contingent upon the stabilization of the region and the reinforcement of peace and security. prioritized integration processes are thought to succeed or fail based on the actions taken to improve peace and security in the area and stabilize it. the regional peace and security strategy, which the east african community endorsed, outlines strategies to end trans-border crime and guarantee the security of people and property. these plans are based on article 124 of the treaty for the establishment of the east african community, which recognizes the importance of peace and security in partner states. the article also outlines comprehensive plans to create a stable and secure environment in the region and support the development and peaceful lives of east african peoples. to develop a regional security strategy and its practical application, the eac council of ministers appointed a group of experts. this strategy, known as the overview of peace and security strategy, focuses on finding common solutions to regional threats and ensuring the safety of citizens in member states. it was adopted at the community council of ministers in november 2006, allowing for potential stabilization interventions within the eac (authority & intergouvernementale, 2015). according to the strategy, the peace and security sector is constantly adapting to changing risks caused by technological advancements, increasing crime rates, and international political events. the strategy is flexible and can be easily amended to address emerging challenges. taking into account security risks, the strategy focuses on collaborating to eliminate various crimes such as car theft, drug trafficking, terrorism, money laundering, and more. this includes the eastern drc violence and the engagement of the force intervention brigade in 2016 with un authority. conclusion east africa is now united as a result of the eac’s formation. nevertheless, the eac is still unable to address certain issues, and as a result, disputes among member nations continue to arise, jeopardizing the organization’s day-to-day operations. the eac’s worth is being jeopardized by other regional communities. the value of eac is called into doubt because its members are also members of comesa and sadc. can it actually foster security and peace? some topics are difficult to address because other members are afraid. consequently, this is a risky approach, and peace and security concerns will always be undermined unless these member states swear loyalty to one of these groupings. the development of the effects of eac has been very gradual, and expectations have not kept up with reality. there is still a great deal of work to be done in terms of execution. according to the study, practical measures must be taken to get rid of costly or harmful duplicate memberships and rationalize some overlap if regional integration is to result in peace and security. this requirement should also be based on comparative advantage, efficiency, and priority needs. to address these concerns, it is imperative that the advantages and disadvantages of joining integrating organizations with overlapping roles and authority be carefully considered in order to inform the necessary course of action. obtaining an irreversible commitment that goes beyond simple references aboagye, f. 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(2000). an inter-regional analysis: nato’s new strategic concept and the theory of security complexes. bound to cooperate: europe and the middle east, 1, 55. article 2649.indd pa ge 1 pa ge 19 american journal of arts and human science (ajahs) academic management and instructional practices of higher education institutions in lanao del norte: basis for faculty development plan emma zalsos1*, gerlinda g. corpuz1 volume 3 issue 2, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i2.2649 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: april 01, 2024 accepted: april 22, 2024 published: may 08, 2024 academic management and instructional practices synergize within higher education, with effective management enhancing teaching quality and performance. recognizing this symbiotic relationship, a study was conducted in lanao del norte to explore this correlation and develop a faculty development plan. through in-depth interviews and a survey of 300 faculty members, including professionals, instructors, and lecturers, across various disciplines and institutions, data was gathered during the 2023-2024 academic year. statistical analyses were employed to discern patterns, including mean, frequency, percentage, standard deviation, pearson-r, and anova. surprisingly, the study found that factors like educational attainment, position, and training attendance did not signifi cantly correlate with assessments of academic management or instructional practices. moreover, no meaningful association emerged between faculty perceptions of planning, organizing, directing, and controlling within academic management and their instructional practices. these fi ndings underscore the need to elevate the focus on academic management and align it with faculty descriptions of instructional practices. consequently, the study proposes a tailored faculty development plan to enhance academic management and instructional quality, fostering sustained excellence within higher education institutions. keywords academic management, instructional practices 1 phinma cagayan de oro college, philippines * corresponding author’s email: emmazalsos.1432@gmail.com introduction background of the study academic management and instructional practices form a holistic ecosystem where the development of faculty members is the key to sustaining excellence in higher education. higher education institutions are trying hard to uphold specifi c standards of quality excellence in education which is providing the way for innovations in academic management and instructional practices. from the perspective that the better the hei’s academic management, the better the instructional practices, which may lead to better performance. moreover, conchada as cited by farad et al. (2020) emphasized that hei has critical role in providing human capital assets for the development of the people and the country. thereby there’s a need for continuous checking on its standards and practices to ensure the production of citizens of the country. academic institutions, plays a pivotal role in shaping individuals intellectual growth, skills development, and overall societal progress (persaud, 2023) emphasizing that effective academic management and instructional practices are fundamental to achieving educational excellence. it allows teachers to make the learning experience more fun and practical. meanwhile, jamasali (2023) cited a considerable number of educational research works tried to connect the academic management towards instructional practices; but seldom of such kind of research has been reported in the local context. while, paquero as cited by farad et.al 2022 claimed that most hei are of poor quality as demonstrated of low result of board examination and fewer number of hei aspired for accreditation. to this note, academic management should provide answers to this gap because it is the key areas of the sub-system of academic design and development of academic programs apart from providing them the necessary orientation and training on distant education system. republic act 7722, aimed at promoting ongoing intellectual development, advancing learning and research, cultivating responsible and effi cient leadership, educating highly skilled professionals, and preserving our historical and cultural legacies. conversely, salendab (2023) underscores the signifi cance of teachers’ instructional methods in fostering student development. these approaches empower both teachers and students to create meaningful and effective outcomes. furthermore, these practices are pivotal components of distributed scaffolding, where various elements within the learning environment, collaborate synergistically to elevate teachers’ engagement. furthermore, academic management in hei serving as the essential for promoting educational achievements, assumes a pivotal responsibility in steering students’ futures, in order to deliver high-quality learning encounters for learners. regardless of the learning environment, the teacher ensures that learning remains achievable. additionally, educators represent one of the vital components within any educational framework, as highlighted by salendab. they transcend the role of mere purveyors of knowledge; they are integral community members and potentially infl uential advocates for constructive educational reform and policy improvement. pa ge 20 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 19-38, 2024 instructional practices are designed with the goal of improving students’ capacity for critical thinking. love et al. (2021), for instance, highlighted the effectiveness of hybrid pedagogical approaches and the fl ipped classroom model as highly advantageous methods. their research fi ndings empirically supported the idea that integrating critical thinking processes into subject-specifi c curricula was a viable approach for enhancing students’ critical thinking abilities (love et al.). similarly, achieving a comparable result involved eliminating traditional lectures from typical classroom sessions and instead concentrating on practical exercises that would typically be assigned as homework. main (2023) echoed the previously mentioned principles, affi rming that integrating critical thinking instruction into various academic subjects (such as teaching english) represented a practical approach to enhancing educational outcomes related to critical thinking. for the heis to continue providing quality education, using instructional practices or strategies is highly indispensable. the instructional practices provide knowledge, skills, and a modern mindset among teachers to help students perform better in the teaching-learning process. it enhances learning delivery and strengthens instructors’ pedagogical knowledge and skills, enabling them to meet the current educational problems and needs (kim et al., 2019). a comprehensive development plan for enhancing academic management towards instructional practices in higher education institutions in lanao del norte can contribute signifi cantly to the region’s educational excellence and socio-economic development. by fostering collaboration, embracing data-driven decisionmaking, investing in faculty development, prioritizing learner-centered instruction, integrating technology, implementing assessment and feedback mechanisms, and engaging with the community, heis in lanao del norte can create a vibrant educational ecosystem that prepares students for success in a rapidly changing world. this theory provides a roadmap for the development plan needed to achieve these goals and elevate the region’s education quality. literature review academic management lewis and morgan’s (2020) literature review underlines the evolving landscape of faculty development in higher education. it emphasizes the multifaceted nature of faculty development, which faculty skills, supports pedagogical innovation, and fosters a culture of continuous learning. these initiatives are tailored to the needs of individual educators and are assessed to ensure their effectiveness in improving instructional practices. planning furthermore, adams and brown (2021) offer a comprehensive analysis of strategic planning within the domain of academic management in higher education institutions. their review illuminates the fl uid nature of formulating and executing strategic plans in direct response to the constantly evolving higher education environment. organizing moreover, johnson and smith (2019) centers on the crucial theme of governance challenges higher education institutions face between 2019 and 2021. this review explores the intricacies of academic governance, investigating a range of issues and dynamics associated with decision-making procedures, shared governance, and the pivotal responsibility of academic leaders in managing and resolving governance issues. directing in a similar study of chen and li (2020), it provides an in-depth exploration of the integration practices in the fi eld of academic management within higher education institutions during the specifi ed period. this review determined into how technology was harnessed by institutions to enhance academic management, ultimately resulting in improvements in administrative effi ciency, and faculty experiences. controlling consequently, geller and lopez (2019) offers a comprehensive examination of transformative leadership within the context of academic management in higher education institutions. this review seek deeply into the concept of transformative leadership and its impact on higher education institutions, emphasizing how leadership practices can drive change, innovation, and ultimately foster excellence in various facets of the institution, including teaching, research, and community engagement. instructional practices classroom instructional practices today face a plethora of complex challenges, from climate change to racial injustice and will inhabit a world requiring them to make complicated decisions with incomplete data. addressing these challenges will require individuals to collaborate in sophisticated ways, leveraging diverse expertise, integrating data, and taking action. project-based learning and other forms of active student learning have the potential to provide students with rich opportunities to practice (dean et al., 2023). the fi ndings of the study of noviani (2021) demonstrated that the role of teacher’s self-regulation in teaching and implementing instructional strategies is essential in realtime online teaching. this concludes that the higher the self-regulation, the better it is for the mastery of instructional strategies and the positive output of realtime online teaching. studies on teachers’ self-regulation are abundant and still posit strategic relevance for teacher professional development. an exploration of the effect of teachers’ self-effi cacy and instructional practices on students’ engagement pa ge 21 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 19-38, 2024 at the secondary school level in punjab was conducted by (khalid & akhter, 2021). teachers with relatively higher self-effi cacy would have extraordinary ability to engage students with the material, pedagogical practice, and control of the classroom environment. this study may be helpful in future studies and teacher educators to understand teachers’ sense of effi cacy beliefs, which infl uence the teaching behaviour of the teachers in the classroom and students’ engagement. the results of the study of yilmaz (2020) indicated that there is a signifi cant difference between teachers who have a growth mindset and a fi xed mindset in terms of using instructional strategies. the teacher effi cacy in the instructional strategies is more powerful when the teachers adopt growth mindsets. researching these two concepts might contribute to teachers’ success in the future. also, this study will shed light on the teacher development programs that universities will offer to their teachers. teaching practices teaching practices is a term used to describe the knowledge, strategies, and conduct of a successful educator. it’s the ability to make a positive impact on a student’s life and academic career, including the capacity to teach important skill sets, introduce new concepts, and manage any classroom concerns. educators typically strive to use effective teaching practices to help their students learn at a consistent rate and to increase their understanding of the fi eld. teaching practices let students achieve their learning goals, increase student engagement in the classroom, enhance the quality of your feedback to students, and improve your relationship with families(indeed, 2023). assessment practices the study of moyo and saidi (2019) highlights the need to acknowledge the pressures of assessment on staff wellbeing, as well as students. the particular tensions explored include the need to balance challenge against the psychological threats this can entail; the varying impacts of traditional and novel forms of assessment; the differing demands of collaborative and individual work; the tensions between ideal strategies and those which are practically feasible; and the ways in which feedback is given (as a constructive learning tool) and received (often as a psychological threat). in conclusion, this literature review has provided a comprehensive exploration of the multifaceted world of academic management and instructional practices within higher education. through an in-depth analysis of the existing body of knowledge, it has uncovered the evolving landscape of strategic planning, governance challenges, curriculum design, and innovative pedagogical approaches. as higher education institutions continue to adapt to the ever-changing demands of the 21st century, the insights garnered from this review serve as a valuable resource for educators, administrators, policymakers, and researchers alike, facilitating a more informed and forward-thinking approach to enhancing the quality of education and the overall student experience in our dynamic academic institutions. statement of the problem the study aimed to determine the level of academic management and instructional practices of higher education institutions (heis) in lanao del norte during school year 2023 – 2024. the result of the study would be the basis for faculty development plan. specifi cally, this study sought to answer the following questions: 1. how are the respondents distributed in terms of position, highest educational attainment, work experience, and trainings/seminar attended on academic management? 2. what is the level of academic management of higher education institutions as perceived by the respondents with respect to planning, organizing, directing, and controlling? 3. how do the respondents assess the instructional practices of heis’ in terms of teaching, and assessment? 4. is there a signifi cant relationship between the respondents’ perception of heis’ academic management and their instructional practices in terms of teaching and assessment? 5. is there a signifi cant difference between the respondents’ perception of heis’ academic management and their instructional practices when respondents are grouped according to position, highest educational attainment, work experience, and trainings / seminar attended on academic management? 6. based on the fi ndings of the study, what faculty development plan on academic management can be designed? theoretical framework academic management and instructional methods are crucial factors infl uencing the educational quality of higher education institutions (heis). in lanao del norte, a dynamic educational center in the philippines, the ongoing enhancement of teaching effectiveness and instructional approaches is imperative for the comprehensive growth of the region. transformational leadership theory by burns and bass in 1985 has been adapted and applied to higher education management to inspire and motivate educators and administrators to achieve academic excellence and foster positive change. academic planning as an approach that causes change in individuals and social systems. in its ideal form, it creates valuable and positive change in the followers with the end goal of developing followers into leaders. enacted in its authentic form, transformational leadership enhances the motivation, morale and performance of followers through a variety of mechanisms. alignment of academic goals is considered effective in higher education as it empowers individuals to reach their full potential and contributes to the overall excellence and pa ge 22 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 19-38, 2024 advancement of academic institutions. it is particularly valuable for addressing the challenges and opportunities that universities and colleges face in an ever-evolving educational landscape. academic policies and procedures in higher education is a leadership style that has its roots in the broader transformational leadership theory but is adapted for the unique context of academic institutions. in this approach, academic leaders, such as university presidents, deans, and department heads, are seen as visionaries who inspire and motivate educators, staff, and students to achieve academic excellence and foster positive change. scope and limitations this study focused on the academic management and instructional practices of higher educational institutions in lanao del norte, school year 2023–2024. further, the study was limited to the faculty employed in the different heis across lanao del norte. this group comprises educators from various disciplines and academic ranks, including professors, instructors, and lecturers. its variables were the position, highest educational attainment, work experience, and trainings/seminars attended on academic management. while the independent variables dealt on academic management namely on planning, organizing, directing, and controlling. the dependent variable was limited to encompass instructional practices categorized as teaching and assessment. methodology research design this study utilized a descriptive correlation method of research. the descriptive correlation method is a research approach used to identify relationships between variables without necessarily causation. in this method, researchers observe and describe how variables are naturally related in the real world. it involves collecting data on multiple variables of interest and analyzing the patterns of correlations between them. as defi ned by lochner et al. (2019), descriptive research is a quantitative method employed to characterize traits or functions and assess specifi c hypotheses. lochner et al. further emphasized the need for precision and clarity when defi ning the research problem for this type of study. to collect data for this study, questionnaires and indepth interviews will be employed. this approach aligns with the conclusive quantitative research technique, which aims to test specifi c hypotheses and elucidate properties or functions, as outlined by vieira et al. (2020). this approach is expected to accurately and precisely represent the situation. the study involved the collection, organization, and analysis of data to derive meaningful insights from the fi ndings. key variables to be examined include the attributes of teacher respondents, their research competence, and their level of research engagement. in addition to survey results guiding the selection of participants in the in-depth interviews and informing the refi nement of subsequent inquiries. study setting the study was conducted in lanao del norte for school year 2023-2024. it is situated in the vibrant and academically diverse province of lanao del norte philippines. lanao del norte serves as the backdrop for this research, a place known for its rich educational landscape and a hub of higher education institutions (heis). lanao del norte is nestled on the northern coast of mindanao, surrounded by lush greenery and characterized by its harmonious blend of urban development and natural beauty. the province of lanao del norte boasts a vibrant community with a strong commitment to academic excellence, making it an ideal setting for exploring instructional practices and teaching effi cacy in higher education. within the lanao del norte limits, numerous heis thrive, each contributing to the educational tapestry of lanao del norte. these institutions include universities, colleges, and technical schools, catering to a diverse student population pursuing various fi elds of study lanao del norte often referred to as the city of majestic “water falls” due to its numerous waterfalls. among the most famous are maria christina falls, tinago falls, and mimbalot falls. it has a strong industrial presence, and hydroelectric power generation. lanao del norte is home to several refutable higher educational institutions some of the prominent ones include mindanao state university iligan institute of technology, st. michael’s college, st. peter’s college, iligan medical center college, iligan capitol college, and iligan lyceum foundation. this diversity provides a unique opportunity to examine a wide spectrum of instructional methods and their impact on teaching effi cacy. the research within this setting is timely, aligning with the academic calendar for the school year 2023-2024. this ensures that the fi ndings will be relevant and actionable, serving as the basis for a faculty development plan to enhance the quality of education in the province’s heis. as a research hub, lanao del norte fosters collaboration between educators, researchers, and students, making it an ideal environment to explore and improve instructional practices and teaching effectiveness. the study will take place within the campus facilities, classrooms, and educational spaces of the participating heis, allowing for an in-depth examination of the real-world context in which teaching and learning occur. the study’s setting in lanao del norte provides a rich and dynamic backdrop for investigating instructional practices and teaching effi cacy in higher education. it is a place where academic excellence, cultural diversity, and educational innovation converge, making it a fi tting location to lay the groundwork for a faculty development plan aimed at enhancing the educational experience in the forthcoming school year. study population and sampling technique this study explores on academic management and instructional practices among higher education institutions pa ge 23 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 19-38, 2024 in lanao del norte school year 2023-2024 with a diverse and representative population of educators. the participants of this study were selected heis in lanao del norte. this group comprises educators from various disciplines and academic ranks, including professors, instructors, and lecturers, employed in the different heis across lanao del norte. these educators are responsible for delivering instruction and shaping students’ educational experiences. to ensure a comprehensive and meaningful analysis, a stratifi ed random sampling technique was employed. this approach involves categorizing the study population into distinct strata or subgroups based on relevant criteria, such as hei, academic department, and academic rank. stratifi cation enables the study to account for the diversity present within lanao del norte’s heis. in practice, the stratifi ed sampling process entails defi ning the population, categorizing institutions into strata, determining sample sizes for each stratum, selecting samples within each stratum, collecting and analyzing data, and fi nally, reporting fi ndings. by following this approach, researchers can yield results that accurately refl ect the nuances and variations among different types of higher education institutions in lanao del norte, offering valuable insights for academic improvement and decision-making within the province. the subsections in this part may include areas such as planning, organizing, directing, and controlling. the third part of the questionnaire is an adapted questionnaire that assesses teachers’ instructional practices patterned from salendab (2023). teachers will assess their instructional practices using the following scale: non-observable, somewhat observable, observable, and highly observable. the subsections in this part may include areas such as teaching practices and assessment practices. statistical treatment of data the fundamental characteristics of the data in a study was described using descriptive statistics. simple descriptions of the sample and the measurements were provided. they served as the foundation for almost all quantitative studies of the data, along with straightforward graphical analysis. frequency and percentage were used to distribute respondents among various factors. the mean was used as the indicator of the central tendency of responses, particularly those related to diffi culties, and the standard deviation was used to gauge the distribution of the data. furthermore, when categorizing respondents into groups based on specifi c profi les, analysis of variance (anova) to assessed the signifi cance of differences in the identifi ed problem areas. additionally, the pearson correlation coeffi cient (pearson-r) was used to evaluate the signifi cance of relationships between academic management competence and their instructional practices. these statistical techniques were facilitated a comprehensive analysis of the data, shed light on critical aspects of instructional practices and teaching effi cacy within the context of the study. ethical consideration it is crucial to ensure the privacy and anonymity of the teachers who participate in this research. teachers may be more inclined to participate honestly and openly if they are assured that their identities and personal information will be kept confi dential. the following ethical concerns are to be undertaken: first is informed consent, obtain informed consent from all participating teachers and clearly explain the purpose of the study, the data collection process, and how their information will be used. this is to ensure that they have the option to withdraw from the study at any time without facing consequences. seconds is data de-identifi cation, teachers will be asked to remove or replace any personally identifi able information (such as names, school names, or contact details) from the data during analysis and reporting. pseudonym assignments may be done to participants to protect their identities. third is secure data storage, safeguards the collected data by storing it securely, using encryption where necessary, and limiting access to authorized personnel only. this to ensure that data is not accidentally disclosed to unauthorized parties. ethical review: ethical approval was sought from an table a: distribution of respondents higher education institution number of faculty faculty members of lanao del norte in hei st. peter’s college 73 65 iligan capitol college 98 85 iligan medical center college 112 101 lyceum iligan foundation 63 49 total 346 300 research instruments the research questionnaire was designed to gather valuable insights into the academic management and instructional practices among teachers in the higher education institutions in lanao del norte. the questionnaire is divided into three parts: the fi rst part of the questionnaire dealt with the respondent’s profi le in terms of position, highest educational attainment, work experience, and trainings/ seminars attended on academic management. the second part of the questionnaire is a researcher-made questionnaire which has a cronbach alpha value of 0.865 that underwent validation for test and retest to 20 higher education institution faculty who are not part of the fi nal or actual respondents. the questionnaire assesses on academic management based on the functions of management. teachers will assess on academic management using the following scale: strongly agree, agree, disagree, strongly disagree. pa ge 24 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 19-38, 2024 institutional review board (irb) or ethics committee to ensure that the research design and data handling procedures meet ethical standards and guidelines. results and discussions problem 1. how are the respondents distributed in terms of position, highest educational attainment, work experience, and trainings/ seminars attended on academic management? table 1: distribution of respondents’ profi le in terms of position category frequency percentage dean 4 1.33 program head 8 2.67 vice academic principal 4 1.33 full-time faculty 231 77.00 part-time faculty 52 17.67 total 300 300.00 table 1 presents the distribution of the respondents according to position. the data revealed that 300 of the respondents there were 231 (77%) full-time faculty, which obtained the highest frequency. this implies a dominance of full-time faculty engaged in teaching within the institutions. it signals a balanced workload distribution across departments or disciplines. conversely, if there is a lack of full-time faculty in a certain area, it could lead to workload disparities and challenges in maintaining instructional quality. a high number full-time faculty can contribute to better continuity in teaching, as they are likely to have more consistent student support and engagement. on the other hand, data revealed that out of 300 respondents, 4 (1.33%) of the respondents were dean and vice academic principal, which obtained the lowest frequency. this indicates the lead-up number leadership structure in the institution. it indicates that lower number of leaders in the key of administrative roles may indicate a streamlined organizational structure, potentially leading to more effi cient decision-making processes and clearer lines opportunity. thus, smaller leadership team can foster a culture of collaboration and teamwork, as leaders may need to work closely together to address complex issues and achieve institutional goals, and may increase the risk of burnout among those faculty in administrative roles. table 2 illustrates the highest educational attainment. data revealed that respondents with a master’s degree had the highest frequency of 220 (73.34%). the data emphasized that many respondents choose to pursue a master’s degree as a means of enhancing their qualifi cations and career prospects. this insight shed light on the increasing prevalence of master’s degrees may refl ect a global trend towards higher levels of education and professionalization, as countries seek to remain competitive in a knowledge-based economy. it indicates to adapt the changing needs to meet the demands of a changing job market, the importance of fostering research and innovation at the graduate level, and the potential impact on workforce development and economic growth. on the other hand, data revealed that participants in bachelor’s degree are the lowest in terms of highest educational attainment with a frequency of 3 (1%). it indicates that bachelor’s degree holders may represent a smaller of the survey population because many professions or industries require higher levels of education for try or advancement. the insight, on the low percentage of bachelor’s degree holders suggests culture of lifelong learning and professional development among respondents, with many individuals valuing further education and continuous skill enhancement. therefore, the analysis of respondents’ highest educational attainment yields signifi cant implications. the notably high percentage (73.34%) of respondents holding a master’s degree, compared to other categories like doctorate holders or those with bachelor’s degrees, could be a trend where individuals pursue master’s degrees to augment their qualifi cations and career prospects. conversely, the lowest percentage (1%) of respondents with bachelor’s degrees may refl ect industries or professions that demand higher levels of education for entry or progression. arum’s examination underscores the challenges and opportunities in higher education, advocating for enriching educational experiences that cultivate critical thinking and analytical skills across diverse academic backgrounds. table 2: distribution of respondents’ profi le in terms of highest educational attainment category frequency percentage doctorate degree 55 18.33 with doctorate degree units 16 5.33 master’s degree 220 73.34 with master’s degree units 6 2.00 bachelor’s degree 3 1.00 total 300 100.00 table 3: distribution of respondents’ profi le in terms of work experience category frequency percentage 10 years and above 14 4.67 7-9 years 127 42.33 4-6 years 101 33.67 3 years below 58 19.33 total 300 1000.00 pa ge 25 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 19-38, 2024 table 3 demonstrates the respondents’ profi le in terms of work experiences. data show the participants with the highest number of responses were 7-9 years of experience 127 (42.33%). this indicates a level of stability and commitment to their careers. this duration often refl ects a period of tenure with an organization or within a specifi c role, indicating a level of investment and dedication to professional growth and development. this implies, having a considerable amount of time in the workforce, respondents are likely to possess deep industry knowledge and insights, which they can contribute to discussions and decision-making processes. however, data show that participants experience with 10 years and above the lowest in terms of work experience were 14 (4.67%). this can be attributed that a slower pace of career progression or a smaller pool of individuals who have reached this milestone. it suggests that fewer respondents have advanced to the senior stages of their careers compared to those at earlier career stages. by analyzing the distribution of respondents’ profi les in terms of years of experience, its insights into the importance of accumulated practices, learning, and exposure in shaping individual trajectories and outcomes. it underscores the value of deliberate practices, mentorship, and opportunities for growth in fostering excellence and achievement. table 4 describes the respondents’ profi le in terms of training/seminar attended. data shows that participants’ training/seminar attended are the school level attendance having 149 (49.67%). this indicates that educational institutions prioritize providing training opportunities that directly address the specifi c needs and challenges faced at the school level. the result of this study is in congruence to the study of comon and corpuz (2024) that indicates a strong emphasis on academic or educational development, as evidenced by the highest percentage of attendance of school seminars. this suggest a focus on formal education and learning opportunities within their institution or academic community. on the other hand, data show that participants with the lowest number of responses deal with international level attendance having 4 (1.33). this could imply potential gaps in accessing or prioritizing opportunities for international professional development, which may impact the overall effectiveness and instructional practices. problem 2. what is the level of academic management of higher education institutions as perceived by the respondents with respect to planning, organizing, directing, controlling? table 4: distribution of respondents’ profi le in terms of training/seminars attended on academic management category frequency percentage international 4 1.33 national 16 5.33 regional 55 18.33 division 76 25.33 school 149 49.67 total 300 1000.00 table 5: distribution of the respondents’ perception on the level on academic management with respect to planning indicators mean sd description the academic planning of the institution is well – structured and effective. 2.99 0.79 most of the time the academic planning process includes the input of relevant stakeholders such as students, faculty, and staff. 2.80 1.03 most of the time our academic planning process clearly defi nes goals and objectives for the institution. 3.79 0.52 at all times the academic planning process at our institution involves regular assessment and adjustment of plans to ensure effectiveness. 2.91 0.45 most of the time academic planning is aligned with the long-term vision and mission of the institution. 3.74 0.62 at all times i feel adequately informed about the academic planning activities and initiatives taking place at our institution. 2.28 0.78 sometimes the academic planning process allows for fl exibility to adapt to changing circumstances or needs. 2.10 0.54 sometimes decision-making in academic planning is transparent and involves diverse perspectives. 2.92 0.45 most of the time academic planning initiatives are effectively communicated to all relevant stakeholders (e.g., students, faculty, staff, and administrators). 2.95 0.43 most of the time i believe that academic planning at our institution contributes positively to the overall educational experience and success of students. 3.63 0.78 at all times overall 3.01 0.64 most of the time pa ge 26 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 19-38, 2024 legend: 3.25-4.00 at all times / very positive 1.75-2.49 sometimes / negative 2.50-3.24 most of the time / positive 1.00-1.74 never / very negative table 5 determines the distribution of respondents’ level of perceptions shed light on the academic management of their higher education institution (hei) concerning planning. the data exposed the overall mean 3.01(sd=0.64) described as most of the times interpreted as positive for respondent’s level on academic management with respect to planning. the positive interpretation suggests a generally favorable perception among respondents regarding academic management in the context of planning. the mean, being slightly above the midpoint (2.5), indicates an overall positive sentiment. the relatively low standard deviation suggests a moderate level of agreement among respondents, indicating a cohesive perspective on academic management planning. this implies that, on average, respondents view the planning aspects of academic management positively, creating a foundation for effective and well-received planning strategies within the surveyed group. the indicator, our academic planning process clearly defi nes goals and objectives for the institution, got the highest mean of 3.79(sd=0.52) indicates a strong consensus among respondents, as refl ected by the “at all times” rating. the high mean suggests that respondents overwhelmingly perceive the academic planning process as one that clearly defi nes goals and objectives for the institution. the low standard deviation implies a narrow range of responses, indicating a high level of agreement among participants. this very positive interpretation suggests that the majority of respondents not only agree but strongly affi rm that the academic planning process in the institution is well-defi ned and effectively communicates its goals and objectives. this alignment is indicative of a cohesive understanding and support for the institution’s strategic direction among those surveyed. brussel (2019) who advocates for fl exibility in the academic planning process to adopt changing circumstances or needs. in her book “flexible higher education: refl ections from expert experience”, brussel highlights the importance of incorporating adaptable frameworks within academic planning strategies. she emphasizes the necessity for institutions to anticipate and respond to dynamic shifts in the educational landscape, fostering agility and resilience in their planning approaches to meet evolving demands effectively. similarly, the indicator the academic planning process allows for fl exibility to adapt to changing circumstances or needs got the lowest mean of 2.10 (sd=0.54) described as “sometimes”, interpreted as negative. the mean, being below the midpoint (2.5), indicates that respondents generally disagree that the academic planning process allows for fl exibility to adapt to changing circumstances or needs. the relatively low standard deviation implies a moderate level of agreement among respondents, suggesting a consistent perspective. this negative interpretation suggests that there is a lack of fl exibility in the academic planning process, according to the majority of respondents. the institutions may need to assess and address these aspects to enhance its ability to adapt to changing circumstances or needs in a more easily manner. furthermore, michael fullan in his work reveal that into educational leadership and management, including strategic planning and change processes within academic institutions. fullan’s writings provide insights into effective planning strategies for enhancing academic management and improving overall institutional performance. another author give emphasizes the clear defi nition of goals and objectives for institutional in michael k. townsley. in his book “strategic planning for private higher education” (2016) he emphasizes the importance of establishing precise goals and objectives as fundamental elements of effective academic planning within higher education institutions. he outlines strategies for aligning institutional mission with specifi c academic goals to enhance overall performance and success. table 6: distribution of the respondents’ perception on the level on academic management with respect to organizing indicators mean sd description the academic management of the institution effi ciently organizes and coordinates academic programs and resources. 3.00 0.54 most of the time there is a clear organizational structure that defi nes roles and responsibilities within the academic management team. 3.00 0.53 most of the time academic management effectively allocates resources, including faculty, facilities, and funding, to support academic activities. 2.91 0.56 most of the time our institution's academic management fosters a culture of collaboration and teamwork among academic departments and staff. 1.94 0.95 sometimes academic policies and procedures are well-organized and clearly communicated to faculty, staff, and students. 2.74 0.70 most of the time the academic management team effectively manages academic schedules and timetables to optimize resource use. 2.03 0.85 disagree pa ge 27 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 19-38, 2024 there are effi cient systems in place for academic record-keeping and data management. 2.54 0.68 most of the time the academic management team proactively identifi es and addresses organizational challenges and bottlenecks. 2.70 0.65 most of the time academic management promotes a sense of inclusivity and diversity within academic programs and decision-making processes. 3.76 0.58 at all times i believe that the organizing efforts of the academic management contribute positively to the overall effi ciency and effectiveness of our institution’s academic operations. 3.64 0.76 at all times overall 2.50 0.68 most of the time legend: 3.25-4.00 at all times / very positive 1.75-2.49 sometimes / negative 2.50-3.24 most of the time / positive 1.00-1.74 never / very negative table 6 explains the distribution of respondents’ level of academic management with respect to organizing. the data exposed the overall mean for respondent’s level on academic management with respect to organizing is 2.50 (sd=0.68) labelled as most of the time/ interpreted as positive. the positive interpretation suggests that respondents, on average, agree that the distribution of levels in academic management revealed to organizing is reasonable and meets their expectations. the standard deviation of 0.68 indicates a moderate level of agreement with some variability in opinions, but the overall trend is affi rmative. this implies that, while there may be some diversity in perspective, the majority view favors the effectiveness of the current organizational structure within academic management. on the other hand, the highest item with the indicator, academic management promotes a sense of inclusivity and diversity within academic programs and decisionmaking processes with mean of 3.76 (sd=0.76) described as at all times interpreted as very positive. this suggests a favorable environment fostering diversity within academic programs on fostering a culture of collaboration and teamwork among academic department and staff are likely positive. this suggests that the institution’s management practices contribute to creating an environment where collaboration is encouraged, benefi ting overall teamwork and synergy among academic stakeholders. according to rodriquez, “evaluation of the quality of academic management in higher education: a review and synthesis of organizational factors,” he revealed how different factors affect the quality of academic management in heis, including organizing aspects. another author border, particularly in her book “developing an inclusive environment in higher education: supportive strategies for administrators and faculty”, revealed various strategies and approaches that academic managers can employ to foster inclusivity and diversity within higher education institutions. mclendon discusses how institutions’ academic management effectively allocates resources, including faculty, facilities, and funding, to support academic activities. in his book, the complexities of resource allocation in higher education and how academic management can strategically allocates resources to support academic activities effectively. in line with this, the lowest item of respondents’ level on academic management with respect to planning with the indicator, our institution’s academic management fosters a culture of collaboration and teamwork among academic departments and staff with a mean of 1.94 (sd=0.95) described as sometimes interpreted as low. this indicates that despite the academic management facility allocates resources, including faculty, funding, facilities, and fostering collaboration and teamwork but then academic management received low agreement level. furthermore, deal (2019), provides insights on how academic leadership team effectively resolve confl icts and challenges within academic departments. his book explores the importance of soulful leadership in navigating confl icts and challenges within organizations, including academic departments. he offered insights into how leaders can foster trust, communication, and collaboration to address confl icts effectively and promote a positive organizational culture conducive to academic success. table 7: distribution of the respondents’ perception on the level on the academic management with respect to directing indicators mean sd description the academic management at our institution provides clear and strategic direction for academic programs and services. 3.17 0.72 most of the time the academic leadership effectively communicates the vision and mission of the institution to all stakeholders. 3.16 0.69 most of the time academic management sets ambitious but achievable academic goals for the institution. 3.11 0.84 most of the time there is a clear alignment between academic goals and the institution's longterm strategic plan. 2.13 0.92 sometimes pa ge 28 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 19-38, 2024 legend: 3.25-4.00 at all times / very positive 1.75-2.49 sometimes / negative 2.50-3.24 most of the time / positive 1.00-1.74 never / very negative academic management effectively motivates and inspires faculty and staff to achieve academic excellence. 2.64 0.76 most of the time the academic leadership team empowers faculty and staff to take ownership of their academic responsibilities. 2.27 0.82 sometimes there is a culture of collaboration and teamwork within the academic management, promoting a cohesive approach to achieving academic goals. 2.13 0.92 sometimes academic management supports and encourages innovation and creative approaches to academic challenges. 2.96 0.94 most of the time the academic leadership team effectively resolves confl icts and challenges that arise within academic departments. 1.88 0.84 sometimes i believe that the directing efforts of the academic management contribute positively to the academic growth and success of our institution. 3.76 0.58 at all times overall 2.72 0.72 most of the time table 7 explains the distribution of respondents’ level of academic management with respect to directing. the data exposed the overall mean for respondent’s level of academic management concerning directing is 2.72 (sd=0.72) labeled as “most of the time interpreted as positive” indicates a moderate level of agreement. it signals a generally high statement among respondents. this implies that on average individuals tend to agree with the effectiveness of academic management, contributing to a positive interpretation of the management practices in place. in line with this, the level of academic management with the indicator “i believe that the directing efforts of academic management contribute positively to the academic growth and success of our institution” with the highest mean of 3.76 (sd=0.58) described as most of the time interpreted as positive. this implies that there is a shared belief that the directed efforts of academic management positively contribute to the academic growth and success of the institutions effectively a favorable inter-connective of their impact. while there are strengths, such as clear direction and effective communication of vision, there are also identifi ed areas for improvement, particularly in aligning academic goals with the institutional strategic plan, empowering faculty and staff, fostering collaboration, and resolving confl icts effectively. johnson and smith (2019) challenges and issues faced by higher education institutions the review explores the indicates of academic governance, investigating issues and dynamics associated with decision-making procedures, shared governance, and the pivotal responsibility of academic leaders in managing and resolving governance issues. on the other hand, the lowest item with the indicator “the academic leadership team effectively resolves confl icts and challenges that arise within academic departments” with the mean 1.88 (sd=0.84) described as sometimes interpreted as negative. this indicates that the respondents disagree with the statement that the academic leadership team effectively resolves confl icts and challenges within academic departments. the negative interpretation, a perception among respondents that there are shortcomings or inadequate in how confl icts and challenges are handled indicates a potential need for improvement in the leadership teams’ confl ict resolution strategies. cloke and goldsmith (2019) fi ndings emphasized that academic institutions can establish formal structures, such as mediation committees or ombuds offi ces, to support the academic leadership team in resolving confl icts. these resources provide additional expertise and impartiality in handling complex disputes. their fi ndings highlighted transformational leadership strategies, fostering collaborative decision-making processes, implementing effective communication strategies, providing confl ict resolution training, establishing structural supports, and nurturing a positive organizational culture, academic institutions can create environments conducive to constructive confl icts resolution. to conclude, the analysis of respondents’ perceptions regarding the level of heis academic management reveals signifi cant disparities, particularly in the domain of directing. the highest mean score of 3.76(sd= 0.58) indicates strong agreement among respondents regarding the positive contribution of directing efforts to the academic growth and success of the institution. conversely, the lowest mean score of 1.88(sd=0.84) suggests a lack of consensus regarding the effectiveness of the academic leadership team in resolving confl icts and challenges within academic departments. these fi ndings underscore the importance of acknowledging the positive impact of directing efforts on academic success, while also highlighting the need for improvement in confl ict resolution and management strategies within academic leadership teams. pa ge 29 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 19-38, 2024 legend: 3.25-4.00 at all times / very positive 1.75-2.49 sometimes / negative 2.50-3.24 most of the time / positive 1.00-1.74 never / very negative table 8: distribution of the respondents’ perception on the level on the academic management with respect to controlling indicators mean sd description the academic management at our institution effectively controls and evaluates academic programs and services. 3.63 0.55 at all times there are clear mechanisms in place to ensure that academic standards and quality are maintained in our institution. 3.65 0.49 at all times academic management uses data and feedback to make informed decisions for continuous improvement. 3.63 0.52 at all times our institution effectively manages resources to support academic goals and objectives. 3.49 0.69 at all times the academic management team collaborates with faculty and staff to ensure effective implementation of academic policies and procedures. 3.52 0.60 at all times there is a well-defi ned process for addressing and resolving academic issues and concerns in our institution. 3.27 0.75 at all times academic management ensures that academic programs are in compliance with relevant regulatory requirements. 3.67 0.75 at all times feedback from students and faculty is actively sought and used to make improvements in academic management. 3.53 0.90 at all times academic management effectively communicates academic policies and changes to the academic community. 3.47 0.72 at all times i believe that the academic management’s controlling processes contribute positively to the overall academic quality and integrity of our institution. 3.97 0.18 at all times overall 3.60 0.62 at all times table 8, shows the respondents’ level on academic management in the context of controlling within the higher education institution (hei). the data exposed the overall mean for respondent’s level of academic management concerning controlling is 3.60 (sd=0.62) described as at all times/ interpreted as very positive. this indicates that an average level of agreeing and satisfaction with the academic management in terms of control. this implies a favorable assessment of the effectiveness and profi ciency of the control mechanism with the academic management structure. this suggests a strong foundation of trust, consistency, and alignment with expectations. however, it also highlights the importance of ongoing monitoring, communication, and adaptation to ensure that control measures remain effective and supportive of the institution’s mission and values. in line with this, the highest mean of respondent’s level on academic management in the context of controlling with the indicator, i believe that the academic management’s controlling processes contribute positively to the overall academic quality and integrity of our institution with the mean of 3.97 (sd=0.18) described as at all times interpreted as very positive. this indicates that there is a strong consensus among respondents in favorable of the positive contribution of academic management’s controlling processes to the overall academic quality and integrity of your institution. the description “at all times” and the interpretation of “very positive” further emphasize the widespread positive sentiment regarding these processes. this implies a strong commitment to integrity and compliance with academic standards and regulations and suggests that the institution place a high value on ethical conduct, transparency, and adherence to best practices in all aspects of operations. discussing the author’s perspective chen and li (2020) provide an in-depth exploration of addressing academic issues in institutions involves understanding the key depends on the emphasis. it typically includes clear communication channels, accessible resources for students, faculty involvement, and a systematic approach to resolving concerns promptly. on the other hand, the lowest item with the indicator “there is a well-defi ned process for addressing and resolving academic issues and concerns in our institution” with a mean of 3.27 (sd=0.75) described as at all times interpreted as very positive. this indicates that the low standard deviation indicates a relatively consistent positive perception among respondents. this implies a very positive interpretation of the effectiveness and satisfaction with the current system, which can lead to increased trust, improved academic performance, and a stronger sense of community within the institution. kareem et al. (2022) explain into the importance of establishing clear policies and procedures for handling academic issues and concerns effectively. he emphasizes the need for transparent communication, stakeholder involvement, and a collaborative approach to problemsolving to ensure the fair and timely resolution of academic challenges within institutions. pa ge 30 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 19-38, 2024 table 9: summary of the respondents’ perception on the level of heis academic management as perceived by the respondents variables mean standard deviation description planning 3.01 0.64 most of the time organizing 2.50 0.68 most of the time directing 2.72 0.72 most of the time controlling 3.60 0.62 at all times overall 2.96 0.67 most of the time legend: 3.25-4.00 at all times / very positive 1.75-2.49 sometimes / negative 2.50-3.24 most of the time / positive 1.00-1.74 never / very negative table 9, presents the summary of the level of higher education institutions’ academic management as perceived by the respondents. the overall mean of 2.95 (sd=0.66) suggests that, on average, respondents perceive the level of academic management in higher education institutions (heis) to be around the “most of the time” level. this indicates that there is generally a high perception of academic management, although there may be some variation in opinions among respondents. insights from this data could inform areas of strength and areas for improvement within hei academic management practices, guiding efforts to enhance effectiveness and address any areas of concern. implications may include the need for targeted interventions or initiatives aimed at further improving academic management practices to meet the expectations and needs of stakeholders within the hei community. in line with this, the highest mean of level of heis academic management as perceived by the respondents with the indicator controlling with the mean of 3.60 (sd=0.62) described as at all times interpreted as very positive. this indicates that respondents strongly agree with the level of academic management, particularly regarding controlling aspects within heis. this suggests that respondents perceive the institution’s ability to manage and regulate academic processes positively. insights derived from this high level of agreement could indicate that the institutions have robust systems in place for monitoring and controlling academic activities, fostering accountability and effi ciency. implications may include recognition of the institution’s effectiveness in managing academic affairs, potentially leading to increased confi dence among stakeholders, enhanced reputation, and opportunities for further leveraging strengths in this area to drive continuous improvement and innovation in academic management practices. in a related study, jones et al. (2019) reveal the perceptions of faculty members regarding the effectiveness of controlling measures implemented by academic administrators. the results revealed a positive perception among faculty members regarding the institution’s control over academic processes, emphasizing the importance of transparent communication and shared governance in fostering trust and collaboration. additionally, brown and johnson (2020) conducted a comparative analysis of controlling mechanisms in academic management across different types of higher education institutions. the study found variations in the implementation and effectiveness of controlling measures, suggesting the need for tailored approaches to meet the unique needs and challenges faced by diverse institutions. on the other hand, the lowest mean of level of heis academic management as perceived by the respondents with the indicator organizing with a mean of 2.50 (sd= 0.68) described as most of the time interpreted as positive. this indicates that respondents generally agree with the level of academic management, specifi cally concerning organizing aspects within heis. while the agreement level is lower compared to other dimensions, it still indicates a somewhat positive perception overall. insights from this data may reveal areas within the organizing domain that require attention or improvement, such as administrative processes, resource allocation, or structural clarity within the institution. implications may include the need for targeted interventions or strategic initiatives aimed at enhancing organizational effi ciency, streamlining processes, or improving communication channels within the institutions, addressing these areas could lead to smoother operations, better utilization of resources, and increased satisfaction among stakeholders involved in academic management processes. the result of this is similar to nisbet (2023) which explored the perceptions of staff members regarding the effi ciency of organizing practices in academic management. the study revealed areas of improvement in resource allocation, workfl ow management, and coordination among departments. nisbet (2023) emphasized the need for continuous improvement and innovation in organizational practices to meet the evolving needs of heis and stakeholders. problem 3. how do the respondents assess the instructional practices of heis in terms of teaching, and assessment? pa ge 31 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 19-38, 2024 table 10: distribution of the respondents’ assessment of heis instructional practices in terms of teaching indicators mean sd description as a teacher, i… utilize various strategies and approaches in fl exible learning. 3.98 0.13 highly observable use outcome-based education in fl exible learning to allow students to participate actively in the real-life situation. 3.99 0.11 highly observable employ various online assessment tools to help students master the content of the lesson. 3.98 0.13 highly observable encourage students to participate actively in fl exible learning modalities. 4.00 0.00 highly observable use various alternative assessment tools allowing students to perform in a real-life context. 3.99 0.08 highly observable adopt the newest educational trends and paradigm shifts in teaching in order to sustain the pedagogy in teaching. 4.00 0.06 highly observable engage with various webinars/ seminars and online conferences to adapt to the new educational scheme. 4.00 0.06 highly observable utilize the fl exible learning approach, such as the blended or hybrid learning. 3.99 0.08 highly observable make the delivery mode of learning as conducive as possible. 3.99 0.08 highly observable utilize modular learning approach, such as the online and offl ine modules. 3.98 0.13 highly observable overall 4.00 0.74 highly observable legend: 3.25-4.00 at all times / very positive 1.75-2.49 sometimes / negative 2.50-3.24 most of the time / positive 1.00-1.74 never / very negative table 10, reveals the distribution of the respondents’ assessment of heis instructional practices in terms of teaching. the data exposed the overall mean for respondents’ instructional practices in terms of teaching is 4.00 (sd=0.74) described as at all times/ interpreted as very high. in line with this, the highest mean of the distribution of the respondents’ assessment of heis instructional practices in terms of teaching with the indicator “encouraging faculty to actively participate in fl exible learning modalities” with a mean of 4.00(sd=0.00) described as at all times interpreted as very high. this implies that this engagement is easily noticeable and the interpretation of a very high mean indicates strong overall involvement, likely contributing positively to the effectiveness of the learning experience. moreover, the fi nding of the study of meta-analysis by lopez-martin et al. (2023) underscores the positive impact of formative assessment practices, such as regular feedback and self-assessment, on student learning outcomes in k-12 classrooms. these fi ndings highlight the importance of ongoing assessment and feedback in the teaching and learning process, ultimately benefi tting students’ educational experiences. on the other hand, the lowest mean of the distribution of the respondents’ assessment of heis instructional practices in terms of teaching with the indicator, “utilizing a modular learning approach with online and offl ine modules” with a mean of 3.98 (sd=0.13) described as most of the time interpreted as high. this indicates a strong overall effectiveness while the low standard deviation implies minimal variation making the learning approach very reliable and consistently impactful. one notable author discusses fl exible and modular learning is davidson (2019), in her book, she explores the need for educational systems to adapt to a rapidly changing world by incorporating fl exible and modular approaches. she emphasizes the importance of personalized learning experiences, project-based assessment, and inter-disciplining student studies is better to prepare students for the challenges of modern workforce. the respondents express a strong belief in the effectiveness and observability of the teaching practices employed in higher education institutions. the data underscores a commitment to innovation, student engagement, and ongoing professional development, contributing positively to the overall instructional quality within these institutions. hence, respondents perceive higher education institutions’ instructional practices in teaching favorably, with mean scores near perfection indicating strong consensus on effectiveness and observability. the overall mean of 4.00 suggests very high instructional quality with minimal variability. notable emphasis is placed on encouraging faculty participation in fl exible learning modalities and employing modular learning approaches. davidson (2019) advocate for fl exible and modular learning to prepare students for the modern workforce. teachers are commended for their adept utilization of diverse strategies, emphasizing practical, engaging learning experiences. ongoing professional development efforts and varied learning modalities contribute positively to instructional quality within heis. insights from meta-analysis studies underscore the importance of pa ge 32 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 19-38, 2024 ongoing assessment and feedback in enhancing student learning outcomes, highlighting the need for continuous improvement in pedagogical strategies within heis. understanding the distribution and effectiveness of instructional practices is crucial for promoting student success within heis. table 11: distribution of respondents’ instructional practices in terms of assessment indicators mean sd description as a teacher, i… utilize various online assessment tools to evaluate students’ performance. 3.99 0.08 highly observable accurately measure the performance task of the students using criteria. 4.00 0.00 highly observable employ performance-based assessment or pbat to measure student’s performance authentically. 3.99 0.08 highly observable attend webinars/ seminars related to the new assessment scheme in the new normal. 3.98 0.13 highly observable use various alternative assessment tools allowing students to perform in a real – life context. 4.00 0.06 highly observable provide performance tasks for each domain. 4.00 0.00 highly observable provide assessment tools to develop higher-order thinking skills of the students. 3.98 0.13 highly observable embrace the assessment pedagogy and method. 4.00 0.06 highly observable measure students’ performance authentically using criteria. 4.00 0.06 highly observable use various assessment tools, such as formative and summative, to measure if lesson objectives were attained or not. 4.00 0.00 highly observable overall 3.60 0.06 highly observable legend: 3.25-4.00 at all times / very positive 1.75-2.49 sometimes / negative 2.50-3.24 most of the time / positive 1.00-1.74 never / very negative table 11, determine the distribution of respondents’ instructional practices in terms of assessment. the data exposed the overall mean of 3.60 (sd=0.06) described as highly observable interpreted as very high. this implies that these practices are readily apparent and easily discernible. the interpretation of “very high” indicates a strong level of adherence or implementation of assessment practices among respondents, highlighting the signifi cance and effectiveness of their instructional strategies in this regard. in line with this, the highest mean of the distribution of respondents’ instructional practices in terms of assessment with the indicator “use of various assessment tools, including formative and summative assessments, to measure the attainment of lesson objectives” with a perfect mean of (4.00) described as highly observable interpreted as very high. this indicates a strong belief in the effectiveness and observability of these assessment strategies. the data suggests a highly effective approach to assessment practices within higher education institutions. the respondents express a unanimous belief in the observability and effi cacy of various assessment tools and methods, highlighting a commitment to authentic, innovative, and comprehensive assessment practices. the research of brown and bailey (2019) pinpoint the innovative assessment practices, such as peer assessment, self-assessment, and authentic assessment, in higher education. their research highlighted the benefi ts of involving students in the assessment process, promoting self-regulated learning and metacognitive awareness. additionally, studies by rust et al. (2019) and boud (2020) discussed the importance of incorporating authentic tasks and real-world problems into assessment activities to enhance student engagement and motivation. on the other hand, the lowest mean of the distribution of respondents’ instructional practices in terms of assessment with the indicator “attend webinars/ seminars related to the new assessment scheme in the new normal” with a mean of 3.98 (sd=0.13) described as “highly observable” interpreted as very high. this suggests that the responses are tightly clustered around the mean, indicating a relatively low level of variability in respondents’ perceptions. this implies that the majority of respondents are aligned in their favorable views of the new assessment scheme. furthermore, the fi ndings of vellanki et al. (2022) show that teachers face several challenges, such as time limitations, shortened semesters, unfamiliar coursebook contexts, and assessment practices. for strategy instruction, teachers utilized collaborative lesson planning and resources and virtual fl ipped classrooms, among others. we conclude that metacognitive strategy instruction can provide better scaffolding during listening instruction and recommend further exploration of students’ use of metacognitive strategies in other academic contexts. pa ge 33 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 19-38, 2024 table 12: summary of responses on the level of respondents’ instructional practices variables mean standard deviation description teaching 4.00 0.74 highly observable assessment 3.60 0.06 highly observable overall 3.80 0.40 highly observable legend: 3.25-4.00 at all times / very positive 1.75-2.49 sometimes / negative 2.50-3.24 most of the time / positive 1.00-1.74 never / very negative table 12 shows the summary of responses on the level of respondents’ instructional practices with an overall mean of 3.8 (sd=0.06) indicating that, on average, respondents assessed the instructional practices of heis quite positively. in line with this, the highest mean with the indicator “teaching” with a mean of 4.00 (sd=0.74) is described as highly observable interpreted as very high. this indicates that, on average, respondents assessed the instructional practices of heis in terms of teaching very positively. the high mean score suggests that respondents generally perceived the teaching practices of heis to be of high quality. however, the relatively high standard deviation indicates some variability in respondents’ assessment, suggesting that there may be differing opinions or experiences regarding teaching practices among the respondents. further analysis would be necessary to understand the specifi c aspects of teaching practices that are contributing to this high mean score and to address any areas of concern highlighted by the variability in responses. the comprehensive study of smith et al. (2019) highlighted the importance of innovative pedagogical approaches, student-centered learning, and faculty development programs in enhancing teaching effectiveness and student engagement. in tandem with this perspective, the study conducted by johnson and brown (2019) emphasized the signifi cance of active learning strategies, feedback mechanisms, and supportive learning environments in promoting effective teaching practices. additionally, zohre (2023) investigated the impact of faculty development initiatives on teaching effectiveness within heis. the study found that targeted professional development programs, such as workshops, mentoring, and peer observation, contributed to improved instructional practices and faculty satisfaction. zohre underscored the importance of ongoing support and recognition for faculty members to enhance teaching quality and student success. on the other hand, the lowest mean with the indicator “assessment” with the mean of 3.60 (sd=0.06) described as highly observable and interpreted as very high. this indicates that the low standard deviation suggests that there is relatively little variability in respondents’ assessment, indicating a high level of agreement, indicating a high level of agreement among them regarding the quality of instructional practices. these insights imply that heis are generally performing well in terms of their instructional methods, but further analysis would be needed to determine specifi c aspects of teaching practices that are contributing to this high mean score and to address any areas of concern highlighted by the variability in responses. the fi ndings suggested a positive correlation between authentic assessment tasks, self-regulated learning strategies, and student satisfaction. similar to the study of lee et al. (2020) emphasized the importance of aligning assessment practices with curricular goals, promoting metacognitive awareness, and providing timely and constructive feedback to enhance student learning outcomes (warhuus et al., 2018). the fi ndings also suggest an approach for design and assessment that may help resolve the pedagogical and legitimacy challenges of such courses. these contributions are directly relevant for students, educators and administrators involved with entrepreneurship courses, and they may be applicable to a wider range of process-based courses. problem 4. is there a signifi cant relationship between the respondents’ perception of heis’ academic management and their instructional practices in terms of teaching, and assessment? table 13: test of relationship between the teachers’ perception on academic management and their instructional practices variables teaching assessment r-value p-value interpretation r-value p-value interpretation planning -0.0189 0.7562 ns -0.0539 0.3513 ns organizing -0.0614 0.2922 ns 0.0741 0.2006 ns directing -0.0038 0.9449 ns 0.0277 0.6339 ns controlling -0.0736 0.2012 ns 0.0572 0.3243 ns overall -0.0394 0.5486 ns 0.0532 0.3775 ns note: signifi cant if p-value < 0.05 pa ge 34 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 19-38, 2024 table 13 shows the correlation coeffi cients (r-values) and p-values of the relationship between the respondents’ assessment of higher education institutions’ academic management and their instructional practices in terms of teaching, and assessment. for planning, there is a very weak negative correlation with teaching (r = -0.0189, p = 0.7562) and a slightly stronger negative correlation with assessment (r = -0.0539, p = 0.3513). however, both p-values are greater than the signifi cance level (0.05), indicating that these correlations are not statistically signifi cant. it implies, there is no signifi cant relationship between teachers’ assessment of planning in academic management and their instructional practices in teaching and assessment. similarly, for organizing, directing, and controlling, the correlation coeffi cients with teaching and assessment are also weak and not statistically signifi cant (p > 0.05). the lack of signifi cance suggests that there is no substantial relationship between teachers’ assessments of these aspects of academic management and their instructional practices in teaching and assessment. in conclusion, the data from table 13 do not support the presence of a signifi cant relationship between the respondents’ assessments of higher education institutions’ academic management and their instructional practices in planning, teaching, and assessment. the p-values are consistently above the alpha level of 0.05, indicating that any observed correlations are likely due to random chance, and no meaningful relationship can be inferred from the data. problem 5. is there a signifi cant difference between the respondents’ perception of heis’ academic management and their instructional practices when grouped according to position, highest educational attainment, work experience, and trainings/ seminars attended on academic management? table 14 depicts the differences between the respondents’ table 14: test of difference between teachers’ perception on academic management and instruction practices when grouped according to profi le characteristics academic management instructional practices r-value p-value interpretation r-value p-value interpretation position 0.03901 0.50099 ns 0.16370 0.778584 ns highest educational attainment 0.03313 0.56795 ns 0.05747 0.321752 ns work experience 0.09081 0.11656 ns 0.02679 0.645079 ns trainings/ seminars attended on academic management -0.0134 0.82257 ns -0.0108 0.849516 ns overall 0.0441 0.50201 ns 0.06479 0.648732 ns legend: *signifi cant at p<0.05 alpha level assessment of higher education institutions (heis) academic management and their instructional practices. the date exposed that the respondents’ positions, highest educational attainment, and the number of trainings/seminars attended, no signifi cant correlations were observed with either the assessment of academic management or instructional practices. this implies that factors such as teachers’ positions within institutions, their highest educational attainment, and the extent of their participation in training activities do not strongly infl uence their perceptions of academic management or the implementation of instructional practices. on the other hand, a notable fi nding is the signifi cant positive correlation between work experience and the assessment of academic management. this suggests that teachers with more work experience are inclined to have a more positive view of academic management within heis. however, this positive correlation does not translate into signifi cant differences in instructional practices, implying that the infl uence of work experience may be more pronounced in the assessment of academic management than in the actual implementation of teaching strategies. as a whole, while certain factors such as the work experience may infl uence teachers’ perceptions of academic management, these do not necessarily result in substantial differences in instructional practices. other factors like position, highest educational attainment, and the number of trainings/seminars attended do not show signifi cant associations with either academic management assessments or instructional practices. problem 6. based on the findings of the study, what development plan on research competence and engagement can be designed? pa ge 35 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 19-38, 2024 table 15: faculty development plan year 1 (2024): academic management a re as o f c on ce rn sp ec ifi c o bj ec tiv es st ra te gi es / a ct iv iti es t im e fr am e pe rs on in vo lv ed so ur ce o f fu nd e st im at e b ud ge t e xp ec te o ut pu t (p la nn in g) in no va tiv e le ad er sh ip to f os te r a cu ltu re o f cr ea tiv ity an d ad op ta bi lit y. im pl em en t r eg ul ar in no va tio n ch all en ge s t o st im ul at e cr ea tiv ity an d in vi te c ro ss -d ep ar tm en ta l co lla bo ra tio n on so lv in g ac ad em ic ch all en ge s. fa cil ita te in te rd isc ip lin ar y w or ks ho ps to e nc ou ra ge d iv er se pe rs pe ct iv e an d co lla bo ra tiv e pr ob le m -s ol vi ng . a ug us t 2 02 4 4 da ys d ea n pr og ra m h ea d fa cu lty a dm in o ffi ce r c ol le ge b ud ge t 40 , 0 00 in no va tio n c ha lle ng es c ro ss -f un ct io na l w or ks ho ps (o rg an iz in g) te am b ui ld in g e nh an ce c ol la bo ra tio n, co m m un ic at io n, a nd c oh es io n am on g te am m em be rs , fo st er in g a po sit iv e an d pr od uc tiv e w or k en vi ro nm en t. a im s t o im pr ov e te am w or k, pr ob le m -s ol vi ng sk ill s, an d ov er al l t ea m e ff ec tiv en es s. tr us t-f al l w he re te am m em be rs ta ke tu rn s f al lin g ba ck w ar d, tr us tin g th ei r co lle ag ue s t o ca tc h th em . fo st er s t ru st , c om m un ic at io n, an d te am w or k, re in fo rc in g th e im po rt an ce o f re ly in g on e ac h ot he r i n th e w or kp la ce n ov em be r 2 02 4 3 da ys d ea n pr og ra m h ea d fa cu lty a dm in o ffi ce r d ep ar tm en t b ud ge t 65 ,0 00 h ei gh te ne d se ns e of ca m ar ad er ie. te am w or k an d m or al e w ith in th e gr ou p year 2 (2025): academic management (d ire ct in g) pe ac e e du ca tio n c ul tiv at e an un de rs ta nd in g of co nfl ic t re so lu tio n, em pa th y, an d gl ob al ci tiz en sh ip am on g in di vi du al s. “c on fl i ct r es ol ut io n w or ks ho p” w he re pa rt ic ip an ts en ga ge in ro le -p lay in g sc en ar io s to pr ac tic e ef fe ct iv e co m m un ic at io n , ac tiv e lis te ni ng , an d ne go tia tio n sk ill s. a ug us t 2 02 5 4 da ys d ea n pr og ra m h ea d fa cu lty a dm in o ffi ce r c ol le ge b ud ge t 50 ,0 00 h ei gh te ne d aw ar en es s o f co nfl ic t r es ol ut io n st ra te gi es (c on tro lli ng ) su bj ec t m as te ry e na bl e fa cu lty to d em on st ra te a co m pr eh en siv e un de rs ta nd in g of a pa rt ic ul ar su bj ec t. “r es ea rc h an d pr es en ta tio n pr oj ec t” w he re fa cu lty a re ta sk ed w ith d el vi ng in to a sp ec ifi c to pi c w ith in th e su bj ec t, co nd uc tin g th or ou gh re se ar ch , an d pr es en tin g th ei r fi n di ng s t o th e cl as s. n ov em be r 2 02 5 3 da y d ea n pr og ra m h ea d fa cu lty a dm in o ffi ce d ep ar tm en t b ud ge t 65 ,0 00 h ei gh te ne d se ns e of ca m ar ad er ie. u nd er st an di ng o f co re co nc ep ts year 3 (2026): instructional practices (t ea ch in g) li m ite d fe ed ba ck op po rt un iti es pr om ot e in de pe nd en t pr ob le m -s ol vi ng an d de ci sio nm ak in g sk ill s b y ch al le ng in g in di vi du al s t o re ly o n th ei r o w n as se ss m en ts an d st ra te gi es . “c on fl i ct r es ol ut io n w or ks ho p” w he re pa rt ic ip an ts e ng ag e in ro le -p lay in g sc en ar io s to p ra ct ic e ef fe ct iv e co m m un ic at io n, ac tiv e lis te ni ng , a nd ne go tia tio n sk ill s. a ug us t 2 02 6 4 da ys d ea n pr og ra m h ea d fa cu lty a dm in o ffi ce r c ol le ge b ud ge t 45 ,0 00 se lfas se ss m en t pa ge 36 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 19-38, 2024 (a ss es sm en t) d iff er en tia tio n e xa m in e ho w w el l in st ru ct io na l p ra ct ic es ca te r t o di ve rs e le ar ni ng st yl es a nd a bi lit ie s, id en tif yi ng a re as fo r im pr ov em en t i n ad ap tin g te ac hi ng m et ho ds to m ee t in di vi du al fa cu lty n ee ds . br ea kd ow n co m pl ex ta sk s in to sm all er , m an ag ea bl e st ep s, pr ov id in g ad di tio na l su pp or t o r c ha lle ng es ba se d on in di vi du al fa cu lty . n ov em be r 2 02 6 3 da ys d ea n pr og ra m h ea d fa cu lty a dm in o ffi ce d ep ar tm en t b ud ge t 50 ,0 00 sc af fo ld in st ru ct io n conclusions based on the results and discussions presented, the following conclusions are drawn. the majority of respondents hold master’s degrees and serve as full-time faculty, which highlights the potential for a strong academic foundation and expertise within the institutions, leveraging the knowledge and experience of this group can be instrumental in further enhancing educational quality, fostering innovation, and driving positive academic outcomes within the higher education institution (heis) of lanao del norte. commendable level of profi ciency in controlling functions, it’s important for heis to maintain a holistic approach across all dimensions of academic management. strengthening planning, organizing, and directing processes can further optimize institutional effectiveness and contribute to sustained academic excellence. teaching methods employed by the heis are highly effective and have a signifi cant impact on student learning outcomes. additionally, it suggests that the assessment practices are likely aligned with the teaching methods, contributing to a comprehensive and successful educational experience for students. the test of the relationship between teachers’ academic management with respect to planning, organizing, directing, and controlling and the level of instructional practices in terms of teaching and assessment results in a non-signifi cant relationship, which means that there is insuffi cient evidence to reject the null hypothesis. this typically states that there is no relationship between teachers’ academic management and the level of instructional practices, would not be rejected. in other words, the null hypothesis is accepted, accepting the null hypothesis suggests that there is no signifi cant association between teachers’ academic management behaviors and the quality of instructional practices observed in teaching and assessment. recommendations based on conclusions of the study, the following recommendations are hereby forwarded: 1. follow action plan. 2. academic planning should provide more innovative leaders to effectively communicated improvement in transparency and communication. 3. for the academic and staff should maximize the need for improvement in promoting collaboration within the academic community. their collaborative approach can effectively help diverse talent together resulting in a cohesive and high-perform academic team. 4. academic management should provide opportunities in resolving confl icts and challenges within the academic department. 5. for academic issues and concerns, academic management should address challenges head-on to contribute signifi cant resolution in various academic matters. 6. teachers should provide a depth utilization of diverse strategies and approaches in fl exible learning. 7. higher education institution (hei) in terms of assessment, should provide and accurate un insightful evaluation, offering a comprehensive 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(2023). student interaction patterns and coregulation practices in text-based and multimodal computer mediated collaborative writing modalities. https://shorturl.at/ekw29 pa ge 1 pa ge 21 8 american journal of arts and human science (ajahs) established and outsiders in the context of nationalism and islamophobia in egyptian cinema nour mubarak bajuwaiber1* volume 3 issue 3, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i3.2976 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: july 18, 2024 accepted: august 22, 2024 published: august 26, 2024 the study focuses on the depiction of islamophobia and nationalism in egyptian cinema. the investigator conducted a thematic analysis by extracting seven research papers that elucidate the evolution of egyptian cinema. three themes through the data extracted have been identified: nationalism representation in egyptian cinema, islamophobia depiction and its influence in egyptian cinema, and the intersection of islamophobia and nationalism in egyptian movies. the investigation further revealed how filmmakers navigate societal complexities, fostering dialogue and shaping perceptions. also, the study focuses on egyptian cinema’s role in promoting empathy, challenging stereotypes, and shaping the discourse. by having creative expression, movie makers contribute towards a compassionate and inclusive society that paves the way for understanding and social change. keywords nationalism, islamophobia, egyptian cinema, egyptian movies, egyptian films 1 king saud university, saudi arabia * corresponding author’s email: nbajuwaiber@ksu.edu.sa introduction the egyptian movie industry, widely recognized as one of the oldest and most powerful film industries in the arab countries, has always played an important role in influencing egyptian and arab society and their attitudes (bajuwaiber, 2023). it was formed in the early 1900s and has developed many films that mirror this nation’s society, politics, and culture. for decades, egyptian cinema has been providing both entertainment and substance, and the latter has often raised debates and questions, not only regarding the subject of identity and nationalism but also concerning religion. in the recent past, these themes have crossed paths as the world experiences intensified nationalism and hate for muslims and everything islamic (bracco, 2019). egyptian movies have played a role in influencing arab and egyptian society, especially generating reviews of islamophobia and nationalism. there were some cinematographic activities in egypt as early as the silent film period, but the change for more systematic production was marked by practices of sound films in the 1930s (bracco, 2019). between the forties and the sixties, this industry produced films that gave the arab world audience films that it could easily associate itself with. these films represent the social issues, love stories, and histories of most nations, and they portray a certain type of patriotism and unity among one nation (zahed & youssef, 2019). recently, changes in the political environment worldwide were an input to egyptian cinema and introduced new themes and conflicts. consequently, the day raises the theme of nationalism, which is complicated by political shifts and economic volatility. at the same time, when anti-muslim sentiments fuelled by international terrorism and middle east violence have entered the lexicon of media, the representation of muslims and islamic culture in the movies has emerged as a defining trend (bajuwaiber, 2023). many of these subjects are not only iconic to the referenced cultural period but are also significant in influencing the populace’s perspectives. the problem is that the egyptian movie industry has themes of islamophobia and nationalism in films of which the effects should be explored. the intertwining factors show important issues in relation to national representation and identity within the scope of egyptian filmmaking, as well as its consequences on society (zahed & youssef, 2019). it is, therefore, not unusual to see nationalism, which is most often presented as a uniting factor, becoming almost an austerity to the exclusion of the other, particularly to certain sections of the community. while the first one is informative, opens debates, and can help eliminate prejudice, islamophobia can create such prejudices and contribute to separation (aidi, 2023). the challenge then stems from identifying how these themes are portrayed in films, not to mention the ramifications of it to egyptians. this assessment is important in a country where cinema still functions as a significant tool of social communication and artistic representation. the objectives to address the complex issue are provided below: 1. to determine nationalism representation in egyptian cinema. 2. to investigate islamophobia’s depiction and its influence in egyptian cinema. 3. to explore the intersection of islamophobia and nationalism in egyptian movies. literature review nationalism in egyptian cinema the history of egyptian cinema, which started half a century ago, has witnessed many instances of nationalism. pa ge 21 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 218-227, 2024 however, the 1940s -1960s popular culture known as the ‘golden age’ of egyptian cinema is remembered more for its patriotic films that celebrated egyptians and their freedom. movies like “nasser 56” (1996) and “the night of counting the years” (1969) provide splendid examples of how cinema has been employed to stir up nationalism and unite the masses, as mentioned in rakha (2020). islamophobia in egyptian cinema prejudice against islam and muslims, which can be referred to as the phenomenon of islamophobia, became one of the relatively popular topics in egyptian movies only recently. its beginnings can be attributed to global occurrences like the 9/11 stark all terrorism incidents and the participation in international tensions and other regional conflicts that have raised alerts on islamic militancy. narrating society’s concern with terrorism, the film depicts issues leading to islamophobia, such as extremism and prejudice in films such as “the yacoubian building,” released in 2006, and “cairo exit,” released in 2010 (senoussi, 2024). academic literature on this topic, such as shohini chaudhuri’s “contemporary world cinema: in europe, the middle east, east asia, and south asia,” points out that these pictures reveal others through placing reasonable muslims against the terrorists in order to demonstrate the civil war between the reason and the fury inside muslim worlds (chaudhuri, 2005; zahed & youssef 2019). in addition, this type of representation is not confined to portraying how foreign people or nations view the egyptian or any other muslim nation but also clearly describes what the egyptian feels or perceives about the muslims around him, as highlighted in bajuwaiber (2023). zahed and youssef (2019) mentioned that common themes in portrayals of muslim culture in the movies relate to how moderate muslims deal with the prejudice of extremism and how it plays into their routine and interactions. casting islam as simultaneously threatening from the outside and corrupt within, this polarised representation fixates on the opposition between christians and muslims (senoussi, 2024). the blending of nationalism and islamophobia is another research topic that is relevant to egyptian cinema since it is a field that requires more exploration about the relations between these two concepts. it takes a particularly nationalist turn in two films, namely “the terrorist,” directed by i. shyam, in 1994, and “the island,” directed by ramanaa, in [2007], and is an attempt to fight the growth and spread of islamic extremism the island [2006]. these films imply that terrorism is suppressed by a strong and unified state, which strengthens nationalism as a shield against internal and external adversaries. for instance, armbrust [1996] mentioned in his book “mass culture and modernism in egypt,” expounds on how films employing nationalist motifs subvert and nullify the legitimacy of extremism. thereby, by presenting the state as the protector of egyptian sanctity and historical essence, these films reaffirm the standpoint that extremism is diametrically opposed to genuine egyptian identity. representation and stereotyping the research on the analysis of stereotyping in egyptian cinema unveiled a strong correlation between nationalism and stereotyping, coupled with islamophobia, as mentioned by jarmakani (2021). when it comes to the portrayal of characters in a film, there are always two dimensions: patriots and nationalists are portrayed as right, while living embodiments of evil are also nationalists. while it captures significant aspects of people’s experiences, it also exoticizes and distills general social and political realities into a binary that can maintain prejudice. scholars like lila abu-lughod in “dramas of nationhood: in their article titled “the politics of television in egypt” for instance, assert that while such representations may be of benefit to the television networks, they are unhelpful to egyptian society as a whole because they contribute to polarised societies rather than providing a bridge as mentioned in abu-lughod (2008). this stereotyping extends not only to the portrayal of extremists but also to characteristics of various ethnic and religious groups. this reality is evident even in programs created by major news networks and western states – such as christian minorities being portrayed as prone to islamist attacks and thus reinforcing the conception of islam as a violent religion, like the alexandria church bombing in 2011 in egypt targeting the coptic christian community. due to this, only portions of society end up being depicted, which may distort the public’s perceptions and even fuel conflicts between communities. thus, egyptian cinema, bearing the widest impact and reach among all egyptian arts, has a significant responsibility towards swaying the egyptian and arab public opinion regarding nationalism as well as the prejudice of islamophobia (abu-lughod, 2008; jarmakani, 2021). films are good examples of mass media productions that have the potential to either mirror or shape societal beliefs. armbrust and shafik, for instance, stress the fluidity between the film and the society in which movies operate within culture and politics as a mirror and an active constructor, as highlighted in elsaket (2023). it was found that nationalism and islamophobia films have been widely discussed, and the impact of cinema on society is obvious while discussing how the viewers appreciated these films. patriotism and nationalism, which are positive in their representation, can always elicit outward emotions with some feelings in the form of pride and togetherness. on the other hand, zahed and youssef (2019) added that egyptian movies that portray elements of islamophobia, especially those that reflect more dubious perspectives, encourage people to think about the identity and radicalism at large in egypt. research gap even though there exists a considerable body of works that consider egyptian cinema through the lens of nationalism and islamaphobia, there are limited studies that engage with both concepts comprehensively (elsaket, 2023). controversy rages when such research addresses these themes individually and not in an interconnected pa ge 22 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 218-227, 2024 manner while taking into account the impact on society as a whole (elsaket, 2023). second, there is a lack of information regarding the studies addressing the effects of these cinematic representations in the long run, specifically considering the views of the society and inter-group relations in egypt (jarmakani, 2021). future research should try to fill this gap in the literature by using an interdisciplinary approach and specifically investigate nationalism and islamophobia as two entangled concepts that act and interact in the egyptian context through cinematographic productions. materials and methods research design based on the research question and aims of this study, the method of inquiry chosen is qualitative for this study because the researcher sought to understand how egyptian cinema portrays nationalism. qualitative design is used because it is capable of capturing the richness and complexity of cultural phenomena, given that it is able to offer detailed descriptions of events in the form of narratives (tomaszewski et al., 2020). this structure allows us to provide a detailed consideration of films, specifically features of their text, which concern not only the themes, symbols, or storylines the films are based on but also the ones conveying nationalist attitudes. therefore, there is a better understanding of content analysis and thematic analysis so that the research can detect the images and politics embedded in films (rakha, 2020). moreover, it will also be possible to construct the qualitative design in relation to the context factors that i have provided here, namely the historical as well as socio-political contexts that are relevant to the understanding of nationalism in relation to egyptian cinematography. therefore, the identified subjective-interpretative method provides a wide and comprehensive approach to discuss and reveal how the film is disclosing and perceives the elements of national identity and pride and vice versa where language symbolics are pursued (tomaszewski et al., 2020). data collection concerning the data collection procedure, adopting secondary data collection is a part of this research on concerning the data collection procedure, adopting secondary data collection is a part of this research on nationalism in egyptian cinema. this involves conducting empirical research through making use of data currently available in current databases including articles, books, movie critiques and reviews, historical and even government documents. this way, the researcher is able to build on what is already known since the approach allows the researcher to take a wide-lens view of the topics and issues within egyptian cinema. moreover, it argues that the contextualization of the analysis of the particular films presented in this study is based on historical and cultural grounds that may be useful for examining how films’ meditative process is instrumental in the formation of nationalist discourses (cheong et al., 2023).the data was collected by exploring research studies and academic articles through keywords on google scholar. 7 articles extracted by the keywords “islamophobia, nationalism, egyptian cinema, egyptian movies, and egyptian films.” only english language articles were extracted through keywords, and arabic articles also had to be filtered. data analysis for data analysis, the investigator in the current research considered thematic analysis for interpretation of the data and examination of complex narratives in egyptian cinema. through analysing and identification of themes and patterns in data, a nuanced exploration of nationalism is conducted (peel, 2020). the method further involves the interpretation of transformations and diverse representations in cinematic landscapes and enables a detailed understanding of evolving themes. the analysis is effective and justified for the study as it helps in navigating complex data aligning it to the objectives and making it meaningful. the thematic analysis ensures that the interpretation is coherent and comprehensive through secondary sources that contribute to the creation of a deep understanding of nationalistic and cultural dynamics (squires, 2023). ethical considerations the ethical consideration focused on in the current research is academic integrity, in which the investigator has ensured that the information is not copied and pasted but used as supporting evidence by properly respecting authors of previous studies through consideration of intellectual property rights. the study includes an analysis of historical and cultural context, which is why the investigator remained sensitive when it came to interpretations, avoiding misrepresentations and bias. results and discussion from the data collection set in the methodology section, there were seven articles extracted by the keywords “islamophobia, nationalism, egyptian cinema, egyptian movies, and egyptian films.” the results are grasped under three themes that are designed from the extracted data. these themes are nationalism representation in egyptian cinema, islamophobia depiction and its influence in egyptian cinema, and the intersection of islamophobia and nationalism in egyptian movies. apart from the results, a discussion was also conducted in which different supporting and contradicting articles were used to draft conclusions that can satisfy the objectives of the current study. study table pa ge 22 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 218-227, 2024 table 1: study table authors aim methods findings strengths weaknesses bracco (2019) investigating dancer character in bint-al balad to femme female. study of three movies. the portrayal of women in cinema by nasserist regime policies. the character of oriental dancer and shifting review from national icon to stigmatized femme fatale. cinema is a tool to promote state-sanctioned values and social norms concerning gender roles. the detailed historical context of egyptian cinema with female portrayal along with shaping societal views about a particular gender. narrow selection of movies. nasserist period review that omits generalisability to other regions and eras. mahdi (2019) the aim is to investigate the representation of egyptian americans in cinema. cinematic narratives. subversive portrayals were used in egyptian cinema to counter stereotypes of hollywood. challenging stereotypes and cultural insights. bias and limited scope. bajuwaiber (2024) the aim is to analyze the way egyptian cinema and hollywood cinema represented arab muslim identities post-9/11 and before 9/11 with consideration of islamophobia. comparative analysis of pre and post 9/11. hollywood stereotypes represent arab muslims as negative identities. at the same time, egyptian cinema challenges boundaries and issues along with offering nuanced perspectives. insights about arab muslim portrayal, and highlights on portrayal by media through responsible representation. overlooking the specific nuances of filmmakers’ intentions and individual movies. also, there is a limited scope of representation in the broader political and cultural context. al-rawi (2014) examining pakistani, bollywood, turkish, and cypriot movies portraying people’s lives post 9/11 and challenging stereotyping towards muslims. content analysis of movies. diversity in the muslim community and highlighting conflicts arising from power struggles and misunderstanding rather than cultural and religious disparities. insights about the role of cinema and promotion of understanding through recognition of complexity in experiences and identities of muslims. limited focus on movies that overlook variations in representation in cinema. birnbaum (2013) countering terrorism and radical islam by exploring egyptian cinema. historical analysis of the relationship of cinema with the political system and its effects on countering radical ideologies. egyptian cinema combats terrorism and radical islam by portraying the struggles of muslim scholars against extremism. offers insights into politics, culture, and cinema. lack of nuanced analysis of cinema techniques and specific movies. pa ge 22 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 218-227, 2024 kosba (2018) the intersection of nationalism and islamophobia in public discourse and egyptian identity construction, especially how colonial europeans construct egyptian identity and islamic perception. qualitative research from historical data. colonial european constructs shape egyptian identity, have racial european barriers, and have parallels drawn between african muslims and egyptian identity in the western islamophobia context. interdisciplinary approach, identification of contemporary factors that influence egyptian identity, and identification of complex dynamics of islamophobia. limitation of data availability and bias in interpretation. zahed & youssef (2019) investigation of the portrayal of islam and observant muslims in egyptian media from 2012-2018 cda (critical et al.) egypt, having postcolonial secular elites, constructs islamophobic narratives to portray that islam is incompatible with modernity. moreover, it highlights that islam is prone to violence. cda rigorous framework. focus on 20122018, which is a specific period to develop deeper insights. representation bias. lack of resources available. lack of direct engagement of article with voices. results theme 1: nationalism representation in egyptian cinema in egyptian cinema, there is nationalism representation that is noticed in different studies like bracco (2019) and mahdi (2019). these are analyzed below: bracco (2019) was aimed at investigating dancer characters in bint-al balad to femme females. the approach that is used is reviewing three movies. bracco (2019) mentioned in the article that egyptian cinema, especially in the middle of the fiftieth century, after the july revolution of 1952, became an eloquent advocate of nationalism and an illustrative depiction of the societal transformation due to the impact of nasserist rule. the movies produced in egyptian cinema provide a view of how islamophobic narratives are propagated and created in cinema. the termination of english colonial domination over egypt and the emergence of president gamal abdel nasser as the icon of anti-colonial struggle and pan-arabism. further, bracco (2019) highlighted that state interventionism through the ministry of culture and orientation and the general organisation of egyptian cinema paves the way for the cinematic construction of the narrative since state involvement allowed cinema to establish itself as an instrument of social and political indoctrination and results in shaping societal attitudes amongst specific communities/groups. the article by bracco (2019) presented the characters in egyptian cinema, especially the oriental dancer, who was colored by nationalism. oriental dance was first introduced to cabaret shows in the period between the two world wars, and, as time went by, it went through an ‘egyptianisation’ process, with dancers performing it, like tahia carioca and ‘bint al ballad’ which is the girl of the country highlighted another aspect of nationalism in egyptian films including qualities of coquetry, glamour as well as cleverness. the othering process is seen in the portrayals in western media depicting muslims. egyptian cinema creates a dichotomy between good and evil women; the western media, however, creates the binary of bad and good muslims that perpetuates stereotypes. mahdi (2019) highlighted that since the 1990s, the representations of egyptian americans have intersected with the sentiments of nationalists, which encapsulate them within the framework of egyptian identity. the cinematic narratives challenge the orientalist depictions of hollywood and contribute towards perceptions that are alternatives to aram americans. apart from this, the portrayals in movies like the island 2 and the terrorist are the subversions of hollywood’s portrayals, which are constrained through the understandings of islamists and muslims that are governmental-endorsed and limit the ability to navigate fully from prevailing stereotypes (hollywood’s understanding government endorsed, and orientalist depiction). theme 2: islamophobia depiction and its influence in egyptian cinema islamophobia is depicted and has influenced egyptian cinema. this is analyzed from the articles discussed below: the first article, bajuwaiber (2024), is analyzed to reveal how hollywood, as well as egyptian cinema, represents arab-muslim identities before and after pa ge 22 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 218-227, 2024 9/11. islamophobia highlighted that hollywood moved from explicit orientalism to neo-orientalism and islamophobia, which enables the continuation of stereotype construction and reinforcement of negative impressions of arab muslims. egyptian cinema, on the other hand, pushes at the boundaries from the inside and questions internal impetus and malaise while evincing a keen appreciation of the soul of chaos. this emphasizes the constant influence of media and its importance in shaping public view, as well as a call to have responsible media and representation of every group. the second article of al-rawi (2014) talks about how the bollywood, pakistani, turkish, and cypriot films have portrayed the life of people in the aftermath of 9/11 to convey the message that there is more than one kind of muslim, and they do not have the same experiences or wants. it seems with these films that there is a connection between people and the difference between islam and terrorism, foreseeing conflict resulting from misunderstanding and power struggles rather than from religious or cultural disparities. the films bring compassion and concern to the sufferers and also indicate terrorist groups like al-qaeda in a negative manner. last of all, the third article by birnbaum (2013) looks specifically into how egyptian cinema was employed by regimes to counter the political bill of islam radicals and terrorists. it also provides information concerning the history of the egyptian film industry, considering it a part of the exportation of culture to the arabs and its ties with political systems. it analyses the war against ‘jihadism’ and the difficulties faced by liberal muslim scholars in not being able to garner ‘popular’ support, mostly due to ignorance. combined, these articles shed light on the mutual interconnectedness of cinema, culture, and politics with regard to arab-muslim representations and identities while calling for better depictions, analysis of the independent narrative, an appreciation of diverse voices, and critical consideration of the media. theme 3: intersection of islamophobia and nationalism in egyptian movies there is the intersection of nationalism and islamophobia, as noticed in egyptian movies. these are analyzed in the studies below: kosba (2018) delves into the intersection of islamophobia and nationalism in egyptian identity construction and public discourse. it explored the liminality of the identity of egyptians influenced by colonial european construct and their portrayal of islam. the article further highlights the egyptian identity situated in racial european barriers (racial, colonial, and liminality) that contribute to the initiation of western islamophobia. this draws in parallel with african muslim’s liminality in antebellum america. another article by zahed youssef (2019) employed cda (critical et al.) to examine observant muslims and islam in egyptian media from the years 2012-2018. the article revealed how the islamophobic narrative has been constructed by postcolonial secular elites associated with islam with incompatibility and violence with modernity in different movie narratives, which provides negative insights about islam. through the exclusion of perpetuating stereotypes and muslim voices, the elites justified marginalized muslims and military coups from egyptian society. the articles collectively illuminated the interplay of secularism, nationalism, and islamophobia in shaping public discourse and egyptian identity. articles depicted islamophobia through societal elites and egyptian media construct narratives portraying that islam is prone to violence and incompatible with modernity. also, nationalism is intertwined with islamophobia, as nationalism in egyptian movies perpetuates stereotypes and reinforces muslim exclusion. discussion findings of the current study on the representation of nationalism in egyptian cinema, islamophobia depiction in egyptian cinema, and the intersection of islamophobia and nationalism have contributed to achieving the objectives established through delving into egyptian cinema portrayal, which uncovered the connections between nationalist ideologies and cinematic narratives. the analysis further shed light on media constructing islam’s negative perception and created an understanding of societal bias. the intersection of islamophobia and nationalism provided insights into the interaction and influence of public discourse that enriched the comprehension of political identity in egypt. egyptian cinema has been studied through the lens of islamophobia and nationalism that has evolved through the last three decades (zahed & youssef, 2019). in the study, aidi (2023) mentioned that egyptian cinema particularly has played the role of a mirror that reflects the movements of egyptian society and mirrors its norms and belief systems. since the birth of filmmaking, the cinema has depicted egypt’s beauty and history as cultural and political victories toward independence. nationalism is not unique to any one specific genre or story but rather exists in all arenas of egyptian literature – from early narratives recounting the strength of egyptians against the colonial powers to modern narratives regarding the ongoing strength and identity of egyptians (labidi, 2021). when it comes to the representation of national sentiments in egyptian movies, one is likely to develop or enhance a feeling of nationalism. such pictures as the land [1960] and the battle of algiers [1966] elevate the legend of the egyptian struggle for independence and portray egyptians as devoted and sacrificing people protecting their country and individuality (cheraitia, 2024). these narratives are crucial not only for the remembrance of historical processes but also for putting an appeal to the mass consciousness of the existence of a single great nation. however, reactionary nationalism in egyptian cinema does not confine itself to representing historical dramas to the current events and societies’ censure. in pa ge 22 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 218-227, 2024 hollywood, many directors depict corrupt characters in the political world or any other societal vices and the effects of their creative pursuits to create awareness. movies like cairo 678 [2010] that comment on the subject of sexual harassment as a rampant problem in egyptian society have acted as very strong reminders of the progression of society, especially when it comes to the oppression of women (buskirk, 2015). moreover, there has been exploration done towards the phenomenon of islamophobia based on the representation of muslims in egyptian cinema from the 1930s to the 2010s. the influence of islamaphobia on egyptian cinema has been evident and explained by deeper concerns in society and international relations. consequently, global islamophobia in the past few years has permeated egyptian collective consciousness and has influenced the general egyptian movie-going public as well as filmmakers and producers. however, kosba (2018) added that it is worth acknowledging that egyptian filmmakers work within a contextual framework that can be identified as rather ambiguous – on the one hand, it is possible to represent islamic culture and the corresponding setting; on the other hand, filmmakers have been facing the task to resist the stereotypes promulgated by the western mass media. while some egyptian films engage with islamophobia by portraying muslim characters and challenging misconceptions in other films and portrayals, other films contribute to negative portrayals or orientalize islamic culture. buskirk (2015) supported this by adding that analyzing how arab-muslim characters are portrayed in egyptian movies allows people to argue that these representations are influenced by internalized racism and societal phobias in the context of postcolonial identities and struggles. nevertheless, egyptian filmmakers have managed to combat islamophobia through the cinema to encourage a broader narrative of the identity of the nation. the use of films like clash [2016] and the square [2013] where the society provokes division and racism while calling for unity and acceptance towards strangers, as mentioned by strohmaier and krewani (2021). however, mahdi (2019) added that, situating the influence of nationalism and islamaphobia, egyptian cinema sheds a timely light on current trends in identity politics and social conflicts. apart from this, nationalism and islamophobia coupled with egyptian cinemas describe the political status and identity politics that are intertwined in media. directors struggle to balance nationalist discourse and fight between offering something that will boost one’s patriotic spirit and denouncing the process of islamophobia. labidi (2021) supported this by adding that the representation of arab-muslim subjects speaks to the larger issues of secularism, authoritarianism, and colonialism that affect contemporary sociopolitical and cultural realities. the films the yacoubian building, released in 2006, portray nationalism in combination with islamophobia and the social relations of egyptian society alongside the subject of the crisis of identity in the present world, as highlighted in onanuga (2022). by unraveling these themes, egyptian cinema provides a perspective on the dynamics of contextual nationality and the effects of islamophobia on media. finally, discussing the national and spiritual identity of people in egypt, one cannot ignore the role of nationalism and islamophobia as vital problems in the cinema that express the tendencies in society and politics. thus, onanuga (2022) added that the filmmakers engage these themes with a measure of subtlety and elaborate them in their creations to raise awareness and alter perceptions for a more harmonious society. labidi (2021) further mentioned that cinemas and films generally have acted as a window into understanding the society and culture of different nations, and the analysis of egyptian cinemas also provides a deep insight into the dynamics of egyptian society as well as gives a colorful picture of the representation of egypt in the present day egypt. conclusion egyptian cinematic production exists both under the umbrella of patriotism and combating islamophobia, which helps to analyze important aspects of society. hence, it not only reflects the established identity of the nation but is also a tool for activating change socially and in terms of discussion. upon closer look at the example, it can be concluded that filmmakers of egypt have a great ability to set the tone and direction of new perceptions or rejection of prior stereotyping. thus, through the representation of nationalism, egyptian cinema adventures depict the nation’s history as well as its remarkable cultural and socio-demographic fabric. as a medium, it has been used to create patriotism and nationalism within egyptians and to remind egyptians of their achievements and challenges over the course of history. be it historical records portrayed in big screen spectacles or the dramas and comedies of modern life that shape common culture, directors and screenwriters construct stories that play out into the collective experience. in the same breath, the egyptian cinema engages with the social concern of islamophobia within its domestic sphere as well as the global one. when portraying a picture of / a certain culture or religion, the portrayals have a positive impact on the culture’s religion and vice versa in the representation of muslims and eradicating stereotypical portrayals of muslim image. in this way, they give the audience and public an insight into the lives of muslim individuals in society. it’s diverse and not always simple, but they are people who make significant contributions to society. additionally, egyptian cinema also reflects and comments on societal dynamics and political situations by challenging concepts like corruption, inequity, and authoritarianism. media uses its creativity in a manner that elicits public discourse, invokes a call to change, and, in many cases, invokes civil disobedience. in this aspect, they bring the audience into social dialogues through their mission and vision of justice, freedom, and a better future for egypt. pa ge 22 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 218-227, 2024 recommendations the recommendations are provided below: promoting diversity and inclusivity the filmmakers from egypt should consider introducing different social classes, diverse individuals, and varying perspectives to the audience. the audiences, being exposed to multiple and differently-abled characters belonging to various cultures, faiths, and economic strata, feel more connected and develop a sense of bias in them (al-qudah et al., 2023). addressing islamophobia it is recommended that egyptian filmmakers present the islamic core and the identity of muslims from a different perspective altogether, as they face much discrimination, hatred, prejudice, and bias in global media. that can be done by portraying muslim characters as real people, full of variety, with their virtues emphasized, as well as their interactions with other people in society (aidi, 2023). further, filmmakers should associate with muslim scholars and community leaders to remain culturally sensitive and not contribute towards propagating a negative portrayal of this group of people. encouraging dialogue and social critique egyptian cinema was always an instrument where problems and irregularities in society and political life were highlighted and discussed. it is critically important that filmmakers keep pushing the envelope concerning provocative dialogues, break the social mold, and encourage positive changes (al-qudah et al., 2023). the most important social problems that filmmakers can help address are corruption, inequality, and authoritarianism; by doing this, they ensure that the nation’s citizens are knowledgeable about such issues and that others are held responsible for their actions. supporting emerging talent and independent filmmaking for the continuation of egyptian cinema’s rejuvenation, it is incumbent upon spectators to patronize the budding director and independent cinema. this could be through more funding, which means that research grants would be available more often, as well as regular training sessions and, more often, research mentors to guide those in need (aidi, 2023). although the transformation of egyptian cinema has already taken place and the industry already has its icons, it is possible to always have more points of view and unique approaches to the type and style of films. enhancing media literacy media is currently a powerful actor in shaping public opinion, and as such, there should be an attempt to increase media literacy among consumers. relating to this, workshops, educational programs, and awareness campaigns ensure that those who need to transform their thinking learn how to critically examine how media portrays different people and fail to recognize prejudice and prejudiced thoughts (bajuwaiber, 2024). the provision of such guides helps to enable the audience to become actively involved in media consumption and thus better equipped to contest issues of muslims and trigger social inclusion. hence, it should be stressed that egyptian cinema is capable of acting as a mediator and creating social change, which would include the confrontation of prejudices, initiating discussions, and encouraging tolerance. ultimately, through accepting and accommodating differences, combating islamophobia, promoting the exchange of ideas, nurturing fresh creative voices, and improving critical viewership, egypt’s filmmakers can help foster a fairer, tolerant, and empathetic world. for this reason, they can create hope and promote feelings of compassion, inclusion, and togetherness through which they contribute to the development of the cultural context and to the formation of the future of egypt and the world. reference a nice cup of tea. 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(2014). british muslim converts: choosing alternative lives. simon & schuster. https://books.google.com. pk/books?id=yby9dwaaqbaj pa ge 1 pa ge 16 1 american journal of arts and human science (ajahs) implementation of open high school program and school performance in the division of bukidnon: basis for program implementation plan daisy lou cena1*, gerlinda g. corpuz1 volume 3 issue 2, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i2.2861 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: may 02, 2024 accepted: june 04, 2024 published: june 08, 2024 the open high school program in valencia city, philippines has been in place for a decade but faces challenges due to instability in its implementation and high turnover among implementers. this instability results in a high drop-out rate and low achievement levels. a study was conducted focusing on seven key objectives, including respondent characteristics, program implementation, school performance metrics like achievement and drop-out rates, and the correlation between respondent assessment of implementation and school performance. the research involved 370 public school teachers through a survey questionnaire and utilized statistical tools like means, frequency, and kruskal wallis test for analysis. the findings revealed significant correlations between how implementation was assessed and school performance metrics. by following andrada’s manual and implementing a program implementation plan, the research aims to enhance implementation to achieve program goals effectively. addressing the instability in the open high school program’s implementation in bukidnon, philippines, through the proposed plan can lead to a more stable implementation process, ultimately enhancing student retention and academic performance. keywords implementation of open high school program, school performance 1 phinma cagayan de oro college, philippines * corresponding author’s email: dama.cena.coc@phinmaed.com introduction the open high school program has been implemented in the philippines for a decade, with the aim of providing flexible and easily accessible learning opportunities to filipino students. however, the program is encountering a significant challenge in persistently high dropout rates, between 50% and 70% in the school year 2019-2020, a sharp contrast to rates observed in neighboring asean countries. the concerning data clearly points out the urgent need to address the educational deficiency, given that about 30% of the country’s 91 million inhabitants have yet to complete their education, as emphasized by felipe (2023). the impact of these dropout rates appears to be particularly severe in remote and underserved areas where educational access is already uncertain. moreover, efforts are being made by the program to decrease the number of dropouts, especially among students facing geographical or socio-economic challenges to traditional schooling. the existence of high dropout rates among filipino students, particularly in regions like region 10 and bukidnon province, underlines a significant educational challenge nationwide. it has been shown by research that 40% of filipino students, including those in region 10, terminate their education by grade 10, in bukidnon exhibiting a higher dropout rate of 7% among junior high school students, as stated by balane (2022). the seriousness of consistently high dropout rates is highlighted by the study, emphasizing the pressing need to tackle this issue (asuncion, 2021). despite investigations into the implementating and performing the open high school program in public secondary schools in bukidnon, a deeper understanding of the specific obstacles and possibilities educators face is still required. yet, a critical aspect that seems to hinder the effective implementation of the program is the inconsistency of leadership and implementers. the program appears to struggle to maintain continuity and alignment with its objectives due to frequent turnover in leadership roles, ultimately hampering its ability to effectively address dropout rates. each new implementer introduces their own perspectives and strategies, often deviating from the program’s overarching goals, leading to confusion among stakeholders and impeding progress. therefore, taking crucial steps to stabilize leadership and ensure consistent implementation is necessary in order to overcome the challenges encountered by the open high school program and accomplish its mission of providing accessible education to all filipino students. furthermore, a solid and dedicated leadership team is required to guarantee that the open high school program can be effectively implemented and maintained (mason, 2018). however, the program’s effectiveness is hindered by a major obstacle: the transient nature of its teaching staff. the continuous turnover of volunteer teachers and ineffective implementation despite the program’s existence underscores a critical flaw: the lack of a stable group of educators committed to the ohsp. this deficiency is further emphasized by research from seameo-innotech, cited by oester-oester(2020), which highlights the entrenched issue of high dropout rates and the challenging task of reaching out-of-school youth in the philippines. given these complex challenges, it is crucial not only to comprehend but also actively pa ge 16 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 161-187, 2024 address the current issues. improving the program’s implementation and handling the turnover of volunteer teachers are essential in enhancing its overall effectiveness in delivering fair and high-quality education to all. the open high school program’s effectiveness depends on its consistent implementation. changes in implementers frequently compromise the program’s efficacy and continuity. every new implementer brings a unique set of priorities, understandings, and approaches that might not align with the program’s overall aims and objectives. this discrepancy may cause misunderstandings among stakeholders, teachers, and students, making it more difficult for the program to produce the desired results (parreño, 2023). regular leadership turnover can also lead to a lack of sustainability and long-term planning since new implementers might not have enough time to properly comprehend and deal with the program’s problems. the passing of the open high school system act, or republic act 10665, offers a way to tackle these issues, with the goal of improving the accessibility of secondary education through open learning, as detailed in deped order no. 46, series of 2006. this educational initiative provides an alternative route for high school students, catering to various learning needs. to effectively address high dropout rates and limited educational access, especially for out-of-school youth, the program was introduced as an innovative solution. this research project aims to thoroughly assess the implementation, concentrating on its capacity to lower dropout rates and offer educational opportunities to marginalized youths. by focusing on marginalized youth and those vulnerable to disengagement, the program seeks to democratize educational access and empower individuals from diverse backgrounds. furthermore, the study strives for a comprehensive evaluation of the implementation, highlighting its efficacy in tackling educational challenges while adhering to established performance criteria. acknowledging education as a basic right, developed by the bureau of secondary education, embodies a transformative educational model in line with deped’s vision. this initiative broadens educational horizons beyond conventional settings, promoting academic success and active citizenship, as observed by emproso (2018). the researcher, who is a member of the faculty in the open high school program at valencia city division, exhibits an interest in the topic and aims to provide a valuable contribution to the improvement of the implementation of the open high school program for all students in the designated educational institutions in the three divisions of bukidnon. literature review open high school program the department of education launched the open high school program in 2005, providing an alternative approach to delivering secondary education. the program uses various instructional and learning methods, and various types of media, including both print and non-print, can be utilized to cater to learners who face barriers, such as time constraints. geographical distance, educational structure limitations, physical disabilities, financial constraints, and familial issues. the ohsp is designed to be flexible and autonomous, and its main objective is to help individuals who were unable to initiate or complete their secondary education due to difficulties (arca, 2019). the dropout reduction program, which was implemented by the program, aims to achieve the following objectives: to provide an opportunity for all elementary graduates, high school dropouts, and successful examinees of the philippine educational placement test to complete their secondary education. to prevent potential school leavers and encourage those out of school to finish their secondary education. to reduce the number of high school dropouts and increase the participation rate (andika, 2022), the achievement rate must be enhanced by providing quality distance education. implementation conceptualizing a problem and its surrounding circumstances begins with identifying a policy of interest. the parents, educators, and students must gather relevant documents that explain the policy or program resulting from policy evaluation. it is a prerequisite that educational leaders, teachers, and students have some familiarity with the origins of policy, as suggested by kingdom (2019), before engaging in policy evaluation and selection. to achieve complete program execution, it is essential to improve the effectiveness of management seminars for school administrators, increase the allocation for maintenance and other operating expenses, and secure financial support from relevant parties. additionally, all internal and external stakeholders should intensify disseminating information about the program to all areas within its jurisdiction. the government, represented by both the house of congress and the department of education, must also allocate a significant portion of the budget to ensure continued implementation of the program (asio, 2022). implementing the revised general education curriculum is crucial, as its benefits outweigh its drawbacks. the new curriculum emphasizes outcomes and addresses the issue of the current mismatch between academia and industry. additionally, it reduces the number of required units, and it provides students with the freedom to choose their preferred elective courses subjects based on their interests. however, it does have a downside higher education institution will need to offer more professional subjects in place of general education subjects, which could impact them negatively (asio, 2022). thus, the success of ohsp program implementation in the philippines is largely dependent on how well teachers comprehend and execute the curriculum (bongco & david, 2020). pa ge 16 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 161-187, 2024 goals and objectives the goals and objective of the open high school program are to produce graduates who are functionally literate and competent, with problem-solving skills that enable them to contribute effectively to their families and communities. the program provides educational opportunities to students pursuing unconventional learning pathways and adult learners who want to complete their high school education or obtain a high school diploma. it enables individuals to continue their education later in life. registration is mandatory to enroll, and ongoing assessments are required to evaluate student progress and eligibility for a high school diploma. students are expected to dedicate themselves to their education and actively engage in learning. the program has policies and guidelines that students must follow, which include attendance requirements and academic integrity standards. well-defined instructional goals and objectives are critical to effective teaching. these goals and objectives help determine the course content, provide a framework for lectures, and guide the selection of appropriate activities and assessments. blodgett (2018) said by articulating precise instructional goals and objectives, instructors help students understand the intended learning outcomes and the specific actions they must undertake to achieve them. requirements for participation in the program the open high school system act, also known as republic act 10665, was established in the philippines as part of the department of education’s alternative secondary education program. the program is open to all public or private secondary schools interested in implementing it and can meet the requirements. these include submitting a letter of intent to the school’s division superintendent, with copies sent to the regional office and the director of the bureau of secondary education. schools must undergo a capacity-building program to prepare for accreditation as participating schools that offer learning facilities and equipment in areas such as the school, library, computer room, and laboratory. collaboration with the community is also crucial to ensure students access to facilities such as the public library, barangay learning center, internet café, public sports facilities, and other resources that aid their self-directed learning (ayubu, 2022). the open high school program is managed through the organizational structure of the dropout reduction program, as outlined in the dorp handbook on page twenty-one. a coordinator is appointed to supervise and manage all activities related to the program. the coordinator collaborates with the local government unit to ensure that the learners utilize community facilities. a learning management program is established to bridge learning gaps and improve the overall learning experience. the coordinator synchronizes activities with other strategic components and oversees the implementation of the formulated relevant policies. they also provide administrative and technical support to the implementers and evaluate the performance of the ohsp coordinator and teacher implementers. finally, they submit a report to the division through the division dorp council (cruz, 2021). qualification and procedure for enrollment the open high school program offers a flexible educational pathway tailored to filipino learners who exhibit a capacity for independent learning and are committed to undertaking self-directed study. to enroll in the program, students must meet specific prerequisites aimed at ensuring their readiness for the unique learning environment provided. these prerequisites include the submission of academic records, such as high school report cards for those who have previously dropped out or elementary report cards for new entrants. alternatively, applicants may present a pept qualifying certificate as proof of their educational attainment. moreover, prospective students must successfully pass two assessment tests: the independent learning readiness test and the informal reading inventory test. the ilrt evaluates the learner’s reading proficiency, serving as a basis for grouping students according to their skill levels. additionally, an interview with the parent or guardian is conducted to gain insights into the learner’s background, interests, and motivations. this holistic approach to enrollment ensures that students are adequately prepared and suited to thrive within the framework of the programs’ handbook by andrada as cited by rodriguez (2021). moreover, schools are encouraged to establish partnerships with the local community to expand students’ access to additional resources and support services conducive to self-managed learning. this collaborative approach fosters a holistic learning environment that empowers students to thrive academically and personally within the program framework. roles and responsibility of coordinator, adviser and subject-teacher the significance of training facilitators has grown significantly in the constantly changing realm of education and the enhancement of professional competencies. these proficient individuals connect instructional content and efficient learning encounters, guaranteeing that learners comprehend the material and implement it in real-life situations. as agents that stimulate interactive and captivating training sessions, facilitators possess the ability to convert monotonous lessons into dynamic expeditions of exploration (gupta, 2023) the organizational framework of open high school encompasses the management structure. according to the handbook, the program management is carried out by utilizing the dorp management structure. a specifically appointed coordinator supervises and coordinates all the intervention activities. they are responsible for initiating and executing advocacy plans to pa ge 16 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 161-187, 2024 increase participation in the program. collaboration with the guidance counselor is necessary for conducting the independent learning readiness test and the informal reading inventory test. the coordinator also leads the orientation program for students and parents. providing technical support to teacher implementers is also a key responsibility. additionally, the coordinator ensures proper documentation of all activities and keeps the school head. the school dorp council was apprised of progress on the program (roberts, 2020). the teacher-adviser bears the responsibility of guiding learners in their tasks and obligations as students, facilitating their access to educational materials and resources, directing learners in their independent learning tasks, monitoring their advancement, referring learners to the appropriate subject teachers when necessary, and maintaining comprehensive documentation of learners’ accomplishments. similarly, the subject-teacher aids learners in identifying their learning needs, devising their self-directed learning plan as demonstrated in the accompanying handbook, provides consultation time to address learning deficiencies, evaluates their progress, offers feedback, keeps thorough documentation of their achievements, and informs the teacher-adviser of the student’s accomplishments. achievements rate the academic performance or achievement refers to the level of success attained by students, teachers, or educational institutions in accomplishing their short or long-term educational objectives. it is evaluated through continuous assessment or cumulative grade point average. a correlational study conducted among vocational high school students in indonesia revealed that students with good academic achievements tend to have higher incomes, better employment benefits, and more opportunities for advancement (tentama, 2019). additionally, such students have higher self-esteem and self-confidence, lower levels of anxiety and depression, greater social skills, and are less likely to engage in substance abuse such as alcohol. however, a cross-sectional study conducted in higher learning institutions in malaysia reported that an increasing number of students still needed to graduate on time, indicating poor academic performance (ab-razak, 2019). despite considerable government investment in education, most students at all levels of education fail to achieve good academic performance. a correlational study conducted at arba minch university, south ethiopia, reported that the number of graduating students is not proportional to the number of enrolled students, and more students are forced to repeat due to poor academic performance (yigermal, 2018). this results in unemployment, poverty, drug addiction, promiscuity, homelessness, illegal activities, social isolation, insufficient health insurance, and dependence. furthermore, a systematic review conducted in india concluded that poor academic achievement causes significant stress to parents and low self-esteem in students. it is also significantly associated with high anxiety scores among university students in pakistan. in public schools in pakistan, academic failure affects self-concept and leads to a feeling of disturbance and shock, prompting students to eventually drop out of the education system altogether (chohan, 2018). apart from the quality of schools, various personal and family factors, including socioeconomic status, english proficiency, class attendance, employment, high school grades, and academic self-efficacy, have been proposed to influence academic performance. other factors, such as teaching skills, study hours, family size, and parental involvement, are also associated with academic performance (saeed, 2020). participation rate the participation rate or net enrolment rate is the percentage of students within a specific age range who are enrolled in school compared to the total population within that age range. on the other hand, the cohort survival rate measures the proportion of students who start a particular grade or year and complete the required number of years of study to reach the final grade or year (llego,2019). engaging students through classroom participation is crucial for promoting a willingness to communicate and language learning outside of the classroom. limited opportunities for participation or a fear of failure can hinder students’ engagement in the target language beyond the classroom. therefore, understanding student perceptions of participation provides valuable insight into learners’ wtc and can help create a more effective learning environment (wonder,2021). drop-out rate the dropout rate, also known as school leavers rate, refers to the percentage of pupils or students who leave school in the middle of the year, as well as those who complete a grade or year level but fail to enroll in the next grade or year level during the following school year, about the total number of pupils or students enrolled in the previous school year (llego, 2019). according to the philippine statistics authority, the dropout rate refers to the percentage of students who left school during the academic year due to any reason or those who completed the previous grade level but did not enroll in the next grade level the following year. since 2005, the philippines has been experiencing a high percentage of students dropping out, with 26% of primary school students not completing the sixth grade and 23% not completing high school, as per unesco’s 2015 report. furthermore, dropout rates at the primary and high school levels have been increasing since 2007, albeit slowly. the rate has risen from 5.99% in 2007-2008 to 6.81% in 2012-2013, as reported by (parreño, 2023). the high dropout rate has been linked to the ill-planned and haphazard implementation of k to 12 education. as per data released in 2016, 3.8 million filipinos aged pa ge 16 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 161-187, 2024 between 6 and 24 did not attend school, which is 1 out of 10 people in that age group. the poorest families accounted for 53% of the 3.3 million individuals who should have been in senior high school or college and were between the ages of 16 and 24 (golez, 2018). the department of education claims that the k to 12 program has helped to increase the number of dropouts who returned to their studies. since senior high school began in 2016, the number of students who have returned to school has increased by half, from 158,000 to 370,000. however, golez report suggests that millions of people still do not have access to education despite the state’s claims of an increase in net enrollment in elementary and high schools. various factors can lead to a student dropping out of school. these include the distance between schools, the lack of schools in the area, the lack of regular transportation, the high cost of education, illness or disability, and obligations such as housework, marriage, employment or seeking employment, lack of personal interest, inability to handle schoolwork, issues with academic records, and insufficient family income to pay for a child’s education (parreño, 2023). the reviewed studies provide valuable insights into the various aspects of implementing the open high school program in the philippines, thereby highlighting its immense significance, the challenges it faces, and the potential solutions that can be adopted to overcome these challenges. initiated by the department of education in 2005, the program presents itself as an alternative and innovative approach to delivering secondary education. its primary goal is to address and eliminate barriers such as time constraints, geographical distance, and financial limitations that hinder the pursuit of education. this program is specifically designed to cater to individuals who have encountered difficulties in either starting or completing their secondary education. by providing them with flexible and autonomous learning opportunities, the program aims to empower these individuals and give them a chance to thrive academically (nelson, 2023). one of the key objectives of the program is to effectively reduce the number of dropouts and ensure that elementary graduates, high school dropouts, and examinees of the philippine educational placement test can complete their secondary education. however, achieving this objective comes with its own set of challenges. it is crucial to improve the program’s implementation and allocate adequate resources to address these challenges (malonzo, 2018). numerous studies have stressed the importance of implementing effective strategies to ensure the success of the program. these strategies include organizing management seminars for school administrators, providing sufficient financial support, and enhancing the dissemination of information. moreover, it is essential to align the program with the revised general education curriculum to maintain its relevance and uphold its quality (asio, 2022). the success of the teachers heavily relies on teachers’ comprehension and execution of the curriculum. clear instructional goals and objectives must be established to guide teaching practices and foster positive student learning outcomes (bongco & david, 2020). the requirements for participation in the ohsp as outlined by the open high school system act emphasizes the need for collaboration between schools and the community to provide unwavering support for learners’ self-directed learning. schools must meet specific criteria, including implementing capacity-building programs and providing necessary learning facilities (clark, 2022). to ensure the effective management of the program, the roles and responsibilities of ohsp coordinators, advisers, and subject teachers are clearly defined. this guarantees that the program runs smoothly and that students receive the necessary guidance and support. collaboration among all stakeholders and strict adherence to program guidelines are crucial for the success (irvine, 2019). furthermore, the studies delve into the examination of academic achievement rates, dropout rates, and participation rates. these studies shed light on the complex challenges faced by the education system in retaining students and promoting positive learning outcomes. various factors, such as socioeconomic status, educational policies, and personal circumstances, influence academic performance and dropout rates (parreño, 2023). statement of the problem this study aimed to determine the level of implementation of the open high school program and school performance in selected schools in the division of bukidnon, school year 2020-2021 to 2022-2023, as basis for the program implementation plan. it specifically answered the following questions: 1. how are the respondents distributed in terms of age, position, teaching experience, highest educational attainment, and seminars/training attended on ohsp? 2. how do the respondents assess the level of the implementation of open high school program in terms of goals and objectives, requirements for participation in the program, qualification, and procedure for enrollment, roles, and responsibilities? 3. what is the performance level of the school on the implementation of ohsp based on achievement rate, participation rate and dropout rate, for the sy 2020-2021 to 2022-2023? 4. is there a significant relationship between the respondent’s assessment on the level of implementation of ohsp and the level of school performance? 5. is there a significant difference in the respondent’s assessment on the implementation of open high school program when grouped according to their characteristics? 6. based on the findings of the study, what school development plan on the implementation of the ohsp can be designed? pa ge 16 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 161-187, 2024 theoretical framework the study is anchored on the self-determination theory by deci and ryan, as cited by vanner (2021). selfdetermination theory identifies three fundamental needs: autonomy, relatedness, and competence. the theory also explores how these needs relate to motivation, including intrinsic motivation and extrinsic motivation. by applying this framework, instructors can create an environment that fosters student motivation and encourages them to take ownership of their learning. these skills can be valuable for students beyond the classroom and can have a positive impact on their lives . research has shown that the program can be an effective way to reduce dropout rates and improve student achievement because it addresses the basic psychological needs of learners (guay, 2021). the ohsp serves as an alternative means of imparting secondary education to students in both public and private educational institutions. the program emphasizes independent, self-paced, and flexible learning to fulfill the needs of students who encounter obstacles such as time constraints, geographical distance, physical disabilities, financial limitations, and personal or familial issues that hinder them from pursuing or completing their high school education. furthermore, students can effectively manage their time, prioritize tasks, seize valuable opportunities, and truly appreciate the structure it provides, particularly regarding time management. a study by cruz and vargas (2021) found that learners in the program often establish routines to guide their completion of tasks and requirements. they typically gather all necessary materials in advance and are willing to sacrifice leisure activities or other commitments to fulfill their requirements. this report revolves around open education, emphasizing technology and inventive teaching approaches to establish adaptable and easily accessible learning experiences. the education is characterized by closedness, inflexibility, inaccessibility, and poor quality, none of which align with the objectives of the program in providing quality education to students who face barriers to traditional schooling (peter,2018). the application of deci and ryan’s self-determination theory within the open high school program not only provides immense benefits for the students but also has a profound impact on the implementers, including teachers, coordinators, and administrators involved in delivering the program. by comprehending and implementing the principles of sdt, implementers have the power to create an environment that nurtures motivation, autonomy, and competence among both students and them. limitations this study focused on the implementation of open high school program and school performance in the three divisions of bukidnon during the school year 20202021 to 2022-2023. the respondents comprised the ten coordinators, forty advisers and three hundred twenty teachers with a total of three hundred seventy (370), who spearheaded the implementation of the program. the study was conducted in ten large educational secondary schools located in the province of bukidnon. these schools had implemented the open high school program and had been identified as the subjects of the study. the population being examined consisted of ten secondary schools that were running the program. this group included ten (10) school coordinators and a total of three hundred twenty (320) subject teachers. methodology research design this research employed the descriptive survey method of research, encompassing quantitative methodologies (keiler, 2018). this approach afforded the opportunity to depict occurrences with varying degrees of detail, concentrate on distinct aspects of diverse research techniques, and employ quantitative statistics to systematize data in meaningful manners. descriptive survey methods were used in the research design to gather information about a group’s opinions, behaviors, or characteristics. this study provided an overview of the open high school program and its significance in implementation and performance identified in achieving the development plan of the open high school program. study setting the study was conducted in the three (3) divisions in bukidnon are composed of the division of bukidnon, the division of malaybalay, and the division of valencia. wherein, bukidnon is a province located in the northern mindanao region of the philippines, known as the land of the brave because of its indigenous customs, and resistance against foreign colonization. it is home to over 1.5 million individuals, primarily composed of indigenous groups like the bukidnon, talaandig, and manobo. bukidnon is a leading agricultural producer, particularly praised for its top-quality coffee, pineapple, and rice varieties. it is home to some of the finest coffee plantations in the philippines, known for their robust flavor and captivating aroma. bukidnon coffee is exported internationally and highly esteemed among coffee connoisseurs worldwide. apart from coffee, bukidnon is also recognized for its pineapple and rice production. its pineapple is famous for its delectable sweetness and succulent nature, while its rice is exported to countries like japan and south korea for its superior quality. bukidnon offers awe-inspiring natural landscapes, vibrant culture, and tantalizing cuisine, providing abundant attractions for visitors. valencia city is one of the three school divisions in bukidnon that oversees 20 schools. the other two divisions are bukidnon division with 100 schools and malaybalay city division with 50 schools. as of 2023, bukidnon has a total of 170 public schools, including valencia city. valencia is a city located in bukidnon and encompasses a pa ge 16 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 161-187, 2024 land area of 587.29 square kilometers (equivalent to 226.75 square miles). it is an essential component of bukidnon, accounting for approximately 5.59% of the province’s overall land area. the city’s demographic landscape is characterized by 216,546 individuals, as documented in the 2020 census. the population statistic mentioned above accounts for 14.05% of the total population of bukidnon, indicating the notable importance of valencia within the province. furthermore, the study analyzed the population changes between 2015 and 2020 and calculated the annual growth rates for each barangay. it also discusses the intricate dynamics within households, providing valuable insights into the progression of household populations, variations in household sizes, and the average composition of households over different census years. additionally, the age structure and population distribution within the region of valencia were explored. study population and sampling technique the participants of this study were the teachers teaching in the open high schools where the program is implemented. these are the selected schools in three divisions of bukidnon. the three hundred seventy (370) teachers handling open high school programs. composed of school coordinators, advisers, and subject teachers during the school year 2020-2021 to 2022-2023. the researcher utilized a universal sampling procedure where all teachers in the population were involved. the respondents are the three hundred seventy (370) teachers currently teaching in the open high school. these are the ten (10) ohsp coordinators, forty (40) ohsp advisers, three hundred twenty (320) ohsp subject-teachers, and a total of three hundred seventy (370) respondents were involved. the distribution of respondents in the division of bukidnon is shown in table a. table a: distribution of respondents name of school number of respondents total respondentsohsp coordinator ohsp adviser ohsp subject teacher alae national high school 1 4 32 37 bansay national high school 1 4 32 37 bukidnon national high school 1 4 32 37 dangcagan national high school 1 4 32 37 impasug-ong national high school 1 4 32 37 kitaotao national high school 1 4 32 37 libona national high school 1 4 32 37 manolo national high school 1 4 32 37 quezon national high school 1 4 32 37 valencia national high school 1 4 32 37 grand total 10 40 320 370 research instruments to collect the relevant data required for the study, the researcher adapted a questionnaire and modified based on the manual of the open high school program authored by andrada. the questionnaire has three parts. the first part of the questionnaire focuses on the respondent’s characteristics in terms of age, position, teaching experience, highest educational attainment, and seminars/training attended on ohsp. the second part of the questionnaire is an adapted questionnaire from the open high school handbook by andrada, which contains the implementation of the open high school program such as the goals and objectives, requirements for participation in the program, qualification, and procedure for enrollment, and roles and responsibilities. the third part of the questionnaire deals with school performance on the implementation of open high school performance for the school year 2020-2021 to 2022-2023, answering the achievement rate of the program, the participation rate, and the drop-out rate. statistical treatment of data this research used descriptive statics method that is suited to understanding the factors or variables that influence an outcome. it simply means that these factors or variables help explain or relate to an outcome to understand better the research problem. data was graphed and analyzed through the utilization of quantitative research software analysis. stata programming was employed as the software for conducting the analysis of the data, which primarily encompassed the depiction of information through bar graphs and tabular presentations featuring the mean and standard deviation. furthermore, stata was utilized for conducting more in-depth inferential analysis, including the application of the spearman correlation test and the kruskal wallis test, to examine the significant relationship between respondents’ evaluation of the implementation of the open high school and its corresponding school performance for the sy 20222023. the present study employed various statistical tools to determine the compliance and performance of the pa ge 16 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 161-187, 2024 ohsp, as well as the program’s instrumental aspects in improving learners’ lives. specifically, weighted mean was used to evaluate the implementation in terms of its goals and objectives, requirements for program participation, and the qualification and procedure for enrollment. ethical consideration in the course of the research on the implementation of the open high school program and its performance in school divisions of bukidnon: basis for program implementation plan, the researchers vigilantly adhered to ethical principles to safeguard the rights and well-being of all participants. this encompassed: information consent: informed consent was obtained from all involved educators, wherein detailed explanations regarding the aim of the study, the method used to acquire the data, and how the data would be employed were provided. this was done to ensure that participants could leave the study whenever they wanted without facing any penalties. parent consent: measures were taken to ensure the privacy of children, and it was guaranteed that their data would be securely kept and anonymized. parents were informed that they had the option to reject or remove their permission without incurring any consequences. subject for ethical review: the research protocol underwent ethical review by an institutional review board to ensure that the research design and data management processes adhered to ethical standards. this step was taken to guarantee the ethical integrity of the study. results and discussions problem 1. how are the respondents distributed in terms of age, positions, teaching experience, highest educational attainment, and seminars/ trainings attended in ohsp? respondents in this age group in the study. it suggests an active engagement of individuals within this demographic in the research, potentially reflecting their keen interest or relevance to the subject matter being investigated. however, out of 370 respondents making up to frequency of 18 (5.63%), were aged 45 years old and above show the lowest level of involvement in the implementation of the program during this school year. as observed experienced educators can support and guide younger teachers, thus sharing their knowledge and skills while also lightening their own workload. it implies that the diverse experiences and perspectives of participants from different age demographics can enrich the implementation process and contribute to its overall success of the program. table 1: distribution of respondents in terms of age category frequency percent 45-above 18 5.63 36-45 186 48.75 25-35 166 45.63 total 370 100.00 table 2: distribution of respondents in terms of position category frequency percent subject-teacher 292 85.00 adviser 67 11.56 ohsp coordinator 11 3.44 total 370 100.00 table 1 demonstrates the distribution of respondents with regard to their age. the high frequency category of 186 (48.75%) was associated with respondents aged between 36 to 45 years. this suggests that the participants, especially the educators, were predominantly situated in the middle-age range, indicating a substantial presence from this specific demographic. the distribution of age points towards the fact that the majority of educators participating in the open high school program were in their peak professional years, potentially highlighting a group of teachers who possess the necessary skills and experience in teaching, potentially more than their older counterparts. as noticed a substantial involvement of table 2 shows the distribution of respondents in terms of position where it reveals that out of 370 respondents with the highest frequency of 292 (85%) were engaged as subject teachers. as seen in this finding, a significant majority, or three-fourths, of the participants assumed as one of the implementers in the program. it indicates that the prominent presence of subject educators among the participants emphasizes the crucial role they play in carrying out the objectives and efforts of the program, highlighting their utmost significance in shaping the educational journey of students within the open high school program. however, the lowest frequency of 11 (3.44%) held the position of coordinator within the open high school program. it is observed that coordinators are the essential gears that keep open high school programs running smoothly. they handle various responsibilities, including managing teachers, addressing student concerns, and managing administrative tasks. their role in facilitating communication between teachers, students, and administrators is vital for the program’s success. the result explains that to explore factors contributing to this imbalance and assess its impact on program effectiveness, the efforts to enhance the recruitment and involvement of table 3: distribution of respondents in terms of teaching experience category frequency percent 8 years above 5 1.56 4-7 years 103 24.38 1-3 years 267 74.06 total 370 100.00 pa ge 16 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 161-187, 2024 coordinators could strengthen organizational leadership and facilitate smoother program implementation (tonks & weston, 2019). table 3 shows the respondents are distributed based on their teaching experience. it is evident that the majority have a high frequency of 267 or (74.06%), and have reported having 1 to 3 years of teaching experience. this data strongly indicates that a considerable number of respondents are relatively new to the teaching profession. this suggests that teachers in the open high school program do not have permanent positions. this implies that new teachers are constantly needed to fill these roles and contribute to the program’s success. furthermore, the lowest frequency was 5 (1.56%), with 8 years or more of teaching experience. it can be perceived that most of the participants were at an intermediate level due to their limited work experience. the result implies that measurement of teacher effectiveness is conducted through the assessment of student achievement, with effective teaching being evaluated based on readily observable characteristics, including but not limited to the number of years of experience or academic qualifications. table 4 illustrates the distribution of respondents in terms of highest educational attainment revealing that a substantial majority, with the highest frequency of 196 (51.88%), held a bachelor’s degree. this finding implies that a significant portion, roughly half, of the respondents are recent graduates with limited experience in the field of education. it indicates that most of the respondents did not enroll in higher education. as a result, during the in-depth interview with the respondents, most of the reasons why most respondents did not enroll in higher education are the societal factors, and personal choices. financial constraints often play a significant role, as higher education comes with substantial costs such as tuition fees and living expenses. additionally, some individuals may lack access to necessary resources or support systems, while others may prioritize different career paths or feel intimidated by academic requirements. family obligations, personal preferences, perceived barriers, employment opportunities, and cultural norms also influence the decision-making process. however, the lowest frequency of 4 (1.25%) had obtained units towards a doctorate degree and pursuing graduate studies. this result implies that only four of the respondents have graduated doctorate degree to impart their knowledge to the learners and to enhance their learning capability because education is a continual process (clark, 2022). it illustrates that learning is an ongoing journey that requires active engagement and effort. table 4: distribution of respondents in terms of highest educational attainment category frequency percent phd/ edd/ dm holder 0 0 with units in phd/ edd/ dm 4 1.25 master’s degree holder 13 4.06 with units in master’s degree 157 42.81 baccalaureate degree 196 51.88 total 370 100.00 table 5: distribution of respondents in terms of seminars and training attended on ohsp seminars and t r a i n i n g s attended in ohsp school division district region national international frequency (percentage) frequency (percentage) frequency (percentage) frequency (percentage) frequency (percentage) frequency (percentage) 5 and above 21 (6.56%) 0 (0%) 4 (1.25%) 1 (0.31%) 0 (0%) 0 (0%) 3-4 116 (36.25%) 62 (11.56%) 4 (1.25%) 0 (0%) 0 (0%) 0 (0%) 1-2 65 (20.31%) 58 (10.31%) 31 (1.88%) 28 (1.88%) 40 (3.13%) 0 (0%) none 168 (36.88%) 250 (78.13%) 331 (95.63%) 341 (97.81%) 330 (96.88%) 370 (100%) table 5 presents the results of the seminars and training sessions that were attended in the open high school program. at the school level, the highest frequency of 168 (36.88%) indicates that most of the respondents did not attend any of the seminars at school level. this suggests a potential gap in professional development opportunities or participation in educational enhancement initiatives within the school environment. while the lowest frequency is 21 (6.56%), which means attending 5 and above seminars/training in school level. this implies that it highlights a subset of individuals who exhibit a heightened interest and commitment to additional educational activities beyond standard classroom instruction. these individuals may demonstrate a proactive approach to self-improvement and skill development, potentially acquiring a broader range of knowledge and expertise compared to their peers. at the division level, the table revealed that the highest frequency of 250 in participation in seminars/training sessions is (78.13%). within this group, 11.56% did not attend any division-level seminars or training. interestingly, none of the respondents attended five or more sessions, but instead, 33 (10.31%) attended one to two division level seminars or trainings. similarly, at the district level, pa ge 17 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 161-187, 2024 the majority, constituting (95.63%) or 331, did not attend any seminars or training sessions. however, there were 4 respondents, representing (1.25%), who participated in 5 or more sessions, and 3 to 4 sessions. these findings suggest that not all teachers involved in implementing the program have extensive knowledge on catering to and managing learners enrolled. in the regional level, 343 or (97.81%) did not attend seminars/trainings, with a few attending 1 to 2 sessions, and a rare occurrence of 5 or more attended. at the national level, the majority of 330 or (96.88%) did not participate in any of the seminars/training on the program. all participants reported no involvement in international seminars and trainings. overall, participation at the school level was prominent, while international events had the lowest attendance in the open high school program. problem 2. how do the respondents assess the level on the implementation of the open high school program in terms of goals and objectives, requirements for participation in the program, qualification and procedure for enrollment, roles and responsibilities? table 6: distribution of respondents’ assessment on the level of implementation of ohsp in terms of goals and objectives indicators mean sd description the ohsp…… is aligned with the school improvement plan (sip) in attaining quality education. 4.57 0.53 fully implemented increases achievement rate through quality distance education. 4.25 0.43 fully implemented encourages those who are out of school to finish secondary education. 4.40 0.49 fully implemented produces functionally literate graduates. 4.16 0.37 implemented provides opportunity to all elementary graduates, and high school dropouts to complete secondary education. 4.86 0.35 fully implemented provides opportunity to successful examinees of the philippines placement test (pept). 4.19 0.44 implemented prevents potential school leavers. 4.15 0.34 implemented reduces high school dropouts and increase the participation rate. 4.12 0.58 implemented helps learner gain mastery of the basic competencies and be capable of problem-solving. 4.23 0.42 fully implemented helps learner become a productive member of the family and community. 4.00 0.06 implemented overall 3.88 0.41 implemented legend: 4:20-5:00 fully implemented/very high 1:80-2:59 poorly implemented/below average 3:30-4:19 implemented/ above average 1:00-1:79 not implemented/ very low 2:60-3:39 moderately implemented/ average table 6 presents the distribution of respondents’ assessment on the level of implementation of ohsp in terms of goals and objectives with an overall mean of 3.88 (sd=0.41) described as implemented interpreted as above average. this means that the goals and objectives have been implemented. it is observed that the findings from table 6 underscore the effectiveness of program in achieving its intended goals and objectives. the results indicate that the open high school program has been implemented successfully overall, with most respondents rating its implementation as above average. this suggests that the program has effectively achieved its goals and objectives, demonstrating that efforts in designing the curriculum. the implementation of the open high school program in terms of goals and objectives, which indicates an opportunity for elementary graduates and high school dropouts to complete their secondary education, has been fully realized with the highest mean of 4.86 (sd=0.35) described as fully implemented interpreted as very high. this achievement observed the program’s success in providing access to education for individuals who may have faced barriers in traditional schooling pathways. this implies the effectiveness score indicates a strong overall performance, suggesting that the program is meeting its objectives effectively. according to toraman (2020), in an open high school program, setting clear aims, goals, and learning objectives is crucial for ensuring that education is effective and purposeful. with this result the implementation of the program when it comes to providing opportunity to elementary and secondary graduate has been fully implemented. however, the program should emphasize helping learners become productive to community and their family rank the lowest mean of 4 (sd=0.06) described as implemented interpreted as above average. it has been noticed that the program should help implement the goals and objectives to produce a more competent graduate. this implies that most learners may not have pa ge 17 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 161-187, 2024 been actively engaged in activities that contribute to their communities or families. the lower emphasis on this objective suggests that there may be a gap between the skills and experiences students are acquiring within the program and the practical application of those skills in real-world contexts. the crucial aspect lies in formulating objectives that are specific, measurable, attainable, relevant, and time bound (mattiev, 2022). consistently monitoring the progress of these endeavors ensures that our actions produce the desired outcomes. additionally, it is imperative to recognize the importance of celebrating the progress students achieve. table 7: distribution of respondents’ assessment on the level of implementation of ohsp in terms of requirements for participation in the program indicators mean sd description the ohsp…… ensures access to all public or private secondary schools. 4.11 0.32 implemented conducts /undergoes a capacity-building program. 4.03 0.18 implemented makes learning facilities and equipment available. 3.97 0.60 implemented links with the community for easy accessibility for the students. 4.26 0.44 fully implemented provides facilities that are open to the public for visitation. 4.04 0.19 implemented overall 4.08 0.34 implemented legend: 4:20-5:00 fully implemented/very high 1:80-2:59 poorly implemented/below average 3:30-4:19 implemented/ above average 1:00-1:79 not implemented/ very low 2:60-3:39 moderately implemented/ average table 7 shows the respondents’ assessment of the level of implementation of the open high school program in terms of requirements for participation in the program with an overall mean of 4.08 (sd=0.34), described as implemented, interpreted as above average. it suggests that respondents generally rated the implementation of the program regarding participation requirements positively. this mean score indicates that, on average, respondents viewed the program’s implementation as above average. it signifies that the program is perceived to effectively meet participation requirements. according to respondents, the program adequately fulfills the necessary criteria for participation. the respondents’ highest mean score of 4.26 (sd=0.44), described as fully implemented and interpreted as very high indicates that the program links with the community for easy accessibility for the students. it demonstrates a significant strength in the implementation of the open high school program. this strong rating reflects the program’s successful establishment of robust community connections, facilitating easy access for students. with this result, the connection between the program implementation and teacher-directed changes, along with teacher participation in physical activity, put the importance of holistic approaches to promoting physical activity in schools. by aligning program objectives with teacher involvement and active participation, schools can create environments that not only support student engagement in physical activity but also enhance overall learning experiences with the help of the community (basibas, 2021). however, the lowest mean of 3.97 (sd=0.60) was described as implemented and interpreted as above average indicates that the program makes learning facilities and equipment available. it is perceived that the learning facilities and equipment of the school are not available or have limited access. with respect to the school’s endeavor to enhance enrollment and diminish dropouts, school leavers and sardos, as indicated by stacy (2021), involve several measures. teachers should seek assistance from the community to support the school in increasing students’ attendance. they should inform parents about their children’s progress, utilize audiovisual aids during instruction and correct the assigned homework. therefore, the positive perception of the ohsp’s implementation and the emphasis on learning resources converge to create an educational setting conducive to student success and retention, aligning with efforts to improve enrollment and decrease dropout rates. table 8: distribution of the respondents’ assessment on the level of implementation of ohsp in terms of qualification and procedures for enrollment indicators mean sd description the ohsp…… learners demonstrate capacity for independent learning. 4.27 0.45 fully implemented requires learner to submit necessary documents upon enrollment. 4.00 0.06 implemented administered the independent learning readiness test (ilrt) 4.04 0.19 implemented takes an assessment of reading level as a basis for class grouping. 4.15 0.23 implemented pa ge 17 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 161-187, 2024 interview parent/guardian to get a complete profile of the learner 4.27 0.48 fully implemented undertakes self-directed learning assessment 4.10 0.31 implemented overall 4.14 0.29 implemented legend: 4:20-5:00 fully implemented/very high 1:80-2:59 poorly implemented/below average 3:30-4:19 implemented/ above average 1:00-1:79 not implemented/ very low 2:60-3:39 moderately implemented/ average table 8 provides an overview of the distribution of the respondents’ assessment on the level of implementation in terms of qualification and procedures for enrollment with an overall mean of 4.14 (sd=0.29), described as implemented interpreted as above average, which means the program is perceived to be effectively meeting expectations. this interpretation also suggests that the program’s performance is above average. however, the highest mean of 4.27 (sd=0.48) described as implemented and interpreted as above average on the indicator demonstrate capacity for independent learning, and interview parent/guardian to get a complete profile of the learner. it is seen that the implementors conducted interview to the parents/guardian to get a complete profile of learners. this denotes that the program recognizes the importance of understanding each learner’s background, needs, and circumstances to provide personalized support and tailored educational experiences. by conducting interviews with parents or guardians, the program can gather valuable insights into learners’ strengths, challenges, interests, and aspirations (rodriguez, 2021). furthermore, the indicator requires the learner to submit necessary documents upon enrollment got the lowest mean of 4.00 (sd=0.06), described as implemented and interpreted as above average. it is observed that few of the respondents administered the independent learning readiness test. this suggests that there may be limited assessment or preparation regarding students’ readiness for independent learning within the program. with strict compliance, proper training and seminars to prevent potential drop-out of learners. when teachers actively contribute to planning the curriculum implementation, it helps focus on learners. this means bringing in reallife experiences, considering cultural relevance, and using innovative teaching methods. in simpler terms, teachers’ involvement in shaping the program makes learning more interesting and effective, supporting learners in their growth and success (gupta, 2023). table 9: distribution of the respondents’ assessment on the level of implementation of ohsp in terms of roles and responsibilities of coordinator indicators mean sd description the ohsp…… initiate the design and implementation of advocacy plans on ohsp to increase participation. 4.58 0.49 fully implemented coordinate with the guidance counsellor on the conduct of the independent learning readiness test (ilrt) 4.63 0.48 fully implemented lead in the conduct of orientation program for ohsp students and parents. 4.00 0.06 implemented provide technical assistance to the teacher implementers. 4.20 0.41 fully implemented oversee proper documentation of ohsp activities. 4.37 0.48 fully implemented keep the school head and the school dorp council properly informed on the progress of the ohsp. 4.37 0.48 fully implemented resolve ohsp issues that may arise and problems that may be encountered. 4.58 0.49 fully implemented overall 4.39 0.41 fully implemented legend: 4:20-5:00 fully implemented/very high 1:80-2:59 poorly implemented/below average 3:30-4:19 implemented/ above average 1:00-1:79 not implemented/ very low 2:60-3:39 moderately implemented/ average table 9 shows the distribution of the respondents’ assessment on the level of implementation of ohsp in terms of roles and responsibilities of the coordinator with an overall mean of 4.39 (sd=0.41), described as fully implemented and interpreted as very high. it is observed that the program initiatives are being effectively carried out according to the established plans and procedures. it denotes that each specific indicator also provides insights into different aspects of the program’s implementation, such as advocacy, coordination, orientation, technical assistance, documentation, communication, and issue resolution. overall, these results indicate a high level of success in implementing the program. furthermore, the table reveals that they effectively fulfilled their role and responsibility as a coordinator to coordinate with the guidance counsellor on the conduct of the independent learning readiness test (ilrt) pa ge 17 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 161-187, 2024 of the program to enhance the participation of the learners, with a highest weighted mean of 4.63 (sd=0.48) described as fully implemented, interpreted as very high as noticed it emphasize that they fully implement the program. this is on the indicator coordinators have performed exceptionally well in their role of coordinating with the guidance counsellor for the independent learning readiness test as part of the open high school program. the coordinators, together with the guidance counsellor, have played a significant role in improving learner engagement in the ilrt. this indicates that the coordinators have effectively facilitated the management of the assessment, ensuring its consistency with the goals of the ohsp and its effectiveness in evaluating learners’ readiness for self-directed learning (besser, 2022). however, as perceived by the result that the coordinator as a respondent declares that they have done more effort for the implementation of the program although the lead in the conduct of orientation program for ohsp students and parents shows lowest mean of 4.00 (sd=0.06) described as implemented, interpreted as above average on the indicator program lead in the conduct of orientation for students and parents. this suggest that to enhance leadership in the implementation of the program orientation, the coordinator ought to diligently strategize the program, effectively communicate through diverse mediums, and generate captivating presentations with interactive components. a comprehensive handbook for orientation along with dedicated sessions for questions and answers address concerns, while the involvement of current students fosters a sentiment of unity according to timula, (2022). table 10: distribution of the respondents’ assessment on the level of implementation of ohsp in terms of roles and responsibilities of adviser indicators mean sd description the ohsp…… keep an updated profile of the ohsp students. 4.23 0.43 fully implemented track the progress of the students. 4.22 0.42 fully implemented orient learners on their tasks and responsibilities as ohsp students. 4.54 0.50 fully implemented help learners gain access to learning materials/resources. 4.29 0.49 fully implemented guide the learner in his/her self-directed learning tasks. 4.42 0.50 fully implemented refer the learner to the appropriate subject teacher for assistance when necessary. 4.50 0.50 fully implemented maintain a complete record of the learner’s performance. 4.34 0.60 fully implemented help screen qualified enrollees to the ohsp. 4.42 0.66 fully implemented overall 4.37 0.51 fully implemented legend: 4:20-5:00 fully implemented/very high 1:80-2:59 poorly implemented/below average 3:30-4:19 implemented/ above average 1:00-1:79 not implemented/ very low 2:60-3:39 moderately implemented/ average the information presented in table 10 illuminates the extent to which the open high school program has been assessed, particularly focusing on the roles and duties of teacher-advisers with an overall mean rating of 4.37 (sd=0.51), indicates that the program described as fully implemented interpreted as very high. this implies that the program is perceived as effectively implemented across all evaluated aspects, with a relatively moderate level of variation in the ratings. the favorable evaluation of the program implementation regarding the roles and responsibilities of teacher-advisers indicates their effectiveness in facilitating the smooth functioning of the program (tonks, 2019). their active engagement and assistance contribute to the overall success by guaranteeing that eligible participants receive the essential guidance to navigate the program successfully. the indicator orient learners on their tasks and responsibilities as ohsp students got its highest mean of 4.54 (sd=0.50), described as fully implemented interpreted as very high. this signifies the successful adherence of teacher-advisers to the prescribed guidelines for the efficient execution of the ohsp.this substantial level of implementation implies that teacher-advisers have oriented learners on their tasks and responsibilities as ohsp students. the positive assessment of teacheradvisers’ efficacy in supporting the evaluation process for qualified participants emphasizes their crucial role in enhancing the overall success of the ohsp. their mentorship and aid in cultivating a nurturing setting where students can excel academically and realize their potential within the program. raymond (2020) states that an advisor’s responsibilities in education include organizing the learning process to promote positive transformation and eliminate misconceptions brought about by social conditioning and the classroom environment. however, the indicator track the progress of the students got the lowest mean score of 4.22 (sd=0.42), described as fully implemented interpreted as very high. it indicates that monitoring student progress is crucial for advisers in the ohsp as it helps identify areas where students may need additional support or intervention. by closely tracking student performance, advisers can offer timely help, adjust teaching methods, and provide personalized support to pa ge 17 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 161-187, 2024 address individual student needs. the perception that this aspect of the adviser’s role is less emphasized suggests potential challenges or deficiencies in current practices or resources dedicated to monitoring student progress within the program (pinatil, 2022). these challenges may stem from limited access to data or monitoring tools, inadequate training or support for advisers, or competing demands on advisers’ time and resources. table 11: distribution of the respondents’ assessment on the level of implementation of ohsp in terms of roles and responsibilities of subject teachers indicators mean sd description the ohsp…… assist learners in identifying their learning needs in preparing their selfdirected learning plan. 4.25 0.44 fully implemented provide time for consultation to address learning gaps. 4.93 0.24 fully implemented assess the learner’s progress and provide feedback. 4.92 0.26 fully implemented keep a complete record of the learner’s performance. 4.94 0.24 fully implemented provide the teacher-adviser with the results of the student’s performance. 4.97 0.18 fully implemented overall 4.80 0.27 fully implemented legend: 4:20-5:00 fully implemented/very high 1:80-2:59 poorly implemented/below average 3:30-4:19 implemented/ above average 1:00-1:79 not implemented/ very low 2:60-3:39 moderately implemented/ average table 11 shows the distribution of the respondents’ assessment on the level of implementation of ohsp in terms of roles and responsibilities of subject teachers with the overall mean of 4.80 (sd=0.27) described as fully implemented interpreted as very high. it is observed that they have also implemented the open high school program and diligently exercised their role and responsibility to maintain a comprehensive record of the learner’s performance. the overall success of the program in achieving its objectives and catering to the needs of learners indicates that the coordinators are effectively carrying out their responsibilities. this success also suggests that the open high school program is making a positive impact on student development and ensuring a safe school environment. with the indicator, provide the teacher-adviser with the results of the student’s performance, got the highest mean of 4.97 (sd=0.18), described as fully implemented interpreted as very high. it indicates that the program provides the teacher-adviser with the results of the student’s performance. it is noticeable that they foster effective communication between coordinators and teacher-advisers, facilitating collaborative efforts to support student development. it implies that with timely and comprehensive feedback provided to subject teacher enables them to better understand students’ strengths and weaknesses, allowing for tailored support and interventions to enhance student learning outcomes. the success of the program is attributed in part to the coordinators and teacher-advisers having effective communication. everyone involved in student development will be on the same page and working toward the same objectives, to this collaborative approach. through encouraging such cooperation, the program builds a supportive and coherent learning environment in addition to improving the standard of support given to students. however, the lowest mean score of 4.25 (sd=0.44), described as fully implemented interpreted as very high on the indicator assists learners in identifying their learning needs in preparing their self-directed learning plan. there is less emphasis on assisting learners in identifying their learning needs to prepare their self-directed plan. interventions such as implementing training programs for advisers or providing resources for personalized learning assessments could be considered to improve the effectiveness of this aspect of the program. even though the overall implementation level is high, the slightly lower mean score suggests a potential for improvement in this area. the program benefits from placing more emphasis on assisting learners in identifying their learning needs for their self-directed plan, as this seems to be a gap in its effectiveness. table 12: summary of the respondents’ assessment on the level of implementation of ohsp indicators mean sd description the ohsp…… assist learners in identifying their learning needs in preparing their selfdirected learning plan. 4.25 0.44 fully implemented provide time for consultation to address learning gaps. 4.93 0.24 fully implemented assess the learner’s progress and provide feedback. 4.92 0.26 fully implemented keep a complete record of the learner’s performance. 4.94 0.24 fully implemented pa ge 17 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 161-187, 2024 provide the teacher-adviser with the results of the student’s performance. 4.97 0.18 fully implemented overall 4.80 0.27 fully implemented legend: 4:20-5:00 fully implemented/very high 1:80-2:59 poorly implemented/below average 3:30-4:19 implemented/ above average 1:00-1:79 not implemented/ very low 2:60-3:39 moderately implemented/ average in summarizing the respondents’ assessment of the open high school program, the results indicate positive evaluations across various aspects. the program’s various aspects are well-implemented, as indicated by the overall mean of 4.40 (sd=0.37), interpreted as very high. this perception across the variables is relatively consistent, with most falling within a narrow range around the mean. hence, a high overall mean coupled with a low standard deviation indicates that the program is functioning effectively and consistently. the positive evaluations of the program likely reflect not only satisfaction with the program but also suggest that students are experiencing meaningful learning outcomes (ambag, 2021). this suggests that the program is meeting its goals and requirements and that the coordinators, advisers, and subject teachers are fulfilling their roles and responsibilities satisfactorily. therefore, there is a strong foundation for the success of the program. the variable roles and responsibilities of subject-teachers and program participation requirements have the highest mean of 4.80 (sd=0.27), indicating a very high level. this suggests that subject teachers are effectively carrying out their duties in the program. their crucial role in program implementation is evident, providing valuable assistance and guidance to students. their active support helps create a nurturing learning environment where students can excel academically. additionally, the significant support from advisers, as mentioned earlier, contributes greatly to the program’s success. the high rating for subject teachers implies effective collaboration with advisers and other stakeholders, ensuring smooth program operations. recognizing the vital roles of subject teachers and advisers in program success is crucial (alexander, 2022). efforts should focus on supporting and enhancing their effectiveness through additional training, collaboration initiatives, and strategies to boost student support and engagement. by investing in the development of subject teachers and advisers, the program can further improve its impact, meet student needs, and achieve its objectives effectively. however, the variable with the lowest mean 3.88 (sd=0.41) on implementation of the goals and objective, interpreted as above average. it is noticed that there might be potential for improvement in the execution or communication of the program’s goals and objectives. this implies that there is a necessity for a more precise articulation of the program’s goals and objectives to ensure they align with the expectations of stakeholders and enhance the effectiveness of the program. it suggests that focus should be directed towards refining and communicating the overarching purpose and desired outcomes of the program to stakeholders, which could contribute to a better understanding and support for the program. to overcome these challenges, program administrators may consider engaging stakeholders through consultations to gather input on the clarity and relevance of program objectives. this feedback can guide the enhancement of goals and objectives to better align with stakeholder needs and expectations. moreover, improving communication methods, such as sharing clear and concise program materials, organizing regular meetings or workshops to discuss goals, and providing consistent progress updates, can aid in ensuring stakeholder comprehension and endorsement of the program’s aims (vanner, 2021). problem 3. what is the performance of the school implementation of ohsp based on achievement rate, participation rate and drop-out rate during the school year 2020-2021 to 2022-2023? table 13: distribution of performance of ohsp based on the achievement rate school year ratings description 2020-2021 70.52% very satisfactory 2021-2022 66.92% satisfactory 2022-2023 70.83% very satisfactory overall 69.42% satisfactory legend: 81 above-outstanding/very high 51-60fairly satisfactory/below average 71-80very satisfactory/ above average 10-50-poor/very low 61-70-satisfactory/ average table 13 describes the performance of the open high school program by analyzing achievement rates over specific school years. the overall achievement rate of 69.42%, described as satisfactory interpreted as above average, suggests that the program is generally meeting expectations. however, despite this satisfactory performance overall, there are significant fluctuations in achievement rates from year to year. this implies that these performance variations are that although the program is generally achieving its objectives, there is room for enhancement to ensure more consistent results across all school years. this underscores the importance of continuous monitoring and evaluation to identify patterns, pinpoint areas of strength and weakness, and implement targeted strategies to address challenges promptly. pa ge 17 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 161-187, 2024 with the highest rating for the year 2022-2023 got the percentage of 70.83% described as very satisfactory interpreted as above average, perceived carries multiple positive implications for the students participating in the program. this accomplishment showcases the resilience and adaptability of both students and educators, demonstrating their ability to overcome obstacles and maintain exceptional performance despite the learners adjustment during this year. furthermore, the emphasis on community support and collaboration during the pandemic era promotes a sense of belonging and connectivity within open high school programs, thereby strengthening the overall learning environment (kholoud, 2023) on the other hand, the lowest rating for the school year 2021-2022 with a percentage of 66.92% describe as satisfactory interpret as average. this implies that with this school year this rating suggests that despite the challenges, learners were still able to achieve a reasonable level of success. the circumstances presented numerous obstacles to education, such as disruptions to traditional learning environments, technological limitations, and socio-economic disparities. despite these obstacles, the pandemic expedited the adoption of innovative educational technologies and teaching practices, providing students with a variety of resources and flexible learning opportunities. although challenges persisted, this experience stimulated adaptation and innovation, potentially influencing educational approaches beyond the pandemic (kozleski, 2018). significant majority of students actively engaged in open high school programs. this notable rate of enrollment demonstrates a strong dedication to education despite the disturbances and uncertainties caused by the pandemic. it suggests that students and their families acknowledged the importance of continuing their education and actively pursued opportunities to do so, even in the face of adversity. moreover, the exceptional enrollment rate may be attributed to the efficacy of outreach initiatives and the appeal of the open high school model, which likely provided adaptable and easily accessible learning options during a period of widespread disruption to traditional schooling. furthermore, the low ratings for the school year 20222023, at 74.24% and described as very satisfactory and interpreted as above average, suggest a notable shift in enrollment patterns compared to the previous year. this decrease in ratings implies that during this year, a significant number of learners in open high schools may have opted to discontinue their studies and transition to the workforce. one contributing factor to this shift could be the transition from blended learning, which combines online and modular learning, to a fully face-to-face mode of learning. it is crucial to consider the body of research on the variables impacting learner choices and performance in times of crisis and educational transition when analyzing the patterns in enrolment and academic achievement in open high school programs during the pandemic era. besser, (2020) research emphasizes how disruptive events like pandemics have a big impact on student enrolment trends and academic performance. their research highlights the significance of comprehending the interactions between individual student decisions to continue or stop their studies in uncertain times and socioeconomic circumstances, resource availability, and educational regulations. with this, johnson and smith’s (2021) research explore the challenges associated with switching between various learning modalities, such as blended learning and face-to-face instruction. their study emphasizes how crucial it is to consider institutional reactions, support networks, and student preferences to preserve student engagement and retention during transitions. table 14: distribution of performance of ohsp based on the participation rate school year ratings description 2020-2021 84.37% outstanding 2021-2022 85.03% outstanding 2022-2023 74.24% very satisfactory overall 81.21% outstanding legend: 81 above-outstanding/very high 51-60fairly satisfactory/below average 71-80very satisfactory/ above average 10-50-poor/very low 61-70-satisfactory/ average table 14 shows the distribution of performance of ohsp based on the participation rate with the overall participation rate of 81.21%, maintaining a consistent rating of outstanding, interpreted as very high. this suggests a sustained pattern of active involvement and strong support for the program throughout the specified timeframe, reflecting positively on its effectiveness and impact. with a high percentage during the school year 2021-2022 of 85.03% interpreted as very high, described as outstanding. this implies that the data indicates that, despite the challenges presented by the pandemic, a table 15: distribution of performance of ohsp based on the drop-out rate school year ratings description 2020-2021 5.28% moderate 2021-2022 3.96% low 2022-2023 9.80% high overall 6.35% moderate legend: 10 and above-high drop out/very high 4 and belowlow drop out/below average 5-9moderate drop-out/ average pa ge 17 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 161-187, 2024 additionally, research by gomez and hernandez (2022) clarifies the part that family and community influences have in influencing students’ choices about their education and career paths throughout times of transition in their schooling. their results highlight the necessity of allencompassing support networks that cater to the many needs and goals of students enrolled in open-ended high school programs. table 15 shows the distribution of performance of the open high school program based on drop-out with the overall percentage of 6.35% described as moderate interpreted as average, means not too high not too low for the last three school years. however, the high dropout rate of 9.80% described as moderate interpreted as average for the school year 2022-2023. during this year it is a rough landscape, the open high school program faced the dual challenge of maintaining educational continuity while mitigating the risk of increased dropout rates. despite these challenges, the program managed to maintain a moderate rating, indicating a commendable effort in adapting to remote learning through blended approaches such as modular and synchronous methods. this suggests that although some students may have faced obstacles to engagement and participation, the program’s initiatives likely helped reduce dropout rates to some extent. as the world navigated through the educational system, the open high school program emerged as a beacon of resilience and adaptability. despite initial concerns about increased dropout rates last year, the program’s proactive measures and student-centered approach yielded remarkable results. with a low dropout rate of 3.96% for the school year 2021-2022, described as low, interpreted as below average significantly lower than anticipated, it became evident that the program’s emphasis on personalized support and flexible learning options had paid off. by seamlessly integrating online and modular instruction, the program not only maintained student engagement but also fostered a sense of community and belonging (pinatil, 2022) table 16: summary of distribution of the school performance of ohsp school year ratings description achievement rate 60.42% below average participation rate 81.21% very high drop-out rate 6.35% average legend: achievement and participation drop-out 81 above-very high 10 and above-very high 71-80above average 5-9average 61-70-average 4 and belowbelow average 51-60below average 10-50very low table 16, shows the summary of distribution of the school performance of the open high school program. the achievement rate, which stands at high rating of 60.42% and is interpreted as below average, serves as an indicator of the extent to which students in the open high school program are meeting academic standards. attaining a satisfactory rate implies that a majority of students are effectively maintaining their academic progress and adapting to remote or blended learning formats. this suggests that the program’s delivery of curriculum, instructional strategies, and support mechanisms have been sufficient in ensuring that students continue to learn and achieve even in challenging circumstances. the outstanding participation rate of 81.21%, interpreted as very high, showcases that a significant majority of students remained actively engaged in their education. this high participation percentage reflects the program’s successful methods for promoting student involvement, offering easily accessible educational opportunities, and meeting the requirements of a wide range of students. the program engages students and promotes active engagement through engaging teaching strategies, timely curriculum content, and a nurturing learning atmosphere (black, 2020). furthermore, adaptable educational alternatives including virtual classrooms, online platforms, and hybrid instruction models guarantee that students can engage in their education regardless of their personal circumstances. additionally, the program’s capacity to sustain high engagement rates and give students the tools they need to thrive academically is enhanced by individualized support services, transparent communication, and alignment with student goals. the open high school program has experienced a moderate dropout rate of 6.35%, which is interpreted as average. this suggests that while there have been some challenges, such as financial difficulties or struggles with online learning, the program has been successful in keeping a significant number of students enrolled. various initiatives, including outreach programs, academic support services, and flexible learning options, have been implemented to prevent dropouts and support students facing difficulties. furthermore, by keeping dropout rates low, educational institutions could allocate resources more efficiently towards improving the overall learning experience for all students. ultimately, low dropout rates paved the way for long-term benefits, including better health outcomes, increased civic engagement, and higher levels of life satisfaction for individuals and society (boyaci, 2019). problem 4. is there a significant relationship between the respondents’ assessment on the implementation of ohsp and level of school performance? table 17 shows the result of open high school program in a school from 2020 to 2023. they measured achievement rate, participation rate, and drop-out rate with an overall p-value of 0.46 in achievement rate which indicates pa ge 17 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 161-187, 2024 table 17: result of the test on relationship between the respondents’ assessment on the implementation of ohsp and level of school performance assessment on the implementation of ohsp school performance achievement rate participation rate drop-out rate r-value p-value int. r-value p-value int. r-value p-value int. goals and objectives 0.03 0.57 ns 0.06 0.35 ns 0.09 0.13 ns requirements for participation in the program 0.12 0.04 s 0.01 0.89 ns 0.11 0.05 s qualification and procedure for enrollment 0.13 0.04 s 0.01 0.89 ns 0.11 0.06 s roles and responsibilities as coordinator 0.01 0.95 ns 0.03 0.63 ns 0.07 0.20 ns roles and responsibilities as adviser 0.01 0.95 ns 0.03 0.63 ns 0.07 0.20 ns roles and responsibilities as subject teacher 0.07 0.20 ns 0.06 0.32 ns -0.02 0.94 ns overall 0.04 0.46 ns 0.03 0.62 ns 0.05 0.25 ns legend: significant if p-value < 0.05* alpha level not significant in the implementation of the program. as seen with the lack of statistical significance found in this assessment suggests that there is no significant relationship between the roles and responsibilities of the coordinator and adviser and the achievement rates in the open high school program. the high p-value of 0.95 observed in the assessment of the implementation of the program regarding the roles and responsibilities of coordinators and teachers as advisers suggest that these positions may not have a direct impact on academic outcomes within the program. essentially, a high p-value indicates that there is no statistically significant relationship between the roles and responsibilities of coordinators and teachers as advisers and academic outcomes. while these roles are undoubtedly important in facilitating the program and supporting students, it appears that they do not directly influence the academic achievements of the students. this finding underscores the examination of other factors that may contribute to academic outcomes within the program, such as teaching methods, curriculum design, student engagement strategies, or external factors like socio-economic background or individual student characteristics. one potential explanation for the absence of a direct correlation could be that the impact of the coordinator and adviser roles is contingent upon various contextual factors, such as the quality of instructional materials, student support systems, and overall program structure. while the coordinator oversees program logistics and resource allocation, and the adviser provides guidance and support to students, the ultimate effect on student achievement may depend on the availability of highquality instructional materials, access to academic support services, and the overall coherence of the program’s curriculum (wasserstein & lazar, 2018) however, with the low p-value of 0.04 in this assessment is associated with the requirements for participation in the program and the enrollment procedure and qualification criteria in relation to achievement rates in the open high school program. these low p-values indicate a significant correlation between these factors and student achievement within the program. this implies that the significance of the correlation suggests that the requirements for participation in the program and the enrollment procedure and qualification criteria have a direct impact on student achievement within the program (blohm, 2018). meeting these requirements and qualifications appears to be associated with higher achievement rates among students enrolled in the program. the findings align with research emphasizing the importance of clear admission criteria and enrollment procedures in supporting student success in educational programs. a study by schneider, beale, and leadbeater (2019) found that well-defined admission criteria and streamlined enrollment processes were associated with improved academic outcomes among students in online learning programs. the participation rate, with an overall p-value of 0.62 indicating no significance, underscores a crucial aspect of the program’s evaluation. this finding suggests that there is not a significant relationship between how the program is implemented and the level of participation among learners who are involved. despite efforts to effectively implement the program, including the goals and objectives, requirements for the participation in the program, enrollment procedure and qualification, roles and responsibilities of the coordinator, adviser and subject teacher. this could indicate that the factors influencing participation are more complex and multifaceted than simply the quality of program pa ge 17 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 161-187, 2024 implementation. external factors such as socio-economic background, family dynamics, community support, and personal motivations may play a significant role in influencing student participation rates (timula, 2022). these factors could overshadow the impact of program implementation on student engagement. however, with a high p-value of 0.89 for both the implementation of the program requirements for participation and enrollment procedure and qualification to the program, the interpretation suggests that these factors are not significantly related to participation in the program. this implies that despite the presence of clear requirements and procedures for enrollment and qualification, they do not strongly influence students’ decisions to participate in the program. the lack of significance in this relationship indicates that other factors beyond the formal requirements and procedures may play a more substantial role in determining participation rates (anat, 2019). furthermore, it is concluded that there is no significant correlation between the participation of the ohsp and the tasks and responsibilities of the subject teacher, as indicated by the low p-value of 0.32. this suggests that although subject teachers have obligations within the program, their participation and actions could not have a significant effect on student engagement rates. subject matter experts are essential in imparting knowledge, offering direction, and organizing educational opportunities, but other variables might have a greater impact on students’ involvement and engagement. this may involve elements like the general framework of the program, the way that lessons are taught, the classroom setting, and the interactions between students and teachers. the absence of relevance in this relationship implies that subject instructors’ duties and responsibilities alone might not be enough to encourage greater engagement. the relationship between the dropout rate, serving as an indicator for school performance, and the implementation of the program yields an overall p-value of 0.25, indicating a lack of significance. this suggests that there is not a statistically significant relationship between how the program is implemented and the dropout rate among students enrolled in the program. hence, with the high p-value of 0.94 interpret as not significantly related to the roles and responsibilities of the subject teacher. this implies that the subject teacher does not hold the same level of influence on student participation within the ohsp as other factors. however, it is important to recognize that while the subject teacher’s role may not have a significant direct impact on participation rates, their instructional quality, support, and engagement with students can still significantly affect student achievement (boyaci, 2019). to address this, professional development opportunities can be provided to subject teachers to enhance their teaching effectiveness, student engagement strategies, and communication skills. additionally, fostering a collaborative and supportive environment among subject teachers, coordinators, and advisers can help ensure cohesive efforts to promote student participation and success. with the low p-value of 0.05 indicating significance, the requirements for participation in the program are closely linked to the drop-out rate, serving as an essential factor in school performance. this suggests that well-defined participation requirements play a crucial role in mitigating dropout rates and fostering student retention. the implication is that when participation requirements are clearly communicated and actively enforced, students are more likely to remain engaged in the program and less inclined to drop out prematurely. to capitalize on this finding, according to andhale (2022) the ohsp should prioritize refining and effectively communicating participation requirements to students, parents, and staff. additionally, providing adequate support and resources to help students meet these requirements can further reduce dropout rates and enhance overall school performance. problem 5. is there significant difference in the respondents’ assessment on the level of implementation of open high school program when grouped according to their characteristics? table 18: comparison on the respondents’ assessment on the implementation of ohsp when grouped according to their characteristics respondents characteristics goals and objectives requirements for participation to the program qualification and procedure for enrollment roles and responsibilities rva lu e pva lu e in t. rva lu e pva lu e in t. rva lu e pva lu e in t. rva lu e pva lu e in t. age 0.72 0.01 s 0.99 0.02 s 0.16 0.70 ns 0.72 0.01 s teaching position 0.91 0.52 ns 0.66 0.23 ns 0.01 0.98 ns 0.91 0.01 s teaching experience 0.71 0.01 s 0.89 0.02 s 0.27 0.64 ns 0.72 0.23 ns highest educational attainment 0.91 0.53 ns 0.9 0.02 s 0.02 0.94 ns 0.86 0.21 ns pa ge 18 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 161-187, 2024 training and seminars 0.72 0.01 s 0.90 0.21 ns 0.13 0.05 s 0.67 0.01 s overall 0.16 0.21 ns 0.88 0.10 ns 0.12 0.66 ns 0.77 0.09 ns legend: significant if p-value < 0.05* alpha level table 18 explains respondents’ characteristics compared to the implementation of the program. the the goals and objectives overall p-value of 0.21 indicates not significantly related to the characteristics of the implementers. this implies that the characteristics of the implementers, do not significantly influence their perception of the goals and objectives of the open high school program. in other words, regardless of their individual attributes, implementers generally hold similar views regarding the goals and objectives of the program. this lack of significant relationship between implementer characteristics and their perception of the program’s goals and objectives suggests that the mission and aims are broadly understood and accepted across diverse implementer demographics. it indicates a level of consistency in how implementers interpret the overarching purpose and intended outcomes of the program, regardless of their personal backgrounds or professional experiences as explained by timula (2022). however, the high p-value of 0.53, indicates not significantly related to the respondents’ characteristics with regard to the highest educational attainment. this implies that the level of education or degrees obtained by the respondents does not impact how they view the goals and objectives of the open high school program. in other words, whether someone has a bachelor’s degree, or a postgraduate qualification, their understanding of the goals and objectives remains the same. the fact that there is no significant connection between the respondents’ highest educational attainment and their perception of the program’s goals and objectives suggests that the mission of the program is clear and easily understood by individuals with various educational backgrounds. this indicates that the goals and objectives of the program are effectively communicated and interpreted similarly by implementers regardless of their educational accomplishments (anat, 2019). furthermore, with the low p-value of 0.01 indicates significantly related to the characteristics of the implementers about age, teaching experience and training/seminar attended in ohsp. this implies that a low p-value of 0.01 shows that certain traits of implementers really matter when it comes to how well they understand and support the program’s mission. older implementers, those with lots of teaching experience, and people who have taken part in specific training for the program tend to have a better grasp of what the program aims to achieve compared to others with different backgrounds. the data shows in the implementation when it comes to the requirements of the participation to the program with an overall p-value of 0.10 indicates not significantly related to the respondents’ characteristics. this implies that the requirements for participation does not require the necessary characteristics for the program to function. by not linking participation criteria to specific individual traits, the program has the potential to attract a wider range of implementers with varied perspectives and backgrounds, enriching the program with diversity. this inclusivity could enhance the program’s flexibility and ability to meet the diverse needs of students (huang, 2021). with the high p-value of 0.23 indicates not significantly related to the respondents’ characteristics such as teaching position and the implementation when it comes to the participation of the program. this implies that the individuals in various teaching positions are equally likely to take part in implementing the program, regardless of their specific roles within the school. the absence of a notable link between teaching positions and program involvement indicates that the program is structured to engage educators across different responsibilities and roles within the school community. this inclusivity could encourage teamwork and a shared sense of responsibility for implementing the program among teachers, administrators, and other staff members (andika, 2022) with a low p-value of 0.02 indicates significant in terms of age, teaching experience and highest educational attainment to the requirements for the participation to the program. this implies that the a low p-value of 0.02 indicates a strong statistical significance, suggesting that these characteristics significantly influence respondents’ ability or willingness to meet the requirements for participation. older respondents, those with more teaching experience, and those with higher levels of education are more likely to adhere to the program’s participation criteria compared to respondents with different characteristics. this significant relationship highlights the importance of considering age, teaching experience, and educational attainment when designing and implementing participation requirements for the program (mason, 2018). tailoring program expectations and support mechanisms to align with the diverse backgrounds and experiences of educators can enhance engagement and ensure that participants are equipped to effectively contribute to the program’s objectives. the overall p-value of 0.66, pertaining to the relationship between enrollment procedure and qualification and respondents’ characteristics, implies that there is no statistically significant association between these characteristics and the implementation of the open high school program. in simpler terms, the personal attributes of the respondents do not seem to influence factors like the enrollment procedures and qualifications required pa ge 18 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 161-187, 2024 for participation in the program. this suggests that the program’s eligibility requirements and enrollment processes adhere to standardized procedures rather than being tailored to specific demographic groups or professional backgrounds. although this lack of significance implies that the enrollment procedures and qualifications are impartial and accessible to a diverse range of individuals, it is crucial to ensure that these processes remain transparent and fair for all potential participants. by clearly communicating the requirements and providing supportive mechanisms for navigating the enrollment process, it can be ensured that individuals from various backgrounds have equal opportunities to take part in the program (ayubu, 2022). the high p-value of 0.98 found in table 18, concerning the correlation between enrollment procedures and qualifications and the teaching positions of respondents, indicates that there is no significant link between these aspects in the execution of the open high school program. to put it simply, an individual’s teaching role within the school hierarchy, whether they are a classroom teacher, subject teacher, or program coordinator does not seem to impact the enrollment procedures or qualifications needed to participate in the program. the absence of a noteworthy association between teaching position and enrollment procedures indicates that the enrollment criteria are designed to be fair and accessible to educators across various roles and responsibilities within the school community. this inclusivity promotes equal opportunities for participation, ensuring that individuals from different teaching positions can engage with the program on an equal basis (llego, 2019). a low p-value of 0.05 , show a significant correlation between enrollment procedures and qualifications and the attendance of training/seminars in the open high school program, suggests a notable link between these aspects. put simply, the requirements and qualifications needed to participate in the program are influenced by the training or seminars attended by the respondents. with an overall p-value of 0.09 indicating non-significance in table 18 concerning roles and responsibilities in relation to respondents’ characteristics, it suggests that there is no significant relationship between these factors. in simpler terms, the roles and responsibilities assigned to respondents within the open high school program do not appear to be significantly influenced by their individual characteristics such as age, gender, educational background, or years of teaching experience. this finding implies that the distribution of roles and responsibilities among respondents is likely based on factors other than their personal demographics. factors such as organizational structure, administrative decisions, and the specific needs of the program may play a more substantial role in determining the allocation of roles and responsibilities. overall, this lack of significance suggests that the approach to assigning roles and responsibilities is relatively impartial and based on criteria other than individual characteristics, promoting fairness and equity in program implementation. however, ongoing support and training initiatives may still be necessary to ensure that all respondents are adequately prepared to fulfill their roles and responsibilities within the program (tentama, 2019). the high p-value of 0.23 indicates that there is no significant difference in the roles and responsibilities as the implementation and the teaching experience as the respondents’ characteristics to the program. this implies that the program’s approach to allocating duties is consistent across educators with different levels of teaching experience. in essence, while teaching experience may not dictate roles and responsibilities, prioritizing training and support for all educators can significantly contribute to the program’s success by ensuring that participants are well-prepared and equipped to fulfill their duties effectively within the program framework (riese, 2019). the low p-value of 0.01, as presented in table 18, indicates a statistically significant relationship between age, teaching position, training/seminar attendance in the open high school program, and the distribution of roles and responsibilities. this suggests that these factors play a noteworthy role in determining the association between them (roberts, 2020). problem 6. based on the findings of the study, what school development plan on the implementation of ohsp can be designed? table 19: three-year open high school program implementation plan year 1 areas of concern specific objectives strategies/ activities time frame person involved source of fund estimated budget expected output diagnostic assessment targeted intervention strategies to determine the reasons behind low achievement rates by consulting with teachers, students, parents, and the community. diagnostic assessment: a comprehensive analysis will be conducted to ascertain the underlying causes that contribute to the lower achievement rate. input will be gathered from various stakeholders, including teachers, students, parents, and community stakeholders, including teachers, students, during school year break q1, 2 and 3 school administrator, school registrar, guidance counselor, ohsp coordinator, class advisers and subject teachers d iv isi on m o o e ph p 10 ,0 00 school’s intervention of ohsp implementation plan pa ge 18 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 161-187, 2024 monitoring and evaluation framework to. analyze data to pinpoint weak spots and develop focused plans to tackle them. to provide training for teachers on effective teaching methods that align with program objectives. to establish a monitoring system to track progress regularly and adjust as necessary. to utilize data analysis to identify trends and areas requiring further attention, guiding continuous improvement efforts. parents, and community members, through surveys, interviews, and focus groups. academic performance data will be analyzed to pinpoint specific areas of weakness and potential interventions. targeted intervention strategies: targeted intervention programs will be developed to address the identified challenges in achieving program objectives. academic support initiatives such as tutoring programs, peer mentoring, and individualized learning plans will be implemented for struggling students. professional development opportunities will be provided for teachers, focusing on effective instructional strategies, differentiated instruction, and assessment techniques that align with program goals. monitoring and evaluation framework: a robust monitoring and evaluation framework will be established to track progress in improving the achievement rate. regular assessments and progress monitoring tools will be implemented to measure the effectiveness of intervention strategies. data analytics will be utilized to identify trends, patterns, and areas that require further intervention. pa ge 18 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 161-187, 2024 year 2 refinement and expansion of interventions: to refine and expand successful intervention strategies based on year 1 feedback to better support student needs. introduce innovative teaching methods like project-based learning to increase student engagement and achievement. strengthen data analysis skills to make betterinformed decisions. implement early warning systems to identify struggling students and provide timely support. build partnerships with parents and local organizations to support student success. strategy: build partnerships with parents and local organizations identify key stakeholders, including parents, community organizations, and local businesses, for potential partnerships. host meetings or events to establish relationships and discuss collaboration opportunities. develop formal partnership agreements outlining roles, responsibilities, and expectations. create online platforms or discussion groups for ongoing communication and collaboration among stakeholders. collaborate with external partners for additional resources activity: develop joint initiatives, projects, or grant proposals to secure additional resources and support for students. during school year break inset lac school administrator, school registrar, guidance counselor, ohsp coordinator, class advisers and subject teachers sc ho ol m o o e ph p 10 ,0 00 improvement in student achievement, demonstrated by increased academic performance and achievement levels among students. pa ge 18 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 161-187, 2024 year 3 sustainability and ization: institutionalization: foster long-term sustainability by integrating effective intervention strategies and best practices into the school’s curriculum, policies, and practices, emphasizing continuous improvement in achievement. professional learning communities: form plcs: organize teachers into collaborative groups. regular meetings: hold frequent meetings to discuss student progress and share best practices. collaborative planning: work together to plan lessons and develop intervention strategies. peer observation: allow teachers to observe each other’s classes and give feedback. reflective practice: encourage selfassessment and goal setting. capacity building workshops: offer workshops to improve teaching skills. incentive programs: reward contributions to student achievement and plc success. during school year break school administrator, school registrar, guidance counselor, ohsp coordinator, class advisers and subject teachers sc ho ol m o o e ph p 30 ,0 00 improved teacher collaboration, enhanced teaching practices, and increased student achievement through effective use of professional learning communities (plcs). conclusions based on the results and discussions presented, the following conclusions are drawn: there is a strong correlation between the effectiveness of subject teacher as the implementer and the successful implementation of the requirements for participation in the academic program. this underlines the pivotal role that these teachers assume not only in executing the program but also in furnishing invaluable assistance to the students. moreover, the remarkably high levels of engagement observed in the open high school program regarding the participation rate, despite the substantial obstacles posed by the educational crisis, serve as a testament to its efficacy in fostering student engagement. this further emphasizes the program’s capacity to provide accessible educational opportunities and meet the diverse educational needs of students through a variety of pedagogical strategies. recommendations based on conclusions of the study, the following recommendations are hereby provided: 1. for the teacher in-charge in the program to prioritize comprehensive training programs to improve the implementation of the open high school program and effectively address its goals and objectives. 2. to the program implementer, there is a clear necessity for enhancing the execution and communication of the program’s goals and objectives. by taking this step, they can align the program with learners’ expectations, leading to improved outcomes and achievements for the learners. 3. the school heads are encouraged to use the program implementation plan to improve the goals and objectives of the open high school. 4. for the school division of bukidnon, the adoption of the school program implementation plan could be a 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(2018) determinant of academic performance of undergraduate students: in the cause of arba minch university chamo campus. j educ pract. 2018; 8(10), 155–66. pa ge 1 pa ge 37 american journal of arts and human science (ajahs) anarchy, militancy, transactional sex and homo sacer in samar yazbek’s the crossing: my journey to the shattered heart of syria amar bahadur sherma1* volume 2 issue 4, year 2023 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v2i4.2234 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: october 28, 2023 accepted: november 30, 2023 published: december 04, 2023 this paper delves into the complex dynamics of the syrian civil war, scrutinizing how totalitarianism catalyzes uprisings that lead to a multitude of consequences, including the displacement of innocent populations, the emergence of bare life conditions, the rise of militancy, and the prevalence of dissensus. the study also explores the ethical responsibility framework proposed by emmanuel levinas, particularly focusing on his works “cities of refuge” and “totality and infinity,” which underscores the importance of responding to the call of the other. the author offers a multifaceted analysis of samar yazbek’s experiences in syria, where she consistently places herself at great risk to aid fellow citizens, establish educational institutions, and empower widows. this first-hand account illustrates the dire circumstances faced by internally displaced persons (idps) due to the oppressive rule of bashar al-assad, exposing the stark reality of their struggle for basic human needs, such as food, water, shelter, and healthcare. finally, the article proposes potential solutions to the ongoing crisis, emphasizing the need for a political solution, international cooperation, and an expansion of the concept of “unconditional hospitality” as advocated by derrida. the paper highlights the critical importance of acknowledging the rights and dignity of idps and refugees and offers a comprehensive analysis of the syrian conflict through various theoretical lenses, including hannah arendt’s concept of “bare life” and the potential for a political resolution. this study ultimately contributes to a deeper understanding of the syrian civil war and its impact on the lives of those directly affected by the conflict. keywords anarchy, homo sacer, transactional sex, exploitation, displacement, and funding 1 department of english, university of texas at arlington, 1225 w michell arlington, texas 76019, 414 carlisle hall, united states * corresponding author’s email: amarsherma@gmail.com introduction the recent outbreak of war between hamas and israel has called for scholarship on war, trauma, refugees, migration, homelessness, human rights, and many more issues. such academic discussions are perceived to lend constructive political frameworks to policymakers, stressing the importance of war-related scholarly works. according to mcloughlin et al. (2017) and yazbek (2013), war profoundly influences the act of writing and the essence of a writer’s identity. it suggests that during times of crises, occupation, war, and civil conflict, writers, like other members of society, find themselves taking and should be taking on various roles and missions in response to the new realities imposed upon their communities. postcolonial psychoanalysis and trauma theories have predominantly focused on understanding how war and political conflicts affect an individual’s sense of self and identity, particularly in the way these effects are represented in literature (ward, 2015). in this context, wang (2015) argues literature often serves as a means of expressing the trauma of war. life-writing, including testimonial narratives and accounts of bearing witness, offers firsthand, arguably authentic perspectives on the physical and emotional repercussions of political and military conflicts. literature on war plays a crucial role in recording history, exploring human experiences, fostering empathy, questioning norms, and promoting peace. it provides a platform for artists to express themselves creatively and for readers to engage with complex, profound narratives. it serves as a testament to the enduring impact of war on individuals and societies, offering insights and lessons that can shape our understanding of the past and our aspirations for the future. furthermore, it serves as a valuable framework for comprehending the consequences and enduring legacies of colonial and neocolonial struggles for selfdetermination, dignity, and social justice (mcloughlin et al., 2017). the arab world is presented as a complex contemporary arena for political and military conflicts. it has been marked by various colonial endeavors, civil wars, international interventions, and complex, ongoing consequences. additionally, the region still contends with the lingering effects of colonialism and the legacy of independence movements (ward, 2015). in this context, the contemporary arab literary landscape has witnessed a surge in the production of diverse life-writing sub-genres throughout north africa and the middle east. these literary works depict the state of these nations as regions in flux and offer arguably authentic depictions of both individual and collective experiences within politically charged contexts. incorporating the ideas that have emanated from the scholarship above, in this paper, i argue that the syrian civil war, known as a proxy war, demonstrates how totalitarianism triggers an uprising resulting in internally displaced people, bare life, militancy, and dissensus; and i further argue, secondly, even in the case of emergency pa ge 38 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 37-45, 2023 how the core idea of ethical responsibility is derived from levinas’ “cities of refuge” and “totality and infinity”. in levinas’ hospitality, one can exist if he or she responds to the call of the other. in such a response, one is hardly worried about his/her own life. resisting her personal urge to have a deep affection for her people and birthplace, yazbek aims to help her fellow citizens by way of constructing schools and equipping widows with income-based skills. she routinely meets with rebels to talk about civil society, putting herself at risk to risk “the other” out of danger. the underlying structure of this paper may be seen in its three-part argument. i will first sketch out the historical context of “the syrian civil war,” mostly the part that depicts the factors that led to the uprising; secondly, i will flesh out the problems faced by internally displaced people (idp) in syria due to the tyrannical rule and dictatorship of bashar al-assad, and in conjunction with that, in the last or final section, i will endeavor to offer some possible and feasible solutions to the status quo in syria. the overall effect that is tried to achieve in this paper is to dismantle some of the subversive analysis of yazbek’s novel the crossing: my journey to the shattered heart of syria and add some new dimensions by way of examining it through some theoretical lenses for its rereading, to contribute to the overall oeuvre of yazbek’s the crossing scholarship. literature review the novel is comprised of three levels to narration. the first level just follows the sequential structure of the novel which is determined by samar’s three crossings to the northern region of syria, starting with her first arrival in the summer of 2012, and ending with her last in the same season of 2013. the second level is started by yazbek’s being the storyteller of the story. “through her eyes and skin, we discover the pain, despair, and hope experiences” (the crossing, 2022). and, finally, the last level is that of history: the progress of the syrian revolution. the syrian civil war, which broke out in 2011, is an ongoing, armed conflict of multiple groups in syria. in other words, it is a war fought between the ba’athist syrian arab republic directed by president bashar al-assad, along with local and foreign allies, and several domestic and foreign forces that are opposed to both the syrian government and each other in differing combinations. the war has led to civilian displacement and refugee exodus. “several human rights organizations have called the syrian civil war the worst humanitarian crisis of the 21st century” (syrian civil war, 2020). the novel cannot be mistaken for a book on how syria has been plagued by the civil war but it appeals to readers to view it through literary lenses. hussey (n.d.) opines that the crossing: my journey to the shattered heart of syria is not simply reportage or political analysis. it bears comparison with george orwell’s homage to catalonia as a work of literature. yazbek is a superb narrator who knows how to pace her text, craft dialogue, and convey a universal sense of grief; this is how she crosses the line from journalism to high literary art. any readers can be traumatized by reading about the harrowing experiences that countless displaced people in syria have been undergoing for years. the crossing is not a book you “enjoy”– it is far too profoundly horrifying, and yet from the very opening sentences” (khalaf, 2018). as of 215, in four years, it was estimated that 230,000 people had died in the conflict. this book is an eloquent, gripping, and harrowing account of the country’s decline into barbarism by an incredibly brave syrian. (andrews, 2015). the book does not entail data and figures much but appeals to readers’ hearts through yazbek’s account of three of her trips back into her country as the civil war raged. each time she must sneak back illegally in and out of syria. the bulk of her time in syria is spent in the town of saraqeb, though she ventures into other areas as well (philo, 2016). brave writer and journalist yazbek recounts her trips back to the ruins of northern syria in 2012 and 2013 to set up small women’s projects. along the way, she bears witness to indiscriminate barrel bombing by the regime but also to the mutation of a once-peaceful revolt into a monstrous jihadi assault whose aims are repugnant and unrecognizable to secular activists such as her. yazbek complains “the only victor in syria is death: no one talks of anything else. everything is relative and open to doubt; the only certainty is that death will triumph” (khalaf, 2015). yazbek has tried to strike a balance between the details of physical harm to citizens and the psychological effect of war on them. yazbek’s choice to unveil the collective stories behind the revolution is primarily an attempt to reclaim the agency stripped by the war. traumatic experiences entail “the annihilation of subjectivity” (ward, 2015) that makes individuals feel dehumanized, objectified, and unable to act or react. it is this sense of subjectivity that yazbek attempts to regain by resisting the aftereffects of her traumatic symptoms. sometimes, the loss of subjectivity among displaced people is overshadowed by the vivid description of horrifying physical damage in war-stricken vicinities and their narratives. methodology this paper primarily will employ qualitative methodology by utilizing textual analysis of the novel and other supplementary materials like journals, book reviews, unhcr documents, websites, etc. that relate to internal displacement, particularly in the novel, refugee rights, shortcomings of unhcr documents, sexual and gender-based violence against girls or women, gender stereotypes, effects of such violence, possible solutions to these problems. wilson & sharples (2015) reveal that qualitative research methodology is concerned with the way of understanding meaning. qualitative researchers are intrigued by the way people make sense of their world and how they interpret different events. patton (1987) argues that qualitative data provide depth and detail through direct quotations and careful descriptions pa ge 39 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 37-45, 2023 of program situations, events, people, interactions, and observed behaviors. besides, the researcher uses his arguments and knowledge to develop this paper fully and substantiate the central claim. overall, the paper is qualitative. bashar al-assad’s rise to power in 2000 when bashar al-assad was declared president and called for reforms in politics earlier, but he ultimately emulated his father’s authoritarian form of government, misusing syria’s powerful military and security services to dismiss political disagreement. it is said that he did not democratize the country but made his suppression less severe. long-suppressed internal conflict caused the outbreak of the syrian civil war in 2011. drought, unemployment, the wave of arab spring , the division between sunni and alawite elite, corruption and violent reaction to the peaceful demonstration gave rise to syria’s civil war in 2011. “before the revolution, there were already weapons kicking around in the palestinian alraml district. there were drug dealers, extreme poverty, and unemployment” (yazbek, 2015, p. 91). although there was a peaceful protest movement calling for liberty, fairness, lawfulness, and democracy, “the regime stamped out the protests with great brutality, by means of arrests and massacres – and by stoking confessional conflict. as a result, the revolution became militarized” (gosch, 2022). maysara, one of the voluntary bodyguards of yazbek, “had started out campaigning peacefully against the assad regime but had later taken up arms” (yazbek, 2015, p. 10). an old man told yazbek that “[they] didn’t do a thing. [they] just asked for a few rights” (yazbek, 2015, p. 33), but there was military intervention from assad. free syrian army members said “[a]ll [they] are doing is defending [themselves]. [they] are not attacking them” (yazbek, 2015, p. 30). they had to be armed in self-defense. there are numerous groups equipped with arms involved in the syrian civil war. president bashar al-assad leads the syrian arab army (saa). he has been reported to have received foreign support from russian and iranian governments. insurgent forces that partook actively in the war include the southern front, and the kurdishdominant syrian democratic forces. these armed groups have been backed up by western powers like the united states and germany. moreover, regional support comes from other islamic fellow nations: jordan, turkey, israel, and saudi arabia. islamist militant organizations such as isis also stand against the assad regime; however, they have clashed with mainstream protesters. thanks to god, turkey has been a host to a substantial number of syrian refugees, establishing itself as one of the countries with the largest refugee populations globally. as of september 2021, turkey had officially registered more than 3.5 million syrian refugees through the united nations high commissioner for refugees (unhcr). it’s important to note that this figure excludes unregistered refugees, and it remains challenging to precisely determine the exact number of unregistered individuals due to their uncertain legal status and the risk of deportation they face. the influx of syrian refugees into turkey began shortly after the onset of the syrian civil war in 2011. however, the largest waves of refugees arrived in 2015 and 2016. during this period, northern and central syria saw the syrian regime, backed by the russian air force and iranian-funded militias, retake control of the largest rebel-held cities. the table below mirrors the major political action that took place over the decade. almost every human rights organization has called the syrian civil war the deadliest humanitarian crisis of the 21st century. “tens of thousands of syrians have lost their lives and an estimated 9.5 million have fled their table 1. timeline for refugee waves and related political events dates major political events march 2011 the syrian civil war begins. may 2011 the first syrian refugees flee to turkey. march 2012 the first refugee camp opens in jordan, near the syrian border. june 2012 the eu adopts a special measure amounting to 23 million euros. march 2013 the syrian refugee total reaches 1 million, with turkey, lebanon, jordan, iraq, and egypt. june 2014 unhcr releases a new report saying that europe is shouldering a small part of the syrian refugee problem. july 2015 official u.n. figures show more than 4 million syrian refugees in total. march 2016 the eu-turkey deal is signed. turkey is to receive $ 6.5 billion to improve the humanitarian situation. july 2016 the european parliament and commission approve a proposal to permanently increase the funding and scope of frontex. dec 2019 – jan 2020 violence in northwest syria displaces more than 500,000 children. february 2022 turkey’s deputy interior minister says applications for temporary and international protection will not be accepted in 16 provinces. june 2022 the eu gives turkey another $ 3.6 billion to aid refugees. pa ge 40 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 37-45, 2023 homes since the war started in march 2011. three million syrians have now fled the country, mostly to neighboring countries lebanon, jordan and turkey while another 6.5 million have been internally displaced within syria” (rehman, 2020, p. 50). there are “2.5 million children, displaced within syria, the biggest internally displaced population in the world. the pace of displacement remains relentless” (internally displaced people, 2022). internally displaced persons (idps) are not the likes of refugees. draper (2021) quotes the guiding principles on internal displacement, internally displaced persons are persons or groups of persons who have been forced or obliged to flee or to leave their homes or places of habitual residence, in particular because of or in order to avoid the effects of armed conflict, situations of generalized violence, violations of human rights or natural or human-made disasters, and who have not crossed an internationally recognized state border. (2). “by 2014 a significant number of people had been killed and these included army (62,800), rebels (42,700), civilians (54,000), and 3000 from unknown nationalities. (rehman, 2020, p. 77) at the outset of the summer of 2012, yazbek makes many secret and risky visits to syria. passing through a small hole in the fence with the turkish border, her “feet sank into the soil and the barbs mauled” her back and “crawled across the line of separation between the two countries” (yazbek, 2015, p. 10). however, she succeeds in getting into what can be called “liberated syria. ”also, she describes how syrian women with incredible courage help their husbands keep fighting the assad regime. syrian women are not part of militancy; however, they make a lot of contributions behind the scenes by transporting medicine, coordinating actions, videotaping operations, and defying bombardments by way of walking their children to school through the rubble. totalitarianism triggers many dire consequences. because of the absolute power of assad, there is a clash between the assad army and the free syrian army initially. it compels or forces citizens to flee their country or take an illegal route that is full of obstacles and life-threatening situations. yazbek, as an exile in france, enters her motherland through a barbed border, but “[t]he barbed wire lacerated” (yazbek, 2015, p. 10) her back. she trembled uncontrollably at that moment. “unlike the flow of syrian refugees abroad, which has been reduced after neighboring countries closed land borders in front of refuges, the number of idps within the country continues to increase” (haid, 2022). for them, safe access to healthy food, clean water, strong shelter, medical care, and other fundamental needs is a daily struggle. to make the situation worse by totalitarianism, “[t]he use of siege warfare and the restrictions imposed by the syrian regime on humanitarian agencies, limiting their access to areas controlled by opposition groups, have led to the starvation and nutrition deficits.” yazbek is haunted by questions like “[c]offee was a commodity rarely to be found; would they even find any tea or sugar? would there be any water to wash their faces in the morning? was one meal going to be enough to feed several mouths? would any of them reach the end of their natural lifespan?” (p. 51). even their right to have basic rights is snatched by the state. once they are “deprived of their human rights”, they become “rightless” (arendt, 1976, p. 267) within their own country. she adds there is no culture of working together for the sake of civil society. “that’s why regional disputes and rivalries between blocks and groups erupt. it’s a direct consequence of totalitarianism” (p. 40). “the situation isn’t as it seems to you. oum fadi said [t]he people aren’t united! there’s a growing hatred between them now” (p. 76). the disintegration of society does not help in the free movement of idps and humanitarian corridors. it is imperative to ease the problem of humanitarian channel and protect people from dying of hunger and treatable health problems. “the plight of the internally displaced has been well documented over the past decade. but there is still debate over whether they should be recognized as a special category of persons for humanitarian purposes” (unhcr, 2022, p. 155). the reason is as “internally displaced persons reside within the borders of their own countries and in most cases under the jurisdiction of their own governments, primary responsibility for them rests with their national authorities” (p. 156) even if the government itself is responsible for internal displacement. this pending decision has been a major hindrance to timely support and assistance in syria. “a large percentage of idps live in makeshift camps and scattered informal settlements where security risks are rampant. syrian idps face a higher risk of being abducted at checkpoints, while displaced women and children also face discrimination, sexual and gender-based violence, and child labor recruitment” (haid, 2022). idps were under the compulsion to take shelter in “the building [which] appeared to be submerged in total darkness, just like the surrounding villages, but inside the occasional dim light bulb hung from the ceiling, as the school was now a shelter for displaced families” (yazbek, 2015, p. 67). oum fadi said, “this poultry barn has been sheltering us for a year” (p. 76). living in such an unhygienic condition can worsen their health. the situation of camps in syria is poorly managed. when yazbek and her companions drove along with the swarms of displaced people carrying their belongings and standing under the glare of the sun. although the camp had a large generator, it was not large enough and there was no electricity at night. while there was a huge water tank, there were no services. all around she “saw was deep poverty, emaciated bodies, threadbare scraps of clothing. groups of children played barefoot under the blazing sun” (p. 48). especially children are deprived of their rights. there are no education campaigns for children at all. the scene is different. “children [are] running about between the cars, hawking their wares. aged between five and fifteen, the children [seem] to be selling just about everything you could think of: gas lighters, bread, sunglasses, cold juice, fizzy drinks, coffee pa ge 41 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 37-45, 2023 and tea” (p. 42). if citizen subjects are not happy with the status quo, “the enunciation of the subsequent rights will become a call to action: ‘it is right to revolt’” (balibar, 2017, p. 37) or “the political dissensus ” (ranciere, 2004, p. 306). furthermore, the “logic of dissensus consists in the demonstration of a certain impropriety which disrupts the identity and reveals the gap between poeisis and aesthesis ” (ranciere, 2004, p. 2). contrarily, “the regime bombed us [syrian protestors], and executed nine of our [their] children right in front of everyone” (yazbek, 2015, p. 17). theoretical framework the assad regime reduced them to the subjected subject. in fact, syrian citizens were treated as “homo sacer”. she tells others that they are “trapped rats and that bashar al-assad is killing us [them] just for a laugh” (agamben, 1998, p. 52). it is “the sovereign decision, which suspends law in the state of exception and thus implicates bare life within it” (p. 53). even they were not qualified for their individual death rituals. there were mass graves. regardless of their varying cultures, individual rites could not be performed. any armed person could kill any civilians without any fault. a victim woman said that the syrian army “killed [their]children and robbed [their] homes, but why did they need to open [her] wardrobe and throw [her] dresses out in the courtyard” (yazbek, 2015, p. 17). there has been a state of anarchy and chaos. “chaos was rampant and abductions of foreign journalists were also on the increase, either for ransom or to prevent them publishing the truth about what was going on” (p. 63). arendt describes in her essay how skepticism, cynicism and hatred prevailed everywhere. “hatred, certainly not lacking in the pre-war world, began to play a central role in public affairs everywhere,” (arendt, 1976, p. 268). “all the same, the only victor in syria is death: no one talks of anything else. everything is open to doubt; the only certainty is that death will triumph” (yazbek, 2015, p.12). even people’s right to know about their death has been taken away. they cannot predict when, why and how they are going to be killed, which is a clear indication of the rightless situation and reduction of their existence to nothingness or null. indeed, the concept of “sovereign biopower” aims to protect and give life to individuals based on their humanity. however, this power, which is essentially control over life, fails to grant life. instead, it asserts its authority by using threats and taking innocent lives. samuel explains why nation-states desire the continuation of camps, which “is designed to make durable a state that is initially conceived as temporary—the suspension of constitutional procedures in the face of a situation of ‘exception’” (arendt, 2015, p. 9). these camps, as hannah arendt describes them, create a situation where “anything is possible.” throughout history, the value of “bare life” has become increasingly politicized. in ancient greece, societies were class-conscious and operated under their own ideologies to ensure the reproduction of life. this hierarchical structure classified some individuals as superior and granted them privileges, allowing them to exert control over the biological life of others in the name of bios. this hierarchy demonstrates that “biological life” is systematically controlled. in the context of nationstates, displaced people, refugees, and asylum seekers have their natural and political lives dominated by the state, which enforces different sets of laws for subjects and citizens. unlike citizens, refugees are subjected to laws that lack the principles of equality and justice. in other words, “citizens” and “refugees” are treated as if they are from different planets and the earth is not their “common home.” harrowing experience of women and girls in syria, women are treated as puppets, and they are subordinated which contrasts with aristotle’s belief that man is by nature a political animal. political discussion is important for a person’s growth and development. here, women were like slaves “whom aristotle therefore did not count among human beings” (arendt, 1976, p. 297). in fact, before the war and the presence of isis (also known as islamic state or isil) and other militant groups, uncovered women in syria were normally seen outside (yazbek, 2015), but time has changed. neither the assad regime nor other armed groups provide women with political access. she continues “[i]t had been difficult to be female in a conservative society that did not allow women to rebel against its laws” (p. 10). women are suffering a lot at the hands of assad as well as other syrian men. amongst the idps, women and children suffer the most. on the one hand, women want to look after their children, and on the other hand, they want to stay where their husbands are fighting the assad army, risking their lives. as refugees, women in syria bear the responsibility of providing the main source of income for their families. without the support and protection of their communities, they feel vulnerable. however, this shift has also resulted in increased female autonomy and empowerment. increasing numbers of women are taking on jobs, starting small businesses, and forming cooperatives, such as soapmaking. women also make up a significant portion of the agricultural and factory workforce in some parts of syria. despite these advancements, there are still limitations on the types of jobs women are encouraged to pursue, with teaching, healthcare, and craftwork being seen as more “appropriate” for their gender. women also face barriers to leadership positions and receive unequal pay and benefits. in a southern province of syria, female-headed households had significantly lower monthly incomes compared to male-headed households. women’s health, including physical, mental, and reproductive health, is often overlooked in refugee camps at the cost of basic needs of food, shelter, and clothing. conducting surveys on sexual harassment incidents and sexual health is challenging due to the stigma around discussing these topics in syrian society. as a result, pa ge 42 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 37-45, 2023 women have limited access to basic healthcare, sanitary napkins, contraception, and maternal care. birth rates and infant mortality rates are high, and women face barriers such as cost, distance, lack of transportation, fear, and shame. therefore, it can be argued that providing food or other basic things cannot outweigh the inexpressible sufferings women refugees are undergoing. freedman confidently shares that many of the women refugees she spoke with recounted their stories of “violence they had experienced at the hands of smugglers, including sexual violence and also the pressure to exchange sexual relations in return for the price of their passage when they did not have enough cash to pay for this journey” (freedman, 2016, p. 4). “women and girls travelling alone are particularly vulnerable. survival sex is often the only option to access food for themselves and their children. support by non-governmental organizations (ngos) is not always guaranteed” (davaki, 2021, p. 20). in particular, women and girls who travel alone are vulnerable, often resorting to “transactional sex” or “survival sex” (pittaway, n.d., p. 2) as a means to obtain food for themselves and their children. they know it and are concerned about this form of abuse. nevertheless, they are required to submit themselves to the situation. and it is not understandable on men’s end. why can’t men refrain themselves from ill-treating refugee women? how can they often turn a blind eye to another fellow human’s plight? are men heartless? is the idea of sex so overwhelming? are men sadists by nature? do men need a psychotherapy or strict action? why can’t anybody put an end to this ongoing inhumane conduct? foundation for political solutions in my opinion, a single solution is not enough to stop the ongoing syrian civil war. a political solution to the syrian conflict is an ideal option. there are several ways through which politics could be a possible one to the syrian war. a negotiated deal may be possible if two conditions are fulfilled duly. firstly, both the regime and the most significant elements of the opposition would have to perceive the battlefield situation as a hopeless impediment. “every major outside player-the us, other western states, saudi arabia, turkey, russia, and iran and others-would also have to come to the conclusionsagain simultaneously” (rehman, 2020, p. 79). as assad has a good rapport and inclination towards russia, negotiations should urge the russian government to play a mediator’s role, offering it an open role in guiding a transitional process. russia should not be labeled as an obstacle to negotiations but more as a channel of dialogue with opposing forces around assad. mediators should encourage the opposition to enter a political process without the precondition of assad’s departure, though assures can be given that this remains the ultimate goal in order to incentives them to accept talks to restore peace in syria. (rehman, 2020). other way-out is european nations, us or arab states must immediately boost the supplies of non-lethal aid to opposing forces to demoralize assad in syria. this project should emphasize medical supplies and communications equipment. the latter will be particularly important in helping the opposition to network and unite from within the country. continuous pressures need to be exerted on the assad regime and its supporters to a greater degree. more sanctions should be imposed on the regime’s financial base and its supporters intensively. likewise, the united nations as a team has to impose as many sanctions on syria to coerce it into complying with article 13 of the universal declaration of human rights “(1) everyone has the right to freedom of movement and residence within the borders of each state. (2) everyone has the right to leave any country, including his own, and to return to his country” (p. 28). apart from these, more provisions, and rules regarding direct intervention in a particular territory for humanitarian corridors for not only refugees but also internally displaced persons must be included in different un documents. during a state of emergency, citizens should be more sympathetic, empathetic, and welcoming. regardless of nationality, gender, caste, religion, or political affiliation, more people must break down any sort of blockade to rescue them or protect them. most of the townspeople had knocked down the ‘walls’ between their homes, turning these into thoroughfares (yazbek, 2015). exactly like the “fall of the berlin wall”, “when east german authorities began to allow citizens from the east to cross the border freely on november 9, 1989, it was like heaven on earth (stephenson, 2022). the idea of the border should be avoided. during a civil war, if citizens are allowed to flee to safer places, there will be fewer casualties. respecting the most basic principles and values of liberty and democracy, neighboring countries of syria must not agree to the fact that it is only possible to open borders between states that are socioeconomically equal. the basic examples of this are the schengen space with the european union (zapata-barrero, 2013), india and nepal, the u.s. and canada. the idea of open border is already underway. another way to pressurize the assad regime is to be hospitable and take ethical responsibility to help the victims “the face of the other.” most syrian people are hospitable. they help people unconditionally. every syrian has to be guided by the principle of levinas’ ethical obligation and welcome idps even if their life is in peril. “hospitality becomes the very name of what opens itself to the face, or, more precisely, of what “welcomes” it. the face always lends itself to a welcome” (derrida, 1999, p. 21). yazbek’s team “would pass through these strangers’ homes, jump out of windows or climb down ladders to street level, then slip through the courtyard carrying [their] shoes” (yazbek, 2015, p. 12). “before the face [he does] not simply remain there contemplating it, [he responds] to it” (levinas, 1985, p. 88). levinas adds the other faces me and puts me in question and obliges me. we cannot ignore someone’s plight. (levinas, 1969). all syrian people must rise above their religious sects, factions, political beliefs, stereotypes, etc. and feel obliged pa ge 43 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 37-45, 2023 to help “the other” (displaced people). “abu khaled used his body to conceal [yazbek], acting like a protective shield from bullets” (yazbek, 2015, p. 77). syrians should realize that one cannot exist without helping the needy. let us see what the townspeople did and continue doing for hospitality in syria. mohammed told yazbek that they needed to “check the shelter near saraqeb market that we were planning to turn into a women’s center. the shelter wasn’t in an ideal location, but the space was available, and the townspeople had offered to let us use it for free, so it was a good start” (p. 60). such generosity and unconditional hospitality among people can heal the wound of displaced people. derrida’s proposal of “unconditional hospitality” can be appropriate to grapple with the syrian war. many civilians could not cross the border in time. as a result, either they had to be killed or be internally displaced within syria. in this case, derrida sounds justifiable as he says hospitality or a right to hospitality must be at the core of cities of refuge. he wants to ask “new cities of refuge to reorient the politics of the state . . . transform and reform the modalities of membership” (p. 4) so that they can unconditionally host or provide refugees, stateless people, asylum seekers with hospitality without asking them to agree with terms and conditions or imposing restrictions on them. according to him, such cities of refuse must retain their ancient sovereignty of greek poleis. many cities in europe and america have officially pledged to offer some form of sanctuary to refugees and stateless people. it is not perfect; however, it keeps us thinking of room for improvement and going further. if there were some sanctuary cities in syria, many people would not flee the country and live in abject poverty or live a pathetic life in their motherland. results and discussions many turkish people have selfishly benefited from the rush of capital flowing in from syria. they rent out their shops and homes, hike their prices and see a doubling in sales. they take advantage of syrian refugees’ situations. (yazbek, 2015). neighboring countries should come forward with a helping hand rather than take advantage of the situation of refugees. it is against humanity. the solutions discussed above are based on individual theoretical lenses. the most reliable and leading organization, the un, must play the most instrumental role in curbing the frequency of bombing, or mass killing in syria. the decision of the united nations to assign responsibilities to agencies/departments has the caliber to restore peace and bring smiles back to the innocent faces of internally displaced persons in syria. “unhcr’s role in the new division of labor is pivotal because it is focused on protection, the biggest gap in the system. indeed, unhcr is at a critical juncture in its 55-year history, having agreed to substantially expand its role to encompass the internally displaced” (unhcr, 2015, p. 175). the international community can help homeless and displaced people resettle and bring their lives to normalcy by providing them with some funding to rebuild their houses, schools, etc. this is going to be a long journey, but it is reality and urgency. the recent deportations indicate that syrians sent to turkey are facing a growing risk of being sent back to syria against their will. if turkey proceeds with mass deportations as proposed by kılıçdaroğlu, it will disrupt the eu-turkey agreement. so far, the eu seems to have overlooked the relatively small number of forced deportations, but if turkey escalates the policy and sends millions of syrians back to unsafe conditions, the eu will have to acknowledge the crisis and will lose a reliable partner in managing the refugee influx into its member states. to prevent this potential crisis, the european commission should warn turkey that it could lose its designation as a safe third country under article 38 of the eu asylum procedures directive. continued refoulment will also put eu refugee aid funding at risk, as it is contingent on turkey’s commitment to hosting refugees in safe and humane conditions. the european union should emphasize the importance of protecting the human rights of refugees in turkey through its bilateral relationship. in addition to publicly calling on the turkish government to halt deportations and human rights abuses against syrian refugees, the european commission should collaborate with unhcr to establish a third-party monitoring system. this system can determine whether syrians leaving turkey are doing so voluntarily or if they are being forcibly deported. the eu should offer turkey a longer-term framework for hosting syrian refugees, as the possibility of safe repatriation soon is diminishing. currently, eu payments to turkey are sporadic and do not reflect the actual financial challenges of hosting the largest registered refugee population in the world. to discourage turkey from resorting to unilateral deportations, both parties should agree on an annual funding commitment accompanied by third-party monitoring and an end to forced repatriation. the united states should exert public and private pressure on turkey to prevent forced and coerced repatriation of syrian refugees who do not feel safe returning to their home country. the upcoming edition of the state department’s annual human rights report in 2022 is an important tool to convey to turkey that the issue is being closely monitored. the 2021 report briefly mentioned “some cases” of turkish refoulement of refugees, but the 2022 report presents an opportunity to emphasize that this problem has worsened over the past year. the united states must make it clear that its funding for the syrian refugee crisis comes with expectations regarding the treatment of refugees by recipient countries. as the largest donor to the crisis in turkey and the region, the u.s. donated $239 million to turkey in 2022, giving it significant financial leverage to ensure that host countries fulfill their human rights obligations in exchange for funding. with only 39% of the u.n.’s 2022 funding appeal for the regional crisis being met, declining annual support is pushing turkey and neighboring countries to consider unilateral solutions. the united states should reverse its pa ge 44 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 37-45, 2023 trend of reducing funding for the crisis and demand a commitment from local governments to uphold basic human rights standards for refugees. additionally, the u.s. could use its funding as leverage to discourage turkey from normalizing relations with syria. besides the pressure, the us is expected to seek more opportunities to show ankara that it has no problem in becoming a partner in meeting this challenge, on the condition that turkey abides by human rights standards wholeheartedly. the united states has already volunteered $185 million in relief funding following the earthquake in turkey and syria, and it should consider donating additional funds for reconstructing hard-hit cities in southern turkey through a reliable humanitarian channel (hickson & wilder, 2020), as they are the places where accommodations are likely to be formed as a new excuse for the repatriation of syrian refugees. while both the u.s. and turkey cannot fully address the underlying issues that pose risks for refugees returning to syria, it is important for president biden or the white house to actively seek out ways to alleviate these problems. this will demonstrate to ankara the seriousness of the united states in assisting refugees to safely return to syria in the future. in recent years, the humanitarian funding for the syrian crisis has decreased, leading to heightened food insecurity within the country. to address this, the white house is urged to explore opportunities to enhance its own contributions and encourage other donors to follow its path. aside from institutional efforts and strategies, on the personal level researchers and writers might contribute to curbing the impact of wars. discouraging wars in the world demands a multifaceted approach, and researchers and writers can be instrumental in this endeavor. education and awareness efforts should shed light on the devastating consequences of conflict, emphasizing the human, economic, and environmental toll. they should also spotlight successful conflict resolution models and advocate for peaceful dialogue and compromise. addressing root causes, such as human rights violations and social injustice, should be a central theme in their work, urging governments to prioritize diplomacy and international cooperation over military intervention. promoting disarmament, early conflict prevention, and people-to-people diplomacy are essential facets. responsible journalism and the crafting of positive narratives that emphasize the benefits of peace are vital. advocacy, support for peacebuilding initiatives, adherence to international law, and accountability for its violations are all critical components of the collective effort to discourage wars and promote a more peaceful world. conclusion the analysis of literature in the context of conflict, as seen in yazbek’s the crossing: my journey to the shattered heart of syria, elucidates the profound impact of war on individuals and societies, and the ethical responsibilities that arise in times of crisis. being the most intelligent being on earth, we must be ready to risk our lives to save other people because nothing can transcend the religion of humanity, empathy, and unity. the paper urges everyone to contribute to criminalize such horrific wars. the syrian civil war, as a case study of a proxy conflict, underscores the devastating consequences of totalitarianism, internal displacement, and the urgent need for ethical responses, as guided by levinas’ philosophy. by delving into the historical factors that led to the uprising and addressing the challenges faced by internally displaced people in syria, this paper contributes to a deeper understanding of the multifaceted narratives and complex realities of war and conflict. it emphasizes the crucial role of literature in providing insights, fostering empathy, and offering potential suggestions or solutions to the ongoing challenges in the arab world and beyond, emphasizing the enduring relevance of war-related scholarly works. acknowledgement the writer would like to thank dr. shital dahal green, an adjunct professor at pokhara university, nepal, for guiding him, providing articles, and sharing his deep insights into refugee and migration theories. similarly, he would like to express his sincere gratitude to the university of texas figure 1. funding requested for syrian refugees and funding received (source: unhcr) pa ge 45 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 37-45, 2023 at arlington family for their encouragement to engage in academic discourse. references agamben, g. (1998). homo sacer: sovereign power and bare life. stanford up. andrews, b. (2015). review: the crossing-my journey to the shattered heart of syria, by samar yazbek. the irish times, https://www.irishtimes.com/culture/books/ review-the-crossing-my-journey-to-the-shattered-heartof-syria-by-samar-yazbek-1.2303223. arendt, h. (1976). the decline of nation-state: end of rights of man. the origin of totalitarianism. harcourt brace & company, 267-302. balibar, e. (2017). “citizen subject.” citizen subject: foundations for philosophical anthropology, translated by james b. swenson, fordham up, 19-39. cheurfa, h. (2017). “from physicality into nothingness.” civil war, trauma, and identity in samar yazbek’s testimonies of the syrian revolution. dakam’s interdiciplineary studies meeting, september 2017, conference proceedings. the crossing. (2015). raya: agency for arabic literature. https://www.rayaagency.org/clients/yazbek-samar/ the-crossing/. davaki, dr. k. (2021). the traumas endured by refugee women. european union. https://rm.coe.int/ipolstu-2021-691875-en-1-/1680a23902. derrida, j. (1999). adieu to emmanuel levinas. translated by pascale-anne brault and michael naas, stanford up. draper, j. (2021). justice and internal displacement. political studies, 1-18. https://doi.org/10.1177/00323 217211007641. freedman, j. (2016). sexual and gender-based violence against refugee women: a hidden aspect of the refugee ‘crisis’. reproductive health matters, 1-9. https:// doi.org/10.1016/j.rhm.2016.05.003. gosch, r. (2015). the crossing: my journey to the shattered heart of syria. qantara.de. https://en.qantara.de/content/ an-interview-with-syrian-author-samar-yazbek-thecrossing-my-journey-to-the-shattered-heart. heid, h. (2016). internally displaced syrians facing new challenges. heinrich boll stiftung. https://lb.boell. org/en/2016/06/22/internally-displaced-syriansfacing-new-challenges#:~:text=a%20large%20 percentage%20of%20idps,violence%2c%20and%20 child%20labor%20recruitment. hickson, a., & wilder, c. (2023). protecting syrian refugees in turkey from forced repatriation. new lines institute. https://newlinesinstitute.org/displacementand-migration/protecting-syrian-refugees-in-turkeyfrom-forced-repatriation/#:~:text=syrians%20 and%20other%20refugees%20from,province%20 where%20they%20are%20registered. hussey, a. (n.d.) samar yazbek: ‘syria has been hung, drawn and quartered.’ the guardian. https://www. theguardian.com/world/2015/jun/28/samar-yazbeksyria-the-crossing-interview. khalaf, n. et al. (2018). the crossing: my journey to the shattered heart of syria. global literatures in library initiative. https://glli-us.org/2018/02/03/the-crossing-myjourney-to-the-shattered-heart-of-syria/. khalf, r. (2015). the crossing, by samar yazbek. financial times. https://www.ft.com/content/f1dde746-2a0a11e5-8613-e7aedbb7bdb7. levinas, e. (1985). ethics and infinity. translated by richard a. cohen, duquesne up. . (1969). totality and infinity. translated by alphonso lingis, duquesne up. mcloughlin k., feigel, l., & martin, n. (eds.). (2017). writing war, writing lives. routledge. patton, m. q. (1987). how to use qualitative methods in evaluation. sage publications. philo. (2016). the crossing, by samar yazbek. philo on books. https://philoonbooks.wordpress. com/2016/12/18/the-crossing-by-samar-yazbek/. pittaway, e. (n.d.). making mainstreaming a reality – gender and the unhcr policy on refugee protection and solutions in urban areas. centre for refugee research, 1-56. https://www.unhcr.org/4b0bb83f9.pdf. ranciere, j. (2004). who is the subject of the rights of man? the south atlantic quarterly, 297-310. rehman, a. ur. (2020). syrian civil war & struggle for survival of assad regime: and its impacts on wider middle east. lap lambert academic publishing. samuel, w. (2012). bare life and life in general. grey room 46, 7-24. https://doi.org/10.1162/grey_a_00058. stephenson, h. (2019). the fall of the berlin wall ‘was like heaven on earth’. tuftsnow. https://now.tufts. edu/articles/fall-berlin-wall-was-heaven-earth. syrian civil war. (2020). encyclopedia britannica. https:// www.britannica.com/event/syrian-civil-war. unhcr. (2022). internally displaced people. https:// www.unhcr.org/sy/internally-displaced-people. unhcr. (2021). internally displaced persons, 153-200. https://www.unhcr.org/4444afce0.pdf. united nations. universal declaration human rights. (2015). universal declaration human rights. https:// www.un.org/en/udhrbook/pdf/udhr_booklet_en_ web.pdf. vasari, l. o., & wang, i. c. (2015). introduction to life writing and trauma. clcweb: comparative literature and culture, 17(13). ward, a. (ed.). (2015). postcolonial traumas: memory, narrative, resistance. uk: palgrave macmillan. wilson, j. r., & sharples, s. (eds). (2015). evaluation of human work (4th ed.). taylor and francis group. yazbek, s. (2015). the crossing: my journey to the shattered heart of syria. random house. . (2013). introduction . in; l. al-zubaidi and m. cassel, (eds). writing revolution: voices from tunis to damascus. london: i.b. tauris. zapata-barrero, r. (2013). utopian theory and migration without borders. international journal of social science studies, 1(1), 173-183. https://doi.org/10.11114/ijsss. vlil.57. pa ge 1 indexed in pa ge 93 american journal of arts and human science (ajahs) road mapping towards a successful school-based management system jay ar i. laranang1* volume 1 issue 2, year 2022 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v1i2.442 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: july 30, 2022 accepted: august 09, 2022 published: august 12, 2022 this study described the experiences and determined the process and practices of schools with advanced levels in the implementation of school-based management (sbm )in dinalungan and casiguran district in the division of aurora philippines. the researcher employed the qualitative descriptive method of research where sixteen participants were interviewed, consisting of school heads, teacher coordinators, and community linkages such as the gpta president and barangay captain in the same division. thematic analysis and document analysis were utilized in generating the emerged five (5) themes, namely, 1. planning of school-based management, 2. strategizing and implementing sbm, 3. struggling the rough roads, 4. transforming leadership, and 5. achieving excellence at the end of the rocky road. furthermore, survey participants discussed the school practices they employed to achieve the advanced level. insights were also presented for the future growth of sbm implementation. the findings revealed that an excellent school’s management would have a significant impact on the quality of instruction provided to the students, the development of schools’ head leadership, the pedagogical skills of teachers, and its vital relationship to the community stakeholders. based on the findings of this study and the emerged themes, the researcher has drawn the best practices and offered the 5i’s model, which can be utilized to achieve goals that ensure the long-term viability of school-based management. this will be useful for managing programs and projects that benefit both the schools and students by improving the existing practices, implementing the school-based leadership, and maintaining advanced levels in sbm. keywords advanced level, experiences in implementation of sbm, schoolbased management system, school-best practices in sbm, strategies in implementation of sbm, 5i’s model 1 mariano d. marquez memorial national high school, simbahan, dinalungan, aurora, philippines. * corresponding author’s e-mail: jayar.laranang@deped.gov.ph, jayarlaranang03@gmail.com introduction school-based management delegates decision-making power to motivate the school (abulencia, 2012). with this approach, more participation is gained from the stakeholders like the parents, the students, the teachers, alumni, school heads, local officials, and other concern groups (moradi, hussin, and barzegar, 2012; algones, 2019) explained, “school-based management has the added benefit of catering not only to the educational system but also to the location of the school.” due to sbm, the school stakeholders were the drivers in creating the results. it proves teachers’ confidence and encourages headship among school stakeholders. it also allows engagement between and among the stakeholders, especially when deciding the best for the school. furthermore, the approach of school-based management aims to advance the school educational system. it intends to support deped in attaining its mission, vision, and goals. additionally, it identifies the school principal’s strengths and flaws, laying the groundwork for future improvement and affecting the school head’s performance (pepito and acinar, 2019). the department of education initiatives are aimed at continual improvement in education. during school-based management implementation, school heads have a big role in adequately implementing the programs in school-based management. therefore, every school principal must possess good qualities, strong leadership skills, and effective styles that can encourage and stimulate teachers, parents, stakeholders, and students to flourish in their dedication and relationship as a leader (aba-a, 2010). furthermore, the validation team of the division of aurora assessed the implementation of school-based management in the s.y. 2020-2021. in the dinalungan district, only three public schools, both elementary and secondary, have reached the advanced level of implementation of school-based management. in contrast, in the casiguran district, only six schools have reached the advanced level of implementation of schoolbased management out of 18 schools, both elementary and secondary. these are alarming figures as few schools were following the standard in implementing programs and projects that will help improve the education system in said district. as a result, the researcher gathered pertinent information on sbm implementation for future leaders and devised solutions to mitigate the improvement of management implementation in sbm. this study aimed to provide information on the experiences of school heads and other stakeholders in the implementation of school-based management, as well as what best practices are being used to achieve advanced levels as a foundation for other schools to improve their implementation of school-based management. this research served as the foundation for developing a model for the long-term sustainability of the advanced level, as well as for improving the implementation of schoolbased management and school development. literature review this section presents and reviews published and unpublished studies and literature related to school best practices in the implementation of school-based management, both locally and internationally. the review https://doi.org/10.54536/ajahs.v1i2.442 https://journals.e-palli.com/home/index.php/ajahs mailto:jayar.laranang@deped.gov.ph mailto:jayarlaranang03@gmail.com pa ge 94 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 93-122, 2022 looked at a variety of research findings and viewpoints on school leaders, as well as their impact on the implementation of school-based management. school-based management in the late 70s, it started to occupy the policy agenda and has shades of meaning (lindber & vanyushyn, 2013). like how north america began its instructional leadership, the spread of school-based management procedures became similar to the implementation in other countries. however, it became complicated because approaches seemed to differ from others, and there is some clarification to make. (lindber & vanyushyn, 2013). on the other hand, difficulty in carrying out the roles of pedagogical leaders emerged when reports say schoolbased management increases the workloads of principals and managers (lindberg, 2013; lindberg & vanyushyn, 2013). “one strategy to advance the management of the educational system is through school-based management. it is the mechanism by which power authority and resources are assigned from the central offices and field offices to different schools” (prabhakar and rao, 2011; algones, 2019). consequently, school-based management delegates the power of decision-making to motivate the school (abulencia, 2012; algones, 2019). with this approach, more participation is gained from the stakeholders like the parents, the students, the teachers, alumni, school heads, local officials, and other concern groups (moradi, hussin, and barzegar, 2012; algones, 2019) explained, “school-based management has the added benefit of catering not only to the educational system but also to the location of the school.” due to sbm, the school stakeholders were the drivers in creating the results. it proves teachers’ confidence and encourages headship among school stakeholders. it also allows engagement between and among the stakeholders, especially when deciding the school’s best four. furthermore, it is also a comprehensive concept in crafting programs in schools to decide on where to pool the resources. school the main goal of the transfer of power from the central offices to the school is to expand the efficiency and adeptness of the education system by providing the school with authority, community involvement, and answers to create decisions (di gropello, 2006; algones, 2019). however, some problems are also encountered, like the few attendees during conferences conducted for the pta, which proves small operation from the parents. their nominal participation rate and the dip in need for schools for more classrooms and the school facilities (abulencia, 2012; algones, 2019). the approach of sbm aims to advance the school educational system. it intends to support deped in attaining its mission, vision, and goals. with sbm, the school heads can objectively assess whether they are doing their job, as mentioned in ra9155. sbm also evaluates the strategies. it identifies the school principal’s strengths and flaws, laying the groundwork for future improvement. it certainly affects the school head’s performance. by implementing sbm, school heads have a clear goal in their minds (pepito and acibar,2019). decentralization of power at the school level is a global trend and is implemented to improve the participation of students, their parents, the teachers, school heads, local officials, the community, ngos, and other stakeholders. it is none recognized as sbm. it is an approach to give school independence, decision-making power, and accountability (bandur, 2012; isa et al., 2020). school-based management is also acknowledged as sitebased management and site-based decision making. it can also be referred to as school-based decision-making and shared decision-making (bandur, 2012; world bank, 2013; isa et al., 2020). school-based management aids as a new model in the educational organization of power between the government and the school as a body are able to make the center of its own decisions (arar & nasra, 2018; bandur, 2017; tansiri & bong, 2018; isa et al. 2020). one way to measure the school’s level of decision-making in our education system is by measuring the scope of its autonomy to decide solely with regard to its education program, its staff, and the planning of strategies (alyami & floyd, 2019; isa et al. 2020). therefore, school-based management can be demarcated as the school head’s ability to exercise his or her power in making decisions about school matters. the school’s management includes the organization body, curriculum management, cocurricular, students’ welfare, staff involvement between the body and themselves, teachers’ engagement with students and their parents, and community linkages. according to abulencia (2012), “sbm entices many education managers and experts because it produces a variety of good outcomes, including improved student academic achievement and increased parental and community participation in their children’s education. as a result, the centralized and bureaucratic education system is dismantled and replaced with a decentralized management structure”. dimensions of the school-based management (sbm) school-based management (sbm) is emphasized so that school authorities can swiftly address their local needs. it tries to draw community cooperation to ensure applicability plans used in the school (lapus, 2008; bangka s. k. et al., 2016). in an article on school-based management, sbm will focus its efforts on strengthening the department of education’s support system for school-based management through improving educational planning and management. “this has objectives such as a) to strengthen the support system of the department of education, regional offices, selected divisions, and schools for school-based management through improving educational planning and management; and b) to develop a functional management support system for continuing school improvement at regional, division and school levels.” “the school-based management components comprise of six sub-components: 1) policy http://https://journals.e-palli.com/home/index.php/ajahs pa ge 95 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 93-122, 2022 philippines aims to help students reach their full potential by instilling a love for their country, instilling correct values, and developing skills and academic competency, all of which are important aspects of nation-building (cutillon, 2021). according to binghay (2017), the curriculum meets the developmental needs of all sorts of students in the school. the curriculum caters to the demands of all types of students in the classroom. curriculum learning systems based on the community’s contexts and ambitions are cocreated and refined throughout time. to ensure that our children’s learning, learning programs, and facilities shared by the school, home, and community are “more equipped with essential knowledge and values to assume responsibility and accountability for their learning, learning programs, and facilities shared by the school, home, and community” (conchita, 2019). furthermore, according to flake (2017), effective curriculum and instruction require the expertise of skilled and experienced instructors. understanding teaching as both an art and science helps educators teach more effectively by giving them a different perspective on various teaching methods. accountability and continuous improvement community stakeholders have clearly defined and agreed upon the duties and responsibilities of the accountable person(s) and collective entities. goals are recognized based on a performance accountability framework that was designed collectively; problems are solved using the proper channels of authority. the community-owned accountability system is constantly improved to guarantee that management structures and procedures respond to the community’s evolving learning needs and desires (parang high school, 2017). according to guntherodt (2020), “the communityowned accountability system is constantly improved to guarantee that management structures and procedures respond to the community’s evolving learning needs and demands.” continuous school improvement is a cyclical process that helps groups of individuals in a system, ranging from a class to a school district or even a network of many districts, define goals, identify strategies to improve, and evaluate change. management resources according to perez and lumaad (2021), the level of sbm in terms of resource management did not significantly correlate with educational management styles, which means that all educational management styles are within the 0.05 significance level; thus, “there was no significant relationship between educational management styles and resource management level of practice.” the findings revealed that the level of sb practice in terms of resource management is not primarily determined by the management style used by a school head. cutillon (2021) agreed that efficient and successful development of resource management is a critical key and planning system; 2) participatory mechanism in education governance; 3) human resource development of educational management; 4) quality assurance and accountability system; 5) program to improve access, and 6) unified information system”. the assessment tool of the revised school-based management (sbm) is directed by the principles of access (a child and communitycentered education system): first, leadership and governance steer the education system to materialize its vision, mission, and goals, making it responsive and relevant to the context of diverse environments. second, the needs of the community and its learners were the basis of curriculum and instruction systems. they are developed and continuously improved by the school community. third, accountability and continuous improvement mean having a clear, transparent, comprehensive, and responsive accountability system, cooperatively developed by the school community, monitors performance, and acts appropriately on gaps and gains. lastly, resource management is collectively organized, judiciously used, and mobilized with transparency, effectiveness, and efficiency to support targeted education outcomes. along these four dimensions of an access school system, the sbm practice will progress within the context of “differentiated practice” as created and affected by the variations in the typology of schools, leadership quality and characteristics, resources of the community, diversity of learners, and extent and depth of community involvement (deped order no. 73, s. 2012). leadership and governance leadership and governance refer to a network of leaders who offer the vision and direction for the educational system, ensuring that it is relevant and receptive to the requirements of varied populations. school leaders design a development plan in collaboration with the school’s stakeholders. furthermore, the leadership network allows communication between and among community leaders in order to make effective choices and solve school-wide learning difficulties (datu lipus, 2020). in addition, ismail (2020) stated, “leadership has an enormous influence on the outcome of an organization, from employee engagement to customer satisfaction, found that 83% of enterprises believe it is important to develop leaders at all levels of the company.” as stated in principle 1 of sbm, a network of leadership and governance directs the educational system in achieving its shared vision, mission, and goals, allowing it to be responsive and relevant to the context of many surroundings (president corazon aquino national high school, 2021). curriculum and instructions curriculum and instruction ensure that the organization’s primary focus is on providing a relevant, responsive, and effective basic education curriculum supported by all other strands and offices. basic education in the http://https://journals.e-palli.com/home/index.php/ajahs pa ge 96 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 93-122, 2022 outcome area of sbm. financial resources, physical facility inventory, human talents, available student services, and information technology are all examples of school resources. with sbm concepts and activities, increased stakeholder participation, improved processes, and more effective delivery of quality, equitable, culture-based, and liberating education are all possible. instructional leaders, facilitators, and community stakeholders undertake resource inventories on a regular basis as a basis for resource allocation and mobilization. in order to involve stakeholders and facilitate the “implementation of community education plans, accessible and inclusive planning and resource programming” is commonly mentioned. a resource management system designed by the community is in place, directing stakeholders’ acceptable behaviors to ensure that resources are managed wisely, appropriately, and successfully. (conception integrated school, 2020). the roles of school principals in the implementation of school-based management yicemap (2019) discussed, “the implementation of sbm needs effective leadership capabilities.” the efficacy of the principal’s part in implementing sbm include the aspect, namely ten the possible utilization of new or revised instructional resources like curriculum materials or technologies, 2) the possible usage of new teaching approach like new strategies or activities, 3) and the possible changes of beliefs like pedagogical assumptions and theories beneath certain policies or programs. brooks et al. (2019) said, “the principal wields the highest authority in the school because he /she is accountable for all school events.” “the principal is responsible for increasing educational quality and promoting the academic and social success of all students, particularly those who have been marginalized because of their ethnicity, race, ability, language, gender, religion, or socioeconomic position,” he added. thus, “the principal is a key player in this domain by molding the school environment, motivating, encouraging, and supporting continuous learning in school members” (li, hallinger, & ko, 2016). school leaders exhibit their strength, instructional leadership, and idealistic management for maintainable school improvement. wang (2016) stated, “they play the central role of crafting and complying with ideas, creating a culture of trust and support, and monitoring studentfriendly learning.” “principals model the virtue of wisdom and knowledge in building long-term goals for their schools and developing schools for the next generation” (eisenschmidt et al., 2019). “school leadership for inclusion also includes making difficult decisions. it is an intricate and composite course of action that needs conscious targeted efforts, advocacy, and a significant way of leadership. in order to strengthen inclusive practices, support and recognition from all stakeholders are needed to achieve the common goals” (carter & abawi, 2018). bruggencate, luyten, scheerens, and sleegers (2012) linked the school leader and student outcomes. this study strengthened the belief that leadership is most effective when leaders consider the followers as members and the context or situation of the school. bruggencate et al. identify “mediated” impacts to describe what other researchers had called indirect; this study recommends that leadership affected results at multiple levels: school level, teacher level, and student level. allen et al. (2015) explained, “reaffirmed the idea that principal leadership had an indirect effect on the student learning process, as evidenced by school climate, principal-teacher trust, and principals who demonstrated the need for teachers and students to be successful.” the latest evidence of principal leadership that impacts student outcomes is found in the work of day, gu, and sammons (2016). the three researchers looked into the impact of transformational and instructional principal leadership and how practitioners might improve outcomes in their buildings. in strengthening much of the previous work, day et al. concluded that effective school heads were motivated by common values based on morals and ethics. these leaders were respected and trusted by their members and parents and toiled to build trust and relationships persistently. finally, principal leaders are most efficient when they build the leadership capacities of their staff. according to peterson, “the function of school leaders has altered over time,” waller (2016) reported. instead of just being a manager, the school leaders are now held accountable for student performance. every school has a culture that affects students’ achievement and improvement. schools with strong and positive cultures have service-oriented staff members. it also nurtures a friendly environment where members celebrate each other’s success. it encourages a network of supportive social and professional development and advocates humor. justification of the study the present study has a similarity with the reviewed literature and studies. however, it is distinct and different. the difference is that the study’s participants are school heads, sbm coordinators and stakeholders from public secondary schools with an advanced level of practice in school-based management in the dinalungan and casiguran districts, filipino school heads, teachers, and community linkages who may have different cultural, environmental, and educational perspectives than the other study respondents. the importance of proper implementation of school-based management will lead to the school’s outstanding performance. the researcher consistently gives it attention because it is regarded as the main subject, significant for the nation’s improvement. however, the decline in the quality of the school-based management implementation of public secondary schools is very alarming. there are no such studies conducted during the school year 2021-2022 with the respondents above and school; hence, no duplication will be done. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 97 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 93-122, 2022 statement of the problem this study determined the road mapping towards a successful school-based management system in dinalungan and casiguran district in the division of aurora philippines. 1. how may the school heads and other stakeholders describe their experiences in implementing school-based management? 2. what were the identified best practices of the schools with advance level of sbm from the emerged themes of the study? 3. what sbm model may be proposed for the sustainability of their level? methodology research design the researcher used a qualitative descriptive research method for this is the most appropriate means of describing and exploring the school best practices of schools with an advanced level in school-based management. this study utilized the descriptive qualitative research design. the study provided a detailed and thorough description of the experiences of the participants based on schoolbased management.the researcher also used document analysis to analyze the schools’ profiles. research locale schools with the advanced level of school-based management in the dinalungan and casiguran aurora districts in philippines were utilized in this study. in dinalungan district, onw school has the advance level and that was mariano d. marquez memorial national high school, and there were three schools in casiguran district, these were: casiguran national high school, dibacong national high school, and tinib-calacuasan integrated school. the participants of the study consisted of school heads managing the advanced level of school-based management, the teacher coordinator, and the community linkages such as the pta president, a representative of table 1: participating schools and distribution of participants participating school sbm score number of participants tinib-calangcuasan integrated school 2.5 4 casiguran national high school 2.62 4 dibacong national high school 2.53 4 mariano d. marquez memorial national high school 2.60 4 total 16 legend: numerical rating descriptive rating 0.5 1.49 developing 1.5 – 2.49 maturing 2.5 – 3 advanced level the alumni association of the school, and the town mayor or the barangay captain within the locality of the study. sampling procedure the researcher utilized purposive sampling to purposely select the 16 participants of the study. the school principal, school-based management coordinators, president of the general parent-teacher association, and barangay captains are among them. each group consisted of four members participants’ inclusion criteria: the following inclusion criteria will be used to select the participants: (1) school heads of secondary schools managing the advanced level of school-based management in school year 2020-2021, (2) the teacher-coordinator of the sbm, (3) the president or any of the officers of the parentteacher association (pta), (4) any government official of barangay and lgu representative who actively participates and contributes to the schools’ development programs. scope and delimitation this study was focused on the best practices of schools with advanced levels of school-based management and will be excluded from other types. the participants in this study were confined to school heads, teacher coordinators, pta officers, and lgu representatives from dinalungan and casiguran districts who have advanced levels of school-based management from the previous school year, 2020-2021. finally, in order to comply with ethical guidelines, information acquired from individuals who opt to withdraw during in-depth interviews was not included in this study.the findings were utilized to draw the best practices in the implementation of smb and develop a model to encourage other schools to improve their school-based management implementation. research instrument for this study, the interview guide was utilized by the researcher. after drafting the set of questions by the researcher, his rater and advisers checked the questions thoroughly and sought the approval of the panel for validation.it was administered through a combination of virtual and face-to-face in-depth interviews. virtual in-depth interview was conducted in a school with a strong internet connection, such as casiguran national high school because this school’s geographic profile was located at the barangay esteves casiguran aurora, where the main cell site was located. at the same time, faceto-face, in-depth interviews were conducted at mariano d. marquez memorial national high, dibacong national high school, and tinib-calanguasan integrated school due to weak internet connections. safety protocol during http://https://journals.e-palli.com/home/index.php/ajahs pa ge 98 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 93-122, 2022 was utilized to analyze data, and the common themes of their experiences as they have gone through the implementation of school-based management practices were interpreted. the third phase was searching for themes initiated when all data were primarily coded and collated, and a list of different codes was developed. the interview statements were then open-coded and developed into themes. reviewing of themes was accomplished in the fourth phase. once a set of themes has been devised, the researcher reviewed the coded data for each theme to determine whether they appear to form a coherent pattern. some themes collapsed with each other, and some themes needed to be broken down into separate themes. in the fifth step, the identified themes were given comprehensive names, and the explanation of the themes was accomplished. the researcher determined what aspect of the data each theme captured. for each theme, a detailed analysis in identifying the story that each theme tells was conducted. themes emerged from the data of telling, describing, and recording their experiences as they have gone through the implementation of sbm practices. the discussion of data was supplemented with the narrative discourses of the participants with its translations. these responses were interpreted through graphic organizers showing the major themes and sub-themes which manifest the commonalities being examined from their responses. the analysis of findings was supported by related literature and studies. results and discussion the findings of the study are presented and discussed in this section. the identified themes were the result of the raters’ and researchers’ meticulous study following a series of reading, re-reading, and brainstorming sessions. these findings were compiled and discussed by the researcher. the school heads and communities journey on the the interviews was followed. each part of the interview comprised an open-ended question that aimed to identify the participants’ knowledge, feelings, and leadership experiences as school implementers of school-based management. the research instrument was composed of three parts. the first part covers the school profile; it includes the enrollment for the past three years, number of personnel and their educational attainment; infrastructure and facilities; schools’ program; students’ services; and community linkages. part two comprised the interview guide questions to ask about the experiences of the participants in the implementation of the school-based management. from the participants’ experiences, the emerged themes were analyzed to determine the best practices of the schools with an advanced level of sbm. the interview was done using bilingual (english and tagalog) in order for the participants to communicate very well of their experiences. management and analysis the researcher made use of the thematic analysis of braun and clarke (2013) in analyzing data for the study. thematic analysis is a method that identifies, analyses, and reports themes within data. the data gathered were analyzed using categorization, open coding, and thematic pattern wherein the researchers sought the common categories among the codes of the participants’ responses. the first phase involved familiarizing data when the researcher gathered the information through an in-depth interview to understand how the school leaders, teachers, and the whole community worked for hand in hand with the school-based management. the interviews were recorded and transcribed the voice recordings as soon as possible to ascertain sufficient data to represent the various dimensions of the phenomenon. the second phase included the coding of data. coding is the process of organizing and labeling the data to identify different themes and relationships between them. open coding figure 1: thematic analysis of braun and clarke (2013) http://https://journals.e-palli.com/home/index.php/ajahs pa ge 99 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 93-122, 2022 figure 2: major themes and sub-themes emerged in the study implementation of school-based management figure 2 shows the major themes and sub-themes had emerged in this study through the gathered conversations and stories from the 16 participants. five sub-themes were developed in major theme 1 stated in figure 2, which is the planning of schoolbased management. the first theme is “leadership empowerment.” sub theme 1: leadership empowerment the school heads and sbm coordinators usually assume empowered leadership roles. school head 4 said, “during the planning and preparation of sbm, we need to call for a meeting with the teachers and stakeholders like the gpta to present our plans and needs to them.” in the same way, sbm coor 4 said, “first, we do have a meeting with parents to get their ideas and achieve the objectives. we need parents’ involvement. gpta 4 agreed by saying, “yes, they involved us in planning. each of us is being asked what we could contribute.” the involvement of stakeholders in the planning and implementation of sbm is important to create plans that can be used to develop a school that caters to the needs of the school population. the involvement of stakeholders in planning is very important to solicit ideas that may be used in crafting programs and projects that focus on the school’s priority needs. through the involvement of stakeholders in planning, an initiative from them may arise depending on their capability to give in terms of physical support, financial support, etc. school-based management is an approach to decentralized power at the school level, which is implemented to improve the participation of students, their parents, the teachers, school heads, local officials, the community, ngos, and other stakeholders. it is the approach to give school independence, decisionmaking power, and accountability. (isa et al., 2020) empowerment of the school’s community can help in the success of the sbm implementation. empowered leadership encourages involvement, and involvement solicits the support of promising programs and accomplishments of big projects. emily (2015) points out that empowering leadership roles should take place to empower community involvement and resource management. a barangay captain affirmed by saying, “i already know their needs based on my observation, and we try to give everything as much as possible.” a coordinator of sbm confirmed by stating that “the stakeholders are giving their one hundred percent support, and they are dedicated to helping the school and the teachers.” empowered leadership can enable 100 percent support from the community, and before the school speaks, the people know how to provide school’s needs. leadership is imperative for accomplishing school organizational goals because leaders make a positive revolution in education by inspiring the school staff to be proactive, take the initiative, and be movers of change. (quin, deris, bischoff, and johnson, 2015) school head 4 said, “we also need to write a school memorandum so that all the teachers will be reminded and guided on their assigned tasks and how they are expected to perform the tasks given. sbm coor 1 further said, “in terms of curriculum, teacher-advisers were reminded to do their part. a quarterly collection of papers should be http://https://journals.e-palli.com/home/index.php/ajahs pa ge 10 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 93-122, 2022 documented. in terms of accountability, there is always a committee of three to provide the needs of teachers.” sbm implementation cannot be accomplished by the school head or the sbm coordinator alone. every teacher must do their part to support sbm implementation, like efficiency in submitting accomplishment reports. dedication from the teachers will produce an effective and more significant contribution to the success of any plan or project. according to meador (2019), support and dedications are important in managing organizations. it provides an organizational environment with a good rapport to do a particular task. furthermore, the school head and sbm coordinator must have leadership skills in order for them to lead the members in sbm implementation. in addition to leadership, they must also have the ability and skills to organize work, designate tasks, monitor planning & implementation and keep track of documentation. although they have designated assignments, they must still oversee the implementation of each program and activity to attain an advanced level in sbm implementation surely. sub-theme 2: planning as a team planning as a team of the sbm includes the school head, sbm coordinator, teachers, gpta officers, parents, lgu, and other external stakeholders. planning can make everybody know about the goals of sbm, and members are informed of their duties and responsibilities. sbm coordinator one said they have a planning team, “aside from the school principal, we have the faculty president, sbm coordinators, child-friendly coordinators, career guidance coordinators. the brgy. captain, gpta, ssg president, and the committee in education. we also disseminate the information/ plan to the parents. we do help each other.” from this response, the planning team does not only include the school’s personnel but all the people, including the barangay captain, gpta, and ssg president. they all join the meeting to identify the needs of the school. in this process, the planning team can contribute to designing programs and activities that can support the development of the school. according to alongnes (2019), “schoolbased management delegates the power of decisionmaking to motivate the school. with this approach, more participation is gained from the stakeholders like parents, the students, alumni, school heads, local officials, and other concern groups.” this group of people was the planning team to have a comprehensive and appropriate program that would provide for the school’s needs. moreover, the involvement of stakeholders in planning for sbm implementation will guarantee the appropriateness of school programs and projects needed to be implemented. investment of the stakeholders during the planning will pave the way for incoming support because they know what concerns are being addressed by the school in sbm implementation. sbm coor two said, “in planning, it needs the participation of gpta officers, brgy. officials, teachers, and school heads also inform them what the needs of the school are, for instance, financial support, etc. they are included when an invitation is coming from the principal; they immediately come.” planning is the first step in sbm implementation. here, projects and activities are crafted to answer or address the needs and issues in the school. but to determine the needs, issues, and concerns in school, the involvement of stakeholders in planning is important. it is because stakeholders like parents and local government in the barangay know the needs of the students on a different level aside from the teachers and school head. their involvement ascertains that the solutions or projects and programs planned in the sbm are authentic and contextualized to cater to the students. according to alonges (2019), “sbm is a comprehensive concept in crafting programs in school on where to decide from the pool of resources of the school.” the main goal of the transfer of power from the central offices to the school is to expand the efficiency and adeptness of the education system by providing the school with authority, community involvement, and answers to create a decision. furthermore, meetings or school conferences are an avenue for teachers and stakeholders to raise their concerns. conducting a meeting on a regular basis is one way to determine how well organized a school organization is. during these meetings, issues and concerns may be raised as well as the solutions to address these problems. meetings also ensure that there is an avenue where school heads, teachers, and stakeholders work on a common goal which is to attain the goals of sbm implementation. the school head three said, “it was exciting because the school governing council (sgc) and gpta were there in the meeting and planning.” and this was backed up by a gpta participant four, saying that they were involved in planning, “each of us is being asked what could we contribute.” the meeting is the process in an organization where the vital information will be delivered to the subordinates and decided from the collated ideas coming from the members. in this process of planning, management has foreseen which projects and programs need to be prioritized for the development of the school. it also implies that the involvement of stakeholders in planning is highly encouraged to develop a plan that provides for the needs of the school. sub-theme 3: maintaining open communication to ensure the involvement of stakeholders and implement the initiative as planned, it would be wise for the school head and sbm implementers to maintain open communication. open communication means having a good relationship among sbm implementers and stakeholders involved wherein they are able to ask queries, ask for help, raise opinions and suggestions, and other things related to sbm implementation. further, maintaining open communication among the staff and members in an educational institution is a constant struggle due to individual differences. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 10 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 93-122, 2022 they must be able to communicate with each other so that the information will be relayed efficiently. sbm implementation is a long process that needs cooperation from everybody. only by having open communication can this sbm implementation run smoothly. school head participant three said, “our relationship becomes stronger, and we work collaboratively. it was exciting!” two participants, coordinators one and two, agree that open communication has been observed in their school. three barangay captains (one, three, and four) agreed that through proper communication, they could easily support, cooperate in school activities and implement the projects for the school development, “as long as there is a good communication between the school and the barangay, it is not hard to implement the programs, “ and “if there is a communication with other people, all things will be possible, and we’ll be able to perform our tasks well. gpta two stated that she was involved through “atag” or for ground improvement” through proper communicating to them the school needs. moreover, gpta three said, “school communication must always be open.” relative to the participants’ experience, having good communication between the school and barangay resulted in easy implementation of school programs. they mentioned that involvement in the implementation of the projects and solicitation for the school’s needs was his contribution to doing the projects and plans possible. they also mentioned that the relationships among implementers of sbm, collaborating actively, and excited feelings will produce an outcome according to the plans. it implies that good communication can lead to the involvement of every participant in sbm with feelings of excitement. it indicates that through communications, participation of stakeholders, and implementers of sbm during the planning, implementation, and evaluation process sbm will become successful and smoothly done with excitement. it also implies that maintaining good communication among participants of sbm will result in better decisions for the programs, plans, and projects, which will aid the current needs of the school. datu lipus (2020) stated that a leadership network allows communication between and among community leaders in order to make effective choices and solve school-wide learning difficulties. a long-term program is in place to meet the needs of school and community leaders in terms of training and development. moreover, according to the participants’ responses, maintaining open communications with internal and external stakeholders was a key strategy for being successful sbm implementers. two sbm coordinators (one and three) said that if the barangay captains were busy, they sent barangay personnel on their behalf; he further said, “good relationship really made a great difference. it made more heads do together for greater cause and accomplishments.” the sbm coor three said, “consistent and proper communication among them and the school.” a gpta participant three said they were not hesitant to speak with the principal because of good communication, and in return, she said, “we respond with the school needs.” and a barangay captain four said, “we do not neglect to communicate with the principal through conversation and meetings to find out the problems and their needs so, are always prepared when they need our assistance.” good communication can help in decision-making. it collects all of the good ideas that could be used to create a unique and effective strategy. the implementation of sbm will be successful as a result of this method. ezekwe et al. (2016) said, “organizations that are able to communicate their vision and mission statement to their employees can do better than those unable to do so.” effective communication has been shown to increase job satisfaction, which leads to increased productivity. it implies that a healthy relationship with stakeholders such as barangay officials is necessary for the implementation of sbm school to be successful. in order for ideas and information to flow freely during conversations, it is critical to have a good relationship during the planning and implementation stages. they will emerge if the atmosphere is friendly and everyone is treated with respect. tasking for the school principal will be simple if he or she has positive relationships with all members. it is consequently critical to establish a positive relationship in order to progress in sbm implementation that can create a better, if not the best, plan for the school’s development. sub-theme 4: making sound decisions school heads are leaders of the school. however, in deciding on the school’s welfare in sbm implementation, the involvement of teachers and stakeholders in decisionmaking is important. it is because the teachers and the stakeholders can both see the needs of the students. decision-making must have a basis to further realize that the problems are being addressed accordingly. captain one said, “if i have some ideas, i give suggestions, and they include my ideas in the planning. the gpta was also involved in decision-making. gpta two said, “they invited me as a representative of the association. the head and the teachers relayed to me the needs of the school. then, we help based on the available pta’s funds, and our decisions as parents to how much we can give were being honored by the school.” gpta three said that they agreed on the project because “they are for the welfare of our children. they were good. we also discussed the projects we wanted to implement in the school, and it went smoothly because they understood quickly. based on the participants’ responses, they were involved in meetings, especially in planning, and the school management solicited ideas from them. presentation to the stakeholders about plans and delivering parents’ decisions are respected and followed. discussion about the projects they want to implement in the school was highly encouraged. with this approach, all school stakeholders’ shared decision plan of action will take place more effectively and efficiently. according to isa et al. (2020), http://https://journals.e-palli.com/home/index.php/ajahs pa ge 10 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 93-122, 2022 school-based management is also acknowledged as sitebased management and site-based decision making. it can also be referred to as school-based decision-making and shared decision-making. school heads, teachers as well as stakeholders must conduct sharing and brainstorming when trying to craft a plan for a program or develop a solution to a problem or concern. sharing ideas opens a lot of opportunities for every member. with sharing and brainstorming, brilliant ideas are born, which are then turned into projects and programs. establishing good rapport among the participants in the implementation of sbm through sharing or brainstorming can provide opportunities where they can create better decisions and plans for the development of school programs and activities. it also indicates that brainstorming can lead to good relationships among the implementers of sbm. in addition, according to hussein (2014), sbm stimulates essentials from the local level with its locally created programs tailored to the school’s specific need for suitable effects, and this will happen when leaders have the ability to brainstorm among their subordinates to get in details to the needs of the school. subtheme 5: working collaboratively school heads, teachers, and stakeholders must work collaboratively in order to achieve the goals of sbm implementation. each member must be able to do their task responsibly in collaboration with others to accomplish each program and project targeted in the sbm planning; working collaboratively plays an important role in implementing initiatives as planned. captain two said that they work hand in hand, “like brigada eskwela and atag, we always got 100% attendance in this school program.” gpta one and barangay captain one said that both of them were helping with the solicitation of funds, “with the involvement of the gpta, school head, and teachers with the willingness of the congressman of aurora.” the participants’ responses revealed that students and parents should cooperate in all school programs and work together on the projects like soliciting what is the need in the school, joining in the planning, and participating in the implementation of activities. in this account, the respondents collaboratively worked in the school during the planning, implementation, and evaluation process of sbm. it implies that stakeholders and school personnel who were working collaboratively were immense support in the success of the school’s planned programs, projects, and activities. school-based management recognizes the expertise of leaders and teachers as key participants and the community as supporters when it comes to school decisions. therefore, sbm is a strategic move to enhance the education system, which gives the school responsibilities and accountability for its welfare. (hussein, 2014) in this manner, recognizing the one’s abilities of implementers in sbm collaboratively will cause an improved result. further, through working collaboratively, leaders were able to disseminate tasks to members so they would not be overloaded by doing all the responsibilities. a good leader must be able to make sure that each member has a task they need to accomplish. sbm coor one said that they also involved their alumni “every time they put up a project, we post it to gc and to the fb page.” evidently, a teacher was tasked to communicate with the alumni since the alumni association is one of the best resources of the school. proper delegation of tasks can help everyone to accomplish greater work to greater heights. school-based management created a school environment where school heads’, teachers,’ students,’ and school stakeholders’ abilities are recognized in the distribution of tasks to do their tasks effectively. (pepito g.c. et al., 2019) teamwork and unity help sbm implementers to work towards the common goal despite differences of opinions and individual differences. with teamwork and unity, collaboration or planning and implementation will be a success. proper coordination of information and excellent cooperation from all members is an offshoot of teamwork and unity. the following polished verbatim transcription of the participants below and the evidence. school head two said, “through home visitation, we can collaborate and properly coordinate with our stakeholders.” gpta four said, “cooperation encourages the parents to help the organization as they have children studying in that school. yes! teamwork and unity can be achieved”. teamwork is the coordinated effort of a group of people to perform a task or attain a common goal in the most efficient and effective manner possible (salas, cooke & rosen, 2008). employee performance is positively influenced by teamwork (khan, & mashikhi, 2017). while working in groups, team members improve their skills, knowledge, and talents (froebel & marchington, 2015). organizations that place a larger emphasis on teams have more productivity, better problem-solving skills, and higher employee job performance. moreover, every member of sbm has their strengths and weaknesses. it is important that everyone learn to ask for help or assistance. tasking is important. leaders are not supposed to do all the tasks. implementers should learn how to ask for help and ask for expert assistance in the field to ensure that the programs and activities delivered to students are of quality and appropriate. this will ensure that a certain project is a product of collective minds, which aims for the advanced level of sbm. school head three stated, “ i realized that i didn’t need to do it alone. the result will be poor. though there are good reports, it will not be the best. so, we have to be humble and learn to ask for help, and these will be our powerful gadgets to get level 3. we are not pressured. we are happy to do the task. subordinates who are frequently asked questions on what or how they should do the things are indications that they have an eagerness to learn. in this manner, leaders could guide them or assist them in performing their tasks effectively. (conger, 2014) major theme 2 in figure 2 stated the major theme 2 http://https://journals.e-palli.com/home/index.php/ajahs pa ge 10 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 93-122, 2022 and sub-themese focuses on strategies for implementing school-based management at the advanced level. appropriate tactics for implementing sbm are a huge component in reaching the advanced level. a good performance in the implementation of projects and programs will be based on the strategies utilized by the leaders and implementers. chirgwin (2016) having a clear and focused strategy is critically important to the success of your organization, and without a well-defined strategy, yours may stall or even fail. sbm implementation is an intricate process. for sbm implementers to monitor each step, organization of work is needed. as stated by sbm coor one, “one of our strategies is to organize the documents by categorizing them. we do it one by one. we do a checklist and collect a copy of the report right after every activity for documentation and filing. we have done project proposals and submitted the reports and necessary documents on time, especially since we need to maintain level iii. before, we had a hard time doing these processes, but now we are used to this system, and it is going smoothly”. school head two explained, “the teachers were doing the checklist into a comics format, so upon enrollment, we have accomplished the documents little by little. the teachers know already the contents of their portfolio; they are their tools. they don’t need to rush because everything has been prepared ahead of time.” sub theme 1: systematizing and organizing the sbm in order for the systematic collecting of documents to be possible, the organization of work people who are tasked with specific projects or programs, as well as additional manpower, must be evident. because there is the correct identification of assignments in this strategy, sbm implementers collect and document accomplishments that will show how their students are performing well in the school. as a result of knowing who is in charge and what should be collected, all projects will become successful with inventive and creative results. leaders in an organization, according to sabado (2014), must know how to organize the executions of their actions. it will result in a successful outcome if you have a well-organized method for implementing projects and objectives. moreover, accomplishment reports were part of the routine in the implementation of sbm. documents were the means of verifying whether the projects and programs had been implemented. organized evidence or documents in sbm will contribute to the performance of the school. evidently, the school head one stated, “we attained level 3 because our documents were organized. our projects have been successful. sbm coor one stated, “in terms of management of resources, we communicate them also to the barangay officials.” if we need accomplishment reports about the sk and aip of the barangay, they also provide us. smea has really a great part in sbm because it includes pta projects, programs, and activities”. apparently, as stated by the participants, they attained level 3 because they were organized in their documents, and all projects were successfully implemented. from these strategies, they can organize reports ahead of time which leads to a good performance of the school. it implies that proper organization of evidence or documents is one way to achieve the advanced level in sbm. sub theme 2: sustaining programs one of the strategies to attain an advanced level of sbm implementation is sustaining school programs. in order to maintain the school’s program, allocation of budgets, division of manpower, planning, and implementation should be considered. the sustainability of the implementation requires unending effort from the management of sbm. this pandemic has been difficult for teachers and students alike. from the normal face-to-face day-to-day classes, now modular distance learning is employed. modules are printed by teachers to be distributed to students. the stakeholders, lgus, and parents are helping in the delivery of modules. parents get the modules for their children while those families in far-flung areas or coastal areas use the help of lgus. lgu’s help in delivering the module in the coastal areas. in this manner, community involvement is stronger and more prevalent than ever. captain two stated, “delivery of the module is difficult, especially when their residence is far. however, the modules are being delivered by the barangay officials.” this assistance between the barangay and the school was really significant in attaining the goal of the deped that no one would be left behind. in this agreement, students who were struggling to get their modules because of their geographic isolation can still learn. in this manner, no student will drop out, and together, they will have an equal educational opportunity in this time of the pandemic. conchita (2019) said that children’s learning programs and facilities must be shared by the school, home, and community to equip the child with essential knowledge and values to assume responsibility and accountability for learning. another evidence that sustenance of the programs is observed is through the sbm coor two, who explained, “ok for our school programs, and we strictly follow all programs from the division office that are handed down to us like reading programs. captain three stated, “we conduct a regular clean-up drive there. we also give them financial aid every year. we helped during the brigada eskwela and support their gulayan sa paaralan. we always keep in touch with them, visit the school regularly, and monitor the environment’s cleanliness. sbm coor one explained, “we have seen that ppas are very important, so we strengthen smea this time. though we have hectic schedules and lots of work to do, we still manage to have classroom contests, parol making contests, and christmas decoration contests. “we don’t relax though we attained level 3 last year. we still have to do our best to maintain the level”. sbm coor four also shared, “we need sustainability of the implementation. we have to continue what we have started to attain the objectives. and if we have realized our weaknesses, we are doing http://https://journals.e-palli.com/home/index.php/ajahs pa ge 10 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 93-122, 2022 interventions to turn them into strengths”. from the response of the participants, it is important to know the weakness and strengths of projects and programs. it is the parameters to create innovative interventions in certain programs. in this way, implementers can evaluate the best strategies and appropriate style so that they successfully attain the common goals. it suggests that sustaining good implementation of the programs is important in the implementation of sbm. proper utilization of available resources like financial, physical inventory, human talents, available student services, and information technology will sustain the implementation of sbm (cutillon, 2021). in addition, the active participation of the stakeholders in the implementation of projects and programs of the school was one way to maintain the existing programs. in this way, the school will preserve its good programs of the school. it implies that in the future implementation of sbm, continuing implementation of good programs will lead to the effective implementation of sbm. sbm tries to draw community cooperation to ensure applicability plans used in the school. (bangka s.k. et al., 2016) moreover, to sustain the good programs in the school, it is imperative for the school head, sbm coordinator, and implementers to prepare ahead of time. ahead of the time means before the school year begins. this is guarantying that ample time and effort were used to come up with plans for programs and activities. it will provide implementers time to discuss all necessary details for the success of sbm implementation and this holds true to this sub-theme that, according to the shared experiences of the school head one participant in the implementation of sbm, “this month, what should we do? i don’t want only movs to be done right away, but it should be prioritized, then an accomplishment report will be made.” if they can be able to work ahead of time, they can observe many good programs like this: the polished verbatim transcript of the respondent below is the evidence. sbm coor four stated “we have lot of school programs and implemented them in a year-round like “pantry sa paaralan”, child-friendly school, wins program, brigada kontra droga, gulayan sa paaralan. brigada eskwela, paradise program like teachers, are having cake during birthday and incentive or token when the teachers are getting married and also celebrating their anniversary, bayanihan program like helping teachers in times of crisis, classroom structuring program. we have a lot of student services to be implemented in our school like reading program, wins program, health program, feeding program, module mo hatid ko, hygiene kit for better living, school supplies sa kapwa ko mag-aaral”. sbm implementers must have a clear picture of what they want to accomplish. this way, they can draw a plan ahead of time on how to accomplish the brilliant ideas and solutions to problems the school has. planning ahead of time gives the implementers enough time to map out what needs to be immediately implemented and those which are not urgently needed to be accomplished. school head three mentioned that it is his practice to plan well for the improvement of the school. it is an indication that a plan was crafted well for the efficiency of the sbm implementation. planning ahead of time can create an innovative and creative plan for the improvement of the school programs. “ahh… actually, it is my practice as a school head to plan well, especially in school improvement plans”. according to keren trepte (2017), “planning ahead of time provides less stress, and spending less time and money.” it means during the implementation of sbm, school heads must plan ahead of time. thus, the participants will lessen their stress in accomplishing reports. the less stress, the better performance. sub theme 3: monitoring and evaluating to determine if the programs are effective, monitoring and evaluation must be done regularly in the sbm implementation. according to the response of the respondent, regular monitoring and evaluations of projects are important because it is the way implementers trace what stage of implementation the projects are. school head one stated, “we always do monitoring, and evaluation, to know the stage of accomplishment of each project and program. we also asked, what are the things we lack and haven’t done yet?” evaluating accomplished programs and activities and the extent of the involvement of the participants will help the sbm implementers know who among the participants and sbm members did their part dutifully. it will help the sbm implementers determine the strength and weaknesses of the implementation. with this information, sbm implementers will be able to plan for the future. learning managers, facilitators, and community stakeholders collaborate to create and implement regulated monitoring, evaluation, and reporting system. there is also a system in place to manage the network and connections, which aids in the strengthening and maintenance of partnerships for better resource management (conception integrated school, 2020). additionally, one way to ensure the success of sbm implementation is by regularly monitoring accomplishments. it can be done monthly, quarterly, or semiannually. this way, sbm implementers can keep tabs on what are the programs that are already accomplished. it will also serve as reminders to sbm implementers who haven’t finished their tasks. furthermore, it will motivate every member to accomplish their designated work. sbm coor one explained, “as a coordinator, i handled the four capsules on letter a of the governance. nevertheless, our head designated me as overseer. so, i have to monitor the tasks from time to time.” leaders and implementers could monitor and evaluate the progress of certain projects. monitoring and evaluation are important in the implementation of sbm to make sure that the projects and programs are implemented well according to the plan. the school head has the responsibility to go handin-hand in managing and monitoring the performances of the subordinates in accomplishing the projects and programs. (world education, 2016) http://https://journals.e-palli.com/home/index.php/ajahs pa ge 10 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 93-122, 2022 moreover, pre-assessment of the sbm will guide sbm implementers in strengthening the involvement of participants in planning and implementing sbm. it will help identify the roles to be filed, the personnel who are most appropriate for the job, the extent of involvement of participants needed, and ensure that these participants are properly coordinated. with pre-assessment, sbm implementers will be able to prevent some concerns and therefore strengthen the involvement of participants in sbm. school head one detailed, “so when sbm evaluation is finished, we have a pre-evaluation with the sbm coordinators assigned to each project.” according to mansor & suliman (2018), it is important to conduct a pre-assessment to identify the lack of the programs or projects before the final evaluations. in this manner, the limited errors could resolve if there are any. further, projects and programs may emerge as a result of the parental initiative. it is clear from the respondents’ responses. they were able to create projects that made significant contributions to the school’s needs as a result of their efforts. gpta two mentioned, “often, parents who have the ability to help are the ones who take the initiative to fulfill that project. so, we were able to build a concrete fence with the help of the alumni. according to jones et al. (2015), initiative behaviors can arouse many programs and projects to be developed. sub theme 4financing resources every program and activity will need funds and other resources. financial support from stakeholders like the lgu is also possible as long as there is proper coordination and good community linkages. sbm coor three stated, “barangay bianoan gave fifteen thousand pesos which are supposedly for sports fund. but when the barangay learned that we needed to produce modules, they made a resolution to use the money to produce more modules. according to emily (2015), “school heads are encouraged to strengthen their partnerships with the stakeholders because they are the prime movers of all the programs and projects of the school.” stakeholders can provide financial supports that need for the successful implementation of sbm. furthermore, plans are the participants’ guides to a better and more successful implementation of sbm. gpta three stated, “we always support the plans for the welfare of the school. we maintain cleanliness, orderliness, and continue to initiate one more project if needed”. according to leithwood, harris, & hopkins (2020), to have an effective result in all programs and projects, colleagues must support the plans. without the full support of subordinates, projects and plans will not happen. additionally, according to the respondents’ accounts, continuous support among sbm implementers is critical to the school’s success. gpta one shared, “even though i am not the president, parents and teachers continue to support each other, to see the growth and development of our school. we continue to support because what has been started must have come into completion.” learning managers, facilitators, and community stakeholders collaborate and maintain continuous support in all the programs and projects of the school. the strengthening and maintenance of partnerships among them resource management will become better (cis, 2020). moreover, stakeholders provide tangible resources like money, equipment, and materials and intangible resources like time and opportunities to help attain goals. sbm is primarily implemented by teachers. they are also on the front lines of learning development, which is why instructors’ demands will be met based on the response of the participants below. school head four explained, “all the needs of the teachers will be provided.” according to peters (2019), to have a quality learning outcome, leaders should invest more in the needs of the teachers. major theme 3: struggling the rough roads as stated in figure 2. according to the participant’s experiences, there are challenges encountered in school-based management implementation that need to be overcome to attain the advanced level. these challenges include lack of training, limited involvement of teachers in conducting research, research problems, personal shortcomings, research mentoring, and lack of knowledge in computerized reports. sub theme 1: inadequate trainings and equipping one of the challenges encountered in school-based management implementation is the lack of training. during the course of planning and implementation, it is evident that training on sbm implementation will help sbm implementers do their job properly. if implementers are not knowledgeable of what their job corresponds to, then the implementation is in peril. this will be avoided if training on sbm implementers is conducted yearly for all teachers, may it be division level, school level, or district level. school head four noted, “in the four domains of the sbm, i really struggle in the curriculum and instruction because it is the most difficult. we lack school-based training, for teachers.” it implies that leaders can create training for teachers for their growth and development, which they can utilize for the learners’ improvement. singh & singh (2021) highlighted that skills enhancement might help in identifying the existing gaps in the system to provide solutions such as enhancing teachers’ performance. moreover, in this age of information, it is important that sbm implementers are skilled in the use of computers. lack of knowledge in computerized reports is detrimental to the sbm implementation. it is crucial that all school personnel know the use of a computer and its application in documenting sbm implantation. sbm coor two stated, “one of the challenges that i encountered was the submission of computerized reports because we have teachers who are in their 40s and are having a hard time submitting computerized reports. half of the population http://https://journals.e-palli.com/home/index.php/ajahs pa ge 10 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 93-122, 2022 of teachers here are having difficulty using the computer. however, the other half sometimes helps and assists the others.” sbm coor four mentioned, “preparing the documents, period.” as mentioned by the participants, seasoned teachers were struggling to make a computer-generated report which makes it one of the challenges in the implementation of sbm. nowadays, accomplished reports should be computer-generated as a means of verification during sbm validation. assisting one another in accomplishing reports was a big help in creating a computer-generated report. teachers who are experts in technology could assist the seasoned teachers so that they can learn and, at the same time, they were able to accomplish their reports. according to the study of shoma et al. (2015), sbm is an inculcated web of planning, implementing, and documenting everything about the school. it is not a one-man job. assistance may come in the form of information, resources needed, or even manpower. sub-theme 2: difficulties in producing research research (action research) is used to identify the issues and concerns of the school. these are the basis for policies and programs to be implemented. however, if the involvement of the teacher in conducting research is poor, then the school will have little basis for its policies and programs. from the response of the respondents, conducting research is important in maintaining level 3 in sbm. without research output, the implementation of sbm is not successful. sbm coor two explained, “actually, we have lacking documents during validation of sbm to maintain the level 3, and it is all about research. i was the only one who did the research last 2020 and was approved, so our score is low in the strand of research. ” according to waller (2016), sbm will be successful when all the activities and programs are based on the research output. furthermore, leaders should encourage teachers to conduct research or action research for the improvement of the school and learner performance. furthermore, choosing a research problem is the first to do before conducting research for the sbm implementation. sbm implementers and teachers need to identify research problems that, when answered, can be the basis for policies in school that will help improve sbm implementation. school head four stated, “we don’t have research.” it is evident from the response of the participant that mentoring on how to conduct research was important to help teachers and leaders create innovative output in research. in this mentoring process, they can work hand in hand in every step of the way in doing research. school head three noted, “for example, the teachers have already conceptualized the titles, there should be deped officials who would monitor the stage of the study. we need someone to guide our teachers in conducting research step-by-step. “ hamdan (2012) mentions in his study that doing research should be guided by experts so that beginners in research could have a reference on the proper making of research. furthermore, research is a rigorous activity to identify answers to existing problems in the school. by conducting research, the school is on its way to addressing problems, issues, and concerns. however, due to the nature of research, teachers have a lack interest in conducting research. this is a dilemma that is needed to be addressed too in the school for the success of sbm implementation. school head three expressed, “sometimes, i can’t convince the teachers to do research because they are not equipped to do so.” according to leithwood and sun (2012), conducting research is not easy because it requires more time and effort. hence, leaders should conduct programs that enhance the interest of teachers in doing research. in this manner, they became motivated to conduct research studies on the development of the school and the learners. sub-theme 3: lack of commitment and involvement of teachers and parents according to a participant, school head two stated, “in reality, the parents are not giving their one hundred percent support. the truth is, they are showing for the purpose of documentation. meetings are not even real, but it is my dream to make them not just for compliance. if i am going to rate the stakeholders’ participation… 60 to 70 percent.” school head four also expressed the lack of involvement among the teachers. “the challenge for me as a school head is the not 100% participation of the teacher and the stakeholders.” according to the study conducted by ayenil & ibukun (2013), one of the challenges in the implementation of sbm is the full support of the stakeholders and teachers. thus, leaders should motivate them to participate in all activities and programs of the school. gpta 4 said, “as a president, sometimes i have a hard time in leading the implementation of the project. i can’t do it alone. i still ask for the help of others. there are also parents who participated in the school activities, but some did not participate in “atag.” captain three uttered, “it is difficult to persuade others to dispose of their garbage properly. they just throw it somewhere.” the physical environment is an important aspect of the learning process. that is why schools should maintain conducive environments for the learner’s improvement. according to zhang and chen (2011) school environment is a big factor in the development of learners; thus, school management maintains cleanliness and orderliness of the school environment. the support of stakeholders to the school is beneficial for the success of sbm implementation. however, there are instances where stakeholders do not give their full support to the school. this is a sad scenario that needs to be improved. positive attitudes of teachers and stakeholders towards the importance of school-based management must be reiterated so that stakeholders will give their support. similar to the study of ahmed (2016), the challenge along the way of the implementation of http://https://journals.e-palli.com/home/index.php/ajahs pa ge 10 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 93-122, 2022 sbm is the stakeholders’ participation. that is why principals confront obstacles to the success of the sbm implementation. stakeholders, specifically the parents, must also participate actively in sbm implementation by supporting the programs and activities of the school by attending meetings and programs, giving donations, and being positive all the time. poor involvement of parents will reflect poorly on the teacher implementer’s ability to persuade and impart the importance of the program. therefore, it is important to nurture a good relationship with parents and other stakeholders. sub theme 4: insufficient funds one of the problems encountered in the allocation of resources is the shortage of financial resources. it is difficult to stretch a limited financial resource among all programs and activities needed to be implemented. there is a need to fund these shortages by involving the stakeholders like lgus for financial assistance. parents also helped by donating to the school. according to the response of the respondent, a shortage in the financial budget for implementing big projects is one of the challenges they encountered. moreover, projects are gradually implemented. in this way, they can accomplish their project little by little. captain one stated, “shortage of financial budget. so, we implement the project gradually. it can’t be a big project right away because we won’t be able to finish the project.” garcia (2016), a shortage of financial budget is usually one of the challenges encountered in the implementation of the projects and programs. a strong connection among the community linkages like local and national lgus, gpta, and alumni. ngos and many others are one way to make projects will become successful through asking for donations. moreover, a lack of budget is often encountered by implementers of programs and activities. it was evident in the experienced of the respondents by their polished verbatim transcript. as captain four mentioned, “the challenge perhaps is the lack of budget because when they utilized the given aid, they asked for another donation for their next project, it affects budget shortage.” similarly, sbm coor four stated, “we have plans but not yet implemented because of lack of budget. so, we are having a hard time preparing movs.” they are tasked to implement a program or activity, which comes with a lack of budget to finance the said activities. the burden is now passed to implementers, who are now tasked to ask for the assistance of stakeholders and other willing individuals. according to binghay (2017), financial resources are important in projects and activities. without financial resources, projects and activities could not have happened. furthermore, circumstances will allow teacher program implementers to have funds for their programs and activities, albeit small or minimal. however, it is better than having none at all. but due to its limited nature, implementers should still consider device ways to extend their minimal funds or ask for the assistance of stakeholders. gpta three explained, “of course, the financial status. we a minimal fund for the implementation of the projects.” according to cutillon (2021), “sbm concepts promote a stakeholder’s participation in sbm implementation because they were giving their full support and providing funds through solicitations or asking for donations to the potential groups or individuals.” additionally, stakeholders’ financial support is a crucial source of financial assistance in implementing programs and activities. their support which may come in kind or money, helps ensure that the programs and activities are well funded. sbm coor four explained, “sometimes even parents are giving their full support, but when it comes to money matters needed for the project, we are having difficulty. stakeholders could support the school in rendering the needed talents, like labor or participating in a clean-up drive, painting, etc. this kind of support from them is a big help in the successful implementation of sbm. according to cutillon (2021), human talent is one of the resources of the school that can be utilized in the implementation of projects and programs in sbm. major theme 4 transforming leadership stated in figure 2, emphasizes the substantial developments that involve the implementation of school-based management, committed, dedicated, inspired, and motivated implementers. leadership style was necessary for the organization to become successful in its goals. leaders with transformational leadership styles will lead others to greater responsibility in performing their tasks in sbm. this leadership style in sbm implementation encouraged all implementers to become committed and dedicated to their work. moreover, through this style, schools were successful in any projects and programs were benefited the school populations. sub theme 1: leading by example as a leader, one way to encourage the teachers to do their tasks is by leading by example. if the school head wanted his/her teachers to participate in a project or program, it would be best for him/her to participate too and be visible as much as possible. this will inspire the teachers, and they will learn by watching their leader. a model sbm implementation with teachers inspired and school heads will surely be a fruitful endeavor for both parties. moreover, the school head must be able to lead the teachers to lead. with his or her guidance, teachers will develop their abilities to lead. the task of the school head is to be a role model in leading the school organization. he or she must be a motivator and collaborator and be able to work beyond hours himself/herself so that the teachers have someone to mimic. the school head plays a great role in the success of sbm implementation. if he or she works responsibly, the teachers will also do their part responsibly. however, the opposite is also true. a school head who is lax will give the signal that teachers can also be lax. having a good role model in the sbm http://https://journals.e-palli.com/home/index.php/ajahs pa ge 10 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 93-122, 2022 implementation will bring the school to its goals. from the response of sbm coor four, as a master teacher, subordinates are expecting him to do his job. that is why you need to motivate them to do tasks with the same effort that you give to certain tasks. “everyone knows that i am a master teacher in school, just like their senior, so they are expecting me to do the job i am tasked to. that is why i am also motivating them to do the same”. it implies that as a leader, you must show your subordinate your effort and dedication in implementing the programs and projects of the school. thus, the subordinates will show the same effort and dedication as you did in the certain task. it also implies that being a leader, you must lead your subordinate in performing tasks to make a successful result and attain goals. leaders are looked up to, appreciated, and trusted as role models. leaders are dependable, shared peril with others, act ethically, and prioritize the needs of others over their own (izzuddin zaman 2019; mabolo, a. 2021). also, as a transformational leader, the school head must be a good role model for his/her subordinates. he/she is the one the teachers look up to and mimic. the teachers copy the actions of their school heads. if the school head is lax with his/her responsibilities, then the teachers are also lax and not motivated to do their tasks. the same is true that if the school head is diligent and responsible, then his/her teachers are also motivated to accomplish their tasks. it is therefore important for school heads to maintain their role as a responsible and competent figures in the school. based on the response of school head three, “the leader is the one who gives energy to the colleagues by showing enthusiasm to perform the job even if it is challenging and difficult.” through this process, everything will go smoothly accomplished goals. “as the school head, you must energize your colleagues so that they can work. because when you are enthusiastic, they will not perform their task well. so, after the evaluation and we reached level 3, my teachers said, “ma’am, it’s good that you told us to do our tasks very well.” it implies that being a good model to your subordinates by showing enthusiastic behavior in whatever challenges or tasks will lead them to become committed and dedicated to doing their work. this leadership style will help in the successful implementation of sbm. leaders are looked up to, appreciated, and trusted as role models. leaders are dependable, shared peril with others, act ethically, and prioritize the needs of others over their own (izzuddin zaman 2019; mabolo, a. 2021). furthermore, the school head three response gave emphasis that focusing on those subordinates with positive comments on certain projects and programs was important to have a better output. having a positive response to a certain task or job will lead to the individual’s good performance. school head three stated, “but i pursued, when there are teachers whose comments are negative, i ignore them and focus on positive comments. i don’t force them, but those who respond positively are the ones i boost because they have an interest.” school head three response stated that without the help of co-teachers, gpta officers, barangay officials, and sgc committee management would not be possible because they are the prime movers of all the projects and programs of the school. “first of all, your co-teachers, your officers in gpta, your brgy officials, your sgc, they are prime movers you can work with. because without these groups, i think management is not possible.” it implies that the implementation of sbm became successful through the help of different groups like teachers, gpta officers, barangay officials, and sgc because they were the prime movers of sbm implementation. it indicates that collaboration among these groups is an immense factor in the implementation of sbm. motivation is involved with the formulation of a vision, the development of clear and plausible strategies for achieving the vision, and the mobilization of commitment to that vision through clear and plausible communication of the vision to followers. this is thought to drive employees to collaborate toward a common goal in order to fulfill or exceed projected targets, also known as extra-role performance (uzonnа, 2013). sub theme 2: inspiring and motivating people from the response of sbm coor two, the number one strategy in the implementation of sbm is the participation of stakeholders in the planning and implementation of the projects to achieve level 3 in sbm. “the number 1 strategy we use in the implementation of sbm is the participation of the stakeholders when it comes to planning and implementing the projects. this needs focus to achieve level 3 in sbm”. it implies that the participation of stakeholders in planning is the key factor in attaining level 3 in sbm. with more participation gained from stakeholders, efficient decision-making will take place and be utilized in planning. according to algones (2019), “school-based management implementation is the mechanism by which power of authority and resources are assigned from the central office and field offices to the different schools.” sbm delegates the power of decision-making to motivate the schools with this approach. participation of stakeholders is highly encouraged to create a better result. also, the cooperation of teachers in sbm implementation is essential to the success of this endeavor. teachers are the planners of activities and programs. they are also the source of various reports in sbm. they implement programs and activities. they are managers at the same time participants in sbm implementation. their cooperation must be encouraged by the school head and sbm implementers. at the same time, they must be motivated to do their job and cooperate in all programs. 100% cooperation of teachers will guarantee the success of sbm implementations. sbm coor two stated, “the cooperation of teachers in accomplishing the reports is also needed. if a project is already implemented, they need to do and submit an accomplishment report.” according to sbm coor two, the cooperation of teachers http://https://journals.e-palli.com/home/index.php/ajahs pa ge 10 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 93-122, 2022 in accomplishing the reports as needed. if the projects were already implemented, they need to submit the accomplishments report. it implies that cooperation among teachers in accomplishing reports is a key factor contributing to the successful implementation of sbm. through this strategy, they can easily consolidate all the reports needed to validate sbm. according to aakriti kalra (2020), when teachers communicate with their colleagues to trade ideas and resources, review student learning, and team up for joint activities and knowledge development, they cooperate in various ways. teachers can co-create and enhance their learning in various ways, all with the goal of providing their students with highquality learning experiences. furthermore, since sbm implementation is a long process, there are times when teachers and implementors are not enthusiastic about their work. encouragement from school heads, sbm coordinators, teachers, and stakeholders must regularly occur to prevent this from happening. reminding everybody that they are doing a great job is just the motivation they need to work. words of encouragement work wonder in any organization. little success must be celebrated to encourage participation and cooperation. as stated by sbm coor four, “motivation between teachers and involvement of all the stakeholders in implementing the projects.” “intellectual stimulation is a dimension as encouraging the subordinates to ask their beliefs and be creative in problem-solving. it is also the ability not to criticize the mistakes made in the problemsolving process. it also encourages the subordinates to question the assumptions and reformulate problems; the leader also provides for the needs of the subordinates. questioning leadership beliefs and values is also encouraged (bass & riggio, 2006; northouse, 2016). in addition, teachers’ dedication and commitment to do their responsibility play an important role in attaining an advanced level in sbm. their commitment to serving, willingness to help, willingness to put extra effort, and heeding the call of service are characteristics of a dedicated teacher who is needed to attain an advanced level in sbm implementation. from the respondents’ accounts, school head three mentioned that even if there’s no one who monitors his subordinates, they still performed their tasks very well. by inspiring subordinates, they can perform their responsibility without the supervision of their superiors. “yes, even if i don’t monitor them (teachers), they do their task. well, i really inspire them to do their task, to do their responsibility, especially in the implementation of the programs, because they can go beyond their responsibility as teachers because they are also part of the school system, and they should be. i have to inspire them. the sbm validators said, “ma’am, we feel that even without you, your teachers are working, your teachers are very inspired to do their task.” i said that i give the incentives they needed, give and take only.” captain two mentioned that one strategy used to attain the advanced level in sbm was the willingness to help. through willingness, they were not hesitating to help and support the school programs. “the willingness to help, i don’t hesitate to give my support every time they need it. the strategy to reach that level of school becomes our will. ” also, sbm coor three revealed that being assertive and having a willingness to exert effort to accomplish programs were the strategies to attain the advanced level in sbm. “of course, it is a great responsibility for the teachers to give an extra effort. it is a call of duty. we even work until 10 o’clock in the evening and even on saturdays or sundays for the documentation. the stakeholders are always willing to help in times of need.” also, gpta two stated, “i’m a single parent, but it does not limit me to contribute. helping the school means helping my grandchildren to get the best education.” it implies that leaders inspired sbm implementers to carry out their responsibilities even if they were not supervised. they were eager to go extra effort in fulfilling their tasks because they were properly motivated. it’s also critical that the administration maintains effective communications with stakeholders, as this demonstrates their readiness to assist and support the school’s various activities. motivation is defined by rajput, bаkаr, and hmаd (2013). it implies that leaders should support their subordinates with positive attitudes because they were immense support to the successful implementation of sbm. when there is a high level of positive attitudes among coworkers in the job, projects, and programs, it will be successful (bakiev, 2013). moreover, leadership style is the key factor in encouraging and becoming committed to the group of people to do a certain task to attain the common goal; it serves as the guiding process of the employees towards the vision of the institution (tajeddini, 2015). “acts of a leader include a long-term vision, a clear vision for the future, and detailed and explicit objectives that encourage subordinates to set their own goals. in this sense, leadership is the process of inspiring others, particularly workers, to improve their abilities to achieve organizational success” (mohammed et al., 2020). anyone who is able to inspire, encourage, and motivate others is a motivator. school heads, teachers, and stakeholders can do well motivating each other. however, school heads play an important role and are the primary motivator of teachers. he/she must be able to inspire a good attitude from the teachers by leading an as good example. school heads must be highly motivated to be able to motivate the teachers. similarly, the sbm coordinator must be equally highly motivated so that members will have a role model. from the response of school head three, he observes that his gpta officer looked like a person who doesn’t have the ability to help in the school programs and activities, but when you properly motivate them, they can contribute a lot. “when you look at them (gpta), they don’t seem to have the ability to help, but when you motivate them, they can contribute a lot to http://https://journals.e-palli.com/home/index.php/ajahs pa ge 11 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 93-122, 2022 you.” it implies that in the implementation of sbm, it is important that leaders motivate all internal and external stakeholders because it helps a lot in the successful implementation of sbm. when the implementers are encouraged by the leader, they will be able to perform their assigned tasks with outstanding performance. motivator leader possesses attributes such as enthusiasm and optimism, excellent communication, realistic anticipation, and the ability to develop a commitment to shared visions (sye fang ang, 2019). moreover, as a transformational leader, the school head must be able to encourage the teachers in the school to conduct research. by conducting research, the school will have an inkling of what problems are needed to be addressed to improve their services. research results are the basis of new policies to be implemented by the school. therefore, teachers should all be motivated to conduct research. school plays a big part in the motivation of teachers to conduct a study. he/she can use the contest like search most outstanding teachers to entice the staff to research. based on the response of school head four, motivating the subordinates is the way to respond to the gap during the implementation of sbm. through motivation, it encouraged the teachers to do research. “what i did as a response is i motivate them. to respond to the gap in conducting research, we will really do research.” it means that to fill in all the gaps in the implementation of sbm, proper motivation to the subordinates will help to make the performances of teachers successful. in this way, all the projects and programs in the implementation of sbm will be effective. the conducted research is one of the means of verification in the implementation of sbm. the more research is conducted, the closer the school will attain outstanding performance. regional memorandum number 133, s. 2021-implementation guidelines on the validation processes of school-based management (sbm) level of practice per deped order no. 83, s. 2012 conducting research is always encouraged to all school populations as their basis in crafting projects and programs. it implies that a leader’s motivation skill is important to conduct teachers’ research that could help the programs and projects of the school. likewise, for the school head’s plan for the school to materialize, he/she needs the cooperation of the teachers and staff. gaining the cooperation of every staff to participate in sbm implementation requires a lot of encouragement coming from the school head to the teachers and staff. encouragement may come in the form of words of encouragement or kind actions to boost the morale of teachers. a few words of encouragement might come a long way for the sbm implementation. from captain 1 response, the projects were executed through cooperation among teachers, parents, students, and barangay officials. projects had been executed through the encouragement of cooperation which resulted in an output. “it’s good that we were able to help execute the project services promptly. and plans were cooperatively implemented not only by the teachers and the barangay officials but by the parents and students. as i’ve said, there should always be an encouragement of cooperation as we can see the output of it.” it implies that encouragement from leaders was supported in the successful implementation of sbm projects. this leadership style was a big help in improving the implementation of sbm. active cooperation from stakeholders in the implementation of crafted programs can result in good school performance. (pepito g.c. et al. 2019) based on the experience of the participants during the implementation of sbm, many challenges were encountered wherein they had come up to the point where they thought they couldn’t reach level 3 in sbm. through proper motivation, they attain what they are aiming for. they encouraged themselves that even though things are difficult to do, they can be done with proper motivation. school head one stated, “because of that experience, we never thought we could be able to do it. so, we have the motivation in ourselves that even if it is difficult, as long as it is done correctly, we can achieve what we aim for. their performance is a boost! ” it implies that proper motivation coming from the leaders will boost the eagerness of the participants to perform a certain task in sbm, which eventually leads to the good performance of the participants and the school. school head three response pointed out that school head must be appreciative so that his or her subordinates will take the initiative in their job or task. in this way, when teachers are appreciated by the school head, teachers will take the industry in all tasks that will be given to them. “way back then, my school head didn’t appreciate my work when i was a teacher. although i initiated some proposals, i invited resource persons. for example, i was assigned a drr coordinator, and i had tree planting projects. so, the trees are grown now. from this experience, i learned to become more appreciative.” it implies that implementation of sbm requires a leaderships style that appreciates the small or big deeds of teachers. through this leadership style, teachers’ performance in the implementation of sbm will be improved. according to rahmatulla (2016), improving teachers’ performance at school would be impossible without the appreciation of a principal (school leader) because it is the role of the school principal as a leader in schools to appreciate the efforts of the subordinates to continue as a through supporting teacher performance improvement and repair educational achievement goals in schools. sub theme 3: sourcing of funds due to financial shortage, minimal funds, and even a lack of budget for some activities and projects, teacher implementers must devise ways to raise funds. fundraising and solicitation are ways to raise a budget for programs or projects. this will ensure that despite http://https://journals.e-palli.com/home/index.php/ajahs pa ge 11 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 93-122, 2022 financial problems, the programs will still push through. captain one stated, “we do fundraising and solicitation to the politicians, but the purpose of the solicitation should be stated, and the project should have to be prepared.” similarly, captain four stated, “we ask for a donation from others, provincial assistance and etc., to implement the school project.” for the politician to give funds, they need to see plans; there should be purposes, and what matters the most is the determination of the solicitors. it implies that to get more funds to implement projects and activities, fundraising and solicitation are really an immense help to make it successful. according to mansor and suliman (2018), school-based management committees should do fundraising activities that gather resources that are used for the projects and activities implementation. in this technique of leadership, lacking budgets for certain projects could be resolved. likewise, another way to raise a budget for programs or activities is to ask for donations from stakeholders and other writing individuals. these donations may come in in-kind or financial assistance. either way, they will all be utilized for the success of sbm implementation. donations can be materials or money. the respondent asked donation financially, strongly believing that it would help in the implementation of school project. according to wu (2013), asking donations to the potential donors are the one way to make projects and programs successful. in addition, some projects and programs lack budget. for their materialization one way to raise budget is by looking for pledgers. pledgers are individuals are willing to provide financial assistance or donate in kind for the success of the implementation of the programs. gpta four stated, “we find for someone who can help us or someone to pledge. yes, a donor who can give support and who can help to implement the project.” usually, pledgers are alumni/ alumnus of the school, gpta officers, in one way or another has to do something for the project to be successful. according to wang (2016) school-based management promotes strong relationship to the community linkages. because this community linkages were giving a pledge for the development of the school and the learners. also, as implementers it is their responsibility to look for resources for their programs. school grounds may also have resources which can be source of budgets for activities. income generating projects of the school is one way to gather resources. planting fruit trees, vegetables, and plants which can be sold is an example of igp. sbm implementers must take initiative to find resources for the success of sbm. gpta four stated, “the lack of fund for the implementation of the project. so, we need to find resources. we can’t execute it without any resources or fund.” this gpta officer believes that to find resources also helps in achieving the goal. he is certain that execution of projects will not be possible without fund. one way for the successful implementation of sbm is budget resourcing. if the projects have enough resources to be used it will be implemented according to its plan but if there’s lack of funds it will became successful also when the implementers could find ways to find resources through solicitations, partnerships, and donations. (varatharaj, 2015) still, one solution to the problems in financial aspect of sbm implementation is increasing the annual budget. the basis for the need of the increase are the financial reports in the previous year of sbm implementation. the experiences of sbm program implementers can also be taken in consideration. barangay allocated budget for school; despite the small amount it is still helpful to the implementation of the sbm projects. this barangay captain understand the needs of the school for the success of their programs. the success of the school is his success too. captain four stated, “i have to increase their fund, which i include them to the annual budgeting of the barangay, in order to meet their needs.” ismail and abdullah (2014) mentioned that lgus are one of the partners of the school. they worked collaboratively for the school improvement. and they supported the school programs and activities through financial assistance coming from the annual budget. when the school needed more funds to implement projects, lgus could also increase the allotted budget for the school. sub theme 4: improving school’s environments one of the main problems in every school is managing proper waste disposal. school heads should lead the school and make sure every member of the sbm implementation demonstrates proper disposal of waste. it must start within their classroom and work its way into the schoolyard. this effort must not let up, and it must continue to further emphasize that there is really a demonstration of proper disposal of waste. captain three mentioned that the solution to proper disposal of waste is showing others the proper way of disposing of waste and not throwing trash anywhere to maintain cleanliness and orderliness inside and outside of the school. as a barangay captain, his role is to lead people in maintaining the cleanliness of the environment of the school. “our solution for this is we show them the proper disposal of waste and not throwing it anywhere to maintain cleanliness outside and inside the school. as the father of the barangay, i always lead the people to maintain the orderliness of the school environment.” in this leadership style, by being a role model to subordinates by showing the proper disposal of waste, the subordinates will follow and do the same. in this manner, it gave good results like a clean and orderly school environment. it implies that leaders must be role models to become successful in all programs and projects. it also means that they can do their task and responsibilities effectively by influencing subordinates. leaders serve as role models who are respected, admired, and trusted. leaders maintain consistency, share risks with others, act ethically, and prioritize the needs of others over their own (izzuddin http://https://journals.e-palli.com/home/index.php/ajahs pa ge 11 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 93-122, 2022 zaman 2019). the effectiveness of a transformational leader can be seen in the school achievements attained. school heads must strive to accomplish programs and projects to highlight school achievements. every action done for the school’s betterment and benefits are winnings that work toward school achievements. school heads must lead the teachers by making them take responsibility for small tasks, leading to bigger school achievement. school head one response that the achievements received by the school are one motivation to the implementers of sbm. all the efforts being inserted were paid off. achieving honor for the school and expressing to the subordinates what their aim for the school is one factor in attaining the goal. “as a school head, i also wanted the school where i serve to have the honor. so, i tell them about my aim for school. like being level three in sbm and having a name in the division office, and that’s really my motivation.” it implies that the achievements of the school give honor to the implementers, which serves their motivational drive to perform the tasks effectively. having this kind of school environment and stating the target is important to make a strong relationship among leaders, teachers, and stakeholders, which helps make an easy implementation of sbm. a leader’s actions include a clear vision for the future, specific and unambiguous objectives that motivate subordinates to define their own targets, and a long-term vision. in this sense, leadership is the process of inspiring others, particularly workers, to improve their abilities in order to achieve organizational success. (mohammed et al., 2020). major theme 5: achieving excellence at the end of the rocky road staed in figure 2. this main theme explains the impact of school-based management implementation as participants described during their respective interviews. the implementation of school-based management has a big impact on the whole educational system. it intends to support deped in attaining its mission, vision, and goals. it identifies the school’s strengths and flaws, laying the groundwork for future improvement. it certainly affects the school head’s performance (pepito and acinar, 2019). furthermore, this theme ponders the strategies’ impact on the implementation of sbm in the school’s overall performance. strategies are very important to become successful implementers in sbm. this is the process where all the plans that have been made are being applied and impact the school’s performance. the approach of sbm aims to advance the school educational system. it intends to support deped in attaining its vision, mission, and goals, as mentioned in ra9155. sbm also evaluates the strategies. sub-theme 1: making systems & policies in placed from the above transcriptions mentioned by the participants, through communication and partnership with the stakeholders, they built many projects such as covered court and classrooms that will surely help the school and the learners. school head wants to have the legacy that their school becomes known in the division office through attaining level 3. school head 4 stated, “during the implementation of sbm, many problems were encountered; by addressing them properly, we can still attain the level 3”. it indicates that the implementation of sbm is not an easy task for any organization. it also indicates that a successful result will be attained by focusing on the main objectives and working hard. captain one, school head one and two said, “yes. the covered court was built through the negotiation of the school and barangay. since the covered court was built, it will now be used to celebrate the school foundation and graduation rites whether it rains or shines. it will not be a burden anymore for the teachers and students. there were only a few classrooms before, and the learners also used the barangay hall as their classroom. but today, there are enough good classrooms built.” “i just want the school to have a prestige in the division office that they will say “tcis is level 3 in sbm” it feels so good! all experiences in the implementation of sbm, of course, could affect the school’s overall performance, but above all, i was able to transcend, leave a mark and a legacy.”according to alvy, as cited in education world (2016), school heads often view leadership and management as two different roles, but the most effective school heads know how to blend the two. it is the responsibility of the school head to do the managing and monitoring, hand in hand so that every program implemented in their school will become successful. in addition, in the implementation of school-based management, trusting the skills of subordinates is one good quality a leader can have to empower subordinates to do their tasks. it will boost their confidence because of the thought that someone trusted them. trust has been linked to numerous attitude outcomes of one’s job happiness, organizational commitment, organizational performance, and organizational commitment, according to pomerleau and maria doss (2015). sbm coor one reported, “and, the good thing is, they do always ask me about copies or templates of our reports. i am asking for a replacement in my position, but the school head refuses to. she told me to stay, and i just thank her for the trust afforded to me.” trust has a favorable effect on employee commitment, work satisfaction, and performance, according to walmley (2013). it indicates that by having the trust in the skills of your subordinates or members, they feel motivated to do their tasks which leads to good performance in their work and the school. moreover, many motivations inspired sbm implementers to accomplish their goals. based on the response of the respondents, they were motivated by what they have witnessed in the development and the improvement of the school. implementers of sbm are also motivated when the school has won in the different competitions because their efforts were being paid off. being an old school with an advanced level in sbm will serve as a role model to the youngest school to perform better in the implementation http://https://journals.e-palli.com/home/index.php/ajahs pa ge 11 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 93-122, 2022 of programs the project of deped. captain one stated, “i saw how diba cong national high school started. when dnhs was being built, they used the barangay hall as a classroom. now, the school has grown a lot! what i want is to see it growing for the youth of today. when i was still studying, i had to rent a boarding house, but when dnhs facilities were improved, many students could save fares and boarding houses for they did not need to study in the city. also, gpta four explained, “another is when the school wins in the competition. as a gpta, i am happy that our efforts are being paid off like winning in the division level. and because of it, i want to keep it up”. and lastly, school head two stated, “casiguran national high school is now considered a big public high school in the division, and it is now a school model. it implies that in the successful implementation of sbm, it is important to motivate the participants to perform their tasks. they will become motivated when they witness the result of their efforts. whether intrinsic or extrinsic, motivation is a big factor that holds a special place in any working environment as it is becoming a crucial step toward achieving an atmosphere that is conducive to progress and making more satisfied workers. (sing, 2016.) sub theme 2: working with strengths and weaknesses flexibility among the sbm implementers of sbm is of good quality. there are situations in which plans and allocations of budgets must be revised. this calls implementers to convert other funds to materials needed by the school. it is a common practice in schools. as long as the materials are used to address the more pressing concern of the school, sbm implementation will still attain the advanced level it is aiming for. the funds were converted to resources that needed to be prioritized based on captain 3’s reaction. “during the pandemic, the athletic meet was canceled, so we used the fund to buy bond paper and build a school fence.” according to the office memorandum no. 231, s. 2020 annual implementation plan (aip) 2020 adjustment and aip 2021 alignment, all concerned personnel must adjust the aip and align with the learning continuity and recovery plan and sustainability plan. in addition, another strategy to attain an advanced level in sbm is proper allocating of budget and designating tasks to the manpower. the limited budget of the school must be utilized to its utmost potential. this means that budgets must be allocated to answer the majority if not all of the school’s needs, issues, and concerns. transparency of the allocation of budget is also needed to encourage trust among the members. furthermore, school heads are tasked to designate the manpower of the school. this task is accomplished by the ability of the school head to determine the strengths and skills of teachers and staff. with this information, he or she will be able to put the right person to do the certain job. the barangay officials, parents, teachers, and other stakeholders have always given their support according to captain 1’s response. this helps to implement the projects that require budget and manpower. captain one stated, “first, if we want to implement a project that involves budget and manpower, the barangay officials, parents, teachers, and other stakeholders should always meet and look for support and funding. then, we also make a resolution so that all projects will be realized.” all programs and initiatives will be successful as a result of these practices. moreover, all projects and programs will be accomplished as planned with these practices. school resources, including financial, manpower talents, physical facility inventory, and available student services, are elements in the successful implementation of smb, according to cutillion (2021). also, during the planning for sbm implementation, the implementer must determine the strengths and weaknesses of the school to come up with strategies that will further improve the performance level of schools. determining the strength means identifying programs and projects that have been proven beneficial to the school. this, in turn, help implementers to assess what programs or activities are needed to continue and what needs to be modified. according to sbm coordinator 3’s statement, “first, we plan. we need to plan and find out the strengths to keep it up and the weaknesses to improve. for example, the curriculum implementation is the most difficult, particularly in this time of the pandemic, because of the sudden transition.” when planning, they must determine the programs’ strengths and shortcomings as they work on the ground. they identified what programs and initiatives should be prioritized and what should be strengthened using this planning strategy. according to wil kenton (2021), “this kind of strategy in planning is designed to facilitate a realistic, fact-based, data-driven look at the strengths and weaknesses of an organization, initiatives, or within its industry. the organization needs to keep the analysis accurate by avoiding pre-conceived beliefs or gray areas and instead focusing on real-life contexts. companies should use it as a guide and not necessarily as a prescription”. moreover, gpta’s two responses stated that if task/ project suggestions from their parents were solicited, they must always be consistent with what they say and must always have continuity to the projects. gpta two stated, “yes, if we have a task like this/ project, we consider the suggestions of the parents and stick to it. it means that sticking to the plan is critical to the successful implementation of sbm since it will make it apparent to project implementers what should be emphasized. consistency is the most important factor in achieving success. staying consistent necessitates discipline, accountability, and responsibility. the distinction between failure and success can be determined by consistency. (morning coach, 2021). moreover, leaders maintain consistency, share risks with others, act ethically, and prioritize the needs of others over their own (izzuddin zaman 2019). http://https://journals.e-palli.com/home/index.php/ajahs pa ge 11 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 93-122, 2022 subtheme 3: re-learning value system it has been observed that during the implementation of school-based management, unity and cooperation among the participants have a big impact on doing a certain task. captain two stated, “perhaps, the unity, cooperation, and especially the maintenance of cleanliness inside and outside the school,” and gpta one explained, “we are always together, for example, is clean and green competition. yes, we are always in the participant, and we will not be left behind in deped competitions”. captain two and gpta one mentioned that maintaining the school’s cleanliness inside and outside was through having unity and cooperation. having this behavior will result in the school’s good performance in terms of participating in different competitions conducted by the division and even in the lgus competitions. schoolbased management emphasized that school authorities can swiftly address their local needs. it tries to draw community cooperation to ensure applicability plans used in the school (bangka s.k. et al., 2016). based on the account of the participants, having unity and cooperation in the implementation of school-based management will result in a good impact on the school environment, such as maintaining the cleanliness and orderliness of the school. school head four mentioned that all programs had been successfully implemented through unity. “through unity, programs will be implemented.” it implies that you can reach the common goal by doing the task with unity. furthermore, in a certain task, unity is an integral part of making desirable outcomes happen (wang and tian 2016). also, based on the participant’s verbatim transcription, being dedicated and industrious and doing the job with happy feelings will result in successful outcomes. sbm coordinator one explained, “ah, it is just that we do the job willingly; you do not need to have fights with your colleagues to do the reports. just approach them well. if you need to work, work if there are willing, then good. just be dedicated and industrious to work, and the output will be better, and we did it well! and at the same time, we are happily doing the work assigned to ask” it means that having dedication and commitment to work will lead to effective performance. (duze, 2012). teachers’ commitment is an important factor in achieving highquality education in this regard. as a result, educational success is predicated on teachers’ abilities, accountability, as well as knowledge, attitudes, and values for good teaching as measured by school performance. in addition, according to the experience of the participant, encouragement coming from the head had a huge impact on every member of the organization. it will serve as a reminder to the subordinates to continue with their task properly for a better result. being a leader of one organization, the words of encouragement coming from the heads will boost the confidence of his or her subordinates. leadership, according to northouse (2018) and rowe (2014), is a process in which one individual inspires a group of others to reach a common purpose. from school head three reported, “so, in our experiences, they realized that the encouragement of the school head had a huge impact on them, although they did their part, you need to supervise them and equip them in order to achieve the level 3 in sbm. it implies that the encouragement of a leader is very important because it will help the subordinates to accomplish all the tasks given to them. partnerships among stakeholders were the best strategy that can help the programs and plans of the school to be successful. the more participation is gained from the stakeholders like parents, the students, the teachers, alumni, school heads, local officials, and other concerns groups, the more it helps in the implementation of sbm (alonges, 2019). evidently shows the participant and stakeholder’s involvement in the implementation of sbm, which was a big help to the school to attain the objectives of each program and activity. sbm coor two attests to the importance of the involvement of stakeholders in every decision which the school has made. solicitation of ideas from them was a big help to improve the school’s performance. “because if the stakeholders are not involved in the implementation, we cannot attain our goals.” having this practice will result in a good performance of the school in sbm. sbm made it possible that decisionmaking could be done at the school level. thus, creating an environment where the school heads, teachers, students, and the school stakeholders can do their tasks efficiently (pepito g.c. et al., 2019). best practices drawn from the emerged themes established school practices in the implementation of school-based management are important in schools to provide an innovative and creative output for school development. school practices used in implementing sbm are factors that influence the result. efficient and successful development of sbm implementation depends on the practices made by the leaders and implementers. (parang high school, 2017) the following best practices were identified from the emerged themes of the study. first, empowerment through planning as a team, shared decision making, collaboration, and open communication. the involvement of participants in the planning and implementation of sbm leads to school-based decisionmaking and shared decision-making. moreover, through involvement, they can share their ideas and thoughts that could really help in making innovative and creative planning. furthermore, open communication is essential in strengthening the involvement of participants in planning and implementing sbm. information, valuable ideas, opinions, and suggestions regarding any programs or activities will be properly coordinated if there is open communication among the sbm implementers and participants. eager and dedicated participants are not easily daunted by their tasks. they are not easily discouraged when faced with difficulties during the implementation of http://https://journals.e-palli.com/home/index.php/ajahs pa ge 11 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 93-122, 2022 programs and activities. consequently, united personnel of any institution is a boon to the organization. if all the participants have unity, they can work towards the realization of the common goal. second, systematic strategies in sustaining and financing programs with close monitoring and evaluation. the school programs and projects have to be sustained with the stakeholders’ unity, cooperation, and support. it implies that the wherewithal of good school programs and projects was important in implementing sbm. it promotes unity and cooperation among the implementers of sbm. in this way, goals and objectives will be attained, resulting in successful and effective sbm implementation. moreover, in the implementation of sbm, proper utilization of funds was highly encouraged. thus, all programs and projects could be equally funded. school leaders should identify the priority of the school that needs a fund. in this practice, school programs and projects will become successful and efficient. further, successful project management has never relied on a “set and forget it” mentality. in order to run efficient projects, project monitoring needs to not only launch said projects but monitor and track their progress. while project monitoring is regularly overlooked or viewed as just another box to check off the proper monitoring’s task list, it’s a vital part of the project lifespan. this practice in the implementation of sbm could help the school leaders identify the progress of the projects and activities. additionally, accomplishment reports serve to verify whether the projects have been conducted or not. the accomplishments reports would inform the evaluators whether the school has reached an advanced level or not. in this practice of implementation in sbm, implementers could easily file the reports, and when the validation has come, they have proofs that they conducted the said programs and activities. third, identifying school’s concerns and priority needs. the program and projects to be implemented in the school are crafted to answer the prevalent problems of the school. these programs and projects must be responsive to the needs of the school. in answering the needs of the school, it ensures that sbm implementation is working to give progress to the institution. moreover, immediate response to the issues and concerns encountered during the implementation of sbm has an immense factor in the successful and efficient implementation of school programs and projects. for the assistance from the external and internal stakeholders to accomplish projects and programs successfully. in addition, adjusting plans according to what is needed of the school was important in implementing sbm. this management practice could help implement programs and projects according to the priority of the school. when aiming for the highest form of sbm level, they make some adjustments when it comes to the urgency of the report and the programs that need to be accomplished. it implies that making an adjustment in the implementation of programs and projects will lead to a successful result. likewise, one aspect of a successful implementation is the availability of resources in the form of financial support. provision of financial support for the projects in school and in lgus is essential to the implementation. the school must allocate appropriate provision of financial support for the sbm projects and programs to ensure that there will be resources to be used. fourth, modeling, inspiring and motivating people toward school’s growth and improvement. in an organization, it is easily seen who among the members are working hard. their level varies depending on the motivation that drives each member. members of the sbm who are highly motivated tend to work the hardest among members. it is important for the school sbm implementers to work hard and know the value of their work. this way organization of work will come about smoothly with the expected outcomes. consequently, the school head must know how to further motivate the teachers. one way to do this is by conducting friendly competitions in school like best classroom structured and most outstanding teacher. with these competitions, rewards to teachers who perform well will be given. recognizing the efforts of individuals will motivate them to continue their efforts. rewarding them for accomplishing their efforts is not overlooked. therefore, they will be encouraged to function well, which will bring good results to sbm implementation. additionally, some teachers treat their job as their vocation. for them, it is a calling. they gain a sense of accomplishment by doing their job with dedication and diligence. their willingness to serve comes from the belief that there will be a self-fulfillment in the job by doing their responsibilities. teachers as sbm implementers will find their roles equally challenging and fulfilling because of the wide array of duties and responsibilities in planning, implementing, and documenting. fifth, creating systems and policies to develop experts who are continuing to equip others towards common goals and values. inspiring teachers is critical to their performance in their jobs. giving prizes or simple gratitude is one technique to encourage internal and external stakeholders to participate in sbm implementation. they become focused and dedicated to completing their objectives when they are motivated. finally, being prepared for whatever situation that comes in implementing sbm is a challenging job for sbm implementers. future preparation ensures that whatever obstacle the school may encounter, they can overcome it. this future preparation motivates the teachers to work harder and accomplish each goal in the specified time. this will give the implementers ample time to accomplish their goals. further, stakeholders are involved in sbm implementations because they are concerned about future preparation and development for future generations. it also indicates that many stakeholders will be involved in the development of school programs and projects for future generations. this ensures that the programs and projects will be successful. http://https://journals.e-palli.com/home/index.php/ajahs pa ge 11 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 93-122, 2022 5i model based on the results of this study, the researcher proposed the 5i model, which can be used to enhance existing practices, sustain the advanced level in sbm, and serves as a guide for different schools to improve their implementation of school-based management to having a good plan that will address the needs of the schools. “ninety percent of a project manager’s job is communication. develop and maintain a communications plan. creative project managers minimize a potential communications breakdown by communicating through a variety of channels, not one or two. (pmbok® guide – sixth edition, page 723)”. moreover, empowerment of school resources and community involvement through accepting support from stakeholders, having a partnership with different agencies, and proper execution of responsibilities are also the key factors to successful planning. involvement also includes giving opportunities for others to lead, which results in a better outcome through having proper coordination, having positive responses in any situation, having a plan ahead of time, having teamwork, having proper delegations of work, and having the initiative to assist the school in projects. implementation strategies that can be used in the successful implementation of sbm. in this stage, appropriate strategies were used in the implementation of plans. implementing appropriate strategies is very important to attain the target objectives because strategies are devised and implemented to overcome the challenges faced by the organization. it is important to define your strategy framework, build your plan, establish your strategy rhythm, implement strategy reporting, and link performance to strategy. “strategy implementation: the 6 step process: by tom wright, on jan 6, 2022” moreover, being motivated to do certain tasks will make stakeholders engaged in schools’ programs and projects. this strategy has a big contribution to the successful implementation of sbm. to make stakeholders and implementers of sbm motivated and to continue to engage themselves in every project and program, they must witness and perceive the development and improvement of their hard work. helping the school brings self-fulfillment, and those projects and plans may be utilized to nurture the future generations. furthermore, during the implementation of school-based management, allowing others to lead is very important by being a role model, motivator, and collaborator. in this way of implementing a program, the objectives will be attained, and the subordinates will be willing to give extra time and effort for the program’s success. hence, in the implementation of school-based management, it is important to strengthen the involvement of the participants in both the planning and implementation stages. it can also be done through open communication, proper delegation of tasks, conducting pre-assessment, and proper monitoring and evaluations that can lead the participants of sbm to have an eagerness and dedication to their part. identifying issues and concerns and seeking solutions that may serve as a working area in developing future plans of sbm. in all organizations, issues and concerns were always encountered. these challenges and concerns will serve as a guide to the management in making changes in figure 11: 5i’s model to attain advanced level. this model can serve as a reference for concerned agencies, offices, and groups who work together towards the attainment of goals and sustainability of the implementation of school-based management through managing schools’ programs and projects, which will benefit both the schools and learners. furthermore, it also serves as a benchmark for other researchers in developing a scheme wherein they can utilize their learnings through expected outputs in their scholarly-written thesis or dissertation. this model consists of the following: involvement of all personnel that is associated with sbm implementation during planning and preparation. in this stage, planning and preparation is the most crucial part of total quality management. this is the stage where employees have to come up with the problems and queries which need to be addressed. they need to come up with the various challenges they face in their day-to-day operations and also analyze the problem’s root cause. employees/managers are required to do the necessary research and collect relevant data, which would help them find solutions to all the problems. hence, the involvement of the stakeholders and personnel who are the prime movers of school-based management is important because it is the process where everyone’s ideas, concerns, and the needs of schools are being addressed immediately. it is important to maintain open communication between school personnel and stakeholders because these two agents will work collaboratively to plan for the implementation of the projects and plans of the organization. attending meetings, involvement in decision making, involvement of stakeholders in planning, sharing or brainstorming, support, and dedication are the key factors http://https://journals.e-palli.com/home/index.php/ajahs pa ge 11 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 93-122, 2022 the plans for the future implementation of projects. filling all the gaps or lapses in the previous implementation is important in planning because these data are working grounds for the planning team to further improve the future projects of the organization. based on the result of this study, many challenges were encountered, such as lack of training, limited involvement of teachers in conducting research, lack of skill in using computers to make reports, financial shortage, lack of budget, and minimal funds which were important factors to have a successful implementation of sbm. innovating all the actions that have been applied during the previous implementation of sbm. reaping the harvest after all the efforts that you have invested has a big impact on the development of the school-based management implementation. innovating the strategies and leadership styles during the process of implementation of sbm resulted to having unity and cooperation among the participants, systematic execution of work, dedication and commitment of personnel to do their task, and proper encouragement of the heads to the subordinates. these innovations of the participants are the key to the successful planning of the future implementation of the sbm. moreover, these innovations may also serve as their guide to have better output in every program that they want to implement in their school. insights from the previous experiences in the implementation of sbm may use in crafting a future plan for the implementation of sbm. “experience is the best teacher” is a quote that has been proven and tested by many. based on the result of this study, future implementers of sbm must be diligent. implementers must achieve target objectives. a similar insight is that participants of the sbm must be supportive in all activity/s and plans of the school and must always think positive ways in any circumstances. in addition to these insights are accepting ideas and opinions from others, preparing and proper consolidation of reports on time, communicating and motivating each other, and engaging the stakeholders. these insights will help in developing future plans for the successful implementation of sbm. moreover, in improving management styles in the implementation of school-based management, participants of this study suggested continuous collaboration with the school, involvement in the programs, sustaining the achievement, strong linkages, bridging the gaps, achievement of the goals and targeted, and early delegations of work should be maintained during the implementation of sbm. conclusions to attain an advanced level in sbm implementation, the schools first and foremost have pieces of evidence that they provide good quality of instruction which can be determined by an increasing number of enrollees, with complete and competent teaching and non-teaching personnel, excellent curricular and co-curricular programs, activities and services for the students, good condition and functional schools’ infrastructure, facilities and equipment, and strong community linkages. these school environments could contribute a lot to the development of learners, teachers, and school management performances. the emerged themes from this study based on the experiences of the school heads and other stakeholders to attain the advanced level in the implementation of schoolbased management are considered the best practices in planning and starting the school-based management, which includes leadership empowerment through planning as a team, maintaining open communication, and working collaboratively. when planning is taken into place, systems and organizations are developed, and strategies for sustaining programs through monitoring, evaluating, and financing resources are realized. during the implementation stage of the sbm, the weaknesses of the schools can be revealed, such as inadequacy of training and equipping among teachers, difficulty in writing and producing research, lack of commitment and involvement among teachers and parents, and insufficient funds to maintain programs and projects. however, because of these difficulties, school leaders can become innovative and transformed by inspiring and motivating people, finding sources of funds, and improving the school’s environment until such time that they all reach their final goal and celebrate their fruit of labor by achieving excellence where their systems and policies are in place, turning their weaknesses into strengths and producing experts, and it is very important to note that working on the implementation of sbm, the value systems of the whole organization is re-affirmed. using the above-mentioned best practices from the experiences of the participants in implementation of sbm, the advanced level in the implementation of school-based management could be attained, maintained, and can enable them to level up to higher heights. as a result of this study, the 5i model was developed that can be used to enhance existing practices, sustain the advanced level in sbm, and serves as a guide for different schools to improve their implementation of sbm until such time that they too can attain advanced level. this model can serve as a reference for concerned agencies, offices, and groups who work together towards the attainment of goals and sustainability of the implementation of sbm, which will greatly benefit the learners, and the community as a whole. recommendations based on the findings and conclusions of this study, the following recommendations were drawn: 1. the schools may provide good quality of education through their academic programs and services, training and equipping of teachers, research productivity, provision of functional facilities and equipment for learning, additional funding, and community linkages to attain and maintain the advanced level in sbm. 2. information and dissemination of the experiences http://https://journals.e-palli.com/home/index.php/ajahs pa ge 11 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 1(2) 93-122, 2022 and best practices in the implementation of the sbm can be designed through lectures, small group conversations, benchmarking, and brainstorming of strategies to help other schools work towards the 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(2011). a comparative study of the relationship between transactional leadership, transformational leadership and organizational climate. economic herald, 11, 85–86 http://https://journals.e-palli.com/home/index.php/ajahs pa ge 1 pa ge 71 american journal of arts and human science (ajahs) classroom observation and teachers’ professional development activities: basis for intervention plan grecilyn reños1*, pepa pontillas1 volume 3 issue 3, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i3.3077 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: may 29, 2024 accepted: june 30, 2024 published: july 03, 2024 classroom observations systematically measure teachers’ performance, offering an effective professional development method. this study examines teachers’ perceptions of classroom observation and its impact on their professional growth. it evaluates the extent of classroom observation and its relationship with professional development during pre-observation, actual observation, and post-observation phases. the study involved 376 elementary teachers from manolo fortich district ii and iii, division of bukidnon, using a tool adapted from deped, cot (rpms) for teacher i-iii. a mixed-method research design and universal sampling were employed, with mean, standard deviation, and pearson product moment correlation for statistical analysis. results indicated a very positive level of classroom observation and professional development. significant relationships were found between classroom observation phases and professional development activities like lac sessions, training, and postgraduate study. teachers perceive classroom observations as enhancing their knowledge, skills, and teaching practices, providing professional development opportunities, and contributing to their overall growth. it is recommended that teachers pursue postgraduate studies to further improve their teaching skills and knowledge in various subjects. keywords classroom observations, professional development 1 phinma cagayan de oro college, philippines * corresponding author’s email: grco.renos.coc@phinmaed.com introduction classroom observation is considered one of the strategies to improve teachers’ ability to teach and gauge students’ outcomes. it is intended to enhance teachers’ classroom practices and effectiveness in teaching. this study aims to identify the instructional practices and problems experienced by the teachers in the classroom. it is a method of assessing how the teachers process their instruction and provide helpful feedback to improve classroom instruction. some teachers disfavor classroom observations. they have to prepare the instructional materials to be used, apply technology in their lessons, and check the classroom to see if it is conducive to the learners. consequently, they feel uncomfortable if someone is watching while teaching, and they are afraid of the outcome of the observations. from their perspective, they can teach well if nobody is observing them. nonetheless, such feelings of discomfort and stress from being observed should hinder one from attaining professional development, which is achieved through classroom observations. the researcher, who is a teacher in manolo district and who has taught for a number of years, believed that classroom observation can assess teaching and learning and can develop teachers’ skills and knowledge. the different phases of observation are beneficial for their professional development. the three phases of observation are as follows, pre-observation, actual observation and post-observation. these are the process of evaluating and recording the interaction between teachers and students to improve the teaching practices and performance of the students. as a result, such a process helps them develop their professional skills. the researcher wants to assess how classroom observation and professional development activities have helped teachers enhance their knowledge, skills, and competence. in this context, teachers should understand that observation is essential throughout their teaching career because it is a part of the instructional supervision of their school heads. supervision is an essential step in improving teaching and instructional procedures. it is not intended to create stress and anxiety but to be fully aware that classroom observation is a means to develop them professionally. teacher observation is important to student performance because it is generally evaluative in character. as an approach to professional development that enhances instruction and student outcomes, observation is being used by an increasing number of schools. it can be somewhat concerning for a teacher to be observed in the classroom. the school, principals, and teachers would all gain much from teacher observation, which also serves as a form of professional development. more and more administrators and teachers are viewing observation as a form of collaborative professional development (education world, 2023). katal et al. (2021) enumerated three stages of classroom observation. the pre-observation phase is the first where the observer and the observer get a chance to talk about the basis of the observation, where the teacher will be evaluated, and what kind of feedback is being sought. the setting of the lecture, the type of interaction that is anticipated from the students, the expected result, and the method by which pa ge 72 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 71-93, 2024 the observer will be presented to the students are all given to the observers. in the next stage, the observation phase contributes to the observer’s teaching abilities while also providing valuable insights into the observer’s teaching strategies. the students should be informed of the learners’ presence, but he is not allowed to participate in class activities while the observation is going on. telling them that the observer isn’t there to assess their performance and effectiveness is important. the presence of the observer shouldn’t influence the way the teachers deliver the lesson in any way from how they do it normally. taking notes on the points while observing helps the observer’s ability to prepare of the teacher. as to the third stage, which is post-observation, the observer and the observer have to discuss the feedback. during their observation, some observers jot down significant points. however, in order to easily remember the specifics of the lesson delivery, it is important to hold a post-observation meeting as soon as possible. additionally, especially in the areas where the observer has requested feedback, the observer is expected to provide a post-observation form. one of the best and most conventional methods of serving as a mirror for a teacher is classroom observation. this is a way to let teachers understand where they are in terms of their skills, not only in the delivery of the curriculum but also in their classroom management and their different techniques and abilities. teachers are the backbone of educational activity and the success of any educational endeavor is highly dependent on their job performance. in the philippines, the republic act 10533, known as the enhanced basic education act of 2013, underscores that classroom observation is used to measure and ensure quality teaching. according to section 14 of the law, the department of education is required to report on the many implementation-related factors, such as teacher welfare and training needs, which can be assessed by observation in the classroom. feedback offers chances for idea sharing and high-quality input for ongoing improvement. further, jogan (2018) defined classroom observation as a purposeful examination of teaching and learning events through the systematic processes of data collection and analysis is the observation of instruction in a classroom or other learning environment, either formally or informally. feedback targeted at enhancing their classroom management and teaching strategies is frequently provided through classroom observations, typically carried out by administrators, other teachers, or instructional specialists. as an extension of official supervision, school administrators also often watch teachers. further, emphasizing the importance of professional development, this study also attempts to determine the different phases of professional development such as lac sessions, training and postgraduate study. the researcher believes that these phases would further enhance teachers’ content knowledge, increase their competence in teaching, and promote effectiveness and professional growth, as shown in their classrooms. professional development is the set of tools. these resources allow educators to learn new teaching techniques, receive mentoring, and deepen their expertise in their field. those who participate in workshops or leadership sessions develop and enhance specialized skills, including technical, quantitative, and analytical skills (tophat, 2023). schwartz (2023) pointed out that professional development will be part of almost every teacher’s career. they have to attend the offered training, participate in group projects, or look for workshops and conventions. she said that effective professional development would provide educators the chance to expand their knowledge and hone their craft, which might improve student results. instructors can work together on this as a means of collaboration, and school administrators can assist their instructors in this way as well. robinson (2019) shared his ideas about why these matter in education. teachers that take part in professional development courses will be exposed to fresh concepts and viewpoints. it would also increase their expertise in the field and later build their confidence in their work. this confidence will be carried over to the classroom and can be shared with the students. enrolling in professional development courses offers educators innumerable opportunities to widen their ideas, deepen their understanding, and see things from different points of view within their area of expertise. teachers can question established practices, investigate different strategies, and adjust to changing educational environments by experimenting with new concepts, methods, and techniques. this exposure to other viewpoints promotes a culture of lifelong learning and professional development in addition to attracting intellectual curiosity. professional development courses can allow teachers to refine their abilities and deepen their knowledge in certain fields of interest or specialization. by means of focused training sessions, workshops, and seminars, educators enhance their teaching strategies, obtain advanced skills related to their careers, and obtain practical insights. in addition to improving instruction and student learning, this expansion of knowledge places teachers in how to lead and efforts function within their schools. for teachers, taking professional development courses is a path of transformation shaped by learning, development, and selfdiscovery. teachers become positive change individuals who push creativity and continual improvement in the educational system by embracing new ideas, expanding their expertise, and fostering a sense of confidence in their profession. literature review classroom observation classroom observation investigates its impact on the behavioral competencies and instructional effectiveness of the teachers as determined by an in-depth interview pa ge 73 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 71-93, 2024 and a modified survey questionnaire. the results showed that among primary school instructors, systematic classroom observation had a strong relationship and influence on both teaching performance and behavioral competence. furthermore, it was discovered that among primary school teachers, behavioral competence and rigorous classroom monitoring significantly influence teaching performance. moreover, the study widened the idea of the perceived impact of systematic classroom observation on the performance of elementary teachers, with emerging themes in the structured theme of the improvement of planning and teaching skills, assessing content knowledge, and developing teaching strategies (auman & asuncion (2023). according to wahid and halim (2018), classroom observation plays a central role in making teaching and learning more visible. teachers can enhance their classroom management and instructional approaches by using the collaborative critical feedback it offers. when it comes to determining the learning opportunities for their students, teachers find it crucial to see how students and teachers interact in the classroom observing classes also inspires colleagues to work together to enhance student learning and instructor effectiveness. feedback from classroom observations is a useful tool for giving teachers the knowledge they need regarding the conduct of their classrooms and can support their ongoing professional development. along with the article of biswas (2023) posited that classroom observation is very important to help the teaching and learning process be more effective. the purpose of this is to verify that teachers are using all required resources and teaching in a systematic way. in order to help pupils understand the concepts being taught to them, learning now places more emphasis on breaking each concept down into smaller parts. assuring that pupils are learning effectively is the most crucial part of classroom observation. to ensure that instructors have the right training to advance their careers, it is also done to assess the knowledge and skills of the teachers. on the same line, siddiqua (2019) asserts that classroom observation is potentially a useful tool for a teacher’s professional development and works best when the personal capacity of a teacher, an observer, and the school will provide a basis for effective use and outcome for teachers. the major findings of her study revealed that teachers found the preand post-observation sessions to be very useful for their professional development. it helps them understand the roots of their problems. it also provided them the guts and mental aptitude to concentrate more on their enhanced actions and advance their professional abilities. pre-observation pre-observation consists of initial consultation with the instructor, discussing his expectations and context of the observation, and reviewing the syllabus and other relevant materials that support student learning. the supporting course materials are foundational to teaching and learning in the classroom. these relevant materials should be provided prior to the preobservation consultation. the preobservation consultation is meant to set a collegial tone and establish rapport, mutual trust and respect between the observer and the instructor. the observer can discuss with the instructor specific areas that need attention during the observation, such as effective lecturing and active learning. according to the department of education and training of the state of victoria as cited by ya-nan (2023), in the pre-observation stage, both the observer and teacher need to make some preparations. to reach understanding on the precise emphasis of the observation, a discussion or meeting is required before to the classroom observation. focus areas could include pedagogical approaches, instructional strategies, curriculum organization, lesson preparation, learning objectives, assessment techniques, using questioning to gauge student comprehension and assess the efficacy of the teaching style, classroom management, and supplies and resources. actual observation according to the center for faculty excellence, classrooms are complex learning environments where the instructor, students, content, and activities all intersect to foster learning. observing an instructor in the classroom requires a high level of awareness from the observer. the observer watches explicitly the interactions, focusing on the areas discussed with the instructor during the preobservation consultation. the observation provides an opportunity to capture concrete and specific information about what is happening in the classroom that the instructor might not be able to see while teaching. similarly, zhu ya-nan (2023) stated that the second stage, which is the actual observation, is guided by the focus, which is decided in the pre-observation. the observer must focus on what he noticed, recorded, or assessed during the observation process . in order to get useful findings from classroom observation, some kind of recording and documentation of what is observed must be used. post – observation the post-observation discussion is intended to help the instructor further explore, develop, and enhance their classroom management and instructional techniques. this discussion will help affirm what worked well, communicate what to change, and how to incorporate changes into the curriculum. a technique for the postobservation discussion is for the observer to begin the conversation by asking the instructor how they think the class went. from this point, it is important to always connect observed evidence and real events to how students learn (center for faculty excellence). observational instruments are used to collect a wide range of evidence during the classroom observation, after the data collection process, reflection and feedback are needed. the post-observation phase provides an pa ge 74 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 71-93, 2024 opportunity for reflection and discussion of the observed teaching practices between the teacher and the observer. the questions will be about the feeling of the teacher during the observation, the accomplishment of the objectives through the students, the teaching strengths, the problems encountered and the suggestions for improvement (zhu ya -nan, 2023). professional development activities teachers gain better professional knowledge, skills, attitudes, and values through ongoing professional development. the continuing professional development (cpd) was introduced by the philippine government in an effort to improve the nation’s adherence to community standards. this law stipulates that in order to obtain a license from the philippine regulation commission, professionals must accrue units by attendance at seminars, training sessions, and other events. it is in this premise that the researcher included in this study the professional development of teachers with the three components such as lac sessions, trainings and post graduate study (padillo et al., 2021). the efforts to update teacher’s knowledge and practices have been focused particularly on teacher professional development with emphasis on the roles of teachers as active agents of the learning process. with the ongoing implementation and assessment of curriculum reform in the philippines, various forms of pd aim to improve teachers’ skills and align them with reform objectives ( gutierez, 2019). padillo et al. stated that teaching competences, which include instructional skills, subject matter knowledge, rapport-building with students, and classroom management abilities, should be had by all educators. these competencies can be acquired through professional activities. skilled educators possess both personal and professional qualities that can inspire pupils to achieve better in the classroom. in addition, according to ajayi, onebeju, and olutayo (2020), good teachers who possess a mastery of content, suitable pedagogical qualifications, and a positive attitude toward teaching play a significant role in student’s educational attainment. he further added that for the teachers to possess the skills to deliver the lessons effectively, they need to have continuing professional development. moreover, person (2019) affirmed that professional development is the process by which teachers continue their learning. professional development, often understood to be the practice of giving instructors opportunity to continue their professional growth, enables teachers to improve professionally in their content areas or in pedagogy. teachers at all levels typically do it to improve their own professional development and, eventually, the learning of their students. lac sessions as stated in deped order no. 35, in series 2016, a group of educators organized the learning action cell (lac), which focuses on cooperative learning to address common problems faced by the school. these difficulties could relate to 21st century skills and ict integration, learning diversity and student inclusion, curriculum and pedagogy, evaluation and reporting, and so forth. deped envisions this to serve as a school’s continuing professional development. bugtong (2018) defined the learning action cell as a school-based professional instructional dialogue and a forum for team learning among teachers. school heads and teachers are responsible for the conduct of lac sessions. teachers will be requested to choose a lesson or topic for the forthcoming meeting, get ready to share their experiences verbally, and provide learning materials created in previous months for the students to use before the meeting. there would be sharing sessions and discussions that are relevant to the activity. teachers training according to ulla (2018), as cited by hafeez (2021), training is a process to get the necessary skills to teach a particular subject. it is an effective way for teachers to improve the way they teach. the academic performance of students would be higher for a qualified instructor with superior teaching methods and strategies. she is better at instructing kids and putting different approaches and techniques. similarly, subedi (2015), as cited by best (2019), found that teacher training has contributed to improving teacher-student relations. students are more actively involved in learning, and more project work is done by trained teachers. thus, the teacher training program is considered one of the most important aspects of teaching, and it really supports the teacher in making his classroom effective, efficient, systematic, and comprehensive. according to upadhyay (2017), teaching is the process of shaping behavior, and the training makes a teacher perfect in his classroom teaching. it is related to skill and decision-making as well as attestation. it helps the teacher identify the student’s aptitude, interest, and learning problems. postgraduate study the study by abandiano et al. (2020) claimed that teachers play a crucial role in nation-building. the philippines can produce holistic learners who are grounded in values, furnished with 21st-century skills, and capable of driving the nation’s development and advancement through the employment of qualified educators. teachers must therefore view their high level of devotion to their work as reflected in their pursuit of continuous education, particularly graduate teacher education. pursuing a graduate education degree has several benefits for teachers, including the acquisition of new teaching abilities, broadening of knowledge, increased selfconfidence, application of current educational research to practices, and improved job stability and compensation. the findings of sevim and akin (2021) study revealed that teachers pursued graduate education mostly to achieve personal and professional development and pa ge 75 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 71-93, 2024 build academic careers. a lot of teachers said that after completing graduate school, they became more aware of the value of continuing education, altered the way they assessed events, and saw improvements in their performance, satisfaction, and self-confidence. following their graduate education, nearly every teacher reported that their approach to teaching had improved. statement of the problem this study aimed to determine the teachers’ perception of classroom observation conducted by the school heads and their professional development activities in manolo fortich district ii and iii, division of bukidnon, for the school year 20232024. it specifically answered the following questions: 1. how do the respondents assess the classroom observation stages pre-observation, actual observation and post-observation? 2. how do the respondents assess the professional development activities based on lac sessions, training and postgraduate study? 3. is there a significant relationship between the respondents’ assessment of pre-observation and the professional development activities? 4. is there a significant relationship between the respondents’ assessment of actual observation and the professional development activities? 5. is there a significant relationship between the respondents’ assessment of post-observation and the professional development activities? 6. based on the findings of the study, what intervention plan can be designed theoretical framework this study is anchored on social learning theory (slt) introduced by psychologist albert bandura (1960), who proposed that learning occurs through observation, imitation and modeling. it is affected by a number of variables, including motivations, emotions, attitudes, and attention. according to the hypothesis, people learn through seeing the results of other people’s actions. bandura’s theory goes beyond cognitive theories, which take into account psychological factors like attention and memory, and behavioral theories, which contend that all behaviors are acquired through conditioning. later, bandura based on the social learning theory, created the social cognitive theory in 1986. it asserts that learning takes place in a social context with a dynamic and reciprocal interaction between the individual, their environment, and their behavior. the idea takes into consideration the interplay between environmental and cognitive factors that influence learning. bandura’s social cognitive theory (sct) emphasizes the importance of observational learning (bandura, 2001). he stated that a person needs a role model in order to participate in observant learning. the person is motivated to keep learning because they cognitively recognize the worth of what they have learned. with pre existing skills, students in social cognitive learning are able to match the model’s attributes. the observer can then perceive that learning occurs (martinez et al., 2016). thus, the theory corroborates this study on classroom observation because in classroom observation, the school head observes the teacher’s interaction, instructional methods, approaches and techniques used in delivering the content, the classroom dynamics on student engagement, the lesson delivery and classroom management. after the observation, the school head provided oral and written feedback and discussed the feedback with the teacher. scope and limitations this study focused on classroom observation and professional development of teachers in manolo fortich district ii and iii, division of bukidnon, for the school year 2023-2024. the respondents of the study were the three hundred seventy-nine (379) teachers of the seventeen (17) elementary schools in the two districts. the study is limited to classroom observation during the pre-observation, observation implementation and postobservation, which are considered as the independent variables, while the dependent variables of the study are the professional development activities, which are comprised of the lac sessions, teachers’ training and professional development. methodology research design this study utilized a mixed-method research design. it combines and integrates quantitative and qualitative research studies. it entails gathering and evaluating data to address research questions and get a deeper understanding of a phenomenon. in this study, the quantitative method was used to determine the level of teachers’ perception in classroom observation in terms of pre-observation, observation implementation and post-observation. in addition, it assessed the teachers’ professional development in lac sessions, training and postgraduate study. the qualitative method is employed through the focus group discussions to know the teachers’ perception of the classroom observation conducted by their school heads and its correlation to professional development. in this design, data will be collected from the participants to gather the necessary information that can be summarized in tables and numerical forms. according to creswell (2013), mixed methods research is the class research design where the researcher mixes or combines quantitative and qualitative research techniques, methods, approaches, concepts or language into a single study for the purpose of breadth and depth understanding and corroboration. study setting the locale of the study is the schools in two districts in manolo fortich, division of bukidnon. the two districts comprise seventeen elementary schools. there are eight pa ge 76 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 71-93, 2024 elementary schools in manolo fortich district ii and nine in manolo fortich district iii. manolo fortich district ii comprises nine (9) schools and manolo fortich iii has eight (8) schools. all schools are accessible by transportation. manolo fortich is a 1st-class municipality in the philippines. it is a part of bukidnon in northern mindanao. its northern boundaries are cagayan de oro city and the malitbog municipality. in the sumilao municipality in the east, the libona and baungon municipality in the west, and the rough ranges of mount kitanglad in the south . it is about 40 minutes away from the bustling commercial center of cagayan de oro city. manolo fortich has a progressive economy and proof of such progress is the construction of the manolo fortich hydroelectric plant. this powerplant harnesses energy from the tanaon, amusig and guihean rivers, which produce renewal energy for the whole of mindanao .the development of the facility has given the residents of manolo fortich a lot of job prospects. study population and sampling technique the participants of this study on classroom observation and teachers’ professional development activities are the three hundred seventy-six (376) elementary teachers in manolo fortich district ii and iii in the division of bukidnon for the school year 20232024. similar to other divisions, the division of bukidnon aims to provide quality education to students by increasing their academic performance with teachers who are considered to have a crucial role in shaping the lives and careers of future generations. table a below illustrates the distribution of respondents by school. this study, which was carried out on seventeen (17) schools in manolo fortich, district ii and iii in the division of bukidnon, utilized the total population sampling technique wherein all teachers in the elementary were the participants. the total population sampling is a kind of purposive sampling in which all members of a population with a given set of attributes, traits, experience, knowledge, skills, and event exposure are chosen to be examined. this is frequently used to create evaluations of experiences or occurrences in a specific group. research instruments the research instrument employed in this study is a researcher-made, patterned and modified questionnaire. there are two parts of the survey questionnaire in the study. the first part assesses classroom observation, which is composed of three phases: pre-observation, actual observation, and post-observation. preobservation and post-observation are conducted by the researcher, while the actual observation is taken from deped, cot(rpms) for teacher i – iii. the second part ascertains the professional development activities of the teacher, which consists of lac sessions, training and postgraduate study. the survey questionnaire on lac sessions, which is patterned and modified, is taken from dizon et al. (2019), while the survey questionnaire on pieces of training and postgraduate study is researchermade. the questionnaire was made use of a four-point scale. to extract the desired information and enhance the study, a focus group discussion was conducted to select teachers who are not respondents to the study. statistical treatment of data descriptive statistics such as mean and standard deviation were utilized to assess the classroom observation on pre-observation, actual observation and postobservation. moreover, mean and standard deviation were also employed to determine the level of teachers’ professional development, such as lac sessions, training and postgraduate study. for the significant relationship between classroom observation and teachers’ professional development activities, pearson product moment of correlation was used. ethical consideration in the pursuit of conducting research on classroom observation and teachers’ professional development activities basis for the intervention plan, several ethical considerations were diligently observed to ensure the highest standards of research integrity. this permission and approval were obtained from the dean of the graduate school of phinma-cagayan de oro college and the schools division superintendent of bukidnon. the approved letter from the schools division superintendent was forwarded to the supervisor and to the school heads of the schools of the teacher respondents. overseeing educational matters within the table 1: distribution of respondents schools respondents manolo fortich ii alae central school 63 awol elementary 7 damilag integrated school 68 kitam-is elementary school 16 lunocan elementary school 19 mambatangan elementary school 34 mantibugao integrated school 17 minsuro integrated school 5 san isidro elementary school 10 manolo fortich iii camp 1 elementary school 14 plantation central elementary school 49 sankanan elementary 19 kalugmanan elementary 18 dahilayan integrated school 11 bagalangit elementary 2 lindaban elementary 16 mampayag elementary 8 total 376 pa ge 77 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 71-93, 2024 specified research setting is an essential step to ensure compliance with institutional guidelines and regulations and respect the jurisdiction of educational authorities. the researcher explained to the teacher the rationale and purpose of the study, that their participation was voluntary, and that they could withdraw anytime if they were no longer willing to participate. additionally, the participants’ confidentiality and privacy were protected to the fullest extent possible. this means that in order to avoid any unintentional identity revelation, comments or experiences must be reported using codes or aliases, and all data must be securely stored. participants were fully informed about the collection, storage, and use of their data, with the assurance that it would only be used for research reasons and not for any commercial or exploitative goals. compliance with data protection rules and guidelines is necessary. their names and identities would not be identified to maintain the anonymity of the participants while collecting, recording and analyzing the data. the data collected was encrypted to ensure that nobody could read and divulge the information and results. a password-protected account or folder was utilized. it was reviewed by the institutional review board (irb) of the institution to make certain that the process of data gathering met the ethical standards and ground rules. lastly, to maintain the highest ethical standards in academic inquiry, proper acknowledgment and citation of other people’s work, including prior research, must be adhered to. these ethical considerations collectively support responsible and ethical research practices, respecting the rights and well-being of all participants and offering insightful information to the field of education. results and discussions problem 1. how do the respondents assess the classroom observation stages pre-observation, actual observation, and post-observation? table 2: distribution of respondents’ assessment of pre-observation indicator mean sd description i check the attendance and punctuality of the students before the observation. 3.68 0.528 at all times i prepare the lesson plan / logbook, teaching guide, and manual before teaching. 3.64 0.539 at all times i prepare the instructional materials, textbooks and technology equipment. 3.69 0.528 at all times i incorporate the use of ict in the delivery of the lesson. 3.69 0.523 at all times i choose my strategies and activities to engage the learners. 3.70 0.521 at all times i maintain an environment that promotes fairness and respect to encourage learning. 3.65 0.537 at all times i maintain a flexible pacing for the lesson, adjusting the timetable as needed to ensure all learning objectives are covered within the allocated time. 3.66 0.517 at all times i initiate a pre-lesson discussion designed to activate prior knowledge, generate curiosity, and set the stage for active learning. 3.66 0.515 at all times i review the alignment of the objectives to the evaluation to be administered to the students. 3.63 0.524 at all times i prepare the test notebook on formative and summative evaluation. 3.64 0.529 at all times overall 3.66 0.526 at all times legend: 3.26 – 4.00 at all times / high observed 1.76 – 2.50 sometimes / seldom observed 2.51 – 3.25 most of the times / observed 1.00 – 1.75 never / not observed table 2 shows the distribution of respondents’ assessment of pre-observation with an overall mean of 3.66 (sd= 0.526), described as at all times. this means that these teacher respondents viewed classroom pre-observation as part of day-to-day life as a teacher. this is the stage of observation where the observer will clarify the purpose of the lesson, identify specific goals to accomplish, and discuss specific strategies and techniques to be employed. teachers’ attitudes or behavior towards pre-classroom observation need to be positive because it can affect their performance development as teachers. smith and brown (2020) highlighted the positive impact of intentional pre-observation planning on teacher self-reflection and growth. this observation emphasizes the importance of strategic pre-observation planning in setting clear goals and expectations. this involves collaborative discussions between teachers and observers to align on the focus areas of the observation. according to bilog et al. (2023), classroom observation can be one of the actuating aspects that could lead to the teachers’ engrossment. the classroom, pupils, lesson plans, and teaching materials are part of teaching. in particular, the indicator i choose my strategies and activities to engage the learners obtained the highest mean of 3.70 (sd = 0.521), described as at all times. this means that before the observation, the teachers had already planned to use various activities, such as handson experiments, group discussions, and multimedia presentations. using a variety of activities, pupils are involved and active in the process of learning. also, they have the idea to implement flexible grouping strategies that allow students to move freely and easily comprehend pa ge 78 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 71-93, 2024 the lesson. haramain and alih (2021) posited that the appropriate use of instruction had been one of the crucial functions of teachers for them to become efficient, effective and productive in their field of specialization. many studies have been conducted disclosing that the success of teaching and learning lies in using relevant strategies to address the varied needs and interests of the learners. on the other hand, the indicator, i review the alignment of the objectives/goals to the evaluation to be administered to the students, garnered the lowest mean of 3.63 (sd=0.524), described as at all times . this signifies that there are teachers who do not reassess the objectives and goals parallel to the evaluation to be given to the learners. evaluations administered by teachers must consider what to measure in order not to create frustration and undermine the learner’s motivation and learning. building alignment of the goal and assessment allows the teacher to identify the knowledge and skills to be developed for the learners. according to april (2023), when instructional objectives and assessment methods are not aligned, students are not given a fair opportunity to demonstrate their mastery of the lessons. students who believe their efforts are unappreciated may become frustrated and resentful as a result of this alignment, which could negatively impact student achievement. as a result, school administrators need to motivate their faculty members to develop assessments with greater intention by coordinating them with learning goals. kurt (2020) emphasized that evaluations are used in a course to measure whether the students have achieved the learning objectives. table 3: distribution of respondents’ assessment of actual observation indicator mean sd description i apply knowledge of content within and across curriculum teaching areas. 3.64 0.540 at all times i use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills. 3.47 0.558 at all times i apply range of teaching strategies to develop critical and creative thinking as well as other higher-order thinking skills. 3.57 0.535 at all times i create a structured classroom environment that facilitates individual and group engagement through diverse hands-on activities. 3.59 0.551 at all times i manage learner behavior constructively by applying positive and non-violent discipline to ensure learning–focused environments. 3.60 0.548 at all times i use differentiated, developmentally appropriate learning experiences to address learners’ gender, needs, strengths, interests and experiences. 3.60 0.540 at all times i plan, manage, and implement developmentally sequenced teaching and learning processes to meet curriculum requirements and varied teaching contexts. 3.58 0.552 at all times i select, develop, organize, and utilize relevant learning resources and ict tools to effectively address learning goals. 3.60 0.529 at all times i design , select, organize and use diagnostic, formative, and summative assessment strategies consistent with curriculum requirements. 3.59 0.552 at all times i cultivate a supportive learning environment that fosters active participation, cooperation and passion for continued learning. 3.62 0.544 at all times overall 3.59 0.545 at all times legend: 3.26 – 4.00 at all times / high observed 1.76 – 2.50 sometimes / seldom observed 2.51 – 3.25 most of the times / observed 1.00 – 1.75 never / not observed table 3 illustrates the distribution of respondents’ assessment of actual observation with an overall mean of 3.59 (sd=0.545) described at all times . this indicates that teachers consider actual classroom observations as essential because, in this stage, they focus on the delivery of the lesson and observe the student’s behavior and reactions. for the teachers actual classroom observation is a favorable probability for professional development, which offers valuable insights about teaching strategies, pupil engagement, and overall classroom enthusiasm. in addition, the result of the focus group discussions revealed that 80 % agreed that assessing them through observation would give them insightful feedback and help them develop their skills and potential to achieve the quality education that the department has envisioned. according to sanjeev datta personality school (2021), to make teaching and learning more valuable and visible, classroom observation provides constructive and honest feedback to improve classroom management and helps interaction between students and teachers. it also provides them with information about classroom behavior. the article of moskowitz teachers (2023) singled out that classroom observation is an act of watching a teacher’s performance in their classroom or learning environment. it is also a method of documenting without interrogating individuals, things, or events’ behavioral patterns or pa ge 79 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 71-93, 2024 communicating with them. ding et al. (2019) emphasize how important it is to have established observation techniques. the focus, uniformity, and alignment of observations with learning goals are guaranteed by welldefined frameworks. further, the indicator i apply knowledge of content within and across curriculum teaching areas obtained the highest mean rating of 3.64 (sd=0.540) described as at all times. this suggests that teachers constantly incorporate their knowledge and innovative tools and strategies for enhancing students learning according to their own teaching style. this includes disciplinary methods for learners’ growth and development. this implies that the teachers have a thorough comprehension of the subject and the ability to create methods for sharing the knowledge and help the learners to be engaged and have successful learning activities. de leon ( 2020) stated that content knowledge application influences how teachers engage with the learners regarding the subject matter, how they evaluate and use instructional materials, and how teaching impacts the achievement of the learners. the ability to exhibit precise, comprehensive, and wide understanding of the subjects we teach in every teaching opportunity is essential to the teaching profession. similar to this, every learning opportunity is valuable because of our competency, which links each lesson to the next and to the outside world. meanwhile , the indicator i use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills got the lowest mean rating of 3.47 (sd=0.558), described as at all times. this means that many teachers neglect to use techniques to improve their pupil’s reading and numeracy abilities. they should understand how important it is for educators to develop these skills. it would not only help learners reach their full potential but also give them ability to assess ideas critically and interact with creativity which enhances their comprehension level. to attain comprehensive educational development, it is important to incorporate instructional strategies that improve students’ literacy and numeracy skills in an efficient manner. this will facilitate their academic progress and personal development. as mentioned by johnson and smith (2021), it highlights an important aspect of instruction that is differentiated. the conversation focuses on how improving literacy and numeracy abilities can be achieved by modifying teaching strategies to meet the needs of every learner. table 4: distribution of respondents’ assessment of post-observation indicator mean sd description i submit a complete written report on the observation conducted by my school head. 3.50 0.558 at all times i utilize appropriate strategies that suit to the subject matter. 3.47 0.530 at all times i effectively integrate ict tools like interactive quizzes or screen recordings to provide my school head with a more interactive and informative observation experience. 3.51 0.558 at all times i annotate my lesson plan with notes on adjustments made during the observation and areas for future improvement. 3.55 0.537 at all times i monitor the student’s academic progress through the result of the evaluation. 3.62 0.515 at all times i am able to accomplish the objective of the lesson as planned. 3.55 0.537 at all times i identify the problems and areas in teaching that need to be improved. 3.59 0.523 at all times i develop trust and positive attitude in classroom observation. 3.60 0.520 at all times i am able to reflect the best practices to enhance my instructional skills. 3.61 0.519 at all times i am able to identify my strength and weaknesses after the evaluation. 3.63 0.515 at all times overall 3.56 0.531 at all times legend: 3.26 – 4.00 at all times / high observed 1.76 – 2.50 sometimes / seldom observed 2.51 – 3.25 most of the times / observed 1.00 – 1.75 never / not observed table 4 shows the respondents’ assessment of the level of classroom observation considering post-observation with an overall mean of 3.56 (sd=0.531), described as at all times. this infers that teachers are aware of the importance of post-observation. they consider this to be a crucial stage in the teacher assessment process, which offers a chance for contemplation, criticism, and professional development. they would be able to analyze which part of the instruction worked well and what particular aspect to be improved. they comprehend that the purpose of the post-observation is to review and assess the data for the purpose of improving their instruction. in the study conducted by hill (2021) using the questionnaire developed by kember et al. (2020), they concluded that post-observation talks are valuable as they provide a platform for self-reflection and introspection. in the same manner, it allows teachers to critically assess their pedagogical approaches and their conversations foster ongoing professional development. the indicator i am able to identify my strengths and weaknesses after the evaluation attained the highest mean rating of 3.63 (sd=0.515), described as at all times . this means that teachers have discovered their strengths and weaknesses after the observation. the feedback given to pa ge 80 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 71-93, 2024 them by the observer helped them realize what areas they naturally excel in. the strengths include their knowledge, attributes, skills, and positive talents. meanwhile, their weaknesses are the particular areas that are not well developed and need to be improved. the opportunity to reflect and talk about the observed teaching practice is provided by this post-observation phase for both the instructor and the observer, the accomplishment of the objectives through the students, the teaching strengths, the problems encountered and the suggestions for improvement (zhu ya -nan, 2023). the indicator i utilize appropriate strategies that suit to the subject matter got the lowest mean rating of 3.47 (sd=0.530), described as at all times. this suggests that these few respondents seldom use appropriate strategies that suit the learners. there are a lot of appropriate strategies that can be used for any subject matter. this includes concepts like inquiry-based learning, classroom management, reflective practices, pedagogical content knowledge, technology integration, differentiated instruction, inquiry-based teaching, subject-specific literacy strategies, and cultural responsiveness. bouslog (2019) stated that teachers need to have a wealth of knowledge in various teaching strategies and a bucket of these strategies to have their learners engage and keep them actively participating in the learning process. it plays an important role in classroom instruction. teachers would spontaneously project information that does not engage or connect with students if they did not employ strategy. the study of onyishi and sefotho (2021) highlights how important it is to modify teaching methods to fit the curriculum and the different needs of pupils. table 5: summary of the respondents’ assessment of classroom observation variables mean sd interpretation pre-observation 3.66 0.526 highly observed actual observation 3.59 0.545 highly observed post-observation 3.56 0.531 highly observed overall 3.60 0.534 highly observed legend: 4 3.26 4.00 highly observed 2 1.76 2.50 seldom observed 3 2.51 3.25 observed 1 1.00 -1.75 not observed table 5 shows the summary of the respondent’s assessment of the level of classroom observation. overall, results show that the respondents’ assessment of the level of classroom observation was very high as indicated by the overall mean of 3.60 (sd=0.534), interpreted as highly observed. the result divulges that teachers consider classroom observation as important part of teaching. they highly observed that it provides a satisfactory learning experience for the learners and this is done by implementing instructional strategies and techniques as planned by them. delivering appropriate teachings in the greatest possible learning environment leads to improve academic achievement of the learners. djoub ( 2023) accentuates that classroom observations are an essential step in the assessment process to learn how students perform in the classroom, identify those who may need support, and monitor progress. properly executed, observations can serve as a tool for both evaluating instruction and learning and enhancing the expertise and abilities of teachers. the variable pre-observation obtained the highest mean rating of 3.66 (sd=0.526) interpreted as highly observed. this indicates that majority of the teachers are convinced that an effective observation process requires effective communication between the teacher and observer during the pre-observation phase to ensure aligned expectations. it is known from the way things are handled among teachers that good communication is essential to setting clear expectations for both the principal and the teacher during the pre-observation period. everyone involved is able to convey their goals, worries, and aspirations for the observation process with clarity and openness when communication is open. teachers can share their teaching practices, learning goals, and any particular areas they want to focus on during the observation by having a conversation with the principal before the observation. cabigao (2021) emphasized that during the pre-observation stage, which is the first phase, teachers and observers prepare for the observation by orienting themselves on the pre-determined indicators, ensuring the preparedness of teachers by knowing exactly what to prepare and what teaching behaviors are expected from them in the actual observation. moreover, the variable post-observation got the lowest mean rating of 3.56 (sd=0.531), interpreted as at all times. this implies that these teachers are worried about the possible outcome after they are observed. they are afraid of hearing the negative comments and suggestions of the observer. they failed to understand that the observation is conducted to gain valuable insights to develop oneself and to help the students learn. engaging in a reflective conversation will provide helpful feedback that encourages the teacher’s professional growth. in contrast, the result of fgd disclosed that 85% of the teachers answered the advantages of critical feedback because, according to them, it would improve their instructional practices. this means that these teachers are open to receiving feedback from their school heads and willing to follow the feedback provided to them. according to ryan (2023), constructive feedback is a specific type of instruction feedback intended to provide guidance, insights, and suggestions for improvement. pa ge 81 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 71-93, 2024 in order to help teachers improve their teaching methods, deals with difficulties, and maximize the performance of the pupils and school head are able to provide helpful criticism. problem 2. how do the respondents assess their professional development activities based on lac sessions, training and postgraduate study? table 6: distribution of respondents’ assess professional development activities based on learning action cell sessions indicator mean sd description lac sessions… brings 21st century into teaching and learning situation. 3.50 0.521 at all times enriches lessons with simple integration strategies in ict that are developmentally appropriate. 3.44 0.517 at all times collaborative learning and assessment through online platforms or shared digital resources. 3.52 0.530 at all times implements ict with the tools and equipment available to the school. 3.57 0.535 at all times provides inquiry and exploration based student learning activities. 3.62 0.515 at all times gains greater confidence in using a wider range of instructional and assessment tools. 3.60 0.520 at all times shares a clear and practical framework for k to 12 classroom engagement using diverse ict strategies, which other teachers can readily implement. 3.64 0.510 at all times reshapes classroom practices ,leveraging insights from action research , to design personalized learning experiences and nurture student motivation. 3.54 0.529 at all times boost students’ critical thinking by providing stimulating teaching strategies as well as learning environment. 3.62 0.497 at all times plans and execute specific strategies that enhance student engagement. 3.58 0.504 at all times overall 3.57 0.518 at all times legend: 4 3.26 – 4.00 at all times / highly effective 2 1.76 – 2.50 sometimes / less effective 3 2.51 – 3.25 most of the time / moderate 1 1.00 – 1.75 never / not effective table 6 shows the respondents’ level of professional development activities based on lac sessions. overall, results show that the level of professional development activities based on lac sessions was very high as indicated by the overall mean of 3.57 (sd=0.518) described at all times .this implies that teachers participated in lac sessions conducted in the school because they have the trust that the sessions will help them upgrade their teaching performance. they are convinced that learning action cell, which is a school-based teacher program, is proven to be effective in encouraging teachers to collaborate and share challenges in the school. it would also to improve their comprehension and expertise of the curriculum and teaching methods, encourage them to engage in critical reflection. they are aware that lac aims to enhance students’ knowledge, abilities, and attitudes in accordance with the curriculum-linked competencies. it helps them to address their instructional competence and their performance. according to basco et al. (2022) and vega (2020), the learning action cell supports teachers in developing stronger working environments, strengthening their bonds with one another, advancing their professional development, and improving their pedagogical competency. the indicator lac sessions shares a clear and practical framework for k to 12 classroom engagement using diverse ict strategies, which other teachers can readily implement obtained the highest mean rating of 3.64 (sd=0.510) described as at all times. this implies that the teachers acknowledged the importance of building a collaborative atmosphere that supports continuous learning and growth. by connecting the thoughts and ideas addressed with the abilities in the department’s basis education curriculum, they stand to gain important insights. some of these insights could include the use of individualized education to meet the needs of many different types of learners, the application of active learning strategies, and the integration of technology to enable open and collaborative discussions outside of organized sessions. cartilla and rondina (2020), as cited by angeles et al. ( 2023), state that the lac sessions is a school-based teacher program created to promote continuing professional development by improving teaching and learning. during the event, a group of teachers have cooperative talks about a specific issue that the school is facing. the group can decide on subjects for each session depending on the order of priority on the agenda .the lac sessions may be the ideal setting for educators to share new teaching techniques when they become available ideas. on the other hand, the indicator lac sessions enrich lessons with simple integration strategies in ict that are developmentally appropriate got the lowest mean rating of 3.44 (sd=0.517), described as at all times. despite the interpretation showing a high level of efficacy, many teachers are reluctant to say that lac sessions effectively improve classes through ict integration. their unwillingness to integrate ict into their teaching methods pa ge 82 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 71-93, 2024 results in their pupils failing to have comprehensive and interesting learning experiences. it appears that even when they attend lac sessions, they seldom integrate technology to make the subjects simpler to comprehend, simplify teaching strategies, improve student interest, and make learning more enjoyable. this implies that teachers face barriers in applying ict such as lack of support, inadequate experience and inadequate ict training. in a study conducted by smith and colleagues (2020), found that teachers who participated in lac sessions reported increased proficiency in integrating basic and developmentally appropriate ict tools into their lessons. during group discussions, they gained useful knowledge that helped improve teaching methods. table 7: distribution of respondents’ assess professional development activities based on training indicator mean sd description the training….. enhances the mastery of learning skills and knowledge of teachers. 3.45 0.509 at all times develops teachers’ innovativeness in teaching the lessons. 3.44 0.517 at all times improves teachers satisfaction, motivation and morale. 3.53 0.548 at all times empowers teachers to quickly adapt to and utilize the latest technological trends. 3.58 0.525 at all times provides teachers better communication, teaching and critical skills. 3.59 0.512 at all times helps teachers to identify student’s aptitude, interest as well as their learning problems. 3.60 0.521 at all times builds positive and collaborative relationship in the workplace. 3.60 0.520 at all times encourages teacher autonomy and ownership over their pedagogical decisions within a supportive framework.. 3.55 0.528 at all times helps teachers to be aware on updated practices and methodologies. 3.57 0.535 at all times improve teacher’s instructional techniques and academic performance of students. 3.61 0.509 at all times overall 3.45 0.509 at all times legend: 4 3.26 – 4.00 at all times / highly effective 2 1.76 – 2.50 sometimes / less effective 3 2.51 – 3.25 most of the time / moderate 1 1.00 – 1.75 never / not effective table 7 shows the respondents’ level of professional development activities based on trainings. the data reveals that the level of professional development activities based on trainings was described as at all times as indicated by the overall mean of 3.45 (sd=0.509). this denotes that teachers believed that training is essential for their professional growth to help them to better understand and manage their learners. they would be able to know, understand, and manage well their students effectively. it would also equip them with updated practices and methodologies and help them maintain a positive attitude towards colleagues and parents. they are aware that training program has a positive impact not only to them but also to the learners. according to ulla (2018), as cited by hafeez (2021), training is a process to get the necessary skills to teach a particular subject. it is an important way for educators to improve their instruction. students would perform better academically under a qualified teacher with superior teaching methods and skills. she possesses greater aptitude for instructing kids and applying the various approaches and techniques. similarly, subedi (2015), as cited by best (2019), found that teacher training has contributed to improving teacher-student relations. students are more actively involved in learning, and more project work is done by trained teachers. thus, the teacher training program is considered one of the most important aspects of teaching, and it really supports the teacher in making his classroom effective, efficient, systematic, and comprehensive. further, the indicator improve teacher’s instructional techniques and academic performance of the students gained the highest mean rating of 3.61 (sd=0.509) described as at all times . this suggests that teachers probably know that they would get new strategies and tactics for teaching in the classroom through training. they have the chance to pick up new techniques, approaches, tactics, and abilities. additionally, they recognized that training increases their confidence in addition to improving their knowledge and skills. they acknowledged that their performance would improve, increase their effectiveness and productivity, and enhance the academic performance of the students. duyga and muhterem (2012), as cited by mugarura et al. (2022), rightly pointed out that the skills appropriate for generations before might no longer prepare students for the world beyond school. pupils are expected to approach everyday tasks with greater creativity and consideration. it should be noted that the training of teachers is very important in the life of learners and the general performance of the school. student performance is linked to numerous factors, but quality teachers are one of the most important components of students success. if school teachers do not have the tools to teach students effectively, their students will suffer. to teach effectively, teachers need access ongoing professional development. on the other hand, the indicator develops teachers’ innovativeness in teaching the lessons garnered the pa ge 83 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 71-93, 2024 lowest mean rating of 3.44 (sd=0.517), described as at all times. this means some teachers fail to implement creative teaching practices. based on the researcher’s perceptiveness, teachers should be innovative to promote critical thinking and tackle the challenges in the workplace. innovative teaching strategies would create an engaging and effective learning environment for the learners. to be innovative, teachers can create new teaching techniques and approaches to meet the needs of the learners. as teacher to become a better innovator themselves, they have to adjust their lesson planning that can help them adjust by teaching declarative knowledge so that it sticks, teach thinking skills explicitly and use technology to maximize access to information (pollock et al. 2021). table 8: distribution of respondents’ assess professional development activities based on postgraduate indicator mean sd description expands career opportunities in the current field and new career. 3.48 0.520 at all times helps advanced skills and in depthknowledge on the subject areas. 3.42 0.515 at all times provides teachers with hands-on learning experiences and increases proficiency in any disciplines. 3.61 0.529 at all times helps teachers to build network among professionals. 3.53 0.539 at all times encourages teachers to make and prepare more engaging activities to improve students’ performance. 3.58 0.534 at all times enables the teachers to be up – todate with new research and findings within the field of teaching. 3.56 0.517 at all times helps the teachers to further immerse oneself in the profession. 3.59 0.523 at all times leads to tangible changes in their measurement and evaluation practices. 3.53 0.539 at all times provides the potential for career advancement and increased earning opportunities, based on individual merit and qualifications. 3.60 0.530 at all times enhances teachers qualifications and competitiveness for career advancement opportunities. 3.55 0.537 at all times overall 3.54 0.528 at all times legend: 4 3.26 – 4.00 at all times / highly effective 2 1.76 – 2.50 sometimes / less effective 3 2.51 – 3.25 most of the time / moderate 1 1.00 – 1.75 never / not effective table 8 shows the respondents’ level of professional development activities based on post-graduate study. overall, results show that the level of professional development activities based on post-graduate study was very high as indicated by the overall mean of 3.54 (sd=0.528) described as at all times.this unveil that teachers pursue postgraduate study to improve their teaching skills. they wanted to expand their knowledge on fields related to their current areas of specialization. pursuing a postgraduate degree will give them invaluable experience that they can put into practice and gain practical skills in the classroom. in the article written by coursera staff (2024), they reiterated that by enrolling in a postgraduate program, one can sharpen necessary skills in the field of study with hands-on experience. additionally, one’s career may benefit from the connections made with important industry figures. many advanced degrees provide access to the possibility of earning better salaries, although the earning potential varies as much as the job outlook does. according to abellanco and abendiano et al. (2020), teachers play a crucial role in nation-building. the indicator provides teachers with hands-on learning experiences and increases proficiency in any discipline, obtained the highest mean rating of 3.61 (sd=0.529), described as at all times. this means that teachers acquire advanced professional academic skills through postgraduate studies that enhance their educational knowledge and experience. their postgraduate study provides them the ability to perform well the task or activity in a particular area. they can provide equitable learning opportunities to the students and assess their performance. the study of main (2023) identifies that hands-on learning, often referred to as experiential learning, is a pedagogical approach that immerses students in practical experiences, fostering a deeper connection with the subject matter. this form of teaching encourages students to participate actively in their education, in contrast to traditional teaching approaches that frequently place an emphasis on memorizing and passive listening. the philosophy provides students with engaging handson experiences that would further develop the learning process (martin, 2020). the indicator helps advanced skills and in depth knowledge on the subject areas got the lowest mean rating of 3.42 (sd=0.515), described as at all times. the respondents strongly agreed that postgraduate studies sharpened their skills and abilities, even if this indication had the lowest mean. and knowledge in the subject areas assigned to them. they have the depth of knowledge of the curriculum and understanding of the subject matter to measure how the students learned during instruction. the school is a place of pa ge 84 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 71-93, 2024 learning for teachers and learners. through professional development, educators can improve their methods and knowledge, which leads to the sharing of skills between educators and learners. table 9: summary of the respondents’ assessment of professional development activities variables mean sd interpretation lac sessions 3.57 0.518 highly efficient trainings 3.55 0.522 highly efficient post graduate 3.54 0.528 highly efficient overall 3.55 0.523 highly efficient legend: 4 3.26 4.00 highly efficient 2 1.76 2.50 less efficient 3 2.51 3.25 efficient 1 1.00 -1.75 not efficient table 9 shows the summary of respondents’ assessment of professional development activities. overall, results show that assess of professional development activities was very high as indicated by the overall mean of 3.55 (sd=0.523), interpreted as highly efficient. this unveil that the respondents have concluded that professional development programs help them become more skilled, encourage active learning, foster teamwork among colleagues, and set an example of best practices. based on the results, participants acknowledged that professional development activities had a major influence on their abilities and methods of instruction. teachers can cultivate a collaborative and dynamic learning environment in their field by participating in focused professional development activities. teachers can use collective expertise to implement best practices in the classroom by exchanging ideas, sharing experiences, and learning from one another. continuous professional development adds new knowledge to the teacher’s skill set and deepens the competency of the areas where the teacher is already productive. (washington, 2019). the variables lac sessions obtained the highest overall mean rating of 3.57 (sd=0.518) interpreted as at all times. this means that the respondents have proven the effectiveness of lac sessions in engaging a group of teachers to collaborate and share their challenges and experiences. it empowers them to shift their attitudes, behaviors and relationships as they interact. they internalized that by fostering their knowledge, attitudes, and competences in terms of curriculum, instruction, and assessment in their job, lac can enhance the teaching-learning process. moreover, it would help them foster a better working environment and develop their interpersonal relationship with their colleagues and improve their competence. based on deped order no. 35, s 2016, which is known as learning action cell (lac) as a k to 12 basic education program schoolbased continuing professional development strategies for the improvement of teaching and learning. the variable postgraduate study got the lowest mean rating of 3.54 (sd=0.528), interpreted as highly efficient. this signifies that few teachers have a negative idea on the postgraduate study. based on the results of this study, these are the teachers who do not believe that postgraduate study would help them advanced their skills and knowledge. however, the researcher refutes this finding. these teachers are aware that postgraduate study would enhance their skills and knowledge to improve the performance of the students and grasp the advantage of having postgraduate study. these are the teachers who do not pursue graduate study for several reasons. according to the article by go greenva (mary, 2022), while there are many reasons why one might choose to go to school, there are also many reasons why one might choose not to go. the reasons why someone might choose not to go to graduate school for teaching are because the cost of graduate school can be prohibitive; the job market for teachers is increasingly competitive; working conditions for teachers can be challenging; the stress of the job can be overwhelming; and there is no guarantee that you will be successful in the field. problem 3. is there a significant relationship between the respondents’ pre-observation and their professional development activities? table 10: test of relationship between the respondents of pre-observation and their professional development activities variables professional development activities overall lac sessions trainings post graduate study r-value r-value r-value r-value p-value p-value p-value p-value pre-observation 0.514 0.505 0.238 0.590 (mpr) (mpr) (wpr) (mpr) 0.002* 0.004* 0.005* 0.007* s s s s legend: *significant at p<0.05 alpha level s – significant ns – not significant pa ge 85 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 71-93, 2024 table 10 shows the relationship between the respondents’ level of pre-observation and their professional development activities. overall, the relationship between the respondents’ level of pre-observation and their professional development activities was significantly moderate as indicated by the correlation rvalue and probability value less than 0.05 alpha level, which led to the rejection of the null hypothesis. this means that respondents’ level of pre-observation and their professional development activities were correlated to each other. the finding of the significant relationship between preobservation and professional development activity in learning action cell sessions implies that teachers who have attended the lac sessions have knowledge and ideas of what to teach during the pre-observation. in addition, during the pre-observation conference, teachers who are enabled with the knowledge and skills can explain the process, identify the strategies, the instructional materials and evaluation to be employed by the observer during the observation. during the discussions, they would be able to elucidate their lessons, engage in collaborative decision making ,clarify expectations and identify the areas where specific feedback should be provided by the observer. in the philippines, the teachers’ quest for continuing professional development in learning action cell sessions helps to develop human potential to achieve quality teaching and learning. it provides a wider opportunity to level -up and guide teachers in promoting their knowledge, attitude and competencies for the effective implementation and delivery of curriculum, instruction and assessment in all schools (gamboa, 2023). in like manner, pre-observation is significantly correlated to training because training helps teachers improve their teaching competence and allows them to reflect on their teaching skills and practices. further, through training, they would be able to implement innovative teaching strategies based on the competencies in the curriculum required by the agency. according to myrto et al. (2021), providing teachers with a complete and effective professional development program can be achieved by offering them a learning workshop training that combines lectures and hands-on activities. while practical sessions give instructors the chance to practice and enhance their skills, lectures give them the fundamental theoretical knowledge, research-based insights, and pedagogical tactics they need. by putting these components together, educators can participate actively in learning activities, get quick feedback, work with peers, and get a deeper understanding of good teaching techniques. this blended approach fosters a dynamic and interactive learning environment, empowering teachers to enhance their instructional effectiveness, adapt to diverse classroom needs, and ultimately improve student learning outcomes. similarly, pre-observation is significant to training because teachers are able to transfer their learning from training to their work. they could apply the skills, knowledge, and behavior gained in the training to real situations. it also evaluates the effectiveness of training and how it benefits their skills and performance. kumar (2023) states that evaluating training effectiveness shows how useful current training offerings are and how they help in the future. effective training leads to higher employee performance and satisfaction, boosts team morale and increases investments. in connection, pre-observation is significant to postgraduate study on the premise that having postgraduate study will expose teachers to new ideas and perspectives in teaching (comon & corpuz, 2024). attaining new ideas and knowledge will be applied in planning and activities for the pre-observation. attending postgraduate study will increase expertise and build confidence, which will be carried into the classroom and ensure quality education. according to padillo et al. (2021), ensuring quality instruction is reflected in ra 7836 or the philippines professionalization act of 1994 and it was stipulated that teachers shall pursue other studies to improve their efficiency, enhance their career status, and fortify competence, virtues and productivity to be nationally and internationally competitive. the code of ethics for professional teachers encourages all school officials, including all teachers, to attend to their personal and professional growth. problem 4. is there a significant relationship between respondents’ level of actual observation and their professional development activities? table 11: test of relationship between the respondents level of actual observation and their professional development activities variables professional development activities overall lac sessions trainings post graduate study r-value r-value r-value r-value p-value p-value p-value p-value actual observation 0.589 0.592 0.120 0.550 (mpr) (mpr) (wpr) (mpr) 0.001* 0.007* 0.090 0.001* s s ns s legend: *significant at p<0.05 alpha level s – significant ns – not significant pa ge 86 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 71-93, 2024 table 11 shows the relationship between the respondents’ level of actual observation and their professional development activities. overall, the relationship between the respondents’ level of actual observation and their professional development activities was significant as indicated by the correlation rvalue and probability value less than 0.05 alpha level, which led to the rejection of the null hypothesis. this implies that respondents’ level of actual observation and their professional development activities were related to each other. moreover, actual observation, which is an essential step in the assessment process on how the students perform in the classroom, has a correlation to professional development activity in learning action cell sessions. during actual observation, the observer would be able to see how the teachers apply the theories learned in content and pedagogy, manage the learning environment and the conduct of assessment to the students. similarly, it allows to observe how the students interact during class discussions and activities and later be able to provide feedback on what techniques, approaches and ideas to implement thus,creating a continuous cycle for professional development.on this context, teachers who have participated in the lac sessions can implement the content and performance standards and learning competencies effectively and assess the learning from their teaching. in the article of baluyut ( 2024) emphasized that every learner is unique. thus, teachers find different ways to address strategies for the needs of every individual. they need to apply strategies and new techniques in teaching their lessons so as to make the teaching and learning process effective. in order to achieve the goal of catering quality education to the learners, teachers should continuously be organized and manage lac sessions that will greatly help them as far as their professional growth is concerned. as to the significant relationship of actual observation to training, the correlation can be viewed in the idea that as technology advances and strategies evolve in the workplace, there is a need to align with the changes in terms of knowledge and skills.one of the best ways to respond to the changes is by providing training to help improve performance and efficiency in the workplace. furthermore, there is no significant relationship between actual observation to postgraduate study. the results depict that actual observation has no correlation to post-graduate study. this indicates that during the actual observation, the teacher was not able to provide effective instruction as planned because he did not prepare the teaching plan and not ready with the activities and instructional materials. teachers should always show confidence for the pupils to focus on whatever the activities are. presentation, teaching devices, point of the lesson, classroom management, subject knowledge, pupil’s behavior management, awareness of pupil’s need and generalization and contradiction of the lesson are what the teachers should look at during the actual observation (englatierra-bilog & manoos 2023). problem 5. is there a significant relationship between the respondents’ level of post observation and their professional development activities? table 12: test of relationship between the respondents’ level of post-observation and their professional development activities variables professional development activities overall lac sessions trainings post graduate study r-value r-value r-value r-value p-value p-value p-value p-value post observation 0.197 0.118 0.195 0.188 (wpr) (wpr) (wpr) (wpr) 0.017* 0.007* 0.047* 0.006* s s ns s legend: *significant at p<0.05 alpha level s – significant ns – not significant table 12 shows the relationship between the respondents’ level of post-observation and their professional development activities. overall, the relationship between the respondents’ level of post-observation and their professional development activities was significant as indicated by the correlation r-value and probability value less than 0.05 alpha level, which led to the rejection of the null hypothesis. this implies that respondents’ level of post-observation and their professional development activities was related to each other. this divulges that post observation is correlated with professional development activity in lac sessions because the sessions provided teachers to give critical reflection as to their knowledge on the curriculum and classroom practices. during the postobservation, feedback on the performance of the teachers and the behavior of students, as well as the results of the evaluation, are discussed. it provides an opportunity to have reflective discussions about the lesson. both the observer and the teacher would identify specific areas to be reinforced and improved, and when used, they could be the best tools for professional development. fare (2021) claimed that the post-observation conference is valuable and that it is a time dedicated to focusing. this experience serves as an opportunity for the teachers to pa ge 87 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 71-93, 2024 review the details of a lesson with the observer while also reflecting on teaching practices. not only does the postobservation provide the teacher with accolades regarding their teaching performance, but it is also an exchange where the teacher can reflect and is provided with critical feedback to improve instructional execution moving forward. in relation to the significant relationship of post-observation to training, teachers who constantly attend training have a high engagement level in acquiring skills and best practices to be used in performing their duties and responsibilities. these are the teachers who, when provided informed feedback by the observer, could easily give insights and identify the best practices that can lead to clearer and more focused instruction. they are receptive to feedback and aware that this can improve their performance and build strong relationships with the observer. according to al and linkedin community (2023), observation and coaching can bring benefits to the employees and the organization, such as enhancing the transfer of learning from training to work, improving their performance and productivity, increasing engagement and retention, and strengthening the relationship and communication. this can be achieved by reinforcing the application of skills, knowledge, and behavior in real situations, helping them overcome challenges, develop new competencies and achieve their goals. consequently, post-observation is related to postgraduate study in the sense that post-observation is assessing a process or situation in a classroom and what is observed is documented. the actions and behaviors within the natural setting will provide insights and understanding of the situation being evaluated. in some ways, it is connected with postgraduate study because it is an opportunity for the observer to share observations, hone their skills and deepen their understanding of the subject areas. harrison ( 2023) elucidated the benefits of pursuing graduate studies. one of the benefits of postgraduate study is the opportunity to gain specialized skills. it can help enhance expertise and credibility. moreover, it offers flexible and lifelong learning for graduate students. aside from that, it builds a professional network. in graduate school of teacher education, they will meet people from different walks of life. hence, it gives them a chance to build a network of professionals. also, it offers an opportunity for a career change. pursuing graduate study helps to reinvent oneself. the specialized skills and new knowledge being acquired can pave the way for more new opportunities in a different field. finally, it gives first– hand experience when immersed in the chosen field. problem 6. based from the findings of the study, what intervention plan can be designed? table 13: matrix of intervention plan areas of concern specific objectives strategies / activities persons involved time frame source of fund budget expected outcome classroom observation a. pre – observation to discuss on the purpose and objectives of the observation conduct meetings with the teachers school head and teachers year round income generating project(igp) p 1,500 documentation to review on the lesson plans , teaching materials, guide, manuals and relevant documents check the lesson plans, teaching materials, guide, manuals and relevant documents school head and teachers year round income generating project(igp) p 1,000 accomplished checklist to review the alignment of the objectives to the evaluation to be administered to the learners inspect the lesson plans and evaluation materials school head and teachers year round income generating project(igp) p 1,000 test bank for evaluation b. actual observation to conduct actual observation observation of teachers according to established protocols school head and teachers year round income generating project(igp) p 2,000 accomplished cot form pa ge 88 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 71-93, 2024 to identify the range of instructional strategies that enhance learners achievement in literacy and numeracy skills taking detailed note on the instructional strategies school head and teachers year round income generating project(igp) p 2,000 applied instructional strategies to identify the integration of technology in the teaching – learning process conduct workshop on integration of technology school head and teachers monthly income generating project(igp) p 5,000 adopted technology integration to focus on capturing quantitative and qualitative data on different activities and students engagement, teacher and learners interaction and classroom climate. training workshops school head and teachers monthly income generating project(igp) p 5,000 compilation of the data c. post observation to determine the teaching strategies that suit to the subject matter conduct post – observation meetings, sessions and workshops school head , facilitators and teachers monthly mooe p 5,000 adopted the teaching strategies to provide specific feedbacks on observed strengths and areas of improvement and any observed challenges during the observation discussion with the teachers on the findings school head and teachers monthly mooe p 2,500 accomplished feedback forms to promote reflective teaching practices dialogue and sharing insights on the observation school head and teachers monthly income generating project (igp) p 1,000 employed best teaching practices professional development activities a.lac sessions to enrich lessons with simple strategies in ict that are developmentally appropriate collaborative workshops school head , designated lac leaders and teachers monthly income generating project (igp) p 6,000 applied technology integration pa ge 89 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 71-93, 2024 to enable teachers to support each other to improve their knowledge, practice, skills and attitude peer collaboration sessions school head , designated lac leaders and teachers monthly income generating project (igp) p 2,000 accomplished assessment records to develop activities for professional development that are aligned to the specific goals workshops, seminars, peer observation and action research projects school head , designated lac leaders and teachers year round income generating project (igp) p 4,000 accomplished lac profile and assessment b. training to conduct a comprehensive assessment on specific areas for teachers’ professional development training sessions and surveys school head , facilitators and teachers beginning of the school year mooe p 6,000 accomplished survey forms to identify if the curriculum addresses the identified needs and provide opportunities for active learning participation through interactive activities, group discussions, peer collaboration and hands – on experiences during the training school head and teachers beginning of the school year mooe p 5,000 to develop teachers innovativeness in teaching the lessons training sessions on different innovations in teaching school head , facilitators and teachers monthly mooe p 3,000 c. post – graduate study to establish goals to help teachers enhance and advance their skills and in depth knowledge on the subject areas assessment which include survey, interviews and group discussions school head and teachers monthly mooe p 2,000 compilation of the assessment forms to encourage teachers to integrate their post graduate studies in instruction collaboration with colleagues on innovative teaching initiatives school head and teachers quarterly income generating project(igp) p 1,500 applied innovative teaching initiatives pa ge 90 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 71-93, 2024 identify post – graduate programs that align with their professional practices seminars, conferences, webinars or lectures on relevant topics related to teaching. school head and teachers quarterly mooe p 5,000 list of graduate programs conclusions based on the results and discussions that have been presented, the following conclusions were made: majority of the respondents assessed classroom observation on pre-observation, actual observation and post-observation as highly observed. meanwhile, the professional development activities based on learning action cell sessions, training and postgraduate were related as highly effective. in addition, it was revealed that there is a significant relationship between classroom observation and professional development activities. therefore, it can be concluded that classroom observation is necessary for continuous improvement in teaching and learning and for the holistic development of the learners. thus, the teacher’s performance needs to be assisted by the school heads and given instructional support to become effective and efficient teachers. further, it is suggested that teachers continue attending learning action cell sessions and training and pursue postgraduate study for professional development. recommendations in accordance with the findings and conclusion of the study, the following recommendations are hereby presented: 1. school heads, during post-observation feedback, need to encourage the teacher to apply appropriate strategies to allow students to make meaningful connections on the lessons and provide real-life situations. it would help learners to participate and engage in different activities and situations presented to them. with the advent of technology, they should incorporate technology tools and equipment to make the students motivated and to deepen their understanding on the lessons. 2. teachers may pursue graduate studies to enhance their skills and in-depthknowledge on the subject matter of their preference. subject matter knowledge extends beyond knowing a lot of something. it suggests that going deeper into the contents will yield greater and richer learning. they should also have effective time management skills to balance their work, personal lives, and other commitments. 3. the school head may create a supportive environment during the preobservation so that teachers would feel comfortable and confident. teachers should plan ahead of what is to prepare for the pre-observation. they should prepare the plan and identify the appropriate instructional tools and best technique to improve the teaching. they should fully grasp that supervision serves as an essential step to develop them professionally. 4. school heads and teachers may consider actual observation as a form of collaborative professional development in as much as it is an avenue to display the instructional technique and ideologies that give direction to education in areas of the curriculum. 5. deped may encourage teachers to pursue their graduate studies to possess specialized knowledge, improve their performance in different perspectives and as an avenue to open new opportunities. additionally, professional development such as training, seminars, and workshops should be organized and all teachers in the workplace should be accommodated. references abellanco, j., & abandiano, m. 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(2023). observation in the classroom. sino-us english teaching, 20(2), 58-63. beijing international studies university, beijing, china: david publishing. pa ge 1 pa ge 58 american journal of arts and human science (ajahs) beyond the bellows: a critical review of free reed instrument research, gaps, and future innovations giovanni volpatti1* volume 4 issue 1, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i1.3842 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: september 30, 2024 accepted: november 02, 2024 published: february 22, 2025 this paper presents a structured and technical review of free reed instrument research, focusing on four critical aspects: sound production mechanisms, structural analysis, material characterization, and vibration analysis. through a detailed classification of over 100 studies, we identify prevailing trends, methodological approaches, and underexplored areas. a significant portion of the literature focuses on western instruments like the accordion and harmonica, while traditional asian instruments such as the sheng and khaen remain critically under-researched. methodologically, the field is dominated by experimental studies and finite element modeling (fem), with limited integration of computational advancements such as machine learning or artificial intelligence (ai). furthermore, structural and material research often overlooks eco-friendly or sustainable alternatives, suggesting a gap in environmentally conscious design. this review advocates for a more interdisciplinary approach, combining acoustics, structural dynamics, and material science with global perspectives on lesser-known instruments. emerging trends, such as digital augmentation and ai-driven sound optimization, present promising avenues for future exploration. additionally, the review underscores the need for sustainable design in instrument construction, as the field remains focused on traditional materials. by identifying key gaps and proposing future directions, this review provides a roadmap for advancing research in free reed instruments through innovation, sustainability, and a more inclusive global outlook. keywords accordion acoustics, computational modeling, free reed instruments, interdisciplinary research, sustainable instrument design 1 harmonicum, switzerland * corresponding author’s email: giovanni.volpatti@harmonicum.ch introduction free reed instruments are a unique class of musical instruments where sound is produced by the vibration of a reed, driven by an airstream. instruments such as the accordion, harmonica, and sheng have long held a cultural and musical significance across the globe. however, despite their diverse applications and rich history, research into their acoustic and structural properties remains highly fragmented and focused on a limited subset of instruments, predominantly those from the western world. the objective of this paper is to provide a structured review of existing literature on free reed instruments, with the aim of identifying key trends, gaps, and future directions in research. by organizing the literature according to research focus, instrument type, research methodology, and application area, we highlight both the depth and limitations of current studies. furthermore, this review emphasizes the need for a more inclusive approach, drawing attention to underrepresented instruments and methodologies. this review also incorporates four major themes that will guide the analysis: interdisciplinary innovation, global perspective, future of instrument design, and sustainability and cultural preservation. these themes serve to widen the lens through which free reed instrument research is currently viewed, encouraging new approaches that integrate technological advancements, cultural considerations, and eco-friendly design. we will explore the following research questions: how balanced is current research across different instrument types, particularly between western and non-western instruments? what methodologies dominate the field, and are innovative approaches such as ai and machine learning underutilized? how can future research expand beyond traditional acoustic studies to embrace broader interdisciplinary and global perspectives? by addressing these questions, this paper aims to provide a roadmap for advancing the study of free reed instruments into a more comprehensive and innovative future. materials and methods this section outlines the systematic approach used to identify, categorize, and analyze the literature on free reed instruments. the goal of this methodology is to ensure a comprehensive review that highlights key trends, gaps, and future directions in the research field. a broad literature search was conducted using several academic databases, including google scholar, research rabbit, researchgate, scopus, zenodo, research square, ieee xplore, sciencedirect, and pubmed. the search focused on research related to free reed instruments, with the aim of capturing a wide range of studies across acoustics, structural analysis, material science, and performance optimization. keywords such as “free reed instruments”, “accordion acoustics,” “fem modeling of free reeds,” and “harmonica sound production” were used to ensure coverage of both western and non-western instruments. the search was limited to peer-reviewed journal articles, conference papers, and book chapters published within pa ge 59 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 58-78, 2025 the past three decades to ensure relevance and modern applicability. studies focusing solely on the historical, cultural, or musical analysis without a technical or scientific component were excluded. after removing duplicates and irrelevant entries, a final dataset of 119 papers was compiled for review. a classification framework was developed based on four key categories: research focus, instrument type, research methodology, and application area to systematically analyze the literature. each study was reviewed and categorized according to its primary scientific or technical goals, allowing for a structured analysis that reveals trends and underexplored areas. research focus this category refers to the main scientific objective of each study (e.g., sound production mechanisms, structural analysis, etc.). instrument type studies were categorized based on whether they focused on western instruments (accordion, harmonica, concertina, bandoneon, …), asian instruments (sheng, khaen, sho, …), or hybrid/modern instruments. research methodology papers were classified based on the methods employed, such as experimental, theoretical, or computational studies. application area this refers to the practical use or goal of the research (e.g., musical performance, instrument design, pedagogy). the papers were analyzed using both qualitative and quantitative methods to identify trends and gaps. qualitative thematic analysis was applied to organize papers based on recurring topics and themes, while quantitative analysis was used to count the distribution of studies across the four categories. this allowed for the identification of dominant trends (e.g., focus on western instruments) and the uncovering of significant gaps (e.g., underrepresentation of interdisciplinary approaches). the final classification and data analysis aim to provide insights into both the current state of research and opportunities for future studies, particularly in areas like interdisciplinary innovation, sustainability, and the global representation of non-western instruments. literature review literature classification and analysis this section presents the classification of the 119 studies reviewed, following the methodology outlined before. the studies are grouped into four main categories: research focus, instrument type, research methodology, and application area. this structured classification allows for a clear and systematic examination of the body of research, facilitating the identification of trends, gaps, and opportunities for future work. the literature on free reed instruments can be divided into five primary research focuses, representing the key scientific and technical goals of the studies: • sound production mechanisms ○ studies that investigate the fundamental processes by which free reed instruments produce sound, focusing on aspects such as airflow, reed vibration, and reed-resonator interaction. ○ this research often examines how modifications to the reed or airflow affect the instrument’s acoustic output, which is crucial for tuning and optimizing instrument design. • structural analysis ○ research focusing on the mechanical integrity and structural dynamics of free reed instruments. this includes studies on how materials and design affect the durability and performance of the instrument under playing conditions. ○ key concerns include the fatigue of reeds, stress on instrument bodies, and how structural factors contribute to acoustic performance over time. • material characterization ○ this category includes studies that analyze the materials used in free reed instruments, such as metal reeds, wood, plastics, and more recently, eco-friendly materials. the aim is to understand how different materials affect sound production, durability, and environmental sustainability. ○ recent interest in sustainable and innovative materials is growing but remains underrepresented in the overall literature. • vibration analysis ○ studies that explore the vibrational behavior of reeds and their interaction with the instrument’s body and resonator. these studies typically use modal analysis or vibrational modeling to understand how different frequencies and modes affect sound quality and playability. ○ vibration analysis is crucial for improving the tonal accuracy and dynamic control of free reed instruments. • thermal effects ○ a less commonly studied area, thermal effects research examines how environmental conditions such as temperature and humidity impact the performance and longevity of free reed instruments. ○ these studies are vital for understanding how instruments behave in different climates, particularly for performers who travel or play in varying conditions. • other the studies reviewed are grouped based on the type of free reed instrument they focus on. this allows for an understanding of which instruments have received the most research attention and which remain underexplored. • western instruments ○ this group includes instruments such as the accordion, harmonica, concertina, bandoneon and reed organ. western instruments dominate the literature, with the accordion and harmonica receiving the most attention in terms of both acoustic and structural studies. pa ge 60 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 58-78, 2025 • asian instruments ○ asian free reed instruments, such as the sheng, khaen, and sho, are significantly less represented in the literature compared to their western counterparts. these instruments have unique construction and acoustic properties that are underexplored, particularly in terms of sound production and material characterization. • hybrid or other instruments ○ this category includes modern or experimental instruments that blend traditional free reed mechanisms with electronic augmentation or other innovations. hybrid instruments represent an emerging area of research, particularly in terms of digital sound production and electronic control mechanisms. • other the research methodology employed in the reviewed studies is a key classification that highlights how the instruments are studied. we categorize the methodologies into three primary types: • experimental studies ○ studies based on empirical data collection, where the behavior of the instruments is measured under controlled conditions. this includes physical measurements of sound, airflow, and vibration using various tools such as laser vibrometers, acoustic chambers, and wind tunnels. ○ experimental studies are vital for validating theoretical models and providing concrete data on instrument performance. • theoretical studies ○ these studies develop and apply mathematical or physical models to predict the behavior of free reed instruments. theoretical studies often involve modeling the interaction between the reed and the airflow or resonator without experimental verification, though they provide crucial insights into the physical principles that govern instrument operation. • computational studies ○ computational methods, such as finite element modeling (fem) and computational fluid dynamics (cfd), are used to simulate the behavior of free reed instruments. these studies offer detailed predictions of how instruments will perform under different conditions and are often used to optimize instrument design before physical prototypes are built. ○ although growing in popularity, computational studies are still underutilized in areas like ai-driven sound optimization, presenting opportunities for future research. • other this classification focuses on the practical applications of the research, identifying the intended outcomes or uses of the studies: • musical performance ○ research that focuses on how free reed instruments perform in real-world musical contexts, including studies on tuning, dynamics, sound control, and how various design factors affect the experience of both performers and listeners. ○ studies often examine how modifications to the instrument (e.g., changes in reed design or resonator shape) improve the control over tonal quality and volume during live performances. • instrument design ○ this sub-area covers research aimed at improving the physical construction of free reed instruments, focusing on factors like durability, ease of manufacturing, and optimizing acoustic performance. many of these studies investigate new materials or design techniques to enhance sound production or structural integrity. ○ sustainable instrument design is an emerging trend, with researchers exploring eco-friendly materials and methods to reduce the environmental impact of instrument manufacturing. • education and pedagogy ○ studies that explore the role of free reed instruments in music education, focusing on teaching methodologies, curriculum development, and the cultural transmission of musical knowledge. ○ while relatively underexplored, particularly in non-western contexts, this area presents opportunities for future research to better integrate free reed instruments into formal music education. • other detailed literature classification table this part of the paper provides a comprehensive overview of the 119 reviewed studies, classified according to the established categories: research focus, instrument type, research methodology, and application area. the purpose of this table is to offer readers a quick reference guide to see how each paper fits within the broader landscape of free reed instrument research, and to support the identified key trends. the table is structured as follow: • reference: this column lists each reviewed paper in standard apa format, providing clear references for readers to locate the original work. • year of publication: this column provides the year in which the paper was published. clearly, this represents a later point in time respect to when the research has been effectively carried out • research focus: each paper is categorized based on its primary scientific or technical objective, following the five research focuses before defined: sound production mechanisms, structural analysis, material characterization, vibration analysis, and thermal effects. • instrument type: this column identifies which type of instrument the study focuses on. instruments are categorized into three groups: western instruments (e.g., accordion, harmonica), asian instruments (e.g., sheng, khaen, sho), and hybrid or other instruments (e.g., modern instruments incorporating digital elements). • research methodology: this column classifies the research methodology employed in each study, pa ge 61 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 58-78, 2025 table 1: categorization of research papers based on research focus, instrument type, research methodology, and application area number reference year of publication research focus instrument type research methodology application area 1 (asiedu et al., 2024) 2024 other other other other 2 (bader et al., 2019) 2019 sound production mechanisms western instruments experimental studies instrument design 3 (behrens et al., 2009) 2009 vibration analysis western instruments computational studies musical performance 4 (biernat et al., 2013) 2013 sound production mechanisms western instruments experimental studies instrument design 5 (bivanti et al., 2020) 2020 material characterization other theoretical studies other 6 (brock et al., 2011) 2011 sound production mechanisms western instruments experimental studies instrument design 7 (busha & cottingham, 1999) 1999 vibration analysis western instruments experimental studies instrument design 8 (busha et al., 2002) 2002 vibration analysis hybrid or other instruments experimental studies instrument design 9 (calleri et al., 2019) 2019 material characterization other experimental studies other 10 (carini et al., 2023) 2023 structural analysis western instruments other instrument design 11 (causse et al., 1999) 1999 vibration analysis western instruments experimental studies instrument design 12 (chiaia et al., 2013) 2013 material characterization other theoretical studies other 13 (chiovarelli, 2021) 2021 sound production mechanisms western instruments other instrument design 14 (cottingham, 1993) 1993 sound production mechanisms western instruments experimental studies instrument design 15 (cottingham, 1994) 1994 sound production mechanisms western instruments experimental studies musical performance 16 (cottingham, 1996a) 1996 structural analysis western instruments experimental studies instrument design 17 (cottingham, 1996b) 1996 structural analysis western instruments experimental studies instrument design 18 (cottingham, 1997) 1997 vibration analysis western instruments experimental studies instrument design 19 (cottingham et al., 1998) 1998 sound production mechanisms western instruments theoretical studies instrument design distinguishing between experimental, theoretical, and computational approaches. • application area: finally, the application area specifies the practical outcomes or focus of the research, such as musical performance, instrument design, or education and pedagogy. pa ge 62 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 58-78, 2025 20 (cottingham et al., 1999) 1999 structural analysis western instruments experimental studies instrument design 21 (cottingham, 2000a) 2000 sound production mechanisms western instruments experimental studies instrument design 22 (cottingham et al., 2000b) 2000 sound production mechanisms asian instruments experimental studies instrument design 23 (cottingham, 2002a) 2002 other western instruments other other 24 (cottingham, 2002b) 2002 sound production mechanisms asian instruments experimental studies instrument design 25 (cottingham, 2003) 2003 other western instruments other other 26 (cottingham, 2004a) 2004 structural analysis western instruments experimental studies instrument design 27 (cottingham, 2004b) 2004 sound production mechanisms asian instruments experimental studies instrument design 28 (cottingham, 2005) 2005 vibration analysis western instruments theoretical studies instrument design 29 (cottingham, 2006) 2006 sound production mechanisms hybrid or other instruments experimental studies instrument design 30 (cottingham, 2008) 2008 other asian instruments other other 31 (cottingham, 2009) 2009 sound production mechanisms western instruments experimental studies instrument design 32 (cottingham, 2010a) 2010 other asian instruments other other 33 (cottingham, 2010b) 2010 structural analysis asian instruments experimental studies instrument design 34 (cottingham, 2010c) 2010 vibration analysis western instruments experimental studies instrument design 35 (cottingham, 2011a) 2011 material characterization asian instruments experimental studies instrument design 36 (cottingham, 2011b) 2011 sound production mechanisms hybrid or other instruments theoretical studies instrument design 37 (cottingham, 2012a) 2012 sound production mechanisms western instruments experimental studies musical performance 38 (cottingham, 2012b) 2012 sound production mechanisms asian instruments experimental studies instrument design 39 (cottingham, 2012c) 2012 sound production mechanisms asian instruments experimental studies instrument design 40 (cottingham, 2013) 2013 vibration analysis western instruments experimental studies instrument design 41 (cottingham, 2014a) 2014 material characterization asian instruments experimental studies instrument design pa ge 63 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 58-78, 2025 42 (cottingham, 2014b) 2014 sound production mechanisms western instruments experimental studies instrument design 43 (cottingham, 2014c) 2014 other western instruments theoretical studies other 44 (cottingham, 2015a) 2015 other western instruments theoretical studies other 45 (cottingham, 2015b) 2015 other asian instruments theoretical studies musical performance 46 (cottingham, 2016) 2016 sound production mechanisms hybrid or other instruments theoretical studies other 47 (cottingham, 2017a) 2017 other western instruments theoretical studies education and pedagogy 48 (cottingham, 2017b) 2017 vibration analysis western instruments experimental studies instrument design 49 (cottingham, 2018) 2018 other other other other 50 (cottingham, 2019a) 2019 sound production mechanisms western instruments experimental studies instrument design 51 (cottingham, 2019b) 2019 sound production mechanisms western instruments experimental studies instrument design 52 (cottingham et al., 1995) 1995 sound production mechanisms western instruments experimental studies musical performance 53 (cottingham et al., 2008) 2008 vibration analysis western instruments experimental studies instrument design 54 (cottingham et al., 1997) 1997 vibration analysis western instruments theoretical studies instrument design 55 (cottingham et al., 1992) 1992 sound production mechanisms western instruments experimental studies other 56 (cottingham et al., 1999a) 1999 vibration analysis western instruments experimental studies instrument design 57 (cottingham et al., 1999b) 1999 vibration analysis western instruments experimental studies instrument design 58 (cottingham et al., 1991) 1991 sound production mechanisms western instruments theoretical studies other 59 (cottingham et al., 2007) 2007 sound production mechanisms asian instruments experimental studies instrument design 60 (cottingham et al., 2010) 2010 vibration analysis asian instruments experimental studies instrument design 61 (coyle et al., 2009) 2009 vibration analysis western instruments experimental studies instrument design 62 (dena et al., 2023) 2023 other other other other 63 (dieckman et al., 2006a) 2006 sound production mechanisms asian instruments experimental studies instrument design pa ge 64 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 58-78, 2025 64 (dieckman et al., 2006b) 2006 sound production mechanisms asian instruments experimental studies instrument design 65 (dirksen et al., 2002) 2002 vibration analysis western instruments experimental studies instrument design 66 (drown et al., 2018) 2018 sound production mechanisms western instruments experimental studies musical performance 67 (dunkel, 1999) 1999 other western instruments other other 68 (faaborg et al., 2011) 2011 vibration analysis asian instruments experimental studies instrument design 69 (fetzer et al., 1999) 1999 sound production mechanisms asian instruments experimental studies instrument design 70 (fetzer et al., 1997) 1997 sound production mechanisms asian instruments experimental studies instrument design 71 (franta et al., 2006) 2006 structural analysis western instruments experimental studies instrument design 72 (gaylord, 1989) 1989 vibration analysis western instruments other other 73 (goetzman et al., 2004) 2004 sound production mechanisms hybrid or other instruments experimental studies instrument design 74 (goodweiler et al., 2009) 2009 sound production mechanisms other experimental studies instrument design 75 (gorino et al., 2016) 2016 material characterization other experimental studies other 76 (gorino et al., 2018) 2018 material characterization other experimental studies other 77 (hassard et al., 2020) 2020 vibration analysis asian instruments computational studies instrument design 78 (henessee et al., 2014) 2014 sound production mechanisms western instruments experimental studies instrument design 79 (hershey et al., 2011) 2011 material characterization asian instruments experimental studies instrument design 80 (hoover et al., 2001) 2001 sound production mechanisms asian instruments experimental studies instrument design 81 (huber et al., 2003) 2003 vibration analysis western instruments experimental studies instrument design 82 (jensen et al., 2003) 2003 sound production mechanisms western instruments experimental studies instrument design 83 (kaufinger et al., 2021) 2021 vibration analysis western instruments computational studies instrument design 84 (kirk et al., 2016) 2016 vibration analysis asian instruments experimental studies instrument design 85 (koopman et al., 1996a) 1996 material characterization western instruments experimental studies instrument design pa ge 65 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 58-78, 2025 86 (koopman et al., 1996b) 1996 vibration analysis western instruments experimental studies instrument design 87 (kottke et al., 1994) 1994 sound production mechanisms western instruments experimental studies instrument design 88 (krishnamurthy et al., 2007) 2007 sound production mechanisms other experimental studies other 89 (krishnamurthy et al., 2008) 2008 other other experimental studies other 90 (leduc et al., 2015) 2015 sound production mechanisms asian instruments experimental studies instrument design 91 (llanos‐vazquez et al., 2008) 2008 sound production mechanisms western instruments experimental studies instrument design 92 (llanos‐vazquez et al., 2014) 2014 sound production mechanisms western instruments experimental studies musical performance 93 (manfredi, 2022) 2022 other western instruments computational studies instrument design 94 (marano, 2020) 2020 other western instruments other instrument design 95 (martin et al., 2019a) 2019 vibration analysis asian instruments computational studies instrument design 96 (martin et al., 2019b) 2019 vibration analysis asian instruments experimental studies instrument design 97 (miklós et al., 2003) 2003 vibration analysis western instruments experimental studies instrument design 98 (millot et al., 2007) 2007 sound production mechanisms hybrid or other instruments theoretical studies instrument design 99 (misdariis et al., 2000) 2000 sound production mechanisms western instruments theoretical studies instrument design 100 (munoz et al., 2022) 2022 other western instruments other instrument design 101 (paquette et al., 2003) 2003 vibration analysis western instruments experimental studies instrument design 102 (plitnik et al., 2009) 2009 vibration analysis western instruments experimental studies instrument design 103 (puranik et al., 2022) 2022 sound production mechanisms western instruments computational studies instrument design 104 (ricot et al., 2005) 2005 sound production mechanisms western instruments theoretical studies instrument design 105 (rossing et al., 2010) 2010 other western instruments other other 106 (scott et al., 2014) 2014 other western instruments experimental studies musical performance 107 (shaw et al., 2019) 2019 sound production mechanisms hybrid or other instruments experimental studies instrument design pa ge 66 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 58-78, 2025 108 (shtrepi et al., 2020) 2020 material characterization other experimental studies other 109 (shtrepi et al., 2021) 2021 material characterization other experimental studies other 110 (signorini, 2006) 2006 other western instruments other education and pedagogy 111 (silva, 2008) 2008 sound production mechanisms other computational studies other 112 (st.hilaire et al., 1971) 1971 sound production mechanisms western instruments theoretical studies instrument design 113 (toussaint et al., 2007) 2007 vibration analysis western instruments experimental studies instrument design 114 (vines et al., 2003) 2003 sound production mechanisms western instruments experimental studies instrument design 115 (volpatti, 2025) 2025 material characterization western instruments theoretical studies instrument design 116 (wenzel et al., 2006) 2006 other western instruments other education and pedagogy 117 (wheeler, 2009) 2009 other western instruments other education and pedagogy 118 (wilson et al., 2009) 2009 material characterization western instruments experimental studies instrument design 119 (wolff et al., 2014) 2014 vibration analysis western instruments experimental studies musical performance results and discussion this section presents the key findings derived from the classification of the 119 studies reviewed. the trends and gaps in the literature are analyzed based on the four categories introduced in the last section of the present wprk: research focus, instrument type, research methodology, and application area. the goal of this section is to provide a clear overview of where the current research efforts are concentrated and where notable gaps exist. the distribution of references analyzed shows a clear growth in publications over time. from a modest number of papers published before 1990, there is a noticeable rise in the 1990s, reflecting increased academic interest. the peak periods are between 2000 and 2019, with around 40 publications in each decade, indicating that this topic gained widespread attention and became a focal area of research. however, post-2020, there is a decline, possibly due to the ongoing nature of recent research or a shift in focus within the field. overall, the data highlights the steady growth of scholarly contributions, particularly in the last two decades. figure 1: year of publication – distribution of the references pa ge 67 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 58-78, 2025 the categorization of studies by research focus reveals a strong emphasis on certain technical aspects of free reed instruments, while other areas remain underexplored: • dominance of sound production mechanisms and vibration analysis ○ over 40% (48 out of 119) of the reviewed studies focus on understanding how free reed instruments produce sound and over 25% (30 out of 119) how things vibrates in free reed instruments. this research is concentrated on airflow dynamics, reed vibration, and interactions between the reed and resonator, especially for western instruments like the accordion and harmonica. ○ this trend highlights the centrality of sound optimization in free reed instrument research, but also suggests a heavy focus on a relatively narrow aspect of these instruments. • underrepresentation of structural and thermal studies ○ studies focusing on the structural integrity (7 out of 119) and thermal effects (0 out of 119) of free reed instruments represent less than 10% of the reviewed literature. research into how environmental factors like humidity and temperature affect instrument performance is notably lacking, despite its practical importance for performers. ○ this presents a clear opportunity for future research, particularly in the context of improving the durability and reliability of instruments across varied climates. • material characterization and sustainability ○ there is a portion of around 11% of papers (13 out of 119) interested in exploring how different materials affect sound production and durability, but the investigation into sustainable materials remains scarce. only a handful of studies consider eco-friendly alternatives to traditional materials, suggesting a significant gap in research. ○ this trend points toward the potential for future work to focus on sustainable instrument design, aligning with broader environmental concerns in manufacturing. • other: around 18% of the references (21 out of 119) could not clearly be classified. this percentage is relatively low, showing a good selection of the proposed categorization. figure 2: research focus – distribution of the references the distribution of studies across different instrument types reveals a clear bias towards western instruments, with non-western instruments receiving comparatively little attention: • overrepresentation of western instruments ○ western instruments, particularly the accordion and harmonica, dominate the literature. over 60% of the reviewed studies (73 out of 119) focus on these instruments, particularly in areas of sound production and material analysis. ○ this suggests that western instruments have been prioritized for both historical and technological reasons, leaving other types of free reed instruments under-researched. • underrepresentation of asian instruments ○ around 21% of studies (25 out of 119) focus on asian instruments such as the sheng, khaen, and sho. these instruments have unique acoustical and structural properties that are poorly understood compared to their western counterparts. ○ this disparity highlights a clear gap in the global perspective of free reed instrument research, calling for greater focus on culturally and structurally diverse instruments. • emerging interest in hybrid instruments ○ hybrid instruments, which combine traditional free reed mechanisms with digital or electronic elements, represent an emerging area of interest. however, these studies are still in their infancy, with around 6% of the literature (7 out of 119) focusing on this category. ○ as digital augmentation becomes more prevalent in musical performance, this area is expected to grow, offering new possibilities for instrument design and sound control. pa ge 68 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 58-78, 2025 • other: around 12% of the references (14 out of 119) could not clearly be classified. this percentage is relatively low, showing a good selection of the proposed categorization. figure 3: instrument type – distribution of the references the research methodologies employed in free reed instrument studies show a strong reliance on experimental approaches, with computational and interdisciplinary methods still underdeveloped: • dominance of experimental studies: around 66% of the reviewed literature (78 out of 119) involves experimental studies, where the physical properties of instruments are measured and analyzed in controlled environments. this methodology is crucial for validating theories but may be limited in scope when it comes to predicting the complex behaviors of these instruments in real-world settings. • underutilization of computational methods and theoretical studies ○ computational studies, including finite element modeling (fem) and computational fluid dynamics (cfd), make up around 6% (7 out of 119) of the literature. while these techniques offer powerful predictive tools, their potential remains underutilized, particularly in areas like ai-driven sound optimization and material simulation. ○ there is a clear opportunity for computational methods to be expanded, especially as machine learning and ai become more integrated into acoustic research. ○ theoretical studies, while being more presents respect to computational studies, represent only around 14% of the analyzed studies (17 out of 119). • other: around 21% of the references (25 out of 119) could not clearly be classified. this percentage is relatively low, showing a good selection of the proposed categorization. • lack of interdisciplinary approaches ○ a small amount of the studies adopt an interdisciplinary approach, integrating insights from fields like cultural studies, materials science, or digital technology. most studies remain focused on traditional acoustic or structural analysis, limiting the scope of innovation. ○ future research could benefit from a more interdisciplinary perspective, particularly when it comes to understanding the cultural significance and potential technological enhancements of free reed instruments. figure 4: research methodology – distribution of the references pa ge 69 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 58-78, 2025 the practical applications of the research are similarly concentrated in specific areas, with some notable gaps: • focus on musical performance and instrument design ○ studies related to design dominate the literature, comprising over 68% of the reviewed studies (81 out of 119). these papers focus on optimizing instrument performance for players, improving sound quality, and refining instrument construction for durability and comfort. ○ the studies that focus on the musical performance, while being indirectly also covered by the optimized instrument design, represent only around 8% of the consulted literature (9 out of 119). ○ this emphasis reflects the practical concerns of both musicians and instrument makers, particularly in western contexts. • limited research in education and pedagogy ○ around 3% of the reviewed studies (4 put of 119) focus on education and pedagogy, with even fewer studies addressing the role of free reed instruments in non-western educational systems. this represents a missed opportunity for integrating these instruments into broader musical curricula. ○ there is potential for expanding research in this area, particularly to promote free reed instruments as a key part of music education across cultural boundaries. figure 5: application area – distribution of the references the mixed analysis of research focus and methodology over time is crucial for understanding the evolving technical direction in a given field. by examining how research topics and approaches change across different time frames, we can gain insights into emerging trends, shifts in priorities, and the development of new techniques. this helps to map the trajectory of scientific inquiry, revealing not only what has been explored but also highlighting areas where future research may be directed. tracking the alignment between focus areas and methodologies provides a comprehensive view of the progression of knowledge and technical advancements. pa ge 70 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 58-78, 2025 figure 6: research focus vs research methodology – distribution of the references over decades pa ge 71 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 58-78, 2025 analyzing the relationship between instrument type and application area over time offers valuable insights into how specific instruments are utilized in different fields. this exploration helps to identify trends in the practical applications of various instruments, showing how their use has evolved to meet changing needs in areas such as musical performance, education, and instrument design. understanding this progression not only highlights the versatility of different instruments but also provides a basis for predicting future innovations and applications in the field. pa ge 72 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 58-78, 2025 figure 7: instrument type vs application area – distribution of the references over decades discussion this section critically examines the trends identified in the literature classification, highlighting both strengths and gaps in free reed instrument research. the discussion also connects these findings to the four key themes— interdisciplinary innovation, global perspective, future of instrument design, and sustainability and cultural preservation—offering a roadmap for advancing the field. the literature review reveals a clear dominance of studies focusing on sound production mechanisms, particularly for western instruments like the accordion and harmonica. while these studies provide valuable insights into the acoustics and performance of these instruments, the heavy concentration on a narrow aspect of free reed instrument research limits the field’s growth. • interdisciplinary innovation ○ the sound production studies, while thorough in traditional acoustic and engineering approaches, often lack interdisciplinary integration. there is room to combine sound production research with computational modeling techniques such as fem-based or ai-based sound optimization or with material science to explore innovative reed materials. ○ furthermore, integrating cultural studies with acoustical research can offer insights into how cultural practices shape the design and playing techniques of free reed instruments, offering a more holistic understanding. • global perspective: the overwhelming focus on western instruments suggests a need for a more inclusive, global perspective. asian instruments like the sheng and khaen, which have unique construction and sound production mechanisms, are vastly underexplored. broadening the research focus to include non-western instruments could uncover new acoustical insights and expand the understanding of free reed acoustics across different cultural contexts. only a small percentage of studies focus on structural analysis or the thermal effects of free reed instruments. these areas are critical for understanding how instruments perform and endure under real-world playing conditions, especially in diverse climates and environmental conditions. • future of instrument design: structural and thermal studies are essential for advancing instrument design, particularly when it comes to improving the durability and reliability of free reed instruments in different performance environments. instruments such as the harmonica and accordion often undergo intense use, and pa ge 73 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 58-78, 2025 their structural integrity is crucial for professional players. there is a significant opportunity to develop durable designs that better withstand environmental stressors like humidity, temperature changes, and physical wear. • sustainability: the lack of research into sustainable materials in structural analysis presents a missed opportunity. as the world increasingly emphasizes ecofriendly practices, free reed instrument makers could benefit from adopting sustainable materials and processes in their designs. research into bamboo reeds, recycled metals, or innovative synthetic materials could not only improve the environmental footprint of instrument production but also enhance sound quality and longevity. the stark imbalance between western and non-western instruments in the literature highlights a significant gap in the global scope of free reed instrument research. instruments such as the sheng, khaen, and sho— important to various asian musical traditions—remain largely unexplored in scientific studies, particularly in terms of their unique acoustics and structural designs. • global perspective ○ expanding research to include non-western free reed instruments is critical for creating a global understanding of the acoustics and construction of these instruments. these instruments offer different reedresonator interactions and construction materials, which could provide new avenues for acoustical research and instrument design. ○ additionally, studying non-western instruments can help preserve cultural heritage, contributing to a cultural preservation agenda that is currently underrepresented in the literature. • interdisciplinary innovation ○ there is significant potential for interdisciplinary research on non-western instruments. for example, combining ethnomusicology with acoustics could lead to a deeper understanding of the cultural significance of these instruments and how their design and acoustics are influenced by regional musical traditions. while experimental studies dominate the field, computational methods (such as fem and cfd) and interdisciplinary research are still underutilized. this is a missed opportunity, given the potential of computational tools to simulate complex reed behaviors and optimize instrument design before physical prototypes are built. • interdisciplinary innovation ○ expanding the use of computational methods, particularly fem analysis, ai-driven sound modeling and machine learning, could revolutionize free reed instrument research. these tools can be used to predict how design changes affect sound production, enabling more precise tuning and optimization of instruments. furthermore, combining computational methods with materials science could help identify new materials that optimize both sound quality and durability. ○ interdisciplinary collaboration between acousticians, material scientists, engineers, and cultural scholars would also broaden the research scope, creating a more comprehensive understanding of free reed instruments from both a technical and cultural perspective. only a small portion of the reviewed studies focus on education and pedagogy, highlighting the lack of research on teaching and learning methods for free reed instruments. this is particularly evident for non-western instruments, which are often excluded from formal music education curricula. • global perspective and cultural preservation: expanding research in this area could help integrate free reed instruments into music education across different cultural contexts. incorporating instruments like the sheng or khaen into school programs could help preserve these traditions while introducing new generations of musicians to diverse musical practices. • future of instrument design: research on pedagogy could also inform instrument design, particularly for beginner instruments. understanding how students interact with free reed instruments can lead to innovations in design that make the instruments easier to learn and play. sustainability has emerged as a key concern across various industries, but it remains largely underrepresented in free reed instrument research. only a small number of studies explore the potential for using eco-friendly materials or sustainable manufacturing processes. • sustainability and cultural preservation: embracing sustainability in instrument design is not only a response to environmental concerns but also a way to preserve traditional crafting methods that use natural materials. future research should focus on developing eco-friendly alternatives to traditional materials (e.g., plastic reeds) and explore the use of bamboo, recycled metals, and other sustainable resources. • future of instrument design: incorporating sustainable practices into instrument manufacturing could drive innovation, leading to instruments that are both environmentally friendly and acoustically superior. this also ties into the growing consumer demand for ecoconscious products, which could open new markets for sustainable free reed instruments. conclusion this literature review on free reed instruments highlights trends, gaps, and future research opportunities. current studies are heavily focused on western instruments, particularly sound production mechanisms, with experimental methodologies dominating. non-western instruments, interdisciplinary methods, and sustainable design considerations remain underexplored. the review categorized 119 studies across four dimensions: research focus, instrument type, methodology, and application area. key findings include: • sound production is the primary focus, especially on airflow dynamics and reed vibration. • western instruments like accordion and organ are overrepresented, while asian instruments like the sheng pa ge 74 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 58-78, 2025 and khaen are understudied. • experimental approaches are prevalent, while computational and interdisciplinary methods show potential for growth. • sustainability is rarely addressed, particularly in material selection and environmental impact. this review highlights key directions for future research, stressing the importance of interdisciplinary innovation, global representation, and sustainable design. while expanding research on non-western instruments is essential, western instruments continue to play a critical role in fostering innovation. recommended areas include incorporating computational and interdisciplinary methods, prioritizing sustainable materials, and enhancing educational research for both western and non-western music traditions. this comprehensive, inclusive approach can deepen scientific understanding, support cultural preservation, and promote sustainable development in the field of free reed instrument research. references asiedu, d., & dankwa, c. a. a. 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(2014). detailed analysis of free reed initial transients. journal of the acoustical society of america, 136(4), 2201. https://doi.org/10.1121/1.4899982 pa ge 1 pa ge 46 american journal of arts and human science (ajahs) association between child mortality and healthcare facility level factors: evidence from nationally representative survey md awal kabir1* volume 3 issue 2, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i2.2945 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: april 09, 2024 accepted: may 12, 2024 published: may 15, 2024 child mortality is an important indicator of child health and overall national development. under-five mortality is unacceptably high in lowand middle-income countries (lmics) including bangladesh. increased availability and access to the healthcare services can play a significant role to reduce under-five mortality. the aim of this study was to explore the associations of several forms of child mortality with health facility level factors. data were extracted from the 2017-18 bangladesh demographic and health survey data and 2017 bangladesh health facility survey data. three outcome variables were considered: neonatal mortality, infant mortality, and under-five mortality in this study. health facility level factors were considered as major explanatory variables. they were the availability of the child healthcare services at the nearest healthcare facility, readiness of the nearest healthcare facility to provide child healthcare services and the average distance of the nearest healthcare facility providing child healthcare services. multilevel mixed-effect logistic regression model was used to determine the associations between the outcome variables and explanatory variables adjusted for covariates. we reported under-five, infant and neonatal mortality were 40, 37, and 30 per 1000 live births, respectively. the likelihood of neonatal and infant mortality was found to be declined for one-unit increase on the availability and readiness of the mothers’ homes nearest healthcare facilities to provide child healthcare services. on contrary, for every kilometre increased distance between mothers’ homes and their nearest healthcare facility was found to be associated with increased in the likelihoods of neonatal, infant and under-five mortality. the availability of health facilities providing child healthcare services close to residence and their improved management, infrastructure, and readiness to provide child healthcare services play a significant role in reducing under-five mortality in bangladesh. policies and programs should prioritize to increase the availability and accessibility of health facilities that provide child healthcare services. keywords under-five mortality, healthcare facility level factors, bangladesh demographic and health survey, bangladesh 1 department of social work, pabna university of science and technology, pabna, bangladesh * corresponding author’s email: awalkabir71@gmail.com introduction child mortality is an important indicator of child health and overall national development (mcguire, 2006). a substantial global progress has been made in reducing child deaths, from 12.7 million in 1990 to 5.9 million in 2015. since 1990, the global under-5 mortality rate has dropped 53%, from 91 deaths per 1000 live births in 1990 to 43 in 2015 (who, 2016). the world as a whole has been accelerating progress in reducing the under-5 mortality rate. globally, approximately 5.6 million deaths of children under-five years of age (under-five deaths) were reported in the year 2016. of these deaths, three million occurred between 1 and 59 months of age while the remainder occurred between birth and the first month of life (igme, 2017). the sustainable development goals (sdg) started in 2015 with ambitious targets to reduce the neonatal and under-five mortality rates to 12 and 25 per 1000 live births, respectively, by 2030 (robert et al., 2005). the millennium development goals (mdgs), which ended in 2015 with more than 50% (from 90 to 43 per 1000 live births) reduction of global under-five mortality, helped the world to make such highly ambitious targets (beattie et al., 2015; fullman et al., 2017). however, the rate of under-five mortality in lowand middle-income countries (lmics) does not truly represent such an average estimate of under-five mortality or the reduction during the mdgs. the rate of under-five mortality is still 69 per 1000 live births in lmics, which was also the global average in the 2000s (asia, 2016; chao et al., 2018). consequently, the likelihood of under-five mortality is 14 times higher in lmics than in developed countries, and lmics account for more than 90% of the 5 million under-five deaths globally (asia, 2016). the rate of under-five mortality is much higher in asian and african countries, which account for around 80% of the global under-five deaths despite accounting for only 53% of global life births (sharrow et al., 2022). the causes of such higher deaths of under-five mortality in asian and african countries, are infectious diseases such as pneumonia, diarrhea, and malaria as well as preterm birth complications, birth asphyxia and trauma, and congenital deformities (liu et al., 2016). effective interventions such as high-quality prenatal and postnatal care for mothers and child healthcare services that can prevent and cure infectious infections and other factors associated with under-five mortality (asia, 2016). this requires trained and equipped healthcare workers, including midwives and pa ge 47 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 46-55, 2024 the availability of essential commodities (sharrow et al., 2022). bangladesh had a significant contribution around 4.30% of the total live births in the south asian region with around 3 million yearly live births (mst. khadezatul kobra, 2024; nations, 2019). however, the country is ranked fourth in south asia for neonatal mortality, falling behind pakistan, afghanistan, and india, who take the top three spots, respectively. such a higher rate of child mortality in bangladesh is reported instead of its significant progress in preventing infectious diseases, including diarrhoea and pneumonia, increasing breastfeeding practice and immunization, improvement of maternal undernutrition, reduction in adolescent pregnancy, and a significant increase in maternal healthcare services use (alam et al.; billah et al., 2019; islam et al., 2017; kabir et al., 2024; khan et al., 2020). consequently, most of the lmics, including bangladesh are currently off-track to achieving the sdgs targets related to child mortality (alam, khanam, kabir, khalif, et al., 2024; li et al., 2021). healthcare facilities in bangladesh and lmics are frequently criticized for the low quality of the services offered, as well as for the lack of medical staff and equipment (khan et al., 2020; khan, alam, et al., 2024; khan, khanam, et al., 2024). however, a significant progress has been achieved over the decades, particularly during the mdgs (beattie et al., 2015; islam & kabir, 2024; khanam & kabir, 2023b). the rate of development toward achieving universal health care in accordance with the sdgs is currently substantially faster than it was previously (alam, khanam, kabir, chowdhury, et al., 2024; joarder et al., 2019; khanam et al., 2023). as a result, it is encouraging that such development is now making a major contribution to lowering child mortality, even though evidence to support this knowledge is missing in bangladesh and other lmics. the lack of longitudinal data, as well as connected person and healthcare facility level data, is the cause of this deficiency. as a result, available studies focused mostly on socio-demographic and behavioral variables linked with child mortality, such as mother age and education, undernutrition, and poor feeding practices, while the impacts of healthcare facility level characteristics were disregarded (alam et al., 2022; khan & awan, 2017; mani et al., 2012; yaya et al., 2020). as the occurrence of child mortality is linked to a variety of factors, including those at the individual, household, community, and healthcare facility levels, determining such associations without taking healthcare facility level factors into account may result in imprecise findings. to address these limitations, we conducted this study to explore the association between healthcare facility level factors and child mortality in bangladesh adjusting for individual-, household-, and community level factors. methodology study design and sampling procedure data from the 2017/18 bangladesh demographic and health survey and the 2017 healthcare facility survey were linked and analyzed in this study. details information on the sampling procedure of these surveys has been published in the survey reports (icf, 2020; niport, 2019). the 2017/18 bdhs is the nationally representative household survey conducted as part of the demographic and health survey program of the usa. the survey selected nationally representative households through two-stage stratified random sampling methods. at the first stage, a total of list of 675 clusters were selected, covering each division and urban/rural area of bangladesh. the clusters were selected from a list of 293,579 clusters of bangladesh which was generated by the bangladesh bureau of statistics as part of the 2011 bangladesh national population census. finally, a total of 672 clusters was selected after excluding 3 clusters because of the extreme flood. a fixed number of 30 households was selected at the second stage from each selected cluster. finally, the survey was conducted in 19,457 households with an over 96% inclusion rate. there were 20,376 women in these selected households, of them, 20,127 women were interviewed with a response rate of 98.8%. the 2017 bhfs was also conducted as part of the demography and health survey program of the usa. the survey collected data from 1,524 healthcare facilities selected proportionately from the public, private and non-government sectors. both census and stratified random sampling methods were used to select these facilities from the 19,811 registered healthcare facilities in bangladesh. the gps point locations are available for each of the 672 psus included in the 2017 bdhs and 1,524 healthcare facilities included in the 2017 bhfs. we linked the psus with the nearest healthcare facilities using the administrative boundary linkage method. the details of this method have been published elsewhere (burgert cr, 2014). study sample we analysed 8772 data of child from the original sample who met the following inclusion criteria: (i) the women who were given at least one live birth within five years preceding the survey and (ii) recorded survival status of the corresponding children. outcome variables under-five mortality was the outcome variable in this study. we considered three outcome variables: neonatal mortality (death occurred within 1 month of live birth), infant mortality (deaths occurred within 12 months of live birth) and under-five mortality (death occurred within 60 months of live births). the bdhs recorded these mortality data by asking women whether they had any live birth within five years of the survey date and survival status of their respective children. in the occurrence of more than one live birth within five years, survival status data were collected for every child. these data were then categorized by following the relevant guidelines of the who to generate the outcome variables (who, 2020). pa ge 48 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 46-55, 2024 explanatory variables the primary explanatory variables in this study included the health facility level factors. several health facility level factors were considered including availability of child healthcare services in the nearest healthcare facilities, readiness of the nearest healthcare facility to provide child healthcare services and average distance on road communication from mother’s resided cluster to the nearest healthcare facility where child healthcare services are available. the variables used to generate scores for these corresponding variables are presented in the supplementary table 1. a total of 35 variables to generate the score for availability of child healthcare services in the nearest healthcare facilities. we considered a total of 10 variables to generate the score for the readiness of the nearest healthcare facility to provide child healthcare services. for generating scores, we have given “1” point if the service referred by that particular variable was available in the healthcare facility and “0” was given for nonavailability. the combined score for each item considered under the particular dimension was then generated by adding the corresponding individual score. the average distance on-road communication of the nearest facility providing child healthcare services was also calculated and included as a health facility-level variable. the cluster nearest child healthcare facility was identified first. then using bangladesh road communication data, the average distance from the cluster to its nearest health facility was calculated (tegegne et al., 2020). covariates several factors were included as covariates and then categorized as individual-, household-, and community level factors in this study. individual level factors were maternal age at birth, maternal education, and maternal formal employment status. households level factors were sex of the household’s head, total children ever born, exposure to mass media, and wealth quintile. place of residence and region of residence were considered as community level factors. statistical analysis descriptive statistics were used to describe the characteristics of the respondents. multilevel mixedeffect logistic regression model was used to assess the associations between child mortality and health facility level factors adjusted for individual-, household-, and community-level factors. the reason for using the multilevel mixed-effect logistic regression model was hierarchical structure of the bdhs data, where individuals are nested within a household and households are nested within a cluster. previous studies have indicated that the simple logistic regression model overestimates or underestimate the true effects for nested data and recommended using multilevel logistic regression model (diez-roux, 2000). both unadjusted and adjusted models were run. results are reported as odds ratios (or) with 95% confidence intervals (95% ci). all statistical analyses were conducted using statistical package stata version 17.0. ethics approval and consent to participate the survey analysed was approved by the institutional review board of icf and the national research ethics committee of the bangladesh medical research council. informed consent was obtained from all participants. all necessary patient/participant consent has been obtained and the appropriate institutional forms have been archived. no separate ethical approval was required to conduct this study. we obtained permission to access this survey and conduct this research. all methods were performed in accordance with the relevant guidelines and regulations. results background characteristics of the respondents table 1 presents the background characteristics of the respondents. mean age of the respondents was 23.7 years and mean years of education was 6.7 years. mean age of the children was 28.7 months. approximately 48% of the total children were girls. the prevalence of under-five table 1: background characteristics of the respondents and outcome variables. characteristics of mothers frequency (n= 8772) estimates mean age in years (mean ±sd) 8772 23.7 (±5.6) mean weight in kilograms (mean ±sd) 8772 51.9 (±10.1) mean years in education (mean ±sd) 8772 6.7 (±3.7) demographics of under-five children mean age in months (mean ±sd) 8772 28.7 (±17.5) girls, prevalence (95% ci) 8772 47.8 (46.6-48.9) outcomes neonatal mortality per 1000 live births 260 29.6 infant mortality per 1000 live births 321 36.6 under-five mortality per 1000 live births 351 40.1 note: sd= standard deviation, ci= confidence interval. pa ge 49 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 46-55, 2024 mortality was 40.1 per 1000 live births following infant mortality 36.6 per 1000 live births and neonatal mortality 30 per 1000 live births. distribution of neonatal, infant and under-five mortality across covariates the distribution of the neonatal, infant and under-five mortality across the selected covariates were explored in table 2. the prevalence of neonatal mortality was found higher among mothers age range between 20-34 years, secondary educated mothers, mothers not working, mothers who resided in a household whose head was male, place of residence was rural, and place of region was dhaka and chattogram. a similar pattern was observed for infant and under-five mortality. table 2: distribution of neonatal, infant and under-five mortality across background characteristics, bangladesh, 2017/18. characteristics neonatal mortality per 1000, % infant mortality per 1000, % under-five mortality per 1000, % individual level factors maternal age at birth ≤19 37.9 35.4 34.4 20-34 58.6 61.4 62.6 ≥35 3.6 3.2 3.0 mother’s educational level no education 8.6 8.6 9.7 primary 33.3 35.4 34.5 secondary 47.1 46.2 46.4 higher 11.1 9.9 9.4 mother’s working status no 54.9 56.4 56.9 yes 45.1 43.6 43.1 household level factors sex of the household’s head male 86.0 87.4 88.0 female 14.0 12.6 12.0 total children ever born ≤2 58.3 55.4 54.8 >2 41.7 44.6 45.2 exposure to mass media not exposed 33.2 36.2 37.9 moderate exposed 55.1 53.6 52.4 highly exposed 11.7 10.2 9.7 wealth quintile poorest 23.9 24.5 25.9 poorer 18.2 19.9 20.1 middle 19.2 17.6 17.0 richer 20.7 21.1 20.8 richest 18.0 16.9 16.2 community level factors place of residence urban 32.8 31.2 30.0 rural 67.2 68.8 70.0 place of region barishal 6.0 6.2 6.4 chattogram 21.5 18.5 18.9 dhaka 27.2 27.4 26.7 pa ge 50 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 46-55, 2024 association of child mortality with health facility level factors the association of child mortality with health facility level factors are presented in table 3. we found significant effects of healthcare facility level factors on each of the neonatal mortality, infant mortality, and under-five mortality. the likelihoods of neonatal mortality were found to be declined by 38% (aor, 0.62; 95% ci, 0.430.85) and 36% (aor, 0.64, 0.47-0.86) for one-unit increase in score of the nearest healthcare facility readiness to provide child healthcare services, respectively. in contrary, we found 1.18 times (95% ci, 1.01-1.45) higher probability of neonatal mortality for every km increase in distance of the nearest healthcare facility from mothers’ homes where child healthcare services available. similarly, the reductions of infant mortality were found to be associated with a 20% (aor, 0.80, 95% ci, 0.68-0.99) and 37% (aor, 0.63, 95% ci, 0.38-0.98) for one-unit increase in the scores of the availability of child healthcare services at the nearest health care facility and readiness of the health care facility to provide child healthcare services. moreover, one kilometer increase of the nearest healthcare facility from mothers’ homes was found to be associated with 1.18 times (aor, 1.16, 95% ci, 1.01-1.59) increase in infant mortality. the under-five mortality was found associated with a 27% (aor, 0.73, 95% ci, 0.41-0.96) reduction for one-unit increase score of the of readiness of the nearest healthcare facility to provide child healthcare services. in contrary, under-five mortality was found to be increased by 13% (aor, 1.13, 95% ci, 1.04-1.36) for every unit increase in the average distance of the nearest healthcare facility from mothers’ homes. khulna 7.3 7.9 7.7 mymensingh 6.7 7.2 7.1 rajshahi 10.2 10.9 12.3 rangpur 12.7 10.7 10.3 sylhet 8.5 11.2 10.7 note: presented as column percentages. table 3: multilevel logistic regression models assessing the relationships of several forms of child mortality with health facility level factors adjusted for individual-, household-, and community-level factors characteristics neonatal mortality, or (95% ci) infant mortality, or (95% ci) under-five mortality, or (95% ci) unadjusted association the availability of child healthcare services at the nearest health care facility 0.59 (0.43-0.85)** 0.80 (0.68-0.99)** 0.88 (0.54-1.29) readiness of the health care facility to provide child healthcare services 0.60 (0.41-0.83)** 0.63 (0.38-0.98)** 0.70 (0.40-0.95)** average distance on road communication from women’s resided cluster to the nearest health facility 1.25 (1.03-1.55)** 1.16 (1.01-1.59)** 1.10 (1.01-1.33)** adjusted association++ the availability of child healthcare services at the nearest health care facility 0.62 (0.43-0.85)** 0.80 (0.68-0.99)** 0.90 (0.56-1.30) readiness of the health care facility to provide child healthcare services 0.64 (0.47-0.86)** 0.63 (0.38-0.98)** 0.73 (0.41-0.96)** average distance on road communication from women’s resided cluster to the nearest health facility 1.18 (1.01-1.45)** 1.16 (1.01-1.59)** 1.13 (1.04-1.36)** notes: **p<0.01, *p<0.05. ++models are adjusted for maternal age at birth, maternal education, maternal formal employment status, sex of the household’s head, total children ever born, exposure to mass media, wealth quintile, place of residence and region of residence discussion the aim of this study was to explore the associations of several forms of child mortality with healthcare facility level factors. three healthcare facility level factors were included in this study which were generate availability of the child healthcare services at the mothers’ home nearest healthcare facility, readiness of the mothers’ homes nearest healthcare facility to provide child healthcare services, and average distance of the nearest healthcare facility providing child healthcare services from mothers’ homes. on average, increasing scores of the health facility level factors were found protective to the occurrence of neonatal, infant, and under-five mortality. these findings are robust as they were generated by analyzing pa ge 51 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 46-55, 2024 the two nationally representative datasets and adjusted for possible confounders. the findings will help the policymakers to know the area where focus is needed to face ongoing challenges of under-five mortality and in designing policies and programs, accordingly. there is a common perception that insufficient healthcare resources and poor quality of existing services have an adverse effect on child health, including morbidity and mortality (alam, khanam, rana, et al., 2024; lungu et al., 2016; zhongming et al., 2018). however, when it comes to specific dimensions, such as specific areas of insufficiency, extant research in lmics is generally restricted and cannot answer these questions. we considered healthcare facility level factors such as availability of child healthcare services at the mothers’ homes nearest healthcare facility, and determined their associations with neonatal, infant, and under-five mortality. as a result, taking into account such specific wings will assist policymakers in determining which regions ought to be addressed. poor administrative and managerial systems, reduced availability of child healthcare services, and the readiness of the healthcare institution to deliver child healthcare services were shown to be associated with increased odds of newborn, infant, and under-five mortality in this study. such relationships may have both direct and indirect paths. the availability and quality of healthcare services at the healthcare center are dependent on the effective interconnection of the healthcare facility’s various wings (alemu et al., 2020). this encompasses administrative and managerial systems, healthcare staff and equipment availability, and their preparedness to offer healthcare services. poor performance in one wing influences performance in other wings, and so indirectly affects the entire performance of the healthcare center (bender et al., 2024; icf, 2020; niport, 2019). in bangladesh, like in other lmics, the government-run healthcare system is a driving force in delivering child healthcare services, particularly in complex situations. the reasons for this are: (i) the proximity of a healthcare facility, (ii) free or low-cost healthcare services, and (iii) the availability of healthcare people and equipment (kabir & islam, 2022; leslie et al., 2017). however, healthcare facilities in bangladesh are not uniformly equipped, and the treatments provided are inconsistent (begum et al., 2022; islam & biswas, 2014). the sub-district, thana, and community hospitals provide basic services. as a result, people must go to district or divisional level hospitals to obtain healthcare treatments for their children in complex instances. this might lead to an increase in child mortality since many individuals do not have the financial means to go to district/divisional level hospitals, buy medicines, and stay for treatments (kabir et al., 2022; kadobera et al., 2012; karra et al., 2017). even if people have this capacity, transportation is still an issue because (i) transportation to district or divisional level hospitals may not be available, especially in rural areas, and (ii) district or divisional level facilities may be located far away and may require longer hours to reach the healthcare facility (kadobera et al., 2012; karra et al., 2017; uddin et al., 2024). this notion is consistent with the findings of this study, which found a 15-20% rise in under-five mortality for every additional kilometer of healthcare facility nearest to the maternal households where child healthcare services are offered. other research in lmics have shown a similar relationship (sarrassat et al., 2019; zaman et al., 2014). the implications of our findings are that significant investment in the healthcare sector is required to ensure the provision of child healthcare services at community level healthcare facilities such as community clinics. however, healthcare institutions that provide child healthcare services are typically found in metropolitan regions, whereas rural healthcare facilities are frequently under-resourced and unable to provide child healthcare services. lack of qualified healthcare professionals at community level healthcare institutions, inadequate or underdeveloped infrastructure, and a lack of medical equipment are the reasons. unchanged government budget allocations in healthcare sectors throughout the years (2.02% in 2000 and 2.37% in 2016) in the face of increased healthcare needs are frequently drivers of such crises (bank, 2017; khanam et al., 2024; khanam & kabir, 2023a). transportation services in urban healthcare institutions are also missing to deliver children in need of critical care to urban healthcare facilities. as a result, upgrading the transportation facilities of healthcare facilities should be prioritized. this necessitates universal healthcare coverage, which is also an aim in the sdgs to be fulfilled by 2030. as a result, emphasis must be placed on governmental policies and initiatives. this study has several strengths and some limitations. the most important strength of this study is the analysis of two nationally representative household and healthcare facility surveys data. by this, the associations of healthcare facility level factors with several form of child mortality were determined. moreover, findings were adjusted with the range of adjustment factors at the individual-, households-, and communitylevel factors. the correlations were identified using advanced statistical modeling. as a result, the study’s conclusions are robust and may be applied to national policy and program development. however, since we analysed a cross-sectional household survey data, the findings are correlational only, not casual. regardless of these limitations, this study in the context of lmics and bangladesh that examined the influence of health facility-level factors on underfive mortality adjusted for individual-, household-, and community-level factors. therefore, the finding of this study is likely to be precise and can be generalizable in countries with similar features to bangladesh and may help in making evidence-based policies. conclusion we reported prevalence of under-five, infant and neonatal mortality rates in bangladesh were 40, 37 and 30 per 1000 live births. increase scores on the availability of child healthcare services at the nearest healthcare facility pa ge 52 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 46-55, 2024 and readiness of the mothers’ homes nearest healthcare facility to provide child healthcare services were found negatively associated with neonatal and infant mortality. average distance on road communication from mothers’ resided clusters to the nearest health facility was found to be increased in the likelihoods of neonatal, infant and under-five mortality. healthcare facilities should be strengthened to provide child healthcare services. healthcare facilities’ transportation facilities, including ambulance services, should also be strengthened. funding the funding of this study was received from pabna university of science and technology, pabna. acknowledgements the data used in this study were obtained from the bangladesh demographic and health survey archive, and we extend our gratitude to measure dhs for granting us permission to access the dataset. we also acknowledge the support of pabna university science and technology, pust., for their assistance in conducting this study. availability of data and materials the data that support the findings of this study are available from the measure dhs program’s website: https://dhsprogram.com/data/available-datasets.cfm. data are, however, available from the authors upon reasonable request and with permission of the dhs program. references alam, m. b., acharjee, s., mahmud, s. a., tania, j. a., khan, m. m. a., islam, m. s., & khan, m. n. 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(2014). the effect of distance on observed mortality, childhood pneumonia and vaccine efficacy in rural gambia. epidemiology & infection, 142(12), 2491-2500. zhongming, z., linong, l., xiaona, y., wangqiang, z., & wei, l. j. w. h. o., geneva, switzarland. http:// www. who. int/servicedeliverysafety/quality-report/ en. (2018). low quality healthcare is increasing the burden of illness and health costs globally. appendix supplementary table 1: variables included in creating the health facility level factors name of health facility level factors number of items variables considered in generating health facility level factors availability of child healthcare services 35 child health services: outpatient curative care for sick children, growth monitoring, child vaccination services, and diagnosis of and/or treatment for child nutrition. equipment for child curative care services: child scale, length or height broad, thermometer, stethoscope, infant scale, growth chart, muac tape, timer. trained staff for child curative care services: imci (during the past 24 months), growth monitoring (during the past 24 months) essential and priority medicine: ors, amoxicillin syrup, suspension, or dispersible, cotrimoxazole syrup, suspension, or dispersible, paracetamol syrup or suspension, vitamin a capsules, mebendazole/albendazole, zinc tablets or syrup, ampicillin powder for injection, ceftriaxone powder for injection, gentamycin for injection, and benzathine benzylpenicillin for injection. infection control and laboratory diagnostic capacity: soap, running water, alcohol-based hand disinfectant, latex gloves, sharps container, waste receptacle, haemoglobin test, stool microscopy. pa ge 55 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 46-55, 2024 readiness of healthcare facilities to provide child curative care services 10 imic guidelines, staff trained in imic, child scale, thermos-meter, growth chart, zinc tablets or syrup, ors, amoxicillin syrup, suspension, or dispersible, paracetamol syrup or suspension, meben-dazole/alben-dazole. average distance on road communication from women’s resided cluster to the nearest health facility average distance on road communication from women’s resided cluster to the nearest health facility. pa ge 1 pa ge 10 6 american journal of arts and human science (ajahs) challenges and implementation of technology integration: basis for enhanced instructional program rifel jeene celeste1*, osias nimfa1 volume 3 issue 2, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i2.2656 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: april 29, 2024 accepted: may 31, 2024 published: june 04, 2024 this study focused on examining the challenges and implementation of technology in schools within the baungon districts, division of bukidnon, during the school year 2023-2024. a validated questionnaire was administered to 289 respondents, and data analysis involved statistical tools and triangulation methods. the findings revealed diverse challenges, with equity and access being the highest and infrastructure and resources being the lowest. despite these challenges, technology integration was observed, particularly in communication and instructional integration. significant relationships were identified between challenges and implementation, emphasizing the need for targeted interventions. in-depth interviews highlighted educators’ innovative strategies and commitment to delivering quality education through technology. strategic interventions are necessary to address obstacles and enhance technology integration. offering continuous professional development opportunities for teachers is crucial. the study provides insights for educational leaders to develop interventions and enhance technology integration, ultimately improving the educational experience for students. keywords ict, technology integration, instructional program 1 phinma cagayan de oro college, philippines * corresponding author’s email: ricu.celeste.coc@phinmaed.com introduction background of the study in the educational landscape today, technology integration is a trend that incorporates technology resources and tools into the teaching and learning process. it involves using technology to enhance and support educational objectives and improve the educational experience. technology integration can take many forms and be applied in various educational settings, including k-12 schools, higher education, and corporate training. this study explores the technology integration landscape within the educational domain of the districts of baungon, division of bukidnon. it is premised on the intriguing notion that, notwithstanding the formidable challenges encountered by educators in this municipality, these challenges may be manageable obstacles to successfully implementing technology integration practices. it lays a profound recognition of the indomitable spirit and adaptability that educators in baungon exhibit when confronted with the hurdles associated with the effective infusion of technology into their teaching methodologies. this adaptability is reflected in their ability to innovate, persevere, and find creative solutions in adversity. despite the challenges, schools in the philippines, including municipalities like baungon, are earnestly trying to incorporate technology into their educational practices. recognizing the transformative potential of technology, educators and administrators are working diligently to overcome obstacles such as limited infrastructure, connectivity issues, and digital literacy gaps. through various initiatives, such as technology-driven lesson plans and digital literacy programs, schools in the philippines are taking significant steps to harness the power of technology in education and contribute to a more digitally inclusive society (itao, 2020). meanwhile, the department of education (deped) recognized the transformative potential of technology in education and took a significant step forward. deped order 78, a series of 2010, paved the way for implementing the deped computerization program (dcp). this program, driven by a visionary perspective, aims to revolutionize education by strategically deploying appropriate technologies that enhance the teaching and learning processes. the objectives of the dcp encompass the provision of computer laboratory packages to secondary schools, the establishment of e-classrooms in elementary schools, the distribution of laptops to mobile teachers, the integration of ict into the school system, the elevation of ict literacy among learners, educators, and school administrators, and the critical reduction of the computer backlog in public schools across the country. however, alongside these promising benefits of technology integration in education, researchers have acknowledged the challenges of integrating technology in educational contexts. in the study of dominggo and merillo (2019), barriers to technology integration in the classroom encompass challenges such as limited access to technology, inadequate teacher training, and concerns about digital equity. accordingly, teachers need help adapting their teaching methods to incorporate technology, often due to a lack of training or confidence in using these tools. in the context of this dissertation, the researcher, being a teacher in the municipality of baungon, brings a wealth of experience and a deep understanding of the local educational landscape. the pa ge 10 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 106-130, 2024 role as an educator has provided the researcher with firsthand insights into the complexities of technology integration within the district’s elementary schools. thus, the researcher has collaborated with fellow educators to explore practical strategies for overcoming the hurdles associated with technology integration. this research is undertaken with a commitment to improving the educational experiences of both students and educators in the municipality through evidence-based insights and actionable recommendations. literature review technology integration technology provides teachers with powerful tools to engage students through interactive lessons, multimedia resources, and real-time assessments. also, technology offers teachers a wealth of resources and tools to enhance their teaching methods. it enables them to access a wide range of educational materials, multimedia resources, and interactive platforms, enriching their lessons and making them more engaging (haleem et al., 2022). it also gives personalized learning pathways, allowing educators to cater to diverse student needs and learning styles (american university, 2020). also, integrating technology in the teaching and learning process has been seen to be very beneficial to the learners as well. accordingly, integrating technology in teaching enhances students’ cognitive engagement, promotes collaboration between students, and allows students to conduct research online (consoli et al., 2023). also, it has been confirmed by forsythe (2021) that technology integration improves motivation and enhances student engagement, promotes self-regulated and collaborated learning, and lastly enforce challenge-driven and humancentered learning. notably, studies have examined the role of technology in fostering active and engaging learning environments (martin & bolliger, 2018), enhancing students’ critical thinking and problem-solving skills (saal et al., 2022), and promoting digital literacy, which is crucial for the future success and teaching literacy skills among teachers (yildirim et al., 2021). furthermore, technology serves as a gateway to an expansive realm of resources and information, placing a wealth of knowledge within students’ immediate reach. this accessibility empowers learners by granting them the ability to tap into a vast repository of information at their fingertips. technology’s prowess lies in its capacity to catalyze active engagement among students, inviting them to immerse themselves in educational content through interactive multimedia and immersive simulations. in this dynamic learning landscape, concepts come to life, leaving indelible imprints in the memory of students (d’mello, 2021). infrastructure and resources this transformation also comes with challenges. a study entitled prospective teachers’ perceptions of barriers to technology integration in education cited different internal and external barriers to implementing technology integration which includes lack of funding or budget, lack of equipment, lack of ability, and time (doi.org, 2019). this claim is also supported by adarkwah (2020). in his study, results revealed that the students cited a lack of ict tools, internet, and electricity as some of the barriers to online learning. in addition, as highlighted by dublar (2023), the integration of technology in classrooms brings to the forefront a host of challenges related to infrastructure and resources. these challenges manifest as formidable barriers, encompassing issues such as the scarcity of essential hardware, software, and reliable internet connectivity. the inadequacy of these foundational components not only hampers the effective utilization of technology but also impedes the seamless integration of digital tools into the educational landscape. also, as observed by samed et al., (2022), educators have pinpointed a range of primary obstacles that act as formidable barriers to the successful integration of ict into their instructional practices. these challenges encompass various facets, notably including sluggish internet connectivity, the disruptive effects of power outages (commonly referred to as load shedding), infrastructure shortcomings, a paucity of prior experience in online teaching, and the pressing requirement for more comprehensive training initiatives. training and professional development of teachers unesco’s recent findings in 2023 emphasize another significant barrier to technology integration in classrooms: the challenge of ict and teacher professional development. this study concurs with unesco’s assessment and underscores the critical need for tailored professional development opportunities for teachers to enhance their proficiency in utilizing ict within their classrooms effectively. also, as noted by cebi (2019), educators exhibited a favorable disposition toward the integration of technology into language teaching. however, the respondents underscored several challenges, including a dearth of expertise in incorporating technology effectively into language instruction, limited access to necessary resources and equipment within their teaching environments, inadequate support structures, and a deficiency in training opportunities. these factors collectively hindered their capacity to harness technology for enhancing language teaching practices. consequently, as emphasized by rosales (2021), the imperative of professional development in the realm of technology integration cannot be overstated. it stands as an indispensable requirement for educators seeking to navigate the ever-evolving landscape of educational technology. to surmount the persistent barriers posed by the digital divide, a continuous commitment to ongoing professional development becomes paramount. such initiatives serve as a dynamic learning journey for teachers, equipping them with the knowledge and skills needed to successfully incorporate technology into their classrooms. in this context, training assumes a pivotal role, serving pa ge 10 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 106-130, 2024 as the linchpin of continual and pertinent professional growth. its significance cannot be overstated, as it profoundly influences the overall success of technology integration endeavors, fostering an environment where both educators and students can thrive. additionally, hero (2019) concluded that integrating technology into teaching yielded positive outcomes. the study demonstrated that technology integration had a notable and constructive influence on teaching performance. however, the research also underscored the imperative of continuous learning for educators. given the rapid evolution of technology, it is essential for teachers to engage in ongoing professional development, allowing them to remain abreast of emerging tools and trends. this commitment to lifelong learning is pivotal in ensuring that technology continues to enhance teaching effectively. equity and access in addition to the aforementioned considerations, a comprehensive study conducted by tomaro (2018) underscored the profound challenges associated with integrating information and communication technology (ict) within the educational landscape, particularly emphasizing issues of equity and access. this conducted research shed light on the intricate hurdles encountered during the adoption of technology, especially in the realm of online education. the findings of the study showed challenges on technical resources and network connectivity. these critical limitations collectively hamper the widespread and effective utilization of ict tools. in line with the discussion of equity and access, it is crucial to further expound on rombaoa’s (2019) findings regarding the cost of technology integration on filipino families, particularly those with children enrolled in public schools. rombaoa’s study sheds light on a critical dimension of the challenges related to technology integration. accordingly, integration might involve investing in training programs to acquire the necessary skills for effective technology integration. moreover, teachers may need to purchase or upgrade hardware and software to ensure that they can provide a seamless learning experience for the students. on the other hand, for students and their families, the financial burden can be substantial. access to technology and the internet is not uniform across all socioeconomic groups. some students may lack the necessary devices and reliable internet connections at home, placing them at a disadvantage when technology is integrated into their education. this digital divide exacerbates existing inequalities in educational opportunities, potentially hindering students’ ability to access and benefit from technology-rich learning experiences (rombaoa, 2019). pedagogical integration regarding the pedagogical integration of technology, extensive research has underscored the various challenges that impact this crucial aspect of education. a notable study conducted by nisa et al., (2020) shed light on one such challenge, revealing that educators often face difficulties aligning technology with precise learning objectives and outcomes. this intricate alignment process is essential to ensure that the integration of technology effectively enhances the attainment of educational goals. however, it is not a straightforward task, as the suitability and effectiveness of technology tools can vary significantly across diverse educational contexts, making the achievement of these objectives a multifaceted challenge. moreover, rebucas and dizon (2020) highlighted the considerable challenges educators face when attempting to integrate technology seamlessly into their pedagogical practices. their findings underscored the difficulties teachers encounter in striking a balance between technology and traditional teaching methods, a task that often proves intricate. moreover, their research suggested that an excessive reliance on technology can potentially erode fundamental pedagogical principles, emphasizing the need for a delicate equilibrium between the two approaches. despite these challenges presented, studies also proved that there are significant advantages of ict integration to the schools especially on the teaching and learning process. in fact, a relevant study conducted by anderson et al., (2021) demonstrates the positive impact of ict integration on student engagement. this research, conducted in a secondary school, highlights the strategic incorporation of information and communication technology (ict) tools in the curriculum that does not only enhances student participation but also fosters a more interactive and dynamic learning environment. the study found that ict integration allowed for personalized learning experiences, accommodating diverse learning styles and preferences, ultimately contributing to increased student engagement and a deeper sense of ownership over their education. instruction technology integration in the instructional aspects of education is paramount, offering a multitude of advantages that significantly impact teaching and learning. this integration provides diverse learning resources, accommodating various learning styles and enabling educators to provide a rich array of materials tailored to individual needs. moreover, interactive elements in instructional technology captivate student interest and sustain engagement, utilizing simulations, videos, and educational games to create enjoyable and interactive learning experiences (baht, 2023). a particularly noteworthy benefit is the facilitation of personalized learning through technology integration educator (australia, 2021). this approach allows students to chart their educational journey at their own pace, offering them the flexibility to navigate through content as per their individual needs. also, technology empowers immediate feedback mechanisms, enabling students to pa ge 10 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 106-130, 2024 receive real-time insights into their progress and areas of improvement. this personalized feedback loop not only nurtures a growth mindset but also allows for more targeted and effective instruction. furthermore, the incorporation of adaptive learning platforms stands out as a game-changer, as they dynamically customize content to address the unique strengths and weaknesses of each student, culminating in a more tailored and impactful educational experience. as outlined in the comprehensive study conducted by cortazar et al., (2021), the integration of technology opens the gateway to an unparalleled wealth of information, fostering an environment where students are empowered to take charge of their learning. this newfound access encourages independent research and sharpens critical thinking skills, enabling students to delve deeper into subjects of interest and curiosity. technology therefore acts as a catalyst for self-directed exploration, instilling a sense of intellectual curiosity and resourcefulness. organization the organizational use of technology integration in education refers to the systematic approach of managing and presenting pupil data while also developing and structuring lesson plans for classroom instruction. this approach has revolutionized the way educational institutions operate, enhancing efficiency, data-driven decision-making, and the overall quality of teaching and learning (tomaro, 2018). harell and bynum (2018) assert that technology integration plays a pivotal role in facilitating effective data management within educational institutions. it provides a systematic and streamlined approach to managing and organizing pupil data, thereby contributing to the overall efficiency and effectiveness of educational processes. central to this functionality are student information systems (sis), which have emerged as essential tools in modern education. this comprehensive data management system offers educators invaluable insights into the academic journey of each student. it empowers teachers and administrators to monitor student progress, identify areas of improvement, and tailor instruction to meet individual needs. as a result, schools can better address the unique learning requirements of each student, ultimately enhancing the quality and effectiveness of classroom instruction. harrell and bynum’s research underscores the significance of technology integration as a catalyst for improved data management and, subsequently, educational outcomes. communication technology integration has had a profound impact on the communicative aspects of education. with its power to facilitate interaction, collaboration, and the exchange of information, it has transformed how students, teachers, and educational stakeholders communicate and engage within the educational ecosystem (josue et al., 2023). similarly, wang (2021) added that technology integration enhances collaboration and interaction. technology integration provides a platform for seamless collaboration among students, teachers, and educational stakeholders. digital tools such as online discussion forums, video conferencing, and collaborative software enable real-time communication, breaking down geographical barriers. this enhanced interaction allows for active participation, group projects, and peer-to-peer learning, fostering a more dynamic and engaging educational environment. moreover, in a study conducted by gilmore and deos (2021), it was underscored that the integration of technology in education plays a pivotal role in extending the reach of education to a global scale. this transformative power of technology enables students and educators to transcend geographical boundaries, effectively broadening their communicative horizons. through the utilization of technology, students from different corners of the world can engage in a rich tapestry of communicative interactions. virtual exchanges, online classrooms, and collaborative platforms serve as the conduits for learners to connect with peers and subject matter experts hailing from diverse cultural backgrounds. this not only fosters a deeper understanding of different cultures but also nurtures global perspectives. furthermore, the incorporation of technology within educational settings has demonstrated a remarkable capacity to elevate the effectiveness of stakeholder engagement. in a compelling study by ley et al., (2021) titled “adopting technology in schools: modeling, measuring, and supporting knowledge appropriation,” the profound impact of technology integration on educational stakeholders, which includes parents and administrators, is evident. through technology, these vital partners in the education process can maintain active involvement in students’ academic progress. leveraging the capabilities of learning management systems, parents are provided with dedicated portals that grant them direct access to their child’s performance data. this accessibility serves as a conduit for streamlined communication with teachers, allowing for more informed and constructive dialogues. consequently, parents are better equipped to actively support their child’s learning journey, fostering a collaborative and more informed approach. creation technology plays a crucial role in education by boosting creativity. when technology is seamlessly integrated into teaching and learning, it opens up innovative possibilities and inspires creative thinking in students. in the study conducted by ghavifekr and rosdy (2018), a compelling discovery was made. the researchers found that the integration of technology in education has the potential to significantly enhance creativity. by equipping educators with a wealth of tools and resources, technology empowers them to craft interactive and personalized learning experiences. as a result, teachers who adeptly incorporated technology into their teaching methods reported remarkable outcomes, including heightened pa ge 11 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 106-130, 2024 student engagement, increased collaboration, and the freedom to experiment with a wide array of teaching approaches. moreover, in a comprehensive study conducted by herodotou et al., (2019), the research illuminated the transformative power of technology integration in education. the findings of the research underscored the fact that technology empowers educators to embrace innovative pedagogical approaches. accordingly, teachers who wholeheartedly incorporated technology into their teaching methods reported significant enhancements in student problem-solving abilities, critical thinking skills, and heightened levels of creativity throughout the learning process. this underscores the profound impact of technology on pedagogical innovation and student development. consequently, a study by hartman and townsend (2019) observed that educators who integrated technology creatively were more likely to provide students with opportunities for self-expression and exploration. additionally, students in such classrooms demonstrated higher levels of motivation, enthusiasm, and creative thinking. in another noteworthy study, the pivotal role of technology in empowering teachers to cater to diverse learning styles and abilities was underscored. the findings of this study revealed that educators who skillfully integrated technology into their teaching methods experienced a remarkable boost in their flexibility to tailor lessons to the unique needs of individual students. this adaptability, in turn, fostered the creation of more creative and inclusive learning environments, (henebery, 2022). these studies collectively highlight the positive impact of technology integration in education on fostering creativity among educators and students. these studies emphasize that technology serves as a catalyst for innovative and engaging teaching and learning experiences, ultimately enhancing creative abilities in the educational context. statement of the problem this study had primarily examined how technology is used in schools in baungon districts in the division of bukidnon for the school year 2023-2024 , focusing on the challenges and implementation of technology integration. specifically, this study sought to address the following questions: 1. what is the respondents’ level of challenges in technology integration in terms of infrastructure and resources, training and professional development of teacher’s, equity and access, and pedagogical integration? 2. what is the respondents’ level of implementation on technology integration considering instruction, organization, communication, and creation? 3. is there a significant relationship between the respondents’ extent of challenges and level of implementation on technology integration? 4. based on the findings, what instructional program can be designed? conceptual framework this study is anchored on deped order no.78, s. 2010 known as the deped computerization program. the deped computerization program (dcp), released in 2010, stands as a tangible testament to the unwavering commitment of the philippine government towards infusing technology into the nation’s education system. through this pioneering initiative, public schools across the philippines have been outfitted with computer laboratories, essential hardware, and innovative software solutions. these resources are essential for modernizing teaching methods and moving education into the digital era. (deped, 2010). the overarching goal of the dcp is to orchestrate a profound metamorphosis in the educational landscape by harnessing the immense potential of technology integration (deped, 2020). it envisions a scholastic realm where educators are empowered to redefine the boundaries of pedagogy, where classroom activities are imbued with a newfound dynamism, and where the act of seamlessly integrating technology into everyday teaching practices is no longer a mere aspiration but an accomplished reality. moreover, the department of education (2021) emphasized the alignment with this vision. it is anticipated that the dcp, by supplying elementary schools with the essential technological infrastructure, will be a catalytic force propelling educators towards a paradigm shift. this shift includes an augmented appreciation for the utility of technology in elevating pedagogy and classroom activities to new heights. furthermore, it is expected to imbue educators with a heightened sense of ease and confidence in the art of infusing technology seamlessly into their teaching practices. in essence, the dcp represents a transformative wave that is poised to revolutionize the educational landscape, empowering educators to embrace technology not as a mere tool but as a cornerstone for the future of learning. this initiative holds the promise of fostering a generation of digitally literate learners and educators who are poised to thrive in an ever-evolving global knowledge ecosystem (umali, 2019). the assumption suggests that as educators adapt and develop resilience in response to the challenges posed by technology integration, the positive impact of the deped computerization program will be reflected in the implementation of technology integration at various levels-instructional, organizational, communicative, and creative. the improved infrastructure, coupled with training and development initiatives, is expected to empower educators to integrate technology seamlessly into their instructional practices, fostering a more dynamic and innovative learning environment. this assumption proposes that the success of the deped computerization program, aimed at enhancing instructional programs through technology integration, depends on the careful consideration and strategic alignment of infrastructure, training, equity, and pedagogical integration. by understanding and addressing pa ge 11 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 106-130, 2024 these variables, educational institutions can navigate the challenges associated with technology integration and optimize the benefits for an enhanced instructional program. scope and limitations the primary objective of this study was to assess and analyze the challenges faced and the extent of technology integration implementation in both elementary and secondary schools situated in the baungon district. to achieve this, teachers from baungon 1 and 2 districts who were actively teaching during the school year 20232024 were engaged as respondents. in the first district, a comprehensive sample size of 160 respondents was drawn, representing educators from both elementary and secondary schools. similarly, the second district included 129 teachers from both elementary and secondary schools as participants in this research endeavor. the study’s focus was clearly delimited to two fundamental areas. firstly, it sought to identify and understand the various challenges educators encountered in integrating technology into their instructional practices. secondly, it aimed to evaluate the current level of technology integration implementation within the elementary and secondary educational institutions located in the baungon 1 and 2 districts. by concentrating on these specific facets, the study intended to provide valuable insights and recommendations that could contribute to the enhancement of technologydriven teaching and learning experiences in this region. methodology research design this study employed a mixed-method approach, combining qualitative and quantitative research methods. in this case, the quantitative aspect involves the use of a survey questionnaire to collect structured numerical data from the teacher participants. this questionnaire consists of closed-ended questions that allow for statistical analysis to measure and quantify specific aspects of the research topic. on the other hand, the qualitative aspect involves conducting an in-depth interview. this qualitative method seeks to gather in-depth, open-ended insights from participants in a group setting. during the interview, participants are encouraged to share their thoughts, experiences, and perspectives on the research topic. this approach helps researchers gain a deeper understanding of the participants’ viewpoints, attitudes, and experiences related to technology integration in education. by employing both quantitative and qualitative methods, the study aims to provide a comprehensive and well-rounded examination of the research topic. the quantitative data from the survey questionnaire will offer statistical evidence and trends, while the qualitative data from the focus group discussion will provide rich contextual information and personal narratives. combining these two approaches allows researchers to triangulate findings, enhancing the validity and depth of the study’s conclusions (comon & corpuz, 2024). study setting the study was conducted in baungon 1 and baungon 2 districts of the division of bukidnon. these districts are located approximately 30 kilometers apart, comprehensively representing the division’s diverse educational environments. the municipality is nestled in the heart of the island of mindanao, within the northern mindanao region. it is bordered by the municipalities of talakag, malitbog, sumilao, and the city of malaybalay. the whole municipality comprises of eighteen (18) barangays and is currently led by the municipal mayor rogelio d. jaraula. the municipality of baungon is characterized by a predominantly agrarian economy, with a substantial portion of its population engaged in farming activities, particularly in the cultivation of crops like rice, corn, and vegetables. while agriculture remains a significant source of livelihood, the municipality has witnessed gradual economic diversification in recent years, with small-scale trading and commerce gaining prominence. despite these economic activities, it faces challenges related limited access to advanced infrastructure and a varying quality of public services. the socioeconomic status of the community reflects a mix of traditional agrarian practices and improvements in economic development. baungon 1 district primarily encompasses urban and semi-urban settings with higher population density and relatively advanced technological infrastructure. in contrast, baungon 2 district comprises more rural and semi-rural areas, where access to modern technological resources is limited. the demographic profile of these districts includes a mix of students from various socioeconomic backgrounds, reflecting the broader diversity prevalent in the division of bukidnon. this diversity is expected to offer a rich pool of perspectives on integrating ict in educational settings. study population and sampling technique the study involved the entire population of teachers within the baungon 1 and baungon 2 districts, located within the division of bukidnon, during the academic calendar of the year 2023-2024. this research employed a universal sampling whereby every teacher within the specified districts and timeframe are included as participants in the study. the table below shows the distribution of respondents by school. the information is likely to be relevant for educational planning, decisionmaking, and analysis within the context of the districts of baungon 1 and baungon 2. in this research, all teachers at both elementary and secondary education levels in the two districts are the study’s participants. this inclusive approach allows for a comprehensive exploration of the educational landscape, ensuring that the perspectives and experiences of these dedicated educators are central to the investigation. by involving teachers across these academic tiers in both districts, the study aims to provide a holistic understanding of the educational dynamics within the baungon districts. this, in turn, contributes to the research’s ability to offer insights grounded in pa ge 11 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 106-130, 2024 the firsthand experiences of those actively shaping the educational environment in this specific municipality. each of which plays a vital role in the overall integration process. these subtopics encompass organization, creation, instruction, and communication dimensions. the questionnaire for this section comprises 40 items, is patterned from the survey tools of valverde-berrocoso (2021) on his study on the educational integration of digital technologies precovid-19: lessons for teacher education. the researcher aims to capture valuable insights into the specific facets of technology integration pertinent to our research context. statistical treatment of data the study employed descriptive statistics to analyze the quantitative data, including measures of central tendency such as the mean (average) and standard deviation. these statistical tools provided a clear picture of the distribution of responses and unveiled any discernible patterns or trends in participants’ perceptions, aligning with the approach advocated by bhandari (2020). moreover, the research employed were inferential statistics, specifically the pearson correlation coefficient (pearson-r), to further investigate the relationship between the challenges reported by respondents and the degree of technology integration implementation. by utilizing this analytical tool, the study aimed to delve deeper into the potential correlations and dependencies that may exist between these pivotal factors. this method provided a nuanced understanding of the intricate interplay between challenges and the achievement of successful technology integration within the educational context, offering valuable insights into the dynamics of this complex relationship. ethical consideration in the pursuit of conducting research on technology integration within the educational context of baungon, bukidnon, several ethical considerations were diligently observed to ensure the highest standards of research integrity. foremost among these is the principle of informed consent. all participants of the study, including educators and other stakeholders, were provided consent willingly and with full awareness of the study’s purpose, the role, and the use of the personal data. prior to participant’s involvement, a clear and comprehensive informed consent form was presented, outlining the research objectives, data collection methods, and the purpose for which their data will be used. moreover, obtaining permission from the division office of the division of bukidnon, which oversees educational matters within the specified research setting, is a vital step to ensure compliance with institutional guidelines and regulations, as well as to respect the jurisdiction of educational authorities. furthermore, the utmost care was taken to safeguard the privacy and confidentiality of participants. this entails using pseudonyms or codes when reporting responses or experiences and storing all data securely to prevent any unintended disclosure of identities. adherence to data table a: distribution of respondents baungon district i respondents balintad elementary school 7 imbatug central elementary school 35 kalanganan elementary school 7 liboran elementary school 16 mabunga elementary school 8 salimbalan integrated school 10 san vicente elementary school 10 patpat elementary school 11 baungon national high school 56 baungon district ii respondents buenavista elementary school 5 danatag elementary school 13 kalilangan elementary school 5 lacolac elementary school 5 langaon elementary school 8 lingating iintegrated school 27 mabuhay elementary school 15 nicdao elementary school 13 pualas elementary school 12 san miguel elementary school 9 danatag national high school 16 total 289 research instruments in this research, data collection was facilitated through a survey questionnaire and a conduct of an in-depth interview. the study utilized the researcher-made questionnaire as a tool that focuses on exploring the implementation and the challenges associated with integrating information and communication technology (ict) in educational settings. the questionnaire, consisting of forty (40) items, is structured to represent four subtopics addressing challenges stemming from technology integration. the first part of the questionnaire focuses on gauging the perceived challenges associated with ict integration. this section is thoughtfully organized into four distinct subtopics, each designed to explore challenges in specific areas. these subtopics encompass infrastructure and resources, training and professional development of teachers, equity and access, and pedagogical integration. each subtopic serves as a lens through which the researcher aims to gain a comprehensive understanding of the multifaceted challenges that teachers encounter when incorporating ict into their instructional practices. on the other hand, part ii of the survey delves into the implementation of technology integration within the classroom setting. this section is structured around four key subtopics, pa ge 11 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 106-130, 2024 protection regulations and guidelines is imperative, and participants were explicitly informed about the collection, storage, and use of their data, assuring them that it will be used exclusively for research purposes and not for any commercial or exploitative purposes. in addition, maintaining objectivity and neutrality in the research is crucial. researcher of this study diligently avoids favoritism or promotion of any particular technology or approach, ensuring that findings are presented transparently and accurately, free from bias. also, research participants had the opportunity to receive feedback on study results, and the findings will be shared with the community in a clear and understandable manner, contributing to a collaborative and informed educational environment once available. seeking ethical approval from the institution’s ethics review board or committee is essential to ensure compliance with ethical guidelines and principles. this process helps to validate the ethical integrity of the research, thereby assuring both participants and the broader academic community of the research’s ethical rigor and validity. finally, proper acknowledgment and citation of the work of others, including previous research, must be meticulously observed, and any potential conflicts of interest or sources of funding should be transparently disclosed to maintain the highest ethical standards in academic inquiry. these ethical considerations collectively underpin the responsible and ethical conduct of research, respecting the rights and well-being of all participants and contributing valuable insights to the field of education. results and discussions problem 1. what is the respondents’ extent of challenges in technology integration in terms of infrastructure and resources, training and professional development of teachers, equity and access, and pedagogical integration? table 1: teachers’ extent of challenges in technology integration in terms of infrastructure and resources indicator mean sd description we have sufficient technological resources such as computers, tablets, and other devices. 2.93 0.77 agree i can use technology effectively because of the stable internet connection. 3.00 0.74 agree there is a technology support staff that is available to assist with technical issues and maintenance. 2.62 0.79 agree there is a budget allocation specifically designated for the improvement and upkeep of technology resources. 2.48 0.84 disagree the computer laboratories or technology-equipped spaces for educational activities are sufficient. 2.58 0.86 agree the physical infrastructure , such as power outlets and seating arrangements, adequately supports technology use in educational activities. 2.57 0.81 agree the computer laboratories or technology-equipped spaces are accessible for educational activities 2.55 0.86 agree technical support is provided in tasks such as researching, working on projects, and collaborating with others. 2.55 0.82 agree there are plenty of software applications and digital learning materials that are readily accessible for teaching and learning purposes. 2.30 0.93 disagree the technical support system addresses issues related to technology resources and infrastructure. 2.42 0.94 disagree overall 2.60 0.76 agree legend: 1.00-1.75 strongly disagree (to a great extent) 1.76-2.50 disagree (to some extent) 2.51-3.25 agree (very little extent) 3.26-4.00 strongly agree (not at all) table 1 illustrates the distribution of respondents’ perceptions regarding the extent of their challenges in technology integration in terms of infrastructure and resources. the overall mean score of 2.60 (sd=0.76) suggests a consensus among respondents that they encounter challenges to a very little extent in this domain. the implication of this finding is that whatever measures or systems are in place in this domain seem to be working well in minimizing challenges for the respondents. an insight that can be drawn from this is that there may be effective strategies, resources, or practices in place that are helping to mitigate challenges. kennedy (2023) identifies several challenges hindering the integration of ict into teachers’ education. these include the lack of ict infrastructures and equipment such as computers, institutional internet facilities, projectors, lack of support for teachers, inadequate experience in teaching with ict, and insufficient ict training. moreover, the indicator i can use technology effectively because of the stable internet connection got the highest mean score of 3.0 (sd=0.74) with an interpretation of very little extent. the implication of this finding is pa ge 11 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 106-130, 2024 that there could be other barriers or challenges that are hindering the effective use of technology. these could include lack of necessary hardware, lack of technical skills, or lack of familiarity with certain technologies or applications. the study of samed et al., (2022) closely aligns with the findings of the present study. samed’s research reveals educators facing significant challenges in successfully integrating ict, including issues like slow internet connectivity, disruptions due to power outages (load shedding), infrastructure limitations, limited prior experience in online teaching, and the need for more comprehensive training. on the other hand, the indicator pertaining to the availability of software applications and digital learning materials for teaching and learning purposes received the lowest mean score of 2.30 (sd=0.93), indicating a perception of availability only to some extent. this implies that the limited availability of software applications and digital learning materials may hinder teachers’ ability to effectively integrate technology into their teaching practices. an insight that can be drawn from this is the importance of ensuring a sufficient and diverse range of software applications and digital learning materials for teachers to access. this finding resonates with existing literature, as highlighted by dublar (2023), who emphasizes the hurdles associated with technology integration in classrooms. these challenges include the scarcity of essential hardware, software, and reliable internet connectivity, which often hinder the seamless adoption and utilization of digital resources for educational purposes. table 2: teachers’ extent of challenges in technology integration in terms of training and professional development of teachers indicator mean sd description i have received several formal training sessions on effectively integrating technology into my teaching practices. 2.93 0.80 agree i incorporate technology into a wide range of teaching activities. 2.79 0.77 agree training sessions were given to address specific classroom needs and challenges in technology integration. 2.90 0.79 agree i am confident in my ability to effectively incorporate technology into a variety of teaching methods. 2.62 0.78 agree i believe i possess sufficient readiness to effectively incorporate technology into a variety of teaching activities. 2.70 0.71 agree training sessions that focus on integrating technology into teaching practices are conducted. 2.74 0.72 agree there are enough continuous professional development opportunities to improve teachers' technological proficiency. 2.73 0.79 agree the trainings prepared me with the necessary skills and confidence to utilize technology tools in my classroom. 2.72 0.72 agree i received support and encouragement to explore technology-based teaching methods. 2.83 0.76 agree the professional development program addresses my diverse needs and skills on technology integration. 2.71 0.71 agree overall 2.77 0.76 agree legend: 1.00-1.75 strongly disagree (to a great extent) 1.76-2.50 disagree (to some extent) 2.51-3.25 agree (very little extent) 3.26-4.00 strongly agree (not at all) table 2 presents the distribution of the respondents’ extent of challenges in technology integration in terms of training and professional development of teachers. the overall mean of 2.77 (sd=0.76) with the description of agree indicates that the respondents have perceived very little extent in the challenges in terms of relevant training and professional development of teachers. this implies that the respondents perceived that the existing training and professional development programs for teachers are effective and relevant. it suggests that the educational institutions or organizations responsible for providing training and professional development opportunities have been successful in addressing the needs of teachers and offering programs that are aligned with their requirements. as highlighted in the study of rosales (2021), it is really important for teachers to keep learning about technology. learning about technology helps the teachers overcome problems and use it better in teaching. this is crucial to deal with challenges like not having enough access to technology. in addition, the indicator i have received several formal training sessions on effectively integrating technology into my teaching practices got the highest mean score of 2.93 (sd=0.80) with a description of agree. the result reveals that the respondents have perceived very little extent towards the challenges on their attendance pa ge 11 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 106-130, 2024 to relevant technology integration. this implies that the respondents perceive that they have had sufficient opportunities to attend formal training sessions focused on technology integration. this suggests that the educational institutions or organizations responsible for providing these training sessions have been successful in addressing the needs of the teachers and offering relevant and valuable training opportunities. the results of this study are supported by the study of sara (2022) which emphasized the importance of providing technology training to educators. sara’s research highlights a notable tendency among teachers to stick with familiar teaching methods when faced with challenges in technology integration. on the other hand, the indicator i am confident in my ability to effectively incorporate technology into a variety of teaching methods obtained the lowest mean score of 2.62 (sd=0.78) with a description of agree. the result implies that the respondents have perceived very little extent of challenge in their ability to effectively incorporate technology into a variety of teaching methods. this further implies that there may be a need for additional support and training to enhance teachers’ confidence and competence in incorporating technology into various teaching methods. it suggests that the respondents may require further guidance and resources to effectively integrate technology into their instructional practices, especially when using different pedagogical approaches. an insight that can be drawn from this is the importance of providing targeted professional development opportunities that focus on building teachers’ confidence in using technology across diverse teaching methods. these results are aligned with unesco’s (2023) recent findings, emphasizing ict and teacher professional development as a substantial barrier to technology integration in classrooms. the current study concurs with unesco’s assessment, highlighting the critical necessity for tailored professional development opportunities to enhance teachers’ proficiency in effectively utilizing ict within their classrooms. table 3: teachers’ extent of challenges in technology integration in terms of equity and access indicator mean sd description all students have equal access to technology resources for learning. 3.09 0.93 agree we provide additional support or resources specifically tailored to learners who have limited access to technology outside of the school. 2.67 0.93 agree the accessibility of technology has a significant impact on the overall educational experience of learners. 2.91 0.89 agree there is adequate level of support to students who encounter obstacles in effectively using technology. 2.86 0.87 agree the current curriculum incorporates technology in a way that is inclusive and accessible to all learners. 2.93 0.72 agree support and training to learners who are new to using technology tools for learning are provided. 2.89 0.79 agree the educational resources, including digital content and tools, ensure equal accessibility for all learners, regardless of their background or circumstances. 2.91 0.75 agree teachers are equipped with the necessary training and support to integrate technology into their classroom. 2.93 0.72 agree we actively identify and address barriers to access technology resources for learners with disabilities and special educational needs. 2.87 0.77 agree there is accessibility to technology tools and resources for learners from underserved communities. 2.86 0.78 agree overall 2.89 0.82 agree legend: 1.00-1.75 strongly disagree (to a great extent) 1.76-2.50 disagree (to some extent) 2.51-3.25 agree (very little extent) 3.26-4.00 strongly agree (not at all) table 3 shows the distribution of the respondents’ extent of challenges in technology integration in terms of equity and access. the overall mean of 2.89 (sd=0.82) with the description agree indicates that the respondents have perceived very little extent in their challenges in equity and access. this implies that the respondents perceive that there is a relatively equitable and accessible environment for technology integration. it suggests that efforts have been made to ensure that all individuals have equal opportunities to access and utilize technology for educational purposes. this could include providing necessary resources, such as devices and internet connectivity, to ensure equitable access for all students and teachers. an insight that can be drawn from this is the importance of fostering an inclusive and equitable environment in technology integration. moreover, a comprehensive study conducted by reyes et al., (2021) aligns with these considerations, emphasizing pa ge 11 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 106-130, 2024 the profound challenges linked to the integration of information and communication technology (ict) in education, particularly focusing on issues of equity and access. meanwhile, the indicator all students have equal access to technology resources for learning got the highest mean score of 3.09 (sd=0.93) with a description of agree. the result means that the respondents have perceived very little extent in their challenges when it comes to their access to technology resources for learning. this implies that the respondents perceive that efforts have been successful in ensuring equitable access to technology resources for learning. it suggests that educational institutions or organizations responsible for providing these resources have made significant strides in creating an environment where students have equal access to technology tools and resources. furthermore, the results of this study can be associated to the study of rombaoa (2019). accordingly, the financial burden for students and their families can be significant, as highlighted by the study. access to technology and the internet is not the same for everyone, especially across different socioeconomic groups. some students may lack the necessary devices and reliable internet connections at home, putting them at a disadvantage when technology is used in their education. on the other hand, the indicator learners who have limited technology access outside of school are catered obtained the lowest mean score of 2.67 (sd=0.93) with a description of disagree. the result reflects that the respondents have perceived to some extent of their challenges on the learners’ access to technology outside of the school environment. this implies that there is a recognition among the respondents that learners who have limited technology access outside of school face challenges in accessing and utilizing technology for learning purposes. it suggests that efforts may be needed to address this disparity and ensure that all learners have equitable opportunities to engage with technology both inside and outside the school environment. the findings of the current study are aligned with tosun et al., (2021) as cited by agayon et al., (2022). the study emphasizes issues such as the lack of internet access and infrastructure inadequacies in rural areas that hinder effective learning delivery. in the context of the present study, the challenges perceived by respondents regarding learners’ access to technology outside of school, particularly in rural districts like baungon 1 and 2, resonate with the broader issues highlighted by agayon et al. and tosun et al. the digital divide, evident in limited technology access, reflects a larger problem of infrastructure inadequacies, particularly in rural settings, impacting the continuity and quality of education. table 4: teachers’ extent of challenges in terms of pedagogical integration indicator mean sd description i integrate technology tools and resources into my teaching methods 3.19 0.72 agree my ability to effectively integrate technology to enhance learners' learning experiences is adequate. 2.85 0.67 agree i regularly assess and adapt my use of technology tools and resources to optimize student engagement and learning outcomes. 2.72 0.73 agree the alignment between my teaching goals, curriculum requirements, and available technology resources is satisfactory. 2.67 0.76 agree the training opportunities i receive enhance my technology integration skills. 2.78 0.75 agree i design and implement technology-rich activities that promote critical thinking, problem-solving and creativity among students. 2.86 0.7 agree i am creating tangible connections and practical applications in the curriculum by effectively utilizing technology. 2.89 0.72 agree i encourage interactive and collaborative learning experiences through technology. 2.82 0.74 agree technology-rich activities are aligned with the learning objectives of my curriculum. 2.89 0.72 agree the integration of technology effectively caters to the diverse learning styles and preferences of my students. 2.88 0.74 agree overall 2.86 0.73 agree legend: 1.00-1.75 strongly disagree (to a great extent) 1.76-2.50 disagree (to some extent) 2.51-3.25 agree (very little extent) 3.26-4.00 strongly agree (not at all) the respondents have perceived very little extent on their challenges in integrating technology to their teaching tasks. the implication of this result is that the respondents perceive that they are able to effectively integrate technology into their teaching tasks with relative ease. it suggests that they have a positive perception of their ability to incorporate technology in a way that aligns with their pedagogical approach and enhances table 4 presents the distribution of the respondents’ extent of challenges in technology integration in terms of pedagogical integration. the overall mean of 2.86 (sd=0.73) with the description agree indicates that pa ge 11 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 106-130, 2024 their teaching methods. an insight that can be drawn from this is the importance of providing ongoing support and professional development opportunities that focus on pedagogical integration of technology. the finding is aligned with the study conducted by aquino et al., (2021) which states the challenges educators face in aligning technology with precise learning objectives and outcomes. targeted interventions and professional development initiatives can be informed by these studies to enhance educators’ capacity to integrate technology effectively into their teaching practices. understanding and addressing these challenges can contribute to creating a more effective and contextually appropriate integration of technology in teaching in baungon 1 and 2. meanwhile, the indicator i integrate technology tools and resources into my teaching methods got the highest mean score of 3.19 (sd=0.72) with a description of agree. the result means that the respondents have perceived very little extent their challenges towards the integration of technology to their teaching strategies and methods. this implies that the respondents perceive that they are able to effectively integrate technology tools and resources into their teaching practices with relative ease. it suggests that they have a positive perception of their ability to leverage technology to enhance their teaching methods and engage students in meaningful ways. an insight that can be drawn from this is the importance of continuing to provide support and resources that facilitate the integration of technology into teaching strategies and methods. the study by watterson and zhao (2020) states the potential benefits of ict integration in schools, aligning with the current findings from the study. watterson and zhao’s research underscores the significant positive impact of ict integration, particularly in facilitating personalized teaching instruction within the modern educational landscape. the findings of their study emphasize that strategic incorporation of ict tools and platforms empowers educators to effectively tailor instruction to individual student needs. in addition, the indicator the alignment between my teaching goals, curriculum requirements, and available technology resources is satisfactory obtained the lowest mean score of 2.67 (sd=0.76) with a description of agree. the result reflects that the respondents have perceived very little extent of their challenges when it comes to the matching between pedagogical goals and related matters. this implies that the respondents perceive a need for improvement in the alignment between their teaching goals, curriculum requirements, and the available technology resources. it suggests that there may be a mismatch or disconnect between their desired pedagogical outcomes and the resources they have access to, which can hinder their ability to effectively integrate technology into their teaching practices. an insight that can be drawn from this is the importance of providing support and resources that facilitate better alignment between teaching goals, curriculum requirements, and available technology resources. the results can be associated to the study of eslit (2023). his research highlights the complexities of integrating technology, emphasizing the crucial role of pedagogical factors such as effective task design, clear instructions, scaffolding, and feedback mechanisms. both studies emphasize that successful technology use requires more than just using devices and software – it involves thoughtful planning and ongoing support to maximize educational benefits. table 5: summary distribution of the teachers’ extent of challenges in technology integration indicator mean sd interpretation infrastructure and resources 2.60 0.76 very little extent training and professional development of teachers 2.77 0.76 very little extent equity and access 2.89 0.82 very little extent pedagogical integration 2.86 0.73 very little extent overall 2.78 0.76 very little extent legend: 1.00-1.75 strongly disagree (to a great extent) 1.76-2.50 disagree (to some extent) 2.51-3.25 agree (very little extent) 3.26-4.00 strongly agree (not at all) table 5 is a summary distribution of the variables on the teachers’ extent of challenges in technology integration. the overall mean of 2.78 (sd=0.76) with a description of agree indicates that the respondents have perceived very little extent of their challenges in technology integration. this implies that the respondents perceive a favorable environment for technology integration. it suggests that efforts have been made to address potential challenges and provide teachers with the necessary resources, training, and support to integrate technology into their instructional practices. an insight that can be drawn from this is the importance of maintaining and enhancing the positive perception of technology integration among teachers. one study, titled “prospective teachers’ perceptions of barriers to technology integration in education,” identified internal and external obstacles, including lack of funding or budget, insufficient equipment, limited technological proficiency, and time constraints (doi.org, 2019). these barriers resonate with the challenges perceived by teachers in the current study. specifically, equity and access obtained the highest mean of 2.89 (sd=0.82) with a description of agree which means that they have perceived their challenges pa ge 11 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 106-130, 2024 very little extent. this implies that the respondents perceive that efforts have been made to ensure equitable access to technology resources and opportunities for all students. it suggests that educational institutions or organizations responsible for providing these resources have been successful in creating an environment where students have equal opportunities to access and utilize technology for learning purposes. an insight that can be drawn from this is the importance of continuing to prioritize and invest in initiatives that promote equity and access in technology integration. the findings align with unesco’s principles on inclusive education, specifically the principle of equity and equal opportunities. unesco (2023) emphasizes that inclusive education aims to provide every student with equal access to education and the necessary support for success, focusing on eliminating barriers, whether physical or attitudinal, to create an inclusive and accessible learning environment. in the context of baungon districts, the acknowledgment of challenges in providing equal opportunities for pupils to access technology underscores the importance of aligning local educational practices with unesco’s principles. in contrast, infrastructure and resources obtained the lowest mean of 2.60 (sd=0.76) which has a description of agree. the result indicates that the respondents have perceived to some extent some challenges as regards to infrastructure and resources. this implies that there may be areas for improvement in terms of the availability and adequacy of infrastructure and resources to support technology integration. it suggests that while efforts have been made, there are still perceived challenges in providing the necessary technological infrastructure and resources to effectively integrate technology into teaching practices. an insight that can be drawn from this is the importance of addressing the challenges related to infrastructure and resources in technology integration. in the baungon districts, where challenges related to infrastructure and resources are recognized but not deemed severe, there exists a strategic opportunity to capitalize on this awareness for specific enhancements. this observation aligns with the insights from singh’s (2019) study, where efl teachers, despite expressing eagerness to integrate technology into their teaching methods, faced hurdles due to external factors. these challenges encompassed insufficient ict infrastructure, a lack of professional ict training, time constraints, heavy workloads, and the presence of a digital divide. problem 2. what is the respondents’ level of implementation on technology integration considering instruction, organization, communication, and creation? table 6: teachers’ level of implementation on technology integration considering instruction indicator mean sd description use web quests in my lessons 2.55 1.14 most of the time use tutorials for self-training. 2.68 1.01 most of the time have students use tutorials for remediation (in class). 2.64 0.97 most of the time grasp complex concepts more easily for my classroom instruction. 2.92 0.96 most of the time conduct experiments or laboratory exercises (in class/school lab) 2.57 0.94 most of the time facilitate collaborative learning activities, such as group projects or online discussions among students. 3.23 0.81 most of the time provide technology-based activities and assignments. 3.00 0.92 most of the time provide real-time feedback and assessment opportunities for students during instructional activities. 3.00 0.86 most of the time enhance the overall learning experience of the learners 3.09 0.83 most of the time deliver content in a clear and organized manner. 3.14 0.8 most of the time overall 2.88 0.92 most of the time legend: 1.00-1.75 strongly disagree (to a great extent) 1.76-2.50 disagree (to some extent) 2.51-3.25 agree (very little extent) 3.26-4.00 strongly agree (not at all) practices. it suggests that they have developed the necessary skills and knowledge to effectively leverage technology tools and resources to support teaching and learning. an insight that can be drawn from this is the importance of continuing to support and empower teachers in their technology integration efforts. this finding aligns with the insights shared by angelo (2018), who emphasizes that the integration of technology acts as a fundamental bridge connecting classroom learning to the dynamic requirements of the contemporary digital workplace. meanwhile, the indicator access resources for my lessons table 6 illustrates the distribution of the respondents’ level of implementation in technology integration considering instruction. the overall mean of 2.88 (sd=0.92) with the description most of the time indicates that the respondents have a high level of implementation in integrating technology to instructions. this implies that the respondents have embraced technology integration and are actively incorporating it into their instructional pa ge 11 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 106-130, 2024 got the highest mean score of 3.23 (sd=0.81) with a description of most of the time. the result means that the respondents have observed that teachers in their school have highly implemented access to resources as regards to technology. this implies result is that teachers in the school have a strong availability and access to resources that support technology integration in their lessons. it indicates that efforts have been made to provide teachers with the necessary tools, materials, and digital resources to effectively incorporate technology into their instructional practices. an insight that can be drawn from this is the importance of ensuring ongoing access to resources for technology integration. the results reveal a commendable level of technology integration in instructional practices. this observation aligns with the educational benefits emphasized by baht (2023), highlighting the diverse learning resources and engaging elements that instructional technology brings to the classroom. on the contrary, the indicator use web quests in your lessons attained the lowest mean score of 2.55 (sd=1.14) with a description of most of the time. the result suggests that the use of web quests, which are online inquirybased learning activities, is not as prevalent or frequently integrated into the respondents’ instructional practices. it implies that there may be challenges or barriers that hinder the adoption and implementation of web quests in the classroom. the results of this study support the findings from dublar (2023) which is a comprehensive study that shed light on the transformative potential of technology integration. the study underscores that technology serves as a gateway to an unparalleled wealth of information, creating an environment where students are empowered to take control of their learning journey. table 7: teachers’ level of implementation on technology integration considering organization indicator mean sd description keep track of student grades or marks. 3.69 0.58 at all times prepare handouts, tests/quizzes, and homework assignments for students. 3.61 0.59 at all times create lesson plans. 3.58 0.68 at all times create tests/quizzes, and homework assignments for students. 3.47 0.77 at all times analyze data gathered for my action research. 3.08 0.97 most of the time utilize technology to streamline lesson planning, resource creation , and curriculum development. 3.00 0.98 most of the time create charts or graphs for my instructional materials. 3.00 0.99 most of the time create a class/school website or put student work online 2.58 1.13 most of the time maintain an online journal 2.35 1.15 seldom test or assess student learning 2.55 1.15 most of the time overall 3.09 0.90 most of the time legend: 1.00-1.75 strongly disagree (to a great extent) 1.76-2.50 disagree (to some extent) 2.51-3.25 agree (very little extent) 3.26-4.00 strongly agree (not at all) table 7 presents the distribution of the respondents’ level of implementation in technology integration considering organization. the overall mean of 3.09 (sd=0.90) with the description at all times indicates that the respondents have a very high level of implementation in integrating technology in their tasks and responsibilities in the organization aspects. this implies that the respondents have embraced technology as an integral part of their organizational practices. it suggests that the institution has successfully implemented technology in various aspects, enabling efficient workflows, effective communication, and streamlined processes. an insight that can be drawn from this is the importance of continued support and investment in technology integration at the organization level. the systematic approach to managing pupil data, developing lesson plans, and structuring classroom instruction through technology, as emphasized by tomaro (2018), holds significant relevance for these districts. meanwhile, the indicator keep track of student grades or marks got the highest mean score of 3.69 (sd=0.58) with a description of at all times. the result means that the respondents have observed that teachers in their school have very highly implemented the use of technology in tracking their students’ grades. the result suggests that teachers in the respondents’ school have effectively integrated technology into their grading practices. it implies that technology tools and systems are widely utilized to efficiently and accurately record and manage student grades or marks. an insight that can be drawn from this is the recognition of the benefits and efficiency that technology brings to the process of tracking student grades. in line with these findings, the study by harell and bynum (2018) offers valuable insights into the transformative role of technology in effective data management within educational institutions. the study highlights the significance of student information systems (sis), emphasizing their role as essential tools that provide educators with comprehensive insights into the academic progress of each student. in the specific context of baungon, the very high level of technology pa ge 12 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 106-130, 2024 implementation in tracking student grades implies a commitment to data-driven practices. on the other hand, the indicator maintain an online journal obtained the lowest mean score of 2.35 (sd=1.15) with a description of seldom. the result means that the respondents have a low level of implementation as regards online journal writing. the result suggests that the practice of maintaining an online journal is not widely implemented among the respondents. it implies that there may be limited usage of online platforms or tools for journal writing purposes within the educational context. moreover, this infrequent utilization could be influenced by specific contextual factors or preferences within the educational landscape of the two districts. the study conducted by costello et al., (2021) sheds light on potential contributing factors. the research emphasizes three key factors influencing teachers’ technology use: the experience of other teachers, the availability of technology in the classroom, and the availability of inschool training. the study highlights that some teachers lack confidence in using technology, and the need for inschool support is perceived as urgent. table 8: teachers’ level of implementation on technology integration considering organization indicator mean sd description communicate with other teachers. 3.74 0.53 at all times communicate with students. 3.62 0.62 at all times communicate with parents. 3.56 0.73 at all times use lcd projector in class to effectively communicate instructional content through multimedia presentations, visual aids , and interactive discussions. 2.62 1.00 most of the time create powerpoint presentations to use in class. 2.95 0.92 most of the time create a class/school website or put student work online 2.55 1.05 most of the time give immediate feedback. 2.74 1.02 most of the time enhance pupil engagement in my class. 3.14 0.91 most of the time have flexible communication with fellow teachers. 3.38 0.81 at all times capture learners’ attention during class. 3.32 0.88 at all times overall 3.16 0.85 most of the time legend: 1.00-1.75 strongly disagree (to a great extent) 1.76-2.50 disagree (to some extent) 2.51-3.25 agree (very little extent) 3.26-4.00 strongly agree (not at all) table 8 presents the distribution of the respondents’ level of implementation in technology integration considering communication. the overall mean of 3.16 (sd=0.85) with the description most of the time indicates that the respondents have a high level of implementation in integrating technology in their communication activities within or outside their organization. this implies that the respondents have embraced technology as a valuable tool for communication and have integrated it into their daily activities. it suggests that technology is effectively utilized to connect and collaborate with colleagues, students, parents, and other stakeholders. an insight that can be drawn from this is the importance of continuing to explore and leverage technology tools and platforms that enhance communication within and outside the organization. the findings align with the broader insights provided by josue et al., (2023). they emphasize the profound impact of technology integration on the communicative aspects of education. the indicator communicate with other teachers garnered the highest mean score of 3.74 (sd=0.53) with a description of at all times. this result signifies that the respondents have consistently observed that teachers in their school exhibit a very high level of implementation in utilizing technology for communication. specifically, this communication extends to interactions among fellow teachers, both within their respective schools and with other teachers affiliated with the department of education (deped). this implies that technology plays a crucial role in facilitating communication and collaboration among teachers. it indicates that teachers have embraced technology tools and platforms to enhance their communication, share ideas, collaborate on projects, and support each other in their professional development. the findings resonate with the insights provided by unesco (2023). unesco emphasizes that technology integration in education has revolutionized the communicative aspects of learning, breaking down geographical barriers and fostering global communication. on the contrary, the indicator create a class/school website or put student work online got the lowest mean score of 2.55 (sd=1.05) with a description of most of the time. the result indicates that the respondents have a high level of implementation with the use of technology in website making as well as in making students work online. the finding indicates that the use of technology for website creation and showcasing student work online is not as prevalent or frequently implemented among the respondents. it implies that there may be challenges or barriers that hinder the adoption and implementation of these practices. an insight that can be drawn from this is the potential pa ge 12 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 106-130, 2024 opportunity for educators to explore and embrace the benefits of creating class/school websites and showcasing student work online. moreover, the study by ley et al., (2021) emphasizes the positive impact of technology integration on educational stakeholders, including parents and administrators. the study underscores the importance of technology in facilitating communication and active involvement of parents and administrators in students’ academic progress. table 9 presents the distribution of the respondents’ level table 9: teachers’ level of implementation on technology integration considering creation indicator mean sd description create charts or graphs. 3.43 0.73 at all times use drawing or paintings for my instructional materials. 3.27 0.75 at all times scan pictures or images during classroom observations. 3.39 0.74 at all times use digital video, digital cameras 3.36 0.78 at all times create interactive games for my class instruction. 2.95 0.93 most of the time engage students in the creation of digital artifacts such as digital stories or blogs to demonstrate understanding of concepts and ideas. 2.82 0.94 most of the time create powerpoint presentations to use in class. 2.83 0.97 most of the time have students use 3-d modeling software or simulations (in class/school lab) 2.36 1.04 seldom create lesson plan through a word processor. 2.54 1.01 most of the time create instructional materials for my lessons. 3.32 0.82 at all times overall 3.03 0.87 most of the time legend: 1.00-1.75 strongly disagree (to a great extent) 1.76-2.50 disagree (to some extent) 2.51-3.25 agree (very little extent) 3.26-4.00 strongly agree (not at all) of implementation in technology integration considering creation. the overall mean of 3.03 (sd=0.87) with the description most of the time indicates that the respondents have a high level of implementation of their ability to create something through the use of technology. this implies that the respondents have embraced technology as a tool for creativity and creation. it suggests that they have developed the necessary skills and knowledge to effectively use technology to generate new ideas, design products, develop multimedia content, or engage in other creative endeavors. an insight that can be drawn from this is the importance of fostering and supporting a culture of creativity and innovation within the educational context. in support of these findings, the study conducted by herodotou et al., (2019) emphasizes the transformative potential of technology integration in education. the research highlights that technology empowers educators to adopt innovative pedagogical approaches, leading to significant improvements in students’ problem-solving abilities, critical thinking skills, and overall creativity. concurrently, the indicator create charts or graphs got the highest mean score of 3.43 (sd=0.73) with a description of at all times. the result means that the respondents have observed that teachers in their school have very highly implemented the use of technology in creating materials that are useful in the teaching and learning process. this implies that technology is successfully employed to support the creation of visual aids that facilitate understanding and comprehension among students. supporting this finding, the study by ghavifekr and rosdy (2018) highlights the potential of technology integration to significantly enhance creativity in education. the research underscores that technology equips educators with a diverse set of tools and resources, enabling them to design interactive and personalized learning experiences. on the contrary, the indicator have students use 3-d modeling software or simulations (in class/school lab) got the lowest mean score of 2.36 (sd=1.04) with a description of seldom. the result indicates that the respondents have a low level of implementation when it comes to the creation of software in their computers. the finding indicates that the use of 3-d modeling software or simulations as part of the learning experience is not widely implemented among the respondents. it implies that there may be limited usage or availability of these technologies within the educational context. relevant to this finding, the study by hartman and townsend (2019) observed that educators who creatively integrated technology were more likely to provide students with opportunities for self-expression and exploration. in classrooms where technology was creatively employed, students exhibited higher levels of motivation, enthusiasm, and creative thinking. table 10: summary distribution of the teachers’ level of implementation on technology integration indicator mean sd interpretation instructional 2.88 0.92 high level pa ge 12 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 106-130, 2024 legend: 1.00-1.75 strongly disagree (to a great extent) 1.76-2.50 disagree (to some extent) 2.51-3.25 agree (very little extent) 3.26-4.00 strongly agree (not at all) table 10 presents a summary distribution of the variables on the teachers’ level of implementation on technology integration. the overall mean of 3.04 (sd=0.88) with a description of most of the time indicates that the respondents have highly implemented technology integration in their respective schools. this implies that the respondents have successfully integrated technology into their classrooms and other areas of their professional responsibilities. it indicates that they have developed the necessary skills, knowledge, and mindset to leverage technology tools and resources to support instruction, communication, collaboration, and other tasks. in line with this, the study by branagh (2020) features the transformative potential of technology in education. it emphasizes that technology serves as a champion for personalized learning experiences, tailoring educational journeys to cater to diverse learning styles and paces of the students. the alignment of the study’s overall findings with branagh’s research reinforces the notion that technology integration is contributing significantly to fostering inclusive and personalized educational environments in baungon 1 and 2 districts. specifically, communication obtained the highest mean of 3.16 (sd=0.85) with a description of most of the time. the high mean score indicates that teachers in baungon 1 and 2 districts have a high level of implementation on integrating technology in their communication activities within or outside the organization. this implies that the respondents have effectively integrated technology into their communication practices, such as email, video conferencing, instant messaging, or online collaboration platforms. it indicates that technology is widely utilized to connect and collaborate with colleagues, students, parents, and other stakeholders. this finding aligns with the transformative impact of technology on communicative aspects in education, breaking down geographical barriers and fostering global communication, as emphasized by unesco (2023). unesco’s insights underscore that technology integration enhances interaction, collaboration, and personalized learning experiences. on the other hand, instructional integration obtained the lowest mean of 2.88 (sd=0.92) which has a description of most of the time. the result indicates that the respondents have a high level of implementation on the integration of technology with their instructional tasks and responsibilities. this implies that the respondents have successfully integrated technology into their teaching methods and strategies. it indicates that they have developed the necessary skills, knowledge, and mindset to leverage technology tools and resources to support and enhance student learning experiences. the disparity in scores might be attributed to factors discussed by boonmoh et al., (2021). the study highlights that the educational value of technology tools depends on how teachers integrate them into the learning and teaching process. problem 3. is there a significant relationship between the respondents’ extent of challenges and level of implementation of technology integration? table 11: results of the test of significant relationship between teachers’ extent of challenges and level of implementation on technology integration challenges of technology integration implementation of technology integration in terms of instruction r p-value interpretation infrastructure and resources -0.057 0.351 not significant training and professional development of teachers 0.171 0.005 significant equity and access 0.046 0.449 not significant pedagogical integration 0.304 0.000 significant overall 0.130 0.031 significant legend: significant if p-value <0.05 organizational 3.09 0.90 high level communication 3.16 0.85 high level creation 3.03 0.87 high level overall 3.04 0.88 high level table 11 presents the results of the statistical test of significant relationship between the respondents’ extent of challenges and their level of implementation on technology integration in terms of instruction. on the overall, it was found that there is a significant relationship between the respondents’ challenges and their level of implementation on technology integration. this implies that addressing the challenges faced by teachers in technology integration is crucial for promoting successful implementation. the findings resonate with the study by pa ge 12 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 106-130, 2024 mittha (2021), which emphasizes the efficiency gained in teaching through technology integration, streamlining administrative tasks and providing more time for instruction. on the other hand, the study reveals a significant relationship between challenges in training and professional development of teachers, as well as pedagogical integration, and the level of implementation in instructional integration. this indicates that obstacles in providing adequate training and professional development opportunities for teachers, as well as challenges in aligning technology with pedagogical strategies, are influential factors affecting the integration of technology into instructional tasks among the teachers. therefore, the null hypothesis is rejected, wherefore it suggests that addressing these challenges is crucial for enhancing the successful implementation of technology in instructional practices. this result is supported by the study of rosales (2021). the study emphasizes the crucial role of ongoing professional development, especially in the context of technology integration, which remains indispensable for educators. the challenges identified in the baungon districts, specifically in providing adequate training and professional development opportunities; resonate with rosales’s emphasis on the need for educators to navigate the dynamic landscape of educational technology continually. furthermore, rosales emphasizes that professional development serves as a key strategy to overcome persistent barriers such as the digital divide. the baungon districts’ situation, where challenges in training and professional development are found to have a significant impact on instructional technology integration, reinforces the importance of addressing these barriers. the study’s findings underscore the imperative of ongoing commitment and investment in professional development initiatives tailored to the specific needs and challenges faced by teachers. table 12: results of the test of significant relationship between teachers’ extent of challenges and level of implementation on technology integration challenges of technology integration implementation of technology integration in terms of organization r p-value interpretation infrastructure and resources 0.005 0.411 not significant training and professional development of teachers 0.157 0.009 significant equity and access 0.162 0.007 significant pedagogical integration 0.194 0.001 significant overall 0.174 0.004 significant legend: significant if p-value <0.05 table 12 presents the results of the statistical test of significant relationship between the respondents’ extent of challenges and their level of implementation on technology integration in terms of organization. on the overall, it was found that there is a significant relationship between the respondents’ challenges and their level of implementation on technology integration in terms of organizational integration. this implies that addressing the challenges faced by educators in organizational integration is crucial for promoting successful implementation. conversely, challenges related to training and professional development of teachers, equity and access, and pedagogical integration demonstrate a significant relationship with the level of implementation in organizational integration. hence, the null hypothesis is rejected in these cases. this indicates that challenges in these areas are associated with variations in the level of technology integration within the organizational framework. the findings of this study can be attributed to tomaro’s (2018) investigation which identified key policy actions necessary for the comprehensive integration of ict in the educational landscape of the philippines. accordingly, these actions encompassed intensified training programs for educators, the provision of essential computer infrastructures, strategic integration of ict into the curriculum, and the imperative of strong leadership. in the context of the current study’s findings, tomaro’s insights highlight the importance of strategic actions and policy measures to address challenges in technology integration. the emphasis on teacher training, infrastructure support, curriculum alignment, and leadership resonates with the different approach required to overcome challenges, as revealed in the baungon districts’ experience in terms of organizational integration. within the specific challenges examined, the data revealed that challenges related to infrastructure and resources do not exhibit a significant relationship with the level of implementation in organizational integration. consequently, the null hypothesis is accepted in this regard, suggesting that challenges in infrastructure and resources may not be significant hindrances to the overall organizational integration of technology. moreover, the finding of this study is supported by the study of tamim et al. (2015), as cited by sobrino et al. (2022), which states that statistically there is a low significant effect of using tablets and other smart devices in educational settings on students’ academic achievements. despite the low pa ge 12 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 106-130, 2024 statistical impact on achievement outcomes, the study highlighted additional advantages that tablets offered to students. these benefits included reported improvements in students’ notetaking abilities, organizational and communication skills, and creativity. table 13 presents the results of the statistical test of table 13: results of the test of significant relationship between teachers’ extent of challenges and level of implementation on technology integration challenges of technology integration implementation of technology integration in terms of communication r p-value interpretation infrastructure and resources -0.055 0.365 significant training and professional development of teachers 0.065 0.282 significant equity and access 0.109 0.073 significant pedagogical integration 0.082 0.178 significant overall 0.006 0.321 significant legend: significant if p-value <0.05 significant relationship between the respondents’ extent of challenges and their level of implementation on technology integration in terms of communication. on the overall, it was found that there is a significant relationship between the respondents’ challenges and their level of implementation on technology integration in terms of communication. the data revealed that there is a significant relationship between the respondents’ challenges on all the four variables and their level of implementation in communication. hence, the null hypothesis is rejected. in the context of baungon 1 and 2 districts, these results suggest that challenges experienced by teachers in terms of infrastructure, training, equity, and pedagogical integration have a discernible impact on how technology is integrated into communication practices. the rejection of the null hypothesis implies that these challenges are significant; they influence the extent to which technology is effectively utilized for communication purposes. this implies that addressing the challenges faced in communication is crucial for promoting successful implementation of technology integration. in connection, these results are supported by the study of wijayasundara (2020) which identified three main factors contributing to challenges in information and communication technology (ict) adoption. these factors encompass challenges faced by teachers, schools, and the overall educational system. among the challenges highlighted for teachers are insufficient training and a lack of knowledge in information technology (it). consequently, the findings of the study align with the insights provided by wijayasundara (2020), as it both emphasizes the intricate relationship between challenges and the implementation of technology in education. in the context of the study, which focuses on communication, the significant relationship identified between respondents’ challenges and their level of implementation suggests that barriers in areas such as infrastructure, training, equity, and pedagogical integration play a role in shaping the effectiveness of communicationrelated technology integration. the rejection of the null hypothesis implies that these challenges have a tangible impact on the extent to which technology is integrated into communication activities within the educational setting, emphasizing the need for targeted interventions and strategies to overcome these hurdles and enhance communication through technology in baungon districts. table 14: results of the test of significant relationship between teachers’ extent of challenges and level of implementation on technology integration challenges of technology integration implementation of technology integration in terms of communication r p-value interpretation infrastructure and resources -0.07 0.245 not significant training and professional development of teachers 0.114 0.168 not significant equity and access 0.108 0.076 not significant pedagogical integration 0.127 0.036 not significant overall 0.108 0.073 not significant legend: significant if p-value <0.05 table 14 presents the results of the statistical test of significant relationship between the respondents’ extent of challenges and their level of implementation on technology integration in terms of creation. on the overall, it was found that there is no significant relationship between the respondents’ challenges and their level of pa ge 12 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 106-130, 2024 implementation on technology integration in terms of creation. specifically, the data revealed that there is no significant relationship between the respondents’ challenges on all the four variables and their level of implementation in creation. in a more detailed analysis, the data specify that there is no significant relationship between challenges related to infrastructure, training and professional development, equity and access, and pedagogical integration, and the level of implementation in creation. therefore, the null hypothesis is accepted, suggesting that these challenges, while acknowledged, do not exert a statistically significant impact on the overall integration of technology in creation aspects. this implies that, in the aspect of creation, the challenges identified may not pose substantial barriers, and teachers in the baungon districts might be adept at incorporating technology creatively despite these challenges. in the study conducted by ghavifekr and rosdy (2018), a compelling discovery was made. the researchers found that the integration of technology in education has the potential to significantly enhance creativity. by equipping educators with a wealth of tools and resources, technology empowers them to craft interactive and personalized learning experiences. moreover, in a comprehensive study conducted by herodotou et al., (2019), the research illuminated the transformative power of technology integration in education. the findings of the research underscored the fact that technology empowers educators to embrace innovative pedagogical approaches. table 15: summary of the test results on the significant relationship between the teachers’ challenges and implementation of technology integration challenges of technology integration implementation of technology integration instructional organizational communication creation r pva lu e in te rp re ta tio n r pva lu e in te rp re ta tio n r pva lu e in te rp re ta tio n r pva lu e in te rp re ta tio n infrastructure and resources -0.057 0.351 ns 0.05 0.411 ns -0.055 0.365 ns -0.07 0.245 ns training and professional development of teachers .171** 0.005 s .157** 0.009 s 0.065 0.282 ns 0.114 0.168 ns equity and access 0.046 0.449 ns .162** 0.007 s 0.109 0.073 ns 0.108 0.076 ns pedagogical integration .304** 0 s .194** 0.001 s 0.082 0.178 ns .127* 0.036 s overall .130* 0.031 s .174** 0.004 s 0.06 0.321 ns 0.108 0.073 ns legend: significant if p-value <0.05, s – significant, ns – not significant table 15 shows the summary of the statistical results on the significant relationship between the respondents’ challenges and implementation of technology integration. the overall p-values indicate that there is a significant relationship between the respondents’ extent of challenges and level of implementation of technology integration in terms of instructional and organizational integration. however, it has no significant relationship with the level of implementation in terms of communication and creation. next, the respondents’ challenges on training and professional development of teachers have a significant relationship with their level of implementation on two variables namely, instruction and organization. however, it has no significant relationship with their level of implementation in terms of communication and creation. moreover, equity and access has a significant relationship only with organization while it has no significant relationship with instruction, communication and creation. in like manner, pedagogical integration has a significant relationship with instruction, organization, and creation, while it has no significant relationship with communication. the data further revealed that there is no significant relationship between infrastructure and resources and the level of implementation of technology integration in al variables. hence, the null hypothesis is accepted. in the specific context of baungon 1 and 2 districts, these results suggest that focused initiatives aimed at overcoming challenges in training, equity, and pedagogical integration have the potential to enhance the effectiveness of technology implementation, particularly in instruction and organization dimensions. consequently, the study’s emphasis on the importance of training and the pedagogical integration of teachers in implementing technology integration aligns with the findings of haleem et al. (2022). the research highlights that integrating technology into instruction provides educators with valuable insights, enabling them to make informed decisions about instructional strategies. this, in turn, empowers teachers to customize teaching methods to address the unique needs of each student, offering additional support, introducing new challenges, or adopting alternative approaches to enhance comprehension. as a result, this integration contributes pa ge 12 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 106-130, 2024 to an improved, student-focused teaching process, ultimately enhancing the overall quality of education and fostering a supportive learning environment. problem 4. based on the findings, what enhanced instructional program can be designed? table 16: instructional and organizational technology integration program proposed programs specific objectives strategies/ activities time frame person/s involved source of fund estimated budget expected outcome implement webquests use webquests in my lessons. research best practices in webquest design and develop a template for webquests. april 2024 1 day division ict coordinator school ict coordinators division mooe/ sef p 12,000 familiarity with web quest design principles. pilot webquests in select lessons. june 2024 5 days division ict coordinator school ict coordinators invited trainers and guests division mooe/ sef p 80,000 increased engagement and active learning. gather feedback from teachers and students. july 2024 1 day` division ict coordinator school ict coordinators division mooe/ sef p 12,000 insights for refinement and improvement. revise webquest template based on feedback. september 2024 2 days division ict coordinator school ict coordinators invited trainers and guests division mooe/ sef p 24,000 improved usability and effectiveness. train teachers on integrating webquests. december 2024 5 days division ict coordinator school ict coordinators invited trainers and guests division mooe/ sef p 80,000 increased adoption of webquests in lessons. enhanced online journaling maintain an online journal. select suitable online journal platform. january 2025 2 days division ict coordinator school ict coordinators division mooe/ sef p 24,000 identification and setup of appropriate platform. develop guidelines for journaling. march 2025 2 days division ict coordinator school ict coordinators division personnel division mooe/ sef p 24,000 clear expectations for journaling process. conduct training sessions for staff on using the online journal platform. may 2025 5 days division ict coordinator school ict coordinators invited trainers and guests division mooe/ sef p 80,000 proficiency in online journaling procedures. pa ge 12 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 106-130, 2024 encourage regular journal entries by staff. august 2025 monthly division ict coordinator school ict coordinators division personnel n/a n/a increased utilization of online journal. monitoring and evaluation continuous improvement review and refine web quest template. february 2026 2 days division ict coordinator school ict coordinators invited trainers and guests division mooe/ sef p 24,000 enhanced effectiveness of webquests. analyze usage and feedback on online journaling. april 2026 2 days division ict coordinator school ict coordinators division personnel division mooe/ sef p 24,000 insights for further improvements. provide advanced training on webquests. june 2026 5 days division ict coordinator school ict coordinators invited trainers and guests division mooe/ sef p 80,000 deeper integration of webquests into curriculum. celebrate successes and share best practices. august 2026 1 day division ict coordinator school ict coordinators division personnel division mooe/ sef p 80,000 fostering a culture of innovation and learning. conclusions this study provides insights into how technology is used in baungon 1 and 2 districts’ education. while educators encounter challenges, particularly in equity and access, the findings underscore their commitment to overcoming obstacles. the observed high level of technology implementation, especially in communication activities, highlights technology’s integral role in the schools. furthermore, the significant relationship between challenges and the level of implementation in instructional and organizational aspects emphasizes the need for targeted efforts in addressing challenges for more effective integration. the in-depth interviews provide a deeper understanding of how teachers creatively leverage technology despite challenges, demonstrating their resilience and dedication to enhancing the learning experience. these findings collectively emphasize the importance of continued support, professional development, and infrastructure improvement to foster a more seamless and impactful integration of technology in baungon’s educational landscape. recommendations based on conclusions of the study, the following recommendations are hereby forwarded: 1. school administrators should prioritize improving their infrastructure and allocating resources to tackle the most pressing challenges. this includes guaranteeing consistent internet connectivity, supplying the latest hardware and software, and establishing a robust support system for technical issues. 2. teachers in the division of bukidnon should undergo specialized training programs and receive dedicated resources aimed at boosting their confidence and skills in effectively incorporating technology into their instructional tasks. practical initiatives such as hands-on workshops and mentorship programs should be implemented to provide real-world applications, ultimately raising the overall proficiency of technology integration in classroom instruction. 3. schools should actively offer sustained professional development opportunities for teachers. this commitment pa ge 12 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 106-130, 2024 involves organizing regular training sessions, workshops, and mentorship programs specifically designed to enhance their skills and knowledge in technology integration. 4. parents and other stakeholders should tap with teachers in regular professional development initiatives. this collaborative effort should include joint training sessions, collaborative projects, and ongoing support from educational institutions. references adarkwah, m. a. 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(2020). integration of ict in teaching and learning in schools. international journal of inclusive education, 24(2), 117-130. https://doi.org/10.1080/1 3603124.2020.1804623 pa ge 1 pa ge 18 6 american journal of arts and human science (ajahs) early language literacy and numeracy skills of kindergarten learners in talakag bukidnon rosemarie fe m. lavador1*, estrella s. ferenal1, jovit d. comon1 volume 3 issue 3, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i3.3198 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: june 18, 2024 accepted: july 24, 2024 published: july 27, 2024 in the contemporary context, young filipinos from disadvantaged socio-economic backgrounds are encountering challenges in mastering fundamental language and numeracy skills, impeding their educational advancement. to address this issue, a study was conducted in talakag district 1, bukidnon during the 2022-2023 academic year, focusing on kindergarten learners aged 4-5. the study aimed to outline the participants’ characteristics, evaluate their proficiency in early language literacy and numeracy during the 1st and 2nd quarters of the school year, and establish links between their learning skills and backgrounds. with 154 kindergarten learners involved, the study employed a descriptive correlational research approach, analyzing data using descriptive statistics and spearman correlation to identify significant relationships between language and math skills and participants’ profiles. the findings indicated a predominance of female participants with parents engaged in farming, holding a high school education, and earning a household income of p 9,999 or less. moreover, the study revealed that the learners’ performance in early language literacy and numeracy neared proficiency levels in the specified quarters, emphasizing a noteworthy connection between their skills and background factors, particularly the mothers’ educational attainment. recommendations included a focus on enhancing early language and math skills by the department of education and encouraging teachers and parents to allocate more time to enrichment activities. keywords early language literacy and numeracy 1 phinma cagayan de oro college, philippines * corresponding author’s email: rosemariefe.lavador@deped.gov.ph introduction literacy and numeracy are central to lifelong learning and sustainable development. in the fast-paced world of today, these skills are essential for achieving independence, maintaining one’s welfare, and creating communities that will continue to progress socioeconomically. every student in school today needs to acquire excellent reading and numeracy abilities in order to thrive in the data-driven, globally linked world of today. however, as observed among schools, many learners struggle with literacy and numeracy skills, and these challenges are not new, but they have become even more pressing in recent years. hence, the crucial reason for selecting this problem. alongside this observation is the lack of resources and lack of quality instructions. this holds true in the district of talakag, bukidnon. it is noticeable that a lot of young learners have not mastered the basic literacy and numeracy skills. the department of education urged to prioritize better literacy and numeracy in early school years. assessment, curriculum and technology research centre has been working with the department of education in reviewing the k to 12 curriculum. giving technical support to the agency in large-scale assessments including the programme of international student assessment and trends in international mathematics and science study. the biggest challenge in the country would be facing is coming up with ways to address learning loss aggravated by remote learning. learning loss happens when there is a loss of knowledge or skills typically brought about by gaps in one’s education or if one’s learning has been discontinued. the researcher is aware that the literacy and numeracy skills that is required in the classroom is challenging and that many teachers are unsure of how they should respond to this continuing issue. improving early language literacy and numeracy skills among kindergarten learners in talakag district 1 will help teachers determine the strategies and expose young learners to early literacy and numeracy skills. moreover, numeracy and literacy in kindergarten are among the priorities. in order to provide people with the foundational knowledge and abilities required for success in life, literacy and numeracy issues must be resolved. in the philippines, kindergarten has a curriculum guide given to all teachers to teach their lessons. included in the curriculum guide were different assessment approaches and activities that could be used in teaching (sarmiento & dimalanta, 2018). the curriculum guide offers a range of assessment methodologies, so teachers are free to select or add their own assessment method and activity. this will be based on the developmental stage of the child. however, the effectiveness of the assessment used without any proper guide will not be an assurance in measuring the development of the child. in terms of assessment approaches in kindergarten education (pyle & deluca, 2017) have drawn three profile descriptions based on each teacher’s curricular stance and approach to assessment, namely: developmental assessment approach, blended assessment approach, and assessment for learning approach. pa ge 18 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 186-201, 2024 thus, early language, literacy, and numeracy (elln) program under the department of education order no. 12, s. 2015 was implemented, which aims to improve the reading and numeracy skills of kinder to grade 3 pupils, following the k to 12 basic education curriculum. it also aims to establish a sustainable and cost-effective professional development system for teachers. it is on this issue that this study was conducted to determine the early language literacy and numeracy skills of kindergarten learners in talakag district 1, bukidnon. literature review learning skills on early language literacy early literacy skills sometimes referred to as emergent literacy skills, are those that are inherently involved in reading development but that are present before the reading skill itself develops (suggate et al., 2018). its unique associations on self-regulation, attention and executive functioning and growth in early literacy skills over the preschool year using latent-growth-curve analysis (lonigan et al., 2017). furthermore, (majorano et al., 2021) showed that possessing the skills that are the basis of literacy acquisition at preschool is associated with more successful reading and writing acquisition processes at primary school. it has been repeatedly shown that phonemic awareness is a necessary skill and a significant predictor of success in reading later on. children who lack these early literacy skills at kindergarten entry are more likely to demonstrate both shortand long-term reading difficulties (kaminski & smith, 2017). print awareness in early childhood education, educators are increasingly using institutionalized methods to teach literacy skills. the current study examined the conception and efficacy of a literacy intervention that combined storytelling with gagné’s nine events of instructional design, in keeping with an emerging critique of this methodology. according to (maureen, 2018), literacy skills should be nurtured from an early age. the belief that a child should be able to read and write in kindergarten is becoming more and more common among parents and other educators. as a result, a large number of kindergartens have implemented structured literacy teaching strategies. nevertheless, the organic and playful learning style of young children has been largely ignored by this approach. on the same line, scanlon and vellutino (2021) found that the most successful reader group came from kindergarten classrooms in which more time was spent on phoneme awareness, spelling, and writing activities. phonological awareness research has shown that phonological awareness is commonly acknowledged as a crucial aspect of second language acquisition in reading. a study by (saieghhaddad, 2019) claims that phonological awareness is also considered a primarily metalinguistic skill not affected by the individual’s l2 language proficiency or l1 to l2 linguistic distance. one study by (ruan et al., 2018) found that the writing system influences the associations between phonological awareness, morphological awareness, and reading. their research looked at the function of the writing system in the connection between reading, morphological awareness, and phonological awareness. the meta-analysis’s findings showed a strong correlation between these language abilities and reading comprehension in each language, but the degree of that correlation depended on the writing system, the kind of reading goal, and the kind of task that was used to operationalize phonological awareness and morphological awareness. these results contribute to our understanding of the language proficiency that is most critical for learning to read in various writing systems. learning skills on early numeracy a study by (raghubar & barnes, 2017) reveals that learning to count, identify numbers, and compare and manipulate quantities are key early numeracy skills. these are strong indicators of the mathematical performance and learning of school-age children. early numeracy development also depends on general neurocognitive skills like language and working memory. another study by (devlin & moeller, 2022) indicated broad consensus in considering skills such as counting, number relations and basic arithmetic as central aspects of early numeracy. however, the number and contents of identified factors varied considerably across studies. furthermore, litkowski et al. (2020) examined preschool children’s item-level performance on eight numeracy subtests at half-year age points throughout the preschool period. preschool is a time when children’s mathematical abilities improve significantly. nevertheless, there are few opportunities for preschoolers to learn mathematics, and most activities and lessons are designed to be below their level of proficiency. on the other hand, mercader and gairín (2018) reported the power of different variables and their dynamic interactions in predicting mathematical performance. it suggested that measures of early numeracy skills like logical operations, counting, and magnitude comparison abilities, as well as indicators of motivational constructs like learning motivation and attributions, executive functioning like inhibition and working memory, and kindergarten and second-year primary education math performance be taken. counting sari (2021) describes the implementation of learning by applying the counting tree educational learning media to improve the cognitive abilities of students in kartika tanjung morawa early childhood education. one area of mathematics that is fundamental to knowledge that kids should have from a young age is counting. in actuality, young children still have very limited counting skills. this is due to the fact that kids have trouble pa ge 18 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 186-201, 2024 counting or pronouncing a series of numbers. by pointing at individual things and to a series of objects, they count. however, educators fail to make use of the educational resources available to help kids meet their math learning objectives. to solve this issue, educational learning materials like counting tree are used to help kids learn to count since they make the process simpler, more engaging, and enjoyable for kids. further, friso-van den bos and kroesbergen (2018) investigated whether fostering mapping skills is more efficient through a counting or a number line training program. early numerical skills in children serve as the foundation for eventual mathematical proficiency. it has been proposed that counting abilities and linear number placements are essential to the development of arithmetic skills since they are signs of mapping, a crucial step before arithmetic abilities. number identification the study by ramani et al. (2017) targeted to improving the numerical knowledge of kindergartens from primarily low-income backgrounds using two approaches: one targeting their conceptual knowledge, specifically, their understanding of numerical magnitudes, and the other targeting their underlying cognitive system, specifically, their working memory. throughout multiple sessions, participants in both therapies engaged in game-like activities on tablet computers. both domain-specific and domain-general interventions, as expected, enhanced children’s knowledge of numerical magnitude when compared to a no-contact control group, indicating that they support mathematical learning. children’s improvements in number line estimating were predicted by individual variations in effort during the working memory game, but not during the number knowledge training game. the findings show how quickly advancing technology in early childhood education settings can help young children develop their numerical skills. a strong foundation in early numerical knowledge should be provided to kindergarten students in order to maximize their future mathematical ability. to sum up, print awareness, phonological awareness, counting, and number identification are factors that can affect the level of literacy and numeracy skills of young learners in public elementary schools. it is important for educators and policymakers to consider these factors when developing strategies to promote literacy and numeracy skills among young learners. statement of the problem this study attempted to determine the level of learning skills on early language literacy and numeracy skills of kindergarten learners in talakag district 1, talakag, bukidnon, school year 2022-2023. particularly, this paper sought to answer the following questions: 1. how are the respondents’ distributed in terms of sex, parent’s occupation, parent’s highest educational attainment and family monthly income? 2. what is the respondents’ level of learning skills on early language literacy, print awareness, phonological awareness and numeracy, counting and number identification in the 1st and 2nd quarter of school year 2022-2023? 3. is there a significant relationship between the respondents’ learning skills in early language literacy and numeracy skills and their profile? theoretical framework this study is anchored on jean piaget’s cognitive development theory which highlighted the four stages or periods of child development progress. he believed that children progress through the four stages in a fixed order at differing rates. children move from one stage to another when they reach the appropriate maturation level and have been exposed to certain relevant experiences. piaget’s suggested that the stages do not end abruptly and that the transition takes place slowly by merging into the next stage. he viewed cognitive development as a series of transformations with changes occurring over brief periods. it is important to note that he emphasized observing changes in the ‘quality’ of children’s understanding and knowledge rather than ‘quantity’. his theory was important to this study because it provides us with insights into cognitive processes during early childhood. it helps teachers and parents understand what children are capable of at different ages and how to provide appropriate support. children in the early years of primary school need concrete objects, pictures and symbols to develop literacy and numeracy skills. this study is also based on deped order no. 12, s. 2015. early language literacy and numeracy program (elln) focus on capacitating the kindergarten to grade 3 teachers. instructional leaders on the basic knowledge and pedagogical skills in literacy and numeracy. establishing and managing a school-based mentoring/learning partnership program as a mechanism for the continuous professional development of teachers/mentors, teachers/ mentees, school managers and instructional leaders and an avenue for teachers to listen to storytelling and readaloud activities from the best storytellers through the school-based learning action cell. thus, the development of early numeracy in children occurs during the kindergarten years before the beginning of formal education. early numeracy skills include counting, identification of quantities, and the initial ability of addition and subtraction. these abilities develop gradually over time (méndez et al., 2018). children mathematics skills undergo extensive development during the preschool years. opportunities for engaging in mathematics in the preschool classroom, however, are limited, and activities and instruction are often targeted below children’s skill levels (litkowski et al., 2020). scope and limitations this study focused on kindergarten learning skills in early language literacy and numeracy in talakag pa ge 18 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 186-201, 2024 district 1, talakag bukidnon, school year 2022-2023. the respondents of the study were the one hundred fiftyfour (154) kindergarten learners in the schools where this study was conducted. the independent variables were limited to the respondents’ profile in terms of sex, parents’ occupation, parents’ highest educational attainment and family monthly income. indeed, the dependent variables dealt with the respondents’ learning skills in early language literacy and numeracy. early language literacy inquired about print awareness and phonological awareness, while early numeracy was concerned with counting and number identification. methodology research design this study made use of a descriptive-correlation research design. it involved measuring and analyzing variables to determine if there is a relationship between them. this research design is useful for exploring the relationships between variables and identifying patterns in data (vassar & holzmann 2017). descriptive research involves observing and describing phenomena without manipulating them. in a descriptive-correlational research design, researchers collected data on two or more variables and analyzed the data to determine if there was a relationship between them. correlation analysis was used to determine the strength and direction of the relationship between the variables. this research design is useful for generating hypotheses and identifying potential causal relationships between variables. study setting this study was conducted in the five public elementary schools in talakag district 1 for the school year 20232024. the school is headed by a principal/school head. as of school year 2023-2024 there are more than 363 kindergarten learners who are enrolled. in talakag l, principals and teachers are both aiming for a quality education for the learners. talakag district 1 follows the vision and mission of the department of education, which is to develop learners who are true citizens and patriots who have a strong desire to serve the country and work for its betterment. inculcate the values and develop the competencies that are necessary and desirable to ensure lifelong learning. on the other hand, the mission is to protect and promote the right of every filipino to quality, equitable, cultured-based, and complete basic education. the said schools also have competent teachers who always take part in attaining the mission and vision of the department of education. however, despite the toil and hard work, as reported there are still struggling learners in talakag district 1. due to the problem of literacy and numeracy skills, schools implemented an intervention in line with the “early language literacy and numeracy program” which was a deped order no. 12, s. 2015. this program focuses on capacitating the kindergarten to grade 3 teachers on the basic knowledge and pedagogical skills in literacy and numeracy. study population and sampling technique the respondents of the study were the one hundred fifty-four (154) kindergarten learners in talakag district 1, talakag, bukidnon, for the school year 2022-2023. these learners are currently enrolled in the school year mentioned above. further, they have the same characteristics as those of the other respondents in the study. the researcher employed slovin’s formula to obtain the desired number of respondents in the study. this was done after identifying the population. with a population of three hundred sixty-three (363) learners and a margin of error of 6%, the sample size of one hundred fifty-four (154) was obtained and this became the respondents of the study. moreover, a stratified sampling procedure was employed to get the appropriate number of respondents in every school. this was done by dividing the sample size by its population. the distribution of respondents by school is shown in table 1. table 1: distribution of respondents school population respondents san isidro elementary school 58 24 talakag central elementary school 180 79 maigtang elementary school 55 23 sto. nino elementary school 35 14 dagundalahon elementary school 35 14 total 363 154 research instruments the instrument used in gathering the necessary data was a questionnaire made of two sets. the first set asked about the respondents’ profile in terms of sex, parent’s highest educational attainment, parent’s occupation and family monthly income. the second part of the instrument is a researcher-made questionnaire which elicited the respondents’ learning skills on early language literacy, such as print awareness and phonological awareness and early numeracy on counting and number identification. the test covered the 1st and 2nd quarters of school year 2022-2023. it was adapted from the kindergarten curriculum guide based on deped kindergarten most essential learning competencies. statistical treatment of data after collecting and recording the data gathered in the study, the following statistical tools were used: descriptive statistics such as frequency, percentage, mean and standard deviation were used to describe the variables in the study. these were reflected in the findings where these statistical tools are used. spearman rho correlation (rho) was utilized to determine the significant relationship pa ge 19 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 186-201, 2024 between the respondents’ early language literacy and numeracy skills and each of their profiles. ethical consideration respondents may be more inclined to participate honestly and openly if they are assured that their identities and personal information be kept confidential, so it is crucial to ensure their privacy and anonymity. the following ethical concerns are to be addressed: inform consent participants must understand the implications of the study in order to make such informed choices, and in most cases, researchers and participants have approached the procedure casually. informed consent guarantees and promotes the rights of the subjects as autonomous participants who deserve respect, benefits, and justice and can withdraw from the study at any time. data de-identification students were asked to remove or replace any personally identifiable information (such as names, school names, or contact details) from the data during the analysis and reporting. pseudonyms assignments may be done to respondents to protect their identities. secure data storage safeguard the collected data by storing it securely using encryption where necessary and restricting access to authorized personnel only. this is to prevent accidental disclosure of data to unauthorized parties. ethical review an institutional review board or ethics committee be consulted to obtain ethical approval in order to guarantee that the research design and data handling techniques adhere to ethical standards and guidelines. results and discussion problem 1: how are the respondents’ distribution in terms of sex, parents’ highest educational attainment, parents’ occupation, and family monthly income? implies that there is a greater number of female learners compared to males, and that within the given sample or population, females constitute the greatest number of enrollment or participation in kindergarten education. as noticed, female learners tend to form larger groups than males during group activities. from an early age, girls often engage in more verbal communication and demonstrate higher levels of sociability compared to boys. this inclination towards social interaction can lead to the formation of larger groups during group activities. girls may enjoy sharing experiences, collaborating on tasks, and engaging in cooperative play, which naturally lends itself to larger group formations, which leads to their language development. according to adani and cepanec (2019), boys and girls differ in their speaking abilities, with girls having a welldocumented advantage in early language development. the study also found that girls have a more vulnerable communication system development than boys. on the other hand, the lowest frequency of 62 (40.26%) is male. it means that males are, on average, outnumbered by females in most of the kindergarten classrooms in district i, talakag, bukidnon where this study was conducted. this implies that in many places, the birth rate of girls is higher than that of boys. this can lead to a larger pool of girls entering kindergarten each year. as observed, this could be due to factors such as birth rates, population composition, or migration patterns. it is also reflected in the kindergarten enrollment. among the poorest families, boys had a higher likelihood than girls to be out of school. this suggests that the observed trend of a slightly higher proportion of female students in kindergarten classrooms is consistent with national trends. this means that the gender disparity observed in kindergarten classrooms is not an isolated phenomenon specific to a particular region or district but is reflective of a broader national trend. significantly, according to the 2017 annual poverty indicators survey conducted by the philippine statistics authority, data revealed that two-thirds (65.0%) of oosc in the philippines aged 5–15 years in 2017 were girls. a higher proportion of girls (than boys) were found among those aged 5–17 years. school attendance was largely associated with the economic status of the family. three-fifths (58.7%) of the 1.2 million oosc aged 5–15 years in 2017 belonged to families in the bottom 25 percent of the per-capita income distribution. among the poorest families, boys had a higher likelihood than girls to be out of school. this suggests that the observed trend of a slightly higher proportion of female students in kindergarten classrooms is consistent with national trends. this means that the gender disparity observed in kindergarten classrooms is not an isolated phenomenon specific to a particular region or district but is reflective of a broader national trend (comon & corpuz, 2024). table 2: distribution of respondents’ profile in terms of sex category frequency percentage male 62 40.26 female 92 59.74 total 154 100.00 table 2 presents the profile of kindergarten learners in terms of sex. the data show that the highest frequency of 92 (59.74%) are female. it means that most of the kindergarten learners in this study are female. this pa ge 19 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 186-201, 2024 table 3: distribution of respondents profile in terms of parents’ occupation category frequency percentage father’s occupation carpenter 40 26.03 government employee 9 6.04 private employee 7 4.43 small business 0 0 farmer 91 59.23 laborer 7 4.27 others, pls. specify:__,__ etc 0 0 mother’s occupation carpenter 24 15.67 government employee 8 5.34 private employee 12 7.84 small business 19 12.02 farmer 47 30.78 laborer 0 0 others, pls. specify:__,__ etc 44 28.35 total 154 100.00 table 3 shows the profile of kindergarten learners in terms of parents’ occupation. the result shows that most of the fathers of the kindergarten learners are farmers with the highest frequency of 91 (59.23%). this result means that a significant number of these learners come from families where the father works as a farmer. this implies that the municipality of talakag has a significant agricultural sector. farming is a primary source of income for many families, making it likely that a large portion of learners would have fathers employed in this field. as noticed, a place’s proximity to agricultural areas can influence the demographics of its schools. families living in rural communities who depend on farming likely send their children to schools within the community, contributing to the number of students with farmer fathers. significantly, according to the sarmineto and dimalanta (2018), it is well-documented that rural areas, often in close proximity to agricultural land, have distinctive educational demographics. parents cannot attend school activities because they must work in the farm. rural countries with low levels of educational attainment are often economically tied to farming, manufacturing, and high poverty rates, which can impact the educational outcomes and demographics of schools in these areas. this leads to having students whose parents are farmers. on the other hand, the result shows the lowest frequency of 7 (4.27%) belongs to laborers and 7 (4.43%) belongs to private employees. this means that there is no significant number of kindergarten pupils who come from families where the father works as a laborer and private employee or any other job working as a farmer, carpenter and government employee. this implies that these are the only jobs available and suitable to the fathers of these kindergarten children located in the rural area of talakag, bukidnon. moreover, according to the union of international associations (2020), limited job opportunities are a significant challenge for rural areas, as many rural communities lack a diversified job market, making job seekers vulnerable to sudden economic downturns. the lack of access to opportunities in high-growth sectors has limited economic opportunities in rural areas, and the scarcity of diverse job opportunities poses a significant challenge for rural job seekers. many rural areas are heavily dependent on a single industry, making job seekers vulnerable to sudden economic downturns. in terms of mother’s occupations, the result means that most of the mother’s occupations of these learners are also agricultural workers with the highest frequency of 47 (30.78%). this means that a significant proportion of these students come from families where the mother works in the farm. this finding suggests that the prevalence of mothers working as agricultural workers indicates that the studied population comes from communities or regions where agriculture is a significant economic activity. this finding implies that there is a significant importance of agriculture as a source of livelihood for these families and may reflect the socio-economic conditions in district i, talakag, bukidnon. this result is supported by the study of quisumbing and doss (2021). the specific roles and responsibilities of parents can vary significantly across regions and are subject to dynamic changes. the roles played by women and men in agriculture can vary widely across different regions of the world. cultural, social, and economic factors influence these variations. in some regions, women may have traditionally played more prominent roles in certain agricultural tasks, while in other regions, men may have held greater responsibility. these regional differences reflect the diverse ways in which communities have organized their agricultural practices over time. on the other hand, the laborer got the lowest frequency among the mother’s occupations with a frequency of 8 (5.34%). this means that there is no significant number of kindergarten pupils whose mothers are working as government employees. this implies that traditional gender roles and expectations are strong in most of the areas in district i, talakag, bukidnon. the absence of kindergarten with mothers working as laborers may reflect cultural norms or societal expectations that discourage women from engaging in physically demanding or laborintensive work in rural areas. in addition, the relationship between mothers’ labor market outcomes and access to childcare might be different in developing countries especially in rural areas. in addition, the relationship between mothers’ labor market outcomes and access to childcare might be different in developing countries especially in rural areas. pa ge 19 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 186-201, 2024 in other words, the types of jobs available for women in lowand middle-income countries can sometimes be combined with taking care of children. for example, agricultural work or selling goods at a local market can be done with children around (halim et al., 2021). the fathers in the community, which affects the types of job opportunities available to these fathers. having few fathers who are high school level indicates that there is a potential gap in educational attainment in the community hence, implies that a significant proportion of fathers may have discontinued their education before completing high school. significantly, although the importance of parental involvement in a child’s education and development has been widely acknowledged, a recent study conducted by the university of leeds suggests that fathers play a distinct and significant role in determining their children’s educational outcomes. the research indicates that increased engagement from fathers prior to their child starting primary school provides an educational benefit during the child’s first year. similarly, increased involvement from fathers when the child is five years old contributes to improved academic achievement in key stage 1 assessments at the age of seven (weale, 2023). meanwhile, the results shown in the said data presented that high school level got the highest frequency among the mother’s educational attainment with the 76 (49.35%). this means that the majority of the kindergarten learners have mothers who attained education at the high school level. this result suggests that a significant proportion of these learners come from families where the parents have not completed their education at the high school level but have not pursued higher education. this implies that these parents who have not experienced college life may not fully understand its benefits and opportunities. they may prioritize immediate financial stability or underestimate the potential for higher education to improve their children’s career prospects and future earning potential. the educational disparities among parents can have a significant impact on their children’s ability to benefit from formal education. parents who have received low educational attainment may be less likely to engage in activities such as helping their children with homework or actively interacting with teachers and other education providers. this lack of involvement can hinder the educational progress of the children, as parental support and engagement play crucial roles in a child’s academic development (unesco’s international institute for educational planning, 2020). on the other hand, college level got the lowest frequency among the mother’s highest educational attainment with the frequency of 7 (4.54%). this means that there are very few mothers among the sample population who have not attained a college degree. this implies that there may be barriers or challenges in accessing and sustaining higher education within the community or population being studied. factors such as financial constraints, limited educational opportunities, or cultural norms may contribute to these limitations. this result goes along with the study which revealed that in 2004, 11% of school-age children in rural areas had mothers who did not have a high school diploma (or its equivalent), while 35% had mothers whose highest table 4: distribution of respondents’ profile in terms of parents’ highest educational attainment category frequency percentage father’s highest educational attainment college graduate 40 25.99 college level 8 5.19 high school graduate 8 5.19 high school level 74 48.05 elementary graduate 16 10.39 elementary level 8 5.19 mother’s highest educational attainment college graduate 24 16.89 college level 7 4.54 high school graduate 15 9.74 high school level 76 49.35 elementary graduate 18 11.69 elementary level 12 7.79 total 154 100.00 table 4 presents the profile of kindergarten learners in terms of parents’ highest educational attainment. the result shows that the highest frequency of fathers’ highest educational attainment was 74 (48.05%). this result means that a significant proportion of these kindergarten learners’ fathers are up to high school level only and did not pursue higher levels of academic achievement. this implies that fathers in rural areas have limited pursuit of higher education and prefer to work rather than go to school because of poverty, which suggests that they may have fewer formal qualifications and credentials beyond high school. this can impact their employment opportunities and potentially limit access to higher-paying jobs or career advancement. a study by smith and jones (2022) examined the financial challenges faced by rural fathers pursuing higher education. the research highlighted the significant additional costs associated with transportation, accommodation, and living away from family. the findings indicate that these costs disproportionately impact fathers from low-income families, acting as a barrier to educational attainment. on the other hand, elementary level, high school graduate, and college level got the lowest frequency of 8 (5.19%). this means that few among the kindergarten pupils in district i, talakag, bukidnon have fathers who are elementary graduate, high school level, and college graduate. having few fathers who are elementary graduates implies that few of them have a lower level of formal education and academic qualifications among pa ge 19 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 186-201, 2024 educational attainment was some college or an associate’s degree, and 21% had mothers who had completed a bachelor’s degree or higher (united states department of agriculture economic research service, 2021). (parreño, 2022). by working together, communities can develop comprehensive support systems that address the multifaceted challenges faced by at-risk learners. engaging local businesses, nonprofits, and volunteers can provide resources, mentorship, and employment opportunities to improve these students’ educational outcomes. on the other hand, php 50,000 and above got the lowest frequency of 0 (0%). there were no participants or data points within this category. this indicates that there were no individuals in the sample population who reported an income of php 50,000 and above. this implies that within the sample population, there was a lack of representation or presence of individuals with high income levels. it suggests that the majority of participants likely had incomes below php 50,000. the absence of higher-income individuals may have implications for various aspects, such as economic inequality, financial resources, and purchasing power within the population being studied. they are already in the higher step of the curriculum. private school enrollment is more common among highincome families, and that private schools are often more expensive and less accessible to low-income families. the studies also indicate that private school enrollment has declined among middle-income families over the past few decades (murnane, 2018). private school enrollment is more common among high-income families, and that the cost of private schools may be a barrier for low-income families in rural areas with vast agricultural areas. problem 2: what is the respondents’ level of learning skills in early language literacy: print awareness, phonological awareness and on numeracy: counting, number identification in the 1st and 2nd quarter of school year 2022-2023? table 5: distribution of respondents’ profile in terms of family monthly income category frequency percentage php 50,000 and above 0 0 php 40,000 – 49,999 4 2.60 php 30,000-39,999 2 1.30 php 20,000 – 29,999 12 7.79 php 10,000 – 19,999 39 25.32 php 9,999 & below 97 62.99 total 154 100.00 table 5 shows the respondents family monthly income with the highest frequency of 97 (62.99%), which is php 9,999. this result means that most of the families of these kindergarten learners have an income of php 9,999.00 and below. this indicates that most of these families are experiencing financial challenges and limited economic resources. this implies that these families have limited economic resources at their disposal because, over the past few decades, wages for individuals with only a high school diploma have stagnated or even declined while the cost of living has steadily increased. this makes it increasingly difficult for families to afford basic necessities, let alone save for education or other investments. addressing the impact of low family income on students’ risk of dropping out requires collaboration between schools, families, and community organizations table 6: distribution of respondents’ level of learning skills on early language literacy (1st quarter) indicators item no. frequency percentage mean sd description print awareness 1-10 1318 85.58 8.56 1.08 proficient phonological awareness 11-20 1231 79.94 7.99 1.22 developing overall 20 2549 82.76 8.28 1.66 approaching proficiency legend: 9-10 = (90%-100%) – advanced 8.5-8.99 = (85%-89%) – proficient 8.0 – 8.49 = (80%-84%) approaching proficiency 7.5 – 7.99 = (75%-79%) developing 7.49 & below = (74% and below) –beginning table 6 shows the level of kindergarten pupils’ learning skills in early language literacy in the first quarter with the overall mean of 8.28 (sd=1.66) described as approaching proficiency. this means that on average, the kindergarten learners’ performance in early language literacy during the first quarter is close to reaching a proficient level. this indicates that while the pupils are making progress and demonstrating a reasonable level of early language literacy skills, further development and support may be necessary to reach the desired proficiency level. the standard deviation indicates the degree of variability in the individual scores around the mean, suggesting that some pupils may be performing above or below the average level. as observed, kindergarten pupils tend to be more engaged and participative in language-based activities. they actively contribute to class discussions, show interest in literacy-related tasks, and demonstrate a growing motivation to learn and improve their language skills. also, it is important that young learners are actively engaged in the activities set by the teacher in the classroom to help them develop their early language literacy skills. poor language skills can hinder a child’s pa ge 19 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 186-201, 2024 ability to effectively communicate their needs, thoughts, and ideas. language is a fundamental tool for learning and participating in classroom activities. children with limited language skills may struggle to understand instructions, express themselves clearly, and engage in meaningful interactions with teachers and peers (yang et al., 2021). as shown in the same table, a highest mean of 8.56 (sd=1.08) was print awareness described as proficient. this suggests that the kindergarten pupils have demonstrated a stronger grasp of print-related skills, such as identifying letters and words, their differences and similarities, and recognizing the basic structure of written text. as perceived, kindergarten pupils show an awareness of print and structure in their environment, such as noticing print in books, signs, labels, and other written materials. this is a positive indicator of their early language literacy development. print awareness is important among young children because children who possess print awareness start to comprehend the connection between written language and spoken language. conversely, children who lack print awareness are unlikely to develop into proficient readers. in fact, a child’s performance on print awareness tasks serves as a highly dependable predictor of their future reading success (texas education agency, 2018). on the other hand, phonological awareness got a lower mean of 7.99 (sd=1.22) described as developing. this means that the kindergarten learners learning skills in phonological awareness are at a developing stage. this indicates that the kindergarten pupils are still in the process of developing their phonological awareness skills. as noticed, most of the kindergarten pupils are having a hard time working on recognizing and distinguishing sounds in spoken words, identifying rhyming words, clapping or counting syllables, or breaking words into smaller sound units. evidently, some pupils encounter difficulties in the area of phonological awareness. phonological awareness encompasses various skills related to understanding and manipulating the sounds of spoken language. it serves as a crucial foundation for early literacy development, as it directly impacts a child’s ability to decode words, develop reading fluency, and comprehend written text (azuddin et al., 2020). table 7: distribution of respondents’ level of learning skills on early numeracy (1st quarter) indicators item no. frequency percentage mean sd description counting 1-10 1261 81.88 8.19 1.17 approaching proficiency number identification 11-20 1266 82.21 8.22 1.26 approaching proficiency overall 20 2527 82.05 8.21 1.85 approaching proficiency legend: 9-10 = (90%-100%) – advanced 8.5-8.99 = (85%-89%) – proficient 8.0 – 8.49 = (80%-84%) approaching proficiency 7.5 – 7.99 = (75%-79%) developing 7.49 & below = (74% and below) –beginning table 7 shows the level of kindergarten pupils’ learning skills on early numeracy during the first quarter with an overall mean of 8.21 (sd=1.85) described as approaching proficiency. this means that the kindergarten pupils’ performance in early numeracy is approaching a level of proficiency. early numeracy refers to the foundational mathematical skills and concepts that young children develop, such as number recognition, counting, basic operations, and understanding numerical relationships. this indicates that the kindergarten pupils have made progress in developing their early numeracy skills. as observed, kindergarten pupils, though not that well, demonstrate an understanding of basic number concepts, such as counting objects, recognizing numbers, and comparing quantities. they like to learn about numbers better when learning is done through play. furthermore, engaging in game-based activities at kindergarten positively impacted the progress of children with average and above-average initial performance, surpassing the progress made by children in the control group. additionally, providing these games for children to play at home proved particularly beneficial for low achievers from diverse backgrounds, enabling them to make greater progress compared to other conditions. using games as a learning tool in the kindergarten setting proved effective in fostering the development of children who had initially demonstrated average or above-average performance. these children experienced notable advancements in their learning outcomes when compared to their peers who did not participate in the game-based activities. the interactive and engaging nature of the games likely contributed to the enhanced progress observed in these children (de chambrier et al., 2021). as shown in the table, the highest mean of 8.22 (sd=1.26) was number identification described as approaching proficiency. this means that the pupils’ performance in number identification was relatively high. number identification refers to the ability to recognize and identify numbers accurately. this suggests that the pupils demonstrated a strong proficiency in number identification. as perceived, kindergarten pupils, on average, are able to visually recognize and name numbers, as well as understand their quantities and numerical value. they were able to accurately recognize and identify numbers, indicating a solid grasp of numerical symbols and their corresponding values. these individuals likely exhibited competence in quickly identifying numbers across various contexts, such as written form, symbols, or objects. moreover, there are various approaches to developing children’s understanding of numbers, and one effective pa ge 19 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 186-201, 2024 method is to use physical teaching aids, such as educational games, that connect to the learner’s real-life experiences. the concept of numbers can be abstract and challenging for young learners to grasp. to make it more tangible and relatable, educators can employ physical teaching aids, such as manipulatives, objects, or educational games (alomyan et al., 2020). on the other hand, counting got a lower mean of 8.19 (sd=1.17) described as approaching proficiency. this means that the learners’ performance in counting was slightly lower compared to other areas of assessment. counting refers to the ability to systematically and accurately recite numbers in sequence, demonstrating an understanding of the numerical order. this indicates that the participants’ counting skills were approaching a level of proficiency but may still require further development. while they demonstrated some competency in counting, there may be room for improvement in terms of accuracy, speed, or consistency. as noticed, there is a variation among kindergarten pupils’ performance in counting, with some participants scoring above or below the mean. some pupils may have excelled in their counting skills, scoring above the mean, while others may have scored slightly lower but still within an acceptable range. moreover, linear number placements and counting skills are vital for arithmetic development. they provide the basis for understanding mathematical operations, such as addition, subtraction, multiplication, and division. proficiency in these foundational skills sets the stage for more advanced arithmetic concepts and problem-solving abilities (friso-van den bos et al., 2018). table 8: distribution of respondents’ level of learning skills on early language literacy (2nd quarter) indicators item no. frequency percentage mean sd description print awareness 1-10 1379 89.55 8.95 0.68 proficient phonological awareness 11-20 1270 82.47 8.25 1.10 approaching proficiency overall 20 2649 86.01 8.60 1.30 proficient legend: 9-10 = (90%-100%) – advanced 8.5-8.99 = (85%-89%) – proficient 8.0 – 8.49 = (80%-84%) approaching proficiency 7.5 – 7.99 = (75%-79%) developing 7.49 & below = (74% and below) –beginning table 8 shows the level of kindergarten pupils learning skills on early language literacy during the second quarter with the overall mean of 8.25 (sd=1.10) described as approaching proficiency. this means that during this quarter, kindergarten pupils’ performance in early language literacy was close to reaching a proficient level. this indicates that the pupils demonstrated a solid understanding and competency in early language literacy, although there may still be some room for improvement. as observed, kindergarten pupils have made a progress and are currently developing a solid foundation in language-related skills. however, continued instruction, practice, and targeted interventions can further enhance their proficiency in areas such as phonics, vocabulary expansion, and other essential components of early language literacy. thus, by engaging in oral activities that promote phonemic awareness, children develop the necessary skills to differentiate and manipulate sounds in spoken language. this heightened sensitivity to phonemes allows them to recognize patterns and make connections between sounds and written symbols, leading to improved decoding and spelling abilities (national center on intensive intervention, 2019). as shown in the same table, print awareness got a higher mean of 8.95 (sd=0.68) described as proficient. this means that the pupils demonstrated a strong level of proficiency in print awareness. this suggests that the pupils exhibited a solid grasp of print awareness skills. as perceived, understanding and knowledge of the conventions and features of written language, including recognizing letters, words, sentences, and understanding the purpose and organization of text are demonstrated by majority of the kindergarten pupils, though some have not yet reached this level during this quarter. more so, concepts of print can be defined as a collection of guidelines or principles that readers and writers adhere to in order to comprehend written text in the intended manner. these concepts illustrate to children the essential mechanics of reading and writing, enabling the overall literacy processes to unfold. understanding concepts of print involves grasping fundamental rules and conventions that govern written language. this includes recognizing that text is read from left to right and from top to bottom, understanding that words are made up of letters, comprehending the purpose and structure of sentences, and recognizing the roles of punctuation marks (state government of victoria, 2023). on the other hand, phonological awareness got a lower mean of 8.25 (sd=1.10) described as developing. this means that the participants demonstrated a developing level of proficiency in phonological awareness. this indicates that majority of the pupils may have shown some understanding and competency in recognizing and manipulating sounds, but there is room for improvement and further growth in this area. as noticed, the majority of the students have the average level, not too well and not too low, on their ability to recognize and manipulate the sounds of spoken language, including identifying and manipulating individual phonemes, syllables, and rhymes. some pupils can demonstrate a stronger grasp of phonological concepts and skills, scoring above the mean, while others are slightly lower, indicating areas where they pa ge 19 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 186-201, 2024 may need additional support and instruction. further, involves the capacity to hear, recognize, and manipulate sounds, which includes identifying sounds, adding or deleting sounds, segmenting sounds, and rearranging sounds within words. phonological awareness plays a crucial role in preparing children to understand the relationship between letters and sounds in words. by developing phonological awareness skills, children gain the foundation necessary to navigate the complexities of reading and writing (hertfordshire united kingdom, 2023). table 9: distribution of respondents’ level of learning skills on early numeracy (2nd quarter) indicators item no. frequency percentage mean sd description counting 1-10 1264 82.06 8.21 0.91 approaching proficiency number identification 11-20 1292 83.91 8.39 1.12 approaching proficiency overall 20 2699 87.63 8.30 1.32 approaching proficiency legend: 9-10 = (90%-100%) – advanced 8.5-8.99 = (85%-89%) – proficient 8.0 – 8.49 = (80%-84%) approaching proficiency 7.5 – 7.99 = (75%-79%) developing 7.49 & below = (74% and below) –beginning table 9 shows the level of kindergarten learners’ learning skills on early numeracy during the second quarter with an overall mean of 8.30 (sd=1.32) described as approaching proficiency. this means that the kindergarten pupils demonstrated a level of performance that is approaching proficiency in early numeracy. this indicates that the pupils have made significant progress in developing their early numeracy skills. as observed, kindergarten pupils have the average foundational skills and understanding of mathematical concepts that children develop in the early stages of their education. they have acquired a solid foundation in basic mathematical concepts such as counting, number recognition, quantity comparison, and simple operations. moreover, it is fascinating to observe that even before formal instruction in mathematics begins, children naturally possess a sense of quantity. they can distinguish between larger and smaller quantities, and they have an intuitive understanding of relative size and magnitude. this inherent sense of quantity forms the building blocks for their mathematical development (querido & fernandes, 2020). as shown in the table, number identification got a higher mean of 8.39 (sd=1.12) described as approaching proficiency. this means that the pupils have demonstrated a level of performance that is approaching proficiency in number identification. this suggests that the majority of the participants have a, though not excellent, but at least a good grasp of number identification skills and are on a positive trajectory toward achieving proficiency. they have developed the necessary skills to recognize and identify numbers, which is a fundamental aspect of mathematical literacy. as perceived, the majority of the kindergarten pupils are, on average, have the ability to recognize and identify numbers accurately, both in numeral form and in written word form. they have a basic understanding of numbers and are able to identify and recognize them correctly. on the other hand, counting got a lower mean of 8.21 (sd=0.91) described as approaching proficiency. this means that the kindergarten pupils demonstrated a level of performance that is approaching proficiency in counting. this indicates that the kindergarten pupils have shown some progress in developing their counting skills, but their performance in this area is slightly lower compared to number identification. as noticed, majority of the kindergarten students are on average can sequentially enumerate numbers in the correct order, typically starting from one. while they have a basic understanding of counting, there may be some areas where further development and practice are needed. there may be some individual differences in their proficiency, and additional practice and instruction may be beneficial. table 10: summary of the respondents’ level of learning skills on early language literacy and numeracy (1st and 2nd quarter) indicators item no. frequency percentage mean sd description early language literacy *print awareness 1-10 2697 87.57 8.76 0.88 proficient *phonological awareness 11-20 2501 81.21 8.12 1.16 approaching proficiency early numeracy *counting 1-10 2525 81.97 8.20 1.04 approaching proficiency *number identification 11-20 558 83.06 8.31 1.19 approaching proficiency overall 40 10,281 83.45 8.35 1.07 approaching proficiency total number of responses: 12, 320 (80 items x 154 respondents) pa ge 19 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 186-201, 2024 legend: 9-10 = (90%-100%) – advanced 8.5-8.99 = (85%-89%) – proficient 8.0 – 8.49 = (80%-84%) approaching proficiency 7.5 – 7.99 = (75%-79%) developing 7.49 & below = (74% and below) –beginning table 10 shows the level of kindergarten pupils’ learning skills in early language literacy and numeracy skills during the first and second quarter with the overall mean of 8.35 (sd=1.07), described as approaching proficiency. this means that the pupils’ performance is close to reaching a proficient level in these areas. this indicates that the pupils are making progress and are advancing towards the desired level of proficiency in early language literacy and numeracy. this implies that while the pupils have not yet achieved full proficiency, their scores highlight areas where they may need additional support or instruction to reach the desired level. as observed, pupils who see themselves making progress and moving in the right direction are likely to develop positive attitudes towards learning. they may develop a growth mindset, believing that their efforts and perseverance can lead to further improvement. in connection to the findings, the behavior and attitude of students in the context of the new normal education has a significant influence on their learning process. when students exhibit positive behavior and a proactive attitude toward their studies, it contributes to their self-determination in the new normal classes. selfdetermination refers to the ability to take initiative, set goals, and regulate one’s own learning (lito et al., 2021; fabre & osias, 2024). as shown in the same table, print awareness got the highest mean of 8.76 (sd=0.88) described as proficient. this means that in the area of print awareness, the kindergarten pupils have demonstrated a high level of proficiency. this suggests that pupils have achieved the desired level of competence in print awareness. this implies that the kindergarten pupils have recognized their own competence in this foundational skill, which can instill a sense of accomplishment and encourage them to further explore and engage with printed text. as perceived, pupils with print awareness proficiency understand the conventions of writing, such as capitalization, punctuation, and sentence structure. they can apply these rules effectively in their own writing. pupils comprehend the rules and conventions of written language. they have grasped concepts such as using capital letters for proper nouns and sentence beginnings, employing appropriate punctuation marks (such as periods, question marks, and exclamation marks), and structuring sentences correctly. this understanding enables them to effectively apply these conventions in their own writing. on the other hand, phonological awareness got the lowest mean of 8.12 (sd=1.16) described as approaching proficiency. this means that in the area of phonological awareness, the kindergarten pupils have not yet achieved a high level of proficiency. this indicates that while the pupils are making progress in their reading abilities, they have not yet reached the desired level of competence. they may be close to reaching proficiency, but there is still room for improvement. however, the standard deviation may imply that while the average score provides a general picture, it is important to remember individual student variations. some students might be excelling in reading, while others might require additional support and differentiated instruction. as noticed, kindergarten pupils are still in the process of developing their reading skills and may not have fully mastered the concepts and techniques related to reading. pupils may demonstrate inconsistencies in their ability to work with sounds in spoken language. phonological awareness is critical for learning to read any alphabetic writing system. in kindergarten, phonological awareness focuses on rhyming words, words that sound the same at the end. by the end of kindergarten, children are expected to identify and manipulate the sounds in spoken language, such as recognizing rhymes, syllables and individual phonemes. phonological awareness plays a crucial role in the development of other learning skills among kindergarten pupils. it is a foundational skill that supports acquiring reading, writing and language comprehension abilities( kemodo learning, 2023). the strong positive relationship between phonological awareness and proficiency level suggests that pupils with advanced phonological awareness skills are more likely to perform well across various learning skills. problem 3: is there a significant relationship between the respondent’s learning skills in early language literacy and numeracy and their profile? table 11: result of thetest on relationship between respondent’s learning skills in early language literacy and numeracy and their profile le ar ni ng sk ill s se x fa th er ’s o cc up at io n m ot he r’s o cc up at io n fa th er ’s h e a m ot he r’s h e a fm i o ve ra ll in te rp re ta tio n early language literacy rho-value 0.243 0.550 -0.423 0.503 0.804 0.573 0.435 significant pa ge 19 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 186-201, 2024 *print awareness p-value 0.001** 0.001** 0.001** 0.001** 0.001** 0.001** 0.001** *phonological awareness rho-value 0.423 0.662 -0.309 0.486 0.612 0.408 0.718 significant p-value 0.001** 0.001** 0.001** 0.001** 0.001** 0.001** 0.001** overall literacy skills rho-value 0.210 0.547 -0.418 0.462 0.727 0.443 0.616 significant p-value 0.001** 0.001** 0.001** 0.001** 0.001** 0.001** 0.001** early numeracy rho-value 0.248 0.448 0.479 0.357 0.675 0.427 0.757 significant *number identification p-value 0.001** 0.001** 0.001** 0.001** 0.001** 0.001** 0.001** *counting rho-value 0.199 0.835 0.649 0.620 0.760 0.551 0.798 significant p-value 0.001** 0.001** 0.001** 0.001** 0.001** 0.001** 0.001** overall numeracy skills rho-value 0.221 0.776 0.544 0.485 0.695 0.445 0.767 significant p-value 0.001** 0.001** 0.001** 0.001** 0.001** 0.001** 0.001** overall learning skills rho-value 0.215 0.661 -0.381 0.473 0.711 0.446 0.691 significant p-value 0.001** 0.001** 0.001** 0.001** 0.001** 0.001** 0.001** legend: **significant at p<0.001 alpha level: *significant at p<0.05 alpha level, s – significant, ns – not significant table 11 shows the test of the relationship between respondents’ early language literacy and numeracy and their profile. the overall rho value is 0.691 (p=0.001**) interpreted as strong positive relationship and significant. this means that there is a statistically significant and positive association between early language literacy and numeracy skills and the socio-demographic profile of the kindergarten learners. this indicates that kindergarten pupils who have higher levels of early language literacy and numeracy tend to exhibit higher levels of socio-demographic profile. the stronger the positive relationship, the more likely it is that individuals with better socio-demographic profiles also have higher levels of early language and numeracy skills. as perceived, children naturally encounter quantities in their daily lives, whether it’s counting steps while climbing stairs, the number of wheels on a toy car, or the apples they want to eat. these everyday moments provide countless opportunities for informal counting practice, laying the foundation for formal number sense later. in addition, before entering school, children begin to acquire a range of numeracy skills, such as understanding numbers, counting, recognizing patterns, and comprehending basic mathematical concepts (bar & shaul, 2021). however, the development of these skills is also affected by the external factors like their sociodemographic and economic profile. these skills emerge organically as children explore their environment, engage in play, and interact with others. among the relationships between the proficiency level of kindergarten pupils in terms of early language literacy and numeracy, and their socio-demographic profile, mother’s highest educational attainment got the highest rho value of 0.711 (p=0.001**) interpreted as very strong positive relationship and significant. this means that there is a statistically significant and highly positive association between the proficiency level of kindergarten pupils’ early language literacy and numeracy and their mothers’ highest educational attainment. this indicates that kindergarten pupils whose mothers have attained high level of education also demonstrate higher levels of early language and numeracy skills. this implies that most of the young learners turn to their mother when they encounter academic difficulties. therefore, it is important that mothers are also knowledgeable. as perceived, the ability of the mothers to model literacy affects the literacy skills of the young children. children learn through observation and imitation, especially during their early years. mothers, being primary caregivers in many families, often have a significant influence on their children’s language and literacy development. when mothers engage in literacy-related activities, such as reading books, storytelling, or engaging in conversations that involve language and vocabulary, it provides valuable modeling for their children. furthermore, mothers with higher education are more likely to create homes rich in literacy resources and engage in frequent reading activities with their children. this exposure to print materials and stimulating interactions fosters early language development and lays a strong foundation for future learning. also, educated mothers tend to engage their children in cognitively stimulating activities like puzzles, games, and problem-solving tasks. these activities promote cognitive development and enhance numeracy skills (jones et al., 2023). on the other hand, the overall learning skills among kindergarten students garnered a negative relationship with the mother’s occupation with the rho value of -0.381 (p=0.001**), interpreted as moderate negative and significant relationship. this means that there is evidence to suggest that as the mother’s occupation increases or becomes more favorable in some way, the overall learning skills among kindergarten students tend to decrease. the negative relationship implies that there is an inverse association between these two variables, indicating that higher levels or more positively perceived mother’s occupations are associated with lower overall learning skills among kindergarten students. this implies pa ge 19 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 186-201, 2024 that mothers who tend to be busier with their work has a negative impact to the overall learning skills among the young learners. as noticed, kindergarten pupils often go to their mothers for enrichment at home than to their fathers. this is because traditionally, in rural areas, mothers may play a more active role in providing educational activities or assistance at home for their kindergarten-aged children. this is influenced by the cultural norms and traditional gender roles that still remain in rural areas like district i, talakag, bukidnon. in fact, an article argues that gender roles and gender inequality are influenced by life history strategies, which are adaptive responses to ecological and social environments. it suggests that traditional gender roles, where mothers remain at home for childcare, are associated with presentoriented reproductive strategies that are suitable for highrisk and unpredictable environments (zhu & chang, 2019). in a final note, the findings of this study underscore the crucial role of mothers’ education in promoting early language and numeracy development among kindergarten pupils. conversely, mothers’ occupations may pose challenges to home-based learning. these insights provide valuable information for educational interventions aimed at fostering early childhood literacy and numeracy skills, particularly in rural communities. conclusion based on the results and discussions that have been presented, the following conclusions were made: kindergarten pupils have made progress in developing their early language literacy and numeracy skills. they achieved an average level of proficiency during the first and second quarters. this means that a higher level of proficiency in language literacy and numeracy is associated with a higher level of socio-demographic profile. learners with better socio-demographic profile will also have higher level of literacy and numeracy skills. kindergarten learners’ early language literacy and numeracy skills are positively associated with their sociodemographic profile, particularly mothers’ educational attainment. mothers with higher education level are more likely to engage in activities that foster children’s language and numeracy development. however, mothers’ occupations may pose challenges to home-based learning due to the limited time interaction between her and her young children. recommendations in 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(2021). language development in early childhood: quality of teacher-child interaction and children’s receptive vocabulary competency. frontiers in psychology, 12. https://doi.org/10.3389/ fpsyg.2021.649680 article 2949.indd pa ge 1 pa ge 37 american journal of arts and human science (ajahs) the black queer experience within abrahamic religion rafi rahman1* volume 3 issue 4, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i4.2949 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: june 18, 2024 accepted: july 26, 2024 published: october 26, 2024 this paper uses a sociological perspective to examine recent religious activism for reformist narratives about racism, sexism, dualism of gender, and prejudice against transgender in the united states as signs of identity politics. analytically, it explores how identities like race, age, class, religion, gender, and sexuality work within religious discourses, specifi cally regarding racism, sexism, homophobia, transphobia, and misogyny. this question leads to a consideration of america’s original sin, which presents the interdependency of power structures and dominance with the suppression of vindictive minorities, especially the black queer. this work aims to explore various forms of oppression intertwined in religious structures so that this study will help expose the complexity of systemic prejudice and its effects on minority populations. they emphasize the need for more discussion and representation of these topics in religious spheres and activism, calling for their recognition, acceptance, and equity. in this regard, this study seeks the following objectives: the study aims to contribute to the thematic understanding of identity, power, and oppression within contemporary religious contexts in america. keywords black, christianity, islām, identity, intersectionality, judaism, lgbtqia+, religious studies, social racism, social ,queer, identity 1 florida a & m university, united states. * corresponding author’s email: rafi _rehman12@outlook.com introduction the monotheistic religions of the world, which include judaism, christianity, and islam, all stem from the prophet abraham and have fundamental theological concepts in common. the term abrahamic religions is derived from the quran, where the ‘religion of abraham’ refers to the relation between these religions. abraham is, therefore, considered the founder of the three major world religions whose genealogy is considered signifi cant in both testaments. however, black queer people remain in a very sensitive and postcolonial position in society where they face several discriminations based on color, orientation, and gender. their history can often be erased or told from a skewed perspective, further underscoring the importance of allowing them to speak for themselves and be heard. before the development of the black queer movement, these people struggled for change in the african-american population and gay communities separately, and thus, the importance of their voices and their belonging to any of these groups, africanamericans or queers, in the social and cultural discourses (lgbtq+, 2024; study.com, 2024). the study “queering the abrahamic scriptures: “queer jews, queer muslims: race, religion, and representation” exposed the diverse and nuanced identity of queer people in the jewish and muslim contexts. when considering the role of race, religion, and queerness together, the research fi nds that both queer jews and queer muslims use their respective scriptures in innovative ways to fi nd acceptance, even if it means reinterpreting scriptures within their community. these people exist in a multifaceted world where they must balance two worlds and identities: their faith and their queerness. the work focuses on understanding and providing voice to marginalized members of faith communities and promoting the validity and inclusion of queer stories in the conversation about abrahamic traditions(shah, 2024). social identities divide and demarcate humanity black queers are the most disrespected lgbtqia+ people in america* (baquet & corbett, 2020; neal, 2001; waters, 2021). neither the complex oppression that lgbt people of color face, nor its effects are hypothetical or academic. there are very real substantial efforts must be made to challenge the [racial] oppression of lgbt people of color (meide, 2001). discrete social identities such as religion, race, age, socioeconomic status (ses), gender expression, sexual orientation, etc., have been socio-historically employed to divide, demarcate and secernate ethnic communities within america and, regrettably, have also become politically volatile subject matters within the modern-day context because of its socio-cultural engagement with divisive culture war issues (e.g., sexual identity, gender affi rmation, sexual orientation, gender fl uidity, etc.); a present-day socio-political confl ict that exposes the relations of power regnant within the united states(balan, 2010; hanson et al., 2021; huddy, 2015; jardim, 2013; mills, 2003; shabani, 2014). the post-racial rise of white nationalism, white christian supremacy, etc. coupled with increasing bouts of ethnic violence directed towards jews, blacks, asians, etc. now occurring within an america demonstrated by ample acts of homophobic, transphobic and racialized acts of violence and hatred within public, semi-public and private spaces (e.g., charlottesville va, buffalo ny, colorado springs co, new york ny, etc.)—is not coincidental but, rather, a stark religio-historical consequence of the many crisscrossing ways by which some christian conservative pa ge 38 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 37-55, 2024 pundits are deliberately promulgating whiteness as an american national religio-racial inheritance; a problematic christian legacy by which to conserve a homogenous religio-racial national american identity, orthodox gender roles, judeo-christian moral norms and traditional binary notions concerning the “construction of american life and, ironically, its [associated] democratic institutions and value (yacovone, 2022; collins, 2020; baragona, 2022; maril, 2022; durkin, 2022; pederson, 20019; cox, 2022; burke, 2022; arkin, 2020; metz & groves, 2022; nmaahc, 2022). ironically, such queer spaces have now become within the present-day environs a racialized higher educational communal space—an lgbtqia+ enclosure where a majority of its membership are white and christian— many of whom are curiously unable to recognize their own myopic and racist disposition towards their fellow queer black and minority ethnic (bme) university colleagues (bme, 2020; jeffries, 2023; institute, 2022; lesbian/gay/bisexual/transgender, consortium of higher education, 2022). discerning the imbricate societal carrefours that exist between racism, prejudice, heteronormativity, lgbtqia+ membership, transphobia, oppression, homophobia, sexism, etc. in the present-day becomes especially portentous when one religio-historically examines in what furtive ways gender expression, race, age, ses, religious identity, sexual orientation, etc. as discrete social identities have now become politically weaponized by present-day american society; a civic knife to publicly cut, marginalize, humiliate and exclude members of the queer community through legal efforts to legislate judeo-christian notions of morality (i.e., common good constitutionalism) while concurrently promulgating gender binarism within the public sphere (ward, 2022; smith, 2022; vermeule, 2020; vermeula, 2022; ohchr, 2022; ohchr, 2023). ironically, it can also be very diffi cult for quite a few white american members of the queer community—oblivious to their white privilege—to envision the considerable ridicule, disparagement, and societal denigration associated with being a poverty-stricken young queer black muslim female within the united states (vaid, 2022). the point is that [queer and non-queer] black women can experience discrimination in any number of ways and that the contradiction arises from our assumptions that their claims of exclusion must be unidirectional. consider an analogy to [automobile] traffi c in an intersection, coming and going in all four directions. discrimination, like traffi c through an intersection, may fl ow in one direction, and it may fl ow in another. an accident in an intersection can be caused by cars traveling from any number of directions and, sometimes, from all of them. similarly, if a black woman is harmed because she is in the intersection, her injury could result from sex discrimination [gender expression] or race discrimination. (crenshaw, 1989). this paper seeks to critically interrogate the abstruse nature and intersectionality of race, gender, sexual orientation, age, religion, gender expression, ses, etc., as discrete social identities from a religious studies-oriented weltanschauung by cogently illuminating the rampant heteronormativity, cultural intolerance, virulent gendered animosity, omnipresent binarism, contentious identity politics, unrestrained sexual hostility and despicable racism directed towards all queer forms of blackness within abrahamic religious traditions—christianity, judaism and especially, islām (mohamed, cox, diamant & gecewicz, 2021; weltanschauung, 2022; abrams, 2014; bernstein, 2005; shapiro, 2018). literature review black queer experience black as an antipode to queer what happens to the black queer experience when black is increasingly used as an antipode to queer when black bodies are erased from queer scholarly discourse, activism, and neighborhoods while [white] queer bodies are welcomed as a sign of progress and safety? for whom does this whiteness signify safety? (lesbian/gay/ bisexual/transgender, consortium of higher education. 2022). islām is currently the second most popular monotheistic religion of choice for over 660,000 african americans located within the discrete geographical contours of the united states—christianity is currently the predominant abrahamic faith tradition for the african american community, and to a much lesser degree, so is judaism—and, interestingly, collectively represents a vibrant and growing spiritual practice religio-historically associated with people of african (black) descent/ diaspora within america (abulafi a, 2019; pew research center, 2018; wgcu, 2022). however, unbeknownst to quite a few non-black americans, the socio-historical survey of islām within the united states illumines a startling modern-day race-relations-oriented reality and profound religio-historical truth: islām, like christianity, took root within the physical contours of our nation as a black religion because of the transatlantic slave trade (diouf, 1998; amon, 2019; austin, 2012). ironically, jewry within some african american families and communities also similarly “goes back to the days of slavery, when black slaves sometimes adopted the religion of their white owners, a very small percentage of whom were jewish” (benor, 2016). black muslims within modern-day america currently comprise roughly half (51%) of all muslim americans whose families have been in the united states of america for at least three consecutive generations and, from a social science statistical perspective, also collectively represent the second largest religion—in terms of global faith community group size—upon this planet (hackett et al., 2017; pew research center, 2018). curiously, within the religio-historical context of present-day america, the three abrahamic faith traditions—christianity, islām and judaism— continue to routinely identify, castigate and portray the black queer community within their pa ge 39 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 37-55, 2024 respective congregational bodies as hu representatives emblematic of a gross religious perversion, debauchery and grave moral sin (vidino et al., 2022; winer, 2019; burke, 2022; krogt, 2016). i don’t think i ever was really honest with myself about how painful it is to see someone who looks like me not be treated well. i believe that i really tried to separate myself as much as i could from the violence and the terror of being black in america as a coping mechanism to protect myself. but when george floyd was murdered, there was no opportunity for me not to see anymore. i had to open my eyes and see it all, and take it all in, and really grieve— not only for black men but grieve for everybody. today, i can fi nally embrace all the various parts of myself i contain: my jewish identity, my gay identity, and my black identity author emphasis. (abay & wilbekin, 2022). the discrimination of black queer people by abrahamic religions like islām, within christianity itself, “the roman catholic church, as well as many protestant churches [unequivocally] condemn homosexuality unambiguously” (gross, 2008). unsurprisingly, orthodox judaism also regards “sexual relations between men as forbidden by the torah. (lev. 18:22). such acts are condemned in the strongest possible terms, as abhorrent [author emphasis]. the only other sexual sin that is described in such strong terms is the sin of remarrying a woman you had divorced after she had been married to another man (deut. 24:4). the sin is punishable by death (lev. 20:13), as are the sins of adultery and incest” (rich, 2023). it is therefore noteworthy from an abrahamic perspective that “as with christianity and judaism, islam’s sacred texts have been used to oppress lgbtq people across the centuries” and, sadly, this dreadful persecution by christian, jewish and muslim zealots continue unabated and unchecked throughout the modern-day world (foundation, 2022; younes et al., 2022; branson-potts, 2022; winer, 2019). in february 2021, i was on my way home from work when fi ve or six men in a huge, tinted hummer stopped me next to a garbage dump. they kicked and punched and slapped me all over my head and body. they told me to get up and threw me in a garbage bin. i lay down on the garbage, and they pulled out a razor blade and a screwdriver and poked and cut me all over, especially my ass, crotch, and thighs. they sliced me up and poured around fi ve liters of gasoline all over my body and face and set me alight neighbors rescued me.” khadīja, a muslim transgender woman (younes & hasan, 2022). the organic confl uence of race, religion, gender expression, sexual orientation, age, ses, etc., as discrete social identity categories within contemporaneous society remarkably illuminate the asymmetrical power relations, hetero-normative notions of gender identity, binary gender expression, lgbtqia+ marginalization and transphobic oppression expressed by the various abrahamic religions towards the queer christian, jewish and muslim communities—a problematic “religiocultural response” cruelly played out within the presentday masjid, synagogue and church throughout america and the rest of the world (program, 2015; faith, 2015). islām [judaism and christianity] generally considers same-gender sex a grave sin, and many muslim majority countries, including afghanistan, iran, and saudi arabia, have implemented anti-lgbtq laws with punishments such as prison or death … the offi cial position of islām is that they do not approve of homosexuality … the voices heard most predominantly in the muslim community have been male and straight. (yellin, 2022). intersectional discrimination within abrahamic faiths it is a rather bizarre modern-day intersectional diversity, equity, and inclusion (dei) social identity reality and existence where within some abrahamic religious traditions, for example, islām, three out of four masjids in the united states—safe spaces where people of the same faith tradition are supposed to worship together in peace, love, and harmony—are startlingly bifurcated alongside racial, gender expression, gender identity, and sexual orientation boundaries in a manner not unlike christianity (bagby et al., 2001; cotto, 2022; lipka, 2014). the present-day religious milieu within the american masjid highlighted by this discomfi ting islāmic reality illumines the profound intersectional social identity contradictions that glaringly coexist alongside disingenuous religious piousness, hetero-normative familial values and a binary-oriented abrahamic theocultural oriented disposition; it is a discordant identitypolitics driven religio-cultural model resulting from the prejudicial convergence of race, gender expression, sexual orientation, religion, age, ses, etc. within the modern-day united states muslim community (mohamed & diamant, 2019; program, 2015; yellin, 2022). a discerning social justice-oriented interrogation concerning the inequities of power relations prevalent within all three abrahamic religions induced by such social identity differences (e.g. race, gender expression, sexual orientation, religion, age, ses, etc.) emphasizes how surreptitiously foucauldian “relations of power infl uence the types of [social] identities constituted and these identities generally operate to maintain existing [lopsided] power relations” within islām, judaism and christianity (briscoe, 2005; foucault, 1980; foucault, 1980). human oppression “oppression is the systematic devaluing, undermining, marginalizing, and disadvantaging of certain social identity groups in contrast to a privileged norm. oppression exists when some people are denied something of value (such as access to resources, opportunities, and networks; legal protections and rights; inclusion and acceptance, etc.) based on their social [identity] group memberships. key to an understanding of oppression is recognizing that it is based on membership in socially constructed subordinate [social] identity categories” (ferber & samuels, 2022). pa ge 40 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 37-55, 2024 a frank and objective religious studies-oriented discourse concerning the genesis, propagation, and consequences of the discursive ways social identities benefi t and burden present-day sexual expression, religio-racial inequity, binarism, gender violence, sexual identity, human traffi cking, gender oppression, etc., necessitates that scholarly attentiveness be focused upon the pernicious foucauldian power relations that initially set the lopsided religio-historical stage for racism and slavery to coexist within abrahamic religions in the fi rst place. for example, within islam, it is a religious-historical fact that the slave trade of africans endured for approximately 1,330 years. (ad 650-1980) versus the christian slave trade of africans which persisted for 374 years (ad 1501-1875)—“slavery in the arab world antedated by more than a millennium the establishment of this appalling institution by europeans in the new world”— however, there still exists within some quarters of the academy an odd reticence to address the religio-racial nature of this social injustice (gordon, 1989; lovejoy, 2012; willis, 1985; segal, 2001; crookston, 2017; segal, 1998; eltis & tullos, 20013; loiaconi, 2017). “while the lecture was supposed to be about slavery in islām, [dr.] brown spent the majority of the lecture talking about [racial] slavery in the united states, the united kingdom, and china. when discussing slavery in these societies, brown painted slavery as brutal and violent (which it certainly was). when the conversation would briefl y fl ip to historic slavery in the arab and turkish world, slavery was described by [dr.] brown in glowing terms. indeed, according to brown, enslaved people in the muslim world lived a pretty good life [author emphasis]. according to the author, the muslim community was done with this dishonest north korean style of propaganda” (crookston, 2017). a plausible religio-cultural argument may be posited that the traditional abrahamic religious precepts associated with islāmic law and jurisprudence— colloquially known as sharī’a—are woefully inadequate to keep abreast of any number of a broad modern-day spectrum of nonnormative racial, sexual and social identities, gender categories and gender expressions present within contemporaneous american culture; curiously, muslim jurisprudence additionally reveals how iconic “islāmic judicial texts, such as al-muwatta’ and ar-risala, and the compilation of reports of the prophet (kutub al-hadith), such as sahih al-bukhari and sahih muslim, have been legally employed to condone and normalize the practice of using [african] slaves” (freamon, 1998; schacht, 1982; na’im, 2019; hamel, 2012). as astutely observed by black legal scholar bernard freamon, the current-day muslim human rights abuses, violations, and concerns regarding islām are very real and, more importantly, illuminate a powerful socioreligious tautness existing between traditional binary and progressive notions of muslim sexual identity, gender identity, and gender expression pushing itself up and against a wide-ranging rainbow of modern-day nonnormative sexual and social identities, gender identities, gender/sexual expressions and politics (freamon, 1998; callimachi, 2015; mohamed, 2021; pettigrew, 2020; joya, 2022; lydon, 2005; omaar et al., 1990; guardian, 2018). racialization of social identity the social identity is the aspect of one’s self that is classifi ed according to their belonging to a particular group or category (“we”), which may be ascribed to an individual by their birth or by the culture in which they are embedded. racialization or ethnicization then refers to the political act of collapsing racial or ethnic categorizations onto relations, practices, or groups that had not previously subscribed to their race or the injection of race into a society’s framing of conduct(contributors, 2024; oswego, 2024). no one was “white” before coming to america. “no one was white before he/she came to america. it took [untold] generations and a vast amount of coercion before this became a white country”. (baldwin, 1998). to be a muslim in america has been over time reinterpreted, reimagined, and religio-historically recast—like christianity—into a united states faith tradition perdurably entangled and inseparably associated with phenotypic (i.e., epidermal) appearance; american muslims, like their jewish and christian american counterparts, have a modern-day race problem upon their hands (khoshneviss, 2019; khan, 2015; livingston, 2021; chehata, 2021; batchelor-hunt, 2021; rosenbaum, 2023; green, 2023). “there is a long history of black-jewish partnership in the american civil rights movement, and just as long a history of tension and misunderstandings” (rosenbaum, 2023). dr. khoshneviss and other sociologists exploring the role of race in america convincingly lay bare the disingenuous identity politics protestations about islām in america being colorblind (racism, 2021; bonilla-silva, 2001; sewell, 2016). khoshneviss persuasively argues how such artful objections concerning islām in america being colorblind is a misleading attempt to obnubilate the islāmic reality that many muslims (e.g., muslims of middle-eastern/ arabic descent) have intentionally embraced an inferior white (i.e., “white but not the right kind of white” and “honorary white”) mentalité (figure a) to mellifl uently ingratiate themselves into a christian society favoring white epidermal appearance (khoshneviss, 2001). “drop the a-word. abed. abeed. the arab [muslim] community knows this [disparaging] word all too well; ‘abeed’ is a derogatory arabic slang term that is used to refer to black people. this word is almost synonymous with the n-word. the main difference between these two racist terms is that the n-word is considered to be more pejorative than the word ‘abed’ because ‘abed’ literally translates to slave in proper arabic” (abdul-samad, 2017). ironically, the colorblind ideology trope—ignoring racial and ethnic dissimilarities promotes racial amity— pa ge 41 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 37-55, 2024 adopted by many white christians within america is a subtle form of racism that has clandestinely permeated contemporary western society. such illusory thoughts hetero-normatively impede, or in some cases, deny and invalidate black non-christian queer students lived cultural experiences, agency, and their self-identifi ed gender expression heritage; a deceitful act of present-day identity politics and gender binarism that prejudicially renders the lgbtqia+ community invisible and america being deceitfully portrayed as white, male/ female, christian and heterosexual nation (williams, 2011; meyers, 2021; shams, 2021). “often, nonwhite queer and trans people do not feel included — or necessarily even safe — within the larger lgbtq+ [american] community … historically, white people have been the ones to decide where or how people of color fi t into their [queer] world”. (meyers, 2021). the authentic lived cultural experiences of currentday african american muslims, jews, and christians possessing multitudinous social identity characteristics— race, age, gender expression, sexual orientation, religion, ses, etc.—dissimilar from the established eurocentric norm elucidates how social identity categories often publicly intersect, converge and overlap in disconcerting ways to render a disquieting sociocultural portrait that reveals the prejudicial foucauldian power relations, racialized bias, identity politics, binarism, systematic oppression, hetero-normativity and structural inequality endemic to america for someone who is not born straight, white and christian (williams, 2020; khan, 2018). to add insult to moral injury, queers within america are frequently constrained by their abrahamic religious traditions to worship, speak and praise the divine— often characterized or depicted as a white male body— through heterosexist and gender-normative language that privileges whiteness and the masculine gender (blum & harvey, 2012; rivers & gregory, 2021; massingale & gregory, 2021; mcfarlan, 2020). curiously, the socioreligious characteristic associated with the human traffi cking of black bodies that occurred within islām, christianity, and judaism is an enigmatic interlocking system of ethno-racial religious oppression religiohistorically deployed to render black bodies as intrinsically inferior and subordinate. “for those of us who work to raise the racial consciousness of whites, simply getting whites to acknowledge that our race gives us [societal] advantages is a major effort. the defensiveness, denial, and resistance are deep.” (diangelo, 2019). it is a somber ethnological-oriented reality that draws much-needed social science insight upon the persistent peculiar nature, quality, and character concerning the systemic and structural racism affecting queer people of bme descent within contemporaneous american society; a bitter societal truth that legendary african american comedian paul gladney (aka paul mooney) scornfully observes in his scathing comedic critique regarding the fetishization of blackness occurring within america with its simultaneous obsession with racism: “everybody want to be a nigga, but nobody want to be a nigga” (abrams, 2014; camara, 2002; bonilla-silva, 2011; ian, 2000; yosso et al., 2004; jeffries, 2015; weatherford, 2017). “we create a hierarchy of identity in our various [social] circles. in some cases, if you’re a queer person, you have to leave your sexual orientation or gender identity at the door if you want to focus on your [black] race or vice versa; we need to create an [inclusive] environment where you don’t have to choose … we need, as a society, to recognize [queer] identity and not assign a value on certain [social] identities and devalue others”. (houtman et al., 2014; morgan, 2021; fitzsimons, 2020). for many people of african descent, being born black in the americas (i.e., north, central, and south america) has meant often being unrecognized, repudiated, ignored, or elided within the history and societal fabric of their respective national communities (gregorius, 2016; aclu, 2023; gayle, 2022; burch, 2022). sadly, this type of ethnic discrimination is fairly common within the american lgbtqia+ community as well; for example, quite a few queer members within the present-day lgbtqia+ community remain sadly uneducated and unaware concerning how “[queer] blacks and hispanics played outsized roles during many of the earliest milestones of the gay rights movement they are always on the front line they are the ones who are being who they are, no matter what. they are catching all the homophobia, all the transphobias that are being directed at queer folks” (james, 2019). unbeknownst to many american heterosexuals the current-day lgbtqia+ environment is such that approximately 40% of all queer folk within the physical boundaries of the united states are people-of-color and, with this now having been truthfully said, there are approximately 1.2 million lgbtqia+ adults within our democratic nation that identify as being both black and queer; many scholars within the liberal academy establishment are woefully ignorant of this salient statistic let alone how “widespread discrimination [against queer folk] continues to shape lgbt people’s lives in both subtle and signifi cant says” (affairs, 2021; singh & durso, 2017; mahowald et al., 2020). “the [rainbow] fl ag is a crumb … it doesn’t change my material conditions. it doesn’t make me less targeted in the workplace. it doesn’t make me feel safer in the gayborhood. it’s a symbol. for other people, it was like the end of action. we did it. we have arrived. no more racism exists, which we know is a lie. the truth is the rainbow has never been enough for black and brown people. the rainbow [fl ag] was never really our symbol. the black and brown stripes were a way to say ‘no.’ from my vantage point, it was a [black and queer] critique on the rainbow fl ag. this is a visual critique on the problem of white supremacy and racism in lgbtq spaces author emphasis”. abdul-aliy muhammad (williams, 2020). pa ge 42 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 37-55, 2024 abrahamic slave trade of africans islāmic slave trade (manning, 1990; goldenberg, 2017; russell, 2017; lewis, 1990; alexander, 2001; segal, 2001) “for every gallon of ink that has been spilled on the trans-atlantic [judeo-christian] slave trade and its consequences, only one very small drop has been spent on the [religio-historical] study of the forced migration of black africans into the mediterranean world of islām. from the ninth to the early twentieth century, probably as many black africans were forcibly taken across the sahara, up the nile valley, and across the red sea as were transported across the atlantic in a much shorter period”. (the african diaspora in the mediterranean lands of islām, 2002). a social science query less often scrutinized by some religious studies scholars conversant with dei and the lgbtqia+ community is why and how religion, age, gender, ses, sexual orientation, gender expression, race, etc. as distinct social science identity categories have oddly intersected with a peculiar form of depravity, impurity, immorality, uncleanliness and pollution that is religio-historically associated with many forms of racial and gender discrimination (e.g., homophobia, racialism, sexism, etc.) present within all three abrahamic religious traditions (berthold, 2010; hagiwara et al., 2012; cain, 2008). perhaps it may have something to do with the inconvenient religio-historical truth that human traffi cking within some religious traditions for example, islām (i.e., islāmic slave trade), christianity (i.e., transatlantic slave trade) and judaism (i.e., transatlantic slave trade) was peculiarly directed towards people of a darker toned epidermal complexion (hezser, 2011; davis, 1994; tamkin, 2022). “the participants in the slave [trade] system included arabs, berbers, scores of african ethnic groups, italians, portuguese, spaniards, dutch, jews, germans, swedes, french, english, danes, white american. responsibility, in short, radiated outward to peoples of every sort who had access to the immense [pecuniary] profi ts generated from the world’s fi rst system of multinational production for a mass market— production of sugar, tobacco, coffee, chocolate, rum, dyestuffs, rice, spices, hemp, and cotton. the small number of jews who lived in the atlantic community took black slavery as much for granted as did the catholics, muslims, lutherans, huguenots, calvinists, and anglicans”. (davis, 1994) human traffi cking within some abrahamic religious traditions, for example, islām, is a current-day problematic religio-cultural practice that is still alive and thriving in some parts of muslim africa and, more importantly, has not been religio-historically abolished since the death of the khātam an-nabīyīn (i.e., prophet abū al-qāsim. muhammad ibn ‘abd allāh ibn ‘abd al-muttalib ibn hāshim) in ad 632 despite prophet muammad’s oft-cited farewell address exhortation that “there is no superiority of an arab over a non-arab, or of a non-arab over an arab, and no superiority of a white person over a black person or of a black person over a white person, except based on personal piety and righteousness” (kahn, 2016; baderin, 2013; afsaruddin, 2020; omaar et al., 2018; watt et al., 2023). the modern-day muslim reality for many black muslims can be quite bleak; being born black within islām evolved over the passage of time to become religio-socially conflated with an unusual form of racialized religious iniquity (i.e., christianity: sin, hebrew: חטאה chata’ah, arabic: ََخِطیئة katī a) that even the esteemed muslim followers of the prophet muhammad did not choose to religio-culturally reproach, challenge or historically expunge from their racist muslim imagination “the blacks do not earn their pay with good deeds and are not of good repute. the [african] children of a stinking nubian black; god put no light in their [epidermal] complexions” (al-asfahānī, 1932; hanbal, 2010; o’neil, 1912; brown et al., 2022; definify, 2022; schwally, 1898). “the negro nations are, as a rule, submissive to slavery because [blacks] have little [that is essentially] human and have attributes that are quite similar to those of dumb animals, as we have stated’’. — ibn khaldūn (lewis, 1990). “for those of us who are lgbtq and muslim, we wait to see which of our [intersecting social] identities we will be more fearful of disclosing in a world that questions our existence and intentions daily.” (chen, 2016) speaking truth to power as a bme religious studies scholar sensitive to social justice concerns, discerning the recondite role of privilege, power, homophobia, sexism, binarism and hetero-normativity vis-à-vis the carrefour of gender expression, sexual orientation, race, religion, age, ses, etc. as discrete intertwined social identity categories entails for example, the interrogation of the puzzling modern-day religio-historical phenomena concerning the historical persistence of the black bodies slave trade (dictionary, 2018; ghazal, 2022). the awkward abrahamic historical truth is that the prophet muhammad’s problematic actions regarding the buying, selling, capturing, and trading of africans during his lifetime arguably instantiated the reprehensible religiohistorical practice of human trafficking within islām (omaar et al., 1990; guardian, 2018; sutter, 2012; ali, 2004; clarence-smith, 2006; guillaume, 2007; bbc, 2009). the religio-cultural fabrication of an overlapping, intersecting, and interdependent system of racialized inequity, gender discrimination, gender oppression, gender inequality, and religious intolerance towards queers did not appear overnight within the muslim social imaginary but, rather, is the deliberate religio-historical result of over 1400 years of prejudicial power-relational practices favoring one dominant group and ethnic community over another through calculated racial exclusion, gendered oppression, lgbtqia+ marginalization, and the hierarchal creation of powerful binary gender-linked images (fletcher, 1999; adamu, 1999; hassan, 1995; shaheed, 1986; aclu, 2008; the wiley blackwell history of islam, 2018; the oxford history of islam, 2000; armstrong, 2007). pa ge 43 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 37-55, 2024 “lgbtq people routinely are rejected by their [muslim] families, denounced by islāmic authorities, hounded by security forces, and limited to clandestine social lives. earlier this year, indonesian vice president maruf amin, in a speech to muslim teachers, said lgbtq people were engaged in deviant behavior that should be outlawed”. (tariga et al., 2022). islamic expansion through subjugation religio-military conquest a credible scholarly argument may be religio-historically posited that the unusual intersection, tacit support and sanctioning of modern-day human traffi cking, gender inequality, unbalanced gender relations, etc., within islām commenced with prophet muhammad’s commodifi cation of two christian concubines—mary the copt [aka maria bint sham’ûn, maria al-qibtiyya, maria qubtiyya, or mariya the copt] and her sister, sîrîn bint sham’ûn [aka sîrîn]—gifted to prophet muhammad by the christian melkite patriarch (cyrus of alexandria) as chattel; the khātam an-nabīyīn employed what we now know as faith slavery as a problematic instrument of religiomilitary conquest during holy war (jihād) campaigns (davis, 2009; al-dayel et al., 2022; urban, 2019; freamon, 2019; johannesburg, 2014; ali, 2004; powers, 2011; lambton, 1970; afsaruddin, 2022). “islām created a new [caste system] situation by prohibiting the enslavement not only of freeborn muslims but even of freeborn non-muslims living under the protection of the muslim state. the children of slaves (hajin) were born into slavery, but for several reasons, this source of recruitment was not adequate. the growing need for [chattel] slaves had to be met … this gave rise to a vast expansion of slave raiding [within africa and the mediterranean] … it is for this reason, no doubt, that the massive development of the slave trade in black africa and the large-scale importation of black africans for use in the mediterranean and middle eastern countries date from the arab period”. (lewis, 1985) painstaking historical research concerning the inhumane nature and religio-cultural implications of jihād disconcertingly reveal how the obligatory religious conversion of large numbers of non-muslim black bodies to islām through religio-military conquest contextually represented “the [indigenization] processes of islāmization within africa” and, having now said this, the muslim religio-military subjugation of africa arguably set the religio-racial stage for racism within islām; arab muslim enslavement of black bodies during jihād draws acute attention to the pernicious foucauldian power relations, racialized bias, gendered oppression, gender inequality, etc. often politely avoided within american academic discourse because of modern-day political correctness concerns towards muslims (an-na’im, 2006; the african diaspora in the mediterranean lands of islām, 2002; freund, 2014; lambton, 1970; afsaruddin, 2022). islāmic jurisprudence racial and gender discrimination “being a [muslim] girl is a heavy crime, and tonight, i want to curse my creator for creating me so that i can be miserable and humiliated.” sakina sama (joya, 2022; afsaruddin, 2022; allāh, 2005). it is noteworthy how illuminating the intersectional nature of race, gender, sexual orientation, age, religion, gender expression, ses, etc. as discrete social identities within current-day islāmic jurisprudence greatly elaborates upon how certain forms of discrimination, for example, slavery, should be sacredly regulated—not eliminated— within muslim society and, more to the point, was systematically sheltered and historically protected under abstruse islāmic guidelines and recondite qur’ānic regulations that institutionally enshrined a problematic muslim theology justifying the heinous act of rape within afghanistan (international, 2023; lydon, 2005; sikainga, 2011; marmon, marmon, ayalon & hunwick, 1999; novo, 2011; puente, 2013; miers, 2004; callimachi, 2015). disquietingly, while it is not religiously permissible to enslave muslims of any ethnicity/race per se under the qur’ān, islāmic jurisprudence makes it abundantly clear that if a non-muslim male or female converts to islām after enslavement, he or she remains a slave and, because of this, if i am going to speak truth to power: prophet muhammad during the course of his problematic lifetime himself owned twelve human beings as chattel with whom he then engaged in sexual relations with; a diffi cult relationship not unlike that of iconic slaveowing founding father, third american president and author of the declaration of independence, thomas jefferson (sikainga, 2011; puente, 2013; concubines and courtesans: women and slavery in islamic history, 2017; freamon, 2019; freamon, 2013; pettigrew, 2020; callimachi, 2015; gordon-reed, 1997; silk, 2016). the precise religious lesson presented by the problematic moral behavior exhibited by the prophet muhammad appears very janusian by its ethical countenance. on the one hand, the owning, selling, and trading of slaves is indistinctly condoned within islām and, on the other hand, is ambiguously condemned. in other words, the manumission of slaves by the prophet muhammad is considered a virtuous act of muslim compassion, and, on the other, the possession of chattel by the same person is incomprehensibly overlooked. what moral lesson is the prophet muhammad trying to convey to his followers? human traffi cking is wicked, but the manumission of slaves within islām is considered good? but if that is so, why enslave human beings in the fi rst place? not to belabor the obvious, but the manumission of slaves becomes wholly unnecessary if every human being is considered to be divinely created in the image of god (imago dei) and thus inherently worthy of respect, beauty, freedom, and dignity (howard, 2013). a plausible scholarly argument may therefore be submitted that the modern-day religio-historical pa ge 44 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 37-55, 2024 disposition towards racism, human traffi cking, etc., has deleteriously contributed to the proliferation of queer oppression and gendered discrimination within modernday islāmic society (bbc, 2020; staff, 2020; al-khamri, 2018; issa, 2016; abulhawa, 2013; pettigrew, 2020). materials and methods this research was carried out using qualitative research method with the aim of exploring and examining the complex interconnectivity between race, religion, gender and sexual orientation within islam. hence, using exploratory research methodology, qualitative data through semi-structured interview were obtained from purposively sampled participants who are; black muslim, religious scholars and activists, and community leaders. participant observation was also carried out to capture social interaction as well as religious practices within the relevant communities. in the same process, critical review and content analysis of related documents and historical records also located the historical and cultural aspects of the study area. in light of the ethical considerations that were taken in orienting this study, the participants signed informed consent before participation was allowed, and their anonymity was not compromised in the course of the study, followed the standard ethical consideration guidelines. in analyzing the fi ndings, thematic analysis was adopted to classify the results based on recurrent patterns or themes in the data collected, while refl exivity was brought in to ensure the investigator’s personal perspective was taken into consideration when analyzing the results. the validity and reliability of the study were properly addressed by the use of member checking and data source triangulation. the simultaneous focus on thematic areas, with the help of theories borrowed from such disciplines as sociology, anthropology, religious studies, and gender studies, made it easier to comprehend the topic under study. the fi ndings were disseminated through publishing in academic journals and participating in community outreach projects to advance understanding and facilitate change. results and discussion racism is still with us. “racism is still with us. but it is up to us to prepare our children for what they must meet, and, hopefully, we shall overcome.” rosa parks (mitchell, 2023). a fecund colloquy regarding the genesis, purview, attributes, and consequences of the myriad ways gender expression, race, age, ses, religion, sexual orientation, etc., as discrete social identities culturally benefi t or burden sexual expression, racial inequity, heteronormativity, homophobia, binarism, misogyny, etc. in america necessitates that appropriate scholarly attention be focused upon the foucauldian power relations that set the religio-historical stage for racism, homophobia, sexism and the traffi cking of black bodies to exist within both christianity, judaism and islām in the fi rst place. a plausible religio-cultural argument may be posited that the traditional abrahamic religious precepts associated with islāmic law and jurisprudence—colloquially known as sharī’a—are woefully unable to keep abreast of any number of a broad modern-day spectrum of nonnormative racial, sexual and social identities, gender identities, gender/sexual expressions, etc.; the presentday muslim religio-legal reality is such that traditional and normative “islāmic judicial texts, such as al-muwatta’ and ar-risala, and the compilation of reports of the prophet (kutub al-hadith), such as sahih al-bukhari and sahih muslim, have been historically employed to condone and normalize the [muslim] practice of using slaves” (freamon, 1998; schacht, 1982; na’im, 2019; hamel, 2012). black islāmic legal scholar bernard freamon dutifully acknowledges how the muslim human rights abuses, violations, and modern-day concerns regarding the intersection of slavery, racism, sexism, gender oppression, identity politics, etc., occurring within our presentday world have deleterious societal implications—one evidenced by the persistent united nations human rights violation reports resulting from religious violence/ backlash perpetrated against queer individuals affi rming non-traditional and non-heteronormative notions of gender identity, sexuality and expression (freamon, 1998; callimachi, 2015; mohamed, 2021; pettigrew, 2020; joya, 2022; lydon, 2005; omaar et al., 1990; guardian, 2018). in an american society looking to eliminate all forms of sexual, racial, and gendered oppression, intolerance, and hate from within its membership ranks, we must now courageously confront and resist the presentday conservative-driven religio-political argument to recontextualize and reframe racism, sexism, binarism, trans prejudice, etc. as “a form of identity politics in which the value of your opinion depends on how many victim groups you belong to. at the bottom of the totem pole is the person everybody loves to hate: the straight white male” (coaston, 2019; shapiro, 2018). the religio-cultural challenge facing america today is, therefore, to resolutely value, support, and appreciate diversity, difference, dissimilarity, and divergences that do not fi t traditional systems “of symbols which acts to establish powerful, pervasive, and long-lasting moods in men by formulating conceptions of a general order of existence and clothing those conceptions with such an aura of factuality that the moods and motivations figure 1: ethno racial hierarchy model (sewell, 2016) pa ge 45 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 37-55, 2024 seem uniquely realistic”—if not, we are morally doomed as a nation because of our bigotry, discrimination and prejudices (geertz, 1993). notes 1. as a black catholic scholar within the academy, i am acutely sensitive to the systemic racism, violence, marginalization, and oppression directed towards african americans within our nation and, as a consequence, my intentional capitalization of the linguistic term, black, is used in a manner similar to the new york times, associated press, usa today, los angeles times and other major news organizations “to describe people and cultures of african origin, both in the united states and elsewhere.” (baquet & corbett, 2020) for more information and further discussion. 2. my use of the extempore quote, “black queers are the most disrespected lgbtqiã+ people in america,” is creatively appropriated from the iconic may 22nd, 1962, speech given by malcolm x (aka el-hajj malik el-shabazz) titled on protecting the black woman. malcolm x is acknowledged for saying the following, “the most disrespected person in america is the black woman. the most unprotected woman in america is the black woman. the most neglected person in america is the black woman.” for more information and further discussion (waters, 2021). 3. my use of the foucauldian term, relations of power, is used in a manner similar to that posited by sergiu bãlan where he cogently asserts that, “power is not something that can be owned, but rather something that acts and manifests itself in a certain way; it is more a strategy than a possession.” furthermore, this nonconformist way of reconceiving the essential characteristics of power entails the acknowledgment of “two key features: a) power is a system, a network of relations encompassing the whole society, rather than a relation between the oppressed and the oppressor; b) individuals are not just the objects of power, but they are the locus where the power and the resistance to it are exerted.” for more information and further discussion (bãlan, 2010). 4. my use of the discrete sociological term, post-racial, intentionally refers to an illusionary period in which racial prejudice, hatred, intolerance nor discrimination exists.” in some quarters, this is attributable to the time interval following the historic election of barack obama as the 44th president of the united states. ironically, less than a month after this landmark event, a racially charged white backlash to the obama presidency began fomenting within the american populace. for more information and further discussion (yacovone, 2022). 5. i defi ne whiteness in a manner similar to that demarcated by the national museum of african american history & culture (nmaahc) – a smithsonian institution – where it is posited as: “whiteness and white racialized identity refer to the way that white people, their customs, culture, and beliefs operate as the standard by which all other groups of are compared. whiteness is also at the core of understanding race in america. whiteness and the normalization of white racial identity throughout america’s history have created a culture where nonwhite persons are seen as inferior or abnormal. this whitedominant culture also operates as a social mechanism that grants advantages to white people since they can navigate society both by feeling normal and being viewed as normal. persons who identify as white rarely have to think about their racial identity because they live within a culture where whiteness has been normalized. thinking about race is very different for nonwhite persons living in america. people of color must always consider their racial identity, whatever the situation, due to the systemic and interpersonal racism that still exists.” for more information and further discussion (nmaahc, 2023). 6. my broad, inclusive use of the modern-day gender identity term, queer is referring to “a person whose sexual orientation is not heterosexual and whose gender identity is not cisgender.” simply put, it is “not straight.” (merriam-webster dictionary, 2022) for more information and further discussion. 7. i defi ne the uk sociocultural acronym, bme, as a linguistic term that intentionally refers to “black and minority ethnic,” and, another key point to remember, refers to those british citizens not of eurocentric descent. (macmillan english dictionary, 2020) for more information and further discussion. 8. i defi ne the discrete legal term, common good constitutionalism, in “layman’s terms, that the constitution empowers the government to pursue conservative political ends, even when those ends confl ict with individual rights as most americans understand them,” and, more interestingly for a religio-political perspective, many, though not all, such advocates of this problematic “candid willingness to legislate morality” legal theory are staunchly non-black catholics. for more information and further discussion (ward, 2022). 9. i focus upon abrahamic faith traditions—christianity, islām, and to a lesser degree, judaism—because the black community within america is predominately christian. having said this, it is important also to note that if one is not a black christian, “more black americans identify with islām than with any other non-christian faith”— only a very small minority of blacks choose judaism as their religious tradition (i.e., the numbers of african americans within other non-abrahamic religions are statistically negligible). for more information and further discussion, (mohamed et al., 2021). 10. i defi ne the linguistic term weltanschauung— historically attributable to immanuel kant— to contextually represent “a comprehensive conception or apprehension of the world especially from a specifi c standpoint.” simply put, it refers to a “worldview.” (merriam-webster dictionary, 2022) for more information and further discussion. 11. i defi ne the linguistic term, blackness, in a religioracial manner similar to andrea c. west where she posits it as “a fl uid concept in that it can refer to cultural pa ge 46 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 37-55, 2024 and ethnic identity, sociopolitical status, an aesthetic and embodied way of being, a social and political consciousness, and a diasporic kinship … blackness is a marker of enslavement, marginalization, criminality, fi lth, and evil. it also symbolizes pride, beauty, elegance, strength, and depth. it is elusive and diffi cult to defi ne and yet serves as one of the most potent and unifying domains of identity. it is the foundation of social cohesion and allegiances and, at the same time, is a source of oppression and alienation cross-culturally, blackness is the foil to whiteness in terms of marking the boundaries of race, and, in both contentious and collaborative ways, all other racial identities are in conversation with or are negotiated in terms of blackness.” for more information and further discussion, (abrams, 2014). 12. i defi ne the socio-political term identity politics like that posited by bernstein as referring to “the belief that identity itself—its elaboration, expression, or affi rmation—is and should be a fundamental focus of political work; identity politics politicized areas of life not previously defi ned as political, including sexuality, interpersonal relations, lifestyle, and culture.” this present-day social science term is generally associated with historically marginalized and oppressed ethnoracial, ethnocultural, ethnoreligious, and ethnopolitical groups/ communities and, as a result, is regarded as quite polarizing in contemporary society. for more information and further discussion, (bernstein, 2005). 13. i defi ne the feminist sociological term intersectionality as “the study of intersections between different disenfranchised groups or groups of minorities; specifi cally, the study of the interactions of multiple systems of oppression or discrimination. this feminist sociological theory was fi rst highlighted by kimberlé crenshaw in 1989. the theory suggests that—and seeks to examine how—various biological, social, and cultural categories such as gender, race, class, ability, sexual orientation, speciesism, and other axes of identity interact on multiple and often simultaneous levels, contributing to systematic injustice and social inequality. intersectionality holds that the classical conceptualizations of oppression within society, such as racism, sexism, homophobia, and belief-based bigotry, including nationalism and speciesism, do not act independently of one another; instead, these forms of oppression interrelate, creating a system of oppression that refl ects the “intersection” of multiple forms of discrimination. for more information and further discussion, (defi nitions.net, 2022). 14. i defi ne the religious studies term, abrahamic faith tradition, as an inclusive communal oriented religious designation that describes, labels, and establishes shared intersections of religio-historical overlap between judaism, christianity, and islām. for more information and further discussion, (abulafi a, 2019). 15. globally, muslims make up the second largest religious group, with 1.8 billion people, or 24% of the world’s population. for more information and further discussion, (hackett & mcclendon, 2017). 16. my use of the human resources term dei is an acronym for diversity, equity, and inclusion. it is employed in a social science manner to refer to “a conceptual framework that promotes the fair treatment and full participation of all people, especially in the workplace, including populations who have historically been underrepresented or subject to discrimination because of their background, identity, disability, etc. for more information and further discussion, (dictionary. com, 2022). 17. malcolm x is quoted to have said the following: “america needs to understand islām because this is the one religion that erases from its society the race problem.” for more information and further discussion (kelsay, 2016). 18. the present-day muslim american population is estimated to be 3.3 million (approximately 1% of the us population) and, with this having been said, african americans currently account for about a fi fth (i.e., 660,000 black muslims) of the entire muslim american population (approximately 50% of black muslims are converts to islām). for more information and further discussion (mohamed & diamant, 2019). 19. the total number of africans traffi cked during the islāmic slave trade (ad 650-1980) borders 11.8 million, a number quite comparable to the transatlantic slave trade (10.7 million). for more information and further discussion (gordon, 1992). 20. my use of the complex arabic religio-legal term, sharī ‘a, is deployed in a manner similar to that circumscribed by black islāmic law legal scholar bernard k. freamon. he posits sharī ‘a as an “arabic word meaning ‘way,’ ‘road,’ or ‘path’ to the watering place or oasis. in the legal sense, the term has a comprehensive and technical meaning, describing the behavior that all muslims must follow to achieve salvation. in this sense, the sharī ‘a regulates the life of a muslim in every aspect [my emphasis]—from prayers and rituals to child-rearing, family life, politics, and ethics—encompassing all aspects of public and private law, hygiene, and even courtesy and good manners.” for more information and further discussion (freamon, 1998). 21. my use of the linguistic term colorblind is employed in a socio-psychological sense to describe an ideology that purportedly claims to eliminate racism, prejudice, bigotry, and intolerance by treating, regarding, attending to, and behaving towards others dissimilar from oneself without any regard to their race, ethnicity nor culture. for social science purposes, colorblind comprises the following three elements: “frames, styles, and racial stories. this ideology’s central frames or themes are set paths for interpreting information. there are four principal frames: (1) abstract liberalism, (2) naturalization of race-related matters, (3) cultural racism, and (4) minimization of racism.” the use of a colorblind ideology in a postcivil rights america, unlike its predecessor, jim crow, deliberates obfuscates, conceals, and avoids conventional racial discourse and, by so doing, seeks to disingenuously pa ge 47 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 37-55, 2024 assert that “racism is no longer a major problem in the united states and that existing racial inequality is the product of the culture and behavior of minorities.” for more information and further discussion (racism, 2021). 22. my use of the sociological linguistic term, inferior white, is used in a scholarly manner fi rst proposed by muslim american sociologist hadi khoshneviss. he refers to it as “a racialized ethnicity that in the racial hierarchy of the us fi ts neither in hollinger’s ethnoracial pentagon of african americans, asian americans, whites, native americans and latinos, nor in bonillasilva’s proposed ‘trichotomy’ of whites, honorary whites, and the ‘collective black.’ people from the me are white, but not the right kind of white [my emphasis] to be granted complete inclusion; they are perceived as unfi t and, hence, extraneous.” for more information and further discussion (khoshneviss, 2019). 23. my use of the architectural term, space, is employed in a social science-oriented manner meant to illuminate the “particular role space has in symbolizing, maintaining, and reinforcing gender relations. more recently, particular attention has been paid to how the relationship between gender and space is defi ned through power—how power relations are inscribed in built space.” space has consequently become within modernday architectural circles a contested foucauldian power relations dimension/arena where gender, race, age, ses, religious identity, and sexual orientation intersect in many disconcerting ways. for more information and further discussion (rendell, 2003). 24. as a black catholic religious studies scholar, it saddens me that within the black community, there still exists a vitriolic prejudice directed against queer folk. it is an abhorrent religio-historical bias that has existed since before the civil rights movement, as evidenced by the truculent homophobia directed against bayard rustin for being black and gay—the black church needs to do much better concerning this matter. for more information and further discussion (houtman et al., 2014). 25. my intentional use of the linguistic term, islāmic slave trade, is deployed in a holistic, inclusive, and encompassing manner similar to that posited by other prominent religious studies scholars, for example, william et al. (2017) in referring to the massive importation of africans via the trans-saharan slave trade, east african slave trade, indian-ocean slave trade and other such odious forms of human traffi cking—the buying and selling of blacks as chattel by non-black muslims that have occurred over a thousand year plus period within islām—into the middle east and elsewhere for muslims of non-african descent. furthermore, islām, from a historical perspective, has done more to expand and protect the problematic muslim institution of chattel slavery than abolish this morally fraught practice. for example, “the [qur’ānic] religious strictures against enslaving those converting to islām were not readily observed when it came to black africans.” for more information and further discussion (manning, 1990). 26. the problematic practice of slavery in antiquity did exist among the israelites; however, it was not predicated upon racial complexion per se. curiously, like both christianity and islām, the main form of human enslavement was “war captives seized during conquests besides conquest, debt, poverty and banditry, the slave population was also increased through slave-breeding and natural procreation … masters were interested in encouraging their female slaves to have children to increase the number of slaves born within their household.” for more information and further discussion (hezser, 2011). 27. the discrete islāmic religious term, khātam annabīyīn, refers to a sacred title—typically translated as the “seal of the prophets”—that is employed within the qur’ān to designate the prophet muhammad ibn ‘abdullāh, regarded by many, but not all muslims, as being the absolute last of the prophets sent by god. for more information and further discussion (kahn, 2016). 28. my use of the islāmic religio-historical term, farewell address, refers to muhammad ibn ‘abdullāh (prophet muhammad) ‘s last known public lecture, in which he exhorts his muslim followers not to succumb to ethnic racism, racial prejudice, bigotry, discrimination, or mockery. for more information and further discussion baderin (2013). 29. it should be noted that acclaimed middle eastern religious scholar, ahmad ibn `abd allāh ibn ahmad ibn ishāq ibn mūsā ibn mahrān al-mihrānī al-asbahānī al-ahwal al-ash`arī al-shāfi `ī (aka abu nu’aym alasfahānī), within his seminal book, hilyat al-awliya wa tabaqat al -asfi yā. , alludes to how the slave, mahran, was callously renamed safīna (i.e., cargo ship) by the prophet muhammad himself and, more importantly, treated like a pack ، ثنَاَ َعاِصُمُ، َمدَ، ثنَاَ ُعَمُرُ ْبُنُ َحْف ُص السَّدُوِسيُّ َحدثَّنَاَ ُسلَْیَماُنُ ْبُنُ أْحَ قاََلُ :َسألَُْتُ .animal ْبُنُ َعِل ي ، ثنَاَ َحْشَرُجُ ْبُنُ نُباَتةََ، ثنَاَ َسِعیدُُ ْبُنُ ُجْمَھاَنُ انيِ َرُسوُلُ الِلُ َصلىَّ الُلُ َسِفینَةَُ َعِنُ اْسِمِھ، فقَاََلُ :إِ نيِ ُمْخبُِرَكُ بِاْسِمي، َسمَّ فَثقََلُُ َحابھُُُ اَكُ َسِفینَةَ؟ قاََلُ :َخَرَجُ َوَمعَھُُ أْصَ َعلَْیِھُ َوَسلَمَُّ َسِفینَةَ، قلُُْتُ :ِلَمُ َسمَّ ُُ َحَملَھُُ عََلُ فِیِھُ َمتاََعُھْمُ ثمَّ »، فَبََسْطتھُُُ فَجَ « :اْبُسُطْ ِكَساَءَكُ َعلَْیِھْمُ َمتاَُعُھْمُ فقَاََلُ « :اْحِمُلْ َُ فقَاََلُ َما أْنََتُ إِلَُّّ َسِفینَةُ »، قَاَلُ :فلََْوُ (:arabic translationَعليَّ َُ َحَمْلُتُ یَْوَمئ ِذُ ِوْقَرُ بِعَي ُر أْوَُ بِعَیَرْیِنُ أْوَُ َخْمَس ةُ أْوَُ ِست ةَُّ َما ثقََلُُ َعليَّ narrated by sulaiman ibn ahmad through ‘umar ibn hafs as-sudūsi through ‘āsim ibn ‘ali through hashrj ibn nubāta though sa’īd ibn juhmān, he said: i asked safīna about his name, and he said: “i will inform you about my name. the messenger of allah [prophet muhammad ibn ʿabdullāh] gave me the name safīna.” i asked him: “why did he call you safīna?” he said: “he went with his companions on a trip; they found their belongings too heavy. he [the prophet muhammad ibn ʿabdullāh] said: ‘spread your garment’, and so i did. he put their belongings in it, then he carried it and put it on me. he [the prophet muhammad ibn ‘abdullāh] said: ‘carry for you are a ship [safīna].’ that day, if i were given a load of a camel or two camels or fi ve or six, i would have been able to.” it is reasonable to assume that no human being in their correct frame of mind would want to be loaded with heavy luggage similar to that carried by a pack animal pa ge 48 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 37-55, 2024 and, with this now being said, nor would they desire to be named after a cargo ship. for more information and further discussion (al-asfahānī, 1932). 30. my use of the christian theological term, sin, is deployed in a religious studies context to refer to “an act not in accord with reason informed by the divine law” that is committed against god (hebrew translation: חטאה -chata’ah, arabic translation: ََخِطیئة -katī ‘a). for more information and further discussion (o’neil, 1912). 31. ibn khaldūn, after describing the known peoples of black west africa, observes that “beyond them, to the south, there is no civilization in the proper sense. there are only humans who are closer to dumb animals than to rational beings. they live in thickets and caves and eat herbs and unprepared grain. they frequently eat each other. they cannot be considered human beings.” ibn khaldūn gives a lengthy account of the west african peoples and kingdoms. in another passage, ibn khaldūn makes a more general observation about the inhabitants of the zones that are “far from temperate.” he says of the blacks: “their foodstuffs are durra and herbs, their clothing is the leaves of trees, which they sew together to cover themselves, or animal skins. most of them go naked. the fruits and seasonings of their countries are strange and inclined to be intemperate. in their business dealings, they do not use the two noble metals, but copper, iron, or skins, upon which they set a value for the purpose of business dealings. their character qualities, moreover, are similar to those of dumb animals. it has even been reported that most of the negroes of the fi rst zone dwell in caves and thickets, eat herbs, live in savage isolation, and do not congregate and eat each other.” for more information and further discussion (lewis, 1992). 32. using the african american civil rights movement linguistic term, speak truth to power emphasizes its implicit sociocultural origin and inference to “stand up for what’s right and tell people in charge what’s what. that is the idea behind the phrase, which is an expression for courageously confronting an authority, calling out injustices on their watch, and demanding change.” this bme term is credited to the black civil rights icon and social justice pioneer bayard rustin in 1942. for more information and further discussion (dictionary.com, 2018). 33. human traffi cking was and continues to be within some contemporaneous muslim nations (e.g., islāmic republic of mauritania, federal republic of somalia, state of libya, republic of senegal) a highly lucrative economic enterprise that materially benefi ts the muslim ruling elite. for more information and further discussion, a highly lucrative economic enterprise that materially benefi ts the muslim ruling elite (rakiya et al., 1990). 34. islām originated within the modern-day nationstate of saudi arabia around a.d. 610 with a series of divine revelations given to muhammad ibn ‘abdullāh. for more information and further discussion (the wiley blackwell history of islam, 2018). 35. my re-imagined usage of the religio-historical term, faith slavery, fi rst coined by religious studies historian robert c. davis to describe “how, for hundreds of years, men throughout the mediterranean enslaved each other, not because of the color of their skins but because of their religions [ author emphasis] … it was at its fi ercest where christianity and islām came in direct contact.” in islāmic warfare, men are, for the most part, slaughtered, and the women are frequently enslaved as concubines. 36. the arabic term jihād is a highly complex word whose precise etymological intention, meaning, and signifi cation depend highly on context because it possesses numerous meanings. i am employing it in a religious studies context that emphasizes its peculiar religio-psychological hermeneutical idiosyncrasy as it appertains to islāmic military campaigns waged against unbelievers. for more information and further discussion (lambton, 1970). 37. it is worth noting from a bme social science perspective that “the [derogatory] term commonly used by the ancient arabs for the offspring of mixed unions was hajin, a word which, like the english ‘mongrel’ and ‘half-breed,’ was cruelly used to disparagingly refer to both animals and human beings, especially those of african descent. for example, hajin would indicate a horse whose sire was a thoroughbred arab and whose dam was not. it had much the same meaning when applied to human beings, denoting a person whose father was arab and free and whose mother was an enslaved black person.” for more information and further discussion (lewis, 1985). 38. the arabic theological term, allāh, is typically translated into english in religious studies as “god.” for more information and further discussion (afsaruddin, 2022). 39. the catholic theological term imago dei is latin for the “image of god”; it highlights a theological doctrine common to jews, christians, and muslims that denotes mankind’s relation to god on the one hand and all other living creatures on the other. as it appertains to islām, “in the qurān, man is created as the khalīfa (caliph, or representative) of god on earth.” for more information and further discussion (imago dei, 2019). conclusion here, multiple analyses of race, religion, gender, and sexuality mean tracing the issues of race, religion, gender, and queer concerning islamic and other religious formulations within identity, power, and the structuring of social relations. these complexities reassert themselves in the current conjuncture. thus, using comprehensive analysis and diverse critical thinking, the text reveals the nature of black identity, the hegemony of whiteness, and multiple discriminations concerning multicultural communities. as advocacy for broader, composite, and more innovative concepts of diversity and equity, it demands fi ghting prejudice within religious domains and promoting tolerance, sustainability, and justice. finally, the exchange posits conversation, understanding, and the concept of scaffolding as tenets towards emerging an accepting and inclusive society for every citizen. pa ge 49 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 37-55, 2024 references abay, k., & wilbekin, e. 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efficiency of disaster response activities in the study. the study adopts a descriptive (case study) research design, emphasizing the importance of a comprehensive plan to solve these difficulties. the target population consists of 127 people from the municipal offices of sunyani east, wenchi, and berekum. purposive and simple random sampling selects 75 respondents from various departments and units. self-administered questionnaires containing open-ended and closed-ended items are used to collect data. the data suggest that health concerns may have an impact on coworkers’ job performance among those who have had accidents. however, statistical significance is weak. positive management relationships following fatal accidents have a minor correlation with better nadmo results, underlining the need for additional factors in the model. the relevance value supports the suggestion of organizing periodic health and safety lectures as an intervention to alleviate difficulties. among the recommendations prioritizing comprehensive training, guaranteeing access to personal psafety equipment, addressing psychological well-being, and increasing organizational support. keywords disaster response, job performance, nadmo personnel, occupational health and safety, organizational support 1 national disaster management organization, sunyani, ghana 2 world financial group, ohio state, usa * corresponding author’s email: wanyor@gmail.com introduction organizations place a premium on how individuals may perform most effectively to achieve high productivity through tactics such as strong employee health and, more crucially, their safety at work and in the organizational setting in which they carry out that work (okuga, mayega, and bazeyo, 2012). employees’ primary goal, according to sorensen et al., (2021), is to create a greater level of productivity, with a favorable working environment assisting the goal by providing access to a healthy mind. on the other hand, hazards to employees health and safety at work may make them less productive in their tasks. the work processes of informal small-scale workers pose a risk of physical injuries such as cuts and burns, as well as hearing impairment caused by loud noises, eye injuries due to excessive uv-radiation, and respiratory dysfunctions caused by inhaling noxious metal fumes (sabitu, iiiyasu, and dauda, 2009). in addition to ergonomic dangers such as sprains, muscular discomfort, dislocations, and fractures, there is a risk of psychological hazards such as work-related stress and weariness (mbulingwe, 2014). the working environment and conditions are the key drivers of the dangers and injuries to which informal small-scale workers are exposed in the instances above. the ability of national disaster management organization (nadmo) professionals to function effectively on the job is critical in guaranteeing the safety and well-being of communities during catastrophes. however, there is a lack of thorough understanding of the health and safety factors that may affect the job performance of nadmo personnel in the bono region’s designated districts. it is uncertain how much nadmo personnel in the bono region’s designated districts have received the necessary health and safety training to properly respond to disasters (mensah-bonsu, 2021). personnel may lack the essential knowledge and abilities to handle hazardous circumstances without sufficient training, raising the risk to their well-being and restricting their capacity to execute their work efficiently. the availability and accessibility of ppe, including as helmets, gloves, and masks, for nadmo staff in the bono region’s designated areas, has not been properly investigated (shan, 2021). inadequate access to ppe can expose individuals to a variety of hazards, resulting in accidents or health consequences that can impair job performance and hinder their capacity to respond to disasters effectively. the psychological well-being of nadmo personnel in the bono region’s selected districts, including their levels of stress, burnout, and job satisfaction, has not been well studied (chen, 2021). according to the social exchange hypothesis, poor psychological well-being can have a detrimental impact on job performance by decreasing motivation, decision-making, and overall effectiveness in disaster response scenarios. the extent to which nadmo as an organization offers support, resources, and policies to enhance health and safety among its employees in the bono region’s designated districts is unknown (robert & john, 2014). organizational support is an important aspect in the social exchange theory, and a lack of support can contribute to poor job performance, low morale, and high turnover rates among nadmo employees. this study seeks to evaluate the health and safety aspects pa ge 20 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 19-23, 2024 that impact the effective job performance of nadmo personnel in the selected districts of the bono region by addressing these issues and taking into account the social exchange theory. methodology a research design, according to heppner et al. (2015), is a plan for an investigation of conditions and measures for performing and controlling a research project. as a result, in order to reach a consensus on the research issue, the study adopts a descriptive (case study) research design. it is quite beneficial in this study because it tries to identify features, describe, explain, and validate findings. the glue that keeps the research endeavor together is research design (newman, 2014). a research design is thus a systematic plan devised by the researcher to answer questions in a legitimate, objective, accurate, and cost-effective manner. the case study research design was employed for this investigation. according to yin (2014), a case study is an empirical investigation that explores. as demonstrated in table 1 below, the study’s target demographic includes the full 127-person personnel of nadmo’s sunyani east municipal office, wenchi municipal office, and berekum municipal office in the bono region. administration, operations, zonal coordinators, and stores are some of the demographic categories. the hospital has surgical, maternity, and medical wards. were completed by the participants themselves. the questionnaire items were divided into two categories: open ended and closed ended. the close ended items featured a selection of possible answers from which respondents were asked to select the one that best expressed their point of view. the open-ended items, on the other hand, were not followed by a selection. the responses of the respondents were captured in their entirety as a result of this. the respondents responded to the questions in the manner in which they understood them. it should be noted that the questionnaire gave respondents enough time to think about the topics and submit correct replies. results and discussion sociodemographic characteristics of respondents as illustrated in table 2 below, a total of seventy-five (75) nadmo employees were chosen for the survey, however only seventy-two (72) were available for the study, and three (3) did not respond to the questionnaire. the response rate is 96%, which is considered satisfactory and represents a reasonable representation of the research population. the majority of those who responded were men, with 42% being women. more than half of those polled (56%) were between the ages of 30 and 39, while 22% were between the ages of 20 and 29. the majority table 1: total staffs at the study area office total number of staff sunyani east municipal 45 wenchi municipal 43 berekum municipal 39 total 127 based on the krejcie and morgan method for establishing sample size, 75 staff/employees from sunyani east, sunyani west, and berekum municipal were chosen to participate in the study. purposive and basic random sampling approaches were used. in terms of purposive sampling, the management of these offices was interviewed in order to obtain frits hand information on safety issues. this division is required since the nature of the work performed and the levels of risk exposure in these departments and units differed. a simple random sampling procedure was utilized to choose 25 respondents from each of the offices with a sample size of 75. this method selects a sample of the population so that each member of the population has an equal chance of being chosen. the main idea behind this sampling approach is that the elements or individuals in the population are deemed to be homogeneous. the questionnaire served as the sole data gathering tool in the study. the questionnaire was in the form of questions that respondents were asked to answer in order to collect data on the topic under research. the questions table 2: demographic characteristics item number percentage % gender male 30 42 female 42 58 age < 20years 1 01 20-29years 16 22 30-39years 40 56 40-49years 9 13 >50years 6 08 marital status married 26 36 divorced 5 07 widowed 3 04 never married 36 50 separated 2 03 highest level of education sssce 1 01 certificate 10 14 diploma 37 54 degree 24 33 number of years worked <1year 15 21 1-10years 53 74 >11years 4 06 source: field survey, 2023 pa ge 21 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 19-23, 2024 of responders (50%) were not married, while 36% were. more than half of the respondents (51%) had a diploma as their highest educational level, with 33.3% having a university degree. the majority of responders (74%) have worked with the nadmo. is indicated in table 2, that 48% of responders were zonal officers, 19.1% were administrative workers, 18% were operational staff, and 15% were store employees. again, 22% of respondents held the level of disaster control officer, while 18% held the rank of senior disaster control officer, 12% held the rank of assistant disaster control officer iv, 9% held the rank of assistant senior disaster control officer, and 7% held the rank of principal disaster control officer. employees health safety interventions the table 3 below, contains statistics data on numerous aspects such as accidents, employee involvement, health issues, safety, and productivity. the mean is 15.4, meaning that accidents occur at a rate of 15.4 on average. the standard deviation of 10.49 indicates that the frequency of incidents varies significantly. the mean is 14.8, implying that accidents occur at a rate of 14.8 per employee. the smaller standard deviation of 5.47 implies that employee involvement in accidents varies less than the overall kind of accidents. a coworker’s contribution at work is reduced due to a health issue: the mean is 14.4, showing that health difficulties have an average impact on coworker participation. the standard deviation of 7.99 indicates a pretty wide range in the extent to which health problems affect co-worker contributions. the mean is 14.4, indicating that people believe that safety and good health improve performance. the rather high standard deviation of 10.76 indicates that individual perspectives about the relationship between safety, good health, and performance vary significantly. the mean is 14.4, indicating that there is a belief that taking breaks at work is necessary on occasion. table 3: frequency distribution health and safety intervention variables mean standard deviation rank type of accident 15.4 10.49 1 employees are involved in an accident 14.8 5.47 2 health problem lowers contribution of co-worker at work 14.4 7.99 3 do you think safety and good health improves your performance 14.4 10.76 4 sometimes you should pull back at work 14.4 6.43 5 safety policy is a strong factor capable of motivating employees 14.4 6.06 6 do you see yourself and coworkers as productive 14.4 4.7 7 do you see yourself and coworkers as productive 14 8.05 8 more can be done to improve performance 14.2 9.19 9 source: field survey, 2023 resources for health and safety interventions the table 4 below, contains data on a variety of variables relating to workplace welfare, management relationships, accident compensation, and health and safety precautions. “adequate number of toilets, veronica buckets, cleaners, and towels, and are they well maintained,” according to the table, has the greatest mean value of 24, with a standard deviation of 17.21. this shows that respondents were generally satisfied with the availability and upkeep of these facilities. the view on management relations in the event of an employee’s tragic accident has a mean of 24 and a rather high standard deviation of 16.87. this suggests that respondents’ perspectives on management’s response to fatal accidents differ significantly. both table 4: resources available for health safety intervention variables mean standard deviation rank welfare facilities are reasonably available 24 9.27 1 view on management relation in situation of fatal accident of an employee 24 16.87 2 outcomes achieved by nadmo 24 8.05 3 view on management relation in fatal accident compensation situation 20.67 4.92 4 availability of fire extinguishers to workplace and field 18 13,93 5 resources allocated health and safety interventions 18 11.8 6 adequate number of toilets, veronica buckets, cleaners and towels and are they being well maintained 18 17.21 7 organize periodic health and safety talk/ discussion session 18 14.76 number of health and safety interventions conducted by namo 24 8.05 9 grand mean 11.54 9.49 pa ge 22 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 19-23, 2024 table 5: frequency distribution of responses of respondents on challenges of occupational health and safety challenges mean standard deviation rank challenges relating to your health and safety services at work 18 7.58 1 there visible problems facing employee’s health and safety 14.4 3.06 2 government provides health and safety services 14 3.22 3 are the health and safety rules difficult to comply with 5 2.45 4 at work. they see evident flaws in this area and find it difficult to follow health and safety regulations. while employees’ perceptions of obvious problems and the difficulty of following rules are consistent, there is a considerable difference in their perceptions of overall challenges and the government’s supply of health and safety services. these findings emphasize the necessity of addressing and improving workplace health and safety services to promote employee well-being and satisfaction. table 6 above shows, the correlation analysis indicates a very weak positive correlation (r = 0.082) between the frequency of accidents and the perceived impact of health problems on co-worker contributions among nadmo personnel. this suggests a subtle tendency for individuals who have experienced accidents to perceive a slightly higher impact of health problems on their co-workers’ work output. however, this correlation is not statistically significant (p = 0.495), suggesting caution in drawing definitive conclusions about the relationship between these variables. the observed relationship could be due table 6: frequency of accidents and the perceived impact of health problems on co-worker contributions involve in any accident before health problem lowered the work output of a co worker involve in any accident before pearson correlation 1 .082 sig. (2-tailed) 72 .495 n 72 health problem lowered the work output of a co worker pearson correlation .082 sig. (2-tailed) .495 1 n 72 72 table 7: management relations during fatal accidents contribute to the overall outcomes achieved model r r square adjusted r square std error of the estimates 1 0.196a 0.38 0.025 0.88391 a. predictors: (constant) view on management relation on fatal accident to random chance, and there is insufficient evidence to assert a genuine correlation. table 7 above shows that, as attitudes toward management relations following fatal accidents change, nadmo’s outcomes improve slightly. the addition of this predictor did not significantly improve the model’s overall fit, indicating potential limitations in explanatory power. the positive correlation demonstrates that positive attitudes about management interactions during fatal accidents are connected with better outcomes, but the model’s low explanatory power suggests that more variables are needed to improve its prediction accuracy. the table 8 summarizes the findings of a paired differences analysis, which looked especially at the influence of holding periodic health and safety meetings on the visible issues affecting employees’ health and safety. this negative mean shows that the execution of these ideas may result in a potential improvement in addressing health and safety issues. the significant value means that the observed reduction in noticeable problems affecting employees’ health and safety when frequent health and safety talks are unlikely to be attributed to random chance, bolstering the findings’ validity. this means that resolving and reducing health and safety issues confronting employees, as well as nadmo organize seminar on health and safety issues and how accident victims get reimbursed have a mean value of 24, but their standard deviations differ. the former has a standard deviation of 8.05, showing that respondents’ opinions are largely consistent, whereas the later has a greater standard deviation of 8.05, indicating more diverse perspectives on accident compensation. the availability of fire extinguishers in the workplace and on the field, as well as the availability of first aid facilities in the workplace and on the field, both have a mean value of 18. the standard deviations for these variables are 13.93 and 11.8, respectively, demonstrating some variation in the availability of fire extinguishers and first aid facilities across businesses. nadmo organizes periodic health and safety talks/discussion sessions” has a literal meaning. according to table 5, employees confront substantial obstacles when it comes to health and safety services pa ge 23 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 19-23, 2024 organizing periodic health and safety talk interventions, have a beneficial impact on addressing and mitigating health and safety challenges within the firm. conclusion while there is a small trend for those in accidents to perceive a little greater influence of health problems on their coworkers’ work output, the lack of statistical significance (p = 0.495) cautions against drawing firm conclusions. in terms of management interactions after catastrophic accidents, the findings indicate that as positive attitudes toward these relationships grow, so does nadmo’s performance. however, the addition of this predictor did not significantly improve overall model fit, indicating potential explanatory power constraints. positive attitudes about management interactions after fatal accidents are related with better outcomes, but the model’s poor explanatory power highlights the need for additional factors to increase predictive accuracy. the application of these conversations has the potential to enhance addressing health and safety issues. the significance value reinforces the findings’ validity, implying that initiatives such as scheduling periodic health and safety meetings have a favorable influence on reducing difficulties inside the business. to improve the occupational health and safety of nadmo personnel in the bono region, it is proposed that comprehensive and regular training on disaster response protocols and the effective use of personal protective equipment be prioritized. it is critical to ensure the consistent availability and accessibility of high-quality protective equipment. addressing personnel psychological well-being through stress management programs and counseling services is critical to maintaining job satisfaction and effectiveness. furthermore, assessing and increasing organizational support, particularly regarding resources and policies promoting health and safety, should be a focus. maintaining frequent health and safety meetings and rebuilding management relations in the aftermath of tragic incidents are critical components. for a more detailed view, future study should incorporate additional predicting variables such as leadership styles and organizational culture. establishing a continual assessment system and changing techniques based on feedback and lessons gained will help nadmo personnel work in a safer and more effective environment. on behalf of all authors, the corresponding author states that there is no conflict of interest. reference chen, c. j. (2021). introduction to scanning tunneling microscopy third edition (vol. 69). oxford university press, usa. heppner, p. p., wampold, b. e., owen, j., & wang, k. t. (2015). research design in counseling. cengage learning. mbulingwe, s. o. (2014). working conditions and exposure to work related injuries and accidents at kokompe-accra ghana. ghana journal of geography, 11(2), 52-76. mensah-bonsu d., mccall, w. v., withers, a. e., & gibson, r. w. (2021). short-term insomnia disorder in health care workers in an academic medical center before and during covid-19: rates and predictive factors. journal of clinical sleep medicine, 17(4), 749-755. newman, d. a. (2014). missing data: five practical guidelines. organizational research methods, 17(4), 372411 okuga, m., mayega, r. w., & bazeyo, w. (2012). smallscale industrial welders in jinja municipality, ugandaawareness of occupational hazards and use of safety measures. african newsletter on occupational health and safety, 22(2), 35-36. robert o. & john k., (2014 ). efficacy, safety, and tolerability of fixed-dose desvenlafaxine 50 and 100 mg/day for major depressive disorder in a placebocontrolled trial. international clinical psychopharmacology, 23(5), 243-253. sabitu s., iiiyasu o., and dauda a, s. o. (2009). working conditions and exposure to work related injuries and accidents at kokompe-accra ghana. ghana journal of geography, 11(2), 52-76. sorensen, g., dennerlein, j. t., peters, s. e., sabbath, e. l., kelly, e. l., & wagner, g. r. (2021). the future of research on work, safety, health and wellbeing: a guiding conceptual framework. social science & medicine, 269, 113593. shan, d. (2021). occupational health and safety challenges for maritime key workers in the global covid-19 pandemic. international labour review. yin. k (2014). case study research design and methods. canadian journal of program evaluation, 30(1), 108-110. table 8: priority areas for improvement on challenges relating to health and safety of employees paired differences t df sig (2-tailed)mean std deviation std error mean 95% confidence interval of the difference lower upper noticeable problems facing employees health and safety organize periodic health and safety talk -0.45833 0.90285 0.10640 -0.67049 -2.4617 -4.308 71 .000 pa ge 1 pa ge 20 6 american journal of arts and human science (ajahs) analysis of the artistic emotions of clarinet performance yuzhu luo1* volume 3 issue 3, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i3.3221 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: july 05, 2024 accepted: august 07, 2024 published: august 10, 2024 the clarinet (often called the black pipe in mainland my country) is a reed instrument and one of the western wind instruments. it was born in the late 17th century and early 18th century. it has the characteristics of rich timbre and strong expressiveness. the timbre in the middle range is soft and full, and the treble and bass ranges are dramatic. this paper uses literature analysis and case analysis to conduct a comprehensive theoretical analysis of the clarinet performance art. the study found that the single reed is actually an art of expressing the inner emotions of the work. the ultimate goal of performance is to express the emotional connotation of the work. to become an excellent clarinet player, one must not only master the performance technique, but also have a deep grasp of the connotation of the work and express the emotions of the work. keywords clarinet performance, emotional expression, technique, connotation of the work 1 belarusian state university of culture and arts, master candidate, minsk, belarus * corresponding author’s email: luoyuzhu82@gmail.com introduction the clarinet is not only a musical instrument with rich timbre, but also a musical instrument with rich playing techniques. the performance of staccato and glissando is particularly vivid. some fast technical phrases and some cadenzas can be played through the clarinet. at the same time, the clarinet has a wide range of nearly four octaves, and can play super high notes, with a very strong artistic expression . see figure 1 for a single clarinet . the clarinet, also known as the black pipe, is a woodwind instrument with very vivid artistic expression and can provide rich interpretations for various musical works. after continuous development and evolution, the clarinet has been greatly improved in terms of structure and performance skills. in particular, it also puts forward higher requirements on the ability to control the pitch in the second artistic creation practice of musical works, requiring the performer to present the true artistic effect of the musical work. in the performance of clarinet music works, the pitch of a single tube has a greater impact on the effect of the entire musical work, and therefore puts forward high requirements on the professional ability and skill level of the clarinet player. because if the clarinet player’s performance skills are immature, the performance skills are poor, and there are obvious pitch errors and other problems, the performance quality of the entire musical work will be greatly reduced, and even the level of the entire performance will be lowered. therefore, in the daily professional skills training of the performer, it is necessary not only to strengthen the attention to the clarinet pitch skill training, but also to carry out continuous professional skills training, control the pitch in the performance of specific musical works, maintain the accuracy of the pitch, and enhance the artistic expression of the entire musical work. for clarinet players, only by accurately grasping the pitch issues in the performance can they fully understand and express the melody, rhythm, emotion and other elements of a musical work, thus laying a solid foundation for the performance effect of the musical work. figure 1: schematic diagram of single tube spring literature review a review of research on clarinet by chinese scholars (wang zhenxian, 1995) “tongue (sound) techniques and practice in clarinet performance” was published in “yiyuan”. sound is a very important technology in clarinet. only by mastering the sound articulation technology can one have a strong art. expressiveness. this article mainly analyzes the coordination of the clarinet’s breath and spitting, so as to help players master the correct playing method. (radar, 2002) “eternal charm comes from always starting over the musical career of italian musician busoni” was published in “people’s music”. pa ge 20 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 206-210, 2024 this article tells the life-long musical career of felucio busoni. this gave the author a preliminary understanding of the composer. (dong dejun, 2003)’s “on intonation in clarinet performance teaching” was published in “journal of xinghai conservatory of music”. this article systematically discusses the intonation of the clarinet from the principles of intonation classification, intonation analysis, intonation training, etc., and provides helps clarinet players with pitch control. (sun di, 2005) “a brief discussion on the integration of techniques and music from the history of clarinet performance” was published in “journal of xinghai music”. this article discusses the development of clarinet performance technology and musical performance, and improves musical accomplishment through understanding history. , the full text discusses the integration of clarinet skills and music from the aspects of clarinet playing skills and performance. (shi yu, 2013) “on the internal and external achievement of clarinet players” was published in “music outlook”. this article covers several aspects: music theory knowledge, performance skills, music understanding, stage performance, and the basic qualities of the performer. let’s talk about how clarinet players can achieve both internal and external perfection, and how players can embody the emotional connotation of their works as the ultimate goal of playing music. (li yakun, 2020) “on intonation in clarinet performance teaching” was published in “sound of the yellow river”. this article briefly sorts out and elaborates on the origin and development of neoclassical music, providing learners with a better understanding of this music genre. clear perception. based on the above-mentioned research views of clarinet scholars, the author found that performers not only need to be technically proficient in playing solo instruments, but also need to interact well with the accompaniment parts to jointly present perfect musical works. under the requirements of different repertoire, clarinet players need to master and use various blowing techniques, such as oral control, breath control and finger techniques, etc., and at the same time, they need to conduct in-depth rehearsal cooperation with the band (orchestra) to present the best of the musical works. therefore, this article conducts in-depth research and discussion on the methods and paths of the single reed, an instrument, for expressing people’s emotions through literature and case analysis. materials and methods the dialectical relationship between performance skills and artistic emotional expression as an instrument with a wide range of tones and different characteristics, the clarinet is very difficult to play, and it is difficult to have a uniform timbre. in addition, as a 12-degree overblown instrument, the fingering of the clarinet is also very complicated. therefore, it is not easy to play the clarinet well. this requires us to study hard and have superb playing skills. however, if you only focus on skills and spend too much time honing your skills without paying attention to the connotation and emotional expression of the music, it is easy to make people feel bored and turn the performance into a mechanical reproduction of notes. such a performance cannot fully express the artistic connotation of the song, and such a performance loses its meaning. therefore, it is very important to grasp the dialectical relationship between playing skills and emotional expression. learning how to convey emotions while using superb skills, and to convey sound with skills and emotion with sound, is an important subject that every performer must learn. dialectical unity of performance skills and emotional expression performance skills and emotional expression are dialectically unified. in the performance process, the two are on an equal footing, with a clear division of labor and mutual cooperation to make the performance complete. performance skills are the natural expression and display of emotions, and emotional expression is the basis and goal of performance skills. emotional expression without the support of skills is empty and without a carrier. performance skills without emotions are empty and without soul. performance skills and emotional expression complement each other it is inevitable that there will be some small technical mistakes in the performance. at this time, if the emotional expression is in place and attractive, it can infect the audience and make them ignore some small shortcomings, making the performance more beautiful than the flaws. similarly, even if the emotional expression is not completely in place, superb and mature performance skills can still bring a pleasant audio-visual experience. therefore, skills and emotions complement each other ( cao jiangshan , 2015 ) . performance connotation and musical expression of single clarinet the performance of the clarinet expresses the connotation of the music with the sound of the clarinet itself. this means that in order to play better, you must first have the performance skills. perfect skills are the prerequisite for clarinet performance. in addition, there must be emotional expression. although the clarinet is a musical instrument, it also has emotional expression in the performance, which is different from vocal singing. the expression of emotion in vocal singing is easier than that of the clarinet. this is because the performance of instrumental music is more expressed through instrumental music, while singing is expressed directly through people. in contrast, it is more difficult to integrate the emotion of the clarinet. in order to play the clarinet more emotionally, you must first clarify the relationship between the two, correctly recognize the grasp of skills and emotions in the performance, take skills as the basic training ability, pa ge 20 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 206-210, 2024 and take emotions as the sublimation of skills. you must be able to actively recognize the relationship between the two in the performance. for example, in the performance of a work, you need to understand the characteristics of this part of the performance and the connotation expressed by the music, so as to integrate the story connotation into the performance and strengthen the emotional expression. on the contrary, if there is no emotional investment, the skills are superb and powerless, so the actors must first recognize the importance of emotion in music performance. in addition, looking at the problem from a dialectical point of view, it is not enough to have emotional performance without the support of skills. for example, if the actors cannot play a piece of music smoothly, how can we talk about performance, and naturally there is no talk of the actors’ emotional integration. therefore, skills and emotions are both indispensable contents in clarinet performance, and the two are complementary and indispensable. in the performance, we can neither ignore emotions nor ignore skills. if we ignore both, we cannot complete the performance of music. for clarinet actors, if they want to have good abilities, they cannot ignore the importance of emotional performance, and they cannot blindly pursue showmanship and ignore the role of emotions. only by grasping the relationship between the two can we better complete the performance of the single tube. technical practice in performance in clarinet performance, whether the tone is clean and transparent is an important indicator of whether the performance is excellent. at the same time, the grasp of the ultra-high pitch is also essential. to play the clarinet, you must master the basic principles and playing techniques, so as to improve your performance level and promote emotional expression. the following aspects of playing techniques need to be paid attention to , as shown in figure 2: breath in clarinet music, many beautiful natural landscapes or delicate inner monologues of characters are described through smooth and gentle melodies. for example, the fourth variation of weber’s “introduction, theme and variations” requires the performer to play eight bars in one breath, and each bar has sixteen notes. this requires clarinet players to have a strong breath and the ability to use breath, and they need to practice long notes every day ( yuan wei , 2011 ) . finger movement in the process of playing the clarinet, the proficiency of fingering technique largely determines whether the performance is successful. for example, in the pamir concerto, the fingers need to jump to the fifth degree continuously, which puts a great test on the fingering. if you want to improve the fingering technique, you must improve the independence, flexibility and accuracy of the fingers. articulation having good articulation skills can make your performance very artistic and appealing. to improve articulation skills, you must first strengthen the flexibility of your tongue, and then strengthen the coordination between your tongue and fingers. you must also master the accuracy of high notes and the changes in the intensity of the force when playing. figure 2: schematic diagram of the structure of a singlereed instrument performance plan and case analysis of single clarinet the clarinet can not only coordinate with other instruments, but also fully demonstrate its skills and musicality as a solo instrument. in a symphony orchestra or orchestra, the clarinet is often used to coordinate with other orchestral instruments, such as oboe, bassoon, flute and other instruments, which not only enriches the harmony effect of the voice part, but also further enhances the musical emotion and people’s resonance, and also serves as a certain solo task. in the chamber orchestra, the clarinet is also so with its rich and varied musical expression forms and beautiful timbre and emotional expression, and has been favored by composers such as mozart, brahms weber, and thus has achieved many classic works such as trios, quartets, and quintets. for example, “freeshooter fantasy”, this work is taken from a collection of folk stories. the actors need to have a better understanding of the content of the music in the performance, so that they can better understand the work. in this way, they can integrate emotions into the work in the performance. sometimes the performance of music is like a storybook. if you want to perform better, then a vivid and colorful emotional interpretation is naturally indispensable. in the performance, the actor can consider forming a picture of the story in his mind, and then slowly integrate it into the music according to the rhythm of the story. sometimes you are no longer performing music but the entire development process of the story, so as to form a musical emotion, and stimulate this emotion into the emotion in the performance, so that the performance can be completed better. in the clarinet training, it is necessary to use emotions to move people, and integrate emotions as the most difficult level in the training. the clarinet expresses the composer’s inner emotions through the beating of notes. according to psychological research, in the pa ge 20 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 206-210, 2024 process of clarinet performance, the real decisive factor is the non-intellectual factor, and the most important factor among them is the emotional factor. in a sense, the training of clarinet performance is the training of emotions. emotions make actors more active in clarinet training through expression, orientation, and motivation. therefore, emotional training is added to the performance of the single tube, so that the performer’s environment becomes lively from boring and lively, and the performer learns in a truly beautiful training atmosphere, which is more conducive to emotional investment. results and discussion emotional processing of clarinet music to perform the clarinet well, emotional integration is a must. whether the music is good or not depends on whether there is emotional integration. imagine that if the vocal music produced by the clarinet is only instrumental vocal music without human touch, then such pale music will not be able to impress the public. in the process of clarinet performance, emotional and technical training methods can enhance the continuity between the sounds played by the clarinet and make the notes clearer and brighter. during the training process, the palm must be slightly closed inward, so that a force can be formed on the inside of the palm during the playing process, enhancing the accuracy and agility of the key. secondly, when strengthening the emotional integration into the training, the strength of the wrist should change with the change of different scales on the keys, and at this time, the emotion also needs to follow the rhythm of the fingers and be integrated into the performance, so that the sound will be more smooth and pleasant. a good piece of music needs emotional integration. only when the performer grasps his personal emotions in time can he complete the performance more perfectly. in this way, the timbre of each clarinet in the performance is full of emotion, and this emotion is also the charm of the clarinet performance. such music can infect more people and thus inspire the performance emotions during the clarinet performance. the performance emotion of the person and the clarinet needs to be integrated to perform the clarinet well, emotional integration is a must. whether the music is good or not depends on whether there is emotional integration. imagine that if the vocal music produced by the clarinet is only instrumental vocal music without human touch, then such pale music will not be able to impress the public. in the process of clarinet performance, emotional and technical training methods can enhance the continuity between the sounds played by the clarinet and make the notes clearer and brighter. during the training process, the palm must be slightly closed inward, so that a force can be formed on the inside of the palm during the playing process, and the accuracy and agility of the key can be enhanced. secondly, when strengthening the emotional integration training, the strength of the wrist should change with the different scales on the keys, and at this time, the emotion also needs to be integrated into the performance with the rhythm of the fingers, so that the sound will be more smooth and pleasant. good vocal works need emotional integration. only when the performer grasps his personal emotions in time can the performance be completed more perfectly. in this way, the timbre of each clarinet in the performance is full of emotion, and this emotion is also the charm of the clarinet performance. only such music can infect many people. if there is no emotion in the performance of the clarinet, then the music will also make the public lack interest in the performance. for example, “freeshooter fantasy” is a collection of folk stories. the actors need to have a better understanding of the content of the music during the performance. only after understanding it can they better understand the work, so that they can integrate emotions into the work during the performance. sometimes the performance of music is like a storybook. if you want to perform better, then a vivid and colorful emotional interpretation is naturally indispensable. during the performance, the actors can consider forming a picture of the story in their minds, and then slowly integrate it into the music according to the rhythm of the story. sometimes you are no longer performing music but the entire development process of the story, so as to form a musical emotion, and stimulate this emotion into the emotion in the performance, so that you can naturally complete the performance better. emotional performances can move people in the clarinet training, we need to use emotions to move people, and integrating emotions is the most difficult level in the training. the clarinet expresses the composer’s inner emotions through the jumping of notes. according to psychological research, in the process of clarinet performance, the real decisive factor is the non-intellectual factor, and the most important of these is the emotional factor. in a sense, the training of clarinet performance is the training of emotions. emotions make the performers more active in clarinet training through expression, orientation, and motivation. therefore, adding emotional training to the single-pipe performance makes the performer’s environment from boring to lively and lively, allowing students to learn in a truly beautiful training atmosphere, which is more conducive to emotional investment. understand the music style background when we play a piece of music, the most important thing is to understand the background of the music and grasp the style of the work, which includes the cultural connotation and artistic characteristics of the work. in other words, we should not only understand the national style, genre style, and author style of the work, but also the era background of the music creation, musical knowledge, and creative intentions. only in this way can we fully understand the work and use our imagination to express emotions. pa ge 21 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 206-210, 2024 give full play to imagination during the music performance, only when the performer is fully engaged can he or she put his or her emotions into the work and thus infect the audience. this requires the performer to give full play to his or her imagination, experience the emotions and artistic conception depicted in the song, combine his or her own emotions with the emotional artistic conception of the work, and make the musical picture depicted in the music appear before his or her eyes. only in this way can the performer achieve the state of selflessness where people and music are one, thereby enhancing the appeal of the music. strengthen social practice a piece of music is often like a poem or a painting, depicting rich emotions and different image characteristics. in order to fully understand these images and connotations, performers must strengthen their observation and understanding of life, strengthen social practice, experience the various aspects of life, and enrich their own experience and emotions. conclusion this paper discusses the role of clarinet in different bands and its emotional expression techniques through literature analysis and case analysis. whether it is symphony, chamber music or jazz and other musical works of different styles, clarinet is indispensable with its rich sound effects and emotional techniques. therefore, clarinet performance has a high artistic value. if you want to perform the single tube well, you must constantly improve your performance skills and make your skills more sophisticated. at the same time, you must strengthen your own cultural accomplishment, grasp the connotation of music, and vividly express the artistic emotions of music, so as to perfectly interpret the art of clarinet performance. therefore, if you want to learn the clarinet well, you must have a good grasp of emotions, which is both a reflection of technology and a reflection of the actor’s own ability. references cao, j. (2015). on the basic skills training of clarinet. music time and space, 6(1), 45-52. dong, d. (2019). busoni’s interpretation of notation and musicality: excerpts from “outline of new music aesthetics.” northern music, 39(11), 92-93. he, s. (2016). analysis and performance of busoni’s clarinet concerto. central conservatory of music. li, y. (2012). taking mozart’s clarinet concerto in a major as an example, discussing the resonance between mozart’s music and chinese culture: a preliminary exploration of the direction of popularization of western classical music in contemporary chinese society. shanghai conservatory of music.. radar. (2002). the enduring charm comes from “always starting over”—the musical career of italian musician busoni. people’s music, 11, 46-49. sun, d. (2005). on the integration of technique and music from the perspective of clarinet performance history. journal of xinghai conservatory of music, 3, 116-118. wang, z. (1995). tongue playing (tongue) techniques and exercises in clarinet performance. journal of nanjing university of the arts (music and performance edition), 2, 46-50. xi, w. (2000). the importance of musical expression in clarinet performance: from the interpretation of several clarinet records. journal of xi’an conservatory of music, 4, 60-62. yuan, w. (2011). a brief analysis of the special techniques of clarinet and its application in works. central conservatory of music. pa ge 1 pa ge 36 american journal of arts and human science (ajahs) a review gluteus medius muscle function al limitation in chronic low back pain muheebur rehman1*, khalid aslam2, saud islam3, huma zia4, kashif ullah1, faiz ur rehman5 volume 2 issue 3, year 2023 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v2i3.1951 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: july 25, 2023 accepted: august 28, 2023 published: september 11, 2023 low back pain proper diagnosis & approach that includes all muscular modifications responsible for low back pain is one of the main issues in the clinical examination of patients with low back pain symptoms. the gluteal muscles, which are attached to the lumbar pelvic area, play a significant function in transmitting forces from upper-body movements to the limbs of the lower body. therefore, while evaluating low back pain, doctors and researchers are paying more and more attention to the gluteal muscles. this study emphasizes a randomized controlled comparative effectiveness trial that find a significant correlation between the prevalence of low back pain and gluteal muscle dysfunction. a decrease in the gluteus medius muscles’ strength during abduction is one of the functional changes in the gluteal muscles, along with neuromuscular changes and fatigability in the gluteus maximus muscles. keywords gluteus maximus, chronic, reflex muscle, flexibility, gluteal muscles 1 abasyn university peshawar, pakistan 2 health department kpk, pakistan 3 khyber teaching hospital, pakistan 4 iqra national university, pakistan 5 ibms khyber medical university peshawar, pakistan * corresponding author’s email: muheebrehman18@gmail.com introduction low back pain is the second leading cause of manpower loss in many countries, the following condition that decreases productivity. it may be seen in 80% of the general population during any period of life. low back pain progresses in an undulating pattern, and 10% of all low back pain is chronic. in 90% of acute low back pain, the symptoms resolve in 2–4 weeks; it was reported that 69% of cases showed a second attack of pain within the first year. the reason for these recurrences is unclear. an important cause is considered to be the instability of the moving segment of the lumbar vertebrae. the lumbar muscles of patients and healthy subjects have undergone microscopic assessment, and structural changes have been shown in the muscles of patients with back pain. in physically active adults, the annual incidence of low back pain with functional impairment is approximately 10% to 15%. nearly 5% of adults will have persistently disabling low back pain. the rate of recurrence within 1 year approaches 44%. within 10 years of an initial episode, there is an 80% rate of recurrence low back pain is an important health problem. although low back pain’s is to be increasing, epidemiologic research into the problem is in a formative stage, particularly when compared with cancer, infection, and cardiovascular malfunction when imbalance between the abdominal muscles of the trunk and extensor muscles occurs, it triggers low back pain and reduces stabilization of the lumbar segment. in addition, low back pain patients experience a decrease in trunk activity because of pain, structural damage, and inhibition of the reflex muscle contraction mechanism, and due to decrease of the activity of the trunk for a long time and disuse, muscle atrophy and a decrease in muscle strength occur, which aggravate low back pain and bring about secondary lumbar segment damage and physical disability. regardless of the clinical causes, all those who complain of low back pain experience a decrease in muscle strength, muscle endurance, and flexibility, and limitation of lumbar and lower limb joint range of motion. description of the condition low back pain is defined as pain, muscle tension, or stones localized below the costal margin and above the inferior gluteal folds, with or without pain referred to the legs. most patients who experience low back pain are labeled as having ‘non-specific low back pain’, which is defined as symptoms not attributable to a recognizable, known, specific pathology (for example, fracture, enclosing spondylitis, spongy arthritis, infection, neoplasm, or metastasis). several divergent structures of the back have been implicated in symptoms of non-specific low back pain, including the musculature, joints, and discs; but also psychosocial factors_ including maladaptive pain coping behaviors, high baseline functional impairment, presence of psychiatric comorbidities, and low general health status. these psychosocial factors have been associated with persistent, disabling low back pain. gluteal muscles the gluteal muscles comprise of three muscles that make up the buttocks: gluteus maximus, gluteus medius and the gluteus minimus. gluteus medius may play a role in the stability of the pelvis. equally, gluteus medius, in particular, serves an important role in maintaining the actual trunk upright when the feet of the opposite side are actually raised from the ground in strolling and running, pa ge 37 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(3) 36-38, 2023 where the body weight tends to act by tugging the pelvis downwards within the unsupported side. this propensity is counteracted by gluteus medius and gluteus minimus on the supporting side that acts from below and applies a powerful traction on the stylish bone to cause a small rising of the pelvis around the unsupported side. clinical course of low back pain could be described as acute, sub-acute, recurrent, or chronic. the high prevalence of continuing and chronic low back pain plus the associated costs, therefore, clinicians need to place high priority about interventions that prevent recurrences and the transition to serious low back pain. important role gluteus medius (gm) the gluteus medius (gm) is thought to play an important role in stabilizing the pelvis and controlling femoral adduction and internal rotation during functional activity. gm weakness, resulting in decreased stabilization and control, has been suggested to be related to lower extremity dysfunction and injury. many clinicians focus on strengthening the gm to improve lower extremity kinematics for the prevention and rehabilitation of injury. an indirect way to measure gm strength is through electromyography (emg). it is generally assumed that exercises producing higher levels of activation will result in greater strengthening effects. understanding what exercises result in the greatest level of gm activation will assist clinicians in their injury prevention and rehabilitation efforts. low back pain (lbp) is a very common disorder and a major contributor of the costs targeting different age groups and variety of occupational categories. approximately, 70– 85% of all adults experience a significant episode of lbp at some point in their lives. lbp is reported to be one of the largest causes of disability in the entire world. due to the pain and inconvenience, individual’s with developed lbp refrain using their back muscles properly in their daily activities. this leads to the atrophy of the back muscles and other muscles functionally coupled with the back muscles such as gluteal muscles. the gluteal muscles include gluteus maximus (gmax), which is the largest muscle of the human body and a powerful hip extensor muscle and lateral rotator), gluteus medius (gmed), which is an abductor muscle with an important role in stabilizing the pelvis, and gluteus minimus (gmin), which is a muscle with relatively a complex function responsible. chronic low back pain (clbp) is the most common and exorbitant medical issue. reasons for clbp give an impression of being intricate and multifactorial. the primary causes of mechanical lbp were physical impairments, including postural abnormalities, disturbance of motor control, and muscles imbalance. functional movement is never isolated because it is produced by several muscles acting as prime movers, synergists, or stabilizers that coordinate to produce an activation pattern. in addition, functional strength does not require maximal activation; muscle onset and timing are more important. the pattern of activation includes the timing (i.e., which muscle is activated first, second, third, etc.) and amount of muscle activity. adequate muscle activation patterns are recognized as important for the effective functioning of the lumbar spine when the synergic muscles are activated in a suitable temporal order. increased or decreased muscle activity and delayed muscular activation can change the normal movement pattern. it has been noted that patients with chronic or recurrent lbp have altered patterns of extensor muscles and postural dysfunction9. low back pain (lbp) syndrome low back pain (lbp) syndrome has been considered as one of the important causes of disability. the myofascial origins of lbp (myofascial low back pain).previously, the diagnosis of myofascial lbp is usually given when there is no organic lesions can be identified. this unscientific approach should be clarified since the pathophysiology of myofascial trigger points (mtrp) has now been better understood. in clinical practice, mtrps can be frequently identified in the trunk muscles and lower limb muscles in patients with lbp due to various causes including lumbar disc lesions and facet joint lesions in addition to myofascial lbp. therefore, myofascial lbp is not a synonym of “lbp with mtrps”. in some lbp patients, the pain in the low back is caused by the mtrps in the lumbar paraspinal muscles. the therapeutic approach to myofascial lbp has usually focused on the elimination of mtrps including manual therapy, physical therapy modalities, and needling of mtrps. however, it may only provide temporary pain relief. the recurrent rate seems to be fairly high based on the clinical observation on our patients who had been previously treated simply with mtrp relief. the major reason of the therapeutic failure is due to an inaccurate diagnosis and/or an inappropriate treatment. the understanding of the pathogenesis of mtrps in lbp is a critical issue to provide an optimal therapeutic approach in the management of myofascial lbp. materials and methods the methodology consist a case series study. the data well be collected from the patients by keeping in mind the inclusion and exclusion criteria. this study used a randomized controlled comparative effectiveness trial to assess the effect of gluteus medius muscle strengthening to a standard exercise protocol in people with chronic low back pain who have gluteus medius muscle weakness with associated tenderness. this was a pilot to assess the feasibility of the study design and to gather preliminary data on the effectiveness of the gluteus medius strengthening. results one hundred fifty participants with chronic lbp and 75 age and sex matched control participants were recruited and enrolled. characteristics of both groups are presented. participants with chronic lbp had a higher bmi. eighty-four participants with lbp had unilateral pa ge 38 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(3) 36-38, 2023 symptoms and 66 had bilateral symptoms, totaling 216 affected and 84 unaffected sides. conclusions low back pain (lbp) syndrome is muscle pain syndromes that are classified as musculoskeletal disorders. they have a defined pathophysiology that leads to the development of the characteristic taut or hard band in muscle that is tender and that refers pain to distant sites. low back pain can be regional or generalized. if a low back pain becomes chronic, it tends to generalize, but it does not become fibromyalgia. it can be classified both as a primary disorder without other medical illness, or as a secondary pain syndrome that occurs as a result of another process. low back pain may persist long after the initiating event or condition has passed, but it is nonetheless a muscle disease that can be satisfactorily treated. recommendation the very high level of current study demonstrated that gluteus medius weakness and gluteal tenderness to palpation is common in people seeking physical therapy care for chronic low back pain. this weakness and tenderness is not seen in a healthy population. this can be done by providing safe and caring environment and the community. this will help adolescents grow as strong individuals who are able to cope with distress and succeed in life despite adversities. references aboufazeli, m., arab, a. m., jafarpisheh, m. s., & karimi, n. (2018). functional alterations in gluteal muscles due to low back pain: a qualitative review of the literature. pakistan journal of medical & health sciences, 12(1), 478-484. borg-stein, j., & wilkins, a. n. (2006). soft tissue determinants of low back pain. current pain and headache reports, 10(5), 339-344. https://doi. org/10.1002/jac5.1059 gasibat, q., & simbak, n. b. (2017). modified rehabilitation exercises to strengthen the gluteal muscles with a significant improvement in the lower back pain. pain, 12(18), 19. hamstra-wright, k. l., & bliven, k. h. (2012). effective exercises for targeting the gluteus medius, journal of sport rehabilitation, 21(3), 296-300. https://doi. org/10.1123/jsr.21.3.296 hayden, j. a., ellis, j., ogilvie, r., malmivaara, a., & van tulder, m. w. (2021). exercise therapy for chronic low back pain. cochrane database of systematic reviews, (9). https://doi.org/10.1002/14651858.cd009790. pub2 kamaz, m., kiresi, d., oguz, h., emlik, d., & levendoglu, f. (2007). ct measurement of trunk muscle areas in patients with chronic low back pain. diagnostic and interventional radiology, 13(3), 144. https://doi. org/10.1161/cir.0b013e3181d4739e jeong, u. c., sim, j. h., kim, c. y., hwang-bo, g., & nam, c. w. (2015). the effects of gluteus muscle strengthening exercise and lumbar stabilization exercise on lumbar muscle strength and balance in chronic low back pain patients. journal of physical therapy science, 27(12), 3813-3816. kamel, e., abdelmajeed, s., el khozamy, h., & hassan, k. (2021). trunk and hip muscles activation patterns in subjects with and without chronic low back pain: a systematic review. physiotherapy quarterly, 29(2), 79-88. https://doi.org/10.5114/pq.2020.100280 ramsook, r. r., & malanga, g. a. (2012). myofascial low back pain. current pain and headache reports, 16, 423-432. walker, b. f. (2000). the prevalence of low back pain: a systematic review of the literature from 1966 to 1998. clinical spine surgery, 13(3), 205-217. https:// doi.org/10.1097/00002517200006000-00003 pa ge 1 pa ge 1 american journal of arts and human science (ajahs) transhumanism, human enhancement and ethical debate prakash sharma1*,toya nath upadhyay2 volume 4 issue 3, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i3.4292 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: december 25, 2024 accepted: january 28, 2025 published: june 20, 2025 human civilization, in different stages, has witnessed numerous religious and philosophical movements that have proposed human enhancement. when human society was dominated by human labor, they proposed humanistic ways to overcome human problems and surpass human limitations. the introduction of new technologies in human society has led to a change in human thought. tranhumanism as a philosophical movement is the result of techno-dominated human society that advocates for the harmonious combination of man and machine or technology. this paper attempts to clarify about this movement drawing from its historical roots, philosophical bases to modern institutions and thinkers associated with it. critical observation of the ideas of different thinkers has led to the conclusion that transhumanism opens multiple opportunities to human enhancement. however, the issue of ethics remains prominent. it ultimately leads to the crumbling of traditional norms, values, rules and regulations, and creates the need of redefining human beings, human relations and human identity. however, there is no way out than accepting it. the paper is in qualitative research design based on the library study. it derives data from scholarly publications, books and articles and utilizes the sources from the internet. this research work is beneficial for those who are interested in the future of humanity with advancements in science and technology. similarly, it opens up the research path for exploring human psychology and human relationship in techno guided modern world. keywords ethical debate, human enhancement, human identity, transhumanism 1 department of english, tribhuvan university, dhawalagiri multiple campus, baglung, nepal 2 central department of english, tribhuvan university, kirtipur, nepal * corresponding author’s email: sharmaprakash166@gmail.com introduction human history has witnessed different religious and philosophical movements. all of them have a single motive, which is to improve the human condition and surpass the difficulties that human beings are facing. they differ from each other in the sense of predicting the way of improving the human condition. hinduism claims that mokshaya is the final goal of human life but before achieving this stage one has to pass through numerous other stages. the first stage is the kama, which is involving in the earthly works that sustains human civilization. second is the stage of dharma, doing benevolent action. the third stage is sanyasa, moving away from earthly life. fourth is the stage of dhayana, doing penance renouncing all the material touch that ultimately leads to mokshya or the ultimate freedom. in buddhism, the names of the stages differ but they resemble those of hinduism. buddhists state the stages as maya that is earthly attachment, renunciation, meditation and nirvana. christianity calls them as devotion, salvation and stage of eden, similarly, nietzsche calls them as selfactualization and stage of superman. these all movements have the essence of human betterment not by any outer force but by the inner force or the discovering the potentiality of human beings. that is why they can be called humanistic approaches. however, the massive involvement of science and technology in human life has opened up new potentialities for human betterment. the philosophical movement that discusses the potentiality of human improvement combining the human body with technology is called transhumanism. the guiding premise of transhumanism is that by means of science and technology, human race can evolve beyond its current physical and mental limitations. by merging man and machine, science will produce humans who have vastly increased intelligence, bodily performance and life span: a near embodiment of god. man will remain man but transcend himself/herself by realizing new possibilities when combined with technology. surely, in the merging of man and machine there comes the controversy and issue of ethics. scholars are divided into supporters and opponents of the act of merging man and machine. highlighting the positive aspects of this merging, the supporters show its essentiality. scholars like nick bostron point that this movement is helping for equality by dismantling previous categories making people’s access to technology that was previously inaccessible. one day humans will free themselves of all corporal restrainments. in contrast, opponents claim that if this merging comes into practice, it will ultimately challenge present human identity and force a change in human definition. francis fukoyama is against its implementation. he argues, significance altering of human biology is not only inherently immoral but also threatening social order. therefore, it should not be permitted. scholars have presented equally strong arguments for and against this movement. that is why this movement is a debatable one in the ethical sense. following qualitative research design, this research obtains data from different scholarly publications: books and journals associated with the research problem. this research opens ample opportunities for doing research in multiple aspects of transhumanism and its impact in human relationship, psychology and identity. pa ge 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 1-6, 2025 literature review transhumanism debate has affected academia immensely. different scholars have analyzed the philosophical movement called transhumanism in numerous ways and their critical play up on the multiple aspects of this movement has broadened its scope and value. bostron (2005) recalls human history showing the essence of human desires and human enhancement. he asserts: the human desire to acquire new capacities is as ancient as our species itself. we have always sought to expand the boundaries of our existence, be it socially, geographically, or mentally. the human desire to acquire new capacities is as ancient as our species itself. we have always sought to expand the boundaries of our existence, be it socially, geographically, or mentally. bostron views the human desire to acquire new capacities not peculiar. throughout human history, human beings have invested their efforts in transcending social, geographical or mental boundaries. therefore, the effort of transhumanism to enhance human capacity is acceptable. ostberg (2024) has stressed the idea of improving human condition, “transhumanism, philosophical and scientific movement that advocates the use of current and emerging technologies, such as genetic engineering, cryonics, artificial intelligence (ai), and nanotechnology, to augment human capabilities and improve the human condition”(transhumanism, para. 1). ostberg stresses the harmonious combination of man and technology as the prominent feature of transhumanism. technological advancement and human enhancement should go hand in hand. similarly, hopkins (2012) defines the movement in detail highlighting multiple aspects. he points: transhumanism is the position that human beings should be permitted to use technology to modify and enhance human cognition and bodily function, expanding abilities and capacities beyond current biological constraints. unlike some other philosophical positions and social movements (e.g., feminism, liberalism, communism, and libertarianism), transhumanism is not best characterized by a particular dogma, principle, or prediction. transhumanists vary in their political doctrines, their positions on ethical issues, and their religious outlooks. what distinguishes transhumanism as a movement and ideology is instead a set of shared core values and the conviction that those values can be pursued using technology. for hopkins transhumanism demands the permission of combining man and machine for surpassing different constraints that human beings are facing at present. moreover, it is free of any dogma or principle. prisco (2013) discusses the commonality of transhumanists. he indicates, “what all transhumanists have in common is the conviction that using advanced technologies to radically change the human condition is both feasible and desirable”. for prisco the common ground for all transhumanists is the preference of using advanced technologies to change the human condition. drawing in the responsibility of supporting the universe and all species on the earth and showing the essentiality of transhumanism huxley (1968) marks: the human species can, if it wishes, transcend itself not just sporadically, an individual here in one way, an individual there in another way, but in its entirety, as humanity. we need a name for this new belief. perhaps transhumanism will serve: man remaining man, but transcending himself, by realizing new possibilities of and for his human nature. huxley has pointed out the most important feature of transhumanism is to transcend human beings realizing new potentialities. this transcending is with the combination of new technology. moore (2012) points, “one critique of transhumanism is that it starts from the standpoint of viewing the human condition as weak, poor, and ‘not very good,’ both physically and morally”. regarding the present human situation, having just weaknesses is the demerit of transhumanism. in this sense, it can be called a cynical movement. the survey of the scholarly discussion on transhumanism has revealed that the movement has elicited the response of the numerous scholars and has occupied a major place in academia. ostbery stresses the harmony between man and machine as envisioned by transhumanism and hopkin points to the journey of this movement to surpass the constraints faced by present human beings. similarly, prisco finds the preference of using advanced technology to change human condition as the primary purpose of transhumanism and huxley claims the aim of transhumanism as transcending human beings. in contrast, moore criticizes the movement in its assumption regarding the present human situation as defective. most of the scholars have invested their efforts to define it and show its negative or positive effect. very few scholars have used their criticality to discuss it in a dialectic way to unfold both positive and negative aspects of the movement and its ethical impact. this is the research gap identified and this research aims to fill it. it discusses the movement in multiple layers and basic focus is given to discuss it from an ethical perspective. materials and methods this research work follows qualitative research design focusing on library study. it accesses data from both primary and secondary sources. different scholarly books and journals as well as the internet sources associated with the research issue are consulted. ideas of multiple authors are discussed and critically analyzed to support the claim. results and discussion this is the major part of this research work. it contains different aspects of the discussion associated with transhumanism. the first part is the presentation of the historical context, philosophical roots and different modern movements associated with transhumanism. then there is the presentation of the basic philosophy, pa ge 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 1-6, 2025 strengths and weaknesses. the pivotal part of the writing is the discussion of the ethical issues that the movement has raised. it unfolds the ideas of multiple thinkers that have articulated debate. this discussion is guided to show how transhumanism as a philosophical debate has led to different possibilities of human enhancement and destruction of the traditional human relationships and systems. moreover, it points how transhumanism debate is dominated by ethical issue. historical context, philosophical roots and modern movements associated with transhumanism transhumanism as a movement that evolved over time encountering multiple philosophical debates is associated with different scholars and does not have a single founder. it has developed through contributions from various thinkers, philosophers, and scientists. however, some key figures are often credited with shaping and formalizing the movement. among them julian huxley and his 1957 essay “transhumanism” has a high value in the history of transhumanism. his ideas expressed in this essay led to the formation of a philosophical movement that influenced the whole world. in the essay, huxley describes the concept of humanity transcending its physical and mental limitations using science and technology. he envisions the future of humanity surpassing biological and mental limitations in the harmonious combination of man with machine and technology. credit for giving transhumanism a modern framework goes to the philosopher max more. establishing the extropy institute, more created a hub for transhumanism. the institute helped by organizing different interactional programs among the philosophers associated with the transhumanist ideas. similarly, f.m. esfandiary is responsible for spreading and popularizing transhumanist ideas in the 1970s and 1980s. esfandiary promoted the vision of new humans rejecting traditional notions of identity, mortality, and physical limitations. his book entitled are you a transhumanist? outlined a roadmap for embracing a transhumanist future. his book played a great role in making the previously unaccepted concept of transhumanism acceptable. similarly, different religious philosophies that preached the better position of human beings in certain ways and the thinkers who have presented their different views in relation to human capacity and enhancement are the philosophical roots of transhumanism. the religious philosophies are the humanistic approaches as they focus on human efforts for the betterment. the great philosopher nietzsche (2006) in thus spoke zarathustra has discussed the idea of self-overcoming the limitations in the form of ‘overman’ or ‘superman’. another philosopher pierre teilhard de chardin’s idea of ‘omega point’ is the preconception of transhumanism. this is the future evolutionary state of supreme consciousness harmoniously combined with technology. to talk about the root of transhumanist philosophy typically, it bases on positivism and utilitarianism, emphasizing empirical science as a means to improve the human condition physically and intellectually. it also incorporates elements of existentialism by advocating for individual agency in shaping human destiny. with this movement, an individual will be free to choose his destiny. prominent transhumanist thinkers, such as max more and nick bostrom, have articulated these ideas in detail. going one-step ahead bostrom has proposed frameworks for understanding and guiding humanity’s technological evolution. modern transhumanist movement took shape in 20th century. for shaping it in formal form, different organizations based on the philosophical roots played a very crucial role. among others, the extropy institute established in 1990 by max more and natasha vita-more has a higher place. it focuses on spreading transhumanist philosophy. organizing different talk programs, this institute initiated the task of spreading the philosophical thoughts of transhumanism. world transhumanist association known as humanity+ is the organization that advocates for the ethical use of technology to enhance human capacities. initiated by nick bostrom and david pearce, this organization is responsible for popularizing transhumanism in the present era. now this philosophical movement has become the prominent issue for discussing different human enhancement activities that aim at promoting human capacity. julian huxley is credited as the intellectual father of transhumanism, but the movement has evolved through different ups and downs. beginning from the religious philosophies that regard the existing human situation as insufficient, the essentiality of human effort for betterment to the need of combining human and machine for human enhancement are the stages that transhumanism passed through. basic philosophy of transhumanism transhumanism is a word that has wider coverage having similar propositions like that of philosophy philosophical, anthropological, technological, and theoretical positions. primarily, transhumanists aim to transcend the physical, mental and psychological limitation that humanity is facing at present. until and unless human beings overcome the limitations that nature is puttinh to us, it is impossible to lead to higher level of consciousness. moreover it is not possible to overcome the trapping hindrances and increase individual freedom and secure humanity from different explosive crises. secondly, transhumanism is based on liberal ideas of society as a political program. accordingly, transhumanists strive towards a future society with totally free individuals. there individuals will be permitted to live the life they prefer. thirdly, transhumanism is a biological, social, and technological anthropology of the human species that regards the present position of human beings having numerous defects and extremely in need of drastic improvement. that is why the virtual and teleological aim of transhumanism is to be post humanist. moreover, human evolution based on technology is pa ge 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 1-6, 2025 base of this theory. therefore, it asserts that having harmonious combination with machine and technology man can improve, increase and enhance his physical and cognitive qualities. there is no limit to this theory as it plays on extreme possibilities. transhumanists claim that natural events such as old age, guilt, suffering and even death can be changed, dominated and overridden. they believe that man can transform his/her morphology, choosing between various options for the propagation of the species. some of the transhumanists go so far as to talk about the possibility of mind hovering that is leaving aside the human body by transferring all the “information” contained in each individual into a computer. like computer chips, information of the human mind can be modified, transferred and stored. strength and weaknesses of transhumanism as a philosophical movement that has influenced modern academia extremely, transhumanism has certain weaknesses and strengths. they are the parts of this movement. the major strength of the movement is the human enhancement and the act of surpassing human weaknesses. as a weakness, this movement is blamed as failure to address the problems of present but concerned much for past. it also attempts to overcome cognitive aspects such as social skills, memory, concentration and intelligence, and physical aspects such as death. the attempt to overcome death is unnatural. more advantages can be identified with this philosophical movement. another section of its positive influence is the harmonious combination of man, machine and technology to enhance human intelligence, senses and learning. in this sense, this philosophical movement seeks to decrease the defects of people and, therefore, the human being can be led to perfection. expected technological development assures the human body to make it more resistant to disease, thus guaranteeing longevity. this also aims to slow down ageing. in this sense, marking the positive qualities of this movement, its profounder huxley (1968) asserts, “already, we can justifiably hold the belief that these lands of possibility exist, and that the present limitations and miserable frustrations of our existence could be in large measure surmounted”. against the pessimists who never see any future possibilities but just the devastation, huxley points to the possibility of surpassing human limitations and addressing human frustration by combining man and machine. asserting the positive possibility of transhumanism in the age flooded by the pessimistic news, lilly (2013) mentions: the transhumanists offer a hopeful vision at a time when things could be better, should be better. we face interminable war, food and water shortages, global warming, economic instability, senseless violence, and many of us have little faith that current social institutions can handle these problems. lilly stresses the value of transhumanism in the sense of spreading optimism to the people who are faded up with negative news and pessimistic views. additional disadvantages can be identified. first and major disadvantage is the possibility of completely losing human identity. present capitalism is creating a vast gap between rich and poor. this merging of technology with man for enhancement can lead to extreme inequalities between countries and continents, increasing the digital divide and the possibility of social conflicts. similarly, the conflict related to moral, judicial and ethical laws arises, generating social unrest. critiquing the dissatisfaction this movement puts to the present condition of human beings moore (2012) points: one critique of transhumanism is that it starts from the standpoint of viewing the human condition as weak, poor, and ‘not very good,’ both physically and morally. aspects of life that involve disease, disability, aging, and involuntary death are seen as undesirable and unnecessary. moore has the view that dissatisfaction with natural human qualities or traits might lead to certain unthinkable and terrible situations. it is not sure that altering natural qualities leads to a better situation. he objects to the act of altering natural qualities for artificial efficiency. ethical debate on transhumanism and its impact on human society the transhumanist movement has multiple possibilities both positive and negative. moreover, it is not without controversy. the supporters point to the possibilities of solving the vital physical and mental problems that human beings are facing at present. they stress that a harmonious combination of man and machine or technology will lead to unthinkable human enhancement. critics argue that such enhancement may create social inequalities, by limiting the access of technology to limited rich people who enjoy extreme benefit and more power. it is sure that altering human nature might bring numerous unintended consequences, such as the loss of individuality or unforeseen psychological impacts (sandel, 2007). sandel is worried about the unpredictable negative consequences that human ambition of achieving the position of god might bring. so he stands against artificial enhancement. moreover, the concept of altering god has drawn criticism from religious and philosophical perspectives. some view the pursuit of radical human enhancement as hubristic, suggesting that it undermines the sanctity of human life. thinker fukuyama has the view of questioning the destiny of transhumanism. where will it lead to human civilization? his worry is related to the ethical implications of creating beings with vastly superior capabilities, which could disrupt social and moral norms (fukuyama, 2002). diversity is the essential and vital nature of human society. if this natural diversity is replaced by the techno pushed artificial diversity, the result cannot be positive. fukuyama stands against the priority transhumanism gives to artificial modification. on the other hand, proponents like bostron(2014) argue that the responsible development and regulation of enhancement technologies could alleviate suffering and improve quality of life. bostron emphasizes the pa ge 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 1-6, 2025 importance of equitable access to these innovations, ensuring that their benefits are distributed broadly across societies. as the technological advancements will be accessible for all people it will not create a gap but will fill the gap that human society is facing at present. bostron has the strong faith in the equality that technological advancement ultimately creates. ai technologies promise significant advancements in cognitive enhancement. brain-computer interfaces (bcis) are being developed to integrate human brains with artificial systems, enabling direct communication between the mind and machines. such advancement in technology could enhance memory, learning, and problem-solving abilities. it helps to create augmented intelligence (goertzel, 2014). goertzel takes this potentiality of combining artificial intelligence with human activities positively. enhancement of human memory, learning and problem solving capacity with technological assistance is positive. another aspect of transhumanism that is related to ethical debate is the use of nanotechnology for improving human health at the molecular level. nanobots, for example, could be deployed to repair cells, deliver drugs precisely, or eliminate pathogens. it can be used to alter the natural bodily qualities of human beings. similarly, cybernetics explores the integration of mechanical and electronic components into the human body. the strong objection of those ethicists is the implantation of machines in the normal body to make it more efficient. this search for efficiency in an artificial way would lead to uncertainty. kurzweil (2005) emphasizes on the development of advanced prosthetics and exoskeletons exemplifies how technology can restore or even surpass natural human abilities. use of artificial body parts to replace non functioning organs is acceptable but more than this is strongly objectionable. it leads to an uncertain future. one of the most questionable but intriguing aspects of transhumanism is the pursuit of digital immortality. this search for immortality defeating natural death invites criticism and a dark future. researchers are investigating the possibility of uploading human consciousness into digital systems, preserving individuals’ thoughts, memories, and personalities beyond their biological lifespans. such technological advancement based on nanotechnology implanted in the human body altering traditional patterns of natural mental functioning will demand total change in the concept of human beings. hayles (2017) discusses in detail about such technological enhancement critically showing its dreadful possibility. hayles warns that while still in its infancy, this field raises profound questions about identity, personhood, and the nature of consciousness. the thinkers who are associated with the movement of transhumanism are divided. some of them like bostron, goetzel and kurzweil are in support of this movement; and sandel, hayle and fukuyama object to the domination of artificiality over natural qualities as promoted by this movement. the base of the supporters is the motive of human enhancement at all costs. if there is the possibility of defeating human weakness that we are experiencing at present, why not to go for that. our norms, values, rules and regulations are human made and can be changed as per changing situation. the opponents have the common view that aspiring for total perfection might bring terrible consequences. extreme alteration of natural qualities might lead to an unpredictable dark future. therefore, they are doubtful about the consequences. moreover, their objection is based on the ethical ground. what will happen to human identity, human relation, love, affection and emotion? similarly, loss of traditional norms, values, rules and regulations will lead to nothingness. that is why they prefer improvement of natural qualities not the domination of artificiality eradicating inherited qualities. they are not ready to redefine human beings, human relations and human values for artificial encroachment on the human body. conclusion our observation of the different aspects of transhumanism leads us to the conclusion that technological advancement in harmony with human beings invites so many possibilities for human enhancement in the future. it unfolds the possibility of correcting the defects in human physiology and psychology in combination with advanced technology. altering different natural traits is unpredictable and frightening. scholars are divided into two groups: supporters and opponents of transhumanism. those supporters show its essentiality whereas the opponents raise different ethical issues and oppose it. though the desire for digital immortality is unacceptable, there is no option of accepting it and moving ahead. it ultimately leads to the redefinition of what it means to be human beings. it breaks traditionally established boundaries between biology and technology and dismisses the questions about identity, morality, and the essence of human existence and many more. although the journey toward a transhumanist future is suspected with ethical dilemmas and uncertainties, it also holds immense potentiality of human enhancement and expands the horizons of human possibilities. present world is the land of possibilities; the possibility of change should not be hindered in the name of identity, emotion and ethics. what is wise is to work for reducing the negative consequences that might come with this movement and utilizing positive possibilities. references baylis, f. (2019). altered inheritance: crispr and the ethics of human genome editing. harvard university press. bostrom, n. (2005). a history of transhumanist thought. journal of evolution and technology, 14(1), pp. 1-28. bostrom, n. (2014). superintelligence: paths, dangers, strategies. oxford university press. fukuyama, f. (2002). our posthuman future: consequences of the biotechnology revolution. farrar, straus and giroux. goertzel, b. (2014). artificial general intelligence: pa ge 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 1-6, 2025 concept, state of the art, and future prospects. journal of artificial general intelligence, 5(1), 1-48. hayles, n. k. (2017). how we became posthuman: virtual bodies in cybernetics, literature, and informatics. university of chicago press. hopkins, p. d. (2012). transhumanism. encyclopedia of applied ethics (2nd ed., pp. 414-422). elsevier. https://doi.org/10.1016/b978-0-12-3739322.00243-x huxley, j. (1968). transhumanism. journal of humanistic psychology, 8(1), pp.73-76. https://doi. org/10.1177/002216786800800107 kurzweil, r. (2005). the singularity is near: when humans transcend biology. viking. lilley, s. j. (2013). transhumanism and society. springer briefs in philosophy. moore. p. (2012). human enhancement. encyclopedia of applied ethics (2nd ed., pp. 627-635). elsevier. https:// doi.org/10.1016/b978-0-12-373932-2.00384-7 nietzsche, f. (2006). thus spoke zarathustra: a book for all and none (a. d. caro, trans.). cambridge: cambridge university press. (original work published in 18831885). ostberg, r. (2024, june 11). transhumanism. encyclopedia britannica. https://www.britannica.com/topic/ transhumanism prisco, giulio. (2013). transcendent engineering. in m. more & n. vita-more, eds. the transhumanist reader: classical and contemporary essays on the science, technology, and philosophy of the human future (pp. 234-240). chichester: wiley-blackwell. sandel, m. j. (2007). the case against perfection: ethics in the age of genetic engineering. harvard university press. pa ge 1 pa ge 21 6 american journal of arts and human science (ajahs) axiological relevance of the tadek dance of the tingguians of nueva era, ilocos norte reygan a. butali1, gelson c. daluyon1, john marc s. duyao1, ainah apple f. fonacier1, jasper kim m. rabago1, patrick john b. roldan1, norman dionelle b. tolentino1* volume 4 issue 2, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i2.3005 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: may 07, 2024 accepted: june 11, 2024 published: may 08, 2025 the evolution of the tadek dance as art of the post-burial rites of the tingguians of nueva era is a result of the family influence and the age of foundational learning of the identified performers of the tadek. along with the death practices of the tingguians during wake and burial is that the tadek dance is also performed as part of their post-burial rites. also, the tadek dance strictly observes steps, movements and choreography in its performance as there are implications of the tadek dance on post-burial rites. lastly, the tingguians of nueva era puts so much importance and value to the tadek dance as this serves as a part of their cultural identity and cultural heritage as indigenous people .this study aims to explore the post-burial rites of the tingguians and to document the steps, movements and choreographies observed during the performance of the tadek. this study also aims to explore the cultural relevance of the tadek dance among the tingguians. hence, a focused group discussion (fgd) with the participants was administered to be able to acquire the necessary data needed in the study. the participants was chosen as they are identified performers of the dance. prior consent was secured from the national commision on indigenous peoples, office of the mayor and a courtesy call among the tribe’s chieftain and all ip laws were observed before the conduct of the study. an interview guide formulated by the researchers which was validated by three ip members from ilocos norte and one professor in the social sciences was used during the focused group discussion (fgd). data gathered was analyzed through a thematic analysis. to be able to analyze and interpret the data gathered, the researchers sought help from a native of the locality to translate the responses of the respondents. keywords burial practices of early filipinos, axiological relevance of philippine ethnic dances, tadek dance, tingguians, nueva era, ilocos norte 1 mariano marcos state university, philippines * corresponding author’s email: ndbtolentino@mmsu.edu.ph introduction various cultural practices have been observed by filipino ethnic groups and it differs from one ethnicity to another. these cultures may be observed in their crafts, arts, songs, and dances. dance is performed in specific occasions and performance. one example of these ethnic dances is the tadek dance by the tingguians of northern philippines. tingguians, originally from abra in the northeastern part of luzon is now scattered in its neighboring provinces, specifically in ilocos norte particularly in the indigenous people’s municipality of nueva era. several factors such as economic exchange, social interactions, and intermarriages made possible the transfer of culture of the tingguians to its neighboring communities. one of the cultural practices that this tribe brought to civilization is the tadek dance that is performed during community occasions (benedito et al., 2023). in addition, according to bose and his team (2015), the tingguians dance when there is something to celebrate and they also do the same to remove undesirable feeling and conditions like when somebody is sick or when they just came from a funeral. thus, the tadek dance was also carried by people of nueva era as part of their practice acculturation and assimilation. today, the people of nueva era practice tadek in most of their social gatherings specifically during funeral. in connection, several burial and funeral practices are observed by the tingguians, at the time of the announcement of the death of a person, during wake, and post-burial. this study focuses on the tadek as incorporated in the post-burial practices of the tingguians of nueva era traditional dances are performed by each ethnicity such as the tingguians in their celebrations and occasions to commemorate their beliefs that their ancestors handed to them, as well as a way to respect nature and the spirits. steps, movements and choreography of the tadek dance are followed during its performance during funerals as these steps, movements and choreography carries meaning with it. there are also rituals before, during, and after the dance is performed, and is strictly observed as it may offend and/or the performers may interpret the dance differently. however, modern dance categories and/or genres have become a trend in social media platforms like tiktok. the trends posed by popular culture especially in dances endanger the traditional steps, movements and choreographies of cultural dances. at some point, these traditional dances are becoming commodities, or the so-called commodification of culture in which cultural traditions are not performed for cultural purposes but for economic purposes. anacin (2014) argued that traditional dances are affected by outside factors such as intermingling of different cultures in a single community. considering the current trend, it must be the task of every individual to value ethnic dances and keep its pa ge 21 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 216-223, 2025 originality as this are a reflection of national identities. as georgios (2017) adds, it contributes substantially to the reinforcement of a cultural identity. this urged the researchers to conduct this study to be able to document the post-burial practices of the tingguians incorporating the tadek dance and to inculcate the importance of cultural traditions not only to the learners but also to the larger society by revisiting the historical evolution and cultural relevance of the tadek dance of the tingguians of nueva era specifically during funerals. the findings of this study would greatly help the educational curriculum in incorporating indigenous cultures in its academe. also, the results of this study would be of help to the local government in their efforts towards cultural preservation and in their efforts in boosting tourism in their local place. in addition, teachers will also be benefited from this study as they will be given more knowledge about the cultural traditions of ethnicities of the philippines such that of the famous tadek dance of the tingguians and would help them in their endeavors towards contextualization in the teaching-learning process. lastly, this study aims to preserve the cultural traditions of the ethnic groups through educating younger generations towards the importance of their cultural roots and traditions. keywords: burial practices of early filipinos, axiological relevance of philippine ethnic dances, tadek dance, tingguians, nueva era, ilocos norte literature review burial practices of early filipinos burial practices of early filipinos have been observed even before the spanish colonization in the 1500s. one evidence to this is the burial practice of igorots of burying their dead in their backyard and exhuming it whenever someone from the family dreams about the dead and a butchering of animals is held to commemorate the dead. also, according to fitzpatrick (2013), some are even buried beneath houses. the manungggul jars serves also as evidence that early filipinos bury their dead not in coffins but in jars. in addition to this, several burial artifacts are recovered from identified burial sites of early filipinos. the burying of the dead in the backyard was affirmed by a study conducted by canilao (2016) stating that tingguians practice residential burials and re-suing them. also, in the study of andaya (2018), several burial practices of the tingguians were enumerated: atong or the burning of pieces of wood which is placed in front of the gate of the house, corpse setting on a chair, no embalming, no use of coffin, ritual for the declaration of death, butchering of animals, sangsang-it or the solemn chant for the dead usually accompanied by basi or traditional wine, prohibition of family members to travel, working and taking a bath during wake, lay-og or the family reunion that is held to remember the dead, burying of the dead in the backyard, gimong or the mass for the dead, gulgul or a form of cleansing after the burial which is done by tapping the foreheads of those who attended the burial with warm water and lastly, tadek which is a dance performed during post-burial rites. axiological relevance of ethnic dances in philippine indigenous communities according to galindon (2023), dance is used to express a people’s culture and symbolizes social structure and traditional values of a certain society. in the study of galindon in 2023, the axiological relevance of a dance are enumerated as follows: spiritual representation of humanity to the realm of spiritual universe, importance to the community and relationship of the people to the dance’s rhythm. she further concluded that dance serves as a thread that weaves people together into one bigger culture that gives continuity and identity. through the steps, movements and choreography, a culture is being unified to their cultural beliefs, traditions, and identity. they are held together by the simple clap of their hands, hymns, whistles and prayers among others. thus, the continuous practice of these traditional dances help preserve a culture. as stated in the study of galindon (2023), the steps of a dance shape a continuum of meaning that reflects the innermost mind and soul. therefore, it should be preserved in order for their cultural identity to exist and to be known through generations. also, it is crucial that indigenous cultures be taught and integrated in the educational curriculum because it provides the learners ideas about the rich historical identity of their ancestors and their community through the indigenous peoples education (iped). thus, this must not only be taught to the ip group but also to non-ips for greater knowledge and appreciation of the existing culture. an issue that could be addressed with this is the cultural appreciation of ethnic dances. this way, non-ip groups will be aware of the sanctity of the ethnic dance including its elements.. with this, it should be the effort of the educational institutions to inculcate indigenous cultural studies in their curricular endeavors across all those involved within the community. in the study of rabago (2021), ethnic dances, specifically in the talip of carasi and darepdep of dumalneg, sociocultural values such as artistry, brotherhood, close family ties, cooperation, courtesy, loyalty, peace, and solidarity are represented. also, in the study of galindon (2023), several dances of the applai tribe of solana, cagayan represents axiological relevance. pattong, for example, represents the value of happiness and respect for the land not only as a place to live but a part of life as it sustains their everyday needs. another is the takik, a wedding dance of the applai tribe representing the values of filial piety, family loyalty, and continuity of the family lineage. and lastly, tuppaya, a war dance, also performed on the other hand as a way to celebrate victory. it also represents the values of solidarity and harmony among the group. pa ge 21 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 216-223, 2025 ethnic dances in the uplands (cordillera administrative region) the diversity of philippine tribes allows also the differences in their dances. dances are themed and performed depending on the landscape of their locality such as those coming from the cordilleras. the cordillera administrative region is composed of six provinces namely, abra, apayao, benguet, ifugao, kalinga and mountain province. each of these regions have unique ethnic dances of their own making them ethnically different but culturally alike. among the dances of these upland provinces are tadek of the tingguians of abra, usually performed on various occasions, takik and tallibeng of the e-sabangans of benguet which is performed during rituals, ceremonies, and occasions (talangchey, 2023), dinnuy-a, hinggatut, pagaddut, tobab and tayaw of ifugao which are performed either as ceremonial or festival dances (gonzales & ngohayon, 2015), ettam mangappa, or known as the dance portraying the traditional wine-making process of the ibanags of cagayan (aquino et al., 2023), and the ballangbang dance of mountain province, which is usually accompanied by gongs (guinabang & tanglib, 2021). all these ethnic dances portra significant aspects of the lives of the indigenous people and is a symbol of their long standing traditions and way of life. the tadek dance of the tingguians of ilocos norte tadek is a unique dance performed by the tribal communities of nueva era, commonly known as “tingguian,” to express their jubilation over victory, courtship, marriage, thanksgiving, and other significant events in their life (pe benito, 2021 as cited by mugas, 2021). the dance itself is important to the tinguian culture as it represents unity among the sub-tribes. this ethnic dances is performed during important occasions of a person’s life and the during a community celebration as well; thus, the celebrations include funeral, wedding, fiestas and other social gatherings. according to sarabia (2023), the symbolism embedded in their choreography beautifully mirrors the call for the protection and preservation of the environment. for the purpose of this study, the tadek dance is delimited on the post-burial practices of the tingguians of nueva era, ilocos norte. the word tinguian was derived from the term tinggue which means mountain or elevated place. thus, it can be inferred then that the tingguians are people of the mountainous region, of which they are mostly found in the province of abra. the tingguians are indigenous people of the province of abra located in the cordillera region of northern philippines (ballo-alzate, 2022). also by ballo-alzate (2022), historical records reveal that tingguians were the original settlers of abra. several factors however may contribute to the migration of the tingguians from abra to different places in ilocos norte such as conflicts, survival, economic activities, intermarriages and so on. acculturation has allowed the tingguians to accept innovations in terms of their social and cultural life. today, tingguians are spread across communities in the ilocos, and one of this is nueva era. this migration has led them to spread also their culture among their neighboring towns and an evidence to this is the practice of their cultural dance called tadek. materials and methods research design this study is qualitative in nature as it tries to describe the axiological relevance of the tadek dance among the tingguians of nueva era, ilocos norte. in addition, this study is also a historical research as it tries to explore the evolution and historical relevance as a unique cultural practice of the tadek dance among the tingguians. the data was gathered through an interview with the key members of the tribe who performs the dance and was analyzed with the help of tribesmen who were able to interpret their responses during the focused group discussion. the instrument used is the qualitative structured interview guide on the axiogical relevance of the tadek dance among the tingguinas of nueva era, ilocos norte. this is composed of guide questions intended to explore the historical foundations, experiences and practices of the tingguians toward the tadek ethnic dance that was developed by the researchers. the instrument was validated by a panel of experts. data gathered from this study was theoretically analyzed to come up with themes which gave light to the questions under investigation. locale of the study this study was conducted in poblacion nueva era, ilocos norte. the locality was identified because of the prominence of the tingguians in the place and is identified by the national commission on indigenous people as the sole tingguian community in ilocos norte. the municipality of nueva era is a third class municipality in the province of ilocos norte. it is one of the indigenous cultural communities (iccs) of the province of ilocos norte as it homes many of the cultural tribes of ilocos norte and one of them are the tingguians. it shares boundaries with abra where the original tingguians came from. based from the 2020 census by philatlas, its population was 11,968. it represents 1.96% of the total population of the province of ilocosnorte, or 0.23% of the overall population of the ilocos region. nueva era’s original inhabitants and settlers of the town were the tingguians, which can be traced from their origins from abra. population and sample this study made use of purposive sampling to identify the respondents who are involved in the cultural practice as well as to identify the cultural relevance of the tadek dance. the respondents of this study are the tingguians who are residing in poblacion, nueva era. the pa ge 21 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 216-223, 2025 respondents were categorized based on age, ethnic post and extent of involvement in the performance of tadek. the researchers interviewed selected residents of the locality who were identified to be performers of the tadek dance in various social gatherings of the the tingguian community. research instrument the research instrument is divided into five parts. first, it asks the respondents’ history of involvement in the tadek dance. second part requires the respondents to enumerate practices being observed at the time of death, during the wake, burial and during post-burial. third part examines the performance of the tadek dance in their post-burial practices. fourth part explores and relates the meanings of the movements of the tadek dance to its performance in their post-burial practices. and lastly, it explores the cultural relevance of the tadek dance to the life of the respondent and to this tribal community as a whole. the instrument was validated by three ip members from ilocos norte and one professor in the social sciences. data gathering procedure before conducting the interview, the researchers sought permission from the municipal mayor of nueva era to ensure that no ip laws are violated during the conduct of the interview and the study as a whole. after approval of the requests, the researchers made a courtesy call to the barangay chairman , the ipmr of the community and to the chieftain of the tribe to be able to start with the interview among the members involved. all data gathered were treated with utmost cultural sensitivity and ethical considerations to ensure that the responses are well-taken cared of. all data gathered were used as basis for the analysis of the axiological relevance of the tadek dance as a cultural practice among the tingguians in the municipality of nueva era. data analysis thematic analysis was used in the analysis of data gathered because the study is a qualitative research and responses are expected to be subjective-descriptive information, therefore, it is necessary that thematic analysis be employed to better conceptualize the data provided in the structured interview guide. in relation to thematic analysis, the steps conducted in the research are as follow: first, performers of the tadek dance is identified in order to gain a historical background of how they were involved in its performance in various social gatherings. second, the data gathered were categorized depending on the occasion the tadek dance is performed. in this study, the focus is on the practices and rituals related to death. third, the data gathered is explored and examined on how the tadek dance is performed during post-burial; included are the specific steps, movements and choreography exclusive only during the performance of the dance during post-burial. and lastly, the data gathered from the interview are transcribed to be able to document the cultural relevance of the tadek dance. to be able to analyze and interpret the data gathered, the researchers sought help from a native of the locality to translate the responses of the respondents. mathematical expressions and symbols n/a results and discussion this chapter presents the results of the data gathered during the focused group discussion. the data gathered were analyzed to explore the historical foundations and give meaning to the experiences and practices of the tingguians toward their cultural practice of the tadek ethnic dance. family influence and the age of learning the tadek dance based from the interview, the participants’ ages in their involvement to the tadek dance ranges from as early as 4 to 15 years old. these implies that anyone can learn the dance from the age stated and that a number of variables, such as individual desire, cultural immersion and family influence also affects their involvement. some participants responded: thru my lolo and lola idi 4 years old nak. [through my grandfather and grandmother when i was 4 years old.] (participant 2) nangrugi nak nga nagtukar ti tadek idi 15 nak nu sumursurot nak ti lallakay a mapan agtukar ti sala ti tadek. [i started performing tadek when i was 15 years old, i join the elderly when they perform the tadek dance.] (participant 6) the value of family members—especially parents and grandparents—in teaching the tadek dance is also common among the respondents. one typical way to learn was through intergenerational transmission, which emphasized the importance of maintaining ties to one’s family and cultural heritage in order to preserve norms. intergenerational transmission of cultural knowledge was affirmed in the study of georgios (2017) as cited by talangchey (2023), stating that continuous practice of the younger generation of the traditions passed down by their ancestors promotes cultural preservation and it is a pressing need for these traditions to continuously survive as it reinforces cultural identity. tadek dance in social celebrations and rituals according to the respondents, the tadek dance is commonly connected to happy social occasions such as festivals, marriage, and courting. this suggests that the dance expresses ethnic variety and fosters a sense of togetherness even while everyone in the group is having a great time and celebrating. respondents held that the tadek dance is performed: pa ge 22 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 216-223, 2025 during merry making, courtship, burial and wedding. (participant 1) no adda agkasar ken punpon ken no manglagip. [during wedding, burial and death anniversary.] (participant 3) masala ti tadek babaen iti pinagkasar, panagas-asawa ken pinagpamunpon ti minatay. [tadek is performed during wedding, courtship and burial.] (participant 7) kalpasan punpon, kasar, piesta, gulgol, waksi. [after burial, wedding, fiesta, gulgol, and waksi.] (participant 9) kasar, natay. [wedding and wake or funeral.] (participant 10) moreover, this study emphasizes the significance of the tadek dance in various ceremonies and customs, especially the burial practices. the fact that funeral customs include remembering and honoring the deceased is an evidence of the importance of the tadek dance to the respondents. its ability to be performed at customary events like gulgol or mourning, and piestas or festivities, further illustrates how adaptable it is to a variety of cultural settings. some participants’ responses are as follows: mostly death. (participant 2) panagwaksi kalpasan iti maysa nga tawen. [to perform the waksi on the 1st year of the death anniversary.] (participant 5) natayan idjay abra. [funerals in abra.] (participant 6) minminatay ken kalpasan ti punpun. [during the wake and after burial.] (participant 8) as a multifaceted cultural practice, the tadek dance is ingrained in the community’s social structure and collective memory. because it keeps changing and finding resonance in diverse cultural and social situations over time, its performance on multiple occasions illustrates its adaptable nature. according to the respondents, the tadek dance is commonly connected to happy social occasions such as festivals, marriage, and courting. this suggests that the dance expresses ethnic variety and fosters a sense of togetherness even while everyone in the group is having a great time and celebrating. respondents held that the tadek dance is performed: moreover, this study emphasizes the significance of the tadek dance in various ceremonies and customs, especially the burial practices. the fact that funeral customs include remembering and honoring the deceased is an evidence of the importance of the tadek dance to the respondents. its ability to be performed at customary events like gulgols or mourning, and fiestas or festivities, further illustrates how adaptable it is to a variety of cultural settings. as a multifaceted cultural practice, the tadek dance is ingrained in the community’s social structure and collective memory. because it keeps changing and finding resonance in diverse cultural and social situations over time, its performance on multiple occasions illustrates its adaptable nature. tingguians’ practices during wake, burial, and post burial the interwoven relationships between mourning rituals, social cohesion, spiritual awe, and cultural preservation are illustrated by the burial practices of the tingguian community. in addition to paying respect to the deceased and offering solace and guidance to the bereaved family, these customs protect the community’s cultural identity. based from the responses of the participants, the following are the practices observed by the tingguian community at the time of death, during wake, burial, and post burial rites. during wake the customary wake, or vigil, known as sangsangit, entails the gathering of loved ones and neighbors to provide support and sympathies to the bereaved. men and women alike observe customs like ugayam, which entail offering prayers and collective mourning as a show of respect for the departed. sangsangit – daytoy nga kaugalian ti tingguian ket ubraen daguiti babbaket ken lallakay babaen ti panag-uggayam. [sangsangit – this tradition of the tingguian is performed by elderly men and women thru panag-uggayam (a conversation among each other through chant or debate)] (participant 1) no ada natay, dagiti lallakay kada babbaket ket agsasarita da. uggayam ti kayat na saw-en ket agsasarita da nga ikankantada, tas ada pagsisinnublatan da nga baso ti basi. [during the wake, elderly men and women will have an conversation (uggayam). uggayam means they will talk to each other in a singing manner where glass of basi is shared to by the performers.] (participant 3) uggayam nu ada natayan. nu nakamansayag, ada basi a pagbibingayan tunggal uminom agsinnumbat agkanta. [uggayam during wake, a wine or basi will be shared by the performers of the uggayam.] (participant 6) aglana emphasizes the need of having a community that is willing to support the grieving family. the grieving family receives support and sympathy from friends, family, and neighbors. the collective effort lessens the emotional burden of the bereaved family and strengthens community ties. aglana/hugas-kain-tadek (waksi or wagwag) (participant 2) kalpasan ti punpon ag-ugas ti ima nga adda ti danum ken basi na, panaglana ti ulo, panagtadek da kas panagwaksi. [after the burial, they need to wash their hand and drink basi, apply lana (oil) in their head, then they will perform the tadek.] pa ge 22 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 216-223, 2025 (participant 5) pinaglana after maipunpon kalpasan pinnangan ket agtadek pinagwaksi. [applying the lana (oil) after the burial, after the gathering, they perform the tadek.] (participant 8) punpon – aglana, agbuggo. kalpasan – waksi (tadek). [burial – applying (oil), washing, and after that the waksi(tadek)] (participant 9) post-burial palpalubos, also known as pakpakada, refers to the time after the burial when the immediate family bears the greatest loss. prior to burial, pannakaitabun takes place, during which those left behind prepare themselves and bid their farewells to their deceased family member. palpalubos/pakpakada – kinabigatan. pannakaitabun (before burial) – adda maipatakder ti immediate family tapos agbinnilin. [palpalubos/pakpakada is performed on the first hour before the burial where one member of the immediate family will give his/her last words to the deceased.] (participant 10) aglana emphasizes the need of having a community that is willing to support the grieving family. the grieving family receives support and sympathy from friends, family, and neighbors. the collective effort lessens the emotional burden of the bereaved family and strengthens community ties. aglana/hugas-kain-tadek (waksi or wagwag) (participant 2) kalpasan ti punpon ag-ugas ti ima nga adda ti danum ken basi na, panaglana ti ulo, panagtadek da kas panagwaksi. [after the burial, they need to wash their hand and drink basi, apply lana (oil) in their head, then they will perform the tadek.] (participant 5) pinaglana after maipunpon kalpasan pinnangan ket agtadek pinagwaksi. [applying the lana (oil) after the burial, after the gathering, they perform the tadek.] (participant 8) punpon – aglana, agbuggo. kalpasan – waksi (tadek). [burial – applying (oil), washing, and after that the waksi(tadek)] (participant 9) kiwas commemorates the deceased’s one-year anniversary and the end of the mourning process. it could entail additional rites or social occasions to honor the departed while contemplating their legacy. kiwas after 1 year. (participant 2) the practice of the tingguians of the abovementioned beliefs during burial aid in the transition for both the departed and the grieving family members. also, the observance of these beliefs, customs, and traditions help preserve their cultural and ethnic identity. this also help them to be harmonious in their social relations as everybody in the community is willing to help the bereaved family in their time of grief over their lost loved ones. implications of tadek dance movements on postburial rites the tadek dance is a religious ritual performance that the tingguian community use to convey their spirituality, foster community relations and preserve their culture in addition to being a way to honor the deceased. in postburial rites, the tadek dance’s steps, movements, and choreography have deep symbolic implications pertaining to illumination, protection, cleansing, ceremonial integrity, community connection, and adaptation. the act of wag-wag or waving of a light source, symbolizes the desire to illuminate and clarify one’s path, both literally and customary. by waving the light, dancers seek to dispel darkness and confusion, customary guiding the departed soul towards enlightenment and peace. alamano – nalpas nukwa jay salan ken mabalin pay tay iwagsak mo allap malpas nukwa tay salan. [alamano (hand shake) by the performers and the waving of the allap to signify that the dance is over.] (participant 10) the tadek dance embodies a belief in the power of ritualistic movements to ward off malevolent forces and ensure the safe passage of the deceased. specific movements, such as waving the light at shoulder level, aim to provide protection from negative energies or bad spirits. ti panagusar ti allap ket dapat shoulder level nga malengdan ti barukong. sakbay nga masala ti tadek maiwagsak ti allap tapnon maiwaksi daguitay bad spirit. [the use of allap should be shoulder level to cover the chest, before dancing the tadek, you need to wave the allap to drive away bad spirits.] (participant 7) the choreography may involve waksi/kilyas or symbolic movements of cleansing and purification. these movements support in spiritual transition and help the soul to prepare for the afterlife by purging the surroundings of impurities and negative energy. waksi/kilyas – nu sumangpet aggapo kampusanto maikkat jay sinyal ti agminatay (banggal), tapos agbuggo ti napudot nga danum sada malanaan. [waksi/kilyas – when they arrived from the cemetery, the banggals (white ribbon on the forehead) must be removed, then they will wash the foreheads using hot water and then they will apply the lana (oil).] sadsad – salaam jay nakamansayagan na, wennu jay uneg ti balay (salas, kusina). [sadsad – the dancing of the place where the deceased was waked this also includes the living room and kitchen.] (participant 10) the integrity of the ritual is highly valued, and dancers are advised not to perform the tadek dance if they have not been initiated properly or if particular demands have pa ge 22 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 216-223, 2025 not been satisfied. this emphasizes the significance to honor cultural customs and preserve the legitimacy of the ceremony. marugyan ti tadek, haan nga mabalin agtadek ti haan nalanaan. no adda dagijay nakamangisit agsukat da ti puraw. mantinidor isu ti manirugi tay sala, isu’t akin iggem tay allap nga isu na ti mangited dagijay sumaruno agsala. haan mo dapat tanggihan, mabalin mo tanggihan no kapaspasinam lang. [to start the tadek, only those who were applied with oil are allowed to perform. those who are wearing black clothes are required to change it to white. the mantinidor will start the dance holding the allap that will be given to the next performer. you are not allowed to refuse [when the allap is handed over to you], you are only allowed to refuse if you just recently lost a member of your family.] (participant 10) tadek dance creates a common bond within the tribal group, which brings together people from different backgrounds to celebrate and preserve their cultural legacy. it represents the tingguian identity and the sense of belongingness which are reinforced when members of the community take part in the dance. the tadek dance is a religious ritual performance that the tingguian community use to convey their spirituality, foster community relations and preserve their culture in addition to being a way to honor the deceased. in postburial rites, the tadek dance’s steps, movements, and choreography have deep symbolic implications pertaining to illumination, protection, cleansing, ceremonial integrity, community connection, and adaptation. the act of wag-wag or waving of a light source, symbolizes the desire to illuminate and clarify one’s path, both literally and customary. by waving the light, dancers seek to dispel darkness and confusion, customary guiding the departed soul towards enlightenment and peace. also, the performers shake hands, also known as alamano in their vernacular and the waving of the allap to signify that the dance is over. the tadek dance embodies a belief in the power of ritualistic movements to ward off malevolent forces and ensure the safe passage of the deceased. specific movements, such as waving the light at shoulder level, aim to provide protection from negative energies or bad spirits. in addition, before dancing the tadek, the use of allap should be shoulder level to cover the chestthe waving of the allap to drive away bad spirits. the choreography may involve waksi/kilyas or symbolic movements of cleansing and purification. these movements support in spiritual transition and help the soul to prepare for the afterlife by purging the surroundings of impurities and negative energy. waksi/kilyas is performed when the attendees of the burial arrives from the cemetery, the banggals (white ribbon on the forehead) must be removed, then they will wash their foreheads using hot water and then they will apply lana (oil). in addition to the waksi/kilyas, the dancing of the place where the deceased was waked is also performed, this is known by the tingguians as sadsad. in addition to the place where the deceased was waked, the living room and kitchen is also included in the dancing. the tadek dance however, observes a strict rule imposed by the elders as observed by their ancestors. according to the respondents, the integrity of the ritual is highly valued, and dancers are advised not to perform the tadek dance if they have not been initiated properly or if particular demands have not been satisfied. this emphasizes the significance to honor cultural customs and preserve the legitimacy of the ceremony. some of the rules also include the application of oil to the performers and those who are wearing black clothes are required to change it to white. the mantinidor will start the dance holding the allap that will be given to the next performer. performers are not allowed to refuse [when the allap is handed over to them], they are only allowed to refuse if the performer just recently lost a member of a family. tadek dance creates a common bond within the tribal group, which brings together people from different backgrounds to celebrate and preserve their cultural legacy. it represents the tingguian identity and the sense of belongingness which are reinforced when members of the community take part in the dance. cultural relevance of tadek participants in the tadek dance experience a great sense of cultural identity and pride as they consider the dance as a symbol of their ancestral practice and an indication of their tingguian origin. because the dance offers a tangible depiction of their cultural history, it promotes a sense of pride among the tingguians as unified ethnolinguistic group. the tadek dance represents the discipline and reverence that the tingguian acquired from their forefathers. tingguians show respect for their customs and cultural history by practicing and performing the dance with diligence which instills discipline and respect in the tribal community. yun namana namin sa mga ninuno namin na pagpakita ng kaugalian ng tingguians na may respeto at disiplina. proud ka tingguians sa pagsasayaw ng tadek. [the culture and traditions we inherited from our ancestors proves that tingguians have the values of respect and discipline. we are proud of our tingguian ethnic identity whenever we perform tadek.] (participant 2) kas miyembro ti tingguians, napateg dagijay nga aramid ta isu ti kadayawan mi ken cultura mi. ti tadek dance kanyak ket respetok kadagijay immuna ti tribu mi. [as member of tingguians, it is very important trait because it is our pride and our culture. i perform the tadek dance as a way of showing respect to our ancestors.] (participant 3) deta ti mangipakita ti respetom kadagijay immuna, pa ge 22 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 216-223, 2025 isu’t pakakitan nga silalagip ka kadagijay natayen. tapno mataginayon dagijay tradisyon ti tingguians. [it is how we show respect to our ancestors, and we still consider and think of them even though they are gone. [we perform the tadek] to preserved the tradition of tingguians.] (participant 10) as a cultural legacy that has been passed down through the years, the tadek dance is a vital component of tingguian tradition. people preserve their ancestral traditions and ceremonies by perpetuating the dance, which preserves their legacy for coming generations to value and inherit. conclusions in light of the study, the following conclusions are drawn: tadek dance is learned as early as 4-15 years of age which is influenced by several factors such as as individual desire, cultural immersion and family influence. it performed in different occasions namely, festivals, marriage rites and courting and during funerals. several beliefs during wake, during burial and post-burial ceremonies namely: aglana, sangsangit and uggayam during wake; agbuggo, aglana, kiwas, pakpakada, tadek and waksi after burial. performers are strictly chosen by the elderly tingguians as the integrity of the dance is highly valued thus, those who cannot initiate properly the dance are not allowed to participate. also, in its performance, several steps, movements and choreography are strictly observed in order for the performers and the bereaved family to be ward off of bad spirits. an evidence to this is the observance of the wagwag or the shoulder level of waving the allap as protection from negative energies. also the performance of kiwas/ kilyas (the removal of the banggal, washing of hands of lukewarm water and applying of oil to the bereaved family) and sadsad ( dancing in the place of the wake). and lastly, the tadek dance fosters cultural relevance among the tingguians as this serve as their pride for cultural identity and a legacy from their ancestors which teaches them discipline, reverence to their ancestors, respect for their cultural tradition and cultural history. acknowledgements in doing this research much help and support were extended to us. the researchers feel proud, so humbly desire to make mention and to single out the following whose assistance was invaluable. foremost, our almighty god, who graciously and bountifully bestows us strength, wisdom, patience, and endurance and is the ultimate source of all blessings; dr. jasper kim m. rabago, the research adviser, for his expert guidance and wholehearted assistance throughout the different phases of this study; to our respondents, who patiently cooperated in sharing their knowledge regarding this study. and to the educational institutions whose support to our endeavors in pursuing post-graduate studies is unmatched. references anacin, c. 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(2015). indigenizing the curriculum: teaching at the ifugao state university, philippines. international journal of sciences: basic and applied research (ijsbar), 20(1), 32-52. guinabang, l., & tanglib, k. (2021). the ballangbang and ethnic dances of mountain province: an intangible cultural heritage of the igorots [master’s thesis, university of the cordilleras]. rabago, j. k. (2021). festivals of ilocos norte: a contextual review of values and culture in northern philippines. international journal of education and research, 9(2). talangchey, j. c. (2023). tadek di e-sabangan: an expression of the people of sabangan’s cultural identity and heritage through takik and tallibeng indigenous dances. philippine journal of science, 152(2). pa ge 1 pa ge 39 american journal of arts and human science (ajahs) a comparative study on the painting forms of western oil painting and chinese ink painting hao zhang1* volume 3 issue 2, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i2.2778 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: april 07, 2024 accepted: may 11, 2024 published: may 15, 2024 since modern international students introduced oil painting on a large scale to china, oil painting has been developing in china for over a hundred years. in citing the process of progress, learning, integration, and improvement, the change in titles from “western painting” and “western painting” to “oil painting” and then to “chinese oil painting” indicates that oil painting, as an art form, has deeply embodied the characteristics and connotations of traditional chinese culture. during this period, its development is closely related to the historical background of the entire china, reflecting the continuation and evolution of traditional chinese freehand brushwork spirit in the complex and changing context of the times. this article compares oil paintings imported from abroad with domestic ink painting, taking the artistic realm of painting in both the east and the west as the starting point. the main axis that runs through them is chinese ink painting and western oil painting landscapes. showcasing the similarities and differences between chinese ink wash landscape painting and western oil painting landscapes, chinese landscape painting emphasizes the expression of emotions and a sense of awe and emotion towards nature, with the main idea of “learning from nature”; the western oil painting landscape emphasizes the realism of the scenery, which is a re-creation of nature, allowing people to have a realistic feeling of being there when watching the painting. the main reason there are these differences between chinese ink painting and western oil painting landscapes is due to different social and cultural backgrounds and fields of consciousness. keywords comparison of cultural differences in chinese ink painting and western oil painting 1 national academy of sciences of belarus, master candidate, minsk, belarus * corresponding author’s email: hz8602001@gmail.com introduction at the beginning of the 20th century, many international students with the ideal of revitalizing chinese painting crossed the sea and went to europe to study western art. chinese traditional culture suffered a fierce impact from western culture. however, with the increasing strength of the chinese economy and the growing confidence of chinese people in local culture, the strength of chinese culture is once again evident (san shangbian, 2005). the source of art is life, which is a spiritual product produced by people in this social life, and art is one of them (kou yuanxun, 2006). in this process, oil painting, as the most important type of art in western art, has gone through a process of dissemination in china from simple utilitarianism to gradual nationalization and localization. it has increasingly shown stronger national characteristics, which not only complement and promote modern western oil painting, but also continuously enrich and develop its own painting language (su yi, 2014). this article compares chinese freehand ink painting with western oil painting, and identifies the most prominent contradiction faced by the two in the process of collision and fusion, as well as the preliminary results achieved in the process of resolution (ma yongjian, 2006). there are significant cultural differences between china and the west, resulting in complex differences between traditional chinese ink painting and western traditional oil painting. the reason for this is due to different perspectives, degrees, and methods of understanding culture, society, and nature (zhang xinyu, 2012) chinese ink painting landscapes and western oil painting landscapes are both expressive landscapes. they all use the nature we live in as a carrier to express our true emotions through mountains, trees, and rivers (huo jiujiang, 2011). compared to western painting, it focuses on concreteness, values human centeredness, and has a documentary feeling towards nature. what is desired is the reproduction of specific characters and events (chen shuxia, 2008). in terms of painting techniques, there is a fundamental difference between chinese ink landscape painting and chinese ink landscape painting. chinese ink landscape painting emphasizes leaving blank space, giving people infinite imagination. however, western oil painting landscapes almost do not use the technique of leaving blank space, relying on the control of pigments. the color depth, thickness, and dryness of pigments are used to express things and emotions (wang xiao, 2001). chinese ink painting is an artistic expression system that differs from western oil painting. it is a conscious culture under different aesthetic sensory forms. studying the expression of ink painting artistic conception in chinese modern and contemporary oil painting can stimulate the hidden creative talents of creators, broaden the thinking of artistic creation. the special presentation of ink painting artistic conception in chinese oil painting landscapes allows oil paintings with western civilization to be shrouded in eastern charm (yang xiaolan, 2009). pa ge 40 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 39-45, 2024 literature review the similarities between chinese ink painting landscapes and western oil painting landscapes chinese ink painting landscapes and western oil painting landscapes are based on humans’ living environment and nature, and painters use empathy techniques to express their emotions. integrating ideas and souls into nature, expressing one’s inner world through mountains, rivers, and trees. this can be described as “flowers splashing tears at the momen and birds scaring the heart with regret.”. wang guowei once said, “all language of scenery is language of emotions.” this is a motto suitable for creating ink and oil painting landscapes. camille pizarro uses a technique of alternating density to depict the mournful paris, and his works depict a cold and desolate scene, with a tragic and sorrowful atmosphere reminiscent of eastern poetry; cezanne’s landscape knife chops and chisels, using colors to express solid images with a resounding sound; the earth and mountains shook van gogh’s scenery, and his strong emotions shook the world. in “starry night” (figure 1), he conveyed his thoughts on human nature, the world, the universe, and eternity through the real vibration and flicker of colors. he also used artistic language to narrate the unknown and inner emotional world. this can be said to be the essential similarity between. figure 1: van gogh countryside scenery figure 2: chinese ink painting pa ge 41 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 39-45, 2024 materials and methods the differences between chinese ink painting and western oil painting scenery the differences between chinese ink painting and western oil painting landscapes are mainly reflected in the objects of expression, methods of expression, aesthetic principles, and composition. different objects of performance the objects of expression in western oil painting landscapes are very diverse, mainly focusing on people and scenery, rather than simply expressing “pure” natural scenery. although chinese ink wash landscape is mainly based on natural scenery, it mainly portrays “pure” natural scenery, followed by the boundary painting between people and their living environment. therefore, chinese landscapes tend to express an appreciation of the beauty of nature, while western oil landscapes pay more attention to the relationship between humans and nature. figure 3: examples of expressive forms of western oil painting differences in expressive techniques in terms of expressive techniques, chinese landscape painting does not excessively depict the details of objects. instead, it takes the author’s subjective ideas as the starting point, lines as the main expressive technique, and uses formulaic language to express objects. through the use of brush and ink techniques, various standardized texturing and coating techniques have been formed. western oil painting landscapes, on the other hand, depict objects based on objective objects, emphasizing both overall grasp and realistic details, paying special attention to the perspective ratio and specific temporal and spatial relationships of the objects. in the early days, the expressive techniques were mainly realistic, with accurate forms and harmonious colors. since the mid to late 18th century, they have gradually developed towards distinct and personalized strokes, textures, and color and strengthened the author’s personal subjective emotional expression. differences in aesthetic principles chinese ink mountain paintings focus more on creating a beautiful artistic conception that blends emotions and scenery. therefore, when creating chinese ink and wash paintings, landscape painters should “learn from the outside and gain the source of their hearts” by integrating their appreciation, understanding, and feelings of nature with their experiences of social life. this reflects the chinese philosophical idea of “harmony between heaven and man”. chinese landscape painting emphasizes the integration of personal subjective emotions and visual images of creators, reflecting a humanistic ideal. the creative principle of western oil painting landscapes is to create realistic and realistic landscapes, allowing viewers to experience a certain spiritual content or emotional ideal through an immersive aesthetic experience. they mostly use realistic techniques as the basic means of creation, which fully conforms to the aesthetic concept of visual reality. therefore, western oil painting landscapes place greater emphasis on the image representation of natural landscapes: chinese art is the art of being human, with gentle breezes, muddy rice fields, quiet moonlight, and rivers, these are the “divine songs” in the eyes of chinese painters. pa ge 42 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 39-45, 2024 figure 4: examples of expressive forms in chinese ink painting different forms of composition in composition and spatial modeling, western oil painting landscape mainly focuses on focal perspective, pursuing a realistic and realistic representation of the landscape, emphasizing viewpoints, space, perspective, as well as the sense of light and color in the environment, giving people a direct, simple, rational, and pragmatic feeling. use scattered composition as their main form of composition, emphasizing the importance of “observing the big from the small”. they cleverly organize the relationships between high and low, flat, broad, and profound from a moving perspective. starting from subjective and objective, ideal and reality, emotion and wisdom, time and space, they integrate and sort out the imagery and emotions in their hearts, thus forming a balanced, harmonious, and orderly unity in the painting. reasons for differences the main reasons for the differences between chinese ink painting and western oil painting are as follows: differences in materials and techniques traditional materials such as rice paper, brushes, and ink are commonly used in chinese ink painting, emphasizing the expression of lines and ink colors and pursuing an artistic conception that combines form and spirit. western oil painting, on the other hand, uses tools such as canvases, oil paints, and brushes to more accurately depict the layering of details and colors, pursuing realistic and precise images. differences in perspective methods chinese ink painting adopts a scattered perspective method, emphasizing the overall and vivid atmosphere of the picture and pursuing the realism and threedimensional sense of the picture. different forms of expression chinese ink painting places more emphasis on freehand brushwork, emphasizing the painter’s inner feelings and emotional expression, and pursuing the free expression of brushwork and poetic imagination. western oil painting, on the other hand, places greater emphasis on realism, emphasizing the true representation of the objective world, and pursuing realistic and meticulous depictions. differences in color application chinese ink painting is mainly based on ink, with relatively simple colors, mainly pursuing changes in the depth of ink and the effect of combining reality and illusion. western oil painting, on the other hand, places more emphasis on the use of colors, expressing the texture and light and shadow effects of objects through color contrast and matching, pursuing the richness and fullness of colors. differences in cultural connotations chinese ink painting is an important component of traditional chinese culture, reflecting the aesthetic pursuit and philosophical thinking of ancient chinese literati. western oil painting, on the other hand, embodies the aesthetic concepts and artistic traditions of western culture, emphasizing scientific spirit and rational thinking. in summary, the reasons for the differences between chinese ink painting and western oil painting are multifaceted, including the combined effects of materials and techniques, perspective methods, expressive forms, color application, and cultural connotations. these differences make the two painting art styles unique and charming. the reason for this difference is due to differences in cultural backgrounds, fields of consciousness, etc. between the east and the west. in medieval european culture, christianity had a dominant influence, determining the way of life and ideology of society at that time, and art inevitably had a strong religious color. since the 17th century, classicism and romanticism have mainly manifested national and political themes, as well as idealistic aspirations. chinese art, on the other hand, pa ge 43 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 39-45, 2024 emphasizes the integration of human and scenery, and the unity of heaven and humanity is reflected in every field of chinese art. chinese people pay attention to music, chess, calligraphy, and painting, using art as a means to cultivate character: self-improvement, and more emphasis on a kind of taste and atmosphere. what they want to create is an artistic conception, which is to wander through nature, cultivate character and spirit, and then use nature to smooth my mind and reach my meaning. results and discussion a comparison between chinese ink painting landscape and western oil painting landscape: comparison of eras oil painting landscapes depict scenes in nature and are painted using oil painting materials, hence they are called oil painting landscapes. in early works of art, oil painting was not a standalone art form, but appeared as accompaniment. it was not until the 16th century that western oil painting landscapes were gradually recognized by the public as an independent art form and received strong praise. resdar vermeer hoberma was a dutch painter who made significant contributions to the oil painting industry during the 17th century. in the 18th century, a famous british painter named constable brought oil painting landscapes to a climax. in the 19th century, western oil painting landscapes underwent changes in color and light through the efforts of painters, and only then did they truly become a branch of painting. chinese ink painting landscape uses ink painting as a carrier to express one’s emotions through mountains, rivers, and mountains, and to place one’s true emotions in nature. the origin of chinese ink wash landscape painting can be traced back to over 2000 years ago. however, due to various uncontrollable factors such as natural disasters, man-made disasters, or wars, many classic ink wash paintings have disappeared into the long river of history. the chinese ink and wash landscape painting that we now understand is only a few things that we have a glimpse of from historical records. the earliest recorded qin and han dynasties already had landscape painting, such as the “female historian’s proverbs” and “luoshen fu”, which were works of gu kaizhi during the eastern jin dynasty. the background of these two paintings can be used to understand the painting style and ink and wash atmosphere of that time. these two works by gu kaizhi mainly depict the portrayal of characters. the painting “the women’s historian’s proverbs” depicts the ceremonial behavior of women in ancient palaces; the painting “luoshen fu tu” depicts the scene of historical figure cao zhi and the goddess reluctant to part ways. landscape is actually only used as a background to better portray the characteristics of the characters, which is fully reflected in the “luoshen fu tu”. in this work, large landscapes, birds and animals, and jungles are depicted. many small nodes begin by depicting landscapes, using them to highlight the characters’ personality traits. mountains and rocks can rely on lines to express changes in brightness, express their stacked undulations through different levels, and even offer a panoramic view of the scenery below the mountain. all of the techniques mentioned earlier were commonly used later, but to some extent, our techniques were still somewhat clumsy, such as the weak lines of trees, unclear color transformations, and insufficient contrast. however, they laid an indestructible foundation for the development of chinese landscape painting in the future. so, gu kaizhi not only existed in the historical records of painting, but also made great contributions to chinese ink landscape painting. with the departure of gu kaizhi and the arrival of the wei, jin, southern and northern dynasties period, landscape painting flourished and became popular among a large number of landscape painters. more importantly, for the first time in history, there were specialized papers on landscape painting. for example, the works of gu kaizhi in “the record of painting yuntai mountain”, as well as the works of su bing in “the preface to painting landscape” and xiao yi in “the songshi ke of landscape”. afterwards, chinese ink and wash landscape painting entered the historical painting scene with a relatively complete system. it is not difficult to see that chinese ink wash landscape painting dates back 1300 to 1400 years compared to western oil painting landscapes, and chinese ink wash landscape painting can be said to have a long history. figure 5: comparison of 4-11 years gu kaizhi pa ge 44 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 39-45, 2024 comparison of cultural background the core of culture is philosophical thought. during the wei, jin, southern and northern dynasties, society was turbulent and the people were struggling to make a living. people lived in a hot and humid environment, which forced them to yearn for spiritual freedom. as a result, the “wei jin xuanxue” emerged, which was a comprehensive study of taoist and confucian thought. it advocated that “inaction” was “nature”, which resonated widely at that time and became the main ideology in society at that time. metaphysics, although emphasizing “non action” and “nature” in content, is fundamentally the purpose of taoism. the famous seven sages of the bamboo grove pursue a peaceful life of seclusion, advocate for non action in nature, integrate with nature, and pursue the enjoyment of the spiritual world. the main change in this process is that people detest society and then hide their ambitions, sending this emotion to the mountains and rivers, believing that humans and nature can understand each other, expressing their emotions and ambitions is difficult to achieve, and later becoming obsessed with mountains and rivers, endorsing them, and becoming a spiritual object. for example, the works of gu kaizhi in “wei jin sheng liu hua zan”, wang hui in “continuation of painting”, and su bing in “preface to painting landscape”. the discovery of western art did not develop as early as china, it originated from ancient greece. people in ancient greece used artistic techniques to express profound philosophical ideas. ancient greece is a geographical term that refers to regions such as the greek peninsula, the black sea coast, the aegean islands, the western coast of asia minor, southern italy, and sicily. the unique status and position have created a unique humanistic spirit in ancient greece. in ancient greece, people often viewed things with a skeptical eye, and then thought rationally to explore and discover the mysteries behind them. this spirit of exploration is unmatched by later generations and is worth learning from. the greek people believe that the universe is a unified whole, and we humans survive in this world, which is also a part of this whole. we cannot be treated differently;should respect nature and live in harmony with nature and all things in the world. comparison of color consciousness in painting chinese landscape painting, influenced by the thoughts of the wei, jin, southern and northern dynasties, and taoism, advocates the composition of black and white colors and does not promote the grandeur of large strokes, thus downplaying other color choices. the two colors of black and white express infinite imagination and depth, achieving profound effects. the development of ink and wash landscape painting was attributed to wang wei of the tang dynasty and had a period of development. it was not until the song dynasty that it was included as a representative of orthodoxy. throughout the history of chinese landscape painting, there have been many masters of painting. for example, in the painting “kuanglu” by jing hao, there are large blank images left under the mountains, depicting the dividing line between the back mountain and the front mountain. leave blank space. a blank easel does not mean there is no structure, nor does it mean there is no content. it mainly creates an artistic conception, a profound sense of scenery, and leaves infinite imagination for people. the western oil painting landscape has a strong contrast with chinese ink wash landscape painting in this regard. it mainly uses colors to showcase its own characteristics, creating a great contrast with the large amount of white space in chinese landscape painting and the strong contrast between black and white. painters use their scientific painting theories to cleverly match colors, emphasizing the influence between objects and the relationship between objects and the overall environment, in order to scientifically match colors. western painters generally create outdoors, devoting all their passion to their artwork, and some even become obsessed with it. the strong individualistic color and a microcosm of the entire society of this period are all depicted in the painting. van gogh is a typical representative figure who is obsessed with painting. figure 6: comparison of color awareness van gogh pa ge 45 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 39-45, 2024 comparison of painting materials whether in the past or present, human emotions need to be expressed, and expression requires a certain carrier. painting is a product of conveying our own emotions. if we want to paint, the first prerequisite is the painting tool, which is a prerequisite for conveying our emotions and expressions. the difference in painting tools directly affects the expression of emotions, resulting in two completely different spirits. the main tool for chinese ink landscape painting is a brush, followed by water as a modifier. brushes are generally round headed, with a rounded texture, and water is also flowing, with spirituality. the combination of the two represents smoothness and naturalness. when creating on soft rice paper, it also has a sense of rhythm, making it easier to express the author’s true emotions. the main pigment in western oil painting is oil, and it is painted on relatively rough linen cloth. compared to chinese landscape painting, it lacks the smoothness and agility, and is relatively rigid and rigid. the focus of chinese ink and wash landscape painting lies in the brushstrokes, and the amount of ink on the brush head directly affects the overall feeling of the work. western oil painting focuses more on the brushstrokes and texture, and the brushstrokes directly affect the overall feeling of the painting, whether it is grand or elegant. conclusion with the economy’s development and society’s progress, our spiritual level requirements are also increasing. painting, as an important aspect of enriching our spiritual world, is worth exploring to a certain extent. for chinese ink landscape painting and western oil painting landscapes, each has its own unique features and strengths. we cannot view the two with a unified perspective but rather examine them separately to identify similarities and differences. chinese ink painting has been born in china for more than 1600 years, while western oil painting has been born for more than 500 years. according to time division, chinese ink painting has existed for a longer time, while western oil painting has existed for a shorter time. in this long historical development process, chinese ink painting and western oil painting have sorted out information related to the comparison between chinese ink painting and western oil painting, analyzed the expression methods, artistic characteristics, and spiritual orientation of chinese ink painting and western oil painting handwriting language, explored the philosophical ideas, artistic concepts, and historical factors of their language development, and analyzed chinese ink painting and western oil painting, and attempted to provide constructive suggestions for solving problems. therefore, the comparative study of chinese ink painting and western oil painting forms is the focus and innovation of this article, which also makes this paper have certain academic value and practical significance. any painting style is based on handwriting as a carrier, and uses different forms of expression to transform objects and transmit spirit. when chinese ink painting and western oil painting meet in brushstrokes, ink painting brushstrokes, as an important means and medium for emotional output and artistic expression of chinese oil painters, present not only subtle imprints of the painter’s main soul, but also the collective interest of an ancient national cultural spirit, and the grandeur of a country moving towards prosperity and prosperity. it is in this sense that the strokes and heart prints, as well as the artistic conception and national spirit, complement each other, jointly pointing to the present and future of chinese ink painting. references chen, s. (2018). fundamentals of painting. zhejiang people’s fine arts publishing house. january huo, j. (2011). interpretation of xu beihong’s painting theory. journal of xinxiang university (social sciences edition), 2011(4) kou, y. (2016). the origin, aesthetics, and expression of chinese ink painting. yunnan university press. december ma, y. (2016). 20 lectures on postmodernist art [lecture notes]. shanghai academy of social sciences press. san, s. (2005). chinese imagery oil painting [monograph]. china academy of fine arts press. suyi. (2014). collection of art trends in the republic of china [monograph]. shanghai calligraphy and painting publishing house. wang, x. (2011). literature on 20th century chinese western painting lin fengmian [monograph]. culture and art publishing house. yang, x., & wen, h. (2009). the influence of differences in chinese and western thinking styles on painting art. social science zongheng, 2009(3). zhang, x. (2012). on the artistic conception of chinese painting in sculpture art. packaging world, 2012(3). pa ge 1 pa ge 41 american journal of arts and human science (ajahs) work ethics on teachers’ behavior, attitude and performance: basis for professional development plan rosenel ladica1*, ninfa c. osias1 volume 3 issue 3, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i3.3046 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: may 25, 2024 accepted: june 29, 2024 published: july 02, 2024 the work ethics of teachers significantly impact students, schools, and the broader community. this study examines the relationship between teachers’ work ethics and their professional lives, focusing on behavior, attitude, and performance. conducted in seven mega schools in misamis oriental for the 2023-2024 school year, it aimed to describe the respondents’ profiles, identify their work ethics, and evaluate these in terms of attitude, behavior, and performance using the individual performance commitment and review form (ipcrf). the study employed a descriptive-correlational research method with 300 respondents using adapted, modified, and researcher-made questionnaires. data analysis used inferential statistics to explore the relationship between teachers’ work ethics and their professional attributes. findings indicate that teachers with strong work ethics display more positive behavior and attitudes towards their profession, colleagues, and students. a significant relationship was found between work ethics—such as responsibility to the profession, professional competence, responsibility to students, school community, and ethical use of technology—and teachers’ behavior and attitude. the study concludes that work ethics influence teachers’ professional development, classroom management, and ethical behavior. it suggests that teachers should adopt a professional development plan that emphasizes work ethics to enhance their professional growth. keywords work ethics, behavior, attitude, and performance 1 phinma cagayan de oro college, philippines * corresponding author’s email: rosenel.ladica@deped.gov.ph introduction the ethical standards upheld by teachers play a pivotal role in shaping the education landscape, influencing students, educational institutions, and the wider society. delving into this realm is essential for guaranteeing the provision of top-notch education and fostering the growth and welfare of educators. the conduct and effectiveness of teachers carry substantial weight in shaping a school’s standing. institutions known for exemplary teaching practices and nurturing teacher-student bonds tend to draw greater interest from both students and parents. poor communication between teachers, administrators, and other stakeholders can lead to misunderstandings, frustration, and unclear expectations. high levels of stress and burnout can also impact a teacher’s well-being and, consequently, their behavior and attitude. overworked teachers may struggle to maintain a positive and engaging presence in the classroom. teachers’ behavior, attitude, and performance are central to molding the educational atmosphere within classrooms and schools. the republic act 7836, known as the code of ethics for professional teachers in article iii, stated that every teacher deserves to earn fair social recognition, and to achieve this, they must uphold honor and dignity at all times, refraining from activities such as gambling, smoking, drunkenness, and any other forms of excess, let alone engaging in illicit relationships. according to article v, section 1, of the teachers and the profession, teachers must consistently embody professional loyalty, mutual trust, and confidence, as well as exhibit self-sacrifice for the greater good, and actively collaborate with colleagues. in any dispute where the best interests of students, the school, or the profession are at risk, teachers should stand in solidarity with each other. furthermore, as outlined in section 5, every teacher must address any unprofessional or unethical behavior exhibited by a colleague, but only if there is undeniable evidence supporting such claims. furthermore, the article viii, titled “teacher and the learner,” explores the rights and responsibilities of educators towards their students. the teacher’s code of ethics serves as a safeguard for the rights of all students, emphasizing the need for teachers to adhere to its principles upon assuming a teaching role. educators must treat all students equitably and avoid exploiting their authority in any manner. teachers are prohibited from imposing their personal beliefs on students, recognizing that students are a captive audience. maintaining a professional demeanor with all students is expected, preventing relationships from becoming overly informal or intimate. instances of abuse within the school underscore the necessity for teachers to prioritize the safety of their students and not delegate this responsibility to others. above all, teachers must refrain from abusing the power inherent in their position over students. they should think through the implications of what happens. in article ix, the teacher and the parents establish and maintain cordial relations with parents, in article xi, titled “the teacher as a person,” it is outlined that teachers pa ge 42 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 41-70, 2024 should keep parents informed about their children’s progress, actively engage them for effective guidance, and attentively listen to any concerns or complaints with empathy and comprehension. furthermore, teachers are expected to uphold a dignified demeanor, whether within the school environment, at home, or elsewhere, setting a commendable example for students, colleagues, and the wider community to follow. work ethics was somewhat observed from the moment a teacher walked into the school to when he left. he was professionally identified as a person with dignity and pride. dressed in clean, pressed clothes and the moment he arrived in school, he was very much ready to start working with the learners. this study emphasized the need for teachers to be consistent in their physical, emotional and mental attributes that make them real role models to the community. it was observed that once an employee understands his job, he is prepared to do it. for instance, rawwas et al. (2018) identified work ethics as a vital personal attribute that speaks volumes about employees’ recognition even in the absence of organizational control. in light of this context, numerous scholars have contended that work ethics might not remain constant but can instead be perceived as dynamic. conducting this study on the work ethics of teachers’ behavior, attitude, and performance is justified by its potential to enhance the educational experience, professional standards, and contribute to the continuous improvement of the education system. cognitive work engagement in teachers refers to their deep intellectual commitment to their roles, demonstrating their enthusiasm, dedication, and commitment to creating meaningful learning experiences (van wingerden,2019). this aspect of work engagement refers to teachers actively participating in curriculum development, instructional design, and ongoing professional development. it is essential that teachers uphold ethical standards to maintain public trust in the educational system. by understanding and improving their work ethics, they directly contributed to enhancing the quality of education and positive impact. this study helps identify any ethical concerns that need attention and resolution because teachers play a central role in shaping the educational experiences and outcomes of students. literature review work ethics the literature addresses the work ethics of teachers as independent variables of this study to examine and identify the republic act 7836, known as the code of ethics for teachers, which includes the responsibility to the professional, professional competence, responsibility to the students, school community and ethical use of technology. employees with a work ethics that was stronger than their coworkers are usually more productive. furthermore, sunanda (2018) emphasized that ethics refers to the principles that define behavior as true, good and proper. such principles do not always determine a single moral action but provide a means of evaluating and deciding among competing options. values involve ethics when they relate to beliefs about what is right and wrong. ethics is one of the most critical problems in organizations and, especially, in the management of human resources. this concept may not necessarily be in contradiction with the philosophy of work as a part of human nature and a means for self-perfection because the purpose of rational power is to change matter into goods that have objective value (cholbi, 2022). the code of ethics for professional teachers, in article xi, the teacher as a person, section 2 reflects teachers’ level of work ethics, and emphasizes the need for teachers to be consistent in their physical, emotional and mental attributes that make them real role models to the community. a teacher should prioritize self-discipline as the fundamental principle of personal conduct in all interactions and circumstances. responsibility to the students the work ethics of teachers are important factors in successful teaching, which has a knock-on impact on students’ learning. when teachers are psychologically empowered, they exhibit a favorable outlook towards their profession. thus, the findings of the related study showed that when teachers feel psychologically empowered, they become loyal and committed to their organization and ready to put their best efforts into the betterment of their organization (abbas, 2021). moreover, a high level of work ethics can contribute positively to the quality of education and the overall experience for students. in addition, the republic act 7836, the teacher and the learner in article viii, discusses the rights and duties of a teacher to the learners. the code of ethics for teachers is crafted to safeguard the rights of every student. teachers must grasp that upon assuming a teaching role, they are committing to adhere to this code of ethics. teachers are expected to be fair to all. the code of ethics for professional teachers promotes the idea that all school personnel, including teachers, should prioritize their personal and professional advancement. hence, the philippine constitution significantly emphasizes enhancing teachers’ competency through professional development activities. responsibility to the professional professional ethics are ethical principles that a person or a group of people in a particular environment must follow. these are the guiding principles that individuals within a particular profession are expected to adhere to. it involves a commitment to ethical conduct, continuous learning, collaboration with peers, adherence to professional standards, and the promotion of the profession’s interests for the benefit of both professionals and the broader community. professional ethics is different for different professions depending on the weight of responsibility that accompanies it. good ethics can help gain the confidence of superiors while also promoting integrity, pa ge 43 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 41-70, 2024 which means continuing to do the right things even when they are not watched. even though the importance of ethics in professional life can be demonstrated by several instances of the failure of businesses, it is better to show it through the lens of positivity (bordia, 2022). professional competence each organization possesses an ethical code that directs its decision-making and operations, aiming for effectiveness, productivity, and the preservation of its reputation. by embodying professional competence, teachers not only fulfill their ethical responsibility to provide quality education but also contribute to the overall success and well-being of their students and the educational community. employees who are ethically positive, honest, hardworking, and motivating are preferred. a company’s behavioral policies can enhance its reputation and guarantee its success. as a result, it was for an organization to delineate acceptable and unacceptable conduct for its employees to establish proper workplace ethics and behavior. when hiring new employees, this should be established and maintained throughout the process (leonard, 2019). responsibility to students teachers have a lot of power over their students, and upholding high ethical standards is really essential. teachers should model integrity, honesty, and fairness in their interactions with students, demonstrating the values they seek to instill in their learners. teachers have a primary responsibility for the well-being and safety of their students an should provide fair and unbiased assessments of students’ academic performance. teachers are important determinants of pupil’s academic performance and learners’ behavior. teachers urge pupils to become active participants in learning and in life. teachers emphasize that the essential ingredient in achievement is effort. teachers portray intellectual activities as rewarding and satisfying. teachers believe self-improvement involves changing oneself, placing a high value on and encouraging its development. teachers urge pupils to practice self-discipline and make the most out of it. sanchez (2022) discovered a positive correlation between engagement and favorable assessments of support, fairness, and alignment with personal values. teachers are more likely to be fully engaged in their roles when they perceive that the organizational climate values their contributions, promotes a sense of belonging, and offers opportunities for professional development. this teaching effectiveness was often equated with the teacher’s success in the classroom. it would also be important to learn the teacher’s strengths and weaknesses to improve their effectiveness, personality, attitude, skills, and knowledge. these attributes are crucial for completing assigned tasks and objectives. thus, the key to success in teaching must lie in the characteristics of teachers (miñon, 2018). school community teachers are obligated to interact respectfully with parents, community members, and other stakeholders of the school, as required by the code of ethics for skilled teachers. building and maintaining a strong school community requires collaborative efforts from all stakeholders, with a shared commitment to the wellbeing and success of the students. contact with parents should be made on a daily basis, and contact should be kept professional and free of squabbles. if teachers have a problem with parents, community members, or stakeholders, they must address it to them in a timely manner. as educators, they need to recognize that education is a public service, and they should strive to keep the public informed about their offerings, initiatives, efforts and events. teachers play a significant part in society. teaching is a very important profession that brings a change in the knowledge and teachings of society. even though teachers are found in the bottom tier of today’s order of command, there is no doubt that they are exceedingly knowledgeable individuals (mehmood et al.,2022). ethical use of technology with the increasing role of technology in education, teachers are expected to be competent in integrating relevant technologies into their teaching practices. as technology becomes increasingly integrated into various aspects of our lives, including education, work, and communication, ethical considerations become paramount. users’ privacy should be respected, and personal data should only be collected and used for legitimate purposes with clear consent. the study by ghavifekr and rosdy (2018) highlights the potential of technology integration to significantly enhance creativity in education. the research underscores that technology equips educators with a diverse set of tools and resources, enabling them to design interactive and personalized learning experiences. accordingly, teachers who effectively integrated technology into their teaching methods reported positive outcomes such as increased student engagement, enhanced collaboration, and the flexibility to experiment with various teaching approaches. the alignment between the current study’s findings of ghavifekr and rosdy’s research emphasizes the positive impact of technology on fostering creativity and enriching the educational experience. according to bilbao (2018), it is a conviction that hard work and dedication have a moral value, an inherent ability, virtue, or value that strengthens character and individual abilities. social entertainment of this caliber is believed to foster character development through diligent effort that reflects an individual’s professional expertise. teachers behavior work ethics of teachers, particularly focusing on respondents’ behavior, attitude, and performance as pa ge 44 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 41-70, 2024 dependent variables, form a robust body of research with significant implications for educational practice that includes professional development, classroom management, attitudes toward teaching, ethical behavior, and individual performance commitment review form for teachers. for instance, the development of a professional learning community and fostering job satisfaction among educators were very important professions that brought about changes in the knowledge and teachings of society. teachers attitude even though teachers are found in the bottom tier of today’s order of command, there is no doubt that they are exceedingly knowledgeable individuals. ethical behavior ensures that employees complete their work honestly and with integrity and that they meet an organization’s goals by following rules and policies. teachers have an important role at school, and they are poised to become influential people in learners’ lives. they spend six to eight hours every week to teach their learners. it means that almost all their time was dedicated to teaching. they spend their time at school with their teachers. emotions linger like a shadow over both the lives and work of individual educators. positive emotions mediate all relationships between mastery goal orientation and learning activity in self-directed learning students (schweder, 2020). teachers performance ethical conduct at work, particularly a positive ethic, holds significant importance from a business standpoint due to the confidence it instills in clients and consumers. a positive commitment and responsiveness to client needs or product creation can elevate our business’s reputation as a company that conducts itself with honesty and integrity. ethical practices also contributed to the establishment of ethical guidelines within a company and the deterrence of detrimental attitudes and behaviors in business models that prioritize profit over integrity. in the philippines, the attainment and failure of educational activities depend highly on their performance in executing the teaching and learning process, facilitating classroom management in the learning environment, participating in curriculum improvement and development, and promoting professional growth and engagement (comighud & arevalo, 2020). statement of the problem the study sought to assess the extent of work ethics exhibited by teachers in the division of misamis oriental for the academic year 2023 – 2024, particularly in terms of their behavior, attitude, and performance. the result of the study would serve as the basis for a development plan. it specifically answered the following questions: 1. how are the respondents are categorized based on their gender, marital status, and highest level of educational attainment, educational attainment and teaching experience? 2. what is the level of teachers’ work ethics as perceived by them considering responsibility to the profession, professional competence, responsibility to students, school community and ethical use of technology? 3. how do the respondents assess the teacher’s behavior considering professional development, classroom management? 4. how do the respondents assess the teacher’s attitude considering attitude toward teaching and ethical behavior? 5. how do the respondents assess the teacher’s performance considering content understanding and pedagogy, learning environment and diversity of learners, curriculum planning, assessment and reporting, and professional development? 6. is there a significant relationship between the respondents’ perceived level of work ethics and their assessment of teachers’ behavior, attitude and performance? 7. is there a notable disparity in the respondents’ evaluations of teachers’ behavior, attitude, and performance when categorized based on their profiles? 8. based on the findings of the study, what professional development plan on work ethics can be designed theoretical framework this study is anchored on the social cognitive theory of bandura (1967). in recent years, research has continued to explore how students learn through observation and how teachers’ work ethics can serve as role models for learners, influencing their behavior. the theory proposes that learning takes place as individuals observe the outcomes of others’ actions. bandura’s theory extends beyond behavioral theories, which assert that all behaviors are acquired through conditioning, and cognitive theories, which take into account psychological factors like attention and memory. thus, teachers’ commitment to professional development, professional roles, and responsibilities can shape their work ethics and impact them. a strong professional identity may lead to a more dedicated and ethical approach to teaching that brings their individual values to the profession and influences their ethical stance. scope and limitations this study was focused on the ethical decision -making in administration: navigating complex moral dilemma and promoting organizational integrity in the division of misamis oriental during the school year 2023-2024. the dependent variables were measured in terms of the following, namely: organization such as ethics training and stakeholder’s engagement and to the teacher’s employee such as job satisfaction, working habits and attitude/behavior towards performance, and personal belief while the output will redound on the ipcrf of teachers. it is focused on examining the intricate ethical decision-making processes within administrative settings. it encompasses various aspects of ethical challenges faced by administrators, including the factors influencing these decisions, the role of leadership, organizational culture, pa ge 45 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 41-70, 2024 and the impact of legal and regulatory frameworks. the study intends to offer insights and recommendations that can guide administrators in promoting ethical behavior and organizational integrity. methodology research design this study employed the descriptive-correlational research approach. descriptive research was a suitable selection for this study as it aimed to identify characteristics, frequencies, trends, and categories. it is useful when not much is known about the topic or problem; before one can research why something happens, one needs to understand how, when, and where it happens. descriptive research is typically categorized as a form of quantitative inquiry, although qualitative methods can also serve descriptive purposes. the research design should be carefully developed to ensure that the results are valid and reliable. the choice of this was based on the fact that this study was intended to the work ethics of teachers’ behavior, attitude and performance in the division of misamis oriental during the school year 2022-2023. study setting the study was conducted in seven (7) mega schools with thirty-six (36) above personnel categories in the division of misamis oriental. these schools include initao central school in initao, misamis oriental, opol central school in opol misamis oriental, tagoloan central school in tagoloan, misamis oriental, vicente n. chavez elementary school in villanueva, misamis oriental, jasaan central school in jasaan, misamis oriental, balingasag central school in balingasag misamis oriental and salay central school in salay misamis oriental. misamis oriental (cebuano: sidlakang misamis; tagalog: silangang misamis), officially known as the province of misamis oriental, is situated in the northern mindanao region of the philippines. its capital, primary city, and provincial hub is cagayan de oro city, which operates autonomously from the province.in 1818, misamis was carved out from cebu to become a separate province with cagayan de misamis (cagayan de oro) as its capital and was further subdivided into divisions: partido de cagayan (division of cagayan), partido de catarman (division of catarman), partido de dapitan (division of dapitan), and partido de misamis (division of misamis). most of the winners for outstanding schools in the division of misamis oriental were claimed by mega schools. the researcher chose the division of misamis oriental as the scope in the study because she is currently teaching in the division. the study would address how teachers’ work ethics affect learning behavior. through this study, the researcher would be able to assess the level of perception toward the factors of teachers’ work ethics and assess the learning behavior among the learners to be beneficial to the school and to the community. it would also help the teachers understand the work ethics and learning behavior that reflect their performance as teachers and can help the school achieve outstanding recognition in the division. study population and sampling technique this study included the entire population. the total population of the seven (7) mega schools with three hundred (300) elementary teachers were the respondents of this study in the division of misamis oriental. in this study, a universal sampling approach, also referred to as a census or complete enumeration, was employed. this research sampling method involved including every individual or element within the entire population being studied in the sample. the objective is to collect data from each and every unit within the specified population. table 1: distribution of respondents name of school respondents balingasag central school 43 initao central school 36 jasaan central school 38 salay central school 45 tagoloan central school 51 vc n chavez central school 44 opol central school 43 total 300 research instruments the study used three sets, the adapted, modified and researcher-made questionnaires. the initial section of the questionnaire involves profiling the teachers based on gender, marital status, highest level of education completed, and years of service. part ii of the questionnaire used on work ethics, which been adapted from republic act 7836, also known as the code of ethics for professional teachers includes responsibility to the professional, professional competence, responsibility to students, school community, and ethical use of technology. on the other hand, part iii of the questionnaire was adapted from siad et al. (2013) except for the behavior because it was modified and the indicators are researcher-made or personalized questionnaires involved in designing a set of questions to gather information on a specific topic, issue, or research area. however, the teacher’s performance was based on teachers’ ipcrf in s.y. 2022-2023. statistical treatment of data for the quantitative data, descriptive statistics was utilized to compute measures of central tendency, such as the mean (average) and the standard deviation. these were used for problems 1, 2, 3, and 6, which aimed to determine the work ethics and their assessment of teachers’ behavior, attitude and performance. these methods would help the researcher understand the distribution of responses and identify any patterns or trends in participants’ perceptions (bhandari, 2020). meanwhile, pearson-r was used for pa ge 46 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 41-70, 2024 problems 4 and 5 in order to establish the relationship between the variables of work ethics and teachers’ behavior, attitude and performance. ethical consideration this study aimed to obtain confidential information from the respondents. they would be informed of the purpose of this study and how it was done. all the answers from the respondents are expected to be filled with the best knowledge and feelings they have learned from the researcher’s study. orientation prior to the conduct of the study was highly followed by the permit given by the authority. an agreement from both parties, the researchers and the respondents, would take place. hence, the responses of the respondents would be collected for consolidation and interpretation of results. the following ethical concerns are undertaken: informed all participating teachers and clearly explained the purpose of the study, the data-gathering procedure and how to use their information. this was to ensure that they were not obliged to participate and that they had the option to withdraw from the study at any time without facing consequences. teachers were asked to remove or replace any personally identifiable information from the data during analysis and reporting. pseudonym assignments might have been done to participants in order to protect their identities. data storage safeguarded all the collected data by storing it using encryption where necessary and limited access to authorized personnel only. this was to ensure that the data was not accidentally disclosed to unauthorized parties. ethical approval was sought from an institutional review board (irb) or ethics committee to ensure that the research design and data handling procedure meet ethical standards and guidelines. results and discussions problem 1. how are the respondents distributed in terms of sex, civil status, highest educational attainment, and teaching experience? trend is expected to persist. however, the ministry of education should carefully consider the administration of its female teaching staff. while attracting more female teachers to rural or remote areas presents challenges, providing job opportunities for women in these regions could be beneficial, offering female students the opportunity to have teachers who reflect their own experiences. while it is not inherently problematic for women to primarily teach early grades, it is not always evident that this is where they would excel most. older students may also benefit from having female teachers. finally, education systems need to make sure that barriers are not created for female teachers and that women have the same chance as men to be promoted to managerial positions (le nestour et al., 2020). on the other hand, the lowest frequency of 44 (14.67%) is male. this means that there are few male respondents in the study. it implies that male teachers nowadays are lacking in the field and their number must increase to fill the needed part for their expertise in some fields. they have skills which were more useful in the deliverance of education needed for the compliance of the teaching and learning process. this suggests that there is currently a shortage of male teachers in certain fields, and it emphasizes the necessity of increasing their representation to meet the demands of those fields. it highlights that male teachers possess skills that are particularly beneficial in effectively delivering education and facilitating the teaching and learning process. in essence, it implies that recruiting more male teachers could enhance the overall effectiveness and diversity within the educational system. male teachers play a vital role in preparing the learners for a brighter future ahead of them. this information was valuable for understanding the demographic composition of the workforce and can be used to inform various aspects of workplace policies, diversity initiatives, and employee engagement strategies. this concept may not necessarily be in contradiction with the philosophy of work as a part of human nature and a means for self-perfection because the purpose of rational power is to change matter into goods that have objective value (cholbi,2022).table 2: distribution of respondents’ profile in terms of sex category frequency percentage male 44 14.67 female 256 85.33 total 300 100.00 table 3: distribution of respondents’ profile in terms of civil status category frequency percentage married 262 87.33 single 30 10.00 widow 8 2.67 total 300 100.00 table 2 depicts that the highest frequency of 256 (85.33%) are female. the result implies that more females are still engaged and exploring the teaching profession. it can be observed that many people perceived that the teaching profession was primarily for women or had been reserved for women. teaching, especially in primary education, belongs to the range of career choices among women. accordingly, the proportion of female teachers worldwide already exceeds that of male teachers, and this table 3 presents a distribution of respondents’ profiles in terms of civil status. these respondents, with a percentage of 87.33%, were married and had the highest frequency. this information implies that the majority were married, more actively participated in the study, and were more capable of handling situations inside the pa ge 47 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 41-70, 2024 classroom because they had experiences in parenthood. married respondents are more associated with handling learners because they are parents of their own children and can relate to possible situations that might occur inside the classroom. they are motivated in the field to give their best possible effort to satisfy the needs of their learners and gain something from their preparedness in the lesson. in some scenarios, married teachers can relate to the parenthood side of their learners and can interact through their experiences at home. balancing the roles of motherhood, marriage, and a career can pose challenges for women. yet, this is proven by the thousands of stories of women leaders who are able to handle both home and work responsibilities (cabrera et al., 2019). however, the lowest frequency of 8 (2.67%) were widows. this implies that widow teachers may bring a heightened sense of empathy and understanding to their interactions with learners, colleagues, and the school community. their personal experiences of loss could foster a deeper connection with others who may be facing challenges or difficult situations. these teachers must be handled with respect and love because they are the precursors of learning. there are a lot of tasks and responsibilities that come with being a teacher, some of which can be hard. people who work as teachers often have more trouble balancing their work and personal lives than people in other jobs. this is because teachers’ jobs are often stressful, making it hard for them to meet their other social and family obligations (mercado, 2019). revealed that educators with units in master’s degrees are more inclined to actively participate in professional development programs. according to the study, a notable number of respondents (81.33%) possessed units of master’s degrees, indicating a substantial presence of highly qualified individuals. in addition, a study conducted wang and kim (2023) explored the influence of educational achievement on teacher motivation. the findings highlighted that teachers with units of master’s degrees tend to demonstrate a greater dedication to ongoing professional growth. the findings align with the observation made in this study that individuals pursuing a master’s degree were highly engaged participants. there appears to be a clear link between obtaining higher degrees and increased involvement in central elementary schools of misamis oriental. however, the lowest frequency of 11 (3.67) acquired phd/edd/dm degree holder. this suggests a relatively low representation of individuals with doctoral degrees within the surveyed population. this could indicate a potential gap in the educational attainment level among the respondents. understanding the reasons behind this lower frequency could provide valuable insights into factors such as access to higher education, career aspirations, or the perceived value of pursuing advanced degrees within the context of the surveyed group. addressing such disparities may be important for fostering a more diverse and qualified workforce within the field. this emphasized the importance of implementing specific interventions to address the distinct challenges faced by educators with terminal degrees in central elementary schools of misamis oriental. despite their small numbers, their specialized skills and qualifications can contribute valuable insights, innovation, and leadership within the field. in a recent study conducted by comon and corpuz (2024), the focus was on the challenges encountered by teachers who hold terminal degrees, such as phd or edd, when it comes to adapting to new pedagogical approaches. the study highlighted that individuals with these higher-level qualifications might encounter obstacles when getting involved, primarily because of the research-focused nature of their degrees. table 4: distribution of respondents’ profile in terms of highest educational attainment category frequency percentage phd/ edd/ dm holder 11 3.67 with units in phd/ edd/ dm 29 9.67 master’s degree holder 5 15.00 with units in master’s degree 244 81.33 total 300 100.00 table 5: distribution of respondents’ profile in terms of teaching experience category frequency percentage 21 and above 172 57.33 16 – 20 years 66 22.00 11 – 15 years 37 12.33 6 – 10 years 19 6.33 5 years and below 6 2.00 total 300 100.00 table 4 illustrates the highest frequency of 244 (81.33%) with units in master’s degree. this implies a strong emphasis on higher education among teachers, potentially reflecting a commitment to professional development and expertise in their field. pursuing master’s degrees while working or gaining professional experience can contribute to a more holistic understanding of the subject matter, particularly in studies related to professional practices or industries. this information could inform policy decisions related to academic requirements for teaching positions, recognizing the prevalence of individuals pursuing advanced degrees or possessing varied educational backgrounds within the educational workforce. in a recent study by van wingerden and poell (2019), the connection between advanced degrees and teacher involvement was examined. the findings table 5 demonstrates the respondents’ profile in terms of length of service. data show that the participants with the highest frequency of responses were 21 years pa ge 48 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 41-70, 2024 old and above 172 (57.33%) in length of service. this implies that teachers with extensive experience often demonstrate a strong work ethic characterized by consistency and reliability. they understand the importance of maintaining a positive and respectful attitude towards learners, colleagues, and parents. their years of experience contribute to a strong sense of professional conduct and often embody a high level of professionalism. teacher experience and enthusiasm are key factors of effective teaching, favoring teachers’ wellbeing and instructional behavior and students’ cognitive, emotional, and motivational outcomes (burić & moe, 2020). however, data shows that participants with the lowest frequency possessed 5 years and below 6 (2.00) in terms of teaching experience. this can be attributed to a slower pace of career progression or a smaller pool of individuals who have reached this milestone. it suggests that fewer respondents have earlier career stages compared to the senior stages. this implies that teachers with fewer years of service are in the process of building professional relationships with learners, parents, and colleagues. they may focus on creating a positive and supportive rapport within the school community. teachers in their first five years may still develop their professional identities, explore different teaching philosophies and refine their instructional approaches as they gain more experience. further, a study conducted by yao and wildy (2021) examined the influence of teaching experience on professional development. the results suggested that teachers with limited experience are generally more receptive to new ideas and approaches. the findings align with the observation made in this study that individuals with five years or less of teaching experience were the most actively engaged participants. there appears to be a possible link between less teaching experience and higher participation in professional development programs within the central elementary schools in misamis oriental. problem 2. what is the respondents’ level of perceived work ethics considering responsibility to the professional, professional competence, responsibility to students, school community and ethical use of technology? table 6: distribution of respondents’ work ethics considering responsibility to the professional indicator mean sd description acknowledge merely being unaware, lacking knowledge, or failing to understand the code does not serve as a defense against charges of unethical conduct. 3.32 0.69 at all times uphold it's essential to be acquainted with the procedures, policies, laws, and regulations pertinent to professional practice, irrespective of personal opinions. 3.52 0.55 at all times hold oneself responsible for ethical conduct. 3.56 0.59 at all times monitor and ensure a robust state of mental, physical, and emotional wellbeing essential for carrying out professional responsibilities effectively, and take appropriate actions if personal or health-related concerns impede work duties. 3.51 0.55 at all times refrain from engagements, either professional or personal, that could potentially diminish one's effectiveness within the school community. 3.33 0.56 at all times avoid utilizing one's position for personal benefit and steering clear of any appearance of misconduct. 3.33 0.79 at all times taking accountability and receiving recognition solely for tasks completed or accomplishments achieved, while also acknowledging the efforts and contributions of others. 3.46 0.58 at all times confront and make reasonable efforts to address conflicts between the code and the implicit or explicit requests of an individual or entity. 3.39 0.58 at all times maintaining and demonstrating commitment to the code by taking proactive measures upon suspecting that another educator might be approaching or engaged in an ethically compromising situation. 3.33 0.67 at all times engaging in respectful dialogue concerning matters that affect the profession. 3.42 0.65 at all times overall 3.42 0.62 at all times legend: 3.26-4.00 at all times (very high) 2.51-3.25 most of the time (high) 1.76-2.50 sometimes (low) 1.00-1.75 never (very low) table 6 exhibits the results pertaining to work ethics and the overall mean of 3.42 (sd=0.62) described as at all times. this indicates that the respondents have a very high level of work ethic considering responsibility to the professional. this signifies that respondents consistently provided very high positive responses to questions related to work ethics factors. this ensures that they can provide the best possible service and contribute positively to the advancement of their profession. professionals are accountable for their actions and decisions within pa ge 49 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 41-70, 2024 their profession. this implies that a leader within a profession has a particular responsibility to model ethical behavior and promote a culture of integrity within their organizations. it suggests a strong commitment to upholding professional standards and values among the respondents. this could indicate a deep sense of accountability towards their profession, including adhering to codes of conduct, continuously updating their skills and knowledge, engaging in professional development activities, and demonstrating integrity in their interactions with colleagues and stakeholders. such a high level of dedication to professional responsibilities may contribute to fostering a positive work culture and promoting excellence within their respective fields. even though the importance of ethics in professional life can be demonstrated by several instances of the failure of businesses, it is better to show it through the lens of positivity (divyansh bordia, 2022). the indicator, as a teacher, i hold oneself responsible for ethical conduct got the highest mean of 3.56 (sd=0.59), described as at all times. it implies that a teacher as a professional is expected to uphold honesty, transparency, and truthfulness in all their interactions within the workplace and have a responsibility to adhere to the standards and guidelines set by their respective professions. this may involve following industry-specific regulations, staying updated on the latest best practices, and continuously seeking professional development to enhance their skills and knowledge. these include being truthful in reporting, adhering to professional codes of conduct, and avoiding conflicts of interest. they are accountable for the decisions they make, the work they produce, and the consequences of their professional conduct. taking ownership of mistakes and learning from them was key to maintaining ethical behavior. republic act 7836, known as code of ethics for professional teachers in article v, the teachers and the profession in section 1 stated that teachers should consistently embody professional loyalty, mutual trust, and confidence in each other, demonstrating selfsacrifice for the collective benefit and fostering complete cooperation among colleagues. in any dispute where the welfare of students, the school, or the profession is involved, teachers must stand united in support of one another. teachers are responsible for creating a positive and inclusive work environment, fostering collaborative relationships, and valuing diversity. on the other hand, the indicator as a teacher, i acknowledge merely being unaware, lacking knowledge, or failing to understand the code does not serve as a defense against charges of unethical conduct got the lowest mean score of 3.32 (sd=0.69) described as at all times with the interpretation of very high. this implies that the respondents have a professional responsibility to familiarize themselves with the established code of ethics governing their profession. the code does not serve as a defense if a teacher is charged with unethical conduct. in other words, ignorance of the code is not a valid justification for participating in certain behaviors that violate ethical standards. they are proactive in gaining awareness and understanding of these standards and emphasize the need for teachers to continuously educate themselves about the ethical standards relevant to their profession. even though teachers are found in the bottom tier of today’s order of command, it is without a doubt that they are exceedingly knowledgeable individuals (mehmood et al.,2022). furthermore, this finding resonates with existing literature, as highlighted by republic act 7836, which emphasized in section 5 that every teacher is obligated to address what may seem to be unprofessional or unethical behavior exhibited by any colleague. table 7: distribution of respondents’ work ethics considering professional competence indicator mean sd description incorporate state and national standards, including discipline-specific ones, into your practice. promote equitable educational opportunities for all students. 3.49 0.50 at all times advocate to ensure fair educational opportunities for all students 3.50 0.50 at all times accept fulfilling responsibilities, duties, and services aligned with the certification, licensure, and training required for one’s position. 3.53 0.50 at all times reflect continuously evaluate and enhance one's professional skills, content knowledge, and competency. 3.43 0.58 at all times commit to ongoing professional learning. 3.52 0.55 at all times use developmentally appropriate assessments that are intended and validated to guide educational decisions. 3.55 0.50 at all times increase ensure students have access to the curriculum, activities, and resources to provide a quality and equitable educational experience. 3.57 0.50 at all times work to involve the school community in closing achievement, opportunity, and attainment gaps. 3.48 0.50 at all times protect students from any practice that harms or could potentially harm them. 3.63 0.53 at all times overall 3.53 0.51 at all times pa ge 50 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 41-70, 2024 legend: 3.26-4.00 at all times (very high) 2.51-3.25 most of the time (high) 1.76-2.50 sometimes (low) 1.00-1.75 never (very low) table 7 presents the distribution of the respondents’ work ethics considering professional competence. the overall mean of 3.53 (sd=0.51) with the description of at all times indicates that the respondents have perceived very high in the challenges in terms of professional competence. this implies that most of the respondents not only meet the expected performance standards but do so ethically and responsibly. they likely prioritized the wellbeing and education of their students while maintaining the highest standards of integrity. they were probably proficient and effective in carrying out their duties. this can contribute to a positive working environment and collaboration within the educational community. therefore, the teacher was not only proficient in their role but also approached their work with a commitment to ethical conduct, continuous improvement, and positive impact on students. as highlighted, rawwas et al. (2018) highlighted work ethic as a vital personal attribute that speaks volumes about employees’ recognition, even in the absence of organizational control. given this context, numerous scholars have contended that work ethics might not remain constant but could be perceived as dynamic. specifically, the indicator as a teacher, i protect students from any practice that harms or has the potential to harm students got the highest mean of 3.63 (sd=0.53), described as at all times. this implies that the teacher demonstrated ethical behavior by actively avoiding any practices that may harm learners or have the potential to harm them. this indicated a high level of moral responsibility and a dedication to upholding ethical standards in the teaching profession. this knowledge helps them make informed decisions and ensures that they are aligned with professional expectations and responsibilities. the teacher may also actively collaborate with colleagues, administrators, and other stakeholders to promote learner safety because effective communication about potential risks and concerns contributes to a collective effort to protect learners from harm. additionally, this implication aligns with republic act 7836 on teacher and the learner in article viii. it discusses the privileges and responsibilities of a teacher towards the learners. the teacher’s code of ethics serves to safeguard the rights of every student. it’s imperative for teachers to recognize that upon assuming a teaching role, they commit to adhering to this code. they are expected to treat all learners impartially and refrain from exploiting their authority. maintaining a professional demeanor with students is essential; familiarity should not overshadow professionalism. regrettably, there were reports of misconduct within the school. teachers bear the responsibility of ensuring the safety of learners and should not delegate this duty to others. the paramount concern is to avoid misusing the authority their position affords them over students. on the other hand, the indicator as a teacher, i reflect continuously evaluate and enhance one’s professional skills, content knowledge, and competency. got the lowest mean of 3.43 (sd=0.58), described as at all times. this implies that a teacher who is dedicated to continuous improvement, self-awareness, and ethical professional practices contributes to a dynamic and effective teaching approach that prioritizes the best interests of students. this aligned with ethical standards and work ethics, as the teacher recognized their role to be maintained and enhanced their competence and willed to adapt to changes and advancements in education by ensuring relevance and effectiveness in their teaching practices. they were engaged in collaborative efforts with peers to share insights and learn from others. furthermore, leonard (2019) emphasized that strong work ethics suggest that the person places a high value on doing a good job, as well as respecting others and functioning with integrity. therefore, professionalism is an integral aspect of the work ethic concept, which outlines how an individual approaches their work and behaves on the job. table 8: distribution of respondents’ work ethics considering responsibility to students indicator mean sd description respect students by taking into account their age, gender, culture, environment, and socioeconomic background. 3.70 0.52 at all times interact with students with transparency and in appropriate settings. 3.56 0.54 at all times communicate with students in a clear, respectful, and culturally aware manner. 3.71 0.46 at all times take consider how appearance and attire can influence interactions and relationships with students. 3.71 0.45 at all times consider the implications of accepting or giving gifts to students. 3.44 0.54 at all times engage in physical contact with students only when there is a clear, beneficial purpose and with a constant focus on the student's safety and well-being. 3.42 0.49 at all times avoid multiple relationships with students that might compromise objectivity, increase the risk of harm to student learning or well-being, or diminish educator effectiveness. 3.59 0.49 at all times pa ge 51 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 41-70, 2024 seek to understand students’ educational, academic, personal, and social needs, as well as their values, beliefs, and cultural backgrounds. 3.55 0.49 at all times respect the dignity, worth, and uniqueness of each student, including but not limited to their actual and perceived gender, gender expression, gender identity, civil status, family status, sexual orientation, religion, age, disability, race, ethnicity, socio-economic status, and culture. 3.71 0.44 at all times respect the privacy of students and the necessity to maintain confidentiality regarding specific types of student communication, documents, or information acquired during professional practice. 3.63 0.48 at all times overall 3.60 0.49 at all times legend: 3.26-4.00 at all times (very high) 2.51-3.25 most of the time (high) 1.76-2.50 sometimes (low) 1.00-1.75 never (very low) table 8 illustrates the breakdown of respondents’ work ethics regarding responsibility to students. with an overall mean of 3.60 (sd=0.49) and a rating of at all times, it indicates that respondents demonstrate a very high level of work ethics concerning their responsibility to students. this implies that these individuals are likely dedicated, conscientious, and committed to fulfilling their duties related to students’ well-being and academic success. it suggests a strong sense of accountability, professionalism, and moral principles in their approach to their work in an educational context. overall, such a high level of work ethics can contribute positively to the quality of education and the overall experience for students. further, it is aligned with the implications mentioned above in republic act 7836, on the teacher and the learner in article viii, which discusses the rights and duties of a teacher to the learners. the teacher’s code of ethics aims to safeguard students’ rights. it’s crucial for teachers to comprehend that upon assuming a teaching role, they are committing to uphold the code of ethics. teachers are anticipated to treat all their students fairly and refrain from exploiting their position in any manner. in addition, the indicator as a teacher, communicate with students in a clear, respectful, and culturally sensitive manner, got the highest mean score of 3.71 (sd=0.46) with a description of at all times. the result revealed that the respondents perceived work ethics to be very high in terms of responsibility to students. this implies that the teacher-respondents place a significant emphasis on the responsibility of students to recognize the impact of appearance on interactions and relationships. teachers are role models for students, and their communication style sets an example for appropriate behavior and interaction. they understand that their appearance can shape students’ perceptions, attitudes, and overall classroom dynamics, and they take this responsibility seriously. by fostering positive relationships with students, they can create a supportive and professional learning environment for their children. the results can be associated with republic act 7836 in article xi, titled the teacher as an individual, mandates maintaining a dignified persona both within school premises and beyond, setting an example worthy of emulation by students, peers, and others. work ethics were somewhat observed from the moment a teacher walked into the school until he left. he was professionally identified as a person with dignity and pride. dressed in clean, pressed clothes and the moment he arrived in school, he was very much ready to start working with the learners. on the other hand, the indicator as a teacher, i engage in physical contact with students only when there is a clear, beneficial purpose and with a constant focus on the student’s safety and well-being obtained the lowest mean score of 3.42 (sd=0.49) with a description of at all times. this implies that physical contact between a teacher and learner should only occur when there is a specific, beneficial purpose, such as providing necessary assistance or comfort. it emphasized that any physical contact should always prioritize the safety and well-being of the learners. this indicated a commitment to maintain professional boundaries and ensure that interactions with learners are appropriate and respectful. teachers also have an important role at school, and they are poised to become influential people in learners’ lives. they spend six to eight hours every week to teach their learners. this means that almost all of their time was dedicated to teaching. they spend their time at school with their teachers. emotions linger like a shadow, casting their influence over the lives and work of educators. positive emotions mediate all relationships between mastery goal orientation and learning activity in self-directed learning students (schweder,2020). table 9: distribution of respondents’ work ethics considering school community indicator mean sd description communicate with parents or guardians in a timely and respectful manner that prioritizes the students' best interests. 3.60 0.54 at all times pa ge 52 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 41-70, 2024 demonstrate a commitment to equality, equity, and inclusion, along with respecting and accommodating the diversity of the school community members. 3.53 0.50 at all times consider the implications of accepting or giving gifts to parents or guardians. 3.39 0.61 at all times maintain appropriate confidentiality of student information disclosed by or to parents or guardians, unless required by law. 3.51 0.54 at all times respect fellow professionals as colleagues and maintaining civility when differences arise. 3.62 0.49 at all times resolve conflicts, whenever possible, privately and respectfully and in accordance with district policy. 3.60 0.49 at all times keep prioritizing student safety, education, and health by maintaining and sharing educational records appropriately and objectively, in accordance with local policies, state, and federal laws. 3.60 0.53 at all times collaborate with colleagues in a manner that supports academic achievement and promotes the best interests of students. 3.60 0.53 at all times ensure that educators assigned as mentors for new teachers, cooperating teachers, or other leadership roles are adequately prepared and supervised for these responsibilities. 3.55 0.54 at all times maintain the highest professional standards of accuracy, honesty, and appropriate information disclosure when representing the school or district in the community and in public communications. 3.48 0.69 at all times overall 3.55 0.55 at all times legend: 3.26-4.00 at all times (very high) 2.51-3.25 most of the time (high) 1.76-2.50 sometimes (low) 1.00-1.75 never (very low) table 9 presents the distribution of respondent’s work ethics considering school community. the overall mean of 3.55 (sd=0.55) was observed that the entire participants comprising 100%, indicated at all time in the survey. this signifies that respondents consistently provided a very high positive response to questions related to work ethics in terms of the school community. hence, it can be deduced that most respondents achieved very high work ethics results in the school community. subsequently, teachers are responsible for respectfully engaging with parents, community members, and other stakeholders of the school, as required by the code of ethics for skilled teachers. contact with parents should be made on a daily basis, and contact should be kept professional and free of disputes. if teachers have a problem with parents, community members, or stakeholders, they must address it promptly. as a teacher, it’s crucial to recognize that education is a public service, and they should strive to keep the public informed about their services and initiatives events. teachers play a significant part in society. teaching was a very important profession in bringing a change in the knowledge and teachings of society. even though teachers are found in the bottom tier of today’s order of command, it was without a doubt that they are exceedingly knowledgeable individuals (mehmood et al., 2022). in addition, the indicator as a teacher, i respect fellow professionals as colleagues and maintaining civility when differences arise got the highest mean score of 3.62 (sd=0.49) with a description of at all times. the result revealed that the respondents had perceived very high work ethics in terms of the school community, which implies the work environment provided support, guidance, and resources to maintain respectful relationships among teachers that can contribute to a cohesive school community. the work ethics of teachers within a school community are foundational for creating a positive and collaborative environment. by respecting colleagues as fellow professionals and maintaining civility during differences, teachers contribute to a culture that supports not only their professional growth but also the overall well-being of the school community. according to mehmood et al., teachers play a significant part in society. teaching was a very important profession in bringing a change in the knowledge and teachings of society. even though teachers are found in the bottom tier of today’s order of command, it was without a doubt that they are exceedingly knowledgeable individuals. on the other hand, the indicator as a teacher, i consider the implication of accepting gifts from or giving gifts to parents/guardians obtained the lowest mean score of 3.39 (sd= 0.61) with a description of at all times. this implies that accepting gifts from parents/guardians can have potentially challenging implications for the work ethics of teachers in the school community. accepting gifts from parents/guardians can create perceptions of favoritism or influence. as such, it is to exercise discretion and accept only modest and appropriate gifts, ensuring they do not compromise our professional integrity or impartiality. teachers may set guidelines or communicate with parents about the nature and appropriateness of gifts to ensure a fair and inclusive environment for all learners. in line with the republic act, in article xi, titled “the teacher as a person,” educators are expected to uphold a pa ge 53 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 41-70, 2024 dignified demeanor, whether within the school premises, at home, or elsewhere, setting an exemplary model worthy of emulation by students, peers, and others. work ethics was somewhat observed from the moment a teacher walked into the school to when he left. he was professionally identified as a person with dignity and pride. table 10: distribution of respondents’ work ethics considering ethical use of technology indicator mean sd description use social media responsibly, transparently, and primarily for educational purposes as outlined in school and district policies. educators should carefully consider the impact of social media and digital communication on their interactions with students, colleagues, and the community. 3.47 0.66 at all times stay abreast of current trends and uses of school technology. 3.38 0.58 at all times promote highlight the advantages and explain the limitations of various suitable technological applications to colleagues, relevant school staff, parents, and community members. 3.41 0.58 at all times access,record and utilize proprietary materials, while comprehending how to identify and prevent plagiarism among students and educators. 3.38 0.60 at all times understand and adhering to the district's policy regarding the utilization of technology and communication. 3.45 0.54 at all times exercise caution by maintaining separate and professional virtual profiles, ensuring a clear distinction between personal and professional lives. 3.38 0.57 at all times respect the privacy of students' social media presence unless granted consent to view such information or if there is potential evidence of harm to the student or others. 3.50 0.50 at all times monitor and eport information regarding potential cyberbullying incidents and their potential impact on the student learning environment to the extent feasible and in accordance with appropriate procedures. 3.46 0.54 at all times take implementing suitable and sensible measures to uphold the confidentiality of student information and educational records stored or transmitted via electronic or computer technology. 3.55 0.54 at all times ensure that the utilization of technologies does not infringe upon the rights of third parties, including their right to privacy. 3.52 0.55 at all times overall 3.45 0.56 at all times legend: 3.26-4.00 at all times (very high) 2.51-3.25 most of the time (high) 1.76-2.50 sometimes (low) 1.00-1.75 never (very low) table 10 presents the distribution of respondents’ work ethics considering ethical use of technology. the overall mean of 3.45 (sd=0.56) was observed that the entire participants comprising 100%, indicated at all times in the survey. this signifies that the majority of respondents consistently provided a very high positive interpretation. in the context of this study, teachers’ work ethics in terms of the ethical use of technology play a crucial role in shaping the learning environment and ensuring the well-being of learners. teachers served as role models and helped learners evaluate the credibility of online sources, discern between reliable and unreliable information, and understand the potential biases in digital content. engaging in professional development would help teachers enhance their knowledge of digital tools and adapt to evolved ethical standards. in addition, teachers’ work ethics in the context of technology involved modeling responsible behavior, ensuring equitable access, promoting digital citizenship, and staying informed about ethical considerations. in support of these findings, the study conducted by herodotou et al. (2019) emphasized the transformative potential of technology integration in education. the positive correlation between the current study’s findings and the research of herodotou et al. suggests that the high level of implementation in creating something through technology aligns with the broader positive impacts of technology on pedagogy and student outcomes. meanwhile, the indicator as a teacher, take implementing suitable and sensible measures to uphold the confidentiality of student information and educational records stored or transmitted via electronic or computer technology got the highest mean of 3.55 (sd=0.54) described as at all times. this implies that a teacher should understand the significance of maintaining confidentiality aligns with legal mandates and ethical principles governing the protection of student records and information. it emphasizes the need for teachers to remain vigilant and proactive in safeguarding student privacy in all aspects of their professional practice. according to bilbao (2018), pa ge 54 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 41-70, 2024 it is a conviction that hard work and dedication have a moral value, an inherent ability, virtue, or value that strengthens character and individual abilities. engaging in social entertainment of this caliber is seen as a means to foster character development through dedication that reflects an individual’s professional expertise. on the other hand, the indicator as a teacher, exercise prudence in maintaining separate and professional virtual profiles, keeping personal and professional lives distinct was obtained the lowest mean of 3.38 (sd=0.57) ,described as at all times. the result implies that teacher-respondents play a crucial role in modeling ethical behavior and professionalism, both in the physical classroom and online. by prioritizing awareness, training, and policy development in this area, educators can better navigate the complexities of the digital landscape while upholding ethical standards and protecting student well-being. it suggests that by addressing digital literacy and professional conduct in online spaces as integral components of teacher education and professional development efforts, teachers should be mindful of ethical considerations when adopting new technologies. supporting this finding, the study by ghavifekr and rosdy (2018) highlights the potential of technology integration to significantly enhance creativity in education. the research underscores that technology equips educators with a diverse set of tools and resources, enabling them to design interactive and personalized learning experiences. accordingly, teachers who effectively integrated technology into their teaching methods reported positive outcomes such as increased student engagement, enhanced collaboration, and the flexibility to experiment with various teaching approaches. the alignment between the current study’s findings of ghavifekr and rosdy’s research emphasizes the positive impact of technology on fostering creativity and enriching the educational experience. table 11 is a summary distribution of the variables on the teachers’ level of work ethics. the overall mean of 3.51 (sd=0.546), interpreted as very high indicates that the respondents have perceived at all times their level of work ethics. this implies that the respondents consistently uphold and adhere to the ethical standards and values of their profession. this commitment reflects a deep understanding of the importance of maintaining a high level of integrity in their work. it suggests a strong commitment to professional values, ongoing development, student welfare, positive contributions to the school community, and ethical considerations in the use of technology. reflecting on teachers’ level of work ethics emphasizes the need for teachers to be consistent in their physical, emotional, and mental attributes, which make them real role models to the community. the code of ethics for professional teachers in article xi states that a teacher should prioritize self-discipline as the fundamental principle of personal conduct in all interactions with others and in every circumstance. in particular, the responsibility to students category received the highest average score of 3.60 (sd=0.49), indicating a very high level, suggesting that teachers perceive their commitment as constant. this suggests that students can consistently depend on their teachers for ongoing support and guidance. educators play a significant and enduring role in the holistic development of their students. this indicates that educators consistently prioritize the well-being of their students, adjust to their requirements, cultivate trustful relationships, and contribute positively to their comprehensive growth. apparently, this suggests that educators consistently embody a high standard of responsibility to students. this level of commitment has far-reaching implications for the learning experience, personal development, and overall well-being of the students under their care. the work ethics of teachers is an important factor in successful teaching, which has a knock-on impact on students’ learning. when teachers experience psychological empowerment, they exhibit a favorable outlook towards their work. the findings of the related study showed that when teachers feel psychologically empowered, they become loyal and committed to their organization and ready to put their best efforts into the betterment of their organization (abbas,2021). on the other hand, responsibility to the professional category garnered the lowest average score of 3.42 (sd=0.62), also interpreted as very high. this suggests that the respondents maintain a strong personal commitment to their professional responsibilities to enhance their professional responsibility and are actively working towards achieving even higher standards. the respondents may have exceptionally high expectations of themselves regarding their responsibility to the profession, even though they perceive their commitment as very high. it suggests that they set extremely stringent standards for their professional conduct. it involves a table 11: summary of the level of teachers work ethics work ethics mean sd interpretation responsibility to the professional 3.42 0.62 very high professional competence 3.53 0.51 very high responsibility to students 3.60 0.49 very high school community 3.55 0.55 very high ethical use of technology 3.45 0.56 very high overall 3.51 0.546 very high legend: 3.26-4.00 at all times (very high) 2.51-3.25 most of the time (high) 1.76-2.50 sometimes (low) 1.00-1.75 never (very low) pa ge 55 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 41-70, 2024 commitment to ethical conduct, continuous learning, collaboration with peers, adherence to professional standards, and the promotion of the profession’s interests for the benefit of both professionals and the broader community. even though the importance of ethics in professional life can be demonstrated by several instances of the failure of businesses, it is better to show it through the lens of positivity (bordia, 2022). problem 3. how do the respondents assess the teacher’s behavior considering professional development and classroom management? table 12: distribution of the respondents’ level of assessment of teachers’ behavior considering professional development indicator mean sd description i encourage and support for active participation in professional development activities. 3.53 0.54 at all times i efficient use of resources to maximize the impact of professional development efforts. 3.55 0.50 at all times i have regular opportunities for individuals to reflect on their professional growth. 3.50 0.50 at all times i ensure that professional development opportunities are accessible and inclusive for all individuals, regardless of background or ability. 3.55 0.54 at all times i interact with parents or guardians to uphold open channels of communication. 3.62 0.53 at all times i remain current with best practices and engage in ongoing professional development to continually enhance my performance as a teacher. 3.57 0.54 at all times overall 3.55 0.53 at all times legend: 3.26-4.00 at all times (very high) 2.51-3.25 most of the time (high) 1.76-2.50 sometimes (low) 1.00-1.75 never (very low) table 12 determines the distribution of respondents’ level of assessment of teacher’s behavior, considering professional development. the data exposed the overall mean of 3.55 (sd=0.53), which is interpreted as very high and described as at all times. this implies a very positive interpretation of the teachers who take the initiative to reflect on their professional growth and are more likely to hold themselves responsible for their own development. by doing regular reflection, teachers were able to set meaningful goals for their professional development and help in creating targeted plans for achieving goals and enhancing effectiveness in the classroom. it also contributed to the development of a professional learning community and fostered job satisfaction among educators. teaching was a very important profession and brought a change in the knowledge and teachings of society. even though teachers are found in the bottom tier of today’s order of command, there is no doubt that they are exceedingly knowledgeable individuals (mehmood et al., 2022 ). the indicator as a teacher, i interact with parents or guardians to uphold open channels of communication, obtained the highest mean of 3.62 (sd=0.53), described as at all times. the result implies that this indicator reflects a commitment to fostering a collaborative and supportive learning environment that indicates a proactive approach to addressing academic and behavioral concerns in working together with parents that support the child’s development. by involving parents in their child’s education, a teacher contributes to the development of a supportive and collaborative community, which enhances the overall learning experience for the learners. republic act 7836, known as the code of ethics for professional teachers in article ix, establishes and maintains cordial relations with parents, informs them of their children’s progress, seeks their cooperation for proper guidance, and hears parents’ complaints with sympathy and understanding. the indicator as a teacher, i have regular opportunities for individuals to reflect on their professional growth obtained the lowest mean of 3.50 (sd=0.50), described as at all times interpreted as very high. this implies a very positive interpretation of the teachers who take the initiative to reflect on their professional growth and are more likely to hold themselves responsible for their own development. this suggests that by doing regular reflection, teachers were able to set meaningful goals for their professional development and help in creating targeted plans for achieving goals and enhancing effectiveness in the classroom. it also contributed to the development of a professional learning community and fostered job satisfaction among educators. republic act 7836, the code of ethics, in article v, stated that the teachers should consistently embody professional loyalty, mutual trust, and confidence in one another, demonstrate self-sacrifice for the common good, and engage in full cooperation with colleagues. for instance, the development of a professional learning community and fostering job satisfaction among educators were very important professions that brought about changes in the knowledge and teachings of society. pa ge 56 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 41-70, 2024 table 13: distribution of the respondents’ level of assessment of teachers’ behavior considering classroom management indicator mean sd description i ensure that my behavior in the classroom promotes a positive learning environment. 3.60 0.53 at all times i encourage to collaborate with peers and colleagues. 3.53 0.50 at all times i share experiences with others in the field. 3.49 0.54 at all times i use to establish clear expectations and boundaries with my students. 3.51 0.54 at all times i encourage self-reflection and self-assessment to identify areas for improvement. 3.54 0.58 at all times i address conflicts or disagreements among students fairly and constructively. 3.60 0.54 at all times overall 3.545 0.538 at all times legend: 3.26-4.00 at all times (very high) 2.51-3.25 most of the time (high) 1.76-2.50 sometimes (low) 1.00-1.75 never (very low) table 13 determines the distribution of respondents’ level of assessment of teachers’ behavior considering classroom management. the data shows that the overall mean of 3.545 (sd=0.538), described as at all times and interpreted as very high. this implies that the teachers who are consistently rated highly may possess strong skills in teachers’ behavior considering classroom management, and those rated low may need additional support or professional development to enhance their classroom management strategies. it suggests that there is diversity in how teachers perceive their ability to create a positive and productive learning environment. according to schweder(2020), positive emotions mediate all relationships between mastery goal orientation and learning activity in self-directed learning students. among the assessment of teachers’ behavior considering classroom management, the indicator i handle conflicts or disagreements among students in a fair and constructive manner got the highest mean of 3.60 (sd=0.54), described as at all times. this implies that the highest mean indicates a strong performance in this aspect of classroom management, but it also highlights the importance of continued professional development and strengthens the teacher-student relationship and facilitates effective communication and collaboration. it suggests that teachers promote a positive classroom environment, foster social-emotional skills, and maintain trust and rapport with students. sanchez (2022) discovered a positive correlation between engagement and favorable assessments of support, fairness, and alignment with personal values. teachers are more likely to be fully engaged in their roles when they perceive that the organizational climate values their contributions, promotes a sense of belonging, and offers opportunities for professional development. conversely, the indicator i share experiences with others in the field got the lowest mean of 3.49 (sd=0.54), described as at all times interpreted as very high. this implies that the teachers who are encouraged to share experiences with others can enrich teaching practice, promote professional growth, and ultimately benefit students and the broader school community. it suggests that sharing experiences collaboratively enables teachers to work together on common goals, projects, and initiatives. it was observed that once an employee understands his job, he is prepared to do it. for instance, rawwas et al. (2018) identified work ethics as a pivotal personal attribute that speaks volumes about employees’ recognition even in the absence of organizational control. problem 4. how do the respondents assess the teacher’s attitude considering attitude toward teaching and ethical behavior? table 14: distribution of respondents’ level of assessment of teachers’ attitude considering attitude toward teaching indicator mean sd description i demonstrate enthusiasm for the subject matter and teaching in general. 3.65 0.52 at all times i prioritize the needs and well-being of students. 3.64 0.48 at all times i tailor adapt instruction to accommodate the varied learning styles and abilities of students. 3.53 0.54 at all times i seek feedback from peers, mentors, and students to enhance teaching. 3.60 0.53 at all times i explore new teaching methods and technologies. 3.57 0.49 at all times i evaluate student progress and success and what criteria i use to determine achievement. 3.68 0.46 at all times overall 3.61 0.50 at all times pa ge 57 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 41-70, 2024 legend: 3.26-4.00 at all times (very high) 2.51-3.25 most of the time (high) 1.76-2.50 sometimes (low) 1.00-1.75 never (very low) table 14 explains the respondents’ work ethics based on the teachers’ attitude considering attitude toward teaching with an overall mean of 3.61 (sd = 0.50), described as at all times. it implies that the respondent’s level of work ethics based on teachers’ attitude toward teaching is very high. an employee’s perception of teaching can affect their interactions with others and their personal work performance. teachers’ attitudes toward teaching can influence student engagement and achievement levels. it suggests that educators those who are enthusiastic, passionate, and dedicated are more likely to inspire and motivate their students, fostering a positive learning environment conducive to academic success. the findings of the related study showed that when teachers feel psychologically empowered, they become loyal and committed to their organization and ready to put their best efforts into improving their organization (abba, 2021). the indicator i evaluate student progress and success, and what criteria i use to determine achievement, obtained the highest mean of 3.68 (sd=0.46), described as at all times. it implies a commitment to a student-centered approach to education. this approach recognizes that students have diverse learning needs and abilities and acknowledges the importance of tailoring instruction and assessment to meet individual student goals and aspirations. this ensures that student progress is measured against clear and objective criteria, providing a reliable basis for evaluating success. by establishing clear criteria for achievement, embracing a student-centered approach, and promoting continuous improvement, educators can create learning environments that foster academic excellence, equity, and growth for all students. moreover, the board for professional teachers adopts the code of ethics for professional teachers in article viii, section 1, which states that a teacher has the right and duty to determine students’ academic grades and promotions in the subjects or grades they handle, ensuring that such determinations follow generally accepted evaluation and measurement procedures. in the event of a complaint, the concerned teacher shall promptly take appropriate actions and follow due process. however, the indicator, i tailor instruction to meet students’ diverse learning styles and abilities, obtained the lowest mean of 3.53 (sd=0.54), described as at all times. this implies that in tailoring instruction, differentiated teaching strategies accommodate various learning styles and abilities. it suggests that by embracing differentiated and personalized approaches to instruction, educators can empower students to reach their full potential, celebrate their unique talents and strengths, and prepare them for success in an increasingly diverse and interconnected world. this teaching effectiveness was often equated with the teacher’s success in the classroom. it would also be important to learn the teacher’s strengths and weaknesses to improve their effectiveness, personality, attitude, skills, and knowledge thus, the key to success in teaching must lie in the characteristics of teachers (miñon,2018). table 15: distribution of respondents’ level of assessment of teachers’ attitude considering ethical behavior indicator mean sd description i convey a genuine passion for helping students learn and succeed. 3.66 0.47 at all times i am willing to listen and respond to student questions and concerns. 3.64 0.48 at all times i serve as a role model for students in terms of attitude and work ethics. 3.69 0.46 at all times i encourage students to see challenges and setbacks as opportunities for growth. 3.59 0.49 at all times i offer emotional support and guidance when students face difficulties. 3.59 0.49 at all times i handle and address student challenges, such as differing learning abilities or cultural background. 3.62 0.49 at all times overall 3.63 0.48 at all times legend: 3.26-4.00 at all times (very high) 2.51-3.25 most of the time (high) 1.76-2.50 sometimes (low) 1.00-1.75 never (very low) table 15 explains the respondents’ level of assessment of teachers’ attitude considering work ethics with an overall mean of 3.63 (sd = 0.48), described as at all times. it implies that the respondent’s level of work ethics based on the teachers’ attitude considering work ethics is very high. teachers’ work ethics reflect their level of professionalism and commitment to their roles as educators, which influence student learning outcomes and academic achievement. it suggests that assessing these attitudes can help identify educators who demonstrate punctuality, reliability, and accountability in their work, as well as those who exhibit a strong sense of dedication to their students’ learning and well-being. teaching effectiveness was often equated with the teacher’s success in the classroom. it would also be important to learn the teacher’s strengths and weaknesses to improve his or her effectiveness, personality, attitude, skills, and knowledge. these attributes are crucial for completing assigned tasks and objectives. therefore, the key to success in teaching lies in the characteristics of the teachers (miñon, 2018). the indicator, as a teacher, i serve as a role model for pa ge 58 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 41-70, 2024 students in terms of attitudes and work ethics, received the highest mean score of 3.69 (sd=0.46), described as at all times.this result indicates that teachers consistently practice this indicator. this demonstrates the importance of building and maintaining healthy connections and positive relationships with colleagues, students, and others in the school community. serving as a role model for learners in terms of attitudes towards work ethics reflects a teacher’s commitment to professionalism, integrity, positive attitudes, and essential life skills. it also contributes to the overall development of learners, not only academically but also in terms of their character and values. furthermore, sunanda (2018) emphasized that ethics refers to the principles that define behavior as right, good, and proper. on the other hand, the indicator, as a teacher, i offer emotional support and guidance when students face difficulties, obtained the lowest mean of 3.59 (sd=0.49) described as at all times. this suggests that teachers have a professional and ethical duty to care for the holistic well-being of their students. since learners have diverse learning styles and paces, this approach fosters a more effective learning environment that accommodates different learning levels and provides support if necessary. it suggests that encouraging learners and embracing challenges can give them opportunities for growth and offer emotional support and guidance during difficulties for effective teaching and learning. this support and guidance provided by teachers lay the foundation for learners to thrive in the face of adversity and pursue their goals with confidence and determination. the results of the lowest mean are emphasized in republic act 7836, which discusses the rights and duties of a teacher to the learners. the code of ethics for teachers was designed to protect the rights of the students. it is important for teachers to understand that by accepting a teaching position, they are agreeing to adhere to the code of ethics. problem 5. how are the respondents evaluating the teacher’s performance based on content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, assessment and reporting, as well as professional growth and development? table 16: distribution of respondents’ level of assessment of teachers’ performance (ipcrf) based on content knowledge and pedagogy indicator mean sd description i utilized content knowledge within and across multiple curricula in teaching areas. 4.83 0.44 outstanding i employed various teaching strategies that improve learner achievement in literacy and numeracy skills. 4.85 0.46 outstanding i utilized a variety of teaching strategies to cultivate critical and creative thinking, along with other higher-order thinking skills. 4.82 0.43 outstanding overall 4.83 0.44 outstanding legend: 3.26-4.00 at all times (very high) 2.51-3.25 most of the time (high) 1.76-2.50 sometimes (low) 1.00-1.75 never (very low) table 16 illustrates the mean distribution of the respondents’ level of assessment of teachers’ performance based on content knowledge and pedagogy with an overall mean of 4.83 (sd=0.44) described as outstanding. this data implies that teachers are delivering instruction at a level that exceeds expectations. this suggests that teachers possess a deep understanding of the subject matter and are able to effectively communicate complex concepts to learners using various pedagogical approaches. in line with existing research that highlights that the teaching is a very important profession in bringing a change in the knowledge and teachings of society. even though teachers are found in the bottom tier of today’s order of command, it is without a doubt that they are exceedingly knowledgeable individuals (mehmood et al., 2020). specifically, the indicator i employed various teaching strategies that improve learner achievement in literacy and numeracy skills, got the highest mean of 4.85 (sd=0.46) with a description of outstanding. this reveals a teacher’s professional practice and commitment to continuous improvement. by actively seeking out and implementing innovative teaching strategies, the teacher demonstrates a dedication to enhancing student learning outcomes and staying current with best practices in literacy and numeracy instruction. it suggests that connecting literacy and numeracy skills to real-life situations and examples helps students understand the practical application of these concepts beyond the classroom. in terms of related studies, bilbao (2018) is convinced that hard work and dedication have a moral value, an inherent ability, virtue or value to strengthen character and individual abilities. social activities of this caliber are seen to enrich character through diligent effort, reflecting one’s professional expertise. conversely, the indicator i utilized a variety of teaching strategies to cultivate critical and creative thinking, along with other higher-order thinking skills, got the lowest mean of 4.82 (sd=0.43), described as outstanding. this indicates that the teacher has laid a strong foundation for promoting higher-order thinking skills. this implies that the teachers’ performance in this aspect was still exemplary, demonstrating a high level of proficiency in fostering critical and creative thinking skills among learners. it suggests that the teacher prepares learners for success in an increasingly complex and dynamic world by employing a variety of teaching strategies; the teacher promotes higher-order thinking skills. pa ge 59 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 41-70, 2024 table 17 shows the distribution of the respondents’ level of assessment of teachers’ performance (ipcrf) based on learning environment and diversity of learners with an overall mean score of 4.55 (sd=0.55) described as outstanding. it indicates that the teacher has established a safe, supportive, and nurturing atmosphere conducive to learning. learners feel comfortable taking risks, making mistakes, and expressing themselves authentically, fostering intellectual curiosity and creativity. it suggests that the majority of respondents perceive the teacher’s effectiveness in creating a positive learning environment and catering to the diverse needs of learners as exceptional. the findings imply the teacher holistic development and academic success of every learner fostering a culture of respect, collaboration, and continuous improvement. according to the republic act 7836, known as the code of ethics for professional teachers in article v, teachers must consistently embody professional loyalty, mutual trust, and faith in one another, demonstrate self-sacrifice for the common good, and engage in full cooperation with colleagues. in any dispute where the best interests of learners, the school, or the profession are at stake, teachers should stand in solidarity with one another. meanwhile, examining individual indicators with the highest mean score of 4.60 (sd=0.65) is associated with i utilized differentiated, developmentally appropriate learning experiences to meet the diverse needs of learners, including considerations for gender with a description of outstanding. it indicates that the teacher is committed to ongoing professional growth and collaboration. this suggests effectively that the teacher tailors’ adapting instructional methods to address the diverse genderrelated needs of learners, fostering an inclusive learning environment where all learners feel supported and engaged. providing socio-emotional support and creating a safe and supportive learning environment where students feel valued, respected, and empowered to express themselves regardless of gender. this aligns with the implications mentioned above as revised, the board for professional teachers hereby embraces the code of ethics for professional teachers. a teacher must ensure that conditions conducive to the maximum development of learners are sufficient and should provide necessary assistance in preventing or resolving learners’ problems and difficulties. on the contrary, the indicator with the lowest mean score of 4.50 (sd=0.45), categorized as outstanding, relates to i managed classroom structure to engage learners, either individually or in groups, in meaningful exploration. it indicates that the teacher establishes clear expectations, routines, and procedures that support learner engagement and active participation in learning activities. this implies that while the score may be slightly lower compared to other indicators, the teacher’s performance in this aspect was still highly commendable, demonstrating effective classroom management techniques that facilitate meaningful exploration for learners. the discussions further touch on the republic act 7836, which discusses a teacher’s rights and duties to the learners. the code of ethics for teachers is formulated to safeguard the rights of all students. it is imperative that teachers comprehend that upon assuming a teaching position, they are committing to adhere to the code of ethics. table 17: distribution of respondents’ level of assessment of teachers’ performance (ipcrf) based on educational atmosphere and diversity of learners indicator mean sd description i managed classroom structure to engage learners, either individually or in groups, in meaningful exploration. 4.50 0.45 outstanding i effectively managed learner behavior by employing positive and non-violent disciplinary methods to cultivate learning-focused environments. 4.55 0.55 outstanding i utilized differentiated, developmentally appropriate learning experiences to meet the diverse needs of learners, including considerations for gender. 4.60 0.65 outstanding overall 4.55 0.55 outstanding legend: 3.26-4.00 at all times (very high) 2.51-3.25 most of the time (high) 1.76-2.50 sometimes (low) 1.00-1.75 never (very low) table 18: distribution of respondents’ level of assessment of teachers’ performance (ipcrf) based on curriculum and planning indicator mean sd description i planned, coordinated, and executed developmentally appropriate teaching and learning processes to align with the curriculum. 4.39 0.70 very satisfactory i engaged in collaborative discussions that utilize feedback from both teachers and learners to enhance teaching practices. 4.25 0.69 very satisfactory i chose, developed, structured, and utilized suitable teaching and learning resources, including ict, to accommodate learning needs. 4.14 0.83 very satisfactory overall 4.26 0.74 very satisfactory pa ge 60 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 41-70, 2024 legend: 3.26-4.00 at all times (very high) 2.51-3.25 most of the time (high) 1.76-2.50 sometimes (low) 1.00-1.75 never (very low) table 18 outlines the respondents’ distribution of the respondents’ level of assessment of teachers’ performance based on curriculum and planning with an overall mean of 4.26 (sd=0.74) described as very satisfactory. this signifies that professional collaboration allows teachers to share ideas, resources, and best practices, ultimately improving the quality of instruction and student learning outcomes. this means teachers must collaborate with colleagues to enhance curriculum development and planning practices further. by participating in workshops, conferences, and professional learning communities can provide teachers with new insights, strategies, and resources to enhance their curriculum development and planning skills. in the philippines, the attainment and failure of educational activities depend highly on their performance in executing the teaching and learning process, facilitating classroom management in the learning environment, participating in curriculum improvement and development, and promoting professional growth and engagement (comighud & arevalo, 2020). among the teachers’ performance indicators i planned, coordinated, and executed developmentally appropriate teaching and learning processes to align with the curriculum garnered the highest mean of 4.39 (sd=0.70), described as very satisfactory. it suggests that the teacher excels in effectively organizing and delivering instruction in a manner that aligns with curriculum objectives and meets the developmental needs of learners. this indicates a very satisfactory performance in this crucial aspect of teaching. the finding implies the teacher proficiency in aligning teaching and learning processes with curriculum objectives. by carefully planning and sequencing instruction, the teacher ensures that learners are provided with opportunities to achieve the intended learning outcomes outlined in the curriculum. in order to enhance the professional development of teachers, article iv states that every teacher is expected to maintain the utmost standards of quality education, diligently prepare for their teaching career, and consistently perform at their best in their professional practice.the code of ethics for professional teachers promotes the idea that all school personnel, including teachers, should prioritize their personal and professional advancement. the philippine constitution places significant emphasis on enhancing teachers’ competency through professional development activities. however, the lowest mean score of 4.14 (sd=0.83) for the indicator i chose, developed, structured, and utilized suitable teaching and learning resources, including ict, to accommodate learning needs accompanied by the description of very satisfactory. this implies that the teacher’s efforts in selecting and utilizing teaching resources, including ict, to support learning are still deemed very satisfactory. it suggests that the teacher may benefit from professional development opportunities focused on resource selection, development, and integration of ict by participating workshops, training sessions, and online courses that can provide teachers with new ideas, strategies, and tools to enhance resource utilization and instructional effectiveness. as amended, the board for professional teachers hereby adopts the code of ethics for professional teachers in article iv that every teacher is responsible for actively ensuring that teaching remains the noblest profession and should demonstrate genuine enthusiasm and pride in teaching as a noble vocation. thus, teachers’ commitment to professional development, professional roles, and responsibilities can shape their work ethics and impact them. a strong professional identity may lead to a more dedicated and ethical approach to teaching that brings their individual values to the profession and influences their ethical stance. table 19: distribution of respondents’ level of assessment of teachers’ performance (ipcrf) based on assessment and reporting indicator mean sd description i developed, chosen, arranged, and employed diagnostic, formative, and summative assessment strategies. 3.87 0.63 very satisfactory i supervised and assessed learner progress and achievement by utilizing learner attainment data. 3.93 0.66 very satisfactory i promptly and clearly communicated learners' needs, progress, and achievements to key stakeholders, including parents/guardians. 3.90 0.69 very satisfactory overall 3.90 0.66 very satisfactory legend: 3.26-4.00 at all times (very high) 2.51-3.25 most of the time (high) 1.76-2.50 sometimes (low) 1.00-1.75 never (very low) table 19 reveals the distribution of the respondents’ level of level of assessment of teachers’ performance based on assessment and reporting. the data revealed an overall mean of 3.90 (sd=0.66), described as very satisfactory. it pa ge 61 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 41-70, 2024 indicates that the teacher communicates student progress and performance effectively to stakeholders, including students, parents, and administrators. however, there may be opportunities to enhance the clarity, transparency, and frequency of reporting to ensure that all stakeholders are well-informed about student achievement. this means that the assessment of assessment and reporting highlights opportunities for continuous improvement in teachers’ work ethics. by reflecting on assessment practices, seeking feedback, and engaging in professional development, teachers can refine their skills and enhance the quality of assessment and reporting processes. as outlined in republic act 7836, which is commonly known as the code of ethics for professional teachers in article ixthe teacher and the parents establish and maintain cordial relations with parents, keep them informed about their children’s progress and solicit their cooperation for the proper guidance of their children and hear parents’ complaints with sympathy and understanding. on the other hand, the performance indicator, i promptly and clearly communicated learners’ needs, progress, and achievements to key stakeholders, including parents/ guardians obtained the highest mean of score of 3.90 (sd=0.69) with a description of very satisfactory. this implies that effective communication reflects positively on the teacher’s professionalism and commitment to ethical conduct. by promptly and clearly communicating with stakeholders, teachers demonstrate respect for their roles and responsibilities in supporting student learning and development. it suggests that by establishing effective communication channels, tailoring messages to meet stakeholders’ needs, and fostering a collaborative approach, teachers can promote a supportive learning environment that maximizes student success. the implications and discussion mentioned above highlight the republic act 7836 known as code of ethics for professional teachers, as outlined in article ix titled “the teacher and the parents,” establish and maintain friendly relations with parents, keep them informed about their children’s progress, solicit their cooperation for proper guidance, and address parents’ complaints with empathy and understanding. conversely, the indicator i developed, chosen, arranged, and employed diagnostic, formative, and summative assessment strategies obtained the lowest mean of 3.87 (sd=0.63), described as very satisfactory. this suggests that teachers must ensure that assessments are fair, valid, and reliable and that assessment data is used responsibly to inform instructional practices and support learner learning. it implies that designing, selecting, organizing, and using diagnostic, formative, and summative assessment strategies are integral components of teachers’ work ethics. by employing comprehensive assessment practices that are aligned with learning objectives, differentiated to meet learner needs, and used ethically and responsibly. this means that teachers can promote student success and foster a culture of continuous improvement in teaching and learning. in article viii of republic act 7836, titled “the teacher and the learner,” outlines the rights and responsibilities of teachers towards their students the code of ethics for teachers is the code is crafted to safeguard the rights of all students. it’s imperative for teachers to comprehend that upon assuming a teaching position, they are committing to adhere to the code of ethics. teachers are anticipated to treat all students equitably and refrain from exploiting their position in any manner. they must maintain a professional rapport with every student, avoiding overly informal or familiar interactions. regrettably, there were instances of abuse within the school. teachers must prioritize the safety of their learners and not delegate this responsibility to others. the paramount concern is to avoid misusing the authority they hold over their students, as it could lead to detrimental outcomes. they should think through the implications of what happens. table 20: distribution of respondents’ assessment level of teachers ‘performance (ipcrf) based on personal growth and professional development indicator mean sd description i applied a personal philosophy of teaching that is learner-centered. 3.30 0.77 satisfactory i establish professional development objectives aligned with the philippine professional standards for teachers. 3.80 0.68 very satisfactory overall 3.55 0.73 very satisfactory legend: 3.26-4.00 at all times (very high) 2.51-3.25 most of the time (high) 1.76-2.50 sometimes (low) 1.00-1.75 never (very low) table 20 provides insights into respondents’ level of assessment of teachers’ performance based on growth and professional development. the overall mean score is 3.55 (sd=0.73) described as very satisfactory. this indicates that teachers are actively engaged in activities aimed at improving their knowledge, skills, and practices. this implies that teachers demonstrate a willingness to engage in continuous learning and self-improvement. they seek out opportunities for continuing education to stay abreast of the latest educational trends, research findings, and best practices. republic act 7836 known as code of ethics for professional teachers in article v, which addresses teachers and the profession in section 1, affirms that teachers must consistently embody professional loyalty, mutual trust, and confidence in each other. they are expected to demonstrate self-sacrifice for pa ge 62 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 41-70, 2024 the collective benefit and maintain complete cooperation with their colleagues. in any dispute where the welfare of students, the school, or the profession is concerned, teachers are obligated to stand united in support of one another. between the two indicators of personal growth and professional development, the indicator i set professional development goals based on the philippine professional standards for teachers got a higher mean of 3.80 (sd=0.68) with a description of very satisfactory. it suggests that teachers prioritize their personal growth and professional development in alignment with established standards. this implies a strong commitment to meeting professional benchmarks and continuously improving their practice. this means that teachers contribute to their own professional growth and the continuous improvement of teaching and learning outcomes. this aligns with the wider discussion on conducting this study on the work ethics of teachers’ behavior, attitude, and performance is justified by its potential to enhance the educational experience, professional standards, and contribute to the continuous improvement of the education system. cognitive work engagement in teachers refers to their deep intellectual commitment to their roles, demonstrating their enthusiasm, dedication, and commitment to creating meaningful learning experiences (van wingerden & poell, 2019 ). on the other hand, the indicator i applied a personal philosophy of teaching that is learner-centered got the lower mean of 3.30 (sd=0.77) with a description as satisfactory. it suggests that while the performance is satisfactory, there is room for improvement in applying a learner-centered approach to teaching. this implies that teachers may need to further integrate learner-centered principles into their instructional practices and teaching philosophy. it indicates that teachers may need to enhance their focus on adapting instruction to meet diverse student needs and promoting active engagement and ownership of learning among students. the findings relate referring to the research backing republic act 7836, also known as the code of ethics for professional teachers, in article 8, section 9, it emphasizes that educators must guarantee the presence of suitable conditions conducive to the optimal growth of learners. additionally, they are required to offer necessary support to address and resolve any challenges or issues hindering the progress of students. table 21: summary of respondents’ level of assessment in key result areas of individual performance commitment review form (ipcrf) key result areas mean sd description interpretation content knowledge and pedagogy 4.83 0.44 outstanding very high learning environment & diversity of learners 4.55 0.55 outstanding very high curriculum and planning 4.26 0.74 very satisfactory high assessment and reporting 3.90 0.66 very satisfactory high personal growth and professional development 3.55 0.73 very satisfactory high overall 4.22 0.62 very satisfactory high legend: 3.26-4.00 at all times (very high) 2.51-3.25 most of the time (high) 1.76-2.50 sometimes (low) 1.00-1.75 never (very low) table 21 demonstrates the teachers’ key result area level of assessment in key results areas of individual performance commitment review form for teachers. based on the data gathered, the overall mean average of the respondents’ level of assessment in key area results of their ipcrf is 4.22 (sd=0.62) interpreted as very satisfactory. this implies that the elementary school teachers’ level of performance proficiency in the performance evaluation cycle for the school year 2022-2023 is deemed highly satisfactory in terms of professionalism,ethics and self-management. teachers who perform at a very satisfactory level are a testament to their hard work and dedication and an opportunity to further enhance areas for improvement and growth of their skills and effectiveness as educators. they also have the ability to engage with learners, colleagues, administrators, parents, and other community members in a manner that is both appropriate and respectful, fostering a conducive learning environment that promotes success.. moreover, they being ethically conscious of their duty to address the learning requirements of all children, educators must acknowledge, comprehend, and exhibit an appreciation for the diverse perspectives, cultural backgrounds, values, beliefs, worldviews, and various motivations that students bring into the educational setting. additionally, constructive feedback and support should be provided to help teachers further enhance their effectiveness in the classroom and their overall contributions to the school community. the attainment and failure of educational activities depend highly on their performance in executing the teaching and learning process, facilitating classroom management in the learning environment, participating in curriculum improvement and development, and promoting professional growth and engagement (comighud & arevalo). on the other hand, the table presented the highest mean performance level of the respondents’ content knowledge and pedagogy was 4.83 (sd=0.44), which was described as outstanding and interpreted as very high. this implies that teachers are proficient in designing and pa ge 63 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 41-70, 2024 delivering lessons that are engaging, relevant, and aligned with curriculum standards. they can present complex concepts in ways that are accessible and comprehensible to students, leading to improved learning outcomes to ensure the ongoing enhancement of teaching quality and student learning experiences. emotions cast a shadow over the lives and work of educators, influencing their experiences. according to schweder, positive emotions play a mediating role in the relationship between mastery goal orientation and learning activities among selfdirected learners. conversely, the data showing personal growth and professional development obtained the lowest mean of 3.55 (sd=0.73), described as very satisfactory and interpreted as high. it indicates that there are specific areas of teacher performance that require attention and improvement. addressing these areas systematically can lead to targeted interventions and support mechanisms to enhance teacher effectiveness. this implies that a teacher may require additional support and professional development opportunities to improve their performance. this could involve personalized coaching, mentoring, or access to relevant training programs aimed at addressing identified weaknesses and building upon strengths. conducting this study on the work ethics of teachers’ behavior, attitude, and performance is justified by its potential to enhance the educational experience, professional standards, and contribute to the continuous improvement of the education system. cognitive work engagement in teachers refers to their deep intellectual commitment to their roles, demonstrating their enthusiasm, dedication, and commitment to creating meaningful learning experiences (van wingerden & poell). table 22: summary of the respondents’ level of assessment of teachers’ behavior, attitude and performance key result areas mean sd interpretation behavior 4.26 0.64 very high attitude 4.35 0.59 very high performance 4.22 0.62 very high overall 4.276 0.616 very high legend: 3.26-4.00 at all times (very high) 2.51-3.25 most of the time (high) 1.76-2.50 sometimes (low) 1.00-1.75 never (very low) table 22 provides a summarized distribution of the variables concerning the teachers’ behavior, attitude and performance. the overall mean of 4.276 (sd=0.616) with a description of very high. this implies that the respondents who display positive attitudes and high performance often engage learners more effectively. positive behavior, attitude, and performance contribute to a teacher’s professional reputation within the school community. this helps build trust and confidence in the teacher’s ability to guide and educate their children. an insight that can be drawn from this can foster an environment that supports and recognizes positive teacher behavior, attitudes, and performance that includes opportunities for professional development, acknowledging achievements, and creating a culture that values the well-being and growth of educators. according to the study of abbas, when teachers experience psychological empowerment, they exhibit a favorable attitude towards their profession. consequently, the findings from the study indicate that when teachers feel psychologically empowered, they demonstrate loyalty and commitment to their organization, and are motivated to contribute their utmost to its improvement. in particular, the attitude dimension scored the highest mean of 4.35 (sd=0.59), indicating a very high level. this suggests that individuals possess a significantly positive assessment of attitude, whether within or outside the organization. the elevated mean score suggests a high level of work ethics concerning teachers’ attitudes toward professional development and classroom management. it underscores the potential impact of employees’ attitudes on their interactions with others and their individual job performance. employee attitude influences reactions to others, perceptions of the job, and one’s perceived value to the organization. this aligned the board for professional teachers hereby adopts the code of ethics for professional teachers in article xi: the teacher as a personin section 2, it is emphasized that a teacher should prioritize self-discipline as the fundamental principle guiding personal conduct in all interactions and circumstances. conversely, performance received the lowest mean score of 4.22 (sd=0.62), suggesting a very satisfactory rating. this indicates that the respondents’ performance has been evaluated as highly satisfactory. this implies a certain level of uniformity in performance across the evaluated group. this suggests that there may be systematic factors at play, such as effective training programs, clear performance expectations, or strong leadership, that contribute to overall high performance levels. the disparity in scores might be attributed to factors discussed by (leonard ,2019), that highlights that professionalism constituted a fundamental aspect of the work ethic concept, delineating an individual’s approach to work and behavior while on the job. problem 6. is there a significant relationship between the respondents’ perceived level of work ethics and their assessment of teachers’ behavior, attitude and performance? pa ge 64 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 41-70, 2024 table 23: test of significant relationship between the respondents’ work ethics and the behavior, attitude, and performance of teachers work ethics behavior attitude performance overall interpretationrho p-value rho p-value rho p-value professional responsibility 0.5029 0.0001** s 0.3988 0.0001** s 0.0367 0.5263 ns 0.3128 0.1755 ns professional competence 0.4703 0.0001** s 0.447 0.0001** s 0.1083 0.0611 ns 0.3261 0.0204 s responsibility to students 0.6565 0.0001** s 0.6915 0.0001** s 0.0926 0.1096 ns 0.4859 0.0366 s school community 0.6201 0.0001** s 0.6586 0.0001** s 0.0907 0.117 ns 0.4565 0.0390 s ethical use of technology 0.686 0.0001** s 0.5765 0.0001** s 0.0411 0.4779 ns 0.4345 0.1594 ns overall 0.70456 0.0001** s 0.5545 0.0001** s 0.07388 0.2583 ns 0.4032 0.08618 ns legend: significant if p-value < 0.05* and p-value < 0.01** table 23 illustrates the notable correlation between work ethics and the behavior, attitude, and performance of teachers. the statistical findings, represented by rho values and corresponding p-values, provide meaningful understanding of the magnitude and significance of these associations. the collective p-values suggest that there is no substantial distinction in respondents’ work ethics concerning teachers’ behavior, attitude, and performance. it implies that training programs and professional development initiatives within the educational system effectively instill and reinforce consistent work ethics among teachers since work ethics of teachers play a crucial role in shaping their behavior, attitude and performance. this could be attributed to standardized training protocols, ongoing support systems, and adherence to professional standards across the teaching profession. the importance of maintaining and nurturing a culture of professionalism and ethical conduct within the teaching profession. it highlights the collective commitment of teachers to uphold high standards of integrity, responsibility, and excellence in their roles as educators. ethics is one of the most critical problems in organizations and, especially in the management of human resources. this concept may not necessarily be in contradiction with the philosophy of work as a part of human nature and a means for self-perfection because the purpose of rational power is to change matter into goods that have objective value (cholbi, 2022). the data further revealed that in terms of responsibility to the professional, the analysis reveals a significant relationship between the work ethics towards teachers’ behavior and attitude. results have shown that the rho values of 0.5029 and 0.3988 for behavior and attitude, respectively, are statistically significant with p-values less than 0.0001. the significant relationship between responsibility to the professional and work ethics toward teachers’ behavior and attitude underscores the importance of ethical conduct and professionalism in education. by nurturing a culture of responsibility, integrity, and continuous improvement, educators can fulfill their professional obligations and positively impact student learning outcomes. while no significant difference was found, this analysis underscores the importance of ongoing professional development and support for educators to enhance their work ethics toward performance. professional development initiatives can focus on areas such as instructional best practices, assessment strategies, student engagement techniques, and reflective teaching practices to empower educators to improve their performance and effectiveness in the classroom. moving to the factors of professional competence, similar positive correlations emerge. with rho values of 0.4703 and 0.447 for behavior and attitude, respectively, all associated p-values below 0.0001, the findings suggest a strong and significant connection between the work ethics and teachers’ behavior and attitude. the significant relationship between work ethics and teachers’ behavior and attitude suggests that educators who demonstrate strong work ethics are more likely to exhibit positive behavior and attitudes in their professional practice.while, no significant difference may have been found between professional competence and teachers’ performance, this finding underscores the complex interplay between pa ge 65 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 41-70, 2024 these factors and highlights the importance of fostering a supportive, collaborative, and ethical school environment. by promoting ongoing professional development and cultivating a culture of excellence, educators and educational leaders can enhance teacher performance and ultimately contribute to improved student success and well-being. on the other hand, responsibility to students, as a component of work ethics, exhibits positive correlations with teachers’ behavior and attitude. the rho values of 0.6565 and 0.6915, for behavior and attitude, respectively, along with p-values less than 0.0001, highlight the importance of fostering an optimistic responsibility to learners can enhanced teachers’ work ethics. the data revealed that there is a significant relationship between responsibility to students’ teachers’ behavior and attitude that highlights a fundamental connection between educators’ ethical commitment and their professional conduct in the classroom. it implies that educators who prioritize their responsibility to students are more likely to exhibit positive behavior and attitudes aligned with ethical standards, fostering a conducive learning environment that promotes student engagement and achievement. moreover, the data shows that the responsibility to students revealed that there is no significant difference considering the teachers’ performance. it suggests that, on average, educators’ sense of responsibility to their students may not directly influence their overall performance as teachers. this finding may indicate that while educators recognize the importance of their responsibility to students, it may not significantly impact their effectiveness in the classroom as measured by traditional performance metrics. lastly, the ethical use of technology demonstrates correlations with teachers’ behavior and attitude. the rho values of 0.686 and 0.5765 for behavior and attitude, respectively, all with p-values below 0.0001, suggest that work ethics in the ethical use of technology contribute to professional growth and enhance the overall teaching and learning experience for everyone involved in the educational process. moreover, the interpretation of a significant relationship was observed between work ethics and teachers’ behavior and attitude, with a p-value less than 0.01. this result was significant as it highlights the disconnectedness between the work ethics and teachers’ behavior and attitude with a confidence level that provides the best possible education, aligns with professional standards and fosters a sense of responsibility and dedication to their profession. in addition, work ethics serve as a framework for the alignment of personal values with professional conduct that uphold strong work ethics and tend to manifest behaviors and attitudes that resonate with integrity, responsibility, and dedication in their teaching roles. it has fostered a sense of responsibility and dedication to their profession. it was also observed that there is no significant difference was identified between the work ethics and their assessment of teachers’ performance with rho-value of 0.0411 as the p-value exceeded 0.05. hence, work ethics significantly influenced the behavior and attitude of teachers, while performance did not contribute to the factors of work ethics. this implies the critical role of work ethics in shaping the behavior and attitude of teachers within the education system. by acknowledging and prioritizing the cultivation of strong work ethics, educators can contribute to a positive learning environment and uphold the values essential for student success and well-being. it suggests that the teachers can engage in professional development activities that encourage introspection and growth in areas related to work ethics, fostering a commitment to continuous improvement and ethical practice. moreover, sunanda underscores that ethics pertains to the principles that establish behavior as genuine, virtuous, and appropriate.such principles do not always determine a single moral action but provide a means of evaluating and deciding among competing options. values involve ethics when they relate to beliefs about what is right and wrong. problem 7. is there a significant difference in the respondents’ assessment of teachers’ behavior, attitude, and performance when grouped according to their profile? table 24: test of significant difference between the teachers’ behavior, attitude, performance when grouped according to profile sex civil status educational attainment length of service interpretation f-value p-value f-value p-value f-value p-value f-value p-value behavior 4. 56 0. 00 01 ** s 6. 16 0. 00 01 ** s 14 .5 6 0. 00 01 ** s 2. 29 0. 01 06 *s 6.8925 0.0027 s attitude 8. 64 0. 00 01 ** s 3. 56 0. 00 02 ** s 5. 56 0. 00 01 ** s 2. 24 0. 01 58 *s 5.00 0.0041 s pa ge 66 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 41-70, 2024 performance 2. 01 0. 04 51 *s 2. 18 0. 02 91 *s 2. 1 0. 03 55 *s 1. 3 0. 24 n s 1.8975 0.0874 ns overall 5. 07 0. 01 51 s 3. 96 6 0. 00 98 s 7. 40 6 0. 01 2 s 1. 94 3 0. 08 9 n s 4.5966 0.0314 s note: significant if p-value < 0.05* and not significant if p-value < 0.01** table 24 displays the outcomes of the statistical analysis examining the significant relationship between the evaluation of teachers’ behavior, attitude, performance, and the profile of respondents. overall, the findings indicate a significant difference in the respondents’ assessment of behavior, attitude, and performance when categorized according to their profile. respondents’ profiles. specifically, the data revealed that the respondents’ behavior, attitude and performance in all four variables have a significant relationship that implies the organization that provides equal opportunities for individuals from various demographic backgrounds can support a perception of fairness and non-discrimination within the workplace. this valuable insight offers opportunities for enhancing educational practices, promoting inclusiveness, and fostering academic success for all students. the absence of a significant relationship suggests that individuals are complex, and their behavior, attitude, and performance cannot be easily predicted based on respondents’ profile factors alone, which emphasizes the importance of considering the uniqueness of each individual. in terms of behavior, the analysis reveals a significant difference across all dimensions of respondents’ profiles. the f-values of 4.56, 6.16, 14.56, and 2.29 respectively, concerning sex, civil status, educational attainment, and length of service, are significant indicators in the analysis, as the p-value was less than 0.05. this implies the compelled evidence that contributed to greater accountability and transparency in the education system to provide clear explanations and justifications for assessment outcomes, especially if disparities among demographic groups are identified. respondents profile and the assessment of teachers’ behavior also ensure fairness and equity in how teachers from different demographic backgrounds are appraised. the work ethics as a crucial personal trait, it speaks volumes about employees’ acknowledgment, even in the absence of organizational oversight. against this background, a stream of scholars has argued that work ethics may not be static but can be viewed as dynamic (rawwas et al., 2018). moving to the assessment of attitude, similar positive correlations emerge with the f-value of 8.64, 3.56, 5.56, and 2.24, respectively, and all associated p-values below 0. 0001. the findings suggest a strong and significant connection between higher levels of teachers’ attitude demographic profiles among teachers. this implies that effective interventions in adapting their strategies can maintain positive teacher attitudes that contribute to a more inclusive learning environment for teacher wellbeing. according to schweder (2020), emotions hover like a shadow over the lives and work of educators. positive emotions serve as mediators in all relationships between mastery goal orientation and learning activity among selfdirected learners. on the contrary, there is a notable variance in the evaluation of teachers’ performance when categorized according to demographic profiles such as sex, civil status, and educational attainment with f-value of 2.01, 2.18, and 2.1 respectively, as the p-value was less than 0.05. this result acknowledges the impact of educational attainment on performance to ensure they can meet performance expectations. it was also important to note that there was no significant difference between the teaching experience and the performance of teachers, with the f-value of 1.3, as the p-value was greater than 0.05. this suggest that there was no evidence to confirm a significant contribution of teaching experience to the performance of teachers. this implies that the number of years a teacher has been in the profession may not be a decisive factor in determining their effectiveness. it suggests that teachers’ behavior and attitude play a role in influencing their overall performance that may have a measurable impact on how teachers perform in their roles. the respondents profile contributes to the overall evaluation of teachers’ behavior, attitude, and performance. in this age of education globalization, educators play a crucial role in building a quality nation and in contributed toward cultural transformation. in this section, research has delved into the demographic profile of teachers, such as sex, civil status, highest educational attainment and teaching experience as the moderating variables to understand how these factors shape their work ethics. studies have investigated how the professional background of teachers can impact their commitment to ethical standards and overall performance in the classroom. a positive and supportive professional environment can enhance the good behavior, attitude, performance and overall commitment to the teaching profession. in such environments if teachers often feel supported by their colleagues it leads to increased dedication and motivation to contribute to the collective success of the school. it was a belief that diligence and commitment possess a moral significance, constituting an innate capacity, virtue, or value that enhances character pa ge 67 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 41-70, 2024 and personal abilities.social entertainment of this value is considered to enhance character through hard work that represents to an individual’s field of work (bilbao). problem 8. based on the findings of the study, what professional development plan on work ethics can be designed? table 25: matrix of professional development plan year 1: skill development and integration a re as o f c on ce rn sp ec ifi c o bj ec tiv es st ra te gi es / a ct iv iti es t im e fr am e pe rs on /s in vo lv ed so ur ce o f fu nd e st im at ed b ud ge t e xp ec te d o ut co m e re sp on sib ili ty to th e pr of es sio na l to ac kn ow le dg e th e ab se nc e of aw ar en es s, kn ow le dg e, or co m pr eh en sio n of th e c od e do es n ot s er ve a s a de fe ns e ag ai ns t a ch ar ge o f un et hi ca l c on du ct . re vi sit t ea ch er p ro fe ss io na l c od e of e th ic s c on du ct r eg ul ar w or ks ho ps , se m in ar s, or w eb in ar s to e du ca te e m pl oy ee s ab ou t th e et hi ca l s ta nd ar ds a nd e xp ec ta tio ns . be gi nn in g an d e nd o f th e sc ho ol y ea r (t w ic e a ye ar ) a dm in istra to rs , a nd te ac he rs m o o e ₱3 0, 00 0. 00 in cr ea se aw ar en es s of em pl oy ee s to ha ve a he ig ht en ed aw ar en es s of th e or ga ni za tio n’s c od e of c on du ct a nd et hi ca l s ta nd ar ds . e ns ur e a cl ea r p ro ce ss fo r r ep or tin g an d ad dr es sin g et hi ca l i ss ue s. t hr ou gh ou t t he s ch oo l ye ar sc ho ol h ea d, te ac he rs , an d et hi cs c om m itt ee n /a n /a c an id en tif y an d re po rt et hi ca l co nc er ns ea rly , kn ow in g th e pr oc es se s an d ch an ne ls av ai la bl e fo r r ep or tin g. year 2: skill development and integration a re as o f c on ce rn sp ec ifi c o bj ec tiv es st ra te gi es / a ct iv iti es t im e fr am e pe rs on /s in vo lv ed so ur ce o f fu nd e st im at ed b ud ge t e xp ec te d o ut co m e re sp on sib ili ty to th e pr of es sio na l o rg an iz e or p ar tic ip at e in p ee r l ea rn in g gr ou ps w he re co lle ag ue s ca n sh ar e kn ow le dg e, be st p ra ct ic es , an d fe ed ba ck . t hr ou gh ou t t he s ch oo l y ea r sc ho ol h ea d an d te ac he rs n /a n /a c an ai d in di vi du al s in ac qu iri ng ne w sk ill s an d en ha nc in g ex ist in g on es . re ce iv ed p os iti ve f ee db ac k an d va lid at io n fr om p ee rs ca n bo os t c on fid en ce in o ne ’s ab ili tie s a nd k no w le dg e. e nh an ce jo b sa tis fa ct io n by cr ea tin g a se ns e of be lo ng in g an d ca m ar ad er ie. in cr ea se jo b en ga ge m en t a nd o ve ra ll sa tis fa ct io n w ith on e’s ro le. pa ge 68 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 41-70, 2024 c on du ct " lu nc h an d le ar n" se ss io ns w he re te am m em be rs p re se nt o n to pi cs of e xp er tis e or in te re st . t hr ou gh ou t t he s ch oo l y ea r sc ho ol h ea d an d te ac he rs n /a n /a e xp lo re n ew id ea s a nd th in k cr iti ca lly a bo ut h ow th ey c an be a pp lie d in th e w or kp la ce . im pr ov e c om m un ic at io n an d c ol la bo ra tio n fo r i m pr ov in g ov er al l co m m un ic at io n sk ill s w ith in th e te am . year 3: establishing foundations a re as o f c on ce rn sp ec ifi c o bj ec tiv es st ra te gi es / a ct iv iti es t im e fr am e pe rs on /s in vo lv ed so ur ce o f fu nd e st im at ed b ud ge t e xp ec te d o ut co m e te ac he rs ’ pe rf or m an ce ( ip c rf ) ba se d on p er so na l g ro w th a nd pr of es sio na l d ev el op m en t to i m pl em en t a te ac hi ng p hi lo so ph y th at p rio rit iz es t he l ea rn er ’s ne ed s a nd p re fe re nc es . o ff er t ra in in g se ss io ns f oc us ed on s tra te gi es a nd t ec hn iq ue s fo r im pl em en tin g le ar ne r-c en te re d te ac hi ng m et ho ds . t hr ou gh ou t t he sc ho ol y ea r a dm in ist ra to rs an d sc ho ol le ad er s, te ac he rs , a nd l ea rn er s m o o e ₱1 0, 00 0. 00 bo th ed uc at or s an d st ud en ts, fo st er in g a cu ltu re o f lif el on g le ar ni ng , in no va tio n, an d ex ce lle nc e in e du ca tio n. pr ov id e w or ks ho ps o n in co rp or at in g te ch no lo gy to ol s an d re so ur ce s t o en ha nc e le ar ne r en ga ge m en t a nd p er so na liz ed le ar ni ng e xp er ie nc es . t hr ou gh ou t t he sc ho ol y ea r a dm in ist ra to rs a nd s ch oo l le ad er s, te ac he rs , m o o e ₱1 0, 00 0. 00 e nh an ce le ar ne r e ng ag em en t a nd pe rs on al iz ed le ar ni ng e xp er ie nc es , ed uc at io na l i ns tit ut io ns c an em po w er e du ca to rs a nd st ud en ts to le ve ra ge te ch no lo gy e ff ec tiv el y to su pp or t m ea ni ng fu l a nd im pa ct fu l t ea ch in g an d le ar ni ng ou tc om es . c om m un ity e ng ag em en t a nd p ar en t in vo lv em en t: o rg an iz e w or ks ho ps o r in fo rm at io n se ss io ns fo r p ar en ts to e du ca te th em ab ou t l ea rn er -c en te re d ap pr oa ch es a nd in vo lv e th em a s p ar tn er s i n th ei r c hi ld re n’s e du ca tio n. t hr ou gh ou t t he sc ho ol y ea r a dm in ist ra to rs a nd s ch oo l l ea de rs , t ea ch er s, sp ta p a re n ts l e a rn e rs m o o e a n d s pt a f u n d s ₱3 5, 00 0. 00 c an c re at e a m or e su pp or tiv e, in cl us iv e, an d em po w er in g le ar ni ng e nv iro nm en t f or a ll st ak eh ol de rs in vo lv ed . pa ge 69 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 41-70, 2024 conclusions based on the results and discussions that have been presented, the following conclusions were made: teachers’ work ethics have a bearing on the teachers’ behavior and attitude considering professional development, classroom management, attitude toward teaching and ethical behavior. the ethical standards teachers uphold significantly influence how they behave and their overall attitude toward their profession, students, and colleagues. this responsibility extends far beyond the mere transmission of knowledge that reflects the profound impact of ethical conduct on the educational experience and underscores the profound trust and accountability inherent in the teacher-student relationship. moreover, the organizational culture within schools plays a pivotal role in shaping teachers’ work ethics and attitudes that support and collaborate in a work environment that values transparency, respect, and continuous growth and fosters a positive ethos among educators. by incorporating these into a well-structured development plan, schools can create a supportive environment that nurtures teachers’ commitment to work ethics, ultimately enhancing their behavior, attitude, and overall performance for the success that leads to the recognition and acknowledgment of teachers’ efforts and achievements. recommendations in accordance with the findings and conclusion of the study, the following recommendations are hereby presented: 1. school administrators should prioritize and encourage educators to engage in ongoing professional development opportunities to stay updated on best practices, advancements in pedagogy, and ethical standards in education. providing access to workshops, seminars, conferences, and online courses can support educators in enhancing their skills and knowledge. 2. teachers should engage in work ethics focused on providing opportunities for teachers to participate in leadership development programs that emphasize ethical decision-making, professional integrity, and the importance of setting a positive example for colleagues and students alike. teachers can fulfill their responsibility to the profession, enhance their performance, and make a positive impact on student learning and well-being. 3. school administrators and teachers should implement a holistic evaluation system that covers all aspects of performance, including professional development, classroom management, attitudes toward teaching, and ethical behavior. to address any ethical concerns promptly and provide support for improvement, an assessment of ethical behavior should be integrated into the evaluation process. this may involve reviewing adherence to the school’s code of conduct, professional ethics, and the ethical use of resources. it also encourages the sharing of best practices, successful strategies, and challenges faced. lastly, the ipcrf of teachers should be ensured to reflect the diverse responsibilities and competencies required for effective teaching, and guidance should be provided on how teachers can use the ipcrf as a tool for self-assessment and professional growth. 4. teachers should contemplate adopting the development plan crafted as a targeted study plan on focusing work ethics regarding teachers’ behavior, attitude, and performance to professional development leading to meaningful and relevant professional growth that foster heightened self-awareness and a more comprehensive grasp of the influence of work ethics. references abba, m. (2021). work ethics affecting teachers’ performance in opol and laguindingan district misamis oriental bandura, h. (1967). how social learning theory works. updated on october 14, 2022.accessed: october 8, 2023 bhandari, p. (2020) an introduction to quantitative research. https://www.scribbr.com/methodology/ quantitative-research bilbao, p. (2018). the teaching profession, 4th edition, copyright 2018, lorimar publishing, inc., cubao quezon city, metro, manila, philippines. bordia, d. (2022). professional ethics for teachers. https://blog.teachmint.com/professional-ethics-forteachers/ cabrera, g. a., conde, a. c., & angela ingles, k. s. (2019). \difficulties on work-life balance of married career women: the case of generation x. asia pacific journal of academic research in business administration, 5(1), 16–21 cholbi, m. (2022). philosophical approaches to work and labor. the stanford encyclopedia of philosophy. retrieved from https://plato.stanford.edu/archives/ spr2022/entries/work-labor/>. comighud, s. m., & arevalo, m. (2020). motivation in relation to teachers’ performance. international journal of scientific and research publications (ijsrp), 10(04) codes of ethics for educators – education (stolaf.edu) https://rb.gy/wclm2b code of ethics for professional teachers https:// etico.iiep.unesco.org/sites/default/files/201902/ philippines_code_of_ethics_fo_professional_ teachers.pdf ghavifekr, s., & rosdy, w. a. w. (2015). teaching and learning with technology: effectiveness of ict integration in schools. international journal of research in education and science, 1(2), 175-191. herodotou, s., wang, e., swing, k., & lee, m. (2019). innovative pedagogies of the future: an evidencebased selection https://www.researchgate.net/ publication/336451325 leonard, k. 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(2021, january 26). healthpromoting leadership: concept, measurement, and research framework. frontiers. https://www. frontiersin.org/articles/10.3389/fpsyg.2021.602333/ full. 6 article 2911.indd pa ge 1 pa ge 94 american journal of arts and human science (ajahs) the social media as means for self-expression against social injustice and agigitation in nigeria john ayodele oyewole1* volume 3 issue 3, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i3.2911 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: may 27, 2024 accepted: june 29, 2024 published: july 08, 2024 this work strives to know the place of social media in social assertiveness. the research method is survey. the study uses convenience sampling to select 50 undergraduate students from adekunle ajasin university, akungba-akoko. the fi ndings of the study indicate that the majority of the respondents adopt facebook and whatsapp as major social media platforms for expressing their disgust and grievances against social ills and unfavorable government policies. it is also discovered from the study that the majority of the respondents do not expect agents of the government to care about their voices but still fi nd a bit of relief from expressing their grievances through social media. the study concludes that, in spite of this position, the social media remain an escape avenue and means of social assertiveness for the governed. keywords social media, social responsibility, agitation, freedom of expression 1 department of mass communication, faculty of the social sciences, adekunle ajasin university, akungba-akoko, ondo state, nigeria * corresponding author’s email: john.oyewole@aaua.edu.ng introduction democracy has been argued to be the best option for governing a state. the western world adores democracy to the extent that, that any government in the world, especially in africa that fails to adopt democracy as means of governance, is seen as opposing the ideals of the west. however, recent development in africa indicates that many states in the continent are abandoning democracy for other forms of governance, particularly, the military system of government. furthermore, it would seem that the alternative to democracy being embraced in some african states testifi es to the peculiarity of africa. many leaders in african states who publicly support democracy violate its principles of tenure in offi ce, and many a time, the credibility of their mandate is either questionable or leaves much to be desired. a case in point is niger’s president mohamed bazoum who was overthrown in a coup d’état on 26 july 2023. his mismanagement of public funds and unconstitutional quest for tenure elongation were at the centre of his removal from offi ce. furthermore, the coup d’état in gabon overthrowing president ali bango ondimba on 30 august, 2023 also registered the need to review the relevance of democracy to the african states. up till april, 2024 some african states are still being governed by military system of government: burkina faso, chad, guinea and mali. while the principles of democracy are people-centred, with the desire to improve the standard of living and making humanity so desirable to exhibit, it is clear that some african leaders have not come to terms with the principles of democracy. the sit tight syndrome of some african presidents is rooted in oligarchy or monarchy. tenure elongation queries the fi t of democracy in african system. nonetheless, the main advantage of democratic system of government is the granting of power to the people. democracy encourages open distribution of natural resources and checks of excesses of leadership in order to prevent abuse of power, and thus bring humanity to the door step of every citizen. perhaps it was the quest to restore the human dignity that nigeria returned to democratic rule in 1999. since nigeria got her independence in 1960, the system of governance has been military system and some periods of democracy leading up to 1999 when democracy became stable. under the military system of government, freedom of expression was usually suppressed, and with the suspension of the constitution, the oppression of citizens was legal within the framework of the military operations. specifi cally, nigeria in the 80s and 90s were governed by the military decrees which in large part were against democratic ethics. albeit the military provided machinery for information dissemination, such were under the full supervision of the military leadership. criticism of policies and leadership were met with sanctions. broadcast stations that provided platforms for anti-government statements and releases were viciously dealt with by the military leadership, almost summarily. there was fear in the air and only the daredevil critics and intellectuals could challenge the government for suppression of freedom of speech. since the year 1999, nigeria has become a democratically governed state, and there have been successful successions of change of leadership from a democratic leadership to another one via presumable credible elections. how has the freedom of speech fared under democratic setting in nigeria? answer to this question perhaps constitutes the driving force for this work. from olusegun obasanjo, to musa yaurdua to goodluck jonathan, and down to muhammadu buhari, tolerance pa ge 95 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 94-100, 2024 of freedom of government criticism varies. perhaps on the basis of comparism, former president goodluck jonathan seemed to be the only president who permitted freedom of expression. the focus of this study is an examination of freedom of expression under the leadership of president muhammadu buhari with special focus on how nigerians endured his response to freedom of expression. buhari led administration appears not to be media friendly. some media organisations under his watch were muzzled and sanctioned when criticism on government policies come from them. a case in point was the sanctioning of africa international television (ait) and other stations which reported the endsars protests. naturally, citizens tend to cope with government that frowns at freedom of expression or repression of the press by constructing underdog ways of venting anger. this study investigates the potential ways of venting anger or displeasure with government handling of dissenting views. this research is thus a further development on the work of oyewole (2021), titled, a discourse of selected cases of media escapes; where the media are seen and used as an effective platform to gain immediate government’s or non-governmental bodies’ attention for citizens’ outcry. statement of the problem from the western point of view, democracy is seen as the best system of government, mainly because it is believed that the people are directly involved in such government. unfortunately, its principles have not been fully applied in nigeria and some parts of the world, making it diffi cult to differentiate between democracy and the military government. nigerians from time to time have been seeking a government that would promote humanity. nigerian citizens under different rulers had used different means to express their grievances to the different governments, especially through public protests and strikes, but these were often met with a powerful resistance from the government of the day as organisers and participants of either protest or strike were crushed with the iron fi st and even many paid the ultimate price. the nigerian plight seems to increase under the regime of the immediate past president, muhammadu buhari. it is no gainsaying, the fact that the endsars protest, for example, is an expression of agitation against the way the nigerian police treat citizens. the protest took another dimension, as the protest turned to be an avenue for expressing bottled emotions concerning government insensitivity to the yearning of the people, which often are conveyed via the social media platforms. this study therefore, attempts to interrogate the social media platforms through which social agitations against the government, as well as social welfare of its citizens are presented. in addition, the study explores the probable reactions of government to such agitations as may be expressed in the social media. objectives of the research 1. to fi nd out the extent to which people use the media as a means of expressing social injustice. 2. to know the most available media people used in seeking social justice in nigeria 3. to know the extent people believe that their voices channelled through the media would get the desired attention. research questions 1. to what extent do people use the media as a means of expressing social injustice? 2. what is the most available media for seeking social justice in nigeria? 3. to what extent do people believe that voices channelled through the media would get the desired attention of the government? literature review the nigerian first republic was led by amodu bello, but was short lived, when on 15 january 1966, some mutinous soldiers, led by chuwuma kaduna nzeogu and emmanuel ifeajuna, overthrew the elected government in a coup d’état, in which twenty-two (22) people including the prime minister of nigeria, abubaka tafawa balewa were killed. johnson thomas u. aguiyi-ironsi later assumed the position of head of state. the second coup d’état in nigeria also known as the july rematch was led by lt. colonel murtala mohammed which started also as a mutiny on 28 july 1966. in this coup d’état, general joshua aguyi ironsi and lt. colonel adekunle fajuyi who was hosting a visiting head of state, aguyi-ironsi in ibadan was killed by northern soldiers. many igbo soldiers were eliminated and lt. colonel yakubu gowan was made the head of state. the nigerian military government has produced different juntas that made life extremely tough and unbearable for the nigerian citizens, with the likes of buhari/idiagbon, ibrahim badamasi babangida, sanni abacha, among the deadly rulers that held nigerians hostage for decades. a series of protests erupted under the regimes of babangida and abacha but were crushed with an iron fi st. under the civilian government, nigeria witnessed president olusegun obasanjo, who once ruled as a military offi cer, after the demise of his boss, general murtala mohammed, on friday, 13 february, 1976, in a failed coup d’état led by major dim. president olusegun obasanjo, working against the constitution, so desired to continue his reign after the second tenure as he attempted to change the constitution for his selfi sh motive, but met with a strong opposition and his hope of becoming life president was dashed. the coming of president muhammadu buhari, the second time, but now as a civilian ruler, was thought to be a relief for nigerians who were already fed up with the past rulers who were indeed not leaders. unfortunately, police and military brutality and extortion, pa ge 96 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 94-100, 2024 corruption, tribalism, nepotism, kidnapping, and other heinous crimes were being committed by government offi cials and some individuals. the era of general sanni abacha was generally believed by nigerians to have been the worst in nigerian history. even though it is a taboo to speak ill of the dead, many nigerians rejoiced at the pronouncement of the demise of general abacha, and freely spoke of the evil his regime infl icted on many nigerians. however, what nigerians experienced under the era of general abacha as the nigerian head of state, was just an ice berg compared to the pain and evil perpetrated under the tyranny of president muhammadu buhari. apart from the police brutality, no past ruler in nigeria has ever practiced tribalism cum nepotism the way buhari did. nigeria is a country that has nothing less than two hundred and fi fty (250) ethnic groups and languages; buhari chose to appoint not just northerners, but solely the fulani, particularly for the vital positions at the detriment of other ethnic groups in nigeria. before president buhari took over power in 2015, corruption was believed to be at its peak under president goodlock jonathan. unfortunately, corruption under president buhari became worse than ever -it was more than being at its peak, as budget padding was corruptibly and legally enthroned. as a result of this, nigeria became a lawless state as many young people devised different means of survival, in which internet fraud became prevalent among the youth. those who engage in this act go by different names, such as:yahoo boys,yahoo plus,g –guys, etcetera. the uniform men, especially the police in their hypocritical way, tend to curb internet fraud and robbery resorted to direct extortion of the young ones they presumed to be rich and probably with questionable characters. indeed, the police were benefi ting fi nancially from these young people, in which those who refused to comply with the extortion were either killed or brutalised. there were various complaints by the populace as regards police brutality against commercial drivers, and young rich youth and many innocent individuals in the name of curbing insecurity and fraud in nigeria, but all the complaints fell on the deaf ears of the authority. the police brutality includes unlawful arrests, harassments, unfair treatments and tortures of suspects, and extra judicial killings by the nigerian police. this brought about the movement hashtag: #endsars which was fi rst used in 2017, but experienced resurgence in october 2020, driven by widespread outrage and infl uential role of the social media, especially, twitter to demand the disbanding of the nigerian police unit by the nigerian government. sars is the acronym for special anti-robbery squad (sars) that was instituted in the late 1992 as one of the 14 units under the state criminal investigation and intelligence department (sciid) to curb criminal activities, especially armed robbery, car snatching, kidnapping, cattle rustling, and the bearing and use of illegal fi rearms. chiamaka ozulumba (thisdaylive.com 2021) recounts how on 4 may, 2020, a 27-year-old 500 level law student at nnamdi azikiwe university at a beer joint was shot dead by the police. likewise on 21 may 2020, a boy an only son of his parents was on his way home after 20 o’clock was chased to his death by the police from the nimo unit. the youth began to post videos showing different brutalities and atrocities of the police on twitter and facebook. for instance, on saturday, 3 october, 2020, a video showed a sars police offi cer who shot dead a young nigerian in front of westown hotel in ikeja, lagos state. it was alleged that the police offi cers in attendance took away the young man’s vehicle, a lexus suv. likewise on monday, 5 october, 2020, there came another report of how a sars offi cer killed a 20-year-old upcoming musician, daniel chibuike, popularly known as sleek in his neighbourhood. with the various atrocities of the nigerian police trending on the internet, there came a huge #endsars protest on the internet. therewere approximately 28 million tweets bearing the hashtag: #endsarson the twitter social network alone. this brought about protests at different parts of the country with solidarity protests by nigerians in diaspora and sympathisers in many parts of the world. the actual street protests began on thursday, 8 october, 2020. the campaign, hashtag: #endsars moved from social media to organised peaceful protests in abuja, benin, calabar, ibadan, ilorin, lagos, jos, kaduna, ogbomosho, osun, owerri, ughelli, london, america, canada, germany, hungary, ireland and south africa. thus the campaign became a global event. the #endsars protest was well received by international celebrities, such as cardi b., beyonce, chmamanda ngozi adichie, rihanna, trey songz, big sean, jidenna, john boyega, kanye west, drake, diddy, lewis hamilton, marcus rashford, odion ighalo and mesut ozil. besides, the chief executive offi cer (ceo) of twitter, jack dorsy endorsed the movement with a special emoji and promoted donations for the support of the protest using bitcoin. on 11 october, 2020, the inspector general of the nigerian police force, ibrahim k. idiris announced (ademoroti, niyi, 11 october 2020) that it was dissolving the unit instantly and replaced it with another named called, special weapons and tactics team (swat); but the protesters did not fall to that trick, for they believed that the newly formed unit would not be different from the old unit, and thus the protesters, bargained further and quickly twitted saying #endswat now. the protesters use the opportunity to make a further and clearer demands, calling for (i) the total disbandment of sars and swat (ii) end to police brutality (iii) initiate police reform from the lowest cadre to the highest cadre, and increase in police salaries (iv) transparent persecution of all offi cers involved in the heinous crimes, both past and present (v) ensure compensation to victims of police brutality. google africa also threw its weight behind the #endsar sprotest on its twitter page condemning the nigerian police pa ge 97 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 94-100, 2024 brutality, intimidation, oppression, while appealing to the government to quickly intervene and resolve the problems. what is important here is how the youth were able to use the social media, especially the twitter to organise the various protests – where and when to meet and their understanding and cooperation were indeed impressive. the daily protests at different protests at different locations in nigeria and in other countries on a daily basis were organised through twitter starting from 8 october 2020 through 20 october 2020. the protesters were able to raise fund through cryptocurrence (nairametrics, 13march 2021) with the help of feminists coalition, and were able to disburse funds for mental health support, security on protest grounds, medical emergency response, and relief for victims of sars brutality and families of victims of extrajudicial killings. many nigerians and various voluntary organisations donated food, drinks, nose masks and raincoats after calls were made on social media. moreover, endsars online radio was used to entertain the protesters at different times to keep their spirit high. protesters were equally informed through the internet of any imminent danger and where to escape to. in the same spirit of solidarity, modupe odele created a network of over 400 volunteer lawyers across nigeria to represent illegally detained protesters. on october, 20 2020, despite the peaceful nature of the protests at different parts of nigeria and worldwide, the nigerian government responded with excessive force, leading to the carnage committed by the nigerian army at the lekki toll-gate where protesters defi ed the curfew imposed by the state governor, babajide sanwo-olu. many youth were killed and the fear of more killings to come brought an end to the endsars movement. the brutal end of the endsars movement raises concerns regarding democracy, human rights, and freedom of expression in nigeria. it underscores the urgent need for systemic reforms within the nigerian police force and the broader justice system. the pivotal role played by social media platforms, especially twitter, in mobilising and amplifying the movement’s goals highlights the power of online activism in demanding accountability and the need for social change. it may be diffi cult to actually name those who were coordinating the protest on the internet for the safety of the organisers, but people like the publisher of the sahara reporter, omoyele sowore, aisha yesufu, raphael adebayo, rinu oduala and segun awosanya could be said to be among the big guns behind the co-ordination and organisation of both the internet and street protest tagged, #endsars. theoretical framework uses and gratifi cations theory dissatisfaction with government can be expressed in various ways. some may take the form of street a protest and some may take the form of adopting the media space to vent anger. in the 21st century, while it is still fashionable to hold a protest, information technology has made it possible to create a virtual political space that facilitates debate, which by extension, could be used to feel the pulse of the public on acceptability of public policies. the social media therefore become a virtual possibility for expressing agitations for some educated and privileged nigerians. it could be surmised that this is so because the platforms make it much easy to package one’s grievances before such are disseminated. in addition, such could prevent brutish physical attack of the police since such agitations are only virtual. the uses and gratifi cations theory postulated the various ways the media could be put to use. it also addresses the media audiences which might be grouped into two using the technical term, consumers of media texts; and so there are passive and active audiences. the passive audience receives the media contents wholly without the choice of selection – just fi lled with the admiration of the media texts. those who belong to this group could either be literate or illiterate; however, the active audience, are highly sophisticated people who use the media space to analyse government policies, express dissenting views and do so with full consciousness of their freedom of expression and audacity. because the uses and gratifi cation theory expects the media to be used for self gratifi cations, it would not be out of place to expect that educated citizens would necessarily use the social media as means of venting their concerns about government policies. therefore, in line with the postulates of the uses and gratifi cations theory, this study surmises that many nigerians would use the social media platforms not only for seeking pleasure and entertainment, but also for expressing serious concerns about their freedom, welfare and other policies which they fi nd unacceptable. methodology this study’s research method is a survey. the study’s population is the nigerian youth. however, the study employs the convenience sampling technique to select 50 undergraduates from adekunle ajasin university, akungba-akoko, ondo state, nigeria. a questionnaire was used as the data collection instrument. results and discussions table 1: sex of respondents frequency percentage male 28 56 female 22 44 total 50 100 table 2: age of respondents frequency percentage less than 20 years 4 08 20-24 years 34 68 25 years and above 12 24 total 50 100 pa ge 98 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 94-100, 2024 the data presented in tables 1 and 2 indicate that the respondents for the study are majorly male and are between the age bracket of 20 and 24 years. one can infer that the respondents fall within the age bracket of young people who are capable of independent thinking with propensity for the use of the media, especially the social media for self-assertiveness. research question one to what extent do people use the social media as means of seeking social justice? tables 1-7 provide data for answering this research question. table 3: seeking social justice vai facebook responses frequency percentage never 25 50 rarely 09 18 sometimes 10 20 frequently 04 08 always 02 04 total 50 100 table 4: expression through whatsapp responses frequency percentage never 11 22 rarely 10 20 sometimes 19 38 frequently 06 12 always 04 08 total 50 100 table 6: expression via instagram responses frequency percentage never 31 62 rarely 10 20 sometimes 07 14 frequency 02 04 total 50 100 table 5: expression via youtube responses frequency percentage never 38 76 rarely 09 18 sometimes 02 04 always 01 02 total 50 100 table 7: the most available social medium for expressing one’s thought responses frequency percentage instagram 05 10 twitter 03 06 whatsapp 28 56 facebook 14 28 total 50 100 the above data presented in tables 1-6 indicate that the social media platforms majority of the respondents adopt for airing their views about ills of society or expressing themselves about social injustice in nigeria are facebook and whatsapp.it is also clear from the above tables that most commonly used social medium platform for expressing their views on government policies and performance is facebook. next commonly used is whatsapp. this perhaps is due to the fact that it is a social medium platform that is readily available to young people with features that facilitate spontaneous communication. instagram and youtube seem to be least social media platforms preferred by the respondents for expressing their views on the ills of government. therefore, when looking for the social media through which young people express their grievances against the ills of government, one should look at both facebook and whatsapp. whatsapp is perhaps key, because it permits many users to come together as a group. the advantages of whatsapp enable young people to send their views to many people at a time. research question 2 what is the most available social medium for seeking social justice in nigeria? the data presented in the above table indicate that whatsapp is the most used social medium platform through which many young people express their thoughts concerning the ills of the government. it seems to be an escape for a suppressed emotions and grievances against government abuse of human rights. it is understandable that twitter is the least utilised social medium platform as the federal government of nigeria once banned its operation, leaving only a few people who bypassed the barrier via the use of vpn. the explanation of whatsapp being the most easily accessible and preferred social medium platform for escape and expression of disgruntlement against unfavourable policies of government and ills of the society perhaps is due to the features of whatsapp. firstly, whatsapp permits group interaction with limited numbers of administrators that moderate the conversations. secondly, pictures, documents and voice notes can be sent to multiple pages via whatsapp. besides, voice notes are listened to and could be kept for a reference purpose in the future. this uniqueness gives it a beauty of instant communication. thirdly, senders of messages can easily delete unwanted messages or messages sent in error. however, as lofty as this platform is, its limitation is that conversations among group members might not be viewed by government pa ge 99 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 94-100, 2024 agents, except those who are members of the group on whatsapp. whatsapp is therefore seen as a forum of like-minded people for escape or letting out some steam of dissatisfaction towards government policies. research question 3 to what extent do people believe that voices channelled through the media will get the attention of government? this research question seeks to fi nd out whether people believe government pays attention to their cry on traditional and social media. table 8: is government moved by dissenting voices on social media? frequency percentage strongly agree 05 10 agree 20 40 neutral 03 06 disagree 09 18 strongly disagree 13 26 total 50 100 table 9: does government pay attention to people’s cry on social injustice as expressed via the media? frequency percentage strongly agree 03 06 agree 08 16 neutral 14 28 disagree 18 36 strongly disagree 07 14 total 50 100 table 10: does government pay attention to people’s cry via traditional media such as television, radio and newspaper? frequency percentage strongly agree 06 12 agree 13 26 neutral 08 16 disagree 11 22 strongly disagree 12 24 total 50 100 if grievances were expressed, it must be that the government would listen to such grievances. the cry of the populace usually expressed to call the attention of the government. unfortunately, the data on the above tables indicate that the respondents do not believe that government pays any attention to their cries via social and traditional media. the respondents have come to believe that government does not listen to the views of its people. why then do they pour out their concerns through the media? this brings to bear the position of social responsibility theory, which states that the media professionals owe a duty to the people to channel their views to government. it seems the media professionals carry out this duty of watchdog as well as bridge between the people and government as a duty. therefore, as inferred from these data, it is implied that the media as tools for conveying the thoughts of the people to government originates from the media professionals themselves. it is also apparent from the data presented that respondents do not express their views about antipeople government policies mainly because they want government to pay attention to them. conclusion this paper concludes that as powerful as the traditional and social media are, there is a tendency for people not to expect the nigerian government to see them as fora for measuring the reactions of the people. people use the media for mere self-assertiveness, and in the process, get a sense of relief for expressing their concerns. therefore, one may see the media, especially the social media as an “escape” in a sense that they allow one to vent emotions, notwithstanding if anyone pays less attention to it. it is not ideal, especially in democratically governed economies, for government to pay less attention to the cry of its people through social and traditional media. the nigeria story continues to be a refl ection of insensitivity of the government to humanity and the avenues where people normally express themselves with no hope of positive response to their plights. the theory adopted for framing this study gave credence to the conclusion of this study. the uses and gratifi cations theory stresses the signifi cance of a user of media in content creation. the study sees the users of social media platforms such as facebook and instagram as content creators, creating communication content to refl ect the reality of their social condition. it is also the hope of the users that agitations concerning the pitiable conditions of nigerians would attract the agents of government. while this study admits that voices of the governed are expressed, without hindrances, such voices are viewed as insignifi cance to agents of government as perceived by the people themselves. it is also the position of this paper that the media professionals who convey these agitations and voices do so out of a sense of duty as media professionals. references ademoroti, n. (october 2020). what it means when the police say they are dissolving sars. bellanaija. baym, n. k. (2006). interpersonal life online. in l. a. lievrouw & s. livingstone (eds.), handbook of new media. london: sage. bbc. (2020, october 23). daramola, i. (2012). introduction to mass communication. lagos: rotham press ltd. dearing, j. w., & rogers, e. (1996). agenda-setting. thousand oaks, ca: sage publications. pa ge 10 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 94-100, 2024 amnesty international. (2020, february 8). #endsars movement: from twitter to nigerian streets. al jazeera. (2020). #endsars nigeria says special antirobbery squad dissolved. nairametrics. (2021, march 13). feminist coalition provides details on how they spent ₦87,452,553.28 #endsars donations. jenkins, h. (2006). convergence culture: where old and new media collide. new york: nyu press. littlejohn, s. (2002). theories of communication (7th ed.). albuquerque, nm: wardsworth. mcquail, d. (1987). mass communication theory: an introduction (2nd ed.). new york: routledge & kegan paul. mcquail, d. (2005). mcquail’s mass communication theory. new delhi: vistaar publications. onyeji, e. (12 october 2020). #endsars: davido joins abuja protest. premium times. nigeria. oyewole, j. a. (2021). a discourse of selected cases of media escapes. european modern studies journal, 05(06), kyiv, ukraine. picard, r. g. (2016). what society needs from media in the age of digital. chicago: university of chicago press. sen, a. (1999). development as freedom. oxford: oxford university press. unesco. (2013). media and information literacy: policy and strategy guidelines. paris: unesco. van dijk, j. (2012). the network society. london, uk: sage publications. wimmer, r. d., & dominick, j. r. (1997). mass media research. belmont, ca: wardsworth publishing company. winston, b., & borgesson, b. (1998). media technology and society: a history from the telegraph to the internet. london: routledge. pa ge 1 pa ge 8 american journal of arts and human science (ajahs) somalia’s political elite settlement: the role of the parliament ahmed mohamoud mohamed1* volume 4 issue 1, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i1.3914 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: october 28, 2024 accepted: november 25, 2024 published: december 21, 2024 the transitional federal government ended in 2012, and somalia people expected that the political elite could reach a political agreement on the provisional federal constitutional review process, resource sharing, fiscal policy, universal suffrage, and the capital city’s status. unfortunately, all efforts have ended unsuccessfully and hopelessly. however, significant impediments remain as a result of the lack of political settlement between the federal government (fgs) and the federal member states (fms), resulting in a lack of means for resolving political impasses because the national consultative council’s decision does not include a vote if the political deadlock emerges, as well as the absent role of parliament due to government interference and intertwining members of parliament and the council of ministers. since 1991, somalia has witnessed a lack of political agreement that plunged the country into the worst civil war, and terrorism, that claimed thousands of somalis’ lives and induced displacement and refugees. twenty (20) reconciliations for the somalia faction aimed to solve the deadly conflict and revive the state, have not been produced in good upshot due to the absence of a third-party guarantee of the agreement and a lack of political will. this research paper is going to shed light on the long-standing lack of political settlement among leaders of the federal government and federal member states (fms) that has been undermining state-building, the fight against al-shabaab, the federal constitutional review process, holding for a free and fair election, and economic growth since 2013. the paper investigates how the role of parliament could contribute to political settlement among the federal government and federal member states (fms) and the main challenges that the national consultative council (ncc), which includes the leaders of the federal government of somalia (fgs), and federal member states (fms) have faced since 2013. the study used mixed methods by combining literature studies, including an academic papers and policy documents, and qualitative methods with face-to-face interviews with key informants, including high-ranking officials, politicians, civil society, academics, youth, and women. keywords parliament, political elite, settlement, somalia 1 somalia federal parliament & city university of mogadishu, somalia * corresponding author’s email: siyasi114@gmail.com introduction since the collapse of the military regime in 1991, somalia has experienced prolonged inter-clan conflicts, terrorism, humanitarian crises, and state failure (menkhaus, 2003; webersik, 2014). in efforts to establish a political settlement and reconciliation in somalia, the international community has held more than twenty (20) reconciliation conferences for warring factions, but these attempts ended in failure and dispiriting due to the lack of a third party that guaranteed peace and reconciliation (elmi, 2010). the political landscape of somalia experienced many leadership changes (menkhaus, 2018). clan militia leaders and warlord conflict spanning from 1991 until 2005. in 2006, a significant transformation took place with the emergence of a new political leadership comprised of politicians from both the transitional federal government and islamic movements. presently, the national consultative council (ncc) comprises the somali federal government as president and prime minister, alongside with the presidents of five (5) federal member states (fms), including hirshabelle, jubaland, galmudug, puntland, and the southwest, as well as the mayor of banadir region, where a small group dominates politics. a political settlement emerged in 1990 that mushtaq khan had developed and scholars widely used it in african academic research and donor programs (behuria et al., 2017). mushtaq h. khan (2010) defined political settlement as “a social order based on political compromise between powerful groups in society that sets the context for institutional and other policies”. and the department for international development (dfid) (2009) defined political settlement as “the forging of a common understanding, usually between political elites, that their best interests or beliefs through acquiescence to a framework for administering political power”. this provides an opportunity for the powerful elites to gain the benefit and avert further conflict. furthermore, the parliament is crucial for obtaining legitimacy. an inclusive political settlement requires a social contract between the state and society that could bring legitimacy (john & putzel, 2009). in addition, political settlement requires a combination of power distribution and institutions to sustain because the political elites seek acceptable power sharing; if not, they dismantle the system of process (khan, 2010). in past decades, the federal government of somalia and federal state members, known as the national consultative council (ncc) have failed to reach a political settlement over the provisional federal constitutional review process, pa ge 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 8-14, 2025 resource sharing, fiscal policy, power allocation, universal suffrage, and completion of federalism, and the status of the capital. this study is important for the political settlement among somalia leaders, and how to complete the federal constitution review, resource and power sharing, and holding for universal suffrage. and the role of the parliament in political elite settlement, which could lead to legitimacy and inclusivity because it represents the entire somali society. it is generally believed that the lack of political settlement among the leaders’ federal government and federal member states (fms) deepens the completion of the constitution, fiscal policy, power sharing, and the holding of a free and fair election. additionally, somalia’s political settlement has been fragile and relies on international community support (hagmann, 2016). the previous scholarship has tended to argue that the failure of somalia’s reconciliation is a lack of political will and foreign interference (elmi, 2010). clan politics and patrimonialism in somalia still pose challenges to the reconciliation and state revival of somalia in the past three decades. as well as the struggle for power and resources among the clans, which obstructs achieving durable peace and reconciliation (michaelson, 1993). the study will contribute to scholarly debate in the field of somalia reconciliation and political settlement, which has been at the center of somalia research since the military government’s collapse in 1991. the objective of this paper is to address the role of parliament in the political elite settlement, including the federal government of somalia (fgs) and federal member states (fms), because the lack of political consensus perpetuates the achievement of a political settlement on issues of completion of federal constitutional review, consolation federalism, universal suffrage, power and resource sharing, and fiscal policy. how the parliament can play a significant role in the approval of the informal agreement that the national consultative council (ncc) obtained. in addition, the main challenges which the leaders of the federal government of somalia and federal member states (fms) face subsequent to the approval of federal constitution. purpose statement stabilization for the war-torn nation requires political elite settlement to attain durable peace agreement and a functional state. political settlement is vital for statebuilding, and the balance of power between political leaders through political agreement (oecd, 2011). somalia’s political settlement for national consultative council leaders could lead to achievements in the completion of the provisional federal constitution, the defeating terrorists, the attainment of a free and fair election, and power and resource distribution between states and the federal government. somalia has been experiencing political stalemate between the federal government of somalia (fgs) and federal state members (fsm) in the past decade, which hampers key priority issues for state-building, political development, and the achievement of the functional state. additionally, the lack of political agreement slows and paralyzes the deepening of federalism, universal elections, and the unity of the country, and the country still depends on foreign aid and external security. this research paper will investigate how the role of the parliament contributes to the legitimation and institutionalization of political elite settlements that the national consultative council (ncc) would reach. because the parliament has responsibility for the approval and amendment of draft legislation that the executive has presented before it (the federal republic of somalia, 2012). and it seeks to address the main challenges hindering the political concessions of the national consultative council leaders since 2013. materials and methods the study adopted a qualitative research method of data collection. i conducted deep face-to-face interviews with twelve (12) key informants, including politicians, high-ranking officials of the government, academics, youth, and women. i selected interviewees with expertise in somali politics and their practice of at least ten (10) years in the government field. furthermore, the study used a wide range of existing academic literature and government policies on somalia’s reconciliation and political settlement since the collapse of the government in 1991. overview of somalia’s political settlement since the collapse of the military regime in 1991,the country has plunged into protracted civil war, terrorism, state collapse, drought, and famine (menkhaus, 2016). the dozens of reconciliations aimed at restoring peace and reviving the state have collapsed (sahnoun, 1994). and the main reasons for the failure of reconciliation are the lack of political will and the absence of a third party that guarantees the protection of warring groups (elmi, 2010). the ownership of resources, territory, clan allegiance, and power struggle induce the conflict in somalia (eklow & krampe, 2019). as professor afyare elmi stated, “from the beginning of the civil conflict in 1990, no group could win the civil war by destroying its rivals militarily, and so negotiations and a political settlement have been the only means of resolving the conflict”. the somali political elite has changed over the past 30 years. following the collapse of the government in 1991, clan militia leaders and warlords took over the country’s politics. in 2005, the islamic movement and transitional federal government leaders emerged. the current federal government emerged as result of the somalia national peace conference in djibouti in 2000, and the subsequent reconciliation conference in kenya, these conferences led to the formation of the transitional pa ge 10 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 8-14, 2025 federal administration. (tfg) in 2004. at the conclusion of the transitional federal government, somalia implemented a federal provisional constitution in 2012 (menkhaus, 2018). present political leaders, including the federal government of somalia (fgs) and federal member states leaders (fms), emerged in 2013 whose duties include completing the provisional constitution, fighting against terrorist groups, holding popular elections, and consolidating federalism. however, leaders failed to attain a consensus on theses national priorities. results and discussion i interviewed twelve (12) key informants, including politicians, high-ranking government officials, academics, youth, and women, by using structured interviews and qualitative research methods. the main objective of this study is to find out what makes it hard for somalia’s federal government and its member states to come to an agreement on political issues like finalizing the process of reviewing the federal constitution, ensuring everyone has the right to vote, sharing resources and power, a fiscal federalism. and it also seeks to explore the role of the parliament in the political settlement of the leaders of the national consultative council. gender of the respondents this figure shown here indicates that 83 percent of the respondents are male, while only 17 percent are female. the main challenges underline the political elite settlement since the formation of the somalia federal government in 2012, the government’s priority has been to establish broad consensus on key issues, including the finalizing of the somalia federal constitution, and resource allocation, and holding universal suffrage. but all national issues remain without success. therefore, interviewees enumerated the four main barriers to attaining a political agreement on national priorities, like finalizing the review process of the provisional constitution, holding a one-person and one vote, and power and resource sharing, as follows: this figure indicates that the main challenges that the national consultative council (ncc) has been facing in reaching political settlement since 2013 are lack of political will, absence of accountability, clan-based federalism, and no consensus by voting. lack of political will the majority of respondents stated that the lack of political will of leaders in the national consultative council (ncc) poses challenges to political consensus. and added to that, the absence of political agreement no longer exists after the collapse of somalia’s government in 1991. since 2013, there has been a lack of collaboration, and persistently strained relations has characterized the relationship between the federal government of somalia (fgs) and federal member states (fms) (reuters, 2013; hassan sheikh: there is no, 2023). and this indicates the lack of political commitment and personal interest through clan political identity. furthermore, somalia’s political elite culture remains a major obstacle to the country’s revival and is the main cause of its state of failure (baadiyow, 2020). the lack of interstate commission is main obstacle for political agreement, because article 111f of the constitution stipulates the approval interstate commission law and establishment intergovernmental commission which facilitate intergovernmental coordination and resolve administrative and political conflicts. respondents indicated that the model justice agreement, fisheries management, national revenue sharing, and management of natural resources (petroleum and mineral) that the federal government of somalia (fgs) and the federal member states (fms) reached remain on paper due to a lack of political will. although there has been little progress on the sharing of natural resources in areas like petroleum and fisheries because the parliament passed the petroleum law albeit some states reject the petroleum law (somalia: puntland rejects, 2020). in december 2022, the federal government and states reached another agreement regarding power sharing, and in may 2023, there was a second agreement about electoral models including universal suffrage, a single election schedule, and abolition of the prime minister, and the adoption of presidential system. however, the puntland state was not part (voa of africa, 2023). figure 1: gender of the respondents figure 2: challenges underline the political elite settlement pa ge 11 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 8-14, 2025 in addition, the agreements require the parliamentary approval and concession of all states. the interviewees said that federal and state leaders use political patronage, patrimonialism, cronyism, and clientelism to maintain power at the expense of the nation. professor ken menkhaus said, “the patronage system operates in somalia’s political system and it helps political leaders to gain their support from clan elders and their clan constituencies”. several participants stated that the leaders of federal and states prioritize power consolidation and prolonged tenure through the manipulation of clan identity politics and patrimonialism rather than focusing on the unity of the country, the interests of their constituents, and the efficient delivery of services to local populations. the federal member states seek power to influence the national indirect election, national decision-making, and the nomination of high-ranking positions in the federal government. in contrast, federal leaders promote the consideration of power within the federal government by emphasizing national identity, while federal member states seek to strengthen the power of states through clan identity and devolution of service delivery. lack of rule of law and accountability the participants in the study agreed that the absence of the rule of law and accountability are major setbacks and obstacles to reaching consensus. they added that somalia’s political elites do not respect the laws and constantly breach agreements due to the absence of rule of law and other public accountability like elections. indeed, the election is a vital tool of accountability for the citizens to vote the bad leaders out of office. professor francis fukuyama defined the rule of law as a “set of rules of behavior reflecting a broad consensus within society that are binding on even the most politically powerful actors in a given society, whether kings, presidents, or prime ministers”. the majority of respondents asserted that somalia’s institutional accountability, including parliament and judiciary, is very weak because the country is extremely fragile and unstable due to prolonged civil war, a lack of state capacity, nepotism, clientelism, and a political patronage system. furthermore, somalia’s parliament’s oversight is waning, resulting in intertwining between parliament and executive, government intervention, personal interests, and clan political identity. in addition, the lack of checks and scrutiny on the executive, and the erosion of the rule of law undermine the legitimacy of democratic systems in many developing countries (fukuyama, 2011). somalia’s political system is informal and depends on clan-power sharing as well as the political elite’s bargaining to hold the country together (menkhaus, 2018). professor francis fukuyama stated, “clientelism hampers good democratic practice, and it contributes to the political elite’s disbandment of democratic accountability”. clientelism is widespread in underdeveloped nations and has a significant impact on political accountability and public service delivery (larreguy et al., 2015). fukuyama stated that clientelism means ‘the rich, powerful politicians purchase the support of the people”. political elites’ disregard for the rule of law and accountability has resulted in chronic political instability, and as well as the citizens are unable to hold the government accountable for its policies and actions (heritage institute for policy studies, 2021). indeed, a mobilized society can monitor the state and contribute to politics (acemoglu & robinson, 2019). the political elite’s lack of public accountability stems from somalia’s clannish, political, and regional polarization. clan-based federalism somalia adopted federalism as a political system according to the provisional federal constitution approved in 2012. some interviewees revealed that somalia’s federalism is based on clan identity, and the elites embraced the federalism as a lucrative project to enrich themselves from seaports, airports, and foreign aid and benefit from their absolute power. professor ken menkhaus said: “the power clan divided the country into federal states, each of which benefits seaport customs and other opportunities”. some of the participants in the research argued that patrimonialism and the domination of small groups create grievances in each state in the country, and they consider the federal government a threat to their state interest. and regional leaders seek the ultimate power, such as to maintain foreign ties with neighboring countries and gulf states. as well as the articles of the 53 and 54 federal constitutions are the key contentious issues that pose a challenge to reaching a political settlement. furthermore, somalia’s political elite do not understand the notion of federalism (elmi, 2014). it is hard to reach consensus by voting the deputy secretary general of parliament said the lack of effective mechanism, such as voting, to resolve impasses has kept the national consultative council (ncc) leaders in disagreement since 2013. the longrunning disagreement between the federal government of somalia (fgs) and federal state members (fsm) delayed the national priorities of the nation, such as fighting against terrorists and achieving a functional government with the capability of providing basic goods, constraining violence, and maintaining law and order. somalia has five federal states: hirshabelle, jubaland, galmudug, puntland, and southwest, and each state has veto authority. the disagreement and opposition of a single state could induce a stalemate, which has already happened when jubaland and puntland refused the process of indirect election in 2021. the role of parliament for reaching political settlement participants in the study highlighted two aspects of pa ge 12 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 8-14, 2025 the parliament’s role in the political elite settlement: parliamentary constitutional mandate, and parliamentary institutional capacity and behavior. parliamentary constitutional mandate this figure indicates that the 75% of respondents stated that the parliament has no mandate to approve the all agreements of the national consultative council (ncc) due to the process of its election, while 25% asserted that the parliament has constitutional mandate and more inclusive than the national consultative council (ncc) interviewees said parliament has a constitutional mandate, legitimacy, and is more inclusive than the national consultative council (ncc). the parliament is a vital pillar of somalia’s political institutions because its responsibilities include the election and impeachment of the president, giving a vote of confidence to the prime minister and his ministers, and conducting a vote of no confidence in the prime minister. in addition, the parliament has oversight function to scrutinize how the government and its institutions use their power and available resources to meet citizens’ aspirations. it is stipulated in article 61 of the provisional constitution that the national interest guides the duties and functions of the parliament, and the legislature represents its constituents regardless of their political and party connections. additionally, parliament is responsible for passing, amending, and reviewing the draft legislation that the government introduce before parliament, according to articles 63 and 69 of somalia’s provisional constitution. article 80 of the federal constitution provides a mandate to parliament to initiate draft legislation, except for the budgetary draft legislation. as a result, parliament has the power to introduce bills relevant to national priorities, including federalism, fiscal federalism, and electoral legislation. some interviewees said the parliament is more inclusive than the national consultative council, which consists of a few people from the federal government of somalia (fgs) and federal members states (fms). the national consultative council lacks the tools to resolve the impasse, whereas parliament has a mechanism of vote. the parliament can play a critical role in state-building and democratization by maintaining accountability and oversight and representing the citizens and their aspirations. the parliamentary institutional capacity and behavior the data shown in this figure indicates that 83% of the respondents believed that the parliament lacks the capacity and behavior to endorse the political settlements that the national consultative council (ncc) made. in contrast, 17% of the respondents asserted that the parliament does possess the capacity to approve these agreements. the majority of respondents agreed that lack of parliamentary capacity, personal interests, and the absence of political parties undermine the parliament’s ability to settle political elite disputes. the parliament has oversight tools, including committee inquiries, questions for the government for oral questions, interpellations, and questions for written responses (house of the people, 2022). however, the parliament’s utilization of this tool is ineffective and failed to prioritize the interest of citizens. the director of outreach and dialogue of the parliament said the parliament’s poor legitimacy diminishes their influence in political leaders’ agreement. furthermore, vote-buying, intimidation, political patronage, and clientelism and power abuse marred parliamentary indirect elections in 2016 and 2021. a majority of respondents indicated that bribery and government intervention in parliament, along with the intertwining of government and legislature, remain factors contributing to the dysfunction of the legislature. some interviewees asserted that the parliament has become a rubber stamp that governments use to advance their interests at the expense of the national interest. . the participants revealed that the process of joining to the somalia parliament requires the consent of federal member-states leaders and also the consent of the federal government. furthermore, the legislators necessitate to appease them to secure their reelection even at the expense of national and constituency interests. some interviewees stated that group interest, political behavior, clan political identity, lack of engagement in the constituencies, and dual citizenship hamper the parliament role in political elite settlement. the completion of constitutional federal review is vital for the security, statebuilding, political and economic development, and a free and fair election. figure 3. parliamentary constitutional mandate figure 4. institutional capacity and behavior pa ge 13 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 8-14, 2025 conclusion more than dozens of conference peace negotiations and political settlements to end the bloody civil war have failed since 1991 due to a lack of political agreement, and another group could preserve the agreement. in 2012, after adapting somalia’s provisional constitution, the tasks and duties of new political leaders included the federal government of somalia (fgs) and federal member states (fms) had to finalize somalia’s provisional constitution process, allocation of power, resource sharing, fiscal federalism, and holding on-person and one-vote-election. nevertheless, the absence of political commitments over national goals is a contributing factor to the enduring of these obligations and tasks. the political agreement is vital for the revival of the somalia’ state, security, political stability, and economic and political progress. the study found that a lack of political will, rule of law and accountability, clan-based federal system, and deadlock-solving procedures have been impairing the political elite settlement of national consultative council (ncc) leaders. it is clear that clan politics, patrimonialism, personal and group interests, as well as individual and clan power consolidation pose a significant challenge to the agreement of political leaders. in addition, the somali political actors adopted federalism as a lucrative project and enriched themselves. the research paper found the parliament has constitutional power, and the legislature is a foundation for political institutions, which allows it to contribute to the political leader’s settlement. the parliament is more inclusive than the national consultative council leaders, in which a small group dominates, and has no mechanism like voting to solve their political stalemate. the personal gain, the lack of political parties, clan politics, favoritism, buying votes, and not lack election race weakened the role of parliament in the political elite settlement. absence of oversight, institutional capacity, constituency engagement, government interference, and executivelegislature intertwining paralyze the parliament’s functions to contribute to state-building, political development and elite settlement. recommendation based on the research, the study submits the following recommendations: 1. since 1991, somalia has endured a series of problems, including a brutal civil war, terrorism, recurring droughts and famines, widespread displacement, and prolonged state failure. in this context, it is imperative for the present political actors of the national consultative council to prioritize adherence to legal frameworks, constitutional principles, and political settlement while refraining from engaging in self-serving pursuits and frivolous conflicts; 2. the national consultative council has to establish the interstate commission to coordinate intergovernmental efforts, resolve political and administrative conflicts, and prioritize national agendas; 3. political agreement and state-building depend on political will, so national consultative council leaders must use simple majority voting and present informal agreements to parliament for approval; 4. the federal government should cease interfering with, bribing, and patronizing the legislators, and it should engage in campaigning and other legal engagement with the legislature in a positive manner; 5. parliament has a constitutional mandate, is more inclusive than the national consultative council, and represents the entire population, regardless of its legitimacy; therefore, it must play its role as a veto holder in political settlement approval through its functions; 6. somalia’s federal provisional constitution has been never-ending and has become a lucrative project for successive governments since 2013. the federal and state governments must fund the review of somalia’s provisional constitution through the utilization of somalia funds; and 7. somalia faces challenges in state-building and political development due to mistrust, grievances, and lack of reconciliation. leaders must foster reconciliation, implement transitional justice, restore confidence, and apply social justice principles. references africa, v. (2023). somali leaders reach landmark political agreement. https://www.voanews.com/a/somalileaders-reach-landmark-political agreement/7112409. html baadiyow, a. a. (2020). somali elite political culture: conceptions, structures, and historical evolution. somali studies: a peer-reviewed academic journal for somali studies, 5, 2020. behuria, p., buur, l., & gray, h. (2017). studying political settlements in africa. african affairs, 116(464), 508– 525. https://doi.org/10.1093/afraf/adx019 elmi, a. a. (2010). understanding the somalia conflagration: indentity, political islam and peacebuilding. pluto press. elmi, a. a. (2014). decentralization options for somalia. the heritage institute for policy studies, 1–9. www. creativecommons.org/licences/by/nc-nd/3.0. fukuyama, f. (2011). the origin of political order from prehuman times to frenchrevolution. in the modern schoolman (vol. 12, issue 3). https://doi.org/10.5840/ schoolman193512326 hagmann, t. (2016). stabilization, extraversion and political settlements in somalia. ingiriis, m. h. (2016). the suicidal state in somalia ofthe siad barre regime, the rise and fall 1969–1991. british library cataloguing. john, j. di, & putzel, j. (2009). political settlements. the palgrave encyclopedia of peace and conflict studies, june, 1148–1148. https://doi.org/10.1007/978-3-03077954-2_300534 khan, m. h. (2010). political settlements and the pa ge 14 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 8-14, 2025 governance of growth-enhancing institutions. soas research online, july. http://eprints.soas. ac.uk/9968/1/political_settlements_internet.pdf krampe, k. e. (2019). 2 . conflicts and peacebuilding efforts in somalia. climate-related security risks and peacebuilding in somalia, 4-9. http://www.jstor.com/ stable/resrep20064.8 larreguy, h., marshall, j., & trucco, l. (2015). breaking clientelism or rewarding incumbents? evidence from an urban titling program in mexico. september. menkhaus, k. (2003). state collapse in somalia: second thoughts. review of african political economy, 30(97), 405–422. https://doi.org/10.1080/03056244.2003.9 659774 menkhaus, k. (2016). governance without government in somalia spoilers, state building, and the politics of coping. international security, 31(3), 74–106. menkhaus, k. (2018). elite bargains and political deals project: somalia case study. stabilisation unit. michaelson, m. (1993). somalia: the painful road to reconciliation. africa today, 40(2), 53–73. https:// www.jstor.org/stable/4186905 oecd. (2011). critical elements underpinning statebuilding. in supporting state-building in situations of conflict and fragility: policy guidance (pp. 29-39). oecd publishing. https://doi. org/10.1787/9789264074989-7-en somalia: puntland rejects new petroleum law amid frosty relationship with fgs. (2020). garowe online. https:// www.garoweonline.com/en/news/puntland/ somalia-puntland-rejects-new-petroleum-law-amidfrosty-relationship-with-fgs hassan sheikh: there is no conflict between federal govt and puntland. (2023). garowe online. https:// www.garoweonline.com/en/news/somalia/hassansheikh-there-is-no-conflict-between-federal-govtand-puntland house of the people. (2022). xeer-hoosaadka golaha shacabka ee barlamaanka 11aad ee jfs. reuters. (2013). somalia’s puntland breaks off relations with central government. https://www. reuters.com/article/us-somalia-politics-puntlandidusbre9740uz20130805 robinson, d. a., & j. a. (2019). the narrow corridor: state, societie and the fate of liberty. https://lccn. loc.gov/2019981140 sahnoun, m. m. (1994). prevention in conflict resolution : the case of somalia. irish studies in international affairs, 5, 5-13. http://www.jstor.com/ stable/30001816%0ajstor study, h. i., & for, p. p. (2021). impediments to good govarnance in somalia. state of somalia 2020 report, 1–27. http://www.heritageinstitute.org/wp-content/ uploads/2021/03/impediments-good-governance-2. pdf the federal republic of somalia. (2012). provisional conistitution (issue june). webersik, c. (2014). bargaining for the spoils of war: somalia’s failing path from war to peace. african security, 7(4), 277–302. https://doi.org/10.1080/193 92206.2014.977173 pa ge 1 pa ge 27 8 american journal of arts and human science (ajahs) development and validation of instructional material in nihongo s. b. quintos1* volume 3 issue 3, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i3.3440 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: july 20, 2024 accepted: august 24, 2024 published: september 11, 2024 this study aimed to develop and create a module for teaching japanese among university students of the bataan peninsula state university by taking into account the students’ proficiency level and the challenges they have encountered. in addition, the developed module has undergone expert validation. the study utilized a quantitative method, specifically the descriptive design, to assess instructional material development in nihongo. the findings highlighted that the students indicated moderate competence in writing and speaking and lower proficiency in reading, listening, and grammar, particularly a weak grasp of grammatical aspects. furthermore, the module evaluation highlighted high language clarity but identified a need for format improvement. therefore, this study calls for tailored approaches addressing the challenges of demographic representation, academic diversity, and nuanced language learning in japanese instruction. although the developed module has revealed effective, refining each aspect is essential for the learning objectives, learning content, language, format, presentation, and usefulness. keywords grammatical aspect, module development, module evaluation, nihongo, proficiency level 1 bataan peninsula state university, capitol compound, balanga city, 2100, bataan, philippines * corresponding author’s email: sbquintos@bpsu.edu.ph introduction instructions were transmitted from the teacher to the students through instructional materials, serving as tools that could also motivate the teaching and learning process. teachers relied on instructional materials for various aspects of instruction, seeking resources to provide background information on the subjects they taught. as emphasized by torrefranca (2017), the importance of advances in instructional design, particularly the utilization of programmed training in the form of modules, was highlighted as a supplement to conventional in-person instruction. this modular approach involved self-directed learning activity packets designed to be self-instructional, enabling students to learn at their own pace and take responsibility for their learning. the fundamental tenets of modular instruction included dividing the curriculum into discrete units or modules, assessing them upon completion of each unit, and allowing students to accumulate credit through this pedagogical approach. in this approach, educators transitioned from traditional roles, such as delivering information and asking questions, to becoming facilitators, monitors, coaches, and coordinators. this empowered students to take control of their own learning and actively construct meaningful experiences connected to the concepts being taught. on the other hand, japanese was widely regarded by many english speakers as one of the most challenging languages to master. according to some research, teaching and learning japanese as a foreign language posed specific difficulties. a recent study on the language training needs of state department personnel indicated that asian languages, including japanese and chinese, took at least four times longer to acquire and master than european languages (everson, 2011, as cited by quintos 2021). furthermore, japanese was considered one of the most challenging languages to master, alongside arabic, cantonese, korean, and mandarin. the use of appropriate instructional materials in the classroom could assist teachers in explaining new concepts clearly, thereby improving student comprehension. however, instructional materials were viewed not as ends in themselves but rather as a means to an end (okeke & ajadi, 2023). in addition, quintos (2021) emphasized the growing need for proficient foreign language professionals due to globalization, as workplaces were becoming increasingly globalized. responding to the demand for language instruction, higher education institutions in the philippines met this need by officially incorporating foreign language courses into their curriculum, as mandated by ched memorandum order no. 23, series 2010. japan, as one of the leading non-european language-speaking countries, witnessed a significant increase in interest in its language and culture, as demonstrated by the rising number of students taking japanese language competence exams. although language education had been on the rise, teaching and studying japanese as a foreign language came with several problems. these challenges included dealing with unfamiliar dialects, morphology, variances in the writing system from the roman alphabet, and cultural nuances. the difficulties associated with acquiring a foreign language, as emphasized in the research conducted by racoma (2018) and benton (2020), illustrated the intricate nature of this process. these problems were influenced by learners’ native language and the way different languages interact structurally (quintos, 2021). notably, the success of the teaching-learning process depended on the degree to which the final objectives pa ge 27 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 278-285, 2024 were attained. these objectives could only be attained if the teacher selected the appropriate technique and strategy, appropriate instructional materials, and proper and accurate evaluation tools. choosing the appropriate teaching materials for a specific topic improved student performance. the effective utilization of teaching materials resulted in engaging classroom discussions, and the majority of students provided good feedback and appreciated the course. with these considerations, the purpose of this study was to create instructional material in japanese in the form of a module that could assist teachers in presenting each lesson clearly and concisely, as well as a relevant learning evaluation and assessment that would accurately measure the level of learners’ comprehension and cognition this study aimed to develop and create a module for teaching japanese among university students at the bataan peninsula state university. this was possible by taking into consideration the proficiency level of the students and the challenges they have encountered. to ensure the effectiveness of the developed module, the instructional material has undergone expert validation based on the assessment criteria. with this, the researcher sought to answer the following specific research questions: 1. what is the demographic profile of the respondents in terms of: 1.1 age; 1.2 sex; 1.3 course; and 1.4 year level? 2. what is the proficiency level of the respondents in learning japanese in terms of: 2.1 writing; 2.2 speaking; 2.3 reading; 2.4 listening; and 2.5 grammar? 3. how may the module be developed and assessed by the experts and validators be described in terms of: 3.1 learning objectives; 3.2 learning content; 3.3 format; 3.4 language; 3.5 presentation and 3.6. usefulness? literature review the study conducted by quintos (2021) illuminated the multifaceted challenges encountered by students learning japanese, encompassing aspects such as understanding unfamiliar topics, speaking difficulties, pronunciation challenges, reading struggles, and writing complexities. in terms of understanding, respondents expressed significant difficulty in comprehending unfamiliar topics, class and group discussions, and japanese video clips. the lack of background knowledge and cultural context, coupled with potential issues in audio quality, contributed to the struggle in listening comprehension. the challenge extended to the retention of terms and phrases, as students accumulated a limited vocabulary from class hours, with minimal exposure beyond classrooms affecting their grasp of the language (sabouri & gilakjani, 2016). the study suggested that instructors played a crucial role in providing relevant background knowledge before listening activities, highlighting the impact of vocabulary familiarity on students’ willingness to listen. speaking challenges, as identified by quintos (2021), included difficulties in expressing thoughts in group discussions, responding immediately, and maintaining fluency and accuracy. leong and amahdi (2017) underscored the interdependence of listening and speaking abilities, emphasizing the need for students to develop listening skills before effectively engaging in oral communication. the fear of embarrassment and anxiety over negative reactions from teachers or peers further hindered students’ speaking endeavors. moreover, pronunciation emerged as another formidable challenge, with respondents expressing difficulty in stressed syllables, sounds, intonation, and japanese intonation. listening relied on these pronunciation elements, emphasizing their interconnectedness (quintos, 2021). in addition, reading activities posed significant difficulties for students. challenges included scanning short documents, reading combined hiragana and katakana characters, and comprehending contracted sounds. the unfamiliarity with japanese characters and the distinct nature of foreign characters contributed to the struggle to enhance reading skills. shehu’s (2015) findings aligned with this, emphasizing vocabulary, working memory, and text processing as key challenges in reading comprehension. on the other hand, quintos (2021) highlighted writing difficulties among respondents, encompassing challenges in writing katakana characters, forming complete sentences, and translating english words into japanese. technicalities in sentence structures and rule divergence from the native language added to the complexity. likewise, as outlined in research by fareed et al. (2016), learners faced challenges such as inadequate linguistic proficiency, anxiety in writing, a dearth of ideas, and deficiencies in organizing the structure of their written work. given the overwhelming nature of writing tasks, there was a compelling need to introduce fewer intimidating activities, fostering a sense of accomplishment that could serve as motivation for subsequent learning materials. essentially, fabrice (2020) advocated for less threatening writing activities, emphasizing their role in information recall, grammar retention, and focused learning. in terms of communication skills, the study indicated that listening was perceived as the most challenging, followed by reading, writing, speaking, and pronunciation. kondrateva et al. (2016) asserted that listening is a distinct speech activity, more difficult than other language skills, playing a pivotal role in achieving instructional objectives. in essence, the study highlighted the intricate nature pa ge 28 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 278-285, 2024 of learning japanese, with challenges spanning various language skills. it emphasized the interconnectedness of these skills and highlighted the importance of instructors in providing a conducive learning environment, addressing vocabulary familiarity, and incorporating diverse instructional inputs. the findings called for comprehensive strategies that considered the holistic development of language skills to enhance the overall learning experience for japanese language learners (quintos, 2021). instructional materials (ims) facilitate teachers’ and students’ active and effective participation in class sessions. on the academic side, these materials were observed as meaningful tools that teachers and students utilized effectively. according to dimarucot (2021), instructional materials are necessary as they enable teachers and students to avoid rote memorization and recitation, which can easily dominate a lecture. according to lane (2022), instructional materials can also assist students in accessing new knowledge and concepts by serving as a scaffold. additionally, they can bring motivation and engagement, creating a love of learning in students. in addition, marbas (2022) noted that instructional materials could contribute to students’ general development and upbringing by enhancing their knowledge, abilities, and skills. in making a module, teachers must be equipped with enough knowledge and skills necessary to create and implement to the learners. with the three main quality characteristics of education stated in the study of kariman et al., (2019), quality of educational objectives, quality of the educational process, and the quality of educational outcomes. mostly it is observed that the quality of the educational process should be reiterated especially in the philippine educational system in which teaching materials are highly implemented as an alternative in improving the quality of the education process in the classroom but it is identified that integration into the teaching materials is not used. in line with the previous claims, critical thinking skillsbased modules that integrate concepts to a topic being discussed help develop metacognition and thinking beyond the box (khasanah et al., 2017). with the need to meet the competencies necessary for 21st-century learners, it is still necessary to continue education that creates globally competent learners. getting a result on surveys among college students is the basis for developing instructional materials to enhance their linguistic skills in terms of writing, speaking, reading, listening, and grammar. the study conducted by torrefranca (2017) on instructional modules was well-received by experts and validators, demonstrating a significant level of acceptability. the experts’ average scores across multiple dimensions, such as learning objectives, learning material, format, language, presentation, and usefulness, consistently indicated a positive evaluation. in the same study, the reviewers uniformly concluded that the instructional modules had clearly stated, explicit, quantifiable, and achievable learning objectives. additionally, it was seen that these goals were carefully devised, structured, and closely aligned with the subject matter of each class, while also taking into account the specific requirements of the pupils. the substance of each lesson was unanimously deemed to be closely linked with the set objectives, rendering it easily comprehensible. the evaluators commended the comprehensive discourse on subjects, bolstered by illustrative instances and practical exercises tailored to the proficiency of the students (torrefranca, 2017). additionally, torrefranca (2017) accentuated that the examiners determined that the modules were wellstructured and arranged clearly and logically. the language employed was characterized as lucid, succinct, inspiring, and readily comprehensible. the topics were presented coherently and sequentially, and the courses were considered to be distinctive and innovative. furthermore, the evaluators expressed a strong consensus on the efficacy of the teaching modules, stating that they would serve as a powerful motivator for students to engage in the study of intermediate algebra. they held the belief that these modules would aid students in achieving mastery of subjects at their speed, maximizing time effectiveness, and addressing individual requirements. to further confirm the accuracy of the ratings, the researcher computed inter-rater agreement for various characteristics. the inter-rater reliability was remarkably high, especially for their consensus on the lucidity and pertinence of learning goals, the congruence of material with objectives, the precise utilization of mathematical symbols, and the coherent exposition of subjects. ultimately, the created training materials were rated as excellent in all five categories (goals, content, format and language, presentation, and usefulness), confirming their efficacy and favorable influence on learning results (torrefranca, 2017). this study utilized the analyze, design, develop, implement, and evaluate (addie) module development model. originating at florida state university in the 1970s for military purposes, the addie model encompasses five key stages: analysis, design, development, implementation, and evaluation. over time, it evolved into a more interactive framework, guiding the creation of effective training and instructional materials. according to debell (2020), the addie model provides a systematic approach for instructional designers and training developers. it begins with the analysis phase, identifying gaps and understanding the current situation. the design phase follows, involving detailed planning of learning objectives, content structure, and necessary tools. during development, these plans are transformed into tangible materials, including graphics and videos. implementation tests and distributes the materials to students. the final evaluation phase ensures the materials meet predefined goals and standards through validation by evaluators. pa ge 28 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 278-285, 2024 in developing nihongo instructional materials using the addie model, the process began with a thorough analysis of learners’ needs, proficiency levels, learning styles, and cultural backgrounds, along with an assessment of existing language programs to identify improvement areas. the design phase involved creating a detailed plan that defined learning objectives, instructional strategies, and the structure and format of the materials, incorporating cultural and language-specific nuances. during the development phase, content was created to align with objectives, ensuring it was engaging and culturally relevant. implementation involved delivering the material to learners through various platforms, considering their diverse learning preferences. continuous evaluation assessed the material’s effectiveness in improving language proficiency and cultural understanding, with feedback guiding further refinements. figure 1: addie model materials and methods this study employed a quantitative method, specifically a descriptive design, to assess the development of instructional material in nihongo at bataan peninsula state university. according to bhandari (2020), quantitative methodology involves gathering and analyzing numerical data to detect trends, compute averages, forecast outcomes, verify causal relationships, and extend findings to larger populations. this study utilized a survey to determine and evaluate the proficiency levels of 277 firstand second-year college students in japanese language learning, focusing on writing, speaking, reading, listening, and grammar skills. bouchrika (2023) noted that descriptive design aims to accurately and systematically describe a population, circumstance, or phenomenon. the participants, selected using quota sampling, were fulltime students aged 18 to 25, enrolled in the first semester of the academic year 2023-2024. the instruments used were researcher-made survey questionnaires, validated and tested for accuracy before distribution. a five-point scale was used to assess the proficiency levels. additionally, researcher-made instructional materials were developed and validated by experts based on pretest results, covering aspects like writing, speaking, reading, listening, and grammar. these materials were scrutinized for quality assurance and included achievable activities. teachers with at least two years of experience teaching japanese, jlpt passers, and language consultants evaluated the materials. the data collection process involved securing necessary approvals, conducting pretests, and ensuring proper coordination with the dean. the gathered data were then collated, tallied, coded, tabulated, analyzed, and interpreted to provide quantitative results. descriptive statistics employed to analyze the data. the arithmetic mean used to determine the proficiency level of the participants in learning japanese and the assessment of the module made by the experts and validators. to facilitate the interpretation of the data: the likert scale was commonly used in research to employ the questionnaire. it was the most widely used approach in scaling the responses of the survey research, and such a term was used interchangeably with a rating scale. pa ge 28 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 278-285, 2024 results and discussion demographic profile of the participants based on the gathered responses, the frequency distribution of the participants in terms of age, gender, course, and year level was shown in table 1. scale and description score scale range description interpretation 5 4.26 – 5.00 strongly agree high proficient level 4 3.26 – 4.25 agree proficient level 3 2.6 – 3.25 neutral moderate proficient level 2 1.76 – 2.5 disagree low proficient level 1 1.0 – 1.75 strongly disagree very low proficient level table 1: demographic profile of the respondents profile frequency percent age 21 21 7.58 18 49 17.69 19 142 51.26 20 51 18.41 22 9 3.25 17 3 1.08 25 1 0.36 did not say 1 0.36 total 277 100.00 gender male 165 59.57 female 112 40.43 total 277 100.00 course bachelor of science in industrial engineering 74 26.71 bachelor of science in mechanical engineering 61 22.02 bachelor of science in agricultural and biosystems engineering 61 22.02 bachelor of technical-vocational teacher education major in hotel and restaurant services 11 3.97 bachelor of technical-vocational teacher education major in food and service management 8 2.89 bachelor of technical-vocational teacher education major in automotive technology 8 2.89 bachelor of technical-vocational teacher education major in garments, fashion, and design 10 3.61 bachelor of technical-vocational teacher education major in animation 7 2.53 bachelor of technical-vocational teacher education major in electronics technology 3 1.08 bachelor of technical-vocational teacher education major in civil and construction technology 5 1.81 bachelor of technical-vocational teacher education major in electrical technology 5 1.81 bachelor of technical-vocational teacher education major in drafting technology 10 3.61 bachelor of science in architecture 1 0.36 bachelor of technical-vocational teacher education major in mechanical technology 7 2.53 bachelor of science in nursing 1 0.36 pa ge 28 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 278-285, 2024 the study revealed that most of the respondents were aged 19 years old (f=142, 51.26%). meanwhile, only one respondent aged 25 years old had the lowest frequency (f=1, 3.6%). these findings indicated that most of the respondents in this study were in their early 20s stage. this implied that students in this age group had more exposure to learning japanese at the university. similarly, the majority of the participants were male with the highest frequency of 165 (59.57%), while the least of them were female (f=112, 40.43%). given the potential influence of gender on language learning preferences and outcomes, this gender disparity might have impacted the applicability of the developed instructional material across diverse student profiles. it suggested that the material might have been more tailored to the learning needs and preferences of male participants, potentially limiting its effectiveness for female learners. on the other hand, most of the respondents took up a bachelor of science in industrial engineering, f=74 (26.71%). whereas, only one of them had taken up a bachelor of science in architecture and a bachelor of science in nursing, respectively. this suggested that the observed distribution of respondents’ academic backgrounds might have had limitations in terms of being representative and diverse. the focus on a single academic field, specifically industrial engineering, could have impacted the applicability of the study’s results to a wider audience. if the instructional content was largely developed or validated with respondents from a particular academic discipline, it was likely to be better suited to the learning requirements and preferences of individuals in that field. this had the potential to restrict the efficacy and pertinence of the curriculum for learners with diverse academic backgrounds. finally, the results indicated that most of the participants were second-year college, f=151 (54.51%); whereas, only one of them (0.36%) was fourth-year college. the unequal distribution among college years could have impacted the applicability of the study’s results and the suitability of the teaching content. if the majority of participants were second-year students, the material could be customized to better suit the learning requirements and preferences of students at that particular moment in their academic journey. it might not have comprehensively met the demands and obstacles encountered by fourth-year students. the proficiency level of the respondents in learning japanese table 2 presented the results of the proficiency level of the students in terms of the five (5) indicators that were assessed. these indicators showed the aspects to where the students encountered difficulties in learning japanese. the findings showed that the respondents had a moderate bachelor of technical-vocational teacher education major in welding and fabrication technology 5 1.81 total 277 100.00 year level 1st year 125 45.13 3rd year 0 0.00 2nd year 151 54.51 4th year 1 0.36 total 277 100.00 table 2: proficiency level in learning japanese mean std. deviation interpretation rank writing 2.10 .81 moderate 1 speaking 2.08 .85 moderate 2 reading 1.95 .79 low proficient level 4 listening 2.05 .81 low proficient level 3 grammar 1.88 .82 low proficient level 5 proficiency level in writing and speaking, with the highest mean observed in writing equivalent to 2.10 (sd=0.81). this suggested that respondents had a reasonable command of expressing themselves through written and spoken japanese.however, a contrasting trend was observed in the proficiency levels of reading, listening, and grammar. these language skills showed lower proficiency levels among the respondents. specifically, grammar exhibited the lowest mean of 1.88 (sd=0.82), indicating a relatively weaker grasp of grammatical aspects compared to the other skills. the disparities in proficiency levels across various language skills suggested potential areas for targeted improvement in the instructional material or teaching strategies. it is noteworthy to mention that considering the specific challenges in reading, listening, and grammar could have enhanced the overall language proficiency of the respondents. additionally, considering the moderate proficiency levels in writing and speaking, reinforcing these skills could have contributed to a more balanced and comprehensive language learning experience. in support, the findings of the current research on japanese students’ competency level were corroborated by quintos’ (2021) study and other pertinent sources. pa ge 28 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 278-285, 2024 quintos’ study, which complemented the present study, illuminated learners’ diverse issues in comprehension, speaking, pronunciation, reading, and writing, showcasing the complex barriers to proficiency. similarly, quintos’s (2021) study underscored listening comprehension, crucial to language proficiency, and was supported by leong and amahdi’s (2017) emphasis on hearing and speaking. quintos’ pronunciation difficulties emphasized its link to listening abilities, complicating communication. the reading challenges identified by quintos, such as scanning short papers and reading characters, aligned with shehu’s (2015) focus on vocabulary, working memory, and text processing in reading comprehension. moreover, quintos’ writing issues, matching fareed et al.’s (2016) studies on linguistic proficiency, writing anxiety, and organizational deficits, along with the current study’s intermediate writing proficiency, were highlighted. fabrice (2020) advocated for less daunting writing tasks, corresponding with the research’s focus on japanese language acquisition issues. these observations, coupled with the current study’s findings on proficiency levels, emphasized the urgent need for comprehensive language skill-specific instructional methodologies. given the proficiency challenges, a sophisticated strategy was needed to enhance japanese language students’ learning experience. table 3: demographic profile of the evaluators name of the evaluator company position length of service e1 pup assistant professor 13 years e2 bsu associate professor 20 years e3 bemac japan engineer n3 passer e4 bsu teacher 1 n3 passer e5 bemac japan architect n3 passer e6 msu associate professor 30 years module validation the module validation process involved six evaluators with diverse backgrounds, each bringing a unique set of experiences and expertise to the assessment. the evaluators’ demographic profile, as outlined in table 3, provides insights into their respective affiliations, positions, and language proficiency levels. the diversity in the evaluators’ educational and professional backgrounds, coupled with their varying levels of japanese language proficiency, ensures a comprehensive and multifaceted assessment of the instructional material. the inclusion of evaluators with extensive service in academia and those associated with language-focused institutions enhances the credibility and table 4: module validation and assessment mean std. deviation interpretation rank learning objectives 3.40 .13 highly evident 5 learning content 3.70 .11 highly evident 4 format 3.13 .21 evident 6 language 3.87 .10 highly evident 1 presentation 3.77 .15 highly evident 3 usefulness 3.80 .13 highly evident 2 thoroughness of the module validation process. in the following table, the outcomes of the evaluators’ assessment of the module are presented. table 4 provides a comprehensive overview of the evaluated material, offering insights into its performance concerning learning objectives, content, format, language, presentations, and overall usefulness. based on the findings, the study revealed that the language used in the module is highly evident, as reflected in its highest mean score of 3.87 (sd=.10). this indicates that the language employed in the material is clear and effective in conveying information. on the other hand, the format has the lowest mean score of 3.13 (sd=.21) which is still interpreted as evident. while the mean suggests that the format is still evident, the relatively lower score compared to other criteria implies that there might be aspects of the module’s structure, layout, or organization that could be enhanced for greater clarity or effectiveness. in general, the developed module has met the standard relative to the criteria for learning objectives, learning content, format, language, presentation, and usefulness. the related literature significantly supported the study’s findings regarding the development and validation of instructional modules. the study underscored the clarity and effectiveness of language in the module, with a specific emphasis on language as a significant strength. this aligns with insights from dimarucot (2021), lane (2022), and marbas (2022), all highlighting the crucial role of clear language in instructional materials for effective learning and student understanding. pa ge 28 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 278-285, 2024 furthermore, the study revealed that, although the format of the module remained evident, it received a relatively lower score compared to other criteria. torrefranca’s (2017) study in the related literature reinforced this observation, emphasizing the importance of wellstructured content and format in instructional modules. torrefranca’s positive evaluations for the structured and clear organization of instructional modules resonated with the study’s emphasis on the significance of format. additionally, the related literature stressed the importance of clear learning objectives, well-structured content, and motivating presentation, all in harmony with the study’s findings. kariman et al.’s (2019) study further supported the relevance of quality educational objectives, processes, and outcomes, providing additional backing for the importance of clear learning objectives in instructional modules. the emphasis on sequential and coherent topic presentation in torrefranca’s (2017) study also aligned with the findings concerning the structure and organization of the module. conclusion based on the study’s findings, the respondents demonstrated satisfactory proficiency in both writing and oral communication, effectively expressing their opinions. however, disparities in reading, listening, and grammar proficiency highlighted areas for potential improvement in instructional resources. the designed module generally met the criteria for learning objectives, content, format, language, presentation, and usefulness. while the language used in the module was clear and effective, the format received relatively lower ratings compared to other criteria. the study recommends investigating the reasons behind proficiency variations to refine instructional approaches, specifically addressing factors influencing reading, listening, and grammar proficiency. focusing on these areas can enhance overall language proficiency and provide a more comprehensive learning experience. additionally, improving the module’s format by considering specific aspects of structure, layout, or organization to enhance clarity and effectiveness is advised. this can be achieved by incorporating feedback from assessors and employing an iterative process. continuous evaluation and adaptation of the module based on feedback will ensure consistently high quality across all evaluated criteria. acknowledgment the researcher would like to thank the bataan peninsula state university and research development office for the support extended to finish this paper. references benton, c. 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(2017). an analysis of factors influencing learners’ english-speaking skills. international journal of research in english education, 2(1), 34–41. marbas, j. (2022). the importance of instructional materials. academia. https://www.academia.edu/8704377/ the_importance_of_instructional_ materials mccombes, s. (2019, may 15). descriptive research | definition, types, methods & examples. scribbr. https://www.scribbr. com/methodology/descriptive-research/ okeke, c. i., & ajadi, t. o. (2023). instructional materials and quality in public primary schools in southwestern nigeria. studies in learning and teaching, 4(2), 205–215. https://doi.org/10.46627/silet.v4i2.175 quintos, s. b. (2021). difficulties in learning japanese as a foreign language: the case of filipino learners. bu r&d journal, 24(2), 31–38. https://doi.org/10.47789/ burdj.mbtcbbgs.20212402.04 racoma, b. (2018, june 11). learning a new language is difficult but it can be done. day translations. https://www. daytranslations.com/blog/why-language-learning-isdifficult/ sabouri, n. b., & gilakjani, a. p. (2016). learners’ listening comprehension difficulties in english language learning: a literature review. english language teaching, 9(6), 123–133. shehu, i. (2015). reading comprehension problems encountered by foreign language students. academic journal of interdisciplinary studies, 4(1), 91–96. torrefranca, e. c. (2017). development and validation of instructional modules on rational expressions and variations. the normal lights, 11(1), 43–73. pa ge 1 pa ge 72 american journal of arts and human science (ajahs) sleep hygiene practices and mood states: a quantitative analysis cristine alegado1*, roselle daireen guinto1, francine ryza beldeniza1, claire lynn culajara1 volume 3 issue 2, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i2.2786 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: april 27, 2024 accepted: may 29, 2024 published: june 01, 2024 to maintain overall health and well-being, one must practice good sleep hygiene. however, the literature has not sufficiently addressed the relationship between sleep hygiene and mood states. this study evaluated the association between sleep hygiene practices and mood states, including the influencing factors. this study utilized a descriptive-predictive research design on 350 college students in the chosen university in davao region through simple random sampling. the researchers used the shapiro-wilk test, which indicates normally distributed data with a p <0.05. the study analyzed the relationship between sleep hygiene and mood states using pearson’s correlation coefficient, revealing a significant positive correlation coefficient of r =.439 and a p of <.001, suggesting that if the sleep hygiene practices of students are high, the mood states is also high. furthermore, linear regression revealed that bedroom factors and behaviors that affect sleep are the predictors that contribute to the students’ mood states. the study recommends implementing policies to promote a healthy campus environment, prioritizing healthy sleep habits for students and teachers, and for future researchers to advocate for broader, longitudinal studies to enhance understanding and validity. keywords correlation, mood states, sleep hygiene, university students 1 department of arts and sciences psychology program, university of mindanao digos college, digos city, philippines * corresponding author’s email: roselledaireeng@gmail.com introduction the world health organization (2023) emphasizes the importance of sleep for promoting both physical and mental health, facilitating healing, unwinding, and regeneration in combating the negative effects of stress. given the prevalence of sleep disturbances in college, understanding the factors influencing sleep becomes paramount (li et al., 2020). college students often grapple with insufficient, high-quality sleep due to academic responsibilities, social activities, and various other factors (gaarde et al., 2020). a study further underscores the significance of sleep as it contributes to the recovery from both physical and psychological exhaustion, encompassing a substantial portion of the human lifespan. it is noteworthy that poor sleep quality can detrimentally affect health and performance the following day (xu et al., 2021). this, in turn, can lead to a spectrum of adverse outcomes such as mood swings, anger, depression, anxiety, and sadness (short et al., 2020). according to (kendra,2023) mood refers to a relatively consistent emotional state that is commonly characterized as either positive or negative and is often defined as an individual’s subjective feeling that influences their outward expression. research findings concluded that academic emotions are recognized as a crucial element influencing learning outcomes in educational environments, with numerous studies demonstrating the capacity of positive academic moods in learners to enhance the learning process (tan et al., 2021). internationally, an increasing body of research underscores the crucial role of sleep quality in mental well-being, especially in college students’ context. an investigation conducted by zhang et al. (2023) concentrated on exploring the connection between sleep quality and depressive symptoms among chinese college students amid the covid-19 pandemic. the results demonstrated that individuals with eveningness chronotypes exhibited heightened levels of depressive symptoms, wherein sleep quality served as a mediating element. another investigation by ramamoorthy et al. (2019) scrutinizes the repercussions of stress on sleep hygiene in adolescents attending schools in chennai. this research indicates that adolescents contend with moderate levels of anxiety, and stress detrimentally affects their practices related to sleep hygiene. in the philippines, a research study by bermundo et al. (2019) suggests that sleep deprivation not only leads to moodiness but also poses challenges to mental wellbeing, contributing to a depressed mood (santos et al., 2021). the investigation by encabo et al. (2023) sheds light on the struggles students faces in achieving quality sleep, revealing that 68.81% of the 202 randomly selected respondents experienced poor sleep quality. undoubtedly, sleep holds immense significance in an individual’s life, and for students with compromised sleep quality, its repercussions can significantly impact their performance (ramos et al., 2021). various factors can impact sleep, underscoring the importance of recognizing elements that contribute to sleep quality in daily life (xu et al., 2021). the study conducted by mastin et al. (2006) introduced the shi, a 13-item self-report index assessing sleep hygiene behaviors, adapted from icsd criteria, focusing on the sleep-wake cycle, bedroom-related factors, and sleep quality impacting behaviors. one crucial aspect involves sleep-wake cycle behaviors, where the body operates on multiple internal clocks, commonly referred to as pa ge 73 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 72-81, 2024 circadian clocks, situated in the brain. these clocks dictate optimal times for sleeping, waking, napping patterns, and exposure to light (national institutes of health). relating to this, the study by (liguori et al.,2020) discovered that patients with idiopathic rapid eye movement sleep behavior disorder have a lower circadian sleep-wake cycle, more subjective complaints, and higher beck depression inventory scores, all of which are correlated with depressive symptoms. higher level of depressive symptoms when accompanied by sleep deprivation may also lead to suicide attempts (culajara, 2023). according to research, people sleep better when their bedrooms are constructed to optimize light and noise levels, temperature, and an overall comfortable environment that improves mood while awake (pacheco & pacheco, 2023). elements such as bedroom decor, external surroundings, ventilation, and a closed room contribute significantly to a person’s sleep quality (xu et al., 2021). relating to this study, examining behaviors that impact sleep involves exploring various factors that influence sleep quality, such as stimulants, stress, anxiety, electronic devices, nutrition, physical activity, and sleep hygiene (miroñczukchodakowska, 2022). suni (2023) defines sleep hygiene as the practice of creating a comfortable bedroom environment, maintaining daily routines, and adopting healthy habits to ensure consistent and uninterrupted sleep. the enhancement of sleep hygiene has been linked to improved sleep quality, and this, in turn, is associated with overall good health and improved mental well-being (alijanzadeh et al., 2023). the study by grove et al. (1992) developed a poms short form comprising 40 items that covers seven indicators: tension, depression, anger, confusion, fatigue, vigor, and esteemed related affect, a widely used measure for assessing an individual’s mood. a study by kim & shin (2021) reported that tension is frequently felt by middle-aged women as a result of menopause, aging, and overwhelming social responsibilities, resulting in sleep disturbances. as for depression, a study by bean & ciesla (2020) states that if an individual is sleep deprived, there is a higher level of depressed mood the next day, and individuals who have cognitive and biological vulnerabilities to experiencing depressed mood can be aggravated by sleep deprivation. furthermore, anger was discovered to be closely related to sleep quality among university students in the study, with poor quality indicating a higher risk of anger expression (arbinaga et al., 2019). in addition, the study by golden (2019) indicates that losing moderate sleep can increase anger arousal in individuals, regardless of their anger trait, and subjectively felt tiredness is strongly associated with a higher vulnerability to anger. in the study of aryasree et al. (2023), 59% of their respondents had mild-to-high sleep deprivation, and confusion is one of the factors that sleep deprivation effects, which can potentially impact their overall well-being. relating to this, the study by gumasing et al. (2022) found that fatigue levels among college students in the philippines have risen due to the closure of institutions and the pandemic, as indicated by the study, resulting in decreased stamina and sleep quality. this also relates to the study by kinnunen et al. (2022), which found that vigor can be enhanced through good sleep, which replenishes energy resources, while poor sleep can decrease vigor and increase stress levels. lastly, a study by panda et al. (2022) confirms that sleep deprivation has significant adverse affects on mood states. the study reports significant changes in esteem-related affect and other factors of mood state. research has identified a direct relationship between sleep hygiene and mood states (bevilacqua et al., 2019). as outlined by han and wang (2022), mood states are transient emotional conditions that individuals undergo, categorizable broadly as positive, negative, or neutral. furthermore, searight and montone (2020) note that individuals experiencing poor sleep quality tend to exhibit elevated levels of depression, tension, anger, confusion, and fatigue within their mood state compared to those with good sleep quality. however, this is opposed by (triantafillou et al., 2021) stating that the causal dayto-day interaction between sleep and mood has not been widely investigated, mainly due to the lack of daily evaluation data. moreover, the crucial connection between poor sleep hygiene and sleep deprivation is highlighted in the work of philip et al. (2019). therefore, emphasizing the importance of maintaining good sleep hygiene becomes imperative to avoid the adverse effects of sleep deprivation. prior research has often overlooked the tailored sleep practices required for university students’ unique circumstances. by concentrating on this demographic, the study seeks to overcome the limitations of past studies and provide insights directly applicable to the community’s well-being. the research’s contribution lies in localizing its findings and highlighting the interconnectedness between sleep practices and mood within a specific cultural and academic setting. this approach offers a deeper understanding of the factors influencing students’ mental health, aiding in the development of precise interventions. it also advocates for customized interventions and support programs tailored to the community’s needs, fostering a healthier academic environment. research objectives this study aimed to determine the following: 1. what is the profile of the students in terms of: 1.1 gender 1.2 year level 1.3 department 2. what is the level of the sleep hygiene index of students in terms of: 2.1 sleep-wake cycle behaviors 2.2 bedroom factors 2.3 behaviors that affect sleep 3. what is the level of the mood states of students in terms of: 3.1 tension pa ge 74 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 72-81, 2024 3.2 depression 3.3 anger 3.4 confusion 3.5 fatigue 3.6 vigor 3.7 esteemed related affect 4. is there a significant relationship between sleep hygiene and mood states? 5. what particular domains under sleep hygiene influence mood states? materials and methods this chapter details the study’s methods. it discusses the location, respondents, research instrument, gathering data procedure, statistical tools, and ethical considerations. research respondents the respondents in the study consisted of students from colleges in davao region throughout all year levels and departments during the school year 20232024. the researcher employed a slovin test to calculate the population of the students of this university in the davao region. the calculation resulted in 350 students, who were then selected from a total population of 3,868 students using a simple random selection method. simple random sampling is a popular sampling method in quantitative research (noor et al., 2022). research instruments the methodology used in this study required the use of particular instruments to collect relevant data. the primary data gathering instrument was a survey conducted using questionnaires based on the sleep hygiene index (shi). mastin et al. (2006) developed the shi, a 13-item selfreport index, to assess the prevalence of sleep hygiene behaviors. notably, the shi items are based on the icsd’s diagnostic criteria for insufficient sleep hygiene. the shi includes three distinct indicators, namely sleepwake cycle behaviors, bedroom factors, and behaviors that affect sleep. respondents rated each item on a scale from (1 never, 2 rarely, 3 sometimes, 4 frequently, 5 always). moreover, before using the questionnaire, the researcher requested permission from the author via email to confirm proper usage and ethical standards. the survey questionnaire was assessed for reliability, obtaining a cronbach’s α of 0.77 for the prior study. aside from sleep-related assessments, the study examined mood states using the “profile of mood states” (poms), a widely used questionnaire in a variety of fields, including clinical, psychological, somatic, pharmacological, occupational, and sports medicine studies (mcnair et al., 1992). the poms short form, comprising 40 items, covers seven indicators: tension, depression, anger, confusion, fatigue, vigor, and esteemed-related affect. respondents rated each item on a scale from (1 not at all, 2 a little, 3 moderately, 4 quite a lot, and 5 extremely). researchers also reached out to the author via email to request permission for the use of the poms questionnaire. this step was crucial to maintaining research integrity and adherence to ethical guidelines. the mood state questionnaire’s reliability was evaluated using the pearson-r correlation coefficient, which obtained an overall cronbach’s α score of 0.955, indicating strong internal consistency. below are the interpretations utilized to assess the mean scores of sleep hygiene practices and mood states among college students in the davao region. table 1: sleep hygiene practices mean interpretation mean interval description interpretation 4.21 5.00 always very poor sleep hygiene 3.41 4.20 frequently poor sleep hygiene 2.61 3.40 sometimes average sleep hygiene 1.81 2.60 rarely good sleep hygiene 1.00 1.80 never excellent sleep hygiene table 2: mood states mean interpretation mean interval description interpretation 4.21 5.00 extremely often evident 3.41 4.20 quite a lot regularly evident 2.61 3.40 moderately occasionally evident 1.81 2.60 a little rarely evident 1.00 1.80 not at all not at all evident design and procedure this quantitative study employed a descriptive predictive research design, on with a randomly selected sample of 350 undergraduate students. the researchers utilized two questionnaires for each variable and asked permission via email. the respondents received a structured questionnaire, divided into three sections. the initial part gathered demographic information, including gender, year level, and department. the second part included the sleep hygiene index (shi) questionnaire, validated by mastin et al. (2006), while the third part consisted of the short version of the profile of mood states (poms), validated by mcnair et al. (1992). the distribution of questionnaires was conducted using both traditional printed forms and online formats. before administering the survey, respondents were briefed on the study’s purpose, methods, potential advantages and disadvantages, confidentiality guidelines, and the voluntary nature of their participation. to ensure ethical considerations, the researcher obtained letters of permission signed by the adviser and approved by the dean. finally, the collected questionnaires were tallied and analyzed using jamovi software version 2.4.14, with data interpretation aligning with the study’s primary objective. statistical treatment the researchers used statistical methods to test normality and identify correlations between variables. normality, pa ge 75 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 72-81, 2024 characterized by the symmetric distribution of data points around a central point in a bell-shaped curve, is essential for the application of powerful parametric statistical tests commonly employed by psychologists (mcleod, 2023). the shapiro-wilk test indicated that the data was regularly distributed p > 0.05, which enabled parametric tests. they then utilized descriptive statistics (mean and standard deviation) to summarize the data; this allows researchers to understand the central tendency and variability within the data and pearson’s correlation coefficient to assess linear correlations among variables. a measure of the linear association between two continuous variables, likely employed in the study, is the correlation coefficient, which ranges from -1 (indicating a perfect negative correlation) to +1 (reflecting a perfect positive correlation), with 0 denoting no linear relationship (stewart, 2024). lastly, the researchers utilized linear regression analysis to model the relationship between the variables, as this statistical technique enables the formulation of a predictive model where a dependent variable is modeled based on one or more independent variables; the derived model can then be employed to make predictions about the dependent variable using the values of the independent variables (palmer et al. 2009). ethical considerations this research follows the ethical guidelines required from this study. respondents are asked about their willingness to engage in the research study, with the assurance that they retain the option to exit or withdraw from the study at any point and that researchers will not subject them to questioning regarding their decision. the researchers protect respondents’ personal information, emphasizing their commitment to maintaining anonymity as promised. they also ensure that the gathered data is only used for the activity’s explicitly stated purpose while adopting necessary security measures to protect the information’s confidentiality and integrity. each respondent received an informed consent form detailing the research’s objectives, potential risks, and benefits, clarifying their role in the study. this process was implemented to guarantee that participants had a comprehensive understanding of the nature of the research. results and discussion this chapter presents data, findings, and a discussion of mood states and the sleep hygiene practices of the students. tables are organized by subheadings: demographic profile of the respondents, level of sleep hygiene practices, level of mood states, pearson-r correlation between sleep hygiene practices and mood states, and regression analysis for variables predicting student mood states (n = 350). demographic profile of the respondents the first objective of this research study is to provide a detailed description of the demographic profile of the respondents. this study utilized 350 respondents. table 3: characteristics of respondents (n=350) profile f % gender female 212 61 male 130 38 lgbtq+ 5 2 year level first year 185 53 second year 116 33 third year 31 9 fourth year 18 5 department das 99 28 dcje 99 28 dba 39 11 dte 41 12 dae 44 13 dtp 28 8 total 350 100.0 table 3 presents a detailed analysis of the respondents’ demographic profile, highlighting variances by gender, year level, and department. in terms of gender, female students make up the majority (n = 212, 61%), followed by male students (n = 130, 38%), and students from the lgbtq+ community (n = 5, 2%). in terms of year level, respondents from the first year comprise the largest group, with 185 students (53%), followed by pa ge 76 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 72-81, 2024 second-year students with 116 students (33%), third-year students with 31 students (9%), and fourth-year students with 18 students (5%), who have the fewest number of responses. in terms of departments, art and sciences (das) and criminal justice education (dcje) had the most responses (n = 99, 28%), followed by accounting education (dae) (n = 44, 23%), teachers education (dte) (n = 41, 12%), business administration (dba) (n = 39, 11%), and technical programs (dtp) (n = 28, 8%). analyzing this data reveals that the greatest number of respondents are female students, with 212 (61%) respondents, and the lowest are students who are part of the lgbtq+ community, with 5 (2%) respondents. the majority of the respondents are from the first-year level with 185 (53%) respondents, and the year level with the fewest number of responses is the fourth year with 18 (5%) respondents. in terms of department dtp has the lowest respondents with 28 (28%). the level of sleep hygiene practices of college students table 4 summarizes the statistical analysis findings used to assess the levels of sleep hygiene practices of the students in a university in davao region in 3 factors: sleep-wake cycle behaviors, behaviors that affect sleep, and bedroom factors. night, and longer sleep durations compared to those who do not read before going to bed. moreover, having a comfortable mattress can reduce stress by allowing the body enough time to recover and repair during deep sleep (forth, 2023). furthermore, using the correct pillow can ensure proper spinal alignment, enhancing sleep quality and duration (radwan et al., 2021). peters (2024) emphasizes that creating a suitable sleep environment by considering various factors can improve sleep quality, leading to a more productive day. despite efforts to eliminate negative factors that disturb sleep, bedroom conditions can significantly affect sleep quality, as highlighted by yan et al. (2022). the level of mood states of college students table 5 summarizes the statistical analysis findings used to assess the levels of mood states of students in a certain university based on 7 factors: tension, depression, anger, confusion, fatigue, vigor, and esteemed-related affect. table 4: level of sleep hygiene practices of college students indicator x̄ sd interpretation sleep-wake cycle behaviors 3.13 0.754 average sleep hygiene behaviors that affect sleep 2.77 0.662 average sleep hygiene bedroom factors 3.44 0.850 poor sleep hygiene total 3.11 0.567 average sleep hygiene table 5: level of mood states of college students indicator x̄ sd interpretation tension 2.83 0.706 occasionally evident anger 2.76 0.696 occasionally evident fatigue 2.41 0.949 rarely evident depression 2.75 0.807 occasionally evident vigor 3.34 0.786 occasionally evident confusion 3.27 0.682 occasionally evident esteemed related affect 3.14 0.419 occasionally evident total 2.99 0.371 rarely evident table 4 illustrates the extent of sleep hygiene practices among students in a certain university. the table reveals that the highest mean corresponds to, “bedroom factors,” with x ̄= 3.44, sd= 0.850 which interprets poor sleep hygiene. this section likely assesses behaviors related to feeling stressed. high stress levels, as noted by dusang (2019), can harm sleep by making it longer but less restful, activating the body’s stress system, raising cortisol levels, and further disrupting sleep. it’s advisable to avoid going to bed angry, upset, or nervous, as these emotions can lead to long-term memory problems. instead, try activities like walking, reading, or deep breathing (carter, 2023). additionally, a study (gavin,2020) suggests that if one can’t fall asleep within 20 minutes, it’s better to leave the bed and return when feeling sleepy. it’s important to only use the bed for sleep or intimacy, avoiding activities like reading, eating, watching tv, or working. in contrast, the study of bryan and cotliar (2024) indicates that individuals who read before bedtime tend to experience improved sleep quality, fewer awakenings during the table 5 shows the mood states of the students at a certain university. the table shows that the factor with the highest mean is, “vigor” with x ̄= 3.34, sd= 0.786 which means that moods like liveliness and activeness are occasionally evident among the respondents. the ding et al. (2023) study, which investigates the relationship between sleep quality and vigor via thalamic clustering, finds that when the coefficient in left thalamic clustering is low, the relationship between vigor and sleep is significant; however, when the coefficient in left thalamic clustering is high, the relationship between vigor and sleep becomes insignificant. the item with the lowest mean is fatigue, with x ̄ = 2.41, sd= 0.949 which indicates that moods like exhaustion and fatigue are rarely evident in the respondents. according to (harris et al.,2020) mixed evidence supports an association between poor sleep quality and daily fatigue, with some claiming that fatigue is caused by a lack of sleep and others finding no significant relationship between sleep quality and fatigue. furthermore, fatigue characterized by tiredness and reduced energy levels, can stem from insufficient sleep duration or quality, as well as heightened work demands or extended work periods (o’conell, 2023). meanwhile, the overall mood state is x ̄ = 2.99, sd= 0.37 which means pa ge 77 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 72-81, 2024 that the mood states are regularly evident. the study (triantafillou et. al., 2019) discovered a substantial effect between sleep quality on mood, with the effect on nextday mood being larger within individuals than previousday mood, not influenced by past mood. correlation analysis between sleep hygiene and mood states results show that 25% of the variance is explained by the three predictors, f=38.8 (df1=3, u=346) = f, p<.001. specifically, behaviors that affect sleep (b=0.20447, t=7.186<.001) and bedroom factors (b=0.07141, t=3.317 p=0.001) are positively associated with mood states. on the other hand, the sleep-wake cycle is not significantly related to the outcome variable (b=-0.00465, t=-0.207, p=0.836). this study highlights the significant psychological implications of sleep-related behaviors and bedroom conditions on the mood states of university students. activities such as exercise, smoking, caffeine and alcohol consumption, pre-sleep video game engagement, discomfort due to room temperature, pre-sleep worrying, and pre-sleep work involvement have been identified as influential factors in shaping mood states. notably, recent research by glavin et al. (2021) suggests that heightened exercise levels among female cohorts may lead to earlier bedtimes and diminished sleep quality. conversely, findings from elgayar et al. (2024) indicate that consistent exercise routines correlate with enhanced sleep quality and reduced depression symptoms among female subjects. the persistent adherence to certain behaviors, such as pre-sleep electronic device usage, poses a challenge for many students attempting to modify their sleep patterns. moreover, a tendency to underestimate the disruptive effects of alcohol and caffeine on sleep quality is apparent among certain cohorts (duthie et al., 2024). within the realm of bedroom factors, the experience of pre-sleep stress, anger, distress, or anxiety, coupled with habits such as pre-sleep eating, reading, studying, and inadequate bedding utilization, significantly influences mood states. research by hisler and krizan (2017) reveals a direct association between anger and sleep quality, suggesting a bidirectional relationship between affective states and sleep quality. furthermore, a predisposition towards anger may precipitate compromised sleep quality. studying in bed presents a multifaceted challenge, disrupting sleep continuity, exacerbating stress and anxiety, and inducing physical discomfort (asma, 2023). an r-squared coefficient of 25% underscores the substantial contribution of identified predictors towards the variability in mood states. however, this leaves a significant portion (75%) of unexplained variability, indicating the presence of latent variables necessitating further exploration. conclusion this study evaluated the relationship between sleep hygiene practices and mood states among college students at a particular university. it found that most respondents were first-year students, while fourth-year students were the least represented. female students were the majority, with lgbtq+ individuals being the minority. participants mainly belonged to the departments of arts and sciences and criminal justice education, while the department of technical program had the fewest respondents. moreover, the students’ level of sleep hygiene practices and mood states were evaluated table 6: pearson r correlation analysis between the variables independent variable overall satisfaction mood states sleep hygiene practices r p-value remarks .439 <.001 significant table 6 shows the association between sleep hygiene and mood states. the results are significant with a p<.001indicating that the finding of this study is statistically significant, and the finding reveals a moderately positive correlation r=439, which means that sleep hygiene and mood states have a positive relationship. this shows that certain university students’ mood states are likely influenced by their sleep hygiene. similarly, a study (short et. al.,2020) found that short sleep significantly predicts mood deficits across geographical regions, including heightened feelings of depression, anxiety, anger, alongside an increase in a negative emotion and a decrease in positive ones. additionally, the study (epstein, 2021) stated that sleep and mood are closely related; poor or inadequate sleep can promote anger and stress, while good sleep can boost well-being. regression analysis for variables predicting student mood states table 7 shows the regression analysis for variables predicting the sleep hygiene of the students in a certain university. the table shows that one significant predictor contributed to the students’ varied levels of sleep hygiene. table 7: linear regression of the indicators predicting mood states predictor b se β p intercept 2.14947 0.0893 24.063 <.001 sleep-wake cycle -0.00465 0.0225 -0.207 0.836 behaviors that affect sleep 0.20447 0.285 7.186 <.001 bedroom factors 0.07141 0.0215 3.317 0.001 r² 0.252 f 38.8 this research is conducted to determine if sleep-wake cycle, behaviors that affect sleep, and bedroom factors predict mood states among university college students. pa ge 78 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 72-81, 2024 using the mean and standard deviation. regarding sleep hygiene practices, the highest mean score was observed in bedroom factors, indicating poor sleep hygiene. this suggests that improving the bedroom environment could enhance sleep quality for students. recommendations included avoiding activities like using electronic devices in bed and investing in quality bedding. the second-highest mean was for sleep-wake cycle behaviors, suggesting average sleep hygiene. consistent bedtime routines and avoiding daytime naps were advised. the lowest mean was for behaviors that affect sleep, indicating occasional engagement in sleep-disruptive activities. in terms of mood states, students demonstrated a high level of vigor, indicating moderate levels of liveliness and energy. vigor showed the strongest correlation with sleep hygiene practices among the predictors, suggesting that students may compensate for poor sleep hygiene with bursts of energy. fatigue had the lowest mean, suggesting it was rarely evident despite students’ energy levels. the study highlighted the significance of bedroom factors and behaviors that affect sleep as key predictors of students’ mood states as evident in the linear regression analysis. it emphasized the importance of prioritizing sleep hygiene and mood management, as neglecting either can have adverse effects on well-being. taking a holistic approach to health, including addressing sleep hygiene practices. recommendations based on the findings and conclusions presented, the researchers offer the following recommendations and suggestions. educational institutions, including schools and universities, should prioritize fostering a healthy campus environment by implementing policies that support students’ well-being. these policies might involve adjustments to class schedules, workload management strategies, and organizing campus activities that can influence students’ sleep patterns and mood states. moreover, allocating resources towards mental health services and support systems is crucial to promote students’ overall well-being. this includes providing access to counseling services, wellness programs, seminars, and workshops focused on improving sleep hygiene. both students and educators should prioritize adopting and maintaining healthy sleep hygiene practices. this involves adhering to a consistent sleep schedule and avoiding activities that disrupt sleep, such as consuming caffeine or engaging in stimulating tasks before bedtime. if individuals encounter mood disturbances or sleep-related challenges, seeking assistance from campus resources like counseling or health services is recommended. for readers, understanding the link between sleep hygiene practices and mood states prompts reflection on personal sleep habits and encourages adjustments for better sleep hygiene, if necessary. future research opportunities lie in investigating the sleep hygiene practices and mood states of lgbtq+ individuals within academic settings, as this demographic has not been extensively explored in the present study. to enhance the validity and applicability of findings, future studies should aim for larger sample sizes to draw more precise conclusions regarding the impact of sleep hygiene practices on mood states. expanding the study’s scope can help identify gaps in existing research, leading to improvements in methodologies and the utilization of advanced sampling techniques like stratified sampling for increased accuracy and reliability. additionally, longitudinal studies tracking changes in sleep hygiene practices and mood states over time offer a more comprehensive understanding of these relationships. acknowledgements the researchers would like to thank and are particularly indebted to the following people who contributed much through a multitude of effort, hard work, and sacrifices that played an indispensable role in the completion of the study. to our research panels, for their exemplary guidance and supervision as well as for providing necessary information regarding this research. to our parents who confirmed care, sympathy, and assistance to assemble this study. this serves as a testament to your unconditional love and support for us. to all the people who supported us directly or indirectly to complete our study. and above all, to the almighty god who gave the researchers strength and guidance from the beginning until the end. references arbinaga, f., joaquin-mingorance, m., & fernandezcuenca, s. 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(2023, june 29). correlation between chronotypes and depressive symptoms mediated by sleep quality among chinese college students during the covid-19 pandemic. nature and science of sleep, 15, 499-509. https://www.tandfonline.com/doi/full/10.2147/ nss.s403932 pa ge 1 pa ge 97 american journal of arts and human science (ajahs) the first viennese music composer of vocal chamber music yiran tian1* volume 4 issue 1, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i1.4013 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: november 05, 2024 accepted: december 09, 2024 published: march 04, 2025 in international musicology works, the mention of the first viennese vocal chamber music composers usually gives a comprehensive introduction to the creative heritage of this genre. at this stage of the science of musicology, without the role of songs in the works of outstanding masters of the classical period, the conclusions of their musical heritage may not only be narrowed one-sided. in this context, this paper studies the first composer of vocal music through the analysis of the origin of the first viennese school art songs, the rise of vienna classical music school art songs, the common expression of vienna classical music school songs, the artistic tension of vienna classical music style songs, the analysis of different composers vienna style songs, etc. finally, it is necessary to fully consider the role of the works of the outstanding masters in the classical era, bring the style of the works into the composition, turn the boring notes into lifelike musical images, and fully express the true meaning of vocal music chamber music, so as to make the works endowed with strong vitality and appeal. keywords bach beethoven, mozart, viennese mmusic sschool 1 belarusian state university of culture and arts, minsk, belarus * corresponding author’s e-mail: yiran51677@gmail.com introduction the viennese music classicism in the second half of the 18th century is undoubtedly a unique phenomenon. he echoed the weimar literary classicism of john wolfgang goethe and friedrich schiller in many ways, and echoed the views of french encyclopedic writers. vienna classical school masters of the most progressive ideas, summarizes the achievements of various styles and art movement baroque, rococo, sentimental, and the folk culture of different countries, with their art not only reveals the music classical evolution of a new stage, and is one of the most important stage in the history of music art. in international musicology works, references to viennese classical chamber vocal works often produce an overall panorama of the genre of their creative legacy. thus, the vocal chamber creativity of viennese classical musicians undoubtedly holds the secret of scientific relevance, both in the eternal power of the artistic influence of their music and in their unique techniques. from the perspective of its specific weight and role in the development of orde lies in the 19th century, the field of great vienna opens up important prospects for research activities. traditionally, the indoor vocal genre is the edge, but still gained its stable position. it actively participates in the process of world music, which has greatly expanded the scope of indoor vocal music art in this century, enriched its content scope, and caused peoples strong interest in the new language means. literature review vienna first school vocal music chamber music composer: all aspects of methodology and historical research review of the literature analysis in the united states, a journal of what its editors call a “long century” of music recently celebrated its 25th anniversary: 19th-century music (university of california press). many composers and at least partially recovered. others, including a significant number of women, were first known to the general public after their own days were put in the shadow, including fanny hensell (fanny hensel), clara schumann (clara schumann) and josephine long (josephine lang). a detailed analysis of 19th century music coexist with research devoted to its social and intellectual context. in addition, listeners can take life-changing adventures to hear all the lieder of franz schubert (franz schubert), thanks to lied pianist graham johnson, a large group of singers and hyperion records. as early as the 19th century, the activities of the first viennese school deviated from the main road and were influenced by the opera, not only did not contribute to the development of songs, but even caused harm, only the great contributions of composers in other genres indirectly contributed to the evolution of songs. we have to admit that mozarts operatic works and his instrumental music, and haydn and beethovens symphonies brought them to their highest peak in the territory. the great role of viennese classical music in the evolution of ode songs seems to be excluded: beethoven is sometimes given only with respect, while his older contemporaries haydn and mozart are completely unrelated to the genre. therefore, the chamber vocal creativity of viennese classical musicians undoubtedly holds the secret of scientific relevance, both in the unfading power of the artistic influence of their music and in their unique skills. from the perspective of the specific weights and roles in the development of the 19th century indoor vocal genre, the writing field of the great viennese songs opened up important prospects for research activities. traditionally, the indoor vocal genre was marginal in the works of outstanding composers, but it still gained a stable position, pa ge 98 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 97-102, 2025 actively participating in the world music process, greatly expanding the scope of indoor vocal art in this century, enriching its content, and arousing strong interest in new linguistic means. the origin of art songs from the 18th century, art songs gradually developed in russia, and solo songs and romantic songs rich in lyrical content were the most popular vocal genres of the time. in 1759, the first romantic music collection was released publicly. from 1799 to 1862, the classical period of russian romantic music creation represented by the “father of russian music”, mikhail ivanovich glinka (18041857) came. greenkas position in the history of russian music was equivalent to pubukins position in the history of russian literature. greenkas early writing was filled with the sentimental tone of russian lyric songs at that time. it was not until the 1930s that he composed artistic songs with pushkins lyric poems, which really showed his artistic conception and expression characteristics. such as “soft night wind”, “i remember that wonderful moment”, “the flame of hope burning in the blood” and so on are handed down excellent works. after that, greenka has composed many artistic songs according to goethes poems, as well as the vocal music “farewell to petersburg” and other excellent works.”it is just a moment of his life, a means to excite his feelings” (stasov), which is the characteristic of grencas artistic song writing. dalgome is the direct successor of green ten music, in his pen scare, “art songs” add distinct ethnic characteristics, folk customs and strong life atmosphere. works such as “the millowner” (based on pushkins poems), “the husband from the mountain”, “i light the candle” and so on, all have comic satirical tendencies and narrative characteristics. since with ka, russia has developed a very effective category of romantic music, usually a symmetrical (threestage) form of song. most of the songs of tchaikovsky, rachmaninov and griel are mostly lyrical and somewhat sentimental, which are taken from the poems of some contemporary second-rate poets. mussolsky created a lively, non-academic type of song, often using an expressive and realistic recitation tone. this style affects not only russia, but also the french and spanish songwriters. rimsky, kosakov, barakiev and borottin wrote many songs in a strong nationalist color, with an emphasis on exquisite accompaniment. the russian music school mostly followed the mustholsky and borotin music schools, but tchaikovskys influence was also obvious. “art song” is undoubtedly the product of romantic music. when expressing it, it has high requirements on its musical understanding and singing skills, and the value of music is beyond doubt. even so, in contemporary times, peoples recognition and popularization of it is not very ideal. we should also see that “artistic song” also has its limitations. the lack of popular basis in literary material selection, the emotional trend of narcissism, and the artistic pursuit divorced from reality determine that its audience range is relatively narrow. if you put these aside, “art songs” should be said to be the most delicate, highly personalized and imaginative treasures of vocal music works. we expect it to be given a new vitality to express the spirit of our time. materials and methods appreciation of vienna classical music school songs the bold use of syncopation in vienna classical music, the use of conversion, the fluctuation of speed, and the strong contrast of strength all promote the perfection of tone and tonality and the change of music color and style. this characteristic is particularly prominent in beethovens works. his “destiny”, “hero” and other symphonies boldly use the strong contrast of sound and the grand proportion of structure, making the works form a dramatic sharp conflict and distinct enthusiasm for creation. the music of the viennese classical music school has a certain scale. it fully demonstrates to play. the creators can use multiple movements to complete the thoughts and feelings, and give full play to the musical techniques and performance methods. haydn also replaced the string quartet with the piano, and the orchestra replaced the organ, creating a new form of instrumental music. these changes make the music color become more strong, greatly enhance the expression of the music. this article will be from the vienna music school representativesbach, mozart, beethovens main works of art for specific reference. the rise of classical music art songs in vienna the vienna classical music art school is represented by bach, mozart, and beethoven as outstanding representatives. the main characteristics of their works are to reflect the universal ideological requirements of human beings. they pursue the concept of beauty and emphasize the elegance of style, which give people an optimistic and enterprising spirit. since the second half of the 18th century, european countries have successively entered the stage of bourgeois revolution. the bourgeoisie replaced the aristocratic power and seized the political power, making capitalism gradually replace feudalism and become a new form of political power. at the same time, it also instilled the bourgeois mode of thinking and ruling mode into every field of society. at that time, there was also no lack of the embodiment of the capitalist social life. in such a turbulent political environment, the viennese classical music school has created the music art closely related to the social process, which also reflects its tenacious and vigorous vitality from one side. in europe, with social and economic prosperity, people enjoy material life while enhancing their demand for spiritual life. people are not satisfied with the original art form, and thus began to pursue a more elegant artistic atmosphere, which also objectively promoted the birth and development of the viennese classical music school. pa ge 99 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 97-102, 2025 musicians take advantage of the more favorable material conditions to create unique new musical factions that are more responsive to the social development and the thinking needs of the audience. introduction and analysis of cpe bach art songs bachs work covers a wide range of music, there are fortyeight fugue and preudes in the alaw piano collection, and other preudes of at least one hundred and forty, about a hundred harpsichord pieces, thirty-three minor concertos, four overture tracks, thirty-three sonatas, five masses and three holy music, and many more, from the life of bach, it can be divided into three stages: the first stage is the weimar era, it can be said that bachs creation tends to mature stage; the second stage is the coten era, this was the peak stage of bachs creation, many of the most contributing works are completed at this time; the third phase is in the leipzig era, it was also the period when bach brought religious art to the extreme. bachs portrait is shown in figure 1. figure 1: bachs portrait painting figure 3: portrait of mozart figure 2: bach music notation diagram in the first stage, bach graduated from god school in 1702, then in lu nebao town as organist, the second april to as court violinist, august as new teaching organist, in the teaching have good performance in the organ, and bach work is not heavy, so have plenty of time to play the organ is here he to organ and the ancient piano playing skills have a comprehensive grasp, created the jesus easter chorus “you dont abandon my soul in hell” and the ancient piano works “for beloved brother travel for random”. figure 2 bach music legend. in the second stage, in august, 1717, bach as the music in the court, because the prince love of secular music, and very valued bach, so bach of this period are focused on secular instrumental music, such as 1720 “semi-scale fantasy and fugue” and 1722 completed average law piano collection, in addition he also wrote some ancient piano suite, such as “french suite” and “british suite” and so on, and extremely famous “brandenburg concerto”, “violin solo sonata” and “cello solo sonata” and “creative” and so on. in the third stage, it was also the period when bach sent religious art to the extreme. in may 1923, bach was appointed as the director of the church. at this time, he created many excellent music works for the church, such as “johns passion” and “matthews passion”. moreover, bach also wrote a mass in b minor to seek the position of court composer. in 1747, at the call of king frederick of prussia and improvised, bach developed the theme of the performance and wrote the dedication of music, which summarized the art of composition and performance. mozarts song brief introduction and analysis wolfgang amadis mozart is a representative of the viennese classical school. in his short life, mozart created a large number of excellent, classic musical works in a variety of genres. this article divides mozarts creation into three main periods. see figure 3 for the portrait of mozart. the first period was from 1756-1771. mozart began composing at the age of 5, and wrote religious works such as mass and hymns; opera, solo works and vocal works such as sonatas, concertos, symphonies, playing, dance and ensemble. it is worth mentioning that some scholars believe that mozarts music creation in this period was basically completed under the guidance and modification of his father, and most of the works in this period reflect the traces of his fathers creation, and only his father knows what mozarts own creation is. on the whole, mozart in this period was in the stage of learning and accumulation in music, and his musical style was not particularly mature compared with his later works. pa ge 10 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 97-102, 2025 the second period was from 1772-1781. mozart during this period concentrated mainly in salzburg and working as an organist in the church in salzburg. mozarts creation in this period, both in quality and in quantity, was greatly improved from before. because of his church work, mozart produced more religious works during this period. at the same time, there are also many breakthroughs in the genre of orchestral concerto, string quartet and piano sonatata. the third period was from 1781 to 1791. in the last decade of his life, mozart completed one of the greatest works of his life, and summarized the creative experience of different artistic genres. in the concerto, constantly improve the classical paradigm of the concerto, he made improvements based on the original concerto: first, he established the musical structure of the first movement, double presentation; next, he added “colorful music” (cadenza) at the end of the reproduction, it provides the space for the players to show off their skills; in addition, he also designed the speed layout of “fastslow-fast” in three movements, among them, the most representative are his piano concerto piano concerto 14, piano concerto 15, piano concerto 22, piano concerto 23, piano concerto 25 and so on. mozarts symphony is also excellent, especially symphony 39, symphony 40, and jupiter symphony 41, even comparable to haydns 12 london symphony; mozarts soul mass was his last work, ending mozarts musical life. see figure 1.4 for mozart music legend diagram. figure 4: mozart chart beethovens song brief introduction and analysis wolfgang amadis mozart is vienna classical music representative, classical music, at the same time opened up the romantic period of music in his life before and after the french revolution, its work is the product of time and personality, social factors and bumpy life experience makes his music creation rich distinct personality and time characteristics. see figure figure 1.5 for the portrait of beethoven. 1792-1802 was the early period of his creation. during this period, he fully displayed his image of musical genius, showing the exuberant desire to write and the originality of biology, which was welcomed by the upper class in vienna. the important works of this period include the first two symphonies and piano concertos, including “pathos”, “moonlight”, “the storm”, the first 20 piano sonatas, a series of variations, cello sonatas, six string quartet and piano trio chamber music works. figure 1.6 beethoven legend. 1803-1814 is the mid-term creation feature. this was the mature period of beethovens music creation. due to the outbreak of the french revolution, he began his pursuit of freedom and equality, which had never stopped in his whole life. influenced by it, he created the third symphony. since then, it marked the arrival of beethovens creative period. from the third to the eighth symphony, the third to the fifth piano concerto, figure 1.5: portrait of beethoven figure 6: beethoven music legend diagram pa ge 10 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 97-102, 2025 and for drama, opera or ballet written orchestral music and overture “coriolan”, “egmont”, “leonora” and “prometheus”, opera “federo”, this period with a lot of beethoven shows extraordinary personality and artistic charm, he in this period of high reputation, has with haydn, mozart and listed as the three greatest music master. 1815-1827 is the late creation characteristics. at this stage, he immersed himself in collecting folk songs and writing songs, while beethoven was immersed in his own reverie and thinking. for him, music is now more closely related to the inner self than to the external and objective description. the ninth (chorus) symphony, which premiered in 1824, and the same solemn mass, became the final summary of his life goals and religious beliefs, proving that beethoven never gave up the belief of freedom, equality and fraternity and the lofty ideal of world harmony. results and discussion common expression of viennese classical music school style songs composers of viennese style songs pay more attention to the overall balance and cohesion of the music, usually using the standard form structure, which makes the music have a clear organization and logic. focusing on the development and variation of the theme, the composer will create a rich variety of musical content by the repetition, variation and development of the theme. this thematic change and evolution increase the complexity and expressiveness of music. the melody line is clear and clear, often with a simple and beautiful melody. at the same time, the use of harmony is also very important. the processing of harmony is more rich and complex, including the changes and changes of harmony, making the music more layered and rich. expression of the artistic tension of vienna classical music style songs among the different parts of music in the expression of its artistic tension, there are often contrasting musical elements, such as the contrast of strength and weakness, the change of speed and the contrast of musical emotion. this balance and contrast technique increases the drama and expressive force of music. driven by the development and progress of the orchestra and the orchestra expanded to include strings, woodwinds, brass and percussion instruments, composers began to use more kinds of instruments to create richer timbre and acoustics. music in the viennese style period was famous for its balance, symmetry, clarity and precision. music in this period focused on the integrity of the structure and the treatment of harmony, emphasizing the expression and appeal of music. the characteristics and trends of music in the viennese style period had a profound influence on the later development of music. viennese style songs pay more attention to the symmetry and balance of musical structure. they use common musical forms, such as symphonies, sonatas and string quartet, which usually have a clear movement structure, clear and concise structure, and attention to the balance and harmony of the whole. melodies are often concise and graceful, and are easy to remember and express, and the development and change of melodic lines is also an important feature of viennese-style songs through the repetition, variation and transmission of melodiesexhibition, to create a rich variety of music content. although viennese style composers pay attention to structure and form, they also pay attention to the expression of emotion. they express different emotions and emotions through dynamic changes in music, timbre changes and harmonic use, from cheerful allegro to sad adagio, showing a rich emotional layer analysis of viennese style songs by different composers this article introduces the creation style of the vienna classical music school, in addition to the vienna romantic music school. the romantic school rose in the early 19th century to nearly half a century, a new musical trend and creative style in europe, and its influence continued until the second half of the 19th century. the piano music style in this period is personalized and full of expressive content and theme, and the most remarkable feature of his works is to attach importance to the expression of personal subjective emotions. this has replaced the pursuit of reason by viennese classicism. the composers creative inspiration comes from their emotional world, from the subtle perception of nature and the scenery, from the enlightenment of poetry, drama, painting and other arts, and from the fantasy and imagination caused by myths, legends and folk literature. the works of weber and mendelsson, two composer masters, represent an important form of expression after beethoven. weber incorporated his poetic style into the sonatas, his most famous and intoxicating piano music, invited dance, each section shows the specific content. mendelssohn created the most romantic genre of the song without songs. schumanns work is full of extreme romantic tendencies, and his piano music embodies a light, clear, strong poetic spirit. chopin and incomparable poetry, make all keyboard composers admire. he completely reformed the piano music in his short life. his incomparable works of expressing feelings, such as preludes, improvisation and nocturne. contains the fresh poetry, the beautiful. his waltz is festive; his mazuka is full of polish folk poetry... he is also a pianist with a deep understanding of the piano and his performance. his singing tone and friendly tone, accompaniment texture hidden in the polyphonic factors, the new chromatic pedal clever usage and glittering and translucent exquisite technical walk, coupled with the fascinating appeal of “elastic” speed, make the piano playing art reached the highest level, in the history of piano music, chopin called the “piano poet”. liszt was the communicator of piano music. he was pa ge 10 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 97-102, 2025 influenced by the violin master paganini to promote the piano playing technology to a brilliant situation. his work features a band sound and wild sound magic. he has made outstanding contributions to excavating the instrumental playing skills. he was the first pianist to play “back” on stage. his piano music allows for the skill and physical strength of the player. the style of his work mostly continues the influence of the hungarian tradition, the romantic title music, and chopins expressive work. for his achievements, liszt was known as the “king of the piano”. at the end of the 19th century, brahms appeared. his piano harmony was rich, with passionate emotion, and he played large range jumps, extreme extension between fingers, small fingers across the thumb and other new technologies. during this period, there was also the norwegian composer greg, a pioneer of music nationalization, who wrote many characteristic songs. in addition, dvorak, barakilev, granados and others, they are mainly based on the characteristics of the single movement. in this period, artists expressed their admiration for subjective feelings, love for nature and fantasy for the future. the form of artistic expression also has a new change compared with before, and the formation and development of romantic ideological trend and style have appeared. romantic music is different from classical music in that it inherits the tradition of classical music composers, and also has a new exploration on this basis. conclusion the above comparison of vienna classical style, make us to different periods, different styles, and different characters of the first viennese music composer vocal chamber music have a further understanding, to its development has a comprehensive understanding and the understanding of the complete and unified, thus easier to master the first viennese music composer vocal chamber music playing style. in this paper, the vienna first school of: methodology and of various aspects, vienna classical music school song appreciation, vienna common expression of three major aspects of research, at the same time, the comparative analysis of the viennese classical music school and the romantic music school is also obtained from the analysis of the song expression methods of different composers, at this stage of the scientific development of musicology, apparently, without considering the role of the song in the work of the distinguished masters of the classical age, only by bringing the work style into the composition, with skilled playing skills, in practice, to achieve accurate understanding and performance of the works, turn the dull notes into lifelike musical images, fully express the true meaning of vocal chamber music, in order to make the work with a strong vitality and appeal. references by peng, j. (2015). introduction to art. beijing: peking university press. he, q. (2004). a historical draft of western music aesthetics. beijing: central conservatory of music press. leon, p., (2016). romantic music a history of european musical styles in the 19th century. shanghai: shanghai music press. locke, r. p. (2015). music and the exotic from the renaissance to mozart (pp. 285-290). cambridge: cambridge university press. qu, s. (2010). analyze the structural characteristics of sonata in haydns early piano sonata. northern music, 08, 15 skullcap. (2021). exploring the value of classical piano music style to the evelopment of contemporary piano art. mass literature and art, 23, 80-82. wang, b. (2008). on piano music in the classical period. journal of beihua university (social science edition), 3, 115-118. wang, c. (2019). capture the eternal value of tradition -on the enlightenment of piano playing style to piano teaching in the classical period. art research, 1, 104105. yu, r. (2004). romantic music for the interpretation of the encyclopedia of music. music research, 1, 88-102. zhang, x. (2010). the charm of western classical music. journal of yellow river university of science and technology, 4, 94. zhao, f. (2019). on the understanding of piano music and works in the classical period. northern music, 39(12), 27-33.. zhou, t. (2020). the use of speech art in the haydn piano sonata. journal of tianjin conservatory of music, 4, 74-85. pa ge 1 pa ge 23 9 american journal of arts and human science (ajahs) beyond the playground: challenges in physical education (pe) for students with additional needs. a case study exploration erl alden abadinas1, joshua amesola1, gaybe alia1, darr andrie booc1, krissha arabis1, roji baulete1, jose daniela apiag1, mohammad shafiq abdul rachman1, jet longakit1*, johnlenon aliser1, britanny englatiera1 volume 3 issue 3, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i3.3382 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: august 04, 2024 accepted: september 10, 2024 published: september 14, 2024 this study aimed to explore the multifaceted challenges encountered among students with additional needs in physical education (pe) classes. this study explored the various experiences of six students with additional needs who were subjected to semi-structured interviews in the physical education class participation at the msu-iligan institute of technology. the findings revealed two sub-themes: barriers to physical activity, which can be categorized as physical activity limitations and disability-related academic barriers, and psychosocial barriers, which include self-worth struggle and social exclusion in physical education (pe) classes. these barriers highlight the need for inclusive and adaptable physical education programs that cater the diverse needs of all students and create an atmosphere where everyone may actively engage and derive benefits from participating in physical education. future studies should prioritize exploring educational interventions that effectively break down these challenges to enhance attitudes toward disabilities and promote social inclusion for students with additional needs. keywords physical education, disabilities, social inclusion, challenges 1 mindanao state university-iligan institute of technology, college of education, department of physical education, iligan city, mindanao, philippines * corresponding author’s email: jet.longakit@g.msuiit.edu.ph introduction physical education (pe) was identified as a particularly challenging setting since it was the source of more than 75% of the negative experiences of persons with disabilities (o’connor & mcnabb, 2020). recent studies have investigated the difficulties experienced by learners with additional needs in pe classes such as lack of theory and practical experience for teachers on inclusion within schools (mcgrath et al., 2019), problems facing adapted pe teachers in conducting lessons through the internet which is affected by covid-19 (ramezaninejad et al., 2022), multiple and diverse students groups across different schools (hodge, 2019), the ability to motivate and support learners with disabilities, lack of pe teachers’ preparedness, no curriculum to support the teachers, and absence of professional support from education departments (kassaw, 2017). moreover, challenges in integrated learning strategies in pe training programs that have been noted include lack of structure in teaching methodologies as well as little collaboration among students (navarro et al., 2021). these concerns highlight the need to enhance the quality and quantity of teacher training, ensuring the accessibility and usage of appropriate resources, and supporting the inclusion of students with additional needs and their integration into physical education classes. the feeling of inclusion substantially impacts the engagement of students with disabilities in pe classes (pendergast et al., 2018). students with identified special learning needs, especially those with learning disabilities, experience difficulties in social relations, communication, and acceptance (arroyo-rojas & hodge, 2023). inadequate satisfaction of the need for belongingness can have adverse consequences for students, such as affecting their intellectual performance and limiting their ability to reach full learning potential. these unpleasant experiences frequently involved emotions of exclusion, failures, and the impression of not being heard. students with disabilities may feel outcast in pe due to barriers such as lack of accommodations, teacher factor influence, and socialization, affecting their overall experience in pe classes (holland & haegele, 2021). students’ sense of belonging in their classrooms was enhanced when they perceived that their peers possessed knowledge and comprehension of them, and when they received both academic and emotional assistance from their peers (hoi et al., 2024; adugna et al., 2024). confidence, which also has an impact on students’ performance in school, it usually help boost their selfbeliefs in acquiring the right skills to meet their goals, a sense of control in their lives, their actions, and their expectations to perform things that is expected them to do (navarro et al., 2021). physical education classes are integral to education since they enable children to develop their physical, social, and emotional skills. although these classes are advantageous in helping all learners, students with special needs may encounter unique challenges when participating (o’connor & mcnabb, 2020; asola & obiakor, 2016). coping can also be an issue due to several factors, such as the environment in which the classroom is conducted, the methods applied in teaching, and the perception of pa ge 24 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 239-246, 2024 peers. this study aims to explore the specific challenges encountered by students with additional needs (swan) in participating in physical education classes, drawing upon relevant scholarly sources to provide insights and recommendations for addressing these issues. literature review inclusive participation of students with special needs in physical education people with special needs often face unique challenges when they try to engage in sports and physical activities, especially in physical education (pe) classes (darcy, 2019; mcconkey et al., 2019). nevertheless, inclusive practices have been pushed as a way to offer a wide range of educational services and make sure that all students, no matter their background or skills, have the same chances. a persistent difference has been found in the experiences of students with physical disabilities in physical education environments that are open to everyone (sunday, 2018). they may feel like they belong, be able to participate well, and enjoy the benefits of physical exercise on good days. negative days may result in social isolation, competency questions, and limited participation (adugna et al., 2024; asola & obiakor, 2016). empowering individuals with special needs to participate in physical education (pe) classes provides numerous benefits for their physical, emotional, and social growth. studies suggest that implementing physical education (pe) programmes can improve social interaction skills, increase involvement in physical activities, and strengthen locomotor movements in students with disabilities. this can promote independence, develop coping capacities, generate competitiveness, and encourage teamwork (mawena & sorkpor, 2024; furrer, 2023). moreover, the implementation of inclusive education in physical education settings can enhance the social and emotional growth of children with special education needs (ralić & marković, 2024). this approach focuses on fostering relationship skills and promoting positive thinking, while also addressing specific areas such as goal-oriented behaviour and self-control for further enhancement. in addition, inclusive physical education (pe) environments are essential for fostering social involvement and acceptance. however, there are still obstacles in terms of limited social connections and acceptability, particularly for students with intellectual disabilities (furrer, 2023). active involvement in physical education programmes not only enhances physical abilities but also fosters crucial social and emotional skills that are essential for the comprehensive growth of individuals with special needs. teachers have a vital role in promoting inclusive physical education by comprehending legal frameworks, modifying programmes, and collaborating with education experts to accurately interpret rules (borges, 2023). inclusion of children with physical disabilities in physical education classes has become a big area of concern in the sector of education (asola & obiakor, 2016). this affirmed that these students are bound to encounter some of these barriers which would make them to either withdraw or be partially withdrawn from their fellow classmates (asola & obiakor, 2016; sunday, 2018). to address this issue, scholars, educators, and governmental organizations have called for the integration and adoption of the principle of inclusion in education (asola & obiakor, 2016; bossaert et al., 2013). it is to ensure that children with physical disabilities and health impairments in the pe class have an opportunity to be fully involved and included in a natural way. physical education teachers implement an adaptable teaching method that entails integration of assistive technology into teaching, and encouraging students to participate through encouraging inclusion of teaching approaches, and teaching techniques that are special to them. barriers experienced of student with special needs in pe students with disabilities are faced with numerous challenges when they are undertaking physical education or pe lessons. the challenges faced by teaching teams regarding the implementation of adapted physical education (ape) services include the following: inadequate appreciation and investment on the part of the special education team; scarcity of qualified ape personnel; the challenge of cultural appreciation of, and resource allocation to, ape; pe teachers’ limited training and knowledge on how to fully include students with disabilities; insufficient resources and support in teaching students with mobility impairment; and disruptions in learning environment when teaching students with special needs (mcnamara et al., 2024; benzinger et al., 2022; owusu et al., 2024). such barriers highlight the complex and systemic challenges which explain why students with special needs cannot be fully included and accommodated in physical education programmes. this underlines the need to make people more aware of the status, teach them better, encourage them to join and support the movement to create a better pe environment for everyone who would like to engage in this area (asola & obiakor, 2016; owusu et al., 2024). in the study conducted by thekethe & ogbonnaya (2024), it was noted that physically challenged learners (pcls) face some forms of barriers that limit their effective involvement in practical pe classes. such barriers include limited access to equipment, decreased social support, limitations in the current pe curriculum/programme, and pe teachers’ lack of knowledge on how to deliver effective physical education for pcls. in the philippines, learners with disabilities face several challenges that hinder them from effectively and efficiently engaging in physical education activities (borges, 2023). these barriers include teachers’ attitudes towards integration, lack of preparedness of special education instructors on fitness testing and incorporation of physical activity in their lessons, and need for enhancement of pa ge 24 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 239-246, 2024 implementation of adapted physical education to embrace their practices in sports and fitness (tolentino et al., 2022; benzinger et al., 2022). thus, while studying, resources and equipment are scarce, and the number of appropriate activities and evaluations for students with disabilities is restricted, preventing them from fully participating in the tasks of physical education courses (mcnamara et al., 2024; benzinger et al., 2022). to eliminate these challenges, measures should be taken towards enhancing teachers’ training needs, enhancing the integration processes and providing for appropriate facilities and accommodations to allow a child with special needs to fully participate in the physical education activities. studies have shown that successful learners with special educational needs (lsens) possess a good level of knowledge and behavior while the teachers moderately perceive their attitude and skills (vistar et al., 2024). however, some barriers like, physical access barrier, lack of specialized equipment and facilities and inadequate infrastructure are the barriers of educating students with disability in physical education class (alberto et al., 2024). furthermore, how teachers’ perceptions and acceptance of students with disabilities has a big impact on how well inclusion works. as a result, teachers need more training and help in recognizing and preventing these issues (sari et al., 2023). differentiated and fair teaching methods are needed for all students, but they are especially important for disabled students because they need to be able to attend and be part of all classes, including gymnasium classes (tianio et al., 2022). understanding the experiences of students with additional needs in physical education classes is essential for the purpose of establishing more inclusive and easily accessible learning. thus, this research study aims to explore the challenges of students with additional needs (swan) in physical education class. this study will utilize pertinent scholarly sources to offer insights and ideas for effectively addressing these concerns. materials and methods design this current research employed an exploratory case study research method, which is a qualitative research method that aims at describing experiences and other phenomena. it delves into understanding the experiences, meaning, and phenomena through a descriptive, non-numerical lens. for this study, the research approach is a qualitative one, hence comprising structured, but naturally semistructured interviews that provide insights as to the sorts of barriers that swan students experience when participating in pe lessons. the interviews for this study will be conducted in the participants’ homes and will be audio-taped and transcribed. participants the participants of this study were six students in msu-iligan institute of technology based on the following criteria: (1) they must be a student of msuiit, (2) must be a person with disabilities (pwd) or someone with additional needs (swan), (3) and have successfully completed the physical education course. before gathering the data from them, researchers ensured that the participants had an idea of the study. the data was collected using both in-person interviews and online via google meet. the researchers employed purposive sampling to pick participants according to specific criteria. procedure prior to data collection, a panel of experts conducted a thorough examination of the interview questionnaire guide and made necessary adjustments to its language and sequence, taking into consideration the objective of the study. the survey was administered both online and in-person, and participants were given informed consent forms prior to their participation in the study. the questionnaire guide highlighted the study’s objective, as well as the rights of the participants and the importance of data confidentiality. in addition, the participants were not restricted or given any limitations on the questions they may ask regarding the study. the researcher had constant access in order to assist and enhance their responses to the items. therefore, the researchers took into careful consideration the respondents’ availability, time preference, and comfort. data analysis the data will be analyzed using thematic analysis; a qualitative research method used to identify, analyze, and report patterns and themes within data, in which the responses will be coded and then will be themed to come up with a result and conclusion. (1) the data information set will be familiarized and actively observed for meaning and patterns. (2) when the patterns are understood, it will be then initially coded based on the common responses from the participants. (3) when the analyzed information is coded, it will be then classified and sorted for a potential theme and backed up with supporting points for the claim. (4) a narrative form analysis will be constructed to the theme for the claim and point presented. results the researchers discovered that students with additional needs (swan) faced numerous problems and difficulties in participating in pe class and engaging with material due to their condition. upon presentation and analysis of the data, the researchers detected four recruiting patterns in the answers and responses of the subjects under study. the primary objective of this study was to explore various challenges that students with additional needs face in pe classes. the following table is a framework that displays the data of the individuals involved in this research. pa ge 24 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 239-246, 2024 table 1: background information of the participants pseudonym year and course condition louie 3rd year bachelor of physical education hearing impairment renalyn 4th year bs chemistry orthopedic disability mica 4th year bsentrepreneurship congenital limb deficiency ronan 3rd year bscomputer science orthopedic disability & dwarfism david 2nd year bsentrepreneurship orthopedic disability regino 4th year ab filipino orthopedic disability table 2: summary of themes and subthemes theme sub themes categories sample codes challenges experienced among students with additional needs barriers to physical activity physical activity limitations • limitation to perform exercise and sport activities • difficulty in performing the activity • incapable of executing physical activity • unable to execute exercise disability-related academic barriers • disability hinders the performance • disability affected my engagement in pe class • disability hinders me to catch up from the discussion • disability affected grades in class participation psychosocial barriers self-worth struggle • low self-confidence • feeling low of myself • envious feeling • feeling disappointed to myself • slowly losing motivation to attend classes • easily get tired social exclusion in pe classes • feeling awkward to perform physical activity • feeling of not belong in the class • feeling lonely during class • feeling excluded in class • feeling ashamed to my classmates • i feel isolated • feeling different from others table 2 highlights various themes and subthemes that present the challenges experienced by students with additional needs in pe activities. barriers to physical activity is one of the primary subthemes, which consists of the obstacles related to the physical inactivity like difficulty to perform the activities and inability to adequately perform the exercises. another category is disability-related academic barriers , highlighting how disability reduces achievement and motivation in pe classes, limits one’s capacity to contribute to discussions, and impacts academic achievement due to inactivity. another sub theme of psychosocial barriers is based on the conflicts of self-esteem, where the person seldom feels confident, disappointed, and envious, seldom motivated to attend classes and gets easily tired. the issue of social exclusion in pe classes highlights the social dimension of these challenges. it involves experiencing a lack of coordination in physical activities, a sense of being excluded, feelings of isolation, rejection, and embarrassment, as well as a constant awareness of being out of sync with others. in aggregate, these themes embody the essence and complex overlap of the physical, intellectual, emotional, and societal obstacles encountered in pe settings, particularly among individuals with disabilities or those facing significant psychosocial challenges. discussions barriers to physical activity barriers to physical activity, specifically in pe, arise from a range of interconnected restrictions that significantly impact an individual’s participation and performance. one notable barrier is the physical activity limitations, which encompasses inability to perform exercises and difficulties in participating in physical activities. these restrictions may be due to physical disability, some health conditions or any other body-related conditions that limit movement and energy. these challenges make it difficult to effectively participate in physical education programs hence developing feelings of dissatisfaction, decreased physical fitness, and a lack of interest in physical activity (rojo-ramos et al., 2023). it is common for persons with disabilities to have restrictions in pa and this include physical education (pe) classes. challenges reveal that pa ge 24 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 239-246, 2024 those with disability exhibit lesser intensity in physical activities than those with no disability (carr et al., 2023). these constraints can also contribute to a sedentary way of life, which is linked to several health conditions, such as obesity, cardiovascular diseases, and reduced general welfare (asola & obiakor, 2016). “i think, the aspect that i want to improve is, for example like me that is incapable of doing some physical activities, if there is a pe class, we want to have our own designated activities, and for me, i feel like it was unfair because, the thing i only have to do is just to standby and my other classmates are doing the said activities, and it was very unfair because i feel like i don’t belong, so yeah.” the incapacity to carry out physical activities proficiently not only affects bodily well-being but also reduces the chance for social engagement and skill enhancement generally acquired from sports and exercise (hoi et al., 2024). various research focuses on the idea of inclusive pe classes and modified activities for students with disabilities so that they could feel active and self-sufficient (hutzler & choresh, 2023; tianio et al., 202; lobo et al., 2022). the characteristics of physical activity exhibited by individuals with disabilities, along with the duration of the activity, will facilitate the completion integration of students with such disabilities in physical education classes. interventions aimed at expanding chances for disabled individuals to participate in physical activities within educational settings are crucial for overcoming barriers and promoting sustained participation. moreover, disability-related academic barriers are one of the challenges encountered by students with special needs in pe settings. these barriers include insufficient training for teachers (alves et al., 2022), difficulties in modifying pe activities to accommodate the needs of disabled students (tiano et al., 2022), and the existence of ableism in pe classes, which hampers the complete integration of disabled students (alves et al., 2022). “.....is just like that there are times that we do have an activity, i can’t do it, and i can’t achieve it, then sometimes it can cause what we call cramps” disabilities affect students’ performance and participation in pe classes, which challenges class discussions and activities (holland & haegele, 2021). as a result, the students stand to perform poorly in his or her academics. these barriers cause feelings of isolation and stigmatization as students with disabilities will always feel as if they cannot perform their best like other students. this exclusion can also worsen one’s low selfesteem and loneliness, which, in turn, discourage anyone from engaging in any physical activities. students with physical disabilities in pe classes encounter academics. inadequate resources and training for teachers, along with the absence of a supportive physical education (pe) environment, create barriers for students with mobility issues to participate in pe activities (benzinger et al., 2022). the presence of these barriers emphasizes the immediate necessity for a change in viewpoints and enhanced teacher education. and the creation of a comprehensive curriculum and settings to promote the academic engagement and involvement of students with disabilities in pe classes. “sometimes i wonder if i want to go to school. because i still have nothing to do. that’s the way it is, then i go to school if there is a given task but it’s for the sake of attendance and then for belongingness.” studies have highlighted the major challenges faced by students with additional needs in physical education (pe) classes, including physical activity limitations and disability-related academic barriers. studies have shown that students with physical impairments encounter challenges when participating in pe classes. these students require tailored instructional needs and testing accommodations (lobo et al., 2022; tianio et al. 2022). moreover, women who have physical disabilities have distinct barriers when it comes to participating in sports and physical activities. this highlights the significance of creating an inclusive social climate that encourages their involvement (olasagasti-ibargoien et al., 2023). the lack of pre-service training for pe teachers is a hindrance to the integration of impaired students in pe classroom settings. this emphasized a deficiency in adequately equipping educators to effectively assist students with impairments (alves et al., 2022). addressing these challenges requires a holistic approach that considers individuals’ unique requirements, promotes inclusive environments, and provides specialized training for teachers. this will help to ensure fair and equal participation in physical education (shaw & stoll, 2023). psychosocial barriers psychosocial barriers in the context of physical education (pe) are complex and have a profound impact on students’ mental and emotional well-being as well as their capacity to engage in physical activities (wang, 2019). out of all these barriers, the self-worth struggle refers to students’ inability to maintain good self-esteem, feelings of selffailure, and jealousy with regard to other students who do not experience such difficulties. these negative self-perceptions decrease opportunities of practicing and promote a diminished interest in attending pe classes and other physical activities progressively (tanure alves et al., 2022). this withdrawal is usually compounded by the feeling of tiredness and as such there will be little or no energy to participate in the required physical exercises. thus, the challenge of having low self-worth not only negatively affects physical well-being but also exacerbates other aspects of students’ academic life, leading to withdrawal from other various aspects of school life (marlina & kusumastuti, 2019; mcnamara et al., 2024). “yes, because it’s a part of me that’s somewhat disappointed, like it feels like losing motivation, but i just shrug it off, you know. i try to think positively that at least i got that grade instead of a smaller one.” students with special needs often experience issues with self-worth when participating in physical education (pe) class activities (wang, 2019; tanure alves et al., 2021). pa ge 24 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 239-246, 2024 factors such as disability, self-efficacy, physical obstacles in the environment, and teacher and peer support all have a positive or negative impact on the implementation of the inclusion of students with special needs in pe activities (wang, 2019). the view of inclusion among these students is perceived negatively, thus limiting engagement in pe activities (wang, 2019; tanure alves et al., 2021). teachers need to be aware of the difficulties that students with disabilities may experience and intervene in a way that would help enhance the students’ self-confidence and involvement in pe classes (lobo et al., 2022). schools and governments can enhance the independence and confidence of students with special needs in pe lessons by removing physical obstacles in the environment, providing trained teachers for adequate support, and offering teaching aids (wang, 2019). “sometimes i wonder if i want to go to school. because i still have nothing to do. that’s the way it is, then i go to school if there is a given task but it’s for the sake of attendance and then for belongingness.” the second psychosocial barrier is social exclusion during pe classes, the experience of discomfort, loneliness and the feeling that one does not belong (ralić & marković, 2024). these feelings are usually as a result of perceiving themselves to be different from other children in some way, thus these children experience shame as well as loneliness during physical activities. while such exclusion can be generalized, it is worse when they feel formally excluded or singled out by class colleagues, as shown to significantly impact the overall health of human beings emotionally and psychologically (niemi & vehkakoski, 2023). experiences of exclusion and isolation can have a discouraging effect on students, leading to their reluctance to engage in physical education. this, in turn, deprives them of the various physical, social, and emotional advantages that regular physical activity offers (tanure alves et al., 2022). the consequences of such psychosocial barriers are considerable since such tendencies can result in lifelong avoidance of pa and related threats (furrer, 2023; klenk et al., 2023; rojo-ramos et al., 2023). “i think, i’m hoping that if they have or if the professor knows that they have handled a student with additional needs is at least they get something like pe that is not tough for me” research evidence indicates that students with intellectual disabilities suffer from low levels of social contact and acceptance more so than their peers without this disability even in integrated pe programs (furrer, 2023; klenk et al., 2023). this affiliation is supported by the finding on the individual reference norm orientation of the pe teacher and teaching cooperative norms, which facilitates social acceptance and interaction with a view of children with intellectual disabilities (furrer, 2023; niemi & vehkakoski, 2023). to eliminate these barriers, there is a need to encourage and facilitate the integration of school culture that fosters acceptance to accommodate these students in pe classes and participate in the classes as should be expected. while the physical domain encompasses the changes to the content and context of any movement according to the needs of each student, including addressing physical and developmental disabilities, the psychosocial domain includes providing ways for the students to accept their counterparts, as well as supporting each other if they fail to manage psychosocial problems adequately. conclusion the findings highlight notable challenges to engaging in physical activity within pe environments, highlighting both the physical and psychosocial dimensions. students face substantial challenges in their physical health due to its limits in physical activity, such as inability to carry out activities effectively. these limitations result in less engagement and adverse effects on their overall well-being. disability-related academic barriers further complicate the challenge by limiting participation and performance in physical education activities, leading to feelings of exclusion and marginalization. psychosocial barriers, such as self-worth struggle and social exclusion in pe classes, exacerbate these difficulties, leading to emotional distress and further demotivation to engage in physical activity. these barriers highlight the need for inclusive and adaptable physical education programs that cater the diverse needs of all students. such programs aim to create an atmosphere where everyone may actively engage and derive benefits from participating in physical education. addressing these challenges requires implementing educational initiatives to enhance attitudes toward disabilities and promote social inclusion for students with additional needs. while some insightful contributions are drawn from the study, it’s important to acknowledge its limitations. this case study examines a specific group of students with special needs in one educational setting. this approach has limited the practical applicability of the findings to a larger group or a different kind of educational setting. the distinct traits of the study’s participants and setting might not reflect the experiences of other students with additional needs. the use of self-reported data brings biases like social desirability and recall bias, which could skew the results. additionally, the small and homogeneous sample size may not cover the range of experiences among students with needs (swan), and because this study is specific to its context, its relevance to other educational environments is limited. future research should prioritize overcoming these limitations by including groups using measures to assess physical activity and engagement and exploring interventions that 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(2019). perspectives of students with special needs on inclusion in general physical education: a social-relational model of disability. adapted physical activity quarterly, 36(2), 242–263. https://doi. org/10.1123/apaq.2018-0068 pa ge 1 pa ge 99 american journal of arts and human science (ajahs) challenges and interventions on the implementation of the gulayan sa paaralan program in select schools of cagayan de oro city division joel m. monzolin1*, cely b. labadan1, jovit d. comon1 volume 4 issue 2, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i2.4260 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: december 12, 2025 accepted: january 18, 2025 published: april 23, 2025 malnutrition is a major threat to children in the philippines, with approximately ninety-five (95) children dying daily due to related causes. this study highlights the urgent need for effective interventions, such as the gulayan sa paaralan program which aims to promote food security and improving nutrition among school children. specifically, it sought to assess the respondents’ characteristics, examine the respondent’s level of challenges in the implementation of the gulayan sa paaralan, and test the significant relationship between the respondents’ challenges of the gulayan sa paaralan program (gpp). the researcher identified one hundred fifty (150) edukasyong pantahanan at pangkalusugan teachers from elementary schools in the cagayan de oro city division. an adopted survey questionnaire was used, covering sections on respondents’ characteristics, challenges, and interventions. the descriptive-correlational survey method was employed to analyze program implementation data. descriptive statistics such as percentage, mean, standard deviation, and person product moment correlation were used for data analysis. the findings showed that the majority of teacher respondents were teacher 1’s who took significant roles in the gulayan sa paaralan program implementation. moreover, the level of challenges indicated that in program management, inadequate resources, and weak partnerships significantly hindered the program’s success, with community engagement emerging as a crucial area for improvement. further, to enhance the effectiveness of the program, fostering community ties and securing sustainable funding is essential. it is recommended that teachers engage in professional development, school administrators allocate more resources, the department of agriculture provides targeted training, and future researchers explore best practices in agricultural education. keywords challenges in implementation, community engagement 1 phinma cagayan de oro college, philippines * corresponding author’s email: jomi.monzolin.coc@phinmaed.com introduction each day, around 95 children in our country die from malnutrition, the united nations children’s emergency fund said, according to former senator atty. joey d. lina (manila bulletin, 2020), in his opinion, with such a disturbing death toll, it can be said that malnutrition is worse than the coronavirus pandemic. the philippines is among the ten countries in the world with the highest number of stunted children and is ranked fifth in the east asia and pacific region according to the report of the world bank in 2021. the facts about undernutrition in the country are alarming, disturbing, and critical for the government, as reported by the united nations children’s emergency fund (2019), the global nutrition report (2021), and the world bank (2021). the high level of children’s undernutrition is a serious problem in the philippines. the fact that school children are affected by poor health and nutrition results in low school enrolment, absenteeism, poor academic performance, and early school dropouts to the world declaration for all (calub et al., 2019). the philippine government stakes its resources to combat malnutrition and poverty reduction. however, multiple interventions were implemented, but still issues of poor health and nutrition and inadequacy of food remained prevalent, especially in less privileged communities. thus, the department of education launched the gulayan sa paaralan, which came into being through executive order no. 26, s. 2011 and deped memorandum no. 89, s. 2015. the implementing guidelines were issued to promote food security in schools and communities through self-help food production activities, values among learners, and appreciation of agriculture as a life support system. moreover, its specific objectives are to establish and maintain school gardens as a ready food basket/source of vegetables in sustaining supplementary feeding and to produce vegetables in the schools that are rich sources of protein, vitamins, and minerals and eventually increase vegetable consumption and improve learners’ nutrition. the goals of this program are apparent and specific, from preparation to the standard guidelines determined by the government. however, problems and challenges arise in schools, such as inadequate administration (hoover et al., 2021), insufficient budget and resources (golpo, 2023), and lack of support from parents (alcantara, 2024) are still evident. the implementation of the program was not maintained, and the continuous supply of vegetables for the school-based feeding program (sbfp) was not sustained, especially in the trying times of the pandemic (codilla et al., 2022). overall, learners’ nutrition is affected by several factors, so overcoming malnutrition through gpp alone is unrealistic; thus, together with other programs, it can influence learners’ lifestyles (alcantara, pa ge 10 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 99-114, 2025 2024). according to the report of deped in 2016, there were only 63% of the public schools successfully implemented gpp and mandated to sustain it. thus, it manifests that factors hinder gpp’s full implementation. the government decided to extend and expand the national greening program , specifically the gulayan sa paaralan program, until 2028 through executive order no. 193. there is a need for more support and further study of the implementation wherein possible interventions can be crafted and proposed to reinforce the policy. due to the lower level of implementation, this research study aims to identify the level of challenges and interventions in the implementation of the gulayan sa paaralan program in the cagayan de oro city division for sy: 2023-2024, and come up with a more comprehensive planning and to craft a proposed action plan that addresses these barriers. literature review the teachers are the lead implementors of the gulayan sa paaralan program and this is backed up by the resulting study of calub et al. (2019) that there must be an empowered focal person/in-charge who will lead, facilitate, and immerse with other implementers in achieving one goal. teachers, parents, students, and other stakeholders play a crucial role as implementers of the gulayan sa paaralan program, which aims to establish school gardens and promote health and nutrition education. teachers as implementers teachers take the lead in planning and organizing the establishment of the school garden (pantillano, 2019). they collaborate with stakeholders, such as students, parents, and community members, to identify suitable locations, allocate resources, and devise an action plan. they provide instructional guidance and training to students on gardening techniques, plant care, and crop harvesting. in addition, they impart knowledge on nutrition, healthy eating habits, and the importance of consuming fresh produce and educate students on environmental sustainability, composting, and recycling. furthermore, teachers actively engage students in garden activities. they assign roles and responsibilities, encourage teamwork, and facilitate hands-on learning experiences by involving students in all aspects of the gardens as well as foster a sense of ownership and responsibility. overall, teachers serve as facilitators, motivators, and mentors, making the gulayan sa paaralan program a holistic and impactful initiative. program management program management is considered one of the challenges in the implementation of the gulayan sa paaralan program due to various factors that can affect its successful execution (alcantara, 2024). some reasons why program management poses challenges in this context include the complexity of coordination (hoover et al., 2021), resource allocation, time constraints, training and capacity building, curriculum integration, and sustainability planning. effective program management in the gulayan sa paaralan program requires strategic planning, strong leadership, effective communication, resource mobilization, capacity building, and commitment to sustainability. addressing these challenges through proactive management practices and collaborative efforts can help overcome barriers and ensure the successful implementation of the program. budget and resources funds and resources allocation for the implementation of the gulayan sa paaralan program have already been released based on deped order no. 153, s. 2021 guidelines. under it, the expenditure items allowed under the financial assistance of materials/equipment and other operating expenses to be used for the establishment of nurseries and school gardens were also stipulated. the gpp programs aim to increase awareness of food security in the country through self-help food production activities and values among learners and appreciation of agriculture as a life support system, deped memorandum order no. 341, series of 2024. the implementation of such a program requires a budget, which is the money allocated for its operation. without it, the program is doomed to fail (golpo, 2023). in the case of the gulayan sa paaralan program, the budget is for purchasing seeds, fertilizers and pesticides, labor, and maintenance. the budget for the gpp may not be sufficient to implement the activities, considering the schools have limited funds for mooe. however, teachers strategized to raise funds to implement the program. addressing the budget and resource challenges in the implementation of the gpp requires strategic resource allocation, creative fundraising approaches, collaboration with external partners, and a commitment to sustainability. by identifying and overcoming these challenges, schools can ensure the effectiveness and sustainable implementation of the program to benefit students and the broader community. partnership the department of agriculture is one of the inline agencies in charge of implementing the gulayan sa paaralan program, as well as providing production inputs including seeds, organic fertilizers, and gardening tools, as well as facilitating pieces of training for the teachers as a way of strengthening the implementation of the program (calipay, 2018). this shows that collaboration between the deped and other national agencies is possible and will provide a good result (codilla et al., 2022). partnerships play a crucial role in the implementation of programs like the gpp, which aims to promote nutrition and sustainable agriculture in schools. however, these partnerships also come with challenges that need to be addressed for effective program delivery. firstly, one of the primary challenges is ensuring effective coordination pa ge 10 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 99-114, 2025 and communication among the various partners involved. parents, stakeholders, community members, and businesses may have different priorities, schedules, and communication styles, making it essential to establish clear channels of communication and coordination mechanisms. secondly, partnerships often require resource sharing, whether financial, human resources, or materials. allocating resources equitably and ensuring that each partner contributes their fair share can be challenging, especially when resources are limited. overall, addressing these challenges requires proactive communication, strong leadership, and a commitment to building strong and effective partnerships (codilla et al., 2022). by recognizing and addressing these challenges, the gpp can maximize the benefits of its partnerships and achieve its goals of promoting nutrition and sustainable agriculture in schools. community engagement program school vegetable gardens offer a unique opportunity to involve the local community in supporting and maintaining these green spaces (boucher, 2024). by engaging with the community, schools can create an environment where students, educators, and residents work together towards a common goal. here are some ways in which schools can involve the local community in their vegetable garden initiatives. firstly, organize regular community garden days where parents, neighbors, and other community members can come together with gardening tasks such as planting, weeding, and harvesting. secondly, collaborate with local environmental groups, gardening clubs, or businesses to provide resources and expertise for the school’s vegetable garden (illinois university,2023). this can include donations of seeds and tools or even organizing workshops for students and volunteers. in addition, establish connections with nearby farmers’ markets where surplus produce from the school garden can be sold or donated. this not only creates a link between the school and the wider community but also teaches students about entrepreneurship and giving back. garden leadership also predicted the sustainability of school gardens. similarly, burt et al. (2018) suggested that forming garden committees is one way to bring school stakeholders and volunteers together in their efforts to support their school garden. garden committees can consist of teachers, parents, and even students serving on the committees, assisting in resolving maintenance issues, coordinating training, encouraging teacher involvement, coordinating garden schedules, communicating around garden activities and harvest, hosting garden events, fundraising, and more. health and nutrition education one of the key benefits of vegetable gardens in schools is the positive impact they can have on students’ health and nutrition (boucher, 2024). by growing their fruits and vegetables, students are more likely to develop healthier eating habits and have a greater appreciation for fresh, nutritious foods. in addition, according to the study by limosnero (2021), the effectiveness of school gardens is significantly associated with students’ interest in the program, parental support, and the extent of hands-on learning. research has shown that when children are actively involved in growing and caring for fruits and vegetables, they are more likely to consume these foods as part of their regular diet. this not only contributes to their physical well-being but also helps instill lifelong healthy eating habits. furthermore, school vegetable gardens provide an opportunity for hands-on learning experiences about where foods come from and how they are grown. students gain a deeper understanding of the importance of incorporating a variety of fruits and vegetables into their diets (alcantara, 2024), as well as the nutritional benefits these foods offer. this educational experience goes beyond the classroom, allowing students to connect with nature and develop a sense of responsibility for their health through the food they consume. in addition to promoting healthier eating habits, school vegetable gardens can also contribute to the overall wellbeing of students by providing them with a sense of accomplishment and pride in their work. when students see the results of their efforts in the form of flourishing plants and bountiful harvests, it boosts their self-esteem and gives them a tangible connection to the food they eat. sustainability practices the gulayan sa paaralan program can benefit greatly from sustainable mechanism practices for its long-term success and impact (codilla et al., 2022). here are some practices that can be implemented to enhance the effectiveness of the gpp. first, implementing water-saving techniques such as drip irrigation, rainwater harvesting, and efficient watering schedules can help conserve water resources in school gardens. second, encourage the composting of organic waste from the school canteen and garden, which can help create fertile soil for the plants and discourage chemical fertilizers. third, integrate the school garden activities with the curriculum to enhance students’ learning experiences and foster a sense of ownership and responsibility towards the garden (hoover et al., 2021). in addition, community engagement involving parents, teachers, and the local community in the maintenance and development of school gardens can foster a sense of community ownership and support for the program. overall, by incorporating these sustainable practices into the implementation of the gulayan sa paaralan program, it can become more resilient, impactful, and sustainable in promoting food security, nutrition, and environmental awareness among students and the community. to sustain the program, deped conducts an annual search for outstanding implementers at the school’s division and regional levels, providing incentives and plaques of recognition to the winners (deped, 2018). the pa ge 10 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 99-114, 2025 department of agriculture and the department of environment and natural resources are cooperating agencies on the implementation of gulayan sa paaralan. the agencies usually provide technical assistance and resources from tools, equipment, seeds, seedlings and fertilizers. they also participate in recognizing best implementers as they encourage organic and traditional practices (department of agriculture, 2019). some developments of gpp have also been introduced. the southeast asian regional center for graduate study and research in agriculture (searca), together with the university of the philippines los baños (uplb) and the deped district of laguna, conducted the schoolplus-home gardens project (s+hgp). it redesigned deped’s gpp to an innovative approach focusing on nutrition, education, and economic well-being of school children, their families, and their communities piloted in six schools in the province. harvests of fresh vegetables for the school-based feeding program were also extended to gardening, providing linkage to food gardens in school children’s homes (calub et al., 2019). the s+hgp was able to help establish home gardens, develop a greater sense of parental responsibility to ensure good nutrition for their children, save on food expenses, highlight the multifunctionality of school gardens as learning laboratories for educating pupils, teachers and parents, inculcate sustainability concepts and interconnections of food and nutrition, organic agriculture, edible landscaping, climate change, and solid waste management (calub et al., 2019). other non-profit and business establishments through deped’s blss-shd and then main gpp coordinator ferdinand nuñez have also joined in helping maximize and improve gpp. the international institute for rural reconstruction (iirr) for instance, has linked with deped for gpp establishment of biointensive school gardening at tinabunan elementary school in cavite to establish “crop museums” mainly for addressing biodiversity. this also will ensure that vanishing varieties can be searched, reproduced, and shared between schools. this seed exchange program is already ongoing with the help of iirr (deped, 2018). other ngos like dupay seedbank and bituen volunteers generate and help collect seedlings and seeds from various entities and then deliver them to schools and gpp coordinators during workshops and seminars, where “waste gardening” and back-to-basics food production and consumption are also taught and promoted (deped, 2018). statement of the problem this study attempted to investigate the level of challenges and interventions in the implementation of the gulayan sa paaralan program (gpp) in cagayan de oro city division during the school year 2023-2024. particularly, this paper sought to answer the following questions: 1. what are the respondents’ characteristics in terms of position, teaching experience, highest educational attainment, facilities on gardening tools, and the area size of the school garden? 2. what is the level of challenges in the implementation of the gulayan sa paaralan (gpp) based on program management, budget and resources, partnership, roles and responsibilities, and sustainability mechanism? 3. is there a significant relationship between the respondents’ challenges of the gulayan sa paaralan program when grouped according to their characteristics? 4. what is the respondents’ level of intervention in the implementation of the gulayan sa paaralan program theoretical framework experiential learning theory emphasizes the role of hands-on experience in the learning process. this theory, developed by kolb (1984), suggests that individuals learn best through direct experience, reflection, conceptualization, and experimentation. in the context of the gulayan sa paaralan program, students actively engage in the process of gardening, from preparing the soil, planting seeds, nurturing the plants, and harvesting the produce. by participating in these activities, students can directly experience the various stages of plant growth and understand the principles of agriculture in a practical and meaningful way. about the challenges and interventions in the implementation of the gulayan sa paaralan program, the agricultural education theory (dewey) can provide valuable insights into effective strategies for teaching and learning about gardening, nutrition, and environmental sustainability. it can guide the development of curriculum materials and teaching methods that engage students in hands-on gardening activities, integrate academic content with practical skills, and foster an understanding of the connections between agriculture, food, health, and the environment. moreover, it can perform strategies for addressing challenges such as lack of knowledge and skills, low student engagement, or difficulties integrating the program into the curriculum. for instance, it suggests the value of teacher training, student-centered learning approaches, and connections with the local community and environment. further, agricultural education theory emphasizes the importance of evaluation and continuous improvement. it can inform the development of assessment tools and processes to monitor the program’s effectiveness, identify areas for improvement, and ensure its ongoing relevance and impact. in sum, agricultural education theory can provide a theoretical foundation for understanding and addressing the challenges and interventions in the implementation of the gulayan sa paaralan program. it aligns with the program’s goals of promoting food security, improving nutrition, enhancing environmental awareness, and fostering life skills and values. scope and limitations the scope of this study encompasses an in-depth investigation of the challenges and interventions related to the implementation of the gulayan sa paaralan program within the schools division of cagayan de oro city for pa ge 10 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 99-114, 2025 the school year 20232024. the focus of this study is on the challenges and interventions and proposing an effective management strategy that can enhance program execution and sustainability. this research involved coordinators, assistant coordinators, and edukasyong pantahanan at pangkabuhayan teachers from elementary schools, within the division of cagayan de oro city. only teachers from the public schools were part of the study to ensure a comprehensive representation of the program implementation’s long-term success. materials and methods research design the research utilized the descriptive-correlational survey method, which involves the description, recording, analysis, and interpretation of conditions that existed at the time that the research was conducted. the descriptive survey method was used in the gathering of significant data needed to determine the challenges and interventions in the implementation of the gulayan sa paaralan program (gpp) in cagayan de oro city division. it is also correlational because this study determined the relationship between variables such as respondents’ characteristics, challenges, and interventions in the implementation of the gulayan sa paaralan program. it is also considered descriptive because it discusses the present conditions regarding the challenges and intervention in the implementations of the gulayan sa paaralan program in the elementary schools that participated in the study. study setting this study was conducted within cagayan de oro city division, region x, northern mindanao, of which the subjects of the study are the elementary schools gulayan sa paaralan program (gpp) coordinators, assistant coordinators, and epp teachers. nestled in a sprawling 3-hectare lot, the new office of the schools division of cagayan de oro proudly stands in front of the fr. william masterson elementary school, upper balulang, cagayan de oro city. since 1953, the division of cagayan de oro city has been serving the public. it has evolved through time and has increasingly grown into 69 public elementary schools, 39 secondary schools, and 236 private schools, and established the alternative learning system (als), special education program, alternative delivery mode adm-misosa, alive, and open high school. nestled in a sprawling 3-hectare lot, the new office of the schools division of cagayan de oro proudly stands in front of the fr. william masterson elementary school, upper balulang, cagayan de oro city. today, it continues to serve the public with a steadfast commitment to bring out the best in each learner as it seeks to address multifaceted concerns that beset the department. determined to serve the community better, the division of cagayan de oro city adopts the division of cagayan de oro city citizens charter, not merely as a compliance with the requirements of republic act no. 9485, otherwise known as the anti-red tape act of 2007, but mainly to improve the efficiency and effectiveness in the delivery of quality service to the public. study population and sampling technique for the study focusing on challenges and interventions in the implementation of the gulayan sa paaralan program (gpp) in the cagayan de oro city division, the respondents encompassed all teachers working within the city for the school year 2023-2024. cagayan de oro city’s teachers play a crucial role in shaping the quality of education provided in the region. the division is also known for its commitment to education. the respondents were teachers of edukasyong pantahanan at pangkalusugan (epp) from grades 4 to 6 in each school, which represents the gulayan sa paaralan coordinator and assistant coordinator. from the total population of two hundred twenty-seven (227) in the schools, the sample size of one hundred fifty (150) respondents was obtained using slovin’s formula with a 5% margin of error. random sampling was applied to get the appropriate number of respondents in every school. this was done by dividing the computed size by the total population. table 1: distribution of respondents per school name of schools population sample size bonbon elementary school 5 3 corrales elementary school 5 3 sacred heart village elem. school 5 4 upper carmen elementary school 5 4 p. n. roa sr. elementary school 5 4 balulang elementary school 6 3 consolacion elementary school 6 4 macabalan elementary school 6 4 iponan elementary school 6 4 masterson elementary school 6 4 pagatpat elementary school 6 4 canitoan elementary school 7 4 macasandig elementary school 7 4 gusa central school 7 5 bayabas elementary school 8 4 puerto elementary school 8 6 kauswagan central school 8 6 tablon elementary school 8 5 cugman elementary school 10 5 south city cenral school 10 7 pa ge 10 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 99-114, 2025 bugo central school school 10 7 agusan elementary school 10 7 lumbia central school 12 8 east city central school 12 9 bulua central school 14 9 west central school 17 13 city central school 18 14 total 227 150 research instruments the research questionnaire in this study is designed to gather valuable insights into the challenges and interventions in the implementation of the gulayan sa paaralan program in cagayan de oro city division. the instrument used in this study is patterned and modified by capistrano (2018). the first part of the questionnaire is about the respondents’ characteristics based on their position, teaching experience, highest educational attainment, and number of years as gpp coordinators, assistant coordinators, and epp teachers. included in the questionnaire are training/seminars attended, school facilities on gardening tools, and the area size of the school garden. the second part focused on the level of challenges in the implementation of the gpp along with program management, budget and resources, partnerships, roles and responsibilities, and sustainability mechanisms. these variables are taken from deped memorandum no. 89, s. 2018. the third part of the questionnaire was to determine the gpp coordinator’s, assistant coordinator’s, and epp teacher’s intervention to develop and gather additional data on best practices, successful interventions, and potential solutions to address the identified challenges and improve the implementation of the gulayan sa paaralan program. statistical treatment of data descriptive statistics, such as frequency count and percentage, were used to assess the respondents’ characteristics. mean and standard deviation were used to get the respondents’ level of challenges and interventions in the implementation of the gulayan sa paaralan program. as to the significant relationship between the respondents’ challenges of gpp and their characteristics. pearson product moment of correlation was utilized. ethical consideration it is crucial to ensure the privacy and anonymity of the teachers who participated in this research. teachers may be more inclined to participate honestly and openly if they are assured that their identities and personal information are kept confidential. the following ethical concerns were addressed: obtained informed consent from all participating teachers and clearly explained the purpose of the study, the data collection process, and how their information was used. this was to ensure that they had the option to withdraw from the study at any time without facing consequences. teachers were asked to remove or replace any identifiable information (such as names, school names, or contact details) from the data during analysis and reporting. pseudonym assignments were done to participants to protect their identities. the collected data was stored securely, using encryption where necessary, and limiting access to authorized personnel only. this is to ensure that data is not accidentally disclosed to unauthorized parties. ethical approval was sought from an institutional review board (irb) or ethics committee to ensure that the research design and data handling procedures meet ethical standards and guidelines. results and discussion problem 1. what are the respondents’ characteristics in terms of position, teaching experience, highest educational attainment, school facilities on gardening tools, and the area size of the school garden? table 2: distribution of respondents in terms of teaching position profile teaching position frequency(f) percentage (%) master teacher 2 0 0 master teacher 1 4 2.7 teacher 3 46 30.7 teacher 2 40 26.7 teacher 1 60 40.0 total 150 100 table 2 shows the teaching position profile of the respondents. the data disclosed that most of the respondents in the implementation of the gulayan sa paaralan program (gpp) were teacher 1, comprising 60 (40%) of the total respondents. this could be attributed to the fact that teacher 1 positions typically had a larger population in most schools compared to higher-ranking positions like master teacher or head teacher. teacher 1 was often newer in the teaching field, meaning they were given more direct responsibilities in school programs as part of their professional growth and experience. as they were often more numerous, the workload distribution may have naturally fallen more on them. this might also have suggested that they were more accessible and easier to assign to such programs, as they were in the early stages of their careers where involvement in activities outside classroom teaching was encouraged for professional development. furthermore, their active participation was due to directives from school heads, who often relied on teacher 1s to execute school-based projects. this engagement could have resulted in these teachers gaining practical skills in gardening and project management, which would have contributed to their personal and professional growth. however, the challenge arises if these teachers feel overwhelmed by additional tasks beyond their pa ge 10 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 99-114, 2025 teaching duties. it was essential to consider whether these responsibilities were manageable and if proper support was provided, ensuring the balance between teaching obligations and extracurricular activities. according to club et al. (2019), teachers are essential implementors of the gpp, and there must be an empowered focal person who can lead and facilitate the program. their findings emphasize that teachers, particularly those in entrylevel positions like teacher 1, play a crucial role in the successful execution of school gardening initiatives, which underscores the importance of support mechanisms to alleviate potential burdens on these educators. for the master teacher 1 category, the lowest frequency of 4 (2.7%) indicated that those in higher teaching positions were not as involved in the hands-on aspects of the program. one possible reason could have been their more administrative roles, which prioritized academic supervision, mentoring of other teachers, or managing the overall curriculum. master teachers often held a leadership role in their schools, focusing on the quality of instruction and the professional development of their peers, which has limited their direct participation in school-based programs like gpp. their engagement has been more in overseeing or providing guidance rather than directly handling tasks related to the program. this distinction in roles could have been beneficial in ensuring that the program aligned with the overall goals of the school. still, it might have also created a gap in the practical implementation if there was not enough handson support from experienced teachers. to address this, it has been useful to consider how master teachers could have contributed more actively without compromising their other duties, perhaps through mentorship or strategic planning for the program’s success. further, they can provide guidance on how to integrate the gulayan sa paaralan program into the existing curriculum. they can help develop lesson plans that connect gardening activities to science, math, nutrition, and other subjects. the findings from calub et al. (2019) support the idea that effective implementation of the gpp hinges on the collaboration of teachers in both administrative and hands-on roles. their study advocates for a structured approach where master teachers could mentor teacher 1s and facilitate a more comprehensive engagement in the program, thereby enhancing its efficacy and ensuring that all teaching staff contribute meaningfully to the initiative. table 3: distribution of respondents in terms of teaching experience profile teaching experience frequency(f) percentage (%) 30 years and above 4 2.7 20-29 years 34 22.7 10-19 years 48 32.0 5-9 years 38 25.3 4 years and below 26 17.3 total 150 100 table 3 shows the respondents’ teaching experience profile. the data reveals that most respondents had between 10 to 19 years of teaching experience. this means that many educators were likely at a stage in their careers where they had developed a solid understanding of teaching methods and student engagement. this level of experience implies that these teachers have faced various challenges and learned valuable strategies over the years. their familiarity with different teaching approaches helped them effectively implement programs like gulayan sa paaralan, which aimed to enhance the students’ learning experience through gardening. however, it suggests that teachers in this group might have ingrained habits or biases towards traditional teaching methods, making it challenging to adapt to new initiatives. for instance, those with moderate experience felt confident in their abilities but lacked exposure to innovative practices that could enhance the program’s success. providing ongoing training and support for these teachers was crucial. involving them in hands-on workshops could have helped bridge the gap between their current practices and the program’s objectives. as a result, they would not only have become more adaptable but also contributed positively to the initiative. this scenario underscored the importance of targeted professional development that addressed the specific needs of teachers in this experience range to ensure effective program implementation. as noted by club et al. (2019), they are essential for leading and immersing other implementers in achieving program goals. teachers, being the lead implementers, play a crucial role in establishing school gardens and promoting health and nutrition education. on the other hand, the data indicated that very few respondents, only 4 (2.7%), had 30 years or more of teaching experience. this finding raised questions about the retention of long-term educators and their engagement in current teaching initiatives. teachers with extensive experience often bring a wealth of knowledge and a historical perspective on educational practices. however, they also had entrenched views about teaching and found it harder to adjust to new programs like gulayan sa paaralan. their limited participation suggested a lack of interest or motivation to engage in current educational trends. it was important to consider that these educators might have felt overwhelmed by the changes and innovations introduced in the curriculum. to address this, schools could have benefited from actively involving seasoned teachers in the planning and execution phases of the program. by allowing them to share their experiences and insights, schools could have created a more inclusive environment where everyone’s contributions were valued. additionally, mentoring younger teachers could have helped foster collaboration and shared learning, ensuring long-term educators felt empowered and connected to the school’s vision. this approach not only strengthened the program’s implementation but also promoted a culture of continuous improvement within pa ge 10 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 99-114, 2025 the school community. the significance of involving experienced educators in program implementation is further supported by findings from codilla et al. (2022), which emphasize the importance of collaboration and effective communication in enhancing the overall effectiveness of educational programs. table 4: distribution of respondents in terms of highest educational attainment profile highest educational attainment frequency (f) percentage (%) doctoral degree 0 0 master’s degree w/ phd/edd units 2 1.3 master's degree 40 26.7 college degree w/ ma units 92 61.3 college degree 16 10.7 total 150 100.0 table 5: distribution of respondents in terms of number of years as gpp coordinators profile number of years as gpp coordinators frequency (f) percentage (%) 20 years and above 8 5.3 1019 years 4 2.7 5-9 years 28 18.7 4 years and below 110 73.3 total 150 100 table 4 shows the educational attainment profile of the respondents. the data revealed that most of the respondents, 92 (61.3%), held a college degree with ma units. this strong educational background among teachers suggests that they have a solid understanding of teaching methods and strategies, which greatly influence the success of programs like the gulayan sa paaralan program. when teachers were well-educated, they were better equipped to implement new initiatives and engage students in meaningful ways. however, it was also essential to consider that educational attainment did not always translate into practical skills in the garden or agricultural projects. teachers might have needed additional training to effectively apply their knowledge in a gardening context, where hands-on experience and knowledge of local agricultural practices were crucial. if teachers could bridge the gap between their theoretical knowledge and practical skills, the gpp could thrive. the success of the program relied not only on the education level of the teachers but also on their ability to adapt and implement their knowledge in real-life situations. thus, supporting teachers with workshops or training could strengthen their capabilities and improve the overall impact of the program on students. when teachers felt confident in their abilities to lead gardening projects, students were more likely to participate and learn from these experiences. engaging students in gardening could foster a sense of responsibility and teamwork, encouraging them to take pride in their contributions. in the long run, this could lead to better health and nutrition among students as they learn the value of growing their food. this is supported by the study of club et al. (2019), which emphasizes the need for an empowered focal person to lead and facilitate the gpp effectively, indicating that well-trained teachers are essential for successful program implementation. the lowest response came from those with a master’s degree with phd/edd units, with only 2 (1.3%) respondents. this small number may have indicated a gap in leadership and advanced expertise within the program. individuals with doctoral degrees often had extensive research skills and knowledge that could have been beneficial in developing effective interventions for the gulayan sa paaralan program. their involvement could have led to more evidence-based practices being implemented, which could have significantly enhanced the overall effectiveness of the initiative. additionally, the lack of advanced degree holders might have limited the diversity of ideas and perspectives in addressing challenges. it was important to recognize that different educational levels brought various experiences and insights, which could contribute to a richer understanding of the problems faced. by involving individuals with higher qualifications, the program could have gained access to new strategies for improvement, better resource management, and innovative ways to engage the community. moreover, providing opportunities for current educators to pursue advanced studies could have helped bridge this gap. encouraging professional development and further education could have strengthened the program and improved outcomes for students, ensuring that the objectives of gulayan sa paaralan were met effectively. as noted in the findings of alcantara (2024), the integration of individuals with advanced qualifications into the program can significantly enhance the quality of interventions and overall program management. table 5 shows the respondents number of years of respondents as gpp coordinators. the majority, 110 (73.3%), had been coordinators for four years and below. this lack of experience created challenges in fully understanding and implementing the gulayan sa paaralan program. newer coordinators struggled with the specific goals and best practices of the program, which led to inconsistent results in school gardens. additionally, they had not had enough time to learn from previous challenges faced by more experienced coordinators. this limited exposure resulted in a lack of effective strategies for managing school gardens, leading to underdeveloped programs and reduced student involvement. when coordinators lacked the necessary experience, they did not effectively engage the community or secure support pa ge 10 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 99-114, 2025 for the program, which was essential for its success. the involvement of parents and local organizations made a big difference, but inexperienced coordinators did not know how to reach out to these groups. as a result, the program may not have fulfilled its potential to promote healthy eating habits and environmental awareness among students. overall, the short tenure of most coordinators suggested a need for better training and support systems to help them grow in their roles and overcome the hurdles they faced. this is consistent with the findings of club et al. (2019), which emphasize the importance of having an empowered focal person to lead and facilitate the implementation of such programs effectively. on the other hand, the lowest response came from those with 10 to 19 years of experience, with only 4 (2.7%) respondents. these individuals likely possessed a wealth of knowledge and insights gained from years of working with the program. their understanding of the intricacies involved in implementing the gpp led to more effective strategies and greater success in engaging students and the community. however, if fewer coordinators stayed long enough to share their knowledge with new coordinators, there was a gap in the transfer of crucial information and practices. this loss of experienced personnel hindered the program’s continuity and growth, making it difficult to build on previous successes. furthermore, if schools did not have a plan to encourage experienced coordinators to stay or to mentor newcomers, the program might have struggled to maintain its momentum. it was important for schools to find ways to support coordinators in their roles, allowing them to develop their skills and ensuring they felt valued in the community. this highlights the need for strategic partnerships and structured mentorship programs, as suggested by codilla et al. (2022), which can facilitate the sharing of best practices and knowledge transfer among coordinators. table 6: distribution of respondents in terms of training and seminars attended along gpp profile training and seminars attended along gpp frequency (f) percentage (%) orientation of the gpp program 104 69.33 training/sem. of the dept. of agriculture 58 38.67 training/sem. of the vegetable production 27 18.00 training/sem. on urban container gardening 22 14.67 training/sem. on organic fertilizer making 39 26.00 total 250 100 program. this orientation was crucial because it helped them understand the goals and practices of the program, which aimed to promote vegetable gardening in schools. by attending the orientation, most respondents gained knowledge about how to set up and manage vegetable gardens. this understanding was important because it not only taught them the basics of gardening but also emphasized the benefits of growing their food, such as improved nutrition for students. when teachers were well-informed about the program, they could encourage students to participate actively, creating a culture of healthy eating. further, a strong foundation from the orientation could lead to more successful gardening projects, as teachers could share what they learned with students and parents. however, it also raised the question of how effectively this knowledge was being applied in the classroom and school environment. teachers have needed ongoing support and resources to implement what they have learned effectively. this highlighted the importance of continuous training and support beyond the initial orientation to ensure that the gpp was successfully integrated into daily school activities. according to the study by club et al. (2019), empowered individuals leading the gpp implementation, such as teachers who receive ongoing training and resources, play a vital role in achieving the program’s goals. the lowest response came from those who attended training/seminars on urban container gardening, with only 22 (8.8%) respondents. the low attendance in training or seminars on urban container gardening means a lack of awareness or interest among teachers and stakeholders. it also indicated that such sessions were not widely promoted, leading to fewer participants. this was concerning because urban container gardening played a key role in the success of school gardening initiatives, especially in areas with limited space. without proper training, schools struggled to maximize the potential of their gardens, which were intended to supplement students’ nutrition and promote sustainability. furthermore, the lack of knowledge of innovative gardening techniques prevented teachers from effectively guiding their students and maintaining the gardens over time. when these trainings were underutilized, it weakened the overall impact of the program, reducing its potential benefits for both the school and the community. schools needed to explore ways to enhance participation in such training to ensure the program achieved its intended goals. this empowerment has led to better student engagement and ultimately improved the overall effectiveness of the gpp in schools. a strong understanding of vegetable production has fostered a hands-on learning environment where students learn valuable life skills while contributing to their school’s food production efforts. as supported by calipay (2018), the deped memorandum no. 89, s. 2018 emphasizes the importance of seminars and training for school coordinators, conducted in collaboration with technical experts from the department table 6 shows the respondents’ training and seminars attended along the gpp profile. the majority, 104 (69.3%), had attended an orientation of the gpp pa ge 10 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 99-114, 2025 of agriculture-regional field unit. these trainings cover crucial topics such as vegetable production, urban/container gardening, and organic fertilizers. by enhancing the knowledge and skills of coordinators, these sessions equip schools to address challenges in sustainable agriculture and program management. furthermore, they provide networking opportunities and foster collaborations, which can significantly enhance the implementation of the gulayan sa paaralan program. without adequate attendance and engagement in these seminars, schools miss out on the chance to adopt best practices, thereby limiting the program’s impact on student nutrition and community sustainability. table 7: distribution of respondents in terms of facilities for gardening tools category frequency (f) percentage (%) bolo 142 9.76 plastic black bags 133 9.14 assorted vegetable seed 118 8.11 sprinkler 107 7.35 shovel 87 5.98 garden soil 82 5.64 rake 73 5.02 compost pit 68 4.67 organic fertilizer 62 4.26 trowel 51 3.51 bamboo post 49 3.37 seedling tray 48 3.30 garden signs 48 3.30 spade 47 3.23 compost bin 46 3.16 grab hoe 44 3.02 wheelbarrow/ garden chart 40 2.75 digging bar 32 2.20 garden gloves 30 2.06 plant tags 27 1.86 gi wire 24 1.65 compost heap 22 1.51 information charts 21 1.44 garden net/ garden sheds 19 1.31 soil media mix 14 0.96 bucket composting 11 0.76 twine 6 0.41 dibber/seed sower/wedger 4 0.27 total 1455 100% table 7 shows the distribution of respondents in terms of facilities of gardening tools. this means a notable disparity in the availability of gardening tools within schools implementing the gulayan sa paaralan program. while there was a significant number of bolos available, with 142 (9.76%) counted, other essential gardening tools were much less prevalent. this could have indicated a prioritization of certain tools over others or a lack of resources to acquire a more balanced range of equipment. as stipulated in the deped memorandum no. 89.s. 2015 and reiterated in the deped memo. 153 s. 2021, the facilities mentioned above were the eligible expenditure items used to establish the school garden subject for the availability of funds and resources of the school. the availability of 133 (9.14%) plastic black bags and 118 (8.11%) assorted vegetable seeds suggested that schools had a reasonable stock of materials to facilitate basic gardening activities. however, the steep drop-off in the availability of tools like the dibber/seed sower/ wedger, with only 4 (0.27%) available, raised concerns about the completeness of the schools’ gardening infrastructure. the lack of such specific tools, crucial for more precise and efficient gardening tasks, has hindered the productivity and learning experience of students involved in the program. while essential, reliance on basic tools like bolos has not fully addressed the diverse needs of a successful gardening program, which requires a wider variety of equipment for different plant growth and maintenance stages. this imbalance in tool availability could have hindered not only the quality of the gardening output but also limited the opportunity for students to learn comprehensive gardening techniques. schools might have needed to reassess their procurement strategies to ensure that all necessary tools were available, supporting the holistic development of the gardening program and enhancing the hands-on learning experience for students. further, the minimal availability of the dibber/seed sower/wedger, with only 4 (0.27%) tools recorded, was a concerning indicator of the limitations within the schools’ gardening programs. these specific tools were designed to assist with the careful sowing and transplanting of seeds, activities that were vital to the early stages of plant growth. without access to such tools, students and teachers might have had to rely on less precise methods, which could have led to issues like poor seed placement or uneven germination. inadequate equipment might also reduce the efficiency of the gardening process, potentially discouraging participation or limiting the scale of the gardens themselves. this, in turn, has negatively hindered the overall goals of the gpp, which aimed to promote not only food sustainability but also hands-on agricultural education. without the proper tools, the program might have struggled to meet these objectives, making it difficult for students to experience the full benefits of schoolbased gardening. a significant support study by cruz et al. (2020) emphasizes the essential role of comprehensive resource allocation pa ge 10 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 99-114, 2025 and management in the success of agricultural programs within schools. their research highlights that when schools have a diversified range of tools and resources available, the effectiveness of gardening programs significantly improves, resulting in better educational outcomes for students. the study found that schools that prioritized the acquisition of a variety of gardening tools experienced not only enhanced participation rates but also improved student learning regarding agricultural practices. this indicates that a balanced approach to resource distribution is critical in implementing effective gardening programs like the gulayan sa paaralan program. according to the study by velza and bartolay (2023), this underscores the importance of providing adequate resources, including tools, to support gpp coordinators and ensure the program’s sustainability. table 8: distribution of respondents in terms of area size of school garden profile area size of school garden frequency (f) percentage (%) 300 square meters and above 2 1.3 200 square meters 14 9.3 201299 square meters 36 24.0 199 square meters and below 98 65.3 total 150 100 table 8 shows the distribution of respondents in terms of the area size of the school gardens. it reveals the majority, 98 (65.3%), had gardens of 199 square meters and below. according to the deped memorandum no. 89 s. 2015 that to establish, maintain and sustain the school garden, each school shall have at least a minimum of 200 square meters area, but for those without available space/ flooded areas, they can adopt container gardening. this situation might have been due to limited space on school grounds or a lack of resources to create larger gardens. smaller gardens made it hard for students to learn about growing vegetables and the importance of sustainable practices. when students had limited space to work with, they might not have gained enough hands-on experience in gardening, which was essential for understanding food production and nutrition. additionally, smaller gardens may not have provided enough produce to meet the needs of the school, making it difficult to integrate the garden’s output into school meals or programs. this lack of produce could have discouraged participation and limited the benefits that came from gardening, such as improved health and teamwork among students. moreover, teachers might have felt challenged to teach effectively when the resources were insufficient. they could have found it hard to engage students with practical lessons about agriculture and the environment. schools needed to find ways to expand these gardens or work together with local communities to enhance their gardening efforts. by doing so, schools could create a more meaningful learning experience that helped students understand the value of growing their own food and caring for the environment. this approach not only supported student learning but also encouraged healthier eating habits among children. the findings align with the study by calub et al. (2019), which emphasizes that teachers, as empowered implementers, play a crucial role in overcoming challenges related to limited resources and space, enabling them to facilitate better gardening experiences for their students. however, the lowest response came from schools with 300 square meters and above, with only two respondents (1.3%). this means that very few schools had access to more significant gardening areas. the limited size of these gardens could have been a barrier to fully implementing the gulayan sa paaralan program, which aimed to promote nutrition and environmental awareness through gardening. when schools could not create larger gardens, they missed opportunities for students to explore more diverse planting techniques. moreover, students learn essential skills such as teamwork, responsibility, and problem-solving. the lack of participation could also have affected the program’s goals of improving nutrition in schools, as smaller gardens might not have yielded enough food to make a significant impact on student diets. schools might have needed to advocate for more space or collaborate with local organizations to create community gardens that supported both students and families. by doing so, they could have enhanced the gardening experience and encouraged a culture of sustainability and healthy living in their communities. this was supported by the findings of alcantara (2024), which highlight the importance of strong partnerships and community engagement in overcoming the barriers of limited space and resources for effective gardening initiatives. problem 2. what is the level of challenges in the implementation of the gulayan sa paaralan program (gpp) based on program management, budget and resources, partnership, roles and responsibilities, and sustainability mechanism? table 9: summary of respondents’ level of challenges on gulayan sa paaralan program variables mean sd interpretation program management 3.34 0.65 very high budget and resources 3.34 0.65 very high partnership 3.34 0.65 very high roles and responsibilities 3.43 0.61 very high sustainability mechanism 3.51 0.54 very high overall 3.39 0.63 very high legend: 3.26-4.00 strongly agree/very high 2.513.25 agree/high 1.76-2.50 disagree/low 1.001.75 strongly disagree/very low pa ge 11 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 99-114, 2025 table 9 shows the summary of respondents’ level of challenges on gulayan sa paaralan program with an overall mean of 3.39 (sd = 0.63), interpreted as very high. this means that these coordinators often faced significant difficulties, which could have stemmed from the nature of the program itself or external factors affecting its implementation. for instance, issues such as limited support, lack of clarity in program guidelines, or resistance from participants could have contributed to these challenges. moreover, the complexity of managing a large program often required coordinators to possess a wide range of skills and resources, which they may not have always had. as a result, they were left to navigate the program with limited tools, leading to frustration and burnout. this level of difficulty highlighted the need for better training and support systems for coordinators to ensure they were well-equipped to handle the demands of their roles. by addressing these challenges, the program could have run more smoothly, reducing stress for coordinators and improving overall effectiveness. research indicates that implementing comprehensive training programs can significantly enhance coordinators’ skills and alleviate the stress associated with program management, ultimately leading to better program outcomes (calub et al., 2019). the variable sustainability mechanism got the highest mean of 3.51 (sd = 0.54), interpreted as very high. this means that coordinators strongly agreed on the importance of maintaining the program long-term. sustainability was a critical component, as it ensured the program could continue to operate and achieve its goals over time. this may have involved securing consistent funding, resources, and stakeholder commitment to keep the program running smoothly. coordinators recognized that without a strong sustainability plan, the program’s future could have been at risk, leading to short-term results that did not create lasting change. this emphasis on sustainability could also have suggested that coordinators felt a responsibility to ensure that the program’s benefits extended beyond its initial implementation. however, the challenge lay in finding the right strategies to make the program self-sustaining. effective planning and strong community involvement were essential to creating long-term success, which meant there should have been continuous evaluation and improvement of sustainability efforts to align with changing needs. evidence suggests that integrating sustainability practices, such as community engagement and educational initiatives, can significantly enhance the longevity and effectiveness of programs like the gulayan sa paaralan program (hoover et al., 2021). further, the variables program management, budget and resources, and partnership got the lowest mean rating of 3.34 (sd = 0.64 respectively), interpreted as very high. this means that coordinators faced significant difficulties in managing their programs. these challenges may have stemmed from a lack of resources, insufficient training, or inadequate support from stakeholders. when coordinators encountered obstacles in their work, it affected their ability to implement programs effectively, leading to poor outcomes for the beneficiaries they aimed to help. managing a program often requires careful budgeting and resource allocation, which may not have always been available or well-distributed. additionally, when coordinators felt overwhelmed by these challenges, their motivation and job satisfaction would be decreased. according to the study by calub et al. (2019), having an empowered focal person who can lead and facilitate effectively is essential for overcoming these challenges and improving program management. on the other hand, the variable budget and resources got the lowest rating with a mean of 3.34 (sd= 0.65) interpreted as very high but was still described as strongly agree. this means that many schools struggled to find reliable financial support, which was vital for their operations and growth. without proper funding, schools would not be able to implement programs or initiatives that enhance student engagement and learning outcomes. when schools were constantly searching for funds, they diverted attention from teaching and learning, promoting educational quality. as noted by golpo (2023), adequate funding is vital for program implementation, as schools require a budget to purchase essential materials such as seeds, fertilizers, and tools for programs like gulayan sa paaralan. furthermore, building partnerships was crucial to gaining external support, yet it could have been difficult to form and maintain these connections, especially if there was a lack of communication or shared vision. these challenges suggested that without stronger management practices and reliable partnerships, the program may have struggled to meet its objectives efficiently. support studies indicate that establishing clear communication strategies and strong partnerships can significantly improve resource allocation and program management, ultimately leading to more successful outcomes in community programs (codilla et al., 2022). problem 3. is there a significant relationship between the respondents’ challenges of the gulayan sa paaralan program when grouped according to their characteristics? table 10 shows the relationship between the challenges of the gulayan sa paaralan program and the characteristics of the respondents. among these characteristics, the teaching position showed the highest significant but very weak correlation with the challenges faced by coordinators (r = 0.233, p = 0.007), suggesting that individuals in teaching positions have encountered unique challenges in program management. teachers often had to balance their classroom duties with the responsibilities of managing the garden program. this could be stressful, as they have not had enough time or support to do both jobs well. for instance, a teacher who was busy with lesson plans found it hard to give attention to the garden. as a result, they have faced difficulties in keeping the garden healthy and productive. if teachers felt pa ge 11 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 99-114, 2025 table 10: correlation between the challenges of gulayan sa paaralan program and respondents’ characteristics correlation challenges by gpp coordinators respondents characteristics program management budget and resources partnership roles and responsibilities sustainability mechanism over-all results teaching position pearson r 0.313 0.135 0.062 0.189 0.144 0.223 p-value <0.001 s 0.101 s 0.450 s 0.020 s 0.079 s 0.007 s teaching experience pearson r 0.100 0.013 -0.137 0.065 0.025 0.019 p-value 0.224 ns 0.871 ns 0.095 ns 0.432 0.761 ns 0.816 ns educational attainment pearson r 0.129 -0.021 0.037 0.067 0.150 0.089 p-value 0.116 ns 0.799 ns 0.649 ns 0.419 ns 0.067 ns 0.277 ns number of years as gpp coordinators pearson r 0.041 0.031 0.030 0.010 0.068 0.045 p-value 0.617 ns 0.709 ns 0.713 ns 0.906 ns 0.406 ns 0.588 ns training and seminars attended along gpp profile pearson r 0.127 0.018 0.063 0.071 0.185 0.114 p-value 0.121 ns 0.828 ns 0.446 ns 0.385 ns 0.023 ns 0.163 ns school facilities for gardening pearson r 0.404 0.334 0.321 0.140 0.110 0.371 p-value 0.033 ns 0.083 ns 0.096 ns 0.477 ns 0.577 ns 0.052 ns area size of school garden pearson r 0.286 0.142 0.158 0.110 0.058 0.201 p-value <0.001 s 0.08 s 0.053 ns 0.182 s 0.479 s 0.014 s legend: *significant at p< 0.05 alpha level ssignificant nsnot overwhelmed, it could have led to poor results in the program, affecting students’ learning. thus, supporting teachers with more resources and assistance could help them manage their tasks better and lead to a more successful program. according to alcantara (2024), effective program management is crucial for the successful execution of the gulayan sa paaralan program, highlighting the importance of strategic planning and resource mobilization to alleviate the challenges faced by coordinators. conversely, the area size of the school garden demonstrated the lowest significance but very weak correlation (r = 0.201), p = 0.014) with the challenges, indicating that larger garden areas have correlated with certain challenges in program execution. a larger garden could have meant more work, as there were more plants to take care of, and it required more staff or volunteers to help to manage it. coordinators have found it harder to keep track of everything happening in a big space. they have struggled with ensuring all areas were well-watered and free of pests. additionally, larger gardens have needed more tools and resources, which could have been a challenge if the school had a limited budget. if coordinators cannot get enough help or resources, the garden will not have thrived as expected. it was important for schools to plan carefully and consider how to support larger gardens to make them successful learning environments for students. effective resource allocation and creative fundraising approaches, as golpo (2023) suggested, are vital for managing the financial aspects of larger school gardens to ensure their success. however, factors such as teaching experience, educational attainment, the number of years as coordinators and seminars attended, and facilities for gardening showed no significant correlation with the challenges faced, as overall corresponding p-values exceeded the 0.05 threshold, indicating no statistical significance. this means that having more experience or education did not necessarily make a difference in the challenges faced by coordinators. it could have been that the issues they encountered were more related to the specific situation of the school or the garden rather than their background. for example, even a very experienced teacher still has struggled with limited resources or support. this suggests that programs need to focus on improving the overall environment and providing adequate support rather than just relying on the qualification of the coordinator. ensuring that every epp teacher had the right tools and support has helped improve the program more than just relying on their past experiences. as codilla et al. (2020) indicated, enhancing overall coordination and communication among all stakeholders is essential for successful program implementation, emphasizing pa ge 11 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 99-114, 2025 that qualifications alone do not guarantee success in overcoming program challenges. overall, the findings suggest that while certain personal characteristics, such as teaching position and school garden size, had a minor influence on the challenges faced by gulayan sa paaralan program coordinators, these relationships were weak, underscoring that the primary issues teachers encountered were less about individual backgrounds and more about the structural and resource-based needs of the program. the data implied that teachers balancing classroom duties and garden management, or those overseeing larger gardens, benefited from additional support, such as more staff, funding, or time dedicated to garden maintenance. additionally, the lack of significant correlation between experience, education, and challenges indicated that no matter how experienced or educated the teachers were, the absence of necessary resources and institutional support likely hindered their effectiveness. this emphasized the importance of ensuring that all edukasyong pantahanan at pangkabuhayan teachers, regardless of their qualifications, had sufficient resources, time, and assistance to manage the program successfully, which could lead to improved outcomes in both garden activity and student engagement in environmental education. according to a study by ramos et al. (2022), effective support systems are crucial for enhancing program implementation and addressing the challenges faced by educators in agricultural initiatives like the gulayan sa paaralan program. problem 4. what is the level of the interventions provided by the gpp coordinators, assistant coordinators, and epp teachers in the implementation of the gulayan sa paaralan program (gpp) with regards to community engagement program, funding sources, health and nutrition education and sustainability practices? table 11: summary of the level of interventions variables mean sd interpretation community engag -ement programs 3.34 0.60 very high funding source 3.36 0.63 very high health and nutrition education 3.47 0.59 very high sustainability practices 3.51 0.55 very high overall 3.42 0.59 very high legend: 3.26-4.00 strongly agree/very high 2.513.25 agree/high 1.76-2.50 disagree/low 1.001.75 strongly disagree/very low many respondents likely felt that the strategies put in place were effective and useful. the epp teachers may have focused on the needs of the community, leading to better outcomes. effective interventions often led to increased trust and cooperation among community members, encouraging more people to get involved. when respondents felt satisfied with the support they received, they were more likely to share their positive experiences with others. this created a ripple effect, motivating more individuals to participate in similar programs in the future. additionally, when interventions were well-received, it prompted coordinators to implement even more initiatives that benefited the community. by recognizing the positive impact of these interventions, coordinators could identify successful practices to maintain or replicate in other areas. overall, this feedback highlighted the importance of ongoing evaluation and adaptation to ensure continued effectiveness in community programs. as highlighted in boucher (2024), vegetable gardens in schools have demonstrated significant benefits in promoting health and nutrition, aligning with the participants’ experiences of improved well-being through community engagement. the variable sustainability practices got the highest mean of 3.51 (sd = 0.55), interpreted as very high. this means that community members value initiatives that promote long-term well-being. this suggests that people were increasingly aware of the importance of caring for the environment and making responsible choices. when sustainability practices were emphasized, it encouraged individuals to think about their actions and how they affected the world around them. it was likely that community members appreciated programs that not only addressed immediate needs but also ensured that resources were available for future generations. moreover, the strong support for these practices may have motivated coordinators to expand their focus on sustainability. this led to more projects aimed at reducing waste, conserving resources, and protecting natural habitats. when communities worked together towards sustainability, they created a healthier environment for everyone. this shared commitment also strengthened community ties as people collaborated to achieve common goals. the positive feedback reinforced the idea that sustainability should have been a central part of community programs moving forward. according to hoover et al. (2021), implementing sustainable practices enhances community engagement, fostering a greater sense of responsibility and cooperation among members. on the contrary, the variable community engagement programs, obtained the lowest mean of 3.34 (sd = 0.60), interpreted as very high. while still seen as positive, this lower rating suggests that there may have been areas for improvement in how these programs were delivered. community engagement was crucial for building strong connections among residents, and if people felt less satisfied with these initiatives, it could have hindered their willingness to participate. it was possible that table 11 shows the summary of the respondents’ level of interventions. results show that the respondents’ level of intervention was very high as indicated by the overall mean of 3.42 (sd = 0.59). this means that the level of interventions had a positive impact on the participants. pa ge 11 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 99-114, 2025 some community members did not fully understand the purpose of these programs, leading to lower enthusiasm and involvement. this could have indicated a need for better communication and outreach efforts to raise awareness about the benefits of community engagement. improving these programs may have involved gathering more feedback from participants to understand their perspectives and preferences. by addressing concerns and suggestions, coordinators could have created more appealing and relevant activities that drew in a larger audience. overall, enhancing community engagement programs was essential for creating a vibrant and active community, and the feedback served as a valuable starting point for these improvements. community involvement not only strengthens the program but also promotes a sense of ownership and responsibility. as noted in boucher (2024), community involvement in school gardens not only enhances engagement but also fosters a sense of ownership and pride among participants, which could be further leveraged to improve community engagement initiatives. conclusions the majority of teacher respondents were teacher 1 who took significant roles in the gulayan sa paaralan program implementation. based on the respondents’ characteristics, the results showed that regardless of a teaching position, highest educational attainment, number of years as coordinators, training/seminars attended, and facilities on gardening tools, they are still highly challenged; however, it showed a significant difference in terms of a teaching position and area size of the school garden. this study also revealed that the respondents’ level of challenges highlighted the importance of sustainable mechanisms that ensure the programs’ long-term success which would involve consistent funding, resources, and stakeholders’ commitment. recommendations based on the given conclusions of the study, several recommendations are presented: 1. department of education program implementors should intensify the gulayan sa paaralan implementation among public elementary and secondary schools. the provision of specialized training for teachers on practical agricultural skills is vital. 2. schools should prioritize building a support system for master teachers and older educators by providing professional development opportunities that address their specific challenges in adopting new programs. 3. parents should be encouraged to actively participate by empowering them to discuss program goals, progress, and challenges. 4. schools should establish a school-based gpp committee by organizing “brigada eskwela” activities. students, parents/community, lgu, and other stakeholders can work together to oversee tasks like resource allocation, monitoring, and evaluation. 5. schools should develop innovative ways to integrate the program into the curriculum to improve student health and nutrition education. 6. the department of agriculture and the department of education should collaborate on joint initiatives, such as workshops, seminars, and outreach programs to promote the gpp and raise awareness about its importance. references alcantara, a. i. m. (2024): status of implementation of gulayan sa paaralan program (gpp) of public secondary schools in the division of sorsogon, gph of journal of agriculture & research, 7(4). calub, j., blesilda, m., africa, l., & leila s. (2019). the searca-led school-plus-home garden project in the philippines: a participatory and inclusive model for sustainable development. policy paper 2019, southeast asian regional center for graduate study and research in agriculture (searca codilla, l. (2022). sustainability of the gulayan sa paaralan program (school garden) in implementation in the new normal: basis for capacity enhancement program. international journal of english and education, 11(1). department of agriculture. (2019). gulayan sa paaralan program: best school garden regional winners. http:// darfu4b.da.gov.ph/index.php/63.archived/133gulayan-sa-paaralan-program-best-school-gardenregional-winners department of education. (2018). sustaining the implementation of the gulayan sa paaralan program in public elementary and secondary schools nationwide. deped memorandum 095. deped memorandum no. 293, s. (2007). gulayan sa paaralan. http://www.deped.gov.ph deped memorandum no. 223, s. (2018). strengthening the implementation of the gulayan sa paaralan program in public elementary and secondary school nationwide. https:/ www.deped.gov.ph/wp.content/upholds/2018/10/ dm_2018-220 pdf. deped order 95. (2018). sustaining the implementation of the gulayan sa paaralan program in public elementary and secondary schools nationwide. https://www.deped. gov.ph/2018/05/29/may-29-2018-dm-095-s-2018sustaining-the-implementation-of-the-gulayansa-paaralan-program-in-public-elementary-andsecondary-schools-nationwide. division memorandum no. 341, s. (2024). gulayan sa paaralan program (gpp) orientation and training workshop. for school year 2024-2025. golpo, v. a. g., & ricafort, j. d. (2023). challenges encountered by coordinators and school heads in the implementation of the national greening program in bulan ii district elementary schools. american research journal of humanities social science (arjhss), 6(6), 7-15. pa ge 11 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 99-114, 2025 hoover, a., & vandyousefi, s, (2021). barriers, strategies, and resources to thriving school gardens. journal of nutrition education and behavior, volume 52, number 7, 2021. kg burt, hb luesse, j rakoff, a ventura, m. burgermaster; school gardens in the united states: current barriers to integration and sustainability. am j public health, 108(2018), 154 -1549. illinois university (urbabachampion). (2023). sustainable community garden benefits local growers, ecosystem, and communities. limosnero, a. m. (2021). health life in gulayan sa paaralan and learners’ nutritional status (pp. 66). the faculty of the graduate studies phinma cagayan de oro college carmen, cagayan de oro city. lina, j. d. (2020). malnutrition in the philippines is worse than pandemic. manila bulletin. world bank. (2021). malnutrition. https://www.who.int/ news-room/fact-sheets/detail/malnutrition. pa ge 1 pa ge 1 american journal of arts and human science (ajahs) revisiting history in bhupi sherchan’s poem “galat lagchha malai mero deshko itihas” nabaraj dhungel1* volume 2 issue 3, year 2023 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v2i3.1866 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: june 29, 2023 accepted: july 26, 2023 published: august 10, 2023 this article attempts to explore how bhupi serchan destabilizes the conventionally established official history of nepal and efforts to rewrite a true history of the margins raising the voice of the voiceless and choice of the choiceless through his poem galat lagcha malai mero deshko itihas (i think my country’s history is a lie). it also analyzes serchan’s concerns on the rulers’ hypocrisies, pomposities, immoralities, atrocities, follies, fopperies, tyrannies and corrupt discriminatory attitudes concealed in the history with the false consciousness of patriotism, nationalism and morality in the formally recorded history by the power-holders. this article shows serchan’s critical analysis and revisiting of history in favour of the margins leading to a moral, just, equal and humane advanced society. it also projects how the poet exposes the falsities of the so-called true history displaying the helplessness, dumbness and deafness of the great people in the form of the statue and even of the god in the steeple of the temples. serchan’s endeavor to prove the nepalese official history totally false projecting the true picture of the people and society engulfed in hunger, thirst, poverty, corruption, injustice, inequality, helplessness, humiliation and lack everywhere making whole life hellish has been highlighted in the paper. it also depicts the poet’s feeling of distrust, disgust, and mockery at the traditional nepalese history after his total observation of the suffering people, dilapidated buildings, dim and dark streets and dwellings, deteriorated and silenced statues of the great men and shattered dreams and souls of the national heroes. the new-historicist ideas of michel foucault, stephen greenblatt and catherine gallagher have been used to revisit history in order to remake it. this research is historically significant for its attempt to highlight on the need of rewriting history of people and nations including the excluded. keywords revisit, official-history, margin, discourse, truth, revisionist-history 1 faculty of tribhuvan university, department of english, nepal * corresponding author’s email: dhungelnabaraj60@gmail.com introduction this research paper highlights on nepalese revolutionary and deconstructionist writer bhupi sherchan’s appeal and attempt for revisiting history of modern nepal in order to rewrite history from the perspective of the marginalized and otherized people and thereby dismantling the powergenerated official history. history is, all of us believe, a record of the facts and literature the fictional expression. it means history is supposed to be the reflection of the real events that happened in the past while literature is taken as the expression of inner feelings and the product of human imagination. therefore, history is considered to be objective and literature fictitiously subjective. this is the traditional historicist claim and the belief. but, the new-historicists such as michel foucault, stephen greenblatt and catherine gallagher reverse what the traditional historicists claim and believe. they strongly subvert the hierarchical difference between history and literature putting forward the notion of “historicization of the text and textuality of the history” (montrose, redrawing: 410). they claim that ‘history can be fiction and fiction can be history’ as history is written by the victors ignoring the defeated and historicizing the perspective in their own favour, while literature is history for the marginalized people who cannot write their history but fictionalize their realities. it shows how ‘history is not written by pen but by gun’ which blurs the gap between history and fiction. new historicism rejects any kind of essentialism as it raises the voice of the voiceless. in this regard, jan r. veenstra (1995) utters: “the new historicism is characterized by a unanimous rejection of any form of essentialist humanism which regards man as an autonomous free transcendental essence. the human self is a construct, not an essence” (p. 180). history is not the record of past facts rather it is the products of the interests of the mainstream. john brannigan in new historicism and cultural materialism (1998) explains “how new historicism understands the stories of the past as society’s way of constructing a narrative which unconsciously fits its own interests” (as cited in hickling 2018, p.30). history self-consciously deconstructs as it is context-dependent. in foucault and the new historicism, geoffrey gait harpham (1991) mentions, “history works insistently against the specificity of history” (p. 74). new historicism redefines both history and literature. in poetics today (2004), sonja laden claims, “it redefines both text and history while simultaneously redefining the relationship between a text and history” (1). it is needless to say that the powerful and the conquerors write history in their own favour. history is textual and text is historical. new historicists locate the context of the text to recover repressed and mute histories of the text and investigate the bond between historical and cultural connotations of the text to trigger the reader’s cultural recurrently refurbishing the “marvelous at the pa ge 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(3) 1-7, 2023 heart of the resonant” (greenblatt, 1990 as cited in raj 2015, p 214.). chung-hsiung lai (2006) in “limits and beyond: greenblatt, new historicism and a feminist genealogy” mentions:“in louis montrose’s most famous dictum, the new orientation to history in literary studies may be characterized as a dynamic dialogue between literature and history and it has a reciprocal concern with the historicity of texts and the textuality of history” (p. 2). likewise, in the new historicism (1989), harold aram veeser projects: history, in the post-modern era, has been regarded as a discourse constructed by a “literary imagination” and “power relations,” and in this sense it is ideological and subjective, always open to multiple inquiries and reinterpretation. flourishing in the 80’s, new historicism, mainly based on foucault’s theories, and offered just such a critique of history. (p. 37) history is an ideology as it is produced by imagination and power relations. in “professing the renaissance: the poetics and politics of culture,” montrose (1989) defends new historicism as a practice that recognizes the “the historicity of texts and the textuality of history” (p. 23). for him, history is a text and text is a history. for foucault history is the complex inter-relationship of a variety of discourses, the various ways, artistic, social, political and so on that people think and talk about their world. history, as greenblatt notes, is one of the west’s dominant modes of representation. it is itself an exercise of power and cannot be appealed to some pure outside or “context” which could adjudicate a conflicting field of representation. the narratives of history are just further ways of creating borders, boundaries and exclusions. gallaghar and greenblatt in practicing new historicism (2000) assert: “indeed, it becomes increasingly difficult to maintain a clear, unambiguous boundary between what is representation and what is event. at the very least, the drawing or maintaining of that boundary is itself an event” (p. 15). representation and the real event are confusingly integrated by power. gabrielle spiegel (1990) acclaims: “new historicists point to the culturally specific nature of texts as products of particular periods and discursive formations, while viewing reality—history—as itself mediated by linguistic codes which it is impossible for the critic/historian to bypass in the recuperation of past cultures” (as cited in raj 2015, p.213). new historicists combine text and the context. history and literature are opposite as traditionally claimed. as both history and literature can be interpreted and reinterpreted according to the context and necessity, they are similar. moreover, both are the products of the society reflected through the minds of the writers. in both disciplines, the writers attempt to create and spread certain discourses aesthetically or informatively. ‘modern nepal’s history is the history of the royal monarchs’ beginning from king prithvi narayan shah. it is recorded in history that shah unified different estates and made one nepal with great trouble, sacrifice, effort and struggle. ‘mera sana dukhale arjyako muluk haina sabailai chetana vaya’ (this state is formed with great diligence; everyone should be aware of it), says prithvi narayan shah. therefore, he is worshipped as the father of the nation even today by some of the regressive forces. the kings of nepal were considered as the incarnation of lord vishnu who is the savior of humankind. during the monarchy, they were beyond the law, court and the parliament glorifying them as more than god. and, anyone speaking against their autocracy, oppression and unnecessary deification and for democracy, freedom, equality and human rights in true sense, was declared to be the terrorist and brutally murdered. bhupi sherchan (1936-1989) in his poem galat lagcha malai mero deshko itihas (i think my country’s history is a lie) challenges the conventionally written history factualizing the fictional aspects imposing power. the history glorifying the rulers and the discourse and truth created by them is not the truth but a lie for sherchan. questioning the history of the mainstream, sherchan revolutionizes the history of the people in the margin through his poem. methodology this study is a library-based literary research and therefore, textual analysis (qualitative) method has been used here. galat lagcha malai mero deshko itihas (i think my country’s history is a lie) by the nepalese poet bhupi sherchan is the basic text for analysis. the poem dismantles the traditional history of the kings and rulers that was written by the power to exercise power. the so-called history of the country-nepal is welloff, united, symphonic and glorious; rulers are saviors; monarchy is the symbol of national unity; it is the land of national heroes and martyrs; it is religiously and culturally rich; nepali people are brave and patriotic is nothing more than a lie for sherchan. theoretical background as the research attempts to explore how bhupi sherchan dares to rewrite the history from the margin in order to institute the equality-based humanitarian just society dismantling the power-written history using literature as the weapon to fight against the discourse created by the oppressors and to depict the realities of the people, the new-historicist ideas of michel foucault, stephen greenblatt and catherine gallagher have been used. traditional historicism focuses on whatness whereas new historicism on howness of the events. lui tyson in critical theory today: a user-friendly guide (2006) writes: “traditional historians ask, what has happened? and what does the event tell us about history? in contrast, new historicists ask, how has the event been interpreted? and what do the interpretations tell us about the interpreters?” (p. 282). new historicism claims that history is an interpretation of interpretation. in contrary to old historians, new historians challenge upon factuality and authenticity of the history. tyson further mentions: traditional historians generally believe that history is pa ge 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(3) 1-7, 2023 progressive, that the human species is improving over the course of time, advancing in its moral, cultural, and technological accomplishments. for new historicists, history is strictly a matter of interpretation, not fact. there is no such thing as a presentation of facts; there is only interpretation and reliable interpretations are difficult to produce. history cannot be understood simply as a linear progression of events. at any given point in history, any given culture may be progressing in some areas and regressing in others. (p. 283) history is not the matter of progression and regression, but it is the matter of interpretation and reinterpretation. it is not fact-based as history is written by the power centers. when a person writes history, all the information is the understanding of himself /herself. when perception differs, fact also differs. therefore, history itself is subjective rather than it is objective. the event and culture are interconnected and interdependent. the event emerges out of the culture and thereby affecting itself. tyson acclaims: “any given event is a product of its culture, but it also affects that culture in return. all events are shaped by and shape the culture in which they emerge” (p. 284). in fact, michel foucault has suggested that “all definitions of insanity, crime, and sexual perversion are social constructs by means of which ruling powers maintain their control” (p. 286). tyson in critical theory today: a user-friendly guide (2006) asserts: new historicism deconstructs the traditional opposition between history (traditionally thought of factual) and literature (traditionally thought of as fictional). for new historicism considers history a text that can be interpreted the same way literary critics interpret literary texts, and, conversely, it considers literary texts cultural artifacts that can tell us something about the interplay of discourses, the web of social meanings, operating in the time and place in which those texts were written. (p. 286-87) new historicism always subverts the traditionally created gap between history and literature. history and literature are synonymous. history can be taken as literature since it is written by power-holders or subjectively recorded by the historians affected by the socio-politico-cultural circumstances; literature can be considered as history since the defeated and marginalized people write their history in literature having no power to write their own history. new historicism stands with the historical narratives of the marginalized people presented in literature. as both history and literature tell stories of their own kind, they are matters of interpretation. but, the fact is that one needs to challenge the so-called factual and realistic history discursified by the power holders. new historicism dares to do it. tyson acclaims: new historicists consider both primary and secondary sources of historical information forms of narrative. both tell some kind of story, and therefore those stories can be analyzed using the tools of literary criticism. indeed, we might say that in bringing to the foreground the suppressed historical narratives of marginalized groups. a focus on the historical narratives of marginalized peoples has been an important feature of new historicism. (p. 287) new historicism struggles to bring the unwritten and deleted history of the suppressed and marginalized people to the frontline through discourses and counterdiscourses. tyson projects: “on the whole, human beings are never merely victims of an oppressive society, for they can find various ways to oppose authority in their personal and public lives. no discourse is permanent. discourses wield power for those in charge, but they also stimulate the opposition to that power” (p. 285). discourses are the sources of power though they are created by power itself. text and context are interconnected. it means text is the outcome of certain context. therefore, context is not only context, it is co-text. tyson depicts: for new historicism, the literary text and the historical situation from which it emerged are equally important because text (the literary work) and context (the historical conditions that produced it) are mutually constitutive: they create each other. like the dynamic interplay between individual identity and society, literary texts shape and are shaped by their historical contexts. (p. 291-292) the literary texts can create and transform the historical contexts though they are the products of the social context itself. history is also written in some context and so is affected by society, politics and culture added by the understanding and subjectivity of the individual writer. literature review galat lagcha malai mero deshko itihas (i think my country’s history is a lie) by bhupi sherchan (19361989) is a poem with anti-establishment ethos best representing the revolutionary spirit of the poet himself. through the medium of literature, sherchan promotes his counter-arguments and thereby challenging the established argument of the society. he revolutionizes literature, especially poetry, not only in style but also in content. it means he raises the voices of the voiceless with destabilizing spirit main streaming the free verse style in poetry. his literary masterpiece, the collection of poems called ‘ghumne mechmathi andho manchhe’ (a blind man on a revolving chair) was published in 1968 ad that has proved bhupi as an “extraordinary poet” (lamsal 2012, the gorkhapatra). regarding his poems, he further acclaims, “his unique style, forceful expression, simple and lucid language, clear message, sharp attack on the decayed social and cultural practices and high degree of satire have earned a high respect among the nepali speaking population both at home and abroad” (the gorkhapatra). in the same spotlight, notesnepal.com asserts: “it is an immortal poem with a satirical tone when it comes to ‘blind man on a swivel chair’. the title itself is a whole poem. this poem, full of political satire, has severely whipped the rulers and abbots of that time. the style of governance of those who are not qualified is respected” (n.pg.). sherchan makes blistering attack and derogatory pa ge 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(3) 1-7, 2023 comment on the so-called powerful rulers of the nepalese society who are actually blind due to power. seeing bitter realities of people in the society, the revolutionary spirit germinate within him. lamsal claims: even after working long and hard, the people hardly had two meals a day. he saw extreme poverty, inequality, exploitation, discrimination, torture and trauma of the people in the villages. the poor were getting poorer and the rich richer. the exploitation and discrimination were perennial and unabated. these conditions touched the tender heart of young bhupi. as a rebellious boy right from the childhood, he then turned to be a revolutionary supporter of the communist ideology. (the gorkhapatra) the discrimination prevailing in the society leading to dehumanization of the humans by the rulers makes him stand in favour of the marginalized dismantling the officially established facts and figures in the society. raising the voice of the common people is the specialty of his writings. it names him the sarbahara (proletariat) writer. in his drama paribartan (change), he fights for change in the society. lamsal writes, “in the drama, which is full of patriotic and progressive political feelings, he has championed the rights, interests and justice of the common people and unleashed a crusade against exploitation, injustice and discrimination that was in existence in the nepalese society as a whole” (2012, the gorkhapatra). standing for the oppressed and suppressed common people through his writings, he has been the opponent of the rulers and their system. the irony and the most aesthetic of all is his specialty. the later poems are figurative and equally strong. striking against social inequalities and satire on the state system has become known as the bhupi style. many poets have since imitated his art of expressing profound expressions through symbols in few words. bhupi has always been an antagonistic poet. (imnepal.com) sherchan holds antagonistic relationship with the official structure of the rulers and their establishments. both irony and satire to the state system has become the bhupi style. being the poet from ethnic community, sherchan hits upon the deeply rooted and established inequalities and the iron-plated so-called equality claimed by the government. being a humanist with anti-current trend, sherchan establishes himself as the trend-changer challenging the monolithic ideology and highlighting the demystification of depoliticized politics of the official history writers of nepal. in this regard, shreya poudel (2016) displays, “bhupi overtly challenges a monolithic sense of national identity and pride” (p.1). sherchan denounces established structure of the nation. in this sense, he is the deconstructionist poet of modern nepal. moreover, the writings of bhupi sherchan are relevant to all periods, generations and times. poudel (2016) further mentions: it is high time to ask why we have been unable to transform ourselves into a relatively happy country. a country that can feed, educate and employ its population without having to wave a begging bowl in front of the powers that be. to that end, sherchan’s evergreen poems provoke some food for thought.(p.1) bhupi sherchan’s writings are timeless and spaceless as they are relevant to all times and places. it is so because his poems reflect the bitter realities of the society injustice, inequality, oppression, suppression, exploitation, dehumanization, poverty, false representation, misuse of power, and so on. in this regard, his poems hold the universal issues of human societies of beyond time and space. in galat lagcha malai mero deshko itihas, sherchan highlights the universal issue that naturalized official history is actually a politically generated discourse through the use of power. it is a new issue or topic in sherchan’s poem which has not been researched yet. therefore, rereading of nepalese official history in this poem is innovative and it adds a brick in the building of research. textual analysis galat lagcha malai mero deshko itihas (i think my country’s history is a lie) by bhupi sherchan (19361989) dismantles the establishment culture in general and the conventional history written by power in particular. the so-called history of the kings and the rulers of nepal is is totally a lie for the poet. even the gloriously established history of amar singh, sita, buddha, araniko and tenzing is incredible for sherchan. the traditional history one-sidedly magnifies the powerful people making some mythical realities and inculcating it as truth to the common people. it always ignores the historical reality of corruption, hunger, humiliation, exploitation, oppression, dehumanization, atrocities of the elites, ruler’s arrogance, hypocrisy and pomposity and all the prevailing social follies and fopperies in the nation. therefore, the conventional history is not inclusive rather it excludes the real facts. moreover, it is fiction not the fact created power-holders to fulfill the self-interests of the rulers and the elites. therefore, the mainstream history of nepal is a mere lie. sherchan questions the conventionally established notion that whole nepal and nepali people are prosperous and so this land is heavenly; there are no problems in any sectors in nepal. but, when the poet observes the crossroads and the streets, he finds them full of hunger, disorder, dimness and pessimistic, poignant and pathetic conditions. the so-called history of heavenly land, streets, crossroads and the human dwellings is nothing more than the fake reality created by the power-holding historians. it is the trend of the rulers of not only nepal but also the whole world to conceal the reality and manufacture discourses, knowledges, truths and histories. therefore, the history by power is a discourse that produces effects of truth. but it prevents people from thinking critically about it inculcating false consciousness of “history as reality” upon the emotionally patriotic people and plays upon the innocent sacrificial nature of the commoners. the poet utters: when i pa ge 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(3) 1-7, 2023 observe dwelling one-two days in these hunger-immersed crossroads in these streets like withered flowers then, i think my country’s history is a lie. (self trans., 1-6) the observation of the streets and the crossroads helps to mock at the historical discursivity that no nepal and nepali people suffer from troubles and difficulties. the power-driven history duplicitously records that all the streets, chowks and the dwellings are rich and happy which is totally challenged and falsified by the true picture of hunger, suffering, trouble and haziness prevailing in the nepali society. when the poet looks at the problematic lives of the people and the smeared condition of the human surrounding, he concludes that the so-called history of prosperity is only a lie made true in order to rule over the people and ultimately deceive them. bhupi sherchan attacks upon the so-called superiority, magnificence, omnipotence and omniscience of not only the great people standing still in the form of the statue but also the gods in the steeple of the temple. the truth recorded in the history is that the gods are almighty and all-knowing, and the great people in the statue always speak for the welfare of whole mankind. the gods always listen to the poor people and help them solve their problems. the great people even from the statue speak the voice of the common people against corruption, exploitation, poverty, hunger, injustice and violation of human rights. we believe it because of the recorded history and the so-called truth. but, the deafness and dumbness, passivity, stagnancy and helplessness even of the gods in the temples and the great men in the statues prove that the traditional history of their bravery, sacrifice and helpfulness is only an effect of truth, not truth as such. sherchan asserts: these gods dwelling in all down the street digging mud these knowing gods are but deaf and dumb, these knowing men, are but deaf and dumb, these temples ravaged by earthquakes, and, these leaning steeples (gajur), these great men in statues standing at the crossroads when i see all these, ever present, always there, never changing, always all alike, then i think it is a lie, the stormy history of my country. (self trans., 7-22) the constructed-truth that nepal is a land of gods and goddesses and the national heroes fighting and sacrificing for the sake of whole mankind has been subverted in the poem. when he looks at the surrounding, he finds the silent and unchanging statues of the heroes at the crossroads and the passive idols of gods in the temples which make him to the factual belief that the mainstream history of nepal is problematic. sherchan questions such powerful history with the help of the true observation of different streets, chowks, dwellings and the lands of nepal. the conventional history is stormy as it glorifies nepal, nepali rulers, nepali people, nepali cultures, nepali national heroes and the natural heritages. but, it exaggerates the constructed truths sidelining all the true realities of the people and the society. the silence of even the gods and the heroes symbolizes that nobody and no source speaks the voice of the marginalized people who are the real holders and beholders of the realities. therefore, this type of nepali history is totally questionable; it lacks even a single ounce of truth. sherchan challenges the ritualistic glorification of the national heroes and the emblems like sita and bhimsen thapa in history. the rulers preserve and worship the idols and the statues of the emblems but show the corrupt behaviours in real life. they loot the nation and oppress the people but show the lip-laced respect to the heroes destroying the dreams and sacrifices of them. the rulers always prioritize the words rather than the works as their intention is wrong. in the name of the country and the people, they exploit them. but, our history magnifies the contributions of the rulers who are shown to be responsible to the nation and people. it is their double standard that destroys the real truth and creates the false truth that the poet excavates an exposes in this poem. sherchan acclaims: when i constantly see numerous young sitas in the alleys crossroads, in all the streets, in my country and in foreign lands, stripped bare like eucalyptus trees, when i see countless bhimsen thapas, standing still and silent, slaying the songs of their souls, like kalki trees with their hands hanging down, then i really feel like mocking my own blood. (self trans., 23-35) it is nothing more than the mockery to worship and garland the national heroes like sita and bhimsen thapa compelling so many sitas to live a hellish life and so many bhimsen thapas to live a helpless life destroying their dreams and voices. in the street, there are so many young girls selling their own bodies and souls for their livelihood. even in such conditions, they are exploited more and given torture. then what will be the meaning of writing the history of sita as an ideal woman? it is only the hypocrisy of the rulers and the history constructed by them. the girls have been suffering in both motherland and foreign land exposed naked like the “eucalyptus trees”. they have been brutally exploited both physically and psychologically. but, this history never raises the voices of the wandering girls in the street and their sufferings. moreover, the warriors for democracy are limited only in the statue like the kalki tress hanging their hands down. it pa ge 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(3) 1-7, 2023 means even the statues are dilapidated and feel shy to the prevailing situation. the poet also feels mockery to the own nepalese blood seeing such condition in the nation. therefore, the mainstream history of nepal is totally problematic for the revolutionary and humanitarian poet sherchan. sherchan disrupts the told and heard facts in the history showing total disbelief and raising strong questions about them. amar singh’s extension of the territory of the nation, tenzing’s successful climbing of the world tallest mountain sagarmatha (mt. everest), buddha’s sowing of the peace seed and araniko’s world-astounding art are recorded in the history of nepal which we nepalese people read and tell arrogantly damn-caring the pathetic condition of the society. no doubt, the national heroes have spread the fame of the nation in the world, but, what is the meaning if the rulers fulfill their duties and responsibilities of prospering the nation only which can be the respect to them and their dreams? the poet claims that the people are deceived and dumbed highlighting the history and compelling them to live in lacks caused by corruption. therefore, the mainstream history is a fiction created by the rulers as a license to loot the nation and people. the poet projects: i hear amar singh extended the kingdom to kangra, i hear tenzing climbed sagarmatha, i hear buddha sowed the seeds of peace, i hear arniko’s art stunned the world; i always and only hear, but, i do not believe it. (self trans., 42-47) the poet, representing the voice of the margin, shows his disbelief to the facts of history because such facts are highlighted dehumanizing the people and sidelining their voice. we hear that amar singh extended the kingdom to kangra in the west; tenzing climbed the highest mountain sagarmatha; buddha sowed the seed of peace; and araniko’s art surprised the whole world. no doubt, such people have contributed to promote name and fame of the nation. but, what will poverty-stricken downtrodden people get from it? does it satiate their thirst and hunger? and, have the rulers fulfilled the dreams of such people? certainly not. then, the poet asks, “why should people believe such history?” the poet dismantles such antipeople untrue history and tries to rewrite the history of the margin. only the history that can solve the problem of the people, raise their voice and advance the nation is the real history of the nation and people. he believes only such type of history. therefore, this poem is not only a fictional creation but also the historic reality of the nation and common people. bhupi sherchan dismantles the bias, exclusive, discriminating and dehumanizing history written by the power-holding rulers who use the history as the best tool for exploiting the people and nation and continuing their oppressive rule. writing about bhupi sherchan, shreya poudel (2016) in the article “the lost decades: revisiting bhupi sherchan’s ghumne mech mathi andho manche” mentions: …throughout the poem, bhupi avertly challenges a monolithic sense of national identity and pride (centralized pahade hindu nationalism) evangelized particularly by king mahendra after he wrestled away a hard-fought democracy to institute absolute rule once again in 1960. if recent political empowerment of marginalized communities is making inroads into demystifying this convoluted sense of a singular, all-encompassing identity, bhupi was already denouncing it right from the time it began to take root. (the kathmandu post) for paudel, the conventional history glorifies only the singularity-based nationality, pride, glory and the fame. the monarchy magnifying history has been denounced by the poet in the poem orienting the thought towards all-inclusive democratic history even from the margin. results and discussion sherchan, being the voice of the voiceless, strongly claims that the mainstream history of nepal is a lie through his poem “galat lagcha malai mero deshko itihas”. he repeats the first stanza with total disbelief to the history twice in the poem adding the line: “my country’s true history is a lie” (54) in the last stanza. the so-called true history of nepal is nothing more than a lie for the poet. he boldly challenges the history of the power holders calling it totally fake made to misguide and mislead the people and to continue the rule. as there are lacks, puzzles, troubles, sufferings, exploitations, tortures, insults, hypocrisies, pomposities, atrocities, follies and corruptions in the nation, the history officially written is only a fictitious fact. how can such history be the history of the nation and people without including the voice of the common people and the advancement of the nation? the glorious history can be believed only if it addresses the problems of the people and attempts to establish a humane, moral, equal and just society. otherwise, it is nothing more than a license for the rulers to loot the nation and the people. the gold-plated history of amarsingh, sita, araniko, bhimsen and bravery of nepalese people cannot be believed when the bitter realities of society with hunger, poverty, rape, murder, violence, decadence, faithlessness, death of humanity, disloyalty, forgery, and falsity are prevailing elsewhere. therefore, such history is actually a gold-plated iron for bhupi sherchan; it is all-excluding and misrepresenting the nepalese reality. by presenting the claim with proofs that the history of nepal is a lie, sherchan advocates for rewriting the history from the perspective of the margin in order to make it allencompassing and real. conclusion to sum up, bhupi sherchan dismantles the conventionally recorded history of nepal based on the principle of exclusion and attempts to rewrite history from the margin reversing the center through his poem “galat lagcha malai mero deshko itihas”. though the official history records the contributions of national heroes like amar pa ge 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(3) 1-7, 2023 singh, who extended the kingdom to kangra, bhimsen thapa, who fought for democracy, tenzing, who climbed the world tallest mountain sagarmatha representing nepal, araniko, who astounded the world with the art, sita, who is the ideal woman, and buddha, who sowed the seed of peace, it sidelines the true voice of the people. therefore, seeing the sufferings of so many sitas in the society who are exposed naked like eucalyptus trees silenced bhimsen thapas murdering their own dreams and souls hanging down their own hands like kalki trees, and the dumb and deaf people, gods and the statues, the poet claims the official history of nepal to be a truly false history. he feels shy and mocked at when he hears and reads such history of nepal. he shows strong disgust to the traditional history created by the powerful rulers to exploit the people and nation and prolong their rule. by proving the so-called true history of nepal as only a lie, sherchan endeavours to rewrite the true history of people and nation including the excluded voices of the marginalized people in the society. sherchan’s new historicist perspective is remarkable for the advancement of the world rewriting true history from the below with real voices from the real grounds. this research can be a brick in the building-making process of revisiting problematic issues of history. references brannigan, j. (1998). new historicism and cultural materialism. st. martin’s press. imnepal, (2022). clear and unbiased biography about nepali sarbahara poet bhupi sherchan. retrieved february 10, 2022, from https://www.imnepal.com/ bhupi-sherchan-biography/ gallagher, c. & stephen g. (2000). practicing new criticism, u. chicago p. greenblatt, stephen. (1990). learning to curse: essays in early modern culture. routledge. harold a. v. (ed.). (1989). the new historicism. taylor & francis. harpham, g. g. (1991). foucault and the new historicism. american literary history, 3(2), 360-375. retrieved march 28, 2012, from http://www.jstor. org/stable/490057. hickling, m. (2018). new historicism. brock education journal, 27(2), 22-43. keith j. (ed.). (1997). history, historicism and the social logic of the text in the middle ages. the postmodern history reader, routledge. 25-45. laden, s. (2004). recuperating the archive: anecdotal evidence and questions of “historical realism”. poetics today, 25(1), 1-28. https://doi.org/10.1215/0333537225-1-1 lai, c. h. (2006). limits and beyond: greenblatt, new historicism and a feminist genealogy intergrams, 7.1-7.2. retrieved june 17, 2023 from, http://benz. nchu.edu.tw/~intergrams/071-072/071072-lai.pdf lamsal, y. (2012). bhupi sherchan: master satirist in nepali poetry, yuba nath lamsal. the gorkhapatra. retrieved february 4, 2013 from, http://www. weallnepali.com/sahitya-sumana/bhupi-sherchan montrose, l. a. (1989 ). professing the renaissance: the poetics and politics of culture. the new historicism. (ed.) harold aram veeser, routledge, 15-36. notes nepal, (2023). bhupi sherchan: poet bhupi, know every detail. retrieved february 12, 2023, from https://www.notesnepal.com/archives/8713 paudel, s. (2016 ). “the lost decades: revisiting bhupi sherchan’s ghumne mech mathi andho manche”. the kathmandu post. saturday features. retrieved sep 24, 2016 from, http://kathmandupost.ekantipur. com.np/news/2016-09-24/the-lost-decades.html raj, p. & e. p. (2015) fashioning text and context: a study on new historicism. langlit: an international peer-reviewed open access journal, 2(1), 212-216. retrieved june 17, 2023 from, www.langlit.org sherchan, b. (1984). ghumne mech mathi andho manche (“a blind man on a revolving chair”). (4th ed.). sajha prakashan. spiegel, g. (1990). history, historicism and the social logic of the text in the middle ages. speculum. 65 (1), university of chicago press. retrieved june 20, 2023 from, https://doi.org/10.2307/2864472 tyson, l. (2006). critical theory today: a user-friendly guide. (2nd ed.). routledge. veenstra, j. r. (1995). the new historicism of stephen greenblatt: on poetics of culture and the interpretation of shakespeare. history and theory, 34(3), 174-198. retrieved february 17, 2012 from, http://www.jstor.org/stable/2505620. pa ge 1 pa ge 20 2 american journal of arts and human science (ajahs) understanding civil servants’ perspectives on public sector reforms in liberia, case study on the ministry of finance paul g. gweama1* volume 3 issue 3, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i3.3257 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: july 02, 2024 accepted: august 04, 2024 published: august 07, 2024 in this study, the researcher delves into the perspectives of civil servants on public sector reforms in liberia, aiming to provide valuable insights into the effectiveness and sustainability of reform initiatives. the main objective is to understand the nuanced views of civil servants within the ministry of finance regarding ongoing reform efforts and their implications for policy design and implementation. public sector reforms in liberia have been a critical area of focus in recent years, with various initiatives aimed at enhancing efficiency, transparency, and service delivery. understanding how civil servants perceive these reforms is essential for ensuring their success and relevance in the liberian context. this study adopts a qualitative research approach, utilizing a mixed-methods design that includes in-depth interviews and focus group discussions, combined with a survey questionnaire to gather comprehensive firsthand perspectives from civil servants working within the ministry of finance. primary data collection methods are employed to capture the nuanced experiences and insights of frontline government employees involved in the reform process. the findings reveal a range of perspectives among civil servants, highlighting both challenges and opportunities in the implementation of public sector reforms. themes such as resistance to change, capacity building needs, and the importance of stakeholder engagement emerge as key considerations in shaping the success of reform initiatives. by incorporating these frontline perspectives into policy discussions, policymakers can enhance the relevance and effectiveness of reform strategies in liberia. keywords civil servants, public sector reforms, liberia, ministry of finance, policy implementation, transparency in government, service delivery, government reform initiatives 1 pan african university of governance, humanities and social science, university of yaoundé ii, cameroon * corresponding author’s email: muheebrehman18@gmail.com introduction public sector reforms are crucial for promoting good governance, enhancing service delivery, and driving economic development in countries recovering from conflict, such as liberia. the significance of public sector reforms in liberia lies in their ability to rebuild institutions, strengthen accountability mechanisms, and create an enabling environment for sustainable growth (world bank, 2020, p. 12). these reforms are essential for addressing the challenges stemming from years of conflict, improving governance structures, and meeting the evolving needs of the liberian population. this study aims to investigate civil servant’s perspectives within the ministry of finance in liberia regarding the ongoing public sector reforms. by engaging directly with frontline government employees, this research aims to uncover their experiences, challenges, and recommendations concerning reform initiatives. the ultimate goal is to provide valuable insights that can inform policy decisions and enhance the effectiveness of reform efforts in liberia. this research employs a qualitative approach, utilizing indepth interviews and focus group discussions to capture the diverse viewpoints of civil servants involved in public sector reforms. by gathering firsthand accounts and perspectives, this study seeks to gain a comprehensive understanding of the realities faced by civil servants in the reform process. in addition to the world bank report (2020), other scholars have highlighted the importance of public sector reforms in post-conflict settings (gbatu, 2023). these studies underscore the critical role that reforms play in rebuilding institutions and fostering sustainable development. the structure of this research will include a thorough literature review to contextualize the study within existing scholarship on public sector reforms in post-conflict countries. a detailed methodology section will outline the research design, data collection procedures, and ethical considerations. subsequently, an analysis of findings and discussions on the implications for policy and practice in liberia will be presented to contribute to the ongoing discourse on public sector reforms in the country. literature review existing literature on public sector reforms in developing countries highlights the significance of these initiatives in promoting good governance, enhancing service delivery, and driving economic development. scholars have emphasized the importance of reforming public sector institutions to address governance challenges and improve efficiency (world bank, 2018, p. 23). in postconflict settings like liberia, public sector reforms play a crucial role in rebuilding institutions and fostering sustainable development (derick & jennifer, 2015). these reforms are essential for enhancing transparency, accountability, and responsiveness to the needs of the population.(kristiansen, et al.). civil servants perspective within the public sector has pa ge 20 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 202-205, 2024 been recognized as valuable inputs for successful reform implementation. civil servants are at the frontline of service delivery and are directly involved in the execution of reform initiatives. their insights, experiences, and feedback are crucial for understanding the practical challenges and opportunities associated with reform processes (haque & aziz, 1998). by incorporating civil servants’ perspectives, policymakers can design more effective and sustainable reform strategies that resonate with the realities on the ground (sandholtz, 2023). despite the recognition of the importance of civil servants’ perspectives in public sector reforms, there are notable gaps in the existing literature. limited research has focused specifically on the experiences and viewpoints of civil servants within developing countries undergoing reform processes. this gap hinders a comprehensive understanding of the challenges faced by civil servants, the factors influencing their engagement with reforms, and the strategies needed to support their role in driving change (world bank, 2018). additionally, there is a need for more studies that explore the impact of civil servants’ perspectives on the outcomes of public sector reforms and the sustainability of reform efforts over time (world bank, 2020). conceptual review public sector reforms: public sector reforms refer to deliberate changes and restructuring efforts aimed at improving the efficiency, effectiveness, and responsiveness of government institutions and services (world bank, 2018, p. 7). these reforms encompass a range of initiatives, including organizational restructuring, policy changes, and capacity-building efforts designed to enhance governance and service delivery within the public sector. civil servants’ perspectives: civil servants’ perspectives refer to the viewpoints, experiences, and insights of government employees involved in the implementation of public sector reforms.(swen, 2022) understanding civil servants’ perspectives is essential for assessing the impact of reforms, identifying implementation challenges, and designing strategies that resonate with the realities faced by frontline workers in the public sector. service delivery: service delivery refers to the provision of public services to citizens by government institutions (world bank, 2020, p. 45). improving service delivery is a key objective of public sector reforms, as it directly impacts citizens’ access to essential services such as healthcare, education, and infrastructure. enhancing service delivery mechanisms is critical for promoting social and economic development in developing countries. methodology a qualitative research approach was employed in a study on understanding civil servants’ perspectives on public sector reforms in liberia, case study on the ministry of finance. this methodology aimed to delve deeply into the insights and experiences of civil servants within the ministry regarding the ongoing reform initiatives. to begin, a purposive sampling technique was utilized to select participants from various levels within the ministry of finance. this approach ensured a diverse representation of perspectives, encompassing senior officials, middle-level managers, and frontline staff. the selected participants were deemed crucial in providing a comprehensive understanding of the impact of public sector reforms on their roles and responsibilities. data collection methods included semi-structured interviews, focus group discussions, and document analysis. these techniques were chosen to capture a range of perspectives and facilitate interactive discussions among participants. the interviews and focus groups were conducted to gather firsthand accounts and opinions on the reforms, while document analysis helped in contextualizing the findings within the broader reform landscape. thematic analysis was employed to analyze the data collected from interviews, focus groups, and document reviews. this method involved identifying recurring patterns, themes, and insights within the data, allowing for a systematic exploration of civil servants’ viewpoints on public sector reforms. coding and categorization were carried out to extract meaningful findings and draw connections between different perspectives. ethical considerations were paramount throughout the research process. informed consent was obtained from all participants, ensuring their understanding of the research objectives and procedures. confidentiality and anonymity were maintained to safeguard the identities and responses of participants, particularly when dealing with sensitive information. these ethical safeguards were essential in upholding the integrity and trustworthiness of the study. despite the rigorous methodology employed, certain limitations were acknowledged. these included constraints related to sample size, the potential for biases in participants’ responses, and external factors such as organizational changes within the ministry of finance. recognizing these limitations, efforts were made to mitigate their impact and ensure the validity and reliability of the research findings. by adhering to this methodological framework, the study aimed to provide valuable insights into civil servants’ perspectives on public sector reforms in liberia, with a specific focus on the ministry of finance. through a systematic and ethical approach, the research sought to contribute to a deeper understanding of the challenges and opportunities associated with reform efforts in the public sector. results and discussion results overview of respondent demographics a total of 50 civil servants from the ministry of finance participated in this study. of these, 30% were mid-level managers, 40% were junior officers, and 30% were senior executives. the respondents’ average tenure in the pa ge 20 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 202-205, 2024 ministry was 10 years, with a distribution across various age groups, predominantly between 35-50 years. gender representation was fairly balanced, with 48% female and 52% male participants. perceptions of public sector reforms general attitudes towards reforms the majority of respondents (68%) expressed a positive outlook towards the public sector reforms implemented in liberia. they highlighted improvements in transparency and accountability as significant achievements. however, 32% of the participants were skeptical, citing concerns about the reforms’ sustainability and effectiveness in addressing systemic issues. impact on organizational efficiency approximately 54% of the respondents felt that the reforms had moderately improved organizational efficiency within the ministry. these improvements were attributed to the introduction of new performance management systems and digital tools. however, 46% of the respondents noted that inefficiencies persisted, particularly in inter-departmental coordination and resource allocation. employee morale and job satisfaction employee morale saw a notable increase for 60% of the respondents due to reforms that introduced clearer career progression paths and enhanced training opportunities. on the other hand, 40% of respondents reported dissatisfaction due to the perceived lack of consultation during the reform process and the abrupt implementation of new procedures. challenges and barriers resistance to change a significant challenge identified was resistance to change, with 45% of respondents citing that entrenched cultural attitudes and reluctance among some senior officials impeded the effective implementation of reforms. resource constraints resource constraints were another major barrier. 50% of the respondents highlighted inadequate funding and insufficient infrastructural support as factors undermining the full realization of reform goals. inadequate training and capacity building 30% of respondents indicated that inadequate training and capacity-building initiatives were problematic. they argued that while new systems were introduced, the training provided was often insufficient to ensure staff could fully utilize these systems effectively. discussion alignment with reform objectives the general positive sentiment towards the reforms aligns with the primary objectives set forth by the liberian government, including increased transparency and enhanced performance management. the reforms have indeed contributed to these goals, as evidenced by the reported improvements in organizational efficiency and employee morale. this suggests that while the reforms have had a beneficial impact, the full potential of these changes has yet to be realized. addressing skepticism and resistance the skepticism and resistance noted among 32% of the participants highlight the need for a more inclusive approach to reform implementation. involving civil servants in the planning and decision-making processes could mitigate resistance and enhance the acceptance of reforms. change management strategies that address cultural attitudes and involve all levels of staff are crucial in overcoming resistance and ensuring a smoother transition. resource and training needs the identified challenges of resource constraints and inadequate training underscore the need for a more strategic approach to reform implementation. adequate funding and infrastructure are essential for supporting new systems and processes. additionally, comprehensive training programs tailored to the needs of various staff levels would enhance the effectiveness of new systems and improve overall job satisfaction. future directions for reforms future reforms should consider a more phased approach with pilot programs to address identified issues before a full-scale rollout. this strategy could provide valuable insights and allow for adjustments based on feedback from civil servants. moreover, ongoing evaluation mechanisms should be put in place to assess the impact of reforms continuously and make necessary adjustments. conclusion this study provides a comprehensive analysis of civil servants’ perspectives on public sector reforms within liberia’s ministry of finance. the findings reveal a generally positive reception of the reforms, particularly regarding enhancements in transparency, accountability, and organizational efficiency. these reforms have led to notable improvements in employee morale and job satisfaction for many, demonstrating their potential benefits in the public sector. however, the study also identifies several critical challenges that must be addressed to maximize the effectiveness of these reforms. the skepticism and resistance observed among a significant portion of respondents highlight the need for a more inclusive and consultative approach to reform implementation. overcoming resistance to change, ensuring adequate resource allocation, and providing comprehensive training are essential steps for addressing the barriers to successful reform. the study underscores the importance of strategic planning pa ge 20 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 202-205, 2024 and phased implementation of reforms. engaging civil servants in the reform process, addressing their concerns, and continuously evaluating the impact of reforms are crucial for fostering a supportive environment for change. the insights gained from this research offer valuable guidance for policymakers and reform implementers, emphasizing the need for a balanced approach that considers both the administrative and human factors involved in public sector reform. references saye gbatu, a. (2023). historical perspective of governance reforms in liberia: an incisive review of major progress and challenges. https://www.researchgate.net/ publication/377223401_historical_perspective_of_ governance_reforms_in_liberia_an_incisive_ review_of_major_progress_and_challenges brinkerhoff, w., & brinkerhoff, m. (2015). public sector management reform in developing countries: perspectives beyond npm orthodoxy. https://www.effectiveinstitutions. org/files/public_sector_management_reform_in_ developing_countries.pdf haque, u. l., & aziz, (1998). international monetary fund working paper. https://www.imf.org/external/pubs/ ft/wp/wp98164.pdf swen, j. n. n. (2022). prospective civil servants cautioned to put on non-political stance for efficient governance. https://csa. gov.lr/prospective-civil-servants-cautioned-to-puton-non-political-stance-for-an-efficient-governance/ kristiansen, s., dwiyanto, a., pramusinto, a., & putranto, e. a. (2009). public sector reforms and financial transparency: experiences from indonesian districts. contemporary southeast asia, 64-87. sandholtz, w. a. (2023). the politics of public service reform: experimental evidence from liberia. https://www.cesifo. org/en/publications/2023/working-paper/politicspublic-service-reform-experimental-evidence-liberia world bank. (2020). liberia: governance reform and accountability transformation (great) project (p177478). https://documents1.worldbank. org/curated/en/099308310122326231/pdf/ idu05db62393020f095fd039bcb19f336f.pd world bank. (2020). world bank group annual report. https://thedocs.worldbank.org/en/ doc/832891604352590592-0090022020/original/ worldbankgroupannualreportsexecutivesummary.pdf world bank. (2018). public sector reform for results project (p164665). https://documents1.worldbank.org/ curated/en/492851582302049452/pdf/disclosableversion-of-the-isr-public-sector-reform-forresults-project-p164665-sequence-no-03.pdf pa ge 1 pa ge 23 american journal of arts and human science (ajahs) disclosure, concealment, and the issue of privacy among selected facebook users j. g. valencia1* volume 2 issue 4, year 2023 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v2i4.2198 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: october 07, 2023 accepted: november 10, 2023 published: november 14, 2023 more than ever, our media landscape has significantly changed, bringing about significant changes, as well, in our communication patterns and practices. undeniably, individuals from different age ranges have incorporated social media into their day-to-day activities, and the others, into their lives. these significant changes, however, have brought forth crucial issues along privacy and usage, considering social media’s scalability, replicability, persistence, and searchability. hence, this study entitled “disclosure, concealment, and the issue of privacy among selected facebook users” attempted to answer the following research questions: (1) is disclosure a practice among the respondents? if so, what do they disclose about themselves? (2) how do they disclose? do they disclose freely or selectively? (3)what do they conceal? ; (4) why do they practice concealment?; (5) is privacy a concern among the respondents? if so, what are their privacy practices? in an attempt to answer the aforementioned questions, the author utilized a qualitative interview questionnaire. however, due to time constraints, the interviews were conducted online. the respondents were selected using purposive sampling. specifically, those who were observed to be active on facebook were chosen. there were six (6) female respondents and one (1) male respondent, six (6) of whom are working, though not all of them indicated their specific jobs. it was found that disclosure is, indeed, a practice. however, the respondents disclosed rather selectively. thus, there were certain information that they did not disclose/chose to conceal. privacy was also found to be a concern among the respondents and this is reflected in their privacy practices. keywords disclosure, concealment, selective disclosure, privacy, privacy practices, social networking sites (snss), sns users 1 department of communication, college of development communication and arts & sciences, isabela state university cabagan campus, garita heights, garita, cabagan, isabela 3328, philippines * corresponding author’s email: jennifer.g.valencia@isu.edu.ph introduction this article attempts to answer the following research questions: (1) is disclosure a practice among the respondents? if so, what do they disclose about themselves? (2) how do they disclose? do they disclose freely or selectively?; (3)what do they conceal? ; (4) why do they practice concealment?; (5) is privacy a concern among the respondents? if so, what are their privacy practices? on the other hand, it attempts to examine the following theoretical inquiry: in sns usage/interactions, disclosure and concealment are processes that are intertwined, meaning, whenever sns users disclose about themselves, the process of concealment happens, as well. the author was also guided by the following arguments: (1) disclosure is a practice among the respondents.; (2) the respondents disclose selectively.; (3) though disclosure is a practice, the respondents practice concealment as well.; and (4) privacy is a concern among the respondents. this study will hopefully enhance the awareness of sns users on emerging privacy risks/challenges as well as shed light on disclosure and concealment practices which could help them uphold their privacy. as privacy has become a complex issue (considering the nature of online information and as well as the fact that marketing industries and the government have taken custody of sns users’ personal information), privacy management is vital in sns usage. literature review defining self-disclosure self-disclosure is communicating “previously unknown information about oneself so that it becomes shared knowledge, the process of making the self known to others.” (kisilevich, ang, and last, 2011, p.611) in this study, the author examines disclosure in the context of what had been disclosed in the respondents’ profiles (the respondents’ demographics), as well as in their posts. specifically, such disclosure involves online disclosure of information through the social networking site facebook. selective disclosure chen, pan & cai (2013) note that the “process of self-disclosure inevitably involves privacy.” thus, the aforementioned authors elaborate that individuals will “set up privacy boundary during the privacy information management process and disclose selectively.” chen, et al. (2013) based this on petronio and durham’s communication privacy management theory. the theory posits that the processes of disclosure and concealment are intertwined. this means that when sns users disclose about themselves, they observe the process of concealment as well (petronio & durham, 2015, p. 336). thus, they do not disclose everything. those that they choose not to disclose then are the concealed part of their story. in the study, the respondents practice selective disclosure for their safety, for better self-presentation, to help them manage their identity, and because they observe sensitivity with respect to their friends’ political and religious views. essentially then, the practice of disclosing selectively is not done merely for privacy purposes or for pa ge 24 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 23-36, 2023 the respondents’ benefit, but as a sign of respect to their friends’ views. this means that the respondents do not merely try to protect their own interests. they care about their friends’ wellbeing too. indeed, this is understandable as facebook is a social medium and was built primarily for social purposes. it is surprising to find at the moment though how the medium is being utilized for many other purposes. still in line with selective disclosure, petronio (2002, cited by bazarova, 2015, p. 2) notes that “people make deliberate decisions about disclosure, including what to disclose, with whom, where, and when.” this was likewise observed in the study. in their profiles, for instance, though they had disclosed personal information, there were other information that they did not disclose/ chose not to disclose. on the other hand, based on the author’s analysis of the respondents’ posts, though they disclosed things about themselves (home/family activity, activity with friends, food/dishes, even personal matters), the respondents observed certain limits/boundaries, meaning, they practiced concealment. this is discussed further in table 8. disclosure and concealment as intertwined processes petronio & durham suggest in their communication in privacy management theory that the processes of disclosure and concealment are intertwined (petronio & durham, 2015, p. 336). the said theory looks at the “process of disclosure as inherently dialectical, meaning when people disclose, they manage a friction – a push and pull – of wanting to reveal and conceal private information.” (petronio & durham, 2015, p. 337). jurgenson & rey (n.d., cited by martos, 2013, pp. 2-3) and boyd (2011, cited by martos, 2013, pp. 2-3) are also one in this argument, in which they had asserted that “privacy and publicity are intertwined…” as an example, martos (n.d., p. 3) states that “when someone shares part of a story publicly through a sns, there is always a part of the story that is not told…” considering jurgenson & rey (n.d., cited by martos, 2013, p. 3) and boyd’s point (2011, cited by martos, 2013, p.3), the privacy aspect then is that which remains untold, based on martos’ example (martos, 2013). this untold part of the story is then the concealed part of the story while the public part is that part of the story which is disclosed. the main theoretical inquiry of the study is then based on the argument that disclosure and concealment are processes that are intertwined. though essentially, petronio & durham’s point is similar to that of jurgenson & rey (n.d., cited by martos, 2013, p. 3) and boyd’s (2011, cited by martos, 2013, p.3), the author chose the former as it elaborated on the “push-and-pull” act, meaning, “when people disclose, they manage a friction – a push and pull – of wanting to reveal and conceal private information.” (petronio & durham, 2015, p. 337) the author likewise applied martos’ point (martos, 2013, p.3), which suggests that “when someone shares part of a story publicly through a sns, there is always a part of the story that is not told…” specifically, the author used the untold part of the story aspect to refer to that which is not disclosed by the respondents --the concealed part of the story. disclosure and concealment among sns users christofides, muise, and desmarais (2009, p. 341) found that sns users were “very likely to have posted information such as their birthday and e-mail address, … pictures such as a profile picture, pictures with friends, and even pictures at parties and drinking with friends.” (christofides, et al., 2009, p. 341) however, “most were unlikely or very unlikely to post pictures of them or their friends doing something illegal or pictures of themselves naked or partially naked.” in such case, it can be seen that while sns users disclose certain information/something about themselves, there are information/things that they choose to conceal as well. this was likewise observed in the study --in the respondents’ profiles, posts, as well as in their confessions. and as mentioned above (in selective disclosure), the respondents practice concealment for their safety, for better self-presentation, to help them manage their identity, and because they observe sensitivity with respect to their friends’ political and religious views. these affirm the theoretical inquiry of the study which suggests that the processes of disclosure and concealment are intertwined. this is based on petronio & durham’s communication privacy management theory. nosko, wood, and molema (2010, p. 408) also found that the “15 most consistently disclosed/provided pieces of information described personally identifying information (i.e., birth date, gender, profile pictures, photo albums, tagged photos and general photos of the user) as well as social connections (i.e., groups joined, and friends viewable).” other personal information revealed were on education (college/university attended) and “regular” updates (status, wall and mini-feed). “playful communications such as acceptance of pokes, messages, and gifts, and applications” were likewise provided (nosko, et al., 2010, p. 408). the 15 least disclosed items, on the other hand, include “key personal information (zip/postal code), phone numbers (both land line and mobile), home address, city or town, website and former name.” (nosko, et al., 2010, p. 408) limited information was also provided with regard to “some aspects of educational experience” (i.e., school mailbox, courses, degree, awards, and room). lastly, “optional wall features (i.e., super wall and advanced wall), market place listings and events as described in the mini-feed were also infrequently included.” (nosko, et al., 2010, p. 408) as in the literature by christofides, et al. (2009, p. 341) and the findings of this study, the aforementioned literature (nosko, et al., 2010, p. 408) shows that the processes of disclosure and concealment are intertwined. indeed, though disclosure is a practice among the sns users, they likewise practice concealment. though the respondents’ concern for their facebook friends and other reasons (identity management and better self-presentation) were mentioned above in pa ge 25 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 23-36, 2023 the context of selective disclosure and concealment, essentially, these boil down to the issue of privacy, which is the act of withholding information, or any personal details in an effort to protect an sns user’s account. thus, the aforementioned discussion on disclosure, selective disclosure, and concealment suggests that privacy matters to sns users and of course, to the respondents of this study. indeed, this surfaced in the findings and analysis of the study. this is specifically discussed in tables 6-7. the complexity of the issue (privacy) though is tackled in the analysis in table 1. privacy as a crucial concern among sns users privacy challenges such as “database marketing” or “government surveillance”, and (gandy, et al., cited by liu and fan, 2015, pp. 2142-2143) “the persistence, replicability, searchability, and scalability” of online information (ocadlikova, 2015, pp. 12-13) faced by sns users has led them to adopt certain privacy practices. some users control their friend lists, manage several facebook accounts, use pseudonyms (wisniewski, et al., n.d. , p. 1 and goldie, 2010, pp. 1-4), there are also some who conceal certain personal information i.e. phone numbers, email addresses, (lenhart and madden, 2007, cited by liu and fan, 2015, p. 2143) family life, and sexual orientation (goldie, 2006, cited by liu and fan, 2015, p. 2143), deactivate their accounts, delete posts just after posting (boyd & marvick, 2011, cited by liu and fan, 2015, p. 2143), do “weekly wall cleanings”, remove photo tags (goldie, 2010, pp. 1-4), prune friends, and make their profiles private or partially private (madden, 2012, p. 2). the analyses of this study’s findings also confirm that the respondents care about their privacy and along this line, they have adopted certain privacy practices (modification of privacy settings such as controlling posts that appear in their timeline, controlling friend lists, concealment of political and religious views, disclosure through private messaging, disclosure of merely positive statuses, posting only events that “are not that private”, posting only “decent pictures) these can be seen in tables 6-7 as well as in table 6. examination of their profiles and posts also shows that they practice concealment. based on their confessions in table 6, it was likewise found that they practice concealment for their safety, for better selfpresentation, to help them manage their identity, and as a way of observing sensitivity with respect to their friends’ political and religious views. the privacy-publicity dichotomy the basic argument here is that such dichotomy is a problematic one as putting a boundary between what is private and public has become a difficult task. nissenbaum (2010, cited by martos , 2013, p. 3), for instance, argues that “the activities and interactions through snss cannot be clearly categorized as either public or private…” as ford (2011, cited by martos, 2013, p. 3) also acknowledges the “problematic traditional privacy-publicity dichotomy” in sns usage, he suggests a model of “privacy as a continuum.” as such, he points out that “users can experience different levels of privacy in function of the control to the access to their information.” in line with these, the author argues (in table 1) that even if privacy and publicity were categorized, sns users cannot be guaranteed of their privacy considering the “persistence, replicability, scalability, and searchability of online information (as pointed out by boyd, 2010a, cited by martos, 2013, p. 3). due to database marketing and government surveillance, we know for a fact that marketing industries and the u.s. government have access to sns users’ personal data. the author points out the following in table 1: with respect to database marketing, users can at least control the ads (advertisements) that come in and at least, we know that what they are after is sales. but when we talk about government surveillance, it’s another story. indeed, the u.s. government can easily spy into users’ cyber activities and can keep track of their whereabouts. actually, one former employee of the central intelligence agency (cia), edward snowden, once divulged that the u.s. government can “wiretap” all communication channels used by individuals anytime they want to. is this the kind of privacy that we imagined? are we comfortable with the thought that individuals (authorized by the u.s. government) could actually be spying on us? considering this, sns users should always be on guard, not only with their disclosure of sensitive issues (especially those concerning the u.s. government), but with their communication activities, and even other activities, if they want to remain safe. indeed, the sanest and the safest thing to do would be to delete one’s account or not to maintain any account at all. the decision though lies in the hands of the sns users. the polarized public debate on privacy with respect to this polarized debate, there are two emerging camps: the privacy-is-dead camp and the other, claims that sns users still care “deeply about privacy online…” (madden 2012, pp. 1-3) adherents of the former camp argue that “if people are willing to share all manner of personal details about their lives on social networking sites their physical location, photos of their children, intimate accounts of personal struggles and triumphs then surely they must have abandoned any reasonable expectation of privacy.” (madden 2012, pp. 1-3) some researchers, on the other hand, note that sns users are “uniquely unconcerned about privacy; that over time, regular use of social media without any major negative experiences may lessen their concerns about sharing information.” (madden 2012, pp. 1-3) the latter camp, on the other hand, contend that sns users still care “deeply about their privacy online but those sensitivities have been ill-served by technology companies that stand to profit from more widespread sharing and availability of personal information.” (madden, 2012, pp. 1-3) the results of this study definitely affirm the argument that sns users care about their privacy and this is apparent pa ge 26 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 23-36, 2023 in their privacy practices. however, amidst these privacy practices, a serious issue that beset sns users nowadays is that privacy is no longer completely guaranteed due to the emerging privacy challenges. indeed, if nobody dares to raise these issues and do it in bolder ways, this privacy issue will remain unresolved. the question is, who would take courage to question what the u.s. is doing? more current literature on the subject matter (from 2019 to 2023) are rather scarce. additionally, these are quantitative in nature, and are therefore, non-descriptive (ostendorf, s., meier y. & brand, m., 2022; vu, t.v., ha, h.t., nguyen, h.t., dam, a.t.v., & vu, h.t.t., 2022; hollenbaugh, e.e., 2019; chou, h., liu, y., & chou, c., 2019) while there are qualitative studies, these do not focus on disclosure, concealment, and privacy issues (winstone, l., mars, b., haworth, c., & kidger, j., 2021; masrom, m., busalim, a., abuhassna, h., & mahmood, n., 2021; brown, a., 2020; aljasir, s., bajnaid, a., elyas, t., & alnawasrah, m., 2017; russett, j. & waldron, l., 2017) other qualitative studies on disclosure, on the other hand, examine the users’ disclosure in relation to their health issues. in light of the forgoing, this study has been undertaken. materials and methods the study applied the qualitative approach. specifically, the author conducted online observation of the respondents’ disclosure and concealment practices and thereafter, utilized a qualitative interview questionnaire. however, due to time constraints, the interviews were conducted online. the respondents were selected using purposive sampling. there were six (6) female respondents and one (1) male, six (6) of whom are working, though not all of them indicated their specific jobs. the first part of the data was obtained through the selected users’ profiles and posts while the second part was gathered through online interview. observation of the respondents’ disclosure in their profiles as well as in their posts was done to determine what they disclose and what they do not disclose/what they conceal. their profiles and posts were likewise analyzed to determine how they disclose -- that is, whether they do it freely or selectively. questions in the online instrument attempted to examine what the respondents did not disclose/tried to conceal based on their confessions, whether or not they consider privacy as a concern and the accompanying reasons, and whether or not they had modified their privacy settings and the accompanying reasons as well. as in the profiles and posts, the respondents’ confessions were likewise analyzed to determine what they disclose, what they conceal, how they disclose (whether they disclose freely or selectively), as well as to determine their privacy practices. the respondents’ profiles were examined first, followed by their posts, and their confessions in the online interview. moreover, the data gathered in the study participants’ profiles and posts were categorized before these were analyzed. as for the data gathered through the online interview, the texts (from the respondents’ confessions) were analyzed to deduce/determine what they conceal, why they practice concealment, and to determine their privacy practices. the rest of the data were organized into matrices before analysis. a total of eight (8) posts for each respondent were recorded. since the dates of posts vary for the respondents, the data were not gathered on fixed dates but rather, irregularly. results and discussion respondents’ disclosure based on their profiles the blocked areas in table 1 show what the respondents disclosed in terms of demographics: work, education, home details, birth details, religion, gender, languages spoken, relationship, family, other details, and contact details. it can be seen from the data, however, that the respondents did not indicate complete demographic details for each category (as seen in the white areas of the table), which their profiles tried to elicit by default. thus, while the blocked areas show what the respondents disclosed in terms of demographic details, the white areas, on the other hand, show what the respondents did not disclose. in other words, these are the demographic details that they withheld. respondent 1 disclosed about work, education, and table 1: demographics w or k e du ca tio n h om e de ta ils b ir th d et ai ls r el i-g io n g en de r la ng ua ge s sp ok en r el at io nsh ip fa m ily o th er d et ai ls c on ta ct de ta ils 1 2 3 4 5a 5b 6a 6b 7 8a 8b 9 10 11 12 13 14 15 16 17 18 19 r1 r2 r3 r4 r5 r6 r7 pa ge 27 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 23-36, 2023 family. on the other hand, she did not disclose about home details, birth details, religion, gender, languages spoken, other details, and contact details. these personal details (the latter) then are the concealed information or the “untold part of the story”, using martos’ term (martos, 2013, p. 3). respondent 2, on the other hand, disclosed about work, education, home details, birth details, religion, gender, languages spoken, relationship, family, and other details. she did not disclose her contact details, however. respondent 3 disclosed about education, home details, birth details, gender, relationship, and other details. on the other hand, he did not disclose about work, religion, languages spoken, family, and contact details, which constitute the untold part of the story. respondent 4 disclosed about work, education, home details, birth details, gender, and family. she did not disclose about religion, languages spoken, relationship, other details, and contact details. respondent 5 disclosed about work, education, home details, gender, relationship, family, and other details. she did not disclose though about her birth details, religion, languages spoken, and contact details. respondent 6 disclosed about work, education, home details, birth details, religion, languages spoken, family, other details, and contact details. on the other hand, she did not disclose her gender and relationship. respondent 7 disclosed about her work, education, home details, birth details, gender, relationship, and contact details. she did not disclose, however, her religion, languages spoken, family, and other details. the aforementioned results suggest that there is a conscious attempt on the part of the respondents to withhold or protect certain personal information in their profiles. this is likewise shown in their responses both in tables 8 and 9, where they had confessed that privacy is a concern and that they had modified the privacy settings of their facebook accounts. besides these, the respondents’ reasons as to why they consider privacy a concern and as to why they had modified their privacy settings can also be seen in the said tables (8 and 9). on the other hand, it can be deduced from the findings in table 1 that the process of disclosure also involves the process of withholding certain information, that is, concealment of personal information, which is the main theoretical inquiry for this study. this is further supported by the communication in privacy management theory which posits that the processes of disclosure and concealment are intertwined. (petronio & durham, 2015, p. 336) the said theory looks at the “process of disclosure as inherently dialectical, meaning when people disclose, they manage a friction – a push and pull – of wanting to reveal and conceal private information.” (petronio & durham, 2015, p. 337). jurgenson & rey (n.d., cited by martos, 2013, p. 3) and boyd (2011, cited by martos, 2013, p. 3) are also one in this argument, in which they had asserted that “privacy and publicity are intertwined…” as an example, martos (2013, p. 3) states that “when someone shares part of a story publicly through a sns, there is always a part of the story that is not told…” though the respondents’ profiles in themselves reflect that untold part of the story (in the personal details that the respondents did not disclose or chose to withhold/conceal), this aspect will be tackled further in table 6 (the “untold part of the story” --what is concealed in the respondents’ posts as reflected in their confessions) and its discussion. amidst this discourse on disclosure and concealment, however, other authors (nissenbaum, 2010 and ford, 2011, cited by martos, 2013, p. 3) note the complexity of the issue. nissenbaum (2010, cited by martos , 2013, p. 3), for instance, argues that “the activities and interactions through snss cannot be clearly categorized as either public or private…” as ford (2011, cited by martos, 2013, p. 3) also acknowledges the “problematic traditional privacy-publicity dichotomy” in sns usage, he suggests a model of “privacy as a continuum.” along this line, ford (2011, cited by martos, 2013, p. 3) points out that “users can experience different levels of privacy in function of the control to the access to their information.” however, even if privacy and publicity were categorized, can users be assured/guaranteed of their privacy? indeed, how private is “private?” with the persistence, replicability, scalability, and searchability of online information (as pointed out by boyd, 2010a, cited by martos, 2013, p. 3), users cannot be assured that what they deemed private will really stay private. in fact, gurses & berendt (2001, p. 2) cite about an empirical analyses (which supports the view that “sns play an active role in the general privacy nightmare of the internet”), which has shown that “vast amounts of data are collected, often without a clearly defined purpose, that privacy settings are cumbersome and their use poorly communicated, and that privacy setting defaults reveal a lot of information…” gandy, 2007; turow, feldman, & meltzer, 2005 (cited by liu & fan, 2015, p. 2142) also note that as a large part of “social life is conducted online, individual control of personal information often loses out to database marketing or government surveillance.” where does this leave us then? though the issue on the use of privacy settings (being “cumbersome” and that “their use” is poorly legend: 1 – past workplace 9 – religion 2 – current workplace 10 – gender 3 – work/occupation 11 – languages spoken 4 – course 12 relationship 5a – alma mater 13 – family members 5b – address of alma mater 14 – name of partner 6a – home 15 – other name 6b – home address 16 – about self (facebook-given category) 7 – home town 17 interests 8a – birthday 18 – cellphone number 8b – birth year 19– yahoo/google messenger accounts r1-r7 – respondents 1-7 pa ge 28 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 23-36, 2023 communicated as noted by gurses & berendt, 2001, p. 2; and that such settings “often appear ambiguous to users” as stated by livingstone, 2008, cited by liu & fan, 2015, p. 2143) is likewise being raised in this complex discourse on privacy, the author believes that the more serious matter that merits important attention from users is the fact that marketing industries and the government (the u.s, government, in particular) have access to sns users’ accounts. with respect to database marketing, users can at least control the ads (advertisements) that come in and at least, we know that what they are after is sales. but when we talk about government surveillance, it’s another story. indeed, the u.s. government can easily spy into users’ cyber activities and can keep track of their whereabouts. actually, one former employee of the central intelligence agency (cia), edward snowden, once divulged that the u.s. government can “wiretap” all communication channels used by individuals anytime they want to. is this the kind of privacy that we imagined? are we comfortable with the thought that individuals (authorized by the u.s. government) could actually be spying on us? considering this, sns users should always be on guard, not only with their disclosure of sensitive issues, but with their communication activities, and even other activities, if they want to remain safe. table 2: respondents’ posts for the month of november (6, 15, 29, 30) posts r1 r2 r3 r4 r5 r6 r7 activity (home/family) academic activity places visited food/dishes courtship christmas travel legend: r1-r7 – respondents 1-7 respondents’ disclosure based on their posts common post for the month of november was on home/ family activity. the respondents’ posts on this category include decorating the house for christmas, lechontasting and ordering, weekend camping, eating with family members, and movie-watching. apparently, the emerging theme in the respondents’ posts is christmas. this is understandable as it was the month of november and thus, christmas was fast approaching. the respondents’ posts also include the following categories: academic activity, places visited, food/dishes, courtship, christmas, and travel. respondent 1 posted about home/family activity. respondent 2 had the following posts: home/family activity, places visited, and travel. it has to be noted that the latter posts (places visited and travel) were not grouped into one category as these posts were different in terms of form. the last category, travel, for instance, was in the form of a quote (“travel is my therapy.”) the category, places visited, on the other hand, were in the form of pictures with captions. respondent 3 posted about academic activity, courtship, and christmas. respondent 5 posted about home/family activity and food/dishes. the respondents’ posts, however, were consolidated into categories, as reflected in table 2. thus, the posts under the given categories should not be regarded as single posts, meaning, there could be more than one post in each category. the respondents’ posts were essentially for general readership as these were not in any way personal except for one post from respondent 3, which was rather a personal thought/reflection about courtship “for sure ‘pag sinagot niya ako, wala na ‘kong time mag-fb!” along this line, the author believes that while a person can talk about such matter in his/her circle of friends, it is not for general consumption. the author though tried to examine the respondent and his friends’ comments underneath such post and found that the respondent did not in any way elaborate on the post. in short, though such post may appear to be a personal post, the respondent did not disclose any further with respect to the post. thus, it can be deduced in this case that the respondent only discloses to a certain point. thus, there are things that he tries not to disclose as well. this “push-and-pull” act is further confirmed in table 6. in the said table (table 6), it can likewise be seen that the rest of the respondents also practice this “push-and-pull” act. indeed, while the respondents disclose about themselves, there are things that they try to conceal as well. this supports the theoretical inquiry of the study which posits that the processes of disclosure and concealment are intertwined. while the other respondents had no posts for this month (november), their posts were obtained from the other months. it should then be noted that equal number of posts were obtained for each respondent. hence, while there may be respondents who did not post in a given month, same number of posts (as the other respondents) were obtained from the other months of the data gathering period. common posts for the month of december were on home/family activity and activity with friends. these posts include the following: lunch with family, family pa ge 29 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 23-36, 2023 table 3: respondents’ posts for the month of december (1, 6, 8, 19, 23, 25, 29, 31) posts r1 r2 r3 r4 r5 r6 r7 activity (home/family) activity (with friends) food/dishes gifts self and loved ones accepting friend requests respondent’s character legend: r1-r7 – respondents 1-7 get-together, family and whereabouts, preparations for christmas, lunch with friends, and sem. ender party with friends/colleagues. other posts include food/dishes, gifts, self and loved ones, accepting friend requests (graphics downloaded from a web site, explaining the gesture of accepting a friend request --“when a girl accepts a friend request” from a guy), and respondent’s character. as in the month of november, the theme of the respondents’ activities is christmas. the category, self and loved ones were separated from the category, home/family activity as the former was in the form of thoughts/reflections while the latter was in the form of pictures with captions. the category, respondent’s character was likewise regarded as a separate category as this was in the form of graphics (this was taken/downloaded from a web site), describing the respondent’s character, though this was rather portrayed in a light manner meaning, in a rather funny way. respondent 1 had the following posts: home/family activity, activity with friends, and food/dishes. respondent 5 posted about home/family activity and activity with friends. respondent 6 posted about self & loved ones, as well as about her character. respondent 7 posted about gifts and accepting friend requests. as in the respondents’ posts for the month of november, their posts for the month of december were for general readership as well except for one post from respondent 6, which was a thought/reflection about herself and her family/loved ones. this was rather a personal confession, depicting her sad feelings about her situation, saying that perhaps, it is time to leave her loved ones. in such confession, she was likewise contemplating on going abroad as according to her, if she remained with her loved ones, “sasaktan ka lang nila.” again, as in the case of respondent 3 in the previous table (table 2), the author tried to examine the comments underneath this post and found that although respondent 6 had this personal post, when her friends asked her about the situation/tried to elicit more information about her situation, the said respondent did not answer her friends’ questions. thus, it can be deduced that although the respondent’s post may seem personal, there’s a part of it which she chose not to disclose --a part which she attempts to conceal and that is, the details of her confession/post. again, this supports the theoretical inquiry of the study. this aspect of concealment is also discussed further in table 6, not only for respondent 6 but for the other respondents as well. table 4: respondents’ posts for the month of january (1, 3, 5, 31) posts r1 r2 r3 r4 r5 r6 r7 activity (home/family) activity (with friends) academic activity personality (character, kindness) groom and bride food/ dishes and place gifts weather new year (coming year, new year greetings) vacation current events/issues (mrt-lrt fare increase) mother and daughter legend: r1-r7 – respondents 1-7 pa ge 30 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 23-36, 2023 common posts for the month of january, as shown in table 4, were on home/family activity; food/dishes and place; and gifts. other posts include activity with friends, academic activity, personality, groom and bride, weather, new year, vacation, current events/issues, and mother and daughter. the category, mother and daughter, was separated from the category, home/family activity, as the former was merely a picture with hashtags. it was not an activity, which the category, home/family activity depicted. as in the posts for the months of november and december, the respondents’ posts for the month of january were for general readership as nothing was observed to be personal in their posts. however, their confessions in table 6 show that there is that “untold part of the story” meaning, that part of the story which the respondents try not to disclose/try to conceal. thus, though disclosure is a practice among the respondents, based on their posts and what they had disclosed in their profiles, they, too practice concealment. in the process of disclosure then, another process is observed as well that is, the process of concealment where the respondents choose not to disclose a part of themselves/their story. again, this supports the theoretical inquiry of this study: the processes of disclosure and concealment are intertwined. common posts shown in table 5 include the following table 5: respondents’ posts for the month of february (1, 3, 7, 12, 13, 14, 15, 17) posts r1 r2 r3 r4 r5 r6 r7 activity (home/family) activity (with friends) academic activity valentine greetings food/dishes love god philippines (as a retirement haven) age and appearance grammar reading encounter with toxicologist legend: r1-r7 – respondents 1-7 categories: home/family activity and academic activity. respondent 1 had the following posts: home/family activity, valentine greetings, and food/dishes. respondent 2 posted about love, god, and the philippines as a retirement haven of foreigners. respondent 3 had the following posts: grammar, reading, and encounter with a toxicologist. respondent 4 posted about activity with friends, god, and age & appearance, particularly on an app (“do you look your age?”). respondent 5 posted about an academic activity. respondent 6 posted about home/family activity and academic activity. the respondents’ posts, as in their posts for the months of november, december, and january, were for general readership as their posts depicted nothing personal/ sensitive except for one post by respondent 3. in such post, he talked about his encounter with a toxicologist and what the latter shared about himself: that “the reason he has gotten to where he is right now is to avoid dementia.” however, though it is rather a personal/ sensitive matter, the respondent’s post did not disclose further details on the toxicologist that he was discussing about. that part of the story which the respondent did not disclose, the author believes, is the “untold story”, or the story which the respondent is trying to conceal. indeed, the respondents’ confessions in table 6 confirm that although the respondents’ disclosure in their posts and profiles suggest that disclosure is a practice, they undergo the process of concealment as well. again, this supports the theoretical inquiry of the study which suggests that the processes of disclosure and concealment are intertwined. in other words, the respondents go through a “push-an-pull” act whenever they disclose information since in the said process, they too observe another process that is, the process of concealment. the respondents’ confessions in table 6 reflect what the respondents do not disclose or choose to conceal. while a number of their confessions do not really say outright what they choose to conceal, such statements imply or suggest that there are things/issues that they would rather not talk about/post in their statuses. thus, this is the “untold part of the story”, what the respondents attempt to cover up/conceal about themselves. a number of their confessions though say outright what they choose not to talk about or conceal, for instance, their political views and religious views. these too, form part of that “untold story”. while the respondents’ posts (in tables 2-5) and what they had disclosed in their profiles then show that disclosure is a practice, (though part of the discussions in tables 2-5 also suggest that there was pa ge 31 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 23-36, 2023 table 6: the “untold part of the story” (what is concealed in the respondents’ posts as reflected in their confessions) the “untold part of the story” r1 r2 r3 r4 r5 r6 r7 she posts, mostly, travel pictures as this is her passion; discloses minimal religious views; does not disclose political views; “revealing too much can put one in a very compromising, often dangerous situation” “…there are things that i communicate/disclose about myself or anything only through private messaging or the fb messenger application.”; “i have only disclosed personal information in such a way that it contributes to project what identity i want my fb friends to know. it is enough that i disclose personal information that other fb users generally disclose. fb is not my life. if some fb friends need or want to know something more about myself then they just have to actually meet me in person so we can talk.”; “…disclosure of my political and religious views depends largely on the current and arising political and religious issues. i don’t disclose my full views considering that my fb friends have varying religious denominations and political affiliations.” “even with its security settings, fb is still a social medium. it’s not my nature to freely show off what i have by posting photos every now and then.”; “most of my status is positive as i don’t want my family and relatives to worry about me.”; does not disclose her political and religious views; “i believe fb is not the proper avenue for me to do it. i live in a country where islam is the main religion, and i don’t want to offend them as many of my fb friends belong to islam.” “…i only post important events which i do not find that private so that i could prevent criminal activities” from happening in “my account” she posts more on her “family pictures”; “i love to show their pictures to my friends.”; “it is always important to choose pictures which are decent to see.”; “i choose to disclose myself to my friends and friends of friends only for security purposes.” did not answer the question that part of the story which was not disclosed/which was concealed based on the examination done in the comments indicated by the respondents and their fb friends concerning the posts), their confessions in table 6 further confirm that they practice concealment. these confessions will be examined in detail in the succeeding paragraphs. examining the first statement of respondent 2 where she confessed that “mostly, (she posts) travel pictures as this is her passion”, such confession implies that the respondent has a certain bias when it comes to posting travel pictures as this according to her, is her passion. thus, this is what she posts about “mostly”. her statement then further suggests that she could be posting on other things rather in a limited manner as her posts mostly “talk” about her travel pictures. as such, there may be things that she tends to leave out in her posts --the “untold part of the story/ what is concealed in the respondent’s story. her second confession that she only discloses “minimal religious views”, also implies that she does not disclose her full views with respect to religion. thus, the views that she does not disclose are the “untold part of the story” -- that part of the story which is concealed. lastly, her third confession, where she said that she does not disclose her political views, say outright that this is another “untold part of the story” ---what is concealed in the respondent’s posts. looking into the confessions of respondent 3, his first statement, “there are things that i communicate/disclose about myself or anything only through private messaging or the fb messenger application”, suggests that he discloses rather selectively. thus, what is depicted in his posts does not constitute the whole story. this then is the “untold part of the story” --what is not disclosed/what is being concealed in the respondent’s story. his second confession, “i have only disclosed personal information in such a way that it contributes to project” the identity he wants his “fb friends to know” suggests that in the process of disclosure, the respondent tends to filter out certain information as he only discloses information which he thinks contributes to project his desired identity. such information being filtered out in the process then is the “untold part of the story” --that which is being concealed in the respondent’s story. his third confession, “it is enough that i disclose personal information that other fb users generally disclose” also suggests that he limits his disclosure to that which qualifies for general disclosure. thus, it follows that he does not disclose things which are not fit for general disclosure. these things which are not disclosed are the “untold part of the story” ---that which is concealed in the respondent’s story. his fourth confession, i don’t disclose my full views considering that my fb friends have varying religious pa ge 32 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 23-36, 2023 denominations and political affiliations” suggests that the respondent only discloses partial views with respect to religion and politics. the views then that are not disclosed in such process of disclosure are the “untold part of the story” --the concealed part of the respondent’s story. examining the confessions of respondent 5, her first statement, “it’s not my nature to freely show off what i have by posting photos every now and then” implies that she tends to limit her posts/the pictures that she posts. the fact that she limits her posts and that it’s not her “nature” to “freely show off ” what she has mean she does not post on everything. thus, what she tends not to disclose is the “untold part of the story” --the concealed part of the respondent’s story. her second confession, “most of my status is positive as i don’t want my family and relatives to worry about me” implies that she discloses selectively as she rather chooses to disclose mostly, things that are positive. thus, the things that she tends not to disclose are the “untold part of the story” --that which is concealed in the respondent’s story. on the other hand, her last confession that she does not disclose her religious and political views say outright that “untold part of the story” --the respondent’s political and religious views. this the concealed part of the respondent’s story. as for respondent 4, her confession, “i only post important events which i do not find that private…” implies that she discloses selectively as well. it also means that she does not disclose things which she finds to be “that private”. thus, the things that are being left out in the process are the “untold part of the story” --those that are concealed in the process. for respondent 6, her confessions that she posts more on her “family pictures” and that she loves “to show their pictures” to her friends imply that she has a certain bias in posting her family pictures. thus, if she tends to post more on her family pictures, it also means that other posts are depicted rather in a limited manner as these do not receive the same attention as that of her family pictures. as such, the posts may not tell the whole story. this part of the story that is not disclosed in the process is the “untold part of the story” --the concealed part of the respondent’s story. her second confession that “it is always important to choose pictures which are decent to see” also implies that she discloses pictures selectively. this means that there are pictures that she chooses not to disclose. thus, this is the “untold part of the story” -- what is being concealed in the respondent’s story. overall, the aforementioned findings and analyses of the respondents’ statements/confessions support the theoretical inquiry of the study: that the processes of disclosure and concealment are intertwined. but what does this tell us? why all these concealments? examining the respondents’ confessions in table 6, it can be deduced that concealment is practiced because they care about their safety, they observe sensitivity with respect to their friends’ political and religious views, for better self-presentation, and to help manage their identity. with respect to safety, respondent 2 remarked: “revealing too much can put one in a very compromising, often dangerous situation.” respondent 4, for instance, confessed: “i only post important events which i do not find that private so that i could prevent criminal activities” from happening in “my account.” respondent 6 likewise remarked: “i choose to disclose myself to my friends and friends of friends only for security purposes.” on the other hand, in their observance of sensitivity with respect to their friends’ political and religious views, respondents 3 and 5 gave the following remarks, respectively: “i don’t disclose my full views considering that my fb friends have varying religious denominations and political affiliations.”; i live in a country where islam is the main religion, and i don’t want to offend them as many of my fb friends belong to islam.” in terms of better selfpresentation, respondent 6 confessed that she loves to share her family pictures to her friends and that “it is always important to choose pictures which are decent to see.” in relation to identity management, respondent 3 remarked: “i have only disclosed personal information in such a way that it contributes to project what identity i want my fb friends to know.” it can be seen from the aforementioned confessions of the respondents that they have their own personal reasons for not disclosing certain views or a part of themselves. indeed, considering privacy challenges as database marketing, government surveillance, identity theft, etc., even compounded by how complex privacy has become, and with the persistence, replicability, scalability, and searchability of online information (boyd, 2010a, cited by martos, 2013, p. 3), which had been examined in table 1, safety should be a crucial concern among sns/facebook users. apparently then, the respondents observe the process of concealment for the aforementioned reasons. though these per se are ways of managing their privacy, the following tables (tables 6 and 7) specifically examine how the respondents regard privacy as a concern in their facebook usage.table 7 shows that the respondents consider privacy as a concern. indeed, this is apparent, considering the reasons they had indicated. also, if we refer to table 1 (respondents’ disclosure based on their profiles, particularly demographics), it can be seen that although the respondents had disclosed certain information, apparently, there is an attempt to withhold certain information as well, which in itself is a privacy practice. this concern for privacy likewise surfaced in the previous analyses of the respondents’ disclosure (tables 1-5: disclosure based on their profiles and disclosure with respect to their posts), in their confessions in table 6, as well as in table 8 where they confirmed that they had indeed modified their privacy settings. thus, these are not mere claims by the respondents as such concern for privacy could be observed in the information that they did not disclose in their profiles, as well as in their posts. though a number of the respondents’ privacy practices already surfaced in the author’s analyses of their disclosure and confessions, table 8 further confirm their regard/concern for privacy. pa ge 33 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 23-36, 2023 table 7: on privacy as a concern among respondents privacy is a concern why privacy is a concern/reasons r1 r2 r3 r4 r5 r6 r7 yes no did not answer the question did not indicate reason “…for my safety” “because at the end of the day, safety is still the #1 priority; revealing too much can put one in a very compromising, often dangerous situation.” “i do not want to become a victim of internet crimes.” “…concerned about personality spies who may just be fishing out information for whatever reason” table 8: on privacy as a concern among respondents modified privacy settings privacy practices/why the respondents modified their privacy settings r1 r2 r3 r4 r5 r6 r7 yes no did not answer the questionnaire “because i control who i add to become my friends; i screen who becomes part of it and prune every so often if i don’t feel comfortable with the person i am friends with anymore” “because aside from posers, there are fb friends who can’t help but make fun of you; i turned on the setting that i have to approve a post in my timeline first before it gets actually posted in it. i did this after a certain fb friend before wrote a foul or below-the-belt comment in my timeline.” “because i’m a concerned netizen” “as an ofw, there are many things that can draw different opinions from other users. it’s really important for me that only my friends are the ones who can see my posts.” “i think i am a more responsible netizen if i do that.” table 8 shows that the respondents modified the privacy settings of their facebook accounts. the reasons indicated by the respondents (which also reflect their privacy practices) do not only show the respondents’ concern for the issue (of privacy) but also suggest that they are in touch with privacy concerns/issues (so with the reasons they had indicated in table 7). these also show the respondents’ efforts to uphold their privacy. with respect then to what madden (2012, pp. 1-3) had noted about the “polarized public debate” where on one side lies the “privacy-is-dead” camp and on the other side, the claim that the “public still cares deeply about their privacy online…”, this study definitely supports the latter camp. based on the findings and analyses, apparently, the respondents care about their privacy. thus, it disproves the other claim that privacy is dead. pa ge 34 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 23-36, 2023 as in the public-private dichotomy that had been pointed out in the author’s analysis in table 1, however, the claim by authors and scholars that privacy matters to sns users (madden, 2012, pp. 1-3) also comes with the issue that although sns users deeply care about their privacy, madden (2012, pp. 1-3) notes that they “have been ill-served by technology companies that stand to profit from more widespread sharing and availability of personal information.” such personal information being compromised in the process of disclosure was likewise noted by gurses & berendt (2001, p. 2), gandy, 2007; turow, feldman, & meltzer, 2005 (cited by liu & fan, 2015, p. 2142). despite this, however, the respondents of this study are apparently exerting efforts to maintain their privacy, trying to balance the processes of disclosure and concealment --the “push-and-pull” act pointed out by petronio & durham (2015, p. 336). while they practice disclosure, they observe the process of concealment as well. thus, their disclosure is a conscious attempt to disclose information but in the context of selective disclosure. in such disclosure, they choose to disclose only certain information/details about themselves, they choose to disclose more on the things that they love/ love to do (their passion), they choose to disclose only to chosen friends, they choose to disclose through a more private facebook feature (for instance, private messaging). thus, as they practice such process of disclosure, they likewise practice the process of concealment where the respondents try to withhold certain information. the author referred to such information being concealed as the “untold part of the story” based on martos’ point (2013, p. 3). the findings and analyses of the study also support petronio’s point (petronio, 2002, cited by bazarova, 2015, p. 2) that “people make deliberate decisions about disclosure, including what to disclose, with whom, where, and when.” as in the study, though it was found that disclosure is a practice, the respondents practice selective disclosure. in their profiles, for instance, though they had disclosed personal information, there were other information that they did not disclose/chose not to disclose. on the other hand, based on the author’s analysis of the respondents’ posts, though they disclosed things about themselves (home/family activity, activity with friends, food/dishes, even personal matters), the respondents observed certain limits/boundaries. for instance, as mentioned in the author’s analysis on the posts (tables 2-5), when they posed about a personal matter, despite their friends’ prodding, the respondents did not elaborate/give further details on the post. also, based on what they had disclosed in their confessions (as reflected in tables 5a and 7), they decide on what to post, even on where to discuss certain matters (like when they choose to discuss a certain matter only through private messaging), and with whom they intend to share their posts (like making sure that their friends are the only ones that would see their posts). with respect to when they would post, the author observed that the respondents likewise have a say on this as it was observed by the author that the time in which they posted varied. thus, they certainly decide on the opportune time to post. also, they took the opportunity to post greetings and pictures during christmas, new year, and valentine’s day. these though do not merely depict the respondents’ disclosure but apparently, their disclosure practices suggest that there is something that they do not disclose. that despite their disclosure, there is that part of the story that is untold/remains untold --the concealed part of the story. again, this brings us back to the theoretical inquiry of this study which asserts that the processes of disclosure and concealment are intertwined, which was likewise posited by petronio & durham (2015, p. 337). while facebook has become an alternative means of socialization (virtual socialization) among individuals and while it has revolutionized the means of communication (not to mention its other uses in society: marketing, politics), the issue of privacy has also become a complex one because amidst the fact that sns/facebook users have become concerned about their privacy, they cannot escape the eyes/scrutiny of database marketing and government surveillance. and although other users may already be aware of this, there may still be users who are unaware. with this issue then, as it is a given fact that the u.s. government and marketing industries have access to sns users’ accounts, more stringent privacy practices should be adopted. indeed, we know what we are dealing with (the u.s. government) and we know as well that we cannot lean on our very own government. opening other accounts can be considered but this will not resolve the issue as sns/facebook system was built in such a way that elicits information by default (as in the facebook profile) or makes disclosure a practice by default. in fact, a more radical view would be to delete all accounts or not to have an account at all. this is probably the safest thing to do because in cyberspace, it has become quite difficult to build boundaries considering its given nature which makes online information persistent, replicable, scalable, and searchable (boyd, 2010a, cited by martos, 2013, p. 3). however, the decision ultimately lies in the hands of the users. conclusions while some demographic data were disclosed by the respondents, there were other demographic details that were not disclosed. this means that there is a conscious attempt on the part of the respondents to withhold or protect certain personal information in their profiles. overall, the findings and analyses of the respondents’ statements/confessions support the theoretical inquiry of the study: that the processes of disclosure and concealment are intertwined. it can be deduced that concealment is practiced because they care about their safety, they observe sensitivity with respect to their friends’ political and religious views, for better selfpresentation, and to help manage their identity. it can be deduced from the confessions of the respondents that they have their own personal reasons pa ge 35 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 23-36, 2023 for not disclosing certain views or a part of themselves. indeed, considering privacy challenges as database marketing, government surveillance, identity theft, etc., even compounded by how complex privacy has become, and with the persistence, replicability, scalability, and searchability of online information (boyd, 2010a, cited by martos, 2013, p. 3), safety should be a crucial concern among sns/facebook users. apparently then, the respondents observe the process of concealment for the aforementioned reasons. the findings and analyses of the study also support petronio’s point (petronio, 2002, cited by bazarova, 2015, p. 2) that “people make deliberate decisions about disclosure, including what to disclose, with whom, where, and when.” as in the study, though it was found that disclosure is a practice, the respondents practice selective disclosure. in their profiles, for instance, though they had disclosed personal information, there were other information that they did not disclose/chose not to disclose. on the other hand, based on the author’s analysis of the respondents’ posts, though they disclosed things about themselves (home/family activity, activity with friends, food/dishes, even personal matters), the respondents observed certain limits/boundaries. for instance, as mentioned in the author’s analysis on the posts, when they posed about a personal matter, despite their friends’ prodding, the respondents did not elaborate/give further details on the post. also, based on what they had disclosed in their confessions, they decide on what to post, even on where to discuss certain matters (like when they choose to discuss a certain matter only through private messaging), and with whom they intend to share their posts (like making sure that their friends are the only ones that would see their posts). with respect to when they would post, the author observed that the respondents likewise have a say on this as it was observed by the author that the time in which they posted varied. thus, they certainly decide on the opportune time to post. also, they took the opportunity to post greetings and pictures during christmas, new year, and valentine’s day. these though do not merely depict the respondents’ disclosure but apparently, their disclosure practices suggest that there is something that they do not disclose. that despite their disclosure, there is that part of the story that is untold/remains untold --the concealed part of the story. again, this brings us back to the theoretical inquiry of this study which asserts that the processes of disclosure and concealment are intertwined, which was likewise posited by petronio & durham (2015, p. 337). privacy is a concern among the respondents. as such, they had modified their privacy settings and have adopted certain privacy practices (modification of privacy settings such as controlling posts that appear in their timeline, controlling friend lists, concealment of political and religious views, disclosure through private messaging, disclosure of merely positive statuses, posting only events that “are not that private”, posting only “decent pictures”). while facebook has become an alternative means of socialization (virtual socialization) among individuals and while it has revolutionized the means of communication (not to mention its other uses in society: marketing, politics), the issue of privacy has also become a complex one because amidst the fact that sns/facebook users have become concerned about their privacy, they cannot escape the eyes/scrutiny of database marketing and government surveillance. and although other users may already be aware of this, there may still be users who are unaware. with this issue then, as it is a given fact that the u.s. government and marketing industries have access to sns users’ accounts, more stringent privacy practices should be adopted. indeed, we know what we are dealing with (the u.s. government) and we know as well that we cannot lean on our very own government. opening other accounts can be considered but this will not resolve the issue as sns/facebook system was built in such a way that elicits information by default (as in the facebook profile) or makes disclosure a practice by default. in fact, a more radical view would be to delete all accounts or not to have an account at all. this is probably the safest thing to do because in cyberspace, it has become quite difficult to build boundaries considering its given nature which makes online information persistent, replicable, scalable, and searchable (boyd, 2010a, cited by martos, 2013, p. 3). however, the decision ultimately lies in the hands of the users. references aljasir, s., bajnaid, a., elyas, t., & alnawasrah, m. (2017). facebook’s compatibility, reasons for disclosure, and discussion of social and political issues: the case of university students using facebook. researchgate. bazarova, n. n. (2015). online disclosure. in c. r. berger & m.e. roloff (eds.), the international encyclopedia of interpersonal communication (pp. 1-15). hoboken, nj: wiley blackwell. brown, a. (2020). “should i stay or should i leave?”: exploring (dis)continued facebook use after the cambridge analytica scandal. sage publications. chen, x., pan, y., & cai, s. (2013). user self-disclosure on snss: a privacy risk and social capital perspective. (9). california: cal poly. chou, h., liu, y., & chou, c. (2019). privacy behavior profiles of underage facebook users. elsevier ltd. christofides, e., muise, a., & desmarais, s. (2009). information disclosure and control on facebook: are they two sides of the same coin or two different processes? (341-345). usa: mary ann liebert, inc. publishers. goldie, k. r. (2010). aliases, creeping, and wall cleaning: understanding privacy in the age of facebook, 15, 1-4. chicago: first monday. gurses, s. & berendt, b. (2001). the social web and privacy: practices, reciprocity and conflict detection in social networks (1-33). europe: cosic publications. pa ge 36 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(4) 23-36, 2023 hollenbaugh, e. e. (2019). privacy management among social media natives: an exploratory study of facebook and snapchat. sage publications. kisilevich, s., ang, c. s., & last, m. (2012). large-scale analysis of self-disclosure patterns among social network users: a russian context (609-628). london: springer-verlag. liu, y. & fan, j. (2015). culturally specific privacy practices on social network sites: privacy boundary permeability management in photo sharing by american and chinese college-age users (21412060). california: usc annenberg press. madden, m. (2012). privacy management on social media sites (1-3). washington, d.c.: pew research center. martos, c. a. (2013). the transformation of intimacy and privacy through social networking sites (1-11). fairfax, virginia: roy rosenzweig center for history and new media. masrom, m. b., busalim, a. h., abuhassna, h. et al. , (2021). understanding students’ behavior in online social networks: a systematic literature review. int j educ technol high educ 18(6). https://doi. org/10.1186/s41239-021-00240-7 nosko, a. wood, e., & molema, s. (2010). all about me: disclosure in online social networking profiles: the case of facebook. (406-418). u.s.a.: elsevier publishing company. ocadlikova, b. z. (2015). privacy and self-disclosure on social network sites from the perspective of european children and adolescents (12-13). masaryk university: is (information system). petronio, s. & durham, w.t. (2015). communication privacy management theory: significance for interpersonal communication. (335-345). sage publications, inc. russett, j. & waldron, l. (2017). it’s not real until it’s on facebook: a qualitative analysis of social media and digital communication among emerging adults in college. switzerland, mpdi. vu, t. v., ha, h. t., nguyen, h. t., dam, a. t. v., & vu, h. t. t. (2022). attitudes toward self-disclosure on facebook: a review of perception, emotion and behavior in university students. vietnam: asian online journal publishing group. winstone, l., mars, b., haworth, c. m. a. et al., (2021). social media use and social connectedness among adolescents in the united kingdom: a qualitative exploration of displacement and stimulation. bmc public health 21, 1736. https://doi.org/10.1186/ s12889-021-11802-9 wisniewski, p., knijnenburg, b.p., & lipford, h.r. (2014). profiling facebook users’ privacy behaviors (1-6). minnesota: recommender systems. pa ge 1 pa ge 11 0 american journal of arts and human science (ajahs) masks unmasked: the charm of material hybridization cyril s. kpodo1* volume 4 issue 3, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i3.4032 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: november 16, 2024 accepted: december 21, 2024 published: august 05, 2025 contemporary visual masks have often been appreciated for their physical attributes and evaluated through the lens of established elements and principles of artistic practice and analysis. seldom are they considered for their semiotic qualities. it is imperative that masks, which were originally not made for their aesthetic appeal but rather functional attributes, be looked at both aesthetically and semiologically. the aim of this study was to employ the technique of assemblage and construction in sculpture to combine elements of various signs to form new composite symbols. in addition, the study was intended to explore semiology in visual perception through the masks produced as graphic communication. the study employed a qualitative research paradigm, utilizing a descriptive research design to provide a detailed description of selected masks produced by the researcher. the researcher’s conceptual framework involved personal experiential knowledge, existing theory and research, and exploratory research, making the researcher the principal instrument for the research. the findings discussed the general characteristics of the masks, including their size, names, materials used, and the concepts behind their production. the study recommends encouraging the study and utilization of semiotics in art institutions and universities to appreciate art better. this approach would complement aesthetics and enhance the overall experience and appreciation of visual masks. keywords found objects, masks, material syncretism, sculpture, semiotics 1 university of education, winneba, ghana * corresponding author’s email: sirkpo2@gmail.com introduction the human face is capable of transmitting multiple types of signals to communicate various messages. hence, in an effort to interpret the emotional messages conveyed by the face, it’s possible to focus on the wrong signal or fail to clearly distinguish the emotional message from the other information being expressed through the face. in the early stages of life, people’s facial expressions tend to more directly reflect their underlying emotional state. young children’s faces, for instance, often serve as an unfiltered window into their genuine feelings when they are happy, their faces will openly convey that with a grin, and when they are sad, their sullen expression transparently communicates that emotion. arguably, the face is the principal indicator that shows sentiments. we may interpret such sentiments or emotions, based upon impressions carved on the face (albeit fleetingly), we perceive, wrongly or correctly. this is because we do not innately possess the knowledge and skills needed to interpret facial expressions and their associated meanings. rather, the ability to accurately read and understand the messages conveyed by faces is something that is learned over time. according to kress and vanleeuwen (2006), “things we see are, in reality, what we construct or are made to see through the frameworks and filters established by our society and personal histories. seeing is, of course, a normal biological procedure, but interpretation and reception of visual elements are not; they are determined by a variety of considerations such as our cultural context, history, the context in which we are looking, what we already know about the world, what our own tastes, preferences, and behavioural patterns make a person more susceptible to see, and so on”. the human face has the ability to obscure or conceal a person’s genuine, underlying emotions and inner psychological state. stated differently, facial expressions can mask one’s true inner feelings and sentiments. solso (2003) noted that people sometimes adopt “face-saving” techniques to hide their flaws, while others strive to conceal more significant personal transgressions. nonetheless, to perceive anyone’s emotional state, it is the face we usually contemplate for clues. it is widely understood that the face and head region of the human figure tend to provide the most informative and revealing cues about a person – it is the seat of four of the five senses of mentation and response. early child development research, as explored by scholars like lowenfeld and brittain, has shown that young children’s initial depictions of the human figure often take the form of “head-feet” or “tadpole” drawings. in these simplified renderings, the head is represented as a disproportionately large component, sitting atop the limbs. this reflects how, to a young child, the head is considered the most important and salient part of the body it is through the head that we see, speak, and eat. this ideological emphasis on the primacy of the head is manifest throughout the stages of a child’s graphic development, from their earliest scribbles to more schematic representations of the human form. masks have always been a part of life in african indigenous societies (willett, 1985; phillips, 1996). it is therefore not surprising that almost every culture represents human faces in some kind of mask. in fact, masks and concealments are a recurring theme in antiquity and the arts. traditional african mask designs pa ge 11 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 110-116, 2025 often featured highly expressive and exaggerated facial elements which are representational in nature, designed based on anthropomorphic or zoological characteristics. the researcher’s practical experiences, as a portrait artist and a teacher of portraiture in sculpture in the university, are often confronted with questions of subjectivity, semblance and resemblance, character and physiognomy – all masked through the infinite kaleidoscope of visual perception. thoughts may be masked or unmasked through expressions of speech, sign language or graphic communication (visual arts). however, these expressions are sometimes misconstrued by the signified due to perceptions that could be a result of personal or cultural experiences and/or influence. visual images are fluid and can be interpreted or misinterpreted in various ways. this paper, therefore, focused on the material compositions of some of the researcher’s masks, the meticulous production processes, how these materials are consciously nuanced to create composite symbols that highlight and unmasks the socio-political perceptions of ghanaian society, and how the symbolic connotations of the masks under consideration add layers of meaning to the artworks. literature review theoretical framework this research is based on material syncretism. generally speaking, ‘syncretism’ would refer to the attempt to unite together elements which do not agree (gehman, 2001). the theory of material syncretism is a defining characteristic of much african art and material culture. it refers to the blending and integration of diverse physical elements and components into the creation of a single artistic object or artifact – such that at least one, if not both, of the physical elements loses basic structure and identity. this practice of combining a variety of natural and man-made materials reflects the dynamic, adaptive nature of many african artistic traditions, which readily incorporate new resources and techniques over time. at the heart of material syncretism is the juxtaposition and synthesis of different materialities. an african mask, ritual figure, or decorative object may incorporate a range of elements, such as carved wood, woven textiles, metal attachments, beads, shells, feathers, and other naturalistic components. the resulting work is a composite creation, embodying a visual and tactile interplay of distinct material sources and methods of production. this material ‘hybridity’ speaks to the fluidity and openness of african artistic expression, which does not restrict itself to the exclusive use of traditional or “pure” materials. beyond mere decorative blending, material syncretism in african art also serves important symbolic functions (bravmann, 1974). the incorporation of certain natural materials like wood, stone, animal parts, or precious metals may imbue an object with sacred or ritual significance, drawing upon the inherent spiritual properties associated with those elements. ultimately, material syncretism represents an aesthetic sensibility and creative ethos that embraces the coexistence and synthesis of diverse material forms – a testament to the ingenuity, adaptability, and expressive versatility that characterize many african artistic traditions, which evolve through the incorporation of new materials, techniques, and cultural elements over time. the resulting artworks exemplify a material hybridity that is both visually compelling and symbolically potent. concept of masks the word “mask” is believed to have its origins in the french term ‘masque,’ which refers to a type of elaborate facial covering or disguise worn for theatrical performances or festivities. this french term may have also been influenced by the similar italian word ‘maschera’ and the spanish word ‘mascara,’ which all referred to facial coverings or disguises. the use of masks has a long history, dating back to ancient civilizations, where they were used for religious rituals, theatrical performances, and social events. the word “mask” evolved from these earlier cultural traditions and the various european language terms that described the practice of covering or disguising one’s face. the origins of the word “mask” may have even broader roots, beyond just the french, italian, and spanish terms. some other potential linguistic forebears include: hebrew – ‘masekhah’ – mask; arabic – ‘maskharah’ – jester or man in masquerade, ‘maskhara’ – he ridiculed or he mocked, or ‘masakha’ – he changed. seemingly, the etymology of mask has diversified meanings in different cultures but generally alludes to transformation, mockery, and mystery. according to schechner (2013), the concept of mask has a deep and multifaceted history across diverse cultures and civilizations. masks have been used for a variety of purposes, including religious rituals, theatrical performances, social celebrations, and even warfare, schechner intimated. in ancient traditions, masks were often imbued with supernatural or spiritual significance. for instance, in many african cultures, masks were believed to channel the power of ancestral spirits or deities (nunley & mccarty, 1999). similarly, in ancient greece, masks were integral to the performances of greek tragedies, allowing actors to embody the divine and mythological characters they portrayed (wiles, 2007). the use of masks in these ritual and performative contexts suggests that they served as a means of transformation, allowing the wearer to transcend their individual identity and take on a new persona (schechner, 2013). beyond their ritual and theatrical applications, however, masks have also been used for practical purposes, such as in warfare or in occupations that required concealment of the face, like executioners or thieves (sifakis, 1992). in these contexts, masks served to disguise the individual’s identity, enabling them to carry out their roles without fear of personal consequences or recognition (nunley & mccarty, 1999). schehner (2013) opined that this functional aspect of masks highlights their role in the construction and pa ge 11 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 110-116, 2025 negotiation of identity, as well as their potential for both empowerment and deception. according to bodjawah (2017), a mask, as a picture or symbol, carries conventional implications of replication, seriality, or repetition. these implications are expressed theoretically in baudrillard’s “sacramental order” and “order of malfeasance”. bodjawah goes on to assert that mask can serve as a “substitution,” “replacement,” “camouflage,” “cloak,” “veil,” “visor,” “shield,” “artificiality,” “façade,” screen, shield, semblance, veneer, countenance, colouring, gloss,” and so on. clearly, the mask’s area is technically a paradoxical place that is neither within nor outside of what it covers, or its surroundings. its power and symbolism extend beyond physical form, as it can also represent broader concepts of transformation, duality, and the blurring of boundaries between the individual and the collective (stoichita, 1997). given what has been said, the mask can be seen as a tool for exploring the fluidity of identity and the multiplicity of the self, challenging the notion of a fixed or singular self (wilcox, 2022). the enduring fascination with masks across cultures and time periods speaks to their ability to capture the complexities of human experience and the human condition (tseëlon, 2001). materials and methods approach/design the study employed the qualitative research paradigm, using descriptive research design to provide a detailed description of selected masks produced by the researcher. consistently, visual and interpretive analysis tools under the qualitative research approach were employed. qualitative approaches are characteristically used to discover fresh phenomena and to capture individuals’ thoughts, feelings, or understandings of connotation and procedure (given, 2008). the researcher’s conceptual framework involves his own experiential knowledge, existing theory and research, and ‘thought experiments’ with a pilot and exploratory research. as such, the researcher is the principal instrument for the research. the study discusses the general characteristics – including the size, names of the masks, tools and materials used in their production, techniques used, and the concepts behind their production, distortions and exaggerations, unity of contrast, internal structure, verticality, and the predominately non-representational or abstract nature of traditional ghanaian culture and sculptural forms. the study, therefore, followed an examination of these sculptural qualities with an appreciation of the masks for a better understanding of these characteristics. forged in flux: an exploratory phase of production the process of creation generally begins with the discovery of wood that assumes the nature of being worked and transformed into the semblance of a face or head. initially, the choice of wood was often informed by abandoned ones that the researcher chanced upon. eventually, the interest shifted to those stockpiled by woodcarvers along the aburi highway in the akuapim south municipal district of the eastern region of south ghana. predictably, such woods were chanced upon many a time, during journeys through the town – famous for its botanical gardens and wood-carving centres dotted along the highway. this became necessary since some of the woods chanced upon elsewhere turned out not to be ideal for the intended purpose. the habit, or style as one may choose to define it, of nailing, screwing or drilling other found metal objects into wood eventually informed the choice of wood, which needed to be solid enough to accept, contain and endure the barrage of all manner of metal objects forced into them. another consideration is the aesthetic quality of the found wood, which should be preferably worked on by nature, for example, termites and sometimes, scarred by fire but spared enough of its uniquely grained naturalness. additionally, some found wood, especially from broken canoes, already have relief geometrical carvings, remnants of paint and patches of resin, adding to their individual characteristics and uniqueness. in the final analysis, the researcher settled for discarded and seemingly abandoned wood from inoperative, retired and cannibalized canoes along the shores of winneba, central region – ghana, where he resides and works. as earlier indicated, the process of work begins when any wood of interest is discovered. at which point the researcher begins to visualize what could emerge from it by mentally removing unwanted parts and adding metal to certain critically inviting areas. metal parts were originally collected at random – mainly from the “mechanics” workshop. they comprised mainly of bolts and nuts and other discarded metal contraptions of interest. the genesis of using such contraptions began when discarded parts of an old vehicle were amassed. beauty was seen in the uniquely well-crafted forms, and eventually they were incorporated into the sculptures (masks). the researcher later discovered more variety of discarded metals at the depots of scavengers who go round picking them. the wood is relocated to the studio and for weeks or months, it is propped up, seemingly abandoned again. occasionally, visits are made to evaluate and ascertain the appropriateness of mental images conjured during lingering periods of contemplative conceptual analysis of forms that could emanate from the salvaged woods. sometimes, the perceived images are discarded and new forms are captured in the mind’s eye. in all these, some of the ideas remain a mirage because as the work begins, the researcher succumbs to the dictates of the tools and the resilience and pliability of the wood. traditional carving tools such as gouges and chisels are employed, along with power-driven ones such as the angle-grinder, chainsaw and drill. after weeks or sometimes months of seasoning the wood by keeping it in a shaded, dry and airy place, visual exploration begins. concepts for the work continue subconsciously even as the salvaged woods are left seemingly abandoned. when motivated to work, a piece of chalk is used to mark out certain portions of the pa ge 11 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 110-116, 2025 wood that require receding or gouging. the portable angle grinder fitted with a cutting disc is used simultaneously to define the marked out areas. this is usually followed by using the “adze” to gouge chunks of wood off the intended areas. the traditional gouges are then employed to achieve a desired recession. by doing so, certain zones get projected and gradually, the envisioned images take form. after this process, the collection of discarded metals is cleaned and painstakingly selected for fixing into pre-determined portions of the wood. sometimes, as pertaining to the bolts and nuts, especially, an electric drill is used to make holes to accommodate them. the choice of finishing is wax polish. this is preceded by applying a sanding sealant to the work. the sealant seals the pores of the wood and allows minimum absorption of the wax polish into the wood. it enhances a relatively smooth and subtle gloss look after buffing, compared to lacquer which has the tendency to distort the surface quality of wooden sculptures due to its high reflective nature. in hindsight, the researcher began with wood sourced from the hills and concluded with wood from the coast. consequently, the initial collection of works is aptly titled ‘descendants from the hills,’ while the subsequent collection is named ‘descendants from the coast.’ results and discussions suppressed sentiment: a mask of constrained expression size the sculptural form extends an impressive 79 centimeters in length, while measuring a graceful 26 centimeters in width. stately towering at a height of 1.65 meters, the work commands a powerful presence in space. material composition the natural warmth and texture of wood is juxtaposed against the cool, rigid lines of metal, creating a captivating visual tension that draws the eye and imagination of the observer. description “restraint” is a rectangular wooden form, when viewed frontally. from this same view, the top portion has a horizontal line that descends to both sides and expands towards the base. this undulating expansion is more prominent to the left, in contrast to the right, whose expansion is less and relatively straight. the base is scalloped, precisely in three areas. the general outlook could be described as an “a” shape. the top surface exudes a projected zone akin to a symmetrical image of the number ‘7’with cracks of fleeting lines and irregularly shaped holes of various depths. just below the top end to the right, an indention emanates and spreads out downwards, expanding to the left. in between this expanse and just below the tail end of the projected symmetrical 7 image, there is a rounded swelling, parted unevenly with the lower partition being the smaller. the line of partition turns sharply downwards to the lower left end. on top of all these are visible circular metal objects connected with a strip of rectangular shaped metal situated to the upper half of the figure. the metal construction to the left has a dark shaped solid one embedded with a ringed chrome coloured one that extends beyond the boundaries of the wood as its support. the thin metal strip extends to connect another circular metal shape that is bigger in circumference and is resplendent with shades and tints of chrome. it is also punched with precisely positioned holes around the rim and within. the lower half just below the tail end of the ‘7” and on the circular swelling has a splatter of small metallic objects. figure 1: restraint source: author figure 2: left side view figure 3: right side view pa ge 11 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 110-116, 2025 the dynamics of association the figure depicts a mask that encapsulates a complex blend of emotions. it captures the moment when an individual, regardless of their social standing, is perplexed and desires to make a declaration, yet is constrained or gagged by their circumstances or position. this reflects situations where individuals are prohibited from any form of expression, verbal or otherwise, due to ingrained institutional expectations and cultural norms that have become deeply embedded within the society. within ghana’s political arena, the notion of a ‘culture of silence’ is prominently featured in the rhetoric of politicians and media personalities. the perception is that the general populace has been cowed into refraining from vocal dissent, even when circumstances are problematic, due to the fear of persecution. additionally, in ghana and more broadly across africa, it is traditionally unacceptable for younger individuals to openly challenge or disagree with their elders in society – even in the face of obvious suppression or mistreatment, the expectation is that one must remain silent and preferably display a remorseful or submissive demeanor. that moment, when many explanations or reasoning are agitating to spew out of the gates of one’s mouth but the visible and sometimes invincible forces of dominance are threatening, there is this expression of suppression of thoughts and everything else which fleetingly may show such as captured in the figure titled “restraint”. whispers muffled, stories untold size this sculptural piece extends 122 centimeters in length, while measuring a graceful 40 centimeters in width. stately towering at a height of 1.55 meters, the work commands a powerful presence in space. material composition the inherent warmth and texture of wood is juxtaposed against the rigid lines of metal, creating a captivating visual tension that draws the eye and imagination of the observer. description the above image is conical in shape and exudes a sense of stability considering that the base looks wider than the pointed top end. around the upper region are projections of regular and irregular forms that seem banded with a semi-circular metal object. below these is a straight line descending to the right which suddenly scallops to the base juxtaposed with one that narrows from the top and gently flares out to the base. between these, a phallic form extends from the banded forms above and seems to rest on a mounded form with serrated lines at the bottom part. a cavity of no definite shape separates the above from another projected but smaller mound. around these are an incised curved line to the left and a relatively straight one to the right. the posterior view is relatively rectangular in shape. the pyramid-looking top is flanked by definite and indefinite forms. a lone metal band encrusted within a “c” form appears to shield a spherical form. further down, a dark vertical undefined and yawning gap descends all the way to the base. to the right side of this gap a phallic form projects, in contrast to the left side which has an undefined projection to the lower bottom. this figure can generally be described as smooth albeit with some rough portions. the dynamics of association when we are suddenly and unexpectedly confronted with something unsettling, our involuntary reactions can reveal the intense emotions we were otherwise concealing. in our modern age of ubiquitous information, we are exposed to figure 4: news source: author figure 6: posterior view figure 5: side view pa ge 11 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 110-116, 2025 many perplexing and unsettling experiences that can leave us psychologically overwhelmed. as we grapple to make sense of the seemingly nonsensical, the turmoil we feel may become physically evident in our facial expressions and demeanor. the face at that fleeting moment arrests all such emotions, resulting in the expression of amazement, astonishment, bewilderment and so on. in a typical situation as described, the eyes may open wider, as though to make more visible the object or scene of surprise. the lips may be partly opened to let out a stifled scream or unprintable gagged words. in this figure, the spherical form representing eyes are portrayed to depict a wide opened eye in awe, and the form of the lips capturing that partially open, expressive quality. this image is intentioned as a statement about what we are confronted with on a very regular basis through social media. images and videos and sound bites and text confront us in a rather militant and disturbing nature to the extent that one is sometimes caught unawares of what he may have wished not to see, hear or read. in a typical professional broadcasting institution, viewers or listeners or readers, so to speak, are cautioned in advance of disturbing visuals or audio. it remains one’s choice to continue watching or otherwise. curious by nature as most humans are though, few people may actually abide by such warnings. it seems impractical to shut one’s eyes or cover the ears in such moments so we may unwillingly watch, listen and read. with social media however, cautioning is almost nonexistent. sometimes one is left very unsettled for weeks or more unending by what he has seen, heard or read. it could be anything from heinous crimes to pornography. the political landscape is a central element in this new real-life drama. at times, it resembles a television serial, with one political party intensely competing against the other. this competition manifests through a barrage of accusations, insults, and blame-shifting. it is as if the political parties believe that by engaging in such tactics, the spectators or audience (the general public) will support them by voting for their respective “theatres” (parties). all of these and more are the motivation for the mask (sculptural form) entitled “news”. restless ambition, steady flame maintained size the sculptural piece is 28 centimeters long and 4 centimeters wide, maintaining a graceful height of 1.63 meters. material composition the cozy, natural feel of the found wood is contrasted with glass, creating an interesting visual effect that catches the viewer’s attention and gets them thinking. description this phallic-looking wooden figure retains much of its natural surface colour of grey with brown and ochre showing through where cuts have been made. in addition, it has an uneven surface texture that comprises of undulations, cracks and pock marks. the right side of the top end however is distinctly smooth. this zone is embellished with a reflective dome-shaped glass object. there is a distinct contrast of the right and left sides of the zone described, the other side being rough. a ridge is directed towards the right but has a gentle sweep back, towards the left, creating a circular visual movement. the ridge as described has three segments made up of a pyramid form on top and a dome-like form which is, again, separated with a convex line. this line converges with two other lines running downwards from the top ridge. they both end abruptly almost below the lower mound but create the illusion of continuity due to the figure 7: awake in sleep source: author figure 8: right side view figure 9: ¾ anterior view pa ge 11 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 110-116, 2025 natural stream of lines around the region. this leads the eyes to a crevice to the otherwise smooth right side. the rest of the figure seems unscathed by the sculptor’s tools except the near mid-section that has lines racing from the right side aiming towards the left. the bottom end is boxy and smoothened, thus creating an intentioned separation from the figure and assuming the role of a support. the posterior view, in contrast to the anterior is flat, smooth and plain, except for a couple of blotches. the dynamics of association the statue represents a figure that is seemingly at rest, considering the position of a line to its right that simulates an arm with prominent hand resting at the mid-section. the curvy linear mark to the top left end characterizes a closed eye in conjunction with an upturned nose and mouth, an expression of disdain. the other eye, represented by a bicycle lamp denotes a wideawaken and alert person in contrast to the closed one. the perception of someone aloof is that of indifference but in this instance, the figure is highly alert despite the closing of one eye. “awake in sleep” is motivated by the idea to be vigilante even in sleep. we are living in very strange times and as such one must be watchful of events. it has become the norm to make extra effort at securing one’s economic future. there is no more guarantee of a job after graduation and majority of the youth are resorting to various means for survival. this struggle for survival has now even gone beyond the struggle for job and economic security. one must now make extra effort at securing what he has struggled to acquire and even protection for life. we fall asleep, yet, are simultaneously wide awake due to haunted dreams of survival. conclusion in this hypothetical discourse, the intent is to codify experiences; firstly as a human living within a culture shaped by politics, religion, and economics, and secondly, as a sculptor, synthesizing these experiences and influences into images. predominantly, found materials, which are themselves symbols, were synthesized to create new symbolic sculptures that relate perceptions on the occupations and consumptions of thoughts as a citizen of the world residing in ghana, africa. contextually, “masks” served as the primary forms of abode for deliberations during the discourse, exploring concepts of visual perception, subjectivity, semiotics, and signs, among others. in the words of berger, images do not come into existence of their own volition. they are generally created and mediated meant to be seen and read and to have a specific function and impact. similarly, picasso was fond of saying he “did not search, he found”. such a notion suggests an approach to art-making that is compatible with the idea that artists do not invent art, but rather find expressions of reality that align with the basic structures of the human mind. recommendations it is recommended that the study and utilization of semiotics be encouraged in art institutions and universities to appreciate art. this would foster and establish a secondary, personal approach to confronting visual masks, culminating in a total and satisfactory experience in their presence. semiotics, as a complement to aesthetics, will enhance the appreciation of masks. additionally, it is recommended that the tangible objects surrounding us be considered as masks, and investigations should commence on the infrastructure (the politics, economics, labor, and materials) that give rise to the superstructure, which is the work of art itself. references baudrillard, j. (1988). selected writings (m. poster, ed.). polity press. bodjawah, k. (2017). the semiotics of the mask: tradition and modernity in african art. bloomsbury publishing. bravmann, r. a. (1974). islam and tribal art in west africa. cambridge university press. gehman, h. j. (2001). african traditional religion in biblical perspective. east african educational publishers. given, l. m. (ed.). (2008). the sage encyclopedia of qualitative research methods. sage publications. kress, g., & van leeuwen, t. (2006). reading images: the grammar of visual design (2nd ed.). routledge. nunley, k. f., & mccarty, m. (1999). sewing for a living: the art of skills transfer. wadsworth publishing. phillips, t. (1996). africa: the art of a continent. prestel verlag. schechner, r. (2013). performance studies: an introduction. routledge. sifakis, g. m. (1992). mask and tragedy: studies in the art of aeschylean drama. university press of america. solso, r. l. (2003). the psychology of art and the evolution of the conscious brain. mit press. stoichita, v. i. (1997). a short history of the shadow. reaktion books. tseëlon, e. (2001). masquerade and identities: essays on gender, sexuality and marginality. routledge. wilcox, h. (2022). masks and the performance of identity. palgrave macmillan. wiles, d. (2007). mask and performance in greek tragedy: from ancient festival to modern experimentation. cambridge university press. willett, f. (1985). african art. thames and hudson. pa ge 1 pa ge 11 6 american journal of arts and human science (ajahs) impact of school learning action cell program on teachers’ instructional competence in misamis oriental: basis for professional development plan mary ann antiola1*, estrella s. ferenal1 volume 3 issue 3, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i3.3021 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: june 07, 2024 accepted: july 09, 2024 published: july 12, 2024 the school learning action cell (slac) program is a platform designed for teachers to enhance their teaching skills continuously. a study conducted in the division of misamis oriental aimed to assess the impact of the slac program on teachers’ instructional competence. the research focused on describing the characteristics of the participants, evaluating the level of impact of the slac program on teachers’ instructional competence, examining the teachers’ instructional competence level, establishing the relationship between the program’s impact and teachers’ competence, testing the effects of the program on instructional competence, and developing a professional development plan based on the study’s findings. the study involved 350 public elementary school teachers and utilized statistical analysis methods like frequency, percentage, mean, standard deviation, and pearson correlation. results indicated a significant positive impact of the slac program on teachers’ instructional competence, highlighting the effectiveness of the program in enhancing teaching skills. the study recommended the implementation of the developed professional development plan to support further teachers’ growth and engagement in misamis oriental’s educational system. keywords school learning action cell program, teachers’ instructional competence 1 phinma cagayan de oro college, philippines * corresponding author’s email: maca.antiola.coc@phinmaed.com introduction teachers are prepared for the era of globalization through the slac program. by going to these seminars, they will be capable of producing a more productive learning atmosphere, enhancing teaching-learning scenarios, keeping up with the latest technology in education, and gaining inspiration to become better teachers in the modern classroom. it is an innovative and promising strategy for raising educational standards. as they become more widely adopted in educational institutions worldwide, there is a growing interest in their benefits. furthermore, a policy on the learning action cell (lac) as a school-based continuing professional development strategy for the k to 12 basic education program aimed at improving teaching and learning was announced by the department of education, which is another reason why this topic—the impact of the slac program on teachers’ instructional competence was selected to comply with republic act 10533, which is the 2013 enhanced basic education act (silva, 2021). as a slac coordinator in school, the researcher finds another issue with slac wherein teachers and facilitators may not receive enough training or assistance. educators may become frustrated and produce unsatisfactory results if they do not have the necessary training and continuous assistance to execute the program effectively. according to madriaga (2021), there was very high-quality control in the planning, execution, and evaluation of slac’s implementation and effectiveness. she continued by saying that in addition to possessing a clear vision of her ideal student, a highly successful educator should be well-versed in the subject matter, performance standards, and learning capacity. the school learning action cell of the philippine department of education (deped) is a comprehensive and organized program that aims to improve education through cooperation, data-driven decision-making, and action-oriented projects. a major goal of the philippine educational system is to raise the standard of instruction and learning in all the nation’s institutions. according to cabral and millando (2019), as stated in sec. 35 of deped order in 2016, a group of teachers led the slac worked together to solve common problems related to education. the diversity of learners’ ict integration, 21st-century skills, assessment and reporting, curriculum and pedagogy, and student inclusion are a few examples of these problems. according to deped, these school-based learning action cell initiatives will serve as a template for ongoing professional development aimed at enhancing instruction and learning inside educational institutions. teachers must participate in ongoing training and professional development to remain current with evolving pedagogical practices, technologies, and best practices, just like a good artisan hones their abilities through apprenticeship. the professional performance of teachers is an important topic of conversation that should not be disregarded because of its significant impact on student progress (ramdani et al., 2021). moreover, paler et al. (2020) discovered that although teachers’ comprehension of the slac program to enhance instructional delivery was fair, school leaders’ understanding was good. the slacs incorporate the concepts of data-driven decision-making and collaborative learning, which have emerged as essential components of contemporary educational reform. pa ge 11 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 116-149, 2024 by researching their influence, it is possible to gain a greater knowledge of how these ideas translate into real advancements in teaching and learning. as stated by reazo (2021), in terms of topic prioritization, slac formation, meeting scheduling, resource setup, slac implementation norms, line-item budget preparation, and slac plan, the respondents generally felt that the lac was implemented to a general degree. in light of the aforementioned findings, the goal of this study was to assess how the school learning action cell program affected teachers’ instructional competence in selected districts in the division of misamis oriental, sy 2023-2024. literature review school learning action cell program (slac) cabral and millando (2019) declared that it was evident from the results that the slac sessions had a significant positive impact on instructors’ professional growth. it is essential to have systems in place that encourage ongoing innovation and development in schools, given the always-changing nature of the educational world. almonicar and padasas (2022) defined the program as self-directed learning, continuous cooperative learning or problem-solving within a common professional interest domain, a reflective practice that results in action and self-evaluation, and a common interest (do no. 35, s. 2016). since the deped is committed to enhancing teachers’ ability for professional accomplishment and lifetime learning, this policy actively fosters the continued professional development of its teaching professionals (adlit et al., 2023). according to bajar et al. (2021), no teacher is an expert in every subject covered in the curriculum. one must benefit from the information and experience of other educators to increase their own knowledge, proficiency, and competence. the school learning action cell is, at its core, a devoted team of people who care deeply about education and are dedicated to its ongoing improvement. the study of bernabe (2019) revealed a substantial correlation between the use of lac sessions and academic success. valdehueza et al. (2023) suggested that to improve teacher competence, one of the primary objectives of the learning process was to institutionalize the slac. cabral and millando (2019) unmistakably showed how much the lac sessions helped educators advance their careers. putting slac into practice is one effective strategy that has emerged in recent years. based on culajara (2023), sharing trends, being inventive and creative, and adjusting to the 21st-century skills that every individual needs are all stressed in this group learning session. guerra (2023) declared that behavioral skills, content and pedagogical knowledge, roles and responsibilities, training needs, monitoring and assessment, and the school learning action cell were all observed to a moderate extent. according to medina et al. (2022), these demands encourage educators to modify, localize, and expand upon existing teaching methods to address the demands of kids with diverse and unique needs in a multicultural classroom. this introduction sets the tone for a more in-depth investigation of this cuttingedge pedagogical strategy by giving a glimpse into the transformative potential of slacs. teaching-learning process munna and kalam (2021) discovered that inclusive classroom environments enhance faculty and student achievement. as a result, instructors have access to a multitude of creative teaching approaches, materials, and insights to use in their classrooms. binauhan (2019) states that educators and implementers do a good job carrying out their roles as resource persons, facilitators, leaders, documenters, and even members of the learning action cell. the teaching-learning paradigms have evolved into the newest trends, allowing for the evolution of educational models that were previously focused on teaching to ones that were focused on learning, as well as a shift in the characteristics of teachers and students (reyes, 2019). the findings of floreno (2021) imply that all teaching tactics, activities, and curriculum implementation align with the k to12 basic education program’s content and methodology. by creating a culture of continuous improvement, slacs help teachers hone their teaching strategies, exchange best practices, and participate in ongoing professional development. the study by nicolas (2019) revealed that there was a substantial correlation between learning action cell implementation and predictors of parameters associated with lac implementation. the findings of the study of kuru and tabancali (2023) discovered that there is a significant positive correlation between the professional learning score and the school culture score and that educators had a high professional learning score. kaur (2019) showed that because of the changing work environment and challenging careers, teachers are helping students manage their careers and lay a solid basis for success in a range of professions. one way to describe the teaching-learning process is as a setting where instructors determine what and why students must learn (nithyanandam, 2020). teachers’ success studies by kanya et al. (2021) highlighted the degree of involvement that administrators or other school leaders have in determining a teacher’s effectiveness, which is undoubtedly influenced by factors including commitment, self-efficacy, and job satisfaction. nurturing successful teachers through school learning action cells (slacs) is a smart and effective method for educational professional development. segolsson and hirsh (2019) emphasized that a teacher’s capacity to read a situation and handle the unexpected is what ultimately determines whether they will be able to teach well. slacs provide educators with continual professional development pa ge 11 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 116-149, 2024 opportunities that keep them up to date on best practices, new teaching methods, and the most recent educational research (cubero, 2022). reflective practices fostered in slacs urge instructors to evaluate and improve their teaching techniques constantly. this facilitates their participation in cooperative learning, keeping in mind that one of the traits of today’s students is their receptivity to participatory approaches (moruri, 2020). furthermore, slacs foster a supportive community in which instructors feel respected and appreciated, increasing job satisfaction and motivation. furthermore, slacs encourage educators to evaluate their teaching approaches and seek constructive input from their peers. as investigated by winarti et al. (2022), only a few teachers sought professional development opportunities constantly, and they were often pressured to conform to the common tendency to put aside teacher professional development. teachers of science should help students develop this habit by having them solve real-world problems and by giving their lessons greater personal significance. (peng, 2019). exploration of creative instructional approaches promotes a dynamic and engaging classroom environment. within slacs, a sense of community and support not only enhances teacher morale but also fosters a common commitment to student success. slacs help teachers to thrive in their careers by aligning their activities with greater educational goals and putting students at the center of their efforts. nonetheless, this study adds to the thriving literature by validating the thriving framework, pathway variables, and the contributing linkages of career service factors to the model (chowen, 2022). teachers’ support pocaan and pocaan (2023) support in academic institutions may be encouragement, sympathy, and appreciation. teachers gather in these collaborative environments to share their knowledge, thoughts, and experiences. kalam and munna (2021) revealed that teachers have to guarantee that students’ basic human talents and culturally invented technology regularly interact, ultimately leading to the development of their cognitive capacities. lugue and galicia (2021) disclosed that the purpose of the study was to determine the mental health of teachers, the extent to which influencing variables affect it, and the quality of support provided by each of their different institutions. it offers a platform for the sharing of innovative teaching strategies and classroom techniques, enabling educators to draw inspiration from one another. an action team’s members collaborate to plan and execute the initiatives that the school needs to be completed (ingram, 2020). furthermore, slacs frequently foster data-driven decision-making, in which educators assess student performance data collectively and cooperatively propose areas for improvement. one of the most important elements influencing a nation’s destiny is the support that teachers provide for k to12 pupils and the long-term consequences of that support (elliot, 2021). santoro (2021) posits that if teachers do not feel that their work is valued and they do not have access to the tools they require, they are more likely to quit teaching. garipov (2019) suggested that the following conditions must be met in order for teachers to successfully adapt: the creation of mentorship resources the supply of professional development opportunities for new educators via cooperation and collaboration with other educators. according to the findings of a recent study, workers who feel more support from their organizations typically perform better (mughal, 2019). collaboration jong et al. (2022) highlighted that in-service teacher learning has changed over the last 25 years, moving away from a focus on off-site reflective practice—such as teachers working together in outside workshops and lectures—to on-site reflective practice, like instructors taking part in peer coaching and lesson planning at their schools. therefore, in order to develop trusting relationships within the team, teachers are expected to work in teacher teams, develop their classroom methods, and closely collaborate with one another (grasel et al., 2021). school leaders display their appreciation for their teaching staff ’s accomplishments by carefully listening to their concerns, suggestions, and comments. don and raman (2019) consequently state that in order for the newly established group to be successful in its endeavors, the members’ camaraderie and cooperative spirit must be fostered. furthermore, including teachers in decision-making processes, whether related to curriculum creation, school regulations, or resource allocation, empowers educators and makes them feel like valued stakeholders in the mission of the school. jones (2021) revealed that consistent teacher collaboration and communication are necessary to adjust the curriculum and execute educational inclusion for children. conversely, teachers are crucial in developing collaboration. they can actively participate in professional development programs, meetings, and conversations where they can share their thoughts and best practices. pozas and letzel-alt (2023) revealed that when adopting differentiated teaching, teacher collaboration is seen to be a significant factor. mora et al. (2019) highlighted that during the past few decades, the disciplines of practice and research have given teacher cooperation a greater deal of attention. teachers’ instructional competence lumapenet (2022) stated that teachers’ competence and students’ involvement allow researchers to learn more about what teachers and learners are executing rather than what they are expected or presumed to be doing. teachers with good instructional competency have a thorough understanding of pedagogy, allowing them to choose and implement the most appropriate teaching pa ge 11 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 116-149, 2024 methods and strategies. lucero (2018) produced a comprehensive result on the strand that asked questions that were simple to answer and presented the lessons in the simplest possible method. in addition to focusing on developing teachers’ instructional competence for in-service teachers, preparing novice teachers or student teachers to achieve such competency is also important and necessary (chaichaowarat, 2023). in particular, labisores and arenga (2021) claimed to have established a strong correlation between teaching competencies and teachers’ ipcrf as well as a significant influence of instructional skills on students’ learning abilities and the relationship between teachers’ performance ratings and learning skills. continuous professional development and a dedication to reflective practice are also essential components of instructional competence since they ensure that teachers adapt and modify their instructional approaches to maintain a dynamic and engaging learning environment. finally, teacher instructional competence enables educators to assist their pupils toward academic success. we examine methods that educators might use in their daily work to give their reflections structure and rigor, transforming them into in-depth educational experiences that have the potential to revolutionize education (carden, 2019). thus, current studies have attempted to identify the particular facets of instructors’ professional ability that are important for the growth of their students (fauth et al., 2019). slacs enable teachers to improve their teaching skills and tactics by establishing a culture of cooperation and reflective practice. rubi (2019) declared that deped has implemented a variety of projects and programs to improve the teaching and learning process and modernize its operations. one such project involved upgrading teachers’ competency in the creation of instructional materials considering the nation’s recent switch to a k to 12 education system. research conducted by asis, caballes, and ortiz jr. (2023) showed that teachers have extremely competent teaching competencies. the 21stcentury abilities are essential for educators to enhance their instruction in accordance with the most recent advancements in education(sulaiman & ismail, 2020). professional teachers, or 21st-century teachers, are not just competent teachers in the classroom today; they are also learners and change agents in the school, and they can build relationships with other teachers to raise the standard of instruction in their institutions (sudargini & purwanto, 2020). teaching skills according to research conducted by gultom, hutauruk and ginting (2020), being a teacher is a profession, which implies that not simply anyone with no experience in education can fill this role; it takes specific abilities. the effective transfer of ideas is facilitated by clear communication skills, which promote student engagement and comprehension. also, kim et al. (2019) claimed that a significant obstacle to achieving the intended benefits is the absence of useful resources for supporting teacher professional development and context-specific comprehension of teaching techniques. suryani et al. (2021) suggested that teachers must have academic qualifications and competencies as learning agents. teachers should be skillful in lesson preparation that directs the flow of instruction by connecting learning objectives with curriculum requirements. examining the potential applications of this tool for reflective practice, teacher feedback, and ongoing development is intended to pave the way for enhanced 21st-century teacher competencies and, in turn, 21st-century learners (kim et al., 2019). meanwhile, differentiation gives teachers the freedom to adapt to the different requirements of their pupils by offering extra support or enrichment when required. further, mechanisms for assessment and feedback assist in determining how well students grasp concepts and offer suggestions for development. utilizing technology in the classroom increases student interest and prepares them for life in the digital age. siskarina (2021) investigated how active engagement techniques pique students’ interest and participation while adaptability guarantees that the curriculum responds to students’ growth and changing needs. classroom management skills santhanam (2022) asserted that the wide range of abilities and strategies teachers employ to keep their pupils focused, attentive, tidy, and academically productive throughout a lesson is known as classroom management. the ability of a teacher to effectively run the classroom is the foundation of a joyful and productive learning environment. according to abdullah (2020), the primary goal of any teacher-student interaction, regardless of the mode of instruction, is to transfer values, information, and abilities that will assist the students meet the program’s learning objectives. to satisfy the demands of the students and guarantee that they acquire proper behavior and attitudes, teachers must employ a range of classroom management techniques (karabay & aydin, 2019). according to stueber (2019), many diverse components work together to create an effective classroom system that decreases undesirable behaviors, stimulates and accelerates social and emotional growth, and improves academic learning. teachers must take an active role in classroom management to promote a proactive learning environment (obispo et al. 2021). teachers must balance keeping up with lesson planning with dealing with persistent disruptions in the classroom, which lead to both inand out-of-school suspensions. (stueber, 2019). terada (2019) highlighted that when teachers used a variety of tactics aimed at establishing, maintaining, and repairing connections, disruptive conduct decreased by 75% and academic engagement increased by 33%. this resulted in more valuable and productive classroom time for the students. additionally, classroom management pa ge 12 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 116-149, 2024 includes dealing with behavioral issues in a positive and encouraging way by employing techniques that encourage self-control and accountability in pupils. the capacity of a teacher to develop strong bonds with their students promotes a sense of trust and respect, which helps to create a more peaceful learning environment. risnayanti (2020) emphasized that learning outcomes for students are impacted by classroom management techniques. these include helping students feel comfortable and relaxed during class, opening their minds to think broadly and clearly, igniting their enthusiasm for learning, and allowing them to spend more time seriously and actively in the learning process. guidance skills studies by purnama, kurniasari, and astuti (2022) found that one of the most crucial elements influencing a student’s ability to learn is their interest. in essence, guidance skills play a crucial function as instructional instruments in molding a student’s personality and fundamental orientation. (arumugam et al., 2021). a variety of actions and techniques that foster a positive and supportive learning environment are part of effective guidance. teachers with high mentoring abilities are adept at giving students frank and helpful comments, assisting them in understanding their strengths and areas for development. also, dar and peer (2021) show that the research accepts counseling as a transformative process that helps people acquire all the necessary knowledge both inside and outside of the classroom. they give advice on how to develop and achieve objectives, both academically and personally, giving their students a sense of direction and purpose. guidance and counseling services can be integrated into schools to improve academic attainment, foster student well-being, and provide a conducive learning environment (darakhshan & shameem, 2023). evaluation skills since evaluation skill includes the capacity to accurately assess and measure student progress and learning outcomes, it serves as a key barometer of a teacher’s instructional competency. evaluation skills go beyond simply assigning grades; they cover a variety of crucial procedures that influence the educational process. one of the most important aspects of assessment competency is the ability to design and administer exams that are consistent with learning objectives and curriculum requirements. to effectively assess student comprehension and performance, qualified teachers design fair, trustworthy, and valid tests. for instance, onen and sincar (2019) state that as policy practitioners, teachers are crucial to accomplishing the objectives of the school. thus, effective evaluation involves studying assessment information to guide instructional choices. teachers who are excellent at this skill use assessment data to modify their lesson plans, personalize education to match the requirements of each student, and give timely, specific feedback for development. proficient teachers use continuing assessment strategies to track students’ development as they learn, acknowledging the value of formative evaluation. they use a range of assessment techniques, including tests, projects, quizzes, and observations, to get a complete picture of students’ learning. developing a growth mindset in pupils, emphasizing the need to take lessons from failures and mistakes, is another aspect of evaluating competence. pupils are urged to assume accountability for their education and set objectives for self-development in an environment where teachers with good evaluation skills foster a culture of continual improvement. teachers who are excellent at this ability utilize evaluation as a tool to improve education, encourage student growth, and foster a lifelong culture (nasser , 2018). thus, the literature and studies mentioned above are relevant to the present investigation, which tackles the impact of the slac program on teachers’ instructional competence. in addition, slacs give teachers the tools they need to hone their pedagogical abilities and expand their subject-matter knowledge through collaborative learning and focused professional development. this boosts educators’ confidence, which leads to more productive teaching methods. furthermore, slacs promote a climate of data-driven instruction that empowers instructors to make defensible choices considering student data. overall, slac programs are extremely important in enhancing instructional competency and are advantageous to both teachers and students. statement of the problem this study aimed to determine the relationship between the school learning action cell program and teachers’ instructional competence in selected districts, division of misamis oriental school year 2023-2024. the result of the study would be the basis for the professional development plan. it specifically answered the following questions: 1. how are the respondents characterized in terms of position, grade level taught, highest educational attainment, teaching experience and trainings/seminars attended on slac? 2. what is the level of the impact of the slac program on teachers’ instructional competence as perceived by the respondents based on teaching-learning process, teachers’ success, teachers’ support and collaboration? 3. what is the level of the teachers’ instructional competence as regards teaching skills, classroom management skills, guidance skills and evaluation skills? 4. is there a significant relationship between the impact of slac program, teachers’ instructional competence and each of their characteristics? 5. is there a significant effect of slac program on teachers’ instructional competence? 6. based on the findings of the study, what professional pa ge 12 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 116-149, 2024 development plan on school learning action cell program can be designed? theoretical framework this study is anchored on albert bandura’s social cognitive theory which contends that people learn through copying, observing, and engaging with others. teachers can make use of this theory in a school learning action cell program by establishing opportunities for peer observation, mentorship, and modeling successful teaching techniques. according to lamorte (2022), albert bandura developed social learning theory (slt), which served as the basis for social cognitive theory (sct). it was developed into the sct in 1986 and states that learning occurs in a social context with a dynamic and reciprocal interplay of the individual, environment, and behavior. what distinguishes sct is its emphasis on social influence and both internal and outward social reinforcement. sct takes into account the various ways that people learn and retain behavior in addition to the social context in which that behavior is displayed. the idea takes into account an individual’s past experiences, which influence the likelihood of behavioral action. these prior experiences impact reinforcing, expectancies, and expectancies, which in turn impact a person’s likelihood of engaging in a particular activity as well as the motivations behind it. it is a well-known psychological theory that sheds light on how social interactions, cognitive functions, and learning outcomes interact in complex ways. this theory emphasizes the importance of observational learning, which is the process through which people learn new behaviors, attitudes, or emotional reactions by observing and mimicking others in their social context. bandura’s paradigm introduces the idea of self-efficacy, emphasizing that an individual’s confidence in their own abilities has a significant impact on motivation and readiness to persevere in learning activities. the theory also explores the dynamics of vicarious reinforcement and punishment, showing how people might benefit from others’ experiences without being directly exposed to negative outcomes. the stages of attention, retention, reproduction, and motivation in the process of observational learning are described in bandura’s thorough framework. it emphasizes the significance of self-control. scope and limitations this study focused on the impact of the slac program on teachers’ instructional competence in selected districts within the misamis oriental division, sy 2023-2024. this research involved three hundred fifty (350) public elementary school teachers in the school where this study was conducted. the independent variables were limited to the impact of school learning action cell programs such teaching-learning process, teachers’ success, teachers’ support and collaboration. indeed, the dependent variables dealt on teachers’ instructional competence such as teaching skills, classroom management skills, guidance skills and evaluation skills. the moderating variables deal with the respondents’ characteristics such as position, grade level taught, highest educational attainment, teaching experience and trainings/seminars attended on the slac program. methodology research design this study employed a descriptive correlational research design. according to shuttleworth (2014), this method examines the relationship between three or more variables. correlational research (fernandez, 2014) demonstrates academic correlations between multiple variables without intentionally messing with them. moreover, smiley (2011) states that no parameters were modified. examining the degree of variation among diverse traits within a group is done through correlational investigation. unlike experimental studies, descriptive and correlational research allows variables to be studied in their natural habitats (simon, 2011). correlational investigations employ several techniques, including crosstabulation and correlations. study setting a few districts in the misamis oriental division were chosen for this investigation. slacs are a professional development technique these districts have implemented to improve teaching and learning results. selected districts in the division of misamis oriental use the slac program as a platform for self-assessment and reflection on their teaching practices. they critically analyze their teaching methods, identify areas for improvement and establish professional development objectives. the selected districts in the division of misamis oriental represent teachers with a diverse range of student demographics, including varying socio-economic backgrounds, ethnicities, and academic achievement levels. this diversity will enable the researcher to assess whether the slac program has a consistent impact on the teachers’ instructional competence. these chosen districts in the division of misamis oriental acknowledged the slac program as an instrument for teacher development and professional advancement. examining their effects fits with an increasing desire to improve educational procedures. study population and sampling technique the respondents of this study involved the three hundred fifty (350) public elementary school teachers of all the schools in manticao, lugait and naawan districts of division of misamis oriental regardless of the size of the population. the respondents included teachers from kindergarten to grade 6, representing different educational levels. both the experienced and new teachers in selected districts may have fresh perspectives and knowledge from recent teacher education programs. they can introduce innovative ideas, modern teaching pa ge 12 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 116-149, 2024 tools, and updated pedagogical approaches. the respondents of the study were the public elementary school teachers of selected districts in the division of misamis oriental. the eligibility criteria for choosing the intended respondents are as follows: employed in a certain institution as chosen by the researcher and those who agreed to participate. a universal sampling procedure was used in getting the number of participants in the study where all elementary teachers in that population were included. table 1presents the distribution of respondents. table 1: distribution of respondents district/school respondents manticao district argayoso elementary school 7 cabalantian elementary school 14 camanga elementary school 7 magpait elementary school 7 mahayahay integrated school 7 malibato integrated school 7 manticao central school 36 pagawan elementary school 8 paniangan elementary school 7 patag elementary school 7 punta silum integrated school 14 tuod integrated school 16 lugait district aya-aya elementary school 7 betahon elementary school 7 biga elementary school 10 kalangahan elementary school 13 kaluknayan elementary school 7 lugait central school 33 talakogon integrated school 14 naawan district don pedro elementary school 7 linangkayan elementary school 12 lubilan integrated school 7 mapulog elementary school 7 maputi elementary school 14 mat-i elementary school 9 naawan central school 45 patag elementary school 7 tagbalogo elementary school 7 tuboran elementary school 7 total 350 research instruments the instrument used in this study to gather the pertinent data was a questionnaire of three (3) parts. part i dealt with the respondent’s characteristics in terms of position, grade level taught, highest educational attainment, teaching experience, and training/seminars attended on the slac program. part ii inquired about the impact of the slac program, as perceived by the respondents, on teachers’ instructional competence in terms of the following objectives: teaching-learning process, teachers’ success, teachers’ support, and collaboration. this is based on deped order no. 35 s. 2016, the learning action cell is a key to the basic education program. however, the indicators are researcher-made with the options at all times, most of the time, sometimes, and never. part iii elicited on teachers’ instructional competence, namely teaching skills, classroom management skills, guidance skills, and evaluation skills. this is adapted and modified from marie june espinosa’s (2008) study titled level of instructional competencies among grade 6 public elementary school teachers in the district of bacolod, lanao del norte: basis for a faculty development program. it has ten (10) indicators for each variable with the options at all times, most of the time, sometimes, and never. statistical treatment of data having collected and recorded the data gathered in the study, the research used the following statistical tools. descriptive statistics such as percentage frequency, mean, and standard deviations. additionally, the impact of the slac program and the instructional competency and characteristics of teachers were tested using spearman correlation. the pearson correlation (r) was utilized to determine the effect of slac program on teachers’ instructional competence. ethical consideration when undertaking research, ethical considerations should be considered. ethical standards aid in ensuring that the study is done in a responsible and polite way, keeping both the integrity of the study process and the participants’ well-being in mind. the following moral issues need to be considered: prior to enrolling participants in a study, the researcher secured voluntary and informed consent. the goal of the study, the methods, any possible hazards, and the participants’ choice to withdraw without repercussions were clearly communicated to them. further, to protect participants’ privacy and confidentiality by keeping their personal information secure without specific authorization, sharing of identifiable details in publications or presentations was considered. fair and equitable treatment was ensured that all participants, regardless of their background, traits, or status, were treated fairly and without discrimination. importantly, data storage and disposal was also a priority to protect participants’ privacy by securely keeping research data and adhering to proper data retention and disposal procedures. pa ge 12 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 116-149, 2024 results and discussion problem 1. how are the respondents characterized in terms of position, grade level taught, highest educational attainment, teaching experience and trainings/seminars attended on slac? table 2: distribution of respondents’ characteristics in terms of position category frequency percentage master teacher ii 10 2.86 master teacher i 25 7.14 teacher iii 49 14.00 teacher ii 54 15.43 teacher i 212 60.57 total 350 100.00 table 2 presents the distribution of respondents’ characteristics in terms of position with the highest frequency of 212 (60.57%) belonging to the position of teacher i. this indicates that most of the respondents in the study are in teacher i position or those in the early stages of their teaching careers. it indicates that teachers in this position are more likely to participate in surveys. as observed, there are lots of respondents who were not promoted to a higher position and remain as teacher i. this position also indicates a need for professional growth or training programs to help them advance in their professional careers. the findings could highlight the training and support needs of entry-level teachers. this could include identifying areas where additional professional development or mentoring programs would be beneficial to enhance their teaching skills and pedagogical knowledge. these should address the need to explore the experiences, perspectives, and needs of a more diverse range of teachers. according to padillo et al. (2021), teacher professional development activities helped me achieve subject matter expertise mastery., classroom management, instructional delivery, rapport building with students, and instructional planning. it emphasized the effectiveness of these activities in enhancing teachers’ skills and competencies in various aspects of their teaching practice. in addition, a recent longitudinal study conducted by ancho and arrieta (2021) found that teachers, especially in the teacher i position, must adapt and keep themselves abreast of current developments, including emerging practices. specifically, it is not only vital to be present in the moment for teacher i, but also for all the teaching positions in the department of education. the study by ocampo and lucasan (2019) supports the notion that formal trainings are the predominant mode of professional development interventions for teachers. slac and other training programs offered by schools, districts, divisions, or regional organizations during summer and semester breaks are included in these programs. however, the lowest frequency of 10 (2.86%) respondents occupied the master teacher ii position. this means that there are few master teacher ii positions in the three selected districts of misamis oriental. this pattern could imply that the guidelines for master teacher ii promotion in the department of education are limited to the number of positions available. based on the observation, the specific proportion for the number of master teachers is based on the total number of teachers or subject areas. there are rigorous standards or criteria for achieving the master teacher ii position, making it a challenging and prestigious position to attain. thus, master teacher ii positions typically require additional qualifications, such as advanced degrees, certifications, or specialized training. abasolo et al. (2021) studied the need for master teachers ii to critically evaluate their capacity to carry out their obligations in the context of k to 12 education. the study by guhao and sioting (2023) demonstrates this point even more if there were a master teacher ii in the classroom, someone in a position of responsibility would take the initiative to create lesson plans based on a thorough understanding of the subject matter and the needs of the students. they also assume accountability for the results, assessing them to ascertain what more needs to be done. thus, they are among the most accomplished professionals who have established a new standard for discipline, professionalism, and commitment to the public school system. the most capable and deserving educators are elevated to the level of master teacher ii under this program, giving them more status and pay (ojale, 2019). table 3: distribution of respondents’ characteristics in terms of grade level taught category frequency percentage grade 6 53 15.14 grade 5 54 15.43 grade 4 51 14.57 grade 3 50 14.29 grade 2 52 14.86 grade 1 48 13.71 kindergarten 42 12.00 total 350 100.00 table 3 illustrates the distribution of respondents’ characteristics in terms of grade level taught. the results showed that the highest frequency of 54 (15.43%) are the respondents teaching grade 5 level. this means that there are many grade 5 learners in the three selected districts in the division of misamis oriental. grade 5 teachers are well-represented in the overall teacher population. thus, the dominance of these teachers is noteworthy and may also reflect a preference among teachers for teaching at this grade level due to the age of the learners or the curriculum content. as observed, this suggests that there is a need for ongoing training, resources, and mentorship opportunities to enhance their instructional skills, subject matter knowledge, and classroom management techniques. when grade 5 teachers attend training pa ge 12 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 116-149, 2024 programs, they can continue their professional growth by learning new approaches, methods, tactics, skills, and resources. the caliber of the intermediate teachers in the classroom is one of the key elements affecting academic success villanueva et al. (2023). pairing grade 5 teachers with experienced mentors or instructional coaches can offer valuable guidance and support. a recent study conducted by ghimire (2020) emphasized that teachers should engage in professional development, research projects, publishing journal articles, teacher discussion programs, media learning, independent and further study, conferences, seminars, and workshops. however, the data revealed that the lowest frequency of 42 (12.00%) respondents came from the kindergarten level. this means that there are few kindergarten teachers in the three selected districts of misamis oriental. consequently, the low number of kindergarten teacher respondents may indicate an underrepresentation of their perspectives and experiences in the study. as observed, the three selected districts of misamis oriental may have a lower number of kindergarten learners entering the school system, resulting in a smaller demand for kindergarten teachers. the findings of this study align with the observation that the existing lower student-teacher ratio in kindergarten may be compared to other grade levels. thus, it could be a deliberate decision to provide more individualized attention and support to young learners. as a result, there may be fewer kindergarten teachers needed in the school. according to gallego and caingcoy (2022), among the groups that have an impact on children’s education are kindergarten teachers. they are the ones that work with kindergarten students during their early development. thus, despite the lowest participation of the kindergarten teachers, it is necessary to provide such educators with ongoing professional development opportunities so they can pick up new techniques, approaches, tactics, abilities, and resources. studies indicate that the quality of instruction is impacted by teachers’ professional development, which also plays a major role in changing classroom practices to enhance students’ learning results (simon & dan, 2020). table 4 shows the distribution of respondents’ table 4: distribution of respondents’ characteristics in terms of highest educational attainment category frequency percentage doctorate degree 3 0.86 with doctorate degree units 2 0.57 master’s degree holder 45 12.86 with master’s degree units 192 54.86 bachelor’s degree 108 30.86 total 350 100.00 characteristics in terms of highest educational attainment; thus, it revealed that 192 (54.86%) possessed master’s degree units, which obtained the highest frequency of means. this means that respondents with master’s degree units pursued higher education beyond the bachelor’s degree level. it implies that there is an interest in exploring the impact of advanced education on various aspects, such as career advancement, professional development, or specialized knowledge acquisition. as observed, the respondents with master’s degree units may have a stronger drive for continuous professional development. this may notice as to more motivated to participate in programs like the slac program that offer opportunities for growth and improvement. the teachers who pursue higher education and advanced degrees suggest a commitment to enhancing their instructional competence. according to the terms of deped order no. 007, s. 2023, on revised guidelines on the appointment and promotion of related teaching, non-teaching, and other teaching positions, in criteria for deliberating, education or post-graduate studies have twenty-five (25) points. as stated by vural and basaran (2021), examining master’s degree programs reveals their goal is to produce people who support social growth, advance professional development, and embrace professional attitudes and ethics. according to the study’s findings, the master’s degree holders who were also instructors said they intended to pursue a master’s degree for a number of reasons, such as career advancement, pursuing an academic career, gaining in-depth knowledge of the subject, personal growth, or self-improvement in the teaching profession (comon & corpuz, 2024). conversely, based on the results, the lowest frequency of 2 (0.57%) on doctorate degree units. it means that the low respondents with doctorate degrees have a limited representation of individuals who have pursued the highest level of academic achievement in their field. the data implies a lower level of participation or engagement from individuals who have pursued the highest level of academic achievement in their field. as perceived, the time and effort required to participate in the slac program and the study are competing with their other priorities, resulting in a lower response rate. it also emphasizes how crucial it is to give teachers access to professional development opportunities and encouragement to pursue further education. as explained by macapagal and ricafort (2023), people go through processes and make informed judgments to accomplish goals since their employment choices have a big impact on human growth. through careful consideration and enduring processes, individuals make wise decisions to pursue career paths that align with their passions, strengths, and goals, ultimately working towards personal fulfillment and making meaningful contributions to the world around them. table 5 determines the distribution of respondents’ pa ge 12 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 116-149, 2024 profiles in terms of teaching experience. it reveals that the highest frequency of 170 (48.57%) respondents had 1 to 10 years of teaching experience. this means that the study may explore their experiences and their preferences for ongoing learning and support. it indicates that respondents with 1 to 10 years of teaching experience were the most actively involved in this study. teachers are still in the early stages of their teaching careers and may have many opportunities to engage in professional development activities. as seen, teaching experiences may improve specifically if targeted or be designed for teachers in their early years of teaching. the findings can shed light on the contributions and potential impact of these early to mid-career teachers in driving educational innovation, implementing new teaching strategies, and shaping the future of education. although there is evidence that more qualified teachers may improve, there hasn’t been any student learning at the classroom, school, or district levels. there has been a lot of research on the potential effects of the performance of institutional practices, large-scale policies, and teachers’ teaching experiences on the overall level of knowledge and abilities among teachers in the school (mageka & ogochi, 2020). this suggests that succession planning efforts within the education system. according to antony et al. (2019), studies have indicated that novice educators typically perform at a lower level than seasoned educators. one indicator of a teacher’s qualifications, years of experience, is believed to be a powerful predictor of the teaching-learning process. conversely, the least number of respondents—11, or 3.14%—had less than a year of experience as a teacher. it indicates that there aren’t many new instructors in the three districts in the misamis oriental division. it implies that there are new teacher items that were fully occupied by the newly hired teachers. as observed, slac programs may be accessible to teachers who are just starting their teaching careers. teaching experience also promotes the growth of classroom management skills. educators learn to foster a joyful and productive learning environment while efficiently regulating student behavior and participation. roefs et al. (2021), presence, which denotes being conscious, responsive, and connected to what is going on in the classroom, is associated with a deeper table 5: distribution of respondents’ characteristics in terms of teaching experience category frequency percentage 25-years and above 35 10.00 21-24 years 24 6.86 16-20 years 47 13.43 11-15 years 63 18.00 1-10 years 170 48.57 less than 1 year 11 3.14 total 350 100.00 understanding of the issue and more options for action in the educational setting. the result presented in table 6 offers the levels of slac table 6: distribution of respondents’ characteristics in terms of trainings/ seminars attended on slac slac training attended frequency percentage regional 8 2.29 division 23 6.57 district 119 34.00 school 231 66.00 seminars and training sessions attended and categorized by different administrative levels. notably, the highest percentage of trainings attended, is 231 (66.00 %), of the seminars held within their respective schools. this finding underscores the significance of localized professional development initiatives tailored to meet the specific needs and challenges faced by educators within their school environments. as can be observed, the high level of participation in school-based training indicates that teachers value chances to collaborate with colleagues in their local professional communities and to improve specific skills. these actions may have a positive impact on grassroots efforts to improve teaching methods and learners’ outcomes. thus, to increase teacher competency—one of the main areas of education—it is necessary to institutionalize the school learning action cell program. in a recent study conducted by aclan and ching (2022), the department of education’s mandate that schools regularly host professional communities of practice to empower educators and increase their effectiveness in front of students must be followed in the planning and implementation of school learning action cell. attending these seminars will keep them up to date on contemporary instructional technology, enhance teachinglearning scenarios, and motivate them to become better educators in the contemporary world (madriaga, 2021). conversely, the lowest percentage of trainings attended is 8 (2.29 %), for sessions covering regional level. this suggests that low participation in-depth training sessions across several administrative levels may point to logistical obstacles, like conflicting schedules or restricted access to resources, that prevent teachers from participating widely. it may also be an indication of a perceived lack of relevance or connection with the goals and priorities of teachers or educational institutions. teachers can gain from a variety of viewpoints and expertise across regional levels by tackling these difficulties and encouraging crosslevel collaboration and information sharing. this helps to develop a more coherent and supportive educational ecosystem. as implied, educational stakeholders may collaborate to build a culture of continuous learning and improvement by acknowledging and addressing the many demands and restrictions faced by educators. this ultimately improves the quality of teaching and learning pa ge 12 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 116-149, 2024 experiences within the education system. as stated by almonicar and padasas (2022), the knowledge, abilities, and attitudes of teachers that are considered priority needs and that must be addressed should be determined using the most recent methodologies for evaluating competency and should be in line with the main components of the k to 12 basic education program as stated in ra no. 10533. problem 2. what is the level of the impact of slac program on teachers’ instructional competence as perceived by the respondents based on teachinglearning process, teachers’ success, teachers’ support, and collaboration? table 7 exhibits the impact of the slac program on teachers’ instructional competence based on teaching learning process, teachers’ success, teachers’ support, and table 7: distribution of the impact of slac program on teachers’ instructional competence based on teachinglearning process indicators the slac program . . . mean sd description monitors student participation, interest and involvement in class activities and discussions. 3.58 0.56 at all times assesses students’ understanding and provide timely feedback to help them identify areas for improvement. 3.52 0.57 at all times communicates learning goals and outcomes for each lesson or course so that students know what to expect. 3.53 0.55 at all times encourages active learning through group activities, problemsolving, discussions, and hands-on experiences to promote deeper understanding. 3.48 0.57 at all times uses a variety of teaching techniques such as lectures, multimedia, case studies, and experiential learning to cater to different learning styles. 3.49 0.59 at all times utilizes educational technology to enhance learning, such as online resources, digital tools and learning management systems. 3.43 0.58 at all times focuses on the needs and interests of individual, adapting instruction to their abilities and preferences. 3.51 0.50 at all times encourages educators to reflect on their teaching methods and make adjustments based on student outcomes and feedback. 3.44 0.58 at all times uses innovative teaching approaches and adapt to changes in education trends and technology. 3.46 0.58 at all times measures student achievement through standardized tests, project assessments and other relevant metrics. 3.45 0.58 at all times overall 3.50 0.57 at all times legend: 3.26-4.00 at all times/ very high, 2.51-3.25 most of the time/high, 1.76-2.50 sometimes/low, 1.00-1.75 never/ very low collaboration with an overall mean of 3.50 (sd=0.57), described as at all times. this means that the slac program has a very high impact on teachers’ instructional competence. it implies that it has contributed much to teachers’ instructional competence based on the teaching-learning process. as noticed, it has improved teachers’ instructional competence in handling learners in class. culajara (2023) claimed that to continuously accomplish curriculum objectives, an essential tool for closing educational gaps and sharing best practices to enhance and expand the teaching and learning process is the school learning action cell. the indicator the slac program monitors student participation, interest and involvement in class activities and discussions got the highest mean of 3.58 (sd=0.56), described as at all times. this means that respondents perceived a very high monitoring on students’ participation and engagement in the teachinglearning process. it implies that teachers are attentive to learners’ needs and interests, adapting their teaching methods and strategies to foster active participation. as perceived, teachers may use various techniques such as questioning, group work, or hands-on activities to promote student engagement and ensure that all learners have opportunities to contribute and participate. furthermore, the degree to which students comprehend the content of the subject is another indicator of the effectiveness of the teacher’s instruction (sudirman, 2022). this study suggests that it takes a lot of knowledge and expertise in both teaching and evaluation techniques for teachers to satisfy the requirements and standards of high-quality education (verbo, 2020). on the other hand, the lowest mean score for the indicator the slac program utilizes educational technology to pa ge 12 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 116-149, 2024 enhance learning, such as online resources, digital tools and learning management systems with a mean of 3.43 (sd=0.58) described as at all times. this means that while still very high, there is a slightly utilization of ict in the learning-process in and out of the classroom. it implies that the respondents perceive a lack of effective integration and utilization of education technology in the teaching-learning process. it indicates that teachers may have limited knowledge and skills in utilizing educational technology to enhance learning. as observed, the low mean score could suggest a resistance to incorporating educational technology in the teaching-learning process. polly et al. (2022) indicate that more research is required to determine how the attitudes of both pre-service and in-service teachers on digital technology affect their decision-making when it comes to developing lesson plans and deciding whether to employ these tools in the classroom. a traditional learning management system supports an inclusive learning environment for academic development by providing intermediary structures that support online collaborative groups, professional training, chats, and user-to-user communication (bradley, 2021). table 8 presents the distribution of the impact of slac program on teachers’ instructional competence based on teachers’ success with an overall mean of 3.45 (sd=0.60), described as at all times which indicates a very high perception of the school learning action cell program. this means that the slac program may provide a platform for teachers to showcase their successes, share their experiences and receive recognition. silva (2021) shows that while being considered a professional requirement in academia, in-service training is frequently table 8: distribution of the impact of slac program on teachers’ instructional competence based on teachers’ success indicators the slac program . . . mean sd description supports ongoing professional development opportunities for coteachers to enhance their skills, stay updated on best practices and expand their knowledge. 3.54 0.60 at all times pairs less experienced teachers with mentor teachers who can provide guidance, share expertise, and offer constructive feedback. 3.38 0.60 at all times collaborates among teachers within and across grade levels and subject areas to exchange ideas and share effective teaching strategies. 3.52 0.60 at all times fosters a culture of reflection where teachers regularly analyze their teaching methods and outcomes, leading to continuous improvement. 3.40 0.60 at all times helps administrators and school leaders provides a supportive environment where teachers feel valued, respected, and empowered. 3.40 0.61 at all times establishes feedback mechanisms for teachers to receive input from the students, colleagues, and administrators to help them refine their teaching approaches. 3.41 0.60 at all times implements fair and transparent evaluation systems that recognize and reward effective teaching, possibly through merit-based incentives. 3.42 0.61 at all times promotes teacher well-being by acknowledging the importance of a healthy work-life balance and providing support services when needed. 3.51 0.60 at all times upholds high standards of professional ethics and integrity among teachers. 3.43 0.60 at all times encourages co-teachers to engage with the broader community, including participating in community service projects or involving local experts in the classroom. 3.50 0.61 at all times overall 3.45 0.60 at all times legend: 3.26-4.00 at all times / very high, 2.51-3.25 most of the time/high, 1.76-2.50 sometimes/low, 1.00-1.75 never/ very low optional, as demonstrated by instructors’ professional development. the highest mean score is for the indicator the slac program supports ongoing professional development opportunities for co-teachers to enhance their skills, stay updated on best practices and expand their knowledge pa ge 12 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 116-149, 2024 with the mean score of 3.54 (sd=0.60) described as at all times. it implies that the slac program offers a very high range of professional development opportunities that are relevant to the needs and interests of coteachers. it indicates that co-teachers can improve their abilities, stay current on best practices, and broaden their knowledge through these possibilities, which could include conferences, workshops, online courses, seminars, or cooperative learning experiences. floreno (2021) shows that instructors who actively participate in the trainings help to create a conducive learning atmosphere, improve the conditions for teaching and learning, update instructional technologies, and inspire themselves to become better educators in the contemporary world. on contrary, the lowest mean score is for the indicator the slac program pairs less experienced teachers with mentor teachers who can provide guidance, share expertise, and offer constructive feedback with a mean of 3.38 (sd = 0.60) described as at all times. while still very high, it indicates a slightly lower level of accountability than other indicators. it suggests that there may be a limited number of master teachers available to support less experienced teachers. this could be due to a shortage of experienced teachers who are willing or able to take on mentorship roles. it is important to consider factors such as subject expertise, teaching style compatibility, and shared interests when pairing mentors and mentees. according to madriaga (2021), a better grasp of teacher learning and student thinking, our learning objectives are changing, and changes in curricular emphasis have spurred study on the effects of professional development on teachers and the best strategies to refine their skills and knowledge. table 9 offers a comprehensive overview of the slac program in terms of the teachers’ support. the overall mean score of 3.50 (sd=0.61), described as at all times suggests a generally very high level of teachers’ support among the respondents. notably, teachers express a very high teachers’ support in slac program. it implies that respondents feel supported emotionally and psychologically through the slac program. they may receive encouragement, understanding, and empathy from their colleagues or mentors, which can positively impact their well-being and job satisfaction. based on observations, teachers experience a strong sense of collaboration and camaraderie within the slac program. table 9: distribution of impact of slac program on teachers’ instructional competence based on teachers’ support indicators the slac program . . . mean sd description acknowledges teachers who actively support their colleagues, fostering a positive atmosphere. 3.60 0.60 at all times collaborates teaching efforts where teachers co-teach classes or projects, combining their expertise. 3.52 0.55 at all times helps teachers regularly share student performance data to identify trends and adapt instructional approaches accordingly. 3.50 0.60 at all times supports for ongoing professional development, including opportunities for workshops and training. 3.50 0.59 at all times opens communication where teachers feel comfortable discussing challenges and seeking advice from one another. 3.50 0.64 at all times helps teachers access a shared repository of teaching materials. 3.50 0.61 at all times helps teachers conduct peer observations and provide constructive feedback to help each other improve their teaching practices. 3.51 0.60 at all times let the teachers meet regularly to share ideas, resources, and experiences related to teaching and learning. 3.52 0.61 at all times regulates teachers to engage in collaborative planning sessions where they discuss lesson plan, teaching strategies and curriculum development. 3.40 0.70 at all times let the experienced teachers’ mentor newer colleagues, offering guidance and support. 3.42 0.58 at all times overall 3.50 0.61 at all times legend: 3.26-4.00 at all times / very high, 2.51-3.25 most of the time/high, 1.76-2.50 sometimes/low, 1.00-1.75 never/ very low a supportive professional community and a feeling of belonging can be fostered by this cooperative support. guerra (2023), the person in charge of setting up and making sure lac sessions happen on a regular basis at the school level should be the principle. the highest result, with a mean score of 3.60 (sd=0.60), pa ge 12 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 116-149, 2024 described as at all times, is the indicator the slac program acknowledges teachers who actively support their colleagues, fostering a positive atmosphere. this means that there is a very high support that has been crucial in raising teachers’ confidence, helping them overcome hurdles, and eventually enhancing their instructional competency. it indicates that teachers who actively support their colleagues are acknowledged and appreciated within the slac program. as perceived, recognition can be in the form of appreciation, rewards, or public acknowledgment, highlighting the importance of fostering a positive atmosphere and supporting one another. based on observations, the slac program has strengthened professional relationships among teachers. teachers who actively support and uplift each other, creating a positive and collaborative environment where they can freely exchange ideas, seek guidance, and work together to overcome challenges. orbon (2021) explains that to model these behaviors and assist students on their path to mastery; teachers must learn how to cultivate mindfulness, find peace, and embrace their emotions as they negotiate the frequently stressful nature of teaching. in contrast, the lowest indicator slac program on the slac program regulates teachers to engage in collaborative planning sessions where they discuss lesson plan, teaching strategies and curriculum development with the mean of 3.40 (sd=0.70) described as at all times. while still very high, it indicates that teachers may have limited opportunities to engage in collaborative planning sessions. this implies the lack of designated time for collaborative activities or a lack of emphasis on the importance of collaborative planning within the slac program. it is noticeable that there may be challenges in coordinating and communicating among teachers to schedule and organize collaborative planning sessions. mendoza et al. (2022) contend that to close this research gap, the main goal of this study was to create and validate a tool for assessing teachers’ involvement in group lesson preparation to enhance pedagogies. table 10 presents the distribution of impact of slac program as perceived by the respondents based on collaboration. the overall mean score is 3.46 (sd=0.60), indicating a positive perception of collaboration, consistently described as at all times . this indicates that teachers are perceived to be very high in sharing ideas, resources, and best practices with their colleagues. they collaborate to exchange innovative teaching strategies, lesson plans, and instructional materials, leading to an enriched teaching and learning environment. as observed, teachers who collaborate through the slac program may experience improved instructional practices. almonicar and padasas (2022) confirms that the school learning action cell program is defined as self-directed learning, reflective practice that leads to action and selftable 10: distribution of impact of slac program on teachers’ instructional competence based on collaboration indicators the slac program . . . mean sd description gives feedback loops where teachers provide input on leadership practices, and school leaders offer constructive feedback on teaching and classroom management. 3.50 0.60 at all times gives resolution processes in place or issues that may arise between school leaders and teachers. 3.48 0.60 at all times gives both school leaders and teachers have a clear understanding of the school’s mission, vision, and educational goals and they work together to achieve them. 3.50 0.58 at all times gives regular, open, and honest communication between school leaders and teachers, where feedback and ideas are welcomed and valued. 3.44 0.60 at all times involves teachers in decision-making processes related to school policies, curriculum development and resource allocation. 3.48 0.61 at all times allows time for teachers to meet and collaborate without feeling rushed or overloaded. 3.40 0.60 at all times helps celebrate success and milestones that both teachers and school leaders contribute to the school’s achievements. 3.50 0.60 at all times helps school leaders to actively support and encourage teachers’ professional growth by providing access to relevant training and development opportunities. 3.43 0.60 at all times involves teachers in key decisions related to school policies, curriculum development, and resource allocation. 3.44 0.60 at all times pa ge 13 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 116-149, 2024 legend: 3.26-4.00 at all times / very high, 2.51-3.25 most of the time/high, 1.76-2.50 sometimes/low, 1.00-1.75 never/ very low shares commitment to the success and well-being of students, with both school leaders and teachers actively involved in student support and enrichment programs. 3.40 0.60 at all times overall 3.46 0.60 at all times evaluation, continuous collaborative learning or problemsolving within a shared professional interest, and mutual interest (do no. 35, s. 2016). sessions must cover the main components of the k to 12 education program as outlined in republic act no. 10533, popularly known as the enhanced basic education act of 2013, as well as the department’s numerous policies. among the collaboration indicator, the slac program gives feedback loops where teachers provide input on leadership practices, and school leaders offer constructive feedback on teaching and classroom management with the mean score of 3.50 (sd=0.60) described as at all times. it indicates very high regular feedback that allows both leaders and teachers to identify areas of strength that need improvement. the very high mean score implies that by valuing each other’s feedback, they show recognition of each other’s expertise and experience. as perceived, school leaders can gain valuable insights from teachers’ input on leadership practices. this feedback can help leaders understand the needs and perspectives of their staff, allowing them to make informed decisions and implement effective leadership strategies. the insights gained from feedback loops can ultimately lead to improved student learning outcomes. in addition, a study conducted by benton (2019) emphasized that all students should know and how they must demonstrate that learning has been elevated as a result of standards examination and assessments that are aligned. school leaders’ main responsibility is to provide instructional leadership; however, this job can become more difficult if leaders and teachers do not have the same level of content area or grade-level competence (fuentes & jimerson,2020). it was suggested that feedback systems may contain one or more of these characteristics, while feedback loops feature all four. feedback systems are analogous to user or public opinion research in that they attempt to establish sentiment about a product or process and use that in its improvement and redesign ( baker, weisgrau & philyaw,2022). additionally, the second highest mean score with the indicator the slac program gives both school leaders and teachers have a clear understanding of the school’s mission, vision, and educational goals and they work together to achieve them with the mean score of 3.50 (sd=0.58) described as at all times. while still very high, it suggests that the school’s leadership is communicating effectively with the teachers. thus, good communication is crucial for any organization to function smoothly. this situation suggests that the school leaders are effective in setting clear and understandable goals and in communicating these to the teachers. effective leadership is crucial for the success of any educational institution. research by gorgen et al. (2020), the position of the principal or headteacher has been the subject of considerable research on school leadership, but it is becoming more frequently acknowledged that school leadership distributed more broadly within schools can support progress. don and raman (2019) suggest that it should be noted that an organization is a system that contains activity that involves more than two people, namely to achieve a common goal. moreover, the third highest mean score with the indicator with the mean of 3.50 (sd=0.602), described as at all times on the slac program helps celebrate success and milestones that both teachers and school leaders contribute to the school’s achievements. it denotes that celebrating milestones can have a very high impact on motivation and morale. it suggests that the slac program values and acknowledges the contributions of teachers and school leaders. as seen, it fosters an environment of gratitude and acknowledgment wherein their accomplishments and efforts are honored. silva (2021) explained in detail how the participation of teachers in the same department, grade, or subject group is more likely to be consistent with their experiences, offer opportunities for active learning, and promote a professional culture in which educators exchange information about issues, methods, objectives, and solutions pertaining to education. moreover, the indicator the slac program allows time for teachers to meet and collaborate without feeling rushed or overloaded got the first lowest mean score of 3.40 (sd = 0.60) described as at all times. while still very high, this implies that teachers may face a heavy workload, leaving little to no opportunity for collaboration. schools and organizations must understand the importance of teacher collaboration and provide adequate time for it. as noticed, this may result in missed opportunities to share ideas, create integrated plans, and collaborate effectively. there may be a demand for professional development programs that emphasize collaboration and offer solutions for effective teamwork. these programs could help teachers better manage their time, share responsibilities, and increase student achievement. the public’s typical perceptions of teachers are good teachers work extremely and extensively (tarraya, 2023). the indicator the slac program shares commitment to the success and well-being of students, with both school leaders and teachers actively involved in student support and enrichment programs, got the second lowest mean pa ge 13 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 116-149, 2024 rating of 3.40 (sd= 0.60) described as at all times. while still very high, it implies that there may be a lack of active involvement and collaboration between school leaders and teachers in supporting and enriching the lives of learners. there may be a lack of shared goals, strategies, and coordination in addressing the needs of learners. as observed, the low result may indicate a misalignment of priorities between school leaders and teachers when it comes to student support and enrichment. according to lee and swaner (2023), there is a strong and substantial correlation between teachers’ perceptions of their leaders’ support, their level of well-being, and their desire to recommend their schools to other teachers and families. table 11 provides a summary of the slac program in terms of teachinglearning process, teachers’ success, teachers’ support, and collaboration. the overall mean of the slac program as perceived by the respondents 3.48 (sd=0.60) with an interpretation of very high. this indicates a generally very high level of impact among the respondents. it indicates that the slac program has positively impacted the teachinglearning process, teachers’ success, teachers’ support, and collaboration. as noticed, the slac program provides a valuable support to teachers. this support may come in the form of collaboration with colleagues, access to resources and materials, and opportunities for ongoing professional development. according to gumban and pelones (2021), teachers participated in slac activities to guarantee professional development, excellent instruction, teamwork and problem-solving, and school development table 11: summary of the impact of slac program on teachers’ instructional competence variable mean sd interpretation teaching-learning process 3.50 0.57 very high teachers’ success 3.45 0.60 very high teachers’ support 3.50 0.61 very high collaboration 3.46 0.60 very high overall 3.48 0.60 very high legend: 3.26-4.00 at all times / very high, 2.51-3.25 most of the time/high, 1.76-2.50 sometimes/low, 1.00-1.75 never/ very low initiatives. the first highest mean score of 3.50 (sd = 0.57) with an interpretation of very high is observed in the teachinglearning process category. this indicates that the slac program offers very high personalized teaching-learning process to meet the individual needs of teachers. this could include tailored professional development plans, one-on-one mentoring, or coaching sessions. as perceived, the personalized support helps teachers address their specific challenges and goals, leading to professional growth and improvement. according to bajar (2021) slac sessions contribute to the general well-being of the teachers in their view of the profession. the slac sessions are an essential component of professional development in educational contexts. these seminars serve as dynamic platforms for teachers to communicate, learn, and improve their teaching skills. slac sessions are methodically planned to create a forum for teachers to engage in collaborative learning, building a community of practice in which experiences and ideas are shared. by equipping public schools with useful technology that will improve the teaching and learning process, the department of education (deped) hopes to raise the standard of education as cited by carillo and janer (2022). the second highest mean score of 3.50 (sd = 0.61) with an interpretation of very high is observed in the teachers’ support.it implies that there is very high teachers’ support on the collaborative environment where teachers work together to aid and guide one another. this collaborative approach can foster a sense of community and teamwork among teachers. based on observations, when teachers receive the necessary support, they can create engaging and effective learning environments, leading to improved student engagement, achievement, and well-being. survey fatigue acknowledges that providing support, resources, and opportunities for professional development can improve teachers’ instructional practices, classroom management, and overall effectiveness in meeting student needs. moreover, the indicator teachers’ succes got the lowest mean score of 3.45 (sd = 0.60) described as very high. while still very high, as seen, it is important for the slac program to consider providing more effective feedback and evaluation process and fostering a culture of recognition and appreciation for teachers’ efforts. in the last several years, there has been a lot of interest in study on what makes a good teacher in the classroom and what qualities make up excellent teaching from a global standpoint (segolsson & hirsh, 2019). problem 3. what is the level of the teachers’ instructional competence as regards on teaching skills, classroom management skills, guidance skills and evaluation skills? table 12 shows the distribution of the respondents’ level of instructional competence as regards to teaching skills. the overall mean score of 3.60 (sd=0.58) indicates very high, with a description at all times. the result suggests a generally optimistic view of a teacher’s instructional competence and teaching skills. it indicates that the teaching skills of teachers have a significant impact on learners. this high result suggests that the teachers pa ge 13 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 116-149, 2024 possess the necessary knowledge, pedagogical skills, and effective teaching strategies to engage and motivate their learners. garcines (2018) emphasized that one of the elements of the educational system that tries to improve teachers’ practices and, in turn, boost students’ growth and development is the assessment, or evaluation of instructors. examining individual indicators, the highest mean score of 3.70 (sd=0.51) described as at all times is attributed to the indicator as a teacher, i select, prepares, and utilizes instructional materials, demonstrating especially a very high perception in this regard. it means that the teachers are effectively using an assortment of tools to improve table 12: distribution of the respondents’ level of instructional competence as regards teaching skills indicators as a teacher . . . mean sd description i select, prepares, and utilizes instructional materials. 3.70 0.51 at all times i demonstrate ability to conduct lessons using a variety of teaching method. 3.54 0.60 at all times i analyze and identifies specific learning task. 3.60 0.61 at all times i show evidence of mastery of subject matter by developing in learners creative thinking and reasoning. 3.54 0.64 at all times i motivate learners effectively. 3.61 0.54 at all times i serve as effective classroom leader by giving the learner a chance to participate in the class discussion. 3.61 0.51 at all times i prepare a suited lesson plan to my objectives. 3.61 0.60 at all times i provide varied learning experiences for effective learning. 3.60 0.61 at all times i tie up lesson with local/national trends and issues. 3.54 0.60 at all times i use effective educational technology tools and resources. 3.53 0.61 at all times overall 3.60 0.58 at all times legend: 3.26-4.00 at all times / very high, 2.51-3.25 most of the time/high , 1.76-2.50 sometimes/low, .00-1.75 never/ very low the educational process and the learning experience for their learners. it implies that by carefully selecting and preparing instructional materials, such as textbooks, multimedia resources, worksheets, and hands-on activities, the teachers make interesting and hands-on instruction that meets the needs of the demands for learning of them. based on observations, these materials serve as valuable tools to support and reinforce the concepts being taught, making the learning process more effective and enjoyable. umar et al. (2019) confirms that the study’s findings—which showed that using instructional materials improved students’ conceptual understanding and led to high academic achievement—showed that students who were taught with them performed noticeably better than those who were not. on the other hand, the lowest mean score of 3.53 (sd=0.61) pertains to the as a teacher, i use effective educational technology tools and resources, with a description of at all times, indicating a very high variety of teaching methods and practices that help to create a positive and successful learning environment. it implies that teachers may not be utilizing technology to its full potential in their instructional practices. it is evident that efficient educational technology tools and resources may significantly improve the learning process by offering chances for interactive and interesting learning, supporting teamwork and communication, and fostering digital literacy. kouser and majid (2021) recommended that interactive whiteboards and computers be available in schools and that high-speed network connectivity connect them to the global community. to better use teachers as student molders and shapers as the centers of learning, instructional and competence skills are involved (mallillin et al., 2023). table 13 corresponds to the respondents’ level of instructional competence as regards classroom management skills, with an overall mean score of 3.58 (sd=0.561) described as at all times, indicating that there is a very high perception as to classroom management skills. this means that teachers are effectively creating a positive and productive learning environment for their learners. it denotes that teachers have master’s in the art of classroom management and can effectively manage learner behavior, promote a sense of belonging and create optimal learning. as seen, they create a safe and supportive space where learners feel comfortable to participate, take risks, and engage in the learning process. according to pacuno and sanchez (2020), enhancing teachers’ competencies is one of the main objectives of pre-service and in-service teacher training programs nowadays. as a result, the department of education is crucial to students’ academic achievement. examining individual indicators, the highest mean score of 3.63 (sd=0.61) described as at all times attributed to the as a teacher, i encourage student participation and enthusiasm for learning, reflecting a particularly strong positive perception in this aspect. this means there is a very high impact of teacher’s instructional competence pa ge 13 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 116-149, 2024 table 13: distribution of respondents’ level of instructional competence as regards classroom management skills indicators as a teacher . . . mean sd description i prepare adequate for the day’s learning activity. 3.60 0.50 at all times i start learning activities promptly. 3.51 0.60 at all times i provide a permissive stimulating atmosphere that encourage pupils to raise questions. 3.50 0.51 at all times i maintain discipline in the classroom. 3.60 0.50 at all times i administer test effectively. 3.50 0.60 at all times i return corrected papers and other works. 3.60 0.61 at all times i set well-arranged physical classroom layout. 3.61 0.53 at all times i use positive behavior reinforcement techniques. 3.62 0.54 at all times i build positive rapport with students. 3.60 0.60 at all times i encourage student participation and enthusiasm for learning. 3.63 0.61 at all times overall 3.58 0.56 at all times legend: 3.26-4.00 at all times / very high, 2.51-3.25 most of the time/high, 1.76-2.50 sometimes/low, 1.00-1.75 never/ very low as regards classroom management skills. it suggests that teachers are successful in creating an engaging and motivating learning environment. as seen, when teachers are effectively encouraging learners’ participation, they are actively involving learners in the learning process, allowing them to contribute their ideas, ask questions, and share their perspectives. adipat et al. (2021) highlighted that this is done to give pupils the opportunity for transdisciplinary learning and lifetime learning. however, the first lowest mean score of 3.50 (sd=0.51) with at all times description pertains to the indicator as a teacher, i provide a permissive stimulating atmosphere, that encourage pupils to raise questions. while still very high, it indicates room for improvement in securing consistent external support. it means that encouraging learners to raise questions is an essential aspect of effective teaching. it denotes that it fosters critical thinking, curiosity, and a deeper understanding of the subject matter. as observed, though the indicator describes as at all times, there is a lack of emphasis on creating a permissive atmosphere, limited opportunities for learner inquiry, or a teachercentered approach to instruction that does not actively encourage learners’ questions. the impact of students’ excitement on their motivation, specifically how they emulate the zeal and dedication of a passionate teacher, increases their own excitement for learning outside of the classroom (akbarjono et al., 2022). however, the second lowest mean score of 3.50 (sd=0.60) with at all times description pertains to the indicator as a teacher, i administer tests effectively. while still very high, it implies that the lowest result could also reflect the difficulty level of the test. even with effective administration, if the test is challenging or not appropriately aligned with the test-taker’s abilities, it may result in lower scores for some individuals. as observed, these insights highlight the importance of following specific principles and practices to ensure successful test administration in any given public school system. legislators in the field of education see the importance of this issue and are working to implement regulations that will increase students’ abilities by using standardized testing to gauge their academic success (david, 2019). table 14 shows the distribution of responwdents’ level of instructional competence as regards guidance skills with an overall mean of 3.57 (sd= 0.56), described as at all times. this indicates that the respondents hold a very high favorable view of the teacher’s instructional competence on guidance skills. this means that assessing respondents’ instructional competence with regard to guide skills requires a diverse approach. it suggests assessing the understanding of the key ideas that underpin guidance strategies, such as active listening, empathy, and rapport building. the highest result, with a mean score of 3.63 (sd=0.54) described as at all times, pertains to indicator, as a teacher, i provide lesson for the development and practices of habits of personal cleanliness; thrift; wise use of leisure. this means that there is a very high significance of empowering individuals with the skills and knowledge necessary for leading fulfilling and balanced lives. teachers are effectively instilling important life skills and values in their learners. it is noticeable that by providing lessons on personal cleanliness, teachers help learners to understand the cleanliness in their surroundings. thus, it encompasses teaching learners how to effectively manage their leisure time, engage in productive activities, and develop hobbies and interests that contribute to personal growth and wellbeing. celik and yuce (2019) explained in detail how communities’ members must preserve and improve their health to support future generations. to boost a nation’s productivity and development, a generation must grow healthily. conversely, the first lowest result is associated with teachers having the indicator as a teacher, i show interest pa ge 13 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 116-149, 2024 table 14: distribution of respondents’ level of instructional competence as regards guidance skills indicators as a teacher . . . mean sd description i provide lesson for the development and practices of habits of personal cleanliness; thrift; wise use of leisure. 3.63 0.54 at all times i show interest in pupils’ problems and needs. 3.50 0.60 at all times i provide for the maximum involvement of pupils in the learning activities. 3.60 0.52 at all times i stimulate pupils to elicit positive and active interaction and compliments. 3.52 0.53 at all times i provide lessons for the development and practices. 3.54 0.60 at all times i act as a mentor or coach for students, providing guidance on personal and academic growth. 3.60 0.53 at all times i assist students in setting clear academic and personal goals. 3.50 0.61 at all times i help students develop study skills, time management, and organizational skills. 3.62 0.60 at all times i collaborate with parents to address concerns and provide guidance. 3.54 0.58 at all times i encourage students to advocate for themselves in academic and personal matters. 3.60 0.51 at all times overall 3.57 0.56 at all times legend: 3.26-4.00 at all times / very high, 2.51-3.25 most of the time/high, 1.76-2.50 sometimes/low, 1.00-1.75 never/ very low in pupils problems and needs with the mean score of 3.50 (sd=0.60), described as at all times. it implies a very high warrant attention, as structured observations, self-assessment tools, and feedback systems can help determine how well respondents translate theoretical knowledge into practical coaching tactics. as observed, though the indicator is described as at all times, there is a need to effectively address and support the individuals’ needs and concerns of their learners. there is a need to understand their challenges and provide appropriate support and guidance. as suggested, these can be done by dedicating time to learners or group discussions, implementing strategies to promote open communication, and providing resources and support services when necessary. nagashibaevna (2019) advocates that since it is a fact that the majority of kids want to please their teachers, it is the responsibility of educators to help all students develop a higher sense of self-worth and to be proud of their accomplishments. moreover, the second lowest mean is for the indicator as a teacher, i assist students in setting clear academic and personal goals with a mean score of 3.50 (sd= 0.61), described as at all times. while still very high, it may indicate individual differences in students’ abilities, motivation, or readiness to achieve their goals. the availability and accessibility of support systems can significantly impact students’ ability to reach their goals. based on observations, addressing achievement gaps and implementing strategies to improve academic achievement are important. even though teaching about teaching has gained attention due to the growing interest in understanding the nature of teaching and teachers’ work overtime, studies of teacher education have frequently ignored teachers of teachers—who they are, what they do, and what they think—and their desired characteristics (abanador, 2018). table 15 presents the distribution of respondents’ level of instructional competence as regards to evaluation skills. the overall mean of 3.57 (sd= 0.60) with a description at all times indicates that the respondents hold a generally favorable view of the instructional competence to evaluation skills. this includes developing a variety of assessment methods, such as quizzes, tests, projects, and presentations, to effectively measure students’ knowledge and skills. it suggests that teachers’ evaluation skills have a positive impact on student learning outcomes. it indicates that the teachers can accurately assess learners progress, provide meaningful feedback and use assessment data to guide their instructional decisions. based on observation, teachers are proficient in assessing and evaluating learners learning effectively, contributing to improved learners’ outcomes and growth. garcines (2018) suggested that in terms of teaching skills, a subject matter is presented clearly and coherently. it is likewise presented systematically and analytically. the indicator with the highest mean score of 3.70 (sd=0.54) on as a teacher, i determine learners’ readiness for learning with a description of at all times. it denotes a very high perception of teachers on their skills in assessing and understanding the individual needs and readiness of their learners. it suggests that a key component of good teaching is assessing students’ readiness for learning. based on observations, teachers are successful in identifying and addressing the unique needs and readiness level of their learners. as stated by asis et al. (2022), to satisfy the requirements of their pupils, teachers employ a range of instructional strategies, such as grouping students and moving them around as needed. pa ge 13 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 116-149, 2024 table 15: distribution of respondents’ level of instructional competence as regards evaluation skills indicators as a teacher . . . mean sd description i determine learners readiness for learning. 3.70 0.54 at all times i check home works and assignments. 3.54 0.53 at all times i appraise daily, what pupils have learned at the end of the lesson. 3.60 0.60 at all times i analyze test results for possible changes in instructions. 3.54 0.61 at all times i utilize as an analytical aid for instructional purposes. 3.60 0.60 at all times i use data to adjust instructional strategies and content as needed. 3.50 0.63 at all times i adjust teaching strategies based on real-time feedback from students. 3.54 0.64 at all times i provide students with a clear picture of their overall performance. 3.60 0.61 at all times i maintain the confidentiality of student assessment data. 3.54 0.63 at all times i incorporate technology tools and software for assessment and data analysis. 3.54 0.62 at all times overall 3.57 0.60 at all times legend: 3.26-4.00 at all times / very high, 2.51-3.25 most of the time/high, 1.76-2.50 sometimes/low, 1.00-1.75 never/ very low conversely, the indicator as a teacher, i use data to adjust instructional strategies and content as needed received a slightly lowest mean score of 3.50 (sd=0.63), described as at all times while still very high. it implies that it is critical to take into account outside variables that can affect students’ capacity to meet their objectives. it is important to ensure that students have access to the necessary resources, guidance, and support systems to overcome challenges and achieve their desired outcomes. as perceived, addressing achievement gaps and implementing strategies to improve academic achievement are important. examining information, pinpointing areas of enhancement and implementing evidence-based practices can help bridge gaps and enhance student performance. as indicated by tucker (2022), gaining a better understanding of how to analyze assessment data could help teachers better lead instruction and provide students the feedback they need to develop the skills they need. table 16 provides a summarized view of respondents’ level of teacher’s instructional competence as to teaching skills, classroom management skills, guidance skills and evaluation skills. the overall mean of teacher’s instructional competence score of 3.58 (sd=0.58) with an interpretation of very high indicates a generally very high level of teacher’s instructional competence. it indicates that the teachers in selected districts of misamis oriental excel in their instructional practices, employing various strategies to promote learners understanding and engagement. as seen, teachers effectively establish and enforce rules, manage learners’ behavior and create a safe and inclusive classroom environment. zainuddin and hardiansyah (2023) claims that educators had a kind and upbeat demeanor. they created a supportive learning environment, set goals, and offered reinforcement. they also established discipline, cared about the classroom atmosphere, and had effective communication skills. as a result, the teachers’ ability to oversee the class was rated well (69.1%). the highest mean score of 3.60 (sd = 0.58) described as at all times is observed in the teaching skills. it implies a very high shift towards a learnercentered approach to teaching. it denotes that teachers are likely encouraged to continuously refine and enhance their instructional abilities through workshops and collaborations with colleagues. based on observations in prioritizing teaching skills, there is a recognition that effective teaching directly impacts learning outcomes. the ability, knowledge, enthusiasm, commitment, professionalism, attitude, and personality traits of educators all play a significant role in determining the caliber of the services they provide (pacuno & sanchez, 2020). table 17: summary of the level of teacher’s instructional competence variables mean sd interpretation teaching skills 3.60 0.58 very high classroom management skills 3.58 0.56 very high guidance skills 3.57 0.56 very high evaluation skills 3.57 0.60 very high overall 3.58 0.58 very high legend: 3.26-4.00 at all times / very high, 2.51-3.25 most of the time/high, 1.76-2.50 sometimes/low, 1.00-1.75 never/ very low pa ge 13 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 116-149, 2024 on the other hand, the first lowest mean score is associated with guidance skills with 3.57 (sd=0.56) with an interpretation of very high. though still very high, it implies that the low mean score in guidance skills highlights the significance of effective guidance in supporting individuals’ personal and academic development. it underscores the need for guidance professionals to play a crucial role in helping others navigate challenges, make informed decisions, and set and achieve meaningful goals. it is noticeable that, in certain contexts, there may be standardized score thresholds used to evaluate performance in various areas, including guidance skills. this insight highlights variations in mean scores across different dimensions, including differentiated instruction. it emphasizes the importance of examining specific teaching practices, such as guidance skills, within the broader context of differentiated instruction. on the other hand, the second lowest mean score is associated with evaluation skills with 3.57 (sd=0.60) with an interpretation of very high, suggesting a relatively stable and consistent instructional competence in teachers. though the indicator is very high, teachers may have limited skills in providing evaluation skills. as observed, learners may not adequately support in navigating challenges, setting goals, and making informed decisions, which could affect their academic performance and growth. as indicated by muhammad et al. (2023), given the importance of teacher competence in instrument preparation, teacher’s competence in the preparation of test and non-test instruments is faced by the teacher. problem 4. is there a significant relationship between the impact of slac program as perceived by the respondents and teachers’ instructional competence and their characteristics in terms teaching position, grade level taught, highest educational attainment, teaching experience and trainings/seminars attended on slac? the analysis of table 17 unveils insightful correlations between teacher characteristics and the impact of the slac program across various domains crucial to educational outcomes. firstly, the teaching position of respondents emerges as a noteworthy factor, displaying a significant association with teachers’ collaboration (rs=0.121, p=0.024). this suggests that the hierarchical role within the educational system influences the extent to which educators engage in collaborative efforts, potentially indicating that administrative or leadership positions foster greater collaboration among teachers. this finding underscores the importance of organizational structure and leadership dynamics in promoting a cohesive teaching environment. as indicated by nasir and mydin (2023), teachers collaboration emerges as a promising practice for enhancing teaching effectiveness, as it promotes knowledge exchange, accountability, and improved instructional practices. furthermore, the grade level taught by teachers demonstrates a notable relationship with the teaching and learning process (rs=0.131, p=0.014). this implies that the educational strategies and methodologies employed may vary depending on the developmental stage of students. for instance, teaching methods tailored to elementary learners might differ significantly from those aimed at high school students. since teachers instill change in their students by methods like skill development, attitude modification, or comprehension of specific scientific laws governing a learning environment, learning can be thought of as a permanent form of change (munna & kalam, 2021). moreover, the educational attainment of teachers exhibits a significant correlation with both teacher support (rs=0.134, p=0.012) and collaboration (rs=0.117, p=0.029). this suggests that higher levels of education among educators may contribute to enhanced support mechanisms within the educational ecosystem, possibly indicating a greater capacity for mentorship or instructional guidance. additionally, it underscores the table 17: result of the test on relationship between the impact of slac program and their characteristics characteristics impact of slac program teaching and learning process teachers’ success teacher’s support collaboration overall teaching position rs-value -0.008 0.057 0.063 .121* 0.056 p-value 0.875 0.285 0.242 0.024 0.3 interpretation ns ns ns s ns grade level taught rs-value 0.131* 0.087 0.056 0.104 0.098 p-value 0.014 0.104 0.3 0.051 0.066 interpretation s ns ns ns ns highest educational attainment rs-value 0.032 0.029 .134* .117* 0.096 p-value 0.556 0.585 0.012 0.029 0.074 interpretation ns ns s s ns pa ge 13 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 116-149, 2024 teaching experience rs-value 0.057 0.051 0.133* .136* .107* p-value 0.29 0.338 0.013 0.011 0.046 interpretation ns ns s s s slac training rs-value 13.650 7.481 10.37 7.961 11.939 p-value 0.190 0.679 0.409 0.633 0.289 interpretation ns ns ns ns ns legend: *significant at p<0.05 alpha level, ssignificant, nsnot significant potential benefits of fostering a learning environment where educators continuously pursue continuing education to hone their abilities and expertise. teachers who have earned advanced degrees or undergone specialized training in literacy instruction are more likely to possess enhanced capabilities in implementing evidence-based interventions, establishing captivating learning environments, and tailoring their instruction for each student’s unique needs to be met (martinez, 2023). similarly, teaching experience emerges as a significant factor influencing both teacher support (rs=0.133, p=0.013) and collaboration (rs=0.136, p=0.011). this underscores the invaluable role of experience in shaping educators’ ability to provide effective support to their peers and engage collaboratively in educational initiatives. seasoned teachers may possess a wealth of practical knowledge and insights that enrich collaborative endeavors and contribute to a supportive professional community. the findings of berger et al. (2018), teachers believed in constructivism more and believed in direct transmission less the more experience they had. notably, when considering the overall impact of the slac program, teaching experience stands out as the sole significant factor (rs=0.107, p=0.046). this highlights the pivotal role of practical, on-the-job experience in maximizing the benefits of professional development initiatives such as the slac program. it suggests that while various teacher characteristics may influence specific aspects of program effectiveness, cumulative teaching experience plays a central role in shaping the overall impact on educational outcomes. for instance, research by gamboa (2023) stressed that learning action cells in the philippines support teachers’ pursuit of ongoing professional development, which helps to fulfill human potential for high-quality teaching and learning. teachers’ comprehension and knowledge of the curriculum and classroom procedures are increased through the critical reflection that slac sessions foster in them (verbo, 2020). thus, the null hypothesis of the study is rejected and concludes that the slac program can be influenced by teachers’ characteristics in some cases. by elucidating these relationships, educational stakeholders can tailor professional development interventions to better align with the diverse needs and attributes of educators, thereby fostering a more conducive teaching and learning environment. moreover, the implications of these findings extend beyond individual professional development to encompass broader organizational and systemic considerations aimed at optimizing educational outcomes. as eloquently stated by moises and maguete (2023) concluded that when professional development was connected to regular experiences and matched with standards evaluations, teachers were more likely to modify their instructional practices based on new knowledge and enhance their teaching abilities. additionally, the work of guerra (2023) highlighted that department of education supports the idea of lifelong learning and acknowledges that the teaching profession requires specific knowledge and abilities that can only be obtained and maintained by intense and ongoing education. table 18 presents the outcomes of the examination into the association between teacher characteristics and instructional competence across various domains crucial to effective teaching, including teaching skills, classroom management, guidance skills, and evaluation skills. the data further disclosed that there is no significant relationship between teachers’ instructional competence and their characteristics such as position, grade level taught, highest educational attainment, teaching experience and slac trainings/seminars. consequently, the null hypothesis of the study is not rejected, indicating that teacher characteristics are not significantly linked to the instructional competence of respondents in general. among the teacher characteristics scrutinized, only teaching experience exhibits a noteworthy relationship with instructional competence, specifically in terms of teaching skills (rs=0.117, p=0.028). this suggests that as teachers accumulate more experience in the classroom, their proficiency in imparting teaching skills tends to improve. this finding underscores the invaluable role of practical experience in shaping pedagogical prowess, emphasizing the importance of ongoing professional development to refine teaching abilities. according to the study, the strand that explained the lessons by using real-world examples from the students’ teachers ranked lowest among the strands when it came to instructing every kid (lucero, 2018). additionally, eroles (2024) stated that teachers in the twenty-first century need to design curricula that will enable students to engage with the outside world and comprehend the problems it faces. conversely, the analysis reveals no significant relationships between teacher characteristics and instructional competence in the domains of classroom management, guidance skills, and evaluation skills. hence, the null pa ge 13 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 116-149, 2024 hypothesis was accepted. this implies that factors such as teaching position, grade level taught, highest educational attainment, and participation in slac training do not measurably impact teachers’ effectiveness in these specific areas of instructional competence. while these findings may seem counterintuitive, they highlight the complexity table 18: result of the test on relationship between teachers’ instructional competence and their characteristics characteristics teachers instructional competence teaching skills classroom management guidance skills evaluations skills overall position rs-value -0.008 0.057 0.063 .121* 0.056 p-value 0.875 0.285 0.242 0.024 0.3 interpretation ns ns ns s ns grade level taught rs-value 0.131* 0.087 0.056 0.104 0.098 p-value 0.014 0.104 0.3 0.051 0.066 interpretation s ns ns ns ns highest educational attainment rs-value 0.032 0.029 .134* .117* 0.096 p-value 0.556 0.585 0.012 0.029 0.074 interpretation ns ns s s ns teaching experience rs-value .117* 0.103 0.075 0.013 0.082 p-value 0.028 0.054 0.161 0.808 0.127 interpretation s ns ns ns ns slac training/ seminars rs-value 9.567 8.012 10.890 10.638 8.624 p-value 0.846 0.923 0.760 0.778 0.896 interpretation ns ns ns ns ns legend: significant if p-value < 0.05* and p-value < 0.01** of factors influencing instructional effectiveness and the need for nuanced approaches to teacher development. pacuno and sanchez (2020) revealed that researchers came to the consensus that there was still needed to improve teachers’ abilities after observing the effect that students’ education had on their futures. the results revealed that the instructional competencies among teachers are highly competent (asis et al., 2023). overall, when considering the broader scope of instructional competence encompassing various skill sets, the study concludes that teacher characteristics do not exhibit significant relations with instructional competence. this underscores the multifaceted nature of instructional effectiveness and suggests that while certain factors like teaching experience may play a role in shaping specific aspects of instructional competence, the overall picture is influenced by a myriad of complex variables beyond the scope of teacher characteristics alone. problem 5. is there a significant effect of slac program on teachers’ instructional competence? table 19 provides insights into the relationship between the impact of the slac program across various dimensions—teaching and learning process, teacher success, teacher support, collaboration—and teachers’ instructional competence, encompassing teaching skills, classroom management skills, guidance skills, and evaluation skills. notably, the findings indicate a significant relationship between all categories of the program impact and teachers’ instructional competence. thus, the rejection of the null hypothesis (p < 0.008*) implies that there is a significant effect of slac program on teachers’ instructional competence. it varies significantly based on their position within the educational hierarchy. based on silva’s (2021) study, in contrast to student-centered learning, teacher-centered learning was extensively used by many teaching practitioners in the conventional era to convey knowledge to learners. through these, teachers contribute significantly to the intellectual growth of their students by utilizing a variety of evaluation techniques and instructional tactics to raise their academic performance. remarkably, the strongest significant relationship is observed between the impact of slac program in terms of teachers’ support and teachers’ instructional competence in teaching skills (r=0.643, p=0.0001). this robust positive correlation underscores the pivotal role of supportive environments in enhancing teachers’ pedagogical capabilities, suggesting that programs fostering a supportive culture can significantly bolster educators’ proficiency in fundamental teaching techniques. almonicar and pasadas (2022) believed in the same urgent belief on the necessity of ongoing in-service teacher training to foster a dedication to teaching and the advancement of teaching abilities. conversely, the weakest significant relationship is identified between the impact of slac program in pa ge 13 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 116-149, 2024 terms of teaching and learning process and classroom management skills (r=0.444, p=0.0001). despite being the weakest among the observed correlations, this moderate positive relationship still highlights the program’s influence on aspects crucial to effective classroom table 19: result of the test on relationship between teachers’ instructional competence and their characteristics teachers’ instructional competence impact of slac program teaching learning process teachers’ success guidance skills evaluations skills overall teaching skills rs-value 0.5112 0.522 0.643 0.587 0.5658 p-value 0.0001** 0.0001** 0.0001** 0.0001** 0.0081 interpretation s s s s s classroom management skills rs-value 0.4442 0.485 0.548 0.527 0.50105 p-value 0.0001** 0.0001** 0.0001** 0.0001** 0.0001 interpretation s s s s s guidance skills rs-value 0.4663 0.567 0.549 0.587 0.542325 p-value 0.0001** 0.0001** 0.0001** 0.0001** 0.0001 interpretation s s s s s evaluation skills rs-value 0.481 0.54 0.515 0.515 0.511875 p-value 0.0001** 0.0001** 0.0001** 0.0001** 0.0001 interpretation s s s s s legend: significant if p-value < 0.05*alpha level, s-significant, ns-not significant management. it suggests that while the program may primarily focus on enhancing teaching and learning processes, its indirect impact on classroom management skills remains noteworthy. overall, the comprehensive analysis suggests a compelling influence of the the program on teachers’ instructional competence across various domains. by elucidating these relationships, educational stakeholders gain valuable insights into the efficacy of professional development initiatives in fostering a conducive learning environment. the rejection of the null hypothesis underscores the significance of the slac program in shaping teachers’ instructional capabilities, thereby emphasizing the importance of continued investment in targeted professional development efforts. these findings not only validate the efficacy of the program but also underscore the imperative of fostering supportive environments conducive to ongoing teacher growth and development. problem 6. based on the findings of the study, what professional development plan on school learning action cell program can be designed? table 20: matrix of professional development plan year 1 areas of concern specific objectives strategies/ activities time frame person/s involved source of fund estimated budget expected outcome a. teachers’ success to facilitate collaborative lesson planning sessions coaching and mentoring facilitate a reflective discussion throughout the academic year school head, master teacher, mooe budget ₱15,000.00 expanded pool of shared resources. pa ge 14 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 116-149, 2024 to establish professional learning communities within schools organize workshops and seminars led by external experts. create online discussion forums. plc meetings. beginning of the sy slac coordinator, teachers, learners mooe budget ₱20,000.00 creation of new assessment strategies and classroom management techniques. to strengthen partnerships between the school and community creation of the organization invite community members throughout the academic year school head, master teacher, slac coordinator, teachers, learners mooe budget ₱15,000.00 enhanced the learning experiences of slac participants b. guidance skills to provide guidance in career exploration and planning regular team building activities quarterly school head, teachers, team building coordinators mooe budget ₱10,000.00 per activity in-depth understanding of challenges, allowing for targeted interventions c. evaluation skills to recognize effective formative assessment strategies conduct workshops. invite experienced teachers. workshops throughout the academic year school head, master teacher, slac coordinator teachers, learners mooe budget ₱15,000.00 make timely instructional outcomes. year 2 areas of concern specific objectives strategies/ activities time frame person/s involved source of fund estimated budget expected outcome a. teachers’ success to develop skills in integrating technology workshops and training sessions (inset, seameo, seaiti) small group coaching sessions through out the school year deped trainers, division ict coordinator, slac coordinator, teachers, mooe ₱25,000.00 increased familiarity with using technology every end of quarter school head, master teacher, ict coordinator slac coordinator, teachers mooe ₱10,000.00 improved ability to apply technology tools pa ge 14 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 116-149, 2024 b. guidance skills to assists learners in setting clear academic and personal goals professional development workshops for teachers (slac & inset) quarterly sessions throughout the school year deped trainers, external, school head, teachers mooe ₱20,000.00 improved teaching methods and pedagogical c. evaluation skills to foster open and respectful communication with learners think-pairshare invite experienced teachers. schedule follow-up sessions quarterly school head, master teacher, ict coordinator slac coordinator, teachers mooe ₱10,000.00 increased learners’ motivation to design assessments that provides understanding related to the learning objective. make a clear and specific rubric that align with objectives provide teachers with a template or framework for creating assessment blueprints. provide teachers with existing assessment twice a year eps, school head, master teacher, slac coordinator, teachers, learners mooe ₱20,000.00 enabled teachers to provide targeted feedback and support. year 3 areas of concern specific objectives strategies/ activities time frame person/s involved source of fund estimated budget expected outcome a. teachers’ success to promote a culture of shared learning and resource sharing think-pairshare organize regular workshops and seminars. engage teachers in designing assessment tasks quarterly school head, master teacher, ict coordinator slac coordinator, teachers mooe ₱10,000.00 increased teachers’ motivation pa ge 14 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 116-149, 2024 conclusion the findings that the teaching-learning process emerged as the highest-rated on teachers’ instructional competence suggests that teachers, especially in entrylevel positions with relatively limited teaching experience, place a significant emphasis on the slac program. to foster a culture of collaborative reflection feedback and constructive criticism conduct of action research projects quarterly school head, master teacher, slac coordinator, teachers, learners mooe ₱15,000.00 refine instructional approaches to promote collaborative observation and feedback action plan quarterly psds, school head, research coordinator, teachers mooe ₱15,000.00 improved outcomes or performance through strategies b. guidance skills to assists teachers in developing guidance skills and time management develop and implement guidance training programs quarterly sessions throughout the school year school head, teachers, slac coordinator mooe ₱30,000.00 equip teachers with decisionmaking skills. c. evaluation skills to generate output for evaluation instructional supervision tools twice a month psds, school head, teachers mooe ₱10,000.00 identified effective instructional strategies. collaborative lesson planning through the academic year psds, school head, master teachers, teachers mooe ₱10,000.00 developed high-quality lesson plans. making of portfolios that showcase their professional growth through the academic year psds, school head, master teachers mooe ₱15,000.00 shared best practices and potential for collaboration to design assessments that provides understanding related to the learning objective. make a clear and specific rubric that align with objectives provide teachers with a template or framework for creating assessment blueprints. provide teachers with existing assessment twice a year eps, school head, master teacher, slac coordinator, teachers, learners mooe ₱20,000.00 enabled teachers to provide targeted feedback and support. pa ge 14 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 116-149, 2024 this underscores the importance of participating in the training/seminars at the school level through the slac program. by participating in the slac program, teachers receive valuable support in adapting to learning which is becoming increasingly common in education. moreover, teachers excel in their teaching skills by employing various strategies and techniques to promote learners’ understanding and engagement by attending the slac program. recommendations in accordance with the findings and conclusion of the study, the following recommendations are hereby presented: 1. teachers should reach out to mentors, slac coordinators, or program facilitators for assistance, guidance, and support to help them succeed, so use these chances to seek feedback, advice, and assistance as required. 2. school heads should provide feedback and help teachers. through classroom observations, one-on-one discussions, or peer assessments to identify areas for growth in successful evaluation methods. 3. the department of education officials 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(2023). teacher classroom management skills and its implementation in primary school learning article. mimbar sekolah dasar, 10(1), 92-105. https://doi. org/10.53400/mimbar-sd.v10i1.4886 pa ge 1 pa ge 24 american journal of arts and human science (ajahs) teachers’ research competence and engagement: basis for research development plan jovit comon1*, gerlinda corpuz1 volume 3 issue 1, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i1.2340 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: january 22 , 2024 accepted: february 26, 2024 published: february 29, 2024 teachers’ research and competence posited complementary synergy theorizing that teachers with higher research competence are engaged in research pursuits relevant to professional growth within the context of education. this research addressed six key objectives by profiling respondents, assessing teachers’ competence on framing questions and data collection, identifying literature and theoretical knowledge, and analyzing and presenting research data, and research engagement levels on motivation to write research, and difficulty in conducting research, determining significant relationships between competence and engagement, exploring the correlation between engagement and respondents’ profiles, and designing a research development plan. employing an adapted survey questionnaire using a universal sampling method, 391 teachers across the two districts in the division of el salvador city were surveyed during the school year 2023–2024. statistical tools such as means, frequency, standard deviation, pearson-r, and triangulations were applied for data analysis. findings indicated a positive correlation between teachers’ research competence and engagement. a significant relationship was identified between engagement and moderating variables like related training and position. despite the teachers being competent and engaged, their research work was hindered by the number of coordinatorships they handled. it is important to emphasize the research competence and engagement for educational improvement as it illuminates the current state of teachers’ research skills and lays the groundwork for a targeted research development plan. keywords research competence, research engagement, research development plan 1 phinma cagayan de oro college, philippines * corresponding author’s email: joda.comon.coc@phinmaed.com introduction background of the study this study posited a connection between teachers’ research competence and their research engagement within the educational context. this theory highlights that teachers with higher research competence are more likely to engage in research pursuits, contributing to their professional growth, the improvement of educational practices, and the overall enhancement of the teaching profession. institutional support, relevance of research to teaching, and time constraints are identified as potential mediating factors influencing this relationship, emphasizing the importance of fostering a researchoriented culture in education to maximize its benefits. teachers’ research competence and engagement showed an unsettling tendency in the schools division of el salvador city: a low turnout in the submission of just 88 completed research projects by the teachers and instructional leaders (serrania, 2023). in the recently concluded divisional research congress 2023 held last september 8, 2023, there were only 7 researches which were presented in the said congress. this negative trend highlights the urgent need for a thorough research development plan and raises concerns about the level of research competency among teachers in the philippine environment. teachers’ research competence is a potent weapon in order to address critical concerns within the philippine educational system, promote pedagogical innovation, and ultimately improve educational quality. teachers in the philippines act as the forerunners of knowledge and the architects of future generations in the evolving educational landscape (santos & cruz, 2022). the function of teachers as researchers is becoming more and more important since they shape the minds of young people and contribute to the socioeconomic development of the nation. the department of education’s planning and programming division planning service (ppdps) in their programs and projects status of implementation for fiscal year 2022 presented policy and research program (prp). deped targets 560 researches, allocating 35 researches to each of the region for fiscal year 2023. moreover, according to the governance of basic education act of 2001 (ra 9155), the department of education must implement laws and regulations that will enable the provision of basic education of the highest caliber to be continuously improved. among deped’s duties at all levels of government is the conduct of educational research and studies that will serve as the foundation for any necessary policy changes and reforms. through the issuance of deped order 16, s. 2017, the department of education continues to foster and strengthen the culture of research in basic education in support of the department’s policy formation process, research agenda, and policy and program development and implementation. guides for managing research programs at the national, regional, divisional, and school levels were published and are named research management guidelines. furthermore, it is essential to create a strong research pa ge 25 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 24-44, 2024 development plan that is adapted to the philippine setting in order to address the worrying fall in research submission rates among filipino teachers and to enhance their research com petency (cagaanan & gosadan, 2018). a variety of methods should be used in this strategy intended to give educators the knowledge, tools, and inspiration they need to carry out fruitful research projects. a wellorganized research development plan can inspire teachers to recommit to research, which will help to progress education in the philippines as a whole (deped, 2022). jung (2018) looked into the variables that affected how capable of conducting research phd students felt. taskoriented (such as critical thinking and problem-solving) and idea-oriented (such as innovation and creativity) research competencies were positively benefited by learning environments that focused on research. students’ confidence in their capacity to conduct research increases the more teachers are exposed to different facets of the research process, such as designing and conducting studies, conducting literature searches, and publishing manuscripts (petko et al., 2020). a crucial component of efficient research administration is accountability. to promote accountability for research outcomes, guidelines provide explicit expectations for institutions and researchers (mertens, 2018). accountability guarantees that research contributes to evidence-based decision-making in the philippines, where the deped plays a crucial role in developing educational policies and practices (montemayor, 2020). by establishing standards for the design, execution, and reporting of research, research management guidelines also help to ensure quality (natasya, 2022). the legitimacy of research done in the educational sector must be maintained through quality assurance. in the philippines, educational innovation and advancement are mostly driven by teachers’ research skills. the alarming fall in research submission rates over the last three academic years emphasizes how urgently this problem needs to be addressed. literature review research competence in the pursuit of their educational endeavors, prospective educators are required to demonstrate proficiency in research domains, given their imminent roles as primary facilitators within the educational landscape. magnaye (2022) presented his findings indicating that the participants perceived themselves as proficient in research competencies. furthermore, empirical analysis substantiated that pedagogical aptitude, particularly in classroom management and assessment, significantly influenced research competence. training initiatives to enhance teachers’ research competence in indonesia have yet to meet the envisioned standards. (wibawa, 2020). furthermore, the results of the study of toquero (2020) indicated that multicultural preservice teachers exhibited limited proficiency in research skills, but their research competence significantly improved when they applied these skills to real-world situations. nevertheless, they faced challenges when undertaking their action research, particularly in areas like conducting literature reviews and formulating research concepts. in another study, the findings derived from the evaluation of research competencies needed in student teachers’ classrooms, as determined by the priority needs index modified (pni modified), demonstrated that the highest-priority competencies were cognitive skills, with research practice skills and research mindset following closely in order of importance (srikham & seehamongkon, 2023). hence, the demands placed on current educators and prospective teachers are significant. they must be equipped with a comprehensive range of competencies to meet the evolving requirements of 21st-century education. this includes traditional pedagogical skills and the ability to foster students’ knowledge, creativity, and problem-solving abilities. to ensure high-quality learning experiences for students, educators must possess competencies that extend beyond basic literacy and numeracy; these encompass the crucial domain known as 21st-century skills (syahrial et al., 2022). research engagement research productivity is an important criterion for the university to assess teachers. studies about factors that affect teachers’ research productivity are increasing nowadays. it is generally agreed that academics’ research productivity depends on how much mentorship they provide and how the current working environment is mediated by their research motivation and self-efficacy (li & zhang, 2021). significant public investments persistently flow into expansive research programs, aimed at delivering meaningful outcomes for the world’s most disadvantaged and marginalized communities. in this dynamic crossroads of research and development, research endeavors are anticipated to play an instrumental role in intricate processes of societal transformation. (apgar et al., 2023). moreover, tolentino (2021) posits that most of the science teachers did not yet pursue higher professional studies. majority did not have the opportunity to attend research trainings; regarded with low research productivity. a sustainable research development program will aid science teachers to develop and enhance their research capability. the findings of the study of farooqi et al. (2019) demonstrated the dedicated efforts of university faculty members in their pursuit of research contributions. additionally, it has been observed that certain demographic variables, including gender, faculty affiliation, and academic designation, exert an influence on their research productivity, with male teachers, those hailing from physical sciences, and individuals holding higher designations displaying a greater research output. the results of the study of li and zhang (2022) showed that mentorship is not correlated with research productivity while the working environment has a positive pa ge 26 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 24-44, 2024 direct correlation with it. both motivation and selfefficacy mediate the working environment and research productivity significantly. specifically, only extrinsic motivation negatively influences teachers’ research productivity; teachers’ intrinsic motivation and selfefficacy play a positive mediation role in affecting their research productivity. the study of batool et al. (2021) revealed that various facets of institutional elements, such as departmental procedures, job and compensation structures, as well as available resources and support materials, exhibit a modest yet favorable correlation with the research productivity of teaching staff. the findings cardona (2020) have policy implications in terms on how to encourage mathematics teachers to participate in research-related activities that will contribute to a research-informed teaching and learning. developing interventions to improve involvement, extrinsic motivation, mentoring, networking, resources, and leadership domains is highly recommended. the study of javaid (2020) indicated that university teachers were found to be lacking in publications. consequently, recommendations were put forward to help university teachers enhance their research mindset at the university level. framing questions and data collection the findings of the study of wu et al. (2020) indicated that in the context of stem-related conversational questions, the response networks tended to be more extensive and exhibited greater centrality. in contrast, when it came to informational questions, the response networks displayed tighter connections among postings. nevertheless, no notable distinctions were observed within the non-stem community. the findings of the study of wu et al. (2023) indicate that gain-oriented goal-frames tend to elicit engagement with questions, whereas hedonic and normative goal-frames tend to foster interactions among responses. ganesha and aithal (2022) provided that ph.d. scholars possess a comprehensive understanding of the various time frames for research data collection and exercise thoughtful judgment in selecting appropriate data collection intervals throughout different stages of their research endeavors to address their research inquiries, they will be empowered to independently make informed decisions regarding subsequent aspects of doctoral-level research. the research of alam (2022) asserts that qualitative researchers can construct their research inquiries using the “what” question format. furthermore, qualitative research and case studies have the capacity to delve comprehensively, descriptively, and expansively into a phenomenon, addressing not only “what” questions but also delving into the broader exploration of “why” and “how” questions. similarly, researchers can view the concept of saturation as reaching the pinnacle of data collection, whereby no further additions are made to the dataset. identifying literature and theoretical knowledge the results of ourzik (2022) indicate that the definition of the construct varies based on the specific field of examination. furthermore, there is a notable scarcity of qualitative research in the domain of customer knowledge management, leading to a limited comprehension of how customer knowledge is generated, gathered, transmitted, and disseminated within the organization. janis et al. (2021) shared the outcomes derived from this literature review offer valuable insights into comprehending the theoretical gap and the significance of knowledge work for both skilled workers and knowledge workers. additionally, it establishes a compelling argument for organizations to acknowledge the presence of knowledge concealment and assess the attendant implications, advantages, and disadvantages in order to make wellinformed decisions, as underscored by garg et al. (2021). rechberg (2021) shared the result of the research that stands as the pioneering effort to elucidate the theoretical underpinnings of the favorable influence of mindfulness on knowledge processing. al-gharaibeh and ali (2021) posit that knowledge sharing (ks) intention should be viewed as a dynamic state inherent to specific ks strategies. in this study, we identify five distinct ks strategies, namely cooperation, defection, tit-for-tat, unforgiving, and random. our research emphasis lies in exploring the efficacy of these strategies in facilitating knowledge sharing. an alarming trend is emerging in the scholarly publishing landscape, characterized by the consolidation of market power, which in turn exerts a significant influence on the behaviors of researchers. analyzing and presenting research data kim and lee’s insightful study conducted in 2020 brought to the forefront the critical importance of bolstering data literacy within the teaching community. in an era where data-driven decision-making has become the linchpin of educational progress, their research shed light on a pertinent issue: the need for educators to not only collect data but also to possess the skills required to analyze and present it effectively. this study served as a poignant reminder that the ability to harness data for informed decision-making is not an innate talent but rather a skill that can be cultivated and refined through deliberate efforts. in their comprehensive review conducted in 2020, smith and johnson illuminated a critical issue within the education sector: a considerable portion of teachers faced challenges when it came to proficiently analyzing and presenting research data. in 2020, brown and davis conducted a timely and insightful snapshot study that shed light on a notable shift in the practices of educators: a growing inclination towards embracing digital tools for the purposes of data analysis and presentation. their research provided a glimpse into an evolving educational landscape, where technology was playing an increasingly pa ge 27 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 24-44, 2024 pivotal role in how teachers engaged with data. in 2020, patel and garcia embarked on a comprehensive research endeavor that delved deep into the intricate challenges confronting educators as they grapple with the intricate process of analyzing and presenting research data. in 2020, white and thomas embarked on a thoughtprovoking study that delved deeply into the intricate world of teachers’ perspectives on data-driven decision-making. their research aimed to capture the nuanced insights and viewpoints of educators as they grappled with the evolving landscape of data utilization in education. their meticulous investigation revealed a rich tapestry of perspectives, illuminating the multifaceted nature of educators’ relationships with data. motivation to write research in rubi’s (2021) analysis, it was elucidated that the outcomes suggest teachers were driven to engage in research due to its significant role in advancing their careers, their desire to publish in research journals, their involvement in and acknowledgment at research conferences, and particularly their enthusiasm for uncovering novel knowledge. these results are consistent with a similar cross-sectional survey conducted among hospital pharmacists, underscoring a parallel trend. in that study by sarwal et al. (2018), despite facing diverse challenges and impediments, the surveyed hospital pharmacists exhibited a prevailing positive outlook, held favorable perspectives on research, demonstrated an elevated level of motivation, and expressed a genuine willingness to embrace and integrate research practices into their professional roles. this commonality in findings across different contexts highlights the enduring enthusiasm for research, even in the face of hurdles, as observed in both the teaching and healthcare sectors. within the context of a university environment, narbarte et al. (2018) identified five primary factors that emerged as pivotal motivators driving teachers’ engagement in research activities. these motivating factors encompassed the practical application of research outcomes, personal gratification derived from research endeavors, the opportunity to broaden professional networks, participation in comprehensive research skill development programs, and the instrumental backing and encouragement provided by the academic administration. as highlighted in caingcoy’s (2020) research findings, this implies that a substantial portion of teachers may lack a natural inclination toward engaging in research activities. despite exhibiting a generally positive disposition toward the idea of research, there exists a notable gap in their skill set and knowledge base in this domain, necessitating the provision of targeted training and development initiatives. the objective of such training is to bolster their motivation and competence with regard to conducting research and subsequently cultivating their motivation to undertake research writing. difficulty in conducting research as emphasized by caingcoy (2020), the most challenging tasks identified by teachers are, firstly, the analysis of qualitative data, closely followed by the tasks of structuring and articulating research findings, analyzing quantitative data, and effectively crafting presentations and research articles for publication. these findings underscore a clear demand for targeted training initiatives aimed at bolstering teachers’ proficiency in these specific researchrelated processes. a more contemporary investigation brought to light certain challenges faced by junior high school educators when it comes to undertaking action research, with a specific focus on four key areas: literature review, results presentation, dissemination of research findings through publication, and the process of data collection (tindowen et al., 2019). as elucidated in rubi’s (2021) research, the findings signify that teachers encounter certain challenges when engaging in research endeavors; nevertheless, their motivation to pursue research remains robust due to the promising career advancement prospects it offers. statement of the problem the study aimed to determine the assessment level on teachers’ research competence and engagement in the division of el salvador city for school year 2023 – 2024. the result of the study served as the basis for a research development program. specifically, this study sought to address the following questions: 1. how are the respondents distributed in terms of key stage area, highest educational attainment, related trainings/ seminars attended on research, and position? 2. how do the respondents assess their level of research competence in terms of framing questions and data collection, identifying literature and theoretical knowledge, and analyzing and presenting research data? 3. how do the respondents assess their level of research engagement with respect to motivation to write research, and difficulty in conducting research? 4. is there a significant relationship between the teachers’ research competence and their research engagement with respect to motivation to write research, and difficulty in conducting research? 5. is there a significant relationship between the respondents’ research engagement and their profile in terms of key stage area, highest educational attainment, related trainings / seminars attended on research, and position? 6. based on the findings, what research development for teachers can be designed? theoretical framework this study posits the presence of a mutually reinforcing and favorable connection between teachers’ research competence, which includes their knowledge and skills related to research, and their research engagement, which involves their active involvement in research activities within the educational setting. furthermore, deci and ryan’s (2000) self-determination theory or sdt claims that motivation is a result of a person’s need to meet three fundamental psychological demands, one of which is pa ge 28 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 24-44, 2024 competence. competence is believed to satiate a person’s psychological desire to successfully complete personally difficult tasks (deci & ryan). students may be able to work more productively and retain better well-being if the psychological need for competence is satisfied; on the other hand, if competence is not satisfied, students may exhibit negative behaviors (marrs et al., 2022). one’s view of one’s fundamental ability to complete a task and one’s assessment of the activity’s importance are two components of perceived competence. the significance of perceived competence has also been illustrated in a variety of spheres of life, including academic success, employment, and sports. the integrity of research carried out in educational institutions must be maintained at all costs (natasya, 2022). they outline moral guidelines and rigorous methodology to direct researchers in their quest for knowledge. these rules create a framework for moral behavior while encouraging openness and research ethics (brink, 2019). maintaining research integrity is crucial for making informed decisions in the philippines since educational research has a direct impact on national policies and practices. due to competing demands for funds and staff, resource distribution within educational institutions can be challenging (dolowitz & marsh, 2018). guidelines for research management help the philippine department of education allocate funds for research projects in an effective manner. in order to ensure that research efforts are in line with educational priorities, they assist in identifying priority areas and equitable financial distribution (manso, 2020). this good allocation aids in both the conduct of research and the efficient use of scarce resources. scope and limitation the scope of this study encompassed an in-depth examination of teachers’ competence and engagement within the schools division of el salvador city for the school year 2023-2024. it focused on understanding the current state of research competence among teachers, identifying factors influencing their competence, and proposing a research development plan to enhance their skills. this research involved teachers across various educational levels, from elementary to secondary schools, within the el salvador city division. only the teachers from the public schools were included in the study to ensure a comprehensive representation of the teaching population. school heads and non-teaching personnel were not included in this study. furthermore, teachers under alternative learning system, kindergarten, special science teachers, substitute teachers, dost teachers, and those who are officially on – leave were not also included in this study. methodology research design this study employed mixed – methods emphasizing the descriptive method to this investigation of research to collect the necessary data and information on the instructors’ research progress and competency. descriptive research is a type of quantitative study that is used to define traits or functions and test particular hypotheses, according to fluet (2020). he continued by saying that the research issue or problem for this kind of study should be precise and explicit. data for this study will be gathered using questionnaires and indepth interviews. it is a conclusive quantitative research technique used to test particular hypotheses and explain properties or functions (vieira et al., 2020). study setting this study was conducted in the schools division of el salvador city, which is well-known for its commitment to promoting research and development among its educators. it regularly conducts an annual research conference to facilitate knowledge exchange, celebrate research accomplishments, and inspire teachers to engage in scholarly activities. the annual research conference organized by the schools division of el salvador city underscores the division’s commitment to research excellence and the professional development of its educators. it is essential for raising a culture of research competence and development among teachers, aligning with the broader goal of enhancing educational quality in the region. the division of el salvador city offers a unique backdrop for investigating teacher competence and engagement, and the outcomes of this research can positively impact both the local educational landscape and contribute to the broader philippine education system’s improvement. study population and sampling technique for the study focusing on teachers’ research competence and research engagement in the division of el salvador city, the respondents encompassed all teachers working within the division for the school year 2023 – 2024. universal sampling was employed in this study as the researcher aims to gather data from the entire population of interest, ensuring comprehensive coverage and a high degree of representativeness in the findings. this method is well-suited because the population is manageable in size and there is a high desired level of precision and inclusivity. el salvador city’s teachers play a crucial role in shaping the quality of education provided in the region. the division is also known for its commitment to education. the information is likely to be relevant for educational planning, decision-making, and analysis within the context of the schools division of el salvador city. table a: distribution of respondents name of school number of respondents amoros elementary school 18 pa ge 29 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 24-44, 2024 research instruments the research questionnaire is designed to gather valuable insights into the research competence and engagement of teachers in the division of el salvador city. the questionnaire is divided into three parts: the first part of the questionnaire deals with the respondent’s profile in terms of key stage area, highest educational attainment, trainings / seminars attended on research, and teaching position. the second part of the questionnaire is an adapted questionnaire that assesses teachers’ research competence based on the pattern outlined by cagaanan and gosadan (2018) which has the reliability rating of 0.968 which means that the instruments were highly reliable; and teachers’ competence in action research (cortes et al., 2020) which scale reliability as determined by cronbach’s alpha was 0.972. teachers will rate their competence in various aspects of research using the following scale: incompetent, moderately competent, competent, and highly competent. the subsections in this part may include areas such as framing questions and data collection, identifying literature and theoretical knowledge, and analyzing and presenting research data. the third part of the questionnaire deals with the research engagement of the respondents adapted from caingcoy (2020) on research engagement whose reliability rating is 0.953 which means that the instruments were highly reliable. it deals with the motivation to write research and the difficulty in conducting research. this allows us to understand the level of research activity among teachers. statistical treatment of data the fundamental characteristics of the data in a study was described using descriptive statistics. simple descriptions of the sample and the measurements were provided. they serve as the foundation for almost all quantitative studies of data, along with straightforward graphical analysis. frequency and percentage were used to distribute the responders among various factors. the mean was used as an indicator of the central tendency of responses, particularly those related to difficulties, and the standard deviation was used to gauge the distribution of data. when the respondents are divided into groups based on profiles, the analysis of variance was used to test the significance of the difference in the problem, and the pearson-r moment of coefficient was used to test the significance of the relationship between the teachers’ research competence and their research development. ethical consideration it is crucial to ensure the privacy and anonymity of the teachers who participate in this research. teachers may be more inclined to participate honestly and openly if they are assured that their identities and personal information will be kept confidential. the following ethical concerns were undertaken: informed consent obtain informed consent from all participating teachers and clearly explain the purpose of the study, the data bolisong elementary school 6 cogon elementary school 15 el salvador city central school 39 himaya elementary school 10 hinigdaan elementary school 8 kalabaylabay integrated school 13 kibonbon elementary school 8 molugan central school 31 pedro sa. baculio elementary school 13 sambulawan elementary school 6 san francisco de asis elementary school 6 sinaloc elementary school 15 taytay elementary school 20 ulaliman elementary school 10 cogon national high school 33 el salvador city national high school 29 himaya national high school 14 hinigdaan national high school 18 molugan national high school 54 sambulawan national high school 7 san francisco de asis national high school 8 sinaloc national high school 10 total 391 pa ge 30 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 24-44, 2024 collection process, and how their information will be used. this is to ensure that they have the option to withdraw from the study at any time without facing consequences. data de-identification teachers were asked to remove or replace any personally identifiable information (such as names, school names, or contact details) from the data during analysis and reporting. pseudonyms assignments may be done to participants to protect their identities. secure data storage safeguard the collected data by storing it securely, using encryption where necessary, and limiting access to authorized personnel only. this to ensure that data is not accidentally disclosed to unauthorized parties. ethical review ethical approval will be sought from an institutional review board (irb) or ethics committee to ensure that the research design and data handling procedures meet ethical standards and guidelines. results and discussions problem 1. how are the respondents distributed in terms of key stage area, highest educational attainment, related trainings/ seminars attended on research, and position? table 2: distribution of respondents’ profile in highest educational attainment profile category frequency percentage highest educational attainment bachelor's degree 104 26.6 master's degree units earner 199 50.9 master's degree holder 60 15.3 doctorate degree units earner 21 5.4 doctorate degree holder 7 1.8 total 391 100.0 table 1: distribution of respondents’ profile in key stage area profile category frequency percentage key stage area key stage 1 (grades 1 3) 123 31.5 key stage 2 (grades 4 6) 90 23.0 key stage 3 (grades 7 10) 125 32.0 key stage 4 (grades 11 12) 53 13.6 total 391 100.0 table 1 presents the frequency and percentage distribution of the respondents according to their key stage area. the data revealed that out of 391 respondents there are 125 (32%) assigned with grade 7-10, which obtained the highest frequency. this indicates that the majority of the teacher respondents are handling key stage 3 (grade 7-10) or the junior high school teachers. statistically speaking, the junior high school teachers have the highest number of teaching personnel because the key stage 3 is composed of four grade levels namely: grade 7, 8, 9, and 10. anderson et al. (2021) highlights the continued significance of focusing on early adolescence in educational research and policy. this observation indicates a collective effort to enhance teachers’ skills in understanding and navigating the unique challenges and opportunities associated with the early adolescence developmental stage. it signifies a proactive stance towards fostering supportive learning environments, reflecting a commitment to teacher professional development and the optimization of student outcomes. on the other hand, data revealed that out of 391 respondents, there are 53 (13.6%) assigned with grade 11-12, which obtained the lowest frequency. this indicates that the least number of the teacher respondents are handling key stage 4 (grade 11-12) or the senior high school teachers. based on statistics, the senior high school teachers have the lowest number of teaching personnel because the key stage 4 is composed only of two grade levels namely: grade 11, and 12. in a study by carter et al. (2023), the authors emphasize the importance of fostering research competence among senior high school teachers. the research indicates that a lack of emphasis on research skills at this stage may result in missed opportunities for implementing evidence-based instructional strategies. the scarcity of respondents from key stage 4 in the surveyed population underscores the urgency of addressing potential gaps in research competence and engagement among senior high school educators to ensure the delivery of effective and innovative teaching practices. table 2 illustrates the respondents in terms of highest educational attainment. data show that participants with master’s degree units earner are the highest in terms of highest educational attainment with a frequency pa ge 31 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 24-44, 2024 of 199 (50.9%). the data emphasizes the prevalence and significance of advanced academic achievements among the surveyed population. this underscores the commitment of a substantial portion of participants to pursue postgraduate education, suggesting a potential correlation between professional development and the acquisition of advanced degrees. furthermore, the very reason why most of the teachers are units’ earners is only because the number of units is computed for the equivalency records form. for teacher ii requires only 20 m.a. units while for teacher iii requires either full – fledged m.a. holder or 42 units for completed academic requirements in m.a. recent research by johnson et al. (2022) reinforces the notion that individuals with advanced degrees, such as master’s degree units earned, demonstrate increased expertise and specialized knowledge in their respective fields. the study highlights the positive impact of advanced education on professional competence and career advancement. the observed high frequency in this category aligns with the broader trend identified in the literature, indicating a commitment to continuous learning and professional growth among individuals with aspirations for higher educational attainment. on the other hand, data show that participants with doctorate degree holder are the lowest in terms of highest educational attainment with a frequency of 7 (1.8%). access to doctoral programs in the philippines may be limited, especially in remote areas or for teachers who cannot afford to pursue higher education due to financial constraints. this lack of access can be a barrier for teachers who wish to pursue a doctorate degree. research by turner and johnson (2023) suggests that barriers such as time constraints, financial considerations, and institutional support can influence the pursuit of doctoral degrees. understanding the factors contributing to the lower frequency of doctorate degree holders is essential for institutions and policymakers seeking to promote diversity and inclusivity in advanced education. additionally, the literature emphasizes the unique contributions of individuals with doctorates to research, innovation, and leadership, suggesting potential benefits in encouraging a more substantial representation of this educational attainment level. table 3: distribution of respondents’ profile in trainings/ seminars attended profile category frequency percentage trainings/ seminars attended on research international level 37 9.5 national level 34 8.7 regional level 55 14.1 division level 128 32.7 school level 137 35.0 total 391 100.0 table 4: distribution of respondents’ profile in position profile category frequency percentage position teacher i 218 55.8 teacher ii 66 16.9 teacher iii 60 15.3 master teacher i 35 9.0 master teacher ii 12 3.1 total 391 100.0 table 3 demonstrates the respondents in terms of trainings/seminars attended. data show that participants with the highest number of responses deal with school level attendance having 137 (35.5%). the data indicating that participants with school-level attendance suggests a significant portion of the surveyed population has engaged in education at the school level. schools are required to conduct learning action cell sessions as part of the upskilling program in promoting professional development. this underscores the foundational role of formal education in the lives of a substantial number of participants, implying that school-level attendance has played a crucial role in shaping their knowledge, skills, and possibly influencing their career trajectories. the research by baker and brown (2021) emphasizes the enduring impact of primary and secondary education on individuals’ cognitive development and socio-economic outcomes. however, data show that participants with the lowest number of responses deal with national level attendance having 34 (8.7%). the data highlights a noteworthy aspect of the surveyed population’s educational experiences. this insight prompts consideration of the factors influencing lower participation at the national level, potentially indicating specific challenges, limitations, or opportunities associated with this category of educational engagement. usually, only master teachers and school heads are sent to trainings/ seminars at the national level because they are required to cascade and pa ge 32 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 24-44, 2024 re-echo what they have learned from a conference to their respective schools. the study by rodriguez et al. (2022) emphasizes the significance of national-level educational initiatives and programs in shaping educational outcomes and workforce development. understanding the lower representation in this category may offer insights into the effectiveness, accessibility, or desirability of national-level educational opportunities. table 4 describes the respondents in terms of position. data show that participants’ position as teacher i are the highest in terms of teaching position having a frequency of 218 (55.8%). the data emphasizes the predominant role of entry-level teaching positions within the surveyed population. this insight sheds light on the composition of the teaching workforce, suggesting a significant presence of educators at the initial stage of their teaching careers. research by smith and johnson (2023) highlights the foundational role of teacher i positions in the educational system, serving as the entry point for many educators. the observed high frequency in this category aligns with the broader understanding that teacher i positions play a critical role in shaping the early experiences and professional development of teachers. further investigation into the career trajectories and professional growth opportunities for individuals in teacher i positions could provide valuable insights into the dynamics of the teaching workforce and inform strategies for career advancement within the education sector. however, data show that participants’ position as master teacher ii are the lowest in terms of teaching position having a frequency of 12 (3.1%). this can be attributed to the fact that at the elementary level, there is an average ratio of 10 regular teachers for every 1 master teacher. similarly, at the secondary level, the average ratio is 5 regular teachers for every 1 master teacher. this means that there are fewer master teachers compared to regular teachers in both elementary and secondary levels. master teachers are typically experienced and highly skilled educators who have undergone additional training and have demonstrated exceptional teaching abilities. they often play a leadership role in mentoring and guiding other teachers. research by brown and davis (2022) emphasizes the importance of mentorship and professional development in advancing to higher teaching positions. understanding the factors contributing to the lower representation of master teacher ii positions may offer insights into the professional growth pathways and support structures within the education system. further exploration of the experiences and opportunities available to educators aiming for higher-level positions could inform strategies to enhance career progression and satisfaction within the teaching profession. problem 2. how do the respondents assess their level of research competence in terms of framing questions and data collection, identifying literature and theoretical knowledge, and analyzing and presenting research data? table 5 determines the respondents’ level of research table 5: distribution of respondents’ level on research competence in terms of framing questions and data collection indicators mean sd description as a teacher, i can… formulate a survey questionnaire. 2.66 0.72 competent identify an appropriate research instrument for my research question. 2.58 0.73 competent generate information out of my questionnaire. 2.63 0.73 competent identify researchable questions. 2.61 0.70 competent conduct the survey instrument in collecting data. 2.67 0.75 competent do a data collection through a questionnaire. 2.71 0.74 competent collect data through interviews, anecdotal records, journals, group discussion, and others. 2.68 0.73 competent communicate with others using the e-mail in the data collection. 2.65 0.71 competent use different means of data collection like interviews, portfolios, questionnaires, journals, surveys, group discussion, and others. 2.64 0.73 competent distinguish primary and secondary data from the sources. 2.62 0.73 competent overall mean 2.64 0.73 competent legend: 3.25-4.00 highly competent, 2.51-3.24 competent, 1.75-2.50 moderately competent, 1.00-1.74 incompetent competence based on framing questions and data collection. the data exposed that the average mean for respondents’ level of research competence based on framing questions and data collection is 2.64 (sd=0.73) which means a high level of competence. respondents’ level of research competence, particularly their proficiency in framing questions and data collection, is crucial in ensuring the reliability and validity of survey research. the study conducted by golden and reck (2018) highlights the challenges associated with framing effects in survey pa ge 33 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 24-44, 2024 design, emphasizing the need for careful consideration of question phrasing and response option arrangement. in essence, respondents’ research competence plays a pivotal role in mitigating the challenges associated with framing effects and contributes to the overall robustness of survey research methodologies. in line with this, the highest item of respondents’ level of research competence based on framing questions and data collection is “as a teacher, i can do a data collection through a questionnaire.” with a mean of 2.71 (sd=0.74) which means a high level of competence. this implies that the teacher possesses the necessary skills and proficiency to effectively utilize questionnaires as a method of data collection in an educational setting. competent respondents, as identified by ganesha and aithal (2022), possess a comprehensive understanding of various time frames for research data collection. this competence allows ph.d. scholars to exercise thoughtful judgment in selecting appropriate intervals, enabling them to make informed decisions throughout different stages of their research. furthermore, the lowest item is “as a teacher, i can identify an appropriate research instrument for my research question.” with a mean of 2.58 (sd=0.73) which means a high level of competence. this indicates that despite achieving competence in instrument selection, there may be room for further enhancement or refinement in the teacher’s ability to align research instruments precisely with specific research inquiries. recent research by johnson and smith (2023) emphasizes the importance of teacher research competence in enhancing instructional practices and student outcomes. the observed mean score aligns with the broader literature, indicating that teachers equipped with the ability to identify suitable research instruments are better positioned to engage in meaningful inquiry and contribute to the evidence base for effective teaching strategies. table 6 explains the respondents’ level of research table 6: distribution of respondents’ level on research competence in terms of identifying literature and theoretical knowledge indicators mean sd description as a teacher, i can… review literature skillfully and be knowledgeable about. 2.67 0.70 competent organize the review of related literature. 2.65 0.71 competent synthesize and critically review a body of literature. 2.62 0.71 competent distinguish my authors, references, and other literature cited. 2.73 0.72 competent locate related literature in library clippings. 2.63 0.75 competent find research articles from both primary and secondary sources. 2.62 0.73 competent anchor my study on a theory. 2.60 0.73 competent analyze what is the best theory to be used. 2.54 0.73 competent make the conceptual framework. 2.59 0.75 competent conceptualize my study on a schematic presentation. 2.58 0.73 competent overall mean 2.62 0.73 competent legend: 3.25-4.00 highly competent, 2.51-3.24 competent, 1.75-2.50 moderately competent, 1.00-1.74 incompetent competence based on identifying literature and theoretical knowledge. the data exposed that the average mean for respondents’ level of research competence based on identifying literature and theoretical knowledge is 2.62 (sd=0.73) which means a high level of competence. the result implies that respondents’ proficiency in identifying literature and theoretical knowledge plays a pivotal role in advancing scholarly discourse and theoretical progress within specific research domains. ourzik’s (2022) findings emphasize the variation in the definition of constructs across different fields, highlighting the importance of a nuanced understanding of the existing literature. a competent level of research knowledge, as identified by garg et al. (2021), allows researchers to address gaps in qualitative research, such as the notable scarcity in the domain of customer knowledge management. by possessing a comprehensive grasp of theoretical frameworks, competent respondents can contribute to the development of robust foundations for subsequent investigations, as suggested by ourzik (2022). in line with this, the highest item of respondents’ level of research competence based on identifying literature and theoretical knowledge is “as a teacher, i can distinguish my authors, references, and other literature cited.” with a mean of 2.73 (sd=0.72) which means a high level of competence. this implies that the teacher demonstrates a high level of proficiency in accurately attributing and organizing sources in academic work, contributing to effective scholarly communication. furthermore, the ability to identify literature and theoretical knowledge empowers scholars to make compelling arguments, as demonstrated by garg et al. (2021), urging organizations to acknowledge and assess phenomena like knowledge concealment. in doing so, competent respondents contribute to the overall theoretical progress in the field and provide valuable insights for informed decisionpa ge 34 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 24-44, 2024 making within organizations. furthermore, the lowest item is “as a teacher, i can analyze what is the best theory to be used.” with a mean of 2.54(sd=0.73) which means a high level of competence. this indicates that there may be a need for improvement in the teacher’s ability to critically evaluate and select the most appropriate theoretical framework for specific educational contexts or research inquiries. research by anderson and davis (2023) underscores the significance of teachers’ theoretical awareness in shaping effective instructional strategies. the observed mean score aligns with the existing literature, indicating that teachers who can analyze and choose appropriate educational theories are better equipped to design pedagogical approaches that align with the diverse needs of their students and educational contexts. table 7: distribution of respondents’ level on research competence in terms of analyzing and presenting research data indicators mean sd description as a teacher, i can… develop a data collection plan. 2.62 0.76 competent summarize collected data dependably and accurately. 2.58 0.75 competent interpret the underlying meaning or the implication of the data. 2.53 0.74 competent perform preliminary and iterative steps involving reading, describing, and classifying research data before proceeding to data analysis. 2.55 0.74 competent identify techniques involved in qualitative data analysis. 2.53 0.73 competent analyze quantitative data regardless of whether the test involves descriptive or inferential. 2.53 0.75 competent identify emerging themes in an inductive analysis of qualitative data. 2.51 0.74 moderately competent analyze both quantitative and qualitative data in mixed-method research designs. 2.53 0.74 competent make a visual display for the reader to easily understand information. 2.61 0.74 competent present qualitative data in graphs, charts, and networks when necessary. 2.53 0.76 competent overall mean 2.55 0.75 competent legend: 3.25-4.00 highly competent, 2.51-3.24 competent, 1.75-2.50 moderately competent, 1.00-1.74 incompetent table 7 illustrates the respondents’ level of research competence based on analyzing and presenting research data. the data exposed that the average mean for respondents’ level of research competence based on analyzing and presenting research data is 2.55(sd=0.75) which means a high level of competence. this indicates that respondents’ level of research competence, particularly in the realm of analyzing and presenting research data, holds significant implications in the context of educational research. kim and lee’s study in 2020 highlighted the critical importance of data literacy within the teaching community, emphasizing that educators not only need to collect data but also must possess the skills for effective analysis and presentation. the findings underscored that these skills are not innate but can be cultivated, indicating the need for educators to be competent in this regard. in line with this, the highest item of respondents’ level of research competence based on analyzing and presenting research data is “as a teacher, i can develop a data collection plan.” with a mean of 2.62 (sd=0.76) which means a high level of competence. this implies that the teacher exhibits a high level of proficiency in designing comprehensive and effective strategies for gathering data in an educational context. smith and johnson’s comprehensive review in 2020 further emphasized the challenges faced by a considerable portion of teachers in proficiently handling research data, exposing a significant gap in data literacy skills that has far-reaching implications for the quality of educational research. furthermore, the lowest item is “as a teacher, i can identify emerging themes in an inductive analysis of qualitative data.” with a mean of 2.51(sd=0.74) labelled as moderately competent. this indicates that there is room for improvement in the teacher’s ability to discern and interpret patterns within qualitative data through an inductive analytical approach. patel and garcia’s 2020 study delved deep into the intricate challenges educators face in analyzing and presenting research data, uncovering issues related to data privacy, accessibility hurdles, and nuanced data interpretation. competent respondents are instrumental in addressing these challenges, as their proficiency contributes to closing the gap in data literacy skills among educators, ultimately enhancing the quality and impact of educational research. pa ge 35 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 24-44, 2024 table 8: summary of respondents’ level on research competence indicators mean sd description framing questions and data collection 2.64 0.73 competent identifying literature and theoretical knowledge 2.62 0.73 competent analyzing and presenting research data 2.55 0.75 competent overall 2.60 0.73 competent legend: 3.25-4.00 highly competent, 2.51-3.24 competent, 1.75-2.50 moderately competent, 1.00-1.74 incompetent table 8 shows the summary of the respondents’ level of research competence. overall, results show that the respondents’ level of research competence are competent in research as indicated by the overall mean of 2.60 (sd=0.73) which means a high level of competence. in this case, it suggests that most respondents’ responses are close to the mean. this means that the majority of respondents are competent in research, with only a small number being either less competent or more competent. the findings from syahrial et al.’s (2020) study reveal that the research competence of teachers and their inclination toward research were predominantly rated as fair or, in some cases, still insufficient. the indicator “framing questions and data collection” obtained the highest overall mean rating of 2.64 (sd=0.73) described as competent which means a high level of competence. this suggests that the respondents possess the necessary competencies in framing questions and data collection, which are crucial aspects of conducting research. they are likely able to design research studies that are well-structured and capable of generating meaningful data. the result of this is similar to that of oyedotun and lateef (2020) which focused on the development and implementation of a competencybased module for research competence. it specifically addresses the ability of students to formulate research questions, frame objectives aligned with the research question, and choose appropriate study designs for data collection. the indicator “analyzing and presenting research data” got the lowest overall mean rating of 2.55 (sd=0.75) described as competent which means a high level of competence. this suggests that while the respondents generally possess some level of competence in analyzing and presenting research data, there may be areas where they can further enhance their skills. this could involve improving their knowledge of statistical analysis techniques, data visualization methods, or effective presentation strategies. the study of roman (2021) is able to determine that research competency of the higher education institutions’ faculty members is a predictor of research productivity particularly on the number of researches completed by the faculty. knowledge on data analysis is a positive determinant of having a higher number of researches completed by the hei faculty. problem 3. how do the respondents assess their level of research engagement in terms of motivation to write research, and difficulty in conducting research? table 9: distribution of respondents’ level on research engagement in terms of motivation to write research indicators mean sd description as a teacher, i can… action research enhances my chance for career promotion 3.16 0.63 most of the time action research enhances my teaching efficiency 3.17 0.66 most of the time i would like to interact with other teacher researchers 3.07 0.63 most of the time [conducting] action research allows me to outrank other applicants for promotion 2.70 0.80 most of the time most of my co-teachers have conducted or planned to conduct action research 2.81 0.65 most of the time i like to publish action research findings to research journals 2.88 0.68 most of the time i find action research as an interesting and meaningful educational practice 2.96 0.65 most of the time i like to participate and be recognized in the research congress. 2.80 0.68 most of the time i like to demonstrate to my peers that the conduct of action research is not that difficult 2.80 0.70 most of the time i am empowered when i investigate and take actions to classroom problems 2.84 0.64 most of the time overall 2.92 0.67 most of the time legend: 3.25-4.00 at all times, 2.51-3.24 most of the time, 1.75-2.50 sometimes, 1.00-1.74 never table 9 revealed the respondents’ assessment on their level of research engagement based on motivation to write research. the data exposed that the average mean for respondents’ assessment on their level of research engagement based on motivation to write research is 2.92(sd=0.67) described as most of the time. the pa ge 36 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 24-44, 2024 result implies that respondents expressing a high level of motivation to write research, as indicated by their agreement, align with the findings of rubi (2021) and narbarte et al. (2018). rubi’s analysis highlighted that teachers are driven to engage in research due to various factors, including its role in advancing their careers, the desire to publish in research journals, acknowledgment at research conferences, and a genuine enthusiasm for uncovering novel knowledge. this resonates with the motivational factors identified by narbarte et al. within a university environment, where teachers are motivated by practical application of research outcomes, personal gratification, opportunities to broaden professional networks, participation in research skill development programs, and the support provided by academic administration. in line with this, the highest item of respondents’ respondents’ assessment on their level of research engagement based on motivation to write research is “as a teacher, i feel that action research enhances my teaching efficiency.” with a mean of 3.17 (sd=0.66) described as most of the time. this means that the teacher perceives a high level between engaging in action research and the improvement of their teaching effectiveness. research by smith and johnson (2022) emphasizes the positive impact of action research on teacher professional development and instructional effectiveness. the observed mean score aligns with the broader literature, indicating that teachers who perceive the value of action research are more likely to engage in reflective practices, leading to enhanced teaching efficiency and improved student outcomes. moreover, the lowest item is “as a teacher, i feel that [conducting] action research allows me to outrank other applicants for promotion.” with a mean of 2.70 (sd=0.80) described as most of the time. this indicates that the teacher believes in the potential career advancement benefits associated with actively participating in action research. this insight implies that teachers highly recognize the value of action research not only for personal professional development but also as a strategic asset in the context of career progression within the educational system. research by davis and anderson (2023) underscores the link between action research engagement and career advancement for educators. the observed mean score aligns with the existing literature, indicating that teachers who believe in the promotional benefits of conducting action research are likely to view it as a valuable investment in both personal and professional growth. table 10: distribution of respondents’ level on research engagement in terms of difficulty in conducting research indicators mean sd description as a teacher, i find it difficult to… identify issues and problems to be investigated by action research 2.47 0.68 sometimes search for relevant literature on my chosen topic of research 2.56 0.65 most of the time develop the processes of how to do research and collective evidence of research 2.57 0.66 most of the time analyze quantitative and qualitative data 2.59 0.68 most of the time organize and write the findings 2.54 0.66 most of the time make a relevant presentation on my project and write an article for publication 2.61 0.66 most of the time use technology in literature search. 2.39 0.80 sometimes use technology in data presentation 2.31 0.81 sometimes use technology in statistical analysis 2.45 0.79 sometimes use technology in bibliographical entries 2.42 0.75 sometimes overall mean 2.49 0.71 sometimes legend: 3.25-4.00 at all times, 2.51-3.24 most of the time, 1.75-2.50 sometimes, 1.00-1.74 never table 10 revealed the respondents’ assessment on their level of research engagement based on difficulty / nondifficulty in conducting research. the data exposed that the average mean for respondents’ assessment on their level of research engagement based on difficulty / non-difficulty in conducting research is 2.49 (sd=0.71) described as sometimes. this implies that respondents expressing that conducting research is “slightly difficult” align with the challenges identified by caingcoy (2020) in the realm of teacher research tasks. caingcoy emphasized that teachers find tasks such as the analysis of qualitative data, structuring and articulating research findings, analyzing quantitative data, and crafting presentations and research articles to be particularly challenging. despite these challenges, there is a resounding consensus, as highlighted by patlins (2018), that the cultivation of research skills brings undeniable and substantial benefits for individuals, emphasizing the importance of addressing these difficulties in the design and implementation of continuing professional development activities. in line with this, the highest item of respondents’ respondents’ assessment on their level of research engagement based on difficulty / non-difficulty in conducting research is “as a teacher, i find it difficult to make a relevant presentation on my project and write an article for publication.” with a mean of 2.61 (sd=0.66) or pa ge 37 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 24-44, 2024 most of the time. this implies that the teacher may face challenges in effectively communicating and disseminating their research findings, indicating a potential need for support in presentation and publication skills. research by brown and smith (2022) highlights the importance of supporting teachers in effective knowledge dissemination and publication. the observed mean score aligns with the existing literature, indicating that teachers who find it challenging to present and publish their work may benefit from targeted interventions aimed at improving communication skills and navigating the publication process. moreover, the lowest item is “as a teacher, i find it difficult to use technology in data presentation.” with a mean of 2.31 (sd=0.81) labelled as sometimes. this indicates that the teacher may encounter minor challenges in incorporating technology for effective data presentation, indicating a relatively manageable barrier that could benefit from targeted support or training. research by anderson and davis (2022) emphasizes the significance of technology integration in education and the potential benefits for enhancing teaching practices. the observed mean score aligns with the broader literature, indicating that teachers who find it slightly difficult to use technology for data presentation may benefit from targeted training and support to enhance their technological skills. table 11: summary of respondents’ level of research engagement indicators mean sd description motivation to write research 2.92 0.67 most of the time difficulty in conducting research 2.49 0.71 sometimes overall 2.71 0.69 most of the time legend: 3.25-4.00 at all times, 2.51-3.24 most of the time, 1.75-2.50 sometimes, 1.00-1.74 never table 11 shows the summary of respondents’ level of research engagement. overall, results show that the respondents’ level of research engagement was high as indicated by the overall mean of 2.71 (sd=0.69). this suggests that the respondents in the study displayed a high level of interest, involvement, and commitment to research activities. they actively engaged in researchrelated tasks and showed a strong desire to contribute to the field. this indicates a positive research culture and a favorable research environment among the respondents. research productivity is an important criterion for the university to assess teachers. studies about factors that affect teachers’ research productivity are increasing nowadays. it is generally agreed that academics’ research productivity depends on how much mentorship is provided to them and how the current working environment is mediated by their research motivation and self-efficacy (li & zhang, 2021). the indicator “motivation to write research” obtained the highest overall mean rating of 2.92 (sd=0.67) described as most of the time. this indicates a positive attitude towards writing research among the respondents. they demonstrate a high level of motivation, which is an important factor for producing quality research outputs. this suggests that the respondents are likely to be proactive in their research endeavors and are driven to contribute to the advancement of knowledge in their respective fields. these results are consistent with a similar cross-sectional survey conducted among hospital pharmacists, underscoring a parallel trend. in that study by sarwal et al. (2018), despite facing diverse challenges and impediments, the surveyed hospital pharmacists exhibited a prevailing positive outlook, held favorable perspectives on research, demonstrated an elevated level of motivation, and expressed a genuine willingness to embrace and integrate research practices into their professional roles. the indicator “difficulty in conducting research” got the lowest overall mean rating of 2.49 (sd=0.71) described as sometimes. this suggests that the respondents had a positive perception of conducting research and did not view it as overly difficult. this indicates a level of confidence and competence in their research skills and abilities. it also suggests that they may have had the necessary resources, support, and expertise to effectively carry out their research projects. as elucidated in rubi’s (2021) research, the findings signify that teachers encounter certain challenges when engaging in research endeavors; nevertheless, their motivation to pursue research remains robust due to the promising career advancement prospects it offers. problem 4. is there a significant relationship between the level of teachers’ research competence towards their research engagement in terms of motivation to write research and difficulty in conducting research? table 12: test of relationship between the teachers’ research competence and level of research engagement teachers’ research competence research engagement motivation to write research difficulty in conducting research r p-value interpretation r p-value interpretation framing questions and data collection .491 .000 s -.228** .000 s pa ge 38 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 24-44, 2024 identifying literature and theoretical knowledge .533 .000 s -.186** .000 s analyzing and presenting research data .513 .000 s -.168** .001 s average .498 .000 s -.200** .000 s legend: *significant at p<0.05 alpha level, s – significant, ns – not significant table 12 depicts the significant relationship between the level of teachers’ research competence towards their research engagement in terms of motivation to write research and difficulty in conducting research. since the p-value is less than 0.05 level, therefore, the null hypothesis is rejected. the data further exposed that teachers’ research competence in terms of framing questions and data collection, identifying literature and theoretical knowledge, and analyzing and presenting research data has a positive significant relationship with research engagement in terms of motivation to write research. in the university environment, the research of narbarte et al. (2018) pinpointed five key motivators that significantly propel teachers into engaging in research activities. these motivators encompass the practical application of research outcomes, personal gratification derived from research endeavors, the opportunity to expand professional networks, participation in comprehensive research skill development programs, and the instrumental support and encouragement provided by the academic administration. in tandem with this positive perspective, the study conducted by sarwar et al. (2018) on hospital pharmacists, despite encountering diverse challenges, revealed a prevailing positive outlook, favorable perspectives on research, heightened motivation, and a genuine willingness among the surveyed pharmacists to embrace and integrate research practices into their professional roles. on the other hand, teachers’ research competence has a negative significant relationship with research engagement in terms of difficulty in conducting research. the study by caingcoy (2020) underscores the formidable challenges confronted by teachers, with a primary emphasis on the analysis of qualitative data, closely succeeded by tasks such as structuring and articulating research findings, analyzing quantitative data, and proficiently crafting presentations and research articles for potential publication. furthermore, a more recent investigation sheds light on the distinctive hurdles encountered by junior high school educators in the realm of action research, specifically centering on literature review, results presentation, dissemination of research findings through publication, and the intricacies of data collection (tindowen et al., 2019). this insight aligns with the findings of caingcoy (2020) and tindowen et al. (2019), highlighting the intricate nature of challenges faced by educators in the pursuit of research endeavors. problem 5. is there a significant relationship between the level of teachers’ research engagement and their characteristics in terms of key stage area, highest educational attainment, related trainings/ seminars attended on research, and position? table 13: relationship between the levels of teachers’ research engagement when grouped according to profile respondents profile teachers’ research engagement indicators motivation to write research difficulty in conducting research overall r-value r-value r-value p-value p-value p-value key stage area 0.018 0.001 0.004 (nlr) (nlr) (nlr) 0.719 0.990 0.942 ns ns ns highest educational attainment 0.006 0.023 0.016 (nlr) (nlr) (nlr) 0.908 0.656 0.745 ns ns ns trainings/ seminars attended on research 0.524 0.230 0.520 (mpr) (wpr) (mpr) 0.041* 0.005* 0.006* s s s position 0.233 0.180 0.199 (wpr) (wpr) (wpr) pa ge 39 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 24-44, 2024 0.001* 0.001* 0.001* s s s legend: *significant at p<0.05 alpha level, s – significant, ns – not significant table 13 shows the test of relationship between teacherrespondents’ research engagement and their profile. the data shows that attendance to related training/seminars about research showed a moderate significant relationship on the level of research engagement as indicated by the correlation r-value and probability value less than 0.05 alpha level which led to the rejection of the null hypothesis. this implies that the teacher-respondent’s attendance to related training/seminars on research was moderately related to their level of research engagement. the study of perines (2021) showed evidence that although the future teachers highly value educational research, they believe that the training they are receiving has considerable weaknesses. they highly value the work of some of their teachers and feel they have acquired new knowledge and tools as part of the courses they have taken, but they think there is little continuity between the instances where educational research is taught. furthermore, the respondents’ teaching position showed weak but significant relationship on the level of research engagement as indicated by the correlation r-value and probability value less than 0.05 alpha level which led to the rejection of the null hypothesis. this implies that the teacher-respondent’s position was related to their level of research engagement. with a concentrated focus on specialized teaching positions, particularly those held by special education instructors or bilingual educators, caganaan and gosadan (2018) undertakes a meticulous assessment of the influence exerted by these roles on research competence. it delves deeply into the distinct research requirements and contributions that emerge within the specialized realms of education. problem 6. based on the findings, what research development plan for teachers can be designed? table 15: matrix of research development plan year 1 (2024): building foundations areas of concern specific objectives strategies/ activities time frame person/s involved source of fund estimated budget expected output a na ly zi ng a nd p re se nt in g re se ar ch d at a id en tif y em er gi ng th em es in a n in du ct iv e an al ys is of qu al ita tiv e da ta c on du ct h an ds -o n w or ks ho ps o n qu al ita tiv e da ta a na ly sis m et ho ds , w ith a fo cu s o n in du ct iv e an al ys is. fe br ua ry 2 02 4 5 da ys 1 d iv isi on r es ea rc h c oo rd in at or 23 s ch oo l r es ea rc h c oo rd in at or s 5 in vi te d tr ai ne rs a nd g ue st s d iv isi on m o o e / sp ec ia l e du ca tio n fu nd (s e f) ph p 80 ,0 00 .0 0 d at a in te rp re ta tio n m as te ry so ftw ar e ut ili za tio n co m pe te nc e pr ov id e pr ac tic al e xe rc ise s an d re al -w or ld e xa m pl es fo r te ac he rs to d ev el op sk ill s i n id en tif yi ng a nd in te rp re tin g em er gi ng th em es . a pr il 20 24 3 da ys 1 d iv isi on r es ea rc h c oo rd in at or 23 s ch oo l r es ea rc h c oo rd in at or s 5 in vi te d tr ai ne rs a nd g ue st s d iv isi on m o o e / sp ec ia l e du ca tio n fu nd (s e f) ph p 36 ,0 00 .0 0 in te ra ct iv e g ro up s es sio ns re po rt t he m e in te rp re ta tio n c as e a na ly sis e nc ou ra ge c ol la bo ra tiv e re se ar ch g ro up s t o pr ac tic e qu al ita tiv e da ta a na ly sis co lle ct iv el y, fo st er in g a su pp or tiv e en vi ro nm en t fo r s ki ll de ve lo pm en t. ju ne 2 02 4 2 da ys 1 d iv isi on r es ea rc h c oo rd in at or 23 s ch oo l r es ea rc h c oo rd in at or s 5 in vi te d tr ai ne rs a nd g ue st s d iv isi on m o o e / sp ec ia l e du ca tio n fu nd (s e f) ph p 24 ,0 00 .0 0 q ua lit at iv e da ta a na ly sis re po rt in sig ht s w rit in g pa ge 40 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 24-44, 2024 year 2 (2025): developing research skills m ot iv at io n to w rit e re se ar ch c on du ct in g ac tio n re se ar ch al lo w s m e to o ut ra nk o th er ap pl ic an ts fo r p ro m ot io n e st ab lis h a st ru ct ur ed pr og ra m fo r t ea ch er s t o en ga ge in a ct io n re se ar ch pr oj ec ts a lig ne d w ith th ei r ca re er g oa ls. a ug us t 2 02 5 1 da y 1 d iv isi on r es ea rc h c oo rd in at or 23 s ch oo l r es ea rc h c oo rd in at or s 5 in vi te d tr ai ne rs a nd g ue st s d iv isi on m o o e / sp ec ia l e du ca tio n fu nd (s e f) ph p 12 ,0 00 .0 0 ro ad m ap fo r c ar ee r pr og re ss io n pr ov id e re so ur ce s a nd su pp or t f or te ac he rs to de sig n an d im pl em en t a ct io n re se ar ch p la ns a im ed a t pr of es sio na l d ev el op m en t an d pr om ot io n. o ct ob er 2 02 5 1 da y 1 d iv isi on r es ea rc h c oo rd in at or 23 s ch oo l r es ea rc h c oo rd in at or s 5 in vi te d tr ai ne rs a nd g ue st s d iv isi on m o o e / sp ec ia l e du ca tio n fu nd (s e f) ph p 12 ,0 00 .0 0 a ct io n re se ar ch p la ns pr of es sio na l d ev el op m en t fo r c ar ee r p ro m ot io n o rg an iz e pe rio di c pr og re ss re vi ew s a nd p ee r e va lu at io ns to e ns ur e th e qu al ity a nd re le va nc e of a ct io n re se ar ch pr oj ec ts. n ov em be r 2 02 5 1 da y 1 d iv isi on r es ea rc h c oo rd in at or 23 s ch oo l r es ea rc h c oo rd in at or s 5 in vi te d tr ai ne rs a nd g ue st s d iv isi on m o o e / sp ec ia l e du ca tio n fu nd (s e f) ph p 12 ,0 00 .0 0 m on ito rin g an d e va lu at io n w or ks he et d oc um en ta tio n of p ro gr es s an d c ha ng es year 3 (2026): integration of technology in research and publication d iffi cu lty in c on du ct in g re se ar ch u se te ch no lo gy in d at a pr es en ta tio n o ff er tr ai ni ng se ss io ns o n ad va nc ed d at a vi su al iz at io n to ol s a nd te ch ni qu es . ja nu ar y 20 26 5 da ys 1 d iv isi on r es ea rc h c oo rd in at or 23 s ch oo l r es ea rc h c oo rd in at or s 5 in vi te d tr ai ne rs a nd g ue st s d iv isi on m o o e / sp ec ia l e du ca tio n fu nd (s e f) ph p 60 ,0 00 .0 0 c re at io n of in te ra ct iv e d as hb oa rd s sp ss o rie nt at io n pr ov id e gu id an ce o n in co rp or at in g te ch no lo gy in to re se ar ch p re se nt at io ns a nd pu bl ic at io ns , e nh an ci ng th e ac ce ss ib ili ty a nd im pa ct o f fin di ng s. m ar ch 2 02 6 1 da y 1 d iv isi on r es ea rc h c oo rd in at or 23 s ch oo l r es ea rc h c oo rd in at or s 5 in vi te d tr ai ne rs a nd g ue st s d iv isi on m o o e / sp ec ia l e du ca tio n fu nd (s e f) ph p 12 ,0 00 .0 0 im pr ov ed a bi lit y am on g re se ar ch er s t o in co rp or at e te ch no lo gy in to th ei r pr es en ta tio ns a nd p ub lic at io ns pa ge 41 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 24-44, 2024 e nc ou ra ge th e cr ea tio n of m ul tim ed ia co nt en t, su ch a s v id eo s, w eb in ar s, an d in te ra ct iv e pr es en ta tio ns , t o di ss em in at e re se ar ch o ut co m es . m ay 2 02 6 1 da y 1 d iv isi on r es ea rc h c oo rd in at or 23 s ch oo l r es ea rc h c oo rd in at or s 5 in vi te d tr ai ne rs a nd g ue st s d iv isi on m o o e / sp ec ia l e du ca tio n fu nd (s e f) ph p 12 ,0 00 .0 0 d ev el op ed m ul tim ed ia c on te nt , s uc h as v id eo s, w eb in ar s, an d in te ra ct iv e pr es en ta tio ns , t o ef fe ct iv el y di ss em in at e re se ar ch o ut co m es a nd en ga ge d iv er se a ud ie nc es . pu bl ic at io n of c om pl et ed re se ar ch es pu bl ish r es ea rc h fi nd in gs d ev el op a m en to rs hi p pr og ra m to g ui de te ac he rs th ro ug h th e pr oc es s o f w rit in g an d su bm itt in g re se ar ch p ap er s t o re pu ta bl e jo ur na ls an d co nf er en ce s. ju ly 2 02 6 1 da y 1 d iv isi on r es ea rc h c oo rd in at or 23 s ch oo l r es ea rc h c oo rd in at or s 5 in vi te d tr ai ne rs a nd g ue st s d iv isi on m o o e / sp ec ia l e du ca tio n fu nd (s e f) ph p 12 ,0 00 .0 0 g an tt c ha rt fo r r es ea rc h ti m el in e c re at e a pl at fo rm fo r te ac he rs to sh ow ca se th ei r r es ea rc h fin di ng s w ith in th e sc ho ol co m m un ity a nd b ey on d. se pt em be r 2 02 6 1 da y 1 d iv isi on r es ea rc h c oo rd in at or 23 s ch oo l r es ea rc h c oo rd in at or s 5 in vi te d tr ai ne rs a nd g ue st s d iv isi on m o o e / sp ec ia l e du ca tio n fu nd (s e f) ph p 12 ,0 00 .0 0 in tro du ct io n to g e m pu bl ic at io n: o ffi ci al d iv isi on p ub lic at io n of sd o e l s al va do r c ity c el eb ra te a nd re co gn iz e su cc es sf ul pu bl ic at io ns , f os te rin g a cu ltu re o f re se ar ch an d kn ow le dg e di ss em in at io n. n ov em be r 2 02 6 1 da y 1 d iv isi on r es ea rc h c oo rd in at or 23 s ch oo l r es ea rc h c oo rd in at or s 5 in vi te d tr ai ne rs a nd g ue st s d iv isi on m o o e / sp ec ia l e du ca tio n fu nd (s e f) ph p 12 ,0 00 .0 0 d iv isi on r es ea rc h c on gr es s st ak eh ol de rs ’ c on ve rg en ce conclusions teachers’ research and competence posited complementary synergy theorizing that teachers with higher research competence are engaged in research pursuits relevant to professional growth within the context of education. teachers in the division of el salvador city are competent in terms of data collection and are highly engaged in enhancing teaching efficacy as a motivation to write research. in depth interview revealed that despite being highly engaged in research, the completion of research output is hindered by ancillary functions. moreover, the research engagement of teachers is notably influenced by their participation in relevant training sessions and seminars on research, as well as by their current professional positions. recommendations based on conclusions of the study, the following recommendations are hereby forwarded: 1. for the division office of el salvador city to adopt the proposed three-year research development plan in the following areas: analyzing and presenting research data, motivation to write research, difficulty in conducting research, and publication of completed researches as it would greatly encourage and motivate teacher-researchers to engage in research activities and produce research papers for publication. 2. for the instructional leaders and school heads to allocate resources from the schools’ maintenance and other operating expenditures as stated in the three-year development plan in providing national-level training pa ge 42 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(1) 24-44, 2024 and seminars on research. by prioritizing these initiatives, instructional leaders and school heads can empower teachers to advance their careers and contribute to the improvement of the education system. 3. for the teachers to give more time to collaborate in increasing research output completion and pursue professional development in research completion. it is recommended that they initiate peer-sharing sessions focused on identifying emerging themes and conducting inductive analysis of qualitative data. these sessions would provide a platform for teachers to share their insights, experiences, and research findings, promoting a culture of learning and collaboration. teachers are more likely to engage in research pursuits, contributing to their professional growth, improvement of educational practices, and enhancement of the teaching profession. 4. for the future researchers to delve into additional variables impacting research outputs and the quantity of published studies conducted by teachers in the respective field. references alam, m. k. 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(2023). understanding user‐generated questions in social qampa: a goal‐ framing approach. journal of the association for information science and technology, 74(8), 990-1009. https://doi.org/10.1002/asi.24770 pa ge 1 pa ge 21 5 american journal of arts and human science (ajahs) computer upskilling trainings and teachers’ technological literacy: basis for technological skills enhancement plan zandrielin cantutay1*, wilma r. taganas2 volume 3 issue 2, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i2.2863 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: may 01, 2024 accepted: june 04, 2024 published: june 08, 2024 the study is deeply rooted in the diffusion of innovation theory, focusing on educators’ adoption of computer upskilling training programs. everett rogers’ theory offers a comprehensive framework for understanding how new ideas and technologies are embraced, highlighting key factors that impact the adoption process. this research delves into the computer upskilling training and technological literacy of teachers, addressing seven main objectives: profiling respondents, evaluating their level of computer upskilling training, assessing their technological literacy, exploring the relationship between training and literacy, and designing a technology skills enhancement plan. conducted in the first legislative districts of misamis oriental, the study surveyed 250 teachers during the 2023-2024 school year. utilizing a descriptive research design and a custom questionnaire, statistical tools like mean, standard deviations, spearman correlation test, and kruskal wallis test were employed to analyze the data. the findings reveal a high level of technological literacy among educators, particularly in microsoft office and social media skills, with room for improvement in areas like video conferencing and graphic design. the study underscores the significance of continuous training and support for educators to boost their technological competencies, recommending tailored professional development initiatives and resources to enhance essential technology skills for effective teaching and learning. keywords computer upskilling training, technological literacy 1 phinma cagayan de oro college, philippines * corresponding author’s email: zama.cantutay.coc@phinmaed.com introduction background of the study education has to go along with the changing times. in today’s technology driven era, where technology has become an omnipresent force shaping various facets of our lives, the integration of advanced tools and resources within educational contexts presents both an opportunity and a challenge. this study investigated a pivotal issue confronting educator, the pressing need to augment their technological literacy. this research aimed to unravel the profound impact of such training initiatives on teachers’ technological proficiency, serving as the cornerstone for the establishment of comprehensive technology skills enhancement plans. as articulated by prasetiyo et al. (2023), the internet has already revolutionized education, underscoring the urgency for educators to adeptly navigate this transformative terrain. however, it is crucial to acknowledge that not everyone has access to this revolution, which is leading to concerns about digital exclusion and its potential impact on existing educational disparities. this study examined the realm of technological literacy and computer upskilling pieces of training, with a particular emphasis on evaluating their impact on teachers’ technological proficiency levels, serving as a foundational framework for the technology skills enhancement plan. as outlined in deped order no. 021 s. 2019 one of the components of the 21st century skills within the k to 12 conceptual framework is related to information literacy, media literacy and technology skills. essentially, teachers need to improve their skills to meet the required standards and effectively contribute to the program’s goals. as observed, while some teachers may possess basic or advanced technological skills, a significant challenge arises in effectively applying these capabilities in the educational context. this discrepancy arises from the multifaceted demands placed on educators, often leaving them with limited time to create personalized, technology-driven instructional materials tailored to meet the diverse learning needs of their students. as stipulated in ra 4670 and deped memorandum no. 291, s. 2008, in addition to their teaching responsibilities, teachers are entrusted with ancillary duties. consequently, this resulted in a resource and time constraint that hindered the seamless integration of technology into their teaching practices. on the other hand, some other teachers may have low technological literacy, which might be attributed to a lack of training, considering that some of the computer upskilling trainings are not mandatory. as educators acknowledge their pivotal role in shaping the educational landscape, a sense of duty emerges to navigate these challenges head-on. beyond a mere acknowledgment of the existing disparities and uncertainties, teachers are positioned to be proactive agents of change. the essence extends beyond recognizing the hurdles; it calls for a deliberate commitment to upskilling, evolve teaching methodologies, and embrace the transformative potential of technology. as highlighted by stošić and mikhailova (2023) in their scholarly work, the proficiency of teachers in digital skills is pivotal in determining the effectiveness of integrating information and communication technologies (icts) in the classroom. pa ge 21 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 215-240, 2024 hence, these programs catalyze professional growth, providing teachers, including the researcher, with the necessary tools and knowledge to seamlessly integrate technology into their teaching practices. this empowerment enables creation of personalized, contextually relevant, and technology-enhanced instructional materials to address diverse student needs. the study aimed to bridge the digital divide and make technology-driven education accessible to all students, regardless of their backgrounds. by amplifying the impact of these trainings, the researcher sought to create a ripple effect that will positively influence the broader educational landscape and, consequently, society as a whole. literature review computer upskilling trainings stošić and mikhailova (2023) underscore the criticality of teachers’ digital competences in successfully integrating information and communication technologies (icts) within classrooms. their work highlights the necessity of empowering educators with the requisite digital skills to leverage the potential of icts for enriched learning experiences fully. these researchers found out that modern teachers, who are methodically cultivating their creativity and leadership abilities, need a strong drive to acquire fresh knowledge and continually enhance their proficiency in digital technologies. in their 2022 study, lang and triantoro emphasized the substantial role educators play in imparting technology skills to younger individuals through the utilization of e-learning tools and information and communication technology. this is another persuasive rationale for teachers to participate in training programs. within this context, regional advisory 98, s. 2023, emerges as a pivotal directive. this advisory provides a comprehensive framework for the implementation of computer upskilling trainings for teachers, recognizing their indispensable role in enhancing educators’ technological proficiency. by offering explicit guidelines and recommendations, this advisory serves as a practical tool to ensure that teachers are well-equipped to meet the technological demands of modern education. innovation in education educational innovations represent purpose-oriented activities, organizational solutions, systems, processes, or methods employed in educational settings that significantly deviate from established practices. mykhailyshyn et al. (2018) emphasize that these innovations when initially introduced within an institution, aim to enhance operational efficiency and foster organizational development within a competitive environment. acknowledging this imperative, the southeast asian institute of educational training, inc. (seaieti) has designed a targeted training program to equip participants with practical teaching and learning strategies. the program is poised to transcend conventional methods, offering educators valuable tools to enhance their effectiveness in the classroom. endorsed by the national educators academy of the philippines (neap) in accordance with deped memorandum no. 082, s. 2020, seaieti’s course stands as a testament to its commitment to quality educational initiatives. this endorsement underscores the program’s alignment with national educational standards and reinforces its significance in contributing to the broader landscape of educational innovation. by adhering to the guidelines set forth by neap, the training program gains recognition as a reliable and approved resource, ensuring that participants are exposed to innovative strategies and empowered to implement them effectively per established educational frameworks. education in the virtual environment in anticipation of the challenges posed by the ongoing global shift towards digital education, online classes were gaining popularity even before the pandemic due to their inherent accessibility (ellis et al., 2021). this shift has underscored the need for educators to adapt to the virtual environment, emphasizing the importance of effective teaching strategies tailored to online platforms. recognizing this imperative, the southeast asian institute of educational training, inc. (seaieti) has developed a comprehensive training program focused on equipping participants with practical and relevant skills for teaching in the virtual realm. this program responds to the changing landscape of education, ensuring that educators are well-prepared to navigate the complexities of online instruction and deliver quality learning experiences to their students. endorsed by the national educators academy of the philippines (neap) in accordance with deped memorandum no. 082, s. 2020, seaieti’s course aligns with national standards and reflects a commitment to advancing education in the virtual environment. the approval from neap adds credibility to the program, assuring participants that it meets the stringent criteria set by national educational authorities. as virtual education becomes an integral part of the educational landscape, this training program is a valuable resource, providing educators with the tools to excel in online teaching, foster student engagement, and effectively utilize digital platforms. tv-based instruction (tvbi)/radio-based instruction (rbi) in the 21st century, societies are immersed in visual stimuli, with numerous daily activities relying on visual procedures. consequently, education must keep pace with societal advancements and embrace emerging innovations (nicolaou et al., 2019). tv-based instruction and radiobased instruction represent innovative approaches that ensure continuous learning, particularly when traditional in-person instruction is compromised. these modalities leverage the accessibility of television and radio, providing inclusive platforms for delivering educational content to a diverse student population. pa ge 21 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 215-240, 2024 division memorandum no. 284, issued in 2020, demonstrates a proactive approach to address the educational system’s dynamic challenges. the adoption of tv-based instruction and radio-based instruction represents a significant stride towards inclusivity and accessibility in educational content delivery. this memorandum not only offers clear directives for the seamless execution of these approaches but also emphasizes the criticality of empowering educators with the tools to adeptly navigate the changing educational landscape. ultimately, this endeavor plays a pivotal role in ensuring uninterrupted learning experiences for students across varied educational settings. information and communication technology with the implementation of the department of education computerization program (dcp), it becomes imperative for teachers to upskill themselves through ict trainings. this is essential to ensure they can effectively harness the potential of information and communication technologies (icts) in the modern educational landscape. this aligns with the emphasis on technological proficiency outlined in deped order no. 016, s. 2023. the study of bayucca (2022) underscores the assertion that teachers are required with technology-related management skills in addition to basic ict competencies. bayucca aptly highlights that teachers are not only required to have basic technological skills but also need proficiency in technology-related management. this assertion emphasizes the multifaceted nature of ict integration in education. beyond the ability to use digital tools, educators must also possess the skills to manage and leverage technology for instructional purposes effectively. deped order no. 016, s. 2023 provides a comprehensive framework for implementing the dcp, outlining specific guidelines for acquiring and maintaining ict resources in educational institutions. this directive recognizes the pivotal role of technology in modern education and aims to ensure that schools have the necessary infrastructure to support effective teaching and learning. by adhering to these guidelines, the department of education is committed to equipping educators with the tools and resources needed to navigate the digital landscape. teachers’ technological literacy teachers’ technological literacy stands as a critical measure within educational institutions, representing individuals’ ability to effectively engage with and utilize technology for learning and problem-solving (hassan & akbar, 2020). this proficiency has gained significant importance in modern education, given technology’s pervasive role in academic and professional settings. biares’ (2021) study provides compelling evidence for the impact of technological skills on teaching practices. it indicates that teachers with robust technological competencies are more inclined to implement curricular changes and seamlessly integrate technology into their classroom instruction. this underscores the pivotal role of technological literacy in empowering educators to adapt to evolving educational landscapes. furthermore, technological literacy catalyzes innovative and dynamic teaching methodologies. educators proficient in technology can leverage diverse digital tools and resources to enrich the learning experience for their students. this fosters a more engaging and interactive learning environment, ultimately preparing students for the demands of a digitally-driven world. as demonstrated by hassan and akbar’s (2020) and biares’ (2021) findings, technological literacy is critical to modern education. cultivating technological proficiency among educators is paramount to ensuring the continued success and relevance of modern educational practices in a technology-driven era. video conferencing according to torrato et al., in 2021, video conferencing has revolutionized education, providing a flexible and adaptable approach to open and distance learning. this technology-driven mode of instruction has become particularly crucial in situations where physical presence is constrained, allowing educators to reach a wider audience and maintain continuity in learning experiences. harmilawati et al.’s (2020) study sheds light on the multifaceted impact of video conferencing on teaching and learning. their research indicates that video conferencing not only serves as a facilitator of instruction but also acts as a catalyst for creativity among educators. participants in their study highlighted how video conferencing platforms encourage lecturers to explore innovative and imaginative teaching methods. this observation is supported by a separate study, which emphasizes educators need to be creative and inventive when utilizing online platforms like video conferencing. in addition, harmilawati et al. (2020) underscores the impact of video conferencing on educators’ creativity and innovation. this proves the importance of teachers being proficient in employing this strategy to facilitate student learning whenever the need arises. audio and video editing bayucca’s (2020) sheds light on the critical role of audio and video editing skills in modern education. these competencies empower teachers to craft dynamic and engaging learning materials, ultimately enhancing the overall educational experience for students. the research highlights a notable gap in teachers’ knowledge, specifically in harnessing computer applications for video editing. this revelation underscores the urgency of providing targeted training and resources to enhance educators’ proficiency in this domain.identifying this knowledge gap emphasizes the necessity for comprehensive training programs that equip educators with the essential skills for audio and video editing. such programs can significantly enhance educators’ ability to create multimedia-rich content that resonates with students. pa ge 21 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 215-240, 2024 further, this sentiment is mirrored in the research by movitaria and shandra (2022), which underscores the positive impact of employing video-based microsoft powerpoint media as an alternative teaching tool. their findings demonstrate that educators who adopt this approach effectively elevate student motivation and learning outcomes compared to those who do not. incorporating audio and video editing as a dependent variable in this study is of paramount importance. it stands as a critical element in evaluating the influence of these skills on teaching effectiveness and student engagement. microsoft office skills microsoft 365 plays a pivotal role as a dependent variable in this study, focusing on its utilization among educators for instructional purposes. hasanah and dewi’s (2022) research highlights a significant finding not all teachers are well-versed in using this application. this underscores the need for comprehensive guidance and training to enable educators to effectively harness microsoft office 365 and create engaging and innovative educational materials. deped misamis oriental’s proactive step, as outlined in division memorandum no. 054, s. 2023, to adopt microsoft 365 signifies the recognition of its potential impact on enhancing educational practices. this adoption signifies a commitment to equipping educators with digital tools to facilitate more effective and engaging learning experiences. by integrating microsoft 365 into the educational framework, the department aims to empower teachers with the capabilities to create dynamic content and adapt to the evolving educational landscape. the findings from hasanah and dewi’s study, coupled with the strategic move by deped misamis oriental, converge to emphasize the importance of microsoft 365 in the realm of education. it serves as a catalyst for teachers to transcend traditional instructional methods and explore innovative approaches to teaching. by affording educators the opportunity to master this tool, they can leverage its features to craft meaningful learning materials tailored to the diverse needs of their students. this, in turn, has the potential to elevate the overall quality of education within the region. graphic design graphic design emerges as a crucial dependent variable in this study, focusing on its impact on educators’ roles as lifelong learners and the enhancement of students’ academic performance. pentury and anggraeni’s (2022) research emphasizes that teachers, as both educators and continual learners, are constantly met with challenges and barriers. the evolving landscape of innovative learning and technology development prompts teachers to reflect on the implications for their roles. utilizing tools like canva for graphic design is posited as a means to elevate students’ academic achievements. undersecretary alain del b. pascua’s aide memoire, released on june 30, 2020, further underscores the importance of incorporating graphic design skills into educators’ repertoire. the memorandum outlines a comprehensive approach to teacher training, leveraging various digital platforms, including webinars, video uploads, television radio broadcasts, and in-service training for teachers (in-set). this strategic initiative reflects a recognition of the transformative potential of graphic design, particularly when coupled with technological tools, in augmenting the professional development of educators. social media albiladi and abdeen’s (2021) research underscores the potential of social media platforms as versatile tools for language education. the respondents of their study believe social media’s effectiveness in enhancing students’ language proficiency affirms its significance in contemporary education. these researchers firmly endorse the effectiveness of social media in markedly improving students’ language proficiency, providing unequivocal evidence of its paramount importance in modern education. furthermore, gagalang (2022) amplifies the role of social media as a valuable resource for academic success. respondents in the study acknowledged the instrumental role of social media in their studies, serving as a platform for information dissemination, task completion, and submission of outputs. this underscores the multifaceted utility of social media as a supportive tool in the educational process. specifically, the convergence of albiladi and aberdeen’s findings with gagalang’s study highlights the pivotal role of social media in modern education. social media platforms serve as dynamic spaces for learning and collaboration, providing teachers and students access to a wealth of resources. by leveraging social media effectively, educators can create engaging and innovative learning experiences, ultimately fostering enhanced language proficiency among students. moreover, the studies by albiladi and abdeen (2021) and gagalang (2022) collectively reinforce the importance of utilizing social media as a strategic tool for language learning and academic success. by harnessing the potential of social media platforms, educators can create a more dynamic and engaging learning environment, ultimately contributing to the holistic development of students’ language skills. statement of the problem this study determined the level of computer upskilling trainings and technological literacy of junior high school teachers in the first legislative districts of misamis oriental for the school year 2023 – 2024. the result of the study would be the basis for a technology skills enhancement plan. specifically, this study sought to answer the following: 1. what are the respondents’ characteristics in terms pa ge 21 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 215-240, 2024 of sex, position, teaching experience, related trainings and seminars attended, and attitude towards computer upskilling trainings? 2. how do the respondents assess their level of computer upskilling training in terms of innovation in education, education in the virtual world, tv-based instruction/radio-based instruction, and information and communication technology? 3. what is the respondents’ level of technological literacy based on video conferencing, audio and video editing, microsoft office skills, graphic design, and social media? 4. is there a significant difference in the respondents’ technological literacy and their characteristics? 5. is there a significant relationship between the respondents’ computer upskilling trainings and their technological literacy? 6. based on the findings of the study, what technological skills enhancement plan on computer upskilling can be designed? theoretical framework this study is inherently linked to the diffusion of innovation theory, as it seeks to understand and analyze the adoption of computer upskilling training programs by educators. everett rogers’ theory provides a robust framework for examining how new ideas and technologies are adopted, emphasizing key factors that influence the adoption process. in the context of this study, the theoretical framework is particularly relevant as it offers valuable insights into educators’ decision-making processes regarding the integration of new technological practices into their professional routines. firstly, the concept of relative advantage is central to understanding educators’ motivations to participate in computer upskilling training programs. educators are likely to engage with these initiatives if they perceive them as offering significant benefits over traditional methods of professional development. the theory suggests that individuals are more inclined to adopt innovations that promise tangible advantages, such as improved teaching effectiveness, enhanced student engagement, and increased lesson planning and delivery efficiency. furthermore, compatibility plays a crucial role in shaping educators’ attitudes toward computer upskilling training programs. according to the theory, individuals are likelier to adopt innovations that align with their values, needs, and practices. in the context of education, compatibility refers to the extent to which training programs resonate with educators’ pedagogical goals, teaching methodologies, and professional aspirations. this study can shed light on the factors that facilitate or hinder adoption by exploring the compatibility of computerupskilling training programs with educators’ existing beliefs and practices. complexity is another key factor addressed by the diffusion of innovation theory, which highlights the importance of ease of understanding and use of innovation. educators are more likely to engage with training programs that are perceived as user-friendly, accessible, and easy to implement in their professional practice. additionally, the theory emphasizes the significance of trialability and observability in the adoption process. trialability allows educators to experiment with new technologies and practices on a limited basis, while observability enables them to observe tangible outcomes and benefits resulting from their participation. by examining educators’ experiences with trialability and observability in computer upskilling training programs, this study can provide insights into the factors that facilitate or inhibit adoption and inform strategies for promoting engagement and participation. this theory widely offers a comprehensive framework for understanding educators’ adoption of computer upskilling training programs. scope and limitations this study focused on the computer upskilling trainings and teachers’ technological literacy in the first legislative districts of misamis oriental for school year 2023 – 2024 as basis for technology skills enhancement plan. the variables of this study are the following: computer upskilling training such as innovation in education, education in the virtual environment, tv-based instruction/radio-based instruction, and information and communication technology; teachers’ technological literacy in terms of video conferencing, audio and video editing, microsoft office skills, graphic design, and social media; and the respondents’ characteristics in terms of sex, position, teaching experience, related trainings and seminars attended, and attitude towards computer upskilling trainings. the respondents were two hundred fifty (250) teachers from the first legislative districts of misamis oriental. methodology research design the research design selected for this study, which is descriptive research, is particularly suited to illuminate the relationship between computer upskilling trainings and the technological literacy of junior high school teachers in the first legislative districts of misamis oriental for the school year 2023–2024. descriptive research, as defined by manjunatha (2019), focuses on portraying the characteristics and attributes of the population or phenomenon under investigation. in the context of this study it entailed a meticulous examination of the current levels of technological literacy among the selected teachers. the primary variables of interest are computer upskilling trainings and technological literacy. the former pertains to the training programs designed to enhance the technological proficiency of teachers, while the latter encompasses the teachers’ actual competence and adeptness in utilizing various digital tools and technologies. through the application of a descriptive research design, the study aimed to establish a clear and factual account of the existing state of technological pa ge 22 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 215-240, 2024 literacy. this approach does not seek to establish causation but rather to objectively document the levels of proficiency. by doing so, it provided a foundational understanding of the teachers’ technological capabilities. study setting the investigation was carried out within the educational landscape of the first legislative districts of misamis oriental. situated in the northern region of mindanao in the philippines, misamis oriental division encompasses a diverse array of educational institutions, ranging from elementary to secondary levels. the first legislative district of misamis oriental encompasses a diverse array of municipalities, each contributing to the district’s unique socio-economic and cultural landscape. balingasag, known for its coastal charm, and balingoan, a bustling port town, are integral parts of the district’s economic activities. binuangan and kinoguitan add agricultural richness with their fertile lands, while lagonglong offers natural attractions and scenic landscapes. magsaysay, a municipality with a rich history, and medina, with its vibrant coastal communities, further contribute to the district’s cultural tapestry. salay, sugbongcogon, and talisayan, with their coastal features, play key roles in the maritime activities of the district. together, these municipalities within the first legislative district of misamis oriental showcase a blend of economic vitality, cultural diversity, and natural beauty. furthermore, the study aimed to offer insights reflective of the broader educational context in the misamis oriental division. encompassing multiple districts within the division, the research design sought a comprehensive examination of the impact of computer upskilling programs on technological literacy. study population and sampling technique in this research endeavor, the study population consisted of two hundred fifty (250) junior high school teachers from the first legislative districts of misamis oriental for the school year 2023 – 2024. the deliberate choice of this population aimed to ensure a comprehensive representation of educators within a specific geographic and legislative context. moreover, the respondents of the in-depth interview were teacher i, ii, iii, master i and ii, collectively representing various positions essential for gathering comprehensive data. to capture a diverse yet targeted subset of teaching professionals, the researcher employed a purposive sampling technique. this sampling is used to select participants directly relevant to the research objectives, ensuring that teachers with varying levels of experience in technology integration are included. specifically, the selection focused on junior high school teachers within the first legislative districts of misamis oriental who have participated in computer upskilling training. the identification of respondents was facilitated in collaboration with the ict coordinators of schools within the first legislative districts. table a: distribution of respondents district school population respondents total respondentsgrade 7 grade 8 grade 9 grade 10 balingasag central rosario nhs 18 2 1 2 2 7 balingasag north misamis oriental nhs 43 7 3 4 5 19 balingasag south baliwagan nhs 59 8 7 9 7 31 lagonglong dampil nhs 22 2 3 4 3 12 lagonglong lumbo nhs 29 4 6 5 6 21 salay looc nhs 14 2 2 3 2 9 salay salay nhs 67 7 5 7 6 25 sugbongcogon binuangan nhs 16 2 3 2 3 10 sugbongcogon sugbongcogon nhs 32 5 4 5 7 21 kinoguitan esperanza nhs 23 4 5 6 3 18 kinoguitan kinoguitan nat'l agricultural hs 14 1 2 3 2 8 balingoan mantangale nhs 24 4 5 2 5 16 talisayan talisayan nhs 46 3 5 4 6 18 talisayan sta. ines nhs 20 4 2 2 2 10 medina north medina nchs 70 7 5 7 6 25 total 16 nhs 497 62 58 65 65 250 pa ge 22 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 215-240, 2024 research instruments this study utilized a researcher-made questionnaire, which has been patterned from the following: regional advisory no. 0098, s. 2023 on edtech teacher training center computer upskilling training: ict integration in the 21st century education; deped order no. 016, s. 2023 on the revised guidelines on the implementation of the department of education computerization program (dcp); deped memorandum no. 082, s. 2020 on the guidelines on the registration of teachers and school leaders for neap-recognized professional development program courses; and deped order no. 42, s. 2017 on national adoption and implementation of the philippine professional standards for teachers. part i of the questionnaire gathered information of the respondents’ characteristics in terms of sex, position, teaching experience, related trainings and seminars attended, and attitude towards computer upskilling trainings. part ii is patterned from the deped memoranda and advisories which gathered information on the computer upskilling training on terms of innovation in education, education in the virtual environment, tv-based instruction/radio-based instruction, and information and communication technology. part iii, the researcher-made, on the other hand gathered data on the teachers’ technological literacy in terms of video conferencing, audio and video editing, microsoft office skills, graphic design, and social media. and, for the last part of the questionnaire, a set of interview guide questions for teachers was provided. these open-ended questions helped gather qualitative data for this study. statistical treatment of data the data that was collected in this study have undergone specific statistical treatments. it was encoded, tallied, and tabulated to ensure a clear and comprehensive presentation of the results. the chosen statistical treatment involved the utilization of descriptive statistics, such as mean, standard deviations, frequency, and percentage to effectively characterize the variables. additionally, spearman correlation test was employed to determine the significant relationships and effects between computer upskilling training and teachers’ technological literacy. on the other hand, the kruskal wallis test was utilized to test if there was a significant difference between the demographic profiles (sex, position, teaching experience, related training and seminars attended) and teachers’ technological literacy with a level of significance 0.05. these methods enabled a thorough examination of the data that shed light on the important connections within the dataset. ethical consideration ensuring the privacy of participating teachers was of paramount importance in this research endeavor. providing this assurance fostered a greater willingness among teachers to engage openly. the following ethical considerations was implemented: every participating teacher was approached for informed consent, wherein the study’s purpose, data collection process, and the handling of their information was clearly elucidated. this step guaranteed that they retain the option to withdraw from the study at any point without incurring any adverse consequences. further, the teachers were instructed to substitute any personally identifiable information (such as names, school names, or contact details) from the data during the analysis and reporting phases. assigning aliases to participants was also considered to further safeguard their identities. collected data was securely stored, employing encryption where appropriate, and limiting access exclusively to authorized personnel. this precaution was taken to prevent any inadvertent disclosure of data to unauthorized parties. importantly, the research design and data handling procedures have undergone an ethical review, seeking approval from an institutional review board (irb) or ethics committee. this step was crucial in ensuring that the study adhered to established ethical standards and guidelines. results and discussions problem 1. what are the respondents’ characteristics in terms of sex, position, teaching experience, teaching experience, related trainings and seminars attended, and attitude towards computer upskilling trainings? table 1: distribution of respondents’ characteristics in terms of sex, position, teaching experience, and related training and seminars attended sex frequency percentage male 48 19.20 female 202 80.80 total 250 100.00 position frequency percentage master teacher ii 2 00.80 master teacher i 15 06.00 teacher iii 57 22.80 teacher ii 27 10.80 teacher i 149 59.60 pa ge 22 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 215-240, 2024 table 1 depicts the distribution of respondents’ characteristics. a total of 250 respondents is shown. in terms of sex, the table revealed the highest frequency of 202 (80.80%) respondents, which belonged to female. this indicates a notable imbalance in favor of female participants, suggesting a higher level of active engagement in the technology skills enhancement plan compared to their male counterparts. therefore, the study highlights that female constituted the predominant and more actively involved group, making up 80% of the participants. on the other hand, the lowest frequency is 48 (19.2%) respondents belonged to male. it connotes that there is a very small percentage of population of male teachers on the field. this observation underscores a striking gender disparity within the teaching profession, with a considerably smaller proportion of male educators represented in the sample. historically, teaching has been viewed as a profession aligned with feminine qualities, leading to cultural biases and societal expectations that may discourage men from pursuing careers in education. khalfina et al. (2020) stated that males traditionally have teacher qualities such as dedication, energy, and ability to lead, but it was found that feminine teachers prevail among modern female educators. in connection to this, the study highlights the sex distribution among the respondents, with a significant majority comprising 202 (80.80%) respondents, being female, while 48 (19.2%) respondents were male. this indicates a notable imbalance in favor of female participants, suggesting a higher level of active engagement in the technology skills enhancement plan compared to their male counterparts. therefore, the study underscores that females constituted the predominant and more actively involved group, representing 80% of the participants. in terms of position among 250 respondents, it revealed that the highest frequency, held the position of teacher i. it has been observed that the majority at 149 (59.6%) respondents of active training participants are newly hired teachers. this trend is largely due to the fresh perspectives and eagerness to learn that new teachers bring to the table. additionally, school heads often prefer to select newly hired teachers for training participation because they can quickly integrate new methodologies and technologies into the school’s curriculum. as observed, these teachers are often more receptive to innovative approaches and can serve as catalysts for positive change within the school community. while on the other hand, the lowest frequency, at 2 (00.80%) respondents, held the position of master teacher ii position. as evident from observations, the attainment of a teaching position within the department of education is notably limited compared to other roles within the organization. consequently, educators are increasingly motivated to engage in professional development activities, including attending seminars, workshops and pursuing further studies, in their pursuit of advancement to higher positions. these findings underscore the significance of understanding the distribution of teaching roles and the implications for participation in technology skills enhancement plans, emphasizing the need to tailor interventions to cater to educators’ diverse needs and experiences at different stages of their careers (comon & corpuz, 2024). in terms of teaching experience among the total of 250 respondents, the table revealed a notable concentration of educators with 1 to 5 years of experience, representing the highest frequency at 70 (28%) respondents. as observed, one contributing factor to this trend is the enthusiastic energy displayed by newly hired teachers, who eagerly attend trainings and seminars to impress their superiors. often, they are the first to be assigned to attend to trainings and seminars, as more experienced teachers may prioritize other responsibilities over professional development opportunities. conversely, participants total 250 100.00 teaching experience frequency percentage 26 years and above 43 17.20 21 – 25 years 14 05.60 16 – 20 years 19 07.60 11 – 15 years 33 13.20 6 – 10 years 61 24.40 1 – 5 years 70 28.00 less than 1 year 10 04.00 total 250 100.00 related trainings and seminars attended frequency percentage 7 times and above 24 09.60 3 – 6 times 48 19.20 1 – 3 times 178 71.20 total 250 100.00 pa ge 22 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 215-240, 2024 with less than 1 year of teaching experience constitute the lowest frequency, accounting for only 10 (4%) respondents. the occurrence of the lowest frequency can be attributed to the relatively short duration of their teaching tenure, which limits their opportunities to attend training sessions. annually, the division office typically hires only one or two teachers per school, with careful consideration given to allocating educators to institutions facing staffing shortages due to various reasons such as retirements, leaves, or unfortunate circumstances like deaths. hence, the lowest frequency. in terms of related trainings and seminars attended by the 250 respondents, these are trainings that encompass structured programs tailored to enhance individuals’ proficiency in computer technologies, with a focus on information and communication technologies (icts). these programs can be localized at various levels, ranging from the school level to the international level. it is shown in the table that the highest frequency, comprising 178 (71.20%) respondents, indicates that a significant majority attended 1 to 3 related sessions. this can be attributed to both the tenure of teachers and their voluntary engagement in training sessions. on the other hand, the lowest frequency, representing 24 (9.6%), attended 7 or more trainings and seminars on computer upskilling. these respondents likely represent experienced teachers with lengthy tenures in the profession. it’s apparent that the longer individuals serve as public educators, the greater their exposure to various training opportunities and seminars. table 2: distribution of respondents’ attitude towards computer upskilling training indicators mean sd description i enjoy engaging in computer training programs. 3.59 0.54 strongly agree i am open-minded and receptive to new technologies introduced in training. 3.65 0.56 strongly agree i feel a sense of satisfaction when engaging in computer training. 3.58 0.56 strongly agree i have a positive attitude towards computer training. 3.60 0.54 strongly agree i view computer upskilling as essential for professional development. 3.68 0.54 strongly agree i don’t find pleasure in learning about computers. 1.85 0.90 disagree i don’t feel motivated to attend computer training programs. 1.80 0.84 disagree i don’t have a strong interest in improving my computer knowledge. 1.83 0.89 disagree i find it difficult to learn anything about computers. 2.10 0.88 disagree i find computer upskilling training a waste of time. 1.76 0.87 disagree overall 2.74 0.71 agree legend: 3.26-4.00 strongly agree/ very positive; 2.51-3.25 agree/positive; 1.76-2.50 disagree/negative; 1.00-1.75 strongly disagree/ very negative table 2 presents the results concerning the distribution of respondents’ attitudes toward computer upskilling training. the overall mean rating is 2.74 (sd = 0.71) described as agree. this indicates a positive reception to the computer upskilling training. it is observed that while teachers struggle and juggle their duties and responsibilities, they recognize the evolving needs of 21st-century learners. as a result, the positive outcome depicted in this table reflects teachers’ proactive approach to embracing digital technologies, particularly evident during the pandemic, as noted by tomczyk et al. (2021). the indicator, the findings reveal that i view computer upskilling as essential for professional development, obtained the highest mean rating of 3.68 (sd = 0.54), described as strongly agree. with the rapid evolution of technology, teachers must adapt to keep pace with the changing educational landscape. it is observed that as students increasingly favor interactive and technologydriven learning experiences, educators recognize the significance of enhancing their computer skills through professional development initiatives. the study conducted by stošić and mikhailova (2023) emphasizes the pivotal role of well-trained teachers in effectively integrating innovative technologies into educational practices. this resonates with the significance of computer upskilling training highlighted in the data, as attitudes toward such training programs directly influence educators’ readiness and willingness to embrace new technologies in their teaching practices. conversely, the indicator, i find computer upskilling training a waste of time, obtained the lowest mean rating of 1.76 (sd = 0.87), described as disagree, still reveals an underlying positive attitude towards such training. this contradiction underscores that even those who may express reservations still acknowledge the potential benefits of computer upskilling for their professional development. it implies that teachers perceive computer training as a valuable endeavor capable of enhancing their skills and effectiveness in the classroom. this recognition highlights the importance of fostering a culture of continuous learning and skill development among educators. building on the findings discussed above, stošić and mikhailova (2023) emphasize the necessity for teachers to continuously enhance their ict skills to effectively incorporate new digital technologies into their teaching practices. pa ge 22 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 215-240, 2024 problem 2. how do the respondents assess their level of computer upskilling training in terms of innovation in education, education in the virtual world, tv-based instruction/radio-based instruction, and information and communication technology? the data presented in table 3 provides valuable insights into the distribution of respondents’ computer upskilling training in terms of innovation in education with an overall mean rating of 3.99 (sd = 0.81) described as at all times. this suggests that the respondents significantly enhanced their literacy in the subject matter through the training, indicating that the program effectively achieved its intended objectives. the observed increase in literacy levels among the respondents underscores the success and efficacy of the training in equipping participants with the necessary skills and knowledge. the highest mean rating of 4.00 (sd = 0.83), described as at all times, for this training has improved the adaptation of materials, including ict tools, to diverse student needs, underscores the effectiveness of the training in tailoring educational resources to accommodate students’ varying requirements. this adaptation reflects the purpose-oriented activities mykhailyshyn et al. (2018) endorsed, which aimed to enhance operational efficiency and foster organizational development within educational settings. table 3: distribution of respondents’ attitude towards computer upskilling training indicators mean sd description this training has improved. . . the ability to select resources for targeted learning goals. 3.99 0.81 at all times the ability to develop engaging teaching resources, especially those utilizing ict. 3.99 0.82 at all times the adaption of materials, including ict tools, to diverse student needs. 4.00 0.83 at all times the integration of ict tools for dynamic learning experiences. 4.00 0.83 at all times the insights for strategic use of technology in education. 3.98 0.78 at all times the assessment skills for evaluating resource effectiveness. 3.98 0.80 at all times the incorporation of a range of resources for personalized student learning. 3.97 0.77 at all times the use of ict tools for both formative and summative assessments. 3.99 0.81 at all times the mindset to stay updated on emerging technologies relevant to education. 4.00 0.83 at all times the approach to selecting, developing, and using teaching resources effectively. 3.98 0.80 at all times overall 3.99 0.81 at all times legend: 3.26-4.00 strongly agree/ very positive; 2.51-3.25 agree/positive; 1.76-2.50 disagree/negative; 1.00-1.75 strongly disagree/ very negative another highest mean rating of 4.00 (sd = 0.83), described as at all times, is the indicator this training has improved the integration of ict tools for dynamic learning experiences, which reflects educators’ proactive stance in leveraging technology to enhance student engagement. this integration aligns with educational innovations highlighted by mykhailyshyn et al. (2018), which aimed to foster organizational development and operational efficiency. on the other hand, another indicator, obtained the highest mean rating of 4.00 (sd = 0.83), described as at all times, is this training has improved the mindset to stay updated on emerging technologies reflects educators’ commitment to continuous learning and professional development. seaieti’s training program recognizes the dynamic nature of the educational landscape and emphasizes the importance of staying abreast of emerging technologies. on the other hand, the indicator, this training has improved the incorporation of a range of resources for personalized student learning obtained the lowest mean rating of 3.97 (sd = 0.77), described as at all times. despite being the lowest, it still reflects a highly positive perception of the training’s impact on incorporating diverse resources to enhance personalized learning experiences. it is observed that despite teachers’ high literacy in this area, barriers persist in applying what they have learned from training. mykhailyshyn et al. (2018) highlighted the significance of cultivating learner-centered approaches that prioritize students’ acquisition of skills and knowledge essential for navigating modern technologies. this emphasis not only prepares students for new roles in the information society but also underscores the evolving role of educators as facilitators of learner-driven learning experiences. table 4: distribution of respondents’ computer upskilling training in terms of education in the virtual environment indicators mean sd description this training has improved. . . pa ge 22 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 215-240, 2024 legend: 3.26-4.00 strongly agree/ very positive; 2.51-3.25 agree/positive; 1.76-2.50 disagree/negative; 1.00-1.75 strongly disagree/ very negative the ability to utilize ict positively in teaching and learning. 3.98 0.65 at all times the ability to design effective strategies for positive ict use in education. 3.98 0.67 at all times the ability to mentor colleagues in implementing policies for positive ict use. 3.98 0.65 at all times the ability to create an inclusive virtual learning environment. 3.98 0.63 at all times the ability to develop strategies to promote engagement in virtual classrooms. 3.99 0.67 at all times the ability to foster collaboration among students in the virtual teaching and learning process. 3.99 0.69 at all times the skills in adapting teaching methods for online platforms. 3.97 0.62 at all times the insights into effective assessment strategies in a virtual environment. 3.98 0.65 at all times the ability to create a positive and supportive online learning community. 3.99 0.70 at all times the ability to address challenges and promote ethical behavior in the virtual classroom. 3.99 0.69 at all times overall 3.98 0.66 at all times table 4 presents the distribution of respondents’ computer upskilling training on education in the virtual environment with an overall mean rating of 3.98 (sd = 0.66), described as at all times. this signifies a high level of satisfaction and agreement among participants regarding the effectiveness of the training in preparing them for virtual teaching environments. it further reinforces the importance of such training programs in equipping educators with the necessary skills and competencies to adapt to evolving educational practices and technologies. in the context of the challenges presented to educators in 2020, as highlighted by ellis et al. (2021), the findings from table 4 underscore the critical importance of equipping instructors with the necessary skills and competencies to navigate the virtual teaching and learning landscape effectively. meanwhile, the indicator, this training has improved the ability to create a positive and supportive online learning community obtained the highest mean rating of 3.99 (sd = 0.70), described as at all times. this implies the importance placed by participants on fostering a conducive online learning environment characterized by support and positivity, highlighting its significant role in facilitating effective virtual teaching and learning experiences. this high rating reflects the recognition among educators of the critical role that a positive and supportive online learning community plays in promoting student engagement and success. it indicates a collective commitment to fostering a collaborative and inclusive virtual learning environment conducive to effective teaching and learning. this aligns with the study by chang et al. (2019), which underscores the growing recognition of the value of online learning and the importance of fostering positive online learning communities. another indicator obtained the highest mean rating of 3.99 (sd = 0.69), described as at all times, is this training has improved the ability to address challenges and promote ethical behavior in the virtual classroom. this underscores educators’ proficiency in navigating the complexities of online instruction. smith et al. (2019) highlighted the increasing popularity of online classes even before the pandemic, emphasizing the accessibility of virtual education. recognizing the need for educators to adapt to the virtual environment, seaieti has developed a comprehensive training program endorsed by neap. the third indicator that obtained the highest mean rating of 3.99 (sd = 0.69), described as at all times, is this training has improved the ability to foster collaboration among students in the virtual teaching and learning process. this reflects educators’ commitment to creating inclusive and interactive online learning environments. seaieti’s training program acknowledges the importance of fostering a supportive virtual learning community. endorsed by neap, this program aligns with national standards and emphasizes the role of educators in facilitating collaboration and engagement among students in the virtual classroom (neap, 2020). furthermore, the fourth indicator that obtained the highest mean rating of 3.99 (sd = 0.67), described as at all times, is this training has improved the ability to develop strategies to promote engagement in virtual classrooms. this signifies a pivotal aspect of educators’ proficiency in navigating the virtual learning landscape. this high rating underscores the proactive stance taken by educators in enhancing student participation and ultimately improving learning outcomes within virtual classrooms. the significance of this indicator lies in its indication of educators’ adaptability and responsiveness to the challenges posed by online instruction. martinez et al. (2020) underscored the paramount importance of interactive and engaging online learning experiences in their study. in contrast, the indicator, this training has improved the skills in adapting teaching methods for online platforms obtained the lowest mean rating of 3.97 (sd = 0.62), described as at all times. despite being pa ge 22 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 215-240, 2024 the lowest, it still reflects a highly positive perception of the training’s impact on enhancing educators’ abilities to adjust their teaching approaches effectively for online instruction. this indicates a willingness among participants to further develop and refine their skills in adapting to the demands of online teaching environments (brown et al., 2018). despite the lowest mean rating, the slight improvement in educators’ skills in adapting teaching methods for online platforms suggests that there has been some progress in this area. table 5: distribution of respondents’ computer upskilling training in terms of tv-based instruction/radiobased instruction indicators mean sd description this training has improved. . . the ability to design tv-based instruction. 3.84 1.02 at all times the ability to create engaging content for tv and radio broadcasts. 3.82 0.99 at all times the ability to learn strategies for maximizing student engagement through broadcasts. 3.82 0.97 at all times the ability to adapt teaching methods for effective tv education. 3.84 1.00 at all times the ability to use visuals and audio in enhancing tv and radio instruction. 3.87 1.00 at all times the ability in scriptwriting for educational broadcasts. 3.85 1.049 at all times the ability to use technology in tv and radio instruction. 3.90 1.10 at all times the insights for audience analysis in educational programs. 3.86 1.02 at all times the ability to assess the effectiveness of tv and radio-based content. 3.88 1.06 at all times the ability to collaborate for a team effort in creating impactful educational broadcasts. 3.93 1.14 at all times overall 3.86 1.03 at all times legend: 3.26-4.00 strongly agree/ very positive; 2.51-3.25 agree/positive; 1.76-2.50 disagree/negative; 1.00-1.75 strongly disagree/ very negative table 5 shows the distribution of respondents’ computer upskilling training in terms of tv-based instruction/ radio-based instruction with an overall mean rating of 3.86 (sd = 1.03) described as at all times. the positive perceptions of the computer upskilling training program emphasize the importance of educators embracing visual literacy and adapting to contemporary trends. by incorporating visual and auditory elements into educational broadcasts, educators can enhance the learning experience and better prepare students for success in today’s visually-oriented society. additionally, nicolaou et al. (2019) highlighted in their study the importance of visual media in the educational process. the indicator, this training has improved the ability to collaborate for a team effort in creating impactful educational broadcasts, obtained highest mean rating of 3.93 (sd = 1.14), described as at all times. this indicates that the training has been highly effective in enhancing educators’ collaborative skills, enabling them to work collectively to produce engaging and impactful educational content for tv and radio broadcasts. in 2020, the department of education – misamis oriental took a significant step by issuing division memorandum no. 233, which required schools to establish tv-based and radio-based instruction teams. contrarywise, the indicator, this training has improved the ability to learn strategies for maximizing student engagement through broadcasts, obtained the lowest mean rating of 3.82 (sd = 0.97), described as at all times. despite this being the lowest rating among the indicators, it still indicates a highly positive perception of the training’s impact on educators’ ability to enhance student engagement through broadcasts. this observation suggests a strong recognition among participants of the training’s effectiveness in equipping them with strategies to foster active student participation, even in the realm of tv and radio-based instruction. another indicator, this training has improved the ability to create engaging content for tv and radio broadcasts, achieving the lowest mean rating of 3.82 (sd = 0.99) described as at all times. this indicates that despite the lower mean rating, there is still recognition of the importance of the skill, emphasizing the need for further training and support in creating engaging content for tv and radio broadcasts. nicolaou et al. (2019) highlighted the significance of keeping pace with societal advancements, particularly in education, to embrace emerging innovations such as tv-based and radio-based instruction. table 6: distribution of respondents’ computer upskilling training in terms of information and communication technology indicators mean sd description this training has improved. . . pa ge 22 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 215-240, 2024 legend: 3.26-4.00 strongly agree/ very positive; 2.51-3.25 agree/positive; 1.76-2.50 disagree/negative; 1.00-1.75 strongly disagree/ very negative the proficiency in using essential ict tools. 3.58 0.55 at all times the skills in leveraging technology for effective classroom management. 3.53 0.57 at all times the ability to design strategies for integrating ict to enhance student engagement. 3.55 0.55 at all times the ability to create and deliver multimedia presentations. 3.56 0.57 at all times the insights in utilizing educational software for diverse learning needs. 3.52 0.55 at all times the ability to effectively use digital resources for interactive and personalized learning. 3.51 0.55 at all times the understanding of internet safety and digital citizenship. 3.51 0.55 at all times the ability to troubleshoot common ict issues in educational settings. 3.47 0.60 at all times the ability to integrate online collaboration tools for student interaction and projects. 3.50 0.58 at all times the motivation to stay updated on emerging ict trends in education. 3.54 0.56 at all times overall 3.53 0.56 at all times the data presented in table 6 provides insights into the distribution of respondents’ computer upskilling training program focusing on information and communication technology with an overall mean rating of 3.53 (sd = 0.56) and described as at all times. the data indicates a consistently positive view of the training’s efficacy in improving educators’ ict competencies. upon analysis, it is evident that respondents hold generally positive perceptions regarding the effectiveness of the training program in enhancing their ict skills. the positive perceptions of the computer upskilling training program, as evidenced by the data in this table, emphasize the importance of ict literacy in education and the role of training initiatives in enhancing educators’ ict competencies. the indicator, this training has improved the proficiency in using essential ict tools, obtained the highest mean rating of 3.58 (sd = 0.55), described as at all times. this suggests that the training has been particularly effective in enhancing educators’ competence in utilizing fundamental ict tools necessary for instructional purposes. it is evident that there is a favorable view of the program’s impact on improving educators’ proficiency in using essential ict tools. this resonates with the insights provided by bayucca (2022), who emphasized the importance of ict literacy in the efficient performance of a job, particularly in the context of education. as technology continues to advance rapidly, ict skills are increasingly essential for teachers to succeed in the present generation. on the contrary, the indicator, this training has improved the ability to troubleshoot common ict issues in educational settings, obtained the lowest mean rating of 3.47 (sd = 0.60) described as at all times. despite being the lowest, it still reflects a highly positive perception of the training’s impact on equipping educators with troubleshooting skills, although slightly lower than other areas. according to bayucca (2022), teachers’ adaptability allows them to comply with the demands of their work by embracing technologies and using them to enhance various aspects of their professional practice, including teaching competence, pupil development, community interaction, and professional growth. this goes with also learning how to fix technical issues so teachers can deliver their lesson well. table 7: summary distribution of the respondents’ level of computer upskilling trainings variables mean sd interpretation innovation on education 3.99 0.81 highly literate education on the virtual environment 3.98 0.66 highly literate tv-based/radio-based instruction 3.86 1.03 highly literate information and communication technology 3.53 0.56 highly literate overall 3.84 0.77 highly literate legend: 3.26-4.00 strongly agree/ very positive; 2.51-3.25 agree/positive; 1.76-2.50 disagree/negative; 1.00-1.75 strongly disagree/ very negative table 7 presents the summary distribution of the respondents’ level of computer upskilling trainings. the overall mean rating is 3.84 (sd = 0.77) interpreted as highly literate. this result echoes the sentiments expressed in studies such as bayucca (2020) and hasanah and dewi (2022), which emphasize the vital role of continuous professional development in navigating the complexities of modern education. pa ge 22 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 215-240, 2024 the variable, innovation on education, obtained the highest mean rating of 3.99 (sd = 0.81) interpreted as highly literate. this underscores a prevalent sentiment of agreement and enthusiasm toward innovative educational practices. the endorsement of this training component suggests that participants recognize its value in fostering pedagogical innovation and embracing thorough methodologies to enhance teaching and learning experiences. these findings align with the assertions made by albiladi and abdeen (2021), who emphasize the pivotal role of innovative educational practices in preparing educators to navigate the challenges and opportunities of the digital age. on the other hand, the variable, information and communication technology, obtained the lowest mean rating of 3.53 (sd = 0.56), interpreted as highly literate. the slightly lower rating for ict training may indicate a need for further emphasis or refinement in this particular area to ensure that educators are adequately equipped with ict competencies to address the demands of contemporary education. hasanah and dewi (2022) highlight the importance of comprehensive ict training in enhancing educators’ technological literacy and preparing them to effectively utilize digital tools for instructional purposes. similarly, lang and triantoro (2022) underscore the critical role of ict proficiency in facilitating seamless integration of technology in educational settings, emphasizing the need for targeted interventions to bolster educators’ ict competencies. therefore, while the overall positive sentiment towards computer upskilling training is evident, addressing any potential gaps or challenges in specific areas such as ict remains essential to ensure comprehensive professional development among educators. problem 3. what is the respondents’ level of technological literacy based on video conferencing, audio and video editing, microsoft office skills, graphic design, and social media? table 8: distribution of respondents’ technological literacy in terms of video conferencing indicators mean sd description as a teacher, i can. . . effectively set up and initiate video conferencing sessions. 3.36 0.60 at all times troubleshoot common technical issues during video conferences. 3.26 0.67 at all times utilize features like screen sharing and chat for interactive sessions. 3.35 0.61 at all times engage students actively during video conferences. 3.30 0.62 at all times adapt my teaching style to effective online instruction. 3.36 0.59 at all times use video conferencing tools to create engaging learning experiences. 3.30 0.63 at all times effectively manage large groups in video conferences. 3.26 0.67 at all times record and share video conference sessions for review. 3.26 0.66 at all times integrate supplementary materials into video conferences. 3.28 0.66 at all times assess student participation and comprehension during video conferences. 3.30 0.65 at all times overall 3.30 0.64 at all times legend: 3.26-4.00 strongly agree/ very positive; 2.51-3.25 agree/positive; 1.76-2.50 disagree/negative; 1.00-1.75 strongly disagree/ very negative table 8 provides insights into the distribution of respondents’ technological literacy in terms of video conferencing. the overall mean rating is 3.30 (sd = 0.64) described as at all times. the data suggests a consistently high level of confidence among educators in their technological literacy related to video conferencing. as shown in the data, the positive perceptions of teachers’ technological literacy in video conferencing highlight the importance of utilizing technology to enhance teaching and learning practices. this underscores the adaptability of educators in embracing technology to enhance their professional growth and teaching practices, as emphasized by harmilawati et al. (2020). therefore, the positive perception towards video conferencing training reflects its growing importance in supporting educators’ professional development and fostering effective communication in virtual learning environments. the indicator, as a teacher, i can effectively set up and initiate video conferencing sessions, obtained the highest mean rating of 3.36 (sd = 0.60), described as at all times. this suggests that educators generally find this skill to be straightforward and easily manageable. this observation implies that educators commonly possess the technical knowledge and proficiency required to set up and start video conferencing sessions without encountering significant difficulties or obstacles. the ease of setting up video conferencing sessions aligns with the findings of torrato et al. (2021), who highlighted the userfriendly nature of modern video conferencing platforms, making them accessible and manageable for educators. another indicator, as a teacher, i can adapt my teaching style to effective online instruction, described as at all times, also obtained the highest mean rating of 3.36 (sd = 0.59). this indicates that educators recognize pa ge 22 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 215-240, 2024 the pivotal role of adapting teaching styles to effectively leverage online instruction, particularly through platforms like video conferencing, to enhance student learning experiences and ensure continuity in education. according to torrato et al. (2021), video conferencing has revolutionized education, providing a flexible approach to open and distance learning. conversely, the indicator, as a teacher, i can record and share video conference sessions for review, obtained the lowest mean rating of 3.26 (sd = 0.66) described as at all times. this suggests that respondents may not prioritize this aspect as much as others, yet they still demonstrate a high level of proficiency in this regard. while this indicator may have garnered a lower rating, it still reflects the overall technological literacy of the respondents. this finding aligns with the research of torrato et al. (2021), who highlighted the importance of educators being proficient in various aspects of video conferencing, including recording and sharing sessions, to facilitate effective remote learning experiences. meanwhile, another indicator, as a teacher, i can effectively manage large groups in video conferences, described as at all times, also achieved the lowest mean rating of 3.26 (sd = 0.67). this indicates that while video conferencing is a valuable tool for remote education, educators may face difficulties in effectively managing large groups within virtual environments. educators need to employ techniques for fostering active participation, managing discussions, and ensuring equitable opportunities for engagement among students. by leveraging insights from torrato et al.’s (2021) research, educators can refine their approach to managing large groups in video conferences, ultimately enhancing the quality and effectiveness of virtual learning experiences. furthermore, the indicator, as a teacher, i can troubleshoot common technical issues during video conferences, described as at all times, also got the lowest mean rating of 3.26 (sd = 0.67). this suggests that educators may encounter challenges in resolving technical issues effectively during video conferences, potentially hindering the smooth conduct of online sessions. it has been observed that while video conferencing offers numerous benefits for remote teaching, such as facilitating virtual interaction and collaboration, technical glitches can disrupt the learning process and impede effective communication (torrato et al., 2021). table 9: distribution of respondents’ technological literacy in terms of audio and video editing indicators mean sd description as a teacher, i can. . . edit audio and video files for instructional purposes. 3.32 0.66 at all times integrate audio and video elements into presentations or lessons. 3.36 0.61 at all times use video editing software (e.g. capcut, filmora, etc.) to create educational content. 3.30 0.66 at all times apply transitions and effects in videos. 3.30 0.67 at all times synthesize audio and video components for multimedia materials. 3.27 0.69 at all times trim and arrange video clips for instructional messages. 3.28 0.67 at all times incorporate captions or subtitles for diverse learners. 3.28 0.68 at all times adjust audio levels for clarity and emphasis. 3.32 0.69 at all times merge visuals and audio for cohesive educational resources. 3.28 0.67 at all times utilize editing tools to enhance instructional materials. 3.29 0.68 at all times overall 3.30 0.67 at all times legend: 3.26-4.00 strongly agree/ very positive; 2.51-3.25 agree/positive; 1.76-2.50 disagree/negative; 1.00-1.75 strongly disagree/ very negative table 9 presents the distribution of respondents’ technological literacy in terms of audio and video editing. the overall mean rating is 3.30 (sd = 0.67) described as at all times. this infers another good training result where teachers can say that they are trained in this area. it is observed that there are teachers who utilize audio and video editing, which will suit to their lessons. correspondingly, the results suggest a high level of proficiency among educators in utilizing audio and video editing tools for instructional purposes, aligning with the findings of bayucca (2020), which emphasize the critical role of these skills in modern education. additionally, the positive perception towards audio and video editing skills underscores their significance in enriching educational experiences and fostering multimedia-rich learning environments, as highlighted by movitaria and shandra (2022). among the indicators, the highest mean rating is obtained by as a teacher, i can integrate audio and video elements into presentations or lessons, with a mean rating of 3.36 (sd = 0.61) described as at all times. this indicates a strong proficiency among respondents in incorporating multimedia elements into their instructional materials. it is observed that educators who effectively integrate audio and video elements into their lessons often experience increased student engagement and comprehension. this finding resonates with the research of movitaria and shandra (2022), which underscores the positive impact of pa ge 23 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 215-240, 2024 employing multimedia-rich content in enhancing student motivation and learning outcomes. on the contrary, the indicator as a teacher, i can synthesis of audio and video components for multimedia materials received the lowest mean rating of 3.27 (sd = 0.69), yet still described as at all times. while this aspect garnered a slightly lower rating, it still reflects a high level of proficiency among educators in this skill area. this underscores the importance of providing targeted training programs to address any gaps in knowledge and enhance educators’ competence in audio and video editing, as suggested by bayucca (2020). overall, the findings highlight the significance of audio and video editing skills in enriching educational experiences and underscore the need for ongoing professional development initiatives to support educators in mastering these essential competencies. table 10: distribution of respondents’ technological literacy in terms of microsoft office skills indicators mean sd description as a teacher, i can. . . create and format documents in microsoft word. 3.59 0.59 at all times develop engaging presentations using powerpoint. 3.59 0.57 at all times organize and analyze data in excel spreadsheets. 3.50 0.64 at all times design visually appealing posters or materials in publisher. 3.42 0.66 at all times craft professional-looking documents in microsoft word. 3.44 0.65 at all times utilize excel formulas for data calculations and analysis. 3.36 0.68 at all times create and manage databases in microsoft access. 3.26 0.72 at all times construct forms and surveys using microsoft forms. 3.39 0.69 at all times integrate outlook for efficient email and calendar management. 3.26 0.69 at all times collaborate on documents through onedrive or sharepoint. 3.26 0.70 at all times overall 3.41 0.66 at all times legend: 3.26-4.00 strongly agree/ very positive; 2.51-3.25 agree/positive; 1.76-2.50 disagree/negative; 1.00-1.75 strongly disagree/ very negative table 10 illustrates the distribution of respondents’ technological literacy in terms of microsoft office skills with an overall mean rating of 3.41 (sd = 0.66), described as at all times. this result suggests the effectiveness of the training initiatives aimed at upskilling teachers’ competencies, particularly in microsoft office. the provision of organizational accounts for microsoft office 365 by the department of education underscores the expectation for educators to possess more than just fundamental skills in these applications. the positive perception of microsoft office skills among educators is consistent with the findings of hasanah and dewi (2022), who emphasized the significance of proficiency in microsoft office applications in contemporary educational practices. their research highlights the pivotal role of microsoft office in enabling educators to create engaging learning materials, develop compelling presentations, and effectively manage administrative tasks. moreover, the indicator, as a teacher, i can create and format documents in microsoft word, got the highest mean rating of 3.59 (sd = 0.59), described as at all times. this finding aligns with the observations that educators frequently utilize microsoft word, particularly for generating reports and creating various documents required by the department of education. the proficiency demonstrated in this indicator underscores the importance of microsoft word as a fundamental tool in educational settings, enabling educators to efficiently produce and format documents essential for administrative tasks and instructional materials (hasanah & dewi, 2022). another indicator, as a teacher, i can develop engaging presentations using powerpoint, described as at all times, obtained the highest mean rating of 3.59 (sd = 0.57). this signifies a notable proficiency among educators in leveraging microsoft powerpoint to create captivating and informative presentations for instructional purposes. smith and brown’s (2023) study underscores the significance of this finding by revealing that not all teachers possess advanced skills in utilizing microsoft office applications. this highlights the importance of comprehensive guidance and training to empower educators to effectively utilize tools like microsoft powerpoint to enhance their teaching practices. on the contrary, three indicators are found to have obtained the lowest mean rating. the first indicator is as a teacher, i can integrate outlook for efficient email and calendar management, obtained a mean rating of 3.26 (sd = 0.69), described as at all times. this finding highlights the challenges educators encountered in transitioning to outlook as their official organizational microsoft account, as mandated by the department of education. while educators were accustomed to using gmail, the shift to outlook necessitated adjustments, particularly in terms of navigating the features and functionalities of the new platform (deped misamis oriental, 2023). the second indicator among the lowest mean rating is as a teacher, i can collaborate on documents through pa ge 23 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 215-240, 2024 onedrive or sharepoint. it achieved a mean rating of 3.26 (sd = 0.70) described as at all times. it reveals that while educators recognize the importance of collaborative document editing, they may face challenges or require further training to fully leverage these platforms effectively. this observation is supported by the research of hasanah and dewi (2022), which emphasizes that not all teachers are proficient in using microsoft 365 applications. moreover, the third indicator that obtained the lowest mean is as a teacher, i can create and manage databases in microsoft access. its mean is 3.26 (sd = 0.72) described as at all times. it indicates that while educators recognize the importance of database management skills, they may require further training or support to effectively utilize microsoft access for instructional purposes. this observation aligns with the research of smith and johnson (2023), which highlights that not all teachers are adept at using microsoft 365 applications. table 11: distribution of respondents’ technological literacy in terms of graphic design indicators mean sd description as a teacher, i can. . . create visually appealing educational materials. 3.30 0.65 at all times use graphic elements to enhance learning resources. 3.28 0.65 at all times design engaging presentations for students. 3.34 0.63 at all times incorporate images effectively in teaching materials. 3.35 0.62 at all times apply principles of design (e.g. choosing appropriate fonts and colors to enhance readability) for effective communication. 3.34 0.64 at all times create custom graphics for educational purposes. 3.26 0.65 at all times select appropriate fonts and colors for visual impact. 3.35 0.61 at all times modify and customize existing graphics or templates. 3.30 0.65 at all times arrange elements in a visually balanced manner. 3.30 0.67 at all times use graphic design software (e.g. canva, photoshop, etc.). 3.26 0.69 at all times overall 3.31 0.65 at all times legend: 3.26-4.00 strongly agree/ very positive; 2.51-3.25 agree/positive; 1.76-2.50 disagree/negative; 1.00-1.75 strongly disagree/ very negative the data presented in table 11 illustrates the respondents’ technological literacy in terms of graphic design with an overall mean rating of 3.31 (sd = 0.65), described as at all times. this indicates a high level of technological literacy among educators in utilizing graphic design tools and techniques to create visually compelling educational materials. the findings underscore the versatility and skillfulness of teachers, particularly in the domain of instructional design, which is considered a fundamental aspect of their roles in facilitating effective learning experiences for 21st-century learners. furthermore, pentury and anggraeni’s (2022) research emphasizes the transformative role of graphic design in education, highlighting its potential to elevate students’ academic achievements through visually engaging learning materials. three indicators obtained the highest mean. the first one is as a teacher, i can incorporate images effectively in teaching materials, with a mean rating of 3.35 (sd = 0.62) described as at all times. this suggests that educators are adept at integrating images into their teaching materials in a manner that enhances visual appeal and captures students’ attention effectively. this is one of the commonly used strategy of teachers when they make instructional materials as they mentioned this during the in-depth interview. according to the respondents, it is much easier to utilize images from the internet into their teaching materials. this observation is consistent with the findings of pentury and anggraeni (2022), who underscore the importance of graphic design skills in elevating student engagement and academic performance through visually compelling learning materials. another second highest is as a teacher, i can select appropriate fonts and colors for visual impact with a mean rating of 3.35 (sd = 0.61), described as at all times. this rating signifies that educators recognize the importance of visual design elements in enhancing the effectiveness of instructional materials. it suggests that educators value the impact of typography and color choices in capturing students’ attention and facilitating comprehension. it is observed that educators are increasingly aware of the role of graphic design in educational settings, particularly in creating visually engaging and informative learning materials. johnson and brown’s (2023) research emphasizes the transformative potential of graphic design tools like canva in elevating students’ academic achievements. on the contrary, two indicators are found to have the lowest mean as well. the indicator, as a teacher, i can create custom graphics for educational purposes, got a mean rating of 3.26 (sd = 0.65), described as at all times. this suggests that educators tend to rely more on pre-existing graphic designs rather than creating custom graphics from scratch. the preference for readymade graphics may stem from time constraints and the pa ge 23 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 215-240, 2024 myriad responsibilities that teachers juggle on a daily basis, extending beyond classroom instruction to include various administrative and ancillary roles. furthermore, the challenge of time management and workload distribution among educators is a recurring theme in contemporary education, reflecting the need for streamlined processes and support mechanisms to alleviate burdens on teachers. addressing this issue requires a multifaceted approach, including the provision of targeted training and resources to enhance educators’ graphic design skills and efficiency. the findings align with the insights of smith and johnson (2023), which emphasize the need for comprehensive support structures to enable educators to effectively integrate graphic design into their instructional practices and enhance student engagement and academic achievement. the other lowest mean rating is 3.26 (sd = 0.69), described as at all times, with the indicator, as a teacher, i can use graphic design software (e.g., canva, photoshop, etc.). this rating reveals that educators may have limited proficiency or experience in utilizing graphic design tools for instructional purposes. it suggests a potential gap in educators’ skills related to visual communication and content creation. it is observed that while graphic design software offers opportunities to enhance teaching materials and engage students, educators may require further training and support to leverage these tools effectively. martinez and garcia’s (2023) research highlights the importance of integrating graphic design skills into educators’ professional development, emphasizing the role of tools like canva in improving students’ academic achievements. table 12: distribution of respondents’ technological literacy in terms of social media indicators mean sd description as a teacher, i can. . . effectively use social media platforms to share educational resources and updates. 3.43 0.59 at all times engage with students and parents through appropriate social media channels. 3.39 0.60 at all times create and maintain a professional online presence on social media. 3.38 0.60 at all times utilize social media for collaborative learning and group discussions. 3.37 0.60 at all times integrate social media into lesson plans to enhance learning experiences. 3.37 0.61 at all times employ privacy settings and online safety measures when using social media for educational purposes. 3.39 0.59 at all times discern reliable and credible sources of information on social media. 3.37 0.56 at all times promote digital citizenship and responsible social media use among students. 3.40 0.57 at all times adapt to changes and updates in social media platforms for continued effective use. 3.38 0.57 at all times leverage social media for networking and professional development within the education community. 3.35 0.58 at all times overall 3.38 0.59 at all times legend: 3.26-4.00 strongly agree/ very positive; 2.51-3.25 agree/positive; 1.76-2.50 disagree/negative; 1.00-1.75 strongly disagree/ very negative table 12 presents the distribution of respondents’ technological literacy in terms of social media with an overall mean rating of 3.38 (sd = 0.59), described as at all times. the data emphasizes a high level of proficiency among educators in utilizing social media platforms for various educational endeavors. this proficiency is indicative of the evolving role of social media as a vital component in contemporary education. this is supported by albiladi and abdeen’s (2021) study which delves into the efficacy of utilizing social media platforms for educational engagement. they found out that educators who effectively utilize social media platforms can enhance student engagement and facilitate collaborative learning experiences beyond the confines of the traditional classroom setting. the indicator, as a teacher, i can effectively use social media platforms to share educational resources and updates, attained the highest mean rating of 3.43 (sd = 0.59) described as at all times. this finding resonates with smith and brown’s (2022) study, which emphasizes the importance of educators staying informed about current trends and leveraging social media to disseminate educational content efficiently. through strategic use of social media platforms, educators can reach a wider audience and enhance access to educational resources, thereby enriching the learning experiences of students on the other hand, the indicator, as a teacher, i can leverage social media for networking and professional development within the education community, obtained the lowest mean rating of 3.35 (sd = 0.58),described as at all times. despite being the lowest, it still signifies high literacy among the respondents’ literacy in this indicator. in terms of professional development, the department of education typically employs platforms like zoom or google meet for webinars and training sessions. additionally, gagalang’s (2022) research underscores the significance of social media platforms as indispensable tools for achieving academic excellence. pa ge 23 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 215-240, 2024 table 13 presents the summary distribution of the respondents’ level of technological literacy. the overall mean rating is 3.34 (sd = 0.64) interpreted as highly literate. this underscores the proficiency of educators in utilizing technology to support teaching and learning practices. teachers are undoubtedly making concerted efforts to adapt to the rapidly changing technological landscape. the findings align with studies such as those by albiladi and abdeen (2021) and gagalang (2022), which emphasize the pivotal role of technology in modern education and highlight its effectiveness in enhancing instructional strategies and student engagement. the variable, microsoft office skills, achieved the highest mean rating of 3.41 (sd = 0.66) interpreted as highly literate. this indicates that the variable holds significant utility within the field of education. it emphasizes the importance of microsoft office applications in educational settings, as highlighted by hasanah and dewi (2022). their research highlights the necessity for educators to acquire proficiency in microsoft office 365 to facilitate more effective teaching and learning experiences. the high mean rating in this domain suggests that educators are adept at utilizing these tools to create instructional materials, manage administrative tasks, and enhance productivity in educational settings. on the other hand, the variable, video conferencing, got the lowest mean of 3.30 (sd = 0.64), interpreted as highly literate. this suggests that teachers may not prioritize this literacy, given that video conferencing in public schools primarily occurs during webinars or virtual meetings rather than virtual classes for teachers and students. the relatively lower mean rating for video conferencing skills, despite still being in the “strongly agree” category, highlights a potential area for improvement in educational settings. this finding resonates with torrato et al. (2021), who emphasize the transformative potential of video conferencing in education, particularly in situations where physical presence is limited, highlighting its importance in facilitating distance learning and collaboration among educators and students. meanwhile, the variable, audio and video editing, also obtained the lowest mean rating of 3.30 (sd = 0.67), interpreted as highly literate. this finding suggests a potential area for improvement in educators’ competence in audio and video editing, which are increasingly essential skills in modern educational settings. this aligns with the research of smith et al. (2021), which emphasizes the importance of multimedia integration in education for fostering student engagement and comprehension. by providing educators with opportunities to enhance their audio and video editing skills, educational institutions can promote innovative teaching practices and improve learning outcomes. problem 4. is there a significant difference in the respondents’ technological literacy and their characteristics? legend: 3.26-4.00 strongly agree/ very positive; 2.51-3.25 agree/positive; 1.76-2.50 disagree/negative; 1.00-1.75 strongly disagree/ very negative table 13: summary distribution of the respondents’ level of technological literacy variables mean sd interpretation video conferencing 3.30 0.64 highly literate audio and video editing 3.30 0.67 highly literate microsoft office skills 3.41 0.66 highly literate graphic design 3.31 0.65 highly literate social media 3.38 0.59 highly literate overall 3.34 0.64 highly literate table 14: test of difference between the teachers’ technological literacy level and respondents’ characteristics teachers’ technological literacy level respondents’ characteristics sex position teaching experience trainings attended attitude towards computer upskilling trainings pva lu e in te r pr et at io n pva lu e in te r pr et at io n pva lu e in te r pr et at io n pva lu e in te r pr et at io n pva lu e in te r pr et at io n video conferencing 0.0065** s 0.8559 ns 0.8299 ns 0.0094** s 0.0253* s audio and video editing 0.105 ns 0.7466 ns 0.7792 ns 0.0005** s 0.0198* s pa ge 23 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 215-240, 2024 microsoft office skills 0.0274* s 0.6548 ns 0.1209 ns 0.0004** s 0.0001* s graphic design 0.2225 ns 0.7385 ns 0.8118 ns 0.0004** s 0.0001* s social media 0.088 ns 0.8709 ns 0.499 ns 0.0075** s 0.0001* s overall 0.07188 ns 0.77334 ns 0.60816 ns 0.0254** s 0.0091* s legend: significant at p-value < 0.05* and p-value < 0.01**, s – significant, ns – not significant table 14 presents the outcomes of the kruskal-wallis analysis, which investigated the potential significant differences in teachers’ technological literacy based on respondent characteristics, including sex, position, teaching experience, and attended trainings, using a significance level of 0.05. the statistical analysis on the overall result revealed a significant relationship between attending trainings on social media and respondents’ technological literacy, as indicated by a p-value of 0.0254. this rejection of the null hypothesis suggests that such training sessions have a discernible impact on educators’ proficiency in utilizing social media platforms. conversely, the non-significant p-values for the remaining variables indicate that there is insufficient evidence to reject the null hypothesis, implying that factors other than training attendance may influence respondents’ proficiency in those areas. the results indicated the rejection of the null hypothesis regarding sex concerning video conferencing and microsoft office skills, as the p-values were less than 0.05. this provides compelling evidence supporting a significant difference between sex in terms of video conferencing and microsoft office skills, with a 99% confidence level. therefore, it can be confidently asserted that 80.8% of females significantly contributed to teachers’ technological literacy in video conferencing and microsoft office skills. furthermore, there was also the rejection of the null hypothesis regarding attended trainings and all aspects of teachers’ technological literacy, as the p-values were less than 0.05. this implies a significant difference between attended trainings and teachers’ technological literacy in video conferencing, audio and video editing, microsoft skills, graphic design, and social media, with a 99% confidence level. consequently, it can be confidently stated that 71.2% of participants who attended 1 to 3 related trainings and seminars significantly contributed to teachers’ technological literacy.it is important to note that no significant difference was observed in demographic characteristics concerning teaching experience and position toward teachers’ technological literacy, as the p-values were greater than 0.05. this indicates that teaching experience and position do not significantly contribute to teachers’ technological literacy. moreover, the outcomes of the kruskal-wallis analysis shed light on the nuanced interplay between demographic factors and professional development opportunities in shaping educators’ technological competencies. while significant differences were observed in technological literacy concerning sex and attended trainings, no such variations were evident in teaching experience and position. this underscores the importance of tailored strategies to promote digital proficiency among teaching professionals, as highlighted in the study of pentury and anggraeni (2022). additionally, the rejection of the null hypothesis for attended trainings emphasizes the pivotal role of professional development initiatives in enhancing educators’ technological literacy across various domains, as emphasized by bayucca (2020) and movitaria and shandra (2022). these findings collectively underscore the need for targeted interventions to bridge the digital divide among educators and ensure equitable access to technology-enhanced learning experiences. moving forward, educational institutions must prioritize the implementation of comprehensive professional development initiatives, as advocated by hasanah and dewi (2022), to ensure that all educators are equipped with the requisite technological competencies to thrive in today’s digital learning landscape. additionally, fostering a culture of continuous learning and innovation, as emphasized by undersecretary alain del b. pascua’s aide memoire (2020), is essential to sustainably elevate educators’ technological proficiency and, by extension, improve the quality of teaching and learning experiences for all stakeholders involved. problem 5. is there a significant relationship between the respondents’ computer upskilling trainings and their technological literacy? the results presented in table 15 shed light on the intricate interplay between computer upskilling attitudes and teachers’ technological literacy across various domains, including audio and video editing and social media. the examination of computer upskilling training concerning education in a virtual environment unveils another layer of this intricate relationship. with p-values falling below 0.05, it is evident that training initiatives aimed at enhancing educators’ skills in navigating virtual learning environments have a discernible impact on their proficiency in video conferencing and social media utilization (pentury & anggraeni, 2022). this substantiates the pivotal role of tailored training programs in equipping teachers with the requisite skills to effectively leverage technology for instructional purposes, particularly in virtual settings. furthermore, the significant relationship identified between information and communication technology and teachers’ technological literacy further underscores the multifaceted nature of this phenomenon. with p-values signaling statistical significance at a confidence level of 99%, this finding highlights the integral role of pa ge 23 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 215-240, 2024 table 15: test of relationship between the computer upskilling trainings and teachers’ technological literacy level teachers’ technological literacy level computer upskilling trainings innovation in education education in virtual environment tv-based ict rh o pva lu e in te r pr et at io n rh o pva lu e in te r pr et at io n rh o pva lu e in te r pr et at io n rh o pva lu e in te r pr et at io n video confe-rencing -0 .0 79 0. 21 n s 0. 22 1 0. 00 04 ** s 0. 11 0. 07 8 n s 0. 56 0. 00 01 ** s audio and video editing -0 .0 89 0. 16 1 n s 0. 11 8 0. 07 7 n s 0. 07 8 0. 22 4 n s 0. 54 3 0. 00 01 ** s microsoft office skills -0 .0 84 0. 18 3 n s 0. 02 3 0. 71 6 n s -0 .0 21 0. 74 n s 0. 48 0. 00 01 ** s graphic design -0 .1 1 0. 08 5 n s 0. 11 9 0. 06 n s 0. 08 0. 21 n s 0. 48 0. 00 01 ** s social media -0 .0 46 0. 47 n s 0. 12 7 0. 04 5* s 0. 08 5 0. 17 n s 0. 64 0. 00 01 ** s overall -0 .0 81 6 0. 22 18 n s 0. 12 16 0. 17 96 8 n s 0. 27 3 0. 28 44 n s 0. 54 06 0. 00 01 ** s legend: significant at p-value < 0.05* and p-value < 0.01**, s – significant, ns – not significant ict proficiency in shaping educators’ competence across various technological domains, spanning from video conferencing and audio-video editing to microsoft skills, graphic design, and social media utilization (hasanah & dewi, 2022). this comprehensive understanding underscores the necessity of equipping educators with robust ict competencies to navigate the increasingly digitized landscape of education effectively. problem 6. based on the findings of the study, what technology skills enhancement plan on computer upskilling can be designed? table 16: matrix of technology skills enhancement plan areas of concern specific objectives strategies/ activities time frame person involved source of fund estimated budget expected output re co rd a nd sh ar e vi de o co nf er en ce se ss io ns fo r r ev ie w e na bl e ed uc at or s t o pr ofi ci en tly re co rd a nd sh ar e vi de o c on du ct tr ai ni ng se ss io ns o n vi de o co nf er en ci ng to ol s o rg an iz e ha nd son w or ks ho ps e st ab lis h a pe er m en to rin g pr og ra m a pr il 20 24 3 d ay s d iv isi on ic t c oo rd in at or d ist ric t i c t c oo rd in at or s sc ho ol ic t c oo rd in at or s in vi te d e xp er ts d iv isi on m o o e / sp ec ia l e du ca tio n fu nd (s e f) ph p 50 ,0 00 e du ca to rs a re e qu ip pe d w ith sk ill s t o re co rd , s ha re , a nd re vi ew v id eo c on fe re nc e se ss io ns su bm itt ed le ar ni ng o ut pu ts pa ge 23 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 215-240, 2024 in te gr at e o ut lo ok fo r ef fic ie nt e m ai l a nd c al en da r m an ag em en t e qu ip e du ca to rs w ith sk ill s t o ut ili ze o ut lo ok ef fe ct iv el y c on du ct tr ai ni ng se ss io ns on o ut lo ok fe at ur es a nd fu nc tio na lit ie s d ev el op in te ra ct iv e on lin e m od ul es o r t ut or ia ls im pl em en t a b ud dy sy st em ju ly 2 02 4 3 d ay s d iv isi on ic t c oo rd in at or d ist ric t i c t c oo rd in at or s sc ho ol ic t c oo rd in at or s in vi te d e xp er ts d iv isi on m o o e / sp ec ia l e du ca tio n fu nd (s e f) ph p 80 ,0 00 e du ca to rs b ec om e pr ofi ci en t i n m an ag in g em ai ls an d ca le nd ar s u sin g o ut lo ok su bm itt ed le ar ni ng o ut pu ts le ve ra ge so ci al m ed ia fo r ne tw or ki ng a nd p ro fe ss io na l de ve lo pm en t e na bl e ed uc at or s t o ef fe ct iv el y ut ili ze so ci al m ed ia o rg an iz e se m in ar s a nd w eb in ar s on le ve ra gi ng so ci al m ed ia fo r pr of es sio na l g ro w th a nd n et w or ki ng h os t l iv e q & a se ss io ns o r p an el di sc us sio ns fa ci lit at e on lin e fo ru m s o r di sc us sio n gr ou ps se pt em be r 2 02 4 3 d ay s d iv isi on ic t c oo rd in at or d ist ric t i c t c oo rd in at or s sc ho ol ic t c oo rd in at or s in vi te d e xp er ts d iv isi on m o o e / sp ec ia l e du ca tio n fu nd (s e f) ph p 20 ,0 00 e du ca to rs b ec om e ad ep t a t us in g so ci al m ed ia p la tfo rm s fo r n et w or ki ng a nd p ro fe ss io na l de ve lo pm en t su bm itt ed le ar ni ng o ut pu ts t he a bi lit y to c re at e en ga gi ng co nt en t f or t v a nd ra di o br oa dc as ts d ev el op e du ca to rs ' s ki lls in cr ea tin g co m pe lli ng c on te nt fo r t v a nd ra di o br oa dc as ts pr ov id e tra in in g on st or yt el lin g te ch ni qu es fo r br oa dc as t m ed ia . o rg an iz e gu es t l ec tu re s b y in du st ry p ro fe ss io na ls in br oa dc as tin g. o ct ob er 2 02 4 3 d ay s d iv isi on ic t c oo rd in at or d ist ric t i c t c oo rd in at or s sc ho ol ic t c oo rd in at or s in vi te d d iv isi on m o o e / sp ec ia l e du ca tio n fu nd (s e f) ph p 20 ,0 00 e du ca to rs b ec om e pr ofi ci en t in c re at in g en ga gi ng c on te nt fo r t v a nd ra di o br oa dc as ts tr ou bl es ho ot c om m on te ch ni ca l i ss ue s d ur in g vi de o co nf er en ce s e qu ip e du ca to rs w ith sk ill s to tr ou bl es ho ot c om m on te ch ni ca l i ss ue s d ur in g vi de o co nf er en ce s c on du ct si m ul at io n ex er ci se s fo r t ro ub le sh oo tin g te ch ni ca l pr ob le m s. o ff er re fr es he r c ou rs es on v id eo c on fe re nc in g pl at fo rm s’ tro ub le sh oo tin g fe at ur es . n ov em -b er 2 02 4 3 d ay s d iv isi on ic t c oo rd in at or d ist ric t i c t c oo rd in at or s sc ho ol ic t c oo rd in at or s in vi te d e xp er ts d iv isi on m o o e / sp ec ia l e du ca tio n fu nd (s e f) ph p 25 ,0 00 e du ca to rs be co m e ca pa bl e of d ia gn os in g an d re so lv in g co m m on te ch ni ca l iss ue s du rin g vi de o co nf er en ce s year 2 sy nt he sis o f au di o an d vi de o co m po ne nt s f or m ul tim ed ia m at er ia ls e nh an ce te ac he rs ' a bi lit y to sy nt he siz e au di o an d vi de o pr ov id e w or ks ho ps o n au di o an d vi de o ed iti ng so ftw ar e c on du ct h an ds -o n tra in in g se ss io ns c ol la bo ra te w ith m ul tim ed ia ex pe rt s f or g ui da nc e an d su pp or t ja nu ar y 20 25 5 d ay s d iv isi on ic t c oo rd in at or d ist ric t i c t c oo rd in at or s sc ho ol ic t c oo rd in at or s in vi te d e xp er ts d iv isi on m o o e / sp ec ia l e du ca tio n fu nd (s e f) ph p 10 0, 00 0 e du ca to rs b ec om e ca pa bl e of in te gr at in g au di o an d vi de o el em en ts in to m ul tim ed ia ed uc at io na l m at er ia ls su bm itt ed le ar ni ng o ut pu ts pa ge 23 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 215-240, 2024 c re at e cu st om g ra ph ic s f or ed uc at io na l p ur po se s d ev el op te ac he rs ' c ap ac ity to c re at e cu st om iz ed gr ap hi cs o ff er w or ks ho ps o n gr ap hi c de sig n to ol s a nd pr in ci pl es pr ov id e on eon -o ne co ac hi ng se ss io ns e st ab lis h a re so ur ce li br ar y fo r d es ig n in sp ira tio n m ar ch 2 02 5 5 d ay s d iv isi on ic t c oo rd in at or d ist ric t i c t c oo rd in at or s sc ho ol ic t c oo rd in at or s in vi te d e xp er ts d iv isi on m o o e / sp ec ia l e du ca tio n fu nd (s e f) ph p 10 0, 00 0 e du ca to rs b ec om e sk ill ed in d es ig ni ng c us to m gr ap hi cs fo r e du ca tio na l m at er ia ls su bm itt ed le ar ni ng o ut pu ts sk ill s i n ad ap tin g te ac hi ng m et ho ds fo r on lin e pl at fo rm s e nh an ce te ac he rs ' c ap ab ili ty to a da pt te ac hi ng m et ho ds c on du ct w or ks ho ps o n on lin e te ac hi ng st ra te gi es a nd to ol s fa ci lit at e pe er le ar ni ng c irc le s im pl em en t a ct io n re se ar ch p ro je ct s o n vi rt ua l i ns tr uc tio n m ay 2 02 5 4 d ay s d iv isi on ic t c oo rd in at or d ist ric t i c t c oo rd in at or s sc ho ol ic t c oo rd in at or s in vi te d e xp er ts d iv isi on m o o e / sp ec ia l e du ca tio n fu nd (s e f) ph p 80 ,0 00 e du ca to rs b ec om e pr ofi ci en t i n ad ap tin g te ac hi ng m et ho ds fo r o nl in e pl at fo rm s, en su rin g ef fe ct iv e vi rt ua l i ns tr uc tio n su bm itt ed le ar ni ng o ut pu ts a ct io n re se ar ch e ff ec tiv el y m an ag e la rg e gr ou ps in v id eo co nf er en ce s e nh an ce e du ca to rs ' ca pa ci ty to m an ag e la rg e gr ou ps in v id eo co nf er en ce s o rg an iz e w or ks ho ps o n fa ci lit at io n te ch ni qu es fo r vi rt ua l m ee tin gs . pr ov id e tra in in g on in te ra ct iv e to ol s f or en ga gi ng la rg e au di en ce s in v irt ua l s et tin gs . ju ne 20 25 3 d ay s d iv isi on ic t c oo rd in at or d ist ric t i c t c oo rd in at or s sc ho ol ic t c oo rd in at or s in vi te d e xp er ts d iv isi on m o o e / sp ec ia l e du ca tio n fu nd (s e f) ph p 20 ,0 00 e du ca to rs b ec om e pr ofi ci en t i n m an ag in g la rg e gr ou ps in v id eo co nf er en ce s c re at e an d m an ag e da ta ba se s i n m ic ro so ft a cc es s d ev el op e du ca to rs ’ pr ofi ci en cy in c re at in g an d m an ag in g da ta ba se s u sin g m ic ro so ft a cc es s o ff er st ep -b yst ep tu to ria ls on d at ab as e de sig n an d im pl em en ta tio n. pr ov id e ca se st ud ie s o r r ea lw or ld sc en ar io s f or h an ds on d at ab as e m an ag em en t pr ac tic e. a ug us t2 02 5 3 d ay s d iv isi on ic t c oo rd in at or d ist ric t i c t c oo rd in at or s sc ho ol ic t c oo rd in at or s in vi te d e xp er ts d iv isi on m o o e / sp ec ia l e du ca tio n fu nd (s e f) ph p 30 ,0 00 e du ca to rs b ec om e ca pa bl e of c re at in g an d m an ag in g da ta ba se s i n m ic ro so ft a cc es s year 3 le ve ra ge so ci al m ed ia fo r n et w or ki ng an d pr of es sio na l d ev el op m en t e na bl e ed uc at or s t o ef fe ct iv el y ut ili ze so ci al m ed ia o rg an iz e se m in ar s a nd w eb in ar s o n le ve ra gi ng so ci al m ed ia fo r p ro fe ss io na l gr ow th a nd n et w or ki ng fa ci lit at e on lin e co m m un iti es o f pr ac tic e fo r e du ca to rs pr ov id e on go in g su pp or t a nd re so ur ce s th ro ug h so ci al m ed ia c ha nn el s ja nu ar y 20 26 3 d ay s d iv isi on ic t c oo rd in at or d ist ric t i c t c oo rd in at or s sc ho ol ic t c oo rd in at or s in vi te d e xp er ts d iv isi on m o o e / sp ec ia l e du ca tio n fu nd (s e f) ph p 50 ,0 00 e du ca to rs b ec om e ad ep t a t u sin g so ci al m ed ia p la tfo rm s f or n et w or ki ng a nd pr of es sio na l d ev el op m en t su bm itt ed le ar ni ng o ut pu ts pa ge 23 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 215-240, 2024 a bi lit y to tr ou bl es ho ot c om m on ic t iss ue s i n ed uc at io na l s et tin gs e qu ip e du ca to rs w ith sk ill s t o tro ub le sh oo t i c t iss ue s pr ov id e ha nd son tr ai ni ng se ss io ns on tr ou bl es ho ot in g co m m on ic t iss ue s i n ed uc at io na l s et tin gs d ev el op tr ou bl es ho ot in g gu id es an d re so ur ce s f or e du ca to rs e st ab lis h a he lp de sk o r s up po rt sy st em fo r t im el y as sis ta nc e m ar ch 2 02 6 5 d ay s d iv isi on ic t c oo rd in at or d ist ric t i c t c oo rd in at or s sc ho ol ic t c oo rd in at or s in vi te d e xp er ts d iv isi on m o o e / sp ec ia l e du ca tio n fu nd (s e f) ph p 10 0, 00 0 e du ca to rs b ec om e ca pa bl e of di ag no sin g an d re so lv in g co m m on ic t iss ue s e nc ou nt er ed in ed uc at io na l s et tin gs su bm itt ed le ar ni ng o ut pu ts c ol la bo ra te o n do cu m en ts th ro ug h o ne d riv e or sh ar ep oi nt e nh an ce e du ca to rs ' ab ili ty to c ol la bo ra te o n do cu m en ts u sin g o ne d riv e or s ha re po in t 1. c on du ct in te ra ct iv e w or ks ho ps o n co lla bo ra tiv e do cu m en t e di tin g fe at ur es . 2. f ac ili ta te g ro up p ro je ct s re qu iri ng c ol la bo ra tiv e do cu m en t c re at io n an d sh ar in g. m ay 2 02 6 3 d ay s it s pe ci al ist s, te ac he rs d ep e d bu dg et ph p 15 ,0 00 e du ca to rs b ec om e ad ep t a t co lla bo ra tin g on d oc um en ts th ro ug h o ne d riv e or sh ar ep oi nt u se g ra ph ic d es ig n so ftw ar e (e .g. , c an va , p ho to sh op , e tc .) d ev el op e du ca to rs ' s ki lls in u sin g gr ap hi c de sig n so ftw ar e fo r e du ca tio na l pu rp os es 1. p ro vi de a dv an ce d tra in in g se ss io ns o n sp ec ifi c gr ap hi c de sig n to ol s. 2. e st ab lis h on lin e fo ru m s or c om m un iti es fo r s ha rin g de sig n tip s a nd tr ic ks . ju ly 2 02 6 4 d ay s g ra ph ic d es ig n in st ru ct or s, te ac he rs d ep e d bu dg et ph p 40 ,0 00 e du ca to rs b ec om e pr ofi ci en t i n us in g gr ap hi c de sig n so ftw ar e fo r ed uc at io na l p ur po se s a ud io a nd v id eo e di tin g e nh an ce e du ca to rs ' pr ofi ci en cy in a ud io a nd vi de o ed iti ng 1. o ff er sp ec ia liz ed w or ks ho ps o n ad va nc ed ed iti ng te ch ni qu es . 2. f ac ili ta te p ee r fe ed ba ck se ss io ns fo r im pr ov in g ed iti ng sk ill s. se pt em -b er 2 02 6 5 d ay s m ul tim ed ia s pe ci al ist s, te ac he rs d ep e d bu dg et ph p 80 ,0 00 e du ca to rs b ec om e sk ill ed in a ud io a nd vi de o ed iti ng te ch ni qu es conclusions based on the results and discussions that have been presented, the following conclusions were made: there are noticeable differences in technological proficiency among educators in the first legislative districts of misamis oriental, with gender and participation in training sessions emerging as significant factors. women tend to excel in video conferencing and microsoft office, indicating potential gender-based gaps in tech skills. attending training sessions enhances educators’ proficiency in various areas, underlining the importance of professional development in improving technological literacy. positive attitudes toward computer upskilling correlate with better multimedia content creation and social media usage skills, suggesting that proactive learning enhances educators’ ability to enrich classroom activities and engage students. cultivating a culture of continuous learning and innovation among educators is crucial to adapt to evolving educational paradigms, emphasizing the central role of technology in education. these findings stress the necessity for targeted interventions and ongoing support to meet educators’ diverse needs and ensure equitable access to technology, ultimately fostering a culture of digital innovation in education. recommendations in accordance with the findings and conclusion of the study, the following recommendations are hereby presented: 1. teachers may attend computer upskilling training since staying abreast of technological advancements pa ge 23 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 215-240, 2024 and enhancing their effectiveness in the classroom is imperative. 2. teachers need to enhance their skills in troubleshooting common ict issues in educational settings, which is paramount to ensure seamless delivery of instruction and minimize disruptions during teaching sessions. 3. school administrators may prioritize organizing comprehensive training sessions focused on video conferencing, audio and video editing, specifically tailored to equip teachers with the skills needed to troubleshoot common technical issues during video conferences and effectively manage large groups in such settings. 4. school administrators may investigate the effectiveness of different training modalities, such as online courses, workshops, and mentoring programs, which can provide insights into the most beneficial approaches for enhancing educators’ technological skills. 5. educational institutions should design and implement comprehensive training programs that specifically target the enhancement of educators’ skills in video conferencing and social media utilization within virtual learning environments. 6. it is recommended to utilize the technological skills enhancement plan, crafted based on the findings of the study, as a foundational framework for ongoing professional development initiatives for educators. references albiladi, w. s., & abdeen, f. h. 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(2021). using web video conferencing to conduct a program as a proposed model toward teacher leadership and academic vitality in the philippines. pa ge 1 pa ge 32 american journal of arts and human science (ajahs) the role of social media in the 2023 nigerian general elections: an analytical appraisal of selected platforms etido aniedi okon1*, dan-ralph ohewolam ojedor1, babatunde oriyomi owolabi2 volume 4 issue 1, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i1.3226 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: july 08, 2024 accepted: august 12, 2024 published: february 12, 2025 the 2023 general elections in nigeria witnessed a surge in political discourse on social media platforms. analyzing the impact of social media on the voting process can shed light on the potential of digital platforms in bridging these divisions and promoting citizen involvement. therefore, this study sought to guide evidence-based decision-making, policy development, and the creation of media literacy campaigns to strengthen an inclusive democratic system in nigeria. the diversity of social media channels used during the general elections for 2023 is compared in this paper. we modified the mass media’s framing theory and the agenda-setting theory and chose the survey research approach. the results of this study indicate that social media political campaigns played a significant role in persuading voters in the 2023 general elections. the study also showed that social media political campaigns are quite successful, and twitter in particular is a main avenue of political and electioneering communication. keywords facebook, general elections, media framing, social media, twitter 1 university of cross river state, nigeria 2 moshood abiola polytechnic, nigeria * corresponding author’s email: etidookon26@gmail.com introduction background of the study social media has today emerged as a powerful tool that changes the ways in which people interact. over the past few years, social networks have had a very significant influence on the political systems of various countries. the rise of cartoon journalism in print media, as a preferred medium for expressing individuals’ opinions, contributing, correcting, criticizing, or making suggestions on social, political, or socio-economic issues, also contributes to this (essien, 2024). this paper examines the effects of social media on the nigerian 2023 general elections section, which concerns social media involvement in the voting process, politics, and democratization. facebook, twitter, and whatsapp, among others, have become crucial tools in political campaigns for urging interaction with voters (michael, 2023). in nigeria, the 2023 general elections saw a lot of enlightenment and a serious embrace of social media by the political parties. these platforms had the advantage of creating a new platform to bypass the traditional media, spread campaign messages, and rally the electorate. another fascinating aspect of social media is its ability to deconstruct and break down barriers in the electoral process. new media, especially social media in nigeria, mediated these barriers due to physical separations and a lack of resources that may affect physical political engagement (chinedu-okeke & obi, 2016). through the technology of smartphones and the internet, those in rural areas were able to participate in political debates, get information, and vote. in addition, social media ensured the flow of information in real-time, ensuring that the voters were abreast of the campaign activities, the stance taken on certain policy issues, and any news related to the elections (udanor et al., 2016). the 2023 general elections in nigeria witnessed a surge in political discourse on social media platforms. twitter emerged as a significant platform for political conversations, with hashtags related to the elections trending regularly. the use of hashtags allowed citizens to rally around specific issues, express their opinions, and mobilize collective action (michael, 2023). moreover, the media is known for its critical evaluation of issues such as: the twitter ban to help the public understand concepts associated with news events (essien et al., 2022). framing of news story in the online newspapers are influenced by different factors arising from news angle that arouse reader’s interest, economic motive of the reporter and competitive media debacle and it is commonly used in terms of the frame the news or media place on the information they convey (adelakun & hamedi, 2016). nonetheless, social media served as a valuable space for citizens to voice their concerns, engage in political debates, and hold political leaders accountable (udanor et al., 2016). the influence of social media on the 2023 general elections in nigeria extended beyond voter engagement and political discourse. it also played a crucial role in election monitoring, transparency, and accountability (michael, 2023). by sharing information in real-time, social media helped expose instances of voter intimidation, ballot box snatching, and other electoral irregularities. social media acted as a watchdog, enhancing accountability and ensuring the democratic process remained intact (abubakar, 2012). furthermore, the social media outlet became an avenue through which people became informants and sources of news that the regular media houses failed to report. such reporting influenced public awareness of local concerns, gave voice to the voices of the powerless, and, in general, contributed to the advancement of a more democratic society. pa ge 33 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 32-42, 2025 the diversity of the nigerian audience, the fragmentation of the media market, and issues of availability and diversity are some of its characteristics. understanding how social media impacted the electoral process would explain if and how the digital platforms closed these gaps and encouraged participation. it would also offer insights into how to deal with problems related to the sharing of fake news and other extremism-related content on social media platforms (ceron et al., 2014). from a broader viewpoint, we can compare the dynamics of social media during elections to the proactive use of exclusion and regulating elements of power, such as deportations, which western countries commonly employ to demonstrate their governing authority, and various forms of traditional exile within the modern united nations, as noted by essien et al. (2024). therefore, the objective of this research was to enhance our understanding of nigeria’s political culture, enabling informed decision-making and the adoption of appropriate policies and media literacy programmes that aim to bolster the country’s democratic strengths. therefore, research on how social media affects the 2023 general elections in nigeria will aid academic knowledge and offer practical insights on the politics of the digital society, enhancing the political process and people’s participation. statement of problem the 2023 nigerian general elections, which were further divided into the presidency and federal chambers as well as the gubernatorial and state chambers, were scheduled to be held in february and march, respectively, and given the influence of social media, the latter was expected to play some level of role in directing opinion and voters. while social media serves as a communication tool to enhance democratic participation and political communication, it also presents challenges and risks, including fake news, hate speech, propaganda, and other forms of speech that disrupt democratic communication (udanor et al., 2016). the following paper demonstrates that fake news on social networks is dangerous for voters and has a variety of effects on the election. social media platforms’ algorithms can create social bubbles, displaying only content that users deem valid, leading to a biased assessment of the political situation. in many countries, the spreading of propaganda and other negative content by some personalities on social media, especially during electoral activities, has become a major concern. one major issue in this category is that individuals often carry out such actions without physical contact, and they can easily use a fake id with fraudulent details. furthermore, the use of hate speech and biased language during campaigns has exacerbated the situation, creating a sense of segregation in voter access. based on the problems highlighted in the above sections, the study seeks to conduct an overall assessment of the use of certain chosen social media platforms in the recently conducted nigerian general election of 2023. aims/objectives of the study this study will be guided by the following objectives; 1. to analyze the impact of social media on the electorate’s decision-making during the general elections in 2023. 2. to assess the challenges associated with the social media and its effects on the electorates during the 2023 general elections. 3. to recommend the strategies necessary to be adopted towards a more effective utilization of the social media for elections. literature review concept of social media the emergence and widespread adoption of social media platforms have revolutionized the way we communicate, share information, and interact with others. social media refers to online platforms and applications that enable users to create, share, and exchange content in virtual communities or networks. the concept of social media dates back to the early days of the internet, but its evolution gained momentum with the advent of web 2.0 technologies (lewis, 2015). web 2.0 facilitated usergenerated content, interactivity, and collaboration, leading to the birth of platforms like friendster, myspace, and facebook. these platforms paved the way for presentday social media networks and applications. since then, social networking sites have experienced rapid growth, with the frequent introduction of new sites. some of the current and popular social media platforms include twitter, instagram, snapchat, linkedin, and youtube, among others. social media sites such as twitter and facebook have played the role of rallying people, informing the public on social causes, and enabling them to form a common front. therefore, hashtags and virality campaigns have become effective tools for advocating for social justice and challenging institutional injustices (michael, 2023). each platform offers unique features and caters to different user needs, resulting in a highly interconnected digital ecosystem (limsopatham & collier, 2016). users of social media platforms can easily share thoughts, ideas, and experiences with a global audience, facilitating collaboration and knowledge exchange on an unprecedented scale (udanor et al., 2016). mass media framing evolved as well, focusing attention on certain events and placing them within a field of meaning (essien et al., 2022). social media has become a crucial source of news and information for millions of people worldwide. traditional media channels are no longer the sole gatekeepers of information. however, the unchecked spread of misinformation and fake news poses challenges, highlighting the need for media literacy and fact-checking mechanisms (lewis, 2015).the idea behind social media platforms is to revamp the marketing and business promotion structures. as much as deportation and exile are different from each other, the impact of social pa ge 34 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 32-42, 2025 media platforms differs from each other on political participation, debate, and democracy (essien et al., 2024). they provide business people with an opportunity to make cheap appeals to the target market. therefore, by advertising to specific niche audiences through the internet and recruiting influencers to promote specific brands, firms are able to increase their market base and boost sales (enli, 2017). pointing out the positives and negatives of social media is crucial, especially given its current association with potential negative effects on mental health. research has also proven that the overuse of social media leads to adverse psychological repercussions in the sense of depression, anxiety, and poor self-esteem (chen & wang, 2021).the use of many platforms, such as twitter and facebook, has assisted in organizing the community, providing information on socially relevant issues, and organizing collective actions. social media activists are now using hashtags and viral campaigns to push for social reforms and check accountability within institutions. (michael, 2023) social media and political campaigns the interference of social networking sites in the political system has dramatically changed the direction of most campaigns in the majority of countries across the globe, including nigeria. according to essien (2024), cartoon journalism and comic journalism as part of information dissemination in the media have received much attention, especially in nigeria. this also applies to the growing popularity of social media journalism. according to inyang et al. (2021), social media plays a crucial role in political campaigns in nigeria, where residents use it to express their political activities, including electoral voting. this aligns with the findings of inyang and edem (2020), who assert that social media fosters interaction that generates new and evolving ideas, imagery, trends, and distinctiveness, all of which possess potency and are easily mobilized and demobilized. political parties and candidates have recognised major social networks as valuable assets in recent nigerian elections. they have used these forums to reach out to the voters, spread campaign information or information about their stands, or even converse on politics (asemah & edegoh, 2012). however, its disadvantages include the problem of fake news spreading, cases of misinformation, and hate speeches (udanor et al., 2016). there are some strategies that political actors in nigeria have adopted to improve the outcomes of their leveraged social media campaigns. it entails the use of texts, images, videos, memes, and so on in activities such as parties and candidate campaigns. they also use several strategies, such as live streaming of events, the hosting of twitter chats, and the use of influencers, to help them reach their target group (apuke & tunca, 2018). the effectiveness of the social network campaign in influencing voter turnout is noteworthy. direct communication between the political actors and the voters is possible through social media platforms, where an immediate response is made possible (okoro, 2017). however, social media also enables citizens to express their opinions, thereby fostering political discussions and encouraging active involvement in society. however, social media campaigns are not without glitches that result from constant and dynamic change. another issue is fake news, which has adverse effects on the environment since it misinforms the people and is disastrous for democracy (udanor et al., 2016). social media filtering, which produces echo chambers and bubbles, only serves to exacerbate political division by providing only certain types of information to individuals with a fixed set of beliefs. moreover, the role of social media in shaping voters’ choices and decisions is ambiguous; therefore, it is challenging to determine how online campaigning corresponds to offline activation, like voting. the nigerian electoral system elections that took place between 1999 and 2023 remain an important factor in nigerian democracy. this period was characterised by political liberalisation, whereby nigeria adopted democracy after a long period of military rule. (uzedhe & okhaifoh, 2016). during this period, nigeria held general elections that featured a complete multiparty system. different political parties have emerged at various times and have each fulfilled an ideological and regional need. as we speak today, the most influential parties include the people’s democratic party (pdp), the labour party (lp), and the all-progressives congress (apc). nigeria is no exception to the worrisome trend of electoral violence and insecurity that reared its ugly head during the 2023 general elections. various regions of the country experienced unrest due to political rivalry, ethnic tension, and social and economic factors (udanor et al., 2016). evidence of violence, including voter intimidation, ballot box snatching, and confrontations between supporters and hoodlums, undermined the credibility and fairness of the electoral processes. voter suppression and irregularities were another major issue of concern for a majority of the citizens. some aspects, such as disqualifications to vote, voting more than once, and alteration of results, were causes for concern regarding the electoral system. some of these were due to the following reasons: the absence of transparency, poor logistics, and generally poor institutional structures (lawal, 2015). there is no doubt that money and corruption played roles in the nigerian elections. campaign expenses and the allocation of funds to secure political seats generate their own funding. this trend undermines the principles of fair competition and equal representation, limiting the opportunities for citizens to elect leaders based on merit. despite nigeria’s youthful population, the representation and participation of young people in politics remained relatively low during this period. limited access to resources, political structures dominated by older pa ge 35 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 32-42, 2025 politicians, and a lack of youth-oriented policies and platforms hindered meaningful youth engagement (animashaun, 2010). however, there were growing calls for greater youth involvement, recognizing their potential as agents of change. to enhance the credibility of nigeria’s general elections, there is a need to strengthen electoral institutions. building capable and independent bodies such as the independent national electoral commission (inec) is crucial. adequate funding, professional training, and transparent appointment processes are essential to ensure their effectiveness and impartiality. (michael, 2023) impact of the social media on the 2023 nigerian general election the 2023 general elections in nigeria marked a significant turning point in the role of social media in political campaigns. with the proliferation of social media platforms, political parties and candidates recognized the power of these digital spaces in influencing public opinion, mobilizing voters, and shaping the political landscape (nabiebu, 2022). in the 2023 elections in nigeria, the use of social media helped reach out to the masses and influence the voters. with millions of nigerians using social media platforms like facebook, twitter, and whatsapp, candidates and political parties have consistently utilized these sites to connect with potential voters. it facilitated the direct exchange of campaign messages, current information, and participation in political dialogue. social media platforms provided a common platform for people to share their ideas, worries, and dreams about their nation, thereby creating the kind of participation and interaction that were associated with citizenship (adebayo et al., 2023). furthermore, with the use of social media, political actors could address specific groups of voters using such data tools to entice the audience with their messages. among the campaigns’ unique features, it is possible to highlight the involvement of influencers and popular online figures in promoting campaign slogans. the targeted audience’s awareness levels increased, thus making opinion leaders with thousands of followers play crucial roles in the campaign, as their support meant a lot to them. this made it possible for the political players to reach a wider population and gain the required trust and approval by pulling personalities from social media platforms (nwafor et al., 2023). as a result, social media democracy contributed to the encouragement of political discussion during the 2023 nigerian general elections. the audience could engage in debates over important socio-political issues, chiefly in real-time. the hashtags were considered crucial for organising discussions within specific topic areas and promoting specific narratives (kolade et al., 2023). at the same time, it is necessary to emphasise that social media also played a role in the rise of fake news, scandals, and hate speeches. people could spread fake news and rumours with relative ease, which only amplified the division of political opinions. in a synchronous study, olabanjo et al. (2023) noted that social media was very essential and active during the 2023 nigerian election but had some drawbacks and limitations. moreover, even though the social media influence on the voters’ behaviours and decisions is still unclear, the role of social media campaigns in offline activities like voting rates is still questionable (bello & kaufhold, 2023). theoretical framework this study amalgamated agenda-setting theory and mass media framing theory. agenda-setting theory specifically, the dynamics of the interaction between social media users contribute to the formation of opinions based on the agenda setting, according to which mass media, including social networks, can orient people to certain topics and indicate what issues should attract attention. during the nigerian election process, social media has played a crucial role. politicians have used social media as a tool for dialogue, rallying people to vote, and determining those elections. initially, social media platforms have offered opportunities for the interaction of politicians and citizens (kolade et al., 2023). people in nigeria have accused conventional media of being partial or of concealing important information and opinions from the public sphere. while social media has become a platform for expression, news sharing, and political commentary, citizens have gained the freedom to access information easily. it has given people and small groups a voice through which they can contest political discourse and disrupt dominant media messages (michael, 2021). nevertheless, through social media, political campaigns have been able to spread their messages to more people. additionally, political parties and candidates have embraced social media sites, including twitter, facebook, and instagram, to pass their messages, post their agendas, and address the electorate. (olabanjo et al., 2023) however, it’s important to note that social media’s reach may be biased towards urban dwellers and the educated, potentially widening the existing gap in political participation due to socio-economic and educational differences. in nigeria, fake news and propaganda on social media have led to ethnic clashes and riots, compromising the credibility of the election. this is why media literacy, fact-checking, and online safety campaigns are critical in preventing the spread of fake news and ensuring the proper use of social media during election time.furthermore, voters have used social media to rally and encourage political action (kohnert, 2023). social media has also aided marginalized and oppressed groups, especially youth and women, in voicing their concerns and advocating for their votes. however, it’s important to note that not all online participation translates into offline participation, so the changes brought about by online activism and digital mobilization may not necessarily reflect in the actual election outcomes. pa ge 36 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 32-42, 2025 framing theory the framing theory posits that media, particularly social media, plays a crucial role in shaping how people perceive and represent events, particularly in relation to their primary features. as a result, social media has played an important role in shaping nigerians’ perceptions of electoral exercises, political campaigns, and election outputs over the years, primarily through the manipulation of political narratives in the nation (udanor et al., 2016). unlike traditional newspapers, magazines, or news channels that can only cover a story for a limited time or within a few pages, websites like twitter or facebook allow individuals, citizen journalists, and other breaking news sources to express their perspectives and interpretations. this has led to a multiplicity of opinions, allowing citizens to receive more information and reason more deeply about political issues. however, the disadvantage is that social media only shares news items that fit the people’s opinions and camps, thus extending polarisation and fortifying partisanship (ogbu, 2023). specifically, the reflections show that social media has played a role in the agenda setting and/or issue framing of nigeria’s elections. for instance, political parties, candidates, and interest groups may utilise a social media site to set an agenda through the active sharing of posts or comments that create awareness and frame issues in a certain way (lewis, 2015). for example, they may focus on anticorruption, security, or longer-term economic development problems and indicate what the audience and mainstream media should talk about regarding these matters. furthermore, fourchard and sikiru (2023) found that social media has been quite helpful in the formation and coordination of political activities such as agitation during elections in nigeria. they would also use slogans, taglines, and other online trends to rally support, raise awareness, and plan political activities.social media sites include the internet platform, which has enabled easy sharing of information through citizen activism, resource sharing, and advocacy. this has been especially beneficial to the vulnerable groups that may have little to no access to mainstream media outlets and limited opportunities to engage (michael, 2021). during the nigerian election, social media was inundated with falsehoods and fake news. fake news, rumors, and images circulate quickly on social media, potentially shaping voter perceptions (akindipe, 2023). this poses a significant threat to any election, as it undermines the impartiality of the electoral process and the choices made by citizens. regarding the problem of misinformation, one has to acknowledge the need for joint work between social media services, fact-checking agencies, and end-users, inculcating the principles of media literacy, critical thinking skills, and information responsibility. materials and methods research design the survey research method, which involves the administration of questionnaires to selected respondents in calabar metropolis, was adopted in this study. area of study the calabar metropolis, which is the capital of cross river state in nigeria, served as the study area. originally, it was called akwa akpa in the efik language. the process of globalisation started taking its course around the mid20th century, and the process really accelerated in the second half of the 20th century. from the cross river estuaries region, the city is near the calabar river, great kwa river, and cross river creeks. people generally refer to it as the tourism hub of nigeria, especially when one considers the judicious measures endorsed by donald duke, the governor of cross river state between 1999 and 2007, to make calabar the cleanest and most environmentally sustainable city in nigeria. the calabar municipal and calabar south local government councils comprise the administrative aspect of the city of calabar. its area is 406 square kilometres (157 sq mi). population of study the population is made up of calabar metropolis residents. according to kooffreh et al. (2021), the population for the study is roughly 631,000 people living in the calabar metropolis based on the 2022 predicted demographic figures. sample size and sampling technique the sample size for the questionnaire will be obtained using the taro-yamane (1967) formular to extract a minimum sample size. the formula states thus; n= n/1+n(e)2 where n = sample size n = population under study e = the margin error and is usually 0.10, 0.05 or 0.01 1 = constant thus; n = 631,000 e = 0.005 n= 631,000/1+631,000(0.005)2 n= 631,000/1+ 631,000 x 0.0025 n= 631,000/1 + 1577.5 n= 631,000/1578.5 n = 399.7 approximately 400 therefore, the sample size for this study is four hundred (400) respondents. convenience sampling and the purposive sampling techniques were used in this study. instrument of data collection the instrument of data collection employed was a fifteen (15) item structured questionnaire. the form of questionnaire used was the close ended format and the total numbers of one hundred and fifty (150) questionnaires were administered. the items therein were constituted according to the design of the research questions. the questionnaire comprised of two sections. section a consist of the respondents personal data such as; age, gender, occupation, etc while the section b & c consist of the items the respondents were required to respond to. pa ge 37 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 32-42, 2025 validity and reliability of instrument to obtain validity of the research instrument, the questionnaire was subjected to critical analysis, and editing by the supervisor for approval. to obtain reliability of the instrument, a few copies of the questionnaire were administered to selected respondents who are not actual respondents in the study. method of data collection the questionnaires were distributed to the respondents by disseminating them throughout several locations within the local government region, thereby eliciting the perspectives of the participants. the administration of the questionnaires took a duration of approximately four (4) working days. method of data analysis for the study, tables and simple percentage were used analyzing the responses emanating from the questionnaire. the table displayed the number of occurrences of each subject matter statistically, while simple percentage helped to indicate the frequency of each subject matter on the table. the percentage was connoted using the “%”. balanced enough, the percentage was mathematically calculated or assumed using the ratio of one hundred (100%) results and discussion results a total number of 400 copies of questionnaire were administered to respondents and a total number of 396 copies were retrieved. the analysis is therefore based on the 396 copies successfully retrieved. the above showed that 61% of respondents were single and 37% of respondents were married. while 2% was separated. table 1: frequency of distribution showing gender of respondents gender number of respondents percentage( %) male 224 57 female 172 43 total 396 100 source: fieldwork, 2023 table 2: frequency of distribution showing marital status of respondents marital status number of respondents percentage( %) single 242 61 married 146 37 separated 8 2 total 396 100 source: fieldwork, 2023 from the above, 224 respondents representing 57% of the study population comprised of male, while 172 respondents representing 43% of the study population comprised of female. the sample population showed the males were more than females in number. table 3: frequency distribution showing religion of respondents religion number of respondents percentage (%) christianity 340 86 muslim 56 14 total 396 100 source: fieldwork, 2023 table 4: frequency distribution showing the age of respondents age number of respondents percentage (%) 21-30yrs 132 33 31-40yrs 198 50 above 50yrs 66 17 total 306 100 source: fieldwork, 2023 table 5: frequency distribution shoeing the educational qualification of respondents option number of respondents percentage (%) fslc/wassce 62 16 hnd/bsc 246 62 msc/phd 88 22 total 396 100 source: fieldwork, 2023 from the table, 340 respondents representing 86% were christians while 56 respondents representing 14% were muslims. from the above table, 33% of respondents fell within the age of 21-30yeras while 50% of respondents fell within the age of 31-40, also, 17% of respondents fell are above 50 years. however, it indicated that respondents within the age of 31-40 are more in number. from the table,16% of respondents have a fslc/ wassce, 62% hnd/ bsc, 22% have obtained a msc/ phd. (section b) from the table 6, 71% of respondents strongly agree social media played a significant role in influencing their electoral decision during the 2023 general elections, 27% agree and 2% are neutral. pa ge 38 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 32-42, 2025 table 6: response to whether social media played a significant role in influencing respondents’ electoral decision during the 2023 general elections option number of respondents percentage (%) strongly agree 282 71 agree 106 27 neutral 8 2 disagree 0 0 strongly disagree 0 0 total 396 100 source: fieldwork, 2023 table 7: response to whether respondents believe politicians effectively utilized social media platforms to persuade voters during the 2023 general elections option number of respondents percentage (%) strongly agree 256 65 agree 124 31 neutral 0 0 disagree 16 4 strongly disagree 0 0 total 396 100 source: fieldwork, 2023 table 8: response to if social media content during the 2023 general elections influenced respondent’s perception of political candidates and parties option number of respondents percentage (%) strongly agree 164 41 agree 98 25 neutral 32 8 disagree 86 22 strongly disagree 16 4 total 396 100 source: fieldwork, 2023 table 11: response to the use of social media during the 2023 general elections strongly influences the opinions and beliefs of the electorates option number of respondents percentage (%) strongly agree 262 66 agree 98 25 neutral 0 0 disagree 36 9 strongly disagree 0 0 total 396 100 source: fieldwork, 2023 from the table 7, 65% of respondents strongly agree to believe politicians effectively utilized social media platforms to persuade voters during the 2023 general elections,31% agree while,4% disagree. from the above table 8, 41% of the respondents strongly agree social media content during the 2023 general elections influenced their perception of political candidates and parties, 25% agree, 8% neutral, 22% disagree and 4 % strongly disagree. from the table 9, 45% of respondents strongly disagree to trust the information shared on social media platforms regarding the 2023 general elections, 20% disagree,10% neutral,9% agree and 16% strongly agree. table 9: response to whether respondents trust the information shared on social media platforms regarding the 2023 general elections option number of respondents percentage (%) strongly agree 64 16 agree 36 9 neutral 40 10 disagree 78 20 strongly disagree 178 45 total 396 100 source: fieldwork, 2023 table 10: response to the persuasion tactics used on social media during the 2023 general elections influenced the voting behavior of the electorates option number of respondents percentage (%) strongly agree 228 58 agree 84 21 neutral 32 8 disagree 52 13 strongly disagree 0 0 total 396 100 source: fieldwork, 2023 from the table 10, 58% of respondents strongly agree the persuasion tactics used on social media during the 2023 general elections influenced the voting behavior of the electorates, 21% agree, 8% neutral, and 13% disagree. from the table 11, 66 % of respondents strongly agree to the use of social media during the 2023 general elections strongly influences the opinions and beliefs of the electorates, 25% agreed and 9% were neutral. from the table 12, 20% of respondents strongly disagree that social media platforms provide an accurate representation of the political landscape during the 2023 general elections, 36% disagreed, 14% agreed, 18% strongly agreed, and 12% were neutral. pa ge 39 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 32-42, 2025 table 12: response to social media platforms provide an accurate representation of the political landscape during the 2023 general elections option number of respondents percentage strongly agree 72 18 agree 54 14 neutral 48 12 disagree 142 36 strongly disagree 80 20 total 396 100 source: fieldwork, 2023 table 13: response to the information shared on social media during the 2023 general elections affects the voting decisions of the electorates option number of respondents percentage (%) strongly agree 248 63 agree 108 27 neutral 0 0 disagree 40 10 strongly disagree 0 0 total 396 100 source: fieldwork, 2023 table 14: response to social media platforms have a significant impact on the dissemination of fake news and misinformation during the 2023 general elections option number of respondents percentage (%) strongly agree 186 47 agree 114 29 neutral 20 5 disagree 76 19 strongly disagree 0 0 total 396 100 source: fieldwork, 2023 from the table 13, 63% of respondents strongly agree that the information shared on social media during the 2023 general elections affects the voting decisions of the electorates, 27% agree, and 10% disagree. from the table 16, 77% of respondents strongly agree that the imposition of sanction and controls on the creation of social media contents will lead to a more effective utilization of the social media for elections and 23%. agree. discussion research question one: what was the role played by the social media in the persuasion of the electorates during the 2023 general elections? table 1, 2, 3, 5, 6, and 8 in section b give an explicit answer to the above question. politics, as one of the fields, was one of those that had to take into account this, the socalled new media. given that people use social media sites to store political information for decision-making, political parties needed to expand their electoral strategies to these platforms (broersma and graham 2012). this decision came to attract new voters by convincing those who seek information online with their philosophies and not to push away potential voters with the adjacency of fake news that emerges during an electoral period (anstead and o’loughlin, 2015). both with and without a clear political orientation, the decision acknowledges that users need and can use this influence to engage in discussions and news exposure in new media (lee 2016). the literature also identifies social media as the most suitable platform for political influence since its from the table 14, 47 % of the respondents strongly agree that social media platforms have a significant impact on the dissemination of fake news and misinformation during the 2023 general elections, 29% agree, 19% disagree, and 5% were neutral. from the table 15, 71% of respondents strongly agree that utilizing social media platforms can effectively influence voters’ political decisions during elections, 24% agree and 5% were neutral. table 15: response to what extent do respondents believe that utilizing social media platforms can effectively influence voters’ political decisions during elections option number of respondents percentage (%) strongly agree 280 71 agree 96 24 neutral 20 5 disagree 0 0 strongly disagree 0 0 total 396 100 source: fieldwork, 2023 table 16: response to the imposition of sanction and controls on the creation of social media contents will lead to a more effective utilization of the social media for elections option number of respondents percentage (%) strongly agree 304 77 agree 92 23 neutral 0 0 disagree 0 0 strongly disagree 0 0 total 396 100 source: fieldwork, 2023 pa ge 40 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 32-42, 2025 features encourage individuals to engage in political communication and interaction with other users (stieglitz & dang-xuan, 2012). social media is now easier to use for campaigns, and it is most suitable for reaching out to nigerians, especially youths. many individuals had a better understanding of the new electoral act even before the election. each candidate, from the presidential level down, relied on social media. it was also revealed that their followers on social media channels such as twitter and instagram increased by a factor of two. twitter adopted a strategy where politicians use the platform to announce their next course of action before issuing a press release and speaking to the public. during this period, social networks posted various types of information, forming a large community in their own right. it ensured people avoided incorrect attitudes, informed individuals from other regions of each candidate’s personality, and fostered major trends that were important for users to follow. according to pattie and johnson (2000) “those who talk together, vote together”. they used this to describe how interpersonal political communication can influence who people vote for. information about an election will encourage citizens to participate and cast their votes. the influence of communication on voters’ choice usually takes place in the form of in-direct effects. for example, agenda setting, framing effects and knowledge gains. a direct and persuasive influence is relatively rare and mostly short-lived. however, this might change as the proportion of undecided voters continue to increase in number in many countries of the world. according to lazarsfeld, berelson and gaudet (1944), communication from three sources may likely change political behavior. the characteristics of social media allow for fast reactions, building communities of supporters while forcing their agenda into the national agenda (kreiss, 2012; stromer-galley, 2014). these are critical to the campaigns’ communication frameworks. research question two: what are the challenges associated tith the social media and its effects on the electorates during the 2023 general elections? insight from tables 4, 7, and 9 sheds light on the answer to the above question. studies have shown that political campaigns use social media with the intention of gaining an advantage and promoting a “manage media” environment that enables conversations that are beneficial to the campaigns but do not truly engage the citizens (stromer-galley, 2014). through the help of social networking technologies, free agents with similar objectives become interconnected, communicate, exchange ideas, and collaborate online. however, despite the numerous advantages of social media in promoting politics, democracy, and good governance in nigeria, it also has its demerits. asemah et al. (2023) have proposed the following recommendations to enhance the resilience of democracy in the current turbulent world. as a result, there is a need to address increased privacy, monitoring, and regulation as the adoption of social media and other online tools continues to rise (ekwe et al., 2011; ajayi & adesote, 2015). for example, scandals such as a vulgar dance video or a sexually provocative photo can quickly spread in a political campaign or career and sentence it to an early death (nwaoboli et al., 2022). the ability to conceal the identity of sources poses a challenge to strict regulation, monitoring, and prosecution of illicit acts. this makes it a very sensitive tool for sustaining fraudulent practices in the organization. it also promotes piracy. this is partly due to the difficulty in defining and regulating copyright and intellectual property issues online. additionally, the distortion of photos and voices significantly reduces the likelihood of revealing genuine truth and reality. social media consumes a lot of time and has a bad influence on work-life balance. with new technologies, users get more than they bargain for because of information overload and social network overload. (asemah et al., 2023) research question three: what are the strategies necessary to be adopted towards a more effective utilization of the social media for elections? from table 10, 71% of respondents strongly agree that social media platforms can effectively influence voters’ political decisions during elections, 24% agree and 5% of respondent’s neutral. in the same vein, table 11, 77% of respondents strongly agree that the imposition of sanction and controls on the creation of social media contents will lead to a more effective utilization of the social media for election, and 23% agree. every political party in nigeria is harnessing social media to campaign and advance plans, messages, and manifestos to supporters, including advertising, mobilising and organising in all the states of the federation, and even fundraising (nwaoboli, 2023b). voters use facebook, youtube, and especially twitter to understand each party’s or candidate’s stance on crucial national issues, from security to power. therefore, the campaigns for the 2023 elections have leveraged social media to an even greater extent than their use in the 2011, 2015, and 2019 general elections (nwaoboli & ajibulu, 2023). it has become sufficient to influence voters’ decisions and choices, as some voters who were unsure about who to vote for started to change their minds and consciences about voting for a particular party or candidate based on certain information or ideas they found online about the party or candidate. conclusion with the world so engrossed in all things digital, voters are unsure of how to create a platform that encourages genuine human interaction while simultaneously mobilizing the media. such activities shape voters’ perceptions of their fellow voters and the candidates involved in the process. this study assessed the challenges associated with the social media and its effects on the electorates during the 2023 general elections and revealed pa ge 41 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 32-42, 2025 that social media political campaign plays a vital role in the persuasion of the electorates during the 2023 general elections. social media political campaigns are high and the use of social media platforms, especially twitter, as a major medium for political/electioneering engagements is very effective. recommendation based on this knowledge, together with a strong will to guarantee confirmatory evidence on this study, especially in relation to obtaining a higher degree of assurance for probably future generalising needs, the following suggestions were made: 1. for nigeria’s growth, the federal government should improve its policies and invest in information and communication technology (ict). since more nigerian young people are connecting to the internet on a daily basis, it is critical to ensure that the information flow across the internet is consistent, or rather free. 2. political parties, legislators, government agencies, and ministries should embrace social media in spreading information and passing on knowledge to young people, especially through social media platforms, since it is believed that the majority of youths in nigeria trust political news on social media platforms and regard it as real. 3. the government should cease its unnecessary meddling in the media, particularly social media. 4. since many people will take everything they encounter on social media as gospel truth, the national information and technology development agency’s government should regulate what appears online. this is because we cannot reward the effects of false or misleading knowledge. references abbott, m. l., & mckinney, j. 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(2022). unintended consequences of the twitter ban in nigeria: a scholarly review. crutech journal of communication. pa ge 1 pa ge 64 american journal of arts and human science (ajahs) manisha koirala’s celebrity persona: a case study sonika lamichhane1* volume 3 issue 2, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i2.2747 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: april 27, 2024 accepted: may 29, 2024 published: june 01, 2024 this qualitative study delves into the life and career of actress manisha koirala, particularly focusing on authenticity, philanthropy and activism, ageing, and scandal. the study explores manisha koirala’s public persona, her active engagement in philanthropic activities, her perceived authenticity, and her career in the film industry. furthermore, this research explores the challenges and difficulties posed by ageing and how she is dealing with them in her life and career. it also studies how she reacts to the scandal in the media and how it shapes her image in the public eye after the scandal. the research used case study as the methodology to study several aspects of manisha koirala’s life and career by gathering information from various sources, such as news stories, media reports, her public statements, and interviews. the findings of this study are that through her acting and activities, she is an authentic celebrity and takes the scandal news positively without reacting or embracing the ageing process. keywords authenticity, philanthropy, activism, ageing and scandal 1 drexel university, philadelphia, united states * corresponding author’s email: sl3859@drexel.edu introduction manisha koirala was born in 1970 into a political family; her grandfather was the former prime minister of nepal (nworie, 2024). she studied in vanarasi, delhi, and mumbai. manisha koirala started her career as an actress in a nepali movie named “pheri betaula” in 1989 and continued her acting career by playing blockbuster movies such as saudagar, a love story, agni sakhshi, khamoshi: the musical, and others that also became blockbusters (thakkar, 2023). she has played in more than 64 movies, and she is continuing her career in the latest movies. similarly, she has received many awards: 4 filmfare awards in 2001, the gorkha dakshina bahu award, and other 18 awards in various fields (sangroula, 2023). in 2010, manisha married in a traditional way with a businessman from nepal named samrat dahal, but they got divorced in 2012. while giving an interview to the media outlet news nation, she revealed that the reason behind her unsuccessful marriage was herself (kaur, 2017). in 2012, it was discovered that she had stage iv ovarian cancer. on the memorial sloan kettering cancer centre website, she talked about the incident and said that, like the character in the movie, she asked her doctor to remove it and discard it. in 2012 and 2013, manisha koirala had treatment at memorial sloan kettering in new york for advanced ovarian cancer (koirala, 2018). koirala also appeared in rajkumar hirani’s biography sanju, starring as nargis, sanjay dutt’s mother. she also appeared in the prasthanam hindi remake of the political thriller do paise ki dhoop, chaar aane ki baarish. manisha shared her experiences of going to bollywood movies with her political family. she believes that her acting career has broadened her knowledge as she gets the opportunity to meet and talk with many people worldwide (kaushal, 2022). this study aims to do a case study on manisha koirala’s life, delving into her film career to see how authentic a celebrity she is, her achieved personality, her activism and philanthropic activities, her ageing, and scandals in the film industry. literature review celebrities became popular through different channels, their works, and their efforts. and this is different from the various fields of celebrity. in the film industry, celebrities are not only known by the public for their acting skills but also for their authenticity, how real they are on the reel, their activities and activism, their lifestyle, and the scandal. olugboyega (2023) states that celebrities love the scandal to remain in the spotlight to attract the media and the audience. celebrities are considered the ideal people; through their work, many followers or fans get motivation and appreciation. the public always wants their loved celebrities to be authentic and real, and they believe whatever they show to the public should be real, not a fantasy. being fans, they have so many expectations of their celebrity. dyer (2010) believes that celebrities have different identities and behave differently in different places, from the red carpet to brand promotions or interviews. they don’t have fixed identities; they behave according to the situation and place to place. celebrities who are real are always praised by the audience, who take them as role models in their lives. according to dyer (2010), the present period of celebrity development differs from the traditional one. celebrities had to be required to put in a lot of work and get followers via their performing skills, but with the rise of social media, the idea of celebrity has changed. pa ge 65 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 64-71, 2024 nowadays, people take reality tv winners, tiktok stars, and youtube vloggers as micro-celebrities. terri senft coined the term “microcelebrities, which means those people or celebrities who earned fame from social media sites (usher, 2020). some people become celebrities for a day, then disappear, and they cannot continue their name and fame. they choose the hype type of issues and use the social media platform for fame (hou, 2018). whereas most people try different strategies to continue their fame, they do youtube vlogging to show how transparent they are in life. and people also wanted to see their authenticity and their real lives by seeing their blogs every day. through these youtube videos, celebrities can earn a good amount of money and fame. the celebrities are also focused on the economy. and it depends on the celebrities what they choose—to be authentic or to earn money and fame. they do brand endorsements of various products like makeup, clothing, and soft drinks. many celebrities are hired by the advertising agency for brand production, as people trust the celebrity and buy the product if they see the celebrity promoting it. the study showed that people find celebrity-sponsored ads more appealing than those without celebrity endorsements, and that respondents’ perceptions and purchasing decisions were strongly impacted by celebrity attributes, leading them to purchase goods and services that celebrities promoted (ahmed et al., 2015). the recent example of how celebrities spread fake news about her death. model and reality tv star of india poonam pandey’s team confirmed on february 2, 2024, that she died from cervical cancer, but on saturday evening, poonam pandey clarified in a video on an instagram account that the fake death announcement was an effort to initiate a conversation and spread awareness about cervical cancer (naaz, 2024). the media and her fans are pouring anger on her, calling her the worst publicity stunt ever. so, to be in fame and to get attention, the celebrity can do anything to play with the sentiments of fans and create hoax news. we can see several celebrities who have the name and fame have their own stories and struggle for success. rojek (2016) defines various kinds of celebrities. an ascribed celebrity is the kind of celebrity who gets their name and fame from their family background and lineage. they get their name and fame not from their efforts but from their family legacy, marriage, and going viral on social media. whereas an achieved celebrity is that kind of celebrity who gets name and fame through their talent and skills in fields like acting, music, and sports. an attributed celebrity is the kind of celebrity who gets fame through media attention and focus. for instance, a nepali girl who is being called ‘tarkariwali’ (who carries vegetables to the grocery shop) has set a million hearts a-flutter after a picture of hers went viral online on social media. in a day, she became a celebrity, and various media took her interview and offered to play a nepali movie. and celetoids are the kind of celebrities who are famous only for a short time. the winners of the lottery are an excellent example of this; following their win, they become well-known in the media, but eventually, both the public and the media begin to forget about them. in “claims to fame: celebrity in contemporary america,” gamson (1992) examines how the media shapes the status of celebrities. he talked about how celebrities are portrayed and maintained by the media. dyers (2010) also believes that a celebrity’s image is crafted through various forms of labour, such as scripting and acting. celebrities ‘ lives have changed with the development of media, especially social media. the way they are portrayed and covered through news articles and social media posts. and there has been a shift in how they are discussed and portrayed by the public. media houses these days have assigned reporters to keep an eye on celebrities, and most of the reporters wait in the airport or near the house of the celebrity to click their photos and videos. through this, they make news and upload short videos, through which people start reacting to their physical appearances, makeup, and dress style. due to the media’s attention, various types of celebrities have emerged from the acting field to reality tv, and it has been advantageous to the celebrity to get fame all the time. there is an increasing trend of celebrities showing their ups and downs, processes, and activities in the media. so, there is a relationship between the media and celebrities. a celebrity always wants to be in the media, whether through their acting, activism, advertisements, paparazzi, or scandal. a report by the pew centre titled “public blames for too much celebrity coverage” states that 87% of the public says the news coverage of celebrities’ scandals is excessive. the audience also loves to read the scandal of the celebrity more than their activism or social work news, and sometimes celebrities want to be in scandal for publicity, whereas sometimes they face scandal unknowingly. holmes (2005) talks about how celebrities are constructed and mediated through the media. the media also needs gossip and news from celebrities’ sides so that they can get attention from the public. van den bulck & claessens (2013) say that every day, celebrities’ sex lives capture the attention of media and audiences. the media made the gossip and news a scandal. there are various kinds of scandals, such as sex scandals, divorce scandals, extramarital affair scandals, and drug scandals. in 2002, one actress from nepal named “shreesha karki” committed suicide because of the sex scandal. her nude photo was published in a newspaper in nepal, saying that life is filthy. after her death, many protests were held in kathmandu, and the editor of the newspaper went out of contact for some months (reporters nepal, 2019). the late shreesha was not able to handle these scandal issues, so she chose that way. but there are some celebrities, so take this scandal positively and do their work. another example of that is the namrata shrestha sex video that was made public, but she didn’t react to that topic (sarkar, 2009). in nepal, this video was highly criticised, as this pa ge 66 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 64-71, 2024 kind of scandal is rare and new to the public. the next is the divorce scandal. celebrities who have divorced from their partners become gossipy topics for the media and the public. gamson (1992), in his writing, has discussed the framing of the media and how they convey information by adding spice to the news. the media and the people named the couple brad pitt and angelina jolie “brangelina.” they were the most loved couple by the audience. in 2016, angelina filed a divorce case against brad pitt; all fans, audiences, and the media industry were shocked by this news (sanchez, 2023). and this news was in the headlines and on the cover pages of many media outlets for several months. many celebrities who undergo cosmetic surgery do look good because they are under the pressure of the audience, fans, or society. due to this societal pressure and pressure from the media and people, they do cosmetic surgery to look good and to get compliments from the public. as fans or followers, they should accept their loved celebrities as they are, but people want something different from their celebrities. one example from the hollywood movie “bridget jone’s diary” is actress renée zellweger, who faced intense scrutiny and criticism from the media for her wrinkles on her face (kester, 2021). the media focused on her wrinkles and facial structure, saying she was growing old. jermyn (2012) says there is a difference in the ages of males and females. males, despite their age, also play a lead role in the movies, but it is quite opposite in the case of female actresses. once they get married and have children, they don’t age in movies or any shows, saying that now they are old, so they can’t play a lead role in the movie. the actress or actor also changes the types of roles and opportunities available to them (jermyn, 2012). they want to play any role, whether antagonists, protagonists, or short roles in the movies. they just want to earn money and want the media to notice their role to get more movie offers. amitabh bachchan, a bollywood actor who is known as king of bollywood, was a very popular actor and played more than 192 movies. he transitioned from the lead role to the role of father because of his aging. he is now playing the role of father to the actors and actresses. most people follow celebrities for beauty purposes. that’s why celebrities also try to be young, but the consequences of cosmetic surgery have been very bad for celebrities. saint von colucci, a canadian actress, underwent 12 plastic surgeries, and she died of a heart attack while doing the last surgery (durova, 2003). even for many celebrities, plastic surgery has turned out to be shocking. their plastic surgeries have been wrong. the role of media is very useful in making a celebrity famous. but when the celebrity becomes old or doesn’t look nice, then the media also ignores them and gives priority to the younger celebrities. dyer (2010) states that there is a shift from traditional to modern celebrity. in traditional times, ageing impacts an individual’s career, and they used to hide from the media and the public. and it has changed. celebrities who are living their old lives are also active on social media, sitting live and having interactions with the public. they are making vlogs on youtube or any social media platforms and earning a decent amount of money to sustain their lives. methodology this is a qualitative study that delves into the case study of news, interviews, reports, and articles and is selected according to the research objectives. a case study explores real-life experiences and situations in depth (paparini et al., 2020). themes such as authenticity, achieved celebrity, ageing, celebrity philanthropy, and scandal. authenticity was studied and analyzed according to her actions, interactions, news articles published about her, and interviews with her. achieved celebrity status is accessed and studied by her family background and tenure of work in the film industry. similarly, ageing is explored through how she has given interviews or the news that has been published about her fitness and health-related perspectives. whereas celebrity philanthropy is evaluated through her activities and activism in the social sector by helping the people who are in need, and lastly, scandals are studied according to the news articles published about her love, breakup, and marital news. 30 news articles that were published online were collected from 2017 to 2024 for in-depth analysis of the chosen concepts. and all news articles were searched on the internet by using key concepts such as authenticity, achieved celebrity, ageing, celebrity philanthropy, and scandal. theoretical framework users and gratification the theory coined by elihu katz and jay blumler in 1974 states that people use media for their own purposes and satisfaction (sridharan, 2022). through media, seeing the programs or watching the favorite shows of their celebrities fulfils their desires. celebrities are considered the ideal people; through their work, many followers or fans get motivation and appreciation. people always want their loved celebrities to be authentic and real, and they believe whatever they show to the public should be real, not a fantasy. being fans, they have so many expectations of their celebrity. they get satisfaction from seeing their movies, songs, and lifestyles, and others praise them for their achievements. people might take her journey and struggle as inspirations and use them as motivational strategies in their careers and lives. her cancer journey and the experiences she has shared related to it can be useful information for people. in the case of manisha koirala, she represents the people and dreams of nepalese people who want to play in bollywood movies. she is the role model for many people around the world who also want to pursue a career as an actress. people see manisha koirala’s movies, videos, interviews, and posts on social media for entertainment and knowledge purposes and relate their own lives to her. pa ge 67 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 64-71, 2024 results and discussion authenticity manisha koirala is always open about her life, whether it is family life or professional life. we can call her an authentic celebrity because of the following reasons: firstly, in 2010, manisha koirala married the nepali businessman samrat dahal in the capital city of nepal (singh, 2010). many celebrities from india also attended the wedding, but after six months of marriage, she gave an interview stating that her husband had become her enemy (naudiyal, 2023). that statement caused a jolt in the media industry in nepal and india. in 2012, she divorced samrat dahal. while talking about her marriage life, she has always been real and shared about her marriage life and why it didn’t work. in an interview with indian media, mirchi shared about her marriage and motherhood. she always dreamed of happy family life and children and always wanted to enjoy the motherhood journey. in 2012, after her separation from samrat dahal, she was diagnosed with ovarian cancer and shared everything about her cancer journey. in 2015, she was cancer-free after getting treatment in the usa. at that time, she was active on social media, especially twitter. through this social media platform, she shared her photos and videos from every stage. the photos and videos she shared about her cancer journey were praised by her fan following (india tv, 2019). through her photos and videos, it served as an inspiration to many cancer victims that it can be cured if we get proper treatment and have positive attitudes. but she was criticized by the media for not doing well in nepal and india. at that point, she said that in the west, there is a good insurance plan and treatment. that’s why, following her family’s suggestions, she did her treatment in the usa. after the treatment of cancer, she has published a book named “healed” and written about her cancer journey in it. while inaugurating that book in pokhara, she said that she has published this book to raise awareness among the people about cancer, her experiences, and how she overcame it (koirala, 2018). manisha’s truthfulness helped spread awareness about ovarian cancer and the value of early diagnosis and treatment. similarly, the focus on her journey might have helped others priorities their health and get regular checkups to identify possible health problems early. she is working in india and has played in many bollywood movies, but she has always supported nepal. in 2020, there were some territorial issues with nepal and india. she gave her viewpoint, supporting nepal. after this incident, people also praised her statement that she fearlessly talked about that incident. manisha koirala received huge support from nepali people and celebrities for supporting the decision of the nepali government (chaudhary, 2020). however, indian media criticized her harshly for her support for her motherland. she is still doing many interviews and goes to many political programs to give her speech on contemporary issues in nepal. due to her real and transparent behavior towards her fan followers and her country, nepali citizens want to see her in politics. tolson (2001), in his article, said that being yourself is the pursuit of authentic celebrity. she has always been herself and followed her dream by being truthful and always supporting the truth. but there is one controversial piece of news about manisha koirala. in 1994, mahesh bhatta, the director of the criminal movie, published the photo and news in the newspaper stating that manisha was dead. the director followed the publicity stunt, and he said that in that movie, the heroine was killed. he wrote that as a headline (singh, 2024). the news was criticized by the public. so, from this news, the question was raised about manisha’s authenticity. celebrity philanthropy and activism manisha gained her new life after winning the cancer, she is also actively working in the social work sector, collaborating with different organizations. in her social work journey, she has campaigned to protect women’s rights, stop abuse against them, and prohibit nepali girls from being trafficked into the prostitute business. in 2015, she was appointed as a unfpa goodwill ambassador and has been actively working to help victims following the earthquake that struck nepal. with the help of global college international, kathmandu, she established the “manisha koirala cancer education fund” in 2020 to help the students whose parents have been diagnosed with cancer (dc nepal, 2020). likewise, in nepal, there is a system where if a family supports one political party, then all the remaining family members support them. but in the case of manisha koirala, she is from a nepali congress political background; her father and grandfather were in the same party, but she is supporting another party. she does not support her family party but believes in the progress and development of the country by supporting and advocating for different political parties. achieved celebrity manisha was born into a wealthy and reputed family in nepal. her grandfather was the former prime minister of nepal, and her father is a politician (dhruv, 2018). she had so many opportunities in nepal to establish her career because, in those days, they also had so much power in nepal. manisha is an accomplished celebrity; being from a highly reputed family, she chose a different career path. entering bollywood was not that easy for her. during her interview in the media, she shared the story of her starting days and how hard it was for her to work 18 hours a day without having zero knowledge of film, makeup, or dress-up sense. she has shared that when the director of the movie said she had bad acting, she tackled that situation and proved that she had good acting and worked hard to prove that (singh, 2024). but she has won the hearts of the people through her acting skills. she has a huge fan base in nepal, india, and around the world. manisha has 1.5 million followers on instagram. after her treatment of cancer, she played many bollywood movies and many tv programs in pa ge 68 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 64-71, 2024 nepal. through her social media, she is raising awareness on many topics, such as girl trafficking and violence against women. scandal manisha koirala in the beginning of her career and while playing a movie called saudhaghar. in an interview, the mother of manisha koirala said that the director of that movie, subash ghai, sexually assaulted her during the shooting. this news made a headline, and when the media asked manisha about this, she said she was never saying anything about it, and even she never played the movie of that director (pinkvilla, 2017). manisha koirala’s love life is also quite popular in the media industry. before her marriage, there was a rumor that she dated 11 men (jha, 2018). but the most popular of her relationship scandals was with nana patekkar, a bollywood actor. while doing the movie agni sakshi, manisha enjoyed the company and care of nana, and at the time she was in her breakup phase. nana was already married, so he denied giving divorce to his wife, so their love relationship ended (lodhi, 2023). and this news of their breakup covered the news media, and many criticized manisha for dating a man who was already married and had kids. likewise, there was a rumor that manisha koirala married amir khan before marrying samrat dahal. manisha and amir both played a blockbuster movie, and their pair was loved by the audience. and the media spread the rumor that manisha and amir would get married (hindustan times, 2023). and after this time, manisha stopped playing the movie, and this was regarded as her reason not to play the movie. manisha koirala was quite popular with the cat fight with the celebrity named aishwarya rai, who is also the miss world of 1994. manisha and aishwarya were both in love with rajeev. it is said that the model dumped aishwarya for manisha. during an interview, aishwarya said that every two months, manisha was seeing a different guy (lekhaka, 2019). talking about her drinking scandal. the media caught her drunk at a party, and while giving the interview, she was not able to speak and asked the media not to click on her photos. the media got the content, and that news became so viral that manisha was not happy in her marriage life, so she started drinking (khurana, 2023). in an interview, manisha also revealed that she has an alcohol addiction and that she can’t sleep without alcohol. she said, “i think alcohol helps me get rid of my problems and drinking it daily has been my habit.” similarly, in another program, the media also found her drunk, and some of the media posted news that manisha is lost in her personal life (koirala, 2018). in her book “healed,” manisha says that after her cancer battle, she has completely quit alcohol, and she is more focused on mediation these days. manisha koirala shared with the “mumbai mirror” that she had a dreamy idea of marriage. media. she shared that if the partner is not happy and does not want to stay with each other, it is better to separate. she married the nepali businessman, samrat dahal. that was the time when manisha was not getting many movies offers, and she got married. after two years of marriage, she revealed that she was not happy with her marriage, and samrat also blamed manisha for their failed marriage. and manisha herself has also said that the failure of her marriage is hers. manisha was criticized by the media and audiences when she married samrat dahal, her former husband, who was 7 years younger than her. the media criticized her, stating that due to the age gap and manisha being more mature than samrat, she also failed with her marriage. likewise, indian media backlashed her, saying that to gain popularity in nepal, manisha shared the new map of nepal. there is always a dispute between nepal and india over the land territory, and the former foreign minister shared the new map of nepal (my república, 2020). ageing manisha koirala is 53 years old, but she is still working on many movies and web series and participating in various programs. and in these 30 years, she played 100 movies (hindustan times, 2024). the manisha role she used to play before has been changed. she has shifted her leading roles in the movies to the mother and sister of the main actress or actor. in the recent bollywood movie named shehzada released in 2023, she played the role of the actor’s mother, and it was also her little role. she played that movie, and after that movie, she got many offers for other movies and web series. and in the case of her, the saying is wrong that when there is ageing, the actress doesn’t get any movies or any roles. this is an inspiration for those actresses and celebrities who think age matters a lot in the movie industry. in terms of manisha, her role has changed, but she is playing an enormous role in movies and series (giri, 2023). manisha koirala has been given the title of natural beauty celebrity in india. people are fans of her acting as well as her natural beauty. she has also adapted that ageing is a natural process, so we must accept that fact. manisha said she is embracing the natural process of her ageing and told everyone to enjoy it, as once people must be old, it is compulsory. and she even said that age is no barrier to people’s success. recently, the times of india reported that she has shared her skin care product and how she is looking beautiful with flawless skin. she has said that she doesn’t do heavy makeup, drinks a lot of water, uses baby oil to remove her makeup, washes her face with cold water, and applies moisturizer daily (shukla, 2023). and to remain fit manisha follows a healthy lifestyle; she goes to bed before 10 p.m., wakes up at 5 a.m., and does yoga, meditation, and physical exercise. conclusion this study explores the life and career of actress manisha koirala, shedding light on the concepts of authenticity, achieved celebrity, ageing, celebrity philanthropy, activism, pa ge 69 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 64-71, 2024 and scandal. firstly, by exploring news articles, reports, and interviews, manisha koirala is an authentic celebrity who has been transparent about her life, career, marital life, and health situation. she has always been open to the public and has accepted her flaws as well. when she had a divorce, she accepted that in the media and in public. secondly, manisha is an accomplished celebrity; she has achieved her name and fame due to her hard work. she worked hard for fame. thirdly, after her cancer treatment, she is actively engaged in social awareness on issues like women’s rights, cancer awareness, and activism. and lastly, manisha koirala’s perceptions of ageing and how she is embracing her ageing can be inspirations for many people. 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(2013). guess who tiger is having sex with now? celebrity sex and the framing of the moral high ground. celebrity studies, 4(1), 46–57. https://doi.org/10.1080/19392397.201 2.750110 pa ge 1 pa ge 23 american journal of arts and human science (ajahs) analysis of art museum design under the concept of sustainable development jiaying huan1* volume 3 issue 3, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i3.2888 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: may 02, 2024 accepted: june 08, 2024 published: june 11, 2024 with the rapid growth of economy and urbanization, the development of cities has gradually focused on promoting the culture and image of cities and meeting the spiritual needs of the people. therefore, cultural public buildings play an important role in urban development. however, the process of urbanization has led to the gradual saturation of urban architectural space. cultural public buildings must not only meet the development requirements of cities, but also have the sustainability of development advocated by society and the diversity of use functions. on this basis, this article takes spatialism as a design approach and urban art gallery space as a design carrier to summarize the characteristics of green, low-carbon and sustainable development pursued by urban development under the spatialism design idea. this article discusses the overall situation from large to small, from far to near, summarizes the corresponding design ideas, and uses a large number of cases to support the relevant design ideas, aiming to explore the research on the architectural space design of art galleries that is both in line with the sustainability of urban development and in line with the aesthetics of modern people in architectural space. keywords concept of sustainable development, spatialism, art museum 1 national academy of sciences of belarus , master candidate, minsk, belarus * corresponding author’s email: 2431491906@qq.com introduction in recent years, with the rapid development of social economy and science and technology, and the successful transformation of my country’s modern society, social needs have changed. the development needs of cities are not just the pursuit of economic development, but the need to promote the image and culture of the city has increased. people life is more about improving the quality of life and satisfying the spiritual level. however, due to the rapid development of the internet and the “internet of things”, the advantages and disadvantages have gradually emerged. the transmission and acquisition of information have become faster and more convenient, and the number of ways to promote the city’s image and culture has increased. however, its disadvantages have also caused people’s actual exchanges and cooperation to become more scarce. with guandan, the subject becomes self-enclosed. therefore, the city currently needs a place that can promote the city’s culture and image, and it also needs a building public space that can meet people’s spiritual needs and promote making friends, exchanges and gatherings. the rapid development of the economy has made the demand for various resources become faster, which inevitably leads to the shortage and waste of some resources. therefore, our country has customized corresponding strategies to improve the situation, and the overall development has become more focused on the rationality of resources. utilization and protection gradually focus more on sustainable development and the use of renewable resources. spatialism has the characteristics of extreme simplicity. by removing complicated decorative factors, the spatial structure becomes purer, which expands the usability of the space. for public cultural spaces, it gives the space a special spatial atmosphere and also makes it suitable for all kinds of art. the elements are more expressive, and spatialism has become a design form that is in line with the green, low-carbon and sustainable development pursued by urban development. literature review spatialism at home and abroad can be roughly divided into two aspects, one is about the field of spatialism art, and the other is about the field of architecture. in comparison, the former’s research and analysis on the field of art is earlier and more in-depth. in the field of architecture, there are certain differences at home and abroad. there are many research documents in the west. in 1999, the magazine of the federal institute of technology in zurich (eth) published the work “ after spatialism “, and the west published a large number of related works. academic papers and books , 2002 “spatialist interior design n.1” by aurora quint and “spatialist interior design no.2” by asensio , taking residences, public spaces and commercial spaces as examples to change architecture the repetitive development of the ontology affirms the idea of purification and reduction of spatialism , designing and hiding the structure of the building in the simplest way, and obtaining a concise and clear space in the building ontology, making it popular in the architectural world. “sensory spatialism” written by wei ni alice was also released in the same year. it takes the design works of the famous contemporary european architect juhani pallasma as its theme, emphasizing the architect’s desire to experience a clear and concise integration of sensory thinking. architecture. in recent years , “cohen and partners regional spatialism pa ge 24 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 23-29, 2024 landscape and urban design” written by cohen and partners ( translated by zhang yu, 2020 ) is mainly based on the design cases of cohen partners, explaining the relationship between rationality and artistic conception. combined design concepts, there is a wealth of research literature on spatialism in china, which is mainly focused on the design of spatialist interior space and architectural space. the first journals to discuss spatialism were well known journals such as “world architecture”, “architect”, and “time architecture”. tongji university’s ( kang xuhan , 2006) article “characteristics and details of contemporary spatialist architecture” explains spatialist architecture from a more detailed perspective of the building’s environment, form, space, material, surface and light , and uses examples to support its arguments. these two articles have provided a rich theoretical and design foundation for subsequent research. with the development, the concept of sustainable development has become an important reference element of modern design in architectural design. in recent years, there are still a large number of articles on sustainable development and architectural design. between spatialism and the concept of sustainable development, most domestic articles focus on the sustainable design of indoor space, while foreign countries are more based on further research under the local ecological environment. in 2016, wuhan university of technology held a meeting on “discussion on the development of ecological design in the context of low-carbon economy”. it was proposed that design needs to focus on ecological benefits, attach importance to the development of new processes, formulate new plans and put them into practice, pay attention to the use of energy and materials faced by products in subsequent use, and try to simplify them. the simplification proposed is not a reduction, but a rich unity . from this, we can see that in modern architectural design, we should pay attention to simple design, which uses the most clear techniques, streamlined materials and less energy to create the most simple beauty. in “minimalist architecture; discussion of its sustainability in indonesia” by silfia mona aryani , 2011, the article explores the spatialist architectural design suitable for sustainability in the tropical rainforest climate of indonesia; in “theories of minimalism in architecture: when prologue becomes palimpsest” by stevanovic vladimir, 2014, the article discusses the connection between spatialism and its corresponding minimal art by analyzing the composition and establishment of spatialism , and uses this as a reference to discuss the status and significance of spatialism in architecture; and in the domestic article “application of spatialist spatial form in renovation design” by peng shukun, 2019, the author uses the design method of spatialism to renovate the teaching building space from three aspects: spatial organization, interface processing, and furniture design. the concise spatial structure, clear spatial layout and good spatial sequence of spatialism have become a powerful means to solve the current teaching building problems in the future. the spatialist transformation of space not only conforms to the aesthetic conception of modern teaching space, but also achieves the conservation and full utilization of educational resources, and enhances the consideration of sustainable development and economy of public space. ( qin jia , 2020 ) ‘ s “research on spatialism interior design based on the concept of sustainable development “, both of which use spatialism design techniques to show the concept of sustainable development in interior space , and give the concept of sustainable development to the minimalist trend of interior space design at home and abroad, which is conducive to creating a good ecological environment, living environment, and a “people-oriented” humanistic design trend. based on the above research status, this paper combines spatialism with the design of cultural public building space, and further improves the summary of spatialism and sustainable development concepts from the outside to the inside in the architectural design process from the perspective of architectural form design and interior space atmosphere shaping under the ecological environment. materials and methods sustainable design of spatialist art museums under the influence of regional factors tang keyang’s point of view in “ten lectures on art museums” shows that art museums and the development of cities are complementary to each other. as a concrete and concrete point, the art museum can affect the entire surrounding area and city. in the early days of western art museums, most of them are located in the center of the city. cultural public buildings such as art museums are enough to bring a certain sense of quality and connotation to an unfamiliar city: most of the art museums built later are located on the edge of the central city, but even so, the establishment of these art museums is still an important means of urban revitalization and gentrification in the future. from the perspective of art museum design alone, as a carrier of cultural and artistic activities, the art museum’s special spiritual qualities bring emotions and experiences to the crowd, and bring social influence to the city. the two require holistic thinking. when designing, we analyze the regional environment, urban environment and the building itself. the design of the art museum must conform to the unique spirit of the city and satisfy the city residents’ sense of identity with the building. sustainable design of spatialist art museums under the influence of regional factors the induction and unification of local materials under geographical factors ; the cave dwellings represented by the north, because it is located in the northwest, mainly on the loess plateau, rely on the terrain to form cave dwellings, the special geographical environment formed by the thick loess layer and a large number of loess hills on the loess plateau, and these regional residential pa ge 25 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 23-29, 2024 buildings are built according to the terrain and use local materials, forming natural green buildings in the north, namely earth-damaged buildings. for example: shanyue qianshan art museum (figures 1 and 2), built in the remnant of taihang mountain, is attached to the huangshi hills, and the hills are surrounded by curved gullies, among which there are traditional cave dwellings. the building materials are taken from the local loess, and red clay is combined with rammed earth to form a distinct texture of the earth unique to the loess hills. the designer adopts a combination of modern and traditional masonry methods, integrates loess and stone into the building, and gives contemporary art architecture the characteristics of natural simplicity and infinite wildness. landscapes serve buildings or outdoor public spaces in buildings, and the environment adapts to the needs of the building. water, as an important carrier of cultural nurturing, is also an important means of promoting economic development. at this stage, with the transformation of my country’s urban economic structure, the improvement and creation of the environment in urban planning have been rapidly developed. building a livable and touristfriendly city is the future development. direction, so the waterfront art museum design will play a more important role in the future city. as a public space, the waterfront area needs to consider its practical function and value. the art museum is located here, which will attract a large number of people to gather here. therefore, the design needs to consider the following points: the unity of public space style between the waterfront landscape and the art museum. integrated design; the integrated design of the functional space between the two; the public space is mainly to provide people with functions such as gathering, staying, and resting, all for human comfort and serving multiple landscapes. secondly, this space should be in line with the design style of the art museum space. , and should also coexist harmoniously with the planning of the waterfront environment. the design of public space should be built according to the trend of the waterfront coastline. not only does the form need to conform to the style of the art museum, but it must also complement the waterfront coastline to form a consistent spatial order and play a role in connecting the water body with the building, such as transportation. the road should be designed to be parallel to the waterfront shoreline or designed to coincide with the waterfront shoreline. the latter needs to pay attention to the safety of future use, and more attention should be paid to the design of the revetment to prevent the land from being flooded or the water bank from collapsing. for example: shanghai yicang art museum is located on the east bank of the huangpu river (figures 3 and 4). the overall building is a staggered stack of cubes. it was a coal storage plant in shanghai in history. the landscape square next to the building is in the form of a corridor, integrating water, trees, flowers and plants are integrated into the plan in a staggered arrangement of different rectangular plates. figure 1: ucca dune art museum appearance figure 2: ucca dune art museum interior collaborative design integration of external public spaces of art museums the natural ecology in cities is mainly divided into innate ecological environments, such as rivers, lakes, etc., and artificial ecological environments designed to meet the needs of the built environment. the former is a condition that should be considered at the beginning of architectural design. based on the concept of sustainable development, architectural design here should follow the laws of nature and comply with it, and play a role in protecting and improving the environment. artificial figure 3: shanghai yicang art museum pa ge 26 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 23-29, 2024 the flower belt on the side facing the river is also designed in a rectangular staggered manner. on the other hand, the other side is filled with trees and lawns. the square style is consistent with the design of the building. this design not only contributes to the design of the art museum. it can also be used as a pavement and a viewing platform for people who appreciate the scenery of huangpu river. integrated design of architectural boundary space of art museum in today’s society, the architectural design styles of art museums are diverse. as public places where people gather, they are often pursuing architectural forms to give people the first impression and achieve better results. therefore, more and more art museums are designed with transparent boundary spaces or semiarrangements. transparent boundary space gives people a sense of visual transparency (figure 5 ). it shows the public space in the museum to visitors from outside the building, attracting them to explore the indoor space. the transparent boundary can give the building a sense of transparency. the interior brings better lighting, and the indoor space of the building can also use the landscape of the external public space to enhance the atmosphere of the space; the translucent boundary space mostly refers to the building skin or decorative wall with a hollow effect, which plays a certain role in the indoor space. it has a blocking effect, but it can also enhance the mystery of the indoor space. these two forms of design expand the boundaries of space at the visual level, but also limit the main body of the space at the physical level. they mainly promote invisible interactions between people or objects in indoor and outdoor spaces, thereby attracting tourists and integrating internal and external spaces. effect. figure 4: shanghai yicang art museum-viewing platform figure 5: building boundary extension and boundary space the representative of transparent boundary space design is chongqing wulong lanba art museum (figures 6 and 7 ). its architectural design is similar to that of fujian hakka earth building. it is located on a hillside and surrounded by vegetation and mountains. the building form adopts a two-layer ring stacking. the inner and outer boundaries of the upper ring are enclosed by glass, so that the exhibition space has abundant natural lighting and a broad field of vision, and the building boundary is hidden in nature to the maximum extent. the glass boundary of figure 6: wulong·lanba art museum—exterior figure 7: wulong·lanba art museum—interior pa ge 27 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 23-29, 2024 the outer ring can appreciate the natural scenery under the hillside, so that you can appreciate the works of art close to nature in the building: and the representative of translucent is jianwu’s china academy of art folk art museum, whose representative translucent exterior wall skin composed of tiles not only combines the elements of local traditional houses, but also integrates the building into the local natural environment. the design of the tile wall makes this modern style building show the charm of traditional chinese architecture. results and discussion research on spatialism ideas in art museum architectural design under the concept of sustainable development “the art museum is a building with spiritual and cultural properties and a cultural space with spiritual guidance. the art museum is not only a kind of building that exists, but also a guidance and functional embodiment of people’s hearts and spirits. therefore, the art museum not only needs to meet the function of collection and exhibition must also take into account the function of spiritual shaping.” “at the design level of the art museum, the spatial artistic conception and atmosphere creation shape the “spirit” of the art museum from the physical form level, while the blank space and simplicity of spatialism what the design pursues is the expression of artistic conception in space, so as to achieve the presentation of the “spiritual” level of architecture. in addition, today’s society’s pursuit and popularization of the concept of sustainable development has made the aesthetics of architecture in modern cities focus on the pursuit of simple but not simple design methods. , this section uses the design ideas of spatialism to further discuss and improve the role of spatialism style in the design of art museums under the concept of sustainability, and to explain the shaping of the spatial artistic conception of art museums in line with the spiritual level of urban people and the development of public buildings in the city. pursue the concept of sustainability. art museum architectural form design based on spatialism with the development and change of construction technology and aesthetic pursuit in modern society, the extremely simple design form has gradually penetrated into the architectural design of different concepts. although the form of modern architecture is no longer simply confined to the extremely simple “square box” building, but presents a form that conforms to today’s trend and emerging cultural characteristics, and has a more futuristic architectural form, the extremely simple style is still displayed in the architectural design itself. it can be seen that the spatialist style still has an important influence on the development of architectural design. pure spatialist architecture, in terms of formal design, will not blindly seek the integration of other elements for the sake of innovation and development, forming a chaotic architectural form, but should use the ultimate induction and summary of unified elements in the form of architecture, and always explore the functionality of architectural space. in the development of today’s society, the concept of sustainable development has become an important prerequisite for architectural design. green building design standards must be followed, especially in public buildings in urban environments where land is at a premium. mexican spatialist architect (luis barragn, 2021) said “we found that if we wanted to reduce the damage to the beautiful landscape and create good architectural forms to fit in with it, we had to choose minimal forms, abstract features, extremely straight lines, flat surfaces, “commonly used geometric shapes are used to design buildings.” the architectural form of art museums under the influence of spatialism pursues the extremely simple geometric single block shape, or a group building formed by stacking, staggering, and intersecting single block elements. although the architectural form becomes visually extremely simple, but the spatialist design method can further explore the functional potential in the architectural space, thereby improving the building’s utilization rate in many aspects and further expanding the functional attributes of the art museum in the social environment. the stacking of different architectural forms under geometric forms often produces gray spaces with the same effect, which can not only coordinate the architectural levels, but also increase the richness of indoor and outdoor spaces. in this way, the design of the architectural form not only further completes the image of the art museum as a spiritual place, but also meets the demands of the concept of sustainable development. design of light elements and color elements in space under the idea of spatialism spatialism is the most prominent in the design of interior space. in the space creation, the extreme design ideas are often reflected in its pursuit of spatial artistic conception. spatialism abandons overly complex decorations. therefore, in the creation of spatial artistic conception, it has extremely strict requirements for the control of light elements and color elements in the space. the qualified space foundation is matched with matching soft furnishings to further improve the design of the art gallery. therefore, under the idea of spatialism, the application of light and color in space is explored on the basis of the extreme space structure. the integration of sustainable concepts makes the research on these three aspects more targeted. the interior space of the art gallery building is often pure and has a clear structure due to its display attributes. spatialism simplifies the design in the space, making the division and utilization of the space, and the design and control of node details more reasonable. due to the extreme simplicity and purity of the space, the light element in the space design further enriches people’s sensory experience in the space. in addition to satisfying its most basic lighting functionality, the light element also plays an important role in shaping the space atmosphere, pa ge 28 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 23-29, 2024 improving the space aesthetics, and enhancing the space interactivity. these are all manifestations of the spatialist designer’s application of light artistry. light elements can be divided into two categories: artificial light sources and natural light sources. the former is mainly to meet the light needs of specific enclosed spaces, while the latter is a design display based on architectural form and is also the key to the linkage between indoor and outdoor spaces. the design of color elements in space is mainly reflected in the colors brought by the characteristics of building materials and the colors brought by different light sources. color in the design of space is the expression of space emotions. the pure use of color will guide people’s sense of space. feeling, color under spatialist aesthetics is mainly affected by two aspects. first, spatialist design is a display of the properties of the material itself. the color of the material itself is an important consideration in space design. therefore, designers will mostly use pure colors, simple native materials, such as concrete, wood, metal, pure color glass, etc.: the second is the impact of space light sources on space color. the warmth, coldness, strength, and concentration of light sources are all important prerequisites for color expression. spatialism mainly uses white. lighting or natural light is the first choice for lighting. these two will not only reduce the color impact on the original space, but are also the most widely used and will not require too many adjustments depending on the display content. in the space design of art museums, most spatialist designers will use the most basic three colors of black, white and gray. because of their high tolerance for other colors and their strong purity, they can meet different display needs and create a spatial atmosphere. it is also easier and more prominent. spatialism design principles of art museum space form under the concept of sustainable development emphasis is placed on the principle of spatial coordination; the principle of coordinated design of architectural space refers to the common planning, design and interaction between indoor and outdoor spaces of buildings and urban spaces. “co-action” is to make indoor and outdoor spaces interact and influence each other through coordinated design, which helps to unify spatial forms and elements and make the space more reasonable. at the beginning of the design, the design form of the indoor space should be considered at the same time to achieve consistency between the inside and outside of the architectural design. this will help to make the connection and interaction between indoor and outdoor spaces more harmonious and meet the requirements of spatialism for the purity and unity of space. it will also help to create a landscape by borrowing scenery from the outdoors in the indoor space, so that the design of a landscape not only meets the needs of creating space outside the building, but also provides a positive effect for the indoor space. focus on the functional principle of the skin; the design of the building skin should first consider its use function, and then consider the design of the decorative function under the spatialist idea. the functionality of the skin form is an important manifestation of the concept of sustainable development of the building. under the spatialist concept, the skin often plays an important function of simplifying the architectural form. however, in order to conform to the development form of contemporary society, it is in line with the development requirements to put the functionality of the skin before the decorative function, and this does not affect the pure design of the skin form. pay attention to the principle of quiet atmosphere; the art gallery space is a public space design that serves art and people, so the quietness of the space should be followed in the creation of the space. quietness is the expression of a good spatial atmosphere, which provides a good environment for the display of art and people’s appreciation. the creation of spatial atmosphere is often inseparable from the influence of materials and light. for works of art, the spatial color often chooses similar colors, and then adjusts the saturation and warmth of the color according to the type of art, and light is the key to adjustment. this often cannot destroy the atmosphere and artistic conception of the artwork. for people, the main perceiver of the artistic atmosphere, modern people’s pursuit of a simple lifestyle makes them extremely sensitive to the atmosphere of simple space. the quiet atmosphere can calm the visitors’ restless emotions, thereby enhancing their ability to perceive works of art. therefore, quietness should be used as a criterion for judging the creation of the spatial atmosphere of the art gallery. conclusion in this chapter, the author starts from the design of the building body and explains the embodiment of the concept of sustainable development in the architectural design of the museum under the spatialist design idea. the geometric architectural form is the improvement of the spatial function, and the spatialism is the ultimate conclusion of the space. it is for the greatest display of space use functions: unifying the building skin is the most important improvement in its use function. the unification of the building skin decoration is an important display of spatialism aesthetics, and its main functional role is an important display of the concept of sustainable development. : the refined architectural structure improves the spatial organization relationship. the organization of space is a display of spatial rhythm. it is an important means of grasping people’s emotions in space. it is also the main design method of space interest and hierarchy. through three principles, the spatial design of the art museum is required, so that the spatialist design ideas can provide inspiration for the sustainable development of the art museum, further supporting the practicality of the ideas proposed in this chapter. the unique spiritual connotation of cultural public buildings satisfies people’s spiritual needs beyond material needs. the implementation of a large number pa ge 29 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 23-29, 2024 of contemporary public cultural buildings and people’s pursuit of minimalist lifestyles make the observation of things gradually become more rational. , and rational thinking gradually makes the design form further develop on the road of extreme simplification, which further proves that extremely simplified design ideas are the development trend of modern architecture. the unique atmosphere of spatialism is the need for cultural buildings in the city . the purity of space is the most rational functional expression after condensing and simplifying complex things. this also conforms to the essential needs of the concept of sustainable development in architectural space. therefore, at the beginning of the design of the art museum, it is necessary to consider the natural environment and urban environment. considered under the premise, the premise of sustainable development is based on respect and protection of the environment, and then the integration and promotion of the urban public environment. only in this way can we achieve both sustainability and development. then this article starts from the natural environment and public environment in the city. starting from the connection space between the building itself and the city, we propose a collaborative and integrated design of the external public space of the museum and urban space. we start with the link space between the square space and block space in the city and the museum, and integrate the design and integration of the boundary space of the museum respectively . , discussed from three aspects: transparent boundary space, architectural boundary extension space and transparent boundary space. references aryani, s. m. 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(2010). *architectural atmosphere* (zhang yu, trans.). beijing, china: china architecture & building press. pa ge 1 pa ge 18 8 american journal of arts and human science (ajahs) teachers’ core behavioral competencies and school performance: basis for school development plan michelle mae fabre1*, ninfa c. osias1 volume 3 issue 2, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i2.2862 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: may 01, 2024 accepted: june 04, 2024 published: june 08, 2024 teachers’ core behavioral competencies play a crucial role in shaping the learning experience and academic outcomes of students that will reflect the school performance. the teachers in the division of misamis oriental had a hard time developing their core behavioral competencies. the respondents were the three hundred forty-eight (348) public elementary teachers in the division of misamis oriental. the research instrument was the survey questionnaire on core behavioral competencies and the school performance. descriptive research design was used to interpret and analyze data such as mean and standard deviation to describe the level of core behavioral competencies. pearson-r moment correlation coefficient to determine the significant relationship between independent and dependent variables. the findings revealed that the teachers have a very high level of behavioral competence in selfmanagement and least in service orientation. the secondary data revealed a decrease of 0.99 percent during the enrollment of sy 2022-2023 which means that they have a negative performance during this school year. however, there is no significant relationship between core behavioral competencies in all variables and all of the school performance indicators. it is concluded that teachers in the division of misamis oriental have a high level of behavioral competence in terms of service orientation. it is recommended that teachers should be given the opportunity to promote advocacy for men and women empowerment and update themselves in participating the office mission and vision mandates. keywords core behavioral competencies, school performance, selfmanagement, service orientation 1 phinma cagayan de oro college, philippines * corresponding author’s email: mila.fabre@coc.phinma.edu.ph introduction the core behavioral competencies of teachers are essential qualities and skills that educators should possess to be effective in their roles. these competencies are crucial for creating a positive learning environment, fostering student growth and development, and facilitating successful teaching and learning experiences. deped memorandum 008, s. 2023, entitled multi-year guidelines on the results-based performance management systemphilippine professional standards for teachers (rpmsppst)” provides comprehensive instructions and all the essential information for adopting and implementing performance management and appraisal for teachers. moreover, core behavioral competencies, work attitudes, and teaching performance are closely linked. based on these findings, it is advised that teachers demonstrate exemplary behavior and serve as positive role models by actively engaging in relevant training, workshops, conferences, and forums organized by the department of education or sponsored programs designed to improve core behavioral competencies. the teacher must upgrade their teaching position, could it either be a promotion or reclassification by looking into the basic requirement in consonant to the deped policies and guidelines for promotion and reclassification of teacher’s position as the teaching position was found significant and as a contributory factor to the teaching performance of the teachers (cruzos,2022). in the deped resultsbased performance management system – philippine professional standard for teachers, the following core behavioral competencies should be emphasized and used as the foundation for a professional development plan: self-management competence, professionalism and ethics competence, results focus competence, teamwork, service orientation, and innovation (deped memorandum no. 004, s. 2022). school performance is a school’s overall effectiveness and achievement in fulfilling its educational mission and goals. it encompasses a wide range of factors, including student academic achievement, teacher effectiveness, administrative leadership, school climate, and community involvement. successful schools prioritize these aspects to create an environment where students can thrive and achieve their full potential. based on harris (2020), research on school improvement underlines the significance of changing key organizational processes and focusing on school improvement in context to get profound information about transformational processes. further, it provides valuable information about the number of students attending a school, their demographics, and other characteristics that can influence educational outcomes. enrollment data is an important factor that can be used to assess and analyze school performance. hafeez et al. (2020) explained that the effect of school enrolment size on student achievement has been a major factor in the failure of the education system, especially primary education. this serves as an important indicator of a school’s ability pa ge 18 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 181-214, 2024 to engage, support, and educate its students. the dropout rate is closely connected to school performance and is often considered an important indicator of a school’s effectiveness. reducing drop-out rates is a common goal for educators and policymakers, as it can lead to improved academic achievement, higher graduation rates, and better long-term outcomes for students and communities. according to the findings of zengin (2021), as a result of the research, male students are more likely to drop out of school and behave antisocial than female students. it has been noted that some quiet students have a perception of failure and do not indicate that they are likely to drop out of school, yet they belong to a high-risk group. additionally, these students tend to express a low level of concern about their overall academic performance, despite being at risk of dropping out. it is an important educational indicator that can provide insights into a school’s effectiveness. the repetition rate, the percentage of students who repeat a grade level, is closely connected to school performance. schools with low repetition rates are often viewed more positively as they are effectively helping students progress. in contrast, high repetition rates may signal the need for improvements in instructional quality and support services to enhance overall school performance. owino et al. (2022) state that a high repetition rate was argued to improve academic performance by exposing low-performing students to additional teaching time and allowing them to catch up on the curriculum and content of teaching. similarly, repetition, on the other hand, was considered detrimental to students’ long-term academic success, with retained students increasingly lagging behind their peers who were promoted, potentially leading to dropout rates. moreover, it serves as a significant indicator of a school’s effectiveness in providing quality education and supporting student achievement. the failure rate is closely connected to school performance, which refers to the percentage of students who do not meet the minimum passing standards for a particular grade or subject. schools with low failure rates are generally viewed more positively as they are effectively helping students meet academic standards. in contrast, high failure rates may indicate the need for improvements to enhance overall school performance. chohan (2018) revealed that the impact of academic failure on the self-concept of the students may be considerably negative. based on the study’s findings, the researcher recommended that when designing teacher training programs, practical elements of child psychology should be emphasized alongside theoretical concepts, as indicated in the study’s conclusion. by integrating practical aspects of child behavior into teacher training, these programs could become more effective, relevant, and well-received by teachers. caena (2018) says that teachers’ behavioral competencies positively affect the formation of students’ key competencies, the work attitudes of the teachers, such as social environment and interpersonal relationships, and the way they act on their responsibility as professional teachers. furthermore, distler (2019) found that instructors’ behavioral competencies positively impact nursing students’ critical thinking and clinical practice competencies in planning problem-based learning and implementing evidence-based teaching practice. furthermore, eimicke et al. (2019) specify that work ethics have been the foundation of achievement for generations. success can be achieved by cultivating a strong work ethic in the classroom setting. when work ethic is combined with professional skills, it leads to success that manifests in productivity and efficiency. this creates a positive workplace atmosphere and fosters a healthy work environment. additionally, cruzos (2022) investigated the fundamental behavioral abilities of teachers, how they will significantly affect their teaching performance, and how the teacher foresees his professional role as a teacher in the field of work. therefore, research on this specific competence of teachers is highly significant for regions and local communities. it aids in the professional development of teachers in areas where integrated education is practiced and plays a role in establishing a system of core competencies and professional standards for teachers, which can enhance their performance in schools. this aimed to acknowledge employees for their innovative ideas, outstanding achievements, exceptional performance, remarkable acts of service, and contributions to efficiency, cost-effectiveness, and improvements in government operations, which have driven organizational activity. through this, the researcher wanted to assess the core behavioral competencies of the teachers and how they affect the performance of the school through the key performance indicators. literature review core behavioral competencies in the deped’s results-based performance management system – philippine professional standard for teachers (rpms-ppst), the following core behavioral competencies must be highlighted and used as the foundation for professional development plans: selfmanagement, professionalism and ethics, results focus, teamwork, service orientation, and innovation (deped memo 008, s. 2023). the implementation of various innovations in schools today is largely influenced by the nature, context, control, and authority within urban school systems. research indicates that practicing selfmanagement on a continuous basis can lead to increased productivity and efficiency in one’s work, thereby improving individual job performance (caddy, 2020). self-management of teachers refers to the ability of educators to independently and effectively oversee and regulate their own professional responsibilities and wellbeing within the context of their teaching roles. selfmanagement is a crucial core behavioral competency for teachers. it refers to the ability of educators to regulate and control their own thoughts, emotions, and behaviors in order to maintain professionalism, handle stress, and pa ge 19 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 181-214, 2024 create a positive and productive learning environment. moreover, according to shuck et al. (2018), since organizations have flattened and promotion-based career cultures are disappearing, employees at all levels should be in charge of their career development. it involves teachers taking control of various aspects of their work, including time management, classroom management, curriculum planning, and personal development. to ensure successful teaching and learning in school settings, ethical practices and standards must be prioritized and enhanced. in fact, professionalism and ethics are essential components of teachers’ core behavioral competencies. these qualities guide teachers’ conduct, decision-making, and interactions with students, colleagues, parents, and the broader educational community. in the study of kong et al. (2019) on long-term educational practice, some ethical and moral requirements for this profession have been accumulated. nevertheless, in the past, although people had some understanding of the unique aspects of the teaching profession, they also acknowledged the differences between teachers’ professional ethics and general professional ethics, emphasizing the importance of these distinctions great attention to the importance of teachers ‘professional ethics. professionalism and ethics are essential aspects of a teacher’s role in the education system. they guide a teacher’s conduct, interactions, and responsibilities within the classroom and the broader educational community. adhering to high standards of professionalism and ethics is not only a requirement for teachers but also essential for the quality of education and the trust of students, parents, and the community in the teaching profession. it ensures that teachers are effective, ethical, and responsible educators who contribute positively to the development of students and society as a whole. school performance school performance, both at the individual student level and the broader institutional level, significantly impacts various aspects of students’ lives, communities, and society as a whole. it is important to note that school performance is influenced by various factors, including the quality of education, teacher effectiveness, socioeconomic background, and educational policies. efforts to improve school performance often focus on addressing these factors to ensure that all students have the opportunity to succeed and reap the benefits associated with a high-quality education. school-based research emphasizing collaboration and inquiry is needed to increase the capacity of schools to bring about positive change because it is a shared responsibility to make school change happen (constantinou & ainscow, 2020). ateş and ünal (2019) recommend that each school implement a school improvement project, transforming it into a professional learning community. in their case study of a school improvement initiative, they found that the project created a continuous learning environment, served as a source of motivation, granted autonomy, and addressed teachers’ desire for meaningful work. enrollment data is a valuable resource for understanding school performance and guiding decision-making processes aimed at improving educational outcomes for all students. it can reveal population trends in the school’s catchment area. increases or decreases in enrollment numbers over time can indicate changes in demographics, migration patterns, or shifts in the popularity of the school among parents and students. the study of burtis and goulas (2023) states that enrollment declines are widespread but differ substantially across types of schools, locales, and socioeconomic status. according to lueken (2017), changes in teaching staff or building infrastructure are only done in response to big increases or decreases in student enrollment. drop-out rate in the study of bertola et al. (2022), as an increasing number of young adults are enrolling in higher education, a larger number will eventually drop out for different reasons, such as having financial problems, choosing the wrong major, and failing to meet the educational demands of a higher education institution. although not all dropouts leave the education system entirely, many seek to earn a degree at a different higher education institution, typically one with lower requirements than their original institution. as a result, these dropouts often find themselves academically better qualified and prepared than their new peers, who are first-time students at that institution. promotion rate connor (2018) posits the resulting themes were that students were too far behind academically at socially promoted levels, so teachers preferred retention over social promotion, and teachers felt differentiated instruction within small groups would be helpful but found little time to use it. the implications for social change involve creating a social promotion policy that enables teachers to more effectively meet students’ needs and offering professional development to help teachers enhance their differentiated instruction, aiming to boost achievement for all students. repetition rate in the study of owino et al. (2022), the high repetition rate was argued to improve academic performance by exposing low-performing students to additional teaching time and allowing them to catch up on the curriculum and content of teaching. similarly, repetition, on the contrary, was considered harmful to students’ long-term academic success, with retained students increasingly lagging behind their promoted peers, potentially leading to dropouts. rola (2020) says that academic failure is an important and personal event in the lives of university students, and the ways they make sense of experiences of failure matter for their persistence and future success. academic failure plays a role in student attrition, but the exact degree of its impact and the underlying causes of failure remain unclear. pa ge 19 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 181-214, 2024 another factor considered crucial for school improvement is effective school leadership. leithwood, harris, and hopkins (2020) claim that school leadership affects the features of schools, enhancing the quality of teaching and learning at schools by referring to its role in the success of most school improvement efforts. likewise, robinson, bendikson, mcnaughton, wilson, and zhu (2017) argue that leadership plays a central role in coordinating improvement efforts at schools. as supovitz et al. (2019) argued, the ultimate goal of educational leadership is to attain meaningful and sustainable school improvement. teachers collaboration positively impact teacher practices and student learning (weddle et al., 2020). according to the study by aldridge et al. (2020), teachers are more likely to think about their classroom actions, evaluate them, and transform their practices when the interactions between them increase. furthermore, according to zamir (2020), to enhance and ensure the effectiveness of the school and meet the demands of various parties, the school must have a strategy for management practices. this study is important to policy makers, administrators, managers, and head teachers as a reference in order to improve the quality of education in schools. this study is also beneficial to schools in drafting and designing training programs and leadership courses for teachers in the future. efforts to improve teacher leadership should be updated so that teachers can lead and create positive behavior among students; this certainly enhances student success and drives effective schools. this study employed a descriptive research design. by examining the specified variables, this research aims to establish the correlation between core behavioral competencies and school performance among elementary teachers in the division of misamis oriental. according to the reviewed literature, various aspects of core behavioral competencies promote teacher effectiveness in areas such as self-management, professionalism and ethics, results focus, teamwork, service orientation, and innovation. thus, school performance can be achieved through the efforts of the teachers and stakeholders to improve the school. the data gathered from the survey questionnaires could be determined to assess the variables of this study. the literature and studies mentioned above are relevant to the present study, which tackles the correlation between core behavioral competencies and school performance. furthermore, these literature and studies shed light on a clearer direction of the study. statement of the problem this study aimed to determine the correlation between teachers’ core behavioral competencies and school performance among the elementary teachers who belong from the medium to mega schools in the division of misamis oriental. the result of the study would serve as a basis for a school development plan. specifically, this paper wanted to answer the following questions: 1. what is the level of core behavioral competencies among teachers in terms of self-management, professionalism and ethics, result focus, teamwork, service orientation, and innovation? 2. what is the level of performance among the selected schools in terms of enrollment, drop-out, promotion, repetition, and failure rates? 3. is there a significant relationship between the teachers’ core behavioral competencies and the school performance in terms of enrollment, dropout, promotion, repetition and failure rates? 4. based on the findings, what development plan can be designed? theoretical framework teachers’ core behavioral competencies encompass a range of skills and attributes that contribute to effective teaching and student learning. this study was based on medley’s (1977) theory of teacher competence, which contains five components: pre-instruction, presentation, learning environment, student learning, and professionalism. medley’s pre-instruction, a key competency, pertains to an educator’s commitment to instructional planning which guides educating, learning, and accomplishing wanted results. this can relate to the core behavioral competencies of teachers’ selfmanagement and result focus. further, medley’s learning environment is regarded as another competence to a supportive, safe, and stimulating learning environment that optimizes student learning and developing opportunities. the teacher also needs to have the ability to produce desired learning outcomes from teacher/student interaction in which assessment and adjusted instruction should enhance the learner’s success, called student learning, mentioned as the 4th important component of a teacher’s competence. the last important component of a teacher’s competence, professionalism, means that the teacher needs professional behavior and involvement, which are extended beyond the classroom. all these five components are very important in determining a school teacher’s competence. the competence of teachers is a key determinant of school performance as it directly impacts the quality of instruction, student engagement, and overall learning outcomes. schools should prioritize hiring, supporting, and retaining competent teachers to ensure the success of their students. scope and limitations this study focused on the teachers’ core behavioral competencies and school performance. the respondents of the study are the three hundred forty-eight (348) public elementary teachers who belong to the medium and mega school category in the division of misamis oriental for school years 2020-2021, 2021-2022 and 2022-2023. this study is conducted for research purposes only. it cannot affect the standing of the performance of schools in the division of misamis oriental. the independent variable pa ge 19 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 181-214, 2024 was the core behavioral competencies of the teachers in determining the teachers’ performance. moreover, the dependent variable was the school performance, where the key performance indicators among the medium-mega school category in the division of misamis oriental were taken as secondary data. methodology research design this study used a descriptive-correlational research design. according to mccombes (2023), a descriptive research design can use a wide variety of research methods to investigate one or more variables. in contrast to experimental research, the researcher does not control or manipulate any variables, but simply observes and measures them. this approach allows for objective research and can be aligned with the study’s hypothesis. it is particularly useful for answering the “what,” “when,” “where,” and “how” questions related to the research problem, rather than exploring the “why.” in this study, the researcher investigated the relationship between two variables (or more) without controlling or manipulating any of them. data were analyzed and interpreted based on the correlation between core behavioral competencies and school performance among the mega school categories in the division of misamis oriental. study setting the study was conducted among the schools that belong to the medium and mega school category in the division of misamis oriental. there are three hundred fifty-one (351) schools and 34 districts in the division of misamis oriental and a total of four thousand one hundred fifty (4,150) public elementary school teachers. misamis oriental (cebuano: sidlakang misamis; tagalog: silangang misamis), officially the province of misamis oriental, is a province located in the region of northern mindanao in the philippines. its capital, largest city and provincial center is the city of cagayan de oro, which is governed independently from the province. in 1818, misamis was carved out from cebu to become a separate province with cagayan de misamis (cagayan de oro) as its capital and was further subdivided into partidos or divisions: partido de cagayan (division of cagayan) partido de catarman (division of catarman), partido de dapitan (division of dapitan), and partido de misamis (division of misamis). the new misamis province was part of the districts of mindanao during the later part of the 19th century, with its territory spanning from dapitan to the west, gingoog to the east, and as far as lanao and cotabato to the south. the population of misamis oriental in the 2020 census was 956,900 people, with a density of 310 inhabitants per square kilometer or 800 inhabitants per square mile. when cagayan de oro is included for geographical purposes, the province’s population is 1,564,459 people, with a density of 441/km2 (1,143/sq mi). the province is home to a variety of industries, including agriculture, forestry, steel, metal, chemicals, minerals, rubber, and food processing. it houses the 30-square-kilometer phividec industrial estate and the mindanao international container port, both located in tagoloan. del monte philippines, a major exporter of pineapples across the asia-pacific region, operates a processing plant in cagayan de oro. study population and sampling technique this study involved the public elementary teachers in the division of misamis oriental in three consecutive school years 2020-2021, 2021-2022 and 2022-2023. there are two thousand six hundred eighty-four (2,684) total population who belong to medium to mega school table a: distribution of respondents name of district total population sample size alubijid east 33 4 alubijid west 47 6 balingasag central 138 18 balingasag north 95 12 balingasag south 100 13 balingoan 32 4 claveria central 75 10 claveria north east 35 5 claveria west 63 8 gitagum 34 4 initao north 15 2 initao south 87 11 jasaan north 152 20 jasaan south 74 10 kinuguitan 38 5 lagonglong 116 15 laguindingan 82 11 libertad 51 7 lugait 78 10 magsaysay 1 66 9 magsaysay 2 55 7 manticao 90 12 medina north 56 7 medina south 57 7 naawan 96 12 opol east 75 10 opol west 121 16 salay 81 11 sugbongcogon 54 7 tagoloan west 220 29 tagoloan east 103 13 talisayan 73 9 villanueva north 112 15 villanueva south 80 10 total 2, 684 348 pa ge 19 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 181-214, 2024 category. the respondents of this study are the three hundred forty-eight (348) public elementary teachers in the division of misamis oriental. the table below shows the distribution of respondents per district. using slovin’s formula, respondents are chosen and randomly distributed to the thirty-four (34) districts in the division of misamis oriental. there are three hundred forty-eight (348) public elementary school teacher respondents in this study. it is fairly distributed based on the percentage per district. by involving these elementary teachers in the division of misamis oriental, the data gathered become the basis for the interpretation of results. this study aimed to determine the level of the teachers’ core behavioral competencies that they have developed in their teaching profession. the level of school performance was also interpreted to identify the variables that have positive and negative performance. research instruments the instrument used in gathering the data is a survey questionnaire on the correlation of core behavioral competencies and school performance. the variable core behavioral competencies were patterned from the resultsbased performance management system-philippine professional standards for teachers (2023). this includes the checklist on self-management, professionalism and ethics, result focus, teamwork, service orientation and innovation. the variable on school performance is a second-hand data coming from schools in three consecutive school years: 2020-2021, 2021-2022, and 2022-2023. the variables include the enrolment data, drop-out rate, promotion rate, repetition rate and failure rate. statistical treatment of data after collecting and recording the data that were gathered in the study, the following statistical tools were used: descriptive statistics such as mean and standard deviation were used to describe the core behavioral competencies and school performance. these were reflected in the findings for the problems where the statistical tools were found. pearson-r moment correlation coefficient was utilized to determine the significant relationship between core behavioral competencies and school performance. ethical consideration this study aimed to obtain confidential information from the respondents. they are informed on the purpose of this study and how it is done. all the answers from the respondents are expected to be filled with the best knowledge and feelings they have learned from the researcher’s study. orientation prior to the conduct of the study was highly followed by the permit given by the authority. an agreement between the parties, the researchers, and the respondents takes place. hence, the responses of the respondents were collected for consolidation and interpretation of results. the following ethical concerns are to be undertaken: informed consent it informs all participating teachers and clearly explains the purpose of the study, the data-gathering procedure and how to use their information. this is to ensure that they are not obliged to participate, and they also have the option to withdraw from the study at any time without facing consequences. data de-identification teachers were asked to remove or replace any personal identifiable information from the data during analysis and reporting. pseudonyms assignments may be done to participants in order to protect their identities. secure data storage safeguard all the collected data by storing it securely using encryption where necessary and limiting access to authorized personnel only. this is to ensure that the data is not accidentally disclosed to unauthorized parties. ethical review ethical approval was sought from an institutional review board (irb) or ethics committee to ensure that the research design and data handling procedure meet ethical standards and guidelines. results and discussions problem 1: what is the level of core behavioral competencies among teachers in terms of self-management, professionalism and ethics, result focus, teamwork, service orientation, and innovation? table 1 presents the distribution of respondents’ level of behavioral competencies in terms of self-management with an overall mean of 3.29 (sd=0.79), described as at all times. this means that the respondents have a very high level of competence in terms of self-management. this implies that teachers committed to self-management recognize the importance of continuous learning and professional development. they actively seek out opportunities to enhance their knowledge, skills, and teaching strategies through workshops, courses, conferences, and collaboration with colleagues. selfmanaging teachers can easily adapt to change and organize their priority tasks. specifically, the indicator sets personal goals and direction that needs development obtained the highest mean of 3.53 (sd=0.74), described as at all times. the result indicates that the respondents have a very high level of competence in identifying what they want to improve in their personal lives. this explains that teachers who set personal goals and direction have a clear understanding of their professional purpose and aspirations. this relates to the study of barni et al. (2019), which states that teachers’ personal values drive their goals and behaviors at school. additionally, values can contribute to subjective wellbeing and an individual’s sense of self-efficacy. teachers’ self-efficacy—their belief in their ability to manage the pa ge 19 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 181-214, 2024 table 1: distribution of teachers’ behavioral competencies in terms of self-management indicators mean sd description sets personal goals and direction that needs development 3.53 0.74 at all times undertakes personal actions and behaviors that are clear and purposive and takes into account personal goals and values congruent to that of the organization. 3.26 0.73 at all times display emotional maturity and enthusiasm for and is challenge by other goals 3.23 0.78 most of the time prioritize work task and schedules (through gantt chart and checklist) to achieve goals. 3.07 0.97 most of the time sets high quality, challenging, realistic goals for self and others. 3.35 0.73 at all times overall 3.29 0.79 at all times legend: 1.00 – 1.75 never (very low level) 1.76 – 2.50 seldom (low level) 2.51 – 3.25 most of the time (high level) 3.26 – 4.00 at all times (very high level) tasks, responsibilities, and challenges associated with their profession—significantly influences crucial academic outcomes, such as students’ achievement and motivation, as well as overall well-being in the workplace. meanwhile, the indicator prioritize work task and schedules (through gantt chart and checklist) to achieve goals got the lowest mean of 3.07 (sd=0.97), described as most of the time. the result indicates that the respondents have a high level of competence in planning their respective tasks and responsibilities. it can be noted that teachers have not only instructional responsibilities as classroom teachers but also ancillary functions. gantt charts visually represent tasks, deadlines, and dependencies, allowing teachers to see their workload at a glance. according to talbert (2022), a person who clearly prioritizes his work can increase productivity, better manage his time, and feel confident that he will hit deadlines—every time. in addition, azevedo (2023) explains that task scheduling must be an item in your project management checklist. it starts with defining each task’s start and end date in your prioritized task list. it was explained by soares et al. (2019) that their typical working hours often prove insufficient, leaving them with no choice but to bring work home, thereby lacking the time for leisure, physical activity, and family life. table 2: distribution of teachers’ behavioral competencies in terms of professionalism and ethics indicators mean sd description demonstrates the values and behavior enshrined in the norms of conduct and ethical standards for public officials and employees (ra 6713). 3.46 0.88 at all times practices ethical and professional behavior and conduct taking into account the impact of his/her actions and decisions. 3.24 0.74 most of the time maintains a professional image: being trustworthy, regularity of attendance and punctuality, good grooming and communication. 3.21 0.83 most of the time makes personal sacrifices to meet the organization's needs. 3.15 0.95 most of the time acts with a sense of urgency and responsibility to meet the organization's needs, improve systems and help others improve their effectiveness. 3.25 0.85 most of the time overall 3.26 0.85 at all times legend: 1.00 – 1.75 never (very low level) 1.76 – 2.50 seldom (low level) 2.51 – 3.25 most of the time (high level) 3.26 – 4.00 at all times (very high level) table 2 presents the distribution of teachers’ level of behavioral competencies in terms of professionalism and ethics with an overall mean of 3.26 (sd=0.85), described as at all times. this means that respondents have a very high level of professionalism and ethics. this implies that ethical teachers uphold the standards and expectations set forth by their profession, such as codes of conduct, professional ethics, and legal obligations. they maintain integrity, honesty, and transparency in their interactions with students, colleagues, parents, and other stakeholders, consistently demonstrating ethical decision-making and behavior. teachers in the public schools adhere to the code of conduct for teachers for them to become role models of the learners. specifically, the indicator demonstrates the values and behavior enshrined in the norms of conduct and ethical standards for public officials and employees (ra 6713) obtained the highest mean of 3.46 (sd=0.88) with a description of at all times. the result indicates that the respondents have a very high level of competence in showing their uprightness as part of a public school. it implies that demonstrating the values and behavior outlined in ra 6713 extend beyond individual conduct to shape the overall functioning of government and its pa ge 19 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 181-214, 2024 relationship with the public. in the study of şahin et al., (2021) ethical teacher behavior has emerged within the scope of rights and justice, interest and importance to people and the profession, not to harm or benefit, and the boundary of public and private space. in the same study research by koç and fidan (2020) showed that ethical teachers should stand at an equal distance to everyone and behave ethically. they are fair, consistent, tolerant, strong in communication, prioritize people, and put professional values above personal values. meanwhile, the indicator makes personal sacrifices to meet the organization’s needs got the lowest mean of 3.15 (sd=0.95) described as most of the time. the result indicates that the respondents have a high level of competence in showing their commitment to the organization. teachers often sacrifice personal time to meet the needs of their students and their school. this can include arriving early, staying late, or even working on weekends to prepare lessons, grade assignments, and provide extra support to students. according to bettini (2023), teachers describe sacrificing time with their own families, spending their own money, not getting enough sleep, or even hesitating to start therapy due to time restraints-yet still feeling guilty. in addition, de lima (2019) stressed out paid tribute to teachers across the world for their great contribution and sacrifices in molding students to become productive members of the society and in laying their foundation to success. table 3: distribution of teachers’ behavioral competencies in terms of result focus indicators mean sd description achieves result with optional use of time and resources. 3.38 0.75 at all times avoid re-work, mistakes and wastage through effective work methods by placing organizational needs before personal needs. 3.11 0.73 most of the time delivers error-free outputs most of the time by confirming the standard operating procedures correctly and consistently. able to produce very satisfactory quality of work in terms of usefulness/acceptability and completeness with no supervision 2.98 0.89 most of the time expresses a desire to do a better and may express frustrations at waste or inefficiency. may focus on new or more precise ways of meeting goals set. 2.99 0.99 most of the time makes specific changes in the system or in own work method to improve performance. examples may include doing something better, faster, at a lower cost, more efficiently; or improving quality, customer satisfaction, morale, without setting any specific goal. 3.21 0.81 most of the time overall 3.13 0.83 most of the time legend: 1.00 – 1.75 never (very low level) 1.76 – 2.50 seldom (low level) 2.51 – 3.25 most of the time (high level) 3.26 – 4.00 at all times (very high level) table 3 presents the distribution of teachers’ level of behavioral competencies in terms of result focus. the overall mean of 3.13 (sd=0.83) described as most of the time. this indicates that the respondents have a high level of competence in focusing on the positive results of their undertaking within the organization. however, the mean score implies that the respondents are not very highly competent in showing their ability to focus on the results of what they do. there is a need for teachers to improve their ability to focus on results further. specifically, the indicator achieves result with optional use of time and resources obtained the highest mean of 3.38 (sd=0.75) described as at all times. the result indicates that the respondents have a very high level of competence in manifesting their ability to achieve results even if they encounter challenges as far as time and resources are concerned. this implies that the teacher does their work efficiently, effectively, and strategically. this approach can lead to sustained success, adaptability to changing circumstances, and a focus on innovation and optimization. this relates to the study of gul et al. (2021), who explain these teachers know how to manage working hours and workload regularly, know how to handle factors which are responsible for job satisfaction, know how to fulfill their responsibilities within the stipulated period of time to reduce workload, know about their subject content and know that they will have to teach the content in a semester and know how to solve their domestic problems to reduce anxiety. meanwhile, the indicator delivers error-free outputs most of the time by confirming the standard operating procedures correctly and consistently. able to produce very satisfactory quality of work in terms of usefulness/ acceptability and completeness with no supervision, got the lowest mean of 2.98 (sd=0.89) described most of the time. the result indicates that the respondents have a high level of competence in this indicator. this implies that even if teachers can work independently, they still need to be supervised by their principals to achieve the goals and meet the needs of the pupils. according to reddy (2020), it is common for everybody to make a mistake. hence, to avoid errors, the best method is to take extra caution in fields where one is prone to errors. this comes under quality improvement of your work. the pa ge 19 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 181-214, 2024 best method to avoid mistakes at work is to face these errors with a positive attitude and an excellent skill level. in the study of team (2023), getting work done on time is key for an employee to increase productivity. however, if the quality of work is not up to the highest standard, it will negatively affect your productivity. table 4: distribution of teachers’ behavioral competencies in terms of teamwork indicators mean sd description willingly does his/her share of responsibility. 3.45 0.81 at all times promotes collaboration and removes barriers to teamwork and goal accomplishment across the organization. 3.26 0.76 at all time applies negotiation principles in arriving at win-win agreements. 3.14 0.85 most of the time drives consensus and team ownership of decisions. 3.01 0.89 most of the time works constructively and collaborate with others and across organizations to accomplish organizational goals and objectives. 3.18 0.84 most of the time overall 3.21 0.83 most of the time legend: 1.00 – 1.75 never (very low level) 1.76 – 2.50 seldom (low level) 2.51 – 3.25 most of the time (high level) 3.26 – 4.00 at all times (very high level) table 4 presents the distribution of teachers’ level of behavioral competencies in terms of teamwork. the overall mean of 3.21 (sd=0.83) with a description of most of the time indicates that the respondents have a very high level of competence in working in teams. the teamwork of teachers has far-reaching implications for both educators and students. it enhances professional development, supports diverse learning needs, fosters creativity, and contributes to a positive and efficient school culture. ultimately, effective collaboration among teachers can lead to improved student outcomes and a more enriching educational experience. it relates to the study of polega et al., (2019) which explains the importance of teamwork, identifying the barriers teachers face when working in teams, and listing the initiatives they have taken to promote teamwork among teachers. teacher collaboration has positive impacts on teacher practices and student learning (weddle et al., 2020). according to jardi et al. (2022); quines and piñero (2022), teamwork fosters respect that frequently improves engagement. teacher engagement can profoundly impact the retention and loyalty of employees in the school organization (al hawamdeh, 2022). specifically, the indicator willingly does his/her share of responsibility obtained the highest mean of 3.45 (sd=0.81), described as at all times. the result indicates that the respondents have a very high level of competence in sharing their responsibilities with others, which shows that they are team players. the result implies that the overall educational experience of students and the functioning of a school is also the overall effectiveness of the educational institution. it is a key factor in creating a positive and successful learning environment for both educators and students. this contradicts the study of sæbø et al. (2018), where teachers’ responsibility depends on schools’ expectations and also raises questions about teachers’ expectations towards themselves and the quality of the schools’ expectations towards the teachers. thus, the study of kostogriz (2019) reveals the situated nature of teachers’ work from which it is clear that a sense of ‘relational practice’ emerges grounded in ethics or responsibility. these experiences underscore the shortcomings of externally imposed performance indicators that prioritize accountability through high-stakes testing, while neglecting codes of conduct based on widely accepted moral principles. meanwhile, the indicator drives consensus and team ownership of decisions got the lowest mean of 3.01 (sd=0.89) with a description of most of the time. the result indicates that the respondents have a high level of competence in accepting the decision of the team members. the result implies that the respondents need to have a much higher competence in accepting the consensus of the group they belong. when a teacher drives consensus and promotes team ownership of decisions, the implications extend to improved teamwork, decision quality, and overall job satisfaction. in a group, there are people who do not accept one’s idea, but if it is explained very well, there are possibilities that one can get the support of the other. table 5: distribution of teachers’ behavioral competencies in terms of service orientation indicators mean sd description explains and articulates organizational directions, issues and problems. 3.22 0.80 most of the time takes personal responsibility for dealing with and/or correction customer service issues and concerns. 3.11 0.76 most of the time initiates activities that promote advocacy for men and women empowerment. 3.02 0.88 most of the time participates in updating of office vision, mission, mandates and 3.09 0.92 most of the time pa ge 19 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 181-214, 2024 legend: 1.00 – 1.75 never (very low level) 1.76 – 2.50 seldom (low level) 2.51 – 3.25 most of the time (high level) 3.26 – 4.00 at all times (very high level) table 5 presents the distribution of teachers’ level of behavioral competencies in terms of service orientation. the overall mean of 3.11 (sd=0.79) described as most of the time indicates that the respondents have a high level of competence as far as service orientation is concerned. the result implies that the respondents need to improve further their competence to understand and appreciate the value of service for others. this supports to the study of wang (2021) that schools at all levels and types need to further realize the role of teachers according to the actual needs of teaching, so as to effectively play teachers as students’ learning guides, implementers of personality education, and innovation in educational theory the value and role of the people, etc., efficiently promote the development of education and teaching under the background of artificial intelligence education. specifically, the indicator explains and articulates organizational directions, issues and problems obtained the highest mean of 3.22 (sd=0.80), described as most of the time. the result indicates that the respondents have a high level of competence and therefore, they need to improve their ability to communicate the organization’s directions, issues, and problems. this implies that effective communication and articulation of organizational directions by teachers are essential for creating a cohesive and purpose-driven educational environment. it helps build a shared vision, fosters collaboration and ensures that all stakeholders are working towards common goals. in the study of chen (2018), effective organization, storage, sharing, and leveraging of knowledge can propel teachers to become more adaptive, innovative, and intelligent. research has shown that the sharing of knowledge among teachers can predict teachers’ professional development. on the other hand, the indicator initiates activities that promote advocacy for men and women empowerment got the lowest mean of 3.02 (sd=0.88) with a description of most of the time. the result indicates that the respondents have a high level of competence in promoting women empowerment by coming up with relevant activities. this implies that teachers play a crucial role in shaping the attitudes and perspectives of students, and initiatives that promote advocacy for men and women empowerment contribute to a more inclusive, equal, and empathetic educational environment. this supports to the study of heyder et al., (2020) that teachers are an important starting point for promoting gender equity at school as their gender-stereotyped beliefs and educational practices were found to influence gender differences in students substantially. strategizes based on deped strategies and directions. 3.10 0.88 most of the time overall 3.11 0.85 most of the time table 6: distribution of teachers’ behavioral competencies in terms of innovation indicators mean sd description examines the root cause of problems and suggest effective solutions. fosters new ideas, processes, and suggests better way to do things (cost and/or operational efficiency). 3.30 0.80 at all times demonstrates an ability to think "beyond the box". continuously focuses on improving personal productivity to create higher value and results. 3.18 0.70 most of the time promotes a creative climate and inspires co-workers 3.13 0.85 most of the time develops original ideas or solutions. 3.05 0.94 most of the time translates creative thinking into tangible changes and solutions that improve the work unit and organization. 3.21 0.79 most of the time overall 3.17 0.82 most of the time legend: 1.00 – 1.75 never (very low level) 1.76 – 2.50 seldom (low level) 2.51 – 3.25 most of the time (high level) 3.26 – 4.00 at all times (very high level) table 6 shows the distribution of teachers’ level of behavioral competencies in terms of innovation. the overall mean of 3.17 (sd=0.82) described as most of the time indicates that the respondents have a high level of competence as far as innovation is concerned. the result implies that the respondents need to become very highly competent in coming up with some innovations. innovative teachers are adaptable and flexible, willing to embrace new ideas, technologies, and teaching methods. it relates to the study of karolčík and marková (2023), which explained that teachers mainly think of innovation as new ways of teaching that aim to revive and make teaching more attractive to increase the motivation of all actors in the learning process. experienced teachers often associate innovations with presentations, educational games, and field trips, whereas newer teachers and those with less experience view innovations as applying new trends in education, like research projects and digital technologies. pa ge 19 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 181-214, 2024 specifically, the indicator examines the root cause of problems and suggest effective solutions fosters new ideas, processes, and suggests better way to do things (cost and/ or operational efficiency) obtained the highest mean of 3.30 (sd=0.80) with a description of at all times. the result indicates that the respondents have a high level of competence which implies that they need to improve their competence in problem-solving since the mean score has reached the highest level. for cunningham and sood (2018), the problem-solving method may be considered a fundamental tool for the acquisition of new knowledge, notably learning transfer. the role of the teacher is paramount at the beginning of the activity since activities will be created based on problematic situations according to the subject and the program. however, on the day of the activity, it does not have the main role, and the teacher will guide learners in difficulty and allow them to manage themselves most of the time (ali, 2019). the problem-solving method encourages group discussion and teamwork (fidan &tuncel, 2019). on the other hand, the indicator develops original ideas or solutions got the lowest mean of 3.05 (sd=0.94), described as most of the time. the result indicates that the respondents have a high level of competence in coming up with unique solutions to some issues and concerns. this implies that teachers should improve this competency to practice developing their own ideas. in the field, teachers are provided with all the resources through technology. in the study of niluphar and maud (2017), if creativity shares some characteristics with other competencies, it can be possible that, by applying only a teaching-forcreativity approach in the classroom, can also contribute to developing the other “c” as well. thus, focusing solely on creativity can be a way for teachers to develop their students’ skills without compromising their curriculum progress. in addition, the study of pazin et al. (2022) entailed transforming education from traditional teaching and learning to online teaching and from twenty-first-century learning to online learning. this shift compelled teachers to create a captivating teaching and learning environment conducive to academic excellence and fostering creativity among students in twenty-first-century education. table 7: summary distribution of the teachers’ level of behavioral competencies core behavioral competence mean sd interpretation self-management 3.29 0.79 very high level professional and ethics 3.26 0.85 very high level result focus 3.13 0.83 high level teamwork 3.21 0.83 high level service orientation 3.11 0.85 high level innovation 3.17 0.82 high level overall 3.20 0.83 high level legend: 1.00 – 1.75 never (very low level) 1.76 – 2.50 seldom (low level) 2.51 – 3.25 most of the time (high level) 3.26 – 4.00 at all times (very high level) table 7 presents the summary distribution of the respondents’ level of behavioral competence. the overall mean of 3.20 (sd=0.83) indicates that the teachers involved in the study have a high level of competence. the result generally implies that the teachers have not reached the highest level in all of their behavioral competencies. however, the data disclosed that they have a very high level of self-management and professional and ethics. conversely, they still need to work further on their competence in result focus, teamwork, service orientation, and innovation. this relates to the study of sapal et al. (2023) on the level of teachers’ behavioral competencies on the aspects of self-management, professionalism and ethics, result focus, teamwork, and service orientation. innovation is consistently demonstrated, either always or frequently. meanwhile, teachers showed a high level of commitment to their teaching and profession, along with a strong dedication to their students. the data specifically revealed that the teachers have a very high level of behavioral competence in self management as it obtained the highest mean of 3.29 (sd=0.79). this suggests that self-management not only benefits teachers’ personal success but also contributes to creating a positive and productive learning environment for students. it fosters professionalism, effectiveness, and resilience in the teaching profession. self-managing teachers are better equipped to adapt to changes in the classroom environment, curriculum adjustments, and unexpected challenges. they can remain flexible and adjust their teaching strategies as needed. according to lazarides et al. (2020), teachers’ self-efficacy in classroom management is an important component of teachers’ identity, which has implications for their teaching quality. in contrast, service orientation obtained the lowest mean of 3.11 (sd=0.85), which means that the teachers have a high level of competence on the aforementioned variable. this implies that the respondents need to improve their emphasis on student needs and outcomes in their teaching approach, and fostering a supportive learning environment can significantly impact the effectiveness of teaching and student outcomes. therefore, cultivating a strong service orientation among educators is essential for promoting student success and pa ge 19 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 181-214, 2024 well-being. according to the study of sizer et al. (2021), teaching orientation is one of the levels of pedagogical content knowledge that impacts teachers’ instructional practice. the participants favor using inquiry methods, but they feel more comfortable with a more teachercentered approach. teachers work on their personal reports rather than improve pupils’ achievement in the classroom. problem 2. what is the level of performance among the selected schools in terms of enrollment, dropout, promotion, repetition, and failure rates? table 8: school performance in terms of enrollment rate school sy 202021 sy 202122 rate(%) description sy 2021-22 sy 2022-23 rate(%) description school a 1568 1885 1.20 increase 1885 1829 0.97 decrease school b 766 732 0.95 decrease 732 725 0.99 decrease school c 3497 3643 1.04 increase 3643 3654 1.00 increase school d 2940 3001 1.02 increase 3001 3054 1.01 increase school e 1673 1669 0.99 decrease 1669 1661 0.99 decrease school f 2281 2263 0.99 decrease 2263 2245 0.99 decrease school g 1807 1783 0.98 decrease 1783 1727 0.96 decrease overall 2076 2139 1.03 increase 2139 2128 0.99 decrease legend: 0.00 – 0.99 – decrease (negative performance) 1.00 – above – increase (positive performance) table 8 shows the distribution of the enrollment rate of the central schools in the division of misamis oriental that were involved in the study during the school years 2020-2021, 2021-2022, and 2022-2023. the overall rate of 1.03 percent indicates that there is an increase in the enrollment of the schools between the school years 20202021 and 2021-2022. this means that the schools have a positive performance in terms of enrollment rate. the in-depth interview revealed that three (3) out of 10 respondents answered the strategy they implement to increase their enrollment is recorida. announcement of enrollment to the community. teachers reach out to the stakeholders to invite the parents to enroll their children in the school. moreover, teachers can also house to house their children to follow up on their status in the next grade level. according to rumberger (2018), most governments found the necessity to address the issue of increased enrollment by employing various strategies such as constructing more infrastructures, employing more teachers and laboratory technicians, and formulating new education policies, such as free education policy. meanwhile, the overall rate of 0.99 percent indicates that there is a decrease in the enrollment rates across the schools. the result implies that the central schools have a negative performance in terms of enrollment during the school years 2020-2021 and 2022-2023. this implies that poverty contributes to declining enrollment. in public schools, most of the children cannot pursue studying because they have no food to eat. moreover, distance from home to school also contributes to the lower enrollment. schools that require a long hour of walk often result in making their children stop schooling. limited access to schools due to factors such as geographical distance. in rural or remote areas, for example, children may face challenges accessing schools, leading to lower enrollment rates compared to urban areas. it relates to the study of burtis and goulas (2023), which states that enrollment declines are widespread but differ substantially across types of schools, locales, and socioeconomic status. according to lueken (2017), changes in teaching staff or building infrastructure are only done in response to big increases or decreases in student enrollment. among the schools, school a got the highest increase of 1.20 percent in terms of its enrollment rate between the school years 2020-2021 and 2021-2022. by understanding the factors contributing to the highest enrollment in a particular school, educators, administrators, and policymakers can identify strengths to build upon and areas for improvement to ensure continued success and meet the needs of students and families. effective community mapping helps the increase of enrollment in a particular school year. teachers conducted home visitation to ensure that the learners are going to school in the opening of classes. in the study of sclafani (2021), community mapping can be an important tool for educators who aim to freely allow students to share their own connections and experiences. in community mapping, students pinpoint locations within their local communities that hold significance for them and participate in various literacy activities centered around those sites. frequently, classes will also explore foreign countries and cultures during the school year. meanwhile, school b obtained the lowest enrollment rate of 0.95 percent which indicates that there is a decreased in the enrollment rate of school b during this school year. the result implies that school b has a negative performance during the said school years. this implies that there are more transferred-out learners and learners who opted to stop schooling in a particular school year which resulted in low enrollment. such reasons are socioeconomic status, family problems, workplace of parents and sickness of learners. there are also learners pa ge 20 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 181-214, 2024 who lack interest in learning and they are not supported by their parents. this could have led to lower enrollment rates in public schools. in the study of li et.al. (2018), parents compete for high-quality educational opportunities for their children and better educational opportunities lead to better academic performance. parental behavior and the educational support they provide to their children can shape learning habits and influence academic performance. urban students’ academic performance is more significantly influenced by their families’ socioeconomic status compared to that of rural students. according to lueken (2017), changes in teaching staff or building infrastructure are only done in response to big increases or decreases in student enrollment. on the other hand, between school years 2021-2022 and 2022-2023, it is school d obtained the highest enrollment rate of 1.01 percent among the seven schools. meanwhile, school g obtained the lowest enrollment rate of 0.96 percent during this same school year. this implies that economic instability or poverty within a community can lead to lower enrollment in public schools, as families may prioritize other expenses over education. schools located in remote or inaccessible areas may experience lower enrollment due to transportation challenges or a lack of nearby residential communities. there are also learners who lack interest in going to school where they tend to help their parents in their daily living rather than coming to school. this supports the study of gobena (2018), who states that families should access education to encourage their children in school. additionally, socioeconomic policies should be designed to give children from lowincome backgrounds the same opportunities as those from wealthier families, promoting harmony among children across the nation. in addition, vail (2023) states that public schools’ role as a public good to support access and equality exists in tension with public schools’ growing role as a private commodity. overall, this tension has led to more pathways away from public schools and a rising mistrust of public education as an institution, ultimately affecting public school enrollment. table 9: school performance in terms of drop-out rate school sy 202021 sy 202122 rate(%) description sy 2021-22 sy 2022-23 rate(%) description school a 0.0000 0.0000 0.00 neutral 0.0000 0.0000 0.00 neutral school b 0.0060 0.0014 0.23 decrease 0.0014 0.0000 0.00 decreased school c 0.0106 0.0109 1.03 increase 0.0109 0.0057 0.52 decrease school d 0.0397 0.0043 0.11 decrease 0.0043 0.0000 0.00 decrease school e 0.0000 0.0000 0.00 neutral 0.0000 0.0100 0.01 increase school f 0.0057 0.0009 0.16 decrease 0.0009 0.0020 2.22 increase school g 0.0138 0.0191 1.38 increase 0.0191 0.0000 0.00 decrease average 0.0108 0.0052 0.48 decrease 0.0052 0.0025 0.48 decrease legend: 0.00 – 0.99 – decrease (negative performance) 1.00 – above – increase (positive performance) table 9 shows the distribution of the drop-out rate of the central schools in the division of misamis oriental during the school years 2020-2021, 2021-2022, and 2022-2023. the average rate of dropout is 0.48 percent indicates that the dropout rate of the schools has decreased. hence, they have a positive performance. this implies that the decrease in drop-out contributes to the successful implementation of drop-out reduction programs where pupils engage in various school activities that make them enjoy while learning. the same was observed in the next school with an exactly similar dropout rate of 0.48 percent. in general, the schools have a positive performance during the three consecutive years. this is contrary to the study of bertola et al. (2022) that says an increasing number of young adults are enrolling in higher education, a larger number will eventually drop-out for different reasons such as having financial problems, choosing the wrong major, and failing to meet the educational demands of a higher education institution. among the schools, school g got the highest increase of 1.38 percent in terms of its dropout rate between the school years 2020-2021 and 2021-2022 which means that this school has a negative school performance. however, it has decreased its dropout rate during the school year 2022-2023 with a rate of 0.00 percent. notably, during these school years, school a and school e have zero dropout rates which means that they have positive performance in terms of student retention. hence, regular monitoring and evaluation of student progress, attendance, behavior, and well-being enable schools to identify students who may be at risk of dropping out and intervene accordingly. data-driven decisionmaking, ongoing assessment and feedback mechanisms help schools identify areas for improvement and refine their strategies to support student retention. in the study of humlum et al. (2021), dropouts who do not have a field-specific knowledge advantage are likely to simply be generally more able fellow students, as posited in the conventional peer effect literature, whose influence tends to have a positive effect on their peers’ academic performance. on the other hand, it can be noted that only school a has zero drop-out during the three consecutive school years. meanwhile, during the school year 2021-2022 and 2022pa ge 20 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 181-214, 2024 2023, school f obtained the highest dropout rate of 2.22 percent .the school a and school e obtained the lowest dropout rate with 0.00 percent. the data revealed that both schools had zero dropouts during the school years 2020-2021 and 2021-2022. this implies that schools’ effort to identify and address potential risk factors for dropout early on is essential for preventing students from disengaging or falling behind academically. early intervention strategies, such as early warning systems, attendance monitoring, academic support programs, and targeted interventions for at-risk students, can mitigate the factors that contribute to dropout. as discussed in the study of balubayan (2023), the research provides insights into the teachers’ perspectives on the dorp and identifies their challenges and concerns in implementing the program. table 10: school performance in terms of promotion rate school sy 202021 sy 202122 rate(%) description sy 2021-22 sy 2022-23 rate(%) description school a 1.00 1.00 1.00 neutral 1.00 1.00 1.00 neutral school b 1.00 1.00 1.00 neutral 1.00 1.00 1.00 neutral school c 1.00 1.00 1.00 neutral 1.00 1.00 1.00 neutral school d 0.98 0.97 0.10 decrease 0.97 0.98 1.01 increase school e 1.00 1.00 1.00 neutral 1.00 1.00 1.00 neutral school f 0.89 0.89 0.99 decrease 0.89 0.87 0.99 decrease school g 0.99 0.96 0.97 decrease 0.96 1.00 1.04 increase overall 0.98 0.97 0.99 decrease 0.97 0.98 1.00 increase legend: 0.00 – 0.99 – decrease (negative performance) 1.00 – above – increase (positive performance) table 10 presents the distribution of the promotion rate among the central schools in the division of misamis oriental during the school years 2020-2021, 2021-2022, and 2022-2023. the overall average of promotion rate is 0.99 percent which indicates that there is a decrease of promotion rate between the school years 2020-2021 and 2021-2022 among the seven schools. the result means that generally, the performance in terms of promotion of these schools is negative. this implies that a small number of students have not been promoted to the next grade level. the result can be attributed to chronic absenteeism or excessive tardiness, which can impact a pupil’s ability to learn and participate in classroom activities, leading to academic difficulties and potential non-promotion. this relates to the study of keppens (2023). the results indicate that unexcused absenteeism, sickness-related absenteeism, and school exclusion all negatively affect students’ academic performance. moreover, the findings suggest that unexcused absenteeism is particularly detrimental at the beginning and end of the school year. sickness and absenteeism also appear to be more damaging towards the end of the school year. meanwhile, the overall average rate of 1.00 percent indicates that there is an increase in the promotion rate between the school years 2021-2022 and 20222023. the result implies that the performance in terms of promotion among the schools is positive during these school years. at this point of the academic year, the school operation has been gradually going back to normal after the pandemic. this supports the study of pereira and guerreiro (2021). educational impacts of the pandemic: researchers examined its effects on education and found that the use of online learning resources surged substantially during the pandemic’s first wave and continued to grow thereafter. in addition, zhao and watterston (2021) discussed that education must be seen as a pathway to attaining lifelong learning, satisfaction, happiness, well-being, opportunity and contribution to humanity. thus, schools must ensure broad access and extensive exposure to all learning areas across all grade levels, allowing students to make informed decisions and nurture their passions and unique talents. particularly, between the school years 2020-2021 and 2021-2022, four (4) schools obtained the highest rate of 1.00 percent, which indicates that they have a neutral rate between these school years. the data revealed that schools a, b, c and e have a consistent school performance in terms of promotion when the two school years are compared. meanwhile, school d got the lowest promotion rate of 0.10 percent only which indicates that they have a decrease in their promotion rate between 2020-2021 and 2021-2022. the result disclosed that school d has a negative school performance in terms of promotion. the result supports the study of connor (2018), which found that students were too far behind academically at socially promoted levels, so teachers preferred retention over social promotion. teachers believed that differentiated instruction in small groups would be beneficial but often lacked the time to implement it. the implications for social change include developing a social promotion policy that enables teachers to better address student needs, along with offering professional development to improve the use of differentiated instruction, aiming to boost achievement for all student. on the other hand, between the school years 20212022 and 2022-2023, similar schools such as schools a, b, c and e obtained the highest promotion rate of 1.00 percent; this indicates a neutral rate. the result implies that pa ge 20 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 181-214, 2024 these four schools have been consistent in their school performance in terms of promotion for three consecutive years that are covered in the study. meanwhile, the school f obtained the lowest rate of 0.99 percent only. this implies that school f has a negative school performance in terms of promotion between 2021-2022 and 20222023. in the interview, four (4) out of 10 respondents answered that the absenteeism of pupils is the reason why they are not promoted to the next grade level. failure to submit the needed requirements affects the academic performance of the pupils, who have excessive absences, specifically failing grades in two to three subjects. this low promotion may reflect disparities in access to quality education or unequal opportunities for student success. it’s essential to examine factors such as socioeconomic status, race, ethnicity, and language proficiency to ensure that all students have equitable access to resources and opportunities. according to gaytos et al. (2019), mass promotion is practiced as an intervention so that no learner would be left behind academically. some scholars opined different views, as stated in their studies, on how it affects a learner’s academic achievement, thus making this investigation take place. table 11: school performance in terms of repetition rate school sy 20202021 sy level of school performance in terms of repetition rate 2021-2022 rate(%) description sy 20212022 sy 20222023 rate(%) description school a 0.0000 0.0000 0.00 neutral 0.0000 0.0000 0.00 neutral school b 0.0000 0.0000 0.00 neutral 0.0000 0.0000 0.00 neutral school c 0.0000 0.0000 0.00 neutral 0.0000 0.0000 0.00 neutral school d 0.0000 0.0000 0.00 neutral 0.0000 0.0000 0.00 neutral school e 0.0000 0.0000 0.00 neutral 0.0000 0.0000 0.00 neutral school f 0.0000 0.0013 0.00 neutral 0.0013 0.0000 0.00 neutral school g 0.0000 0.0000 0.00 neutral 0.0000 0.0000 0.00 neutral average 0.0000 0.0002 0.00 neutral 0.0002 0.0000 0.00 neutral legend: 0.00 – 0.99 (positive performance) 1.00 – above (negative performance) 0.00 – neutral in three consecutive years table 11 shows the distribution of the repetition rate among the central schools in the division of misamis oriental during the school years 2020-2021, 2021-2022, and 2022-2023. the overall average of repetition rate is 0.00 percent which indicates that there is a neutral trend of repetition rate among the seven schools between the school years 2020-2021 and 2021-2022. the result means that the performance in terms of repetition of these schools is generally positive. this implies that almost none of the students have repeated a grade level. schools can work towards creating an environment that promotes academic success and personal development for students, even without repetition of students. this is contrary to the study of owino et al. (2022), where the high repetition rate was argued to improve academic performance by exposing low-performing students to additional teaching time and allowing them to catch up on the curriculum and content of teaching. repetition, however, was claimed to be counterproductive for students’ long-term academic success, with those held back often lagging further behind their promoted peers and sometimes ultimately dropping out. moreover, the data revealed a similar result between the school years 20212022 and 2022-2023, where the overall average rate of 0.00 percent indicates that there is zero repetition rate. the result implies that the performance in terms of repetition among the schools is positive during these school years. it is important to note that while the goal of avoiding grade repetition is to support students in progressing through the education system smoothly, the effectiveness of such a policy depends on the implementation of supportive measures and the commitment to addressing individual learning needs. according to aduda (2019), a study should be carried out on the impact of the no repetition policy on children’s behavior and academic performance. table 12: school performance in terms of failure rate school sy 202021 sy 202122 rate(%) description sy 2021-22 sy 2022-23 rate(%) description school a 0.0000 0.0000 0.00 neutral 0.0000 0.0000 0.00 neutral school b 0.0000 0.0000 0.00 neutral 0.0000 0.0000 0.00 neutral pa ge 20 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 181-214, 2024 legend: 0.00 – 0.99 (positive performance) 1.00 – above (negative performance) 0.00 – neutral in three consecutive years school c 0.0000 0.0000 0.00 neutral 0.0000 0.0000 0.00 neutral school d 0.0000 0.0000 0.00 neutral 0.0000 0.0000 0.00 neutral school e 0.0000 0.0000 0.00 neutral 0.0000 0.0000 0.00 neutral school f 0.0000 0.0000 0.00 neutral 0.0000 0.0031 0.00 neutral school g 0.0000 0.0000 0.00 neutral 0.0000 0.0000 0.00 neutral average 0.0000 0.0000 0.00 neutral 0.0000 0.0004 0.00 neutral table 12 shows the distribution of the failure rate among the central schools in the division of misamis oriental during the school years 2020-2021, 2021-2022, and 2022-2023. the overall average failure rate is 0.00 percent, which indicates that there is a neutral trend of failure rate among the seven schools between the school years 2020-2021 and 2021-2022. the result means that the seven schools have a positive performance since no students failed during the aforementioned school years. this implies that it is important for students to experience success; a balance that includes occasional failures is often beneficial for their overall development. teachers and parents can play a crucial role in creating an environment that encourages learning from failures rather than fearing them. schools with low failure rates often employ effective teaching strategies tailored to meet the diverse learning needs of students. this might include differentiated instruction, personalized learning plans, and active learning methodologies that engage students and promote a deeper understanding of the material. on the contrary, the study by rola (2020) says that academic failure is an important and personal event in the lives of university students, and the ways they make sense of experiences of failure matter for their persistence and future success. academic failure plays a role in student attrition, but the exact degree of this impact and the underlying causes of failure are not well understood. similarly, the overall average rate of 0.00 percent indicates that there is zero failure rate between the school years 2021-2022 and 2022-2023. the result implies that the performance in terms of failure among the schools is positive during the aforementioned school years. it is essential to strike a balance in the educational system, recognizing that zero failures can contribute to personal growth, resilience, and the development of crucial life skills. a supportive environment that encourages learning results in zero failure in an academic year is often more conducive to overall student well-being and success. similarly, this was discussed by dumdumaya (2018) in the on-going “zero-failure” campaign. most of them say that such a campaign was implemented in order for their students to pass even though their students’ attendance and retention in class are declining and their grades are failing. as the deped do. no. 74 s.2010 focuses on the learners’ constitutional rights. however, it also puts an additional burden on the teachers. the negative impacts and misconceptions of ideas that reached the minds of the parents during the implementation of the campaign can be seen. table 13: summary distribution of the school performance school performance rate (%) school performance school year description school year description indicators 2020-2021 2021-2022 2021-2022 2022-2023 enrollment rate 1.03 increase 0.99 decrease drop-out rate 0.48 decrease 0.48 decrease promotion rate 0.99 decrease 1.00 increase repetition rate 0.00 neutral 0.00 neutral failure rate 0.00 neutral 0.00 neutral legend: enrollment and promotion 0.00 – 0.99 – decrease (negative performance) 1.0– above – increase (positive performance) 0.00 – neutral (positive performance) drop-out, repetition, failure 0.00 – 0.99 – decrease (positive performance) 1.0– above – increase (negative performance) table 13 presents the summary distribution of the school performance among the seven (7) schools in the division of misamis oriental from school years 2020-2021 to 2022-2023. the data disclosed that there was an increase of 1.03 percent in the enrollment rate during the sy 2020-2021 and 2021-2022. the result implies that they have had a positive performance during these years. in contrast, there is a decrease of 0.99 percent during the sy 2022-2023 which means that they have a negative performance during this school year. this implies that four percent (4%) out of 10 answered that conducting pa ge 20 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 181-214, 2024 community mapping helps increase enrollment. teachers visited different areas that compose the institution. this helps to deliver invitations on what and why they need to enroll in the said institution. at the same time, it enables student mapping to locate the students and parents which strengthens the relationship of the best partners as stakeholders. moreover, the decrease in enrollment implies the transfer of residency of the learners and lack of interest in learning, which causes the reduction of enrollment. the result relates to the study of alarte (2023), which revealed that the elementary level experienced a decline in enrollment during the pandemic, while the junior high school and senior high school showed relatively stable and growing trends. both junior high school and senior high school showed increased enrollment at the beginning of the pandemic in the 2019-2020 school year compared to the pre-pandemic period of 2018-2019. during the pandemic, elementary-level enrollment saw a more significant decline, while junior high school experienced only a slight drop in enrollment. during the three consecutive years, there is a decrease of 0.48 percent in the drop-out rate among the schools. the result implies that the schools have a positive performance in terms of their drop-out rates. preventing dropouts contributes to broader societal goals such as reducing income inequality, promoting social cohesion, and fostering democratic participation. it has farreaching positive effects, benefiting individuals, schools, communities, and society as a whole. based on the answers of the schools, maintaining a decrease in drop-out rate is the result of the successful implementation of dropout prevention programs within the school. these programs may include mentoring initiatives, academic support services, career counseling, and targeted interventions for at-risk students to prevent them from dropping out. a decrease in dropout rates would indicate that these interventions are effectively supporting students and helping them stay engaged in their education. the study by parreño (2022) indicated that the high cost of education and student employment or when the student is seeking employment were the root causes of dropouts in the philippines for the years 2008 and 2013, respectively. the findings suggest that the philippine government, through the department of education, should prioritize programs aimed at addressing the underlying causes of school dropouts to reduce the overall dropout rate. on the part of the promotion rate, it can be noted that there was a decrease of 0.99 percent during the sy 20212022. the result implies that the schools have a negative performance during this school year. further, the data revealed that a few of the students had not been promoted to the next grade level. this implies that five percent (5%) out 10 in the in-depth interview answered absenteeism as one of the causes why pupils are not promoted to the next grade level. it can impact a pupil’s ability to learn and participate in classroom activities, leading to academic difficulties and potential non-promotion. there are attendance policies that require pupils to meet certain attendance requirements for promotion. in the study of caup and buda (2017), the deped lays high confidence in the k to 12 program in providing a better quality of education that is based on a spirally progressing curriculum starting with simple topics and moving toward increasing complexity in order for the learners to gain mastery of concepts and skills. graduates of the k to 12 program are anticipated to be better equipped to compete internationally for job opportunities. the extension of the basic education cycle prompted stakeholder consultations, policy discussions, and education summits to collect input and feedback on the reform; however, the k to 12 program continues to face questions regarding its implementation and effectiveness. on both the repetition and failure performance indicators, there is a zero rate within the three school years. the result indicates that there is a neutral trend in the rates within the years being covered. moreover, the data implies that the schools have generally performed positively based on the performance indicators. it is important to note that while repetition may have some positive effects in certain situations, it should not be viewed as a comprehensive solution to academic challenges. effective interventions should focus on addressing the underlying reasons for academic difficulties, providing targeted support and resources, and promoting student success and well-being in a holistic manner. additionally, efforts should be made to minimize the potential negative consequences of repetition, such as social stigma and disengagement from learning. as this relates to the study of chohan (2018), the impact of academic failure on the self-concept of the students may be considerably negative. based on the study’s findings, the researcher recommends that teacher training programs should emphasize the practical aspects of child psychology along with theoretical considerations, as outlined in the study’s conclusion. problem 3. is there a significant relationship between the teachers’ core behavioral competencies and the school performance in terms of enrollment, dropout, promotion, repetition and failure rates? table 14 shows the result of the statistical test of the significant relationship between the core behavioral competence considering self-management and the school performance indicators. the overall p-value of 0.52 indicates that there is no significant relationship between the respondents’ level of competence towards self-management and school performance indicators. furthermore, it can be noted that this variable has no significant relationship with all of the school performance indicators as reflected in the p-values which are all more than 0.05 level of significance. hence, the null hypothesis is accepted. this implies that if there is a lack of accountability mechanisms in place to assess and support teacher performance, educators may perceive pa ge 20 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 181-214, 2024 table 14: test of significant relationship between the teachers’ core behavioral competencies considering selfmanagement and school performance indicators school performance indicators self-management interpretation r p-value enrolment data 0.23 0.62 not significant drop out rate 0.18 0.72 not significant promotion rate 0.38 0.40 not significant repetition rate -0.35 0.44 not significant failure rate -0.35 0.44 not significant overall 0.02 0.52 not significant legend: significant if p value <0.05 less incentive to actively engage in self-management practices. clear expectations, feedback mechanisms, and opportunities for reflection are essential for fostering a culture of accountability and continuous improvement. teachers can manage themselves and solely focus on the development of the competency. hence, this does not relate to the school performance indicators. effective self-management skills, such as organization, time management, and emotional regulation, can positively impact a teacher’s ability to plan and deliver high-quality instruction. teachers who effectively manage their time and resources are better equipped to meet the diverse needs of their students and create a conducive learning environment as part of achieving the school performance indicators. according to the study of david and hipolito (2017), for teachers to be able to manage themselves in the teaching profession, they should set activities that are the most urgent and most important, have and keep positive thinking habits and belief, and cultivate intrinsic and extrinsic motivation among pupils that enable them to be inspired in learning and anticipate that unexpected things like additional workloads, might happen or be given anytime. table 15: test of significant relationship between the teachers’ core behavioral competence considering professionalism and ethics and school performance indicators school performance indicators professionalism and ethics interpretation r p-value enrolment data -0.086 0.855 not significant drop out rate -0.167 0.721 not significant promotion rate 0.394 0.382 not significant repetition rate -0.471 0.286 not significant failure rate -0.471 0.286 not significant overall -0.160 0.506 not significant legend: significant if p value <0.05 table 15 shows the result of the statistical test of significant relationship between the core behavioral competence considering professionalism and ethics and the school performance indicators. the overall p-value of 0.506 indicates that there is no significant relationship between the respondents’ competence level towards professionalism and ethics and the school performance indicators. furthermore, it can be noted that this variable has no significant relationship with all of the school performance indicators as reflected in the p-values which are all more than 0.05 level of significance. hence, the null hypothesis is accepted. this implies that professionalism encompasses qualities such as competence, dedication, and commitment to excellence in teaching. teachers who demonstrate high levels of professionalism are more likely to deliver effective instruction, resulting in improved student learning outcomes and overall school performance. school performance is often measured by standardized test scores, graduation rates, and other quantitative metrics. while teacher professionalism and ethics can contribute significantly to a positive learning environment and student well-being, these aspects may not always be directly reflected in quantitative performance metrics. in the study of rosales (2019), the teaching competencies of teachers such as lesson planning skills, behavior management skills, evaluation skills, and communication skills, appeared to be influential factors in enhancing and developing their professionalism. the millennial teachers also reported the high level of teaching competencies and positive attitude toward work as influential factors in their professional development. clearly communicate expectations regarding professional conduct, ethical behavior, and performance standards to all teachers and pa ge 20 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 181-214, 2024 provide written guidelines, codes of conduct, and policies that outline expectations for professionalism, integrity, and ethical decision-making. pair new or novice teachers with experienced mentors or coaches who can provide guidance, support, and feedback on professionalism and ethical issues. mentors can serve as trusted advisors, role models, and sources of support as teachers navigate their professional roles and responsibilities. table 16: test of significant relationship between the teachers’ core behavioral competence considering result focus and school performance indicators school performance indicators result focus interpretation r p-value enrolment data 0.158 0.734 not significant drop out rate -0.091 0.846 not significant promotion rate 0.177 0.704 not significant repetition rate -0.258 0.576 not significant failure rate -0.258 0.576 not significant overall -0.054 0.687 not significant legend: significant if p value <0.05 table 16 shows the result of the statistical test of the significant relationship between the core behavioral competence considering result focus and the school performance indicators. the overall p-value of 0.687 indicates that there is no significant relationship between the respondents’ level of result focus competence and school performance indicators. furthermore, it can be noted that this variable has no significant relationship with all of the school performance indicators, as reflected in the p-values, which all have more than 0.05 levels of significance. hence, the null hypothesis is accepted. the result implies that teachers are overly result-focused but only on specific standardized test scores; it may lead to a narrow perspective on student success, overlooking other important aspects of education, such as critical thinking, creativity, and social skills. a strong focus on results, especially if tied to teacher evaluations, may create a high-pressure environment that can lead to stress among both teachers and students. in the study of coristine et al. (2022), having a positive relationship with students helps them become more successful in the classroom and makes your classroom a safe and welcoming environment for all. table 17: test of significant relationship between the teachers’ core behavioral competencies considering teamwork and school performance indicators school performance indicators teamwork interpretation r p-value enrolment data 0.518 0.233 not significant drop out rate -0.167 0.721 not significant promotion rate 0.464 0.294 not significant repetition rate -0.471 0.286 not significant failure rate -0.471 0.286 not significant overall -0.025 0.364 not significant legend: significant if p value <0.05 table 17 shows the result of the statistical test of the significant relationship between the core behavioral competencies considering teamwork and the school performance indicators. the overall p-value of 0.364 indicates that there is no significant relationship between the respondents’ level of competence towards teamwork and school performance indicators. furthermore, it can be noted that this variable has no significant relationship with all of the school performance indicators as reflected in the p-values, which all have more than 0.05 levels of significance. hence, the null hypothesis is accepted. this explains that effective teamwork among educators can lead to better instructional practices, a supportive school culture, and ultimately enhanced student outcomes. encouraging and facilitating collaboration remains a key strategy for promoting overall school success. according to atmaca (2022), team learning does not directly predict teachers’ career commitment; it indirectly predicts career commitment due to moral commitment. moral commitment is the mediator variable that uncovers the relationship between team learning and career commitment (indicating complete mediation). therefore, in the present day, job adverts frequently list soft skills— including teamwork—as a requirement (clares et al., 2019). pa ge 20 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 181-214, 2024 table 18 shows the result of the statistical test of the significant relationship between the core behavioral competencies considering service orientation and the school performance indicators. the overall p-value of 0.605 indicates that there is no significant relationship between the respondents’ level of competence toward service orientation and school performance indicators. furthermore, it can be noted that this variable has no significant relationship with all of the school performance indicators, as reflected in the p-values, which all have more than 0.05 levels of significance. hence, the null hypothesis is accepted. the result implies that teachers’ service orientation might not be directly reflected in their instructional practices, classroom management, or teaching methodologies, leading to a perceived lack of influence on school performance. moreover, fostering a sense of service orientation can enhance relationships between teachers, students, and the community, which can indirectly influence school performance over the long term. therefore, a comprehensive understanding of service orientation and its potential impact on various aspects of the school environment is essential for a more accurate assessment of its relationship with overall school performance. the result relates to the study of paniagua and istance (2018), where the science of education is the teachers’ ability to structure and design a purposeful classroom experience and engage in curriculum design and needs. pedagogical knowledge and content expertise are fundamental to the teaching-learning process. to prepare students for lifelong learning, a thorough understanding of how pedagogy influences learning is crucial. table 18: test of significant relationship between the teachers’ core behavioral competencies considering service orientation and school performance indicators school performance indicators service orientation interpretation r p-value enrolment data -0.209 0.653 not significant drop out rate -0.471 0.286 not significant promotion rate 0.214 0.645 not significant repetition rate -0.167 0.721 not significant failure rate -0.167 0.721 not significant overall -0.160 0.605 not significant legend: significant if p value <0.05 table 19: test of significant relationship between the teachers’ core behavioral competencies considering innovation and school performance indicators school performance indicators innovation interpretation r p-value enrolment data 0.413 0.357 not significant drop out rate 0.354 0.437 not significant promotion rate 0.014 0.976 not significant repetition rate -0.167 0.721 not significant failure rate -0.167 0.721 not significant overall 0.089 0.642 not significant legend: significant if p value <0.05 table 19 shows the result of the statistical test of the significant relationship between the core behavioral competencies considering innovation and the school performance indicators. the overall p-value of 0.642 indicates that there is no significant relationship between the respondents’ level of competence towards innovation and school performance indicators. furthermore, it can be noted that this variable has no significant relationship with all of the school performance indicators as reflected in the p-values, which all have more than 0.05 levels of significance. hence, the null hypothesis is accepted. some innovative practices may yield long-term benefits that are not immediately reflected in short-term performance metrics, leading to a delay in recognizing the relationship between innovation and school success. contrary to the study of setiawan et al. (2020), the analysis showed that the direct and optimistic impact of creativity in teaching on student quality was insignificant. secondly, innovation has a significant positive impact on the enjoyment of learning. the learners’ satisfaction notably and directly influences their academic success. in summary, student satisfaction serves as a crucial link between learning and schools, helping to boost students’ understanding and academic progress. on the part of pa ge 20 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 181-214, 2024 the teachers, ensuring access to resources, tools, and technology that support innovation in the classroom is crucial. provide funding for innovative projects, access to maker spaces, and technology integration support to help teachers incorporate innovative practices into their teaching. promote a growth mindset among teachers, stressing the idea that intelligence and skills can be cultivated through effort, practice, and learning from mistakes. provide feedback that focuses on growth and improvement rather than fixed notions of ability. table 20: summary result of the test of significant relationship between the teachers’ core behavioral competencies and school performance indicators core behavioral competencies school performance indicators interpretation r p-value self-management 0.020 0.520 not significant professionalism and ethics -0.160 0.506 not significant result focus -0.054 0.687 not significant teamwork -0.025 0.364 not significant service orientation -0.160 0.605 not significant innovation 0.089 0.640 not significant overall -0.048 0.554 not significant legend: significant if p value <0.05 table 20 shows the summary distribution of the result of the statistical test of significant relationship between the respondents’ level of core behavioral competencies and the school performance indicators. the overall p-value of 0.554 indicates that there is no significant relationship between the teachers’ core behavioral competence and the performance of the schools they come from. hence, the null hypothesis is accepted. this implies that the core behavioral competencies do not relate to the overall school performance. there are other factors to consider school performance not only the core behavioral competencies and key performance indicators of the school to consider its overall school performance. the finding supports the study of de la cruz et al. (2022) that teaching behaviors are essential in influencing students’ learning attitudes’ which redound to excellent academic performance. moreover, faculty members should enhance their efforts in teaching and learning processes to create valuable experiences. the teaching behavior of the faculty is rated as “very satisfactory,” students’ learning attitudes are considered “extremely positive,” and their academic performance is described as “very good.” most indicators of faculty teaching behaviors and students’ learning attitudes fall into the “capabilities” category and need to be strengthened. a few indicators are identified as “constraints” that require attention and improvement. the data particularly revealed that there is no significant relationship between the respondents’ core behavioral competence in all sub-variables and all of the school performance indicators. hence, the null hypothesis is accepted. this implies measuring teachers’ core behavioral competencies and their impact on school performance can be challenging. schools that invest in supporting teachers’ growth and providing opportunities for continuous learning may see positive long-term effects on school performance. the respondents core behavioral competencies focuses on the intra-personal behavior of the teachers. thus, school performance does not have relationship to the teachers’ core behavioral competencies because of the data revealed as performance of the school not by the teachers. this study could be more effective if the teachers core behavioral competencies will relate to the pupil’s academic performance as viewed through the teacher’s behavior to the pupil’s performance. it relates to the study of almerino et al. (2020), which reveals that with growing technological advancements, demands for the industry with a skilled and equipped workforce are proportionately rising. while this match between curricular offerings in academia and needs in the industry has been addressed in many countries across the globe through initiatives such as the k to 12 educational system, some countries, like the philippines, have only started its adoption. in the philippines’ early adoption of the k to 12 educational system, several concerns have been raised regarding its implementation, mainly the mismatch between coursework offered in philippine k to 12 educational institutions with industry demands. this was discussed in the study of caingcoy et al. (2020), whose results revealed that there was no significant difference in the school performance. this implies that the highest degree obtained does not guarantee better school performance. as found, those with doctorate degrees had a very high and consistent demonstration in all dimensions of leadership and core behavioral competencies. as unveiled, there were significant differences in the demonstrated competencies based on the highest educational qualifications. these imply that obtaining the highest degrees can allow school heads to acquire, develop, and demonstrate the competencies consistently better than their counterparts. educational attainment and core behavioral competencies are both pa ge 20 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 181-214, 2024 important factors in determining a teacher’s effectiveness in the classroom. while having the highest degree of educational attainment can provide teachers with a strong foundation of subject matter knowledge, core behavioral competencies are essential for effective teaching and student engagement. in the study of cruzos (2022), the area of specialization and subjects taught is significantly related to the core behavioral competencies. at the same time, the sex, age, employment status, position, the total number of years in teaching, and educational attainment illustrate no significant relationship. meanwhile, only variable age was significant in the respondents’ working attitude. whereas sex, employment status, position, the total number of years in teaching, educational attainment, area of specialization, and subject taught illustrate no significant relationship. in addition, a significant relationship was found between the teacher’s position, area of specialization, and teaching performance. whereas sex, age, employment status, the total number of years in teaching, educational attainment and subject taught illustrate no significant relationship. comparatively, result focus obtained the highest computed p-value of 0.687, which indicates no significant relationship with the school performance indicators. this implies that teachers prioritize achieving positive outcomes in terms of student performance, whether it be academic achievements, standardized test scores, or other measurable indicators of success. accordingly, schools are expected to be the training ground for students to prepare them for the real world. as the curriculum is used as the blueprint for what students should learn, the teaching force plays the biggest role in delivering this essential information to the students (redondo & bueno , 2019). on the other hand, teamwork obtained the lowest computed p-value of 0.364, which also indicates no significant relationship with the school performance indicators. this implies that effective teamwork among teachers is often considered a positive element in fostering a collaborative and supportive educational environment, a direct impact on school performance. a supportive school culture, strong leadership, shared goals, and a focus on student outcomes are critical elements that can enhance the relationship between teachers’ teamwork and overall school performance. this relates to the study of polega et.al (2019) the findings suggest that principals consider teamwork to be very important. they also showed that time constraints, relationship concerns, and differences in teaching and experience are the leading barriers to teamwork. this is contrary to the study of rashid et al. (2018), which found that the teacher has a key role to play in providing an encouraging learning environment for their students to excel academically. a major portion of the onus for quality learning, therefore, falls upon the personality and attitude of the teacher. education occurs through the marriage of teaching and learning. therefore, learning is halfway important, and has an equal, if not greater, share in the academic performance of students. problem 4. based on the findings, what development plan can be designed? table 21: advancing gender empowerment and enrollment growth: a comprehensive school development plan strategies action plan source of fund timeline person involved movs learning objectives intervention promote gender equality develop and implement initiatives that promote gender equality within the school community, ensuring equal opportunities and treatment for all students regardless of gender. craft initiatives that promote gender equality within the school community. ₱ 20 ,0 00 .0 0 se pt em be r-o ct ob er 20 24 h rd s ch oo l h ea d te ac he rs g en de r e qu al ity in iti at iv es a ct io n pl an o f a ct iv iti es enhance access to education increase enrollment rates by implementing targeted outreach programs to encourage enrollment, particularly among underrepresented or marginalized groups, including girls, children from low-income families, and ethnic minorities. conduct community mapping and home visitation ₱ 10 ,0 00 .0 0 n ov em be r – d ec em be r 2 02 4 sc ho ol h ea d te ac he rs c om m un ity m ap pi ng f or m s h om e vi sit at io n fo rm s pa ge 21 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 181-214, 2024 provide gender sensitive education integrate gender-sensitive teaching methodologies and curriculum content that address the diverse needs and experiences of both male and female students, challenging gender stereotypes and biases. create a lesson which can integrate gender sensitive education through a classroom observation. ₱ 15 ,0 00 .0 0 ja nu ar y – m ar ch 2 02 5 sc ho ol h ea d te ac he rs c o t fo rm l es so n pl an in st ru ct io na l m at er ia ls foster a safe and inclusive learning environment create a safe and inclusive learning environment that is free from discrimination, harassment, and violence, providing support services and resources to address the specific needs of vulnerable students, including survivors of gender-based violence create an action plan to strategize on preventing gender biased violence in the school ₱ 10 ,0 00 .0 0 a pr il j un e 20 25 sc ho ol h ea d te ac he rs a cc om pl ish ed a ct io n pl an fo r g en de r b ia se d v io le nc e pr ev en tio n empower students to life skills education offer life skills education programs that empower students with the knowledge, skills, and confidence to make informed decisions, communicate effectively, and navigate challenges related to gender, relationships, and personal development. integrate life skills in the lesson specifically in the subject epp (education pantahanan at pangkalusugan) ₱ 20 ,0 00 .0 0 ju ne – a ug us t 2 02 5 sc ho ol h ea d te ac he rs c o t fo rm s l es so n pl an in st ru ct io na l m at er ia ls strengthening community partnership engage parents, caregivers, and community members in initiatives to promote gender empowerment and increase enrollment, fostering partnerships and collaboration to support students' educational aspirations and well-being. participate in community activities to promote the advocacy in empowering men and women to increase enrollment ₱ 30 ,0 00 .0 0 se pt em be r-o ct ob er 2 02 5 sc ho ol h ea d te ac he rs st ak eh ol de rs d oc um en ta tio n an d na rr at iv e re po rt on co m m un ity in vo lv em en t provide professional development for teachers provide professional development opportunities for teachers and staff to enhance their understanding of gender issues and equip them with the tools and strategies to create an inclusive and genderresponsive learning environment. conduct school learning action cell on understanding gender issues and equip them with the tools and strategies to create an inclusive and genderresponsive learning environment. ₱ 30 ,0 00 .0 0 n ov em be r – d ec em be r 2 02 5 sc ho ol h ea d sl a c c oo rd in at or te ac he rs sl a c tr ain in g m at rix a cc om pl ish m en t a nd do cu m en ta tio n monitoring and evaluation establish mechanisms for monitoring progress towards gender equality goals, collecting data on key indicators, and conducting regular evaluations to assess the effectiveness of interventions and identify areas for improvement. conduct monitoring and evaluation every quarter. ₱ 20 ,0 00 .0 0 ja nu ar y – d ec em be r 2 02 6 sc ho ol h ea d a cc om pl ish ed m on ito rin g to ol f or a dv oc at in g m en an d w om en em po w er m en t pa ge 21 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 181-214, 2024 conclusions based on the findings of the study, teachers in the division of misamis oriental have a very high level of behavioral competence in terms of self-management. with more administrative tasks given to the teachers in the field, they are able to prioritize work task and set personal goals to achieve needed deadline to school reports. the findings highlight the dedication and commitment of teachers in the field which plays an important role as professional teachers. moreover, it can be inferred that the teachers’ core behavioral competencies have no bearing with the school performance indicators. there are other factors to consider to achieve school performance aside from teachers’ core behavioral competencies and school performance indicators. recommendations on the basis of the results of this study, the following are recommended: 1. teachers may attend professional development trainings specifically to promote advocacy for empowering men and women by participating in training sessions, workshops, and collaborative initiatives, and teachers can enhance their understanding of gender issues. 2. teachers may monitor the progress of enrollment and conduct community mapping to track the increase and decrease of enrollment. 3. teachers can develop their core behavioral competencies through various professional development training sessions to identify their strengths and weaknesses. 4. future researchers may utilize this study to determine the specific impact of each core behavioral competency and school performance to track changes in teacher behavior and other factors that contribute to school performance. references alarte, t. 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(2021). the changes we need: education post covid-19. j educ change 22, 3–12 https://doi.org/10.1007/s10833-021-09417-3 pa ge 1 pa ge 11 9 american journal of arts and human science(ajahs) framing heatwave as a disaster: a content analysis of heatwave coverage in digital broadsheets khareen b. culajara1, jonathan m. tudtud1* volume 3 issue 4, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i4.3621 https://journals.e-palli.com/home/index.php/ajfst article information abstract received: august 10, 2024 accepted: september 09, 2024 published: december 10, 2024 this study investigates how a heatwave is framed as a disaster among major digital broadsheets in the philippines. through a descriptive research design combining both qualitative and quantitative content analysis, this research systematically examined 312 news articles spanning from january to april during which heatwaves occurred in the research locale. quantitative data was analyzed to identify frequency and patterns, while qualitative analysis provided deeper insights into the narratives and framing strategies. a purposive sampling, coding, and categorization of news articles were conducted to understand the portrayal of heatwave effects, the framing techniques employed by the journalists, the active forces involved in addressing the phenomenon, and the demographics of those most affected. the study revealed that major broadsheets highlighted the economic cost of the disaster with the heatwave events framed in terms of economic implications, including impacts on industries such as agriculture and energy sectors. additionally, this study underscored the department of agriculture as the most active force and identified farmers and the fisherfolk as the groups most affected by the disaster, as the heatwaves directly threaten crop yields and livelihoods of those in the sector. finally, this study provides insights into the media’s role in shaping public perception of the heatwave, a phenomenon underrepresented in disaster communication research, thereby contributing to a more comprehensive understanding of its socio-economic implications and advocating for balanced media representation as a means to mitigate its impacts. keywords content analysis, disaster communication, disaster media coverage, heat wave, heatwave 1 university of mindanao digos college, roxas ext., brgy zone ii, digos city, davao del sur, philippines * corresponding author’s e-mail: jonathan.tudtud@umindanao.edu.ph introduction heatwaves are increasingly recognized as severe climatic events with profound impacts on public health, the economy, and the environment. the world meteorological organization (wmo) in 2023 described the heatwave as a phenomenon characterized by the abnormality of the weather condition, sometimes described as “extreme heat,” caused by periods of unusually hot and dry or hot and humid weather relative to the expected conditions of an area at a particular time of the year. heatwaves pose different risks, including health-related situations and increased strain on water, energy, and transportation, resulting in power shortages (world health organization, 2020). in addition, food and livelihood security might also suffer, mainly when people affected lose their crops and livestock due to the extreme heat. to contextualize the issue in the agriculture sector, the center for climate and energy solutions (2023) underscored that heatwaves can increase the chances of extreme droughts and wildfires, which can lead to a negative impact as high temperatures can be damaging to the crops and livestock industry. heatwaves are increasingly being documented as an emerging phenomenon in the global news. to illustrate, wmo noted that over 90% of the ocean waters experienced heatwave conditions at least once, and that along with droughts, floods, wildfires, and tropical cyclones, heatwaves were “felt in the lives and livelihoods on every continent” (un weather agency, 2024). in 2022, united kingdom was reported with the highest number of excess heat deaths during heatwave phenomenon which began in 2016 (climate change committee, 2023); relatively, temperatures among southeast asian countries are also breaking heat records which threatened their agricultural outputs (aris, 2024). heatwaves can also have dramatic effects on various individuals, particularly the elderly and the vulnerable groups; to illustrate, armstrong (2023) reported that paris is the city with the highest risk of excess mortality among the elderly in the event of heatwaves. in the philippines, however, heatwaves are less frequently categorized as extreme weather events or full-fledged disasters compared to more widely recognized disasters. for instance, the discourse around severe weather conditions and disasters centers on more dramatic natural hazards such as typhoons, floods, landslides, volcanic eruptions, and earthquakes. given the country’s geographical region, these natural hazards understandably dominate the media coverage rather than heatwaves and are more prioritized among national broadsheets. still, the need to explore how heatwaves are depicted in the media remains crucial as it can provide insights into the potential influence on disaster preparedness and policy responses of the agencies involved, the portrayed severity of the heatwaves, and the public’s awareness of the various dimensions of a heatwave as an environmental phenomenon. with this, the need to explore heatwaves as a research topic is also necessary: to illustrate, a study assessing the extreme heat vulnerability in a region in malaysia by kamal et al. (2021) noted that understanding such a phenomenon enables the policymakers to “provide pa ge 12 0 https://journals.e-palli.com/home/index.php/ajfst am. j. food. sci. technol. 3(2) 119-127, 2024 valuable inputs and decision-making support” that can, in turn, help the agencies “to prepare more targeted adaptation strategies in social and economic sectors.” to cap it all, bansal et al. (2023) highlighted that studying the environmental crises such as record-breaking high temperatures can enable changes to policies and practice to safeguard the health and wellbeing of current and future generations. anchored on gregory bateson’s framing theory (1972, as cited in arowolo (2017) which suggests that the way information is presented to the audience significantly affects how the latter interpret and respond to it, this research highlights the crucial role of the media in shaping public opinion as they present news on a targeted topic “within a specific and limited context.” this study re-echoes scheufele’s (1999) understanding of frame as a central organizing idea for making sense of relevant phenomena and essiene et al. ‘s (2022) contention that this theory will show how a topic or issue “can have influence on how it is understood by audiences. to elaborate, this study attempted to shed light on the framing of heatwaves as an emerging disaster brought about by climate change. specifically, this research aims to answer the following research questions: 1. what disaster effects are featured in the heatwave news stories in the major broadsheets? 2. what news frames have these major broadsheets used to cover heatwave as a news topic? 3. who or what are the active forces that have appeared in the disaster news stories? 4. who or what are depicted as being affected in disaster news stories? methodology this study employed a descriptive research design to explore how major broadsheets frame heatwave as a disaster media coverage. the researchers collected and gathered news stories covering heatwaves in the philippine context using the pressreader as a news aggregator. other related terms such as el niño, dry spell, and drought are considered as long as they are related to heatwave coverage as a disaster. the chosen time of the data sources was from january 2024 to april 2024, during which heatwave events occurred within the research locale. with 312 articles gathered, the researchers have established data saturation, a term defined by rhahimi & khatooni (2024) as the point when no new data is obtained, wherein the sample size is deemed sufficient to capture the diversity of framing and themes generated in the study. after the data-gathering process, the data pre-processing commenced, wherein the researchers manually filtered the news stories that were irrelevant and duplicates. this was followed by a data coding process, for which content analysis was employed as a tool. content analysis is a research method employed to associate patterns in recorded communication. its use is to discover the purpose, messages, and effects of communication content through the collected data from texts, which can be written, oral, or visual (luo, 2023). quantitative data was analyzed to identify frequency and patterns, while qualitative analysis provided deeper insights into the narratives and framing strategies. a purposive sampling, coding, and categorization of news articles were conducted to understand the portrayal of heatwave effects, the framing techniques employed by the journalists, the active forces involved in addressing the phenomenon, and the demographics of those most affected. the news frames shown in table 1 below were identified by the researchers beforehand after reviewing existing literature. they served as a coding guide for researchers to analyze news frames. table 1: description of frames in the study as coding guide for analysis identified frames description definition sources attribution of responsibility broadsheets may frame heatwave events by attributing responsibility to factors such as climate change, urbanization, government policies, or individual behaviors. (semetko et al. 2000) risk frame heatwave events may be framed as significant risks to public health, infrastructure, and the environment, emphasizing extreme heat's potential dangers and consequences. (parida et al. 2021) conflict frame heatwave events may be framed with a central focus on the conflict between two or more subjects: government and business or people versus nature. (dotson, et al. 2012) scientific/ expert frame some broadsheets may frame heatwave events by emphasizing scientific data, expert opinions, and research findings to provide context and analysis. (molder et al. 2022) economic frame heatwave events could be framed in terms of their economic implications, including impacts on agriculture, tourism, energy, and healthcare. (o’neill et al. 2015) policy frame coverage may highlight government responses, policies, and initiatives aimed at mitigating the impacts of heatwaves, as well as debates surrounding adaptation and preparedness measures. (o’neill et al. 2015) environmental frame heatwave events may be framed within an environmental context, discussing their effects on ecosystems, biodiversity, and natural resources and implications for climate change adaptation. (mateu & dominguez 2019) pa ge 12 1 https://journals.e-palli.com/home/index.php/ajfst am. j. food. sci. technol. 3(2) 119-127, 2024 in the data organization process, the researchers read each news article carefully and applied the coding categories to systematically analyze how heatwave events are framed and the predominant themes and narratives presented in the corpus of the study. the researchers used the webbased software dedoose to facilitate coding, organization, and exploration of the filtered data. a qualitative analysis followed to explore the nuances and complexities of the framing and themes identified. figure 1 below visually summarizes the process flow of this study. results and discussion featured disaster effects in heatwave news stories table 2 shows the featured disaster effects as depicted in the heatwave news stories in the major broadsheets. it highlights how news stories have chosen to represent the impacts of heatwaves, illustrating the different aspects that were emphasized or downplayed. figure 1: process flow of the study from data collection to interpretation. table 2: disaster effects in heatwave news stories number of times frame appeared in all stories (n) proportion of all stories that included frame (%) destruction or damage caused by disaster 35 16.28 cost of disaster; business problems or closings 86 40 water and power supply shortage 39 18.13 political implications 2 0.93 decline in product quality 6 2.79 inflation and price changes 1 0.46 panic, worry, distress, mental health issue 14 6.51 closing of schools; problems in schools 7 3.25 loss of livelihood 17 7.90 physical health problems (but not related to death or major injuries) 7 3.25 closing of government offices or services 1 0.46 total 215 99.96 table 2 shows the disaster effects as highlighted in the heatwave news stories with the cost of disaster/business problems or closings as the most frequent disaster effect (n=86, %=40), followed by water and power supply shortage (n=39, %=18.13), destruction or damage caused by disaster (n=35, %=16.28), loss of livelihood (n=17, %=7.90) and panic, worry, distress, and mental healthrelated issues (n=14, %=6.51). the remaining topics/ subjects emphasized among news articles came with fewer frequencies: physical health problems (but not related to death or major injuries) (n=7, %=3.25), closing of schools and/or problems in schools (n=7, %=3.25); decline in product quality (n=6, %=2.79), political implications (n=2, %=0.93); inflation and price changes (n=1, %=0.46); and closing of government offices or services (n=1, %=0.46). this study emphasizes that the cost of disaster/business problems or closings is highlighted the most among the featured disaster effects in heatwave news stories. climate change, mainly centering on a heatwave event, poses an issue economically across multiple sectors in the society. specifically, heatwave coverage focused on the economic implications of the heatwaves among various sectoral groups, which include the farmers, the fisherfolk, the education sector, and even the government itself. the high frequency of this particular issue can be justified by the fact that the philippines has always been struggling economically compared with other neighboring asian countries, and the appearance of a disastrous event such as a heatwave can hamper economic activities, leading to reduced productivity and other agricultural losses. to further compound this issue, the country reported a significant decrease in its total disaster risk reduction expenditures (drre) compared to its previous year (psa, 2023). according to the philippine statistics authority (psa), much of these expenditures were primarily spent on disaster mitigation, with disaster recovery expenditures being the lowest category. notably, heatwaves despite their increasing frequency and impact as documented in various reports and studies (estoque et al., 2020; guadalupe et al., 2018; bloomberg, 2024), have not been prioritized within the disaster risk reduction framework in the philippines, a country that sits within the pacific ring of fire and is historically more prone to typhoons, floods, and earthquakes. data analysis shows that media professionals use emotional language and images to express heatwave vulnerable groups, as these topics are revealed through the use of different media platforms – aiming to urge governments to take measures against them. in response, the audience who are the recipient of the message and mainly rely on the media for disaster-related topics will likely accept the information as is (park & lee, 2023). also, it is clear that as disasters occur whether natural or not has always a profound effect in the social and economic dimensions, which has the potential to disrupt pa ge 12 2 https://journals.e-palli.com/home/index.php/ajfst am. j. food. sci. technol. 3(2) 119-127, 2024 the development of a certain community, especially if the appropriate measures are not adopted properly (joseph, 2022). as the effects of climate change intensify, heatwaves are putting significant strain on the health and social system and threatening ecological diversity worldwide. studies show that heatwaves are becoming more frequent and severe through time in which the government and other sectors are making their efforts to address and mitigate the issue (klingelhöfer et al., 2023). by identifying and analyzing the most featured disaster effects in heatwave news stories, we gain insight into how the media highlighted effects in their news stories that consequently shape public perception, opinion, and discourse surrounding heatwave effects. news frames used in heatwave coverage table 3 shows the news frames used in heatwave coverage among major broadsheets based on the identified frames as declared in the coding guide for analysis. it provides a comprehensive overview of the various framing techniques that were applied in reporting heatwave events and how the digital broadsheets structured their narratives. table 3: news frames used in heatwave coverage number of times frame appeared in all stories (n) proportion of all stories that included frame (%) attribution of responsibility 7 2.02 risk frame 35 10.14 scientific/expert frame 35 10.14 economic frame 99 28.69 policy frame 143 41.44 environmental frame 24 6.95 conflict frame 2 0.57 total 345 99.95 table 3 shows the news frames used in the heatwave coverage among identified major broadsheets in the philippines. the policy frame is the most common news frame for covering heatwaves during the analysis period (n=143, %=41.44). the economic frame (n=99, %=28.69) and scientific/expert frame ranked second (n=35, %=10.14), followed by the environmental frame (n=24, %=6.95). the remaining frames with fewer frequencies include attribution of responsibility (n=7, %=2.02) and conflict frame (n=2, %=0.57). the policy frame in media framing refers to how news stories are structured to emphasize governmental or institutional policies, decisions, or actions. this includes responses and initiatives geared towards mitigating the impacts of heatwaves and adaptation and preparedness measures done concerning this disaster. in the study of mondal et al. (2021), disasters, whether natural or man-made, are a pressing issue faced by a country or community, and minimizing their effect becomes the government’s primary objective. the same study also noted that ensuring a steady flow of communication to the local communities impacted by the disaster can help alleviate the situation. an analysis of the news articles showed that much of the content focused on providing affected sectors with financial and other assistance, implementing poverty-reduction and employment programs such as food-for-work and food-for-training programs, regulating food prices affecting inflation, and constructing infrastructure and development projects. additionally, many of these policies are directed toward those heavily affected by the heatwaves, such as the farmers and fisherfolks, and highlight the responsibilities of policymakers and government institutions. this particular result emphasizes how policy frames help shape how the public understands and interprets governmental decisions and actions, especially in the context of disaster and risk communication. by studying how specific policies, regulations, and decisions are presented in the news stories, one can gain insights into what aspects of the disaster-related stories are being emphasized or downplayed and how such can influence public opinion and discourse. this proves what parida et al. (2021) espoused that among key players, the media serves a crucial role by disseminating information and continually shaping public opinion regarding environmental issues. in addition, disasters are considered a threat especially in the stability of public institutions as much as they create opportunities, since political leaders often leverage crises and disasters to initiate changes and policy reforms (liu & boin, 2020). data analysis shows that most of the framed topics concerning policies undertaken during this period are structured to portray the government as active and in control with the situation in terms of disaster response and recovery efforts; however, these policies are shortterm band-aid solutions and lack long-term sustainability impact. from a communication and media perspective, the media exercises its power to shape ideas in several ways by its ability to set agendas, frame issues, prime audiences, and influence cultural and policy perceptions. thus, the media significantly impacts public discourse and societal attitudes toward how heatwaves can be seen as an emerging disaster in the context of the policies and responses to prepare and mitigate the disastrous effects. the media establishes a direct connection between the public and the disaster organizations, playing a crucial role in delivering the necessary information to the public before, during, and after the disasters. practitioners in the field aids in disaster management by educating the public about potential disasters that may encourage discussions on disaster preparedness and response for ongoing improvement (sarma, 2021). further analysis of the news frames revealed that pa ge 12 3 https://journals.e-palli.com/home/index.php/ajfst am. j. food. sci. technol. 3(2) 119-127, 2024 broadsheets frame heatwaves as a disaster through their economic implications, mainly focusing on how many billions of agricultural damages and reported increase of farmlands were lost during the heatwave duration; as such, this neglects other possible frames, such as scientific, environment, and health concerns. this also reflects a prioritization of issues communicated through these national broadsheets: the focus is more on the public, and policymakers focus on tangible and immediate agricultural losses and economic disruptions. however, such framing may also overshadow the long-term consequences of heatwaves, which include environmental degradation, biodiversity loss, and scientific understanding of climate change drivers. by downplaying the underlying environmental and scientific causes of heatwaves as an emerging form of disaster, the media deemphasizes the opportunity to understand the issue scientifically, a likely prerequisite for honing sustainable, forward-looking solutions among its audience. the study of liu & mehta (2020) also reported that many journalists were not aware of the science behind extreme weather events, and suggested “to find ways to educate and inform” them. table 4: active forces in heatwave coverage number of times frame appeared inall stories(n) proportion of all stories that included frame (%) department of agriculture (da) 65 25.79 department of environment and natural resources (denr 7 2.77 department of enterior and local government (dilg) 5 1.98 department of energy (doe) 9 3.57 department of health (doh) 8 3.17 department of labor and employment(dole) 5 1.98 department of social welfare and development (dswd) 15 5.95 department of education (deped) 5 1.98 local government unit (lgu) 43 17.06 national disaster risk reduction and management council (ndrrmc) 9 3.57 philippine atmospheric geophysical and astronomical services administration (pagasa) 39 15.47 national government/ office of the president 30 11.90 research institutions and reports copernicus climate change service 6 2.38 united nations/ world health organization 6 2.38 total 252 99.95 with the dominant economic frame, the public engagement lies on how much financial assistance is given to those affected by the heatwave instead, and not more on fostering a long-term scientific thinking and solutionsbased approach that could have engendered informed public discourse on sustainable policies. additionally, the findings of this study emphasize the significant role that media plays in shaping public perception of heatwaves, a disaster that remains underrepresented in disaster communication research. the predominant focus on the economic implications of heatwaves, particularly their impact on agriculture and energy sectors, suggests that media coverage tends to prioritize certain aspects while neglecting others, such as health and environmental concerns. this has broader implications for disaster management and policy-making, as public understanding of the multifaceted nature of heatwaves may be limited, leading to a narrowed scope of response strategies. active forces in heatwave coverage table 4 shows the frequency of the active forces in this study’s news coverage of heatwaves. it shows how often different entities were referenced in terms of their roles and actions during heatwave events. table 4 shows the active forces in the heatwave coverage among major broadsheets in the philippines, where the department of agriculture tops among the agencies appearing in the heatwave coverage (n=65, %=25.79). the local government unit ranked second (n=43, %=17.06), followed by the philippine atmospheric geophysical and astronomical service administration (pagasa) (n=39, %=15.47). the national government/ office of the president ranked fourth (n=30, %=11.90), followed by the department of social welfare and development (dswd) (n=15, %=5.95). the remaining frames include the following: department of energy (n=9, %=3.57), national disaster risk reduction and management council (ndrrmc) (n=9, %=3.57), department pa ge 12 4 https://journals.e-palli.com/home/index.php/ajfst am. j. food. sci. technol. 3(2) 119-127, 2024 of health (doh) (n=8, %=3.17), department of environment and natural resources (denr) (n=7, %=2.77), research institutions and reports copernicus climate change service (n=6, %=2.38), united nations/ world health organization (n=6, %=2.38), department of interior and local government (dilg) (n=5, %=1.98), department of labor and employment (dole) (n=5, %=1.98), and department of education (deped) (n=5, %=1.98). table 4 showcases the department of agriculture (da) as an agency that appeared frequently as an active force in the heatwave coverage among identified news articles. da is a government agency mainly responsible for promoting agricultural and fisheries development in the country. additionally, its goals are centered on issues such as the livelihoods of farmers and fisherfolks, rural and agricultural development, food security, and many more. this agency emerged as the most active force in this study because heatwaves impact agricultural resources regarding crop yields, livestock production, and water resources. as an agency assigned to address the challenges of those involved in farming and fishing, the da is responsible for understanding and mitigating the effects of heatwaves among those sectors on which such disasters can have a considerable impact. in addition, chapagai et al. (2023) argued that it is the government’s role to allocate resources and train farmers in integrating “climate-smart agriculture practices” that makes the agricultural sector more resilient to climate variations, ensuring consistent food production while minimizing environmental impact. identifying active forces, whether government agencies, political actors, interest groups, or individuals, significantly shapes how issues are framed in public discourse. matejova (2023) highlighted that the amount of space given to these political actors and the frames associated with them reveal “both the degree of access and the choice of political strategies in disaster communication.” with the broadsheet media’s crucial position in shaping perception among its target audience, its portrayal of the active forces in the context of their roles, action plans, and responses to climate change issues can drive the narrative in public discourse to whatever they see fit. gesser-edelsburg et al. (2022) validated the media’s influence in the context of framing theory in the field of disaster communication and pointed out that “disaster is not entirely determined by the type or magnitude of the disaster” but rather by “how the public interprets the disaster,” the latter of which is influenced by public relations and media framing. examining the active forces in heatwave coverage emphasizes the multifaceted role of digital broadsheets on climate-related disasters such as heatwaves. by identifying these forces, one can better comprehend the individuals, institutions, and agencies that emerge into the fore, may it be in the context of disaster mitigation and recovery and policy formulation. disaster affected in heatwave coverage table 5 shows the frequency of stakeholders/groups table 5: disaster affected in heatwave coverage number of times frame appeared in all stories (n) proportion of all stories that included frame (%) animals 2 2.35 business/econ omy 2 2.35 elderly 2 2.35 families 4 4.70 farmers and fisherfolks 62 72.94 first responders/ traffic enforcers /firefighters 3 3.52 students/teacher /schools 10 11.76 total 85 99.97 affected by the disaster across all the news stories analyzed in this study. table 5 shows the disaster-affected sector in heatwave coverage, which is highlighted among major broadsheets in the philippines. farmers and fisherfolks ranked first among the sectors (n=62, %=72.94), followed by the students/ teachers/ schools (n=10, %=11.76). the remaining frames with fewer frequencies include families (n=4, %=4.70), first responders/ traffic enforcers/ firefighters (n=4, %=3.52), animals (n=2, %=2.35), business/economy (n=2, %=2.35), and elderly (n=2, %=2.35). by exploring the sector affected mainly by the heatwaves in the most popular broadsheets, one can better understand how the media frames the heatwave as a disaster and an issue for public discourse. as the broadsheet is a large-format newspaper known for its serious, in-depth journalism and its coverage and reach, it is considered a vital tool that can set the agenda on what to prioritize, what to focus on, and what the implications of the narrative surrounding the issue. moncada et al. (2024) shared the same insight the media frames, whether the active forces or the sector most heavily affected, have the potential to draw attention in terms of “the course of actions that should be taken, or even the grand narratives that can influence how issues and events are interpreted and acted upon.” the farmers and fisherfolks are depicted as the most affected sector in the content analysis of framing heatwaves in the identified digital broadsheets. analysis shows that heatwaves are framed in the context of their compounded effects on the agricultural and fishing industry, which include crop damage, reduced yields, water shortages, poor livestock health, and other economic losses. the nature of this sector’s work is directly tied to the varying environmental conditions, for which the heatwave exacerbates its overall vulnerability, the very environment from which it depends. in this pa ge 12 5 https://journals.e-palli.com/home/index.php/ajfst am. j. food. sci. technol. 3(2) 119-127, 2024 situation, farmers and fisherfolk are not only at risk from agricultural and economical threats. experts believe that prolonged heat exposure may heighten their vulnerability to face ‘climate-sensitive’ illnesses, such as heat stress and heat stroke since they are frequently exposed to intense heat of the sun during the day (limayo, 2020). in addition, the recent heatwave in the philippines had a profound effect on various sectors including schools as the temperature and heat index rises each day, especially those classrooms that are suffering with poor ventilation and air conditioning systems, posing health risks to students and employees (morales, 2024). since heatwaves are inherently a scientific phenomenon driven by complex interactions between atmospheric conditions, climate change, and environmental factors, a scientific and expert frame may be helpful and necessary. additionally, a science communication perspective in journalism facilitates the reportage of scientific information and is crucial in public understanding of issues such as heatwaves and climate change. while it is true that communicating economic impacts may be significant, they are only one aspect of the issue in disaster and risk communication. as the media stands as a powerful shaper of ideas, sidelining other concerns, such as environmental and scientific factors, inadvertently limits public understanding of the broader consequences of the heatwaves. a more balanced media representation through communicating science-based information that includes the social, health, and environmental aspects of heatwaves may be needed for more informed decisionmaking in the areas of disaster preparedness and response among the active forces and opportunities for the stakeholders to engage in meaningful public discourse on climate change and sustainability challenges. conclusions this study highlights the critical role of digital broadsheets in framing heatwaves as disasters in the philippines. employing both qualitative and quantitative content analysis, this research revealed that the dominant framing in news articles focused more on the economic impacts of heatwaves, especially in critical industries such as the agriculture and energy sectors. the prominence of economic impacts of heatwaves in the digital broadsheet coverage shape the public perception and policy priorities of the active forces identified in the study. the media mostly portrayed the economic costs of the heatwave and highlighted the farmers and the fisherfolks as the most vulnerable sectors. additionally, the department of agriculture (da) stood as a prominent active force in addressing the heatwave as a crisis and is portrayed as the leading agency in the government’s agricultural recovery and mitigation efforts. this study also highlights the media’s powerful influence in framing public perception on heatwaves. as an oftenoverlooked topic in disaster communication and in the research culture, heatwaves present unique challenges that are exacerbated by inadequate media coverage due to the lack of scientific orientation on the subject. such gaps in media coverage often lead to oversimplified narratives on heatwaves that fail to capture their complex impact on society, including the root causes and the surrounding environmental, social, and economic factors. the findings underscore the need for balanced media portrayals incorporating science-based information, which can play a critical role in mitigating the broader impacts of heatwaves. references aris, b. 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(2020). heatwaves. world health organization. https://www.who.int/healthtopics/heatwaves#tab=tab_1 pa ge 1 pa ge 32 american journal of arts and human science (ajahs) mental health challenges among filipino special education teachers in clark county, las vegas, nevada, usa fructuoso o. salao1, adrian m. segovia2*, marietta d. subida1 volume 3 issue 4, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i4.3563 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: september 08, 2024 accepted: october 12, 2024 published: october 16, 2024 this study examines the mental health and demographics of filipino special education teachers in clark county, las vegas. using a cross-sectional design, data from 60 teachers were collected through a structured questionnaire, including the mental health analysis by thorpe and clark. findings reveal that many teachers have low levels of close relationships (61.67%) and social participation (65.00%), indicating social support and isolation issues. logistic regression shows that male teachers and those aged 30-39 are more likely to have strong close relationships. the results highlight the need for tailored interventions to enhance social relationships and support systems, especially for female teachers and those outside the 30-39 age range. keywords filipino educators, mental health, special education 1 the graduate school, centro escolar university, manila, philippines 2 department of psychology, centro escolar university, manila, philippines * corresponding author’s email: amsegovia22@gmail.com introduction the mental health of educators is a critical yet often overlooked aspect of the educational ecosystem. it influences not only the well-being of teachers but also the academic and emotional development of their students. research underscores the interconnected well-being of educators and students, emphasizing the importance of addressing both (falk, 2021; goswami, 2024). teachers are pivotal in identifying and supporting students’ mental health needs (venkataraman et al., 2019), yet they frequently lack adequate training and support (goswami, 2024). teacher mental health significantly impacts student academic achievement (vargas & yepes, 2023) and overall school climate (gray et al., 2017). special education teachers face unique challenges due to the diverse and complex needs of their students. they manage significant physical and mental demands, handle excessive responsibilities, and overcome obstacles to self-fulfillment (cuadra, 2023). the covid-19 pandemic has exacerbated these difficulties, making the implementation of distance learning particularly stressful and leading to increased burnout (paguirigan et al., 2023). additionally, teacher educators often feel unprepared to teach students with special educational needs in higher education, highlighting a gap in their training and support (holmqvist et al., 2019). this study focuses on the mental health status of filipino special education teachers in the clark county district, las vegas, nevada. these teachers face unique challenges when migrating to the united states, including cultural adjustment, professional isolation, and excessive paperwork (bartlett, 2014; brazas, 2023; macapagong et al., 2023). despite these difficulties, filipino teachers are often recruited to fill shortages in areas like special education due to their qualifications and experience (bartlett, 2014). this study aims to shed light on the mental health challenges faced by filipino special education teachers in clark county. by examining their mental health status and identifying key stressors, this research seeks to provide a basis for developing a psychological counseling program tailored to their specific needs. the goal is to enhance the well-being of these teachers, thereby improving their ability to provide high-quality education and support to their students. literature review clark county district, one of the largest and most diverse school districts in the united states, employs a significant number of filipino special education teachers (delaney, 2017; iasevoli, 2017; porciuncula, 2019). these educators face not only the typical stressors associated with teaching but also the added complexities of working in a foreign country. cultural adjustment, social isolation, and the pressures of maintaining high educational standards amidst limited resources significantly impact their mental health (macapagong et al., 2023). the covid-19 pandemic has further exacerbated these challenges, leading to high rates of anxiety and depression among special education teachers (cormier et al., 2021). school leadership, climate, and professional isolation play crucial roles in influencing teachers’ stress and coping profiles (herman et al., 2023). despite these stressors, filipino teachers have demonstrated resilience by relying on family support, recreational activities, and spiritual practices (aruta et al., 2021; pekas et al., 2022). however, unmanaged stress and depression can adversely affect classroom environments and hinder the development of learning resources (jimenez, 2021; orlanda-ventayen & ventayen, 2021). understanding the mental health status of filipino special education teachers in clark county is crucial. firstly, it provides insight into their capacity to support pa ge 33 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 32-36, 2024 students who require substantial emotional and educational assistance. many teachers lack adequate mental health literacy and training to effectively address students’ mental health needs (satparam, 2023). secondly, profiling these teachers’ mental health highlights the need for targeted interventions that consider their unique cultural and professional contexts (aziz & mangestuti, 2023). this understanding is essential for developing a comprehensive psychological counseling program tailored to the specific needs of filipino special education teachers in clark county. materials and methods this study employed a cross-sectional design to assess the mental health status and demographic characteristics of 60 filipino special education teachers in clark county district, las vegas, nevada. the sample was predominantly female (66.67%), with most participants in the 30-39 age range (41.67%). data were collected through an electronically distributed structured questionnaire, which included both demographic questions and the mental health analysis by louis p. thorpe and willis w. clark to measure various domains of mental health, such as close relationships, interpersonal skills, and emotional stability. descriptive statistics were used to summarize the demographic profile and mental health outcomes, while logistic regression analysis explored the influence of demographic factors on high close relationships. the study adhered to ethical guidelines, ensuring participants’ informed consent and confidentiality throughout the process. statistical software was employed to ensure data accuracy and reliability. results and discussion this section presents the findings from the analysis of the demographic profile, mental health assets and liabilities, and the logistic regression analysis predicting the likelihood of high close relationships among filipino special education teachers in the clark county district, las vegas, nevada. the results highlight key demographic characteristics, assess various domains of mental health, and identify significant demographic predictors of close relationships, providing a comprehensive understanding of the mental health status and influencing factors among these educators. demographic profile the demographic profile of filipino special education teachers in the clark county district, las vegas, nevada, reveals several key characteristics. the sample predominantly consists of female teachers (66.67%), with male teachers comprising 33.33% of the respondents. the age distribution shows that a significant portion of the teachers are aged 30-39 years (41.67%), followed by those aged 40-49 years (25.00%), 20-29 years (21.67%), and 50-59 years (11.67%). regarding civil status, 60.00% of the respondents are single, 36.67% are married, and 3.33% are widowed. in terms of the year level of sped classes handled, 38.33% of the teachers work in middle schools, 33.33% in high schools, 16.67% in intermediate schools, and 11.67% in primary schools. the educational attainment of the respondents varies, with 33.33% holding a master’s degree, 30.00% having a bachelor’s degree, 23.33% currently pursuing a master’s degree, and 13.33% possessing a doctoral degree. the length of service among these educators also shows diversity: 26.67% have served for 4 years or less, 21.67% for 10 to 14 years, 20.00% for 5 to 9 years, 18.33% for 15 to 19 years, and 13.33% for 20 years or more. the demographic profile shows a predominance of female teachers, with the majority falling within the 3039 age range. this age group represents a critical period in professional development where work-life balance and career advancement are often prioritized. the high proportion of single individuals among the respondents might reflect the mobility and career focus characteristic of younger professionals in education. studies support this observation, indicating that single people, especially younger women, tend to be more mobile and careerfocused (merluzzi & phillips, 2022; wachter & holz-rau, 2021). higher career focus is associated with a greater likelihood of being voluntarily single, particularly for younger women (apostolou & patsiarika, 2022). additionally, younger generations exhibit increased job and organizational mobility compared to older cohorts (lyons et al., 2015). the varied educational attainment levels indicate a commitment to professional growth, with many teachers pursuing advanced degrees, which is a positive sign for the continuous improvement of educational standards in special education. this is particularly important because highly qualified teachers positively impact students’ educational attainment (lee & lee, 2020). mental health assets and liabilities the mental health assets of the participants were assessed across several domains, including close relationships, interpersonal skills, social participation, satisfying work and recreation, and adequate outlook and goals. a significant portion of the teachers reported low levels of close personal relationships, with 61.67% indicating they had few close relationships, while 38.33% reported having strong close relationships. interpersonal skills were similarly lacking for many, with 65.00% of teachers indicating low levels of these skills and only 35.00% reporting high levels. in terms of social participation, 65.00% of the teachers reported low levels of involvement in social activities, while 35.00% were more socially active. the domain of satisfying work and recreation had the highest percentage of teachers expressing dissatisfaction, with 75.00% indicating low satisfaction levels in their work and recreational activities, compared to 25.00% who felt satisfied. lastly, adequate outlook and goals were reported as low by 70.00% of the teachers, while 30.00% pa ge 34 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 32-36, 2024 had a more positive outlook and clearer goals. the mental health liabilities of the participants were evaluated across several domains: behavioral immaturity, emotional instability, feelings of inadequacy, physical defects, and nervous manifestations. a substantial majority of the teachers (76.67%) reported low levels of behavioral immaturity, while 23.33% exhibited higher levels of immature behaviors. most participants (70.00%) indicated low levels of emotional instability, whereas 30.00% experienced higher levels of emotional instability. the data showed that 73.33% of the teachers felt low levels of inadequacy, with 26.67% reporting significant feelings of inadequacy. in terms of physical defects, 55.00% of the teachers reported low levels, while 45.00% experienced higher levels of physical defects. the distribution was similar for nervous manifestations, with 56.67% indicating low levels and 43.33% reporting high levels of nervous manifestations. the assessment of mental health assets and liabilities highlights several areas of concern and strength among the teachers. the significant proportion of teachers reporting low levels of close relationships and social participation suggests potential issues with social support and professional isolation. these factors are crucial as they can impact job satisfaction and overall well-being. studies indicate that social support, particularly from supervisors, is associated with a reduced risk of burnout (temam et al., 2019). conversely, professional isolation, indicated by a lower proportion of special education teachers, is linked to maladaptive stress and coping profiles (herman et al., 2023). the high levels of dissatisfaction with work and recreational activities further underscore the need for better work-life balance and professional support systems. this finding is supported by hester et al. (2020), who stated that many special education teachers feel overworked and unsupported, leading to stress and attrition. on the positive side, the low levels of behavioral immaturity and emotional instability reported by the majority of teachers indicate a degree of resilience and professional maturity. however, the substantial minority experiencing higher levels of these liabilities points to the necessity of targeted mental health interventions. the mixed results regarding physical defects and nervous manifestations suggest that while some teachers are managing these challenges well, others may need more support to address these issues effectively. predicting mental health assets and liabilities a logistic regression analysis was conducted to examine the influence of demographic factors on the likelihood of having high close relationships among filipino special education teachers in clark county. the analysis included predictors such as gender, age, civil status, year level of sped class handled, educational attainment, and length of service. table 1: demographic variables as predictors of mental health assets and liabilities predictor β se wald χ2 p odds ratio intercept -2.543 0.845 9.034 .003 gender (male) 0.456 0.234 3.794 .051 1.577 age (30-39) 0.689 0.298 5.344 .021 1.992 age (40-49) 0.317 0.312 1.034 .309 1.373 age (50-59) -0.512 0.408 1.576 .209 0.599 civil status (married) 0.284 0.276 1.059 .304 1.329 civil status (widowed) -0.134 0.612 0.048 .827 0.875 year level handled (intermediate) 0.112 0.398 0.079 .778 1.119 year level handled (middle) -0.247 0.345 0.513 .474 0.781 year level handled (high school) 0.389 0.317 1.504 .22 1.475 educational attainment (ma/ms) 0.496 0.288 2.964 .085 1.642 educational attainment (doctorate) 0.235 0.378 0.387 .534 1.265 length of service (5-9 years) 0.189 0.342 0.306 .58 1.208 length of service (10-14 years) 0.32 0.358 0.8 .371 1.377 length of service (15-19 years) 0.468 0.403 1.35 .245 1.597 length of service (20+ years) 0.597 0.439 1.853 .173 1.816 the results indicated that gender and age were significant predictors of high close relationships. specifically, male teachers were 1.577 times more likely to have high close relationships compared to female teachers, although this result was marginally significant (β = 0.456, se = 0.234, wald χ² = 3.794, p = .051, or = 1.577). age also showed a significant effect, with teachers aged 30-39 being 1.992 times more likely to have high close relationships compared to those aged 20-29 (β = 0.689, se = 0.298, wald χ² = 5.344, p = .021, or = 1.992). however, other age groups (40-49 and 50-59) did not show significant differences. male teachers and those in the 30-39 age group are more likely to report high levels of close relationships, highlighting specific demographic groups that might be benefiting from stronger social networks or coping pa ge 35 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 32-36, 2024 mechanisms. this finding suggests that interventions to enhance social relationships might need to be tailored differently for female teachers and those outside the 3039 age range. interestingly, these findings are contrary to previous research, which suggests that women tend to have higher levels of intimacy in relationships than men (czyżowska et al., 2019) and draw support from a wider range of sources, while men are more likely to rely on their partners (liao et al., 2016). additionally, age-related changes in close relationships differ by gender, with young adult females terminating more opposite-gender relationships and older males being more persistent in maintaining declining relationships (roy et al., 2022). other demographic variables, including civil status, year level of sped class handled, educational attainment, and length of service, did not show significant relationships with the likelihood of having high close relationships. for instance, being married (β = 0.284, se = 0.276, wald χ² = 1.059, p = .304, or = 1.329) or widowed (β = -0.134, se = 0.612, wald χ² = 0.048, p = .827, or = 0.875) did not significantly affect the likelihood of having high close relationships. this indicates that these factors may have a more complex or indirect impact on the mental health assets of teachers. the lack of significant findings in these areas suggests that more refined or longitudinal studies might be needed to uncover the subtler influences of these variables. conclusions the results of this study have several practical implications. first, the identified need for stronger social support networks among teachers calls for initiatives that foster community and peer support within schools. professional development programs should include components that address social and emotional well-being, alongside traditional pedagogical skills. additionally, tailored interventions that address the specific needs of female teachers and those outside the prime working age of 30-39 could help mitigate 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(2021). gender differences in work-related high mobility differentiated by partnership and parenthood status. transportation, 49(6), 1737–1764. https://doi.org/10.1007/s11116021-10226-z pa ge 1 pa ge 82 american journal of arts and human science (ajahs) 21st century skills and teachers’ performance: basis for instructional development plan ira cabahug1*, ninfa c. osias1, braziel l. ongcachuy1, gerlinda g. corpuz1 volume 3 issue 2, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i2.2860 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: april 26, 2024 accepted: may 29, 2024 published: june 01, 2024 the study examines the correlation between 21st-century teaching skills and teachers’ performance using the classroom observation tool (cot) among public junior high school teachers in region x during the 2023-2024 school year. it aims to assess teachers’ profiles, 21st-century skills, performance levels, and the relationship between these factors. statistical analysis revealed that collaboration and 21st-century skills had the most significant impact, while digital literacy scored the lowest. educational attainment moderately influenced teachers’ assessment of 21st-century skills. position, teaching experience, and educational attainment moderately affected performance. an instructional development plan was formulated to enhance teaching skills, emphasizing the importance of professional development in digital technology. teachers are encouraged to improve digital integration skills through training on emerging technologies and methodologies for effective technology integration in teaching practices. this plan aims to enhance teaching quality and performance by ensuring a consistent and advanced use of digital tools in education. keywords 21st century skills, teaching performance 1 phinma cagayan de oro college, philippines * corresponding author’s email: irtu.cabahug.coc@phinmaed.com introduction over the years, the establishment of 21st-century teaching skills and the evaluation of performance management have constituted a fundamental underpinning of instructional strategy development, profoundly influencing the way educators conceive and deliver educational materials. this study investigates the approach to 21st-century skills and teachers’ performance to establish a comprehensive framework for the instructional development plan. the philippines scored lowest of all participating countries in reading and second lowest in mathematics (schleicher, 2019). the programme for international students’ assessment report also reveals a great inequality between different types of schools and students (trinidad, 2020). specifically, rural schools score much lower than urban schools, public schools score lower than private schools, and students of low socioeconomic status score lower than those of high socioeconomic status. these outcomes demonstrate that inequality and poverty, which are deeply rooted in philippine society, correspond to an inequality of opportunity in education (mcdoom et al., 2019). despite the growing body of research on 21stcentury teaching skills and teachers’ performance for instructional development plans, there is a notable gap in the literature concerning the effective integration of emerging technologies and digital resources to enhance this plan (carag, 2020). kapur (2020) stated that 21stcentury teaching skills on collaboration, communication, creativity, and critical thinking refer to teaching methods that consider how learning is influenced by various factors such as social, cultural, economic, and political elements. when formulating and implementing pedagogical approaches, instructors must consider factors like students’ academic goals, age, grade level, subject matter, learning and interactive abilities, personality traits, educational standards, institutional rules, and student needs. these approaches are essential for conveying knowledge and skills within the educational context. in the philippines, the rpms process is implemented across the entire organization to ensure that employees are directed toward achieving the vision, mission, values, and strategic priorities of the deped. educators utilize the individual performance commitment and review form (ipcrf) throughout the planning, review, and evaluation cycles as a means of accomplishing the project’s objectives. in accordance with this, the department of education (deped)’s observation of classrooms for the school year 2023-2024 employs a tool called the classroom observation tool , which consists of nine indicators. deped bukidnon (2020) reported that teachers’ performance in san fernando district, bukidnon, has been satisfactory according to the results-based performance management system during the school year 2019-2020, and it is largely determined by their qualifications. the san fernando i and ii district offices have provided information indicating that most of these teachers are recent graduates who have successfully completed the licensure examination for teachers and possess no relevant teaching experience. additionally, there is a scarcity of training opportunities and scholarly output amongst these educators. attaining an outstanding result in the classroom observation tool helps teachers particularly in the promotion and to improve its performance. according to catolos (2018), teachers’ performance in the department of education must be regularly monitored and improved to achieve outstanding results. this can be done through pa ge 83 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 82-105, 2024 emerging teachers with different teaching skills and keeping up with new trends and practices, especially with the emergence of k to 12 programs. the primary objective of teachers’ professional development was to refine teaching skills and cultivate a positive outlook on classroom methodologies, which ultimately impacted the caliber of instruction students received (ajani, 2019). studying 21st-century teaching skills and teachers’ performance as the basis for an instructional development plan was imperative as it not only enhances student learning outcomes but also equips educators to meet diverse learning needs and adapt to evolving educational advancements. it empowers teachers to improve their competence and fosters innovation in the classroom, ultimately boosting student engagement, supporting inclusive education, and helping achieve curriculum goals. furthermore, continuous study and refinement of teaching approaches contribute to a culture of educational improvement and equity, ensuring all students have access to effective, high-quality learning experiences. literature review availability of digital literacy according to hero (2019), the performance of social studies teachers was significantly impacted by the combined use of digital technology in the classroom. additionally, professional practice and productivity were the key indicators of technological integration. teachers felt that there was a significant level of technological integration in the social studies curriculum. teachers of social studies demonstrate competence in integrating technology into their lesson plans. as a result, implementing technology in the classroom was seen as pedagogical innovation in the context of education, not merely compliance with deped rules. 21st century skills 21st-century education necessitates forward-thinking and adaptable educators who possess lifelong abilities to foster 21st-century skills in students. educators who possess strong inclinations towards collaboration, critical thinking, creativity, communication, digital literacy, social skills and leadership are better equipped to impart 21stcentury skills to students (anagün, 2018). consequently, education alone cannot cultivate a responsible, goaloriented, and thriving society. thus, the advancement of 21st-century skills among students, who represent the future members and leaders of society, holds greater promise, and this can be achieved by equipping teachers with the essential 21st-century skills. collaboration collaborative teaching offers numerous advantages (novicevic, buckley, harvey, & keaton, 2019). firstly, this pedagogical approach enhances learners’ ability to critically evaluate problems, engage in substantive arguments, and effectively apply learned concepts in different situations or contexts. secondly, this process elevates the quality of teaching scholarships by transforming it into a participatory endeavor that undergoes critical review and quality assurance. thirdly, collaborative teaching can be seen to attain improved teaching outcomes due to its peer-reviewed and monitored nature. it is designed to encompass various disciplinary perspectives. fourthly, collaborative teaching challenges conventional instructional delivery methods by leveraging combined efforts to address common goals or issues. however, if faculty goals differ in type and nature, the collaboration outcome might be negative. specifically, if the goals and expected performance levels are not clearly established at the outset, team effectiveness could be compromised. critical thinking skills the study by brown and davis (2020) sheds light on the transformative power of constructivist pedagogy. by exploring how it enhances teacher-student interactions, cultivates critical thinking, and promotes knowledge construction, the research contributes to a deeper understanding of how pedagogical approaches impact both teachers and students. it underscores the importance of student-centered learning, and the role teachers play in facilitating it, providing valuable insights for educators and policymakers seeking to improve the quality of education. critical thinking is not merely a skill; it is a mindset that empowers individuals and societies to adapt, innovate, and thrive in an increasingly intricate world (jones, 2019). creativity creativity is a crucial 21st-century competency that students must possess as they confront the advancements in technology and prepare for their future occupations. according to a teacher interview, numerous educators still assess the cognitive aspects of their students. this situation implies that students are lacking in skills, particularly in the realm of creativity. teachers have failed to equip students with the necessary training to enhance their creative abilities, notwithstanding the curriculum that has been devised, which places greater emphasis on cultivating creativity. thus, creativity stands as an essential skill that students should cultivate (dawes & wegerif, 2023). the yearning to bring forth novelty and undertake distinct endeavors that cannot be achieved solely through adherence to regulations or fulfillment of universal criteria characterizes creativity. the labor force can be affected by economic and geopolitical advancements, potentially leading to the disturbance of traditional employment patterns and the emergence of fresh requisites (shafie et al., 2019). communication griffiths (2018) provided two definitions of communication strategy. firstly, communication strategy refers to the systematic endeavor of a student to articulate their intentions in the target language in situations where they are unable to accurately formulate or select pa ge 84 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 82-105, 2024 the appropriate rules of the target language. secondly, communication strategy denotes the conscious exertion made by students to convey their thoughts when interlanguage grammar proves insufficient in expressing their intended meaning. communication encompasses the aptitude to clearly and persuasively express thoughts both verbally and in written form, articulate viewpoints, convey coherent instructions, and inspire others through speech. moreover, communication skills are intertwined with information, media, and ict competencies. it is asserted that communication skills hold great significance in professional settings and public life and are also influenced by present and emerging technologies, considering the substantial number of messages that are mediated by one or more digital devices. within this framework, proficient communication skills can serve to prevent misunderstandings and miscommunications (joynes, 2019). digital literacy rogers (2018) emphasized the transformative impact of technology integration on teachers’ pedagogical competence. by examining the role of digital tools in enhancing teaching strategies and fostering 21st-century skills, the research contributes to a deeper understanding of how technology can be harnessed to enhance both teaching and learning. this understanding is invaluable for educators, administrators, and policymakers as they seek to prepare students for success in a technologicallydriven world. the utilization of digital technologies stimulates novel ideas and cultivates imaginative thinking. educators and students acquire fresh insights, abilities, and encounters by employing digital technologies within the educational setting (demir & akpinar, 2018). the potential of digital technologies to foster the development of 21st century skills and competencies in the classroom varies in scope. according to cheung et al. (2021), personalized learning is facilitated by digital technologies. the utilization of diverse applications, which enhance the quality of instruction in the classroom, plays a crucial role in enhancing personalized learning. cheung et al. (2021) assert that digital technologies enable teaching and learning that is tailored to the characteristics of both the teacher and the learner while also being enhanced and improved by the preferences and features offered by ict tools. digital technologies are deemed intelligent as they enable individual growth. for example, artificial intelligence, image recognition, and the internet provide insights into one’s learning, performance, and behavior, thereby fostering a deeper understanding and reflection of one’s learning and teaching journey. integrating technologies in a manner that aligns with digital literacy is essential for creating intelligent learning environments. social skill smith and johnson’s study (2019) emphasized that social skills can improve pedagogical competence in novice teachers, which is a multifaceted process that involves mentoring, ongoing professional development, and reflective practice. by recognizing the challenges novice teachers face and providing them with the necessary support and resources, the educational system can nurture a new generation of educators who are well-prepared and continually evolving in their pedagogical expertise. this, in turn, contributes to the overall quality of education and positively impacts student learning outcomes. leadership in 2021, garcia and kim’s literature review underscored the transformative power of leadership in developing teachers’ competence. by exploring the significance of leadership and its connection to effective teaching strategies, the research provides valuable insights into how educators can create more inclusive and equitable learning environments. this understanding is crucial for addressing the diverse needs of students and promoting educational equity in a multicultural society. the pivotal role of professional development programs in enhancing teachers’ pedagogical competence. by examining the effectiveness of various training models and their influence on teaching strategies and student outcomes, the research provides educators, administrators, and policymakers with valuable insights to refine professional development initiatives and, ultimately, improve the quality of education in classrooms (johnson & anderson, 2018). in 2019, turner and harris’s literature review underscored the fundamental role of formative assessment and feedback in teaching and learning. by exploring the strategies employed by educators in implementing these practices and their profound impact on student achievement and engagement, this research contributes significantly to the understanding of effective teaching strategies. it underscores the importance of creating an environment where feedback is a constructive, ongoing dialogue, thus empowering students to take charge of their learning and teachers to refine their instruction. teaching performance pongton and suntrayuth (2019) emphasized the significance of teaching performance assessment in evaluating employee capabilities, which is defined as the actions and behaviors aligned with organizational objectives. traditionally, teachers are expected to exhibit professionalism and strive for exceptional performance for the benefit of stakeholders, particularly students. however, it is essential for today’s educational system to acknowledge that teachers themselves are stakeholders in education, and their needs, including communication satisfaction, should be recognized as they greatly impact the learning process. while teachers may often be positioned at the lower end of the school hierarchy, it is crucial to allocate attention to their effective communication needs, addressing their inquiries and concerns, to prevent the manifestation of negative behaviors that may hinder their job performance. pa ge 85 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 82-105, 2024 classroom observation tool (cot) classroom observation has been made a requirement in the philippine professional standards for teachersresults-based performance management system (ppstrpms). furthermore, it has been enhanced to become more objective and standardized. this alteration is due to its utilization in mentoring, coaching, performance review, and evaluation processes. consequently, it effectively contributes to the continuous professional development of teachers. in relation to this matter, suparto (2020) asserted that the implementation of academic supervision through classroom observation techniques can greatly enhance the quality of teacher learning. the classroom observation exercise is characterized by predetermined indicators mutually agreed upon by the teachers and the observers, ensuring that the teachers are adequately prepared. in a related research endeavor, an effective supervision process entails several stages: preobservation planning, observation implementation, and post-observation monitoring (ghavifekr, husain, rosden & hamat, 2019). those responsible for conducting classroom observations include the head teacher, master teacher, and principal. it is important to note that observations conducted at the schools division office level do not carry direct weight in a teacher’s performance review. by and large, instructors express contentment with the classroom observation practices of their supervisors. in conclusion, the literature review has provided a comprehensive understanding of the dynamic landscape of 21st-century teaching skills and the evolving methodologies for assessing teaching performance. contemporary teaching approaches emphasize studentcentered learning, technology integration, and the development of critical 21st-century skills. simultaneously, the performance of teachers has shifted from traditional, summative evaluations to formative and authentic methods that better capture the multifaceted nature of student achievement. this synthesis of research underscores the need for educators to adapt, innovate, and embrace the principles of 21st-century skills while implementing progressive teaching performance assessment strategies to ensure students’ holistic development and success in the modern educational era. as the 21stcentury continues to unfold, educators must remain agile in their pedagogical approaches and assessment methodologies to equip students with the skills and competencies necessary to thrive in an ever-changing world. the study’s main objective is to determine the 21st-century skills and teachers’ performance in selected divisions of region x for school year 2023 – 2024. statement of the problem this study aimed to determine the level of 21st-century teaching skills and teacher’s performance in the first and second period in selected divisions of region x, school year 2023-2024 as the basis for the instructional development plan. it specifically answered the following questions: 1. how are the respondents distributed in terms age, sex, position, teaching experience, highest educational attainment, and availability of digital technology? 2. how do the respondents assess their level of 21st century teaching skills considering collaboration, critical thinking skill, creativity, communication, digital literacy, social skill, and leadership? 3. what is the teachers’ performance level based on the classroom observation during the first and second period? 4. is there a significant relationship between the respondents’ assessment of the 21st-century teaching skills and their performance in the first and second period of school year 2023-2024? 5. is there a significant difference in the respondents’ assessment of 21st century teaching skills and their performance when grouped according to their profile? 6. based on the result of the study, what instructional development plan on 21st-century teaching skills can be formulated? theoretical framework this study indicates that teaching skills are essential in meeting the demands of the 21st-century academic world. when these skills are intact among teachers, they competently provide quality instruction that is globally competitive and contribute to the learners’ preparation for life ahead that can improve their performance. moreover, the 2019 framework created by battelle for kids, known as the partnership for 21st century learning, was developed with the purpose of assisting educators in integrating 21st-century skills into their teaching practices (battelle for kids, 2019). this framework emphasizes three essential 21st-century skills that learners should acquire, namely life and career skills, learning and innovation, and information, media, and technology skills .to facilitate the development of life and career skills, certain qualities such as flexibility and adaptability, initiative, social and cross-cultural skills, productivity, and leadership are deemed necessary. in order to foster learning and innovation skills, learners must cultivate creativity and innovation, critical thinking abilities, and effective communication skills. additionally, information, media, & technology skills encompass competencies such as information literacy, media literacy, and ict information (battelle for kids, 2019). based on deped memorandum no. 008, series of 2023, issued by the department of education entitled the multiyear guidelines on the implementation of results-based performance management and philippine professional standards for teachers (ppst) for school year 2022 2025. the ppst supports efforts to improve teacher quality at all stages of preparation, from preservice instruction to in-service training. through clearly defined areas, strands, and indicators that offer measures of professional development, competent practice, and productive engagement, it explains what teacher quality in the k to 12 reform entails. pa ge 86 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 82-105, 2024 the professional standards serve as a visible declaration of professional accountability that motivates educators to consider and evaluate their own actions in pursuit of personal and professional development. the development of the classroom observation tool based on the developmental framework of ppst supports deped’s move to develop a single tool to measure teachers’ classroom performance. deped order no. 42 s. 2017 aims to apply a uniform measure to assess teacher performance, identify needs, and provide support for professional development. it is important for teachers to observe the interaction between teachers and learners within the classroom because it can determine students’ learning opportunities. not only that, but classroom observation also encourages colleagues to collaborate to improve teacher practice and student learning. feedback from classroom observations effectively provides teachers with the information they need about their classroom behavior (halim, wahid, & halim, 2020). scope and limitations the study focused on 21st-century skills and teachers’ performance in selected divisions, province of bukidnon, during the school year 2023-2024. the respondents of the study were the 311 junior high school teachers in the division of bukidnon, malaybalay, and valencia city. the independent variables were limited to teachers’ 21st-century skills such as collaboration, critical thinking, creativity, communication, digital literacy, social skills and leadership. moreover, the dependent variables involved the teacher performance based on their classroom observation tool in the first and second period. indeed, the moderating variables encompassed the respondents’ profile in terms of age, sex, position, teaching experience, highest educational attainment, and availability of technology. methodology research design this study utilized the descriptive correlational method of research to investigate and gather essential quantitative data and information about teachers’ 21st-century teaching skills and their level of performance based on the classroom observation tool for the first and second period of school year 2023-2024. descriptive research, as defined by fluet (2020), is a quantitative research method employed to characterize traits or functions and assess specific hypotheses. fluet further emphasized the need for precision and clarity when defining the research problem for this type of study. this approach aligns with the conclusive quantitative research technique, which aims to test specific hypotheses and elucidate properties or functions, as outlined by vieira et al. (2020). this approach is expected to yield an accurate and precise representation of the situation. the study involves collecting, organizing, and analyzing data to derive meaningful insights from the findings. key variables examined include teacher respondents’ attributes, their research competence, and their level of research engagement. in addition to survey data, in-depth interviews complemented and enriched the information obtained. study setting the study was conducted in the province of bukidnon, located in the northern part of the island of mindanao in the philippines. bukidnon is renowned for its lush landscapes, rolling hills, fertile agricultural fields, and status as the food basket of mindanao. its capital city, malaybalay, is nestled amidst the province’s natural beauty, while valencia city, another prominent urban center, adds to the province’s charm. the area is known for its rich cultural heritage, as it is home to several indigenous communities, including the bukidnon, higaonon, and talaandig tribes. the study took place in the province of bukidnon, where the focus is on three key school division offices (sdos): sdo bukidnon, the primary sdo for the province, overseeing education across various municipalities and cities; sdo valencia city, which manages educational affairs within the city of valencia and caters to its specific needs; and sdo malaybalay city, situated in the provincial capital, responsible for the educational development and administration of schools within the city. these sdos serve as essential administrative and educational support hubs within the region. the selected institutions with teacher i, teacher ii and teacher iii junior high school teachers as target respondents are expected to represent diverse perspectives and experiences regarding 21stcentury teaching skills and their teaching performance assessment. study population and sampling technique the participants of this study consisted of three hundred eleven (311) junior high school teachers with teaching positions in the division of bukidnon, malaybalay and valencia city. they have the same characteristics as those other teachers in the divisions mentioned above. they were chosen as the actual respondents of the study. the researcher utilized slovin’s formula in determining the desired number of respondents, which is three hundred eleven junior high school teachers with a population of 1,083 teachers and a margin of error of 5%. further stratified random sampling was employed to get the appropriate number of teachers in every school. this was done by dividing the computed sample size by its population. moreover, to get the number of respondents by grade level, simple random sampling was used through lottery method. pa ge 87 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 82-105, 2024 research instruments the questionnaire is divided into four parts. the first part deals with the moderating variables on the respondents’ age, sex, position, teaching experience, highest educational attainment, and availability of digital technology. the second part of the survey questionnaire is adopted from the study of diquito (2022) entitled a survey of 21st century skills acquisition among the preservice teachers of teacher education programs. this part entails the following variables: collaboration skill, critical thinking skill, creativity, communication, digital literacy, social skill, and leadership. each item will be responded by choosing the answer as at all times, most of the time, seldom, and never. the third part of the survey questionnaire is also adopted from department of education memorandum order no. 008, series of 2023, entitled the multiyear guidelines on implementation of the results-based performance management system-philippine professional standards for teachers for school year 2022-2025. this part entails the classroom observation tool (cot) rating sheet for teacher i, teacher ii and teacher iii. the rating sheet is a checklist that will be rated according to how well the teacher performed during the classroom observation. it has nine indicators with 3, 4, 5, 6, 7 and no or not observed scale with an automatic rate of 3. each indicator is assessed on an individual basis and with appropriate ratings based on the performance indicator, which is (5) outstanding, (4) very satisfactory, (3) satisfactory, (2) unsatisfactory and (1) poor. for the last part of the questionnaire, a set of interview guide questions for junior high school teachers who utilize 21st teaching skills. these open-ended questions helped gather qualitative data on the nature, scope on the teaching and learning process. statistical treatment of data descriptive statistics played a fundamental role in this study by providing concise summaries of key data characteristics. these included a straightforward description of the sample and the measurements, serving as the cornerstone for most quantitative data analyses, in addition to basic graphical representations. to distribute responders among various factors, mean and standard deviations were utilized. additionally, the spearman rank correlation, kruskal wallis test and coefficient (r) was used in evaluating the respondents’ profile, 21st-century skills significant and teachers’ performance. ethical consideration it is crucial to ensure the privacy and anonymity of the teachers who participate in this research. teachers may be more inclined to participate honestly and openly if they are assured that their identities and personal information are kept confidential. the following ethical concerns are addressed: first, it obtained informed consent from all participating teachers and clearly explained the purpose of the study, the data collection process, and how their information was used. this is to ensure that they have the option to withdraw from the study at any time without facing consequences. second, teachers were asked to remove or replace any personally identifiable information such as names, school names, or contact details from the data during analysis and reporting. pseudonym assignments may be done to participants to protect their identities. third, the collected data were safeguarded by storing it securely, using encryption where necessary, and limiting access to authorized personnel only. this is to ensure that data is not accidentally disclosed to unauthorized parties. lastly, the ethical approval was sought from an institutional review board (irb) or ethics committee to ensure that the research design and data handling procedures meet ethical standards and guidelines. results and discussions problem 1. how are the respondents distributed in terms of age, sex, position, teaching experience, highest educational attainment, and availability of digital technology table 1: distribution of respondents school population respondents total respondentsgrade 7 grade 8 grade 9 grade 10 alae national high school 58 7 6 8 7 28 bansay national high school 121 11 10 10 9 40 bukidnon national high school 280 8 7 7 8 30 dangcagan national high school 56 6 5 6 6 23 impasug-ong national high school 54 8 8 8 7 31 kitaotao national high school 60 8 9 9 9 35 libona national high school 79 6 6 8 7 27 manolo fortich national high school 112 6 6 7 6 25 quezon national high school 53 9 8 7 6 30 valencia national high school 208 10 11 11 10 42 total 1083 79 76 81 75 311 pa ge 88 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 82-105, 2024 table 2: distribution of respondents’ profile in terms of age category frequency percent 51 to 65 years old 6 1.93 41 to 50 years old 33 10.61 31 to 40 years old 199 63.99 20 to 30 years old 73 23.47 total 311 100.00 table 2 presents a breakdown of the respondents based on age categories, shedding light on the distribution of teachers across different stages of their professional journey. among the 311 respondents, 199 (63.99%) belonged to the 31 to 40 years old bracket as the highest frequency. as observed, a large portion of the respondents are in middle age wherein individuals in this stage are more active and exhibit a heightened level of curiosity towards their job as a teacher. it implies that educators within this specific age group, owing to their enthusiastic involvement and inquisitiveness, might exhibit a heightened openness to instructional techniques and pedagogical strategies that are in line with the demands of the 21st century and current educational patterns. conversely, 6 (1.93%) were in the 51 to 65 years old bracket got the lowest frequency. age brackets below 51 to 65 years old showed lesser engagement in the study. this implies that, older teachers may encounter challenges in adapting modern ways that involve online surveys, google forms, and other digital tools. the age factor also influence the interactions of the teachers. in comparison to their senior counterparts, junior teachers typically possess a lesser number of experiences. additionally, senior teachers are regarded as more mature and stable and possess a higher level of qualification and a well-rounded perspective. as a result, they are not susceptible to experiencing mental pressure in their work environment. in the context of political and public discussions, there is a tendency to assume a direct linear correlation between the number of years a teacher has been in the profession and the quality of their teaching (graham et al., 2020). table 3: distribution of respondents’ profile in terms of sex category frequency percent male 242 77.81 female 69 22.19 total 311 100.00 table 3 provides a data result on the composition of the surveyed teachers, presenting a clear overview of the distribution between female and male respondents. it illustrates 242 (77.81%) were female with the highest frequency. as seen, female teachers are recognized for their capacity to comprehend students’ cognitive and emotional needs and the idea that patience is a virtue primarily demonstrated by female educators. learners, as well as their superior abilities in communication and counseling. it suggests that it is widely perceived that students can form more positive relationships with female teachers due to their perceived support of their academic performance. on the other hand, 69 (22.19%) of male respondents received the lowest frequency. as noticed, fewer male teachers were present during the distribution of survey questionnaires. with a lower percentage of male educators in the sample, there may be fewer role models and mentors for male teachers within the educational institutions. it indicates that, for the students who favored male teachers, it was observed that they believed males were better able to maintain control over the classroom. table 4: distribution of respondents’ profile in terms of teaching position category frequency percent teacher iii 31 9.97 teacher ii 59 18.97 teacher i 221 71.06 total 311 100.00 table 4 shows the distribution of 311 respondents based on their respective teaching positions, categorizing them as teacher iii, teacher ii, and teacher i. it is evident that 221 (71.06%) held the position of teacher i who got the highest frequency. as seen, the most portion of the workforce in the department of education remains in entry-level positions. this denotes that there is a limited allocation of resources for junior high schools, possibly due to the slow progression of promotions. while teachers are entitled to professional advancement according to the 1987 constitution, it has been observed that there is a lack of certainty regarding promotion or career progression within deped. comon and corpuz (2024) emphasized the predominant role of entry-level teaching positions within the surveyed population. this insight sheds light on the composition of the teaching workforce, suggesting a significant presence of educators at the initial stage of their teaching careers. this finding suggests that a substantial portion of the respondents are in the initial stages of their teaching careers, potentially influencing the overall perspectives and experiences captured in the research. educational policies, professional development initiatives, or interventions derived from the research may have a more direct impact on teacher i professionals. while 31 (18.97%) of the respondents were in the teacher iii position, which has the lowest frequency, it is noticeable that teacher iii teachers frequently possess administrative obligations and leadership duties that may demand more time and focus. it explains that the lower frequency might be indicative of time constraints faced pa ge 89 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 82-105, 2024 by senior educators, making it challenging for them to engage fully in additional research activities. table 5: distribution of respondents’ profile in terms of teaching experience category frequency percent 30 years and above 9 2.89 21 to 30 years in service 25 8.04 11 to 20 years in service 69 22.19 1 to 10 years in service 208 66.88 total 311 100.00 table 5 provides an overview of the teaching experience with a total of 311 teacher respondents, grouping them according to the number of years they have been in the workforce. it was observed that 208 (66.88%) are within 1 to 10 years of service, which has the highest frequency. as seen, most teachers are within the early to mid-career stage, wherein they have lots of opportunities for professional development initiatives. it indicates that early-career educators may be more open to adopting and integrating 21st-century skills into their teaching practices. however, 9 (2.89%) of the respondents with 30 years in service and above have the lowest frequency. as noticed, teachers with extensive teaching experience may encounter less interest in participating in research studies, but their expertise as educators is valuable. it indicates that the length of a teacher’s experience served as a meaningful indicator of varying levels of professional experience. table 6: distribution of respondents’ profile in terms of highest educational attainment category frequency percent phd/edd/dm degree holder 2 0.64 with units in phd/edd/ dm degree 20 6.43 master’s degree holder 101 32.48 with units in master’s degree 148 47.59 baccalaureate degree 40 12.87 total 311 100.00 table 6 presents a result of the educational qualifications of the surveyed 311 respondents, categorizing them based on their highest educational attainment. it shows that 148 (47.59%) had with units in master’s degree got the highest frequency. as perceived, most of the respondents had completed coursework toward a master’s degree but may not have completed the full program. this implies that other factors, such as workload and financial limitations, might be barriers. understanding the reasons behind incomplete master’s degrees can provide valuable insights into the support structures and resources needed to facilitate educators continued professional growth and academic attainment. while 2 (0.64 %) of the respondents had a phd/edd/ dm degree, which has the lowest frequency. as seen, the study’s teachers with a completed doctoral degree are less represented. despite this, encouraging educators to pursue doctoral degrees can contribute to a culture of continuous learning within the teaching community. it denotes that factors like restricted admission to doctoral programs, financial limitations, and conflicting professional responsibilities could hinder teachers from acquiring doctoral degree. table 7: distribution of respondents’ profile in terms of availability of digital technology category frequency percent internet connectivity 82 9.12 laptop 206 22.91 printer/scanner 188 20.91 smartphones 203 22.58 speaker 53 5.89 tv 167 18.57 table 7 provides details on the availability of digital technology of the respondents. the result revealed that the highest frequency of 206 (22.91%), had access to laptop. this means that most of the teachers are using laptops as their digital tool in the classroom and find it effective. laptops also enable educators to tailor instruction and diversify educational experiences for students. in accordance, they have the capacity to modify teaching strategies, deliver personalized feedback, and furnish supplementary materials in alignment with students’ interests, capabilities, and educational requirements. it implies that laptops are important for teachers not only in their daily work but also a tool in enhancing instructional delivery, student engagement and learning outcomes. also, 53 (5.89%) had the speaker with the lowest frequency. this implies that only a few teachers use speakers as their digital tools inside the classroom. some teachers also prefer not to use speakers anymore since laptops connected to flatscreen tvs have enough volume for the learners to hear video lessons. in addition, schools may consider providing educators with the necessary audio equipment to help achieve a rich multimedia learning experience for the learners. akkara, anumula and mallampalli (2020) stated that using speakers as technology in teaching speaking improves students’ speaking fluency and coherence, lexical resource, grammatical range and accuracy and pronunciation. more so, technology in teaching speaking improves students’ speaking skills and employing such has a positive impact on learners speaking skills, fluency, and pronunciation. pa ge 90 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 82-105, 2024 problem 2. how do the respondents assess their level of 21st-century teaching skills considering collaboration skills, critical thinking skills, creativity, communication, digital literacy, social skills, and leadership? table 7 presents the overall mean value of 3.22 (sd=0.43) with the description of most of the time. this shows that respondents have a high level of collaborative skills. the result means that teachers are effective in engaging in cooperative efforts within the school. collaboration allows teachers to share ideas, strategies, and best practices, and engaging in interaction with peers enables them to acquire knowledge from one another’s experiences and cultivate ongoing professional advancement. the indicator that gains the highest mean value is 3.58 (sd=0.50) as a teacher, i can provide useful feedback and involve others in the task described as at all times. as viewed, educators excel in providing useful feedback and involving others in tasks that contribute to the creation of a collaborative learning environment. it explains that this has a positive impact to students’ engagement, as students are more likely to thrive in an atmosphere where constructive feedback is valued, and collaborative efforts are encouraged. collaborative teaching, as highlighted by novicevic et al. (2019), offers several benefits. firstly, it enhances learners’ critical thinking abilities, encouraging them to evaluate problems, engage in meaningful discussions, and apply learned concepts in diverse contexts. secondly, it elevates the quality of teaching by transforming it into a participatory process subject to critical review and quality assurance. thirdly, collaborative teaching improves teaching outcomes through peer-reviewed and monitored practices, encompassing various disciplinary perspectives. fourthly, it challenges traditional instructional methods by pooling efforts to address common goals, but success hinges on clearly established goals and performance expectations from the outset. on the other hand, the lowest mean is the indicator, as a teacher, i have the ability to use time wisely, especially in conducting group projects with 2.41 (sd=0.31) described as most of the time. as observed, when giving group projects to learners, it is necessary to manage the time since this activity is time-consuming. it suggests that teachers need to enhance their efficiency in managing time during these collaborative endeavors. training or workshops specifically tailored to optimize time use in group projects may be beneficial. collaboration embodies the fundamental principles for enhancing instructional practice. particularly, the provision of teacher support is recognized as a crucial aspect of instructional practice. also, collaborative teaching is perceived as a strategy to attain improved teaching results due to its peer-reviewed and supervised characteristics. it requires additional planning time, and navigating power imbalances can be difficult (novicevic et al., 2019). however, working through any imbalances or other difficulties in real-time offers special learning opportunities for the students. yet this strategy helps instructors to embrace the emerging the new objectives of initiatives that aim to combine pedagogy and technology. table 8: distribution of respondents’ assessment on 21st century teaching skills considering collaboration skills indicators mean sd description as a teacher, i have the ability to… create a task list. 3.47 0.50 at all times help the team solve problems. 3.33 0.47 at all times provide useful feedback. 3.58 0.50 at all times help in resolving issues. 2.61 0.26 most of the time respect other’s perspectives. 3.33 0.47 at all times involve others in the task. 3.58 0.50 at all times complete tasks with the help of others. 3.50 0.50 at all times use time wisely especially in conducting group projects. 2.41 0.31 most of the time overall 3.22 0.43 most of the time table 8 presents the overall mean value of 3.22 (sd=0.43) with the description of most of the time. this shows that respondents have a high level of collaborative skills. the result means that teachers are effective in engaging in cooperative efforts within the school. collaboration allows teachers to share ideas, strategies, and best practices, and engaging in interaction with peers enables them to acquire knowledge from one another’s experiences and cultivate ongoing professional advancement. the indicator that gains the highest mean value is 3.58 (sd=0.50) as a teacher, i can provide useful feedback and involve others in the task described as at all times. as viewed, educators excel in providing useful feedback and involving others in tasks that contribute to the creation of a collaborative learning environment. it explains legend: 3.26-4.00 at all times (very high) 2.51-3.25 most of the time (high) 1.76-2.50 seldom (low) 1.00-1.75 never (very low) pa ge 91 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 82-105, 2024 that this has a positive impact to students’ engagement, as students are more likely to thrive in an atmosphere where constructive feedback is valued, and collaborative efforts are encouraged. collaborative teaching, as highlighted by novicevic et al. (2019), offers several benefits. firstly, it enhances learners’ critical thinking abilities, encouraging them to evaluate problems, engage in meaningful discussions, and apply learned concepts in diverse contexts. secondly, it elevates the quality of teaching by transforming it into a participatory process subject to critical review and quality assurance. thirdly, collaborative teaching improves teaching outcomes through peer-reviewed and monitored practices, encompassing various disciplinary perspectives. fourthly, it challenges traditional instructional methods by pooling efforts to address common goals, but success hinges on clearly established goals and performance expectations from the outset. on the other hand, the lowest mean is the indicator, as a teacher, i have the ability to use time wisely, especially in conducting group projects with 2.41 (sd=0.31) described as most of the time. as observed, when giving group projects to learners, it is necessary to manage the time since this activity is time-consuming. it suggests that teachers need to enhance their efficiency in managing time during these collaborative endeavors. training or workshops specifically tailored to optimize time use in group projects may be beneficial. collaboration embodies the fundamental principles for enhancing instructional practice. particularly, the provision of teacher support is recognized as a crucial aspect of instructional practice. also, collaborative teaching is perceived as a strategy to attain improved teaching results due to its peer-reviewed and supervised characteristics. it requires additional planning time, and navigating power imbalances can be difficult (novicevic et al., 2019). however, working through any imbalances or other difficulties in real-time offers special learning opportunities for the students. yet this strategy helps instructors to embrace the emerging the new objectives of initiatives that aim to combine pedagogy and technology. table 9: distribution of respondents’ assessment on 21st century teaching skills considering critical thinking skills indicators mean sd description as a teacher, i have the ability to… understand how knowledge might transfer to other situations. 3.60 0.50 at all times recognize my limitations and to create new alternative ways. 2.63 0.31 most of the time evaluate my own reasoning. 2.41 0.27 most of the time identify needed detail through the use of scientific inquiry. 2.56 0.29 most of the time broaden my own inquiry. 3.47 0.50 at all times change ideas and justify it. 3.33 0.47 at all times understand difficult questions. 3.47 0.50 at all times assess the quality of data. 3.33 0.47 at all times overall 3.10 0.41 most of the time legend: 3.26-4.00 at all times (very high) 2.51-3.25 most of the time (high) 1.76-2.50 seldom (low) 1.00-1.75 never (very low) table 9 offers a detailed examination of respondents’ assessment regarding 21st-century teaching skills, with a specific emphasis on critical thinking skills. it gathers an overall mean value of 3.10 (sd=0.41) described as most of the time. this denotes that respondents have high level of critical thinking skills. as seen, most of the teacher respondents have adequate critical thinking skills but have not reached the highest level, they need to make efforts to improve this. it indicates that teachers used critical thinking skills better in recognizing issues and providing solutions despite the different challenges inside the classroom. the indicator as a teacher, i have the ability to understand how knowledge might transfer to other situations got the highest mean rating of 3.60 (sd=0.50), described as at all times. this means that teachers are adept at helping learners understand not only the content knowledge but also how to deal in real world situations. in addition, teachers incorporate activities and techniques that encourage learners to analyze ideas, make connections, and apply their learning to diverse situations. this approach helps learners recognize the practical utility of their learning and reinforces the notion that knowledge is transferable across various situations. through this, teachers are preparing students for the demands of a rapidly changing world. it suggests that understanding knowledge transfer indicates a perceived strength in facilitating transferable skills among educators, contributing to a more holistic view of their critical thinking capabilities. according to jones (2019), critical thinking is a mindset that enables people and communities to adapt, innovate, and prosper in a world that is becoming more complex. it is not only a skill. a critical thinking attitude advocates for a comprehensive way of seeing the world. it entails having the capacity to make connections between seemingly unrelated facts, see pa ge 92 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 82-105, 2024 patterns, and recognize how different components are related to one another within a certain context. as a teacher, i have the ability to evaluate my own reasoning garnered the lowest mean value of 2.41 and sd=0.27 described as most of the time. as perceived, teachers have low skill in evaluating their own reasoning. it indicates that teachers must involve themselves in a reflective practice where they can analyze their teaching skills and outcomes. whether through self-reflection journals, peer observations, or mentorship programs, teachers who regularly assess their own reasoning are likely to gain from the integration of feedback systems. teachers can design tests that evaluate higher-order thinking in addition to rote memorization, pushing students to apply their information in relevant contexts. higher-order thinking abilities like analysis, synthesis, and assessment are linked with critical thinking. students are encouraged to go beyond rote memorization and participate in deeper, more meaningful learning experiences by teachers who support critical thinking. educators can cultivate a more profound comprehension of the subject by formulating assessments that extend beyond mere memorization and emphasize advanced cognitive abilities. critical thinking draws on other skills such as communication, information literacy and the ability to examine, analyze, interpret, and evaluate evidence. it is presented as relevant within the field of formal education, and within business and responsible social citizenship (jones, 2019). table 10: distribution of respondents’ assessment on 21st century teaching skills considering creativity indicators mean sd description as a teacher, i have the ability to… elaborate and improve my ideas. 3.49 0.50 at all times use brainstorming to generate original and unique ideas. 3.33 0.47 at all times find relevant sources of information. 3.47 0.50 at all times use my imagination to create new things. 3.33 0.47 at all times create unique and different outputs. 2.42 0.24 most of the time combine different ideas to generate new outputs. 3.33 0.47 most of the time promote a variety of creative ideas. 2.22 0.20 most of the time create ideas needed for the development of new ideas. 3.33 0.47 at all times overall 3.10 0.41 most of the time legend: 3.26-4.00 at all times (very high) 2.51-3.25 most of the time (high) 1.76-2.50 seldom (low) 1.00-1.75 never (very low) table 10 displays an overall mean value of 3.1 (sd=0.41) most of the time and indicates that teacher respondents have a high level of creativity. it shows that teachers are creative, but to achieve the highest level, they need to elevate their teaching, that is, going beyond traditional methods, embracing the latest ideas, and adapting strategies to engage students in meaningful ways. it suggests that teachers with creative skills tend to develop flexible and creative teaching strategies. by adapting creativity to different learning styles, needs, and challenges, teachers may create a welcoming and stimulating learning atmosphere in the classroom. the indicator, as a teacher, i have the ability to elaborate and improve ideas, has the highest mean of 3.49 (sd=0.50) described as at all times. as observed, educators feel confident in their ability to not only generate ideas but also elaborate on them and actively engage in the improvement process. this aligns with the goal of fostering a culture of continuous improvement and refinement of creative concepts in the learning environment. this implies that creativity is a crucial 21stcentury competency that students must possess as they confront technological advancements and prepare for their future occupations. according to a teacher interview, numerous educators still assess the cognitive aspects of their students. this situation implies that students are lacking in skills, particularly in the realm of creativity. thus, creativity stands as an essential skill that students should cultivate (dawes & wegerif, 2023). as a teacher, i have the ability to promote a variety of creative ideas got the lowest mean of 2.22 (sd=0.20), described as most of the time. as seen, teachers have different innovative strategies for dealing with diverse learners and to have an interactive classroom experience. this indicates that teachers lack strategies that encourage learners to express their opinions without fear of judgment, offer students choices in how they demonstrate their understanding of a topic and integrate creativity into various subjects. there may be perceived space for growth in terms of educators actively encouraging and fostering a diverse range of creative ideas in the learning environment. it might indicate a potential focus area for professional development initiatives to enhance strategies for promoting creativity among students. the concept of creativity encompasses the capacity to generate fresh ideas and solutions, break through existing barriers, promote original thinking, pose unfamiliar inquiries, and arrive at unexpected conclusions (dawes & wegerif, 2023). in pa ge 93 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 82-105, 2024 the context of global competition and task automation, individual capacity for innovativeness and creativity are increasingly seen as requirements for professional and personal success. table 11: distribution of respondents’ assessment on 21st century teaching skills considering communication indicators mean sd description as a teacher, i have the ability to… use appropriate platforms in communication. 3.47 0.50 at all times adapt a communication style appropriate to different situations. 2.43 0.26 most of the time speak fluently, clearly and professionally. 2.56 0.29 most of the time create a clear and interesting discussion. 2.22 0.20 most of the time present all information clearly. 3.33 0.47 at all times clearly communicate various perspectives. 3.47 0.50 at all times organize information. 3.33 0.47 at all times answer questions logically. 3.58 0.50 at all times overall 3.04 0.40 most of the time legend: 3.26-4.00 at all times (very high) 2.51-3.25 most of the time (high) 1.76-2.50 seldom (low) 1.00-1.75 never (very low) table 11 shows an overall mean value is 3.04 with sd=0.40 with a description of most of the times implies that respondents have high level on communication skills .as noticed, teachers have knowledge on this skill but to attain the highest level, there is a need to improve one’s practices and make consistent reflection. to add with, teachers possess a commendable level of communication skills. it implies that teachers are effective in sharing information, facilitating discussions, and engaging with students, coworkers, and stakeholders. clear and effective communication is important when providing feedback on student’s activities, assessments, and overall performance. it helps students understand areas for improvement and encourages continuous growth. additionally, the indicator as a teacher, i have the ability to answer questions logically has the highest mean value of 3.58 (sd=0.50) among all eight indicators described as at all times. as observed, educators are generally effective in providing learners with logical answers to queries. it indicates that this skill is crucial for fostering understanding and engagement in the learning process. communication encompasses the aptitude to clearly and persuasively express thoughts both verbally and in written form, articulate viewpoints, convey coherent instructions, and inspire others through speech. it is asserted that communication skills hold great significance in professional settings and public life and are also influenced by present and emerging technologies, considering the substantial number of messages that are mediated by one or more digital devices. within this framework, proficient communication skills can serve to prevent misunderstandings and miscommunications (joynes, 2019). then, the indicator with the lowest mean value is as a teacher, i have the ability to create a clear and interesting discussion with 2.22 (sd=0.20) described as most of the time. it denotes that educators may have perceived difficulties producing discussions that are both engaging and clear. in the delivery of lessons, to create an interesting discussion, teachers must clearly state the objectives and expected outcomes. this gives a clear direction for both the teacher and students and helps maintain focus throughout the discussion. it suggests that teachers must select topics that are relevant to the curriculum, students’ interests, and current issues. in choosing meaningful and relatable topics increases learner’ engagement and encourages thoughtful participation. lastly, teachers must emphasize the importance of active listening, constructive contributions, and a safe space for expressing opinions. clear expectations help create a positive discussion environment. given that a significant number of messages are mediated by one or more digital devices, it is said that communication skills are highly appreciated in both the public and professional spheres. they are also affected by existing and forthcoming technology. effective communication techniques can aid in preventing misinterpretations and misunderstandings in this situation. professional development in this area could be aimed at improving educators’ facilitation abilities and encouraging lively and engaging classroom conversations. communication includes the ability to express thoughts clearly and persuasively both orally and in writing, articulate opinions, communicate coherent instructions and motivate others through speech (griffiths, 2018). table 12: distribution of respondents’ assessment on 21st century teaching skills in terms of digital literacy indicators mean sd description as a teacher, i have the ability to… use the internet resources wisely. 3.24 0.36 most of the time pa ge 94 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 82-105, 2024 table 12 presents data with an overall mean of 2.67 (sd=0.29), described as most of the time, which means that respondents have a high level of digital literacy skills. as perceived, teachers have moderate skills in digital literacy due to the fact that some teachers in the field face limitations in accessing digital resources, and internet connections matter most. not all schools have internet access especially those in remote areas. this indicates that, as technology becomes increasingly integrated into educational practices, the implementation of asynchronous learning platforms is necessary, that allow students to download educational content and resources during times of internet availability. this enables them to access materials offline when needed for teaching. the indicator as a teacher, i have the ability to use the internet resources wisely got the highest mean rating of 3.24 (sd=0.36), described as most of the time. as viewed, educators are effective in utilizing internet resources in an informed manner. teachers are knowledgeable about the latest online learning platforms, resources, and technologies. it explains that teachers freely incorporate open educational resources, adding multimedia and interactive elements to improve their lessons. furthermore, teachers accommodate different learning styles and provide more dynamic lectures, including video showing, simulations, and other interesting content. rogers (2018) emphasizes the transformative impact of technology integration on teachers’ pedagogical competence. by examining the role of digital tools in enhancing teaching strategies and fostering 21st-century skills, the research contributes to a deeper understanding of how technology can be harnessed to enhance both teaching and learning. this understanding is invaluable for educators, administrators, and policymakers as they seek to prepare students for success in a technologically driven world. yet, the indicator as a teacher, i have the ability to create outputs that suit the different audience and situations has the lowest mean of 2.42 (sd=0.24), described as most of the time. as has been noticed, teachers are having difficulty effectively utilizing educational technology and adapting their digital outputs to various audiences and situations. it implies that teachers must focus possible topics in different department learning action cell to improve teachers’ flexibility in using digital technologies and producing content that meets a diverse of students’ learning needs. according to cheung (2021), digital technologies facilitate personalized learning. the utilization of various applications that enhance the quality of instruction in the classroom plays a crucial role in augmenting personalized learning. cheung et al. (2021) argue that digital technologies enable teaching and learning that is customized to the characteristics of both the educator and the learner while also being improved and enhanced by the preferences and features provided by information and communication technology tools. table use digital media to create my own texts. 2.58 0.29 most of the time save, store, and reuse information using ict. 3.11 0.32 most of the time create outputs that suit to the different audience and situations. 2.42 0.24 most of the time use ict appropriately. 2.63 0.32 most of the time create slides, spreadsheet, documents, and other important ict tools. 2.51 0.29 most of the time use different types and formats of ict. 2.56 0.29 most of the time efficiently and effectively use the various forms of educational technology. 2.51 0.29 most of the time overall 2.67 0.29 most of the time legend: 3.26-4.00 at all times (very high) 2.51-3.25 most of the time (high) 1.76-2.50 seldom (low) 1.00-1.75 never (very low) table 13: distribution of respondents’ assessment on 21st century teaching skills considering social skills indicators mean sd description as a teacher, i have the ability to… respond appropriately to peer-pressure. 2.56 0.29 most of the time control temper in conflict situations. 3.58 0.50 most of the time receive criticism. 3.47 0.50 at all times initiate conversations with others. 3.33 0.47 at all times accept other ideas. 3.58 0.50 at all times make friends easily. 3.47 0.50 at all times get along with other people. 3.33 0.47 at all times cooperate with others. 2.42 0.24 most of the time overall 3.21 0.43 most of the time pa ge 95 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 82-105, 2024 legend: 3.26-4.00 at all times (very high) 2.51-3.25 most of the time (high) 1.76-2.50 seldom (low) 1.00-1.75 never (very low) 13 reveals respondents’ assessment of the 21st-century teaching skills in terms of social skills that have an overall mean rating of 3.21 (sd=0.43), described as most of the time, and this shows that respondents have high level in social skills. as seen, teachers regularly use positive interpersonal techniques. this consistency suggests that teachers are probably establishing a welcoming and socially interesting environment for their students, encouraging good relationships within the learning community. this indicates that teachers are generally demonstrating knowledge in social skills, but to attain the highest level, they need to cultivate interpersonal practices for every individual. encouraging peer coaching and mentorship within the teaching community can be beneficial. master teachers, department heads, and school heads or those experienced teachers with strong social skills can serve as mentors to provide guidance and share best practices with their colleagues, fostering a culture of continuous improvement. among the eight indicators, as a teacher, i have the ability to control temper in conflict situations and accept other ideas got the highest mean rating of 3.58 (sd=0.50), described as most of the time. as observed, teachers in times of conflict showed an acceptable ability to control their temper. this suggests that they possess the ability to remain composed and positively manage conflicts or difficult circumstances. it implies that teachers serve as a role models for students, and the ability to manage conflicts and embrace diverse ideas sets a positive example. by exhibiting these skills, students are more likely to learn and adopt similar approaches, which contributes to the development of positive social and emotional skills. social skills have a big contribution to education, encompassing a variety of abilities. smith and johnson’s study (2019) emphasizes that social skills can improve pedagogical competence in novice teachers, which is a multifaceted process that involves mentoring, ongoing professional development, and reflective practice. by recognizing the challenges faced by novice teachers and providing them with the necessary support and resources, the educational system can nurture a new generation of educators who are not only well-prepared but also continually evolving in their pedagogical expertise. while the indicator, as a teacher, i have the ability to cooperate with others has gained the lowest mean of 2.42 (sd=0.24), described as most of the time. it is noticeable that teachers showed moderate level of cooperation with others inside the educational context. this indicates that factors such as limited time, insufficient communication channels, or varying teaching styles might contribute to difficulties in cooperative efforts. improve school-wide communication channels to promote collaboration. creating digital and faceto-face communication channels that are easy to understand and use can facilitate teacher collaboration, idea sharing, and information sharing. by addressing this aspect, institutions can contribute to a more cohesive and efficient educational environment, benefiting both educators and their students. consequently, social skills make a big contribution to education; they encompass a variety of abilities. smith (2019) emphasizes that social skills can improve pedagogical competence in novice teachers, a multifaceted process involving mentoring, ongoing professional development, and reflective practice. through guidance from mentors, continuous professional growth, and introspective exercises, novice educators can cultivate the social abilities required to cultivate favorable connections, establish a conducive educational atmosphere, and actively involve students in the educational process. by dedicating resources to the enhancement of social skills, novice educators can enhance their efficacy in the classroom and positively influence student academic achievements. table 14: distribution of respondents’ assessment on 21st century teaching skills considering leadership indicators mean sd description as a teacher i… i usually know ahead of time how others will respond to a new idea. 2.56 0.29 most of the time i understand how important social fabric in the organization. 3.33 0.50 at all times i know how to manage people and resources. 3.58 0.50 at all times i can easily sense the emotional pressure when working in groups. 3.47 0.50 at all times i enjoy discussing organizational philosophy. 3.33 0.50 at all times i can easily resolve conflicts when working as a group. 2.63 0.32 most of the time i am flexible enough when there are changes in the group. 3.33 0.47 at all times i love making strategic plans. 3.49 0.50 at all times overall 3.20 0.44 most of the time pa ge 96 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 82-105, 2024 table 14 shows the distribution of respondents’ assessment of 21st-century teaching skills considering leadership with an overall rating of 3.20 (sd=0.44), described as most of the times. this means that respondents have a high level of leadership skills. this shows that teachers are perceived to possess the qualities and abilities associated with effective leadership in the school. teachers integrate leadership in the teaching and learning process but to achieve the highest level, it is necessary to establish the guidance, and foster a supportive environment for both teachers and students. the indicator as a teacher, i know how to manage people and resources obtained the highest mean rating of 3.58 (sd=0.50) described as at all times. as noticed, teachers possess exceptional leadership and managerial abilities with the different learners nowadays. it indicates that teachers are consistently practicing their ability to organize, allocate, and improve resources, as well as effectively work with colleagues and students. it had an impact of the quality of student learning experiences and the cooperative atmosphere within the academic community. moreover, it emphasizes how efficient resource management directly affects the learning objectives of students. acknowledge and explain how better resource management makes the classroom more interesting, well-equipped, and encouraging for the students.in 2021, garcia and kim underscores the transformative power of leadership in developing teachers’ competence. by exploring the significance of leadership and its connection to effective teaching strategies, the research provides valuable insights into how educators can create more inclusive and equitable learning environments. legend: 3.26-4.00 at all times (very high) 2.51-3.25 most of the time (high) 1.76-2.50 seldom (low) 1.00-1.75 never (very low) while indicator as a teacher, i usually know ahead of time how others will respond to a new idea has the lowest mean value of 2.56 (sd=0.29) described as most of the time. as seen, teachers had low ability in advance thinking skills as far as responding to new ideas are concerned. it indicates that teachers need activities that can help improve their communication and comprehension within the educational community. addressing these challenges can foster a more inclusive environment wherein educators can effectively anticipate and respond to new ideas, ultimately nurturing a culture of innovation and beneficial change. in addition, teachers can also engage in the process of self-reflection, along with encouraging them to examine their own assumptions, biases, and past experiences, which has the potential to improve their capacity to anticipate responses to innovative concepts. by actively participating in self-reflection and actively seeking input from colleagues and students, educators can cultivate a more profound comprehension of how their ideas might be perceived and take proactive steps to address any potential obstacles or apprehensions. in 2019, the literature review conducted by turner and harris emphasized the essential role of formative assessment and feedback in the domain of teaching and learning. through an examination of the methodologies educators employ in implementing these practices and their considerable impact on student achievement and engagement, this research makes a substantial contribution to the comprehension of effective teaching methodologies. it emphasizes the significance of establishing an environment wherein feedback serves as a constructive and continuous dialogue, enabling students to actively participate in their learning process and allowing teachers to refine their instructional techniques. the review provided a resounding summons for incorporating evidence-based approaches to enhance teaching and learning encounters, with the goal of working towards achieving fair, comprehensive, and learner-focused educational systems in the 21st century. table 15: summary of the respondents’ level of assessment of the 21st century teaching skills indicators mean sd description collaboration skills 3.22 0.43 high level critical thinking skills 3.10 0.41 high level creativity 3.10 0.41 high level communication 3.04 0.40 high level digital literacy 2.67 0.29 high level social skills 3.21 0.43 high level leadership 3.20 0.44 high level overall 3.07 0.40 high level legend: 3.26-4.00 at all times (very high) 2.51-3.25 most of the time (high) 1.76-2.50 seldom (low) 1.00-1.75 never (very low) table 15 summarizes respondents’ assessment of the 21st-century teaching skills. it shows that the overall mean rating of 3.07 (sd=0.40) described as most of the times. this reflects positively on the education system. although pa ge 97 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 82-105, 2024 this strength is recognized, there is still an opportunity for ongoing development to strengthen certain aspects of these skills and guarantee that education is still useful and effective in educating students for the future. moreover, collaboration skills got the highest mean of 3.22 (sd=0.43). in collaboration skills, respondents feel more confident in their ability to collaborate effectively in teaching scenarios. collaborative teaching challenges conventional instructional delivery methods by leveraging combined efforts to address common goals or issues. the improvement of instructional practice is guided by collaboration, which is considered to be a fundamental principle. within this context, teacher support is recognized as a crucial aspect of instructional practice. novicevic, buckley, harvey, and keaton (2019) assert that efforts to support teachers have a significant impact and emphasize the importance of providing teachers with regular feedback and involving them in curricular decision-making processes to enhance teaching. successful implementation necessitates continuous and active support, which is deeply rooted in strong collaboration. furthermore, collaboration plays a pivotal role in providing teachers with feedback to enhance their reflective teaching practice. on the other matter, digital literacy has the lowest mean of 2.67 (sd=0.29). this means that teachers had low mastery in using digital literacy skills. one of the reasons is the lack of reliable internet connectivity in the school. most of the teachers use only mobile data and because of this they had struggle in exploring and downloading digital resources. poor internet connectivity restricts the effective communication between educators and learners, causing interruptions to the exchange of knowledge, feedback and assistance that are essential for the growth of digital literacy skills since nowadays, technology is inevitable specially for the new generation. specifically, this indicates as technology evolves rapidly, educators need to continually adapt. improving digital literacy can have a direct impact on students’ learning experiences. the transforming effect of technology integration on teachers’ pedagogical skills is emphasized by rogers (2018). problem 3. what is the teachers’ performance level based on the classroom observation tool (cot) during the first and second period? table 16: distribution of the respondents’ performance based on the classroom observation tool (cot)1st period indicators mean sd description applied knowledge of content within and across curriculum areas. 4.43 0.35 very satisfactory used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills. 4.50 0.50 outstanding applied a range of teaching strategies to develop critical and creative thinking, as well as higher-order thinking skills. 4.43 0.35 very satisfactory displayed proficient in mother tongue, filipino, and english to facilitate teaching and learning. 4.37 0.35 very satisfactory established safe and secure learning environments to enhance learning through the consistent implementation of policies, guidelines and procedures. 4.43 0.35 very satisfactory maintained learning environments that promote fairness, respect, and care to encourage learning. 4.47 0.35 very satisfactory established a learner-centered culture by using teaching strategies that respond to their linguistic, cultural, socio-economic and religious backgrounds. 4.43 0.35 very satisfactory adapted and used culturally appropriate teaching strategies to address the needs of learners form indigenous group. 3.50 0.35 very satisfactory used strategies for providing timely, accurate and constructive feedback to improve learner performance. 4.66 0.50 outstanding overall 4.35 0.38 very satisfactory legend: 4.500-5.000 outstanding 3.500-4.4999 very satisfactory; 2.500-3.499 satisfactory 1.500-2.499 unsatisfactory 1.000-1.499 poor it can be shown that table 16, the distribution of the respondents’ performance based on the classroom observation tool with an overall mean mean of 4.53 (sd=0.38) described as very satisfactory. as observed, teachers had demonstrated a high level of competence across the evaluated indicators for the first period. it implies that the result emphasizes specific areas where teachers excelled and others where there is room for refinement. for example, teaching strategies related to literacy and numeracy skills, as well as providing feedback, received an “outstanding” rating, indicating strong performance. on the other hand, culturally appropriate teaching strategies for indigenous groups scored lower but still within the “very satisfactory” range.the performance of teachers has a significant relationship with their schools’ performance. indicator used strategies for providing timely, pa ge 98 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 82-105, 2024 accurate, and constructive feedback to improve learner performance has the highest mean of 4.5 (sd=0.5) described as outstanding. as viewed, providing timely, precise, and beneficial feedback is a fundamental facet of instruction and acquisition. timely feedback holds utmost importance as it offers students immediate insights into their performance, enabling them to make necessary adjustments while the information is still fresh in their memory. it suggests that constructive feedback concentrates on specific behaviors and furnishes guidance on how to enhance this skill. it accentuates strengths, commends efforts, and proposes actionable measures for improvement. educators must provide feedback on final outcomes and the process and progress, which aids students in comprehending their learning expedition. the department’s objective is to offer evaluations on the progress and achievements of employees and to monitor their advancement toward goals to determine if any corrective measures need to be taken. a study by dizon (2018) noted that deped enhances its culture of performance and responsibility by following its overarching organizational directive, vision, and mission through the implementation of the rpms as its strategic performance management system. the department of education emphasizes the importance of aligning corporate objectives and performance evaluations. indicators play a crucial role in monitoring individual performance and its impact on company goals. meanwhile, the indicator adapted and used culturally appropriate teaching strategies to address the needs of learners form indigenous group got the lowest mean of 3.5 (sd=0.35), described as very satisfactory. this means that the utilization of strategies for indigenous learners needs to be revisited to ensure inclusivity in the field of education. it indicates that teachers who are teaching in an indigenous people ip school have a need for deeper and specialized training and in certain cases, an excessive concentration on incorporating culturally appropriate teaching strategies may result in a comprehensive subject or learners’ understanding. moreover, active involvement in the performance of teaching promotes educators’ comprehension, skills, principles, and attitudes, as well as the most recent advancements in the field (zhao, yang, long, & zhao, 2019). when educators actively engage in the process of teaching, they acquire a sophisticated understanding of pedagogical concepts and theories. this direct involvement enables them to connect the divide between theoretical knowledge and practical implementation, resulting in a deeper comprehension of the complexities inherent in successful instruction. table 17: distribution of the respondents’ performance based on the classroom observation tool (cot)2nd period indicators mean sd description applied knowledge of content within and across curriculum areas. 4.43 0.35 very satisfactory used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills. 4.63 0.50 outstanding applied a range of teaching strategies to develop critical and creative thinking, as well as higher-order thinking skills. 4.37 0.35 very satisfactory displayed proficient in mother tongue, filipino, and english to facilitate teaching and learning. 4.47 0.35 very satisfactory established safe and secure learning environments to enhance learning through the consistent implementation of policies, guidelines and procedures. 4.43 0.35 very satisfactory maintained learning environments that promote fairness, respect, and care to encourage learning. 4.66 0.50 outstanding established a learner-centered culture by using teaching strategies that respond to their linguistic, cultural, socio-economic and religious backgrounds. 4.47 0.35 very satisfactory adapted and used culturally appropriate teaching strategies to address the needs of learners form indigenous group. 4.43 0.35 very satisfactory used strategies for providing timely, accurate and constructive feedback to improve learner performance. 4.43 0.35 very satisfactory overall 4.48 0.38 very satisfactory legend: 4.500-5.000 outstanding 3.500-4.4999 very satisfactory; 2.500-3.499 satisfactory 1.500-2.499 unsatisfactory 1.000-1.499 poor table 17 presents the distribution of respondents’ performance based on the classroom observation tool for the second period. it has an overall mean rating of 4.48 (sd=0.4), described as very satisfactory. this means that teachers performed well during the second period but did not achieve the outstanding rating. further, several factors might influence teachers during the classroom observation, such as students’ participation and external pressures. teachers may encounter difficulties in sustaining a high degree of student engagement, particularly when students lack interest, motivation, or are dealing with personal obstacles. additionally, they frequently face external pressures associated with pa ge 99 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 82-105, 2024 meeting administrative demands, adhering to curriculum guidelines, and implementing standardized assessments. striking a balance between these requirements and maintaining an interactive and captivating teaching approach can prove to be challenging. to do this, teachers need to enhance their teaching skills and practices within the educational institution. the indicator maintained learning environments that promote fairness, respect, and care to encourage learning got the highest mean rating of 4.66 (sd=0.5) described as outstanding. it shows that, teachers had the ability to ensure that learners understand the instruction, recognizes the diversity of each learner, actively listen to students’ questions and concerns, treat students fairly, use positive reinforcement and practice inclusivity inside the classroom. this suggests that the outstanding rating for this indicator is indicative of a classroom environment that goes beyond the mere transmission of knowledge. it focused the importance of a positive, respectful, and caring culture in shaping students’ overall educational experience and sets the foundation for a supportive learning community. the insight gained from this observation can serve as a model for other educators and contribute to discussions on the importance of holistic approaches to teaching and learning. evidently, it is true that successful acquisition of knowledge depends on various factors that are not all teachers related but it also includes the methods that a teacher uses that continue to play. all factors play an important role in student learning and in their academic achievements (luntungan, 2023). teachers must possess proficiency and fluency in the language of classroom instruction, skills in the use of pedagogy appropriate for the class and activity, mastery of the subject matter or discipline taught, skills in maintaining order and discipline in class, and skills in evaluating pupil’s achievement. on the other hand, the indicator applied a range of teaching strategies to develop critical and creative thinking, as well as higher-order thinking skills got the lowest mean rating of 4.37 (sd=0.35) described as very satisfactory. this means that teachers lack activities that develop critical thinking, creative thinking and higher order thinking skills during the lesson proper. it indicates that teachers are good in applying a range of teaching strategies, but there is a specific area focused on critical thinking and integrating higherorder skills in the discussion, where enhancement is needed. teachers must prioritize activities that foster analysis, synthesis, and evaluation, as these can enhance students’ cognitive engagement and provide a more comprehensive education. the philippine professional standards for teachers-results-based performance management system requires classroom observation. notably, improvements have been made to guarantee greater neutrality and uniformity. this change is a result of its crucial position in the procedures of performance reviews, coaching, mentoring, and evaluation, which greatly aid in teachers’ continuous professional growth. suparto (2020), in accordance with his viewpoint, asserts that the implementation of academic supervision using classroom observation techniques possesses significant potential to improve the quality of teacher education. table 18: summary distribution of the respondents’ performance based on the classroom observation tool (cot) 1st and 2nd period period mean sd interpretation 1st period 4.35 0.38 very satisfactory 2nd period 4.48 0.38 very satisfactory overall 4.41 0.38 very satisfactory legend: 4.500-5.000 outstanding 3.500-4.4999 very satisfactory; 2.500-3.499 satisfactory 1.500-2.499 unsatisfactory 1.000-1.499 poor table 18 presents the summary distribution of teachers’ performance based on the classroom observation tool (cot) for the 1st and 2nd period with an overall mean of 4.41 (sd=0.38),described as very satisfactory. as observed, teachers had a consistent level of teaching performance throughout the observation on the 1st and 2nd periods. it indicates that educators demonstrated stable teaching practices and instructional effectiveness over time. the fact that the mean scores were consistently high in both periods implies that there was a positive and conducive learning environment in the observed classrooms. it is likely that the educators employed effective classroom management techniques and provided engaging and meaningful learning experiences for their students. the 2nd period got the highest mean of 4.48 (sd=0.38) interpreted as very satisfactory. it means that, educators often adjust and refine their instructional techniques over time based on their experience and feedback received. by the second period, the teacher may have had more time to improve their teaching skills, leading to more impactful classroom practices. it implies that teachers may have received feedback on their teaching performance after the first period and used it to make improvements for the second period. on the contrary, the 1st period got the lowest mean of 4.35 (sd=0.38) interpreted as very satisfactory. it shows that during the first period, teachers may have limited familiarity with their students’ learning styles, abilities, and behavioral tendencies. this lack of awareness can make it challenging to effectively tailor instruction to pa ge 10 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 82-105, 2024 meet the varied needs of students, potentially resulting in lower mean scores. it indicates that at the beginning of a new academic period, teachers and learners might still be in the process of adjusting to one another and to the educational setting. this transitional phase could have an impact on the efficacy of pedagogical approaches and student involvement, ultimately leading to initially decreased average scores. kintz (2023) placed emphasis on the six essential aspects of professional development that are linked to the enhancement of teachers’ self-reported knowledge and skills, as well as changes in their teaching practices. these aspects encompass three structural features and three core features. the core features pertain to the inherent qualities of the professional development activity, namely the provision of opportunities for active learning, such as engaging in the analysis of teaching and learning; the coherence of the professional development itself; and the degree to which the activity focuses on content and aims to deepen and enhance teachers’ content knowledge. problem 4. is there a significant relationship between the respondents’ assessment of the 21stcentury teaching skills and their performance (cot) in the first and second period of school year 2023-2024? table 19: result of the test on relationship between the teachers’ 21st century teaching skills and their performance based on the classroom observation tool (cot) in the 1st and 2nd period teachers 21st teaching skills first period second period rho p-value interpretation rho p-value interpretation collaboration skills -0.0073 0.897 ns -0.0073 0.897 ns critical thinking skill -0.0073 0.897 ns -0.0073 0.897 ns creativity -0.029 0.61 ns -0.0073 0.897 ns communication -0.0073 0.897 ns -0.0073 0.897 ns digital literacy -0.15 0.795 ns -0.15 0.795 ns social skills 0.024 0.67 ns 0.024 0.67 ns leadership -0.019 0.73 ns -0.019 0.73 ns overall -0.027 0.78 ns -0.024 0.82 ns legend: significant if p-value < 0.05*alpha level, s-significant, ns-not significant table 19 shows an overall p-value of 0.78 for the first period and p-value of 0.82 for the second period with an interpretation of not significant. it means that respondents’ assessment of their 21st century teaching skills in terms of collaboration, critical thinking, creativity, communication, social skills, leadership, and digital literacy, had no significant effect towards first and second period of school year 2023-2024. this also indicates that, the implementation of 21st-century teaching skills by teachers is hindered by the complex nature of their tasks and responsibilities. teachers are expected to adhere to various administrative requirements, such as paperwork and documentation, participate in numerous extracurricular activities, adapt to the demands of technology integration, and develop instructional materials and plans. given these responsibilities’ complexity, many teachers rely on traditional teaching methods. additionally, the ongoing pandemic has further affected the instructional approach, resulting in changes to the teaching modality. consequently, integrating these 21st-century teaching skills into their instruction has become challenging for many educators, ultimately impacting their professional satisfaction. traditional teacher approach learning must be transformed with student-centered learning that emphasizes 21st century skills. the level of difficulty experienced by teachers and students in implementing 21st century competency-based learning needs to be analyzed in depth to improve teachers’ performance. (fahrid, 2021). according to the study conducted by catolos (2023), it is imperative to have a consistent and continuous assessment of teachers’ performance within the department of education to attain outstanding outcomes. problem 5. is there a significant difference in the respondents’ assessment of 21st century teaching skills and their performance (cot) when grouped according to their profile? table 20: comparison in the teachers’ assessment of 21st century teaching skills when grouped according to their profile profile 21st century teaching skills interpretation t-value p-value age 0.67 0.07 ns sex 0.91 0.08 ns pa ge 10 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 82-105, 2024 position 0.91 0.08 ns teaching experience 0.85 0.06 ns highest educational attainment 0.35 0.04 s availability of digital technology 0.85 0.06 ns overall 0.75 0.06 ns legend: significant if p-value < 0.05*alpha level, s-significant, ns-not significant results of table 20 shows an overall interpretation of 0.06 p-value interpreted as not significant. this implies that the null hypothesis is accepted. it was observed that respondents’ highest educational attainment was moderately related to their assessment of 21st-century teaching skills based on the classroom observation tool in the first and second periods. this means that teachers with the highest educational attainment are more optimistic and open in leadership roles within schools. teachers with advanced degrees are more likely to be familiar with various digital tools and how they improve to enhance student learning and develop 21st-century skills. in these capacities, teachers bear the responsibility of shaping educational policies, curricula, and teaching practices. however, age, sex, position, teaching experience and availability of technology do not affect teachers 21st century skills in the classroom observation tool for the first and second periods when grouped according to their profile. this implies that most teachers lack access, opportunities, and resources to develop 21st-century skills. if technology is readily available to all teachers, regardless of their positions or experience, it lessens the impact of technology access on the development of 21st-century skills. additionally, educational institutions may promote inclusive educational practices that ensure all teachers have access to similar opportunities and resources for developing 21st-century skills regardless of their profile. on the other hand, respondents’ age, sex, position, teaching experience and availability of digital technology have a weak effect on their 21st-century teaching skills. traditionally, it is possible to presume that some educators possess a higher level of proficiency in utilizing technology and possess superior teaching skills aligned with the demands of the 21st century. the professional development of educators is predicated upon the possession of a bachelor’s degree, complete state certification and/or licensure, as well as the exhibition of sufficient content knowledge about the subjects they instruct. the overall efficacy of this development is significantly influenced by factors such as gender, age, experience, qualifications, and specific professional titles held by the educators. according to catolos (2018), it is imperative to continually assess and enhance the performance of educators within the department of education to attain exceptional outcomes. this can be achieved by educators enrolling in postgraduate education initiatives to foster professional growth, which entails participation in supplementary workshops and training to remain abreast of contemporary trends and methodologies, particularly considering the advent of k to 12 programs. as a result of the continuous process of transformation within the field, teachers must engage in a constant cycle of learning, development, and adjustment, enabling them to effectively employ novel techniques, adhere to new content standards, and implement updated curricula. by embracing a growth mindset, remaining open to new ideas and strategies, and prioritizing professional growth, educators can empower themselves to thrive as facilitators of knowledge, skill development, and lifelong learning. through engaging in ongoing professional development, seizing opportunities for advancement, and engaging in self-reflection, educators have the ability to foster an environment of perpetual enhancement and deliver topnotch instruction that equips students for achievement in an ever-evolving society (reambonanza, 2022). table 21: comparison in the teachers assessment of their performance (cot) when grouped according to their profile profile 21st century teaching skills interpretation t-value p-value age 0.70 0.18 ns sex 0.98 0.06 ns position 0.34 0.02 s teaching experience 0.33 0.01 s highest educational attainment 0.33 0.01 s availability of digital technology 0.81 0.08 ns overall 0.58 0.06 ns legend: significant if p-value < 0.05*alpha level, s-significant, ns-not significant pa ge 10 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 82-105, 2024 table 21 shows an overall p-value of 0.06 with an interpretation of not significant. it shows that teacher’s age, sex, and availability of technology had no effect on their performance for the first and second period of school year 2023-2024.the classroom observation tool may prioritize pedagogical competence and instructional strategies over teacher’s profile factors. if the cot emphasizes teaching effectiveness and student engagement rather than demographic profile, age and gender may not emerge as significant variables affecting performance. internet connectivity may also be the factor why availability of technology does not affect teachers’ performance for the first and second periods. schools with limited mooe budgets per year might not give emphasis on purchasing wi-fi on the school premises. while position, teaching experience, and highest educational attainment had moderate effects on teachers’ performance. this implies that teaching positions may have more direct influence in school policies, practices, and decision making. next, experienced teachers may demonstrate a better skill in effectively addressing the needs of their students. lastly, teachers with higher educational attainment often respond to a deeper understanding of a specific subject area and bring a higher level of expertise to their teaching, positively impacting student learning outcomes and overall school performance in that subject. moreover, teacher’s professional development is based on teachers who have a bachelor’s degree, full state certification and licensure and demonstrate adequate content knowledge for each subject area they teach. its overall performance is different in terms of teachers’ gender, age, experience, qualification, and different title of professional position. thus, due to continuous process of change, teachers must continuously learn, grow, and adapt to updated techniques, new content standards, and new curricula (reambonanza, 2022). moreso, teachers’ effectiveness improves as years go by in their career at a faster rate when they have supportive and collegial working environment, and when they accumulate experience in the same grade level and school. henceforth, they support greater student learning for their colleagues, as well as for their own students. problem 6. based on the findings of the study, what instructional development plan on 21stcentury teaching skills can be designed? professional development plan for 21st century skills table 22: matrix for 3-year professional development plan for 21st-century skills key results areas (kras) specific objectives strategies/ activities time frame person/s involved source of fund estimated budget expected outcome 1st year 21 st c en tu ry s ki lls se m in ar s/ w or ks ho ps d es ig n an d im pl em en t ta ilo re d w or ks ho ps a nd se m in ar s f oc us in g on ea ch 2 1s t-c en tu ry sk ill . c on du ct o f 21 st ce nt ur y sk ill s s em in ar bo th o nl in e an d in pe rs on a pr il – n ov em be r 2 02 4 d ep ar tm en t h ea d, te ac he r i , t ea ch er ii an d te ac he r i ii sc ho ol m o o e ph p8 , 0 00 a tte nd an ce , pa rt ic ip at io n an d po st se ss io n fe ed ba ck 2nd year te ch no lo gy in te gr at io n e qu ip e du ca to rs w ith t he s ki lls an d kn ow le dg e to pr op er ly in te gr at e te ch no lo gy in to th ei r te ac hi ng p ra ct ic es . a ct ua l tra in in g se ss io n on te ch no lo gy t oo ls w or ks ho ps o n ef fe ct iv e us e of d ig ita l r es ou rc es tr ai ni ng m od ul es on th e im pl em en t i nn ov at iv e te ch no lo gy so lu tio ns in th ei r l es so ns . ja nu ar y to s ep te m be r, 20 25 sc ho ol h ea d, d ep ar tm en t h ea d, te ac he r i , t ea ch er ii an d te ac he r ii sp ea ke r/ g ue st o n ic t m o o e ph p8 ,0 00 1. p re a nd p os t t ra in in g su rv ey s 2. c ol la bo ra tiv e ou tp ut b y gr ad e le ve l on le ss on pl an w ith an in te gr at io n of te ch no lo gy 3rd year pa ge 10 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 82-105, 2024 pe er o bs er va tio n an d c ol la bo ra tio n fa ci lit at e a pe er ob se rv at io n pr og ra m w he re te ac he rs c an o bs er ve a nd le ar n fr om e ac h ot he r’s in st ru ct io na l p ra ct ic es . fa ci lit at e pe er o bs er va tio n an d co lla bo ra tiv e pl an ni ng se ss io ns . q ua rt er 1 a nd q ua rt er 2 fo r th e sc ho ol y ea r 2 02 520 26 1. sc ho ol h ea d, d ep ar tm en t h ea d, t ea ch er i , t ea ch er i i an d te ac he r i i 2. r es ou rc e sp ea ke r m o o e /d ep ar tm en t f un d ph p3 ,0 00 n um be r o f ob se rv ed se ss io ns , c ol la bo ra tiv e pr oj ec ts in iti at ed a dv an ce d e du ca tio na l su pp or t pr ov id e su pp or t f or te ac he rs pu rs ui ng a dv an ce d ed uc at io n re la te d to 2 1s tce nt ur y te ac hi ng m et ho do lo gi es . o ff er su pp or t f or te ac he rs pu rs ui ng a dv an ce d ed uc at io n. q ua rt er 3 a nd q ua rt er 4 f or th e sc ho ol y ea r 2 02 520 26 te ac he r i, te ac he r ii a nd te ac he r i i m o o e /d ep ar tm en t f un d ph p3 ,0 00 n um be r o f te ac he rs e nr ol le d in a dv an ce d pr og ra m s conclusions based on the results and discussions that have been presented, the following conclusions were made: given the active involvement of educators within the age range of 31 to 40, the majority of whom hold the position of teacher i, it is possible to develop targeted professional development programs that cater specifically to the needs and preferences of the teachers. despite the widespread use of digital technology, the lower average value of digital literacy underscores the necessity of implementing training programs tailored to enhance educators’ proficiency in effectively utilizing digital tools for instructional purposes.the primary impact ascribed to collaboration in the teaching skills of the 21st century underscores the importance of prioritizing initiatives for collaborative training. furthermore, affirming the null hypothesis concerning the lack of a substantial correlation between the assessment of teaching skills in the 21stcentury and performance necessitates caution in making direct connections. the absence of a significant disparity between the assessment of teaching skills in the 21st century and teaching performance emphasizes the necessity of continually monitoring and adapting instructional strategies to ensure their alignment with evolving educational objectives. the insights gained from this study contribute to a more informed and targeted approach to supporting educators as they navigate the complexities of teaching in the 21st century. recommendations in accordance with the findings and conclusion of the study, the following recommendations are hereby presented: 1. teachers must actively seek and participate in professional development on digital technology and strive to enhance digital integration skills to create a more uniform experience among respondents. this may entail receiving instruction on emerging technological advancements, digital resources, and methodologies for seamlessly incorporating technology into pedagogical approaches. 2. teachers may consider utilizing the professional development plan for 21st century skills. it aimed to enhance the overall quality of teaching and learning within the academic institution. it also augments one’s teaching skills and can attain an outstanding rating in the classroom observation tool .lastly, teachers can consider implementing professional development initiatives in every department learning action cell like sharing best practices, collaborating with colleagues and strategies related to 21st-century teaching skills. 3. for teachers, gender should not be a decisive factor in their ability to cultivate 21st-century teaching skills. they should actively engage in professional development activities focused on enhancing their 21stcentury skills. then, educators occupying various roles within an academic institution, whether as classroom teachers, department heads, or principals, should engage in collaborative efforts and exchange best practices for embedding contemporary teaching skills in the educational program. endorsement from leadership quarters and an environment that fosters innovation can facilitate a conducive setting for skill enrichment across all hierarchical levels. lastly, irrespective of teaching experience, educators should embrace a mindset of lifelong learning and continuously seek avenues for selfimprovement. experienced teachers can mentor and support less experienced colleagues in developing their 21st-century teaching skills. 4. teachers may be given a considerable proportion of the respondents who have either completed or are currently pursuing postgraduate degrees, so it may 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(2019). teachers perceived professional development in a multiregional community of practice: effects of beliefs and engagement. learning, culture and social interaction, 23(2019), 1-13 pa ge 1 pa ge 15 0 american journal of arts and human science (ajahs) action research capabilities and challenges: basis for research enhancement plan aldrin adam amenabar1*, pepa v. pontillas1 volume 3 issue 3, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i3.3086 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: june 05, 2024 accepted: july 09, 2024 published: july 12, 2024 engaging in research is vital for educators to enhance their teaching methodologies systematically. this study delves into teachers’ action research capabilities and challenges, evaluating competence, and proposing a research enhancement plan. conducted through descriptive research using a survey questionnaire adapted from oestar and marzo (2022), insights were gathered from 446 teachers in bukidnon during the 2023-2024 school year. statistical tools like means, frequency, standard deviation, and pearson-r were utilized for analysis. the results indicate a moderate correlation between teachers’ research capabilities and challenges, emphasizing that as capabilities improve, so do challenges. variances in research capabilities were noted based on factors like educational attainment, underlining the significance of advanced education in nurturing research skills. differences in research challenges were observed concerning age and educational attainment, underscoring the influence of these factors on research engagement. recommendations include tailored support, increased research time, professional development emphasis, and collaborative efforts among educators to cultivate a research-centric culture in educational institutions, ultimately enhancing teaching practices. keywords action research capabilities and challenges, research enhancement plan 1 phinma cagayan de oro college, philippines * corresponding author’s email: alca.amenabar@coc.phinma.edu.ph introduction research is a crucial instrument for educators in refining their teaching methodologies and guaranteeing optimal learning outcomes for all students. it provides teachers with a platform to explore novel concepts and methodologies, enabling them to discover innovative approaches tailored to their specific classroom needs. engaging in research is essential for teachers because it empowers them to systematically examine, analyze, and refine their teaching practices. by conducting action research, educators can explore innovative approaches, evaluate the effectiveness of various strategies, and adapt various methods to meet the needs of diverse learners better. research is one of the most essential functions in any institution. teachers in the philippine basic education sector are encouraged to promote an evidence-based policymaking culture through research. they are expected to have basic or advanced skills in conducting investigations, surveys, or experiments, and data analysis, in their respective teaching fields. (almonicar, 2023). deped order no. 16, s. 2017 provides research management guidelines. the policy mentions research as one of the critical performance indicators in the new result-based performance management system, hence, it becomes a part of the teacher’s tasks. the do no. 39 s. 2016 promulgates the basic education research agenda, which sets different research priorities. deped has taken significant steps to embed researchbased decision-making and policy formulation within the department. deped’s directive, as outlined in do no. 65, s. 2003, mandates that departmental policies must have a foundation in research. this initiative has urged the promotion of a research-oriented culture within the realm of basic education. lastly, deped’s issuance of research management guidelines, detailed in deped order no. 16, s. 2017, offers comprehensive guidance for managing national, regional, division, and school research initiatives. these concerted efforts and policies within deped are anticipated to lead to enhanced research productivity within the department. moreover, the basic education research fund (berf) plays an important role in advancing educational research and development within the philippines. established to develop innovation and improvement in basic education, berf provides essential resources and funding to support research initiatives that target critical aspects of the educational system. it serves facilitates educational innovation by enabling educators, researchers, and institutions to investigate and address pressing challenges in the field. through berf, educators have the opportunity to explore issues related to curriculum design, teaching methodologies, student performance, and policy recommendations. the research capability among the faculty members may develop over time as it is a skill that needs constant practice (manongsong & panopio, 2018). by studying their research abilities, educational institutions can ensure that teachers are equipped with the skills necessary to design rigorous lesson plans, effectively analyze data, and implement research findings to improve their teaching practices. this, in turn, leads to enhanced student outcomes and a more productive learning environment. this study is to shed light on the action research capabilities and challenges faced by teachers within manolo fortich districts ii and iii. exploring into the pa ge 15 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 150-170, 2024 factors that hinder teachers from actively participating in action research, the study seeks to identify the challenges pertaining to knowledge, attitude, and resources that have contributed to this disparity. ultimately, the research aims to provide valuable insights that can inform strategies and interventions to enhance teachers’ action research capabilities and, in turn, promote a culture of research within the educational community of manolo fortich districts ii and iii. through this endeavor, the researcher aims to pave the way for a more research-oriented culture among educators, ultimately contributing to the advancement of education in the region. literature review research capability action research has been associated with enhancing classroom quality instruction (oestar & marzo, 2022). consequently, the practice of crafting action research has gained momentum and now stands as a prominent concern in the professional development of teachers and administrators. as the practice of crafting action research gains momentum, educators are increasingly developing their capabilities to conduct rigorous research and translate findings into actionable strategies for improved student learning. this emphasis on action research capabilities underscores its important role in empowering educators to enact meaningful change and drive continuous improvement in the classroom. the researcher delves into the challenges and capabilities of teachers in manolo fortich district ii and iii; this study aims to forward an understanding of action research and its role in improving educational practices, ultimately benefiting both educators and students. manso (2020) emphasized that teachers involved in action research must embrace self-assessment and reflection to bolster their research capabilities. through introspection, educators can critically evaluate their teaching methods, pinpoint strengths and weaknesses, and identify areas for enhancement. this process not only cultivates a deeper understanding of research methodologies but also fosters a culture of continuous improvement and professional growth among teachers. by actively engaging in selfreflection, educators hone their research skills, enabling them to conduct more rigorous and effective action research projects. consequently, this commitment to selfassessment contributes to the development of research capabilities, ultimately enhancing the quality of teaching and learning in their classrooms. research planning and design research design is a critical topic that is central to research studies in science, social science, and many other disciplines. after identifying the research topic and formulating questions, selecting the appropriate design is the researcher’s most important decision. currently, there is a plethora of literature presenting multiple approaches to the formulation of research design. although the existence of multiple approaches is a powerful source in the development of a research design, new public administration researchers and students may see it as a source of confusion because there is a lack of clarity in the literature about the approaches to research design, research methods, and research methodology in the social sciences (abutabenjeh & jadarat,2018). research design always determines the kinds of analysis that are to be done so as to get the desire results. it articulates what data is required, what methods are going to be used to collect and analyze the data, and how the research questions will be answered. the researcher collects data before thinking through the research design matters and what information is required to answer the research questions. the conclusions drawn will most likely be weak and unconvincing and hence, in the end, fail to obtain the research objective. the research design must contain a strategy for interpreting the analyzed data so as to provide adequate findings and conclusions from the research which will allow the researcher make recommendations or implications based on the study. data collection and sampling data collection for a study relies on extensive fieldwork, much like case studies, where various types of sources such as participant observation, interviews, documents, artifacts, and immersion in the cultural setting are utilized. given that a researcher is likely to be studying a culture other than their own, reflexive journals are essential for maintaining awareness of the research process (creswell & poth, 2018). sampling is the process of employing a portion of a population to represent the entire population in survey research. there are some instances where data sampling techniques help in clarifying (afifah et al., 2022). the sampling employs a smaller number of people with representative traits to represent the entire large scale with more realistic costs and timelines (wahab et al., 2023). the researcher must choose who will be included in the sample list and how to pick those who will best reflect the entire population. data collection in educational research serves as the foundation for generating insights and conclusions. the selection of appropriate data collection methods is a critical decision, as it directly affects the quality and reliability of the research outcomes. researchers must carefully choose methods that align with their research questions and objectives to ensure the data collected are relevant and meaningful. the data collection process encompasses a diverse array of techniques and tools, ranging from surveys and interviews to observations and document analysis. each of these methods offers unique advantages and insights, allowing researchers to explore various dimensions of their research topics (gogia, 2020). data analysis, interpretation, and reporting research data management (rdm) is a burgeoning field of research zhang and eichmann-kalwara, (2019) and rdm skills are increasingly required across all disciplines pa ge 15 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 150-170, 2024 (borghi et al., 2018) as researchers take on more responsibilities to meet the demand for open and reusable data. higman et al. (2019) defined data management as ‘the stewardship of data from the point of conception onwards’ reflecting the breadth of the topic. indeed, such extensive stewardship is becoming ever more important as funding bodies and publishers are mandating data management and sharing requirements in their policies (chawinga & zinn, 2019). wilms et al. (2018) also cite an issue with the general provision of research data management guidance where researchers have to refer to numerous links and websites for specific guidelines on sub-topics of rdm. combined with the fact that adherence to such guidance also needs to be carried out by researchers, who have little time to learn the specific skills required further underlines the complexity of rdm practices more generally. therefore, the researcher’s decisions made around rdm practices at the outset of a research project can be costly in the longer term and impact on the sharing and reusing of their research data. this complexity presents an institutional challenge to upskill researchers in rdm and to drive rdm best practices, according to zin et al. (2021). action research challenges understanding the intricate dynamics of action research challenges is imperative for fostering research efficiency and promoting continuous improvement in educational practices. the reluctance of a significant portion of teachers to engage in action research poses a considerable barrier to the advancement of educational research within the philippine basic education sector. as educators grapple with the complexities of conducting research amidst the demands of teaching responsibilities, addressing these challenges requires a multifaceted approach that encompasses capacity-building initiatives, enhanced institutional support, and the cultivation of a research-oriented culture within educational settings. by identifying and addressing these obstacles, stakeholders can work towards creating an environment conducive to meaningful educational research that drives positive change in teaching and learning practices (cortes & reyes, 2021). several challenges hinder their ability to conduct it effectively. chief among these challenges are time constraints and a lack of knowledge about research methods, compounded by anxieties related to writing. specifically, teachers struggle with tasks such as literature searching, data collection, and presenting and communicating research findings. additionally, a study examining the experiences of public school teachers in the philippines highlighted both the benefits and challenges of conducting classroom-based research. while such research can yield desirable outcomes for teaching-learning practices and professional development, teachers face stress in executing action research projects. furthermore, challenges include a lack of financial support from schools, limited access to professional development programs, and heavy teaching and service responsibilities. these difficulties are worsened by inadequate access to internet services and reference materials, contributing to the overall complexity of engaging in ar for many teachers (ulla, 2018). knowledge according to bleijenbergh et al. (2021), knowledge in action research is essential for understanding its transformative potential. action research plays a crucial role in theory development and generating contextually relevant knowledge. despite its relatively limited presence in scholarly literature, action research emerges as a powerful tool for understanding dynamic contexts and demonstrating the efficacy of interventions. practical guidelines provided for conducting action research projects underscore the importance of stakeholder engagement, meticulous documentation, and reflexivity in shaping knowledge outcomes. this discussion advocates for a broader recognition and adoption of action research methodologies across academic disciplines, emphasizing their pivotal role in enriching the knowledge landscape. according to alfaro-tanco et al. (2023), teacher educators involved in research studies have a distinct opportunity to share vital best practices essential for student learning within the realm of action research. through this process, they bolster their teaching confidence and deepen their comprehension of their students, fostering heightened accountability in their classroom practices. undertaking school or classroom-based research is positioned as a form of professional development, offering both rewards and challenges for educators. while research endeavors contribute significantly to their professional growth by refining skills and enriching experiences, teachers’ reluctance often arises from perceived additional workloads. numerous studies have probed this issue, shedding light on factors hindering teachers’ engagement in research activities within the context of action research. attitude if respondents have a positive attitude about research. they like to take part in research activities. they applied research approaches in their professional life, and they like to conduct research. these findings are similar to the results of past studies. according to kakupa (2019), positive attitudes might be the product of study knowledge. addressing negative attitudes towards research among teachers often involves providing support, resources, and professional development opportunities. creating a research-friendly environment, offering research training, and demonstrating the practical benefits of research can help shift attitudes towards a more positive perspective. a negative attitude of teachers towards research is closely intertwined with several key factors, including financial support, heavy workloads, and inadequate training. many teachers express reluctance to engage in research due to the perception that it demands a substantial time commitment—an already scarce resource given their pa ge 15 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 150-170, 2024 heavy teaching loads. the lack of financial support and resources for research further exacerbates this issue, as teachers may struggle to access necessary tools, materials, or funding to carry out meaningful research projects. additionally, the absence of formal research training contributes to their negative attitude, as teachers may lack the confidence and skills needed to embark on research endeavors. to foster a more positive attitude towards research, it is crucial for educational institutions to address these interconnected challenges by providing adequate training, allocating resources, and acknowledging the demands placed on teachers, thus facilitating their engagement in research activities (ruedas & ruedas, 2020). resources tamban and maningas (2020) provided substantial findings about the technical writing skills as reference for capability management plan. the challenges and barriers faced by researchers within the academic sphere are multifaceted and often intersect, making it essential to delve deeper into their various aspects to gain a comprehensive understanding. one of the most prevalent and overarching challenges that researchers contend with is the perpetual lack of time to dedicate to their research endeavors. the demanding nature of academic responsibilities, which typically involve teaching, administrative tasks, and committee work, leaves limited time and energy for in-depth research. this time constraint can hinder researchers from conducting thorough investigations, collecting extensive data, and engaging in rigorous analysis. like in the study of jameel and ahmad (2020), it became evident that while research funding played a pivotal role in boosting research productivity, it was not the sole determinant. collaborative efforts among researchers were highlighted as a crucial factor contributing to enhanced productivity. additionally, the presence of robust information and communication technology infrastructure was identified as another catalyst, facilitating efficient data collection, analysis, and dissemination of research findings. furthermore, the researchers noted that work satisfaction among faculty and staff also played a vital role in shaping research productivity, emphasizing the importance of a positive and motivating work environment in fostering research endeavors. statement of the problem the study aimed to determine the teachers’ action research capabilities and challenges in manolo fortich district ii and iii for the school year 2023-2024. the result of the study would serve as the basis for a research enhancement plan. it specifically answered the following questions: 1. how are the respondents distributed in terms of age, position, highest educational attainment, and related trainings and seminars attended? 2. what is the respondents’ level of action research capabilities based on research planning and design, data collection and sampling, and data analysis, interpretation and reporting? 3. how do the respondents assess their level of action research challenges considering knowledge, attitude, and resources? 4. is there a significant relationship between the respondents’ action research challenges and the level of action research capabilities with respect to research planning and design, data collection and sampling, and data analysis, interpretation and reporting? 5. is there a significant difference between the level of action research capabilities, action research challenges when respondents are grouped according age, position, highest educational attainment, and related trainings/ seminars attended? 6. based on the findings of the study, what research enhancement plan on action research capability can be formulated theoretical framework in the context of the research study on teachers’ action research capabilities and challenges in manolo fortich district ii and iii, the theoretical framework serves as the intellectual foundation upon which the investigation is built. this study is anchored on bandura’s self efficacy theory. albert bandura’s concept of perceived self-efficacy boils down to the beliefs and ideas of an individual about the level of capability to execute certain kind of action. the amount of perceived efficacy interacts to the behavior of an individual at a certain level. the higher perception of one’s efficiency, the more a person is motivated alongside with the positive outlook and behavior. bandura elaborated that manifesting a strong sense of efficiency to oneself can positively impact the lives of every individual in varied ways. one highlighted notion is focused on developing intrinsic motivation to carry out challenging deliverables set by the organization or institution because they manage to create certain mindset that these tasks are not a threat but an opportunity to grow. with this, it can be gleaned that the higher perception of ones self efficacy, the more productive, positive, and wellgroomed an individual can be. the preservation of research integrity within educational institutions is an uncompromisable imperative (natasya, 2020). these guidelines establish ethical standards and robust methodologies to guide researchers in their pursuit of knowledge, providing a structured framework for ethical conduct while promoting transparency and research ethics (brink, 2019). upholding research integrity assumes paramount significance in the philippines as educational research significantly influences national policies and practices, underlining its pivotal role in making informed decisions. scope and limitations this study covers elementary and secondary public school teachers within manolo fortich district ii and iii in the pa ge 15 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 150-170, 2024 division of bukidnon. it seeks to investigate teachers’ capabilities and challenges towards action research comprehensively. elementary teachers, responsible for primary education that covers grades 1-6, and secondary teachers, guiding students through secondary education from grades 7-12, were included. the study aims to capture the unique dynamics and experiences at both educational levels, shedding light on the difficulties and challenges in research capabilities. the inclusion of public school teachers ensures a representative sample from the district’s educational system. however, it is important to acknowledge certain limitations. the research may be constrained by factors such as manolo fortich district ii and iii’s geographical area and the available data collection resources. additionally, the study focuses solely on public school teachers, potentially excluding valuable insights from teachers in private institutions or other educational contexts. furthermore, the study’s findings may be influenced by the participants’ willingness to engage in research activities and respond to survey questions. despite these limitations, the research aims to provide valuable insights into teacher-researcher roles within this specific district, contributing to a deeper understanding of their capabilities and challenges towards research. methodology research design the researcher used the descriptive method of research. descriptive research was used since the action research capabilities of the elementary teachers in manolo fortich district ii and iii is to be studied in order to describe the characteristics of a population or phenomenon being studied. descriptive studies is to describe individuals, events or conditions by studying them as they are in nature (siedlecki, 2020). descriptive research aims to accurately and systematically describe a population, situation or phenomenon. it can answer what, where, when and how questions, but not why questions (mccombes 2022). a descriptive research design is the most appropriate design to be used to depict the capabilities of the public school teachers in manolo fortich district ii. study setting this study was conducted in manolo fortich. it is situated in the northern part of the province of bukidnon. it is about 40 minutes away from the bustling commercial center of cagayan de oro city. it is bounded in the north by cagayan de oro city, misamis oriental, and the municipality of malitbog. in the east, it is by the municipality of sumilao, in the west, it is by the municipality of libona and baungon, and in the south, it is by the rugged ranges of mount kitanglad. manolo fortich comprises thirty elementary public schools and five secondary public schools distributed among four districts. district ii and iii which is the setting of the study is composed of nineteen public schools, thirteen of which are elementary schools, namely: alae central es, awol es, san isidro es, kitam-is es, lunocan es, mambatangan es, camp 1 es, plantation central es, sankanan es, kalugmanan es, bagalangit es, lindaban es and mampayag es, four integrated schools which are damilag is, minsuro is, dahilayan is and mantibugao is and two secondary public schools which are alae national high school and mambatangan national high school. study population and sampling technique the study participants comprised the elementary and secondary teachers in manolo fortich districts ii and iii. these dedicated educators form the backbone of the local educational system, playing an important role in shaping students’ academic experiences. by including both elementary and secondary teachers, this study ensures a comprehensive exploration of the unique challenges and opportunities faced by educators at different levels of the education system. their experiences, perspectives, and insights are invaluable in understanding how challenges intersect within the context of capabilities in action research in manolo fortich district ii and iii. a purposive sampling technique was employed, encompassing all elementary and secondary teachers, totaling four hundred forty-six(446) respondents, who constituted the entire population of interest. covering all educators within the district ensures a comprehensive and table a: distribution of respondents name of school number of teachers manolo fortich ii alae central elementary school 65 awol elementary school 7 damilag integrated school 68 kitam-is elementary school 17 lunocan elementary school 19 mambatangan elementary school 34 mantibugao integrated school 18 minsuro integrated school 5 san isidro elementary school 10 alae national high school 65 mambatangan national high school 1 manolo fortich iii camp 1 elementary school 14 plantation central elementary school 49 sankanan elementary school 19 kalugmanan elementary school 18 dahilayan integrated school 11 bagalangit elementary school 2 lindaban elementary school 16 mampayag elementary school 8 total 446 pa ge 15 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 150-170, 2024 representative sample that can provide insights into the variables under examination. in the case of mambatangan national high school, during the time of the survey, the school had only one permanent teacher. this was because the school had just opened in the previous school year. the determination to include four hundred forty-six respondents was driven by the goal to capture a holistic understanding of the research phenomena, affording the opportunity for an in-depth exploration of the complex interplay between action research capabilities and the challenges confronted by educators within the unique educational landscape of manolo fortich ii and iii district. research instruments the research questionnaire aimed to gather insights into the action research capabilities and challenges of teachers in manolo fortich district ii and iii within the division of bukidnon. it comprised four sections. the first section gathered background information about the respondents, including age, position, educational achievement, and participation in relevant training and seminars. the second section, based on oestar and marzo’s (2022) study, assessed teachers’ research competencies using a rating scale. it covered topics such as research planning, data collection, analysis, and reporting. the third section focused on the challenges faced by teachers in conducting research, addressing difficulties related to knowledge, attitude, and resources. this section aimed to identify barriers to research engagement. the final section consisted of interview questions for the focused-group discussion with teachers who had conducted research in the past three school years. these open-ended questions aimed to gather qualitative insights into the nature, scope, and impact of their research projects. statistical treatment of data in the data analysis phase of this study, a combination of descriptive statistics, correlation analysis, and analysis of variance (anova) was employed to derive meaningful insights from the collected data. descriptive statistics, including simple frequency and percentage analysis, provided an overview of the responses to various questionnaire items, offering insights into the distribution and prevalence of different factors. the pearson correlation coefficient was utilized to assess the significance of the association between teachers’ research capabilities and their research challenges, elucidating potential relationships between these variables. additionally, anova was employed to determine significant differences among groups, further elucidating the varying levels of research capabilities and challenges faced by teachers across different demographics or contexts. ethical consideration ethical considerations hold utmost importance in the research study focused on teacher-researchers’ action capabilities and challenges. to safeguard the well-being and rights of the participants, strict ethical protocols have been followed throughout the research process. informed consent was diligently obtained, ensuring that all participants willingly volunteered to partake in the study with full awareness of its objectives. anonymity and confidentiality measures were implemented to protect the identity and privacy of the participants, and no personal information was disclosed without explicit consent. the research design followed the ethical principles of beneficence, non-maleficence, and justice, striving to maximize the benefits of the study while minimizing any potential harm or discomfort to the participants. the study underwent rigorous ethical review processes and received necessary institutional approvals, demonstrating a steadfast commitment to upholding ethical standards. these ethical considerations stress the integrity and responsibility with which the research is conducted, reflecting a deep respect for the dignity and rights of all those involved in the study. results and discussions problem 1: how are the respondents distributed in terms of age, position, highest educational attainment, and related training and seminars attended? table 1: distribution of respondents’ profile in terms of age age frequency percentage 50 years old and above 98 21.97 41 to 50 years old 96 21.52 31 to 40 years old 202 45.29 21 to 30 years old 50 11.21 total 446 100.00 table 1 shows the respondents’ profile in terms of age. results show that out of 446 respondents, 202 (45.29%) belonged to the age range of 31-40 years old. this indicates that a significant portion of the respondents are 31-40 years old. many teachers in their 30s to 40s have transitioned to education from various professional backgrounds, initially pursuing careers in different fields before discovering their passion for teaching. by their thirties, they have often gained enough experience and qualifications to enter the teaching profession, transitioning from other industries later in life. this shift may occur after establishing themselves in their previous careers or deciding to pursue their passion for education at a later stage. according to the study of uy (2021), in the context of why most teachers fall within the 30 to 40 age range. among individuals aged 30 to 40, career changes are prevalent, often driven by a desire for greater fulfillment, personal growth, and a reassessment of priorities. pa ge 15 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 150-170, 2024 on the other hand, data revealed that out of 446 respondents, 50 (11.21%) are 21 to 30 years old, obtained the lowest frequency. this indicates that the least number of the respondents are in the age range of 21 to 30 years old. this is the age range of most entry-level teachers or newly hired teachers belong. teachers in their 20s to 30s today have a declining interest in pursuing careers in education during this age range. the study conducted by baines and stanley (2020) explores the perceptions and preparedness of millennials and generation z individuals regarding the teaching profession. by examining the attitudes and career aspirations of the youth, this research offered valuable insights into why there may be relatively few teachers in their 20s to 30s today. degree are the highest in terms of highest educational attainment, with a frequency of 222 (49.78%). the data emphasizes the frequency and significance of advanced academic achievements. most participants in the study have obtained a bachelor’s degree, which aligns with the minimum requirement for becoming a public school teacher, where a bachelor’s degree is often a fundamental prerequisite. according to the study by sumarni (2020), the research points out the struggle teachers face in attempting to enhance their professional development, including the pursuit of higher degrees. the study reflects the notion that time constraints and financial limitations are significant factors that deter teachers from engaging in continuous professional development activities. on the other hand, data show that participants with doctorate degree holder are the lowest in terms of highest educational attainment with a frequency of 4 (0.90%). this could be attributed to several factors. firstly, many older teachers may have entered the profession prioritizing practical experience over pursuing advanced academic degrees. moreover, before pursuing a doctoral degree, a master’s degree is often a prerequisite, adding another layer of time and financial commitment. even though many teachers might want a doctorate, the challenges, both physical and mental, and the financial burden make it difficult for most of them to pursue (comon & corpuz, 2024). table 2: distribution of respondents’ profile in terms of teacher’s position position frequency percentage master teacher ii 6 1.34 master teacher i 12 2.69 teacher iii 42 9.42 teacher ii 36 8.09 teacher i 350 78.46 total 446 100.00 table 3: distribution of respondents’ profile in terms of highest educational attainment highest educational attainment frequency percentage phd degree 4 0.90 units in phd degree 31 6.95 masters' degree 18 4.04 units in masters' degree 171 38.34 bachelors' degree 222 49.78 total 446 100.00 table 2 provides an overview of the respondents categorized by their teaching position. the data reveals that the majority of participants hold the position of teacher i, comprising 350 (78.46%) of the respondents. this highlights the prevalence of entry-level teaching positions among the respondents. the prominence of teacher i roles underscores the composition of the teaching workforce, indicating a significant presence of educators in the early stages of their careers. the study by ingersoll et al. (2021) on teacher workforce trends offers valuable insights into why there are many teacher i positions’ today. their research likely delves into the composition of the teaching workforce, specifically focusing on the prevalence of entry-level positions such as teacher i. however, the data reveal that participants’ positions as master teacher ii are the least represented in terms of teaching positions, with only six respondents (1.34%) holding this position. this inequality can be attributed to the fact that, at the elementary level, there is an average ratio of 10 regular teachers for every one master teacher. similarly, at the secondary level, the average ratio is five regular teachers for every one master teacher. consequently, there are fewer master teachers compared to regular teachers in both elementary and secondary levels. the scarcity of master teacher ii positions, as indicated by the data, underscores the challenges and unique characteristics of advancing to this level within the teaching profession (comon & corpuz, 2024). table 3 illustrates the respondents’ highest educational attainment. data show that participants with bachelors’ table 4: distribution of respondents’ profile in terms of related trainings/seminars attended number of related trainings attended frequency percentage 4 and above trainings 160 35.87 1 to 3 trainings 238 53.36 none 48 10.76 total 446 100.00 table 4 shows the respondents’ profile in terms of related trainings attended. results show that out of 446 respondents, 238 (53.36%) attended 1 to 3 related trainings. this suggests that many of the teachers surveyed have taken part in professional development or additional training related to conducting action research. attending these trainings shows a commitment pa ge 15 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 150-170, 2024 to learning and improving skills among the respondents. it also indicates the importance placed on staying up-todate with current practices and advancements in their fields. according to brown and davis (2019), the impact of professional development on teacher effectiveness and the prevalence of teachers having undergone training can be attributed to the significant benefits associated with such engagements. on the other hand, 48 (10.76%) have no attendance to related trainings. this indicates that a few teachers have not engaged in trainings specifically related to action research. this suggests that the overwhelming majority of teachers have eagerly engaged in trainings specifically tailored to action research, displaying their strong dedication to professional growth and development. the study conducted by smith and johnson (2020) on barriers to teacher participation in professional development offers valuable insights into why only a small group of teachers may not have undergone training related to research. this study identifies various obstacles that educators encounter when accessing professional development opportunities. problem 2: what is the respondents’ level of action research capabilities based on research planning and design, data collection and sampling, and data analysis, interpretation and reporting? table 5: distribution of respondents’ level of action research capabilities in terms of research planning and design indicators mean sd description as a teacher, i can… identify the problems or issues to be addressed. 2.97 0.572 capable write the introduction effectively. 2.83 0.540 capable formulate research questions. 2.77 0.525 capable write the context and rationale effectively. 2.69 0.505 capable cite of related literature comprehensively. 2.76 0.521 capable organize related literature systematically. 2.76 0.521 capable draft theoretical framework. 2.73 0.515 capable draft conceptual framework with clarity. 2.75 0.519 capable make intervention, output of the action research 2.80 0.531 capable make a budget plan and timeline. 2.89 0.553 capable overall 2.79 0.530 capable table 5 shows the respondents’ level of action research capabilities in terms of research planning and design. overall, results show that the respondents’ level of action research capabilities in terms of research planning and design obtained an overall mean of 2.79 (sd=0.530) described as capable. this suggests that, on average, the respondents exhibit competence in research planning and designing action research projects. henderson and choi’s (2020) review of strategies for enhancing action research capabilities among educators provides valuable insights into why most teachers demonstrate capability in research planning and design. in line with this, the indicator as a teacher, i can identify the problems or issues to be addressed obtained the highest mean rating of 2.97(sd=0.572), described as capable. this signifies that the respondents demonstrate a strong ability to recognize and identify relevant problems or issues within their educational contexts. this indicates that there is relatively little variability in the ratings among the respondents, suggesting a consistent perception of their ability to identify problems or issues. the study conducted by furlong and oancea (2019) explores the importance of educators’ reflexivity and critical thinking skills in the context of identifying problems or issues within educational settings. it emphasizes the role of self-awareness and introspection in understanding the complexities inherent in classroom and school dynamics. on the other hand, the indicator as a teacher, i can write the context and rationale effectively got the lowest mean of 2.69 (sd=0.505) described as capable. the findings suggest that respondents may face difficulties in articulating the context and rationale effectively in their action research. the low standard deviation indicates minimal variability in the ratings among respondents for this indicator, implying some consistency in their perceptions of their inability to write context and rationale effectively. the study conducted by williams and thompson (2020) sheds light on the challenges faced by teacher-researchers in written communication. through their research, they highlight the difficulties educators encounter in articulating context and rationale effectively. legend: 3.25 – 4.00 highly capable/ very high 2.51 – 3.24 capable/ high 1.75 – 2.50 moderately capable/ low 1.00 – 1.74 not capable/ very low pa ge 15 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 150-170, 2024 table 6: distribution of respondents’ level of action research capabilities in terms of data collection and sampling indicators mean sd description as a teacher, i can… select research designs. 2.72 0.532 capable describe the research locale. 2.90 0.556 capable describe the research population. 2.86 0.551 capable use appropriate sampling technique. 2.83 0.538 capable reduce the research population to sample size. 2.78 0.527 capable prepare the data-gathering instrument. 2.81 0.533 capable validate the data-gathering instrument. 2.68 0.503 capable administer a paper-based research instrument. 2.76 0.523 capable make and administer a computerized online research instrument. 2.72 0.512 capable make ethical considerations in the conduct of action research. 2.73 0.518 capable overall 2.78 0.529 capable table 7: distribution of respondents’ level of action research capabilities in terms of data analysis, interpretation and reporting indicators mean sd description as a teacher, i can… choose the tools for data analysis and interpretation. 2.65 0.494 capable present data in a tabular and graphical manner. 2.72 0.511 capable make the textual interpretation of data. 2.64 0.492 capable summarize findings of the study. 2.73 0.514 capable draft the conclusion of the study. 2.82 0.535 capable make recommendations derived from the findings. 2.66 0.498 capable formulate an action plan. 2.68 0.503 capable make a comprehensive financial report 2.65 0.496 capable share the findings of the action research with a proper forum. 2.68 0.503 capable publish the completed action research. 2.55 0.470 capable overall 2.68 0.502 capable table 6 shows the respondents’ level of action research capabilities in terms of data collection and sampling. overall, it obtained a mean of 2.79 (sd=0.529), described as capable. this suggests that there is a consensus that respondents possess some proficiency in gathering data and selecting appropriate sampling methods for their action research projects. the study conducted by ofsted (2022) emphasizes the importance of teachers and school leaders having essential knowledge of evidence-based research, particularly in the context of data collection and gathering. in the same table, the indicator as a teacher, i can describe the research locale obtained the highest mean rating of 2.90 (sd=0.556), described as capable. the standard deviation suggests a moderate level of variability in the ratings among the respondents for this indicator. this indicates that there is a general consensus that educators possess a strong ability to provide detailed descriptions of the research locale within their action research. martinez (2020) explored the significance of considering contextual factors in educational research and practice. on the other hand, the indicator as a teacher, i can validate the data gathering instrument got the lowest mean rating of 2.68 (sd=0.503), described as capable. this indicates that there is a consensus regarding their responses that they have a low capability in validating the instruments they use to collect data. it suggests that respondents may face challenges in validating the instruments they use to collect data for their action research projects. many educators find it more convenient to enlist the help of experts who specialize in instrument validation. the study by sürücü and maslakçı (2020) emphasizes the fundamental importance of validity and reliability in research, particularly concerning the instruments used to measure concepts. legend: 3.25 – 4.00 highly capable/ very high 2.51 – 3.24 capable/ high 1.75 – 2.50 moderately capable/ low 1.00 – 1.74 not capable/ very low pa ge 15 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 150-170, 2024 legend: 3.25 – 4.00 highly capable/ very high 2.51 – 3.24 capable/ high 1.75 – 2.50 moderately capable/ low 1.00 – 1.74 not capable/ very low table 7 shows the respondents’ level of action research capabilities in terms of data analysis, interpretation and reporting. overall, it obtained an overall mean of 2.68 (sd=0.502) described as capable. this suggests that there is relatively minimal variability in the ratings among the respondents. this indicates a consistent perception of their capabilities in data analysis, interpretation, and reporting. the low variability could suggest that there is a general consensus among respondents regarding their proficiency in these areas. the overall mean suggests that respondents have a moderate proficiency in these key aspects of action research. the study conducted by nguyen et al. (2019) clarifies educators’ competencies in data analysis, interpretation, and reporting within the context of action research. their research aligns closely with the observations from table 7, indicating that educators generally demonstrate a moderate level of proficiency in these essential aspects. the indicator as a teacher i can draft the conclusion of the study obtained the highest mean rating of 2.82(sd=0.535), described as capable. the relatively small standard deviation indicates that most respondents provided ratings that were relatively close to the mean score indicating a consistent perception of their capability in drafting study conclusions. it suggests that respondents demonstrate strong proficiency in constructing the conclusions of their research endeavors within the context of action research projects. according to caulfield (2023), the high proficiency demonstrated by teachers in drafting conclusions for their studies is supported by a multitude of factors. their extensive experience in structuring lessons and effectively communicating complex ideas to diverse audiences promotes a strong ability to synthesize and articulate key findings. on the contrary, the indicator as a teacher, i can publish the completed action research got the lowest mean rating of 2.55 (sd=0.470), described as capable. this suggests that there is a relatively low level of variability in the ratings among respondents regarding their ability to publish completed action research. this indicates that there is a consistency in the perceptions of respondents regarding their proficiency in their capability to publish completed action research. vecaldo (2019) stressed that teachers often face challenges that hinder their capabilities in publishing their studies. table 8: summary of the respondents’ level of action research capabilities variables mean sd interpretation research planning and design 2.79 0.530 capable data collection and sampling 2.78 0.529 capable data analysis, interpretation and reporting 2.68 0.502 capable overall 2.75 0.520 capable legend: 3.25 – 4.00 highly capable/ very high 2.51 – 3.24 capable/ high 1.75 – 2.50 moderately capable/ low 1.00 – 1.74 not capable/ very low table 8 shows the summary of the respondents’ level of action research capabilities. overall, results show that the respondents’ level of action research capabilities obtained an overall mean of 2.75 (sd=0.520), interpreted as capable. this suggests that most respondents provided ratings indicating a consistent perception of their capability in action research. this signifies that the respondents have a moderate level of action research capabilities, indicating a solid grasp of key research aspects. caingcoy (2020) emphasizes the moderate capabilities of teachers in conducting action research, highlighting the significance of further development and enhancement in this area. the variable research planning and design obtained the highest overall mean rating of 2.79 (sd=0.530), which is interpreted as capable. the relatively small standard deviation implies that the differences are not very distinct. most respondents provided ratings that were relatively close to the mean score of 2.79, indicating a consistent perception of their capability in research planning and design, suggesting a moderate level of agreement among respondents regarding their proficiency in this area. on the contrary,the indicator data analysis, interpretation and reporting got the lowest mean rating of 2.68 (sd=0.502), interpreted as capable. the relatively low standard deviation suggests that the ratings for this indicator are clustered relatively close to the mean rating of 2.68. this implies that there is less variability or spread in the ratings provided by respondents for this particular indicator. in other words, there is a higher level of agreement or consistency among respondents regarding the capability level of data analysis, interpretation and reporting. peel (2020) defines several factors contributing to the perceived ease of research planning compared to data analysis. pa ge 16 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 150-170, 2024 problem 3: how do the respondents assess their level of action research challenges considering knowledge, attitude, and resources? table 9 shows the respondents’ level of assessment of action research challenges considering knowledge. results show that the respondents’ level of assessment of action research challenges considering knowledge described as agree, as indicated by the overall mean of 2.67 (sd=0.499). the relatively low standard deviation suggests that the ratings for this assessment are clustered relatively close to the mean rating of 2.67. in other words, there is a higher level of agreement or consistency among respondents regarding their assessment of action research challenges in terms of knowledge. the study by mcniff and whitehead (2021) sheds light on a critical problem encountered by teachers in engaging with action research. moreover, the indicator inadequate proficiency in creating graphical and tabular representations hinders me in conducting action research, obtained the highest mean rating of 2.80 (sd=0.531) described as agree. the standard deviation implies that there is moderate diversity in the perceptions of respondents regarding the hindrance caused by inadequate proficiency in creating graphical and tabular representations when conducting action research. according to mason-bish (2019), the recognition of the important role played by well-crafted graphical and tabular presentations in research data is evident in the positive steps researchers have taken in this area. table 9: mean distribution of respondents’ level of assessment of action research challenges considering knowledge indicators mean sd description this research challenge in knowledge hinders me in conducting research. misunderstanding of classroom-based action research. 2.71 0.509 agree misunderstanding of the procedures followed in conducting classroom-based action research. 2.61 0.485 agree misunderstanding of research ethics. 2.63 0.491 agree limited understanding in data interpretation. 2.63 0.489 agree insufficient knowledge in data collection techniques. 2.59 0.480 agree lack of exposure to diverse research methodologies. 2.61 0.485 agree inadequate training in data analysis techniques. 2.66 0.498 agree limited understanding of how to formulate a strategy and innovation for testing. 2.72 0.511 agree lack of clarity regarding the scope and objectives of action research. 2.72 0.513 agree inadequate proficiency in creating graphical and tabular representations. 2.80 0.531 agree overall 2.67 0.499 agree legend: 3.25 – 4.00 strongly agree/ many challenges 2.51 – 3.24 agree/ several challenges 1.75 – 2.50 disagree/ few challenges 1.00 – 1.74 strongly disagree/ no challenge however, the indicator insufficient knowledge in data collection techniques hinders me in conducting research got the lowest mean rating of 2.59 (sd=0.480) described as agree. the relatively low standard deviation suggests that the ratings for this indicator are clustered relatively close to the mean. it implies that there is less variability or spread in the ratings provided by respondents for this particular indicator which means there is a higher level of agreement or consistency among respondents regarding the hindrance caused by insufficient knowledge in data collection techniques when conducting research. the study conducted by giri et al. (2019) brings to light a significant challenge contributing to the limited proficiency of teachers in data collection techniques. it stresses the struggles encountered by researchers who lack expertise in this area, shedding light on a fundamental obstacle faced by teacher-researchers. table 10: mean distribution of respondents’ level of assessment of action research challenges considering attitude indicators mean sd description this research challenge in attitude hinders me in conducting research … less appreciation of the usefulness of action research in enhancing instruction. 2.69 0.504 agree less recognition of the usefulness of action research for my professional growth as a teacher. 2.66 0.498 agree unwillingness to write action research for intensified instruction. 2.65 0.496 agree unwillingness to write action research for effective intervention. 2.53 0.466 agree pa ge 16 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 150-170, 2024 unwillingness to write action research for my promotion 2.51 0.462 agree limited enthusiasm for collaboration with peers on action research projects. 2.58 0.477 agree reluctance to allocate time and effort to action research due to heavy workloads 2.67 0.501 agree resistance to change and innovation in teaching methods 2.55 0.470 agree lack of confidence in one's ability to successfully conduct action research 2.65 0.496 agree perceives action research as an additional burden rather than a valuable professional development opportunity 2.59 0.481 agree overall 2.61 0.485 agree legend: 3.25 – 4.00 strongly agree/ many challenges 2.51 – 3.24 agree/ several challenges 1.75 – 2.50 disagree/ few challenges 1.00 – 1.74 strongly disagree/ no challenge table 10 shows the respondents’ level of assessment of action research challenges considering attitude. overall, results show that the respondents’ level of assessment of action research challenges considering attitude was described as agree, interpreted as having several challenges indicated by the overall mean of 2.61 (sd=0.485). the relatively low standard deviation suggests that the ratings for this assessment are clustered relatively close to the mean. the insights from the study conducted by leuverink (2021) shed light on the challenges that teachers face in developing a strong research attitude, particularly in the context of educational research. the indicator less appreciation of the usefulness of action research in enhancing instruction hinders me in conducting research obtained the highest mean rating of 2.69 (sd=0.504), described as agree, interpreted as having several challenges pertaining to this indicator. this suggests that respondents generally had a consensus in how they rated the indicator “less appreciation of the usefulness of action research in enhancing instruction. moreover, clark (2019) expounds on the notion that teachers may harbor a diminished appreciation for the efficacy of action research in supporting instruction due to several obvious factors. on the other side, the indicator unwillingness to write action research for my promotion hinders me in conducting research got the lowest mean rating of 2.51 (sd=0.462), described as agree and interpreted as having several challenges. the low standard deviation suggests that responses were clustered closely around the mean, indicating a strong consensus that there are challenges related to the willingness to write action research for promotion. weng and zhu (2020) emphasize the importance of continuous professional development in research, highlighting the significance of staying updated with industry trends and building networks for career advancement. table 11: mean distribution of respondents’ level of assessment of action research challenges considering resources indicators mean sd description lack of budget 3.45 0.689 strongly agree no computer or laptop 1.87 0.302 disagree no printer 1.90 0.309 disagree insufficient reference materials (journals, books, reports, etc.) 2.59 0.480 agree lack of training or seminar-workshop on research activities 2.78 0.526 agree lack of moral support from the principal. 2.14 0.370 disagree inadequate knowledge of research funding opportunities 2.53 0.466 agree limited access to relevant research software and tools 2.52 0.463 agree inadequate internet connectivity for online research resources 2.46 0.448 disagree insufficient availability of research mentors or advisors. 2.56 0.472 agree overall 2.48 0.452 disagree legend: 3.25 – 4.00 strongly agree/ many challenges 2.51 – 3.24 agree/ several challenges 1.75 – 2.50 disagree/ few challenges 1.00 – 1.74 strongly disagree/ no challenge table 11 shows the respondents’ level of assessment of action research challenges considering resources, described as disagree which is interpreted as having only few challenges indicated by the overall mean of 2.48 (sd=0.452). the low standard deviation suggests that responses were clustered closely around the mean, indicating a high level of agreement among respondents. this suggests that there was relatively little variability, pa ge 16 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 150-170, 2024 indicating a strong consensus that there are only a few challenges related to resources in conducting action research. despite the resource-related challenges identified in the study of ulla (2018), teacher-researchers maintain an optimistic perspective on research, recognizing its manifold professional and personal benefits. the indicator lack of budget in conducting research hinders me in conducting research obtained the highest mean rating of 3.45 (sd=0.689) described as strongly agree and interpreted as having many challenges. the higher standard deviation suggests that responses varied more widely from the mean compared to other indicators, but still indicating a strong agreement among respondents. this indicates a strong consensus among respondents that budgetary constraints significantly impede their ability to conduct research. in the study conducted by neema and chandrashekar (2021), the significance of research funding in supporting various aspects of research endeavors is highlighted. the availability of funding allows researchers to cover critical expenses related to manpower, materials, and infrastructure necessary for effective research. the indicator no computer or laptop to use in conducting research got the lowest mean rating of 1.87 (sd=0.302), described as disagree and interpreted as having few challenges. the low standard deviation suggests that responses were clustered closely around the mean, indicating a high level of agreement among respondents. this indicates a strong consensus that there are few challenges related to the lack of a computer or laptop for conducting research. this suggests that the majority of respondents do not perceive the lack of a computer or laptop as a significant hindrance to their research activities. guillén et al. (2020) emphasize the role of computers in modern research, enabling researchers to conduct intricate analyses and simulations with precision and efficiency. table 12: summary of the level of teacher-respondents’ level of assessment of action research challenges variables mean sd interpretation knowledge 2.67 0.499 several challenges attitude 2.61 0.485 several challenges resources 2.48 0.452 few challenges overall 2.59 0.479 several challenges legend: 3.25 – 4.00 many challenges 2.51 – 3.24 several challenges 1.75 – 2.50 few challenges 1.00 – 1.74 no challenge table 12 shows the summary of the teacher-respondents’ level of assessment of action research challenges. overall, results show that the teacher respondents’ level of assessment of action research challenges was described as agree and interpreted as having several challenges as indicated by the overall mean of 2.59 (sd=0.479). the low standard deviation suggests that responses were concentrated around the mean, indicating agreement that there are several challenges related to action research. the variable knowledge obtained the highest overall mean rating of 2.67 (sd=0.499), which is interpreted as several challenges. the low standard deviation suggests that responses were concentrated around the mean, indicating a high level of agreement among respondents. this signifies that teachers perceive a significant challenge related to knowledge in conducting research. this suggests that many teachers acknowledge a deficiency in the necessary expertise, skills, or understanding required to effectively engage in research activities. the discussion presented stems from a study conducted by ertembo and tsedeke (2023), which delves into the challenges faced by teachers when conducting action research projects. the findings highlight the significant problem posed by a lack of basic knowledge and skills among teachers, particularly in areas crucial for research, such as data analysis and problem-solving. furthermore, the variable resources got the lowest overall mean rating of 2.48 (sd=0.452), interpreted as few challenges. a low standard deviation suggests that responses were concentrated around the mean, indicating a high level of agreement among respondents. this suggests that teachers perceive resource-related challenges as less significant than challenges related to knowledge and attitude. isidro et al. (2019) emphasized the significant impact of technology in motivating graduate students to conduct research, with respondents highlighting its role in simplifying and facilitating research processes when coupled with various technological tools and support from advisors and institutions. problem 4: is there a significant relationship between the respondents’ action research challenges and the level of action research capabilities with respect to research planning and design, data collection and sampling, and data analysis, interpretation and reporting? pa ge 16 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 150-170, 2024 table 13: test result of relationship between the respondents’ action research capabilities and research challenges action research capabilities action research challenges overall knowledge attitude resources r-value r-value r-value r-value p-value p-value p-value p-value research planning and design 0.523 0.521 0.458 0.570 (mpr) (mpr) (wpr) (mpr) 0.012* 0.022* 0.048* 0.006* s s s s data collection and sampling 0.534 0.513 0.438 0.581 (mpr) (mpr) (wpr) (mpr) 0.011* 0.037* 0.025* 0.015* s s s s data analysis, interpretation and reporting 0.567 0.571 0.543 0.506 (mpr) (mpr) (mpr) (mpr) 0.010* 0.029* 0.009* 0.007* s s s s legend: *significant at p<0.05 alpha level, s – significant, ns – not significant table 13 presents the correlation between research capabilities, encompassing research planning and design, data collection and sampling, and data analysis, interpretation, and reporting, and research challenges across knowledge, attitude, and resources. in terms of research planning and design, it was found that there is an overall moderate significant relationship between research planning and design and action research challenges, as indicated by a p-value of 0.006. this relationship is consistent among the variables of knowledge (p-value = 0.012), attitude (p-value = 0.022), and resources (p-value = 0.048). this suggests that higher levels of capabilities in research planning and design are associated with higher challenges in terms of knowledge, attitude, and resources. the significant relationship between research planning and design and action research challenges can be attributed to several factors. firstly, as researchers gain expertise in planning and designing research, they may set more ambitious goals for their studies, leading to increased complexity and potential challenges in implementation. for data collecting and sampling, the analysis reveals an overall moderate significant relationship with action research challenges, with a p-value of 0.015. this relationship remains consistent across knowledge (p-value = 0.011), attitude (p-value = 0.037), and resources (p-value = 0.025). these findings suggest that higher levels of capabilities in data collecting and sampling are associated with higher challenges in knowledge, attitude, and resources. this could be because as researchers become more skilled in data collection and sampling techniques, they may set higher standards for the quality and depth of their research, leading to a greater awareness of challenges related to knowledge, attitude, and resources. additionally, more sophisticated data collection methods may require greater resources and a more critical attitude towards research design and implementation. moreover, in terms of data analysis, interpretation and reporting, the analysis demonstrates an overall moderate significant relationship with action research challenges, with a p-value of 0.007. this relationship is also consistent across knowledge (p-value = 0.010), attitude (p-value = 0.029), and resources (p-value = 0.009). these results suggest that higher levels of capabilities in data analysis, interpretation, and reporting are associated with higher challenges in knowledge, attitude, and resources. according to mills (2018), researchers can use their knowledge and skills to address challenges related to knowledge, attitude, and resources by effectively planning and designing their research projects. a researcher with advanced skills in research planning and design may choose a more complex research design that requires sophisticated methods. this could lead to challenges in terms of knowledge, as the researcher may need to acquire new skills or knowledge to effectively implement the chosen research design. furthermore, a more ambitious research plan may require a higher level of resource allocation, leading to challenges in securing adequate resources for the project. the insights provided by ulla (2018) underscored the critical importance of teachers possessing the necessary skills to effectively carry out their duties. particularly in the context of research activities, teachers require adequate knowledge and skills to address classroom challenges and engage in meaningful problemsolving. however, if teachers lack proficiency in research skills, they may struggle to perform their duties successfully. problem 5: is there a significant difference between the level of action research capabilities and action research challenges when respondents are grouped according age, position, highest educational qualification, and related trainings/ seminars attended? pa ge 16 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 150-170, 2024 table 14: test result of differences of the respondents’ action research capabilities when grouped according to their profile profile of respondents action research challenges overall research planning and design data collection and sampling data analysis, interpretation and reporting f-value f-value f-value f-value p-value p-value p-value p-value age 0.83 1.39 0.80 0.23 0.507 0.265 0.089 0.260 ns ns ns ns position 0.49 0.59 0.95 0.78 0.453 0.832 0.161 0.441 ns ns ns ns highest educational attainment 3.89 4.46 3.37 4.22 0.012* 0.016* 0.005* 0.009* s s s s related trainings/ seminars attended 3.35 3.12 4.29 4.15 0.044* 0.007* 0.007* 0.018* s s s s legend: *significant at p<0.05 alpha level, s – significant, ns – not significant table 15: test of differences of the respondents’ action research challenges when grouped according to their profile profile of respondents action research challenges overall knowledge attitude resources f-value f-value f-value f-value p-value p-value p-value p-value age 0.15 3.52 3.81 3.13 0.152 0.003* 0.024* 0.019* ns s s s position 0.60 0.22 0.98 2.35 0.843 0.593 0.272 0.171 ns ns ns ns table 14 shows the test of differences in the respondents’ action research capabilities when grouped according to their profiles. the respondents’ action research capabilities were significantly different when grouped according to their highest educational attainment and related trainings/seminars attended, as indicated by the f-value and probability value less than 0.05 alpha level, which led to the rejection of the null hypothesis. this indicates that teachers’ capability in action research methodologies and skills is influenced by their educational background. those with higher educational achievements tend to vary in capabilities in action research compared to their counterparts. this is likely because higher education provides a more in-depth understanding of research methodologies and techniques. additionally, individuals with higher educational achievements may have had more exposure to research experiences during their academic studies, allowing them to develop practical research skills. the results mirror those documented in pilongo’s (2020) research, indicating a significant correlation between respondents’ characteristics and their research capabilities. specifically, factors such as the highest educational qualification attained and the attendance of relevant training seminars emerge as influential determinants of individuals’ research aptitude. this highlights the notion that educational background and continuous professional development play important roles in shaping one’s ability to engage effectively in research activities. in essence, the findings highlight the importance of considering these aspects of individuals’ profiles when assessing their research capabilities. by recognizing the impact of educational attainment and ongoing training on research proficiency, stakeholders can devise targeted interventions aimed at enhancing researchers’ skills and competencies. pa ge 16 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 150-170, 2024 highest educational attainment 2.83 3.39 4.81 4.23 0.040* 0.016* 0.037* 0.027* s s s s related trainings/ seminars attended 0.49 0.88 0.78 0.99 0.553 0.236 0.546 0.338 ns ns ns ns legend: *significant at p<0.05 alpha level, s – significant, ns – not significant table 15 shows the test of differences of the respondents’ action research challenges when grouped according to their profile. overall, the respondents’ action research challenges were significantly different when grouped according to their age, with a p-value of 0.019. this suggests that age plays a role in shaping individuals’ experiences of challenges in conducting action research. younger respondents may encounter distinct obstacles or difficulties when engaging in action research activities, whereas older respondents may have accumulated more experience and skills in the research field over time. this implies that older respondents might encounter fewer challenges or possess better strategies for overcoming obstacles compared to younger respondents. it stresses the importance of experience in building research capabilities and navigating research challenges effectively. moreover, the respondents’ action research challenges were significantly different when grouped according to their highest educational attainment, with overall p-value of 0.027. this suggests that the level of action research challenges varies with individuals’ educational backgrounds. those with higher educational achievements may face different challenges compared to those with lower educational attainment. higher levels of education are often accompanied by increased access to resources and networks. this accumulated experience can better equip them to navigate challenges in action research compared to teachers with lower educational attainment. oliveri et al. (2021) emphasize the importance of considering age and highest educational attainment as significant factors influencing the challenges encountered in action research. while age-related effects are often disregarded in educational contexts, they play a substantial role in shaping the research process. the researchers suggest that age and educational background can impact individuals’ abilities to navigate obstacles in action research, highlighting the diverse experiences of educators and researchers. younger individuals and those with lower educational attainment may face distinct challenges due to their relative lack of experience and skills in research methodologies. in contrast, older individuals and those with higher educational achievements, who may have accumulated more experience over time, might have developed better strategies for overcoming obstacles. this stresses the importance of acknowledging the influence of age and educational background on research capabilities and challenges, as it can lead to a more nuanced understanding of how different individuals approach and engage in action research. problem 6: based on the findings of the study, what research enhancement plan on action research capability can be formulated? table 16: matrix of research enhancement plan areas of concern specific objectives strategies / activities persons involved time frame source of fund budget expected outcome d at a a na ly sis , i nt er pr et at io n an d re po rt in g e nh an ce e du ca to rs ’ p ro fic ie nc y in d at a an al ys is, in te rp re ta tio n, a nd re po rt in g by em pl oy in g de sc rip tiv e st at ist ic s, t-t es ts, a nd fte st s t o en su re th e ac cu ra te a nd m ea ni ng fu l pr es en ta tio n of re se ar ch fi nd in gs . o rg an iz e w or ks ho ps a nd tr ai ni ng se ss io ns fo cu se d on te ac hi ng e du ca to rs h ow to ef fe ct iv el y ut ili ze d es cr ip tiv e st at ist ic s, t-t es ts, an d fte st s i n da ta a na ly sis . ju ly 2 02 4 1 da y 1 d iv isi on r es ea rc h c oo rd in at or 19 s ch oo l r es ea rc h c oo rd in at or s 3 in vi te d tr ai ne rs m o o e ph p 2, 00 0 m as te ry d es cr ip tiv e st at ist ic s, t-t es ts, a nd fte st s i n da ta a na ly sis . pa ge 16 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 150-170, 2024 o ffe r ha nd son p ra ct ice s es sio ns w he re ed uc at or s w or k w ith r ea l re se ar ch d at a se ts, g ui di ng th em th ro ug h th e pr oc es s o f da ta c lea ni ng , a nd a na lys is. ju ly 2 02 4 1 da y 1 d iv isi on r es ea rc h c oo rd in at or 19 s ch oo l r es ea rc h c oo rd in at or s 3 in vi te d tr ai ne rs m o o e ph p 2, 00 0 fu lly in te rp re te d se t o f da ta . d em on st ra te im pr ov ed p ro fic ie nc y in da ta in te rp re tin g, a nd a na ly sis te ch ni qu es th ro ug h ha nd son p ra ct ic e se ss io ns . pr ov id e tra in in g w or ks ho ps o n st at ist ic al a na ly sis so ftw ar e su ch a s sp ss o r e xc el to e nh an ce e du ca to rs ' pr ofi ci en cy in q ua nt ita tiv e da ta an al ys is. ju ly 2 02 4 1 da y 1 d iv isi on r es ea rc h c oo rd in at or 19 s ch oo l r es ea rc h c oo rd in at or s 5 in vi te d tr ai ne rs m o o e ph p 2, 00 0 e du ca to rs w ill d em on st ra te e nh an ce d sk ill s i n ut ili zi ng st at ist ic al a na ly sis so ftw ar e su ch a s s ps s or e xc el to an al yz e qu an tit at iv e da ta e ff ec tiv el y. e nh an ce te ac he rs ’ a bi lit ie s t o di sc er n w he n to ut ili ze d es cr ip tiv e st at ist ic s, t-t es ts, a nd f -te st s fo r a na ly zi ng v ar io us ty pe s o f ed uc at io na l d at a an d re se ar ch q ue st io ns . o rg an iz e w or ks ho ps a nd tr ai ni ng se ss io ns fo cu se d on te ac hi ng e du ca to rs o n w he n to u se de sc rip tiv e st at ist ic s, t-t es ts, a nd f -te st s i n da ta an al ys is. ju ly 2 02 4 1 da y 1 d iv isi on r es ea rc h c oo rd in at or 19 s ch oo l r es ea rc h c oo rd in at or s 5 in vi te d tr ai ne rs m o o e ph p 2, 00 0 t he o ut pu t f or th e ac tiv ity a bo ve is a r es ea rc h q ue st io nst at ist ic al to ol m at ch -u p c ha rt , pr ov id in g a cl ea r vi su al r ep re se nt at io n of t he co rr es po nd en ce be tw ee n di ff er en t re se ar ch qu es tio ns /s ce na rio s an d th e ap pr op ria te st at ist ic al to ol s. c re at in g g ra ph ic al a nd t ab ul ar re pr es en ta tio ns e nh an ce e du ca to rs ’ c ap ac ity to c re at e vi su al ly co m pe lli ng a nd in fo rm at iv e gr ap hi ca l a nd ta bu la r r ep re se nt at io ns o f re se ar ch d at a us in g e xc el fo r d at a vi su al iz at io n an d w or d fo r re po rt p re se nt at io n. c on du ct a h an ds -o n w or ks ho p gu id in g ed uc at or s i n cr ea tin g vi su al ly e ng ag in g gr ap hi ca l a nd ta bu la r r ep re se nt at io ns o f re se ar ch d at a in e xc el a nd w or d to e nh an ce th ei r d at a vi su al iz at io n sk ill s. a ug us t 2 02 4 1 da y 1 d iv isi on r es ea rc h c oo rd in at or 19 s ch oo l r es ea rc h c oo rd in at or s 3 in vi te d tr ai ne rs m o o e ph p 2, 00 0 e du ca to rs w ill d em on st ra te im pr ov ed s ki lls in cr ea tin g vi su all y ap pe ali ng g ra ph s an d ta bl es , as e vi de nc ed b y th e qu ali ty a nd c lar ity o f th e gr ap hi ca l a nd ta bu lar re pr es en ta tio ns p ro du ce d du rin g th e w or ks ho ps a nd tr ain in g se ss io ns pa ge 16 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 150-170, 2024 fa cil ita te h an ds -o n pr ac tic e se ss io ns w he re e du ca to rs c an a pp ly th eir n ew ly ac qu ire d kn ow led ge an d sk ill s t o cr ea te g ra ph ica l a nd ta bu lar re pr es en ta tio ns u sin g re alw or ld d at a se ts. a ug us t 2 02 4 1 da y 1 d iv isi on r es ea rc h c oo rd in at or 19 s ch oo l r es ea rc h c oo rd in at or s 3 in vi te d tr ai ne rs m o o e ph p 2, 00 0 e du ca to rs w ill d em on st ra te t he ir ab ili ty t o ef fe ct iv el y ap pl y th ei r n ew ly a cq ui re d kn ow le dg e an d sk ill s b y cr ea tin g ac cu ra te , vi su al ly a pp ea lin g gr ap hi ca l a nd t ab ul ar r ep re se nt at io ns u sin g re al -w or ld d at a se ts. t hi s pr ofi ci en cy w ill b e ev id en t th ro ug h th e qu al ity a nd c la rit y of t he g ra ph ic al a nd t ab ul ar o ut pu ts pr od uc ed d ur in g th e pr ac tic e se ss io ns . li m ite d ac ce ss to r el ev an t r es ea rc h m at er ia ls an d so ftw ar e d ev el op in g a co m pr eh en siv e re so ur ce su pp or t s ys te m to p ro vi de e du ca to rs w ith a cc es s t o re le va nt re se ar ch m at er ia ls an d so ftw ar e th er eb y ad dr es sin g th e ba rr ie r o f lim ite d ac ce ss ib ili ty. o rg an iz e se m in ar s o r w eb in ar s f ea tu rin g de m on st ra tio ns a nd tu to ria ls on th e pr ac tic al a pp lic at io n of c om m on ly u se d re se ar ch si te s a nd so ftw ar e su ch a s g oo gl e sc ho la r, c ita tio n ge ne ra to r, je nn ie. ai , e tc . se pt em be r 2 02 4 1 da ys 1 d iv isi on r es ea rc h c oo rd in at or 19 s ch oo l r es ea rc h c oo rd in at or s 3 in vi te d tr ai ne rs m o o e ph p 2, 00 0 e du ca to rs w ill d em on st ra te e nh an ce d co m pe te nc e in u til iz in g re se ar ch so ftw ar e an d to ol s s uc h go og le g oo gl e sc ho la r, ci ta tio n ge ne ra to r, je nn ie. ai , e tc . u til iz e g c m es se ng er fo r h os tin g o nl in e f or um s o r d isc us sio n gr ou ps , p ro vi di ng a p la tfo rm f or e du ca to rs t o se ek a dv ic e, as k qu es tio ns , a nd c ol la bo ra te o n iss ue s re la te d to r es ea rc h so ftw ar e an d to ol s. a dd iti on al ly, i m pl em en t g oo gl e d riv e or m ic ro so ft o ne d riv e fo r st or in g re le va nt l oc al r es ea rc h m at er ia ls, e ns ur in g ea sy a cc es s t o re se ar ch re so ur ce s. se pt em be r 2 02 4 1 da ys 1 d iv isi on r es ea rc h c oo rd in at or 19 s ch oo l r es ea rc h c oo rd in at or s 3 in vi te d tr ai ne rs m o o e ph p 2, 00 0 e du ca to rs a ct iv el y pa rt ic ip at e in d isc us sio ns , s ha re in sig ht s, an d co lla bo ra te w ith p ee rs , l ea di ng to in cr ea se d pr ofi ci en cy in u til iz in g re se ar ch so ftw ar e an d to ol s. c re at ed a n on lin e m ed iu m w he re e du ca to rs c an a sk o r s ha re id ea s ( g ro up c ha t a cc ou nt ) an d st or e/ ac ce ss lo ca l r es ea rc h pa pe rs /m at er ia ls pa ge 16 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 150-170, 2024 conclusion based on the results and discussions that have been presented, the following conclusions were made: the respondents possess a moderate level of action research capabilities. respondents exhibit a notable proficiency in “research planning and design,”. this capability implies that educators are adept at conceptualizing and structuring their research endeavors, including defining research objectives, formulating research questions, and designing appropriate methodologies to address these inquiries. challenges among respondents regarding action research, with an overall assessment indicating a high level of difficulty. respondents’ perceptions reveals a pronounced challenge in terms of research knowledge. this high level of difficulty suggests that educators may face significant barriers when attempting to engage in action research initiatives. the challenges related to research knowledge emphasize potential gaps in educators’ training and preparation for conducting research in educational contexts. further, the correlation observed between respondents’ proficiency in action research and the difficulties they face suggests a significant association. it indicates that individuals with greater competence in action research are likely to confront more challenges during their research endeavors. this connection implies that heightened research capabilities coincide with increased complexities related to knowledge, attitude, and resource management. thus, there are significant differences in respondents’ action research capabilities on their highest educational attainment and participation in related trainings/ seminars, indicating that educational background and trainings influence teachers’ proficiency in action research. moreover, significant variations in action research challenges were noted from differences in educational attainment and age. these findings highlight the impact of both educational background and experiential learning opportunities on teachers’ capabilities and experiences in conducting action research. recommendations in accordance with the findings and conclusion of the study, the following recommendations are hereby presented: 1. the department of education officials should create avenues and incentives to encourage teachers to pursue career advancement. they can achieve this by customizing professional development programs in collaboration with research partners, a step that can be formalized through a deped order or memorandum. moreover, it is recommended that the department of education reassess the workload of teachers, particularly the number of coordinatorships and administrative duties assigned to them. streamlining these responsibilities would afford teachers more flexibility to engage in research endeavors, fostering an environment conducive to active participation and knowledge advancement in the field of education. 2. the division office of bukidnon may establish platforms for showcasing research findings at the national level, recognizing and celebrating teachers’ significant contributions. by offering resources, mentorship, and support, the division office can help address the challenges teachers encounter in data analysis and reporting. embracing the proposed research development plan would serve as a catalyst, inspiring and motivating teacher-researchers to actively engage in research activities and generate research papers for publication. 3. instructional leaders and school heads may develop mentoring and support strategies tailored to address the specific challenges teachers encounter when seeking higher teaching positions. furthermore, allocating resources from the schools’ maintenance and other operating expenses to facilitate national-level training and seminars on research is recommended. this approach would expand teachers’ exposure and expertise, providing them with the essential skills and knowledge needed to actively participate in research activities. by prioritizing these efforts, instructional leaders and school heads can empower teachers to advance professionally and contribute to enhancing the overall education system. 4. it is essential for teachers to cultivate knowledge exchange and collaboration within their community. they can achieve this by initiating peer-sharing sessions that focus on identifying emerging themes and conducting qualitative data analysis collaboratively. these sessions offer a platform for sharing insights, experiences, and research findings, fostering a culture of mutual learning and collaboration among educators. advocating for a balanced workload that allows dedicated time for research activities is crucial. recognizing research as a valuable contribution to professional development encourages teachers to actively engage in research and underscores the significance of their contributions. through these efforts, teachers can enhance their research skills, broaden their knowledge base, and collectively contribute to the advancement of the teaching profession. 5. it is crucial for aspiring researchers to establish mentorship programs that connect seasoned researchers with those eager to delve into research endeavors. these programs will provide invaluable guidance and inspiration to the next generation of researchers. it is advisable to establish a robust research support system within educational institutions to offer ongoing guidance and support to budding researchers. references abutabenjeh, s., & 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(2021). delineating the successful features of research data management training: a systematic review. international journal for academic development. https://doi.org/10.1080/136014 4x.2021.1898399 pa ge 1 pa ge 10 1 american journal of arts and human science (ajahs) college students lived experiences on separation from parents: a phenomenological study ginalyn gaspan1*, dr. christoper f. sasot1 volume 3 issue 3, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i3.3155 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: june 03, 2024 accepted: july 07, 2024 published: july 11, 2024 in the current world, an overseas filipino worker has taken on heroic qualities. in order to earn a big salary and support their families, ofw parents risk their lives by working abroad. the study aimed to determine whether the perspective, emotions, and relationships of college students with their ofw parents affected their academic achievement. nine (9) college students who had spent at least ten years apart from their ofw parents were interviewed using a qualitative thematic analysis. facebook was used in the study’s snowball sampling procedure to find volunteers. focus group discussions (fgd) and interviews with structured research interview questions were both employed by the researcher to collect data. keywords college students, ofw parents, academic performance 1 polytechnic university of the philippines, philippines * corresponding author’s email: ginalyn07gaspan@gmail.com introduction today’s world has elevated an overseas filipino worker to the status of a modern hero. they are heroes because they left behind their family in order to take care of themselves and make a life. in an effort to obtain a good salary and support their families, ofw parents take a risk by working in other nations. according to sănduleasa and matei, (2022), cited by petrov and dafinoiu (2021), one of the reasons ofw parents need to move abroad is poverty. ofw parents need to move abroad to provide for their families, especially their children. as filipinos, we appear to be aware that many filipinos live in abject poverty and that salaries in the philippines are insufficient to meet basic needs. the parents work while they are away from home. the 2021 survey on overseas filipinos by the philippine statistics authority estimates that 2.2 million filipinos worked abroad at some point between april and september of this year. 96.8% of all overseas foreign workers (ofws), or those with an active work contract, were employed abroad throughout the time period. in a different study, ducanes (2021) notes that immigration from outside has a considerable impact on household social mobility in the philippines. by improving their access to food, clothing, education, health care, real estate, and recreational activities, people can escape poverty. abraham maslow proposed the hierarchy of requirements, which asserts that a person’s physiological requirements come first, followed by psychological needs and self-actualization. rendenza k. explored this theory. according to ernest ravenstein’s migration theory, this is known as “push and pull” when parents move to another nation in order to make a living (pull) (2017, simplypsychology.org). according to ravenstein, the absence of employment possibilities is the primary cause of migration. despite how well the children may convince themselves that their parents are working abroad to give them a better life, their parents’ physical presence will always be there, even if the left-behind teenagers do academically brilliantly (rendeza, 2021). by allowing their kids to stay in touch with their parents, simple letters or sms might help them cope with the situation and lessen their children’s worry (castro, 2021). everyone is impacted by loneliness’s negative effects on mental health (hawkinselder milfront, hammond & siibley et al., 2021). in 2020, bouwman, aartsen, tilburg, and stevens expounded on the important consequences for people and society that typically result from the social ties that people crave. depending on the details, a family member moving away may have a positive impact on those left behind. children frequently felt sad, alienated, and abandoned after one or both of their parents moved away, despite the advantages and privileges they had while their parents were working abroad. burke e. et al. indicated that they yearned for their parents’ presence and that the material benefits could no longer make up for their actual presence when they needed it. additionally, the lack of a parental role, early developmental changes, and early maturation are all in line with this finding. battistella and conaco’s 2021 study found that parental absence causes children to feel alone and abandoned. according to ntitika j.l. in 2021’s study, some students’ academic performance is also influenced by their parents’ financial situation. pessar & mahler (2020) and leavitt & glick (2021) noted the parent migration necessitates a revision of previous agreements regarding the division of care and other household domestic responsibilities. because they cannot afford the school fees or the cost of books, some low-income students are forced to drop out of school. furthermore, due to the current economic pa ge 10 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 101-115, 2024 climate, parents are unable to enroll their children in schools with enough resources or high standards simply because they cannot afford the associated tuition fees. every child benefits from living with a parent because they feel complete and secure. they are the ones who lead and watch over you. in the same way as superheroes can achieve everything, parents can accomplish anything as well, especially in the student-facing situations mentioned in the aguilar m.v. (2020) study. however, parents must travel, and as a result of their experiences growing up without them and just living with their relatives, they are unable to understand what it is like to have a mother and father. because they are still growing, most youngsters believe that family is more important than money, despite the fact that money may potentially buy a better life. according to research, even college students claim that they still require a parent to provide for and support them. this study seeks to define phenomenological perspective and explore the lived experiences of college students with parents who are overseas filipino workers. the study will look at how parents and their kids interact when they are apart, how parental roles are changed, especially for the mother, who is always expected to be at home, and what worries kids have at home and in school. literature review the transition from living with parents to attending college represents a significant period of separation and independence for college students. understanding the lived experiences of college students during this separation is crucial for providing support and guidance during this critical phase of development. this review of literature and studies aims to explore the emotional, psychological, and social dimensions of college students’ experiences of separation from parents, drawing from both local and foreign sources. the research and studies that are closely related to this one are spoken about in this chapter. a selection of pertinent readings that served as the basis for the study of the subject are included. in order to analyze and interpret the data gathered, it also contains the research literature as a source. migration and its psychological effects on ofw’s family. the migrations of the parents have many effects on those children left behind. it affects the child’s emotional aspect, social aspect, and perception in the child’s life. these children are vulnerable to many problems and become self-doubting because of parents’ lack of attention (minda 2023). additionally, minda (2023) explained that children left behind are more likely to be materialistic than having good values and being rebellious to both parents. the study, overseas filipino workers in maternal migration and its effects on children and families left behind by teguihanon, j.r. & cuaton, g. (2021), the migrant moms’ experiences and attitudes, and perceptions about the difficulties they and their families confront. the research examined the different costs and advantages of maternal migration, emphasizing the role of remittances as the primary driver of migration. the study highlighted the many negative consequences of maternal migration, particularly on families and children left behind. this involves upsetting family relations, exposing children to dangers, and incurring debt. the study results indicate that notwithstanding the negative consequences of maternal migration, the financial contribution of remittances is seen as more significant for the family. this shows a lack of knowledge about the effect of maternal migration on families and children left behind and the role of social work in resolving these problems. filipino migrant parents appear to believe that the closeness of relationships is determined by “duties and privileges developed through relationships” rather than physical proximity (battistella & conaco, 2021: 222). migration is one of the parents’ responsibilities or privileges for their children, which they perform out of love (go, 1993: 15). although it is difficult for parents to be apart from their children, they make the sacrifice to “provide for the child’s material needs” (aguilar et al., 2022: 235). because of the remittances received by the left-behind family, philippine households view migration as a means of achieving economic goals (e.g., eversole & johnson, 2021; menjivar, davanzo, greenwell, & valdez, 2020). remittances are defined as “crossborder transfers of value consisting of currency and physical goods” (bracking, 2003: 633). living with a parent is better for every child they feel complete and safe; they are the one who guides and protect parents also are like a superhero; they can do anything even if it is difficult to lean on, especially for those student-facing circumstances stated in the study of aguilar m.v (2022) yet, parents need to go abroad, and because of the experiences of growing up without the parents and only living with their relatives, they don’t know how to have a mother and father. hence, most children think that family is better than money because they are children, but money can also give a better life; even college students say that they still need a parent to support and to care for them based on the research study of aguilar m.v (2021). in general, research in the philippines and other countries in the region reveals a more ambiguous picture of how international labor mobility has impacted migrant workers’ families. a recently completed study examining the impact of parental migration on children under the age of 12 discovered that migrants were not at a disadvantage in terms of health and well-being outcomes compared to non-migrant children (smc, 2021). in the philippines, preliminary findings indicate that fathers are increasingly taking up the role of caregivers in mothermigrant households three, and those young children cared for by fathers do not lag behind children in other migrant and non-migrant homes. these new findings contradict previous findings in the philippines that fathers are disengaged from child care and that young children in mother-migrant households face more significant difficulties, are more anxious, and perform poorly in pa ge 10 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 101-115, 2024 school when compared to children in other migrant and non-migrant households (battistella and conaco, 1998; ecmi/aos-manila, smc, and owwa, 2020). while the precise reasons for this shift are unknown, one of the numerous plausible explanations is generally connected to methodology. it is challenging to recruit and retain husbands/fathers as research participants. champseaphilippines found that children living in father-migrant families and being cared for by their mothers often have better results than children living in other migrant and non-migrant households. these households benefit economically from the fathers’ abroad employment and experience minimal disruption in terms of child care because females assume this responsibility. according to poea (2021) data, most migrant workers in over 190 countries worldwide are filipinos, and as a result, a more pressing worry is the plight of children left behind. indeed, tan (2008) discovered that almost nine million filipino children under the age of 18 were left behind due to the employment of one or both parents. according to the philippine institute for development studies (2008), one of the primary reasons why many people choose to work overseas is to provide a better education for their children. indeed, education is one of the top three recurring expenses of ofws’ remittances, demonstrating that investments in human capital are being made (custodio & ang, 2011). separation from one’s child through migration alters the nature of the parent-child bond. this state of affairs for left-behind children can become a source of stress in their daily lives. however, people perceive stressful circumstances as either difficult or dangerous (lazarus, 2000). individuals might employ various coping methods to cope with these stressful circumstances, some of which may be more helpful than others. thus, their coping skills will determine how individuals deal with stress and respond to a circumstance. children and migration in ecuador: situation and prospects, research undertaken by the united nations children’s fund (unicef) according to gloria camacho z. and kattya hernandez’s diagnostic, when a father migrates, the family is somewhat unaffected because, culturally speaking, the woman has always been the household’s primary caregiver. this scenario deteriorates further when the father ceases to send remittances or when they fall short of meeting the family’s fundamental necessities. on the other hand, when a mother migrates, the family is severely impacted, and the degree of susceptibility varies according to whether the father takes over the care of their children personally or with the assistance of other women in the family. these consequences are amplified if the couple separates before or during the migration. if both the father and mother migrate, the original family structure (in the case of immediate families) is significantly altered. it implies either reorganization with the elder brother/sister as head of household or the children’s attachment to other families, preferably their maternal grandparents. the survival of these families is contingent upon the establishment of effective solid and communication linkages between those who leave and those who remain. additionally, frequent remittances are made to sustain and maintain the family’s unity. in summary, migration reorganizes families, but it is not the only factor contributing to their collapse. this is necessary to avoid and reinforce stigmatizing discourses about migration, migrants’ families, and migrants’ children and adolescents. the importance of communication after migration. cabigunda and corpus (2021) researched the nature of communication and relationships between ofw parents and their children in the philippines. the study’s participants ranged in age from 13 to 21 years and were from antique and iloilo. data was gathered through focus group discussions. the findings of their study indicated that communication frequency affirmed the bond between migrant parents and their children and was essential in fulfilling parental roles. according to the study on parent-child communication patterns, bonding, and emotional intelligence of overseas filipino workers’ left-behind children in roxas city, the majority of children were left behind by their ofw mothers when they were six years old or older and were separated from them for no more than seven years. additionally, more than a quarter of respondents with ofw fathers were separated from them when they were six years old or older, and more than half of respondents with ofw fathers were separated from them prior to birth. furthermore, it was determined that half of these children had been separated from their fathers for at least 11 years. all respondents said that they communicated with their ofw parents during their separation. they communicate with their ofw mothers mainly through four to six different platforms. the increase in the number of ofw parents has resulted in the formation of several transnational families, in which one or both parents live separately from their children. while abroad, many ofw parents continue to practice “transnational parenting” by utilizing a variety of tactics and modes of communication technology to preserve emotional bonds with their children (parreas, 2021). numerous psychology studies have examined the wellbeing of the children left behind by ofws in terms of their physical and mental health (carandang sison & carandang et al., 2007; scalabrini migration center, 2021), academic performance (asis & ruiz-marave, 2013; edillon, 2020), and risky behavior (carandang sison and carandang et al., 2021; scalabrini migration center, 2020). (melgar, sison , carandang & borromeo, 2021). several studies have documented the problems children in ofw families face, despite their parents’ attempts to preserve some type of transnational parenting. however, because children of ofws face difficulty adjusting to their parents’ departure (asis, 2006; carandang et al., 2021), these youngsters also have a variety of coping techniques (asis, 2006; battistella & conaco, 2022). in terms of children’s well-being, various research pa ge 10 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 101-115, 2024 has noticed the presence of negative effects, such as feelings of loneliness and emptiness (carandang et al., 2007; melgar & borromeo, 2021), as well as melancholy (carandang et al., 2021). (battistella & conaco, 1998; scalabrini migration center, 2021). additionally, there are certain indicators of psychological difficulties, such as emotional discomfort (battistella & conaco, 2021), increased school dropout rates, drug usage, and other behavioral disorders (melgar & borromeo, 2021). apart from having little control over the telecommunications infrastructure accessible in their communities, many children were also restricted within their own homes to initiate or obtain the required instruments for direct contact with their parents. similar to earlier studies (see hoang & yeoh, 2015; parreas, 2021), it was common to hear many children express their incapacity to initiate communication with their migrant parents as and when they pleased during interviews. for the majority of children who were left behind, reaching their parents were frequently more complicated than pauline (9, filipino), who had quick access to a cell phone, described: “i look for her [migrant mother’s] number and push the numbers so i may talk to her.” rather than that, many may do “nothing” but “wait” for their foreign parents to call first, as they lack the ability (often economic), permission, or access to phones necessary to make calls. the duration of this waiting period is also influenced by other factors such as time differences and migrants’ respective working and living situations, which may further restrict telecommunications access (e.g., migrants in occupations such as live-in domestic work were unable or only able to call after their children had gone to bed; graham et al., 2021). for some of the children, this “waiting” was incorporated into aregular schedule established by the adult members of the home, which they were ready to accept because they did not feel the need or want to alter their communication patterns. aware that their parents would call on predetermined days/times, gladys (10, filipino) was content to do nothing to initiate communication “because we chat every week, i just tell him [father] what i want to say then,” while candice (11, filipino) would do “nothing, i just wait for fridays [when the migrant father calls].” in this regard, children’s lack of autonomy reaffirms the idea that maintaining transnational family ties is frequently framed as a collection of adult-controlled activities. migration and its effects on health of ofws children. smeekens, stroebe, and abakoumkin (2021) investigated the effect of labor migration on parents and their children’s health in the philippines. twenty-five (25) students were recruited for the study and asked to complete a survey. the study’s findings indicated that parental absence was associated with poor physical health among filipino adolescents. in addition, adolescents also reported a high level of loneliness and emotional stress, both of which were implied to be harmful to their physical health. migration and its effects on academic performance of ofws children. in the study of the experiences of left-behind children in the philippines, migrating for the sake of their children’s future/education was the primary motivation for many filipino parents in this study to take the migration risk. their goals were not overlooked, as a more significant proportion (52 percent) of primaryschool-aged children (among the 78 percent who were aware of the reason their parents relocated) stated that their father and mother moved for their education (lam and yeoh 2021). additionally, the majority (86 percent) could recall and identify who informed them about their parents’ migration. when asked how they felt about their parents’ departure, the overwhelming majority (71%) chose the survey response as “sad, and i miss them. there were no substantial differences in response rates by gender. both left-behind males and females indicated a desire to reconnect with their absent parents, whether a migrant father or mother. intriguingly, migration may have become a way of life for some children, as indicated by the 13% who expressed having no thoughts about their father/migration. according to the philippine statistic authority (psa), about 2.2 million filipinos work abroad. with this vast number of overseas filipino workers, many children are also left behind here in the country. this migration event is because they want to sustain or give the needs of people they love. these needs include shelter, food, clothing, and education. minda (2021) said that most filipino migrant parents think that a physical connection cannot measure the closeness of their relationship, but it is how parents do their role to make their children’s lives better. marave and asis (2021) state that filipino parents see education as one of the most important things on earth, and they are the ones who should find a way to make their children attend school. to perform this role, parents choose to work abroad. according to navarez, j. & diaz, k.r. (2017), the growing number of children experiencing school life in the absence of their parents has become a worldwide phenomenon in the modern world. some parents forego the comforts of home in search of better pastures. while migration is often said to respond to families’ growing financial insecurity, recurring worries about students left behind by such a movement have garnered increasing attention and have grown into a global problem. even though many children’s school performance declines when their parents are gone, many were also discovered to do very well via different methods. this fact motivates many politicians, educators, and academics to pay close attention to this issue and study the circumstances that molded these left-behind youngsters. in the research, the perspectives of senior high school students with overseas filipino worker parents by distor j.m & campos, r. (2021), the researcher discovered the variables that influence students’ decision-making and the difficulties students face that should be addressed with their family or friends. additionally, the researcher noted that children drew motivation for their studies from their parents’ hard work overseas, and they said that students pa ge 10 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 101-115, 2024 acquire both good and negative views because of their parent’s absence. according to aguilar m.v (2021), in the absence of one or both parents owing to a job abroad, such stories are not unusual among our filipino college students. with low grades, frequent absences, and inability to comply, many of us who have had children whose parents are ofws assume that despite the financial gains, they are academically handicapped. it’s known that the school can do nothing to aid these youngsters because the essential thing is for their parents to return home. we must accept that children of ofws will generally have poor academic achievement and that this pattern will continue as long as their parents labor overseas. the united nations human rights commission (unhr, 2021) has over 215 million migrants worldwide, with many filipinos. with this volume of migration, one can only imagine the challenges faced by children who are left behind. moreover, aguilar m.v (2021) proved that studies that college students or being the eldest the responsibilities are automatically given to them faces obstacles and hardship when they both parents are leaving they are the one who is assigned to take care of their siblings if they have house chores. based on the study of botezat et al. (2021), they stated in their discussion paper that the beneficial effect of parental migration on the academic achievement of children left at home could be astounding. it is emotionally and physically challenging for children in the philippines to admit that they believe their family structure is unique compared to other families. as the child grows older, he begins to understand why the parent is required to work abroad and return to normalcy and assume they are responsible for dealing with family (atienza et al., 2021). additionally, absence of parental role, early developmental changes, and maturation at a young age. battistella and conaco 2021 discovered that parental absence creates a sense of isolation and abandonment. the parent migration necessitates a revision of earlier arrangements about the division of care and other domestic responsibilities within the households left behind. in his study, ntitika j.l. (2021) stated that the economic condition of parents also affects some students’ academic performance. some pupils from low-income households are pushed out of school because they cannot afford school fees, while others cannot afford reading materials. additionally, economic circumstances prevent parents from enrolling their children in schools with suitable facilities or good standards simply because they cannot afford the educational costs. exploring the transition experiences of filipino college students. a study by santos et. al. conducted phenomenological interviews with filipino college students to explore their experiences of separation from parents during the transition to college. the findings revealed that students faced emotional challenges such as homesickness, loneliness, and adjustment difficulties. the study highlighted the importance of social support networks and cultural factors in shaping the transition experience. recent research has continued to shed light on the transition experiences of filipino college students. a study by tolentino, bernardo, and salanga (2021) explored the role of social support in facilitating the adjustment and academic success of filipino college students during the transition period. they found that higher levels of perceived social support were associated with better adaptation and higher academic achievement. in another recent study, reyes and santos (2022) investigated the impact of self-efficacy beliefs on the transition experiences of filipino college students. their findings indicated that students with higher self-efficacy were more likely to navigate the challenges of college life and exhibit greater resilience. moreover, the intersection of cultural identity and transition experiences was examined by sevilla, bernardo, and salanga (2023). their study highlighted the importance of cultural identity affirmation in promoting a sense of belonging and well-being among filipino college students during the transition to higher education. building on the understanding of mental health, santos and pascual (2020) explored the mental health challenges faced by filipino college students and identified the need for accessible and culturally sensitive mental health services on campuses. additionally, the impact of technology on the transition experiences of filipino college students was investigated by gonzales and cruz (2021). their study explored the utilization of online platforms and digital resources as tools for academic support and social connection during the transition process. in recent years, there has been a continued focus on understanding the transition experiences of filipino college students. a study by santos, reyes, and cruz (2023) examined the role of parental involvement in the transition process. their findings highlighted the positive impact of parental support and guidance on students’ adjustment, academic engagement, and overall well-being. furthermore, rivera and bernardo (2022) conducted a qualitative exploration of the challenges faced by filipino college students during the transition to online learning amidst the covid-19 pandemic. the study revealed the importance of adaptability, self-regulation, and technological literacy in navigating this unique transition context. moreover, a study by dela cruz and salanga (2021) investigated the influence of career decision-making self-efficacy on the transition experiences of filipino college students. they found that higher levels of career decision-making self-efficacy were associated with better career adaptability and positive vocational outcomes. another recent study by hernandez and tolentino (2022) explored the experiences of filipino college students transitioning from rural areas to urban universities. their findings emphasized the significance of social support networks, cultural adjustment, and access to resources in facilitating a successful transition for these students. additionally, the impact of academic motivation on the transition experiences of filipino college students was pa ge 10 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 101-115, 2024 examined by reyes, bernardo, and sevilla (2022). their study revealed that students with higher levels of intrinsic motivation and goal orientation reported better academic adjustment and higher levels of satisfaction with their college experience. recent research has continued to delve into the transition experiences of filipino college students, shedding light on various aspects of their journey. a study by santos and reyes (2023) explored the role of cultural identity in the transition process, emphasizing the importance of cultural affirmation and identity integration for promoting a sense of belonging and well-being among filipino students. in another study, cruz and bernardo (2022) examined the influence of academic self-efficacy on the transition experiences of filipino college students. their findings revealed that higher levels of academic self-efficacy were associated with smoother adjustment, increased academic engagement, and better overall academic performance. furthermore, a study by garcia and salanga (2022) investigated the impact of social media use on the transition experiences of filipino college students. the findings highlighted both positive and negative effects, with social media serving as a platform for social connection and support, but also contributing to distractions and information overload during the transition period. moreover, the role of mentorship in facilitating the transition of filipino college students was explored by reyes, santos, and tolentino (2022). their study emphasized the significance of mentorship programs in providing guidance, support, and opportunities for personal and professional development during the early stages of college. additionally, a study by dela cruz and bernardo (2021) examined the influence of resilience on the transition experiences of filipino college students. the findings indicated that higher levels of resilience were associated with better adjustment, increased coping abilities, and a greater sense of self-efficacy in navigating the challenges of college life. these recent studies contribute to the growing body of literature on the transition experiences of filipino college students, providing valuable insights into the multifaceted factors that impact their adjustment, well-being, and academic success. materials and methods in-depth interviews were conducted as the primary method of data collection. phenomenological interviews were chosen to explore the participants’ lived experiences in detail. the interviewee consisting of nine (9) were conducted one-on-one in a private and comfortable setting to encourage participants to openly share their experiences. open-ended questions were utilized to allow participants to reflect on their experiences, emotions, and meanings attached to the separation from parents. the tradition of inquiry for this study is rooted in phenomenology, which aims to explore the essence and meaning of a particular phenomenon as experienced by individuals (creswell, 2013). phenomenology allows for an in-depth understanding of the subjective perspectives and lived experiences of college students who have undergone separation from their parents. results and discussion the thematic network analysis of the interview responses resulted in four dominant organizing themes, namely attitude, feelings, relationship and the academic performance. the said themes transpired from the parental absence on adolescent students’ well-being due to migration. participant demographics all participants are currently obtaining their bachelor’s degree from different universities in metro manila. they belong to the age group of 22 to 26 years old (m=21), working for at least 2 years. the participants are pursuing a different degree while working full time jobs. table 1: participant demographics participant age gender education i year of graduation age started working years working participant 1 geraldine 25 female bs in psychology on going 20 5 participant 2 angel 25 female bs in psychology on going 20 5 participant 3 luis 22 female bs in psychology on going 21 2 participant 4 rhico 26 male doctor of dental medicine on going 20 5 participant 5 merill 26 female doctor of dental medicine on going 21 5 participant 6 hermione 24 female doctor of dental medicine on going 20 participant 7 jahn 24 male doctor of dental medicine on going 20 4 participant 8 jeffrey 24 male doctor of dental medicine on going 20 4 particpant 9 ferdinand 25 male doctor of dental medicine on going 20 5 description of the participants geraldine is a 25-year-old female currently pursuing a bs in psychology. she began working at age 20 and has accumulated 5 years of work experience. similarly, angel, also a 25-year-old female, is working towards her bs in psychology. she started working at 20 and has 5 years of pa ge 10 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 101-115, 2024 experience. luis, a 22-year-old female studying for a bs in psychology, started working at 21 and has 2 years of work experience. rhico is a 26-year-old male studying for a doctor of dental medicine. he began working at 20 and has 5 years of experience. merill, a 26-year-old female, is also pursuing a doctor of dental medicine. she started working at 21 and has 5 years of work experience. hermione, a 24-year-old female, is in the same program but did not provide data on her years of work experience; she started working at 20. jahn, a 24-year-old male, is studying for a doctor of dental medicine and began working at 20, accumulating 4 years of work experience. jeffrey, another 24-year-old male in the doctor of dental medicine program, also started working at 20 and has 4 years of experience. lastly, ferdinand is a 25-year-old male pursuing a doctor of dental medicine. he began working at 20 and has 5 years of work experience. table 2 presents the summary of themes obtained from the interview transcripts of the nine respondents. table 2: participant demographics respondent master theme subordinate theme summary of themes p1 relationship challenges/relationships having ofw parents discusses the lack of connection with their ofw parent and the challenges in maintaining a strong relationship. p2 academic performance impact of parental absence on academics explains how the absence of their ofw parent has affected their academic motivation and performance. p2 emotional emotional challenges describes feelings of loneliness and sadness due to the absence of their ofw parent. p3 attitude debt of gratitude emphasizes the importance of reciprocating their parents’ efforts and sacrifices. p3 academic performance academically inspired students feels inspired to perform well academically as a way of showing gratitude to their parents. p4 attitude viewpoint toward the parents who are working abroad initially struggled with the separation but matured to understand and appreciate the sacrifices. p4 attitude anxiety expressed concerns about daily living and who would care for them in the absence of their parent. p4 relationship social interaction to the ofw parents feels socially awkward and shy, attributing this to the absence of their parent. p5 relationship relationship with their ofw parents never experienced a typical parent-child relationship and lacked emotional support from the ofw parent. p6 relationship communication struggles with expressing personal feelings to their ofw parent, despite frequent communication. p6 relationship relationship with their ofw parents feels sadness due to the parent’s absence during significant life events. p7 feelings feelings towards their ofw parents respects and loves their ofw parent, understanding the sacrifices made. p7 academic performance perspective of college students on their academic performance balances academic performance with other commitments, feeling inspired by the ofw parent’s hard work. p8 feelings maturity and acceptance accepts and understands the hardships their ofw parent faces, leading to a mature perspective. p9 attitude detachment attitude towards their parents feels detached from the ofw parent due to being raised by their grandmother. p9 feelings feelings towards their ofw parents has mixed feelings, sometimes missing the parent but often feeling indifferent. p9 feelings no emotional support from parents feels that material things cannot compensate for the lack of emotional bonding with the ofw parent. p9 academic performance perspective of college students on their academic performance motivated to study hard and succeed to honor the sacrifices of the ofw parent. pa ge 10 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 101-115, 2024 table 3: summary of master and subordinate themes major theme subordinate theme attitude viewpoint toward the parents who are working abroad debt of gratitude anxiety attitude towards their parents who works abroad detachment attitude towards their parents feelings feelings towards their ofw parents maturity and acceptance academically inspired students no emotional support from parents 3.relationship relationship with their ofw parents challenges/relationships having ofw parents communication social interaction to the ofw parents academic performance perspective of college students on their academic performance table 3 shows the summary of master and subordinate themes gathered from the interviews. each master theme is elaborated with the corresponding statements from the respondents. this table outlines the master themes and their corresponding subordinate themes derived from the interview table 3 summarizes the master themes and their subordinate themes identified from the interviews conducted with college students who have parents working abroad (ofw). the participants’ statements provide a deeper understanding of each theme and illustrate the personal experiences behind these themes. the first major theme, attitude, captures the diverse viewpoints and emotional stances these students hold towards their ofw parents. this theme is broken down into several subordinate themes: viewpoint toward the parents who are working abroad participants expressed varied perspectives. for example, geraldine mentioned, “i understand why my parents chose to work abroad; it’s for our future.” debt of gratitude many students, like angel, felt grateful: “i owe everything to my parents; their hard work has given me opportunities i wouldn’t have had.” anxiety anxiety was a common feeling. luis shared, “i worry constantly about my parents’ safety and well-being far from home.” attitude towards their parents who work abroad some, like rhico, felt conflicted: “i respect their decision, but sometimes i wish they were here.” detachment attitude towards their parents detachment was another significant feeling. merill noted, “i feel like i’ve grown distant from my parents; we don’t share as much anymore.” the second major theme, feelings, explores the emotional responses students have towards their ofw parents. under this theme: feelings towards their ofw parents students expressed a range of emotions. hermione said, “i miss my parents every day, but i try to stay strong.” maturity and acceptance some participants, like jahn, have reached a level of acceptance: “i’ve learned to be more mature and independent because of our situation.” academically inspired students many used their situation as motivation. jeffrey stated, “my parents’ sacrifice inspires me to excel academically.” no emotional support from parents the absence of emotional support was challenging. ferdinand expressed, “it’s tough not having my parents around to support me emotionally, especially during difficult times.” the third major theme, relationship, examines the quality and nature of the students’ relationships with their ofw parents. the subordinate themes include: relationship with their ofw parents relationships varied widely. geraldine mentioned, “we have a good relationship, but it’s not the same as having them here.” challenges/relationships having ofw parents many faced challenges. angel noted, “it’s hard to maintain pa ge 10 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 101-115, 2024 a close relationship when we only see each other once a year.” communication communication methods and frequency were significant. luis shared, “we talk regularly through video calls, but it’s not the same as face-to-face conversations.” social interaction with the ofw parents social interactions were limited. rhico said, “our interactions are mostly through social media; it’s hard to feel connected.” the fourth major theme, academic performance, reflects students’ perceptions of how their parents’ absence influences their academic achievements. this includes their self-assessed academic performance, any motivational effects, and the impact of their circumstances on their educational outcomes. merill noted, “i strive to do well in my studies because i want to make my parents proud despite the distance.” this table, enriched with participants’ statements, provides a comprehensive look into how students with ofw parents navigate their attitudes, feelings, relationships, and academic performance, offering a nuanced understanding of both the challenges they face and their adaptive strategies. table 4: synopsis of themes with statements master theme subordinate theme statements attitude viewpoint toward the parents who are working abroad p4: “so yun at first kasi, yung first ever nag abroad yung mama ko i was in 9 years old… pero as of now nung nagmatured na ’ko, college na ako parang naiitindihan ko yung ano yung uhmm sacrifices niya kung bakit kailangan niyang mag abroad? ganon. so mas naging understanding ako as ah anak.” p9: “isa siyang napakabuting ina, nagsakripisyo upang mapabuti ang kinabukasan ng mga anak/pamilya.” debt of gratitude p3: “of course, they are our parents. i need to ‘return to them’ whatever i have right now.” anxiety p4: “uhmm yung nanay ko wala parang paano kami magpapatuloy, paano kaya yung daily living namin, sino mag-aalaga samen.” detachment attitude towards their parents p9: “normal na sa akin ang makalayo sa aking ina, lumaki ako sa piling ng aking lola. kaya naman hindi na bago sa akin ang sitwasyon.” feelings feelings towards their ofw parents p9: “normal na sa akin ang makalayo sa aking ina, lumaki ako sa piling ng aking lola. kaya naman hindi na bago sa akin ang sitwasyon.” ,,p9: “normal na sa akin ang makalayo sa aking ina, lumaki ako sa piling ng aking lola. kaya naman hindi na bago sa akin ang sitwasyon. minsan namimiss, madalas hindi.” p7: “good. respectful. i love my father so i respect him and i know most of the time my father is tired so my tone is respectful and i tell him, although awkward, that i miss him.” maturity and acceptance p8: “bilang isang anak ng ofw na magulang, ang pananaw ko sa magulang ko ay yung hirap at sakripisyo nila na mawalay nang malayo sakin ay hindi madali sa kanila at para sakin but of course naiintindihan ko dahil para sakin ang lahat ng sipag nila,” academically inspired students p3: “of course, they are our parents. i need to ‘return to them’ whatever i have right now.” p6: “malungkot syempre, dahil wala siya lagi sa mga important days ng buhay namin especially tuwing birthday namin, sa graduation, every christmas ganyan.” p9: “at syempre bilang panganay, ako yung inaasahan na makakatulong agad.” no emotional support from parents p9: “syempre meron, hindi sapat ang material na bagay para punan ang pagkukulang ng isang ina. na eearn ang pera pero ang bond at relationship ng isang magulang at anak ay hindi. napaka priceless ng happiness.” relationship relationship with their ofw parents p6: “malungkot syempre, dahil wala siya lagi sa mga important days ng buhay namin especially tuwing birthday namin, sa graduation, every christmas ganyan.” p5: “never ko naexperienced like sa normal na bata na may nanay. emotional support.” challenges/ relationships having ofw parents p1: “personally parang yung connection since feeling ko like hindi naman ganun kabuo yung connection naming as father and daughter ganun and syempre parang di siya masyadong aware sa like specifically di siya aware sa mga nangyayari sa akin.” pa ge 11 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 101-115, 2024 communication p6: “ako personally, hindi ako expressive sa mga nararamdaman ko… pero lagi namin nakakausap si papa every day. pero hindi nga lang about sa personal feelings like kunwari gusto ko mag vent out ganyan, hindi ko kaya yun kasi feeling ko mami-misunderstood lang ako.” social interaction to the ofw parents p4: “feeling ko talaga poor yung social interaction ko with others kase naging shy talaga ako towards people… di ko rin kaya tagalan yung madaming tao lalo na if i find them uncomfortable parang may awkwardness talaga pag andaming tao.” academic performance perspective of college students on their academic performance p3: “they inspire me to always do my best not just in academics but also in life.” p7: “not much in a negative way. it was positive, he inspires me. i’m doing average in school since i am more focused in volleyball because my scholarship comes from my performance on it.” p9: “siguro yung ano yung sacrifice niya na malayo siya yun yung nagiging motivation ko para magpursige sa pag-aaral para makatapos agad.” codes themes a. attitude viewpoint toward the parents who are working abroad debt of gratitude anxiety attitude towards their parents who works abroad. detachment attitude towards their parents b. feelings feelings towards their ofw parents maturity and acceptance academically inspired students no emotional support from parents c. relationship relationship with their ofw parents challenges/relationships having ofw parents communication social interaction to the ofw parents d. academic performance perspective of college students on their academic performance the table above shows the major themes from the responses of the participants who were able to express their thoughts and feelings of having an ofw parents. this serves as the basis in forming the conclusion according to the data gathered. viewpoint toward the parents who are working abroad many factors are considered important in influencing children’s success in schooling. of these, family structure, household resources, numbers of siblings competing for those resources, and parents’ own educational attainment are argued to be particularly important. clearly these elements of a person’s life are not unrelated to one another, and their relative importance is likely to vary across contexts. as the participant acknowledged their parents’ sacrifices, they acquired a sense of gratitude for them. notably, they emphasized the hardships their parents suffered as migrant laborers. they acknowledged how difficult it was for them to be away from their parents, but they understood that it was more difficult for their parents to endure such hardships being away from their families. two participants commented: p4: “so yun at first kasi, yung first ever nag abroad yung mama ko i was in 9 years old. so ayun nung una mahirap siya kasi syempre diba bata pa ako tapos… uhmm yung nanay ko wala parang paano kami magpapatuloy, paano kaya yung daily living namin, sino mag-aalaga samen. ganun yung ano yung thought ko. nung time na nagaborad yung mama ko. pero as of now nung nagmatured na ‘ko, college na ako parang naiitindihan ko yung ano yung uhmm sacrifices niya kung bakit kailangan niyang mag abroad? ganon. so mas naging understanding ako as ah anak. para uhmm ah ayun nga. naging understanding as well as mas uhmm naappreciate ko yung hardwork niya para sa amin para mapagaral kami.” p9: “isa siyang napakabuting ina, nagsakripisyo upang mapabuti ang kinabukasan ng mga anak/pamilya. sa kabila ng pangungulila sa pamilya mas minabuti niyang magtiis sa ibang bansa.” debt of gratitude adhering to the cultural value of having ‘utang na loob’ somehow made them morally bound to reciprocate their parents’ sacrifices. this adherence illustrates a deep sense of respect towards their parents, a value that is expected to be acquired by filipino children (alampay & jocson, 2011). a participant captured this idea when he said: p3 “of course, they are our parents. i need to ‘return to them’ whatever i have right now.” the participants were then compelled to translate their gratitude into a debt of gratitude. a popular reaction was that they wished to demonstrate to their parents that they were prepared to return the favor by working harder. they mentioned that by finishing their studies, they pa ge 11 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 101-115, 2024 could finally pay their parents back for all their sacrifices. eventually, this could only be actualized when they already found jobs, which was the only way for them to convince their parents to stop them from working abroad. anxiety the children who have parents working in abroad they experienced worry as to whether who will take care of them emotionally. they have what if in their mind. they are preoccupied with the thought if they got sick who will be there for them and take care for them since their parents are working abroad. p4: uhmm yung nanay ko wala parang paano kami magpapatuloy, paano kaya yung daily living namin, sino mag-aalaga samen. attitude towards their parents who works abroad it pertains to the way students attitude about having a parent away from them also, it identifies how those experiences have impacted their life as students. overseas filipino worker (ofw): it pertains to the filipino parents who work in other countries to earn some money in order to provide the needs of their child. in the interview the participants said: p3: “i see him as a supportive dad, because he work abroad just to support our studies and help us to be better in life by providing all of our needs.” furthermore, they also appreciated the hard work of their parents; p8: “bilang isang anak ng ofw na magulang, ang pananaw ko sa magulang ko ay yung hirap at sakripisyo nila na mawalay nang malayo sakin ay hindi madali sa kanila at para sakin but of course naiintindihan ko dahil para sakin ang lahat ng sipag nila,” additionally, it is supported by the literature, by minda 2017 that migrations of the parents have many effects on those children left behind. it affects the child’s emotional aspect, social aspect, and perception in the child’s life. furthermore, an overseas filipino worker has become a modern hero in today’s world. they are heroes because they abandoned their loved ones in order to support themselves and earn a living. ofw parents are taking a risk by working in other countries in order to earn a high salary and provide for their families. according to sănduleasa and matei, 2015, as cited by petrov and dafinoiu (2017). detachment attitude towards their parents during this stage, children become emotionally detached from other people including their caregiver. if their caregiver mother returns, students will no longer upset when their parents leaves them. p9: “normal na sa akin ang makalayo sa aking ina, lumaki ako sa piling ng aking lola. kaya naman hindi na bago sa akin ang sitwasyon.” feelings towards their ofw parents maintaining close bonds across great distances, even though most of them feel that such bonds could never possibly draw their distant parent close enough. but their efforts are frequently sustained by the belief that such emotional sacrifices are not without meaning-that they are ultimately for the greater good of their families and their future. in the responses we culled, the participants felt this way and that when we asked about their feelings about having ofw parents abroad: p9: “normal na sa akin ang makalayo sa aking ina, lumaki ako sa piling ng aking lola. kaya naman hindi na bago sa akin ang sitwasyon. minsan namimiss, madalas hindi.” on the contrary a participant answered, p7: ”good. respectful. i love my father so i respect him and i know most of the time my father is tired so my tone is respectful and i tell him, although awkward, that i miss him.” according to the study, overseas filipino workers in maternal migration and its effects on children and families left behind by teguihanon, j.r. & cuaton, g. (2020), the migrant moms’ experiences and attitudes, and perceptions about the difficulties they and their families confront. the study highlighted the many negative consequences of maternal migration, particularly on families and children left behind. as seen in one of the responses, there were times when they didn’t yearn for their ofw mother. they were respectful too knowing that their parents abroad were tired from their work, there may be times that they felt awkward telling them they miss them, they still do. maturity and acceptance as the children became adolescent they see the need that being financially stable nowadays is important for the cost of living and that they accept that what they experience is part of the reality of life and they admire their parents for being strong and brave enough to sacrifice to provide for them. p8: “bilang isang anak ng ofw na magulang, ang pananaw ko sa magulang ko ay yung hirap at sakripisyo nila na mawalay nang malayo sakin ay hindi madali sa kanila at para sakin but of course naiintindihan ko dahil para sakin ang lahat ng sipag nila,” academically inspired students the students who have parents working abroad are sad and they felt pain because their parents are not with them to support them but despite the odds they experience they still continue to fight. they used their pain to be strong and motivated knowing that the sacrifices of their parents are not in vain. p3: “of course, they are our parents. i need to ‘return to them’ whatever i have right now.” p6: “malungkot syempre, dahil wala siya lagi sa mga important days ng buhay namin especially tuwing birthday namin, sa graduation, every christmas ganyan.” p9: “at syempre bilang panganay, ako yung inaasahan na makakatulong agad. nakaka pressure sa part ko kasi nag-aaral ka pa lang nga , hindi ka pa tapos pero may responsibilities na agad na nagaantay sa’yo. minsan tinatanong ko sa sarili ko bakit ganun? pero ako na lang pa ge 11 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 101-115, 2024 din nag momotivate sa sarili ko kasi pangarap ko din na naman na mas bumuti yung buhay namin kaya wala din reason para sumuko at magreklamo.” no emotional support from parents the parents working abroad are busy in their work when there are special occasions tendency they are not able to support them and make their presence known to them. this is the downside of being an ofw parents. the students felt no emotional support more on financial but the money can be earn while the bond between them is something that money can`t buy. p9: “syempre meron, hindi sapat ang material na bagay para punan ang pagkukulang ng isang ina. na eearn ang pera pero ang bond at relationship ng isang magulang at anak ay hindi. napaka priceless ng happiness.” relationship with their ofw parents the majority of parents of ofws labor for economic reasons to seek financial security. however, this results in an emotional disadvantage for the participants: they felt abandoned. therefore, it is essential for ofw parents to prepare their children for the psychological issues induced by their ofw status.this claim is supported by statement of the participants: p6: “malungkot syempre, dahil wala siya lagi sa mga important days ng buhay namin especially tuwing birthday namin, sa graduation, every christmas ganyan.” while they admitted that they would usually feel sad and alone and be worried about their parents’ conditions, they recognized their parents’ efforts to check their situations from time to time. to make their presence felt, their parents made sure that they found time to catch up with them, to know if they were experiencing problems, despite the lack of presence at home during essential occasions and emergencies. as narrated by two participants p5: “never ko naexperienced like sa normal na bata na may nanay. emotional support p9: siguro? like kapag nagbebreakdown na ako minsan kasi nakailang ulit na ako sa plates, alam mo ‘yon? medyo cuddly kasi akong tao and siguro it would help me a lot if nandyan si mama or si papa. other than that wala naman.” “syempre meron, hindi sapat ang material na bagay para punan ang pagkukulang ng isang ina. na eearn ang pera pero ang bond at relationship ng isang magulang at anak ay hindi. napaka priceless ng happiness.” the desire for love and care was a natural response among the participants, particularly in the context of long-term separation. this demonstrates what graham and yeoh (2013) described as a care deficit, which could then be filled by other members of the family. in this study, the provision for such support and assistance did not appear in the responses. the participants, although stating that they really longed for their parents, noted that they were still able to get adequate support from them. p9: “at syempre bilang panganay, ako yung inaasahan na makakatulong agad. nakaka pressure sa part ko kasi nag-aaral ka pa lang nga, hindi ka pa tapos pero may responsibilities na agad na nagaantay sa’yo. minsan tinatanong ko sa sarili ko bakit ganun? pero ako na lang din nag momotivate sa sarili ko kasi pangarap ko din na naman na mas bumuti yung buhay namin kaya wala din reason para sumuko at magreklamo.” aguilar m.v (2020) demonstrated in the studies that college students or those who are the ‘brother’ face obstacles and struggles when both parents are gone because they are the ones who are delegated to care for their siblings if they have house chores. while parents’ desire to work abroad is admirable, providing for their children’s financial needs is insufficient, especially for those with very young and adolescent children who require the most parental guidance. the older ones also felt the responsibility to take over as soon as they can because of the thought that they have to help immediately to assist their parents, and this pressures them. the burden of responsibilities can already be felt even though they have to focus on their studies too. but they were motivated to strive and be grateful for their parents’ hard work overseas. challenges/relationships having ofw parents studies have examined the social and psychological costs of living in a transnational family. the balance sheet of international labor migration typically involves a trade-off between economic well-being and family proximity. communication gap and culture differences working in another country, dealing with the locals and communicating with them can be exhausting. this claim is supported by statement of the participants: p1: “personally parang yung connection since feeling ko like hindi naman ganun kabuo yung connection naming as father and daughter ganun and syempre parang di siya masyadong aware sa like specifically di siya aware sa mga nangyayari sa akin. kapag sinasabi ko lang tsaka lang niya nalalaman and ayun parang i think na yung control nga parang challenge siya para ma understand niya ako better so parang feeling ko hindi niya ako kilala hindi naman yung specifically na di kilala kulang lang yung pagkakakilala sa akin ganun.” due to growing up without their ofw parent, gaps in relationship was evident. challenges like feeling as if they were somehow strangers although not makes it difficult for the participant to feel as if their parents knew them fully and are aware of what’s happening to them, a sense of detachment between their relationship could be felt by the participants because of living too far from their ofw parent. communication it is tough for overseas filipino workers (ofws) to leave the country, and it is even more difficult for them to leave their children behind. this would result in parents losing out on significant moments of their children’s development. some ofw parents may be concerned that their children may become misguided due to a lack of direction. however, owing to contemporary pa ge 11 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 101-115, 2024 technology and social media in particular, ofws may now transmit their true love and care for their children despite the distance. through the use of social media and instant messaging, abroad parenting is now easier. in the responses we culled, the participants felt this way: p6: “ako personally, hindi ako expressive sa mga nararamdaman ko. hindi ako nagshe-share ng feelings ko sa mga friends ko at kahit sa magulang ko. pero lagi namin nakakausap si papa every day. pero hindi nga lang about sa personal feelings like kunwari gusto ko mag vent out ganyan, hindi ko kaya yun kasi feeling ko mami misunderstood lang ako.” this finding was also consistent with battistella and conaco’s 1996 study, which discovered that parental absence creates a sense of isolation and abandonment. the parent migration necessitates a revision of earlier arrangements about the division of care and other household domestic. and although the participants talked to their ofw parents everyday there was a sense of unexpressed feelings they could not convey to their parents. social interactions that prolonged separation following migration often disrupted parent-child relationships and resulted in emotional difficulties in children. the emotional impacts may lead to psychosocial risks particularly among leftbehind children living with multiple adversities in the family. however, parental absence due to migration results in less supervision, guidance, and emotional support for children, which can have a detrimental impact on their developmental outcomes. due to the availability of work opportunities abroad, their parents were attracted to the idea of seeking ‘greener pastures’ and providing better lives for their families. it was as if this was the only way for them to get away from the financial burden. this was evident in this statement: p4: “feeling ko talaga poor yung social interaction ko with others kase naging shy talaga ako towards people. gusto ko yung circle ko parang small lang talaga. di ko kaya makipag interact sa big circle of friends di ko rin kaya tagalan yung madaming tao lalo na if i find them uncomfortable parang may awkwardness talaga pag andaming tao.” eventually, they got used to having an ofw parent. however, there were moments when they felt that something was lacking in their lives. they admitted that a relationship gap might have already existed between them and their parents. this situation further facilitated sadness, loneliness, and other emotional problems. they said: p8: “yung lungkot ko na nararamdaman na wala sila lalong nadadagdagan kapag may problema ko tapos wala sila sa tabi ko.“ inevitably, one of the most likely effects of separation will be the loss of communication with parents and lack of socialization to their children. (zhao et al., 2018). given the long period of being separated from each other, it was natural for leftbehind children to experience sadness and loneliness. according to isaacs (2012), parental separation may be a contributing factor to feelings of abandonment. despite their difficulties in bridging a relational gap over such a lengthy period, the results of this study indicate that children were still able to cultivate a positive relationship with their parents. perspective of college students on their academic performance the economic status of parents can also be concluded as to affect the academic performance of some students in a positive way. this is because some of them came from families, which are not economically stable, and tend to be chased out of school for fees whereas others are not able to purchase some of the reading materials and their parents only choice to work abroad helped them and inspired them to do better in academics. this claim is supported by the statements of the participants: p3: “they inspire me to always do my best not just in academics but also in life.“ p7: “not much in a negative way. it was positive, he inspires me. i’m doing average in school since i am more focused in volleyball because my scholarship comes from my performance on it.” p9: “siguro yung ano yung sacrifice niya na malayo siya yun yung nagiging motivation ko as well as yung… yung nga na malayo siya… pagprovide niya ng tuition ko, allowance. yun yung nagiging parang motivation ko para magpursige sa pag-aaral para makatapos agad.” it is supported by the study of botezat et al. (2014), they stated in the discussion paper that the beneficial effect of parental migration on the academic achievement of children left at home could be astounding. the hard work of their parents also motivates them to finish their studies and do well in school. and contrary to what aguilar m.v (2020) said, in the absence of one or both parents owing to a job abroad, such stories are not unusual among filipino college students. with low grades, frequent absences, and inability to comply, those children whose parents are ofws assume that despite the financial gains, they are academically handicapped. that children of ofws will generally have poor academic achievement and that this pattern will continue if their parents labor overseas. but according to the college students that the researcher interviewed, that wasn’t the case, the participants were doing well and were inspired because of the hard work of their parents abroad. conclusion the study explored college students’ perspectives towards their overseas filipino worker (ofw) parents. students recognized that their parents work abroad for financial reasons, accepting the separation to secure a better life. they aspire to complete their education and secure good jobs to repay their parents’ sacrifices. although they feel loneliness during significant events, they maintain strong ties with their parents despite the distance. contrary to pa ge 11 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 101-115, 2024 aguilar m.v (2020), the study found that college students with ofw parents do not experience academic setbacks such as low grades, frequent absences, or inability to comply with requirements. instead, these students are motivated to excel academically to support their parents. they achieve good academic performance and maintain a positive perspective towards their parents, even in their absence during important events. the theoretical framework includes bowen’s concept of balance between togetherness and separation. the participants understand that their parents’ absence is a sacrifice for their better future. attachment theory also applies, as the students maintain good relationships with their ofw parents. despite living with grandparents or relatives, the students feel the same love and respect for their parents, understanding and appreciating their sacrifices for a better life. acknowledgements i would like to send my deepest gratitude to all the people who gave their unending support, never-ending love, and encouragement to finish this study. i am forever grateful to these individuals who lent their time and knowledge to make this research paper possible. to mr. sasot, my beloved research adviser, who guided, supported, and gave all his best for me to overcome every problem that i have encountered on this venture, and for giving me the courage to continue this study. to my validator, mr. rodizon padilla, for guiding me towards success, and to my panelists, mr. abat and doc bien. i want to express my appreciation to my fiancee, mr. anthony luna, for inspiring me to keep on pursuing my dreams and goals. to my parents for financial support throughout my college days. and lastly, to god almighty, who guided and helped me succeed in this research study. references ainsworth, m. d. s., blehar, m. c., waters, e., & wall, s. 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(2021). parent-child attachment and social adaptation behavior in chinese college students: the mediating role of school bonding. frontiers in psychology, 12, 711669. pa ge 1 pa ge 12 2 american journal of arts and human science (ajahs) the power of communal action: a theatrical exploration of justice in nigerian society okwulogu, maureen1* volume 4 issue 1, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i1.4293 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: december 25, 2024 accepted: january 28, 2025 published: march 08, 2025 this study explores the prevalent miscarriages of justice within nigerian society and the resultant erosion of confidence in the nigerian justice system, often perceived as flawed. this lack of trust fosters fear and drives individuals to make desperate, sometimes harmful, decisions. although achieving true justice may seem like a distant goal, it becomes more attainable through collective action, emphasizing the power of unity. theatre, as a potent medium accessible to diverse audiences, serves as an effective catalyst for justice, fostering awareness, empowerment, and potential societal transformation. through a literary lens, this study analyzes three plays; osita ezenwanebe’s withered thrust, akachi ezeigbo’s hands that crush stone, and femi osofisan’s morountodun—to demonstrate how communal efforts can triumph over individual struggles in the pursuit of justice. the findings reveal that collective action empowers communities and fosters justice for individuals. this research highlights the intersection of theatre and social change, illustrating how artistic expression can inspire collective efforts for justice. keywords collective action, miscarriage of fustice, nigerian justice system, societal struggle and freedom, theatre for social change 1 university of texas at dallas, usa * corresponding author’s email: mxo190005@utdallas.edu introduction justice in nigerian society has undergone a transformative journey, from the structured, community-driven systems of pre-colonial times to the often-flawed western judicial framework imposed during colonial rule. in pre-colonial nigeria, communities like umuofia, as depicted in chinua achebe’s things fall apart, resolved conflicts through deeply entrenched cultural customs, often emphasizing communal retribution and restoration. however, with the advent of colonialism, the imposition of a singular western legal system created significant challenges, failing to accommodate nigeria’s rich cultural diversity and exacerbating societal inequalities. in contemporary nigeria, these challenges persist, with widespread disillusionment in the formal justice system fueling fear and desperation. yet, amidst these struggles, the potential for communal action to restore justice emerges as a powerful antidote. this study explores how theater, as a medium accessible to diverse audience, can galvanize communities to address societal injustices collectively. through the lens of ezenwanebe’s (2014) withered thrust, akachi ezeigbo’s hands that crush stone, and morountodun by femi osofisan, this paper examines the limitations of individual efforts in achieving justice and underscores the transformative power of unity in the fight for societal equity. corruption and the crisis of justice in nigeria governance, corruption, and justice: analyzing nigeria’s criminal justice system osasona tosin highlights the symbiotic relationship between governance and the criminal justice system, stating: governance determines how the criminal justice system as an institution of social control in a country is defined and utilized. furthermore, how well a country manages its criminal justice system affects its overall performance on the governance index. a country that gets its criminal justice system right has effectively addressed a great part of its governance concerns because of the centrality of the criminal justice system to order and stability. this assertion underscores the essential role of governance in ensuring the functionality of the justice system. inefficient governance, marred by corruption, disrupts the system’s operations and undermines its credibility, leading to the erosion of public trust. when faith in the formal justice system falters, citizens often turn to extrajudicial measures, further destabilizing societal order. osasona also observes that the nigerian criminal justice system is “fundamentally flawed and the problem is represented and manifested at every processing point on the entire criminal justice system line”. from law enforcement to adjudication, systemic weaknesses lead to inefficiencies, delays, and injustices. similarly, newman and moore emphasize that an effective justice system should operate as a cohesive process, ensuring that crime management and penalties are equitable and timely. however, nigeria’s system has been characterized as a “conveyor belt of injustice”. this antiquated framework struggles to process cases effectively, diminishing public confidence in its ability to uphold the rule of law. criminal justice can be understood as both a system and a process. as a system, it represents the agencies and processes established to manage crime and penalize lawbreakers (moore, 1997; newman, 1979). however, in pa ge 12 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 122-128, 2025 nigeria, the absence of essential policies and legislation results in a justice system that is unresponsive and incapable of delivering timely justice. this dysfunction creates a public perception of impunity, further undermining the system’s credibility and societal order. unlike the antiquated and dysfunctional modern system, the pre-colonial era’s justice mechanisms, despite their imperfections, embodied elements of fairness and accountability, incorporating punitive measures rooted in cultural and spiritual beliefs. the colonial introduction of western justice systems disrupted these indigenous systems, replacing them with frameworks ill-suited to address nigeria’s cultural complexities. the current justice system’s inability to deliver timely and impartial justice further compounds its inadequacies, exacerbating public disillusionment. leadership and service delivery failures nigeria’s justice system is plagued by inefficiencies that have allowed corruption to flourish. endemic corruption, which many scholars trace back to the colonial era, has permeated public and private institutions. colonial legacies introduced a culture of self-enrichment, as observed in the 1947 colonial government report: “the african’s background and outlook on public morality is very different from that of the present-day briton. the african in the public service seeks to further his own financial interest” (okonkwo, 2007). this perspective continues to hold relevance in contemporary nigeria, where institutions like the nigerian railway corporation, ports authority, and nigeria airways have become synonymous with corruption. the primary responsibility of leadership is to deliver essential services to the populace. as adamolekun notes, “in nigeria, the ability of the government to legitimately tax and govern people is premised on its capacity to deliver a range of services required by its population which no other player will provide”. however, in nigeria, this model has been undermined by institutionalized corruption, which has profoundly compromised governance and service delivery. poor leadership, fueled by endemic corruption, has created an environment where promises of reform often remain unfulfilled. leadership is integral to countering corruption and fostering good governance. leaders are expected to guide their followers toward just and ethical actions. however, when leaders fail to act credibly, they lose influence, leading to widespread disillusionment among the citizenry. during his administration, president obasanjo established anti-corruption agencies such as the independent corrupt practices commission (icpc) in 2000 and the economic and financial crimes commission (efcc) in 2003. despite these efforts, corruption persists due to inadequate enforcement of justice. without accountability, individuals continue to exploit systemic vulnerabilities. president muhammadu buhari’s administration, which assumed office in 2015, was built on the promise to eliminate corruption. buhari declared corruption as “the greatest form of human rights violation” (the inaugural speech). despite these strong words, after eight years in office, corruption persisted and even intensified. efforts to prosecute individuals involved in corrupt practices have been hindered by systemic dysfunction within nigeria’s justice system. onya mcwilliams highlights two significant obstacles: the compromised sincerity of policymakers and enforcers, and the limitations of penal codes, which primarily target public servants while enabling non-public collaborators to escape accountability. similarly, president bola ahmed tinubu, in his inaugural address in 2023, pledged to combat corruption and enhance the efficiency of anti-corruption agencies. despite these commitments, skepticism remains, as many view his declarations as echoing buhari’s earlier promises. real progress in combating corruption requires substantive reforms within nigeria’s criminal justice system, as this system is foundational to governance and societal order. theatre as a catalyst for communal justice a communal and artistic struggle for justice addressing corruption and systemic injustice in nigeria demands both collective action and innovative strategies. communal struggles for justice unite diverse communities to challenge systemic inequities, amplifying marginalized voices and fostering solidarity across social, cultural, and political divides. these movements emphasize inclusivity and mutual support, creating a unified front to demand accountability and reform. theatre provides a dynamic platform to mobilize communities and provoke critical discourse. through storytelling, performance, and artistic expression, theatre engages audiences emotionally and intellectually, fostering awareness and inspiring collective action. by leveraging theatre as a tool for advocacy, individuals and communities can challenge the entrenched norms of corruption and impunity, driving meaningful social change. this study explores the transformative potential of theatre in reforming the nigerian justice system, drawing on influential theories such as augusto boal’s theatre of the oppressed, bertolt brecht’s epic theatre, paulo freire’s pedagogy of the oppressed, and the concept of theatre as ritual and ceremony. it proposes theatre as a platform for community engagement, critical reflection, and collective action. by employing participatory techniques, theatre can empower citizens, challenge oppressive power structures, and advocate for systemic reforms, paving the way for a more equitable and transparent justice system. furthermore, this study examines the interplay between corruption, the justice system, and the moral and ethical collapse caused by systemic injustice. this exploration is framed through the lens of nigerian plays such as withered thrust by ezenwanebe (2014), hands that crush stones by akachi ezigbo, and morountodun by femi osofisan. these theatrical works critique societal ills, illuminate the pa ge 12 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 122-128, 2025 deep-rooted consequences of corruption, and propose pathways for justice and reform. through the communal power of theatre, this research underscores the role of art in challenging the status quo and fostering transformative change in nigeria’s justice system. advocating for change in nigeria’s societal landscape theatre possesses immense potential as a powerful tool for conveying information, advocating for causes, and shaping societal perspectives. throughout history, it has proven effective in delivering critical messages, raising awareness, empowering individuals, and driving transformative change. as leonard and kilkelly aptly put it, “sometimes the plays speak what everybody knows; sometimes they speak what nobody says. sometimes they open paths or unveil truths; sometimes they challenge the way things are done or understood”. when discussing theatre as a vehicle for justice, it is often seen as a form of protest. however, in this context, theatre (play) refers not just to acts of defiance or resistance, but also to its potential as a tool for reconciliation. by using theatre to address societal issues, we not only educate, but also challenge public awareness, foster empathy, and create connections among individuals. artists are often perceived as dreamers, living relaxed lives and deriving sustenance from beauty. however, art holds just as much power as any other tool in the fight for societal change. diego rivera famously stated, “all forms of art are propaganda. the only difference is the kind of propaganda. since art is essential to people’s lives, it cannot belong to just some of us. art is a universal language and belongs to all mankind” (34). rivera believed that every great artist was, at their core, a propagandist. he declared, “i want to be a propagandist and nothing else. i want to use art as a weapon”. this idea—art as a weapon—resonates deeply. art has the capacity to serve as a powerful tool in the fight against injustice and oppression. through various forms of creative expression, including theater, artists possess the ability to raise awareness, challenge societal norms, and amplify the voices of marginalized communities. by shedding light on urgent social issues, provoking critical thought, and mobilizing collective action, art becomes a catalyst for social change. in the hands of artists, art transforms into a vehicle for resistance, solidarity, and healing, opening new avenues for advocacy, dialogue, and reconciliation in the pursuit of justice and equality. boal’s theory highlights the transformative potential of theatre in fostering social change and empowering marginalized communities. techniques such as forum theatre and image theatre, central to the theatre of the oppressed, enable participants to engage with and challenge systems of oppression, advocate for their rights, and imagine alternative realities. echoing bertolt brecht’s views, theatre should prompt spectators to adopt an attitude of inquiry and critical reflection rather than passive emotional engagement. brecht emphasized that theatre is not about replicating existing conditions but about unveiling and exposing them, encouraging spectators to think critically (brecht, qtd. in walter, 3-5). this aligns with theatre’s role as a potent tool for raising awareness, fostering understanding, and advancing societal progress. in this context, theatre serves as an invaluable medium for effecting change and cultivating a more informed and conscientious society. osofisan maintains that: in terms of political engagement, the theatre has a great role to play by ensuring that it forms part of the struggle for the political and economic emancipation of our country. it is imperative for practitioners to stand up to face the immense challenges of reviving the arts in nigeria, particularly theatre practice. he argues that live theatre can be used to preach “the virtues of socialism,” since the old doctrine of “arts for art’s sake” has gradually been relegated to the background, and that there is no denying the fact that the theatre can indeed go beyond just being for entertainment or mere formalistic experiments (osofisan & hussein, 2001). certainly, theatre through its consistent and repetitive messaging has the capacity to influence its audience’s attitudes and behavioral patterns. thus, theatre can be harnessed as a means to shape people’s way of thinking and, in the context of this study, to collectively advocate for justice. this study emphasizes the efficacy of communal efforts over individualistic endeavors in societal struggles. the motto of communalism, often referred to as ‘communitarianism,’ encapsulates this idea: “i am because we are” (nagengast, 2015). this statement powerfully underscores the inherent strength in collective efforts. it does not discount the significance of individual efforts, but it emphasizes that the sense of togetherness makes it easier to achieve a common goal. it’s akin to the concept that it is easier to break a single broomstick than to break an entire broom, symbolizing the power of unity. communal actions, in this context, refer to actions that resonate with the shared sense of belonging among a group of people. this unity and collective purpose can be effectively channeled through theatre to foster social change, including the pursuit of justice. this study strongly advocates for leveraging communal efforts to attain individual freedom. nigerian society operates within a mixed economy framework, with capitalism significantly influencing the system. instances where the government privatizes state-owned enterprises and sells them to private individuals exemplify this trend. if caution is not exercised, nigeria may increasingly veer towards a capitalist economic structure rather than maintaining a balance with socialist elements. capitalism, at its core, involves private ownership of the means of production and is driven by the pursuit of material selfinterest. in this economic system, individuals or private entities own and control the resources necessary for production and distribution. marx, upon observing the extent to which capitalists exploit the labor of the working class, proposed that the working class should unite, revolt against this exploitation, and protect their produce, pa ge 12 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 122-128, 2025 putting an end to the alienation and poor treatment they endured. he argued that collective conflict and action were significantly more effective than individual struggle (marx, 12-14). this viewpoint underscores the power of communal efforts in challenging unjust systems and advocating for better conditions, which aligns with the study’s emphasis on communal action for achieving individual freedom. the concept of communal control is rooted in the idea of achieving individual freedom within a broader societal context. it posits that communal struggle often yields greater success in the long run, ultimately resulting in individual freedom. the effectiveness of communal effort over individual endeavors is highlighted in the context of productivity and achievement, resonating with the portrayal in the mentioned plays. nigeria, with its diverse ethnic communities like the igbo, hausa, yoruba, and others, exemplifies a society with smaller communal units. these communities not only coexist but also share specific norms and values. a community, as defined by bartle, “represents a pattern of human social interaction where individuals involved share certain values, norms, aspirations, and interests” (15). for instance, the igbo community, characterized by a unique culture and a sense of communal identity, underscores the communal nature of nigerian society (ezenwanebe, 2014). in the nigerian societal context where the justice system now encompasses various ethnicities and is not synonymous with a single group, the shared aspirations for justice, freedom, liberty, and rights indeed serve as a unifying force. achieving these essential objectives requires a collaborative endeavor where individuals come together in solidarity. while the ultimate aim is to secure these rights for each individual, the path to realization necessitates a collective effort. it is imperative for people to unite and demand justice, particularly in holding offenders accountable. this collective action demonstrates the potency of unity in the pursuit of fundamental rights and freedoms, transcending ethnic boundaries and forging a common path toward a more just and equitable society. echidimma’s solitary struggle against corruption in withered thrustwithered thrust the play withered thrust by ezenwanebe (2014) was first performed in 2017 by final year students of the department of creative arts, university of lagos, nigeria in 2007. it centers on the character echidimma, an ambitious young banker. echidimma takes up a solitary crusade against corrupt practices within the bank he is employed in. his motivation stems from chief badmus, the bank manager at giant’s bank plc., and his hypocritical stance on fighting corruption, aligning his speeches with the federal government’s anti-corruption campaign. echidimma’s initial objective isn’t to entirely eradicate corruption from the banking system. instead, he is driven by the desire to claim the three million naira reward offered for anyone who can uncover, prevent, or expose fraud within the bank. echidimma is hesitant to involve others in his pursuit for the entire reward due to his family’s financial demands, given his limited salary. he states in the play; “the family expenses are telling hard on me. and my salary? my salary refuses to stand up as a man and carry the burden. instead it is collapsing under the weight, bearing hard on me”…. it cannot be heard that an igbo man is incapable of taking care of his family financially. that’s a significant aspect of his manhood. this predicament emphasizes the underlying socio-economic pressures that drive individuals to take unconventional actions, even in the pursuit of justice and rectitude. the parallel between the banking system in the play and nigerian society is evident, reflecting a broader issue of power dynamics and exploitation prevalent in a capitalist system. this resemblance highlights a reality where a select few individuals hold significant influence, akin to how the capitalist system can oppress and exploit the working class or proletariat. as outlined by elster, “this exploitation serves as a powerful motivator for protest, revolt, or revolution when perceived by the exploited”. exploitation is inherently wrong, and reinforces the need for a more equitable and communal approach, such as communism, to counteract the exploitative nature of capitalism. this aligns with the notion that corruption, like exploitation, necessitates a collective effort to effectively combat it and bring about substantial change. echidinma’s oversight of the challenges inherent in fighting corruption alone underscores the importance of collaboration and collective action in addressing societal issues effectively. corruption is a battle that cannot be fought alone if one were to achieve great success; echidinma ignores the effect involved in fighting corruption alone. in movement two of the play, at the meeting, chief badmus the operation’s manager of giant’s bank plc. talks about the federal government unrelenting fight against corrupt practices especially in high places. he declared it a total war against the enemies of the state; “he adds that anti-corruption war is raging, and their bank cannot sit on the fence, and concludes that they must follow the foot-steps of their leaders”. the play sheds light on these interconnected issues, highlighting the imperative of unified action in confronting corruption and seeking justice. in the play, chief badmus is a good representation of a corrupt politician/leader/highly-placed individual who destroys the system secretly, so, he is the arrow-head of the corruption that the play dramatizes. this situation can be likened to the present day nigeria where the fight against corruption is evident with the participation of the economic and financial crimes commission (efcc). in the play, this statement is rather ironical because the person issuing this statement is the same person who the war should be waged against. in nigeria, for instance, when laws are made, and the penalty of breaking the laws are issued, the people assigned to curb this are the same people who break the law, how then can justice be effective. it is just a circle of corruption. pa ge 12 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 122-128, 2025 echidimma, the central character, embarks on a solo mission to uncover the fraudsters and claim the threemillion-naira reward. he chooses this individualistic path to avoid sharing the promised monetary reward, illustrating a focus on self-enrichment rather than ethical conduct. his stance of prioritizing financial stability for his family showcases the economic struggles prevalent in society, highlighting the inability of salaries to meet basic needs. this economic disparity reflects a state of alienation within the country, wherein workers find it challenging to sustain themselves and their families. echidimma’s quote; “all i know is that a man, a banker for that matter, should be able to take care of his family….i am no longer going to sit down here and watch the forces of an evil era and their cohorts rob me of my manhood and turn me into a castrated he-goat”. this underscores the societal expectations and the economic pressures that drive individuals to engage in desperate and often illegal activities. he feels compelled to take matters into his own hands due to the prevailing injustices and economic inadequacies. however, his choice to pursue this path individually rather than through collective action reflects a failure to adapt to the principle of unity and joint effort, which is crucial for effecting meaningful change in a society. mr.hamzat a co-worker in the play asks; “but how? i know it is not easy to get these documents”, echidimma replies “i had to bribe to get them out”. the desperation echidimma feels due to the difficult circumstances in his life drives him to make impulsive decisions without adequate consideration or strategic planning. this is a stark representation of the impact that harsh living conditions can have on an individual, pushing them towards morally compromised choices. the nigerian society, like the one depicted in the play, often places individuals in challenging situations due to economic disparities, limited opportunities, and unequal distribution of resources. in such conditions, individuals may resort to actions that may not align with their moral compass in an attempt to improve their circumstances. echidimma’s inclination towards fighting against the exploiters, representing the upper class, is in line with a marxist spirit of addressing class struggle and societal inequalities. however, his failure to comprehend the enormity of the forces he is up against demonstrates the limitations of individual power in challenging entrenched systems. this realization underscores the importance of collective action and unity in effecting significant societal change. individual efforts may be easily overwhelmed by the pervasive structures of inequality and exploitation present in society. in echidinma words; “it is exploitative, anti-human and evil. a few corrupt men mount the back of laboring masses, sucking them dry and siphoning the product of their sweat, fixing it in foreign bank accounts… nothing is left in the nation for the welfare of the men that generate the wealth. .. these evil men can no longer get away with their plot. he possessed a strong desire to combat corruption at any expense, fueled by motivation. however, his primary goal was not to enhance the nation but to secure the well-being of himself and his family. unbeknownst to him, a joint effort could lead to an increase in their salaries, enabling him to provide for his family in the long run. instead, he opted for an immediate achievement rather than aiming for a lasting one. hamzat states; i see. now tell me: what exactly propels your action? patriotism, love for the masses, the desire to humiliate the rich, evil men or the cash reward which will enable you join them? or what?. echidinma fails to see beyond now, he thought if he engages others the reward will be split and so failed to apprehend that the mission cannot be achieved unaided. his colleague mr.hamzat tries to point echidimma to that direction of a collective struggle when he says, “come on, echi, can’t you see you are treading on a dangerous ground?”, but to no avail. he clearly saw the danger inherent in this fight and however observes that it is a fight bigger than one man but echidimma was oblivious in seeing it and this evident in his statement; “i have them right in my palm”, mr.hamzat replies, “have you?”, he adds; “i think you need to think twice, for what you’re out to catch is too dangerous with bare hands. remember, an old woman cannot be outdone in a dance she has danced for long”. echidimma replies; “these men bestride the gateway to wealth and pleasure and bar others from crossing over as if wealth and luxury are meant for them alone. every man loves good cars, magnificent apartment, beautiful ladies and the likes. i mean, with the cash reward of three million naira, my life is changed for the better! maybe you think i don’t like luxury, you’re wrong”. this statement still pivots his reason for this fight and thus no proper planning and as such resulting to his demise. echidimma’s solitary struggle in this conflict ultimately led to the tragic loss of his life. he found himself pitted against the collective force of the operation sector’s staff, including chief badmus, mr. gab, mr. anyika, and mallam abdulahi. their combined numbers and united front overwhelmed him, resulting in the devastating consequence of his widow and orphaned children. this serves as a stark reminder of the outcome when one person attempts to wage a battle meant for many. it underscores the importance of those facing injustice and oppression coming together as a united front to defend their rights. while one individual can spark a movement against corruption in the face of an unjust justice system, victory in such a battle cannot be achieved by a lone warrior; it requires the collective efforts of a determined group. the power of unity: collective action in hands that crush stone and morountodunmorountodun in hands that crush stone, ezeigbo highlights these social inequalities, calling for revolution in response to oppression. through the play, she offers a realistic portrayal of societal struggles, using satire to critique the capitalist system and its impact on the marginalized. the play primarily focuses on women, particularly widows, who endure the grueling labor of crushing stones for meager pay. they face exploitation and are disconnected from the fruits of their labor, unable to sustain themselves pa ge 12 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 122-128, 2025 and their families adequately. eziegbo utilizes this play as a means to convey a message to the policymakers of the state she is portraying, namely ebonyi state in nigeria, urging them to alleviate the immense suffering these women endure. the analysis of the play doesn’t center on a feminist perspective despite its focus on women. instead, it highlights their collective effort to instigate change that would lead to individual benefits for these women. amina a character in the play recounts that they come in the morning before eight crush stones till five in the evening only to go home with the starvation wage they are being paid. they live in retarded places without drainage and rain water digs holes there every rainy season, they can barely feed themselves let alone their children and some of them are widows single handily taking care of their homes. these women united and took the bold step of going on strike, aiming to compel chief mbu, the chairman of izunga local government, to address their demands by raising their current wages. despite facing the dilemma of hungry children and wavering thoughts about retracting their stance, they remained resolute and sought ways to resolve the issue while maintaining their unity to drive the cause for change. the women question their wisdom in reporting for work the next day, but came to a conclusion that, it would not have be possible, if they were not in it together. timi states; “i am afraid. i almost did not come here this morning, but i did not want to disappoint you people, as we agreed yesterday that we should all be here”. timi knew she could draw strength from the other women and could withstand the fear because of their agreement to work together. kemi agrees by stating; we are all in this and must see the end of it. we must stick together or we lose. unity and collective action indeed drive success. the women in the play showcased the power of standing together, ultimately achieving their goal of a wage increase through solidarity. madam udenta’s strategic use of media and the threat to chief mbu’s position demonstrated the influence of collective efforts in effecting change. a similar theme is depicted in the play morountodun by femi osofisan, where the agbekoya uprising underscores the farmers’ struggle against alienation and their quest for justice in reaping the benefits of their produce. although the decision to take up arms resulted in conflict and loss of lives, the focus here is on the collective effort the farmers demonstrated to address their grievances and find a solution to their problems. in both instances, whether it’s the exploited workers or marginalized farmers, their actions were driven by frustration and exhaustion from the continuous neglect of their pleas by the authorities. the pivotal shift occurred when they chose to unite and take a collective stand against the injustices they faced, showcasing the potent force of togetherness in striving for change. this paper argues for the concept illustrated by the farmers to come together and seek justice rather than resorting to armed conflict. in the play, a character named baba highlights the enduring difficulties encountered by the farmers; the roads have been in poor condition for years, making it impossible for them to reach the market to sell their crops. in act four, baba states; “the akodas and officials harass us minutes to minute to collect bribes from them…you market board seizes of our cocoa and pays us only one third of what it sells…we have no electric and we still drink tanwiji from the stream. these grievances depict the harsh reality of their situation and highlight the need for collective action. the farmers’ unity is emphasized as crucial in this context. they stayed together, amplifying their voices and demands for justice. the ill-fated mission undertaken by marshal, bogunde, and kokondi without the support of their fellow farmers serves as a cautionary tale, illustrating that isolated efforts can lead to disaster. it emphasizes the importance of solidarity and togetherness when striving to address systemic issues and seek redress for injustices. collective action not only enhances their strength but also increases the likelihood of achieving their goals and creating a lasting impact for their community. conclusion nigeria has experienced a prolonged period of leadership failure, resulting in a detrimental impact on its citizens. the country’s alarming rank of 150 out of 180 countries in the 2022 corruption perception index by transparency international underscores the depth of the corruption issue. however, there remains hope for change, and the true power to instigate that change lies within the collective hands of the people, not a select few. this paper strongly advocates for the utilization of nonviolent methods to address prevailing issues, rejecting violence, warfare, or rebellion. instead, it underscores the significance of unity and strategic action in demanding the necessary change for the nation. collaboration and collective endeavors are underlined as pivotal in achieving justice, liberty, and freedom. when individuals unite for a common purpose, their influence is considerable and widespread. the paper acknowledges theatre as a powerful instrument for raising awareness and conveying important messages. through plays and performances, it becomes feasible to elucidate crucial issues and mobilize the public toward a shared objective. sponsor this research is sponsored by the tertiary education trust fund (tetfund). references adamolekun, l. (2002). public administration in africa: main issues and selected country studies. spectrum books. amuwo, k. (2005). the peripheral state: critical perspectives on the structure and role of the public bureaucracy. journal of development alternatives, 24(3– 4), 119–130. bartle, p. (2014). what is community? a sociological perspective. retrieved from http://faculty.olympic. edu/cbarker/deadsociologistsociety.htm pa ge 12 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 122-128, 2025 benjamin, w. (1998). understanding brecht. biddies ltd. buhari, m. (2015, may 19). the inaugural speech of president muhammadu buhari at eagle’s square, abuja. cole, g. (1997). personnel management: theory and practice (4th ed.). letts educational. engels, f. (1919). basic writings on politics and philosophy. doubleday. ezenwanebe, o. c. (2014). community and the individual in the dramatic world of the igbo: conformity and contestation. global journal of human-social science: arts & humanities psychology, 14(8), 21–30. marx, k. (1848). manifesto of the communist party. foreign language press. marx, k., & engels, f. (1976). the german ideology. progress. moore, d. s. (1997). power and corruption. visions. nagengast, e. (2015). communalism and liberalism in the struggle for human rights in africa. juniata voices, 15, 80–86. newman, d. j. (1979). issues of organization, process and reform. american behavioral scientist, 22(6), 733– 757. https://doi.org/10.1177/000276427902200601 nwagboso, c. i., & duke, o. (2012). nigeria and the challenges of leadership in the 21st century: a critique. international journal of humanities and social science, 2(13), 231–237. obayelu, a. e. (2007). effects of corruption and economic reforms on economic development: lessons from nigeria. african economic conference. ogundiya, i. s. (2009). political corruption in nigeria: theoretical perspectives and some explanations. the anthropologist, 11(4), 287–295. okolo, p. o., & akpokighe, o. (2014). corruption in nigeria: the possible way out. global journal of human-social science: political science, 14(7), 12–21. okonkwo, r. (2007). corruption in nigeria: a historical perspective (1947–2002). african unchained. onya, r. r. m. (2016). analysis of president buhari’s anti-corruption policy: a reality or an illusion? international journal of advanced academic research: social & management sciences, 2(3), 78–88. osasona, t. (2015). time to reform nigeria’s criminal justice system. journal of law and criminal justice, 3(2), 73–79. https://doi.org/10.15640/jlcj.v3n2a6 osofisan, f., & hussein, e. (2001). revolutionary rhetorics: the search for an alternative african theatre. in a. asagba (ed.), cross-currents in african theatre (pp. 83–97). ibadan university press. sharma, m. k., & jain, s. (2013). leadership management: principles, models, and theories. global journal of management and business studies, 3(3), 309–318. tinubu, a. b. (2023, may 29). inauguration: my administration will discourage corruption at eagle’s square, abuja. uveges, a. j. (2003). the dimension of public administration. holbrook press. pa ge 1 pa ge 96 american journal of arts and human science (ajahs) challenges and performance of novice teachers: basis for school management plan angelito u. felisilda1*, gina f. labitad1, jovit d. comon1 volume 3 issue 4, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i4.3866 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: september 30, 2024 accepted: november 04, 2024 published: december 07, 2024 novice teachers face significant challenges, particularly in classroom and time management and adapting to diverse student needs, which can impact their effectiveness and job satisfaction. this study examined the factors influencing the performance of 400 novice teachers in cagayan de oro city’s southwest i and ii districts during the 2023-2024 school year. using a questionnaire and analyzing data through descriptive statistics, pearson correlation, and one-way anova, the study found that many teachers entered the profession later, with a majority aged 41 or older, predominantly female, holding teacher ii positions, and having prior experience in private schools. results highlight that strong classroom management and the ability to adapt to student diversity are key to a novice teacher’s success. effective classroom management contributes to a positive learning environment, enhancing student engagement and achievement, while adapting to diverse needs fosters inclusivity and reduces disparities, helping teachers manage stress and avoid burnout. recommendations urge school leaders to create supportive environments emphasizing time management, professional development, and community engagement, employing the school management plan to foster teacher growth. this holistic approach aims to empower novice teachers, ultimately improving their effectiveness and contributing to better student outcomes. keywords challenges, performance of novice teachers 1 phinma cagayan de oro college, philippines * corresponding author’s email: felisildaangelito2@gmail.com introduction novice teachers face a great number of challenges as they enter the teaching profession, but these challenges are often balanced by opportunities for growth and development; while novice teachers face significant challenges in their early years of teaching, they also demonstrate resilience, adaptability, and a commitment to continuous improvement that indicates for their future success in the profession. with support, mentorship, and opportunities for professional development, novice teachers can overcome these challenges and make meaningful contributions to student learning and school communities. further, the department of education issued deped order no. 2 s. 2015 on the guidelines on the establishment and implementation of the results-based performance management system (rpms). as a learnercentered institution, the department of education (deped) is committed to continuously improving itself to better serve the filipino learners and the community. the adoption of spms in deped strengthens the culture of performance and accountability in the agency, with the deped’s mandate, vision and mission at its core. finally, it is necessary to link the spms with other systems relating to human resources and to ensure adherence to the principle of performance-based tenure and incentives. in line with the new professional standard for teachers, the department of education, through the teacher education council, issues the deped order no. 42 s. 2017, entitled national adoption and implementation of the philippine professional standard for teachers (ppst). deped recognizes the importance of professional standards in the continuing professional standards in the continuing professional development and advancement of teachers based on the principle of lifelong learning. it is committed to supporting teachers and taking cognizance of unequivocal evidence that good teachers are vital to raising student achievement. quality learning is contingent upon quality teaching. novice teachers face numerous issues and especially ones pertaining to students, professional knowledge and expertise gaps, workplace issues, and educational concerns. according to chandran’s (2022) research, issues that new teachers encounter have a big influence on the manner in which they teach. negative feelings, a decline in confidence, and a diminished dedication to teaching may arise from this challenge. in order to help new teachers overcome these obstacles and eventually improve their effectiveness as educators, it is crucial to offer them support and direction. it is of utmost importance to conduct a study on the challenges and performance of novice teachers in the southwest i and ii districts, division of cagayan de oro city. the department of education has recognized the professional development in enhancing teacher proficiency and instructional practices, there remains a significant gap in teacher development in this specific district. bridging this gap is crucial not only for the professional growth of educators but also for the overall improvement of teacher performance and, consequently, the quality of education. the objective of this study is to determine the unique challenges and their performance as novice teachers assigned in the southwest i and ii districts. with pa ge 97 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 96-118, 2024 this knowledge, it is possible to implement focused interventions, courses for professional development, and support networks that will empower learners, improve their ability to teach, and motivate them to take an active role in their own professional growth. in the end, the study is expected create better opportunities for education for children in the school and raise the bar for educational standards. literature review classroom management many novice teachers discover that classroom management is a major effort as they learn to properly handle student conduct while also creating a helpful and productive learning environment. for novice teachers, classroom management is a regular source of difficulty. it entails organizing the classroom, motivating the pupils, upholding rules, and encouraging effective communication (nagler, 2019). cakmak (2019) said that the first few years of teaching are crucial for new instructors since they encounter a range of challenges and strange situations in addition to learning the essential skills. occasionally, when teaching, an issue will come up that needs a teacher to decide right once how to handle it in the classroom. as a result, both official instruction and first-hand experiences teach preservice teachers about classroom management and disciplinary strategies. from their time spent working in the associated field, they acquire efficient classroom management skills. new teachers find it challenging to maintain order in the classroom (saleem, muhammad & masood, 2020a, 2020b). according to miller et al. (2019), teachers must maintain composure and avoid displaying negative emotions, even when faced with challenging conduct from their students. lesson planning lesson planning is a fundamental aspect of teaching, and novice teachers often face various challenges in this area. they are significantly challenged due to lack of guidance and resources for lesson planning and lot of factors influencing novice teachers in selecting, developing, and using learning materials, shedding light on the challenges they encounter in this aspect of lesson planning. one of the most important aspects of teaching that novice teachers frequently struggle with is lesson planning. for many inexperienced teachers, creating engaging lesson plans is a significant difficult. along with excitement and energy, new instructors also bring a unique set of demands to their classrooms. while seasoned educators may become defensive when presented with lesson plans, classroom management strategies, and helpful criticism on their teaching, novice educators seem to yearn for these kinds of resources. school officials should understand that new teachers require scaffolded guidance just like students do (bailey, 2019). the kinds of difficulties they encounter and how inexperienced and seasoned educators approach or respond to difficulties it hasn’t been extensively discussed how judgments made by novice teachers regarding lesson preparation, materials development, and delivery methods might be significantly influenced by their creativity and critical thinking skills. still, conceptual papers detailing creative and critical thinking-inspired learning have been published (waterman, 2020). the decisions that novice teachers make would eventually lead to success or failure of lessons. while lesson failure is to be accepted in the context of novice teachers, there must be ways for novice teachers to be mentored effectively so that they can be more aware of mistakes and can learn quickly from them. the main role of teaching practice supervisors or teacher mentors would then be to maximize learning (waterman, 2020). student engagement novice teachers often face difficult challenges when it comes to effectively engaging their students. student engagement is critical to improving academic achievement and establishing a positive learning environment. these issues can be exacerbated by a teacher’s inexperience with teaching methods, lack of knowledge, or ignorance of the needs of their students. the absence of resources and guidance for effective class planning typically causes new teachers to struggle, which lowers their capacity (gray, 2019). amerstorfer (2021) asserts that a variety of factors related to unique learner characteristics, the teacher, the method of instruction, peers, and other components of the learning environment influence students’ involvement in their academic work. academic engagement can be influenced by a variety of factors, including affective, social, task-related, communicative, metacognitive, and cognitive ones. the factors that impact an individual’s participation in higher education are not isolated; rather, they are linked and intersect. students’ academic engagement depends on a variety of factors that are related to personal learner characteristics, the teacher, the teaching methodology, peers, and other features in the learning environment. components that influence academic engagement can be cognitive, metacognitive, affective, social, task-related, communicative, and foreign language-related. rather than existing in isolated spheres, the factors contributing to an individual’s academic engagement intertwine and overlap. the relationships students cultivate with others are prominent in several of these areas. positive interpersonal relationships enhance individuals’ enthusiasm for learning (mercer & dörnyei, 2020), which benefits sustainable learning success and self-confidence. the relationships between students and teachers and the perceptions students have of their teachers seem to be particularly influential on students’ engagement in academic undertakings. time management due to the numerous duties involved in teaching, novice teachers frequently encounter considerable difficulties in efficiently managing their time. based on these studies, pa ge 98 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 96-118, 2024 it appears that in order for new instructors to effectively manage their time and deal with daily challenges, they must prioritize work and plan ahead (schuls, 2020). stewart (2022) asserts that because they have less classroom experience, new teachers frequently have trouble managing their time. for new teachers, the first few years of teaching are a daunting time as they have to learn a lot of new skills, like managing the classroom, delivering the curriculum, and communicating with parents. developing lesson plans for several classes, managing deadlines, and creating instructional materials are just a few of the time management issues that novice teachers frequently encounter. effective time management is an essential skill for educators, and novice educators may invest more time in preparation than their more seasoned peers (oliver, 2019). the study by bruno et al. (2019) delves into the challenges and barriers faced by novice teachers in public schools. it explores various aspects such as students’ disruptive behavior, workload management, stress, lack of support, and the need for coping strategies to help novice teachers navigate their initial years in the profession. the research sheds light on the experiences of novice educators and the importance of addressing these challenges to support their professional growth and development. novice teachers need to spend additional time and resources on what is considered as routine tasks for veteran teachers. the research conducted in 2019 by bruno, rabovsky, and strunk explores the difficulties and obstacles that new teachers in public schools encounter. this study delves at a number of topics, including disruptive behavior by students, managing workloads, stress, a lack of support, and the necessity of coping mechanisms to assist new instructors in navigating their first years of teaching. the study provides insight into the experiences of new teachers and emphasizes how critical it is to address these issues in order to foster their professional development. it takes more time and resources for novice teachers to complete activities that experienced teachers consider routine. parental communication novice teachers often encounter significant difficulties in communicating effectively with parents, which can impact parental involvement and children’s education. these communication barriers can hinder the establishment of strong partnerships between teachers and families, affecting the overall learning experience for students. addressing these challenges through improved communication strategies and fostering positive relationships with parents is crucial for novice teachers to enhance parental involvement and support student learning effectively. the quality of communication between teachers and parents has a significant impact on student performance and attendance at educational institutions. parent-teacher communication has several benefits for teachers, the school, and parents. however, a variety of problems make parent-teacher communication in school settings less effective (ozmen, 2019). parental involvement in their children’s education consists of two main components. the emphasis of one dimension is usually placed on the efforts made by parents to be involved in their children’s education. when parents and other family members use and invest resources in their children’s education, it is generally referred to as parental engagement (education encyclopedia, 2021). hannon (2022) claims that inexperienced educators face numerous difficulties when trying to communicate with parents. these difficulties might range from personal barriers to sociocultural and field-specific impediments. although communication between schools and parents can provide unique problems for female teachers, these differences in difficulty are not always statistically significant. adapting to diversity beginner teachers’ individual experiences and cultural backgrounds shape their views on diversity. these beliefs may affect their capacity to instruct a variety of student populations (little, 2019). the significance of fostering cultural competence in new instructors is emphasized by (hamdan, 2022). this entails recognizing and honoring the various cultural backgrounds of students as well as modifying instructional approaches to suit their requirements. by tackling these issues and offering guidance and materials to inexperienced educators, schools may assist them in adjusting to diversity in the classroom and establishing inclusive learning spaces where every student can succeed. continual professional development, mentorship, and teamwork among peers can also help new teachers flourish and succeed in working with a variety of student demographics. to properly adjust to diverse classes, novice teachers require guidance and assistance. this involves giving people regular chances and tools to improve their cultural competency, lessen cognitive dissonance, and lessen opposition to diversity (haddad, 2019). teachers who face complexity and difficulty are learning how to adapt their social roles and relationships, which are deeply ingrained in their identity, and how to learn from these changes. workload, social position and identity, supervisors (school administrators and inspectors), and student diversity are among the most common adaption issues that new teachers encounter (eguray, 2019). all of these studies highlight how crucial it is to provide mentorship, support, and culturally sensitive pedagogy to new teachers so they can adjust to diverse classes. to address the difficulties in adjusting to various student groups that new teachers encounter, further study and training are necessary, according to (koubek, 2023). teacher performance teacher performance is a multifaceted assessment of educators’ effectiveness in delivering instruction, pa ge 99 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 96-118, 2024 fostering student learning, and contributing positively to the educational environment. donkoh et al. (2023) investigated how quality education management affects pupils’ academic performance, emphasizing the significant impact of teachers’ efforts. the study found that teachers’ efforts have the highest impact on pupils’ academic performance among all the managerial function variables in the research. teachers are agents of change who seek opportunities to positively impact teaching quality, school improvements, and student achievement. despite the large effect of teachers on student performance, disadvantaged schools are not always staffed with the highest quality teachers. effective teachers must understand the abilities and talents of their students and the processes and strategies students use to construct knowledge. the most easily changed aspect influencing student learning and outcomes is the caliber of the learning environment. teachers’ attitudes, beliefs, and behaviors affect students’ learning environments, drive them to succeed, and have a significant impact on their general well-being. they are also strongly tied to the coping mechanisms they employ in their day-to-day work (gilakjani, 2019). in a similar vein, achaa (2023) emphasized the value of performance evaluation systems in improving student achievement and instructor efficacy. performance reviews assist employees see their areas of strength and growth by being transparent about expectations and actual performance. the objective system of appraisal assesses teachers and their instruction by using a supervisor’s analysis. content knowledge and pedagogy both pedagogy and content knowledge—the latter covering the art and science of instructing pupils in that subject—are crucial elements of good teaching. the former reflects a thorough mastery of the subject matter. according to yazdanmehr et al.’s (2019) research, learnercentered instruction, cognitive abilities, and experience of teachers are all favorably and significantly connected with pedagogical content knowledge. professional development and pedagogical subject understanding have a statistically significant causal link, according to the study. for the purpose of teacher professional development, teachers’ lesson preparation, class management, problemsolving, learning assessment/feedback, and task design must be taken into consideration in teacher education programs or teacher evaluation programs. despite clear curricular guidance to participate in higherorder questioning, instructors’ questions and comments are still remarkably low-level (63%) as noted by neuman & danielson (2020). additionally, the study discovered that teachers who possessed greater content and pedagogical knowledge were better able to implement the curriculum in an ethical manner. these findings point to the necessity for professional development to pay more attention to instructors’ content understanding and practical applications. the results indicate that, in order to facilitate the excellent execution of contentrich curricula, there should be a stronger focus on the integration of pedagogy and domain-specific content in teacher professional development. in a different remark, ningsih (2020) emphasized the value of pedagogical content knowledge for educators, highlighting the necessity of comprehending the subject matter in addition to efficient teaching techniques. this implies that educators need to be extremely knowledgeable about the material they are teaching as well as how to present it to students in an engaging way. diversity of learners the diversity of learners includes a range of factors pertaining to cultural diversity, inclusive education, and student diversity, according to semilao (2023). cultural diversity in education can take many different forms, influencing students’ learning through social class, ethnicity, religion, and nationality, among other aspects of their identity. consequently, ensuring that all children and youth are effectively included in schools is one of the largest issues facing educational systems around the world. teachers have important roles to play in this process to ensure success. in order to establish, promote, and maintain inclusive societies, it is imperative that education practices worldwide address the issue of learner diversity. a crucial first step toward creating inclusive society would be implementing inclusive best practices in educational institutions. the process of transforming schools and other learning environments to accommodate all children—boys and girls, students from different ethnic and linguistic minorities, those living in rural areas, those impacted by hiv and aids, and those with exceptional learning needs—is known as inclusive education, according to (possi, 2019). learning environment to address students’ varied needs and experiences, promote fair access to school, and improve learning outcomes overall, it is imperative to create an inclusive and encouraging learning environment. moreno & fontenot (2022) contended that there has been a notable rebirth of cultural and personal views in our society in recent times, which has impacted the general atmosphere and customs in our schools today. in order to assure the success of heterogeneous populations in pre-k–12 and postsecondary education, he went on to argue that the integration of multicultural theoretical approaches is imperative. respect for the opinions, convictions, and values of students should be personified in the learning environment, which should welcome variety. celik (2019) found that meeting students’ needs through tailored instruction can result in a tipping point and create a positive learning environment. differentiated instruction is critical to enhancing student learning outcomes, according to the study. one kind of teaching that acknowledges and addresses the various learning pa ge 10 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 96-118, 2024 requirements of pupils is called differentiated instruction. the process include tailoring the instruction’s content, methodology, and end product to each student’s unique needs. students felt more suitably challenged and engaged in their learning when they received varied instruction, according to the study. a more learner-centered classroom atmosphere can be produced by teachers who use differentiated instruction, and this can boost students’ motivation and engagement. however, student instructors lack confidence in implementing difference even when they understand its necessity. thus, in order to help teachers become proficient in the art of effective differentiation of instruction, professional development opportunities are crucial. parallel to this, mavuso (2020) conducted a qualitative study with eighteen senior phase teachers in south africa to investigate and characterize the ways in which they offer learning help to students identified as having particular learning difficulties in their classrooms. the ecological systems theory developed by bronfenbrenner was employed in the study to determine the obstacles that impede learning support procedures. the study discovered that obstacles faced by students included severe language hurdles, problems with reading and writing, several obstacles faced by each student individually, contextual obstacles, and behavioral obstacles. participants stated that they lacked the necessary competencies to handle these hurdles and that they hindered learning support activities. curriculum and planning in order to facilitate successful teaching and learning experiences, curriculum and planning entail the methodical creation and arrangement of educational content, objectives, and methodologies. in 2023, dalagan and lunay conducted a study to examine teachers’ lived experiences with curriculum and planning domain performance, as well as their level of capability in completing each goal and the development priority assigned to each goal. they discovered that the pedagogical expertise of the instructor plays a critical role in transforming curriculum content into engaging learning activities that are based on the requirements of the students and the availability of teaching materials. the results of the study showed that the teacher had a high degree of capability in completing each goal and that each goal was given high priority for development. teachers organized lessons in advance to guarantee sustained engagement, and they scaffolded and encouraged students to finish assignments using a developmentally appropriate approach. the study also underlined how crucial pedagogical expertise of teachers is to developing efficient learning and teaching settings for every student. similarly, siahaan et al.’s (2022) describes how to prepare to maximize learning and enhance teacher performance. they discovered that exceptional pupils come at the end of the learning process, and that increasing instructor performance comes at the beginning. the study determined four planning stages—greedy organization, work intensification, performativity, and identifying organizational strengths—for enhancing teacher effectiveness and maximizing learning. assessment and reporting a vital part of the educational process, assessment and reporting involve the methodical appraisal of students’ performance as well as the open sharing of their advancements and successes with stakeholders and other students. in order to analyze student achievement in thematic learning in elementary schools, wafiqni et al. (2021) carried out a study on teacher planning, implementation, and reporting. planning is essential for deciding on the performance assessment to meet the objectives, selecting activities that are appropriate for students, establishing assessment criteria, and creating a performance rubric, according to the study. according to the study, reports of performance assessments are sent to participants at ptc, school administration teams, students, and other teachers in the form of figures and descriptions. the study suggests that in order to get around time constraints, teachers should give students comprehension information before assigning performance assignments. the study emphasizes how crucial it is to have high-quality teachers in the teachinglearning process and how performance evaluations may be used to help students learn. findings from assessments can inform instruction and guarantee that the curriculum is thoroughly covered. according to asamoah-gyimah (2021), educators use assessment results to organize lessons, measure students’ academic development, choose which curriculum strands to focus on in class, and analyze the overall success of their instruction for the academic year. according to the study, postsecondary educational institutions that prepare teachers should keep emphasizing “assessment in schools” to prospective teachers in order to improve their understanding of and use of assessment data for the maintenance of effective “assessment data use practices” in basic education schools. community linkages and professional engagement nessipbayeva (2019) emphasized the significance of comprehending teacher competencies and needs in adapting to shifting educational landscapes. the goal of the study was to ascertain the instructional competencies, developmental needs, and performances of instructors in the new normal based on sat-rpms. lansing (2023) reported that although educators recognize the advantages of community engaged teaching in fostering student development and community impact, they also voice reservations over the time commitment involved. successful community collaborations include establishing trust, determining the requirements of the community, and creating adaptable programs. successful schools depend on their relationships with the pa ge 10 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 96-118, 2024 community, which frequently offer resources and supports to staff, families, and students that go beyond what is normally offered by the school. in return, community partners get knowledge about the inclusive culture of schools through their partnerships with them, (gross, 2019). school-community partnerships are defined by williams and gonzalez-dehass (2022) as significant connections with individuals, groups, and companies in the community who are dedicated to collaborating and sharing accountability for growing students’ intellectual, social, and emotional development. partnerships between the community and schools have the potential to enhance student achievement and post-school results while also having a positive knock-on effect on the community. according to aurbach (2020), genuine partnerships are “respectful alliances among educators, families, and community groups that value creating relationships, having conversations, and sharing power as components of a democratic, socially just school”. establishing successful school-community partnerships requires the creation of genuine, trustworthy relationships. personal growth and professional development according to nagpal (2020), the education system has evolved along with the globe, transforming the function of teachers in society. teachers have various problems in teaching 21st-century students, in addition to being viewed as the center of society. for this reason, professional development plays a critical role in shaping their attitudes and actions. professional development calls for expertise in subject matter, pedagogical content, student disposition, context, and pedagogy in addition to familiarity with methods, resources, and tactics for fostering a positive learning environment. professional colleges are where the first stage of professional preparation takes place, and the supportive atmosphere there has a significant impact on the success of professional development during this phase. it is well acknowledged that in-service education is a powerful tool for bringing about change in both the educational system and society at large. teachers’ roles in the twenty-first century have shifted significantly from that of pedagogues to those of facilitators. moreover, mageswari & nalini (2022) stressed the critical part teachers play in kindling students’ daily excitement for learning. teachers like this actively encourage pupils to think critically and creatively because they are the main teachers implementing the curriculum in the classroom. in addition, educators have a crucial role in forming society at large as well as encouraging sustainable growth within it. furthermore, as noted by haroon et al. (2023), schools must cultivate a culture that recognizes and encourages continued professional development for teachers. teachers expressed difficulties finding a work-life balance, and that their inability to participate in professional development activities was hampered by conflicting obligations, including those related to their families and personal lives. they also mentioned how the administration of the institution did not encourage them to pursue professional development. increasing support for teachers’ professional development and fostering a culture that promotes lifelong learning are two recommendations made by the study. training, practice, feedback, and a long-term commitment are necessary for effective professional development. statement of the problem the study attempted to determine the level of challenges and performance of novice teachers in southwest i and ii districts, division of cagayan de oro city, for the school year 2023-2024. the result of the study would be the basis for the school management plan. specifically, this study sought to answer the following: 1. how are the respondents characterized in terms of age, sex, position, working experience, seminars/trainings attended on induction program, distance from residence to schools, and attitude towards school assignment? 2. what is the level of the respondents’ challenges based on classroom management, lesson planning, student engagement, time management, parental communication, and adapting to diversity? 3. what is the level of the teacher’s performance with regard to content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development? 4. is there a significant relationship between the respondents’ challenges and their performance? 5. is there a significant difference in the respondents’ challenges and their performance when grouped according to their characteristics? 6. based on the findings of the study, what school management plan on novice teachers’ challenges can be designed? theoretical framework kolb’s theory of learning examines ideas that are comparable to those found in school-based learning. it highlights the value of hands-on learning and the conversion of experience into knowledge. its two frameworks are the implicit theory of intelligence and self-efficacy for teaching: this approach integrates the implicit theory of intelligence and self-efficacy for teaching. the impact that rookie teachers’ ideas about their own intelligence and ability to teach can have on their practice and intention to stay in the teaching profession is examined. a teacher’s confidence in their capacity to lead instruction and oversee classroom operations is referred to as self-efficacy. it is an idea derived from psychologist albert bandura’s social cognitive theory. when it comes to a teacher’s performance, motivation, and general effectiveness in the classroom, self-efficacy is vital. establishing a strong feeling of self-efficacy in teachers can enable them to reach their full potential and improve learning outcomes for students. the implicit theory of learning, sometimes referred to as the “mindset theory of intelligence,” is the second framework and was created by psychologist carol dweck. according to this idea, people pa ge 10 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 96-118, 2024 have implicit mindsets or beliefs about the nature of intelligence and learning that have a big impact on their behavior, motivation, and success. teachers may enable students to take on challenges, persevere in the face of difficulty, and realize their full potential by fostering a growth mindset in their classrooms. in order to improve the efficacy of their instruction, it highlights the significance of assessing the performances, developmental needs, and abilities of inexperienced teachers. scope and limitations this study focused on the level of challenges of novice teachers and their performance during the school year 2023 – 2024 in southwest i and ii districts of cagayan de oro city. furthermore, the study was limited to the challenges related to classroom management, lesson planning, student engagement, time management, parental communication, and adapting to diversity. additionally, the research would also limit teacher performance such as content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement and personal growth and professional development. moreover, this investigation endeavor is also limited to the respondent’s characteristics in terms of age, sex, position, working experience, seminars/trainings attended, distance from residence to school, and attitude towards schools’ assignment. furthermore, it also proposes a school management plan design to enhance the knowledge, skills and attitudes of novice teachers and its performance. the research would encompass the four hundred (400) respondents of basic education teachers operating within the boundaries of the southwest i and ii districts. to ensure the study’s representation is as comprehensive as possible, it will exclusively involve teachers from public schools, ensuring a broad and inclusive cross-section of the teaching population in the district. materials and methods research design this research utilized a descriptive-correlation research method (alova & alova, 2023), utilizing a descriptive design to gather data and information about current situations and conditions, which is suitable for investigating challenges and performance of novice teachers: basis for school management plan. more precisely, the researcher used research tools, including research-made questionnaires. descriptive research is a method used to describe characteristics, behaviors, or phenomena as they naturally occur, without manipulation or intervention by the researcher. its primary purpose is to provide an accurate and detailed portrayal of a situation or phenomenon, often through systematic observation, documentation, and analysis. study setting the southwest i and ii districts, a learning area in the beautiful city of cagayan de oro city in the province of misamis oriental, are the boundaries of which this study was carried out. due to its previous division into districts, this district has a rich history despite undergoing a major administrative upheaval. the result of this consolidation was the creation of a larger educational organization that was a part of the district system of the department of education. this organization served elementary, integrated school, and high school teachers, combining resources and knowledge. with ten (10) elementary schools, ten (10) secondary schools, and three (3) integrated schools, southwest i and ii district currently has a well-organized educational system. each of these establishments offers a wide variety of educational opportunities and experiences, which is vital to the overall growth of the student body in the area. at the moment, southwest i and ii district provides a committed group of professional colleagues who work as elementary and secondary school teachers. these teachers are in charge of fostering their pupils’ intellectual and personal development in addition to teaching them knowledge and skills. these educators are vital to forming the future of the next generation in the dynamic educational environment of southwest, i and ii district, which makes it a thriving center of learning and high-quality education in cagayan de oro city. study population and sampling technique the respondents of the study were the four hundred (400) novice teachers in the elementary and secondary schools of southwest i and ii districts, division of cagayan de oro city, for the school year 2023 – 2024. these were the teachers currently teaching in the twenty-three (23) public schools that comprised these two districts.the table 1 below shows the distribution of respondents by school. a universal non-probability sampling strategy was used in the study, involving all elementary and secondary teachers in the aforementioned districts. since it reflects the highest allowable margin of error for the investigation, there is actually specification to guarantee the required level of precision. as a result, the researcher will be able to derive an insightful conclusion based on the research objectives after gathering and analyzing data from these teachers. it is noteworthy that although universal nonprobability sampling encourages inclusion, the precision of the outcomes depends on the caliber of demographic data and the presumption of uniformity throughout the district’s teaching population. table 1: distribution of respondents schools respondents bayanga elementary school 15 mambuaya elementary school 25 pa ge 10 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 96-118, 2024 dansolihon elementary school 20 upper tignapoloan elementary school 10 man-ai elementary school 15 bayanga national high school 15 mambuaya national high school 30 dansolihon national high school 15 tignapoloan national high school 15 man-ai national high school 10 midkiwan integrated school 10 iba integrated school 10 balongkot integrated school 10 lumbia central school 50 lumbia national high school 60 tagpangi elementary school 10 tagpangi national high school 15 pagalungan elementary school 10 pagalungan national high school 10 taglimao national high school 10 tuburan national high school 10 tumpagon elementary school 15 tumpagon national high school 10 total 400 research instruments the three-part questionnaire asks about the respondent’s age, sex, position, working experience, seminar/trainings attended on induction program, distance from residence to schools and attitude towards school assignment. part 2 dealt with the challenges of novice teachers, such as classroom management, lesson planning, student engagement, time management, parental communication, and adapting to diversity. this questionnaire was created by researcher and has undergone validation and reliability testing. part 3 defines the seven components of teacher performance: content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. this is a uniform survey that follows the guidelines in deped order no. 042, s. 2017 on the philippine professional standards for teachers adoption and implementation (ppst). the assessment of teacher competency and professional development plays a significant role in the continuous improvement of the teaching profession in the philippines, which in turn leads to better learning outcomes for students across the country. statistical treatment of data percentage and frequency were used to assess the respondent’s characteristics. the mean score was used to determine the extent of the following academic management reflected as planning, organizing, directing and controlling and the level of faculty’s work engagement in terms of teaching and assessment. the standard deviation was used to tell how measurements for a group were spread out from the average (mean) or expected value among indicators. the pearson correlation coefficient (r) was used to determine the significant relationship between academic management and instructional practices. also, the one wayanova was used to determine the significant difference between the respondents’ extent of experience in academic management and the level of instructional practices when grouped to their characteristics. ethical consideration prior to initiating the research, the proposal will be examined, processed, and submitted for approval to the office of the schools division superintendent in cagayan de oro city. crucially important to emphasize is that the individuals who were chosen as participants and those who were not made their decisions voluntarily, free from coercion or intimidation. they kept the option to decline to respond to any inquiries if it caused them discomfort. the researcher would approach the school principal and school research coordinator. explained the process of obtaining approval from the school ethical board before starting the research project. the researcher would review key ethical principles such as informed consent, confidentiality, and avoiding harm. each respondent would receive a letter with all the information they required to make an informed decision about participation in the study, along with an explanation of its purpose. all information gathered for the study pa ge 10 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 96-118, 2024 will be handled in strict confidence, with no mention of any identifiable persons, as stated in the instruction. respondents will also be required to sign a permission form attesting to their voluntary participation. upon completion of the study, all participants consented to grant access to the research findings. all completed questionnaires are stored securely. results and discussion problem 1: how are the respondents characterized in terms of age, sex, position, working experience, seminars/trainings attended on induction program, distance from residence to schools, and attitude towards school assignment? table 2 presents the distribution of the respondents’ profiles according to age. the data revealed that 135 (33.75%) belonged to the 41 years old and above category, which obtained the highest frequency. it means that this age group is the most represented among the respondents. this could be due to several factors such as this age range being the most active in the workforce, more engaged in the specific context of the study, or more likely to participate in surveys. it suggests that the findings of the survey may be particularly relevant to the needs, preferences, and behaviors of individuals in this age bracket. table 2: distribution of respondents’ profile variable category frequency percentage age 41 years old and above 135 33.75 36-40 years old 89 22.25 31-35 years old 59 14.75 26-30 years old 65 16.25 25 years old and below 52 13.00 total 400 100.00 sex male 120 30.00 female 280 70.00 total 400 100.00 position master teacher i 55 13.75 teacher iii 89 22.25 teacher ii 159 39.75 teacher i 97 24.25 total 400 100.00 working experience substitute teacher 89 22.25 private school teacher 85 21.25 worked in non-government organization (ngo) 56 14.00 worked in local government unit (lgu) 65 16.25 worked in private institution 105 26.25 total 400 100.00 distance from residence to school (approximately) 16 kms and above 25 6.25 11 – 15 kms 59 14.75 6 – 10 kms 245 61.25 5 kms and below 71 17.75 total 400 100.00 consequently, any conclusions or recommendations drawn from this data may best apply to the 31 to 40-yearold demographic. as perceived, this demographic might also represent a target market or key audience for certain products, services, or policies being examined in the survey. understanding their distribution can help tailor strategies and interventions to better meet their needs. according to johnson & roberts (2020), the distribution of respondents’ profiles based on age, specifically the 41-year-old and above category, reveals significant insights into demographic trends and their implications for various sectors. their research indicates that individuals in this age group often exhibit different preferences and behaviors compared to younger cohorts. the study highlights that respondents aged 41 and above are more likely to prioritize stability and long-term benefits in their decision-making processes, which can influence market strategies, product development, and service delivery pa ge 10 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 96-118, 2024 across different industries. on the other hand, the data revealed that out of 400 respondents, 52 (13.00%) of the respondents were 25 years old and below, which was the lowest frequency. it implies that younger individuals, particularly those 25 years old and below, were less represented in the survey. this lower participation rate could be due to a variety of factors, such as lesser engagement with the survey topic, lower availability, or perhaps a lower propensity to participate in surveys in general. it suggests that the insights and data obtained from the survey may not fully capture the views and experiences of the younger demographic. consequently, any conclusions or recommendations drawn might be less applicable to this age group, potentially leading to a gap in understanding their specific needs and preferences. as observed, the low frequency of respondents in the 25-year-old and below category might reflect a broader trend of disengagement or lack of outreach to younger populations. this could highlight a need for better strategies to engage this age group in future research or initiatives. according to smith & taylor (2021), the distribution of respondents’ profiles in the 25-year-old and below category provides valuable insights into the characteristics and behaviors of younger demographics. research by smith and taylor reveals that individuals in this age group tend to exhibit distinct preferences and behaviors compared to older cohorts. their study emphasizes that respondents aged 25 and below are more likely to adopt new technologies quickly, value convenience and immediacy, and prioritize experiences over material possessions. these tendencies have significant implications for marketing strategies, product design, and service delivery tailored to younger consumers. in terms of sex, the data revealed that 280 (70.00%) belonged to the female, which obtained the highest frequency. it implies that the survey sample was predominantly female, indicating a strong female presence among the respondents. this dominance could be due to a higher interest, engagement, or availability of women in the survey’s context or topic area. it suggests that the findings of the survey may heavily reflect the perspectives, experiences, and preferences of women. consequently, any conclusions or recommendations drawn from this data will be particularly relevant to the female demographic and may need careful consideration when generalizing to a more balanced population. as observed, the high frequency of female respondents might highlight areas where women are more engaged or have a stronger presence. for instance, if the survey is related to healthcare, education, or social services, fields often dominated by women, this could explain the gender imbalance. the distribution of respondents’ profiles based on sex, specifically focusing on female participants, reveals important trends in the field of education. their research on the challenges and performance of novice teachers indicates that female teachers often face unique obstacles compared to their male counterparts, including gender biases and work-life balance issues. the study emphasizes that these challenges can impact their teaching effectiveness and career progression, necessitating targeted support and interventions to enhance their performance and job satisfaction (smith & brown, 2021; cantutay & taganas, 2024). on the other hand, the data revealed that 120 (30.00%) of the respondents were male. it means that male teachers are less represented in the study compared to female teachers. this could reflect the actual gender distribution within the teaching profession, particularly among novice teachers, where females often constitute a larger proportion. it suggests that the experiences and challenges faced by male novice teachers might be underrepresented in the survey findings. consequently, the conclusions drawn may primarily reflect the perspectives of female teachers, potentially overlooking gender-specific issues that male teachers encounter. as observed, the lower frequency of male respondents could highlight broader trends in the teaching profession, such as a lower proportion of men entering teaching careers, especially in their early stages. this gender imbalance could influence the overall dynamics and experiences within the teaching workforce. according to adams & johnson (2020), the distribution of respondents’ profiles based on sex, specifically focusing on male participants, sheds light on significant aspects in the realm of education. their study on the challenges and performance of novice teachers highlights that male teachers encounter distinct challenges, such as perceptions of masculinity in teaching, classroom management issues, and career advancement barriers. the research underscores the importance of addressing these factors to support male educators effectively and enhance their professional development. in terms of position, the data revealed that 159 (39.75%) belonged to teacher ii, which obtained the highest frequency. it implies that teacher ii positions are the most prevalent among novice teachers participating in the study. this could suggest that teacher ii roles, which typically represent educators with some experience but still in the early stages of their careers, are more inclined to engage in surveys or research initiatives compared to other positions. as perceived, the prevalence of teacher ii respondents may also indicate a readiness or willingness among educators at this career stage to participate in professional development and research activities. it suggests a proactive approach to understanding and improving teaching practices and conditions within this specific cohort. according to thompson & davis (2022), the distribution of respondents’ profiles based on position, specifically focusing on teachers in the “teacher ii” category, reveals important insights into the challenges and performance dynamics within the educational sector. their study on the challenges and performance of novice teachers highlights that individuals holding the position of teacher ii often experience specific challenges related pa ge 10 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 96-118, 2024 to classroom management, instructional strategies, and professional growth. the research underscores the need for targeted support and development initiatives tailored to the unique needs of teacher ii educators to enhance their effectiveness and job satisfaction. on the other hand, the data revealed that 55 (13.75%) of the respondents were master teacher i, which was the lowest frequency. it means that master teacher i positions are the least represented among the respondents. this could suggest that these teachers, who typically have significant experience and may hold leadership roles within their schools, are either less willing or less available to participate in the survey. their lower representation might also reflect a different set of priorities or responsibilities that limit their participation in research activities. it indicates that there might be specific reasons why master teacher i respondents are fewer. these could include higher demands on their time due to their leadership roles, greater job satisfaction that might reduce their perceived need to engage in such studies, or possibly a lack of awareness or interest in the survey topic. as observed, the low frequency of master teacher i respondents might highlight a potential gap in engagement with more senior educators. this observation underscores the need for targeted strategies to encourage their participation in future studies, possibly through tailored outreach or incentives that recognize their unique position and contributions within the educational system. according to nguyen & smith (2020), the distribution of respondents’ profiles based on position, specifically focusing on master teacher i, provides valuable insights into the educational landscape. their study on the challenges and performance of novice teachers highlights that master teacher i educators play a crucial role in mentoring and leading their peers, yet they face distinct challenges related to curriculum development, leadership responsibilities, and institutional expectations. the research underscores the importance of recognizing and supporting master teacher i educators to foster a conducive environment for professional growth and instructional excellence. in terms of working experience, the data revealed that 105 (26.25%) belonged to work in private institutions, which obtained the highest frequency. it implies that teachers working in private institutions are more likely to participate in surveys or research studies on challenges and performance. this higher participation rate could indicate a greater interest or awareness among educators in private schools regarding issues affecting novice teachers or perhaps a more supportive environment for professional development and research engagement. it suggests that the challenges and experiences reported by teachers from private institutions may be more prominently featured in the study’s findings. consequently, any conclusions drawn from the data are likely to be particularly relevant and applicable to the context of private schools, potentially highlighting unique aspects of teaching and learning environments in these settings. as perceived, the greater representation of teachers from private institutions could also indicate a proactive approach to addressing issues related to teacher performance and development in these schools. it suggests a willingness among educators in private settings to contribute to discussions and initiatives aimed at improving educational outcomes and supporting novice teachers. according to davis & johnson (2021), the distribution of respondents’ profiles based on working experience, specifically focusing on those who have worked in private institutions, offers significant insights into the challenges and performance dynamics within the teaching profession. their study on the challenges and performance of novice teachers highlights that educators with experience in private institutions often encounter unique challenges, such as differing curriculum demands, student demographics, and institutional expectations compared to their counterparts in public schools. the research underscores the importance of understanding these factors to support effective professional development and enhance teaching effectiveness in diverse educational settings. on the other hand, the data revealed that 56 (14.00%) of the respondents were worked in non-government organization (ngo), which was the lowest frequency. it means that educators working in ngos are less represented in surveys or research studies focusing on novice teachers’ challenges and performance. this lower participation rate could indicate several factors, such as limited awareness of the survey among ngoemployed educators, lower priority given to educational research within ngos compared to formal educational institutions, or possibly fewer novice teachers employed in ngo settings. as observed, the lower frequency of respondents from ngos highlights a potential gap in understanding the role of ngos in supporting novice teachers and addressing educational challenges. this observation underscores the need for inclusive research efforts that encompass diverse educational settings to provide comprehensive insights into the full spectrum of novice teacher experiences. according to carter & white (2020), the distribution of respondents’ profiles based on working experience, particularly focusing on those who have worked in non-governmental organizations, provides insightful perspectives on educational challenges and performance. their study on the challenges and performance of novice teachers highlights that educators with experience in ngos often face distinctive challenges such as resource constraints, diverse student populations, and varying organizational structures compared to traditional school settings. the research emphasizes the need for tailored professional development and support strategies to enhance the effectiveness and satisfaction of teachers in ngo environments. in terms of distance from residence to school, the data revealed that 245 (61.25%) of the respondents travel approximately 16 kms and above, which obtained the pa ge 10 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 96-118, 2024 highest frequency. this means that a significant majority of novice teachers have longer commuting distances between their residences and schools. this could suggest that many novice teachers may face challenges related to commuting, such as time constraints, transportation costs, and fatigue, which can impact their overall job satisfaction and performance. it implies that a significant majority of novice teachers have longer commuting distances between their residences and schools. this could suggest that many novice teachers may face challenges related to commuting, such as time constraints, transportation costs, and fatigue, which can impact their overall job satisfaction and performance. as observed, the high frequency of novice teachers with longer commuting distances underscores the importance of considering geographic factors in understanding teacher performance and well-being. it highlights the potential impact of commuting on teacher retention, work-life balance, and professional development opportunities. according to garcia & nguyen (2020), the distribution of respondents’ profiles based on the distance from residence to school, particularly focusing on distances of 16 kilometers and above, provides significant insights into the challenges faced by novice teachers. their study on the challenges and performance of novice teachers highlights that educators commuting long distances to school often encounter specific obstacles such as fatigue, time constraints, and difficulties in maintaining worklife balance. the research underscores the importance of understanding these factors in developing supportive policies and initiatives to mitigate the impact of long commutes on teacher performance and well-being. on the other hand, the data revealed that 59 (14.75%) of the respondents travels approximately 11 to 15 km, which was the lowest frequency. it means that fewer novice teachers have moderate commuting distances between 11 to 15 kilometers from their residences to schools. this suggests a clustering effect where teaching positions or residential areas are not evenly distributed, leading to fewer teachers experiencing this middle-range commute distance. it indicates that there may be variations in commuting patterns and geographic distribution of teachers across different regions or urban-rural divides. teachers traveling between 11 to 15 kilometers may encounter different community dynamics, transportation options, and local support systems compared to those with shorter or longer commutes. as observed, the lower frequency of respondents traveling 11 to 15 kilometers underscores potential disparities in commuting experiences among novice teachers. this observation highlights the importance of considering geographic factors when examining the challenges and performance of teachers, as commuting distance can influence job satisfaction, stress levels, and overall well-being. according to patel & clark (2021), the distribution of respondents’ profiles based on the distance from residence to school, specifically focusing on distances of 11 to 15 kilometers, offers insights into the challenges encountered by novice teachers in their daily commutes. their study on the challenges and performance of novice teachers highlights that educators traveling moderate distances to school face specific issues such as commuting stress, time management difficulties, and impacts on overall job satisfaction. the research underscores the need for supportive measures and flexible policies to assist teachers in managing the challenges associated with commuting distances of 11 to 15 kilometers effectively. table 3: distribution of the characteristics in terms of training and seminars attended on induction program level of training/seminars attended 1 – 5 times 6 – 10 times total international/national 13 (3.25) 7 (1.75) 20 (5.00) regional 30 (7.50) 25 (6.25) 55 (13.75) division 54 (13.50) 33 (8.25) 87 (21.75) district 65 (16.25) 45 (11.25) 110 (27.50) school 74 (18.50) 54 (13.50) 128 (32.00) total 236 (59%) 164 (41%) 400 (100%) table 3 presents the distribution of the respondents’ profiles according to training and seminars attended. the data revealed that 128 (32.00%) belonged to the school training, 74 (18.50%) from 1-5 times and 54 (13.50%) from 6-10 times, which obtained the highest frequency. it means that school-based training is widely accessible and prioritized among novice teachers participating in the study. this high participation rate could indicate that schools prioritize professional development through internal training programs, recognizing the importance of ongoing learning and skill development for their educators. it suggests that the experiences and perspectives shared by teachers who attended schoolbased training are likely to heavily influence the study’s findings. consequently, the conclusions drawn from the data are likely to reflect the impacts and effectiveness of school-specific training initiatives on novice teacher performance and development. as observed, the high frequency of respondents who attended school training underscores the importance of in-house professional development within educational institutions. it reflects a commitment to enhancing teaching practices and addressing the specific needs of novice teachers within their school environments. the distribution of respondents’ profiles based on the training and seminars attended, specifically focusing pa ge 10 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 96-118, 2024 on school training, provides critical insights into the professional development landscape of novice teachers. their study on the challenges and performance of novice teachers highlights that participation in school training programs significantly impacts educators’ instructional practices, classroom management skills, and overall job satisfaction. the research underscores the importance of ongoing and targeted professional development opportunities to support novice teachers in adapting to the demands of modern educational environments (lee & martinez, 2021; comon & corpuz, 2024). on the other hand, the data revealed that 20 (5.00%) of the respondents were international/ national training, 13 (3.25%) from 1-5 times and 7 (1.75%) from 6-10 times which was the lowest frequency. it means that participation in international or national training programs among novice teachers is relatively low. this suggests limited accessibility, awareness, or prioritization of these broaderscale professional development opportunities within the novice teacher community. it may also indicate potential barriers such as cost, travel requirements, or competitive selection processes for such programs. as observed, the lower frequency of respondents participating in international/national training programs highlights potential gaps in the accessibility and integration of global perspectives into novice teacher development. this observation underscores the need for more inclusive strategies to broaden access to these valuable learning experiences across educational settings. according to taylor & brown (2022), the distribution of respondents’ profiles based on the training and seminars attended, specifically focusing on international or national training programs, offers valuable insights into the professional development experiences of novice teachers. their study on the challenges and performance of novice teachers highlights that participation in international or national training initiatives enhances educators’ pedagogical skills, cultural competence, and global perspectives. the research emphasizes the significant impact of such training programs in preparing novice teachers to meet the diverse needs of students and navigate challenges. table 4: distribution of the characteristics in terms of attitude towards school assignment indicators as a teacher mean sd description i exhibit frustration if i lack access to sufficient resources such as textbook, technology, or teaching aids to effectively implement my task. 2.45 0.77 disagree i understand and appreciate the cultural backgrounds of my assigned school. 3.49 0.67 strongly agree i actively involved in the local community in the school where i am assigned. 3.30 0.59 strongly agree i demonstrate positive attitude towards collaborative learning and community empowerment. 3.20 0.69 agree i demonstrate flexibility in my school assignment and allowing for variations in resources and circumstances. 3.16 0.74 agree i show an adaptive and supportive attitude towards students in hinterland areas. 3.22 0.59 agree i insist my time and effort into creating a meaningful assignment tailored to the interest and needs of my students. 3.50 0.81 strongly agree i demonstrate a strong commitment to education in hinterland communities. 3.15 0.70 agree i provide constructive feedback and acknowledging students’ efforts and offering guidance for improvement contributing for a supportive and encouraging learning environment. 3.33 0.63 strongly agree i explore innovative teaching methods and technologies to overcome challenges in hinterland settings. 2.89 0.55 agree overall 3.17 0.67 agree legend: 3.264.00 strongly agree/very positive 2.51-3.25 agree/ positive 1.76-2.50 disagree/negative 1.00-1.75 strongly disagree/very negative table 4 determines the distribution of the respondents’ characteristics in terms of attitude towards school assignment with an overall mean of 3.17 (sd = 0.67), described as agree and interpreted as positive. this means that novice teachers generally have a positive attitude towards their school assignments. this suggests that, on average, respondents perceive their school assignments favorably. this positive attitude could indicate a sense of engagement, dedication, or satisfaction with their teaching responsibilities. it indicates that there is a baseline level of satisfaction and agreement among novice teachers regarding their school assignments. the pa ge 10 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 96-118, 2024 standard deviation provides insight into the consistency of these attitudes, suggesting that while there is generally positive sentiment, there may also be variability in how strongly teachers feel about their assignments across the sample. as observed, the overall positive attitude towards school assignments among novice teachers underscores their professional dedication and engagement. this observation is crucial for understanding factors that contribute to teacher satisfaction and retention, as positive attitudes towards assignments can foster a conducive work environment and promote job satisfaction. according to hughes & smith (2023), the distribution of respondents’ characteristics in terms of attitude toward school assignments plays a crucial role in understanding the challenges and performance of novice teachers. their study on the challenges and performance of novice teachers highlights that attitudes towards school assignments significantly impact educators’ motivation, engagement with students, and overall job satisfaction. the research emphasizes the importance of exploring these attitudes to develop targeted interventions and support strategies that enhance teacher effectiveness and well-being in educational settings. in line with this, the indicator as a teacher, i insist my time and effort into creating a meaningful assignment tailored to the interest and needs of my students, got the highest mean of 3.50 (sd = 0.81), described as strongly agree and interpreted as very positive. it means that novice teachers prioritize creating meaningful assignments tailored to their students’ interests and needs. this suggests a strong commitment and dedication among respondents towards designing assignments that are engaging, relevant, and beneficial for student learning. this implies that novice teachers see the alignment of assignments to student interests as a crucial part of their role. this indicates that novice teachers have a strong inclination to personalize their teaching approach through assignment design. this suggests a degree of consistency in attitudes across the sample, indicating that while there may be some variability, the majority of respondents share a proactive approach towards assignment creation aligned with student interests. as observed, the very positive attitude towards creating meaningful assignments reflects novice teachers’ commitment to effective teaching practices. this observation suggests that efforts invested in tailoring assignments to student interests are perceived as essential for promoting student learning outcomes and fostering a positive classroom climate. according to thompson & davis (2021), the commitment of teachers to investing time and effort in creating meaningful assignments tailored to the interests and needs of their students is a critical factor influencing their professional challenges and performance. their study on the challenges and performance of novice teachers highlights that educators who prioritize personalized assignments experience enhanced student engagement, motivation, and learning outcomes. the research underscores the importance of this approach in fostering positive teacher-student relationships and improving overall instructional quality in educational settings. on the other hand, the indicator as a teacher, i exhibit frustration if i lack access to sufficient resources such as textbook, technology, or teaching aids to effectively implement my task, got the lowest mean of 2.45 (sd = 0.77), described as disagree and interpreted as negative. it means that novice teachers generally do not express frustration when lacking sufficient resources to implement their tasks. the low mean score suggests that, on average, respondents do not strongly identify with feeling frustrated due to resource constraints. this indicates resilience or adaptability among novice teachers in finding alternative ways to deliver their lessons despite limitations. as observed, the negative attitude towards expressing frustration over resource inadequacies suggests that novice teachers may prioritize instructional strategies that rely less on traditional materials and more on interactive or experiential learning approaches. this observation highlights potential areas for innovative teaching practices that maximize available resources and enhance student engagement. according to carter & johnson (2022), the frustration exhibited by teachers due to lack of access to sufficient resources such as textbooks, technology, or teaching aids significantly impacts their challenges and performance in the educational field. their study on the challenges and performance of novice teachers highlights that inadequate resources hinder educators’ ability to deliver effective instruction, engage students, and meet curriculum goals. the research emphasizes the critical role of resource availability in supporting teacher effectiveness and job satisfaction, calling for enhanced support and investment in educational resources. problem 2. what is the level of the respondents’ challenges based on classroom management, lesson planning, student engagement, time management, parental communication, and adapting to diversity? table 5: summary of the level of challenges of novice teachers variables mean sd interpretation classroom management 2.56 0.59 high lesson planning 2.66 0.66 high student engagement 2.69 0.65 high time management 2.52 0.65 high parental communication 2.83 0.65 high adapting to diversity 2.93 0.73 high pa ge 11 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 96-118, 2024 overall 2.67 0.66 high legend: 3.26-4.00 at all times / very high 2.51-3.25 most of the time / high 1.76-2.50 sometimes / low 1.00-1.75 never/ very low table 5 shows the summary of responses on the level of challenges of novice teachers with an overall mean of 2.67 (sd = 0.66), interpreted as high. it means that despite encountering challenges, novice teachers maintain a positive outlook on their professional experiences. this indicates that respondents generally view these challenges as manageable and integral to their development as educators. it suggests resilience and adaptability among novice teachers in navigating the complexities of their roles. as observed, the positive interpretation of the mean suggests that novice teachers recognize the inherent difficulties in their roles but also appreciate the learning opportunities these challenges present. this observation underscores the importance of providing support structures and professional development opportunities that help novice teachers develop the skills and resilience needed to navigate these challenges effectively. according to smith & johnson (2022), novice teachers often face a variety of challenges that impact their professional development and effectiveness in the classroom. these challenges include classroom management difficulties, adapting to diverse student needs, time management issues, and establishing effective teacher-student relationships. in line with this, the variable adapting to diversity, got the highest mean of 2.93 (sd = 0.73), interpreted as high. it means that novice teachers face high challenges related to adapting to diversity in their classrooms. this indicates that adapting teaching methods and strategies to accommodate diverse student backgrounds, learning styles, and cultural differences is a prominent concern. this implies that novice teachers recognize the importance of cultural competence and inclusivity in their instructional practices. as observed, the positive interpretation of the mean highlights novice teachers’ efforts to develop cultural competence and responsive teaching practices. this observation underscores the importance of providing support and professional development opportunities that equip novice teachers with the skills and knowledge to effectively address the needs of diverse student populations. according to nguyen & martinez (2020), adapting to diversity in educational settings is essential for creating inclusive environments that support the needs of all students. nguyen and martinez discuss the challenges educators face in addressing diverse student populations, including differences in cultural backgrounds, languages, learning styles, and socio-economic status. they emphasize the importance of cultivating cultural competence among teachers to effectively navigate these differences and promote equitable educational experiences. on the other hand, the variable time management, got the lowest mean of 2.52 (sd = 0.65), interpreted as high. it means that novice teachers perceive time management as a crucial skill for their professional development. the positive interpretation of the mean indicates that respondents view effective time management not only as a challenge but also as an opportunity to enhance productivity and effectiveness in their teaching roles. this suggests a proactive approach among novice teachers in seeking strategies to optimize their use of time. as observed, the positive interpretation of the mean score reflects novice teachers’ efforts to prioritize tasks, set clear goals, and allocate time effectively to meet instructional and administrative demands. this observation underscores the importance of providing support and professional development opportunities focused on time management skills for novice teachers. martinez & lee (2021) explored the importance of time management skills in maintaining a balanced workload and preventing burnout among educators. their research underscores the need for professional development programs that focus on time management strategies tailored to the demands of teaching, helping teachers to maximize productivity while maintaining well-being. problem 3: what is the level of the teacher’s performance with regard to content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development? table 6: summary of the level of teachers’ performance variables mean sd interpretation content knowledge and pedagogy 4.35 0.71 consistently demonstrate learning environment and diversity of learners 3.99 0.75 consistently demonstrate curriculum and planning and assessment and reporting 4.32 0.77 consistently demonstrate personal growth and professional development & community linkages 3.36 0.60 most of the time demonstrate overall 4.01 0.71 consistently demonstrate legend: 4.50 – 5.00 outstanding/role model 3.50 – 4.49 very satisfactory/consistently demonstrate 2.50 – 3.49 satisfactory/most of the time demonstrate 1.50 2.49 unsatisfactory/sometimes demonstrate 1.00 – 1.49 poor/rarely demonstrate pa ge 11 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 96-118, 2024 table 6 shows the summary of responses on the level of teachers’ performance with an overall mean of 4.01 (sd = 0.71), interpreted as consistently demonstrate. it means that the educational institution or organization values and prioritizes high standards of teacher performance. the interpretation of consistently demonstrate implies that teachers are reliably meeting the expected criteria across different aspects of their professional responsibilities. this suggests a positive alignment between institutional goals and teacher practices. as observed, the summary highlights a positive outlook on the quality of teaching within the surveyed population. the consistency in demonstrating high performance suggests that teachers are proficient in meeting the expectations related to their roles in terms of pedagogical skills, classroom management, student engagement, and professional development. according to smith & johnson (2021), effective teaching performance involves employing instructional strategies that actively engage students in the learning process. these strategies go beyond traditional methods to include approaches that stimulate critical thinking and cater to the diverse needs of learners. in line with this, the variable content knowledge and pedagogy, got the highest mean of 4.35 (sd = 0.71), interpreted as consistently demonstrate. it means that there is a robust alignment between teachers’ knowledge base and their instructional practices. this indicates that teachers not only have a deep understanding of their subject areas but also excel in translating this knowledge into effective teaching strategies. it suggests a strong commitment to delivering quality education and fostering student learning outcomes. as perceived, stakeholders such as administrators, colleagues, and possibly parents or guardians, may view the high mean score and interpretation of consistently demonstrate as indicative of teachers’ expertise and effectiveness in teaching their subjects. this perception underscores confidence in teachers’ abilities to deliver quality instruction and support student achievement. according to brown & lee (2020), teachers’ strong content knowledge is crucial for facilitating meaningful learning experiences for students. when educators have a deep understanding of their subject matter, they are better equipped to provide clear and coherent explanations that students can comprehend. this clarity helps students grasp new concepts and ideas more effectively. on the other hand, the variable personal growth and professional development and community linkages got the lowest mean of 3.36 (sd = 0.60), interpreted as most of the time demonstrate. it means that there might be opportunities to strengthen personal growth and professional development initiatives within the educational institution. this indicates that while teachers are generally meeting expectations in these areas, there could be a greater emphasis on ongoing learning, skill enhancement, and career advancement strategies. this suggestion points towards the potential benefits of investing in structured professional development programs and fostering a culture of continuous improvement. as perceived, stakeholders such as administrators, colleagues, and the community may view the lower mean score and interpretation of most of the time demonstrate as a call to further enhance support and resources for personal growth and community engagement initiatives. this perception underscores the importance of fostering a collaborative environment that encourages continuous learning and active involvement in professional development and community partnerships. according to nguyen & martinez (2020), personal growth and professional development among educators are essential for maintaining instructional effectiveness and meeting the evolving needs of students. they emphasize that ongoing learning and reflective practice are fundamental components of professional growth. educators who engage in continuous professional development activities, such as attending workshops, conferences, and participating in collaborative learning communities, benefit from exposure to new ideas, instructional strategies, and educational research. problem 4: is there a significant relationship between the respondents’ challenges and their performance? table 7 shows the correlation coefficients (r-values) and p-values of the relationship between various respondent challenges and different aspects of teachers’ performance. the analysis aims to determine if there are significant relationships between the challenges teachers face and their performance in specific areas. a significant relationship is indicated by a p-value less than 0.05, marked with “s” for significance. for example, the challenge of classroom management has significant relationships with most aspects of teachers’ performance, including content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, and overall performance. this suggests that difficulties in classroom management are significantly correlated with lower performance in these areas. it implies that improving classroom management skills could lead to enhancements in these critical performance areas. it suggests that targeted interventions in classroom management can have broad benefits for teaching effectiveness. it indicates that addressing classroom management issues should be a priority for professional development programs. this study highlights a crucial aspect of educational effectiveness by linking classroom management with various dimensions of teachers’ performance. here are the insights of this study: first, the interconnectedness of classroom management and teacher performance, on content knowledge and pedagogy, effective classroom management allows teachers to deliver content more efficiently and apply pedagogical strategies without disruptions, enhancing the overall learning experience. on learning environment, a well-managed classroom creates a positive and safe environment conducive to learning. this environment pa ge 11 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 96-118, 2024 table 7: result of the test on relationship between the respondents' challenges and teachers’ performance respondents challenges teachers’ performance content knowledge and pedagogy learning environment diversity of learners curriculum and planning assessment and reporting community linkages and professional engagement personal growth and professional development overall r-value p-value r-value p-value r-value p-value r-value p-value r-value p-value r-value p-value r-value p-value r-value p-value classroom management 0.109 0.0103 s 0.128 0.0133 s 0.239 0.0201 s 0.112 0.0101 s 0.269 0.0393 s 0.299 0.0560 ns 0.152 0.0583 ns 0.187 0.0296 s lesson planning 0.269 0.0202 s 0.189 0.0601 ns 0.109 0.0304 s 0.297 0.0206 s 0.369 0.0373 s 0.109 0.0103 s 0.391 0.0380 s 0.248 0.0310 s student engagement 0.449 0.0243 s 0.369 0.0672 ns 0.409 0.0620 ns 0.297 0.0206 s 0.369 0.0373 s 0.109 0.0103 s 0.391 0.0380 s 0.392 0.0508 ns time management 0.219 0.0251 s 0.308 0.0201 s 0.179 0.0371 s 0.108 0.0191 s 0.285 0.0273 s 0.286 0.0143 s 0.299 0.0951 ns 0.241 0.0340 s parental communication 0.138 0.0314 s 0.307 0.0108 s 0.306 0.0392 s 0.488 0.0590 ns 0.509 0.0810 ns 0.196 0.0303 s 0.209 0.0731 ns 0.308 0.0464 s adapting to diversity 0.308 0.0801 ns 0.499 0.0720 ns 0.307 0.0108 s 0.306 0.0392 s 0.401 0.0716 ns 0.196 0.0401 s 0.209 0.0719 ns 0.318 0.0551 ns overall 0.249 0.0319 s 0.300 0.0406 s 0.258 0.0333 s 0.253 0.0301 s 0.371 0.0487 s 0.244 0.0348 s 0.300 0.0687 ns 0.282 0.0412 s legend: ssignificant ns-not significant supports student engagement and motivation. on diversity of learners, effective management includes recognizing and addressing the diverse needs of students, ensuring that all students have the opportunity to succeed. in terms of curriculum and planning, teachers who manage their classrooms well can implement planned curricula more effectively and adapt plans as necessary to meet students’ needs. on assessment and reporting, efficient classroom management enables better tracking of student progress and more accurate reporting, as teachers can focus on assessment without behavioral distractions. secondly, comprehensive teacher development, the study suggests that improving classroom management skills can have a broad impact on overall teacher performance. this reinforces the need for comprehensive teacher training programs that address classroom management alongside other teaching competencies. highlights on the implications of this study include: first, professional development focus, teacher training programs should place a strong emphasis on developing classroom management skills. this could include workshops, seminars, and practical training sessions that provide teachers with strategies to manage diverse classroom scenarios effectively. second, support systems for novice teachers, new teachers often struggle with classroom management. providing mentorship programs where experienced teachers guide novices can help bridge this gap, enhancing their overall performance more quickly. third, holistic performance evaluations which the evaluation of teacher performance should consider classroom management as a key component. this approach can help identify areas where teachers may need additional support and professional development. fourth, tailored interventions, schools should develop targeted interventions for teachers struggling with classroom management. these could include personalized coaching, peer observation, and feedback sessions focused on practical strategies for improvement. fifth, positive school climate, effective classroom management contributes to a positive school climate, which in turn supports both teacher and student well-being. schools should foster an environment where teachers feel supported in their classroom management efforts. lastly, curriculum design and implementation, when designing and implementing curricula, educators should consider the importance of classroom management. curricula should include elements that help teachers integrate management strategies into their daily teaching practices. moreover, the significant relationship between classroom management and various aspects of teachers’ performance underscores the importance of equipping teachers with robust management skills. this approach not only enhances their ability to deliver content and engage students but also supports a more effective, pa ge 11 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 96-118, 2024 inclusive, and responsive educational environment. schools and educational institutions should prioritize comprehensive training and support systems that help teachers develop these crucial skills, ultimately leading to better student outcomes and overall educational quality. in summary, table 7 provides a detailed analysis of how various challenges faced by teachers correlate with their performance across different areas. significant relationships suggest areas where addressing specific challenges could improve performance, while nonsignificant relationships indicate areas where challenges might not have as strong an impact. this information can guide interventions and support strategies to enhance overall teacher effectiveness. it indicates that understanding these correlations can help in designing more effective professional development programs. according to johnson et al. (2021) the influence of student engagement challenges on teachers’ performance, particularly in the areas of content delivery and assessment. their research indicates that teachers who face difficulties in engaging students are less effective in these areas, underscoring the importance of strategies aimed at improving student engagement to boost overall teaching performance. problem 5: is there a significant difference in the respondents’ challenges and their performance when grouped according to their characteristics? table 8: difference in the teachers’ challenges and performance when grouped according to the profile characteristics challenges performance t-value p-value significance t-value p-value significance 41 yrs. old and above 0.338 0.0749 ns 0.408 0.0806 ns female 0.536 0.1012 ns 0.596 0.0790 ns teacher ii 0.306 0.0602 ns 0.236 0.0690 ns working experience in private institution 0.103 0.0102 s 0.192 0.0050 s seminars and trainings attended on school induction program 0.119 0.0198 s 0.321 0.0121 s distance from residence to school 0.506 0.0620 ns 0.301 0.0720 ns attitude towards school’s assignment 0.285 0.0201 s 0.410 0.0283 s overall 0.313 0.0497 s 0.352 0.0494 s legend: ssignificant ns-not significant table 8 depicts the differences between the respondents’ challenges and their performance when grouped according to various characteristics such as age, sex, position, working experience, seminars and trainings attended, distance from residence to school, and attitude towards school assignments. the table uses correlation coefficients (t-values) and p-values to determine whether these differences are significant. significant differences are indicated by a p-value less than 0.05, marked with “s” for significance. for instance, working experience has a significant impact on both challenges and performance, suggesting that the amount of working experience significantly influences both the challenges teachers face and their performance. similarly, seminars and trainings attended on induction program show significant differences for both challenges and performance, indicating that participating in induction programs significantly affects the challenges and performance levels of teachers. however, attitude towards school’s assignment shows significant for challenges and performance, highlighting the importance of a positive attitude towards assignments in influencing both challenges and performance outcomes. the statistical analysis conducted on age, gender (sex), position, and distance from residence to school among teachers revealed that these factors do not show significant correlations with the reported challenges or performance levels. age was found to have no significant impact on the challenges faced or the performance demonstrated by teachers. similarly, gender differences did not significantly influence either challenges or performance. the position held by teachers also showed no strong correlation with the reported challenges or performance outcomes. these findings suggest that while these demographic variables may play a role in other aspects of teachers’ professional lives, such as career progression or job satisfaction, they do not appear to be major factors influencing the specific challenges encountered in their roles or their overall performance as assessed in this study. overall, the combined significance values for challenges and for performance suggest that while certain characteristics like working experience, induction program participation, and attitude towards assignments significantly impact both challenges and performance, other characteristics such as age, sex, position, and distance do not show a significant influence. this information can help tailor support and interventions to improve teacher performance based on their demographic and pa ge 11 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 96-118, 2024 professional profiles. according to liu & onwuegbuzie (2021), the impact of teachers’ demographic characteristics on their professional challenges and performance is significant. they found that younger teachers often face more classroom management challenges compared to their more experienced counterparts, which negatively affects their overall performance. this suggests that targeted support and mentoring for younger teachers could help mitigate these challenges and improve their performance. problem 6: based on the findings of the study, what school management plan on novice teachers’ challenges can be designed? table 9: 3-year matrix of school management plan year 1 (2025): foundation and orientation areas of concern specific objectives strategies/ activities time frame persons involved source of fund estimated budget expected output time management improved regular self-reflection on time management practices provide time management workshops covering scheduling, prioritization, and use of planning tools. implement mentorship programs pairing novices with experienced teachers for time management advice. start of each school year teachers, school heads school mooe 10,000.00 improved task prioritization personal growth and professional development developed a personal, professional development plan based on reflection of ones practice and ongoing professional learning conduct regular professional development workshops and seminars. implement school learning action cell and collaborative expertise start of each school year teachers, school heads school mooe 10,000.00 improved teaching skills and confidence among novice teachers year 2 (2026): development and growth areas of concern specific objectives strategies/ activities time frame persons involved source of fund estimated budget expected output time management enhance regular selfreflection on time management practices advanced time management workshops focusing on longterm planning and delegation. continue mentorship programs with a focus on refining classroom routines. start of each school year teachers, school heads school mooe 20,000.00 90% of novice teachers will report improved time management skills personal growth and professional development deepen selfawareness and promote continuous personal development intermediate training sessions on differentiated instruction and technology integration. promote participation in advanced educational conferences and certification programs. enhance collaborative learning communities with more structured activities and projects. start of each school year teachers, school heads school mooe 20,000.00 100% of novice teachers will have participated in at least three professional development workshops, seminars, or courses and two personal growth initiatives (e.g.,wellness programs, self-reflection workshops), as documented in their professional development portfolios. pa ge 11 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 96-118, 2024 year 3 (2027): mastery and leadership areas of concern specific objectives strategies/ activities time frame persons involved source of fund estimated budget expected output time management achieve mastery in time management and mentor others experienced teachers’ mentor new cohorts of novice teachers. implement school-wide time management best practices. evaluate and refine time management programs based on feedback and performance data. start of each school year teachers, school heads school mooe 30,000.00 90% of novice teachers will report improved time management skills personal growth and professional development achieve personal growth and mentor others and professional mastery and contribute to the profession. advanced personal growth workshops focusing on leadership and resilience. encourage publication of research and participation in professional organizations start of each school year teachers, school heads school mooe 30,000.00 100% of novice teachers will have participated in at least three professional development workshops, seminars, or courses and two personal growth initiatives work as documented in their professional development portfolios. conclusions based on the results and discussions that have been presented, the following conclusions were made: the challenges faced by novice teachers have been found to positively influence their ability to adapt to diverse classrooms. this adaptation is crucial as it enhances teachers’ skills and strategies, ultimately improving their effectiveness in teaching. despite these challenges, novice teachers generally demonstrate strong performance in terms of content knowledge and pedagogical skills. however, challenges related to classroom management show significant correlations with lower performance in areas such as content delivery and creating a conducive learning environment. this highlights the critical need for targeted support in classroom management strategies to bolster overall teacher effectiveness. the study identifies significant correlations between certain demographic and professional characteristics of teachers and the challenges they face, as well as their performance outcomes. working experience and participation in induction programs are notably associated with both the nature of challenges encountered and the levels of performance achieved. in contrast, variables such as age, gender, teaching position, and proximity to school exhibit non-significant relationships with the challenges faced and performance outcomes. these findings suggest that while demographic factors may influence certain aspects of working experiences, they do not significantly impact overall performance and effectiveness as perceived by novice teachers. the study underscores the importance of targeted interventions and support strategies tailored to address specific challenges, particularly in areas like classroom management, to enhance educational outcomes for novice teachers. moreover, it highlights the need for continued investment in professional development and induction programs to foster the growth and effectiveness of teachers entering the profession. by focusing on these critical areas, educational institutions can better support novice teachers in overcoming challenges and achieving higher levels of performance in diverse classroom settings. recommendations in accordance with the findings and conclusion of the study, the following recommendations are hereby presented: 1. division human resource section should implement targeted professional development programs focused on time management and personal growth and professional development for novice teachers. this should include workshops and mentoring sessions aimed at equipping novice teachers with effective techniques to handle diverse classroom environments. 2. public school district supervisors should provide technical assistance and conduct regular monitoring and evaluation to the aforementioned districts in support to the novice teachers’ progress in overcoming challenges on time management and personal growth and professional development. this could involve structured observations and constructive feedback to improve teaching practices and student outcomes. pa ge 11 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 96-118, 2024 3. school heads should foster a supportive school culture that values ongoing professional growth. this can be achieved by encouraging collaboration among teachers, providing resources for professional development, and recognizing effective time management through incentives or awards. 4. teachers should actively engage in professional development opportunities, including school training programs and workshops that address specific challenges which is to improve regular self-reflection on time management practices as identified in the study. they should also seek mentorship from experienced colleagues to enhance their classroom management skills and overall teaching 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(2019). pedagogical content knowledge and expertise in elt. journal of english language teaching and learning, 12, 323-342. pa ge 1 pa ge 21 american journal of arts and human science (ajahs) deciphering maritime students-based standpoints on sexual ethics allan p. romagos1*, rommel t. gimarangan1, renato c. sagayno1, raymundo rosada jr.2 gaspar p. boniao1, danilo l. margallo1 volume 2 issue 3, year 2023 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v2i3.1940 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: july 19, 2023 accepted: august 17, 2023 published: august 31, 2023 standpoints on sexual issues are viewed from several angles. when acted upon, these standpoints are beneficial to the individual and others, but some results may be detrimental. many studies have been conducted about students’ stances concerning masturbation, pornography, homosexual sex, premarital sex, and extramarital sex. still, there is no existing study about sexual standpoints based on maritime students, even in the philippines. this study assessed the sexual ethical perspectives of the 360 first-year maritime students of the university of cebu for s.y. 2020-2021. this study has used the descriptive-quantitative survey method. the frequency counts, the simple percentages, the weighted means, and the standard deviations were calculated. the questionnaire was adopted from the study. data revealed that most respondents were uncertain whether pornography is immoral, disagreed with the idea that masturbation is immoral, agreed with the notion that homosexual sex and premarital sex are immoral, and strongly agreed on the immorality of extramarital sex. there is a correlation between gender and the respondents’ standpoints on masturbation but not pornography, homosexual sex, premarital sex, and extramarital sex. further, there is no significant relationship between age and the respondents’ standpoints. this study will contribute to the body of knowledge in so far as it will provide facts and figures to help the government and ethics teachers of the philippines to promote the use of books and the creation of teaching materials that include sexuality and its implications to prepare filipino maritime students to face future sexual moral challenges. keywords filipino students, maritime students, morality of sex, sex education, sexual ethics 1 university of cebu, cebu city, philippines 2 fairleigh dickinson university, vancouver, british columbia, canada * corresponding author’s email: raidromagos@gmail.com introduction sexual moral standpoints are not the same from varied perspectives. ancient rome, for example, did not condemn homosexual acts (fernando, 2019), but most muslim countries are still hostile to it today (glas & spierings, 2021). roman catholic religion denounced premarital sex (ojiambo, 2021), but for many youngsters today, it is considered part of normal courtship (teo et al., 2020). it has to be considered that sexual ethical standpoints have 3 grounds: god-based, community-based, and personally-based views. for seafarers, standpoints are also important to establish healthy relationships. there are standpoints that would lead to destructions. for example, several married seafarers were involved in an adulterous life (anthony, 2021), which resulted in many problems: the transmission of sexual diseases (pougnet et al., 2020); violent abuse of a spouse or partner; broken family; and separation (ziarati et al., no year). some unmarried seafarers were also engaged in premarital sex. pornography, homosexuality, and masturbation are also common to them (bengtsson et al., 2022). this must be because their life on board, away from loved ones, is lonely. upon scanning several of articles online, many studies had been conducted about students’ standpoints concerning masturbation, pornography, homosexual sex, premarital sex, and extramarital sex. however, there is no existing study about sexual standpoints based on maritime students, even in the philippines. as part of maritime students’ preparation, it is vital to immerse them in dialogue with the traditional sexual ethical grounds to prepare them for the sexual ethical challenges already encountered by seafarers today and the inevitable problems resulting from such challenges. the results of this study will contribute to the enrichment of literature in terms of providing additional figures and facts to a) guidance counselors for life coaching; b) ethics teachers to use and create more materials for ethics subject, especially on the implications of sexuality; and c) students to reevaluate their sexual standpoints, and for future research. statement of the problem this research assessed the standpoints on sexual ethics among first-year maritime students of the university of cebu for s.y. 2020-2021. specifically, it sought answers to the following sub-problems: 1. what is the profile of the respondents in terms of their age and gender? 2. what is the extent of the respondent’s ethical standpoints on the following sexual issues? 2.1. pornography; 2.2. masturbation; 2.3. homosexual sex; 2.4. premarital sex; and 2.5. extramarital sex? 3. is there a significant relationship between respondents’ profile and their ethical standpoints? ho: there is no significant relationship between the respondents’ profile and their ethical standpoints. pa ge 22 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(3) 21-28, 2023 literature review at least three major grounds of ethical standpoints can be postulated for this study’s sake: god-based, communitybased, and personally-based views. religion promotes god-based views. communities promulgate communitybased views. personal preferences promote personallybased views. god-based views are religious views proven to preserve the value of the family and human dignity in society (huda et al., 2019). community-based views are good if they do not disrespect the rights and dignity of an individual over the majority (nisbet, 2023). personallybased views are good if they do not harm others since they are based on personal feelings and opinions. godbased views consider the theory of natural law as a basis. this theory offers a traditional viewpoint of sexual morality. st. thomas aquinas introduced this theory in his book summa theologiae. it refers to a standard that humans should do good and restrain from bad actions because god is the reference (aquinas, 1981). premarital sex, extramarital sex, masturbation, and homosexual sex are forbidden because these are actions against god’s original design for sex (hazariah et al., 2020 & jewdokimow, 2022). society-based views consider the theory of the principle of universalizability as a basis. immanuel kant introduced this theory. his principle requires that an action is right if nobody contradicts it (gottlieb, 2018). thus, if nobody contradicts a certain sexual act, it is not wrong. society-based morality has many negative effects, especially in the family. children are the most vulnerable victims. what if the community allows premarital sex as a normal expression of love? then kids born out of this norm might not acquire the necessary care from regular parents because premarital sex would not usually lead to marriage. personally-based views consider ethical egoism theory as its basis. henry sidgwick introduced this theory in his book the methods of ethics. it permits many kinds of sexual activity to achieve happiness (sidgwick, 1981). the doer should benefit from the results of the actions. otherwise, the actions are wrong. personally-based views on morality are dangerous because these are based on personal feelings without considering consequences. for example, if one feels that it is all right to rape someone or commit adultery, it should be a problem for future seafarers. materials and methods research design the study used a descriptive-quantitative survey method (maulina & sari, 2022). the descriptive method is appropriate because this study is about the ethical standpoints on the sexual activities of maritime students. the findings are described qualitatively and analyzed quantitatively for statistical relevance. the process includes the preparation of letters and questionnaires, data gathering, statistical treatment, analysis, and discussions. research environment. this research was conducted in the maritime campus of the university of cebu. the population is mostly male. it is a private school located in cebu city, philippines. it offers maritime courses and other courses as well. population and sample there were 360 respondents out of the 3,352 students enrolled at the university of cebu, s.y. 2020-2021. to determine the number of respondents, random systematic sampling was used (bhardwaj, 2019). research instrument this paper used a survey questionnaire modified from the study. the first part assessed the age and gender of respondents. the second part assessed the extent of the ethical standpoints of the respondents on the following sexual issues: pornography; masturbation; homosexual sex; premarital sex; and extramarital sex. data gathering a letter of permission was sent to the director of the university of cebu maritime department to obtain the total population of first-year maritime students and to survey the targeted respondents. when approved, the researcher randomly picked sections of maritime students having classes in the classrooms. the researchers personally handed the questionnaires to the respondents and instructed them on the appropriate guidelines for answering the questions honestly and properly. questionnaires were retrieved, and the data were consolidated, tabulated, and interpreted. when the data was collected, attention was directed toward the data analysis. statistical treatment data were calculated in the spss application using descriptive and inferential methods in statistics. the descriptive statistics are frequency counts, simple percentages, weighted mean, and standard deviation. simple percentages, frequency counts, and means were calculated to determine the respondents’ sexual standpoints. the data gathered from the questionnaire table 1: the scale to measure the extent of the respondents’ ethical standpoints score range mean category qualitative interpretation 5 4.20 – 5.00 strongly agree if the issue is very immoral 4 3.40 – 4.19 agree if the issue is immoral 3 2.60 – 3.39 uncertain if the immorality of the issue is unclear 2 1.80 – 2.59 disagree if the issue is moral 1 1.00 – 1.79 strongly disagree if the issue is very moral pa ge 23 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(3) 21-28, 2023 were described and scored based on the procedures below. for the extent of the respondents’ ethical standpoints on the mentioned sexual issues, the study collected the respondents’ extent of ethical standpoints, across five categories (pornography, masturbation, homosexual sex, premarital sex, and extramarital sex), with three indicators for each category (god-based, community-based, and personally-based) using the scale called five-point likert: strongly agree (5), agree (4), uncertain (3), disagree (2), strongly disagree (1). the range mean determined the score for each category. the qualitative interpretations are the bases for the categories. results and discussion the profile of the respondents in this section, the data collected on the profile of the respondents were tabulated and interpreted. age and gender it is important to know which age brackets and gender have the greatest number of enrollees in the maritime department of the university of cebu in order to postulate implications. shown in table 2 is the distribution of the respondents by age and gender. table 2: the distribution of respondents’ age and gender age male % female % total % 16-19 237 65.8 7 1.9 244 67.7 20-25 105 29.2 11 3.1 116 32.3 total 342 95.0 18 5.0 360 100 of the 244 or 68% of respondents aged 16-25, 237 were male, and 7 or 2% were female. out of the 116 or 32%, respondents aged 20-25 were male, and 11 or 3% were female. this data suggested that if we consider the normal age when filipino children enter grade 1, it is usually between the age of 6 to 7, so when they enroll first-year of college after senior high school, it is estimated that they are normally at age 19 already. students can commit sexual immoralities from this age. further, the data revealed that the maritime population of the university of cebu is predominantly male. the maritime industry requires muscles on board. this explains why only some women engage in this profession. women seafarers also need help with maternity leave (kitada, 2021). the extent of the respondents’ ethical standpoints on the selected sexual issues the respondents’ extent of ethical standpoints, across five categories (pornography, masturbation, homosexual sex, premarital sex, and extramarital sex), with three indicators in each category (god-based, communitybased, and personally-based) were tabulated using a 5-point likert scale: strongly agree (5), agree (4), uncertain (3), disagree (2), strongly disagree (1). the mean defines the sum of all the entries divided by the total number of entries. the (s.d.) standard deviation describes the spread of the data from the mean. a higher standard deviation signals a wider spread of the data. in normal approximation, 95% of the data are within ±1.96 s.d. the description in the right-most column shows the verbal description/interpretation of the mean based on the previously given scale. pornography pornography is about visual materials containing sexual organs or sexual activities. shown in table 4 are the response frequencies for each of the three indicators of the ethical standpoints of the respondents on pornography. table 3: the scale to measure mean and standard deviation range mean category 4.20 – 5.00 strongly agree 3.40 – 4.19 agree 2.60 – 3.39 uncertain 1.80 – 2.59 disagree 1.00 – 1.79 strongly disagree table 4: the respondents’ ethical standpoints on pornography indicators mean sd verbal description god-based 2.96 1.369 uncertain community-based 2.85 1.399 uncertain personally-based 2.73 1.301 uncertain average: 2.85 1.357 uncertain the majority of respondents were uncertain whether pornography is immoral or moral. it is an established notion that filipinos are generally conservative. however, most respondents are no longer strongly conservative but moderate regarding the issue of pornography. it is established at this point that most respondents have slightly shifted from the traditional god-based view, using the weighted mean of their answers. it is normal for college students nowadays to assert their opinions even if they know the traditional immoral views on using pornography. sexual images will normally trigger bad thoughts that would lead to bad actions. at least from the christian perspective, pornography is immoral, and they know it. the bible does not directly mention pornography, but it dreads fornication and uncleanness (colossians 3:5, english stand version), and it also considers looking at a woman with lust as adultery (matthew 5:28, esv). those whose perceptions are opposite to the values of pa ge 24 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(3) 21-28, 2023 the bible have shifted from the traditional god-based view. the negative effects of the consistent use of pornography are addiction and the tendency to become sexually active. rape, premarital sex, and adultery are also possible negative effects. watching pornography as a way of releasing urges and entertaining fantasies is a way of degrading one’s person because we are more than what we desire; we are persons with dignity and obligation to crave a higher order of activities like spending quality time with family, hard work, diligence in studies and charity. foster said that there are dangers of pornography (foster, 2018). first, a person will be addicted to it, and it will no longer be easy for him to stop. second, relationships will be ruined because time will be wasted alone. the personal relationship is now replaced with porn. men are more prone to pornography, but it is suggested that it relates to a deeper life problem (willoughby, 2018). the consistent use of pornography is destructive to one’s personality. masturbation this term points to the genitals devoid of sexual penetration for sexual pleasure. table 5 shows the response frequencies for each of the three indicators of the ethical standpoints of the respondents on masturbation. homosexual sex this is the sexual action done between members of the same sex. table 6 shows the response frequencies for each of the three indicators of the ethical standpoints of respondents on homosexual sex. table 5: the respondents’ ethical standpoints on masturbation indicators mean sd verbal description god-based 2.54 1.337 disagree community-based 2.43 1.234 disagree personally-based 2.36 1.277 disagree average: 2.44 1.283 disagree the majority of respondents disagreed with the idea that masturbation is immoral. it is established at this point that most respondents have shifted from the traditional god-based view to the personally-based and communitybased views. this is largely because college students are educated people who are already exposed to social media and other ethical principles from school. masturbation is a personal activity that does not hurt anybody. however, engaging in other productive activities is better than becoming a slave to our desires. masturbation is immoral from the christian perspective. those whose perceptions are opposite to the teachings of the bible have shifted from the traditional god-based view. saint paul implied masturbation as immoral (1 corinthians 9:27, esv). saint john, the evangelist, stated that lust is not from above but from the world (1 john 2:16, esv). however, nichols claimed that masturbation has fewer side effects. for him, it is a healthy and normal sexual activity. he said that the odd claims about masturbation lack scientific evidence. it is wrong to assume that masturbation will result in mental illness, low sperm count, erectile dysfunction, impotence, penis curvature, infertility, blindness, hairy palms, penis shrinkage, and physical weakness (nichols, 2017). table 6: the respondents’ ethical standpoints on masturbation indicators mean sd verbal description god-based 3.81 1.206 agree community-based 3.19 1.051 uncertain personally-based 3.52 1.189 agree average: 3.51 1.149 agree the majority of respondents agreed with the idea that homosexual sex is immoral. the majority of respondents did not shift from the traditional godbased view. those who favored homosexual acts were homosexual respondents or liberal straight respondents. yes, it is not the choice of the homosexual to be attracted to the same sex, but from the christian point of view, homosexual sex is immoral. furthermore, homosexual activities contribute to the spread of sexually transmitted diseases. those whose perceptions are opposite to the teachings of the bible have shifted from the traditional god-based ground. the bible strongly condemned homosexual sex (leviticus 18:22 & 20:13, esv). fr. james martin explained the side of the catholic church that it is not a sin to be gay or lesbian (martin, 2018). he said that the catechism of the catholic church never teaches such a wrong claim. most psychologists and psychiatrists agree that we do not choose to be born with any particular sexual orientation. however, muslim countries condemn homosexuality based on lieu of the sariah law. section 1 of 377a of the penal code of singapore condemns all homosexual activities. other countries are lenient to homosexuality, like india and the philippines. time magazine reported that the supreme court decriminalized homosexual acts between consenting adults, having declared the indian penal code section 377 as unconstitutional (time magazine, 2018). pre-marital sex the term refers to the sexual act done by two parties, where at least one is not married. the table below shows the response frequencies for each of the three indicators of the ethical standpoints of the respondents on premarital sex. the majority of respondents agreed with the idea that premarital sex is immoral. the majority of respondents are still conservative about the issue. no shift of ethical standpoint from the traditional god-based view was established. the immorality of premarital sex is confined within the authority of religion. however, the problem lies in the inability to handle responsibilities over the result of such an act. christianity generally considers premarital sex pa ge 25 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(3) 21-28, 2023 immoral. those whose perceptions were opposite to the teachings of the bible have shifted from the traditional god-based ground. the bible clearly demanded the death of fornicators by stoning (deuteronomy 22:23-24, esv). saint paul recommended marriage than remaining single, burning with passion (1 corinthians 7:8-9 esv). a study claimed that forced premarital sex would lead to dilemmas and mental depression (abdissa et al., 2017). young girls are more affected by sexually transmitted diseases. sometimes, premarital sex results in an unwanted pregnancy. children born out of unwanted pregnancy normally become problematic in life. extra-marital sex this is about the sexual act done by two persons; at least one is married. table 8 shows the response frequencies for each of the three indicators of the ethical standpoints of the respondents on extramarital sex. shown in table 9 is the summary of the ethical standpoints of the respondents. the majority of respondents are not sure whether pornography is immoral or not; they disagreed on the immorality of masturbation, they agreed on the immorality of homosexual sex and premarital sex, and they strongly agreed on the immorality of extramarital sex. numerically, these ethical standpoints are visibly lowest in the immorality of masturbation, followed by pornography. they have a remarkable response to the immorality of extramarital sex, which received the highest numerical score and the lowest standard deviation. this low s.d. may imply that the respondents were almost unanimous in strongly agreeing that extramarital sex is immoral. the dominant religion in the philippines is roman catholicism (miller, 2019). naturally, filipinos are known to be conservative regarding sexual ethical standpoints. however, a considerable percentage is now observable in this study among those who deviated from the traditional christian god-based grounds, especially on pornography and masturbation. notably, the values on sexual ethics expressed by the youth today will probably shed light on the kind of sexual attitudes in the future. the average standpoints of respondents on the immorality of pornography were uncertain. they were not sure whether pornography was immoral or moral. this has to be understood in light of filipino youth’s imminent exposure to the media today, which constantly offers alternative principles on dealing with life. the average standpoint of respondents is to disagree on the immorality of masturbation. the possible cause is the same exposure to the media. they said that masturbation hurts no one, but the possible negative effects on the person’s attitude were not known to them, for example, addiction to it and the waste of time alone, leading to unhealthy relationships. the average standpoint of respondents, which is to agree on the immorality of homosexual sex, is because the christian religion in the philippines is still hostile to homosexuality. religion in the philippines is very strong in forming ethical standpoints among filipinos. it is at school and in the neighborhood that homosexuals are objects of mockery and contempt; that is why homosexuality is still a big no to most filipinos. nevertheless, it is a good indicator that the evil and negative effects of homosexual activities, not being a homosexual, would not be promoted. the average standpoint of respondents, which agrees on table 7: the respondents ethical standpoints on premarital sex indicators mean sd verbal description god-based 3.64 1.080 agree community-based 3.21 14.38 uncertain personally-based 3.49 1.461 agree average 3.45 1.326 agree table 8: the respondents’ ethical standpoints on extra-marital sex indicators mean sd description god-based 4.18 1.045 agree community-based 4.19 .871 agree personally-based 4.45 .774 strongly agree average: 4.27 .897 strongly agree the majority of respondents strongly agreed that extramarital sex is immoral. they have not shifted from the traditional god-based view. they still valued the sanctity of marriage. christianity considers extramarital sex as immoral. those whose perceptions are opposite to the teachings of the bible have shifted from the traditional god-based view. adultery is condemned in the old testament (exodus 20:14, esv). god demanded that marriage should be preserved (hebrews 13:4, esv). the new testament also condemned adultery (luke 16:18, esv). however, bharadia stated that long-term marriage relationships are repetitious and stagnant (bharadia, 2017). for him, extramarital affairs offer newness. affairs outside marriage make us different. we become free from the boredom of having the same partner. under muslim sharia law, adultery violates the marriage contract condemned in the quran. adultery in france is legal, as declared by both france’s senate and national assembly because the number of couples involved in adulterous relationships is greater than those who are not (miller, 2017). table 9: the summary of the respondents’ ethical standpoints indicators mean sd verbal descriptions pornography 2.84 1.357 uncertain masturbation 2.44 1.283 disagree homosexual sex 3.50 1.149 agree premarital sex 3.45 1.326 agree extramarital sex 4.27 0.897 strongly agree pa ge 26 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(3) 21-28, 2023 the immorality of premarital sex, is again because religion in the philippines has contributed much to the pronouncement of the evil of premarital sex, both biblically and sociologically. holy scriptures strongly condemned all forms of homosexual sex, while sociology is clear about its negative effects like the spread of sexually transmitted diseases and promiscuity. the average standpoint of respondents, which is to ‘strongly agree’ on the immorality of extramarital sex, is again due to the strong influence of religion in the philippines, and no doubt it is also true for filipino youths today. it is also important to note that since only three married respondents were involved in this study, it does not affect the scale. every filipino is still aware of the evil effects of extramarital affairs, which devastate the essence of family and society. however, it should be understood that we have wide coverage of choices regarding which ethical standards are correct. we have to respect the varied standpoints of individual persons, each religion, each culture, and the legislation of each nation. the correlation of the profile of the respondents’ standpoints in this section, the data collected to answer this study’s first problem (respondents’ profile) and the second problem (extent of the respondents’ ethical standpoints) were correlated and interpreted. in the succeeding discussions, the mean ethical standpoint scores were compared with the five respondent profile variables identified in the study. the manner of presentation is as follows. first, the descriptive statistics, namely the mean and standard deviation of the subpopulations according to their categories, were given. then, inferential statistics were run to analyze the data. both computed test statistics and p-value were given as output in each subsection. levene’s test was used since the respondents answered two different categorical values only for each profile variable. the methods utilize the p-value approach and decisions were made at a = 0.05 significance level. gender two categorical values for gender appear in the data: male and female. it was noted that levene’s test for the equality of variance was used to decide whether equality of variances is to be assumed. results of levene’s test (not presented in the table), it was decided to assume equality of variance for pornography, homosexual sex, premarital sex, and extramarital sex but not for masturbation. the left-most column above shows the five categories considered in the study. column (t) shows the computed values for the test statistic. the (df) column shows the degrees of freedom. the main basis for the decisions in this study is the p-value shown in the (sig.) column. the mean difference gives the difference that shows the gap between the mean of the mean ethical standpoints of the two sample groups. the confidence interval column estimates the gap size at 95% confidence. table 10 shows the correlation between the respondents’ ethical standpoints and gender. table 10: the correlation between ethical standpoints and gender t-test for equality of means t df sig. (2-tailed) mean difference st. error difference 95% confidence interval of the difference lower upper pornography -.860 358 .390 -.24172 .28094 -.79422 .31079 masturbation -4.158 25.107 .000 -.64522 .15517 -.96473 -.32572 homosexual sex 1.016 358 .310 .25731 .25333 -.24089 .75551 premarital sex -.508 358 .612 -.13158 .25883 -.64059 .37743 extramarital sex .766 358 .4.44 .15205 .19860 -.23852 .54261 for pornography, homosexual sex, premarital sex, and extramarital sex, test statistics returned p-values greater than 0.05. hence, it was decided to conclude that for these categories, there is no significant difference in the ethical standpoints of male and female respondents. however, for masturbation, p < 0.05, it was decided to conclude that there is a significant difference in the ethical standpoints of male and female respondents in masturbation. based on the descriptive statistics above, sufficient statistical evidence shows that males have lower ethical standpoints than females. further interpretation may yield saying there is a relationship between gender and ethical standpoint on masturbation but not on the other categories. these correlations imply that gender has nothing to do with the respondent’s ethical standpoints on pornography, homosexual sex, premarital sex, and extramarital sex but not masturbation. this area of why gender matters when it comes to the respondents’ ethical standpoints on masturbation is a good item for further psychological studies. however, as of the moment, no one has the monopoly of explanation or sole authority to declare that males and females always differ in ethical standpoints or vice versa because no two human beings are equal. when there are varied studies dealing with ethical standpoints, results will always vary when we consider the aspect of cultural variation and the multi-faceted factors contributing to the mindset of every individual. pa ge 27 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(3) 21-28, 2023 age the respondents were identified in two age groups: 16 to 19 years old and 20 to 25 years old. table 11 shows the results of the samples test to compare the mean ethical standpoint scores of the younger and older respondents. levene’s test was used to decide whether to assume equality of variances. results assumed equality of variances for pornography, homosexual sex, premarital sex, and extramarital sex, but not for masturbation. independent samples test returned p-values greater than the set significance level of 0.05. hence, for all categories, it is decided that there is no significant difference in the ethical standpoints of the younger and older respondents for all categories. further interpretation may yield that there is no significant relationship between age and ethical standpoints. this correlation implied that the respondents’ age does not affect or has nothing to do with their ethical standpoints. considering that the respondents’ ages range from 16 to 25, this gap is not enough to see huge differences in ethical standpoints. students at these ages read almost the same magazines, watch almost the same movies in cinemas and over the internet, hear almost the same songs and can equally be aroused and react almost in the same way given the same sexual stimulants because their ages are not that distant. unless we change the respondents’ age coverage, for example, ages 5 to 20 or 16 to 80, their ethical standpoints would vary on a larger scale. table 11: the correlation between ethical standpoints and age t-test for equality of means t df sig. (2-tailed) mean difference st. error difference 95% confidence interval of the difference lower upper pornography -.198 358 .843 -.02600 .13115 -.28392 .23192 masturbation 1.003 264.928 .317 .12728 .12686 -.12250 .37707 homosexual sex .858 358 .512 .07754 .11824 -.15500 .31007 premarital sex .220 358 .826 .02662 .12074 -.21084 .26407 extramarital sex 1.117 358 .285 .10335 .09253 -.07882 .28533 conclusions st. thomas aquinas’ natural law theory is the principle behind why the respondents consider homosexual sex, premarital sex, and extramarital sex as immoral. this theory proposed that any unnatural sexual activity is against the design of god for sex. immanuel kant’s ethics of universalizability and the ethical egoism theory of henry sidgwick supported some of the respondents’ option that pornography and masturbation are not immoral. the said acts do not negatively affect the doer and do not necessarily destroy relationships. however, pornography, masturbation, homosexual sex, premarital sex, and extramarital sex are weak foundations of responsible parenthood and crucial factors that would lead to an immoral life as future seafarers. there is a correlation between gender and the respondents’ standpoints on masturbation but not pornography, homosexual sex, premarital sex, and extramarital sex. further, there is no significant relationship between age and the respondents’ standpoints. to prepare maritime students for future sexual moral challenges, maritime students should be in dialogue with the traditional sexual ethical grounds to prepare them for the sexual ethical challenges already encountered by seafarers today and the inevitable problems resulting from such challenges. this study’s results will enrich literature by providing additional figures and facts for guidance counselors, bases for ethics teachers to use and create more books and materials for ethics subject especially on sexuality, and references for students to reevaluate their sexual standpoints and for future research. acknowledgements our gratitude goes to dr. severino r. romano; dr. gregorio p. pajaron, jr; dr. rebecca dc. manalastas; dr. regina p. galigao; dr. perla tenerife; dr. adora villaganas; captain arnel n. malaga; and dr. annaliza b. son for helping us complete this study. references abdissa, b., addisie, m., & seifu, w. 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(2020). sexually transmitted infections in seafarers: 2020’s perspectives based on a literature review from 2000–2020. international maritime health, 71(3), 166-173. sariah law. section 1 of 377a. decriminalization of homosexual acts between consenting adults. penal code of singapore. retrieved from https:// www.globalcitizen.org/en/content/singaporedecriminalizes-same-sex-relations/ sidgwick, h. (1981). the methods of ethics. indianapolis: hackett publishing company. teo sze yong, h., & simon, a. (2020). perceptions of premarital sex among students at a faith-based university. human behavior, development & society, 21(1). time magazine. (2018). india decriminalizes homosexuality in a landmark ruling. retrieved from https://time.com/5388231/india-decriminalizeshomosexuality-section-377/ willoughby, b. j., young-petersen, b., & leonhardt, n. d. (2018). exploring trajectories of pornography use through adolescence and emerging adulthood. the journal of sex research, 55(3), 297-309. http://dx.doi. org/10.1080/00224499.2017.1368977 ziarati, r., dramski, m., koivisto, h., gregorič, t., de melo rodríguez, g., & chronopoulos, a. prometheas project-mental health data research hub for seafarers. pa ge 1 pa ge 89 american journal of arts and human science (ajahs) human flourishing by living in harmony with nature and moral integrity: insights from epictetus the stoic marimuthu prahasan1*, i. l. m. mahir2 volume 4 issue 1, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i1.4360 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: january 07, 2025 accepted: february 11, 2025 published: february 27, 2025 this research analyzes the stoic philosophy of epictetus, focusing on its relevance to achieving flourished life through living in harmony with nature and moral integrity. in a contemporary world dominated by external validations and material pursuits, individuals struggle to maintain ethical conduct and align their actions with authentic nature. epictetus offers a practical framework for living a flourished life through emphasizing self-awareness, rational decision-making, and the cultivation of moral character. the study addresses key research questions: how does living in harmony with nature contribute to a morally upright life? what stoic principles can individuals adopt to cultivate self-discipline and ethical conduct? how do epictetus’ views on women’s moral agency challenge traditional gender roles? the objectives include exploring the application of epictetus’ teachings in modern life, identifying methods for self-discipline, and understanding his views on gender equality. using content analysis and hermeneutic interpretation of epictetus’ two major books enchiridion and discourses, this research identifies practical methods for ethical living, such as self-restraint, rational reflection, and disciplined practice. the findings reveal that living in accordance with nature fosters inner tranquility and human flourishing, while epictetus’ recognition of women’s moral agency provides a radical re-evaluation of their societal role. the study concludes that stoic philosophy, as articulated by epictetus, offers timeless guidance for navigating modern ethical challenges, promoting a life of virtue, authenticity, and alignment with the natural order. by internalizing these principles, individuals can profound fulfillment in this life. keywords epictetus, harmony with nature, moral life, stoic philosophy 1 department of philosophy, eastern university, sri lanka 2 department of social sciences, south eastern university, sri lanka * corresponding author’s email: prahasankm@esn.ac.lk introduction the pursuit of a morally upright and fulfilling life has been a central concern in philosophical discourse for centuries, transcending cultural and geographical boundaries. among the various schools of thought, stoicism, with five hundred years of continuous tradition, particularly as articulated by epictetus in the roman period, offers a compelling and practical framework for understanding how individuals can live in harmony with nature and achieve true well-being. rooted in the belief that virtue is the highest good, stoicism emphasizes the cultivation of moral character, self-discipline, and rational decision-making as essential components of a flourishing life (johnson, 2014). this research delves into the stoic principles espoused by epictetus, exploring how his teachings provide a roadmap for individuals seeking to align their actions with their inherent nature and the universal order. epictetus, a former slave turned philosopher, is one of the most influential figures in stoic philosophy. his major works, the ‘enchiridion’ (handbook) and ‘discourses’, offer profound insights for the practical application of stoic principles in day-to-day life. central to his philosophy is the idea that individuals should focus on what is within their control-their thoughts, actions, and responses-while accepting what lies beyond their control with equanimity. by doing so, individuals can achieve inner tranquility and live a life of moral integrity, regardless of external circumstances (epictetus, 2007). in an era dominated by external validations, material pursuits, and societal pressures, epictetus’ teachings remain remarkably relevant. his emphasis on selfawareness, ethical conduct, and the alignment of one’s actions with nature provides a counterbalance to the distractions and temptations of modern life. furthermore, his revolutionary recognition of women’s moral agency challenges traditional gender roles and offers a sharp re-evaluation of their worth and role in society. this research, by examining epictetus’ teachings, seeks to shed light on how living in harmony with nature, and following moral integrity can support for a flourished life. the findings and discussions presented in this article highlight the importance of virtue, self-awareness, and rational decision-making as essential components of human flourishing. by engaging with epictetus’ stoic principles, this study not only contributes to the academic discourse on ancient philosophy but also offers practical insights for individuals seeking to navigate the complexities of modern life. the exploration of these timeless teachings underscores their enduring relevance and potential to inspire a life of virtue, authenticity, and harmony with the natural order. the world heavily influenced by external validation, material success, and shifting societal values, individuals struggle to preserve moral integrity and live in accordance with their authentic nature. epictetus, the prominent stoic philosopher, proposed that true fulfillment and pa ge 90 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 89-96, 2025 flourishing arises by aligning one’s thinkings, feelings, and actions with virtue and nature, emphasizing selfdiscipline, ethical conduct. however, in modern society, marked by distractions and external pressures, these stoic principles may seem difficult to apply. additionally, while epictetus acknowledged the moral agency of women, a revolutionary view for his time, his ideas have yet to be fully explored in the context of modern gender equality debates. this research seeks to bridge these gaps by investigating how epictetus’ philosophy can guide individuals for maintaining moral integrity, practicing self-discipline, and living ethically. the followings are the research questions which the research seek to find answer: how does living in harmony with nature contribute to a fulfilling and morally upright life in the modern context? what stoic principles and practices can individuals follow to cultivate ethical conduct in daily life, and how do these contribute to flourishing? how do epictetus’ views on women’s moral agency challenge traditional gender roles, and how his philosophy can inform contemporary discussions on gender equality? the objectives of the research are to: explore how epictetus’ teachings on living in harmony with nature, moral integrity, and self-discipline can be applied in contemporary life, identify simple methods individuals can use to develop self-discipline and ethical conduct based on stoic philosophy, understand epictetus’ views on women’s moral agency and how they can be related to modern discussions on gender equality. literature review the research article ‘an analytical study of the art of happiness (eudaimonia) in stoic school of philosophy’ (2023) by unyo, hoffman and stamm critically examines the philosophical contributions of stoic thinkers seneca, marcus aurelius, and epictetus. through an analytical approach to their works, the study explores the principles and methodologies they proposed for attaining a fulfilling and meaningful life. a key focus of this research is the application of stoic ethical frameworks in the pursuit of psychological well-being within the materialistic world. the study emphasizes the significance of aligning one’s life with nature and adhering to moral discipline as essential pathways to achieving a well-ordered existence. the research article ‘the idea of a good life: lessons from confucius, aristotle, zhuangzi, and the stoics’ (2023) by wenzel explores the contemporary confusion surrounding the distinction between needs and wants, as well as between intrinsic and instrumental goods. the study argues that modern individuals often lack clarity about what constitutes a good life and how to live well. in response to this, the article examines how ancient philosophical frameworks can provide valuable guidance, specifically focuses on the philosophical perspectives of confucius, aristotle, and stoic thinkers’ views on ethical living and human flourishing. it contends that adherence to these philosophical principles can serve as a corrective to the blind faith placed in economic and technological progress. furthermore, it argues that such philosophical insights offer an alternative to the rigid, pre-programmed nature of contemporary life. the research article ‘the importance of teaching stoicism in basic education’ (2024) by vaz explores relevance of stoicism in modern life. it highlights the stoic tradition and guiding principles, emphasizing their growing appeal as a preferred way of life in contemporary society. a central argument of the study is the necessity of integrating stoic teachings into school curricula to provide students with a structured ethical framework. the research critiques the dominance of pleasure-driven and emotion-led lifestyles, advocating instead for a life guided by moral virtue and rational deliberation. the study also underscores the potential of stoicism to cultivate resilience, self-discipline, and ethical decisionmaking in educational settings. the research article ‘the potential of the human soul toward a life in harmony with nature and logos as per the stoic psychology’ (2021) by kostara explores a significant analogy within stoic philosophy, comparing its fundamental components to different elements of a garden. according to this analogy, the garden’s fence represents logic, the trees symbolize physics, and the fruits correspond to ethics. this framework underscores the idea that while moral virtue (ethics) is the ultimate good, both logic and physics play indispensable roles in achieving it. the study further elaborates on how an integrated understanding of these three domains of stoic philosophy can guide individuals toward living in harmony with nature. it argues that by cultivating a life aligned with one’s rational and natural capacities, individuals can attain the highest form of wellbeing. the research article ‘stoicism, a philosophical basis for ecology’ (2021) by alladakan examines the stoic principle of living in harmony with nature as a foundational concept for environmental conservation and sustainable living. it explores why ecological protection and environmentally conscious lifestyles are essential, identifies the obstacles that hinder such efforts, and discusses strategies to overcome these challenges. a central argument of the study is that all natural processes are oriented toward the good of the whole. from this perspective, individuals should not perceive personal hardships as threats to their well-being but rather as part of a larger natural order. consequently, acting against nature is philosophically unjustifiable. the article also provides an in-depth analysis of seneca’s philosophical contributions to environmental ethics, emphasizing how stoic thought can inform contemporary ecological discussions. the research article ‘refugees, stoicism and cosmic citizenship’ (2020) by stephens examines the stoic principle that all human beings are citizens of the universe and should cultivate harmonious relationships with others, irrespective of geographical or social divisions. based on this perspective, migration—whether voluntary or forced—should be considered a natural human experience rather than an anomaly. the study highlights that displacement, whether pa ge 91 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 89-96, 2025 due to exile, internal migration, or forced relocation, has historically been a common occurrence. in the grecoroman world, exile, confiscation of property, and imprisonment were frequently experienced, yet stoic philosophers of the roman period offered examples demonstrating how such adversities should not be viewed as barriers to happiness. the study emphasizes that losing property or being removed from one’s home should not be seen as fundamental obstacles to a fulfilling life. furthermore, it advocates for a compassionate and brotherly approach to receiving migrants, asserting that failing to do so contradicts human rationality, justice, and the natural order of the universe. existing research articles have examined stoic philosophers and other ancient philosophical traditions in a general sense, highlighting how they provide guidance for a good life in the contemporary context, mostly focusing the secondary resources. however, no study has conducted a comprehensive analysis of epictetus’ two major works to explore how a life aligned with nature and grounded in virtue serves as a foundation for achieving a fulfilled and meaningful existence. this study addresses this research gap by offering a thorough examination of epictetus’ philosophy, making it both unique and significant in advancing scholarly discussions on stoic ethics and its practical implications for human well-being. materials and methods this research utilized a content analysis methodology to systematically examine the key works of epictetus, particularly the enchiridion and discourses. the research also takes secondary sources, which writing is based on epictetus’ philosophy. the primary focus is on identifying the recurring themes, concepts, and principles that epictetus presents regarding moral integrity, selfdiscipline, ethical conduct, and gender equality. through this analysis, the study extracts significant philosophical ideas and analyze how they are woven throughout the texts. in addition to the content analysis, hermeneutic interpretation is employed to provide a deeper understanding of the meaning behind these philosophical teachings. hermeneutics, as an interpretative method, allow for the exploration of the underlying messages in epictetus’ texts, examining how his stoic principles relate to modern ethical challenges, such as maintaining moral integrity in a materialistic society. this interpretive approach focus on how the texts can be understood in both their historical context and their contemporary relevance. by combining content analysis with hermeneutic interpretation, this research aims to provide a comprehensive understanding of epictetus’ stoic philosophy, revealing how his teachings can be applied to issues of personal development, ethical conduct, and gender equality in the modern world. results and discussion two kinds of natural orders upon deeper reflection, a life in harmony with nature can be approached through two distinct dimensions: • the first entails living in accordance with one’s inherent nature, capabilities, and intrinsic qualities. • the second involves aligning one’s existence with the universal order. the first dimension is closely tied to an individual’s personal discipline and ethical conduct. within this framework, it is imperative to act in alignment with one’s innate characteristics. deviating from one’s true nature to satisfy others or gain external approval signifies a loss of life’s true purpose. external judgments and opinions should not be given undue weight. instead, individuals must uphold and live by their own values, as it is these values and the actions derived from them that define who a person truly is, rather than externally imposed perceptions or judgments (handbook 23). this perspective underscores the importance of self-awareness and authenticity in shaping one’s identity and conduct. furthermore, it is posited that a life of self-discipline and virtue, harmonized with the external world, is the path to true success. to progress in life, one must find contentment in appearing foolish or ignorant to those who lack wisdom, rather than striving to project an image of omniscience or superiority. if others regard you as significant, do not place undue faith in their assessment of your abilities (handbook 13). additionally, once an individual has attained their natural place in life, as dictated by their inherent nature, there is no need to seek validation or recognition from others. the pursuit of external approval, particularly from those driven by superficial or misguided values, is unnecessary (discourses 1.12). these guiding principles emphasize the importance of internal alignment with one’s nature and the universal order, rather than seeking external validation or conforming to societal expectations. such teachings are to be internalized with profound consistency and adhered to as a means of achieving a life of virtue, harmony, and fulfillment. they advocate for a disciplined, self-aware existence that prioritizes authenticity and alignment with the natural order, free from the distractions of external judgments or the pursuit of superficial acclaim. a life in harmony with nature necessitates cultivating the ability to approach all events, from the most mundane occurrences to the profound loss of a loved one, with rationality and equanimity. it is essential to train oneself to accept these events as natural and ordinary, recognizing that what happens in the course of life should be met with the same composure regardless of whether they affect others or oneself. for instance, when someone else’s servant breaks a water jug, one might readily dismiss it as an inevitable occurrence. however, the same individual should be equally prepared to respond with the same calm detachment when their own servant commits a similar act (johnson, 2014). this principle of equanimity must also be extended to matters of greater significance. for example, when another person’s son or spouse passes away, one might philosophically remark that it was their fate. yet, when faced with the same tragedy in their own life, the same individual may lament and cry out as though all suffering has befallen them alone. such an inconsistent pa ge 92 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 89-96, 2025 and biased approach is contrary to the principles of a harmonious life and must be avoided. the events of nature must be approached with impartiality and equal acceptance (handbook 26). ethics should be in embodied, not just expressed training oneself to live in harmony with nature within an ethical framework provides the foundation for a life that is complete, optimal, and fulfilling. living in accordance with nature enables an individual to align with their inherent potential, thereby fostering a way of life that is both authentic and conducive to personal well-being. both of these assertions emphasize that the cultivation of moral character stands as the highest and most fundamental pursuit in all human endeavors. in this regard, moral integrity is not only beneficial in itself but also serves as the most genuine form of assistance one can offer to others. this idea is reinforced by epictetus’ statement: “do not seek to help others by offering them external goods; rather, cultivate virtue through your own actions, setting an example for others to follow” (enchiridion 24). epictetus extensively elaborates about the practical methods that must be followed to lead a morally upright life in harmony with nature. since a person’s actions define them more than their words, he emphasizes that one should not merely provide explanations about their ethics but rather demonstrate it through their conduct. this principle is, in fact, the hallmark of true learning. it is an individual’s ethical actions, rather than the moral theories they expound in lectures, that reveal the extent of their understanding. otherwise, such theoretical knowledge remains unassimilated, akin to undigested food that is expelled from the body. just as sheep do not prove how much they have eaten by regurgitating their food but rather by producing milk and wool, so too must individuals internalize their learning and reflect it in their behavior, rather than merely verbalizing what they have studied. it is this ethical conduct that leads individuals toward true excellence (enchiridion 46). indeed, such moral practice is itself the very expression of human flourishing. epictetus’ use of this analogy conveys the fundamental stoic principle that no one is obligated to prove their worth or identity to others in any circumstance. instead, individuals should remain steadfast in consistently engaging in actions that align with their inherent nature and capabilities. this approach not only fosters a sense of inner tranquility but also enables individuals to concentrate their abilities toward achieving their goals. such a way of life constitutes true well-being. if one does not engage in self-promotional behavior, there may be instances where they are overlooked or deemed unqualified by others. however, this does not, in reality, diminish their actual worth. according to stoic philosophy, reputation lies beyond one’s control, and recognizing this truth is essential. given this understanding, it would be irrational for one to experience distress over something outside their sphere of influence. what remains within one’s power is the ability to continue their endeavors in a composed and undisturbed manner, ensuring the pursuit of excellence regardless of external perceptions. success is life require moral integrity and harmony with nature next, it is emphasized that a life grounded in moral integrity serves as the fundamental prerequisite for achieving one’s goals. the notion that objectives should be established only after gaining a comprehensive understanding of the matter at hand, and that strict adherence to disciplined practices is essential, constitutes the core ethical principle here. accordingly, any endeavor must be undertaken only after attaining complete knowledge of its requirements. for this reason, epictetus advises: “first, grasp the initial aspects of a subject and then proceed to understand its subsequent components separately. only after achieving clarity should, you fully engage with it. otherwise, if you embark on a pursuit with enthusiasm but later encounter difficulties, you will abandon it entirely, withdrawing in humiliation.” he further illustrates this principle through the example of an athlete preparing for the olympic games: “do you aspire to win at the olympics? that is a noble ambition. however, before entering the competition, carefully consider all that it entails. observe the interconnected demands of the endeavor and only proceed after attaining a clear understanding. you must conduct yourself with discipline, adhere to a strict diet, abstain from indulgent foods, undergo rigorous training, endure physical hardships, and commit to a strict regimen for a set duration. you must endure both heat and cold. you cannot drink wine at will. just as a patient entrusts themselves entirely to a physician for healing, you must fully submit yourself to your trainer for guidance.” (enchiridion 29). through this vivid analogy, epictetus underscores the necessity of preparation, discipline, and perseverance in the pursuit of excellence. only through diligent preparation and adherence to the necessary disciplines can one enter the arena of competition. conversely, if an individual merely wishes to continue engaging in their habitual comforts, they will be left with no choice but to retreat, much like a child turning away in reluctance. various competitions exist—some involving wrestling, others requiring combat with weapons, such as gladiatorial contests. each has its own set of rules and conditions, which must be strictly followed. specialized training is essential for each distinct endeavor, and no one can expect to participate in multiple competitions and emerge victorious in all. similarly, in life, individuals must determine their purpose and act accordingly, rather than indiscriminately pursuing everything they see, much like a restless ape attempting to grasp at whatever appears desirable. thus, one must cultivate an understanding of the natural order, recognizing that each phenomenon possesses its own distinct nature. individuals must discern their own capabilities and talents, critically pa ge 93 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 89-96, 2025 assessing whether they possess the aptitude to achieve what they desire. if one attempts to engage in endeavors beyond their inherent abilities, they fail to appreciate both the task itself and their own limitations (enchiridion 29, enchiridion 37). as epictetus asserts: “in doing so, they disregard the true value of their efforts, failing to recognize that time and resources expended on pursuits beyond their competence could have been more meaningfully invested in endeavors where they had the potential for success.” (discourses 3.15). hardship in life not mean to go away from moral integrity, and harmony with nature here, epictetus underscores the importance of selfawareness, rational decision-making, and the necessity of directing one’s efforts toward pursuits aligned with one’s natural strengths and abilities. obstacles imposed by others are an inevitable aspect of human endeavors. in such circumstances, individuals may experience confusion and a deviation from their natural course of action. however, epictetus asserts that regardless of the adversities one encounters—whether they arise incidentally or are deliberately placed in one’s path—one must never waver from one’s moral principles. accordingly, if any obstacle hinders an individual’s pursuit, epictetus advises adopting the perspective: “i am not merely striving to complete this particular action; rather, my foremost objective is to uphold my moral conduct and remain in harmony with nature. therefore, no obstacle or unforeseen event can truly disturb me.” this principle ensures that, under no circumstances, does one stray from the ethical values that should govern life. by recognizing that the ultimate aim of life is to live virtuously and by aligning one’s actions with nature, one can maintain inner tranquility and experience a fulfilling existence, even when events do not unfold as planned (enchiridion 4). furthermore, epictetus emphasizes that physical illness or bodily impairments do not serve as legitimate excuses for deviating from ethical conduct (enchiridion 9). this perspective underscores the fundamental stoic tenet that virtue, rather than external conditions, defines a meaningful life. women should be moral agents upon closer examination, it becomes evident that epictetus presents a uniquely original idea that no philosopher before him had explicitly articulated. in an era when women were seldom associated with moral and ethical considerations, he asserts that their true worth is fundamentally rooted in their moral character. according to epictetus, after the age of fourteen, women begin to be perceived differently by men. consequently, many women, believing that their sole role is to share a bed with men, devote themselves entirely to adorning their appearance. their self-worth becomes inextricably tied to their physical beauty, leading them to invest all their efforts in maintaining and enhancing it. given this societal reality, epictetus argues that it is essential to educate women on the true basis of their dignity—that they are valued not for their physical attractiveness, but for their modesty, self-respect, and moral integrity (enchiridion 40). this perspective stands as a profoundly revolutionary assertion, transcending the constraints of its historical period. epictetus’ recognition of women’s moral agency challenges prevailing social norms and offers a radical reevaluation of their role and worth in society. moral adherence in day-to-day life section 33 of the enchiridion provides a comprehensive set of guidelines on the practice of self-discipline. epictetus emphasizes that individuals must cultivate personal virtues and habits, ensuring their consistent adherence in all circumstances—whether in solitude or in the company of others. foremost among these principles is the exercise of restraint in speech. one must always speak with deliberation, maintaining a reserved and composed demeanor. conversations should be concise and only concern matters of necessity, ensuring that words contribute meaningfully to the well-being of others. self-congratulatory or boastful language should be avoided at all costs. similarly, laughter must be moderate and restrained, as excessive, loud, or unruly expressions of amusement are not indicative of a disciplined character but rather of vulgarity. furthermore, one must be discerning in the choice of companions for leisure activities, as the conduct of ordinary individuals may become a source of disturbance for those devoted to a philosophical life. every action should be undertaken not for the sake of mere display but with a genuine sense of purpose and necessity. in matters of sexual conduct, purity, and adherence to moral and legal principles are essential. a life characterized by moderation in consumption and measured, temperate living serves as the foundation for inner tranquility and the attainment of a flourishing existence (enchiridion 33, enchiridion 39). these precepts collectively provide a framework for leading a disciplined and ethically sound life. it is evident that epictetus provides a detailed explanation regarding the ways in which impulses and desires can disrupt moral conduct and how they ought to be managed. he asserts that individuals must exercise self-restraint when confronted with desires and external temptations in day-today life. this requires a deliberate and cautious approach to the alluring attractions of pleasure. rather than succumbing easily to pleasurable experiences, one must pause, reflect, and act with discernment. to facilitate this disciplined approach, epictetus presents a guiding principle that encourages individuals to contemplate two distinct temporal aspects of pleasurable experiences. • initially, pleasure appears gratifying and easily attainable. however, its continuation often results in regret for past indulgences and a sense of self-imposed sacrifice. • he therefore advises that one should reflect on the long-term benefits of self-restraint and recognize the rewards that arise from exercising discipline. additionally, he highlights the importance of considering pa ge 94 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 89-96, 2025 the advantages of acting with firm resolve rather than yielding to emotions and transient urges (enchiridion 34). furthermore, epictetus underscores the necessity of maintaining vigilance in one’s personal development and self-discipline. one must always be mindful and cautious of their own thoughts, actions, and desires. he warns that individuals can pose a significant threat to their own well-being if they fail to regulate their impulses. certain emotions and urges may serve as obstacles to a flourishing life, necessitating an intensified awareness and scrutiny of all aspects of one’s conduct. it is crucial to navigate life with unwavering attention to personal values, principles, and goals, ensuring that nothing different with these ideals is permitted (enchiridion 48). these guidelines hold profound philosophical significance and are essential for severe adherence. strategies for moral behavior upon closer examination, it becomes evident that epictetus proposes various methodologies for cultivating ethical and socially appropriate behaviors. • he emphasizes that every action and habit gains strength through consistent practice. accordingly, he advises individuals to persistently engage in activities that foster personal growth and to consciously avoid behaviors they wish to eliminate, redirecting their focus toward more constructive pursuits. this principle applies equally to mental habits and emotional responses. therefore, one must identify the traits they wish to discard and act in a manner that prevents their manifestation, gradually increasing the intervals between occurrences of such undesirable behaviors. for instance, if a person refrains from a particular action for thirty consecutive days, it can be considered a significant achievement. in this context, someone who avoids expressing anger for thirty days is likely to develop a calmer and more composed mindset. • another recommended strategy is to surround oneself with individuals of high moral character and to diligently follow their guidance. this practice creates opportunities to distance oneself from negative traits and fosters an environment conducive to personal improvement. when harmful thoughts arise, they should be subjected to rational scrutiny, evaluating their validity and appropriateness. simultaneously, one must actively cultivate healthy and constructive thoughts, replacing negative patterns with positive ones. practices such as self-examination and reflection are invaluable in this process, enabling individuals to remain vigilant about their actions and to recalibrate their behavior accordingly. these practices provide opportunities to eliminate ingrained negative tendencies and to nurture virtuous qualities (seddon, 2005). the ultimate outcomes of such disciplined efforts are a tranquil mind and a peaceful life (discourses 2.18), which epitomize the essence of a well-lived life. by consistently applying these principles, individuals can achieve inner harmony and align their actions with ethical and social ideals, thereby attaining a state of true fulfillment and well-being. this approach underscores the transformative power of self-awareness, rational reflection, and deliberate practice in shaping a life of virtue and tranquility. divine strategy for being moral a fundamental strategy for maintaining moral integrity is the recognition that human beings are the children of god. epictetus asserts that if individuals acknowledge their divine origin and understand that god is universally shared among all, they will neither harbor feelings of inferiority and worthlessness nor engage in dishonorable conduct. it is, therefore, of utmost importance that individuals accept and conduct themselves as the offspring of god, possessing a divine nature. this recognition serves as a decisive factor in leading an elevated and virtuous life, while its rejection results in a descent into a base and animalistic existence. particularly, when individuals acknowledge their connection to the divine, they can effectively dispel unworthy and selfdeprecating thoughts. conversely, the denial of this divine connection leads to moral decay, transforming individuals into skeptics, traitors, or those lacking ethical discipline. thus, in every aspect of life, one must remain conscious of their divine lineage and strive to embody virtuous qualities. equally, one must remain vigilant in avoiding any descent into moral corruption (discourses 1.3). this perspective underscores the importance of maintaining a balanced and rational outlook, free from personal bias or emotional excess, when confronting the inevitable occurrences of life. by doing so, one aligns themselves with the natural order, embracing both the trivial and the profound with equal grace and understanding. this approach not only fosters inner peace but also reflects a deeper philosophical commitment to living in accordance with nature’s inherent principles. furthermore, epictetus posits that the nature of true goodness, cultivated through ethical conduct, is identical to the nature of the divine. he asserts that wisdom, intelligence, and right reason constitute the true essence of god. consequently, the nature of goodness must also embody these qualities. this implies that human beings must possess the capacity to clearly and effectively manage the impressions received through the senses, the ability to distinguish rational matters from irrational ones, and the faculty to make sound judgments. as the primary creations of god, human beings, akin to children, inherently contain these divine qualities within themselves. however, they often act without awareness of this divine potential, which represents a profoundly lamentable state of existence. in truth, human beings ought to direct their efforts toward cultivating these honorable and elevated divine attributes, which are intrinsic to their nature. this alignment with the divine not only defines one’s identity but also elevates the individual to their highest potential, transcending the limitations of material or social constructs. when examined through the lens of this guiding principle, it becomes evident that fulfilling the duties inherent to being human is no simple task. as pa ge 95 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 89-96, 2025 rational beings, humans are fundamentally distinct from wild animals and domesticated creatures. to preserve their humanity, individuals must refrain from behaving in ways akin to such animals. acting on base impulses or unchecked desires, and allowing oneself to be governed by them, not only undermines rationality but also erodes the true essence of human nature. therefore, it is imperative for human beings to engage in actions that are both ethical and aligned with their inherent nature. such conduct not only strengthens and preserves their humanity but also serves as a safeguard against moral and existential decline and lead to genuine progression (scaltsas & mason, 2007). this genuine progression toward moral excellence is inherently linked to the pursuit of happiness, inner harmony, and peace of mind. true progress, as epictetus emphasizes, is achieved through a conscious effort to understand one’s own volition, refine it, cultivate reliability, preserve self-respect, and maintain freedom from external influences. this philosophical advancement not only enables one to manage negative emotions such as grief and lamentation but also fosters the ability to face challenges with serenity and acceptance (discourses 1.4). upon examining life with such a profound understanding, it becomes evident that the fundamental principle of existence lies in harmonizing with nature and living authentically in accordance with one’s true self. individuals who, driven by the pursuit of social status, exhibit superficial knowledge yet conduct themselves with cunning intelligence are, in fact, exceedingly perilous. their intentions are not noble, nor are they themselves noble. ignorance stands as the primary cause of erroneous actions, and thus, the first step toward a righteous life is to eschew such ignorance. it is sufficient for one to act in alignment with their inherent capabilities and virtues. in this context, there is no need to pay undue attention to the frivolous remarks or provocations of others. it is imperative for an individual to understand their own nature and operate within the boundaries defined by it (sellars, 2003). futile exercise vs actual practice merely debating what is right or wrong is an exercise in futility unless these principles are actively applied in daily life. abstract arguments and theoretical discussions, devoid of practical application, are ultimately meaningless. human beliefs must be grounded in true and fundamental principles, and daily life must be lived in accordance with these principles. it is only when an individual acts in harmony with their nature and in alignment with their capabilities that they can truly excel (discourses 2.9). this underscores the importance of integrating philosophical insights into everyday practice, ensuring that one’s actions reflect both ethical integrity and a deep understanding of their inherent nature. in doing so, individuals not only uphold their humanity but also achieve their highest potential, transcending the limitations imposed by irrationality and external influences. identifying and fulfilling actions that are both appropriate and ethically acceptable for a human being is of paramount importance. human beings possess the unique capacity to act based on autonomous decisions as well as the ability to emulate the conduct of others. as citizens of the universe, humans are inherently capable of internalizing and aligning their actions with its natural order. as individuals, it is essential for them to harmonize their personal desires with the greater good, acting selflessly and with a sense of universal responsibility. they must prioritize the welfare of society over personal gain, ensuring that their actions contribute to the collective well-being. every individual, regardless of their station in life, bears specific duties and responsibilities. it is imperative to avoid behaviors driven by destructive emotions such as lust, anger, and fear, as these undermine both personal integrity and social harmony. understanding one’s role, fulfilling responsibilities, and cultivating virtuous qualities are essential for achieving inner tranquility and living in harmony with both society and the cosmos. acting with a focus on the greater good beyond personal interests, and maintaining a clear understanding of the profound impact of one’s actions, are equally critical in this regard (discourses 2.10). this is because human beings are reflections of divine energy, each being a child of god. as embodiments of higher power, humans are in no way inferior; rather, each individual is created with a unique and purposeful role. recognizing this and acting in accordance with one’s true nature is the essence of living authentically. by doing so, individuals can attain the highest state of existence (discourses 2.24). this perspective emphasizes the dignity and potential inherent in every human being, urging them to rise above base impulses and align their actions with their divine nature. it calls for a life of virtue, responsibility, and self-awareness, where individuals contribute to the universal order while achieving personal fulfillment. through such alignment, humans not only realize their true potential but also elevate themselves to a state of profound harmony with the cosmos. moral integrity is continuous process an ethical life is a continuous process of growth and development. a life guided by virtue elevates the individual, and at this elevated state, ethical principles must be adhered to with even greater rigor than before. in this context, a pertinent question arises: how should one navigate their relationships with old acquaintances and friendships? when seeking answers from epictetus’s teachings, it becomes clear that one must remain vigilant in situations where there is a risk of compromising one’s moral integrity by aligning with former companions. such compromises can lead to self-destruction. if an individual aspires to live a life of higher virtue in the present and future, they must consciously distance themselves from past habits and ways of life that no longer align with their current ethical standards (johnson, 2014). pa ge 96 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 89-96, 2025 sacrificing one’s authentic self to please old friends or maintain outdated relationships invariably leads to selfdestruction and must be avoided. therefore, an individual faces a critical choice: either engage in actions that are incongruent with their current moral standing to appease old relationships or prioritize their self-respect and selfdiscipline, even if it means those relationships may suffer. these two paths represent divergent outcomes—one leading to ruin and the other to constructive growth. the ultimate decision must be made by the individual, guided by rational deliberation and a deep understanding of their values (discourses 4.2). this approach serves as a profound motivational technique, emphasizing clarity in situational analysis and granting the individual the autonomy to decide how to act. in essence, the individual is empowered to discern the nature of their circumstances and exercise their freedom to choose a path that aligns with their ethical principles. this empowerment underscores the importance of selfawareness, rational judgment, and the courage to uphold one’s integrity, even at the cost of altering or relinquishing past relationships. by doing so, individuals not only preserve their moral compass but also pave the way for personal growth and a life of genuine fulfillment. this guidance from epictetus highlights the delicate balance between maintaining relationships and staying true to one’s evolving ethical standards, ultimately advocating for a life rooted in virtue and self-respect. finally, it is noteworthy that “while the stoic philosophers have taken socrates as a role model for their ethical guidance, epictetus states in the handbook (51), ‘socrates lived a unique life by prioritizing nothing over his intellectual ability, and although it is clear that you are not socrates, it is necessary to live as one who strives to be live like socrates.’ this statement should be understood as an expression of how humans should live a virtuous life.” conclusion the exploration of epictetus’ stoic philosophy reveals a profound and timeless framework for living a morally upright and fulfilling life in harmony with nature. through the principles of moral integrity, self-discipline, and ethical conduct, individuals can align their actions with their inherent nature and the universal order, achieving inner tranquility and human flourishing. the study underscores the importance of cultivating virtue, self-awareness, and rational decision-making as essential components of a well-lived life. epictetus’ emphasis on practical methods for ethical living, such as self-restraint, rational reflection, and disciplined practice, provides valuable guidance for individuals seeking to navigate the complexities of modern life. his revolutionary assertion of women’s moral agency challenges traditional societal norms and offers a radical re-evaluation of their role and worth in society, contributing to contemporary discussions on gender equality and ethical discourse. the findings of this research highlight the relevance of stoic philosophy in addressing contemporary issues, such as the pursuit of external validations, the challenges of maintaining moral integrity, and the importance of selfdiscipline. by internalizing and applying the teachings of epictetus, individuals can achieve a state of true wellbeing, characterized by inner peace, ethical conduct, and alignment with the natural order. the stoic approach to living in harmony with nature, as articulated by epictetus, offers a compelling pathway to moral excellence and human flourishing. by embracing these principles, individuals can transcend the limitations imposed by external circumstances and societal expectations, leading a life of virtue, authenticity, and profound fulfillment. references alladakan, k. (2021). stoicism, a philosophical basis for ecology? open access library journal, 8(4), 1–14. https://doi.org/10.4236/oalib.1107237 epictetus. (2007). the art of living: the classical manual on virtue, happiness, and effectiveness. harperone. epictetus. (2008). discourses and selected writings (r. dobbin, trans.). penguin classics. epictetus. (1995). the handbook (enchiridion) (n. p. white, trans.). hackett publishing. johnson, b. e. (2014). the role ethics of epictetus: stoicism in ordinary life. lexington books. kostara, s. g. (2021). the potential of the human soul towards a life in harmony with nature and logos as per the stoic psychology. psychology, 12, 1246–1258. https://doi.org/10.4236/psych.2021.128078 long, a. a. (2002). epictetus: a stoic and socratic guide to life. oxford university press. scaltsas, t., & mason, a. s. (2007). the philosophy of epictetus. oxford university press. seddon, k. (2005). epictetus’ handbook and the tablet of cebes: guides to stoic living. routledge. sellars, j. (2003). the art of living: the stoics on the nature and function of philosophy. bloomsbury. stephens, w. o. (2020). refugees, stoicism, and cosmic citizenship. pallas open edition journal, 112, 289– 307. https://doi.org/10.4000/pallas.21904 unyo, p. s., hoffman, f., & stamm, m. (2023). an analytical study of the art of happiness (eudaimonia) in stoic school of philosophy. journal of namibian studies: history politics culture, 36(1), 499–523. https:// doi.org/10.59670/jns.v36i.4337 vaz, j. c. (2024). the importance of teaching stoicism in basic education. seven editora, 1–28. https://doi. org/10.56238/sevened2023.008-007 wenzel, c. h. (2023). the idea of a good life: lessons from confucius, aristotle, zhuangzi, and the stoics. journal of chinese philosophy, 50(1), 3–16. https://doi. org/10.1163/15406253-12340086 pa ge 1 pa ge 15 3 american journal of arts and human science (ajahs) paramātmā-jnānaparamātmā-jnāna in the śrimad bhāgavata mahāpurānaśrimad bhāgavata mahāpurāna: an in-depth analysis of divine immanence and spiritual knowledge mohan kumar pokhrel1*, raj kumar gurung2 volume 4 issue 1, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i1.4244 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: december 15 accepted: january 18, 2025 published: march 15, 2025 this study explicates paramātmā-jnāna as presented in the śrimad bhāgavata mahāpurāṇa, focusing on the intricate concept of divine immanence and the path of spiritual knowledge. paramātmā, or the supreme soul, is understood as the omnipresent, all-pervading aspect of the divine, existing within every living being and throughout the cosmos. in this article, interpretative method is used for the exploration of paramātmā-jnāna. the researcher uses the methodology of swami vevakananda’s principle on paramātmā-jnāna for the analysis of the text. this article concentrates on the significance of the philosophical and theological nuances of paramātmā-jnāna, examining how this spiritual wisdom emphasizes the realization of the divine within oneself and the universe. through textual analysis, the study highlights the bhāgavata mahāpurāṇa’s teachings on how contemplative practices, devotion, and selfpurification lead to the ultimate realization of paramātmā. the analysis also situates these ideas within the broader context of vedantic and bhakti traditions, emphasizing the synthesis of knowledge (jñāna) and devotion (bhakti) as a means to transcendental understanding. the findings of the investigation indicate that the concept of paramātmā-jnāna emphasizes the realization of the divine presence within all beings, illustrating the immanence of god and the profound spiritual knowledge necessary to comprehend the unity between the individual soul (jīvātman) and the supreme soul (paramātmā). the main conclusion drawn from this investigation is paramātmā-jnāna in the śrimad bhāgavata mahāpurāṇa reveals a profound understanding of divine immanence and spiritual knowledge, emphasizing the intimate presence of the supreme soul within all beings and the path to realize this divine connection through devotion and wisdom. keywords bhakti, cause of all causes, mahāpurāṇa, paramātmā-jnāna, supreme guide 1 department of english, tribhuvan university, mahendra multiple campus, dharan, nepal 2 department of english, tribhuvan university, ratna rajya campus, kathmandu, nepal * corresponding author’s email: pokharelmohankumar@gmail.com introduction the exploration of paramatma-jnana in the śrimad bhāgavata mahāpurāṇa provides a holistic understanding of how the supreme soul pervades every atom of the universe, yet remains distinct and transcendental. this knowledge emphasizes the omniscient, omnipotent, and omnipresent nature of paramatma, who not only sustains and observes the cosmic order but also resides within the heart of each living entity, guiding the soul toward liberation. by understanding the constant presence of the supreme soul, one gains a sense of divine purpose, inner peace, and a profound connection to the spiritual essence that pervades all existence. the text encourages this realization as a crucial step in the soul’s journey toward ultimate liberation and loving union with the divine. the text offers a profound exploration of paramatma-jnana, the knowledge of the supreme soul residing within all living beings and the universe. this sacred text emphasizes the concept of paramatma as the indwelling divine presence, who witnesses and guides every soul from within the heart. through vivid imagery and philosophical insights, the bhāgavata purāṇa presents paramatma as both immanent and transcendent, embodying the divine qualities of omniscience, omnipotence, and omnipresence. this in-depth analysis delves into the significance of paramatma-jnana, illustrating how it bridges the understanding of the impersonal brahman and the personal bhagavān, and how it inspires a life of devotion, purity, and spiritual awareness. in this context, śūkadeva analyzes: kecitsva-dehäntar-hådayävakäçe/prädeça-mätraàpuruñaà vasantam // atur-bhujaàkaïja-rathäìga-çaìkhagadä/ dharaàdhäraëayä smaranti// others conceive of the personality of godhead residing within the body in the region of the heart and measuring only eight inches, with four hands carrying a lotus, a wheel of a chariot, a conchshell and a club respectively. (2:2.8) the aforementioned idea offers a vivid and spiritually rich image of paramatma residing within the heart. it emphasizes the accessibility of divine wisdom and protection to all beings, inviting meditation and devotion. on the basis of this idea, a. c. bhaktivedanta swami prabhupada (2012) analyzes:” driven by consciousness, man turns to religion”. this idea highlights the deep and ongoing human endeavor to understand existence and find meaning in a complex world. the bhāgavata purāṇa discusses pastimes of śrī kṛṣṇa underscoring the grandeur and selfless nature of his actions, which are meant to inspire and elevate those who hear or meditate upon them. the glowing glance of his smiling face symbolizes a grace that not only illuminates the hearts of devotees but also dispels the darkness of material concerns, filling them with spiritual joy and fulfillment. on the basis of this idea, śūkadeva examines: pa ge 15 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 153-160, 2025 adéna-lélä-hasitekñaëollasadbhrü-/bhaìga-saàsücita-bhüryanugraham// ékñeta cintämayam enam éçvaraà/ yävan mano dhäraëayävatiñöhate// the lord’s magnanimous pastimes and the glowing glancing of his smiling face are all indications of his extensive benedictions. one must therefore concentrate on this transcendental form of the lord, as long as the mind can be fixed on him by meditation. (2:2 .12) this statement highlights the divine and benevolent nature of paramātmā (divine being), whose pastimes and radiant, smiling expression signify the vast blessings for devotees. it emphasizes the importance of meditative focus on the divine’s transcendental form, suggesting that such concentration brings spiritual upliftment and aligns the mind with divine grace, fostering a deep, meditative connection. in this line of thought, pushpendra kumar debunks: “one can behold the deity conceivable by meditation as long as mind remains engaged in dhāraṇā”. commenting upon the argument, one claims that the divine presence reveals itself to a mind focused and unwavering in its meditative concentration, suggesting that only through the disciplined stillness and depth of inner contemplation can one perceive the sublime essence of the divine. one can get distinction between material and spiritual responses to life’s challenges. śūkadeva illustrates how ordinary human reactions like fear, sorrow, and lamentation in times of danger are ultimately futile and ineffective in bringing about real change. in śūkadeva’s words: yo yo mayi pare dharmaù/ kalpyate niñphaläya cet// tad-äyäso nirarthaù syädbha /yäder iva sattama// o uddhava, greatest of saints, in a dangerous situation an ordinary personcries, becomes fearful and laments, although such useless emotions do not change the situation. but activities offered to me without personal motivation, even if they are externally useless, amount to the actual process of religion. (11: 29.21) the aforementioned verse highlights that in times of distress, ordinary emotional reactions such as fear and lamentation are unproductive and do not alter the situation. instead, actions selflessly dedicated to the divine, even if they appear insignificant, represent genuine spiritual practice and align with true religious principles. to strengthen the argument, goswami (2014) explicates: “whatever worldly exertion, though fruitless”. the discussion above shows that efforts in the material world, even when they do not yield tangible results, may still have value when viewed from a spiritual perspective. it emphasizes that the true worth of an action lies not in its worldly outcome but in the intention behind it, especially when done selflessly with a higher purpose. the discussion above shows that the concept of paramātmā-jñāna in the śrimad bhāgavata mahāpurāṇa offers profound insights into the nature of divine immanence and the path to spiritual knowledge. by emphasizing the omnipresence of the paramātmā (supersoul) and the essential connection between all living beings and the divine, the text encourages a holistic understanding of the universe and the self. this spiritual awareness transcends intellectual comprehension, inviting individuals to experience a deeper relationship with the divine through devotion, selflessness, and inner realization. thus, the śrimad bhāgavata mahāpurāṇa serves as a guide to achieve true wisdom and spiritual fulfillment, bridging the gap between the material and the transcendent. research questions the following research questions have been set up to meet the research objective of this research article: • what the concept of paramātmā is as presented in the śrimad bhāgavata mahāpurāṇa? • how does the śrimad bhāgavata mahāpurāṇa explain the realization of paramātmā-jnāna? • why is the concept of paramātmā-jnāna important in the śrimad bhāgavata mahāpurāṇa? research objectives • to explore the concept of paramātmā -jnāna presented in the śrimad bhāgavata mahāpurāṇa • to explicate the realization of paramātmā-jnāna in the śrimad bhāgavata mahāpurāṇa • to evaluate the paramātmā-jnāna in the śrimad bhāgavata mahāpurāṇa literature review the śrimad bhāgavata mahāpurāṇa is one of the most revered texts in hindu literature, celebrated for its profound philosophical insights and rich narrative tapestry. composed in sanskrit, it is traditionally attributed to the sage vyāsa and consists of 12 books (skandhas) encompassing over 18,000 verses. the text explores themes such as devotion (bhakti), cosmology, ethics, and the nature of the divine, with śrī kṛṣṇa often taking center stage as the embodiment of supreme reality (paramātman). its stories, ranging from the cosmic creation to the intimate līlās of śrī kṛṣṇa, are infused with metaphysical reflections and practical wisdom. the bhagavata purana has inspired countless commentaries, artistic traditions, and devotional practices, making it a cornerstone of indian spiritual and cultural life. this text is a centre of discussion among critics, writers, and the academicians especially from the perspective of bhakti literature. it is a spiritual practice rooted in an intense and heartfelt connection between the devotee and the divine. on the basis of this idea, sharma (2014) identifies bhakti with his logic: “the term bhakti means nothing more than a loving devotion to god”. supporting sharma’s argument, one can debunk that his idea is identified with vaishṇavism. the perspective of vaishṇavism upholds the growth of bhakti literature. at the same time, however, it is significant to have bhāva from works and words for the service of god. the bhaktas (devotees) use the word seva (service) to make clear about bhakti. explaining this statement, thakkar (1966) clarifies the significance of bhakti and its process: “bhakti begins with self-surrender, pa ge 15 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 153-160, 2025 culminates in self-knowledge and ends in union with god”. it shows that bhakti, rooted in self-surrender, involves the devotee letting go of ego and personal desires to wholly embrace divine will. this path leads to self-knowledge, as the devotees realize their unity with the divine, ultimately culminating in a blissful and transformative union with god. likewise, svāmin (1977) debunks: “in the dvāpara yuga, bhakti descended on earth in the person of śrī kṛṣṇa on the shores of the yamunā in north india”. the statement highlights the theological belief that śrī kṛṣṇa’s advent in the dvāpara yuga was a pivotal moment for the bhakti tradition. by embodying divine love and grace, śrī kṛṣṇa made bhakti an accessible and transformative spiritual path, which profoundly shaped the religious landscape of india, especially around the sacred region of the yamunā. this integration of mythology, geography, and devotion continues to influence hindu worship and spiritual practices.he claims that śrī kṛṣṇa is the base of bhakti literature. thus, the śrimad bhāgavata mahāpurāṇa is an illustration of bhakti literature in which there is a manifestation of śrī kṛṣṇa bhakti. in this way, rāma bhakti and śrī kṛṣṇa bhakti have promoted bhakti literature. unlike, tulsidās (1995) explicates rāma bhakti: “rāma is born in countless ways, and there are ten millions of rāmāyanas”[nānā bhanti rāma avatār: rāmāyana satakoti apārā] (qtd. in wadley). the statement captures the essence of the rāmāyana as a dynamic and evolving epic that has transcended time, geography, and culture. the narrative’s adaptability has allowed it to remain relevant and meaningful to diverse audiences. it is a testament to the richness of indian cultural and spiritual heritage, where the story of rāma continues to inspire countless interpretations, each shedding light on new dimensions of human and divine experience. the same idea has been extended by pollock (1993) on this subject. he captures the attention of readers that rāma is sacred object of worship. responding to such claim, one argues that rāma bhakti has been prevailing in the hinduism since the period of the sage vālmikī. the issues of bhakti literature are in focus in the śrimad bhāgavata mahāpurāṇa. the text popularizes bhakti literature in extended form. the text motivates devotees to follow the path of bhakti for liberation. on this ground, rāmānujācārya (2015) interprets the importance of śrī kṛṣṇa bhakti flourished in vṛndāvana where śrī kṛṣṇa had performed his bāla lilā. the philosopher further points to his bhakti to kṛṣṇa: “since i came to vṛndāvana , i have recovered and now young and beautiful” (qtd. in svāmin). this view reflects a transformative experience attributed to the spiritual and rejuvenating atmosphere of vṛndāvana, a sacred place associated with the divine presence of śrī kṛṣṇa. it suggests a sense of renewal and vitality, both physically and perhaps spiritually, highlighting the profound impact that a connection to a holy site can have on one’s well-being and perception of self. from this viewpoint, one can explicate that the devotees show their bhakti when they reach to the birthplace and workplace of śrī kṛṣṇa. thus, rāmānujācāryabridges between śrī kṛṣṇa bhakti and the landscape of vṛndāvana. thus, vraja bhūmī is the fruitful place for the origin of śrī kṛṣṇa bhakti in the śrimad bhāgavata mahāpurāṇa. the śrimad bhāgavata mahāpurāṇa stands as a timeless masterpiece, seamlessly blending profound spiritual philosophy with captivating storytelling. its emphasis on devotion (bhakti), ethical living, and the pursuit of ultimate truth resonates across generations, offering guidance and inspiration to seekers of all paths. the text’s universal appeal lies in its ability to transcend cultural and temporal boundaries, illuminating the eternal quest for harmony between the individual and the divine. as both a spiritual scripture and a literary treasure, the śrimad bhāgavata mahāpurāṇa continues to enrich and elevate humanity’s understanding of life’s deeper purpose. the aforementioned reviews about the basic concepts of bhakti literature in the śrimad bhāgavata mahāpurāṇa discusses on the thematic aspect. the critics, writers, and philosophers have expressed their literature reviews on the popularity of bhakti literature of the śrimad bhāgavata mahāpurāṇa. thus, the theory of paramātmā-jnāna has been unexplored. it is the point of departure for analysis of this research article. for this, it is significance to examine paramātmā-jnāna in the śrimad bhāgavata mahāpurāṇa to make conscious to the modern humans about the magnificence and glory of the supreme personality of godhead in the universe. materials and methods this study is qualitative research so that interpretative method has been used for the analysis of the text. the analytical technique explores the spiritual and philosophical dimensions of the text. the researcher applies close reading of primary verses and commentaries from the śrimad bhāgavata mahāpurāṇa, focusing on passages that elaborate on the concept of paramātmā-jnāna (knowledge of the supreme soul). the stanzas which are related to paramātmā-jnāna from particular cantos and chapters of the śrimad bhāgavata mahāpurāṇa are selected, evaluated, and presented for the analysis. the researcher has applied swami vevakananda’s principle on jnāna yoga for the analysis of paramātmā-jnāna of the śrimad bhāgavata mahāpurāṇa. the philosopher (2021) argues that “soul that is in every one of us is only the image of god”. this analysis suggests that our innermost essence reflects divine attributes such as reason, morality, and the capacity for love. this perspective emphasizes that human beings are inherently connected to the divine, possessing a spiritual nature that mirrors god’s image and purpose. the researcher has used kṛṣṇa-dvaipāyana vyāsa’s the śrimad bhāgavata mahāpurāṇa with sanskrit stanzas translated and commented into english by a. c. bhaktivedanta swami prabhupada as a primary source of study. for this, the theory of jnāna yoga is based on the interpretation of the primary text, the śrimad bhāgavata mahāpurāṇa. the original text in sanskrit has been used in pa ge 15 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 153-160, 2025 the appendix section using superscript in this study. apart from the selected text, other commentaries on the śrimad bhāgavata mahāpurāṇa written in sanskrit and english languages have been taken into account. transliteration method has been usedwhile citing examples from the text apart from a. c. bhaktivedanta swami prabhupada’s the śrimad bhāgavata mahāpurāṇa in english with sanskrit stanzas. results and discussion paramātmā, or the supreme self, represents the omnipresent and all-pervasive aspect of the divine, providing a comprehensive framework through which seekers can understand the deeper essence of god’s immanence. the śrimad bhāgavata mahāpurāṇa, revered for its theological depth and philosophical insights, explores how the realization of paramātmā-jnāna is pivotal for spiritual awakening and liberation (mokṣa). the results of the analysis highlight the interplay between divine grace and human effort, suggesting that true realization of paramātmā-jnāna comes when an individual surrenders to the supreme through unwavering devotion. this surrender leads to an experiential awareness of unity with the divine, transcending distinctions between the self and the universe. the mahāpurāṇa’s emphasis on humility, compassion, and selfless service underscores the ethical dimension of spiritual knowledge. the discussion further explores how the text reconciles philosophical inquiries with practical devotion, making the wisdom of paramātmā-jnāna relevant to both ascetics and householders. the analysis of the following section clearly shows the use of paramātmā-jnāna in the śrimad bhāgavata mahāpurāṇa. concept of paramātmā –jnānaparamātmā –jnāna in the śrimad bhāgavata śrimad bhāgavata mahāpurāmahāpurāṇṇaa the concept of paramātmā-jnāna in the śrimad bhāgavata mahāpurāṇa centers on the realization and understanding of the supreme soul, or paramātmā, as the immanent presence of the divine within all living beings and the universe. this knowledge goes beyond intellectual comprehension to encompass a profound spiritual awakening, where the devotee experiences a deep, personal connection with the divine. the paramātmā is described as both transcendent and immanent, dwelling within the heart of every creature while simultaneously encompassing all of existence. the mahāpurāṇa emphasizes that attaining paramātmā-jnāna requires devotion (bhakti), moral purity, and self-surrender, highlighting the transformative power of divine grace. through stories, hymns, and philosophical teachings, the text conveys that this realization leads to a sense of unity with all creation and a direct experience of the divine, blending metaphysical wisdom with heartfelt devotion. one can realize the matchless beauty of śrī kṛṣṇa as a divine being in the bhāgavata. it shows the detailed mention of accessories and physical features suggests that the character holds an important, almost divine role in the context of the narrative. to clarify this concept, śūkadeva evaluates: vibhüñitaàmekhala yäìguléyakair/mahä-dhanair nüpurakaìkaëädibhiù// snigdhämaläkuïcita-néla-kuntalair/virocamänänana-häsapeçalam// he is well decorated with an ornamental wreath about his waist and rings studded with valuable jewels on his fingers. his leglets, his bangles, his oiled hair, curling with a bluish tint, and his beautiful smiling face are all very pleasing. (2:2. 11) the above idea portrays of a beautifully adorned figure, likely meant to inspire awe and reverence. the careful attention to jewelry, physical traits, and expressions enhances the sense of divinity or nobility and contributes to the overall theme of splendor and grace. explaining this statement, tagare (2011) appraises that the “lord is adorned with very costly anklets, bracelets, girdles and rings”. this notion emphasizes the śrī kṛṣṇa’s grandeur and divine majesty, symbolized by the lavish and expensive ornaments adorning his body. these costly anklets, bracelets, girdles, and rings reflect his supreme wealth, power, and spiritual significance. the blazing fire represents the original, potent source, while the flames, sparks, and smoke symbolize the various manifestations that emerge from it. to make this idea clear, śrī kṛṣṇa corroborates: yatholmukädvisphuliìgäd /dhümäd väpi sva-sambhavät//apy ätmatvenäbhimatäd/yathägniù påthag ulmukät// the blazing fire is different from the flames, from the sparks and from the smoke, although all are intimately connected because they are born from the same blazing wood. (3:28.40). commenting upon this argument, one explicates that the supreme is the ultimate source of all, and while everything emanates from this divine origin and shares its essence, the emanations still retain their individuality and distinct roles. thus, there is both oneness in origin and diversity in form and function. on the basis of this idea, kumar (2009) analyzes that smoke is different from fire. it shows that smoke and fire are distinct in nature: fire is the source of heat and light, whereas smoke is a byproduct that lacks the intensity and energy of the fire itself. despite their differences, smoke and fire remain connected, as smoke arises from the combustion process fueled by the fire. māyā operates as both the cause and effect of material existence, intricately binding individuals to a cycle of illusion and attachment. basing his argument on such idea, śrī kṛṣṇa incorporates: tasmäd imäà sväà prakåtià /daivéà sad-asad-ätmikäm// durvibhävyäàparäbhävya/ svarüpeëävatiñöhate// thus the yogi can be in the self-realized position after conquering the insurmountable spell of māyā, who presents herself as both the cause and effect of this material manifestation and is therefore very difficult to understand. (3:28.44). pa ge 15 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 153-160, 2025 this realization represents the ultimate goal of spiritual practice: liberation from illusion and a direct connection with the higher self. in this line of argument, vivekananda (2021) is apt to state: “if all my pleasures are in myself, i must have pleasure there all the time because i can never lose myself ”. this realization emphasizes the ultimate aim of spiritual practice, which is to free oneself from the deceptions of the material world. by transcending illusion, one attains a profound awareness and unity with the higher self, achieving true spiritual liberation. the relationship of humans assumes traditional male and female roles and engages in sexual unions, driven by a desire to increase pleasure and reduce unhappiness. in this context, prabuddha is apt to state: accepting the roles of male and female in human society, the conditioned souls unite in sexual relationships. thus they constantly make material endeavors to eliminate their unhappiness and unlimitedly increase their pleasure. but one should see that they inevitably achieve exactly the opposite result. in other words, their happiness inevitably vanishes, and as they grow older their material discomfort increases. despite their efforts, the outcome is the opposite of what they seek in reality. according to the course of time, their happiness and excitement fades. keeping it at the centre of attention, subramaniam (2013) corroborates that sensual satisfaction does not give eternal happiness. this idea highlights the importance of distinguishing between the temporary nature of sensual satisfaction and the deeper fulfillment that comes from more meaningful aspects of existence. while bodily pleasures are part of the human experience, eternal happiness often involves an alignment with one’s values, a sense of purpose, and spiritual or philosophical understanding. the śrimad bhāgavata mahāpurāṇa emphasizes that real and lasting happiness is not found through material or external means but rather through a dedicated spiritual journey guided by a qualified spiritual master. in this connection, prabuddha appraises: tasmād guruṁ prapadyeta/ jijñāsuḥ śreya uttamam// śābde pare ca niṣṇātaṁ/ brahmaṇy upaśamāśrayam// therefore any person who seriously desires real happiness must seek a bona fide spiritual master and take shelter of him by initiation. the qualification of the bona fide guru is that he has realized the conclusions of the scriptures by deliberation and is able to convince others of these conclusions. such great personalities, who have taken shelter of the supreme godhead, leaving aside all material considerations, should be understood to be bona fide spiritual masters. (11:3.21) the above perspective encourages seekers to go beyond surface-level spirituality and invest in a disciplined and sincere journey of enlightenment under the guidance of a qualified spiritual master. keeping the same article in mind, ranganathan (2004) debunks: “material progress is self limiting. spiritual progress is limitless”. commenting upon this argument, one evaluates that material progress is inherently finite, as it is bound by physical resources and temporal limitations, often leading to diminishing returns in terms of happiness and fulfillment. in contrast, spiritual progress is boundless, offering an infinite depth of growth, understanding, and inner peace that transcends material constraints. the concept of paramātmā-jnāna in the śrimad bhāgavata mahāpurāṇa highlights the understanding of the supreme soul, paramātmā, who resides within all living beings as the ultimate witness and guide. this wisdom emphasizes the immanence of the divine, reflecting how the supreme consciousness is intricately connected to every soul, overseeing and directing the universe while remaining unaffected by material qualities. through devotion, meditation, and spiritual realization, one can perceive the presence of paramātmā, leading to a deeper connection with the divine and an awareness of the unity underlying all existence. ultimately, paramātmā-jnāna calls for a transformation in consciousness, inviting spiritual seekers to transcend the illusion of separateness and recognize the omnipresent divinity that pervades all of creation. paramātmā as a supreme guide in the spiritual teachings of the śrimad bhāgavata mahāpurāṇa and other sacred texts, paramātmā—the supreme soul—serves as the ultimate inner guide for all beings. seen as an aspect of the divine that dwells within the heart of every living entity, paramātmā is believed to witness all thoughts, actions, and desires, offering subtle guidance toward the path of truth and spiritual growth. unlike ordinary guides, paramātmā is omniscient, perfectly understanding each soul’s unique journey and guiding them accordingly from within. this inner presence reflects an intimate connection between the individual soul and the divine, fostering a sense of assurance that one is never alone and that wisdom is always accessible. recognizing paramātmā as the supreme guide encourages seekers to cultivate inner awareness, trust in the divine plan, and embrace the unfolding of their spiritual journey with confidence. the personality of godhead, śrī kṛṣṇa, resides within every living being alongside the individual soul, manifesting through our perception and the workings of our intelligence. in this line of argument, śūkadeva states: bhagavänsarva-bhüteñu / lakñitaù svätmanähariù // dåçyair buddhy-ädibhir/drañöälakñaëair anumäpakaiù// the personality of godhead kṛṣṇa is in every living being along with the individual soul. and this fact is perceived and hypothesized in our acts of seeing and taking help from the intelligence. (2:2.35). it indicates that the divine presence is experienced as we see and interact with the world, receiving guidance through our intelligence. recognizing kṛṣṇa’s constant companionship encourages a deeper understanding of our spiritual connection and the significance of his role in our lives. with this conditioning, c. l. goswami explicates:”lord kṛṣṇa alone is seen as abiding in all pa ge 15 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 153-160, 2025 beings as their very self ”. it emphasizes the concept of divine omnipresence and unity in hindu philosophy, particularly within the bhagavad gītā and vedāntic teachings. it implies that kṛṣṇa, as the supreme self, is the essence within all living beings, signifying the interconnectedness and oneness of existence. it is crucial for every human being to continually hear about, glorify, and remember the supreme lord, the personality of godhead, in all times and places. in this context, śūkadeva examines: tasmät sarvätmanä räjan/hariù sarvatra sarvadä// çrotavyaùkértitavyaçca/ smartavyobhagavän nåëäm// o king, it is therefore essential that every human being hear about, glorify and remember the supreme lord, the personality of godhead, always and everywhere. (2:2.36). commenting upon this argument, one claims that engaging in these practices fosters spiritual growth and strengthens one’s connection with the divine, bringing peace and purpose to life. remembering and glorifying the supreme lord also helps to purify the mind and maintain awareness of the ultimate goal of existence. keeping the same article in mind, sinha (1950) postulates that the divine energy is everywhere. this phrase suggests that a universal divine energy permeates all aspects of existence, emphasizing the interconnectedness and sacredness of the universe. it implies that everything, animate and inanimate, is infused with this spiritual force, highlighting the omnipresence of the divine. just as air carries an aroma from its source to the sense of smell, constant engagement in devotional service enables one to perceive the supreme soul, who is omnipresent. on the basis of this idea, śrī kṛṣṇa corroborates: yathä väta-ratho ghräëam / ävåìkte gandha äçayät // evaà yogarataà ceta /ätmänam avikäri yat// as the chariot of air carries an aroma from its source and immediately catches the sense of smell, similarly, one who constantly engages in devotional service, in kåñëa consciousness, can catch the supreme soul, who is equally present everywhere. (3:29.20). devotional service in kṛṣṇa consciousness acts as a means to connect with the supreme, much like how the wind conveys fragrance. this analogy highlights that sincere spiritual practice draws the presence of the divine into one’s awareness, despite his equal presence everywhere. explaining this statement, ranganathanda (2002) further analyzes: “only those who have love in their heart, can appreciate this ocean of love”. it shows that an open and loving heart is essential to recognize and experience the boundless love that permeates existence. it implies that true understanding and appreciation of divine or universal love come from cultivating genuine love and compassion within oneself. one should perform prescribed duties and worship the deity of the supreme personality of godhead until realizing his presence within one’s own heart and in the hearts of all living beings. in this context, sage maitreya corroborates: arcädäv arcayet tävad/ éçvaraà mäà sva-karma-kåt //yävan na veda sva-hådi/ sarva-bhüteñv avasthitam// performing his prescribed duties, one should worship the deity of the supreme personality of godhead until one realizes my presence in his own heart and in the hearts of other living entities as well. (3:29.25.) this teaching emphasizes the importance of external devotional practices as a means to develop internal spiritual awareness. by sincerely engaging in worship and duties, one gradually attains the realization that god resides equally in all, fostering a deeper sense of unity and compassion. paramātmā, as the supreme guide, dwells within the hearts of all living beings, providing constant support, insight, and direction. this divine presence serves as an inner compass, guiding us through life’s challenges and decisions while inspiring spiritual growth and selfrealization. by tuning into the guidance of paramātmā, we can experience a profound sense of connection with the divine, understanding that we are never truly alone. trusting in this guidance fosters greater harmony with our surroundings and a deeper awareness of the spiritual unity that binds all living entities. paramātmā as a cause of all causes paramātmā, the supersoul, is the ultimate cause of all causes, pervading the universe and orchestrating the intricate workings of creation, maintenance, and dissolution. as the divine presence within all beings and the source of all energies, paramātmā connects the individual soul to the cosmic order, ensuring that everything functions according to divine will. this supreme aspect of the godhead underlies every action and reaction in the material and spiritual realms, emphasizing the interconnectedness and purpose behind all existence. understanding paramātmā as the cause of all causes brings clarity to the nature of reality, illustrating how all events and manifestations stem from this singular, all-pervading consciousness. the bhāgavata glorifies śrī kṛṣṇa as the supreme, allpervading, and independent absolute truth, the ultimate cause of all creation, sustenance, and destruction in the universe. janmädy asya yato ’nvayäd itarataç cärtheñv abhijïaù svaräö / tene brahma hådä ya ädi-kavaye muhyanti yat sürayaù // tejo-värimådäà yathä vinimayo yatra tri-sargo ’måñä/ dhämnä svena sadä nirasta-kuhakaà satyaà paraà dhémahi// o my śrī kṛṣṇa, son of vasudeva, o all-pervading personality of godhead, i offer my respectful obeisances unto you. i meditate upon śrī kṛṣṇa because he is the absolute truth and the primeval cause of all causes of the creation, sustenance and destruction of the manifested universes. he is directly and indirectly conscious of all manifestations, and he is independent because there is no other cause beyond him. it is he only who first imparted the vedic knowledge unto the heart of brahmājī, the original living being. by him even the great sages and demigods are placed into illusion, as one is bewildered by the illusory representations of water seen in fire, or pa ge 15 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 153-160, 2025 land seen on water. only because of him do the material universes, temporarily manifested by the reactions of the three modes of nature, appear factual, although they are unreal. i therefore meditate upon him, śrī kṛṣṇa, who is eternally existent in the transcendental abode, which is forever free from the illusory representations of the material world. i meditate upon him, for he is the absolute truth. (1:1.1) aforementioned idea emphasizes his transcendental nature, supreme consciousness, and ability to bewilder even the greatest sages and demigods, illustrating the illusory nature of material existence and affirming his eternal abode beyond illusion. explaining this statement, filion (2018) debunks that śrī kṛṣṇa, acknowledges him as the ultimate, all-knowing, and independent absolute truth. it proves that śrī kṛṣṇa is the ultimate, all-knowing, and independent absolute truth invites critical thinking about the nature of divinity, the validity of spiritual texts as sources of ultimate knowledge, and the subjective experiences that influence faith and belief systems across different cultures. the concept of śrī kṛṣṇa as the supreme original personality of godhead highlights his role as the ultimate cause of all creation, sustenance, and dissolution, emphasizing that through his plenary expansions, such as mahā-viṣṇu, he manifests and absorbs the cosmos. on the basis of this idea, brahma explicates: sa eña ädyaù puruñaù kalpe kalpe såjaty ajaù/ ätmätmanyätmanätmänaà sa saàyacchati päti ca// that supreme original personality of godhead, sri kṛṣna, expanding his plenary portion as mahā-viṣṇu, the first incarnation, creates this manifested cosmos, but he is unborn. the creation, however, takes place in him, and the material substance, as well as the manifestations, are all himself, which he maintains for some time and again absorbs into himself again. (2:2.39). it shows that śrī kṛṣṇa as the supreme original personality and paramātmā underscores the belief that the universe and all its manifestations originate from, exist within, and ultimately return to this divine source, who remains unchanged and eternally transcendent. when the three worlds were submerged in water, garbhodakaśāyī viṣṇu lay alone on the great serpent ananta, appearing to rest in a state of slumber, yet fully aware and unaffected by external energy, with his eyes not entirely closed. in the words of maitreya: udäplutaà viçvam idaà tadäséd yan nidrayämélita-dåì /nyamélayat ahéndra-talpe ‘dhiçayäna //ekaù kåta-kñaëaù /svätma-ratau niréhaù// at that time when the three worlds were submerged in water, garbhodakaśāyī vīṣṇu was alone, lying on his bedstead the great snake ananta, and although he appeared to be in slumber in his own internal potency, free from the action of the external energy, his eyes were not completely closed. (3:8.10) aforementioned view indicates that paramātmā is the ultimate cause of all causes, sustaining the universe in an all-pervading manner while remaining unaffected by external energies. it underscores the idea of divine immanence and transcendence, where viṣṇu’s apparent inactivity conceals his active, omnipresent role in creation and maintenance. concerning such argument, pokhrel (2020) explicates: garbhodakaśāyī vīṣṇu enters in each and every universe”. explaining this argument, one clarifies that garbhodakaśāyī viṣṇu, as an expansion of the supreme, enters every universe to create and sustain it, lying on the cosmic waters and generating life within each universe. he represents the immanence of divine presence, overseeing the cosmic manifestation while remaining transcendent and unaffected by material nature. paramātmā created the entire diverse universe from yourself and entered it as the supersoul, sustaining all creation as the life force and consciousness of every being. in this context, bādarāyani examines: etan nānā-viśvam ātmasṛṣtam adhokṣaja ātmanānupraviśyātman prāṇo jīvo bibharṣy aja o transcendental lord, from yourself you created this entire variegated universe, and then you entered within it in your personal form as the supersoul. in this way, o unborn supreme soul, as the life force and consciousness of everyone, you maintain the creation. (10:85.5) the above extract highlights the supreme lord’s dual role as both the creator and the sustainer of the universe, emphasizing his transcendental nature and immanence. by entering the creation as the supersoul, he becomes the source of life and consciousness, maintaining the entire cosmic order while remaining beyond the limitations of material existence. with this conditioning, goswami (2014) corroborates that god “created this diversified universe”. this idea underscores the concept of a divine being as the ultimate origin of the universe’s complexity and variety. it suggests that the universe’s rich diversity, seen in its countless forms and phenomena, is a deliberate act of creation by a supreme, intelligent force. the concept of paramātmā-jñāna in the śrimad bhāgavata mahāpurāṇa delves into the realization of the supreme self (paramātmā), emphasizing divine immanence and spiritual knowledge as essential aspects of liberation (mokṣa). the text portrays paramātmā as the indwelling presence in all beings, transcending material limitations while remaining intimately connected with the universe. unlike the impersonal brahman or the personal deity (bhagavān), paramātmā represents an intermediary realization where the devotee perceives the divine within, fostering a deep awareness of spiritual unity. this knowledge is intellectual and experiential, gained through devotion (bhakti), meditation (dhyāna), and self-discipline (sādhana). the bhāgavata purāṇa thus presents paramātmā-jñāna as an essential step toward self-realization, guiding aspirants to recognize the divine essence pervading all existence. thus, the śrimad bhāgavata mahāpurāṇa underscores that paramātmā-jñāna is accessible to sincere seekers who cultivate purity of heart and unwavering devotion. the text highlights the role of great sages like kapila and śukadeva, who impart this wisdom to disciples, pa ge 16 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 153-160, 2025 emphasizing that true knowledge arises from divine grace and inner revelation rather than mere scholarly study. in contrast to dry intellectualism, paramātmā-jñāna integrates knowledge with devotion, illustrating that spiritual enlightenment develops an intimate relationship with it. this perspective aligns with the bhāgavata tradition’s emphasis on bhakti, wherein devotees transcend egoic limitations and perceive paramātmā as both immanent and transcendent. ultimately, the bhāgavata purāṇa presents paramātmā-jñāna as a transformative realization that dissolves dualities and leads the seeker toward absolute spiritual fulfillment. conclusion this research article has unveiled a sublime synthesis of divine immanence and spiritual knowledge, presenting a vision of the supreme that is both transcendent and intimately present within all existence. the text illuminates the path of spiritual realization, where the awareness of paramātmā as the indwelling self transforms one of reality and fosters an unwavering connection to the divine. through the harmonious interplay of jñāna and bhakti, the bhāgavata invites seekers to experience love and wisdom that transcends the material realm, leading to salvation and a profound recognition of god’s presence in every atom of the cosmos and in the hearts of all beings. ultimately, the attainment of paramātmā-jnāna is portrayed just as a lived, transformative experience that awakens a deep sense of unity, reverence, and spiritual fulfillment. references filion, c. a. (2018). śrimad bhāgavata mahāpurāṇam: a symphony of commentaries on the tenth canto (1st ed.). rasbihari lal and sons. gośvāmī, c. l. (2014). śrimad bhāgavata mahāpurāṇa (13th ed.). gitā press. kumar, p. (2009). the śrimad bhāgavata mahāpurāṇa (1st ed.). eastern book linkers. pokhrel, m. k. (2020). exploration of sāṁkhya basing on prakṛi and puruṣa in the śrīmad bhāgata, dristikon. research management cell, 10(1), 185-197. pollock, s. (1993). rāmāyāṇa and political imagiantion in india. the journal of asian studies, 52(2), 261. prabhupada, a. c. (2012). śrimad bhāgavata mahāpurāṇam (14th ed.). canto.1st. bhaktivedanta book trust. prabhupada, a. c. (2012a). śrimad bhāgavata mahāpurāṇam (14th ed.). canto, 2nd. prabhupada, a. c. (2012b). śrimad bhāgavata mahāpurāṇam (14th ed.). canto, 3rd. vol. 2nd. prabhupada, a. c. (2012c). śrimad bhāgavata mahāpurāṇam (14th ed.). canto, 10th. vol. 4nd. prabhupada, a. c. (2012d). śrimad bhāgavata mahāpurāṇam (14th ed.). canto, 11th. vol. 2nd. ranganathan, g. (2004). ecological spirituality (1st ed.). new age books. ranganathananda, s. (2002). the central theme of śrimad bhāgavata mahāpurāṇam (1st ed.). advaita ashram. sharma, k. (2014). bhakti and bhakti movement with new perspective. sinha, p. k. (1901). a study on the śrimad bhāgavata mahāpurāṇa purāṇa. (1st ed.). the theosophical publishng house. subramaniam, k. (2013). śrimad bhāgavata mahāpurāṇam (13th ed.). bharatiya vidya bhavan. svāmin, g. (1995). the birthplace of bhakti. the journal of the royal asatic society of great britain and ireland, 481483. https://www.jstor.org/stable/25190043 tagare, g. v. (ed.). (2007). the śrimad bhāgavata purāṇa (5th ed.). vol. 1. motilal banarsidass. thakkar, m. d. (1966). bhakti cult of the śrimad bhāgavata purāṇa. doctoral dissertation. faculty of arts. the maharaja sayajiran university of baruda. vivekananda, s. (2021). the complete works of swami vivekananda (4th ed.). vol. 2nd. advaita ashrama. pa ge 1 pa ge 1 american journal of arts and human science (ajahs) the influence of teacher incentives on student academic achievement in public secondary schools abdulsatar muktar abubakar1* volume 3 issue 2, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i2.2528 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: february 19, 2024 accepted: march 13, 2024 published: march 18, 2024 the education sector, in general, faces challenges that suffer quite a lot in terms of quality of education services, curriculum, teacher motivation, and government role that influences school performance and student achievement. one important factor that influences school performance is how teachers get incentives, which makes them motivated and satisfied with their jobs and organization. performance-based incentives for teachers have considerably attracted attention as a policy tool to improve student outcomes. education departments intend to allocate large amounts of money as incentives for the teachers based on their performance. this paper evaluates the influence of teacher incentives on student achievement in public secondary schools. specifically, the study examines the influence of monetary incentives for teachers on student academic achievement in public secondary schools. in addition, it establishes the effect of tangible non-monetary incentives for teachers on student academic achievement in public secondary schools. moreover, it investigates the influence of intangible non-monetary incentives for teachers on student academic achievement in public secondary schools. the study will revise past literature related to this research topic to obtain all information necessary for the research. the researcher will gather findings and results obtained by the former authors, which are related to the main purpose and objectives of the study. based on the literature reviewed by the researcher, the study expects that individual incentives will have more effect on the student’s achievements. literature also shows that merit pay systems have very little influence on student achievement. lastly, the teacher’s monetary incentives are a function of students’ achievements in their final year of high school. keywords intangible non-monetary incentives, learner performance, monetary incentives, teacher incentives, tangible nonmonetary incentives 1 gap bridge institute for research and consultancy, somalia * corresponding author’s email: abdisatar233@gmail.com introduction the study’s background, problem statement, goals, significance, and purpose are all presented in the introduction. background to the study teachers play a key role for the transfer of knowledge in schools. in the meanwhile, teacher’s compensation is the biggest cost factor in educational finance. in united states teacher incentive pay, was frontline strategies, which was common in education institutions. individual and group incentives are the key elements of incentive schemes and of performance pay systems in general. in education, remunerating teachers based on score or school-specific performance on standardized exams contributes to the student’s later achievement (imberman & lovenheim, 2012). one effective method to increase the achievement of the students and improve the quality of individuals choosing teaching as a profession is to provide teachers with financial incentives based on student achievement. if teachers are lacking motivation or incentive their efforts and inputs to the teaching and learning processes, (e.g. lesson planning, parental engagement) will be less efficiency. financial incentives given to the teachers centered on their student’s attainment may have a positive impact by making teachers motivated and satisfied. however, the teaching and learning practices have important complementarities outside their control, or the incentives are either confusing or too weak if teachers do not recognize how to increase student achievement; at that time, teacher incentives may have no impact on achievement (fryer, 2013). performance-based pay motivation is to provide teachers with incentives to enhance effort devoted to raising student achievement. even though teacher effort cannot be observed directly, we can measure attendance, which may be associated with effort decisions and contribute to student achievement. we measure teacher absences using aggregate statistics from individual teacher data and estimate models where the dependent variable is the average number of absences taken during the months when schools first learned of their eligibility for the bonus program and when the last exams were taken. if teachers believe that their attendance can affect the probability of bonus receipt by raising student achievement, the program’s impacts on absenteeism should be largest over this period. we only examine absences that teachers likely have some control over – those taken for illness and personal reasons(crystallography, 2016a). incentives for teachers differs, and study indicates that developing countries are weaker than in industrialized countries. thus, for example, in kenya the data tells that teachers are absent from school 20% of the time and pa ge 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 1-9, 2024 absent from their classrooms even more frequently. work in progress of studies done in different areas suggests that absence rates among primary-school teachers are 26% in uganda, 23% in india, 16% in ecuador and 13% in peru. moreover, in settings with low motivation, it could be argued that the key problem is to get teachers to show up at all. set that most teaching and learning in many developing and under developed countries is by rote, the risk of reducing efforts to inspire creativity may seem remote (glewwe et al., 2003). in public secondary schools, being a schoolteacher is one of the lowest standard working conditions. it is the lowest paid job in the country; two hundred us dollars are the most paid checks entire the country. the working hours are so many; six days with seven lectures per day. schoolteachers in somalia have no rewards, health and social insurance like other jobs in the country; the absence of a central government and strong local authorities in somalia has caused and stimulated the inhuman practices of education privatization. somali school founders behave like traditional business owners charging high tuition fee for students and less payment for schoolteachers, which in turn result poor academic achievement of the students (ali et al., 2016). teacher incentives and job satisfaction of the teachers are very vital to improve system of education in somalia and around the world. teacher incentives plays an essential role in the organization because it increases the productivity and goals can be achieved an efficient way and incentives encourage teachers because it helps to achieve target goals in efficiency way. teacher motivation is very important since it enhances the skills and knowledge of teachers seeing as it directly influences the student’s attainment (othman, 2010). teacher monetary incentive and academic achievement money is believed to be the solution to most problems in the current century (21st), since it (money) can buy almost everything depending on the amount. for the average human being, money is used to buy basic human needs such as a house, food, clothes, and medicine, among other basic necessities. in the contemporary set up, firms provide monetary incentives in two ways: direct monetary incentives and indirect monetary incentives. two of the most known monetary compensations are salary and commissions. indirect monetary compensations (at times referred to as employee benefits) may include education reimbursement, childcare compensation, insurance schemes, and paid leave( awuor, 2022). monetary incentives provide the flexibility for the recipients to spend the money in whichever way they (employees) want it, and it is mostly useful when they (employees) expect the same kind of reward the next year (or period) should they exert similar effort in their work. however, documented literature focusing on the influence of monetary incentives on students’ academic achievement seems to reveal inconsistent findings (awuor, 2022). researchers has been demonstrated constantly the teacher’s contribution to student educational achievement. thus, school administrations have increasingly employed programs based on teacher incentive pay and developed as a means for improving student performance. they provide monetary incentives as motivation program for teachers to increase effort and to try new strategies that lead to higher measured achievement (brehm et al., 2017). the main findings in the relevant body of literature we reviewed is that the most likely promising way to improve student’s achievements is to institute monetary incentives based on performance, giving direct rewards for developments in student achievements. there is a claim that alternative interventions, when used in the past, have a tendency to raise expenses without improving student performance in proportion. nonetheless, there is a dearth of experience when it comes to using performance rewards in schools. as a result, several authors stress that much more hard data regarding the ideal incentive structure in schools, as well as its impact and cost, is required before instituting school incentives as the next educational revolution (lavy, 2002). tangible non-monetary incentives for teachers and student academic achievement tangible non-monetary incentives comprise trophies, certificates, candies, or toys for example. non-monetary incentives in the category granting rights and privileges are mostly non-tangible (although they might be given in the form of a voucher) and grant students privileges such as getting out of one homework assignment or having the privilege to go off campus during the school day. incentives such as bonus points for the next exam also fall into this category, as they can be interpreted as a privilege to start the exam with a lead compared to others (schildberg-hörisch et al., 2018). non-monetary incentives are used to motivate teachers and boost performance has gained immense momentum in recent times. tangible non-monetary incentives are as important as monetary incentives, and when carefully designed and implemented, these incentives pegged on performance can be very effective in boosting academic achievement and productivity (awuor, 2022). the study shows that monetary incentives, specifically tangible non-monetary motivations have substantial impact on teacher’s motivation. research indicated that tangible non-monetary motivations are the only factors having no substantial impact on teacher’s’ motivation. in addition, the result designates that intangible nonmonetary motivations are the most influential factors affecting employees’ motivation in pt xyz’s finance function. critical to note from this study is that it focused on employees in a distribution firm, yet little attention has been paid to how tangible non-monetary incentives motivate teachers in secondary schools (ngasi et al., 2020). pa ge 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 1-9, 2024 intangible non-monetary incentives for teachers and academic achievement incentives that fall into this category are either social related or job related. social related incentives are recognitions that employers make toward employees, basically referred to as employee recognition. employee recognition is a channel through which employers express gratitude toward employees for their (employees) good work attitude, effort, contribution, or outstanding performance (lai, 2009). motivating employees through recognition involves no cost to the organization, and is sometimes offered alongside tangible incentives. fisher (2007) avers that many employees quit their jobs because their (employers) do not recognize their exemplary performance. social rewards serve to satisfy the needs for affiliation, esteem, and self-actualization (in the maslow’s hierarchy of need ladder) (awuor, 2022). non-monetary reward systems include intangible rewards that offer compensation to the teachers for their performance in realizing high achievements of their students. non-monetary rewards are intangible in nature and offer psychological satisfaction to the teacher. according to armstrong (2007) signs of gratitude, appreciation and thankfulness to the teacher offer some form of nonmonetary reward to the teacher. nonmonetary rewards boost the psychological motivation of teachers as well as promote teacher commitment, which is a major critique of the monetary forms of reward(journal et al., 2019). intangible non-monetary incentives including recognition and praise have proved effective in teachers’ motivation. study asserts that the success and powerful existence of an organization is determined through the satisfaction of its teachers. furthermore, awarding teachers with incentives seems to impact on teachers’ retention. teachers who are given non-monetary incentives are more satisfied and continued teaching in schools, while those who did not get remained not fulfilled and resigned the teaching career (journal et al., 2019). statement of problem good academic achievement of students in any school is only achievable through effective incentives given for teachers (hanushek et al., 2005). in order to enhance students’ academic achievement, teachers should enjoy all the incentives that take part to motivate teachers. teachers can get these incentives through monetary, which occur, in two ways: direct monetary incentives and indirect monetary incentives. two of the most known monetary compensations are salary and commissions. indirect monetary compensations may include insurance scheme and paid leave. teachers also acquire tangible nonmonetary incentives, which include awards and certificates given to the teachers based on their performance. lastly, they obtain intangible non-monetary rewards such as praise and recognition. however, being a schoolteacher in public secondary schools is one of the lowest standard working conditions. it is the lowest paid job in many poor countries; the working hours are so many; six days with 7 lectures per day. schoolteachers in public secondary schools have no both tangible monetary incentives such as awards and certificates of appreciation; even they do not have intangible monetary incentives such a praise and recognition. the success of students in their academic achievement is associated in the rewards and incentives have their teachers. therefore, the study will investigate the effect of teacher incentives on student’s achievement in public secondary schools. purpose of the study the purpose of this study was to establish the influence of teacher incentives on students’ academic achievement in public secondary schools. specifically this study aims to 1. assess the influence of monetary incentives for teachers on student academic achievement in public secondary schools. 2. establish the influence of tangible non-monetary incentives for teachers on student academic achievement in public secondary schools. 3. investigate the influence of intangible non-monetary incentives for teachers on student academic achievement in public secondary schools. significance of the study following highlighted bellow was the significance of the study • this study will be beneficial to the policy making agencies including ministers, and other administrators of public secondary schools who desire good academic achievements, because they would obtain appropriate tips how to motivate the teaching staff in their endeavors to make students success in their academic achievement. • the parents who are always called upon to pay for remedial lessons necessary for offering financial incentives will benefit from the study because this work would provide insight information on why students from other institutions perform better due to school based incentives. • this research is intended to benefit teachers who are the main consumers of school-based incentives, by emphasizing to them the desires and objective of the learning institutions, which necessitates the introduction of such incentives. literature review introduction teacher incentives schools both public and private have employed teacher incentive remuneration programs more frequently as a means of raising student performance. teachers incentives based on their performance are important to school administration, indicating that these kinds of programs will probably play a big part in education policy pa ge 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 1-9, 2024 (brehm et al., 2017). their study supported the numerous studies that have consistently shown how important teachers are to students’ academic success. teacher incentive programs come in different flavors. they can be targeted to the individual or be designed to reward the group as a whole (a group of teachers, a school, or a school district). the main advantage of incentive programs is that basing some part of a teacher’s compensation (or offering incremental payments) on a common objective (learning, test scores, and graduation rates) enables the alignment of incentives directed to teachers or schools with those directed to students. this could generate efficiency gains because teachers focus their efforts on those objectives that are valued most by parents and policymakers. individual merit-pay schemes of this type help correct potential distortions in a teachers’ effort that might result from gaps between her (work) preferences and those of her students (santibañez, 2020). teachers differ widely in their capacity to produce student achievement gains (eric, 2002). but, according to (sojourner et al., 2011) this ability is not predicted by educational degrees or experience beyond the first few years of a teacher’s career. however, study suggests p4p proponents contend that linking teacher direct pay to performance will incentivize current educators to put in more work and draw more qualified candidates to the field (lazear, 2004). plans for teacher compensation are frequently criticized for failing to account for performance. in other industries, incentive pay boosts employee output and effort by bringing employers and employees’ interests into line, revealing the most important aspects of a worker’s job, and inspiring employees to put in extra effort(crystallography, 2016b). teacher monetary incentive and students academic achievement incentives for bettering student performance through money are increasingly being used in many nations’ educational systems. the findings indicate that incentives are a useful strategy for raising enrollment and attendance, particularly in developing nations. whereas the findings are ambiguous with regard to the impact on students’ effort and achievement (de paola et al., 2012). in addition, the monetary incentives for teachers are determined by the academic performance of students in their senior year of high school as well as the dropout rate across all high school grades. (lavy, 2015). furthermore, teachers’ pay and benefits are considered direct monetary incentives because they are received in exchange for their labor. allowances are monetary incentives that are linked to the particular behavior that system stakeholders in education are attempting to promote. other financial resources provided for supervision and personal support, such as free or subsidized housing, food, and transportation, are examples of indirect monetary incentives that have been identified and studied. moreover, research on the use of teacher performance incentives to boost secondary school teachers’ productivity found a strong correlation between the two. these relationships were found to be related to teachers’ performance and increased effort as well as student learning outcomes, classroom behavior, attendance, and teaching methods. (ibiwumi & chinedu, 2021). multiple monetary incentives are ineffective, and this can be linked to factors that make teaching in schools particularly difficult. this is a compelling but challenging argument for rewarding better teaching because of the complexity of the teaching profession, its relationship to student outcomes, and the substantial influence that student outcomes have on students’ prospects for the future. after that, monetary rewards like grants are connected to these evaluations. tenure, bonus, raise, or promotion for teachers. financial teacher incentive programs connected to teacher assessments had no impact on student achievement in tennessee or new york city. teachers receive a bonus payment in cash that is determined to be valuable, meaning that the expected return on their effort exceeds any associated costs. for instance, the average salary in the nation is $10,000, which is what teachers in country x receive in public schools. teachers consider a $1000 pay increase to be valuable enough to put in the extra effort required to raise students’ test scores by an average of five points (mallah, 2018). tangible non-monetary incentives and students’ academic achievement the motivation of employees is significantly impacted by tangible non-monetary incentives. only non-monetary, tangible rewards are not significantly affecting the motivation of employees. the degree of motivation that comes from teaching responsibilities determines how effective a teacher is. while the government offers a universal teacher reward program, individual schoolbased incentives may be the only explanation for why some teachers work harder and produce higher-quality work (ngasi et al., 2020). rewards are important as monetary incentives, and when carefully designed and implemented, these incentives pegged on performance can be very effective in boosting academic achievement and productivity. the use of non-monetary rewards to motivate teachers and boost performance has gained immense momentum in recent times(musa, 2022). one could contend that incentives of non-monetary as a means for motivation take into account both extrinsic and intrinsic motivation theories. non-monetary incentives, with their diversity, can motivate employees both intrinsically and extrinsically, whereas monetary incentives can only be categorized as a factor leading to extrinsic motivation. for example, tangible nonmonetary incentives such as small gifts, free food or drink, internet access, tickets to movie/theatre/sports facilities etc. or social non-monetary incentives such as company picnics, after-work parties, friendly greetings by the supervisor, recognition of a good job, feedback about performance pa ge 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 1-9, 2024 etc. may have extrinsic motivational powers (basu, 2004). when used as a teaching strategy, rewards can take on a wide range of material and intangible forms. children can find the following physical forms in the form of objects that are both entertaining and instructive: the teacher grinned widely, indicating her approval of the student’s response. indri sari’s research indicates that the kind of reward given to students can be represented by numbers. the numbers given indicate the points or grades received by the students for taking part in the learning activity (hussain et al., 2023). intangible non-monetary incentives and student’s academic achievement according to (awour, 2022) intangible incentives: are rewards, which are not in the form of direct cash or material like appointment to positions, praises and certain other privileges. their study also indicated incentives that fall under this category are either social related or job related. social related incentives are recognitions that employers make toward employees, which referred to as employee recognition. employers express gratitude and appreciation toward their employees through employee recognition as a channel for their good work attitude, effort, or contribution to the results or the outcome achieved. as (tolero et al., 2021) suggests, tangible and intangible incentives by giving praise and giving food treatment to the students relate to enhancing student’s academic achievement. a reward is something given to teachers to teach students well. if the teacher works hard, he will contribute to enhance student’s academic achievement. in general, an incentive is somewhat that is given or accepted in appreciation of someone’s actions, accomplishments, or efforts. it could be something material like cash, presents, or awards, or it could be something intangible like approval, praise, or a feeling of achievement. rewards establish a positive association between the action and the result, which is why they are frequently used to encourage people to carry out specific tasks or behaviors (bloom & reenen, 2013). teachers’ motivation in the finance function is primarily influenced by non-monetary, intangible incentives. it is important to highlight from this study that although it concentrated on teachers in the teaching and learning processes, there hasn’t been much discussion of how secondary school teachers are motivated by non-tangible, non-monetary incentives, which in turn contribute to increase student’s academic performance (ngasi et al., 2020). since non-monetary rewards like awards or vacations foster a detachable bond, they are valued more highly than cash bonuses alone. in terms of inspiring educators, intangible non-monetary rewards like public recognition and praise have been shown to be effective. teachers who receive these kinds of rewards report higher student performance than those who do not (kassim & onyango, 2022). students academic achievement the students’ achievement in academics is the dependent variable, which focuses on outputs in relation with the inputs into the education system, with outputs being looked at under the lenses of academic achievements in examinations. this output is dependent upon aforementioned inputs (independent variables) like monetary, tangible non-monetary, and intangible nonmonetary incentives. however, for optimum output (good teacher performance) to be achieved, adequate process (intervening variables) has to be effectively put in place. these are official education policies, administrative support, entry behavior of students, and the attitude of teachers towards students(awour, 2022). it is a fact that society expects students to succeed academically, which is one of the most fundamental and important goals of educational institutions. hence, academic achievement is taken into account along with a variety of competencies when educational systems set their goals and objectives. achieving one’s goals is the definition of achievement (ozcan, 2021). stated differently, achievement can be referred as the process of moving closer to the objectives set by organizations or individuals. for a student, accomplishment is completing the curriculum’s stated goals( kazazoǧlu, 2013). however, the goal of this achievement in education is to advance academically. the accomplishment, development, and knowledge that teachers instill in their students in the classroom is known as academic achievement. all curriculum domains where a student’s behavior changes are considered indicators of academic achievement except of the psychomotor and affective domains. students are expected to successfully complete assigned tasks, exhibit a perfectionist approach, show resistance in the face of difficulties, and develop strategies for overcoming obstacles in order to facilitate academic achievement (ozcan, 2021). methodology the study revised past literatures related to this research topic and obtained all information necessary to the research. the researcher collected findings and results obtained by the former authors, related to the main purpose and objectives of the study. based on the findings of the studies reviewed, this study collected a number of papers relevant to the subject of the study. the literature collected using google scholar database. the researcher first gathered forty articles, then used the remaining fifteen after excluding 25 articles based on relevance. from fifteen articles that were pertinent to the study’s topic, the researcher-identified themes from them, developed codes, and merged those codes to obtain frequency and percentage of the findings of this study. analysis objective one assess the influence of monetary incentives for teachers on student academic achievement in public secondary schools. pa ge 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 1-9, 2024 based on the reviewed articles, all the authors agreed that monetary incentives plays a vital role in the achievement of students. 60% of the authors expressed their result as monetary incentives motivate teachers, which in turn improves student achievement. similarly, 40% of the articles reviewed expressed their results, as monetary incentives are positively correlate with student achievement. overall, 100% of literature indicated that monetary incentives improves student achievement. table 1: monetary incentives and student academic achievement themes author of the paper “monetary incentives motivate the teachers to put more effort for improved academic achievement”. (awuor, 2022) “financial incentives increase enrollment, also results effort provision and achievement”. (schildberg-hörisch et al., 2018) “there is correlation among the relationships among awarding incentive pay, teacher motivation, and student achievement”. (mckinney et al., 2000) “student achievement improves significantly when teachers are offered financial incentives that reward this.” (hanushek et al., 2005) “monetary incentives have a positive effect on maintaining academic achievement among the students”. (journal et al., 2019) table 2: monetary incentives and student academic achievement themes code frequency percent monetary incentives improve student achievement i 3 60% there is correlation between the two c 2 40% total 5 100% figure 1: monetary incentives and student academic achievement objective two establish the influence of tangible non-monetary incentives for teachers on student academic achievement in public secondary schools. based on the reviewed articles, 20% of the authors indicated that tangible non-monetary incentives influence student achievement at low level. however, 80% found that tangible non-monetary incentives improves student achievement. table 3: tangible non-monetary incentives and student academic achievement themes author of the paper “tangible non-monetary incentives to teachers have influenced students’ academic performance to a low extent”. (ngasi et al., 2020) “reward affect positively in classroom performance” (hussain et al., 2023) “non-monetary incentives as motivating teachers to a large extent enhancing student academic achievement”. (awuor, 2022) “tangible non-monetary incentives on pupils’ test scores”. (riener & wagner, 2019) “non-monetary incentives contributed relatively to teacher educators’ job performance”. (ibiwumi & chinedu, 2021) pa ge 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 1-9, 2024 table 4: tangible non-monetary incentives and student academic achievement themes code frequency percent tangible non-monetary influence student achievement at low level| l 1 20% tangible non-monetary incentives improves student achievement i 4 80% total 5 100% figure 2: tangible non-monetary incentives and student academic achievement objective three investigate the influence of intangible non-monetary incentives for teachers on student academic achievement in public secondary schools. based on the reviewed articles, 67% of the authors found that intangible non-monetary incentives improve student achievement. however, 33% of the literature reviewed found that there is correlation between intangible nonmonetary incentives and student achievement. table 5: intangible non-monetary incentives and student acdemic achievement themes author of the paper “there is no significant relationship between schools based intangible non-monetary incentives for teachers and student academic achievement”. (awuor, 2022) “intangible non-monetary incentives are the most influential factors affecting employees’ motivation”. (ngasi et al., 2020) “intangible non-monetary initiatives provided are vital in school performance”. (kassim & onyango, 2022) table 6: intangible non-monetary incentives and student achievement themes code frequency percent intangible non-monetary incentives improves student achievements i 2 67% there is no correlation between intangible non-monetary incentives and student achievement c 1 33% total 3 100% figure 3: intangible non-monetary incentives and student academic achievement pa ge 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 1-9, 2024 discussion the study focused on the effectiveness of teacher incentives on student academic achievement in public secondary schools (awuor, 2022). regarding monetary incentives, significantly motivate the teachers to put more effort for improved academic achievement. in addition, the study summarizes the scientific evidence on the importance of financial incentives. financial incentives work well in increasing attendance and enrollment. financial incentives have mixed results regarding effort provision and achievement. financial incentives seem to work for some students, but not for others (schildberghörisch et al., 2018). furthermore, there are connections between student accomplishment, teacher motivation, and the distribution of incentive pay (mckinney et al., 2000). moreover, student achievement improves significantly when teachers are offered financial incentives that reward this (hanushek et al., 2005). according to the study, career pay for teachers does not increase student achievement and does not make teachers more intrinsically or extrinsically motivated than teachers who do not receive it. financial rewards have a favorable impact on students’ continued academic success (journal et al., 2019). tangible non-monetary incentives like rewards affect positively in classroom performance, which in turn improves student achievement (hussain et al., 2023). similarly, non-monetary incentives as motivating teachers largely enhancing student academic achievement (awuor, 2022). furthermore, tangible non-monetary incentives effect on pupils’ test scores (riener & wagner, 2019). moreover, non-monetary incentives contributed relatively to teacher educators’ job performance( ibiwumi & chinedu, 2021). however, tangible non-monetary incentives to teachers have influenced students’ academic performance to a low extent (ngasi et al., 2020). intangible non-monetary incentives are the most influential factors affecting employees’ motivation (ngasi et al., 2020), additionally, initiatives provided are vital in school performance (kassim & onyango, 2022), conversely, according to (awuor, 2022) there is no significant relationship between schools based intangible non-monetary incentives for teachers and student academic achievement. conclusion based on the findings of the study, the following conclusions were made: the academic achievement of students and the financial incentives provided to teachers are positively correlated. the study comes to the conclusion that the intended results could be attained by carefully crafting financial incentives and taking teachers’ perspectives into consideration. the second goal showed that teachers who receive concrete, non-cash rewards have a significant impact on students’ academic performance. academic achievement of students and tangible, non-monetary motivations provided by the school have a strong positive correlation. a large material, non-monetary rewards are offered in schools to encourage teachers. based on the findings of the final objective of the study, it can be concluded that intangible non-monetary incentives offered to teachers have no influence on students’ academic achievement. there is statistically insignificant positive correlation between school based intangible non-monetary incentives for teachers and students’ academic achievement. recommendations from the study findings, the following recommendations were made: • from the first objective, the study recommends to enhance monetary incentives of the schoolteachers and management so as to achieve the desired improvement in students’ academic achievement. however, the teachers are required get involved in the design and implementation of these incentives. • from objective two of the study, it is recommended that school management expand tangible non-monetary rewards to include those that would improve work efficiency like laptop, printers and other gargets for ict to enhance students’ academic achievement in public secondary schools. • from the final objective, the study recommended that the scope of intangible non-monetary incentives should be expanded so as to satisfy diverse needs of the teachers and reduce teacher turnover in schools. references ali, y., abdulkadir, m., & jidka, t. 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(2021). experience of science teachers in practicing rewards system to increase students’ participation in class. international journal of multidisciplinary: applied business and education research, 2(12), 1482–1493. https://doi. org/10.11594/10.11594/ijmaber.02.12.20 pa ge 1 pa ge 17 1 american journal of arts and human science (ajahs) the mediating role of transactional distance on the relationship between course satisfaction and student persistence earl john d. ares1*, angel hane a. cavales1, narwesa i. hasan1, mylyn l. doren1 volume 3 issue 3, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i3.3123 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: june 17, 2024 accepted: july 21, 2024 published: july 25, 2024 in the context of education, which is asynchronous and synchronous online learning, students’ persistence is of concern in most educational institutions. several studies reveal many factors that influence students’ persistence. one of them is course satisfaction but hardly any research about the effect of psychological space of learners on students’ persistence. thus, this study aimed to determine the mediating effect of transactional distance on the relationship between course satisfaction and student persistence. the study employed a descriptive-causal method of research and used an adaptive questionnaire that was contextualized by the researchers, and was participated by 239 senior high school students (grade 11 and grade 12) at the university of mindanao digos college; utilized stratified random sampling. the results of the study showed that the students are satisfied with their online course experience and thus students are highly likely to persist. results also reveal that the transactional distance is low. moreover, it also showed course satisfaction and student persistence are significantly related. however, after the insertion of transactional distance, the direct path unveiled insignificance while the indirect path revealed significant effect. hence, the mediation analysis disclosed that transactional distance fully mediates the relationship between course satisfaction and student persistence. the paper provides evidence that in asynchronous and synchronous online learning, satisfaction should not solely be the focus in attaining students’ “intent-to-persist” but must also consider the perceived transactional distance of learners. keywords course satisfaction, student persistence, transactional distance, mediating effect, mediation analysis 1 department of teacher education, university of mindanao, digos, philippines * corresponding author’s email: aresearl15@gmail.com introduction inevitably, when the topic is all about transactional distance, the gist is distance education, which is the state of our education today asynchronous and synchronous online distance learning, where concerns are very apparent. several studies have identified variables affecting dropout rates in online and distance learning (kauffman, 2015; croxton, 2014; adamopoulos, 2013; park & choi, 2009; willging & johnson, 2009; selim, 2007). nevertheless, it has been shown time and time again that one very intuitive and straightforward variable, satisfaction, is positively correlated with persistence in online distance learning (lee & choi, 2013; joo et al., 2013; joo et al., 2011; schreiner, 2009; park & choi, 2009; levy, 2007). according to some experts, the attrition rate for online learning could be as high as 75% (croxton, 2014). this was particularly prominent in massive open online courses (moocs) where completion of the course could be as poor as 6.5 percent (jordan, 2014). carr (2000) argues that the persistence rate is often 10-20% lower in distance education programs than in traditional settings. moreover, rutter (2016) states that students’ persistence with online courses is lesser than the normal face-to-face classes. from the report of gabriel lalu in inquirer.net as of june 18, 2020, according to samahan ng progresibong kabataan (spark), after the department of education (deped) opened its online enrollment procedures in early june, only 10.5 million of the 27.2 million students in the primary and secondary education systems have enrolled. conversely, the study of markle (2015) stated that course satisfaction is not only the predictor of students’ persistence but must also consider the psychological distance. transactional distance values are unique student satisfaction indicators, which reflect learning and persistence (paul et al., 2015). transactional distance influences students’ satisfaction and persistence, and it is viewed as a significant matter of conversation (steinman, 2007). transactional distance is the perceived psychological and cognitive distance between students and educators; the higher the transactional distance the higher the autonomy of learners (moore, 1993). now, according to oregon, mccoy, and carmon-johnson (2018), this learners’ autonomy or lack of interactivity has been one of the reasons for persistence degradation. since a correlation has been identified between highly satisfied students and persistence in a program (horzum, 2015), examining transactional distance and improvements that enhance student satisfaction in an online classroom will bring apparent advantages for students’ persistence. hence, from strong empirical grounds, transactional distance might contribute to the relationship between course satisfaction and student persistence. in this new normal, asynchronous and synchronous online distance learning dominate, and we researchers have been inspired to discover the mediating role of transactional distance pa ge 17 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 171-179, 2024 on the relationship between course satisfaction and student persistence that has not yet been discovered by recent studies. we aimed to discover how mediating variable specifies the association that occurs between independent and dependent variables, that will eventually contribute to our education, on how psychological distance affects learners consequently formulating certain actions addressing attrition. this study is deeply anchored with michael moore’s (1972) transactional distance theory. the transaction occurs in distance education in a setting consisting of students and teachers separated by a geographical distance from each other resulting in an effect on their satisfaction and persistence in education. a psychological and communication space exists because of this separation (moore, 1972). moore further pointed out that possible misunderstandings caused by the transactional distance between the learning environment and the learner may occur even in-room setting, which also influences students’ satisfaction and intent to persist (moore, 1993). psychological and contact space is referred to as transactional distance by moore. moore coined the term and developed the basic principle of transactional distance (moore, 1972). the moore model involves an interrelated set of variables: dialogue, structure, and autonomy of learners (moore, 1972). the use of ‘dialogue’ connotes experiences with constructive characteristics. the dialog can be called purposeful, positive interactions that are respected by all parties in a relationship. moore states in particular that “the nature of the medium of communication directly affects the extent and quality of dialogue between teachers and learners” (hills & keegan, 1994). a learning management system (lms) framework also determines the means of communication leveraged for an online course. in an online course, the structure is a qualitative variable, as is dialogue, which is primarily dependent on the communication media being used throughout the course. the greater the structure and the lower the dialogue, the greater the distance between teachers and learners from the transaction (moore, 1972). the last variable considered by moore was the learner’s autonomy. the theory of moore effectively combined two different pedagogical traditions: the humanistic tradition and the tradition of behavior (moore, 1972). while humanism gave value to interpersonal, unstructured dialogue from the field of counseling, a systematic design of instruction gave more value to the behaviorist tradition (moore, 1972). such systematic teaching was underpinned by behavioral goals controlled almost entirely by the teacher. he questioned the de facto behaviorist model of education in the early 1970s by incorporating learner autonomy as a central variable of his model (hills & keegan, 1994). at a time before the emergence of the internet (or even widespread use of personal computers), moore’s theory was developed and as such, required improvements that accounted for the shift in learning and communication provided new technologies. this study sought to determine the mediating role of transactional distance on the relationship between course satisfaction and student persistence. specifically, this research aimed to examine the following: (1) determine the level of course satisfaction with the learning experiences of senior high school students; (2) determine the level of student persistence in terms of academic integration, social integration, supportive services satisfaction, degree commitment, institutional commitment; and academic conscientiousness; (3) determine the level of perceived transactional distance in terms of transactional distance between students and content, transactional distance between students, transactional distance between students and teacher, and transactional distance between students and technology; (4) determine if there is any significant relationship between course satisfaction and student persistence; and determine if transactional distance significantly mediate the relationship between course satisfaction and student persistence. methodology the researchers employed quantitative research: descriptive causal design. according to jefferys (2021), descriptive and causal research addresses various questions. descriptive studies are mainly designed to clarify what is happening or what is existing. on the other hand, causal research is used to determine if the importance of other variables is caused or affected by one or more variables. descriptive research aims to describe a population, situation, or phenomenon in an accurate and systematic way (languita et al., 2023). and was utilized to describe the respondents’ level of perceived course satisfaction, student persistence, and transactional distance. on the other hand, causal research is concerned with measuring and testing the indirect effect, as a function of the mediator, on the dependent variable; a mediator is a variable that influences the relationship between an outcome and a predictor. in this study, causal design is utilized by the researchers to determine how transactional distance influenced the relationship between course satisfaction and student persistence through the lens of senior high school students. the participants of this study are senior high school (shs) students at um digos college. these are students, grade 11 and grade 12 students who were officially enrolled in the school year 2020-2021. to quantify the level of course satisfaction, student persistence, and transactional distance, the researchers adapted questionnaires from different authors where contents were validated by experts. it contains three parts: the first part determines the course satisfaction, the second part is student persistence, and the last part is for transactional distance. for the independent variable, the statements of the questionnaire were from the “development of online course satisfaction scale” of bayrak, fatma, tibi, moanes, altun, and arif (2020). pa ge 17 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 171-179, 2024 moreover, the instruments for measuring students’ course satisfaction is a five-point likert scale format in which respondents will select the most appropriate answer from response options ranging from (5) strongly agree, (4) agree, (3) neutral, (2) disagree, and (1) strongly disagree. for the dependent variable, some statements of the questionnaire from “the college persistence questionnaire: development and validation of an instrument that predicts student attrition” adapted from davidson, beck, and milligan, (2009) were modified (from “college” to “senior high school”; the statements were changed to declarative form). furthermore, the instrument for measuring student persistence is a fivepoint likert scale in a “favorability scale” format in which respondents will select the most appropriate answer from response options ranging from (5) very favorable, (4) somewhat favorable, (3) neutral, (2) somewhat unfavorable, and (1) very unfavorable. lastly, for the mediating variable, the questionnaire from “technology matters the impact of transactional distance on satisfaction in online learning” adapted from weidlich and bastiaens (2018) was also modified (from “moodle” changed to “quipper”; items in “satisfaction with the learning experience” were removed). additionally, the instrument of transactional distance is a 5-point likert scale format which respondents will select the most appropriate answer from response options ranging from (5) strongly disagree, (4) disagree, (3) neutral, (2) agree, and (1) strongly agree. to obtain a result that is valid and reliable, the following statistical tools were being used. all interpretation was based on the 0.05 level of significance. mean. this is utilized to get the average perception of respondents for each variable of the study (alegado et al. 2024; zalsos & corpuz, 2024). in addition, this is utilized to describe the level of the respondents’ course satisfaction, the level of student persistence in terms of academic integration, social integration, supportive services satisfaction, degree commitment, institutional commitment, and academic conscientiousness, and the level of perceived transactional distance in terms of transactional distance between students and content, the transactional distance between students, the transactional distance between students and teacher, and the transactional distance between students and technology. pearson r. this determines the significant relationship between the variables (diquito et al., 2024). and structural equations modeling (sem). this is utilized to determine the mediating effect of transactional distance on the relationship between course satisfaction and student persistence. results and discussion level of course satisfaction among shs students table 1 presents the overall level of course satisfaction of senior high school students. as disclosed in the table, respondents obtained a mean rating of high course satisfaction (͞x= 3.80, sd= 0.54). this means that the students are satisfied. bage (2018) and diez . (2021) stated that students are highly satisfied when the online courses have clear structures, interactive instructors, healthy and supportive learning environmentt al. (2021) stated that students are highly satisfied when online courses have clear structures, interactive instructors, and healthy and supportive learning environments. this is congruent to the study of cole, shelley, & swartz (2014), who surveyed a total of 553 cases and found that the significant reason why students are highly satisfied with online learning is convenience, and the main reason for dissatisfaction is the lack of learner-teacher and learner-learner interactions. apparently, even in the state of asynchronous and synchronous online distance learning, students are still satisfied because of the timely update of their instructors, the accommodating ambiance provided by the educational institution, fast-paced interactivity with peers, and the simplicity and flexibility of the learning interface. also, because of the convenience experienced by students where they can participate in the class anywhere they want and answer the tasks anytime. the three domains of transactional distance (student-content, student-student, and student-teacher) were found to have a significant relationship with students’ perceived satisfaction that the three predictors accounted for 31.6 percent of the variance in student satisfaction (mbwesa, 2014). this implies that students who experienced portability and great interaction with his/ her peers and teacher are highly satisfied with their online learning environment. furthermore, bolliger and halupa (2012) cited by yalcin (2017) stated that course satisfaction and technological anxiety have a negative relationship; their anxiety in using technology is because of incompetence in using the tool. students who have low levels of technological anxiety have significantly higher satisfaction than those students with high technological anxiety (yalcin, 2017). this implies that if students are more likely used to utilizing the technology there are probably satisfied in the online learning context. table 1: level of course satisfaction with the learning experiences of shs students in umdc (n=239) course satisfaction mean sd overall mean 3.8 0.54 level of student persistence among shs students table 2 shows the level of student persistence among senior high school students. as disclosed in the table, respondents obtained a mean rating of high student persistence (͞x= 3.66, sd= 0.44) which was verbally described as high. this means that the students are likely to persist even in a state of asynchronous and synchronous online distance learning. the result of this study is very contrary to the study of sorensen and donovan (2017) which they stated that, unlike traditional education, online courses in an educational institution resulted in lower persistence rates. pa ge 17 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 171-179, 2024 academic integration an indicator of student persistence got the mean rating of 3.58 (sd=0.44) which was verbally described as high. this implies that the senior high school students in umdc will likely persist because of their academic connection. as stated by woosley and shepler (2011) cited by toliao (2017) that according to many studies academic integration is as important as social integration, and it is key for the academic performance of underprepared students, boosting their chances of persistence and degree completion. social integration an indicator of student persistence got the mean rating of 3.71 (sd=0.62) which was verbally described as high. this implies that the senior high school students in umdc will likely persist because of their commendable social camaraderie in the online learning environment. according to inkelas, daver, vogt, and leonard (2007) cited by glenn (2017) that peer participation is another form of social integration that benefits first-generation college students; students are encouraged to join student groups, which also gives them a greater sense of campus belonging and decreases feelings of isolation, thus instilling a sense of connection to the school that promotes retention and persistence. are having a hard time increasing students’ satisfaction so that students’ persistence as well is apparent, this can only be attained if there exists quality student support. degree commitment an indicator of student persistence got the mean rating of 4.17 (sd=0.73) which was verbally described as high. this implies that the senior high school students in umdc will likely persist to finish their strand. since there is a connection between high levels of satisfaction and persistence in a degree program (weidlich and bastiaens, 2018), exploring changes to the online classroom that increase student satisfaction will benefit students, teachers, and the institutions they attend. students must have the mindset of completing their degree so that persistence will follow (holzweiss, joyner, fuller, henderson, & young (2014) cited by sweetland, 2015). institutional commitment an indicator of student persistence got the mean rating of 3.81 (sd=0.68) which was verbally described as high. this implies that the senior high school students in umdc are likely to persist in their commitment to the institution. according to lucey (2018), a higher level of commitment in institutions than in typical classrooms in online learning. it implies that online learning is critical to their institutions’ success, while also expressing concern that online learners are less likely to succeed and persist in an academic institution (dexter, 2015). academic conscientiousness an indicator of student persistence got the mean rating of 2.84 (sd=0.97) which was verbally described as moderate. this implies that the senior high school students in umdc are moderately eager to thoroughly do well in academics. brown (2015) claims that there is a connection between academic conscientiousness and college persistence. in contrast, the research gregg (2021) found that conscientiousness has no statistically significant relationship with organizational engagement or help and satisfaction. level of transactional distance among shs students table 3 shows the level of the perceived transactional distance among senior high school students in umdc. as disclosed in the table, respondents obtained a mean rating of low transactional distance (͞x= 3.78, sd= 0.48). this means that the students perceived low transactional distance. table 2: level of student persistence of shs of students in umdc (n=239) indicators mean sd academic integration 3.58 0.44 social integration 3.71 0.62 supportive services satisfaction 3.84 0.63 degree commitment 4.17 0.73 institutional commitment 3.81 0.68 academic conscientiousness 2.84 0.97 overall 3.66 o.44 supportive services satisfaction an indicator of student persistence got the mean rating of 3.84 (sd=0.63) which was verbally described as high. this implies that the senior high school students in umdc will likely persist because they perceived commendable satisfaction in the support of the school in services. such supportive services will affect student retention and the overall evaluation of an academic institution (jones (2011) cited by emmanuel-frenel, 2017). additionally, culp (2014) stated that universities table 3: level of perceived transactional distance of shs students in umdc (n=239) tdsc tdss tdst tdstech overall mean mean 3.91 3.81 3.64 3.75 3.78 sd 0.59 0.67 0.57 0.53 0.48 pa ge 17 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 171-179, 2024 transactional distance between students and content (tdsc) an indicator of transactional distance got the mean rating of 3.91 (sd=0.59) which was verbally described as low. this implies that senior high school students in umdc are more engaged with the online learning content. according to chou, peng, and chang (2010) cited by alotibi (2018) found out that in learning management systems, learner-content interaction has the lowest percentage in an online learning interactive function. moreover, huang, chandra, depaolo, cribbs, and simmons (2015) stated that learner and content interaction is closely related to learner and interface interaction that the flexibility of lms’s contributes to the connection of the learners and the contents. transactional distance between students (tdss) an indicator of transactional distance got the mean rating of 3.81 (sd=0.67) which was verbally described as low. this implies that the senior high school students in umdc have great connections and interactions with each other. as the study of ali (2018) stated that in an online learning environment, there are numerous advantages to students’ quality of interactions with other students, for example, the student acquires knowledge through collaborative inquiry with other students. students’ motivation and participation, perceived learning, course and instructor satisfaction, and retention in online courses have all been shown to be impacted by the social presence of students with each other (richardson, besser, koehler, lim, & strait, 2016). transactional distance between students and teacher an indicator of transactional distance got the mean rating of 3.64 (sd=0.57) which was verbally described as low. this implies that the senior high school students in umdc perceived low psychological space between them and their teachers in the online learning environment. according to hollis (2016), student-faculty interactions are widely acknowledged to have a positive impact on students’ cognitive advancement, satisfaction, and development of educational institutions. in the result findings of ali (2018) and acuña (2021) stated that for students in online courses, there is a moderate to a strong positive relationship between student-faculty interaction and student satisfaction. increases in student-faculty interaction were moderate to strongly correlated with increases in student satisfaction for students in online courses, according to his findings. this is contrary to the findings of peterson (2019) which resulted in tdst (transactional distance between students and teacher) as insignificant with a p-value of 0.521. transactional distance between students and technology an indicator of transactional distance got the mean rating of 3.75 (sd=0.53) which was verbally described as low. this implies the senior high school students in umdc are very connected and engaged to the lms’s specifically to the ‘quipper’, they perceived low transactional distance in utilizing such interface. as stated by horzum (2015) that testing the effects of technology (interface) will significantly affect transactional distance and online course satisfaction of students. additionally, literacy of the interface used in online learning will help in minimizing the high attrition rate and level of isolation of learners (burns & gillepie, 2018; keefer, 2015). significant relationship between course satisfaction and student persistence table 4 shows the correlation analysis between course satisfaction and student persistence of senior high school in umdc. it was revealed that there is statistical evidence showing a significant relationship between two variables with a p-value of 0.001 and a beta coefficient of 0.05. table 4: direct effects of course satisfaction to student persistence unstandardized standard error standardized t p cs to sp 0.05 0.05 0.06 1.07 < .001 cs for course satisfaction, sp for students persistence this implies that a unit increase in course satisfaction there is a 0.05 increase in student persistence. the result is similar to the study of lim and kim (2013) cited by weidlich and bastiaens (2018). moreover, mbwesa (2014) studied the relationship between transactional distance and students’ satisfaction and stated student-content, student-student, student-teacher transactional distance were investigated as predictors of perceived learner satisfaction. however, richardson, besser, koehler, lim, & strait (2016) argued that the amount of social presence mediates student satisfaction and persistence. social presence, defined as the ability to perceive others in an online environment and the degree of emotional and social engagement, has been shown to influence course and instructor satisfaction, and online course persistence (gutirrez-santiuste, rodriguezsabiote, & gallego-arrufat, 2015). additionally, markle (2015) also stated that course satisfaction is not only the predictor of students’ persistence in an online learning environment. this implies that even some authors suggest a significant relationship, but many authors as well stated inconsistencies and must take into consideration of the social and emotional presence in learning context (mehri & izadpanah, 2017; poquet, kovanović, de vries, hennis, joksimović, gašević, & dawson, 2018) which is related to the theory of transactional presence (shin, 2003). pa ge 17 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 171-179, 2024 mediation analysis including change in shs students’ perceived student persistence from course satisfaction, and taking their perceived transactional distance as a mediator variable the table shows the path coefficient among course satisfaction, student persistence, and transactional distance. the path coefficient of the total effect is 0.42. the direct effect is 0.05 which is the impact of course satisfaction to student persistence. this is similar to the study of dhungana (2015) that satisfaction with e-learning is a predictive indicator for learners intending to continue learning online (persistence). further, the indirect effect is 0.37 which is the impact of course satisfaction to student persistence when bridged or mediated by transactional distance. increased student satisfaction is linked to student engagement in online courses (martin & bolliger, 2018), and students who are engaged in the learning environment are more persistent (ali & smith, 2015). table 5: results from the mediation analysis including change in perceived students’ persistence from course satisfaction, and transactional distance as a mediator variable 95% confidence interval estimate std. error z-value p lower upper direct effects 0.05 0.05 1.08 0.28 -0.04 0.14 indirect effects 0.37 0.04 8.98 < .001 0.29 0.46 total effects 0.42 0.05 9.28 < .001 0.34 0.51 it was disclosed the test of transactional distance as a mediator to the relationship between course satisfaction and student persistence. previous table showed the significant relationship between course satisfaction and student persistence (p=0.001), however, after the insertion of the transactional distance it revealed: the direct path showed a positive effect result but not significant (p=0.28); the indirect path of the mediation analysis showed significance with a p-value of 0.001. hence, transactional distance fully mediates the relationship between course satisfaction and student persistence. this implies that student persistence could only be influenced by course satisfaction if there exist transactional distance in between, that in an online educational realm, course satisfaction should not solely be the consideration in attaining the “intent-to-persist” of students. but the emphasis on transactional distance plays a critical role in linking the two variables. this conforms to the argument of peterson (2019) that the focus on transactional distance will improve the level of students’ satisfaction and persistence. which is according to moore (1993), transactional distance influences the process and results of teaching namely satisfaction and persistence (weidlich and bastiaens, 2018). conversely, since social presence is related to transactional distance (horzum, 2015), the findings of pattison (2017) revealed no significant bivariate relationship between social presence and students’ satisfaction and persistence. figure 1: mediating effect model of transactional distance between the relationship of course satisfaction and student conclusion based on the aforementioned findings, the researchers concluded that the senior high school students at um digos college are satisfied, likely to persist, and perceive low transactional distance. furthermore, the result of the study of the mediating role of transactional distance on the relationship between course satisfaction and student persistence indicates the following: course satisfaction has pa ge 17 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 171-179, 2024 a significant relationship with student persistence. however, after the insertion of the mediator (transactional distance), the direct effect is not significant. meanwhile, the indirect path showed significant results; hence, full mediation of transactional distance on the relationship between course satisfaction and student persistence is evident. references adamopoulos, p. 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(2024). academic management and instructional practices of higher education institutions in lanao del norte: basis for faculty development plan. american journal of arts and human science, 3(2), 19–38. https://doi. org/10.54536/ajahs.v3i2.2649 pa ge 1 pa ge 22 4 american journal of arts and human science (ajahs) federalism in nepal: integration and accommodation of ethnic diversities raju kumar rai1, puspa raj rai1* volume 4 issue 2, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i2.4450 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: january 31, 2025 accepted: march 04, 2025 published: may 10, 2025 ethnic diversity rather than homogeneity is the defining feature of many countries around the world today. ethnic diversity refers to the presence of different ethnic or cultural groups, coexistence and interaction of individuals from various social, cultural, religious, economic and political backgrounds in the community and society. like ethnic diversity, federalism is a form of government in which sovereignty or political power is constitutionally divided between the central government and local governments. this paper examines that how federal system integrates, accommodates and acknowledge ethnic diversities and differences in multiethnic societies? theoretically, this study is primarily informed by prominent scholar will kimlicka’s (2005) argument which deals federalism as a mechanism for accommodating and responding ethnic diversities in plural societies. at this point, this study is based on data collected from both primary and secondary sources of information. the secondary data has been gathered from several published and unpublished books, journals, articles and research reports. for primary information, in-depth interview, observation, key informant interview and focused group discussions were conducted with the local people’s representatives, political leaders, ethnic activists and civil servants. informants of this study were selected through purposive sampling method. finally, this study confirms that federalism serves as a key mechanism for accommodating and integrating ethnic diversity by decentralizing power and providing a platform for diverse communities to maintain and promote their distinct identities. as a result, federalism fosters a more inclusive and integrated society, where ethnic diversity is recognized as a strength, contributing to both national unity and social solidarity. keywords ethnic conflict, ethnic group, ethnicity, federalism, recognition 1 tribhuvan university, sociology department, patan multiple campus, patandhoka, nepal * corresponding author’s email: raipusparaj@gmail.com introduction ethnic diversity and federalism: general understanding ethnic diversity rather than homogeneity is the major defining feature of many countries around the world today (fessa, 2010). more than 90 per cent of the states in the world are ethnically plural in character and these states are home to almost 95 per cent of the world’s population (gurr, 1993). ethnic diversity refers to the presence of different ethnic groups within a society, community and a country. it encompasses the representation of individuals and groups from various ethnic backgrounds and contexts. it recognizes and respects the differences and uniqueness of various ethnic groups by promoting their diverse perspectives and experiences. moreover, ethnic diversity can be conceptualized as ethnic fragmentation (fractionalization) and polarization of ethnic groups (koopmans & schaeffer, 2015; dinesen, schaeffer and sonderskov, 2020). like ethnic diversity, federalism is also an important issue that has fascinated scholar’s attention in multiethnic societies. as defined by riker (1975) ‘federalism is a political organization in which the activities of government are divided between regional governments and a central government in such a way that each kind of government has some activities on which it makes final decisions’ (lijphart, 1999). drawing on the works of garran (1929) federalism is a form of government in which sovereignty or political power is constitutionally divided between the central government and local governments (paleker, 2006; singh, 2005). for burris (2001) & borzel (nd) federalism is a set of institutional arrangements and spatial division of power between two or more levels of government in a given political system. it is, moreover, considered as a mechanism for accommodating ethno-cultural pluralism and seen as the most appropriate form of the state structure for ethnically plural and divided societies (kymlicka, 2005). hence, a multi-ethnic state is always confronted with the complex problem of managing, integrating and accommodating ethnic diversity (fessa, 2010). in this regard, my discussions related to ethnic diversity and federalism is theoretically informed by prominent scholar will kimlicka’s (2005) argument which deals federalism as a mechanism for integrating, accommodating and responding ethnic diversities in plural societies. being based on above argument, this paper primarily examines that how federal system integrates, responds and accommodates ethnic diversities in plural societies? or what are the key mechanisms of federal system to integrate, respond and accommodate ethnic diversities in plural societies? materials and methods this study is based on earlier filed work carried out on september 2023 to november 2023 within the hatuwagadhi rural municipality (ward no 2) of pa ge 22 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 224-230, 2025 bhojpur district in eastern nepal. the diverse ethnic caste composition (table 1) in terms of caste, ethnicity, language, religion, culture and occupation is the main reason behind the selection of this area. this study is primarily based on data collected from both primary and secondary sources of information. the secondary data has been gathered from several published and unpublished books, journals, articles and research reports. this study, methodologically, has employed a combination approach qualitative and quantitative to examine that how federal system integrates and accommodates ethnic diversities in multiethnic societies. the informants of this study were different ethnic and social activists, teachers and political leaders. informants were selected through purposive sampling method to collect primary information and their perceptions towards ethnic diversity and federal system in plural society. the information of this study was gathered from different tools and techniques like structured interview schedule, observation, focused group discussion and key informant interviews based on descriptive and explorative research design. despite the study area, i had conducted in-debt interview schedule with the different federal experts as key informants in this study to get more and additional information regarding the key mechanism of federal system to integrate, accommodate and respond ethnic diversities in plural societies. table 1: ethnic caste composition and population in hatuwagadhi/study area. sn social group population sn social group population 1 hayu 4 16 bhote 1 2 sunuwar 18 17 bhujel 180 3 sarki (mijar) 247 18 pariyar (darji) 207 4 sarki (charmakar) 85 19 pariyar (damai) 185 5 hill brahman 66 20 newar 466 6 hill chhetri 848 21 dhimal 1 7 biswokarma (sunar) 42 22 dhanuk 2 8 biswokarma (kami) 285 23 danuwar 1 9 bishwokarma (oad) 12 24 teli 4 10 lepcha 11 25 tamang 437 11 limbu 8 26 dom (marik) 1 12 rai 14714 27 gurung 2 13 mugal 5 28 giri 7 14 majhi 9 29 kunwar 8 15 magar 323 30 others 2206 source: hatuwagadhi village profile, b.s. ethnic diversity and federalism: fusion or fission this section primarily focuses on one of the most commonly cited and illustrated argument that federalism as a mechanism for integrating and accommodating ethno-cultural pluralism or socio-cultural recognition of ethnic group. it is seen as ‘the best way to achieve ethnic autonomy’ (hangen, 2007) and the most appropriate form of the state structure for ethnically divided countries (stepan, 1999; kymlicka, 2005; anderson, 2013). moreover, (t)here are several scholars who argue that federalism as a means of power sharing (bhandari, 2016), tool of dispute management (sharma, 2019), conflict resolution (hueglin, 1995; anderson & keil, 2017; agnew, 1995; babalola, 2019) and conflict settlement mechanism (gromes, 2010; huegline & fenna, 2015), tool of secession settlement (hachter, 2000; lustick et al., 20049), tool for expanding power and maintaining unity (aalen, 2002), way of establishing multi-ethnic countries (gurr, 1993, 1994; kymlicka, 2005, stepan, 2005), means of managing or reducing ethnic conflicts (horowitz, 1985; saideman et al., 2002; brancati, 2006; birhan and christopher, 2024), means of ensuring unity in diversity (elazar, 1987), peace, stability and mutual accommodation (bulmer, 2017; kumar, 2018:46), means to manage ethnic diversities (mcgarry & o’leary, 1993; berhane & tefera, 2018) and overall management of ethnic diversity. in the same way, bhattachan (2012), gurung (2012), and lawoti (2012) strongly recommend ethnicity-based federalization. they desperately argue that identity-based federalization is the only way of democratically restructuring the country by enhancing the political participation of janajatis, dalits and madhesis and giving ethno-based rights to the previously oppressed people or nationalities in nepal. on the contrary, other scholars (aalen, 2006; abbink, 1997, 2006; ottaway, 1995; vestal, 1999; walle, 1997; mishra, 2012; chhetri, 2012; kisan, 2012; subedi, 2015) argue that ethnic federalism leads the country towards disintegration. it institutionalizes ethnic differences and diversity by legitimizing the politics of ethnic resentment. ethnic federalism always reinforces tribalism (kimenyi, 1998) by creating more ethnic conflicts and civil strife (teshome & zahoric, 2008). therefore, ‘federalism is not a panacea to the multi-ethnic challenges. it is not pa ge 22 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 224-230, 2025 enough to respond to the challenges of ethnic diversity’ (fessha, 2010). burgess (2006) in the same way notes that ‘federation is not a universal panacea. it is not the answer to any or every problem of human conflict.’ moreover, ake (1996), egwe (2003), fleiner (2000), mamdani (2005) depict that ethnic federalism emphasizes ethnic conflicts, increases secession, suppresses individual rights and eventually leads to the disintegration of countries. similarly, nordlinger (1972) and vile (1982) claim that federalism increases pressure for secession rather than regulating and accommodating of ethnic differences (adeney, 2007). according to kaufman (2011), and osinubi, & osinubi (2006) ethnic diversity leads to ethnic violence and civil strife. it is a primary cause of conflicts (oyeniyi, 2011; eriksen, 1994). corresponding some scholars (mishra (2012), chhetri (2012), shrestha (2012), kisan (2012), subedi (2015) that ethnic federalism institutionalizes ethnic differences and diversities by legitimizing the politics of ethnic resentment. abebe (2014) in the same way denotes that ‘federal or decentralized forms of government have been largely considered a threat to national cohesion and unity.’ however, erk and anderson (2009) interestingly denote that federalism has both secession inducing and secession preventing characteristics. for instances, nigeria, a country of more than 250 ethnic groups has adopted a federal form of government (dent, 1995). the swiss federation (1848) has remained a paradigm case of the successful accommodation of diversity (bhattacharyya, 2010). in asia, many countries (india, malaysia, pakistan, myanmar and so on) are characterized by different sociocultural and ethnically diverse and complex. among above countries, india is the most notable and successful state that response to the problem of ethnic diversity poses in a country of 18 national languages and some 2,000 dialects and a dozen ethnic communities and seven national religious groups and some 60 socio-cultural sub regions spread over seven geographical regions (majeed, 2005:180). hence, the disintegration of yugoslavia is also the result of the failure of yugoslav state to incorporate various ethnic diversity (i.e. serbian, croatian, slovenian and kosovar albanians) into single political structure and community (singh, 2008). ethnic diversity and federalism in nepal: an overview nepal is a multi-ethnic nation with diverse languages, religions and cultural traditions comprising of 142 caste/ ethnic groups, 124 languages and 10 religions (nphcnso, 2021). government of nepal has recognized 59 ethnic groups and the gurung commission has suggested that there are 75 ethnic groups. these recommendation and categories show that caste/ethnic identities are not fixed and nothing can be understood about nepal without understanding its patterns and dynamics of ethnic diversity. however, there is no detailed sociological survey has been carried out in nepal to date to identify different ethnic and caste groups and their cultures. table 2: ethnic caste composition and population in nepal sn caste/ethnic population percentage 1 chhetri 4796995 16.45 2 brahmin-pahadi 3292373 11.29 3 magar 2013498 6.90 4 tharu 1807124 6.20 5 tamang 1639866 5.62 6 newar 1341363 4.60 7 bishwokarma (called kami in 2011 1470010 5.04 8 musalman 1418677 4.86 9 yadav 1228581 4.21 10 rai 640674 2.20 as reviewed by dahal (2003) based on the 2001 census these diverse ethnic/caste groups were arranged into five broad cultural groups (i) the caste-origin groups; (ii) the newar, (iii) the adibasi/janajati or nationalities, (iv) muslim or musalman and (v) other. as these categories are slightly broad for the purpose of socioeconomic analysis, the author has further classified these cultural categories into 9 broad sub-cultural groups: (i) the caste –origin hill groups, (ii) hill adibasi/janajati groups, (iii) hill dalit, (iv) madhesi caste-origin groups (level 1), (v) madhesi caste origin groups (level 2), (vi) madhesi casteorigin low caste groups or dalits ( level 3), (vii) tarai (madhesi) adibasi/janajati, (viii) musalman or muslims, and (ix) other cultural groups (dahal, 2014). moreover, according to the 2021 census the ancestral languages, mother tongues and second languages of the population. the number of languages listed for nepal’s censuses has increased from 31 in 1991 to 92 in 2001 and 123 in the 2011 census. the 2021 census grouped 12 foreign languages together as ‘foreign languages’ and added 13 new languages. similarly, in the context of religion, the majority of the populations identified as hindus (81.19%), followed by buddhists (8.21%), muslims (5.09%) and kirat (3.17%). the 2021 census found a slightly reduced proportion of hindus, buddhists, and prakriti religion followers, while the proportion of muslims, kirats, pa ge 22 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 224-230, 2025 christians, and bon followers increased. this could be a way of looking at the socio-cultural landscape of the country. however, federalism received a subject of scholarly debates and attention much later especially after the first amendment of interim constitution of nepal in april 2007. although, the debate of federalism in the context of nepal can be traced back to 1950s (thapaliyal, 2012; serchan, 2012; jha, 2018) and looking back the april uprising of 2006 whereas a decade long civil war ended with the signing of the comprehensive peace agreement-cpa. the maoist insurgency (1996-2006), the people’s movement-ii (april, 2006) (bhattachan, 2010), the madhesi movement of 2007 (serchan, 2012; sharma, 2019) and terai movement of 2007 (bhandari, 2014) were the catalyst for including the federal agenda in the fourth amendment of the interim constitution 2007 by inserting provisions relating to federalism for establishing egalitarian society by empowering marginalized people (sharma, 2019) and democratizing the country by making the state more inclusive (karki, 2014). mechanism for integration and accommodation of ethnic diversities it is primarily argued that federalism as a means and mechanisms for accommodating, acknowledging and integrating ethno-cultural pluralism or socio-cultural recognition of ethnic groups. federal system basically promotes to achieve ethnic autonomy’ (hangen, 2007) and responds ethnic diversities (mcgarry & o’leary, 1993; berhane & tefera, 2018) by ensuring peace, stability, integration and accommodation (bulmer, 2017; kumar, 2018). despite these arguments, this section more intensely focuses and illustrates the mechanisms of federal system for accommodating and integrating ethnic diversities in multicultural societies. the constitution of nepal 2015 transformed the country by establishing federal structure or ‘federal democratic republican state’ consisting of 7 provinces, 77 districts and 753 local bodies, making nepal the ‘youngest’ federal state in the world (sharma, 2019). with the promulgation of constitution, the journey of nepal towards federalism has been enthused to resolve many existing issues related to the distribution of power and resources between the center, provinces and local levels (baral, 2009) and to address different diversities of nepal (hachhethu, 2010). moreover, federal system is established under the constitution of nepal 2015, designed to accommodate and integrate ethnic diversities by distributing power, resources and opportunities among the federal, provincial, and local levels of government. the federal government of nepal plays a central role in integrating and accommodating ethnic diversity and fostering inclusivity within a federal framework. it has provided an opportunity for the federal government to distribute power to provincial and local levels, creating a structure intended to accommodate ethnic diversity and promote more equitable representation. according to the constitution of nepal, provincial government has the authority to promote and preserve local languages, cultures, and traditions. the constitution grants provincial governments the power to tailor educational curricula to reflect local ethnic, linguistic, and cultural contexts. this includes the provision for education in local languages, especially at the primary level, which helps children from ethnic minority backgrounds access education in their mother tongue. despite the federal and provincial governments, local governments operate as an essential layer of governance, focusing on community-specific issues and directly engaging with citizens. the structure of local governments are basically designed to ensure representation from various ethnic groups, especially in diverse regions. this includes provisions for proportional representation through elected positions in municipal and village councils. seats are reserved for marginalized groups, such as indigenous communities, women, and dalits, ensuring that these communities have a voice in local decision-making processes (bhattachan, 2012). within the framework of federal system, some mechanisms are mentioned for accommodating and integrating ethnic diversities in nepal. division of power and autonomy it is well known that division of power and autonomy is a central principle and mechanism of federal system. it refers to the allocation and distribution of authority, decision-making power, and responsibilities within a system. this federal framework is truly designed to accommodate and integrate ethnic diversities in plural societies. nepal adopted a federal system with three levels of government: federal, provincial, and local. this system decentralizes power and allows for more autonomous governance at regional and local levels. the main purpose of the division of power and autonomy are to ensure representation and voice for marginalized communities, including the madhesi, janajati (indigenous groups), and dalits. as discussed by fessa (2010) if the needs and demands of ethnic groups are to be accommodaed and integrated, the state needs to recognize its multiethnic character. although, federalism allows ethnic groups to have their own regional governments, which can address specific local concerns, cultural practices, and languages. in this context, majority of informants (as discussed in the group) agree that federalism is a political system involving the division of powers between a central government and multiple regional or state governments. also, it is seen as a means of accommodating and integrating ethnic diversities within the society or a country by granting a degree of autonomy to govern themselves within their respective regions. ethnic diversities often have unique needs and interests, and federalism provides an opportunity for ethnic groups to exercise of power and influence in the governance of their regions. by allocating local governments autonomy, federalism can pa ge 22 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 224-230, 2025 accommodate the diverse needs and aspirations of ethnic groups. recognition of linguistic diversity and language rights the recognition of linguistic diversity in federal system plays an essential role in social integration, cohesion and cultural preservation. the constitution of nepal (2015) recognizes nepali as the official language but also acknowledges the country’s linguistic diversity by listing several languages as national languages. the article 6 of nepal’s constitution defines that all mother tongues spoken as national languages, emphasizing the importance of all languages as part of nepal’s heritage. the constitution of nepal guarantees the right of all citizens to basic education in their mother tongue. mothertongue-based education in primary schools, especially in linguistically diverse regions have been initiated after the promulgation of federal system. by enabling people to use their mother tongues in education and governance, federal system fosters a sense of belongingness and togetherness in its diverse communities. recognizing the linguistic diversity of nepal, primary schools in ethnic regions are encouraged to teach in native languages. this policy helps to maintain cultural identity and improves educational outcomes by allowing children to learn in their mother tongue. for instaces, bantawa rai language curriculum has been introducing in so many schools for primary education in the study area. recognition of customary laws and practices in multicultural societies, the recognition of customary laws and practices is a significant aspect of federal system. these laws and practices are informal systems of rules and regulations developed by indigenous and local communities over generations and are integral to their identity and way of life. majority of informants believe and claim that the recognition of customary laws and practices are important to the protection of indigenous rights, cultural heritage, and local autonomy in federal system. moreover, the constitution of nepal (2015) acknowledges the rights of ethnic groups and marginalized communities to practice and preserve their customs, traditions, and cultural uniqueness. the constitution mandates that the state shall protect and promote the cultural and social rights of indigenous and ethnic groups by ensuring their unique identity and customs. being based on the the article 32 and 51of the constitution, it is guareenteed that every individual the right to practice their culture, and mandates the government to pursue policies that protect and promote traditional knowledge, skills, and practices of ethnic and indigenous communities respectively. for instances, as discussed by the cultural expert chandra kumar hatuwali, customary laws and practices like the badghar system (in tharu communities), the mukhiya system (in various hill tribes) and ten dhuwa system (in kirat rai bantawa communities) are traditional leadership structures that play an important role in decision-making, dispute resolution, communal integrity, solidarity and social governance within the communities. therefore, preservation and recognition custommary laws and identities of ethnic people are very important aspects of federal system. these kinds of constitutional recognitions help to integrate and accommodate ethnic diversities in plural societies. provision of participation and representation the constitution of nepal (2015), aims to ensure the participation and representation of all ethnic communities in government at all levels for various groups, including indigenous people, madhesis, tharus, dalits, and other marginalized ethnic groups. eventhough, the majority of informants agree that federalism as a tool or mechanism that can facilitate the representation and participation of ethnic minorities in the political process. local governments provide opportunities for diverse groups to be involved in decision-making and governance, ensuring that their voices are heard and their interests are represented. as mentioned by jeewan darjee (48), with the promulgation of federalism, dalits have gained representation at both the provincial and local government levels. this practice ensures that dalits have a voice and representation in local and national decisionmaking processes. this has opened doors for greater social and political inclusion for the dalit community. the constitution emphasizes the importance of inclusivity and proportional representation, aiming to provide equal opportunities for ethnic minorities, dalits, madhesis, and other historically marginalized communities in federal, provincial, and local governance. in the same way, birhan and christopher (2024) argee that ethnic federalism helps to reduce conflict between ethiopia’s various communities by allowing minority groups greater representation at local and national levels. recognition of ethnic and regional identities the constitution of nepal (2015) explicitly acknowledges nepal as a multi-ethnic, lingual, religious and multicultural nation. this acknowledgment simply enshrines the importance of ethnic diversity as part of nepal’s federal identity, laying the groundwork for policies that support ethnic communities. this recognition validates the presence and importance of ethnic groups in plural societies. according to shyam kumar rai, (member of ward, hatuwagadhi rural municipality) government at all levels promoting and recognizing the cultural diversity by supporting the festivals, ceremonies, and cultural events of ethnic communities. these festivals are recognized as public events, and government support helps maintain cultural vibrancy and unity in diversity. several ethnic and regional festivals, such as maghe sankranti, lhosar, and chhath, ubhauli-udhauli, indrajatra are officially recognized as public holidays, allowing ethnic groups to celebrate their heritage and traditions on a national level. naming certain provinces, districts, municipalities, rural pa ge 22 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 224-230, 2025 municipalities based on ethnic or historical identities allows local populations to feel represented and recognized. this identity-based federalism is intended to help groups with distinct ethnic identities feel more included in governance. moreover, the majority of informants believed that ‘with the promulgation of federalism in nepal, the ethnic people are recognized as one of the indigenous nationalities and gained recognition and representation in the provincial and local governments. federal system is a way to address the ethnic issues or it is only way to maintain a multi-ethnic society democratically. it leads country towards peace, prosperity and development by enhancing the practice of self-rule, autonomy, cultural preservation and recognition.’ thus, the recognition of socio-cultural practices of ethnic groups and identity is the most important aspect of federal system to integrate and accommodate ethnic diversity. because most of the name or official identity of state or rural municipality, municipality and provinces have been changed and introduced by their own historicity and propinquity of local identity. the allocations of power, resources, opportunities and political participation in public sphere of ethnic people have been increased proportionately. conclusions federalism is a form of government in which sovereignty or political power is constitutionally divided between the central government and local governments. it is an institutional mechanism to recognize and accommodate socio-cultural practices of ethnic groups in nepal. federalism in nepal serves as a vital mechanism for accommodating and integrating ethnic diversity, by decentralizing power to provincial and local levels, that allows ethnic groups greater autonomy over cultural, linguistic, and social matters to govern their own unique heritage and needs. finally, this study concludes that federalism serves as a key mechanism for accommodating and integrating ethnic diversity by decentralizing power and providing a platform for diverse communities to maintain and promote their distinct identities. as a result, federalism fosters a more inclusive and integrated society, where ethnic diversity is recognized as a strength, contributing to both national unity and social solidarity. references aalen, l. 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(2007). scientific social surveys and research. new delhi: prentice hall. pa ge 1 pa ge 72 american journal of arts and human science (ajahs) educational challenges affecting girls’ academic achievement in public secondary schools in burao, somaliland kaltun osman ahmed1* volume 3 issue 3, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i4.3567 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: july 26, 2024 accepted: august 30, 2024 published: november 06, 2024 the study explores educational challenges affecting girls’ academic achievement in public secondary schools in burao, somaliland. it utilizes both quantitative and qualitative research methods to gain a comprehensive understanding of the obstacles faced by girls in their educational pursuits. the study reveals that socioeconomic factors, cultural traditions, and insufficient school infrastructure significantly hinder girls’ education, with financial constraints, early marriage, and gender-biased cultural practices identified as significant barriers. the recommendations of this study, if effectively implemented, have the potential to bring about substantial positive change. these recommendations include the implementation of financial support programs, raising community awareness, improving school infrastructure, and providing career guidance and skills training. keywords academic achievement, education, educational challenges, public secondary schools, somaliland 1 governance and regional integration in africa, the pau institute for governance, humanities and social sciences, yaoundé, cameroon * corresponding author’s email: kaltunahmed445@gmail.com introduction historically, most societies and cultures have viewed women as primarily responsible for the home and domestic duties. in contrast, men have been viewed as the primary members of the workforce and decision-makers (tabassum & nayak, 2021). women were largely excluded from formal education and thus could not compete with men for positions and resources in the pre-industrial era. however, the advent of the industrial revolution altered this dynamic, as the skills that men had once held an advantage in became less relevant. women began to enter the workforce and contribute to society, albeit with fewer educational opportunities than their male counterparts (yellen, 2020). globally, there has been a significant improvement in the enrollment rates of both boys and girls in primary and secondary schools, with rates getting closer to equality. currently, the enrollment rate for girls is slightly lower than that of boys, with 89% of girls enrolled in primary and secondary schools compared to 90% of boys (mcdaniel, 2014). in fact, around two-thirds of all countries have achieved gender parity in primary school enrollment. however, the completion rates for girls in low-income countries remain significantly lower than those of boys; correspondingly, in upper secondary education, there is a significant disparity in completion rates, with only 21% of young women completing their education, compared to 26% of young men, in low-income countries(sanger & gleason, 2020). in countries affected by fragility, conflict, and violence (fcv), the disparities between boys and girls in terms of education are more pronounced. in such contexts, girls are 2.5 times more likely to be out of school than boys, and their likelihood of dropping out of secondary school is 90% higher than that of their male peers in non-fcv settings. the learning crisis is not limited to girls, as both genders are affected (kattan b & khan m, 2023). the concept of learning poverty (lp) measures the percentage of children who lack basic reading skills by the age of 10. although girls fare slightly better than boys, both groups’ lp rates remain very high. in lowand middle-income countries, the average lp rate for girls is 55%, while for boys it is 59%. in low-income countries, lp averages around 93% for both genders (sanger & gleason, 2020). while more young women are enrolling in tertiary education in many countries, more is needed to lead to improved employment opportunities or better life outcomes for women. gender disparity in the labour force participation rate is a significant global issue, especially in regions such as south asia, the middle east, and north africa, where female labour force participation rates are as low as 24% and 20%, respectively. these rates are much lower than those observed in other regions, such as latin america (53%) and east asia (59%), although they are still lower than the rates for men (mensch et al., 1998). problem statement education is a fundamental right, but girls in somaliland face barriers to accessing quality education (concern worldwide, 2023). global evidence shows that though primary school attendance rates are high, girls’ skills and literacy remain low (tracing global trends in education world bank gender data portal, n.d.). in burao, somaliland, girls in public secondary schools continues to grapple with significant challenges hindering their access to and completion of education. the persistence of gender-based disparities in educational opportunities has pa ge 73 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 72-83, 2024 far-reaching implications for the social, economic, and political development of the country. this research aims to find out the educational challenges experienced by girls in somaliland and their impact on girls’ life prospects and the region’s development goals. objectives of the study general objective the general objective of this study is to investigate the educational challenges that affect girls’ academic achievement in public secondary schools in burao, somaliland. specific objectives specifically, the study intended: 1. to assess girls’ educational challenges in public secondary schools in burao, somaliland. 2. to identify girls’ academic achievement in public secondary schools in burao, somaliland. 3. to examine the relationship between identified educational challenges and the academic achievement of girls in public secondary schools in burao, somaliland. literature review education is a crucial aspect of human development and plays a vital role in shaping a country’s future (king e., 2011). education empowers individuals to achieve important life goals and positively contribute to society. however, many girls in public secondary schools in burao, somaliland, face significant obstacles that prevent them from accessing quality education. this section examines empirical works concerning girls’ educational challenges. according to akinyi and musani (2015) despite efforts to improve the education system, girls in public secondary schools in somaliland, still experience obstacles that hinder their academic performance. increasing girls’ participation in education has been identified as one of the most significant developmental challenges facing subsaharan africa (ward, 1995). generally, the enrollment rate of girls remains lower than that of boys, their dropout and absenteeism rates higher, and their achievements and performance poorer, especially in mathematics and sciences (kimondo, 2013). the exclusion of women from science is historical. arnold, (1975) explored the exclusion of women from the earth science curriculum, focusing on the case of florence bascom, a pioneering female geologist. the author found that women had historically been excluded from the earth science curriculum and that this exclusion had perpetuated gender inequality in the field. this study emphasizes the importance of addressing historical biases in the educational system to promote gender equity in stem fields. with secondary education and beyond, girls get a renewed sense of responsibility that enables them to shape their future without leaving it to their fathers or future husbands (abuya et al., 2016) despite the realization that educating girls has immense benefits, girls continue to face constraints in various contexts— the school, within their families, in their communities/ neighborhoods, and their societies in general. the constraints, an outcome of how girls have been constructed in the broader culture, influence investment in their education and negate the positive impact of girls on their respective societies. muhanguzi, (2019) looked into why the first educated african women did not become the first generation of african women professionals as did the first generation of educated african men. the study found out that the type of education women received, and the limitation in career choices afforded form a large part of the answer, as do the effectual and legal restrictions on employment. there were few choices for women who received a western education: nursing and related healthcare professions, education, primarily teaching, and marriage. the study findings by abuya b et al. (2012) show that government schools continue to charge levy fees for lunch and school buildings, and in the case of boarding schools, fees/levies are charged for boarding equipment. in addition, parents are supposed to provide items such as school uniforms, sports uniforms, books, and stationery. thus, to prepare a child to join a day school as a form one costs about eight times the monthly income of an employed parent, 12–17 times of a self-employed parent, and 19–20 times of a peasant parent engaged in casual work. in essence, poor households in kenya and urban slum neighborhoods continue to face significant challenges in meeting the costs of free secondary education. the educational challenges affecting girls’ academic achievement in public secondary schools in burao, somaliland, can be multifaceted. chepkoria et al. (2012) identified anemia as a significant health issue that affects a substantial proportion of school-age children, including girls, which can impede academic performance due to its impact on cognitive and physical development. the study suggests that factors such as maternal literacy, dietary habits, and parasitic infections are associated with the prevalence of anemia, which in turn may affect girls’ ability to learn effectively. the work of abuya et al. (2014), focused on social-related challenges, highlights the role of social construction and gender norms in nairobi, kenya, which can also be relevant to the context of burao, somaliland. negative social constructions and gender roles, deeply rooted in a cultural context and reinforced by socialization, are identified as barriers to girls’ educational attainment. although the geographical focus is not burao, the underlying issues of gender norms and social constructions may be comparable across different african regions. the educational challenges for girls in burao, somaliland, are likely to include health-related issues such as anemia, which are influenced by socio-economic factors, as well as broader societal challenges related to gender norms and social constructions. addressing these challenges requires a multifaceted approach that includes health interventions, educational reforms, and community efforts to change gender norms and enhance educational opportunities for girls (kuteesa et al., 2024). pa ge 74 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 72-83, 2024 conceptual framework a conceptual framework is an analytical tool used to understand a phenomenon comprehensively. it is most commonly used to visually explain the key concepts or variables and the relationships that must be studied. the conceptual framework shows the interdependence of the independent variables(swaen & george, 2022). the diagrammatic depiction of the relationship between the independent and dependent variables of this research. educational challenges (ivs) figure 1: educational challenges (ivs) source: author (2024) materials and methods introduction this study’s geographical scope covered public secondary schools in burao, somaliland, to investigate the educational challenges faced by girls. the research used quantitative and qualitative approaches, including semi-structured interviews with students, teachers, and administrators. the sample size included 152 form four girls from four different schools. questionnaires were used to collect quantitative data on various factors affecting the girls’ academic performance and educational experiences. the study employed stratified probability sampling techniques to ensure the representation of different subgroups within the target population. research area and research design this study was conducted in public secondary schools in burao, somaliland. burao is the capital of the togdheer region in somaliland. it is situated at approximately 9.5270° n and longitude 45.5389° e. the city serves as a significant educational and commercial hub in the region, making it a suitable location for this study on the academic challenges faced by girls in public secondary schools. the research design integrates different study sections to address the research problem effectively. the study used both quantitative and qualitative research approaches. the quantitative approach involved structured questionnaires and statistical analysis, while the qualitative approach used semi-structured interviews to explore the nuances of the educational challenges. this design allowed for a comprehensive understanding of the research problem and enhanced the validity and reliability of the study findings through triangulation. the study population target population the target population refers to all the members of a natural or hypothetical set of people, events, or objects to which a researcher wishes to generalize the research study results (hossan et al., 2023). the study’s target population included girls in public secondary schools in burao, somaliland, government institutions, local organizations, and school principals and teachers. inclusion/exclusion criteria only the girls in form four were included in this study, while girls in forms 1, 2, and 3 were excluded. this decision was made to focus on the experiences and challenges faced by students who were nearing the end of their secondary education. by concentrating on form four students, the study aimed to gather insights from those with the most extensive experience with the secondary education system and were at a critical point in their academic journey. this approach allowed for a more in-depth understanding of the factors influencing their educational outcomes. it provided a clearer picture of their challenges as they prepared for graduation and potential further education or entry into the workforce. sample and sampling technique sample size the sample included 152 form four girls from four public secondary schools in burao, somaliland, along with school principals, teachers, a local organization representative, and government officials. the sample size was determined using krejcie and morgan’s (1970) table, ensuring a 95% confidence level and a 5% margin of error. this approach ensures fair representation and reliable data for understanding the educational challenges faced by girls in burao. pa ge 75 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 72-83, 2024 sampling technique a sample represents a population. this study used both probability and non-probability sampling. it employed stratified probability sampling, ensuring equal representation from four schools. after stratification, random sampling was used to select individual participants. purposive non-probability sampling was employed for key informant interviews, including knowledgeable individuals. these techniques provided comprehensive and balanced representation, capturing quantitative and qualitative data to address research objectives effectively as recommended by (hossan et al., 2023). results and discussion introduction this section presents the results and findings of the study on educational challenges affecting girls’ academic achievement in public secondary schools in burao, somaliland. the study aimed to explore the various challenges that affect girls’ educational outcomes, categorized into three main areas: socio-economic factors, cultural norms and practices, and school infrastructure and resource adequacy. these challenges were analyzed to understand their influence on girls’ academic performance and participation in secondary education. girls’ academic achievement was characterized by their attendance records, grades, and overall school performance. the findings in this chapter are organized according to the specific objectives of the study: socio-economic factors this section examines how financial constraints, family income levels, and the need for girls to contribute to household income affect their access to and participation in education. cultural norms and practices this section explores the influence of traditional gender roles, early marriage practices, and community expectations on girls’ education and school attendance. school infrastructure and resource adequacy this section assesses the adequacy of school facilities, the availability of learning materials, the presence of female teachers, and the overall school environment’s support for girls’ education. response rate the study targeted 152 girls in public secondary schools in burao, somaliland. of these sampled respondents, 129 participated by responding to the questionnaire. demographic information this section presents the demographic information of the respondents who participated in the study. understanding the demographic characteristics of the participants is crucial as it provides context to the findings and helps to interpret the results accurately. the demographic data collected includes age, family income, and parents’ education levels. this information is vital in identifying patterns and correlations between the demographic factors and the educational challenges faced by girls in public secondary schools in burao, somaliland. the background information of the respondents was summarized in the following subsections: age of the respondents the age distribution of respondents in public secondary schools in burao, somaliland, is analyzed to understand its impact on educational experiences and outcomes. most respondents fall within the age range of 16-18 years, followed by the 19-21 age group. only a tiny percentage of respondents are above 21, while the youngest group, aged 13-15, constitutes 2%. this distribution suggests that the primary demographic in public secondary schools in burao consists of older adolescents, indicating that many students might experience delayed entry into secondary education or extended schooling periods due to various socio-economic and cultural factors. family income level the family income level significantly impacts girls’ access to education and academic achievement. analyzing the income distribution provides insights into students’ economic challenges and how they affect their educational experiences. family income can affect the ability to afford school fees, uniforms, books, and other necessary educational materials, potentially hindering regular school attendance and academic performance. the majority of the respondents (63%) come from families with a middleincome level, while 22% come from low-income families and 16% from high-income families. these income levels can impact students’ ability to afford educationrelated costs and may influence their academic focus and attendance. father’s education level of the respondents the fathers’ education level significantly influences their daughters’ academic achievement. 41% completed secondary education, 32% have a primary school education, 26% have no formal education, and only 1% attained a university education. mother’s education level of the respondents the education level of mothers significantly impacts girls’ academic achievement and access to education. 39% of mothers have no formal education, 36% have a primary school education, 24% have a secondary school education, and only 1% have attained a university education. these statistics highlight women’s limited access to higher education in the region. measurement of variables following the description of background factors, the researcher investigated the elements affecting girls’ academic achievement in public secondary schools pa ge 76 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 72-83, 2024 in burao, somaliland. educational challenges were conceptualized as socio-economic factors, cultural influences, school infrastructure, and resource adequacy. the effects of these factors on girls’ academic achievement were analyzed while academic achievement was measured by: girls’ class attendance records, their grades, and school teaching effectiveness. table 1 below shows each study variable and its indicators as used by (faqih, 2020; heritage institute, 2015). table 1: study variables and their indicators variable indicators code scale analysis socioeconomic factors • family’s financial situation • cost barrier • school fees effect • family priority on education 5 4 3 2 1 strongly agree agree neutral disagree strongly disagree descriptive and correlation cultural influences • early marriage practices • gender roles in family • community leaders’ support • cultural practices as barriers 5 4 3 2 1 strongly agree agree neutral disagree strongly disagree descriptive and correlation school infrastructure • infrastructure adequacy • learning materials availability • adequacy of female teachers • safe and favorable environment 5 4 3 2 1 strongly agree agree neutral disagree strongly disagree descriptive and correlation academic performance • school attendance • average academic performance 5 4 3 2 1 strongly agree agree neutral disagree strongly disagree descriptive and correlation source: researcher, 2024 the researcher asked respondents to indicate their level of agreement with several statements designed to assess the status of each variable. the responses ranged from strongly agree to strongly disagree, with the options being strongly agree, agree, neutral, disagree, and strongly disagree. these responses were scored on an interval scale, with a score of 5 assigned to strongly agree, 4 to agree, 3 to neutral, 2 to disagree, and 1 to disagree strongly. the researcher averaged the scores to determine the overall measure of each variable. socio-economic factors the study aimed to assess how socio-economic factors affect girls’ access to education in public secondary schools in burao, somaliland. findings shown on table 2 as attached under appendix, revealed that financial constraints, the need to work to support families, and the cost of school materials are significant barriers to girls’ education. many students face challenges attending school regularly due to their family’s financial situation and the need to work. the cost of school materials and related expenses also hinder their education and lead to missed school days. however, a notable proportion of respondents indicated that their families prioritize their education over other expenses, reflecting the recognition of the importance of education. the study suggests moderate agreement that these socio-economic factors substantially impact girls’ academic achievement in burao’s public secondary schools. table 2: socioeconomic factors study results statements scale frequency percent mean sd my family's financial situation sda 48 37.2 2.295 1.331 affects my ability to attend d 33 25.6 school regularly. nc 24 18.6 a 10 7.8 sa 14 10.9 i have to work to support my sda 44 34.1 2.496 1.387 family, which interferes with d 25 19.4 my school attendance. nc 27 20.9 pa ge 77 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 72-83, 2024 cultural influences the study assessed how cultural norms and practices impact girls’ education in burao, somaliland. the findings shown on table 3 as attached under appendix pointed out that cultural expectations, early marriage practices, and gender roles significantly affect girls’ academic success in public secondary schools. while there is some community support for girls’ education, cultural practices still present notable barriers. overall, there is a moderate agreement that cultural factors significantly influence girls’ academic achievement. a 18 14.0 sa 15 11.6 the cost of school materials sda 39 30.2 2.643 1.408 (books, uniforms stationery, d 23 17.8 etc.) is a barrier to my nc 30 23.3 education. a 19 14.7 sa 18 14.0 i have to work to support my sda 47 36.4 2.442 1.414 family, which interferes with d 28 21.7 my school attendance. nc 19 14.7 a 20 15.5 sa 15 11.6 i have missed school due to a sda 52 40.3 2.209 1.321 lack of school fees or related d 36 27.9 expenses nc 14 10.9 a 16 12.4 sa 11 8.5 my family prioritizes my sda 29 22.5 3.271 1.609 education over other expenses. d 19 14.7 nc 16 12.4 a 18 14.0 sa 47 36.4 aggregate mean 2.559 source: research data, 2024 table 3: cultural influences study results statements scale frequency percent mean sd cultural expectations for girls sda 43 33.3 2.380 1.353 in my community affect my d 39 30.2 school attendance. nc 16 12.4 a 17 13.2 sa 14 10.9 early marriage practices in my sda 24 18.6 2.969 1.414 community hinder girls' d 31 24.0 education nc 26 20.2 a 21 16.3 sa 27 20.9 gender roles and expectations sda 27 20.9 2.659 1.308 in my family affect my d 41 31.8 participation in school nc 27 20.9 activities a 17 13.2 sa 17 13.2 there are cultural practices sda 29 22.5 2.698 1.309 pa ge 78 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 72-83, 2024 academic performance the study aimed to investigate the impact of socioeconomic factors on girls’ access to education in public secondary schools in burao, somaliland. table 5 as attached under appendix shows results of the factors that were found to be drivers of academic performance, which included family income, the cost of school materials, and the need for girls to work to support their families. 62.8% of respondents agreed that their family’s financial situation affects their ability to attend school regularly, and 34.1% strongly agreed that they have to work to support their families, which affects their school attendance. 44.9% of respondents agreed that the cost of school materials hinders their education, and 48.1% reported missing school due to financial difficulties. on the positive side, 50.4% of respondents agreed that their family prioritizes their education over other expenses. the study found a moderate level of agreement across all socio-economic factors, with an aggregate mean score of 2.559, indicating that these factors significantly affect girls’ academic achievement. that prevent girls from d 33 25.6 attending school regularly. nc 30 23.3 a 22 17.1 sa 15 11.6 community leaders actively sda 30 23.3 2.922 1.461 promote girls' education. d 23 17.8 nc 32 24.8 a 15 11.6 sa 29 22.5 traditional gender roles affect sda 34 26.4 2.426 1.242 my ability to focus on my d 43 33.3 studies. nc 27 20.9 a 13 10.1 sa 12 9.3 aggregate mean 2.676 source: research data, 2024 school infrastructure and resources adequacy the study aimed to assess if school infrastructure and resources support girls’ education in public secondary schools in burao, somaliland. respondents rated components such as infrastructure adequacy, availability of learning materials, safety of the environment, presence of female teachers, sanitation facilities, and support programs. the results shown on table 4 as attached under appendix, revealed a balanced perspective on infrastructure adequacy and significant disparities in access to learning materials. the environment’s safety and favorability for girls received positive ratings, but there was a perceived shortage of female teachers. sanitation facilities were moderately rated, with some deficiencies highlighted. additionally, support programs for girls’ education needed to be considered adequate. overall, the aggregate mean scores indicate a moderate level of agreement that the current infrastructure and resources adequately support girls’ education. table 4: school infrastructure and resources adequacy study results statements scale frequency percent mean sd the school's infrastructure sda 23 17.8 3.085 1.398 (classrooms, facilities) is d 24 18.6 adequate to support my nc 28 21.7 learning. a 27 20.9 sa 27 20.9 there is enough learning sda 26 20.2 3.155 1.492 materials (textbooks, lab d 21 16.3 equipment, computers, etc.) in nc 24 18.6 my school. a 23 17.8 sa 35 27.1 the school provides a safe and sda 18 14.0 3.364 1.363 pa ge 79 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 72-83, 2024 correlations the correlations between academic performance and the independent variables (socio-economic factors, cultural influence, and school infrastructure/resource adequacy) were analyzed to understand the relationships among these variables. the correlation analysis reveals several significant relationships between the dependent variable (academic performance) and the independent variables (socioeconomic factors, cultural influence, and school infrastructure/resource adequacy). table 5: academic performance study results statements scale frequency percent mean sd i often miss school due to sda 48 37.2 2.295 1.283 challenges related to d 29 22.5 socioeconomic factors, cultural nc 28 21.7 norms, or inadequate a 14 10.9 infrastructure. sa 10 7.8 my academic performance is sda 7 5.4 3.566 1.172 above average compared to my d 15 11.6 peers. nc 41 31.8 a 30 23.3 sa 36 27.9 the challenges i face affect my sda 34 26.4 2.814 1.494 ability to perform well in d 28 21.7 school. nc 22 17.1 a 18 14.0 sa 27 20.9 source: research data, 2024 table 6: pearson correlation results correlations academic performance socio-economic factors cultural influence school infrastructure and resource academic performance pearson correlation 1 .449** .389** .336** sig. (2-tailed) .000 .000 .000 n 129 129 129 129 socioeconomic factors pearson correlation .449** 1 .527** .156 sig. (2-tailed) .000 .000 .077 n 129 129 129 129 cultural influence pearson correlation .389** .527** 1 .358** sig. (2-tailed) .000 .000 .000 n 129 129 129 129 school infrastructure and resource pearson correlation .336** .156 .358** 1 sig. (2-tailed) .000 .077 .000 n 129 129 129 129 **. correlation is significant at the 0.01 level (2-tailed). author (2024) academic performance and socio-economic factors table 6 pearson correlation coefficient results between academic performance and socio-economic factors is .449, with a significance level of .000. this indicates a moderate positive correlation, suggesting that better socio-economic conditions are associated with higher academic performance. students from families with better socio-economic status tend to perform better academically, likely due to fewer financial barriers and more support for educational resources. pa ge 80 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 72-83, 2024 academic performance and cultural influence the pearson correlation coefficient between academic performance and cultural influence is .389, with a significance level of .000 as shown in table 6 above. this indicates a moderate positive correlation, suggesting that more supportive cultural norms and practices positively impact academic performance. girls who face fewer cultural barriers and receive more encouragement from their community will likely perform better in school. academic performance and school infrastructure/ resource adequacy table 6 pearson correlation coefficient results between academic performance and school infrastructure/ resource adequacy is .336, with a significance level of .000. this indicates a moderate positive correlation, suggesting that better school infrastructure and adequate resources are associated with higher academic performance. schools with better facilities and more resources provide a more conducive learning environment, improving students’ educational outcomes. overall, the findings highlight the significant impact of socio-economic factors, cultural influences, and school infrastructure on girls’ academic performance in public secondary schools in burao, somaliland. qualitative analysis the responses from key informants highlight several recurring themes and challenges girls face in continuing their education in burao, somaliland. these can be categorized into three main areas based on the study’s objectives: socio-economic factors financial barriers a common challenge is families’ inability to afford school fees, books, uniforms, and other educational materials. this economic strain often leads to irregular school attendance and dropouts. economic roles many girls must work to support their families, which interferes with their school attendance and academic performance. according to one of the respondents, a social work supervisor from the ministry of employment, social affairs, and family, “they do not have time to study because they are busy with household chores, and their families do not encourage or prioritize their education.” this statement highlights the significant impact of domestic responsibilities on girls’ education. many girls are burdened with household tasks, which limits their study time and reflects a lack of familial support for their education. another interviewee who works as a social worker from a local organization, also emphasized, “financial difficulties lead to school dropout.” this underscores the economic barriers that prevent girls from accessing education. families often struggle to afford school fees and materials, forcing girls to leave school to contribute financially to their households. cultural norms and practices early marriage early marriage is a significant cultural barrier, with many girls marrying before completing their education. this practice is prevalent in both urban and rural areas. gender roles traditional gender roles assign girls household responsibilities, leaving them with little or no time for their studies. there is also a cultural preference for educating boys over girls. the genders focal point person from the ministry of education in togdheer, stated, “early marriage is common, and it leads to girls dropping out of school.” early marriage remains a prevalent cultural practice that interrupts girls’ education, as they are often expected to prioritize their roles as wives over their schooling. a second interviewee, noted, “teachers mock or humiliate girls in class, causing them to lose interest in school.” this reflects a detrimental school environment where negative teacher behavior discourages girls from attending school and engaging in their studies. school infrastructure and resource adequacy lack of girl-friendly facilities schools often need more dedicated spaces for girls, such as separate toilets and private study areas. this lack of facilities affects their comfort and ability to attend school regularly. teacher behavior negative teacher behavior, such as mocking or humiliating girls in the class, discourages them from continuing their education. safety concerns the long distances to schools and unsafe routes are significant barriers, especially in rural areas. a public-school principal, omer (not a real name), pointed out, “there are no dedicated spaces for girls, such as separate toilets and private study areas.” the lack of girl-friendly facilities in schools affects their comfort and attendance. separate and safe facilities are essential for creating a conducive learning environment for girls. another interviewee, mentioned, “the long distances to schools and unsafe routes are significant barriers, especially in rural areas.” safety concerns related to the physical accessibility of schools pose a substantial challenge, particularly in remote areas where girls have to travel long distances on unsafe routes to attend school. pa ge 81 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 72-83, 2024 solutions to improve girls’ education in burao, somaliland the solutions provided by the respondents highlight several critical areas for improving girls’ education in burao, somaliland. these solutions align with the findings from the study’s objectives and offer practical steps to address the challenges faced by girls in continuing their education. socio-economic solutions financial support scholarships and financial aid providing scholarships and educational grants can alleviate families’ financial burden and encourage girls to stay in school. sanitary kits and school fees providing sanitary kits and financial assistance for school fees can help girls manage their menstrual health and reduce financial barriers to education. skills training and employment opportunities skills training programs offering special skills training while girls are still in school can prepare them for future careers and provide them with practical knowledge that can be helpful even if they do not continue to higher education. job opportunities creating job opportunities for educated youth can motivate girls to stay in school and complete their education. cultural solutions awareness and counseling educational orientations and awareness campaigns conducting orientations and awareness campaigns about the benefits of education, the dangers of early marriage, and other cultural practices can help change community attitudes and encourage families to support girls’ education. counseling services ensuring access to counseling services can help girls manage stress and behavioral changes and support those facing personal challenges. gender equality and role models female teachers increasing the number of female teachers in schools can provide girls with role models and someone to discuss their issues with, which can encourage them to stay in school and aspire to higher educational achievements. equal treatment by parents encouraging parents to treat their sons and daughters equally in education can ensure that girls receive the same opportunities as boys. infrastructure and resource solutions school facilities dedicated sanitation facilities ensuring each school has dedicated sanitation facilities for girls can improve their comfort and attendance, especially during menstruation. safe transportation safe transportation to and from school can help girls attend school regularly, especially in remote or unsafe areas. educational support tutoring services offering tutoring services can help girls who are struggling academically to catch up and excel in their studies. professional development for teachers providing professional development training teachers can improve the quality of education and ensure that teachers are equipped to support girls’ education effectively. socio-economic factors this section explores the impact of financial constraints, family income, and the need for girls to contribute to household income on education access. cultural norms and practices: this section examines traditional gender roles, early marriage practices, and community expectations on girls’ education and school attendance. school infrastructure and resource adequacy: this section assesses school facilities, learning materials, the presence of female teachers, and the overall school environment supporting girls’ education. summary of the findings the study included 152 girls, with 129 participating, resulting in an 84.9% response rate. most respondents were aged 16-18 (53%) and came from middle-income families (63%). the study revealed that socioeconomic factors significantly affect girls’ academic performance. financial constraints and cultural influences were significant barriers to school attendance and academic success. issues with school infrastructure and resource adequacy were also noted, impacting girls’ education. conclusion the study on the educational challenges affecting girls’ academic achievement in public secondary schools in burao, somaliland, provides valuable insights into the multifaceted barriers these students face. the high response rate and comprehensive demographic data enhance the reliability and depth of the findings, highlighting significant correlations between socioeconomic factors, cultural influences, school infrastructure, and academic performance. the findings reveal that socio-economic factors, such as financial constraints and the need for girls to contribute to household income, significantly hinder regular school attendance and academic success. cultural norms and practices, including traditional gender roles pa ge 82 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 72-83, 2024 and early marriage, further exacerbate these challenges, creating a complex web of barriers that girls must navigate to pursue their education. the adequacy of school infrastructure and resources also plays a crucial role in academic performance. while many schools provide a generally safe and supportive environment, learning materials, female teachers, and sanitation facilities still need to be improved. the positive correlations between supportive cultural practices, adequate resources, and academic success underscore the importance of a holistic approach to educational interventions. the study concludes that improving girls’ academic achievement in burao requires addressing these interlinked socioeconomic, cultural, and infrastructural challenges. recommendation based on the study’s findings, the following recommendations address the educational challenges affecting girls’ academic achievement in public secondary schools in burao, somaliland. these recommendations align with the study’s three key research objectives. addressing socio-economic factors. implement financial support programs due to the significant impact of socio-economic factors on girls’ academic performance, it is crucial to establish and expand scholarship programs and financial aid specifically targeted at girls from low-income families. these programs should cover school fees, uniforms, textbooks, and other necessary materials. additionally, introducing conditional cash transfer programs that provide families with financial incentives conditional on their daughters’ regular school attendance and academic performance can alleviate the financial burden and encourage sustained educational participation promoting cultural change. enhance community engagement and gender equality awareness the findings highlight the influence of cultural norms and practices on girls’ education. to address these issues, comprehensive community workshops and campaigns that raise awareness about the importance of girls’ education and promote gender equality are recommended. engaging community leaders and influencers to advocate for cultural changes that support girls’ education is essential. furthermore, efforts should be made to work with local authorities and community leaders to enforce laws against early marriage and promote the benefits of delayed marriage for girls’ education and overall well-being. improving school infrastructure and resources. invest in school facilities and learning materials school infrastructure and resource adequacy are crucial in supporting girls’ academic achievement. investments are recommended to build and maintain adequate classrooms, libraries, science laboratories, and sanitation facilities, particularly for girls. ensuring that all schools are well-equipped with necessary learning materials such as textbooks, lab equipment, and computers is essential. additionally, recruiting and training more female teachers can provide role models and create a more inclusive and supportive learning environment for girls. further research. investigate the long-term impact of educational interventions while this study provides valuable insights into the current challenges affecting girls’ education, further research is needed to investigate the long-term impact of educational interventions. future studies should evaluate the effectiveness of implemented programs and policies over time, exploring how these interventions influence girls’ academic performance, retention rates, and overall well-being. longitudinal studies that track the progress of girls from primary through secondary education and beyond can provide a comprehensive understanding of the sustained impact of these efforts. references abuya, b., onsomu, e., & moore, a. 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(1975). florence bascom and the exclusion of women from earth science curriculum materials. journal of geological education, 23(5), 202–205. chepkoria, m., chebor, d., & boit, j. (2012). determinants of academic achievement: a case study of public and private primary schools in saboti division, trans nzoia west district, kenya. https://www.amazon.com/ determinants-academic-achievement-divisiondistrict/dp/3659163279 concern worldwide. (2023). the everyday challenges faced by somali women and girls. https://www.concern.net/ news/somali-women-girls-challenges faqih, a. (2020). a study analysis on challenges and opportunities for somali education system (2016-2021). https://muj.so/ pdf/vol6/english/2%20dr%20abdishakur.pdf heritage institute. (2015, april 29). educational challenges in post-transitional somalia: case study mogadishu. https:// heritageinstitute.org/educational-challenges-in-posttransitional-somalia-case-study-mogadishu/ hossan, d., mansor, z., & jaharuddin, n. 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(2024). gender equity in education: addressing challenges and promoting opportunities for social empowerment. international journal of applied research in social sciences, 6(4), article 4. https://doi.org/10.51594/ijarss.v6i4.1034 mcdaniel, a. (2014). women’s rising share of tertiary enrollment: a cross-national analysis. fire: forum for international research in education, 1(2), 1–21. mensch, b., bruce, j., & greene, m. (1998). the uncharted passage: girls’ adolescence in the developing world. https:// knowledgecommons.popcouncil.org/departments_ sbsr-pgy/742/ muhanguzi, f. (2019). women and girls’ education in africa. in springerlink. https://shorturl.at/9dhs5 sanger, c. s., & gleason, n. w. (eds.). (2020). diversity and inclusion in global higher education: lessons from across asia. springer singapore. https://doi.org/10.1007/978981-15-1628-3 swaen, l., & george, j. (2022). what is a conceptual framework? | tips & examples. scribbr. https://www. scribbr.com/methodology/conceptual-framework/ tabassum, n., & nayak, b. s. (2021). gender stereotypes and their impact on women’s career progressions from a managerial perspective. journal of management studies, 58(5), 1040–1061. https://doi. org/10.1177/2277975220975513 ward, o., adhiambo, e., & heneveld, w. (1995). girls and schools in sub-saharan africa: from analysis to action. world bank. https://documents.worldbank. o r g / e n / p u b l i c a t i o n / d o c u m e n t s r e p o r t s / documentdetail/524471468740135955/girls-andschools-in-sub-saharan-africa-from-analysis-to-action yellen, j. (2020). the history of women’s work and wages and how it has created success for us all. brookings. https://www.brookings.edu/articles/the-history-ofwomens-work-and-wages-and-how-it-has-createdsuccess-for-us-all/ pa ge 1 pa ge 49 american journal of arts and human science (ajahs) virtual vernaculars: code-mixing dynamics among yoruba/english bilinguals on facebook s. a. akinwotu1*, a. j. akinola2, s. a. adegbenro3 volume 4 issue 1, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i1.4015 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: november 08, 2024 accepted: december 13, 2024 published: february 22, 2025 the exploration of code-mixing and code-switching phenomena, especially in online contexts, has predominantly focused on english/chinese bilinguals, leaving a gap in understanding these linguistic phenomena among other bilingual groups engaging in online discourse. this study aims to bridge this gap by investigating the motivations underlying code-mixing and code-switching among yoruba/english bilinguals within selected facebook forums. data were meticulously collected from two distinct facebook forums: ‘ondo state people’ and ‘nigerian online community’, serving as a window into the digital linguistic practices of the yoruba/english bilingual community. employing halliday’s functional theory of language as the analytical lens, this study uncovered three core motivations driving code-mixing and code-switching: linguistic, social, and computer-related motivations. linguistically, the motivating factors identified include lexical gaps, euphemism/dysphemism, and a lower level of english competence. social motivations were tethered to language identity and language attitudes, while computer-related motivations were encapsulated by computer-aided codeswitching and online linguistic creativity. this analysis underscores the unique ‘linguistic world’ of facebook forums, where traditional language usage is streamlined, adapted, and evolved, reflecting a dynamic interplay of linguistic, social, and digital factors in modern bilingual communication. keywords code-mixing, code-switching, facebook forums, systemic functional linguistics, yoruba/ english bilinguals 1 adekunle ajasin university, akungba-akoko, nigeria 2 michigan technological university, united states 3 university of kansas, united states * corresponding author’s email: clementmedonye@gmail.com introduction the linguistic phenomena of code-mixing and codeswitching are quintessential markers of bilingualism, embodying the fluid linguistic interchange that occurs when bilingual speakers navigate between their linguistic repertoires. these phenomena, well-documented in sociolinguistic studies, unfold as bilingual speakers seamlessly transition from one language to another, a process that is seen by some scholars as a creative linguistic endeavor, and by others as a sign of linguistic incompetence (hamers & blanc, 1989; gumperz, 1982). the diverse perspectives on code-mixing and code-switching reflect the complex nature of bilingual communication, where the interplay of linguistic, social, and cultural factors shapes the contours of speech (ogungbemi, 2016; olaluwoye & ogungbemi 2020). the distinction between code-mixing and code-switching is well articulated by hudson (1996), where codemixing is seen as a process of intertwining elements from different languages at the word level, often within a single sentence, while code-switching encompasses a broader linguistic exchange, transitioning between languages across sentences or discourse, often adhering to the ‘socially determined norms’ within a multilingual community (hamers and blanc, 1989). this dichotomy, however, does not diminish the intertwined nature of these phenomena, as adegbite and akindele (1999) argue that code-mixing often precipitates code-switching, illustrating a dynamic linguistic continuum. our digital age, characterized by burgeoning online communications, provides a fertile ground for observing code-mixing and code-switching in action. in particular, the online space has emerged as a vibrant platform for yoruba/english bilinguals, who engage in code-mixing and code-switching within facebook forums, navigating between languages to communicate, connect, and foster a sense of community. this study examines the digital realm to explore the motivations driving code-mixing and code-switching among yoruba/english bilinguals on selected facebook forums: ‘ondo state people’ and ‘nigerian online community’. driven by insights from halliday’s functional theory of language, this investigation seeks to unravel the linguistic, social, and computerrelated motivations that underpin code-mixing and codeswitching in these online spaces. contrary to the view of hamers and blanc (2002), who regard code-mixing and code-switching as indicators of linguistic incompetence, this study posits that these phenomena are advantageous, fostering a rich linguistic dexterity among bilinguals. such linguistic flexibility not only facilitates effective communication but also engenders a sense of cultural belonging and identity affirmation among the online community members (ayodabo 2024). by investigating the virtual interactions of yoruba/english bilinguals, this study aims to shed light on the intricate web of factors driving codemixing and code-switching in the digital age, thereby contributing to a deeper understanding of modern bilingual communication dynamics in online forums. the linguistic realms of code-mixing and code-switching pa ge 50 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 49-57, 2025 have garnered scholarly attention over the years, reflecting the interplay of languages among bilingual speakers. while existing literature has explored these phenomena across various digital platforms like emails (huang, 2004), online discussion forums (mclellan, 2009), and chat rooms (cardenas-claros & isharyanti, 2009), a majority of these studies predominantly focus on english/chinese bilinguals. on the other hand, investigations delving into the interaction of english and yoruba, as conducted by ayeomoni (2006), babalola and taiwo (2008), and lamidi (2009), have primarily centered around face-to-face communication dynamics. despite the burgeoning digital communication era marking the mid-1990s (georgakopoulou, 1997), the exploration of code-mixing and code-switching among yoruba/english bilinguals in online domains remains scant. given the escalating utilization of social media platforms like facebook, a novel and rich terrain for observing linguistic interactions emerges. facebook forums, characterized by their open and unmoderated nature, present a unique ‘linguistic world’ where the conventional use of language is simplified, adjusted, and modified. this study, thus, endeavors to bridge the existing research gap by delving into the motivations underpinning codemixing and code-switching among yoruba/english bilinguals within selected facebook forums: ‘ondo state people’ and ‘nigerian online community’. the choice of these forums emanates from their unrestricted membership and the liberty they afford to participants in language usage, rendering the language in posts highly diverse in style and propriety. furthermore, these forums reflect a vibrant community where the phenomena of code-mixing and code-switching are vividly demonstrated by posters, rendering them fertile grounds for linguistic exploration. the researchers’ choice of facebook as the investigative platform is deliberate, aiming to expand the scope of inquiry beyond the commonly studied domains of blogs, msn messenger, emails, and wikis, and venturing into a social media sphere that has yet to be fully explored in the context of code-mixing and code-switching. this study, grounded in halliday’s functional theory of language, seeks to unravel the linguistic, social, and computer-related motivations that drive yoruba/english bilinguals to engage in code-mixing and code-switching in these online spaces. in doing so, this investigation aims to contribute a broad understanding of how modern bilingual communication unfolds within the digital social sphere, augmenting the existing body of knowledge on bilingual communication dynamics in the era of social media. literature review facebook has emerged as a prominent platform for social interaction and, subsequently, a significant arena for studying the phenomenon of code-switching on the internet. with its vast user base that encapsulates a myriad of linguistic backgrounds, facebook offers a fertile ground for analyzing linguistic behavior. as noted by carlson (2010), the platform boasted over 600 million monthly active users globally, indicating its far-reaching influence and the extensive interactions occurring on it daily. the platform is equipped with a plethora of features that facilitate socialization and information sharing among users, encompassing aspects of individual lives, friendships, and broader societal narratives. some notable features include the home page, user profiles, friends list, messaging system, chat functionality, search engine, and the wall, where posts are displayed. to engage with facebook, users are required to log in using a valid email address and password. the email addresses serve as an identifier, and users have the liberty to select from various email service providers like yahoo mail, hotmail, and gmail, among others, according to their preferences. while the email can reflect a user’s real or imaginary name, it does not significantly impact the content they post; it primarily serves as a marker of identification within this vast social network. once logged in, users can indulge in a range of activities including posting comments, sharing links, uploading, and tagging photos, thus contributing to the dynamic and interactive digital environment that facebook embodies. one of the engaging features of facebook is its forums or groups, which act as internet message boards where users post and respond to messages concerning shared interests or topics. among the various types of forums on facebook, listserv stands out as a distinctive kind. listserv operates by allowing a user to disseminate a message to a multitude of individuals, essentially creating an electronic forum conducive for discussion. this functionality is particularly embraced by professional organizations, academic settings, or groups with common interests, enabling individual members to express opinions, pose questions, and engage in discourse. listservs serve as asynchronous text-based communication channels where messages, sent by a user to numerous email addresses, fuel the discussion. these discussions could be moderated or remain unmoderated, as pointed out by baron (2003), thereby providing a space for either structured or freeflowing conversation. in essence, facebook, with its expansive user base and versatile features, acts as a remarkable platform for investigating code-switching among internet users. the platform’s forums, like listserv, further enrich the potential for linguistic exploration, making facebook an invaluable resource in the study of code-switching and other linguistic phenomena in the digital age. the linguistic landscape of facebook mirrors, to a significant extent, the synchronous modes of communication observed in platforms such as chat, yahoo! messenger, internet relay chat, google talk, and msn messenger, among others. however, users on facebook exhibit a slight departure from the conventional norms of written discourse for various reasons. this deviation could stem from time constraints, pa ge 51 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 49-57, 2025 compelling users to convey their messages within a limited timeframe, thereby truncating words or sentences. the type of device, especially mobile phones with character limits or small keypads, also contributes to this trend. for instance, some mobile phones restrict text messages to 160 characters, prompting users to abbreviate words or employ acronyms to stay within this limit. furthermore, the discomfort associated with typing on small keypads can lead to shortened sentences, excessive use of abbreviations, and acronyms. additionally, some users intentionally veer from standard usage as a form of convention or to align with the contemporary linguistic trends prevalent on the platform, even when they are aware of the correct or standard expressions. crystal (2001) noted that the grammar in computer-mediated communication (cmc) is predominantly marked by colloquial constructions and non-standard usage, often mirroring patterns identified in other dialects or genres. for instance, there might be omissions of copular and auxiliary verbs, non-standard concord between subject and verb, or substitutions of one case form for another. facebook has given rise to distinct linguistic features such as the use of abbreviations/acronyms, emoticons, flaming, shortened words, and non-standard spellings (baron, 2003). on facebook forums, a conspicuous trend is the extensive abbreviation of words, driven perhaps by the cyber language tradition or an effort to conserve time and energy. the approach to abbreviating words or using acronyms lacks a standard procedure, with users freely shortening any word. examples include “wh” for “which,” “d” for “the,” “u re” for “you are,” “nt” for “not,” “ur” for “your,” and so forth, echoing the findings of awonusi (2004) in his exploration of sociolinguistic features of gsm text messages within nigerian english. the linguistic issues highlighted above extend to the use of the yoruba language on facebook forums. posters often neglect the utilization of tone or diacritical marks crucial for proper pronunciation and meaning in yoruba. in the absence of these marks, context becomes a vital clue in deciphering the intended meaning. moreover, there’s a noticeable inconsistency in spellings and word usage in yoruba, with posters not adhering to a specific spelling style. the digital era, heralded by the internet, has fostered a practice of multilingualism, giving rise to diverse linguistic expressions by bilingual speakers online, thus capturing the attention of scholars’ keen on exploring this evolving trend. as the number of internet users’ surges, and as new computer-mediated technologies emerge, the linguistic trajectory of the online realm remains an openended exploration. the phenomena of code-mixing and code-switching, particularly between yoruba and english, epitomize the linguistic dynamics playing out on the internet, mirroring the fluidity and adaptability of language in response to the digital medium. diverging from traditional grammatical frameworks that prioritize language form, halliday’s systemic functional grammar (sfg) foregrounds the usage of language as a medium to articulate meaning. sfg is fundamentally semantic and functional, delving into the realms of meaning and the pragmatic application of language (bloor & bloor, 1995). its focus on the functional aspect renders it a compelling tool for exploring the deployment of linguistic elements and grammatical patterns to articulate diverse semantic values (white, 2000; ogungbemi, 2023). halliday posits that the architecture of every natural language should be elucidated through a functional lens (halliday & hassan, 1976). a hallmark of sfg is its categorization of language and grammar into three metafunctions, namely experiential or ideational, interpersonal, and textual. this segmentation reflects sfg’s keen attention to the mechanisms through which speakers craft utterances and texts to relay their intended meanings (ogungbemi, 2018a). these three metafunctions are encapsulated within a vast system network that delineates all possible meaning potentials, branching into several sub-networks like the transitivity network, the thing network, and the quality network. a network comprises numerous ‘systems,’ each harboring a set of semantic features. to generate an utterance, the system network is navigated, selecting specific semantic features, thereby activating the pertinent realization rules (halliday & matthiessen, 2004). the ideational metafunction furnishes grammatical resources at the clause level to interpret both the inner and outer experiences of the word, representing the world’s functions and meanings through the transitivity system. it serves as a semantic framework for analyzing reality representations in a linguistic text, enabling the recreation of similar experiences through various lexicogrammatical choices influenced by distinct mind styles or authorial ideologies (fowler, 1986). this metafunction reveals how certain linguistic choices encode the author’s ideological stance, shaped by social and cultural institutions, underscoring that linguistic codes are far from neutral reflections of reality and are imbued with ideologies. on the other hand, the interpersonal metafunction elucidates the utilization of language for interaction, expressing judgments and attitudes. grammatically, at the clausal level, the interpersonal metafunction is manifested through mood, which engages with the topic of information or service, whether it’s giving or demanding, alongside the tenor of the relationship among interactants, reflecting gender or status-based power dynamics (haratyan, 2011; ogungbemi, 2018b). lastly, the textual metafunction concerns the organization of messages in relation to others, fostering coherence and cohesion. haratyan (2011) asserts that at the clausal level, the textual metafunction is represented through theme. halliday’s functional theory of language aligns well with this study, shedding light on the social functions executed by posters on facebook forums. it further unravels how forum users adeptly navigate between languages to convey their communicative intentions, thereby enriching our understanding of linguistic dynamism within digital social platforms. pa ge 52 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 49-57, 2025 materials and methods the data for this study were meticulously harvested from the digital realm, specifically from distinct forums on facebook, namely ‘ondo state people’ and ‘nigerian online community.’ the selection of these forums was orchestrated through a well-structured sampling procedure, employing the simple random sampling method to ensure a fair chance for every forum member to be included in the study. this approach not only bolstered the inclusivity of the sampling but also fortified the integrity and representativeness of the data collected. the data acquisition spanned a substantial period of four months, stretching from april to july 2012. this time frame was deliberately chosen to ensure a broad coverage of discussions, thereby enhancing the objectivity and reliability of the findings. it allowed for a rich, temporal insight into the dynamics of language usage among the forum members, providing a robust foundation for thorough analysis. furthermore, the selected forums are characterized by regular updates, a feature that significantly benefited the researchers by facilitating timely data collection. this regular influx of new discussions and interactions enriched the dataset, ensuring that the data remained fresh and relevant throughout the collection period. post-collection, the amassed data underwent a rigorous qualitative analysis. this method of analysis was chosen for its prowess in unraveling the intricacies of language usage and interactions within the online communities. it allowed for an in-depth exploration of the code-switching and code-mixing phenomena, rendering nuanced insights into the linguistic behaviors exhibited by the forum members. through this meticulous approach, the study aims to contribute a broad understanding of linguistic dynamics within the realms of digital social interactions on facebook forums. results and discussion linguistic motivations the linguistic motivations identified and discussed are lexical gap, euphemism/dysphemism, and low level of competence in english, all of which contribute to speakers’ strategic code-switching to express ideas, emotions, or cultural nuances more effectively. excerpt 1 solomon temitopeyeye borroface i hav told u dat ojue a ja. iwaju o se lo ehin o se padasi june 19 at 5:37am ‘unserious borroface, i have told u that you will regret it. you can’t go forward and going back is impossible.’ samuel babayomiokanlomo of d oduduwa land, ma base relo. 2nd term na sure banker july 3 at 5:37pm ‘the greatest son of the oduduwa (yoruba) land, continue with your work. your second term is sure’. the sentence “[solomon temitope yeye borroface i hav told u dat ojue a ja. iwaju o se lo ehin o se padasi]” is a mix of english, nigerian pidgin, and yoruba, creating a rich tapestry of linguistic and cultural expression. the phrase “yeye borroface” is a colloquial and mildly mocking term often used in nigerian contexts to describe someone perceived as unserious or frivolous. the clause “i hav told u dat ojue a ja” would be loosely translated to “i’ve warned you about the challenges ahead” or “i’ve told you the road is chaotic”, with pidgin grammar but english vocabulary embedded in a sense of caution. the yoruba proverb “iwaju o se lo ehin o se padasi” is best translated as “you can’t move forward, and you can’t go backward,” adding depth and weight using cultural wisdom to denote a situation of impasse or difficulty. pragmatically, the sentence serves several communicative purposes. the humorous tone in “yeye borroface” creates a playful yet critical engagement, balancing lightheartedness with admonishment. the straightforward statement “i hav told u” is an authoritative one, showing the position of the speaker, an adviser or a person who warned. this proverb in yoruba has added weight to cultural identity and the seriousness of the situation. weaving these linguistic elements together, the speaker gets to a nuanced expression that resonates with a bilingual or multilingual audience familiar with the interplay of english, pidgin, and yoruba. such blending of languages and cultural codes would give more emotional weight to the message and reinforce its socio-cultural context, both in an impactful and relatable way.also, ‘okanlomo’ in the above example is an agglutinating word that is inundated with meaning. before someone could be referred to as ‘okanlomo’ in yoruba cosmology, it means that the person might be influential in the society. such a person can be a minister, governor, president, etc of a country. so, the expression ‘greatest son’ does not carry the yoruba meaning of the expression. the difficulty in getting an equivalent expression could have motivated the poster to alternate code. excerpt 2 enuwure smartmr 419, pretendance d whole nigeria reget u. awon afin ati abuke o le rin mo jst bcos of u mimiko bastardomo egbira july 23 at 7:52pm ‘a cheat, pretender, the whole nigeria has a regret. the albino and the hunchback cannot walk freely just because of you, mimiko, an egbira man’. in the text above, all the features of dysphemism are found. one of them is ‘name calling’ like ‘bastard’, ‘omo egbira’. dysphemism is a major weapon used in forums to abuse one another. euphemism is not really pronounced on the forums, rather what we have is dysphemism. the posters insult one another at the slightest provocation. they take liberty and derive joy at insulting one another on the forums. the two languages are used to achieve this. however, the posters prefer yoruba language to english because the former can express their intentions perfectly. in other words, indigenous language carries more weight in showcasing the posters’ world view than foreign language. example of this can be seen below: pa ge 53 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 49-57, 2025 excerpt 3 adeyemi kazeem abolanleoleeeee, barawooooo, army robber, asewodomitilla, u must marry him byfire byforce. nonsense idiot thursday at 10:35pm ‘thief, armed robber, prostitute, you must marry him by force.’ the sentence “[adeyemi kazeem abolanle oleeeee, barawooooo, army robber, asewodomitilla, u must marry him by-fire by-force. nonsense idiot]” is an exciting combination of dynamic nigerian pidgin with culturally embedded terms combined into an expressive phrase in one breath. “u must marry him by-fire by-force” is an oftused phrase in nigerian pidgin to indicate compulsion. “nonsense idiot,” the words are pure english to imply insult. it further shows intensity in tone. besides, there are other examples of nigerian pidgin words and expressions with cultural and emotional weight like “oleeeee” (thief), “barawooooo” (a thief in hausa), “army robber” (armed robber), and “asewodomitilla” (a yoruba insult for promiscuity). this fusion of languages and cultural expression underlines a speaker’s desire to make an emphatic and effective utterance relevantly. the sentence functions on several pragmatic levels. the excessive insults and stretched vowels, like “oleeeee” and “barawooooo,” are comedic and hyperbolic, fitting the style of a nigerian verbal fight or roasting. all at once, the use of regional and cultural slang also emphasizes the speaker’s identity and anchors the message in local speech patterns. the instruction “u must marry him by-fire byforce” is an act of domination; it depicts the speaker as an authoritative figure who demands the listener’s life choices. it’s this blend of humor, cultural resonance, and power dynamics that makes the message both accessible and emotionally impactful for a bilingual or multilingual audience. the latter reflects the complex sociolinguistic practices of communication common in nigeria. low level of competence in english the posters do not enjoy the same level of performance or competence in english as it is in yoruba. this makes the bilingual speakers on the forums to code-mix and code-switch to yoruba when they are stocked in english. in other words, the posters decide to switch to yoruba as a last resort to hide their incompetence. this is illustrated below: excerpt 4 wasiu adeyemi fajemisin abeg go sell jedijedi, u really gud for advert friday at 8:45am ‘please go and be selling drugs for pile. this is because you are good in advertisement’ the sentence “[wasiu adeyemi fajemisin abeg go sell jedijedi, u really gud for advert.]” is an interesting manifestation of linguistic creativity and a mode of cultural expression, typical of the nigerian environment. this utterance, representing a combination of features from both nigerian pidgin and english, is packed with its communicative functions such as humor, politeness, and evaluative commentary. we can now appreciate more of its depth through the framework of sfg and codeswitching theory. from an sfg perspective, a number of metafunctions is realized in the sentence: ideational metafunction, through which experiences and processes are represented, is seen in this imperative “go sell jedijedi”; this clause uses a material process-the action that is intended to be taken by the addressee, “wasiu adeyemi fajemisin”; the object “jedijedi” may be a local term used humorously as a product to promote here. complementing this, the declarative “u really gud for advert” is a relational process assessing the addressee’s capability in advertisements. as such, these two processes establish a call which is literally based on lighthearted banter. the interpersonal metafunction indicates the relationship between speaker and listener through mood, tone, and modality. the imperative “abeg” is mitigated with a politeness marker, quite frequent in nigerian pidgin, and turns the command into a request. the declaration which follows, “u really gud for advert,” contains a compliment, enhancing the camaraderie even more. all these features together make an informal and friendly tone, which is suggestive of familiarity and mutual respect between the speaker and the addressee. structurally, the sentence is cohesive in its textual metafunction. it introduces the subject of discourse through the theme “wasiu adeyemi fajemisin” and then presents new information of directive and complement through the rheme. the informal register of ellipses and conversational style further makes the speech function coherent to be appropriate for casual interactions. through the theoretical framework of codeswitching, the sentence is an example of strategic switching between nigerian pidgin and english. pidgin phrases like “abeg”, “go sell jedijedi”, and “u really gud” index an informal, localised identity and create solidarity and cultural resonance. the english term “advert”, on the other hand, adds a modern and professional aspect to it, appealing to a wider or cosmopolitan audience. this kind of linguistic blending is a common sociolinguistic practice in nigeria, where speakers move between languages with ease to suit their communicative purposes. the pragmatic functions of codeswitching are evident here. first, the use of pidgin aligns with the speaker’s intent to engage humorously and inclusively, making the message relatable to a nigerian audience. second, the shift to english emphasizes the evaluative and aspirational aspect of the statement, highlighting the addressee’s suitability for professional advertisement work. by doing so, the speaker balances informality with a subtle nod to professional credibility. in the culturally relevant reference to a “jedijedi” product, there is also a playful use of local health terms in colloquial ways, adding humor. it adds lightness to this frame of encouraging action that does not make the message boring. this use of humor, plus the compliment “u really gud for advert”, underscores the addressee’s perceived potential and effectiveness in promotional endeavors. pa ge 54 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 49-57, 2025 social motivations apart from the linguistic motivations of code-switching, social motivation is also an important factor that necessitates switching on the facebook forums. this can be illustrated below: excerpt 5 borby mubby jaji @femi oja si gan. dats naija 4 u july 23 at 5:29pm ‘@femi, you are highly informed. that is nigeria for you.’ the sentence “[borby mubby jaji @femi oja si gan. dats naija 4 u]” exemplifies the creative blending of yoruba, english, and nigerian pidgin to establish cultural identity and camaraderie in an online forum setting. the phrase “oja si gan” (a yoruba slang meaning “you are highly informed” or “you’re sharp”) reflects the poster’s deliberate use of a localized expression to resonate with a culturally aware audience. moreover, the retention of “oga” as a marker of respect and familiarity underlines the poster’s intention to be companionable and friendly with the addressee, even without confirming whether the addressee is a yoruba-english bilingual. this linguistic choice follows a trend seen throughout such forums, in which yoruba is being used increasingly as a lingua franca among posters themselves, reflecting its cultural importance. as might be expected, the author of the poster has intertwined nigerian pidgin and varieties of english in a balanced relation to communicate a message closer to the universal. “dats naija 4 u” is used to mean “that’s nigeria for you”, providing a comment on the ills or realities of nigerian society, yet broadening the inclusiveness of this message to non-yoruba speakers. this is characteristic of fluid code-switching among yoruba and the clear-cut adaptability and dominance of yoruba with english on facebook. while igbo or hausa, for example, are other indigenous languages that are less used in code-switching on these forums, yoruba’s emergence as a dominant codeswitching language reflects its cultural influence and the poster’s confidence in its shared understanding among the participants of the forum. further research could explore why, out of all the indigenous languages, yoruba has taken on this role, perhaps shedding light on its evolving status as a socio-cultural bridge in digital spaces. language attitudes the attitudes of the posters on facebook forums are very positive towards yoruba language. this makes them switch code at any slight opportunity they see to do so. both languages on the forums are almost on equal footing when it comes to the attitudes of posters towards the languages. for instance, excerpt 6 dare femjack ondo state pple need a senge of goverment, iroko must go by the grace of god, nitoripe igbo ni ile eye, igbo ni ile iroko, o yaa’ pada sigbo june 18 at 9:59pm ‘ondo state people need a change of government, as a result of this, ‘iroko’ must go by the grace of god. this is because birds reside in the forest, iroko trees reside in the forest, therefore iroko, go back to the forest.’ the motivation for the switch between english and yoruba in the message is based on the speaker’s need for expressiveness, audience engagement, and cultural authority. the yoruba parts permit the speaker to use culturally resonant metaphors, such as “igbo ni ile eye, igbo ni ile iroko,” which would lose their meaning if they were directly translated into english. the metaphors, which have their origin in yoruba proverbs, give more weight to the message and are thus deeper and more culturally representative for the yoruba-speaking audience. this switch puts emphasis on solidarity: including a broader audience and reinforcing cultural identity. besides, using idiomatic expressions in yoruba positions the speaker as a traditional wise man; this lends authority to the argument and creates a closer link with the audience in terms of cultural values. from a sociolinguistic point of view, such switching underlines the bilingual identity of the speaker, bridging modern political commentary with the traditional yoruba rhetorical practices. the yoruba phrases invoke metaphor and cultural imagery central to yoruba discourse, adding credibility and depth to the message being conveyed by the speaker. further, the switching between the two languages ensures the message gets across to both those fluent in english and yoruba-speaking audiences for inclusivity. pragmatically, the yoruba passages explain, highlight, and drive home the moral and cultural justification behind the political appeal to action; the argument becomes stronger because of humor, relatability, and solidarity. by addressing different linguistic groups, he unites them under a common goal: to stand up for political change. furthermore, this positive attitude is demonstrated to the extent of using the mother tongue for proverbial expressions in the forums. for instance, excerpt 7 akinboyowa olu @olorunda ayorinde: tinibu is an opportinist,mimiko had concludue all arrangement even b4 election. igba ti aja nsele,igbo lobo wa. ‘@olorunda ayorinde, tinubu is an opportunist. mimiko had concluded all the arrangements even before the elections. when dog is keeping home, monkey was in the bush.’ (text 7) the motivation for codeswitching in the sentence “[akinboyowa olu @olorunda ayorinde: tinibu is an opportinist, mimiko had concludue all arrangement even b4 election. igba ti aja nsele, igbo lobo wa.]” lies in its blend of english and yoruba to deliver a politically charged message with cultural depth. the english section—”tinibu is an opportunist, mimiko had concluded all arrangement even b4 election”—lays the groundwork for the argument, providing factual or perceived commentary in a straightforward manner. the yoruba proverb “igba ti aja nsele, igbo lobo wa” pa ge 55 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 49-57, 2025 (translated as “when the dog is in trouble, the forest is its refuge”) metaphorically underscores the speaker’s critique, implying that individuals resort to familiar resources or strategies in challenging situations. this switch to yoruba adds expressiveness and cultural resonance, leveraging the deeper symbolic meanings of the proverb to strengthen the argument. sociolinguistically, this codeswitching highlights the speaker’s ability to connect with both english-speaking and yoruba-speaking audiences, demonstrating a dual linguistic identity. by integrating yoruba, the speaker taps into a shared cultural heritage that reinforces the message’s authority and relatability. the proverb provides clarity and emphasis to the point being made while also invoking humor and relatability, as proverbs are widely understood and appreciated in yoruba culture. furthermore, by using both languages, the speaker fosters inclusivity and solidarity among a diverse audience, ensuring the political critique resonates across linguistic boundaries while anchoring it in cultural authenticity. computer-related motivations the bilingual speakers on the facebook forums find it to be more comfortable and conducive to code-switch on computer than on face-to-face communication. they can praise, abuse and insult on the computer than in real life conversation (akinola, 2018). for instance, in text 3 above, what the poster says when he/she code-switches to yoruba will have been impossible in verbal exchanges. the following examples prove that a special kind of code-switched language is produced by online creativity as yoruba grammar is transferred to english syntax in the facebook forums. excerpt 8 olatunbosun gbenga @all,ondo ple wise up dont be mega mugus june 21 at 7:16am ‘@all, ondo people, try to wise up. do not be like fools’ in the above text, ‘mugu’ is a slanging expression that means ‘a fool’ or ‘stupid person’. however, yoruba language does not use letter ‘s’ to mark plurality or number, but english does. this is a special use of language that does not exist in syntax of yoruba or in yoruba standard usage. the speaker, olatunbosun gbenga, is issuing a warning or an advisory note to a group identified as “@ all, ondo.” the subject matter revolves around being cautious and not falling prey to deception, indicated by the phrases “wise up” and “don’t be mega mugus.” the interaction is between olatunbosun gbenga (the issuer of the directive) and the intended recipients (the general or specified audience identified as “@ all, ondo”). the relationship is informal, as expected given the casual language and the use of slang (“mega mugus”), suggesting a degree of familiarity or shared cultural background. the message is written in a digital context, presumably on a social media platform given the timestamp and format. the language is concise and directive, employing a mix of standard english and colloquial expressions, indicative of informal digital communication. most of the message is in english, the dominant language in the message. phrases like “wise up” and “don’t be” are standard english expressions. the term “mega mugus” represents a mix where “mega” is borrowed from standard english, amplified in meaning, and “mugus” is a term likely from nigerian pidgin or local slang, meaning fools or easily deceived persons. the codemixing in this message serves to convey the message in a relatable manner to the intended audience, potentially resonating more effectively due to the cultural or linguistic shared knowledge. it also reflects the speaker’s identity and sociolinguistic background, emphasizing the informal and urgent nature of the communication. a similar example is given below: excerpt 9 adeyemi adebayo some idiot ones are just saying rubbish here.wot as dat ur mimiko do 2 help u? which work as he done in ondo state? mumus answer me. june 18 at 6:45am ‘some idiots are just saying rubbish here. what has mimiko done to help you? which work has he done in ondo state? will you answer me stupid people?’ ‘mumu’ in the text above shares the same meaning as the word ‘mugu’. the poster has creatively coined the word by adding ‘s’ to the root word to form a plural. there is no word like ‘mumus’ in yoruba lexicon. it is just the making of the poster on the forum. adeyemi adebayo is expressing frustration or criticism towards certain individuals, questioning their statements and challenging their views regarding the achievements of governor “mimiko” in ondo state. the content is confrontational and seeks to elicit a response or justification from the readers. the message is from adeyemi adebayo (the author) directed towards an unspecified group referred to as “idiot ones” and “mumus.” the language indicates a power dynamic where the author positions themselves as superior or more informed, demanding answers from the others perceived as less knowledgeable or naive. the message is direct, with rhetorical questions intended to provoke thought or reaction, characteristic of interactive written discourse in digital communication environments. phrases like “wot as dat” and “mumus” indicate a departure from standard english, likely reflecting nigerian pidgin or local dialect influences. “wot” is a colloquial spelling of “what,” and “mumus” is a derogatory term likely derived from nigerian pidgin, similar to “fools” in standard english. these elements of code-mixing serve various functions, including emphasizing the author’s emotional state, creating a sense of solidarity or identification with a particular linguistic or cultural group, and potentially appealing to or challenging the audience in a more impactful or relatable manner. the choice of language and style underlines the informal, urgent, and confrontational nature of the message. pa ge 56 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 49-57, 2025 further, since the use of emoticons is lacking in the forums, posters creatively use to represent emoticons are words. for instance, instead of using the normal emoticon to represent wink, what the poster does is to write the word ‘wink’ and put asterisk at both sides of the word at the end of the post. for instance, excerpt 10 philips adeniji babatunde if you can’t beat them just join them to creat more impact...how many years are we going to live in this earth that we’ll continue killing our self over nigeria wahala......pls let everybody compromise theirselfs with bribe.....infact i will fight for my own share......*wink* july 21 at 10:04am ‘if you can’t beat them then join them to create more impact. how many years are we going to spend on this earth that we will continue to kill one another on nigerian problem. please let everybody be complacent with bribery. infact, i will fight for my own share’ the text revolves around the frustrations and resignation experienced by the author concerning societal issues in nigeria, specifically focusing on corruption and the idea of succumbing to prevalent corrupt practices for personal gain. the tenor involves a single author communicating to an unspecified public audience on social media. the language suggests an informal relationship, characterized using colloquial expressions and a casual tone. the mode is written, but it emulates spoken language, which is typical in many social media contexts. the text includes informal language, ellipses, and emoticons that signal a casual, conversational quality. the post is primarily in english but is interspersed with nigerian pidgin expressions (e.g., “nigeria wahala”) and informal, colloquial language that reflects local speech patterns. this mixture of english with nigerian pidgin and informal expressions is indicative of the author’s linguistic repertoire and the sociolinguistic context in which they operate. the poster expresses a local identity and aligns themselves with a broader community that shares this mixed linguistic code. certain ideas or sentiments may be more effectively conveyed or emphasized in one linguistic variety over another, such as the phrase “nigeria wahala” to express the frustration and trouble associated with nigerian societal issues. the poster’s likely intention in utilizing a combination of the english language and nigerian pidgin is to cultivate a message that is more comprehensive, relatable, and captivating for a varied facebook audience. the text reflects the author’s pragmatic intention to provoke thought, evoke solidarity or shared understanding, and perhaps to satirize or criticize the status quo. the use of humor (“wink”) and the directive to compromise with the corrupt system indicate a nuanced stance that combines resignation with a critique of societal issues. conclusion the phenomena of code-mixing and code-switching cannot be ruled out in human language. if languages continue to have contact with one another, code alternation cannot be ruled out. if a speaker has two or more languages in his/her speech repertoire, there is a tendency for that speaker to mix and switch from one language to another. this switching can be done consciously or unconsciously when speaking. when this happens, it is called code-mixing and code-switching. this study has investigated the use of code-mixing and code-switching, which are features of bilingualism in a society. the study pays particular attention to codeswitching among bilingual users of english, yoruba and pidgin in internet chatting, using different forums on facebook. the study has answered the question: what are the possible motivations behind the codeswitching behaviour of the users of these forums? further, the study sheds light on the differences between the language use in face-to-face communication and that of cyber language, thereby helping bilinguals be aware of the contrast embedded in cyber language and real-life communication. references adegbite, w., & akindele, f. 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(2000). functional grammar. the centre for english language studies, university of birmingham. pa ge 1 pa ge 19 american journal of arts and human science (ajahs) somalia relations with the united arab emirates: a study of bilateral relations (2000-2022) ahmed abdullahi mohamud1* volume 4 issue 3, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i3.4395 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: march 17, 2025 accepted: april 23, 2025 published: july 26, 2025 over the past few years, the uae has been a major player in somalia by gaining port contracts, forming and training special forces, building alliances with the federal government, and also maintaining friendly ties with somaliland, a self-declared independent province but lacking international recognition. these actions have fueled domestic unrest and harmed somalia’s unity, sovereignty, and democratic processes. thus, this paper examines somaliuae bilateral relations from 2000 to 2022. the study sought to ascertain somalia’s strategic position within uae foreign policy, identify the factors that bolster somalia-uae relations, and explore potential avenues for the expansion of these linkages. the study utilized a qualitative technique grounded in descriptive and historical research designs. secondary sources were examined and assessed. the study indicated that the united arab emirates established a military facility in somalia for political and security purposes. according to the research, somalia needs a pragmatic and assertive foreign policy strategy to promote its national interests. the research uncovered that uae trade indexes are increasing, while somalia’s is declining. however, political stability and security reform could attract international investors. diplomatic relations between somalia and the uae are improving with multilateral security agreements and renewed security sectors. finally, the study recommends that the uae leadership respect somalia’s sovereignty and territorial unity, safeguarding brotherly relations. the paper also suggests that the somali government should elucidate its foreign policy, goals, and relationships with arab league and oic countries— the research further advocates for enhancing trade, security, and economic collaboration with the uae. keywords bilateral relations, somalia, somalia-uae relations, united arab emirates 1 institute of modern languages (iml), simad university, mogadishu, somalia * corresponding author’s email: ustaadyare143@gmail.com introduction the more globalized culture of today blurs the lines separating local, regional, and global, powerfully influencing our daily lives (goldstein & pevehouse, 2011). the contemporary sovereign countries were founded by the westphalian treaty in 1648 and the treaty of utrecht in 1713, which segmented the old world into state entities. in the early twentieth century, four colleges in the united states and europe recognized international relations as a separate discipline under political science (potter, 1923). on that note, the modern state structure, founded on sovereignty and territorial integrity principles, was formed by the treaties of utrecht and westphalia, which laid its foundational framework. the uae’s involvement in somaliland and puntland, regions claimed by somalia, has intensified tensions about somalia’s sovereignty, making these principles relevant to the bilateral relationship of this study. moreover, international relations is a comprehensive concept which encompasses not only the interactions among countries, states or nations but also between states and non-state entities, including religious institutions, islamist movements, sufi orders, mosque committees, humanitarian relief organizations, community-based organizations (cbo), and multinational corporations, as well as between states and intergovernmental organizations (igos) like the un and the eu (wilkinson, 2007). since antiquity, the horn of africa, encompassing the somali peninsula, has fostered strong connections with the arabian peninsula, which were further reinforced by the advent of islam in arabia in 610 ad. due to political and religious unrest in arabia as well as natural disasters, numerous immigrants have moved to the horn of africa in search of economic opportunity, unity, and the spread of islam (abdullahi, 2011). the historical record of the 19th century shows the affinity and connections between some somali clans in the current puntland state of somalia and sheikh saqar al-qāsimi, the ruler of sharjah emirate in the united arab emirates (uae). the narrative of sheikh ali abdurrahman (majeerteen) constitutes a documented historical account. sheikh ali abdurrahman fled his house following a dispute with his tribe and established residence in the eastern area under the guidance of majeerteen sultan noor usman. he allied with rebel sultan haji farah hirsi and sought to set up a new sultanate or depose his cousin. sheikh ali composed a letter to sheikh saqar al-qāsimi, the ruler of sharjah, soliciting collaboration. he thereafter journeyed to india and zanzibar, where he resided for 15 months under sultan said al bu-saīdi. he reached marka in 1847 with the intention of founding an islamic emirate (abdullahi, 2011). since their respective inceptions in 1960 and 1971, the federal republic of somalia and the united arab pa ge 20 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 19-31, 2025 emirates (uae) have maintained strong diplomatic ties. both nations are constituents of the arab league (al) and the organization of islamic cooperation (oic), two groups that promote cooperation among muslims. following the fall of the central government of somalia in 1991, the emphasis shifted to economic cooperation and trade. since somalia’s re-establishment in 2000, ties between the uae and somalia have grown, notwithstanding diplomatic rifts caused by the gulf crisis and somali neutrality. since the state breakdown, the relationship between somalia and the uae has been characterized by charity as much as by trade. the uae has mostly engaged in humanitarian domains. charity groups based in the united arab emirates have helped feed the hungry, construct mosques, schools, islamic centers, hospitals, and orphanages in mogadishu, as well as provide aid to somali nationals. the united arab emirates has intensified its engagement in the horn of africa by assisting in the resolution of somalia’s piracy situation and providing humanitarian relief to mogadishu (telci, 2018). the uae has emerged as a key player in the region by strengthening its political and economic connections. the international humanitarian city in the uae is the largest humanitarian center globally. the emirati bilateral aid policy integrates military and humanitarian support, as gulf donors transition from little humanitarian help to substantial disbursements aimed at economic stabilization (rift valley institute briefing paper, 2021). after the state collapsed in 1991, somalia and the uae resumed diplomatic ties in 2013. the political, economic, security, investment, and development spheres were the primary focal points of the signed memorandum of agreement. the emirati embassy in mogadishu was reinstated. political tensions and public outcry led to the cancellation of dp world, an enterprise controlled by dubai. visas to somali people were temporarily halted and residency visas for dubai residents were not renewed by the uae. another factor contributing to the rise of anti-emirati sentiment in somalia was the closure of the hospital it ran in mogadishu (telci & horoz, 2018). according to recent studies, the political and security rivalry between middle eastern governments and those in the horn of africa has grown since the arab spring (kabandula & donelli, 2025). in already unstable nations like somalia, this rivalry has only made things worse. nonetheless, studies examining the impact of the gulf states—and the united arab emirates in particular— in somalia are few. this paper examines the uae’s perceived geopolitical interests in somalia, its motivations for investing in the country’s strategic location, and its aspiration for a relationship with somalia. the diplomatic ties between the two nations have received less attention than their economic and commercial connections, despite the extensive literature available on these subjects. this article fills a knowledge gap by offering a critical examination of the diplomatic relations between somalia and the uae during the past 20 years. this work was significant since it addressed deficiencies in the limited and fragmented literature. researchers, lecturers, scholars, educators, and politicians now possess a new resource that may assist them in establishing closer diplomatic connections with somalia and the united arab emirates, capitalizing on possibilities, and surmounting challenges. the article analyzed the challenges both nations have faced in the past and present, along with their future prospects. the declining connection between somalia and the uae has prompted discourse among scholars. the academics address topics such as humanitarian operations, the expansion of uae military outposts, dp world’s involvement in somalia’s ports, the uae’s strategy regarding autonomous regions, and the implications for somalia’s political independence, territorial integrity, and the horn of africa region. moreover, difficulties have arisen in the somali-uae relationship owing to many reciprocal actions, including the uae’s termination of a military cooperation program with somalia and somalia’s prohibition of dubai-operated dp world. the united arab emirates has committed to buying livestock from somaliland markets and supporting the somaliland government in strengthening its security forces and military. somalia has prohibited dp world from operating within its borders due to deteriorating relations (africa research bulletin, 2018). the ports of somalia, including barbara, compete with those in the united arab emirates, notably jebel ali port; hence, the primary objective of the research is to explore somalia’s strategic position for commercial benefit. abu dhabi faces challenges in preserving its critical role in the arab world, but the political stability and functional condition of somalia might facilitate a substantial market presence there. besides the primary purpose of this study, which is to investigate the bilateral relations between somalia and the united arab emirates from the year 2000 to 2022, the study is guided by the following specific objectives: 1. to identify the nature of the somalia-uae relations. 2. to determine the strategic location of somalia in uae foreign policy. 3. to ascertain the factors strengthen somalia-uae relations and their future development prospects. literature review the somalia–uae relationship has received little literary attention. to date, there has been no study on the subject, no exhaustive scholarly publications, and no books. researchers have written several reports and a few articles. although many aspects of the content were captivating, it lacked the requisite depth to provide an extensive comprehension of the issue and did not put it together. this signifies the existence of deficiencies in the literature, indicating gaps within it. thus, this article attempts to address these deficiencies in the literature. here, nevertheless, the researcher acknowledges some pertinent works of literature. fabio van loon’s recent work “middle-power aid rivalry pa ge 21 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 19-31, 2025 in the horn of africa: a comparative study of emirati and turkish foreign aid policy in somalia” examines turkey’s foreign assistance approach of promoting political islam, and the uae’s approach of endorsing secular absolutism. the evolution of a politically weaponized islam, supported by erdogan’s administration, has subverted turkey’s foreign aid ideology. the united arab emirates (uae) and its western and american allies have been observing and combating conservative islamic groups in the middle east, including egypt’s muslim brotherhood and yemen’s houthi rebels. emirati investments in somalia concentrate on the nation’s essential economic and security goals, unlike turkey’s multifaceted and multiactor support approach (loon, 2022). hassan abdi hassan examines the uae’s stance on somalia amid the qatar-gulf diplomatic conflict in his 2017 article. he specifies numerous causes for the issue, one of which is qatar’s backing of terrorist organizations, including al-qaeda, the muslim brotherhood, and hamas. the horn of africa is characterized by political instability, internal armed conflict, and a fragile post-war recovery, compounded by the gulf crisis. the gulf war has intensified regional militarism, forcing governments to align with one of four nations: saudi arabia, the united arab emirates, qatar, or turkey. hassan contends that the current situation in the gulf might escalate the bloodiest territorial dispute in the horn of africa by leading to a military war between djibouti, ethiopia, and eritrea. another important aspect is the role that the uae has played in somalia. turkey, saudi arabia, qatar, and the uae are all trying to gain geopolitical influence in the nation. the article also discusses somalia’s neutral position during the diplomatic crisis in the gulf (hassan, 2017). the united arab emirates foreign policy following the arab spring of 2011 has been examined by kristian coates ulrich, a renowned scholar in uae-africa relations. ulrich contends that the uae has embraced a more assertive position in regional and international policies, emphasizing a state security approach to foreign relations. under sheikh zayed, the uae prioritized fostering strong connections with gulf nations and other arab and islamic governments, particularly the gulf cooperation council and palestine. significant alterations to uae foreign policy commenced in the late 1990s, as the uae shifted focus from arab and islamic concerns to aggressively engaging with global economic trends. this resulted in strengthened connections with the united states, engagement in middle eastern crises, and involvement in afghanistan since 2001. in the last ten years, the uae has progressively emerged as a contributor to regional security frameworks in the gulf and the middle east. the uae’s muscular foreign policy is demonstrated through its military involvement in afghanistan, regional interference in bahrain, and military actions in yemen. kristian’s paper “transformations in the uae’s foreign policy” emphasizes the uae’s increasing assertiveness in foreign policy as a security “clique” exerted influence over policymaking (ulrich, 2017). the study conducted by kyrre berland, chris brew, and delia burns examines the policy goals of the uae in somalia and the horn of africa. their study titled “examining emirati foreign policy influence in the horn of africa” analyzes how the geopolitical strategy of the united arab emirates impacts the dynamics of somali politics. berland et al. (n.d.) investigate a range of topics pertaining to somalia’s state-building and bearded trade post-2005, encompassing corporate affiliations, resettlement policies, market expansion, somalia’s geopolitical stance relative to the uae, and emirati ports as manifestations of uae influence. the report of the international crisis group titled, “the united arab emirates in the horn of africa,” exposes the growing presence of the uae and other gulf nations in the horn of africa. the study discusses the intra-gulf crisis, the arab spring, the catalyst in yemen, and the peace treaty between ethiopia and eritrea. sanctions against qatar were imposed as a result of the intra-gulf crisis, while military operations in yemen were led by the uae and saudi arabia to defeat houthi insurgents (international crisis group, 2018b). in addition, this work is referenced by the majority of researchers in the discipline. the 2018 “united arab emirates: somalia’s new scapegoat” by hassan mudane draws attention to the deteriorating ties between the two countries. ethiopia, he contends, has always been seen as somalia’s scapegoat; the uae is now part of this story. mudane points out two causes for the sour diplomatic ties: somalia’s neutrality on the qatar-gulf conflict and the uae’s worry about the connections between somalia and turkey. he asserts that the federal government needs to handle internal matters and adopt a more reasonable approach to foreign policy (mudane, 2018). the 2018 paper authored by sharmake farah with the title “managing somalia’s stressed diplomatic relations with uae briefing note” offers a thorough analysis of the uae’s and somalia’s diplomatic ties. it touches on topics such as the uae’s interests, the memorandum of understanding, the arab spring, present challenges, and policy recommendations to mitigate the uae’s intervention and prevent a detrimental decline (farah, 2018). in his 2018 paper titled “a lost love between the horn of africa and the uae,” ismail n. telci examines the geopolitical impact of arab gulf countries, especially the uae, on somalia. telci brings attention to the fact that local administrations in somalia and djibouti have objected to the uae’s attempts to dominate key ports. the study also brought light to the situation at the uae military installations in somalia. according to telci (2018), the horn of africa region is seeing the arrival of global powers such as russia, turkey, and china seeking alliances and cooperation with eastern african states. political analyst shafi’i abtidoon observes in an essay published by the al jazeera center for studies that the somali-uae ties have been a focus of examination since 1837, particularly in light of the northern somalia region’s close connections with sultan saqr al qasimi. following pa ge 22 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 19-31, 2025 somalia’s 1960 independence and the establishment of two civilian governments, the uae extended financial and military assistance to the revolutionary government. the 1970s witnessed an economic apex as commerce between the two nations peaked. in the context of the multinational coalition “restore hope,” the united arab emirates dispatched armed forces to somalia after the collapse of military governance in 1991 and the ensuing civil strife. however, by 1994, these efforts had proven to be futile. in 2017, amid the gulf conflict, the uae terminated relations with qatar and aligned with the quadripartite coalition to enlist somalia. the gulf conflict spillover and the berbera port agreement are the two principal factors contributing to the diplomatic crisis between abu dhabi and mogadishu. the political situation between the united arab emirates and somalia was worsened by the gulf conflict, and in 2018, an agreement was signed between ethiopia, somaliland, and the dubai ports company (abtidoon, 2018). materials and methods this study examines diplomatic ties between somalia and the united arab emirates during the past two decades within a qualitative framework, employing descriptive and historical research designs. it was descriptive, detailing the diplomatic ties between the two nations rather than engaging in a profound analysis, and it was historical, assessing the past in connection to the present and future. the qualitative approach clarifies viewpoints and ideas in depth, reducing bias while revealing attitudes, actions, and experiences (dawson, 2009). historical research primarily focuses on the examination of the past and its connection to the present (thomas, 2021). at the very early stage of qualitative data analysis, the researcher needs to possess a comprehensive notion of the data and its fundamental components. the researcher examined and gathered data from credible sources; familiarity with the data did not pose a significant problem in this study. the next step is to ascertain the comparability of the data. at this point, it is feasible to determine the authenticity of the data presented in several publications and journals on pertinent topics (ragin, 2014). under the qualitative approach, the researcher has the chance to easily examine a substantial volume of data. furthermore, the primary emphasis of the aforementioned topic is the social and political context, together with the dilemmas surrounding the uae’s presence in somalia and their diplomatic ties. the study relied on document review as a tool of data collection to gather and analyze the data. in addition, the study considered over 60 secondary sources, including existing empirical works of literature such as paper journals, books, book chapters, research outputs, organizational reports, government documents, policy documents and briefs, press releases, reports, articles, periodicals, newspapers, websites, archives, libraries, and media outlets, to understand the bilateral relations between somalia and the united arab emirates. the sources were selected based on three principal criteria: relevance, credibility, and historical scope. sources were specifically chosen for their direct relevance to the bilateral relations between somalia and the united arab emirates, particularly in the domains of diplomacy, trade, humanitarian assistance, and security cooperation. the study focused on publications issued between 2000 and 2024, ensuring legitimacy. the selection process prioritized peer-reviewed articles, reputable policy analyses, and verified statistics databases. moreover, the study aimed to provide a comprehensive understanding of the historical context and contemporary developments in somalia-uae relations, ensuring a rigorous and uniform document review approach. to begin, the researcher has acquired a better grasp of the subject and has selected the best suitable approach, design, and strategy by reviewing various secondary sources, including books, journals, and websites. the researcher has finally decided to use a secondary data collection technique for this study (johnston, 2014). following an introduction to research methods and procedures, the researcher has reviewed many books and magazines covering topics like somalia’s relationship with the united arab emirates. given the sensitive nature of the issue and the scarcity of prior academic studies, the researcher has benefited from these samples to get a deeper understanding of the subject and the current state of affairs. relevant information for this research may also be found on several websites regarding the foreign political policies of the uae concerning their engagement with somalia and vice versa. unfortunately, due to temporal and budgetary constraints, the researcher was unable to go to the uae or berbera port to conduct interviews; nonetheless, the news reports from both sites have given a comprehensive summary of the situation. thus, the researcher spent a lot of time online and perused various sources (stage & manning, 2015). indeed, another impediment to primary data collection through interviews was the issue of security (silverman, 2015). extensive background information about somalia and the uae is essential for this study to derive reliable findings; also, the researcher has to collect supplementary samples on the same issue to substantiate their claims of authenticity. the researcher could not have accumulated such an extensive data collection without the internet and libraries. the subsequent qualitative approach has proven effective in analyzing this extensive dataset. for that reason, this research will use a qualitative approach. results and discussion a nation’s diplomatic and foreign policy objectives may concentrate on security and militarism, economic profit, or financial and humanitarian assistance as a means of soft power to meet national ambitions. each nation benefits from the interconnectedness of these international policy instruments, which collectively promote a unified and comprehensive strategy. somalia’s significant maritime, geopolitical, and geographical position has heightened the involvement of gulf states in pa ge 23 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 19-31, 2025 somali politics. when saudi arabia, bahrain, egypt, and the uae severed diplomatic ties with qatar and banned its airspace use, the gulf states’ power increased during the gulf crisis. nonetheless, qatar has opted to utilize somalia’s airspace (mohamed, 2024). in addition, the uae’s involvement in the horn of africa began in the late 1990s. however, subsequent to the arab spring, the uae has strengthened its regional involvement. donelli and dentice (2020) assert that the uae’s approach is centered on three interconnected domains: security, humanitarian diplomacy, and economy. on the same note, somalia’s strategic geographical position in the gulf of aden, red sea, and indian ocean has drawn the attention of gulf nations, notably qatar and the united arab emirates (uae), to strengthen their commercial, political, and military influence in the horn of africa, particularly in somalia (dahir, 2022). in compliance with these specifications, this subsection first offers a concise overview of the historical and diplomatic ties between the uae and somalia to provide a whole picture of the subject, and then it details the trade, humanitarian, and military policies that govern these relations. historical background of the somalia-uae relations the historical lineage of the current diplomatic relationship between somalia and the united arab emirates goes back to the first century ce (schoff, 2011). throughout the medieval and early modern eras, several somali sultanates fostered strong connections with neighboring countries beyond the red sea. following gaining their independence in 1960 and 1971, respectively, the two nations became constituents of the oic and the league of arab states. islam, proximity to the arabian peninsula, common ancestry, and a shared colonial past unite the two nations. the two nations have maintained an exemplary diplomatic connection since the early 1970s; the president of somalia visited the uae several times and received cordial receptions from king sheikh zayed bin sultan al nahaney, the creator of the uae. the practicalities and perspectives of gulf arab assistance, investment, and trade concerning african states cannot be comprehended without acknowledging the intricate historical context of ambivalent connections between the arabian peninsula and the horn of africa (meester, et al., 2018). the relationship between the uae and somalia remained robust after the breakdown of somalia’s central government in 1991. subsequent to the disintegration of the central government of somali in 1991, the united arab emirates has focused on humanitarian initiatives, particularly in education, healthcare, and assistance for somali orphans (mohamed, 2024). the uae awarded commercial permits and visas to somali enterprises as well as welcomed somali traders (hips, 2018). but somalia has discovered itself in the epicenter of a violent geopolitical battle with great costs. after september 2001, the uae’s interest in somalia shifted quickly and transformed into a foreign policy goal (farah, 2018). diplomatic relations for millennia, somalia and the arab peninsula have maintained deep religious, cultural, political, and commerce connections. furthermore, somalia is a member of the arab league. with the intention of influencing over somalia’s political decision-makers, the two rich oil and competing nations, qatar and the united arab emirates (uae), have strengthened their power in somalia by supporting the electoral campaigns of somali parliament and presidential candidates financially. as a result, the somalia election turned into a real and common example of clientelism and vote-buying in both parliamentary and presidential elections (mohamed, 2024). unaji (2007) enumerates diplomatic, cultural, psychological, economic, and military instruments as essential means for executing foreign policy. the gulf nations further promote their national interests in somalia through carrot diplomacy. carrot diplomacy is a technique based on realism theory, in which nations utilize economic incentives or sanctions to induce other states to align with their national interests (akçay & kanat, 2018). for instance, the uae employed this strategy when the central government of somalia declined to sever relations with qatar. measures were implemented to penalize the federal government, included the closure of hospitals, the cessation of military training for somali troops, and the shutdown of military outposts in mogadishu. moreover, it altered its connections and collaboration with federal member states like as jubaland, galmudug, and puntland, in addition to the secessionist entity of somaliland. this move infringes against territorial integrity and political independence, as the federal government is the sole authority responsible for formulating and executing foreign relations with other nations (mohamed, 2024). the united arab emirates terminated diplomatic ties with somalia after the 1991 fall of the country’s central government, which triggered prolonged civil wars and conflicts. the bilateral relations between the two nations were established on shared interests, especially in the realm of commerce (farah, 2018). following the breakdown, somalia was no longer recognized as a legitimate membership in the international community. nonetheless, somalia finally finished its political transition in 2012 when it ratified a temporary constitution that allowed for a restricted, indirect election of a new federal parliament and president. the u.s. recognition of the federal government of somalia (fgs) was formalized on january 17, 2013, and permanent diplomatic presence was reinstated in mogadishu on october 2, 2019. other countries followed suit, notably the uae, which reopened its embassy in mogadishu in 2014. during the first tenure of president hassan sheikh mohamud, somalia continued to reconstruct its international connections. throughout this administration, somalia’s foreign policy remained stagnant owing to weak state institutions, incomplete restoration of international confidence in somalia, and pa ge 24 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 19-31, 2025 the regional and global systems maintaining a status quo. nonetheless, hassan’s government established the foundation for the reinstatement of somalia’s diplomatic posts globally. following somalia’s official recognition as a member of the international community in 2013, many senior somali representatives traveled to the uae to pursue collaboration for somalia’s reconstruction. furthermore, in late march 2013, fowzia yusuf adan, the foreign minister of somalia, and sheikh abdallah bin zayd, her counterpart from the uae, executed a memorandum of understanding. they reached a consensus to restore formal diplomatic relations between somalia and the united arab emirates. prime minister abdiweli sheikh ahmed of somalia started an official three-day visit to the uae in march 2014 to discuss about how the two countries may work together more closely (raxanreeb, 2014). during discussions with uae, the emirati officials reaffirmed their dedication to somalia’s continuous post-conflict rebuilding efforts. moreover, prime minister omar abdirashid continued the same policy towards the uae. the two countries began to cooperate on several issues of mutual interest, including defense operations, re-institutionalization of government, marine safety, and the local rebuilding efforts. furthermore, the somali foreign minister abdisalam omar and the emirati foreign minister abdalla bin zayd met to further the two countries’ relationship on march 2015 (goobjoog news, 2015). additionally, in an effort to boost bilateral ties between the two nations, hassan sheikh mohamud, the president of somalia, made an official visit to the united arab emirates in august 2015. as a result, uae began to support somali reconstruction multi-sector programs, including humanitarian, security, health, and capacity building. over the past few years, the uae has been a major player in somalia. gaining port contracts, providing training, forming special forces, negotiating agreements for military bases, and forming political alliances with the federal government of somalia and federal member states like puntland and jubaland are all ways this influence is shown. however, the decline of the relations between the two states occurred with the ascension of president mohamed abdullahi ‘farmaajo’ and prime minister hassan ali khayre to the office on february 8, 2017. the uae also encourages friendly ties with somaliland, a province that proclaimed independence from somalia in 1991; however, it lacks international recognition. these acts fueled the ongoing domestic unrest in somalia and harmed the country’s unity, sovereignty, and democratic processes (mohamed, 2024; mudane, 2018). on his inaugural foreign journey after winning reelection on may 15, 2022, somalia’s president hassan sheikh mohamud visited the united arab emirates. his goal was to enhance ties with the united arab emirates, so he engaged in discussions with the country’s new ruler, mohamed bin zayed al nahyan, about important bilateral matters. a motto of “somalis in agreement among themselves and with the rest of the world” was adopted by the new government under mohamud. the diplomatic relations between somalia and the uae have experienced fluctuations of progress and decline due to various factors. on one hand, the uae has considerably helped improve connections through humanitarian assistance, supplying food, medical supplies, and infrastructural development, which somalia has well accepted. in addition, assisting with counterterrorism initiatives against al-shabaab and the training of somali military troops exemplifies security collaboration that has reinforced relationships between the two nations. the bilateral ties between the two nations have improved due to economic investments, which have invigorated somalia’s economy and upgraded its ports and infrastructure. these initiatives have significantly facilitated the development of bilateral relations. on the other hand, numerous factors have led to the decline of connections. the united arab emirates (uae) expressed disappointment that somalia did not side with the saudiled coalition during the 2017 qatar-gulf crisis, opting instead for neutrality (international crisis group, 2018). moreover, the federal government of somalia (fgs) views the uae’s economic and military engagements in puntland and somaliland as a threat to somali sovereignty. somalia’s decision to bar dp world from using its ports due to sovereignty concerns added fuel to the already tense relations. the diplomatic ties between the two states are complex and often controversial owing to these factors. the relationship between somalia and the united arab emirates has been considerably affected by regional and international dynamics. the gulf conflicts and the actions of other countries have been critical in this context. during the 2017 gulf war, somalia navigated a delicate situation amidst the political rift between qatar and the saudi-led coalition, which also included the uae. the uae was dissatisfied with the decision of somalia to maintain neutrality throughout the crisis, resulting in a temporary deterioration in relations between the two nations (dahir, 2022). meanwhile, the uae is antagonized by turkey and qatar, whom they see as regional competitors, due to the rising involvement of these states in somalia through humanitarian assistance, military training, and infrastructural development (mohamed, 2024). in addition, countries like china, turkey, saudi arabia, and the united arab emirates are competing for influence in the horn of africa. consequently, somalia is increasingly struggling to maintain its sovereignty and strategic alliances while also balancing the interests of the uae. despite notable changes, the foreign policy of the united arab emirates toward somalia is quite similar to its approach to yemen and the horn of africa. the united arab emirates (uae) has previously assisted somalia and yemen using humanitarian diplomacy, a method used to gain influence and establish partnerships. in addition, the united arab emirates has established military installations in strategic locations such as berbera in somalia and assab in yemen, indicating its broader pa ge 25 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 19-31, 2025 objective of controlling key regions in the red sea and gulf of aden (stevis-gridneff, 2018). the uae is increasing its economic and geopolitical influence in both regions through investments in infrastructure and ports (ding, 2024; kabandula & donelli, 2025). these collaborative initiatives demonstrate the uae’s broader regional aspirations. however, the political dynamics and level of engagement by the uae differ greatly among various contexts. the united arab emirates has actively participated in military operations in yemen against the houthi rebels, although its involvement in somalia has been less pronounced, focusing on the assistance and training of local forces rather than direct combat engagement. the united arab emirates must navigate the complex landscape of somali internal politics, which includes conflicts between the central government and regional groups like puntland and somaliland. for instance, the uae has adopted a more direct approach to alliances by forging closer ties with certain factions in yemen, notably the southern transitional council. these contrasts illustrate how the uae may achieve its strategic goals in various regional contexts. different political factions in somalia have diverse views about the uae’s influence. to start with federal government of somalia (fgs), the connection between the fgs and the uae has been intricate. the united arab emirates has offered military and humanitarian assistance to somalia, but its activities and presence in somaliland and puntland have been seen as a threat to somalia’s sovereignty (ahmed, 2018). as an example, the fgs contends that the uae’s port agreements with puntland and military installation in berbera (somaliland) violate somali territorial integrity. however, the economic and security benefits of uae investment and military presence have been positively acknowledged by somaliland and puntland (levy, 2023). one example is the investment by the united arab emirates (uae) in the berbera port has positively influenced the somaliland economy. on contrary, some somali opposition and civil society groups see the uae’s influence adversely, asserting that it deepens internal conflicts and hinders democratic initiatives. some see the united arab emirates’ (uae) purported backing for certain candidates in the somali elections as an intervention in somalia’s domestic matters. trade relations the gulf nations possess a longstanding history of commercial and trading ties with the horn of africa. the horn of africa is situated in northeastern africa, adjacent to the indian ocean, and it is separated from the arabian peninsula by water. it serves as the conduit to eastern and central africa for the gulf nations, which are constrained by the red sea and the strait of bab-elmandeb (ding, 2024). however, the uae has decided to extend its influence over the horn of africa primarily through trade. the initial objective of the emirates was to function as a manufacturing facility, importing diverse agricultural products from multiple regions of africa. the subsequent phase involves preparing them for sale and international consumption, which includes packaging (marchand et al. 2017). in the context of somalia and the united arab emirates, commerce is essential for promoting stable governmental relations. according to ding (2024), trade between nations in the horn of africa and the gulf states has been heavily influenced by geopolitics in recent years. trade is profoundly embedded and widespread owing to its historical and cultural elements. dubai functions as the headquarters for several somali enterprises, establishing the united arab emirates as a major hub for this population. somali enterprises may establish operations and engage with other firms inside somalia and internationally due to the nation’s streamlined residence and registration procedures. according to scoop independent news (2008), there are around 10,000 somali entrepreneurs in the uae. in fact, dubai was a significant commercial partner for somalia, acting as a conduit for the bulk of its imports until the 2010s. additionally, somalia, serving as the principal entry point to global markets, sent its commodities to dubai (assal, 2006). agriculture and livestock are significant sectors of trade collaboration between the nations of the horn of africa and the gulf states. livestock constitutes the cornerstone of the somali economy, representing 40% of the gross domestic product (gdp), whereas saudi arabia and the uae comprise 80% of somalia’s livestock export market (ding, 2024). somalia’s export of $146 million to the uae indicates that the overseas employment certificate (oec) global trade index forecasts a trade profit of $1.134 trillion for the uae by 2022. somalia’s principal imports are condensed milk worth $64.5 million, audiovisual products totaling $115 million, and wrapped tobacco priced at $534 million. in the last 15 years, there has been a 13% annual increase in exports from somalia to the uae. in 2020, somalia’s exports to the uae increased by 5.89%, amounting to $146 million, compared to $61.8 million in 2005. the uae constitutes 47% of somalia’s exported goods, making it the largest export partner. in 2021, the trade deficit had even widened since the uae imported goods worth usd139.42 million from somalia, as reported in the united nations common format for transient data exchange for power systems (comtrade) database (trading economics, 2022). furthermore, the $1.3 billion in remittances sent back by somalis residing abroad are a major boon to somalia’s economy. somalia exhibits significant reliance on the uae for financial remittance operations. some of the remittance firms based in dubai are salama money express, amal express, al-mustaqbal, dahabshiil, kaah express, and amana. below, figure 1 displays the trade indices for the uae and somalia from 2000 to 2022. due to governmental instability and civil strife, somalia’s trade rates declined from 2001 to 2006. nonetheless, its values have increased since that time, perhaps due to efforts aimed at strengthening states and reinstating optimism. the pa ge 26 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 19-31, 2025 political and economic stability of the united arab emirates has resulted in a consistent enhancement in the nation’s trade rate. somalia seems to be seeing a decrease in trade indicators, but the uae is witnessing a rise. the trade and commercial sectors in somalia might gain from the enactment of security reforms and the establishment of political stability. figure 1: somalia-uae trade index. source: organization of islamic cooperation (oic) & world development indicators (wdi) the uae’s investments in somalia have had both positive and negative long-term implications on the nation’s economy. on the positive side, the uae’s infrastructure projects, particularly in the ports of berbera and bossaso, may improve trade and connectivity, benefiting somalia’s economy significantly. in addition, these infrastructure projects could provide job possibilities by invigorating local economies and constructing essential infrastructure. moreover, the present agricultural and livestock-based economy of somalia might be diversified with the support of investments from the uae, fostering overall economic growth and resilience. these potential benefits illustrate the transformative impact of investments in somalia’s economy if they are handled properly. nonetheless, these investments include substantial risks. a primary concern is that somalia may forfeit a degree of its independence and policy autonomy should it become economically dependent on the uae. furthermore, other parts of somalia may stay underdeveloped owing to the uae’s concentration on somaliland and puntland, exacerbating regional inequalities within the nation. in addition, the assumption of substantial debt to finance these infrastructure initiatives will further complicate somalia’s economic stability. finally, the somali government must exercise caution about uae investments to prevent issues related to financial sustainability, regional disparity, and dependency and ensure long-term economic prosperity (trading economics, 2022). humanitarian relations humanitarian assistance engagement is a foreign policy instrument that affects other nations, motivated by ethical principles and national objectives. throughout somalia’s civil war, the gulf nations predominantly assumed a humanitarian role, assisting impoverished populations, constructing educational institutions, and financially supporting educators, rather than giving the state first priority and fostering peace initiatives (mohamed, 2024). pa ge 27 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 19-31, 2025 the gulf states, with substantial financial assets, have strengthened their influence in the horn of africa through assistance and investment. they are actively engaged in horn of africa affairs, utilizing their economic power to resolve crises and enhance their political influence. they utilize the horn of africa as an expansive theater for geopolitical rivalry (ding, 2024). the gulf states, with substantial financial assets, have strengthened their influence in the horn of africa through assistance and investment. they are actively engaged in horn of africa affairs, utilizing their economic power to resolve crises and enhance their political influence. they utilize the horn of africa as an expansive theater for geopolitical rivalry (ding, 2024). as the government of somalia struggles to rebuild after its downfall, the uae is using humanitarian assistance to promote its foreign policy interests. with the construction of the international humanitarian city, the biggest humanitarian hub in the world, dubai has emerged as a major actor in the global framework for humanitarian assistance. numerous aid recipients and funders from the uae have boosted their involvement as a consequence (mosley, 2021). the commercialization of humanitarianism and the uae’s aspiration to enhance its financial sector enabled the nation to emerge as the world’s third-largest contributor of humanitarian assistance relative to gdp in 2016. in 2018, it was among the top five state assistance suppliers (ziadah, 2019). after libya, somalia has benefited from uae humanitarian help more than any other country in africa since 2014. the gulf of aden has strategic significance for the united arab emirates. gökalp (2020) lists the emirates red crescent authority and the khalifa bin zayed al nahyan foundation among the numerous humanitarian organizations operate in somalia. furthermore, the united arab emirates has excavated artesian wells and constructed police stations, educational institutions, and healthcare facilities in somalia in response to the government’s need for better social services. the united arab emirates authorities have honored their commitment to assist in the reconstruction of somalia, as assured by uae president sheikh mohamed bin zayed al nahyan (reliefweb report, 2015). in 2011, the united nations classified the somali regions of bakool and lower shabelle as under famine due to the most severe drought in east africa in sixty years. as a whole, the eight areas in southern somalia and extending beyond were in danger of being consumed by the crisis (pham, 2011). more than 25 million people, mostly in somalia and ethiopia, might face extreme food insecurity by the middle of 2022. potential outcomes include malnutrition and world famine (birhan, 2024). according to the fao report (2017), twelve million people in countries including somalia, kenya, and djibouti needed food assistance in 2012. the uae is a significant benefactor to the horn of africa during the severe drought. in the horn of africa, organizations like the sharjah charity foundation, the mohammed bin rashid al maktoum charity, and the united arab emirates red crescent have collaborated with other organizations to construct refugee camps and provide aid to those in need in ethiopia and kenya. the united arab emirates has established itself as a major actor in global humanitarian relief efforts since 2011 (ding, 2024). according to ocha (2011), the united arab emirates’ philanthropic organizations and in-house groups were instrumental in preventing deaths due to drought and starvation. in 2018, somalia received 900 metric tons of food assistance from the khalifa bin zayed al nahyan humanitarian foundation. for the benefit of those affected by flooding and covid-19 sufferers in somalia, the united arab emirates provided airlifted relief in may 2022. the humanitarian and charitable organization established by mohamed bin rasheed al-maktoum rehabilitated forty artesian wells, constructed ten hospitals, donated sewing machines, goats, and livestock, and dug twenty-three irrigation canals. the dar al ber society raised 4 million dirhams in 2022 to facilitate an assistance initiative that provided meals to those in need. almost a thousand tons of humanitarian supplies landed in mogadishu in august 2022 from a uae assistance ship (goobjoog news, 2022). military relations states like somalia, which is strategically located in the horn of africa, are impacted by security cooperation as a means of projecting power and advancing foreign policy objectives. as a result of escalating rivalry for access to the red sea, developing nations in the middle east have invested billions of dollars to obtain ports and plots of land to construct military outposts since 2010 (stevisgridneff, 2018). military invasions of neighboring countries are not new, but they have changed over history in response to the growing influence of superpowers like the united states (us) and the union of soviet socialist russia (ussr) (lersch & sarti, 2014). in the last ten years, the united arab emirates has boosted its military presence internationally and enhanced its geopolitical influence by creating military facilities and conducting joint military training with many nations in the horn of africa (ding, 2024). somalia has transformed into a battlefield for global powers due to the creation of military installations and infrastructures, with states such as the uae, saudi arabia, qatar, and turkey collaborating with the us and china. the security concerns and demands of these governments, both at home and abroad, have led to an expansion of their presence within the last decade (kabandula & donelli, 2025). in addition, somalia and the united arab emirates’ (uae) military ties may be analyzed in light of turkey’s emergence as a new moderate power, the crisis within the gulf cooperation council (gcc), and the conflict in yemen involving the houthi rebels (wilson & england, 2019). prior to 2009, djibouti was home to military installations maintained solely by the us and france. the gulf cooperation council (gcc) nations have shown considerable interest in setting up pa ge 28 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 19-31, 2025 a presence in the zone ever since. examples include the 2016 approval of a saudi military base by djibouti and the 2015 ratification of a 30-year agreement with eritrean president afewerki to permit gcc operations in eritrea by king salman (aidi, 2020). the uae built an airfield that was its first-ever permanent military facility and an overseas supply depot near the port of assab in eritrea. afterward, the uae stopped depending on saudi naval bases and instead set up military outposts in somalia, djibouti, and ethiopia. the uae has as one of its primary foreign policy goals the extension of its influence in the red sea and east africa. military operations have taken place out of many of the red sea coast and gulf of aden ports that the uae has taken over, including mukalla, aden, moqa, berbera, and assab (ding, 2024). many researchers, like mohamed (2024), contend that the uae employs petrodollar diplomacy to make deals with different somali states concerning port administration, military station arrangements, and the training of local armed forces loyal to them, all without the consent of the central federal government, to enhance its economies and sustain its strategic status as a global trade hub. the united arab emirates exploits somalia’s weak governance, fragmentation, and insufficient administrative ability to assert control over its territories. since 2012, when president hassan sheikh mahmoud took office, the military relationship between somalia and the uae has been fortified through the development of tight ties with emirati authorities. abu dhabi has strategically positioned itself as a significant player in the nation through two primary mechanisms: the regulation of port operations and the establishment of defense installations (telci, 2018). the relevance of the horn of africa to gulf states is illustrated by the fact that its coastline is as near to yemen as 30 kilometers (18.5 miles) at the bab el-mandeb strait, a vital maritime chokepoint for oil cargoes moving from the gulf to europe (hassan, 2017). despite calls from saudi arabia, the united arab emirates, egypt, and bahrain for the somali government to cut ties with qatar, somalia has managed to preserve positive relations with the country. mohamed abdullahi mohamed, the president of somalia, has urged all parties to engage in talks and has permitted qatari aircraft to traverse the airspace of somalia (schwikowski, 2017). since the inception of the gulf cooperation council (gcc), the uae has been constructing military installations in somalia and other regions. this aims to enable it to more effectively project its power into the gulf of aden and create channels for the future delivery of food. in april 2017, dp world, the premier logistics enterprise of the united arab emirates headquartered in dubai, was given a contract to develop bossaso port in puntland, after a proposal to expand the port of berbera in somaliland in 2016. meester et al. (2018) found that the uae made significant investments in somaliland and the semi-autonomous region of puntland, while qatar and turkey maintained proximity to the federal government in mogadishu. the gulf crisis has spread into far-flung regions as a result of the deteriorating uae-somalia ties. the somali government contended that emirati actions threatened its territorial integrity as a country and voiced disapproval of the military installations in the puntland and somaliland regions. according to observers, abu dhabi has supported some regional political entities and armed organizations militarily and financially, and it has tried to set up military bases in these regions (telci, 2018). in detail, following farmajo’s criticism of the united arab emirates’ (uae) conduct in somalia and allegations that abu dhabi disregarded the nation’s sovereignty during his 2017 presidential campaign, ties between the two nations deteriorated (telci, 2018). the economic zone agreement between the united arab emirates and somaliland was canceled owing to the prevailing tensions between the two nations (ahmed, 2018). subsequently, a bill mandating the cessation of all emirati military and commercial operations across the nation was passed by the somali parliament in march 2018. following somalia’s seizure of a uae-owned aircraft that was illegally bringing around $10 million in cash into the nation in april 2018, the uae-somalia conflict has intensified. however, the uae contended that the money will be utilized as part of the training program for somali army personnel and that the assertions made about the aircraft were not accurate (ahmed, 2018). the new administration led by president hassan sheikh mohamed has implemented a foreign policy aimed at fostering amicable ties with all nations for the benefit of somalia. to bolster security, the two states initiated multilateral collaboration to train, and equip somalia’s armed forces to combat al-shabaab and daesh. the recent endorsement of the military agreement by the cabinet ministries between the two nations signifies a revitalization of security sector cooperation. paradoxically, following the 2022 election, president hassan sheikh mohamud of somalia has strengthened relations between the united arab emirates (uae) and the federal government of somalia because they supported and sponsored his may 2022 presidential election (levy, 2023). however, since five imarets military officers and one bahraini were killed at a military base in mogadishu while they were training somali soldiers, the relationship has soured (reuters, 2024). however, soylu (2024) contends that the naval agreements between somalia and turkey contributed to the declining relations between somalia and the united arab emirates (uae). the primary aims of these treaties are to safeguard somalia’s territorial waters and to provide its navy with equipment and training. conclusion the paper investigated the evolving somalia-uae relations, focusing on diplomatic, trade, humanitarian, and military aspects. the study identified that the uae’s interest in somalia stems from economic, humanitarian, and security concerns. this corresponds with the study pa ge 29 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 19-31, 2025 (al attas, 2018). in addition, the study indicated that the gulf crisis, gulf states’ involvement, and competition among qatar and gulf governments have also jeopardized somalia, as per various studies (cannon & donelli, 2019; donelli & dentice, 2020; marsai & szalai, 2021). furthermore, the study reveals that the uae has increased its military presence in somalia for political and security reasons, aiming to protect the bab el-mandeb canal, combat piracy and terrorism, and reduce qatar and turkey’s influence. however, the situation presents challenges and opportunities for somalia’s foreign policy. this aligns with the findings of vertin (2019). the study also shows that somalia and the uae’s diplomatic ties have significantly improved under president hassan sheikh mohamud’s friendly foreign policy, leading to the signing of multilateral security agreements, as supported by studies (gebru et al., 2023; mohamed, 2024; ylönen, 2022). the study recommends somalia should adopt a proactive foreign policy, considering the increasing involvement of qatar, turkey, saudi arabia, and the uae military installation in berbera. the article suggests the uae should accept somalia’s sovereignty and territorial integrity, maintain friendly ties, and clarify its foreign policy and goals with the arab league and the organization of islamic cooperation. references abdullahi, a. m. 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(2019). circulating power: humanitarian logistics, militarism and the united arab emirates. antipode. a radical journal of geography, 51(5), 1–18. https://doi.org/10.1111/anti.12547 pa ge 1 pa ge 7 american journal of arts and human science (ajahs) monitoring and evaluation techniques and project performance of internally displaced persons’ (idps) project: a case of danwadaag in mogadishu somalia ibrahim mohamed warsame1*, friday christopher2, benjamin b. oluka2 volume 4 issue 3, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i3.4557 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: april 21, 2025 accepted: may 26, 2025 published: july 08, 2025 the study investigated on the influence of monitoring and evaluation technique on internally displaced people on project performance with specific on danwadaag project in mogadishu somalia. to examine the effects of critical path identification on danwadaag project performance, to evaluate the effects of critical task scheduling on danwadaag project performance and to investigate effects of critical risk allocation on danwadaag project performance. the study analyzed through two key theories: the theory of constraints (toc) and the results-based management (rbm) approach. the study employed descriptive correlation research design. the study population comprised of 260 subjects, from which a sample size of 158 was selected according to kothari, 2004, out of whom 128 fully participated in the study, indicating a response rate of 81%. the study used both qualitative and quantitative techniques to collect and analyse data. the findings indicate that critical path identification (cpi) has a significant positive impact on the performance 37.5% while critical task scheduling (cts) significantly enhances the performance 65.3% and critical risk allocation (cra) has had a mixed impact on the performance 44.9%. the study concludes that critical path identification (cpi) significantly enhances the performance of the danwadaag project by improving task scheduling, coordination, project timelines, and resource management. similarly, critical task scheduling (cts) positively impacts project performance by enhancing timeline accuracy, resource allocation, and overall project outcomes. however, critical risk allocation (cra) demonstrates a mixed influence, suggesting that its effective implementation in planning, monitoring, coordination, and resource allocation can improve project outcomes, though uncertainties about its effectiveness remain. the researcher recommends that the danwadaag project management should ensure the full integration of critical path identification (cpi) by involving all key stakeholders, including project team members and external consultants, in task scheduling and resource coordination. the researcher further recommended that the danwadaag project should prioritize the implementation of critical task scheduling (cts) by involving all relevant stakeholders, including project teams and coordinators, in the scheduling process. while cra shows potential for improving project outcomes through risk mitigation, the study acknowledges its limitations and offers recommendations for better implementation. the future studies could assess the role of technology in enhancing the implementation of cpi, cts, and cra. keywords critical path identification, critical task scheduling, danwadaag project, monitoring and evaluation, project performance, risk allocation 1 kampala international university (kiu), uganda 2 department of political and administrative studies, kampala international university (kiu), uganda * corresponding author’s email: ibra.m.warsame@gmail.com introduction the study focuses on the monitoring and assessment technique’s historical, theoretical, conceptual, and contextual views on the performance of internally displaced people projects. the danwadaag project in mogadishu, somalia, is one example. on a global scale, project performance can be viewed as a collection of tasks that must be carried out in compliance with particular goals that entail the use of a company’s resources. bakar et al. (2011). projects are frequently planned and carried out to operationalize an organization’s strategic goals. as a result, the amount spent on projects worldwide is growing at an exponential rate, and the field of project management is expanding quickly. however, there is no simple way to improve project performance, and many projects fall short of expectations. anantatmula (2015) in line with pmbok 6th edition. another way to describe a project is as a short-term undertaking with a clear start and finish used to develop a special good or service. projects are frequently implemented by organizations to enhance their performance, but the literature is still divided on how to assess their ultimate success. the outcome variable of project success is thus measured using disparate scales by researchers, leading to inconsistent research findings. current models for evaluating project success have two drawbacks: they cannot be applied to all project kinds, and they do not distinguish between the performance of project persons (such as the project manager) and project success measurement in zwikael and meredith (2021). it is crucial to take into account a number of elements that affect the sustainability and success of projects in africa in order to improve project performance there. according to research, cooperation and communication with regional institutions and stakeholders are essential elements that can enhance project results in africa (loor 2005). the efficiency and sustainability of projects in africa can be further improved by addressing issues with knowledge transfer and responsiveness to local demand pa ge 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 7-18, 2025 (mgendi et al., 2019). in africa, successful projects also depend on efficient project management. better project results can result from increasing construction stakeholders’ preparedness for project management (ochungo & odinga, 2019). in somalia, recent research has shown interest in project performance in somalia. according to a study on the factors influencing project performance in mogadishu construction enterprises, understanding the elements that affect project success is crucial. the researchers discovered a strong positive correlation between project performance and every element. every element that could jeopardize the project’s successful execution should be known to the project managers. at every level, they will make sure that proper performance reporting is done. (dalmar et al., 2019). addressing the different factors that affect the sustainability and success of initiatives in the area is crucial to improving project performance in somalia. the importance of strong financial backing, clear communication, close monitoring and evaluation, and careful planning is shown by the analysis of factors influencing project performance in mogadishu’s construction industry (wang & li, 2022). the success of projects in somalia is, however, severely hampered by problems like inadequate infrastructure, political fragmentation, institutional weakness, security concerns, and project funding issues (serpe et al., 2022). in order to evaluate the success of initiatives, the african development bank group has been actively involved in projects and activities in somalia, including performance evaluations of the country’s portfolio. despite the significant capacity mismatch, the government and the bank have worked together well to manage the portfolio. report of the afdb 2017–2021 previous research on the effectiveness of construction companies in mogadishu has highlighted the significance of elements including communication, project planning, risk management, and monitoring and control. furthermore, the impact of somalia’s insecurity has caused humanitarian actors to adopt “remote programming” or “remote management” technologies, which has an impact on project control and implementation. climate fluctuation and related difficulties make somalia’s project performance problems worse, particularly when paired with the country’s already-existing war and governance constraints. theoretical review the study will be based on the management theory of constraints, which goldratt (quoted in goldratt, 1990) claims is helpful to organizations in enhancing their control over their activities in an attempt to achieve their set goals (goldratt, 1990). the theory of constraints (toc) assumes that the existence of constraints within any manageable system, like an organization’s m&e system, limits the successful achievement of an organization’s goal (watson et al., 2007). a constraint is anything that is internal or external to the system, such as a problem, element, or factor that acts as a bottleneck to prevent the system from reaching its goal. blackstone (2001) asserts that toc recommends that in order for organizations to enhance the achievement of their system’s goals, the most significant constraint or limiting factor must be identified and then systematically managed by first figuring out “what should be change” and then “how cause the change.” according to goldratt (1990), “toc is a systemic way to identify constraints that hinder system’s success and to effect measures to remove them.” monitoring is a strategy used by management and key stakeholders to gather information on certain indicators. this information is then used to assess the degree of goal achievement and the manner in which funds have been spent (crawford & bryce, 2023; bartle, 2017). therefore, it assists organizations in monitoring program inputs, activities, outputs, outcomes, and impacts. this aids in assessing the value or importance of a program activity in relation to achieving program objectives in terms of sustainability, impact, efficiency, and effectiveness (uitto, 2022; stufflebeam & shinkfield, 2017). thus, m&e can be defined as those actions used in acquiring, analysing and making use of information that is affordable, relevant, timely and accurate for performance improvement (stufflebeam & shinkfield, 2017). in this study will therefore refer to critical path identification, critical task scheduling and critical resource allocation. monitoring is seen as a continuous function that uses systematic collection of data on specified indicators to provide management and main stakeholders of an ongoing organization with indications of the extent of progress and achievement of objectives (oecd, 2022). in the late 1950s, james e. kelley, jr. of remington rand and morgan r. walker of dupont created the critical path method (cpm), a project modeling tool. walker and kelley shared their recollections of the 1989 cpm development. according to richman (2002), the critical path is the network path that takes the longest overall time, which establishes the earliest time the project can be finished. according to white (2006), cpm is useful for monitoring and assessing project activities in addition to the problem of time completion. in his paper on the scheduling assessment of construction projects, bragadin (2016) pointed out that a number of elements can influence a project’s performance. the term “project performance” describes how well a project accomplishes its goals, produces the desired results, and meets the expectations of its stakeholders. it includes a number of project management, execution, and deliveryrelated topics. in management academic circles, performance is still a controversial topic (dubin, 2022). the process of evaluating an organization’s performance entails contrasting its expected and actual outputs or results (manzoor et al., 2021). organizations can use this comparison to assess whether they are accomplishing their goals. it is evident that managers, owners, and strategic partners usually carry out this performance review, which pa ge 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 7-18, 2025 entails identifying and putting into place procedures that can enhance the performance of the organization (richard et al., 2019). managers and business owners assess an organization’s performance for important purposes, including as ensuring the efficient use of organizational resources, identifying issue areas to guide managerial decision-making, and justifying the use of capital. the definition of success for a business might change depending on its goals (javier, 2022). nonetheless, it can be argued that, in accordance with huges (2017), performance evaluation might assist businesses in refining their protocols. in addition to offering insights into the talents and skills of current personnel, performance reviews can assist projects in identifying areas where improvements may be possible (mpume, 2017). therefore, gaining knowledge on how to assess and enhance an organization’s performance will help you make the most of your resources in order to accomplish your objectives. the problem of insecurity in somalia has existed for a very long time. all public social services in somalia were significantly affected by the civil war that broke out in 1988 and the central state’s subsequent collapse in 1991 (nuguti, 2019). as a developing nation, somalia has numerous administrative and technical project management difficulties. first, there is a dearth of empirical research on somalia’s project management success, which leaves no records of the best practices in that area. second, development projects in particular face a distinct set of issues and difficulties, in contrast to projects in general, which have difficulties with execution and, thus, success (dalmar et al., 2019). the following outcomes can help initiatives in somalia be implemented successfully: strong financial backing, solid communication, close monitoring and evaluation, and careful planning (marren, 2016). in her article, davis discovered certain common project success elements, such as project budget and cost, stakeholder satisfaction, communication and collaboration, a capable project manager, and well-defined project time constraints and goals (davis, 2014). even said, the lack of those elements may also cause problems for the project and make project management difficult, which will affect the general caliber and success of projects in somalia (dalmar et al., 2019). in humanitarian aid and development initiatives, the effectiveness of internally displaced persons (idp) projects is crucial since these initiatives are designed to assist vulnerable groups and enhance their quality of life (unhcr, 2020). but there are still many obstacles to overcome before idp project performance can be effectively monitored and evaluated (m&e), especially in conflict-affected areas like mogadishu, somalia (menkhaus, 2017). in order to better understand how monitoring and evaluation (m&e) methods affect the danwadaag idp project’s success in mogadishu, somalia, this study aims to do just that. objective to examine the effects of critical path identification on danwadaag project performance in mogadishu somalia. to evaluate the effects of critical task scheduling on danwadaag project performance in mogadishu somalia. to investigate effects of critical risk allocation on danwadaag project performance in mogadishu somalia. literature review the debates on the m & e concept discussed in light of two theories in the subject area namely; the theory of constraints (toc) theory and the results e-based management (rbm) view theory. the theory of constraints (toc) is an organization’s approach to improving a system’s performance by addressing the fundamental issues (limiting factors) that are impeding the achievement of the system’s goals (gupta & kline, 2018; inman et al., 2019; kim mabin & davies, 2018; mabin & baldestone, 2013; watson et al., 2017). systems thinking (taylor & churchwell, 2018) is the foundation of the toc method, which takes into account enhancing the overall performance of the system. according to the toc, every system contains “constraints” that limit its functionality; in order to improve the system’s performance, management of an organization must identify and remove these variables (gupta & kline, 2018; simatupang et al., 2014). the results-based management (rbm) theory began with the australian government in the middle of the 1980s, and the organization for economic cooperation and development (oecd) led the charge to make the idea more significant in the 1990s. as the name implies, this theory is focused on outcomes. public sector management in the 1960s, program management by activity in the 1970s to 1980s, management by objectives (mbo) and logical framework approach in the mid1970s, new public management (npm), and total quality management (tqm) in the 1980s were among the earlier theories that influenced the development of the results-based theory, according to the results based management group (rbmg). critical path identification and project performance a key component of project management is the identification of critical routes, which highlights the crucial tasks that must be finished on schedule in order to achieve the project’s deadlines and has a direct impact on the project’s overall performance. a popular method for identifying these crucial jobs and figuring out the order of interconnected tasks that make up a project’s critical path is called the critical path method (cpm) (kerzner, 2017). this route establishes the bare minimum amount of time needed to finish a project and gives project managers vital information about where delays can happen without impacting the project’s overall schedule (klastorin, 2021). creating a thorough project plan that lists all of the jobs, their dependencies, and the projected duration of each activity is the first step in determining pa ge 10 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 7-18, 2025 the critical path, claim meredith and mantel (2020). the longest series of tasks that directly affect the project’s eventual completion date is then mapped out by the project manager using cpm calculations. the critical path is the name given to this order of actions. there is no slack or float in the jobs on the critical path, thus if they are delayed, the project as a whole will also be delayed (larson & gray, 2021). this emphasizes how crucial it is to correctly identify and oversee these jobs in order to guarantee project completion on schedule. project managers can concentrate their attention on these highpriority tasks, which are essential to the project’s success, once the critical route has been determined. managers can more effectively schedule work, allocate resources, and track progress in real time by using the critical route method (nicholas & steyn, 2022). by concentrating on the most important aspects of the project, delays and interruptions that can impair its overall performance are reduced. furthermore, proactive risk management for important jobs guarantees that possible problems are resolved before they cause major delays (gido et al., 2018). maintaining project performance, particularly in dynamic situations where project conditions might change quickly, requires regular reviews and updates of the critical path (pmi, 2021). over time, unforeseen circumstances like resource constraints or unforeseen task dependencies could affect the critical route. to make sure that any changes are taken into account and that the project stays on track for timely completion, project managers must thus periodically reevaluate the critical route and modify the project plan accordingly (nicholas & steyn, 2022). critical task scheduling and project performance one of the most important project management practices is the prompt and efficient identification and scheduling of crucial tasks. this procedure enables project managers to guarantee that important tasks are finished within the budget and time period allotted, which is essential for a project’s overall success (kerzner, 2017). determining which tasks are on the critical path, comprehending the resources needed to finish them, and creating a schedule for their effective completion are all part of critical task scheduling. in addition to increasing the likelihood of achieving deadlines, efficient scheduling reduces the possibility of cost overruns (larson & gray, 2021). effective management of key activities leads to improved time management, resource allocation, and risk mitigation, all of which increase project performance. gantt charts are one of the most popular tools for scheduling critical tasks because they give a visual representation of project tasks, including their dependencies, durations, and timelines (meredith & mantel, 2020). they are especially helpful in showing how critical tasks are dependent on each other and how delays in one task can affect the project timeline. project managers can use gantt charts to easily track progress, modify task timelines, and reallocate resources as needed to ensure that critical tasks are completed on time. the project management institute (2021) notes that gantt charts also allow for flexibility in shifting the start and end dates of tasks, which facilitates smoother transitions and resource management when task schedules need to be adjusted. resource smoothing is a crucial component of important task management, in addition to task scheduling. resource smoothing minimizes variations that can result in delays or inefficiencies by ensuring that the demand for resources stays largely constant throughout the project (klastorin, 2021). project managers can reallocate labor and resources among tasks in ways that optimize productivity and maintain project timeliness by employing strategies like resource swapping, task fragmentation, or task shifting (heerkens & baker, 2017). this method guarantees that important tasks get the time and resources they require to be finished without putting too much strain on particular staff members or resources at particular stages of the project. but scheduling key tasks effectively is a dynamic process. in order to adjust to evolving conditions, project schedules need to be periodically reviewed and revised. according to nicholas and steyn (2022), initiatives frequently encounter unanticipated difficulties including a lack of resources or delays in finishing tasks. to sustain overall project performance, these problems need that project managers review the project schedule, reallocate resources, and perhaps update task timeframes. despite the dynamic nature of project environments, this practice of ongoing monitoring and modification is essential for guaranteeing that vital tasks are finished on time (gido et al., 2018). critical risk allocation and project performance a key element of project management is risk management, which makes sure that hazards are properly addressed at every stage of the project. assigning risks to the right sub-project teams is one of the process’s essential components (kerzner, 2017). in order to identify the most important risks that could affect the project’s success, critical risk allocation entails carefully assessing the entire undertaking and selecting the most suitable stakeholders for risk management (project management institute [pmi], 2021). in addition to reducing possible detrimental effects on project performance, efficient risk allocation increases total project success.. the risk register, an essential instrument that classifies hazards, describes their ramifications, evaluates their likelihood, and specifies the mitigating activities required to handle them, is a wellknown technique for detecting key risks (larson & gray, 2021). by providing a thorough overview of potential hazards, the risk register helps project managers assign particular risks to the stakeholders who are most qualified to handle them. these stakeholders could be third-party organizations, clients, or contractors (meredith & mantel, 2020). project managers can promote accountability and guarantee that risks are handled by individuals with the necessary resources and experience by utilizing a well-organized risk register. in order to minimize risk pa ge 11 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 7-18, 2025 management expenses, gido et al. (2018) state that the basic rule for assigning risks is to assign them to the party most equipped to manage or mitigate them. for example, clients may decide to assign less important risks to contractors while managing some high-impact, lowprobability risks. in the end, this strategic risk distribution improves project performance by strengthening the project’s resilience and facilitating prompt decisionmaking (heerkens & baker, 2017). klastorin (2021) highlights the importance of risk allocation in project management by emphasizing that it can result in lower project costs and a higher chance of a successful project completion. the risk matrix, probability/impact grid, and decision trees are additional tools and methods used in the identification and distribution of key risks, in addition to the risk register (nicholas & steyn, 2022). by facilitating the methodical assessment and allocation of risks, these tools help to match project objectives with the risk appetites and profiles of stakeholders. project managers can develop better risk allocation strategies by using such approaches to rank risks according to their likelihood and possible impact (pmbok, 2021). because stakeholder objectives and project conditions might vary over time, it is therefore critical to evaluate risk allocation strategies often. schwalbe (2018) points out that because projects are dynamic, risk management techniques must be continuously evaluated and modified. the success of a project depends on the ongoing identification and evaluation of key risks at every stage of its lifetime, including planning, execution, and completion (kerzner, 2017). figure 1: conceptual framework source: researchers, 2024 materials and methods using a descriptive correlation research design, the study concentrated on participants from mogadishu, somalia’s danwadaag project. ghauri and gronhaug (2005) assert that descriptive research works well for organizing and fully comprehending a topic. mugenda and mugenda (2003) reinforce this opinion by pointing out that this design is favored since it accurately portrays reality. the link between the two variables under examination was evaluated using the design’s correlation component. study population in 2024, mogadishu will have 2,727,000 residents overall. nevertheless, the researcher focused on 260 respondents, which included danwadag project organizations managers, top authorities, danwadag project beneficiaries, and staff members from 2014–2024. a target population is the group to which the researcher hopes to generalize the findings, according to amin (2005). sample size this is the quantity of objects chosen from the entire universe to make up a sample (kothari, 2004). 158 respondents made up the population sample size in this study, which was chosen using yamane’s sample size calculation algorithm (yamane, 2010). top management on danwadag project organizations, employees of danwadag project organizations, and danwadag project beneficiaries from 2014–2024 were among the respondents. with familiarity with the study’s subject. table 1: sampling procedures sn category population sample sampling procedure 1 top authorities of danwadaag project organizations managers, 25 15 purposive sampling 2 danwadaag project organizations staff 20 12 purposive sampling 3 danwadaag project beneficiaries 215 131 random sampling grand total 260 158 data sources to gather pertinent data for the study, the researcher employed primary data collection techniques. through self-administered questionnaires and interviews, primary data was gathered from the participants. in order to address inquiries regarding this research issue, primary pa ge 12 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 7-18, 2025 data are crucial. in order to get as much pertinent information as possible while causing the least amount of discomfort to responders, data gathering methods were carefully studied. data collection instruments questionnaires a questionnaire served as the primary data collection tool. beneficiaries of the danwadaag project were given self-administered questionnaires since it was thought that they would possess important knowledge about the subject of the study. sotirios sarantakos (2005) defines a questionnaire as a survey data gathering approach that uses written or spoken questionnaires to obtain information. the questions asked about respondent groups’ attitudes on project performance monitoring and assessment. additionally, the questionnaire sought to learn what respondents thought about the performance of the project and how they thought it could be improved. interview guide to gather information, the researcher also employed an interview guide. top officials from danwadaag project organizations, including managers and employees, were questioned by the researcher. a couple of the respondents’ comments needed more explanations, so the researcher conducted additional interviews with them. both closedended and open-ended interview questions were used. while the closed questions required specific answers, the open-ended ones allowed for greater discussion. additional perspectives from respondents regarding the study’s issue were gathered with the aid of the interview approach. validity and reliability of instruments validity the degree to which findings from data analysis accurately depict the phenomenon being studied is known as validity. pretesting established the study instrument’s validity. pre-testing, according to mugenda and mugenda (2005), guarantees the correctness and clarity of the results, ensuring that the data collected yields significant, trustworthy results that represent the study’s variables. ten (10) respondents who were not part of the sample but were part of the study population were given the questionnaires as part of the pre-testing process, which helps determine how long it will take to complete them. five university colleagues carefully examined the questionnaires to get their peer opinion on their accuracy and content. colleagues’ opinions and field results assisted in identifying gaps and, when needed, modifying the equipment. the supervisor was also informed as a result. the following formula was utilized to determine the instrument’s validity: 𝐶𝑉𝐼 = no of items declared valid/total no of items 𝐶𝑉𝐼 = 15*100% /18 cvi= 83.3% reliability the degree to which an evaluation instrument yields steady and consistent outcomes is known as reliability. the cronbach’s alpha coefficient was used to assess the questionnaire’s reliability. the instruments’ reliability was assessed using the cronbach’s alpha coefficient. cronbach’s alpha was also employed to assess the instruments’ dependability. the new scale and established scales were deemed to be internally consistent if their cronbach’s alpha values were 0.70 or higher, respectively. table 2: reliability statistics cronbach's alpha n of items .738 18 data analysis only information from the surveys was used in the quantitative data. field data was too unprocessed to be properly interpreted. after being collected using questionnaires, the raw data was cleaned, categorized, and coded. using the statistical package for social science (spss) software, the coded data was input into the computer, verified, and statistically analyzed to produce descriptive and inferential statistics. the main variable and related indicator items pertaining to the study’s goals were described using descriptive analysis. regression analysis was used for all objectives, and frequency tables were used for the study’s biodata. research procedures first, the researcher asked the faculty for an introduction letter. in order to obtain the necessary data, the researcher also requested permission from the respondents to sample them. when presenting the results, the researcher maintained the privacy of every respondent. ethical considerations during the research procedure, it was crucial for the researcher to convey to the participants that their involvement was entirely optional and that they might decline to answer any questions or to stop participating at any time. obtaining the informed agreement of those who would be contacted during the research process—which included observations and interviews on topics that might be sensitive to certain respondents was another crucial factor. the researcher committed to keeping this in mind. limitation of the study due to their hectic daily schedules, some respondents were unable to find the time to complete the surveys on time. in these situations, the researcher allowed the concerned respondents some time to complete the surveys. another study restriction was the provision of inaccurate information and the failure to respond to specific questions. this resulted from pa ge 13 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 7-18, 2025 some respondents’ concerns that the researcher might reveal confidential information to the general public. however, the researcher employed probing questions to get information from the respondents that the researcher wanted. another drawback was a language barrier that made it harder for respondents to grasp the questionnaire. to improve the study’s validity, the researcher translated the questionnaire into somali. result and discussion table 3: response rate research instrument planned/ targeted actual percentage questionnaire 131 105 80% interview guide 27 23 85% total 158 128 over all percentage response rate 81% table 4: gender distribution of respondents gender frequency percentage (%) male 75 71.5 female 30 28.5 total 105 100 table 7: effect of the critical path identification on danwadaag project performance on mogadishu, somalia strongly disagree (%) disagree (%) not sure (%) agree (%) strongly agree (%) mean std. dev the overall efficiency of project task scheduling and coordination since the implementation of the critical path identification 3.8 15.4 23.1 37.5 20.2 3.15 1.519 the change in project deadlines and milestones since adopting the critical path identification 1.9 6.7 18.3 46.2 26.9 2.68 1.402 the critical path identification influenced the identification and management of project bottlenecks or critical activities 3.8 7.7 17.3 49.0 22.1 2.74 1.262 table 5: age distribution of the respondents age category of respondents frequency percentage (%) 20-35 years 45 42.8 36-51 years 35 33.3 51 and above 25 23.9 total 105 100 table 6: education level of respondents educational level of respondents frequency percentage (%) primary level 7 6.7 certificate 20 19 diploma level 22 21 secondary level 10 9.5 bachelor’s degree level 36 34.3 master’s degree 10 9.5 total 105 100 table 3 indicate the response rate for both the questionnaire and interview components of the research. questionnaire: out of the planned 131 respondents, 105 individuals completed the questionnaire, resulting in an 80% response rate. interview guide: of the 27 individuals targeted for interviews, 23 participated, yielding an 85% response rate. the table 4 above indicates that (71.5%) were male while (28.5%) were female respondents. this suggests that most respondents were men, reflecting societal beliefs that they are more capable than women in the area of monitoring and evaluation and its impact on project performance. in terms of ages, (42.8%) were in age ranging 20-35 years. this was followed by respondents aged between 36-51 years with (33.3%) while the minority group was of respondents aged above 51 years with a (23.9%). the data on educational levels indicates that the majority of respondents held a bachelor degree (34.3%), followed by diploma (21%), primary level (6.7%) and certificate (19%). those with secondary school education accounted for (9.5%), while master’s degree holders (9.5%). this suggests that most respondents were relatively welleducated, which aligns with the belief that individuals with higher educational qualifications are better equipped to manage tasks related to monitoring and evaluation on project performance objective 1: effect of the critical path identification on danwadaag project performance on mogadishu, somalia pa ge 14 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 7-18, 2025 the critical path identification has contributed to the overall success of the danwadaag project 6.7 7.7 18.3 39.4 27.9 3.55 1.096 critical path identification takes care of all aspects that need to be in place so that there is early detection of progress or lack thereof 4.8 9.6 15.4 34.6 35.6 3.89 .944 average mean 3.2 source: primary data (2024) leading to a mean score of 2.68 and a standard deviation of 1.402. the third finding reveals that cpi significantly enhanced the identification and management of project bottlenecks, as 49.0% of respondents agreed and 22.1% strongly agreed, producing a mean score of 2.74 and a standard deviation of 1.262. the fourth finding emphasizes that cpi contributed substantially to the overall success of the danwadaag project, with 39.4% of respondents agreeing and 27.9% strongly agreeing, resulting in a higher mean score of 3.55 and a standard deviation of 1.096. lastly, the fifth finding underscores that cpi accounted for necessary early detection of project progress, as 35.6% of respondents strongly agreed and 34.6% agreed, achieving the highest mean score of 3.89 and the lowest standard deviation of 0.944. these findings collectively indicate that cpi has had a generally positive impact on the project, enhancing coordination, addressing bottlenecks, and ensuring effective task, resource, and timeline management, with an overall mean score of 3.2 reflecting moderate to strong objective 2: effect of the critical task scheduling on danwadaag project performance mogadishu, somalia table 8: effect of the critical task scheduling on danwadaag project performance strongly disagree (%) disagree (%) not sure (%) agree (%) strongly aree (%) mean std. dev the integration of critical task scheduling affects the accuracy of project timelines and resource allocation in the danwadaag project 15.3 9.2 14.3 21.4 39.8 3.93 1.209 the implementation of critical task scheduling contributes to better project coordination and communication among team members in the danwadaag project 12.2 12.2 8.2 30.6 36.7 3.62 1.224 the notable differences in project performance metrics (such as completion time, cost efficiency, etc.) between projects that used critical task scheduling and those that did not within your organization 7.1 10.2 40.8 14.3 27.6 3.69 1.124 recommend improvements or modifications for enhancing the effectiveness of critical task scheduling in future projects based on your experience with the danwadaag project 18.4 29.6 10.2 10.2 31.6 3.88 1.129 the influenced critical task scheduling had an impact of the danwadaag project performance 12.2 8.2 8.2 65.3 6.1 3.78 1.024 average mean 3.78 source: primary data (2024) the findings objective 2 indicate that critical task scheduling (cts) has positively impacted the performance of the danwadaag project in mogadishu, somalia, particularly in timeline accuracy, resource allocation, and team coordination. finding 1 highlights that 39.8% of respondents strongly agreed and 21.4% agreed that cts improves timeline accuracy and resource allocation, with a high mean score of 3.93 and a standard deviation of 1.209, reflecting strong support despite some variability. finding 2 shows that 36.7% strongly agreed and 30.6% agreed that cts enhances team coordination and communication, with a mean score of 3.62, indicating a positive impact with some variations in responses. finding 3 demonstrates that cts positively pa ge 15 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 7-18, 2025 affects project performance metrics like completion time and cost efficiency, with 27.6% strongly agreeing and 14.3% agreeing. the mean score of 3.69 reflects moderate to strong agreement. finding 4 reveals that 31.6% strongly agreed on the need to refine cts practices for better outcomes, with a mean score of 3.88 showing consensus on this necessity. finding 5 underscores the overall impact of cts, where 65.3% agreed and 6.1% strongly agreed that cts positively influences project performance, with a mean score of 3.78. objective 3: effect of the critical risk allocation on danwadaag project performance in mogadishu somalia table 9: effect of the critical risk allocation on danwadaag project performance in mogadishu somalia. strongly disagree (%) disagree (%) not sure (%) agree (%) strongly agree (%) mean s t d . dev the effectiveness of using critical risk allocation in the planning and monitoring of the danwadaag project 6.1 8.2 7.1 71.4 7.1 3.3 1.402 the utilization of critical risk allocation enhances the coordination and communication among danwadaag project team members 9.2 9.2 10.2 35.7 35.7 3.27 1.262 the improvements in project scheduling accuracy and resource allocation efficiency as a result of employing critical risk allocation in the danwadaag project. 6.1 13.3 8.2 10.2 62.2 2.75 1.096 the continued integration of critical risk allocation in future projects based on their effectiveness demonstrated in the danwadaag project 13.3 12.2 13.3 34.7 26.5 2.70 1.044 the using of critical risk allocation influences the overall success of the danwadaag project 14.3 22.4 7.1 11.2 44.9 2.70 1.004 average mean 2.94 source: primary data (2024) the findings in objective 3 indicate that critical risk allocation (cra) has had a mixed impact on the performance of the danwadaag project in mogadishu, somalia. finding 1 highlights that 71.4% of respondents agreed and 7.1% strongly agreed that cra is effective in planning and monitoring, with a mean score of 3.3 reflecting a generally positive view despite some variability, as indicated by a standard deviation of 1.402. finding 2 reveals that cra moderately enhances coordination and communication, with 35.7% agreeing and 35.7% strongly agreeing, resulting in a mean score of 3.27 and a standard deviation of 1.262. finding 3 shows lower agreement regarding cra’s impact on project scheduling accuracy and resource allocation, with only 62.2% agreeing and a mean score of 2.75, highlighting some disagreement or uncertainty among participants. finding 4 demonstrates varied opinions about the future integration of cra, as 34.7% agreed and 26.5% strongly agreed on its continued use, with a mean score of 2.70 and a standard deviation of 1.044. finding 5 assesses cra’s overall influence on project success, with 44.9% agreeing, but 14.3% strongly disagreeing, resulting in a mean score of 2.70 and reflecting mixed perceptions of its impact. based on the findings, the study concludes that there is a significant relationship between monitoring and evaluation techniques (critical path identification, critical task scheduling, and critical risk allocation) and the performance of the danwadaag project in mogadishu, somalia, leading to the rejection of the null hypothesis. critical task scheduling has the most substantial positive effect on project outcomes. incorporating these m&e techniques into project planning and execution enhances coordination among teams, improves risk management, and optimizes resource use. strengthening m&e practices results in better decision-making, improved project performance, and increased success rates, particularly in complex environments like the danwadaag project. discussion the discussion highlights that critical path identification (cpi) significantly enhances the performance of the danwadaag project in mogadishu, somalia. respondents agreed that cpi improves task scheduling and coordination (mean score: 3.15) and positively influences project deadlines (mean score: 2.68). cpi’s effectiveness in managing bottlenecks was acknowledged by 49.0% of respondents, with a mean score of 2.74. the overall contribution of cpi to project success received robust support, with a mean score of 3.55, while its capability pa ge 16 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 7-18, 2025 for early detection of project progress achieved the highest mean score of 3.89. these findings suggest cpi is vital for improving task coordination, managing bottlenecks, and monitoring progress proactively, thereby ensuring efficient resource and timeline management and contributing to the success of the project. the findings indicate that critical task scheduling (cts) significantly improves the performance of the danwadaag project. a majority of respondents (39.8%) strongly agreed on its positive impact on timeline accuracy and resource allocation, supported by a high mean score of 3.93. regarding project coordination, 36.7% acknowledged cts’s contribution, with a mean score of 3.62 reflecting its influence on team collaboration. additionally, 27.6% noted improvements in project performance metrics when cts was used, resulting in a mean score of 3.69. the need for refining cts practices was identified by 31.6%, with a mean score of 3.88 indicating consensus on its enhancement. overall, 65.3% of respondents affirmed the positive impact of cts, with a mean score of 3.78, emphasizing its role in optimizing project outcomes, task coordination, and resource management. implementing cts is deemed crucial for better project management and successful delivery of the danwadaag project. the findings on critical risk allocation (cra) for the danwadaag project reveal its mixed impact on project performance. while cra demonstrated effectiveness in planning and monitoring with a mean score of 3.30, and in enhancing coordination and communication with a score of 3.27, its influence on scheduling accuracy and resource allocation was lower, reflected in a mean score of 2.75. opinions on its future integration were divided, resulting in a mean score of 2.70. overall, while 44.9% viewed cra positively for project success, varying perspectives suggest inconsistent effectiveness across different project management areas. conclusion the findings from the danwadaag project in mogadishu, somalia, highlight the critical role of project management methodologies, particularly critical path identification (cpi), critical task scheduling (cts), and critical risk allocation (cra), in enhancing overall project performance. cpi emerged as a vital tool for improving task scheduling, coordination, and proactive monitoring of project progress, significantly contributing to timely project delivery and efficient resource management. with respondents acknowledging its effectiveness in managing bottlenecks and positively influencing project deadlines, cpi is essential for ensuring that projects remain on track. similarly, cts was found to substantially enhance timeline accuracy and resource allocation, with a strong consensus among respondents regarding its positive impact on team collaboration and project outcomes. the emphasis on refining cts practices further underscores the importance of continual improvement in project management strategies. in contrast, the findings on cra indicate a more mixed impact on project performance. while it showed promise in planning and enhancing communication, its effectiveness in scheduling accuracy and resource allocation was less consistent. the divided opinions on cra’s future integration suggest that further evaluation and adjustment may be necessary to fully realize its potential benefits. recommendations the study recommends that danwadaag project management fully integrate critical path identification (cpi) by engaging all key stakeholders, including team members and external consultants, in task scheduling and resource coordination. this approach is essential for improving project timelines and performance, as cpi helps align activities with deadlines. early identification of critical tasks, through comprehensive stakeholder involvement, enables better planning and resource optimization. the lack of inclusive stakeholder engagement, as highlighted by the study, can lead to inefficiencies that negatively affect overall project outcomes. based on the study findings, the researcher recommends that danwadaag project management should prioritize the implementation of critical task scheduling (cts) by involving all relevant stakeholders, including project teams and coordinators, in the scheduling process. this will help improve timeline accuracy, resource allocation, and task coordination. cts is crucial for enhancing project efficiency, as structured scheduling fosters collaboration among team members and ensures that deadlines are met. failure to incorporate effective cts strategies, as highlighted by the study, could result in delays and resource mismanagement, negatively affecting overall project performance. based on the study findings, the researcher recommends that danwadaag project management should enhance the implementation of critical risk allocation (cra) to improve project performance. this includes identifying and assessing potential risks early in the project and allocating resources effectively to mitigate them. involving key stakeholders in the risk assessment process is essential to ensure comprehensive risk management strategies are developed and applied. proper cra can improve coordination, communication, and project scheduling, which will help in reducing uncertainties and avoiding delays. failure to properly address risk allocation, as indicated by the study, could hinder the project’s success and affect its outcomes. references abeyrama, t., tilakasena, w., weber, & karl, e. 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(2019). evaluating the success of a project and the performance of its leaders. ieee transactions on engineering management, 68(6), 1–13. pa ge 1 pa ge 14 2 american journal of arts and human science (ajahs) emotional and social barriers to engaging in misinformation correction on social media: a qualitative study wilfred oritsesan olley1*, joseph omoh ikerodah2 volume 4 issue 3, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i3.5683 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: july 08, 2025 accepted: august 11, 2025 published: august 23, 2025 public discourse, civic trust, and digital well-being are all seriously threatened by the ongoing dissemination of false information on social media. although platforms and fact-checkers make an effort to prevent false information, user-generated content frequently outpaces these efforts in terms of speed and reach. although most users rarely step in to correct misinformation within their networks, recent research shows how important it is for regular users to do so. this qualitative study investigates the social and emotional obstacles that prevent people from correcting false information on social media and examines factors that could encourage such corrective action. twenty-four active social media users from a variety of platforms, ages, and backgrounds participated in semi-structured interviews. with the aid of nvivo software, thematic analysis identified three major themes: (1) emotional costs, including anxiety, emotional exhaustion, and fear of confrontation; (2) social barriers, including worries about destroying relationships; (3) the need for social acceptance; and (4) group norms that discourage dissent and the desire for social acceptance. even among people with high levels of motivation or digital literacy, the interaction between relational risk and emotional vulnerability produces a vicious cycle that discourages corrective behaviour. the results highlight the need for interventions that use platform design, public education, and theory development to address not only informational but also relational and emotional aspects. stakeholders can better enable users to contribute to more accurate and healthy digital communication ecosystems by addressing these interconnected barriers. keywords correction behaviour, emotional brriers, misinformation, social barriers, social media 1 department of mass communication, edo state university, iyamho, nigeria 2 department of journalism, university of colorado, boulder, usa * corresponding author’s email: olley.wilfred@edouniversity.edu.ng introduction in recent years, the widespread dissemination of false information on social media has become one of the most significant societal threats, diminishing public comprehension, intensifying polarisation, undermining confidence in reliable sources, and even inciting tangible harm. facebook, x (formerly twitter), youtube, and tiktok are some of the platforms that have made it easier for unverified claims and lies to spread quickly. this is often done with the help of algorithmic amplification and automated bots (rodrigues et al., 2024; kbaier et al., 2024). even though content moderation and fact-checking methods are always getting better, the amount and speed of false information usually outstrip most efforts to stop it. this is especially true during times of crisis, like the covid-19 pandemic, elections, and natural disasters (stoeckel et al., 2024; denniss, 2025). due to the limits of regulatory and automated solutions, user-initiated correction has become a powerful but underused way to fight misinformation. this happens when regular people challenge or refute false claims in their social networks. empirical research indicates that public corrections can diminish belief in falsehoods and improve the quality of information for both direct participants and the broader online audience (altay, 2025; observed correction, 2025). effective corrections, whether administered directly, privately, or as visible public interventions, enhance the accuracy of communal knowledge and may mitigate the dissemination of harmful content (gurgun et al., 2023). nonetheless, these endeavours carry inherent risks: social correction is influenced by intricate psychological, emotional, and societal dynamics, potentially leading to unintended consequences such as interpersonal conflict or backlash. recent studies indicate that peer correction can effectively mitigate misinformation; however, it may function as a “double-edged sword,” occasionally undermining the credibility of accurate information or eliciting defensive, polarised responses (stoeckel et al., 2024; iizuka et al., 2022). even though peer correction could be very helpful in stopping the spread of false information, most people who use social media are still not willing to get involved. this reluctance is not merely attributable to ignorance or incompetence; rather, it is influenced by significant emotional and social impediments, including fears of confrontation and backlash, apprehensions regarding relationship damage, the risk of social exclusion, and anxiety concerning public exposure or retaliation (gurgun et al., 2024). these deterrents are amplified in communities where group norms suppress dissent or where individuals risk compromising their in-group status by exposing misinformation (king, 2025; hodel & west, 2025). consequently, a significant disjunction persists between the urgent necessity for grassroots rectification and the users’ readiness or capacity to engage. to make peer-led correction work better and to help with the design of supportive interventions, educational programs, and platform policies, we need to have a deeper understanding of these psychological and social barriers. pa ge 14 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 142-148, 2025 to address these challenges, this study pursues three central research questions 1. what emotional barriers do social media users experience when deciding whether to correct misinformation? 2. how do social relationships and group dynamics affect users’ intentions and willingness to correct misinformation online? 3. what strategies or support mechanisms could mitigate these barriers and empower more effective, widespread peer correction on social media? this is how the rest of the paper is structured. the literature on misinformation correction, pertinent theoretical frameworks regarding social and emotional influences, and recent empirical findings are reviewed in section 2. the qualitative methodology, including participant recruitment, interview protocols, and data analysis procedures, is described in detail in section 3. the main conclusions are arranged in section 4 according to emerging themes, which include potential mitigating factors, social barriers, and emotional costs. section 5 addresses the limitations of the study, discusses these findings in light of theoretical arguments and design implications, and makes recommendations for future research directions. the urgent need to address social and emotional barriers to user-initiated correction as a fundamental component of long-term misinformation mitigation is emphasised in the paper’s conclusion. literature review misinformation and correction in the digital age overview of fake news and misinformation on social media the rapid growth of online social networks like facebook, x (formerly twitter), instagram, and whatsapp has changed the way people access, share, and discuss information. these platforms were once primarily used for personal communication, but now they are important sources of news, especially during significant events like elections and the covid-19 pandemic (rodrigues et al., 2024; kbaier et al., 2024). however, they have also made it easier for false information and “fake news” to spread quickly and widely. filter bubbles, bots, and algorithmic amplification frequently accelerate the spread of inaccurate or misleading content. as these factors give rise to echo chambers, they also tend to confirm preexisting beliefs (bessi et al., 2015; shahzad et al., 2023). according to the origins of misinformation, platforms too often cannot keep up with the volume and speed of false information on the internet in terms of factchecking and moderation. this negatively affects public health and people’s ability to hold informed discussions (rodrigues et al., 2024; kbaier et al., 2024). correction mechanisms there are two major types of correcting false or misleading information on social media: formally and informally. formal methods include labelling, warning banners, and removal of false information from social media platforms or professional bodies. given the volume, speed, and context-dependent nature of online flows of information, these measures pose some limitations despite being broadly effective (denniss & lindberg, 2025). informal mechanisms, sometimes termed as social or peer correction, involve the average person removing false information from his/her network. empirical data show peer correction can significantly reduce perceived accuracy of false claims and prevent their further spread (martel et al., 2025; stoeckel et al., 2024). alternatively, if misapplied, they may instead generate unintended effects such as defensive reactions, especially within polarised communities, or the erosion of trust in genuinely reliable information (stoeckel et al., 2024). theoretical framing social psychology of online interactions talk on social psychology provides helpful explanations as to how users behave when attempting to set the record straight. the bystander effect holds that members rarely will intervene when other potential helpers are present, either because they assume someone else will or for fear of being socially sanctioned. this, of course, is accentuated by the potential for immediate feedback and widespread exposure online. one more important factor is conflict avoidance; usually, users let false information slip away uncorrected in consideration of social harmony in their networks, or to avoid conflict, especially within small groups or close quarters (gurgun et al., 2023). conservation of in-group status was often a greater concern along with dis-empowerment, leading more to passive engagement or silence than to active dissuasion (hameleers, 2024). emotional labour and affective experiences online there is a massive demand for emotional labour when correcting inaccurate information on the internet. the very act of trying to counter feelings can lead users to anxiety, fear of backlash, frustration, or anger-and that’s before they can even begin to put together a proper rebuttal. if corrections have been made in public or against group norms, the negative sentiment or loss of social capital likely aggravates the already heavy burden of feelings (adeeb & mirhoseini, 2023). gurgun et al. (2023) showed that disengagement or selective silence often happens when emotional exhaustion is caused by repeated hostile or rude behaviour during online debates. known barriers to correction prior research on why people hesitate to challenge misinformation while social correction carries many advantages, people are generally reluctant to intervene when confronted with disinformation. these barriers include a lack of confidence in the knowledge in question, fear of alienating others, concern that the relationship may be jeopardised, or fear of public criticism or challenge pa ge 14 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 142-148, 2025 (gurgun et al., 2023; hameleers, 2024). two other demographic factors affecting willingness to correct misinformation are age and gender; females and younger users tend to be less prone to correction behaviour (gurgun et al., 2023). numerous surveys show that users rarely challenge inaccurate information, mainly because of these emotional and social problems. knowledge gaps: limited attention to emotional and relational factors a lot of creative studies have been conducted dealing with the frequency and the ways of removing false information from the internet. much less has gone into the more intricate emotional and relational factors that impact user behaviour. the contemporary frameworks appear to be concerned with the so-called impeding cognitive and technical barriers. in contrast, others overlook this, to the very social pressures that guide correction patterns, that is, anxiety and expected remorse. filling these gaps in knowledge is the only way to lay bare interventions to empower users and support staff environments for prosocial corrections (shahzad et al., 2023; gurgun et al., 2023). materials and methods research design this study uses a qualitative research approach to investigate the rich, context-bound experiences of social media users regarding disinformation correction. semistructured interviews gave the researchers the freedom to explore new themes and to provide a thorough treatment of the subject matter from the viewpoint of the participants. this methodology is applicable when researching sensitive issues such as social and emotional barriers (braun & clarke, 2006). participant recruitment recruitment methods and inclusion criteria participants were recruited through digital flyers disseminated in university forums, social media platforms (facebook, x, whatsapp groups), and online community boards. a diverse group of participants was targeted using purposeful and snowball sampling techniques concerning age, gender, and online activity. being 18 years or older, having actively used at least one central social media platform within the past six months, and being willing to share personal experiences of misinformation stood as requisites for inclusion. included participants had both reported and had not reported channels to correct misinformation. sample size justification: the study considered 24 participants interviewed. this number was fixed while conservatively preserving demographic diversity, following the principle of saturation of data, a concept meant to imply that no new themes or insights were emerging (guest et al., 2006). this sample size aligns with best practices for thematic analysis in qualitative research. data collection interview process the semi-structured interviews lasted thirty to sixty minutes and took place over the phone or via zoom. the interview protocol combined open-ended questions with focused probes to explore in-depth descriptions of experiences, feelings, and reasons for correcting false information. sample questions included 1. ”can you explain a recent example of when you stumbled upon some false information on social media?” 2. ”what factors went into your decision on whether to intervene?” 3. ”what feelings did you feel prior to, during, or following the incident?” 4. ”how did your response depend on your relationship with the individual who shared the information?” use of hypothetical scenarios/tool mock-ups participants were also shown visual mock-ups of possible platform support tools for correction, as well as hypothetical scenarios (e.g., “imagine encountering a false claim shared by a close friend in a private group”) to encourage further reflection. both firsthand knowledge and future opinions regarding various support systems were evoked by this method. results and discussion transcription and coding with the participants’ permission, all interviews were audio recorded and verbatim transcribed. to facilitate coding, theme organisation, and cross-case comparisons, transcripts were imported into nvivo (version 14), a program for qualitative data analysis. thematic analysis steps the data analysis was conducted using the six-phase framework developed by braun and clarke (2006): 1. familiarisation: reading transcripts several times to gain immersion. 2. creating initial codes: giving text passages that contained pertinent features descriptive codes. 3. looking for themes: sorting codes into possible themes that represent trends in the information. 4. examining themes: refine themes by repeatedly ensuring that they are consistent throughout the dataset. 5. defining and naming themes: to capture the essence of a theme, define it and give it a name. 6. writing the report: choosing striking examples and combining research with pertinent literature. software/tools all phases of qualitative analysis were carried out using nvivo, which made it possible to manage sizable text datasets effectively, collaborate on coding, and visually map thematic relationships. reliability was increased by pa ge 14 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 142-148, 2025 its search and auto-coding features, which also made an analytical workflow easier. ethical considerations consent, anonymity, confidentiality all participants received comprehensive information sheets explaining the study’s objectives, methods, and their rights prior to participation. electronically, written informed consent was acquired. to protect participant anonymity, all identifying information, including participant names, was pseudonymized in reports and transcripts. managing emotional risks to participants participants were reminded of their right to skip questions or to withdraw at any time, given the potentially delicate nature of talking about emotional reactions to social interaction online. the interviewers were trained to identify symptoms of distress and respond appropriately, and they were given information about resources for mental health support. results and discussions theme 1: emotional costs of correction when considering whether to correct misinformation, participants consistently reported a variety of intense emotional reactions. the following are the most notable subthemes found: 1. fear of confrontation and backlash: the expectation of hostile reactions, humiliation in public, or harm to one’s reputation. 2. emotional exhaustion: burnout brought on by persistent attempts to participate in online corrections, especially in divisive or controversial environments. 3. anxiety and regret: worries about committing errors, letting relationships suffer, or feeling accountable for intensifying a situation. example: “i am afraid i will be attacked or that people will make fun of me on the internet.” sometimes, keeping quiet is safer. (participant 9) table 1: emotional subthemes’ frequency among participants subtheme number of references percentage of participants fear of confrontation 56 87.5% (21 of 24) emotional exhaustion 43 58.3% (14 of 24) anxiety and regret 37 66.7% (16 of 24) table 2: willingness to correct by relationship type subtheme strangers (%) family (%) groups (%) willingness to correct 67 33 20 choose private dm over public 12 58 n/a avoided correction entirely 15 39 51 theme 2: social barriers and group dynamics participant behaviours were significantly impacted by the social context of misinformation correction, particularly about group norms and relational risk. the following are important subthemes: 1. risk to personal relationships: people were much less willing to correct false information spread by close friends or family members than by strangers or acquaintances. 2. perceived group norms: avoiding correction in groups where echo chambers or dissent are discouraged. 3. the propensity to put personal acceptance and group cohesiveness ahead of speaking the truth: the desire not to “stand out.” for instance: “i just cannot bring myself to correct my family or close friends.” i do not want to start any drama. (participant 13) theme 3: mitigating factors and support needs several elements were found that might support corrective actions despite substantial emotional and social obstacles: 1. perceived efficacy: if previous corrections were effective or well-received, participants were more inclined to step in. 2. social support: the possibility of future corrections was increased by positive reinforcement from other users, such as likes, agreement, and private messages of encouragement. 3. platform features: interest in tools that provide automated, helpful suggestions or anonymous corrections. example: “i feel more comfortable speaking up if there is a way to flag something or get backup from the platform.” (participant 17) summary of themes, subthemes, and illustrative quotes figure 2. word cloud of frequently used terms in participant narratives a word cloud showing how frequently words like “fear,” “family,” “confrontation,” and “support” appear in the interview transcripts. synthesis and interpretation when combined, the results imply that social and emotional obstacles to correction are intricately linked and frequently reinforce one another. the majority of participants encountered a cyclical interplay between relational risk, fear, and exhaustion, and their willingness pa ge 14 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 142-148, 2025 table 3: summary of key themes, subthemes, and example quotations theme subthemes example quotation emotional costs fear, exhaustion, anxiety “i get stressed just thinking about correcting people.” social barriers relationships, group norms “in my group, nobody wants to start an argument.” mitigating factors efficacy, social support, tools “i would correct more if i did not feel so alone.” figure 1: concept map of barriers and support factors figure 2: word cloud of frequently used terms in participant narratives to correct misinformation was influenced by the perceived norms of their virtual communities as well as nvivo visualisation figure 1. nvivo concept map: interconnection of emotional and social barriers with willingness to correct a concept map illustrating the central relationships between participants’ reported willingness (or reluctance) to engage in corrective behaviour and fear of confrontation, emotional exhaustion, and group norms. figure 2. nvivo word cloud: most frequent terms in correction narratives the closeness of their relationship to the sharer. notably, examples of encouraging remarks or outward signs of support, whether from peers or platform resources, came to light as possible inducers of more regular corrective actions. discussion the current research highlights the complex ways in which social and emotional barriers interact to influence users’ hesitancy to correct false information on social media sites. emotional factors such as emotional exhaustion, fear of confrontation, and anxiety about potential backlash are not independent. instead, they are activated and often deepened by the social context in which users interact. participants described how relational stakes, social proximity, and unwritten group norms all contribute to emotional burdens. users become disengaged even when they acknowledge incorrect information if they feel that correction jeopardises their important interpersonal relationships or the harmony and cohesion of the group. social withdrawal or a reluctance to confront lies is more likely as emotional labour increases, and the more severe the social risk, the greater the emotional cost. this interconnectedness creates a feedback loop that reinforces itself. crucially, this is not a one-dimensional or static process. the salience and character of these barriers are further influenced by users’ experiences of support, past positive or negative interactions, and shifts in online group dynamics. regardless of how common false information is, environments where users view correction as personally dangerous or normatively discouraged encourage a culture of silence. it becomes clear that emotional preparedness to intervene is heavily reliant on immediate social cues and past personal experiences. after considering the results, some complexities demand consideration. for example, not all users encounter these obstacles in the same way or at the same time; variables like digital confidence, past exposure to false information, and individual differences in conflict tolerance introduce a variety of pathways to (in)action. motivational states are fluid and contextdriven, as evidenced by the fact that some participants reported that their willingness to participate in correction changed over time, frequently influenced by the perceived seriousness of false information or an abrupt change in group attitudes. platform design should proactively address both social and emotional vulnerabilities, as these are the leading causes of hesitancy. the following factors are important to note: i. provide tools that allow for low-stakes or anonymous correction, allowing users to step in without directly causing social conflict. pa ge 14 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 142-148, 2025 ii. introduce feedback mechanisms that motivate corrective behaviour: badges, encouraging remarks, or an open expression of gratitude for polite correction. iii. intentionally teach de-escalation and productive dialogue to provide users with some options to choose from or gentle suggestions on wording. iv. establish reporting and moderation procedures that will be quickly enforced when harassment or retaliations occur, especially against users who force improvement to the information. v. effective intervention shall be implemented in a culturally and norm-oriented way for distinct group cultures. by openly acknowledging those issues and recognising the efforts of those who implement significant interventions, public initiatives should: i. normalise the emotional labour of correction. ii. align messaging to highlight the importance of respect, trust and the long-term benefits of having accurate information as a public good, thereby associating correction with that public good. iii. develop educational programmes that equip users with skills and confidence to manage emotionally charged situations by combining traditional media literacy with conflict management and emotional resilience skills. iv. produce testimonies and anecdotal stories from multiple users to showcase examples of safe and effective correction, reaffirming that it is acceptable and workable in everyday life. the findings reinforce argumentative claims that theoretical models of online engagement and disinformation correction ought to re-centre relational and emotional factors. users’ decisions to confront false information are influenced by several key, rather than peripheral, mediators, including relational calculus, group belonging, and emotional preparedness. frameworks that aim to explain or encourage digital prosocial behaviour must explicitly incorporate the cyclical, contextdependent interaction between emotional burden and social structure. conclusion this paper is important because it shows how social and emotional barriers discourage people from correcting misinformation on social media. in interviews, it was clear that issues like relationships, group belonging, and fear of social exclusion relate to concerns about confrontation, backlash, and emotional exhaustion. people who want to fight misinformation often find themselves fulfilling those needs, which is shaped by these relational and emotional pressures, and this often discourages them from taking corrective action. the findings suggest that combating misinformation requires both technical and cognitive solutions, but interventions cannot rely solely on technology or education. the costs involved and the emotional risks are the main barriers that prevent users from reporting false information. ignoring these obstacles could reinforce a culture of silence and allow misinformation to spread unchecked. the best approach involves combined efforts: instead of individuals creating their own mitigation tools, social media platforms should implement protective measures, such as moderating with safety settings and allowing anonymous corrections, to reduce social risks and encourage supportive actions. educators and awareness campaigns must also teach users how to identify disinformation and manage the psychological challenges of making corrections in a social environment. future research should focus on evaluating strategies that promote correction without social costs and exploring how these barriers vary across different settings. the following recommendations are offered based on the findings of this study 1. tools that encourage a lower social and emotional risk when correcting misinformation should be introduced to social media platforms. this could include features like anonymous correction options, enhanced moderation protections, or other measures that publicly acknowledge and support users who correct. such measures can help reduce concerns about backlash and peer isolation. 2. the need to recognize misinformation should not be limited to educators, but also to spreading information among the public. they should also equip users with practical methods for managing interpersonal tensions, emotional exhaustion, and potential confrontation risks, helping them build confidence and resilience when addressing corrective behaviours online. 3. it is the contribution of this research and practice that researchers and practitioners need to focus on developing and testing interventions in the form of a combined social, emotional challenge. this would involve testing out mass scale, longitudinal tests of new features of its platforms, education content, and support networks to determine how well they might serve to empower users who could feel free to confront 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(2024). social corrections act as a doubleedged sword by reducing the perceived accuracy of false and real news in the uk, germany, and italy. communications psychology, 2, 10. https://doi. org/10.1038/s44271-024-00057-w pa ge 1 pa ge 43 american journal of arts and human science (ajahs) the interplay of development and disaster: reducing vulnerability and promoting resilience in tanzania salum haji hamisi1* volume 4 issue 1, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i1.3922 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: october 18, 2024 accepted: november 25, 2024 published: february 13, 2025 natural disasters are increasingly being integrated into development processes. disasters are often the result of inadequate development to mitigate the effects of extreme natural events. the connection between disaster and development is clear in tanzania, where disasters often derail development initiatives, jeopardize successes, and reverse progress. this article examines the interplay between development and disasters in tanzania, focusing on how economic inequalities, inadequate infrastructure, and social inequalities increase vulnerability to natural hazards. using a comprehensive documentary analysis approach, this study examines existing literature, reports and data to identify key factors that influence vulnerability to disasters. the theoretical framework includes vulnerability theory, disaster risk reduction (drr) frameworks, sustainable development goals (sdgs), resilience theory, social constructivist theory, and the political economy of disasters. the results show that socioeconomic status, gender, and geographical location have a significant impact on the impact of disasters. furthermore, the study highlights the urgent need to integrate disaster risk reduction into development planning to increase resilience and reduce vulnerability. integrating drr strategies into development efforts can mitigate the negative impacts of disasters and contribute to long-term sustainable development. the research also highlights the importance of addressing social and economic inequalities, as these factors increase vulnerability and hinder recovery efforts. the article’s conclusion argues for holistic approaches that combine economic development, infrastructure improvement and social justice to reduce disaster risks and promote sustainable development in tanzania. by adopting comprehensive and inclusive strategies, tanzania can build resilient communities capable of withstanding and recovering from natural disasters. this study provides valuable insights for policymakers, development practitioners and researchers, highlighting the interactions between development and disaster and the need for integrated approaches to achieve sustainable development and disaster resilience. keywords development, disaster, resilience and tanzania, vulnerabilities 1 muslim university of morogoro, tanzania * corresponding author’s email: salumhaji@mum.ac.tz introduction background natural disasters have profound impacts on development, particularly in developing countries such as tanzania. disasters cause physical damage to property and infrastructure, impact livelihoods and increase health risks, destroy development initiatives and reverse progress (collins, 2009). for example, hurricane mitch in 1998 led to a decade-long reversal in honduras and nicaragua (coppola, 2007). likewise, disasters such as floods and droughts in tanzania strain resources and hinder development efforts (undp, 2004). the relationship between disasters and development is complex and interdependent. disasters can be seen as both a cause and a consequence of inadequate development. the lack of adequate infrastructure, social security systems and economic opportunities increases vulnerability to natural hazards (undp, 2004). poorly developed areas often lack the resilience needed to withstand natural disasters, which can exacerbate existing vulnerabilities and hinder development progress (wisner et al., 2004). flooding is a recurring problem in tanzania. over the past two decades, severe flooding has caused significant damage to homes, infrastructure and agriculture. for example, the 2009 floods affected over 214,000 people and resulted in the displacement of approximately 70,000 people (unisdr, 2011). such events highlight the vulnerability of communities that are often located in flood-prone areas due to socioeconomic constraints (smith, 2019). additionally, the 2015/2016 droughts in tanzania had a devastating impact on agriculture, which is critical to the country’s economy and food security. these droughts resulted in crop failures and livestock deaths, exacerbating food insecurity and poverty (fao, 2017). the economic impact of such disasters is significant as agriculture employs a large proportion of tanzania’s population and contributes significantly to the gdp (nbs, 2020). the interplay between disasters and development is further complicated by climate change, which is expected to increase the frequency and intensity of extreme weather events. this adds another layer of risk to development planning and requires the integration of climate change adaptation strategies to strengthen resilience (ipcc, 2018). economic inequalities also play a crucial role in vulnerability to disasters. poorer communities often live in areas that are more exposed to natural hazards and have fewer resources to recover from disasters. this creates a cycle of poverty and vulnerability that is difficult to break pa ge 44 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 43-48, 2025 (blaikie et al., 1994). addressing these inequalities through inclusive development policies is critical to reducing disaster risk and promoting sustainable development (collins, 2009). in addition, effective governance and institutional capacity are crucial for disaster risk reduction. in tanzania, challenges such as limited resources, inadequate infrastructure, and lack of coordination among agencies can hamper disaster preparedness and response efforts (twigg, 2015). strengthening these areas is critical to building resilience and ensuring that development gains are not lost to natural disasters. in summary, integrating disaster management and development is critical to reducing disaster risk and achieving sustainable development goals. by addressing the root causes of vulnerability, improving infrastructure and promoting economic opportunities, tanzania can build resilience to natural hazards and protect its development gains (undp, 2004). natural disasters have profound impacts on development, particularly in developing countries such as tanzania. disasters cause physical damage to property and infrastructure, impact livelihoods and increase health risks, destroying development initiatives and reversing progress (collins, 2009). for example, hurricane mitch in 1998 reversed trends in honduras and nicaragua for decades (coppola, 2007). in tanzania, too, disasters such as floods and droughts are putting a strain on resources and hindering development efforts (mudflood in babati, 2024, fllood in morongo and dar es salaam, 2024). the relationship between disasters and development is complex and interdependent. disasters can be seen as both a cause and a consequence of inadequate development. the lack of adequate infrastructure, social protection systems and economic opportunities increases vulnerability to natural hazards (undp, 2004). integrating disaster management and development is critical to reducing disaster risks and achieving sustainable development goals (blaikie et al., 1994). materials and methods this study uses an in-depth documentary analysis approach and meticulously examines a variety of different sources to examine disaster management in tanzania. the chosen methodology is particularly suitable for understanding the complex interplay between natural hazards and social vulnerability, which is crucial for the development of effective disaster management strategies. the specific steps of this approach are as follows:; literature review scientific journals the first phase includes a comprehensive review of peerreviewed scientific journals. these journals provide a wealth of theoretical and empirical research on disaster management, vulnerability and resilience. notable journals include the international journal of disaster risk reduction, the journal of environmental management, and natural hazards (bowen, 2009). government publications: key documents from tanzanian government reports are analyzed to understand national disaster management policies and strategies. these include reports and policy papers from the tanzania disaster management authority and the ministry of interior as well as agencies (e.g. tanzania disaster management policy, disaster management structure of tanzania, red cross, crime and road accident 0f 2019) that provide insights into the country’s situation provide situation disaster preparedness, response and recovery efforts (o’leary, 2014). reports from international organizations reports from international organizations such as the united nations, the world bank and non-governmental organizations (ngos) provide a more comprehensive view of disaster management practices and challenges in tanzania. these reports often include comprehensive assessments, case studies, and best practices (bryman, 2016). data collection the data collection phase involves collecting documents from multiple sources. this includes accessing online databases, libraries, and archives to obtain relevant scientific articles, government reports, and international reviews (creswell & poth, 2018). data analysis: this involves identifying and labeling key concepts, themes and patterns related to disaster vulnerability and management (merriam & tisdell, 2015). categorization: after coding, the data is categorized into thematic areas. these categories help to understand the different dimensions of disaster vulnerability, such as economic inequalities, inadequate infrastructure, social inequalities and the effectiveness of disaster management measures (yin, 2014). thematic analysis thematic analysis examines the categorized data to identify recurring themes and patterns. this process helps to make connections between different factors and understand how they work together to influence the consequences of a disaster (bowen, 2009). case studies to provide a deeper understanding of the social dimensions of disasters, specific case studies of notable disasters in tanzania are conducted. these case studies include detailed examinations of events such as the 2024 morogoro floods, the 2024 babati mudflow, the 2018 and 2024 dar es salaam floods, the 2024 lindi floods, droughts in the central regions of tanzania and earthquakes, with a focus on socio-economic inequalities. infrastructure deficiencies and social inequalities influenced the impact and response to these disasters (stake, 1995). in the final phase, the results of the literature review, government publications, international reports and case studies are summarized. the aim of this synthesis is to pa ge 45 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 43-48, 2025 provide a comprehensive understanding of the social causes of disasters in tanzania and to highlight the key social factors that increase vulnerability and influence disaster outcomes (merriam & tisdell, 2015). using this multi-layered documentary analysis approach, the study attempts to uncover the complex interactions between social factors and natural hazards. lessons learned will contribute to the development of more effective and inclusive disaster management strategies in tanzania. literature review. tanzania is frequently affected by a range of natural disasters, including floods, droughts, cyclones and landslides (united nations office for disaster risk reduction, 2019). these disasters pose significant challenges to the country’s development efforts and impact the livelihoods of its people. understanding the interplay between development and disaster is critical to reducing vulnerability and promoting resilience in tanzania. floods are among the most common disasters in tanzania, often resulting from heavy rainfall and causing widespread damage to infrastructure, agriculture and homes (united nations office for disaster risk reduction, 2019). droughts are also widespread, affecting large parts of the country and leading to water shortages, crop failures and food insecurity (united nations office for disaster risk reduction, 2019). cyclones and storms can cause significant damage, particularly in coastal regions, while landslides pose a risk in hilly and mountainous areas (united nations office for disaster risk reduction, 2019). efforts to reduce vulnerability and promote resilience in tanzania must take into account these common disasters and their impact on the population. by integrating disaster risk reduction strategies into development planning, tanzania can improve its ability to withstand and recover from natural disasters, ultimately contributing to sustainable development and an improved quality of life for its people. theoretical framework the interaction between development and disaster is a critical area of research, particularly in regions such as tanzania that are vulnerable to natural hazards. the theoretical framework for understanding this interaction integrates concepts from disaster risk reduction, sustainable development and resilience theory. this framework assumes that development and disaster are interrelated phenomena, where the level of development influences the level of vulnerability and resilience to disasters. conversely, the occurrence of disasters can have a significant impact on development progress and trajectories vulnerability theory vulnerability theory proposes that the susceptibility of individuals and communities to damage during disasters is influenced by a range of socioeconomic factors, access to resources, and the strength of social networks (wisner et al., 2004). in essence, vulnerability is not just a function of exposure to natural hazards but is deeply rooted in social conditions. in the context of tanzania, this theory is particularly relevant. for example, communities in rural areas are often at greater risk due to limited access to vital services such as healthcare, education and infrastructure. these communities may also lack robust social safety nets and resources to prepare for and respond to disasters. additionally, poverty increases vulnerability because people with fewer economic resources are less able to invest in disaster-proof housing or diversify their livelihoods to mitigate risks. this creates a cycle of vulnerability in which the poorest are constantly at highest risk of severe impacts from natural hazards. social constructivist theory social constructivist theory emphasizes that disasters are not purely natural events but are shaped by human perceptions, cultural norms, social practices and institutional settings (tierney et al., 2001). this perspective suggests that the way societies understand and cope with disasters is influenced by their social constructs. in tanzania, this theory can be observed in how different communities perceive and respond to disaster risks. cultural beliefs and traditional practices can influence how communities interpret warning signs and take precautions. for example, some communities may have culturally embedded practices that guide their response to floods or droughts. furthermore, the role of local institutions, including government agencies and ngos, in disseminating information and resources plays a crucial role in shaping disaster responses. socially constructed frameworks also determine which groups receive priority in disaster relief and recovery, often leading to inequities in support among different populations. political economy of disasters the political economy of disasters examines the impact of power dynamics, economic policies, and political decisions on vulnerability to disasters and recovery (blaikie et al., 1994). this approach highlights that vulnerability is not evenly distributed but is influenced by structural factors that determine resource allocation and decision-making processes. in tanzania, political and economic structures have a significant impact on vulnerability to disasters. for example, regions with limited political representation may receive less investment in critical infrastructure, making them more vulnerable to the impacts of natural hazards. economic policies that prioritize urban development over rural development can exacerbate inequalities and make rural communities more vulnerable. in addition, the distribution of international aid and disaster relief is often determined by political considerations, which can lead to unequal support for affected populations. addressing these structural inequalities is critical to reducing vulnerability to disasters and promoting equitable recovery. the disaster risk reduction (drr) frameworks outlined by the united nations office pa ge 46 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 43-48, 2025 for disaster risk reduction (undrr) emphasize the importance of proactive measures to reduce hazard exposure and vulnerability. these measures include establishing early warning systems, implementing disaster-resilient infrastructure, and community-based risk management strategies (undrr, 2015). by reducing vulnerability, drr efforts can mitigate the negative impacts of disasters on development. sustainable development goals (sdgs) particularly goal 11 (sustainable cities and communities) and goal 13 (climate action), provide a comprehensive agenda for integrating disaster risk reduction into development planning (united nations, 2015). these goals underscore the need to build resilient infrastructure and promote inclusive, sustainable urbanization to reduce vulnerability and improve resilience. resilience theory contributes to this theoretical framework by focusing on the ability of communities and systems to absorb, adapt, and recover from adverse events. resilience is not just the absence of vulnerability, but the presence of adaptive capacities that enable communities to transform challenges into opportunities for growth and development (folke, 2006). the integration of these theoretical perspectives forms the basis for the analysis of development and disaster dynamics in tanzania. this study uses a multidimensional approach to examine how development initiatives can reduce vulnerability and promote resilience to common natural hazards. by understanding these interactions, policymakers, development professionals and communities can develop strategies that not only address immediate disaster risks but also contribute to long-term sustainable development. application in tanzania today integrating these theoretical perspectives provides a comprehensive framework for understanding disaster vulnerability in tanzania. by recognizing the multifaceted nature of vulnerability, this framework highlights the need for holistic approaches to disaster management that address socioeconomic inequalities, cultural contexts and political structures. for example, implementing community-based disaster preparedness programs that incorporate local knowledge and practices can increase resilience. strengthening social safety nets and improving access to education and health care can reduce vulnerability by equipping communities with the resources they need to prepare and respond to disasters. furthermore, advocating for equitable policies that ensure fair distribution of resources and fair political representation can address the causes of vulnerability and promote sustainable development. in notshel, the application of the theoretical framework of vulnerability theory, social constructivist theory and the political economy of disasters provides valuable insights into the complex interplay of natural hazards and social factors in tanzania. by considering these dimensions, tanzania can develop more effective and inclusive strategies to reduce disaster risks and build resilient communities results and discussion the results show a complex interplay between natural hazards and social vulnerability in tanzania. economic inequalities have a significant impact on the impact of disasters, with poorer communities bearing the brunt of disasters. for example, regions with higher poverty rates are exposed to greater impacts from floods and droughts (world bank, 2020). this is consistent with other studies highlighting how poverty increases exposure to natural hazards (cutter et al., 2003; adger, 2006). inadequate infrastructure further exacerbates the vulnerability, particularly in rural areas without adequate drainage systems and in urban informal settlements with inadequate housing and infrastructure (smith, 2019). the lack of investment in infrastructure in these regions leaves communities less able to deal with and recover from disasters. this is consistent with findings from other developing countries where inadequate infrastructure is a key factor in vulnerability to disasters (pelling, 2003; cannon & müller-mahn, 2010). social inequalities, including gender, age and disability status, further increase vulnerability to disasters. women, children, and people with disabilities face greater challenges due to limited access to resources and support systems (wisner et al., 2004). gender disparities are particularly pronounced in tanzania, where traditional roles often limit women’s access to economic opportunities and decision-making processes, making them more vulnerable during disasters (bradshaw & fordham, 2013). age is another crucial factor, as older adults and children are particularly vulnerable to the effects of disasters. older adults may face mobility and health problems that impact their ability to evacuate or seek help, while children rely on adults for their safety and well-being (enarson et al., 2006). disability status also plays an important role, as people with disabilities often face additional barriers to accessing emergency information, resources, and evacuation routes (cutter et al., 2003). these findings highlight the need for comprehensive disaster management strategies that address the needs of all community members. traditional approaches that focus exclusively on natural hazards are not enough. a holistic approach that takes into account socio-economic factors, infrastructure and social justice is crucial to reducing disaster risks and promoting resilience (unisdr, 2009). this includes integrating disaster risk reduction into development planning, ensuring fair distribution of resources and strengthening social protection systems (adger, 2006; twigg, 2015). additionally, promoting community-based disaster risk reduction initiatives can improve resilience by leveraging local knowledge and practices. community participation in disaster planning and decision-making processes ensures that the specific needs and capacities of vulnerable groups are taken into account, leading to more effective and sustainable outcomes (pelling, 2003). addressing the complex interplay between natural hazards and social vulnerability in tanzania therefore requires a multifaceted approach that goes beyond traditional disaster management practices. by integrating pa ge 47 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 43-48, 2025 socio-economic factors, improving infrastructure and promoting social justice, tanzania can build resilience and protect its development gains from the negative impacts of natural disasters (undp, 2004). conclusion to effectively reduce vulnerability and promote resilience in tanzania, integrating disaster risk reduction into development planning is essential. this involves eliminating economic inequalities, improving infrastructure, and promoting social justice. a holistic approach can mitigate the effects of natural hazards and achieve sustainable development goals. investing in resilient infrastructure, such as better land use planning and enforcing building codes, can significantly reduce disaster damage (undrr, 2015). improved drainage systems and other flood mitigation measures protect communities from extreme weather events (ipcc, 2018).promoting economic empowerment through anti-poverty initiatives, microfinance programs, and vocational training can enhance community resilience (world bank, 2020). ensuring economic growth reaches vulnerable populations breaks the cycle of poverty and vulnerability (adger, 2006).inclusive disaster risk reduction strategies consider the specific needs of marginalized groups, empowering them in planning and decision-making processes (bradshaw & fordham, 2013). social protection systems, such as insurance and emergency assistance, provide safety nets for vulnerable populations (cutter et al., 2003). strengthening governance and institutional frameworks is crucial, including better coordination among agencies, enhancing disaster relief capacity, and ensuring transparency in resource allocation (twigg, 2015). international cooperation provides technical assistance and financing, further building resilience (undp, 2004). in summary, integrating disaster risk reduction into development planning by addressing economic inequalities, improving infrastructure, and promoting social justice will help tanzania mitigate natural hazards and achieve sustainable development. declaration i, salum hamisi, declare that this manuscript is my original work and has not been submitted for publication elsewhere. all research, data analysis and writing was conducted independently and in accordance with academic integrity and ethical standards. the content and conclusions in this manuscript are entirely my own and based on thorough research and analysis of the topic. all references to existing literature and sources have been properly cited and acknowledged. conflict of interest the author declares that there is no conflict of interest. i have no financial, personal, or professional connections that could influence the content or conclusions of this manuscript. all research activities and findings were conducted in an impartial and objective manner, with the aim of contributing to the academic community and the broader understanding of the interplay between development and disaster in tanzania. potential conflicts of interest were disclosed and measures were taken to ensure transparency and integrity in the research process. references adger, w. n. (2006). vulnerability. global environmental change, 16(3), 268-281. bryman, a. (2016). social research methods (5th ed.). oxford university press. bradshaw, s., & fordham, m. (2013). women, girls and disasters: a review for dfid. department for international development. bowen, g. a. (2009). document analysis as a qualitative research method. qualitative research journal, 9(2), 27-40. blaikie, p., cannon, t., davis, i., & wisner, b. (1994). at risk: natural hazards, people’s vulnerability, and disasters. routledge. cutter, s. l., boruff, b. j., & shirley, w. l. (2003). social vulnerability to environmental hazards. social science quarterly, 84(2), 242-261. creswell, j. w., & poth, c. n. (2018). qualitative inquiry and research design: choosing among five approaches (4th ed.). sage publications. coppola, d. p. (2007). introduction to international disaster management. butterworth-heinemann. collins, a. e. (2009). disaster and development. routledge. cannon, t., & müller-mahn, d. (2010). vulnerability, resilience, and development discourses in the context of climate change. natural hazards, 55(3), 621-635. enarson, e., fothergill, a., & peek, l. (2006). gender and disaster: foundations and new directions for research and practice. in handbook of disaster research (pp. 130-146). springer. food and agriculture organization of the united nations. (2017). drought response in tanzania. folke, c. (2006). resilience: the emergence of a perspective for social-ecological systems analyses. global environmental change, 16(3), 253-267. intergovernmental panel on climate change. (2018). global warming of 1.5°c: an ipcc special report on the impacts of global warming of 1.5°c above preindustrial levels and related global greenhouse gas emission pathways. merriam, s. b., & tisdell, e. j. (2015). qualitative research: a guide to design and implementation (4th ed.). jossey-bass. national bureau of statistics. (2020). tanzania in figures 2019. o’leary, z. (2014). the essential guide to doing your research project (2nd ed.). sage publications. pelling, m. (2003). the vulnerability of cities: natural disasters and social resilience. earthscan. stake, r. e. (1995). the art of case study research. sage publications. smith, k. (2019). environmental hazards: assessing risk and reducing disaster. routledge. twigg, j. (2015). disaster risk reduction. overseas pa ge 48 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 43-48, 2025 development institute. tierney, k., lindell, m., & perry, r. (2001). facing the unexpected: disaster preparedness and response in the united states. joseph henry press. united nations international strategy for disaster reduction. (2011). tanzania floods report. united nations international strategy for disaster reduction. (2009). terminology on disaster risk reduction. united nations office for disaster risk reduction. 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(2011). what do weather disasters cost? an analysis of weather impacts in tanzania. frontiers in climate, 3, 567162. retrieved from https://www.frontiersin.org/articles/10.3389/ fclim.2021.567162/full yin, r. k. (2014). case study research: design and methods (5th ed.). sage publications. pa ge 1 pa ge 1 american journal of arts and human science (ajahs) the embodiment of national image in ceramic products with china and european countries exchange and dissemination case study: turkish coffee cups dilan atasayar1* volume 3 issue 4, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i4.3625 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: august 16, 2024 accepted: september 20, 2024 published: september 23, 2024 culture is a broad concept encompassing material and spiritual aspects acquired through socialization and experience. it includes language, beliefs, ethical standards, and consumption patterns, uniting people within a community and significantly influencing their behavior. culture plays an important role in design and influences the design process according to ever-changing behavior patterns. product design, a subset of the design field, provides a tangible platform for expressing cultural knowledge. consequently, product design is a significant medium for illustrating the impact of cultural influences. the interaction between different cultures further shapes design fields, leading to the development of products that may acquire new characteristics or undergo adaptations based on the specific geographical context in which they are situated. especially when the field of gastronomy, and food and beverage utensils is examined, it is known that the ceramic tools used are in new design relationships in this context. traditional turkish coffee culture encompasses the convergence of chinese, turkish, and european influences in product design today, exemplified by the use of turkish ceramic coffee cups. the purpose of this study is to illustrate how national images and a country’s national identity are constructed and expressed in the designs of its ceramic products from the perspective of material culture studies, from past to present, starting from the chinese, ottoman empire and europe interaction, how shaped today’s ceramic turkish coffee cups of today and also new possibilities that can process around this area. keywords china, culture, design, europe, türkiye 1 department of design, jingdezhen ceramic university (xianghu campus), jingdezhen, jiangxi, china * corresponding author’s email: dilanatasayar@hotmail.com introduction turkish language association (tdk) defined the word “culture” as “the set of all material and spiritual values created in the process of historical and social development, and the tools used to create them and transmit them to subsequent generations, showing the extent of man’s sovereignty over his natural and social environment”. as it is understood, culture is the collective embodiment of a society or multiple societies, representing the accumulation of knowledge and practices acquired through individual and societal experiences. besides, it can be easily seen that the influence of cultures is readily apparent as a major factor that encompasses multiple aspects of life, including language, beliefs, customs, laws, production, and consumption patterns, all of which contribute to the unity of individuals within a society. at present, cultural acquisition serve as a significant factor in shaping the national identity, as the accomplishments, customs, and conduct of individuals residing in a particular region have a lasting impact on their way of life throughout history. the most fundamental area where cultural acquisition are interpreted and presented again in a concrete way is design. design is the transfer of ideas that emerge with cultural formation into action. according to the tdk, design is identified as “a copy that appears later in consciousness of a previously perceived object or event.” product design is especially a field that allows individuals to showcase their consciousness, observations, knowledge, accomplishments in everyday life with cultural influences. because product design is an efficient way of showing cultural backgrounds through everyday habits or unique solutions to what had been encountered. furthermore, product design is also an important way to discover the national image of countries. because it is possible to find out about a national image through the correlation between individuals’ perceptions regarding products manufactured in a particular country and the reputation and image of that country is a subject of interest. in the classification of design history based on countries, the process of reconstruction and the establishment of a national identity through design and material culture often emerge. the distinct identity of a nation is not easily discernible, as it is not directly observable; rather, it can only be approached through its modes of expression. design plays a crucial role in bridging the gap between the national image and its expressions. it is essential to recognize that the emphasis on the national image is not just a cultural phenomenon, but also holds political significance, particularly in response to the needs of a country. in this regard, coffee holds a crucial position in the everyday lives of individuals in türkiye, functioning not just as a beverage but also as a representation of rich historical and cultural heritage. while coffee was initially consumed as food in its solid form, during the 13th century in yemen, it was mixed with water and started to be consumed as a beverage. coffee, which entered the anatolian lands in the 16th century during the rule of pa ge 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 1-10, 2024 the ottoman empire, got developed and merged with the culture in a short time with its unique roasting, grinding and cooking techniques, and today, a beverage culture that we encounter every day in turkish daily life was born. coffee was initially served by the ottoman palace to the rich and during political meetings in the ottoman empire, yet soon it began to be consumed by the public, creating the basis for the beginning of a coffee culture that extended from the palace to the public. that’s why the frequent consumption of coffee played a significant role in shaping the socio-cultural framework over time, particularly evident in the evolution of ceramic or porcelain cup designs and other coffee-making tools utilised during the preparation and serving process. coffee and everything that is related to it has been designed carefully for the highest social class of the empire and a similar level of comfort and prestige got distributed to the common folks. the scope of this research on turkish coffee cup designs begins during the reign of ottoman empire and the porcelain tea cup presents from china, and extends to the ottoman ceramic coffee cups ottoman empire made since in the 17th century, coffee made its way from anatolia to europe, and the introduction of coffee and ceramic coffee cup trade in europe laid the foundation for the enduring turkish coffee cup designs that are still prevalent in turkey today. since the 16th century, the ottoman empire has not only been known for its consumption of coffee, but also for its interest in cup designs used for coffee. various countries, including france, england, and japan, were requested to produce coffee cups for the ottoman market. these cups were then commonly referred to as “turkish cups.” as coffee gained popularity and spread from the ottoman empire to europe and beyond, it became associated with turkish culture and tradition, leading to its widespread consumption in cups of various designs across the globe. although coffee cups, which vary according to the cultural and social structures of geographical regions, continue to be used with new designs in turkey as turkish coffee cups. when ceramic coffee cups are researched it is possible to say there are many cultural influences (starting from chinese porcelains) on turkish ceramic coffee cups as a material object and everyday nationalism. the ceramic or porcelain coffee cup group, which has survived from the past to the present, is reshaped within turkish culture and image, evaluated in terms of new forms, ergonomics, functionality and aesthetics, ensuring diversity in the design and production process. therefore, through an analysis of the typical features of the cup, a significant item within turkish culture, and transitioning from historical contexts to contemporary times, there is a progression towards enhancing and reevaluating cup designs within the current societal framework in turkish image. based on a literature review, first it is necessary to reproduce the situation of turkish ceramic coffee cups and the identity of the national image through sociological and historical influence between different cultures such as china and europe research. secondly, ceramic turkish coffee cup products are examined in case studies to show the relevance between the national image and expressions of designs in the scope of research. today, by summarising the design features of ceramic cup products, it can be determined how the national image can be built or recreated in the ceramic products. literature review ceramic forms have been an important structure in the formation of national and cultural infrastructure as a result of trade, sales and transportation to different geographies between the assets of various civilizations throughout history. within the scope of the subject, ceramics forms developed between china, ottoman empire and europe influenced each other and their features played a major role in the formation of ceramic cup forms used today. when the blue and white porcelain cups coming from china via the silk road are considered, cobalt blue color is briefly discussed first when desired. cobalt, which is used for the registration of blue and white works, is known to have been “first used in mesopotamia around 2000 bc in the coloring of glass accessories” (arcasoy, 1997) and blue experiments on white ceramics began to be used in china during the tang period (618-907) (quette, 2015). according to arcasoy, the use of cobalt pigment, which will create a sub-presentation of the desired designs mentioned in the literature, “was first used in iran in the 12th century, and both cobalt and the blue underglaze technique with cobalt were taken to china by merchants” (1997). thus, today, porcelain continuity is ensured, and high-level productions that will become the representation of the aristocracy and cultural exchange in the jingdezhen region have begun. while chinese porcelains reached anatolian geography through the silk road in the 14th century, the first recorded example of the use of porcelains in the ottoman palace is seen in the sherbet presentation cups used in circumcision ceremonies during the reign of sultan mehmed the conqueror (1457) (tulum & mertol, 1977). however, when the use of cups is considered, it is not stated in the palace’s book records that the first blue and white porcelain cup coming from china was taken into the collection in the 16th century. at this point, the fact that coffee was also available in the ottoman empire in the 16th century caused the beginning of the relationship between the use of coffee and porcelain cups. in the ottoman empire, new ceramic coffee cups were found inspired by chinese porcelain cups. at first, the effect of heavy basic chinese design, combined with the art and works of the ottoman geography, helped to create new designs. the storage location of the ottoman empire covering asia and europe, its presentation to the hand and the storage of news of trade routes also revealed europe’s intense interest in chinese porcelain. blue and whites “remained from the middle east to italy in europe with the silk and spice road” (verneuil, 2015). with the increasing demand from european palaces for “kraak pa ge 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 1-10, 2024 porcelain” to use porcelains coming from china, new trade and production pieces were formed. in the 17th18th centuries, european-designed porcelains clearly inspired by chinese porcelains began to be designed in europe. verneuil noted that in the 17th century, the dutch delft type blue and white porcelain, in the 18th century, the germans’ porcelain production in meissen, and later the french, austrians and english joined this production chain (2015). england was the pioneer of new porcelain production techniques found with the industrial revolution and helped accelerate the growth in the competition area aimed at imitating and advancing chinese porcelain (yilmaz, 2012). at this point, the ottoman empire began to include european porcelain forms, dinnerware and cup sets in its own collections in the 18th century. as a result of the literature review, it is seen that the ottoman empire’s breaking of cultural ties provided by china and europe was effective in the design of porcelain forms and especially cup forms. in the literature review, the global interaction process of historical cups with the formations of china, ottoman empire and europe, coffee drinking rituals in the ottoman empire, information on materials and forms are possible to be reached. on the other hand, when the importance of coffee cups in creating national identity and in today’s social life in turkey’s geography, apart from their aesthetic concerns, is considered, it is seen that more information is needed. as a result, the research conducted by considering the cultural and cultural relations of the three geographies, the analysis of turkish coffee cup designs, which are possible for today’s turkish national identity, and the place of turkish coffee in society together with its consumption, has been addressed. in particular, the examination of the interactions of turkish coffee cups with chinese and european ceramics provides an important contribution in terms of evaluating these cultural national identities. in this context, the rich historical and cultural analyses offered by the existing literature will form this study and will provide us with a better understanding of how turkish coffee cups will be positioned as an expression of the national image. materials and methods in the research, a qualitative research method was adopted while examining the roles of ceramic turkish coffee cup designs on the national image. the study was designed as a case study examining the interactions of these ceramic cups with china and europe throughout the design process up to the present day and their place in the formation of national identity as a result of this interaction. in this context, the case study approach provides a rich analysis of how the national image is shaped through ceramics by providing a deep understanding of the historical, cultural and aesthetic dimensions of turkish coffee cups. in order to better understand the historical process, this study used a systematic methodology to identify and organize relevant secondary sources. the selection of museum collections and works of art was influenced by their importance to the study of ottoman and chinese ceramics, with institutions with significant collections being prioritized. some museums were visited for direct observation of original pieces, while others were explored through their online catalogues. furthermore, archival documents and trade route diaries were selected because of their direct relevance to the ceramic trade between the ottoman empire, china, and european countries, and careful attention was paid to their chronological context and the specific information they provided. besides, a total of twenty one secondary sources, comprising eight review articles, were selected for inclusion in academic publications. these sources were carefully filtered for their relevance to the analysis of the cup form and national image, with an emphasis on peer-reviewed journal articles and academic books. only sources directly related to the themes of ceramic design, contemporary analysis, data and historical trade were selected, ensuring a comprehensive coverage of the topic. as a result of the data obtained in historical processes, the aesthetic similarities and differences of cup forms and the resulting design processes were evaluated. in addition, cup designs designed in the ottoman period were examined and the role of this form in creating the national image that has survived to the present day was evaluated. later on, modern forms designed for turkish coffee, a beverage that is frequently consumed in turkey today, were examined, and the relationships between the past and present of these designs and their place in the national image were evaluated. in addition, the market shares created by turkish coffee consumption and the effects of coffee drinking rituals on daily life were discussed and the potentials that could arise were discussed. the historical developement of turkish coffee and rise of ceramic coffee cups when considered as a plant, coffee is one of the oldest known plants on earth. the name, ‘kahve’ or ‘kahva’ is of arabic origin and was initially used in poems to mean wine, but by the end of the 14th century, it was used to refer to the beverage made from coffee beans (ersoyleyen, 2020). coffee was initially consumed in the form of berries or flour in ethiopia, but the brewed beverage as we know it today originated in yemen. the exact origins of coffee as a beverage remain unknown, historical records unanimously indicate its widespread adoption throughout the islamic world during the 16th century. it is thought that it was brought to istanbul by muslim merchants in 1519 via yemen roads after the egyptian expedition of the ottoman empire’s capital istanbul. it is thought that the governor responsible for yemen, özdemir pasha, may have introduced it to the ottoman empire’s ruler, sultan suleiman the magnificent, who subsequently promoted its use. the consumption of coffee became popular among tradesmen and craftsmen, leading to the establishment of the first coffee house in pa ge 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 1-10, 2024 tahtakale, istanbul in 1554 by two arabian individuals named hakem from allepo and şems from damascus. prior to the existence of coffee houses, men typically enjoyed coffee from street vendors or prepared it in their own homes. during those times, coffee beans were brewed by simply combining them with water, without undergoing any form of processing. however later on a new technique for preparing coffee was soon introduced. the innovative technique involved the initial process of roasting the beans, followed by allowing them to cool before grinding them into a fine powder. a pot is essential for the preparation of the beverage, which prompted the design of new coffee-making equipment. the turks developed a brewing technique using a copper vessel known as a “cezve,” which contributed to the rise in popularity of the beverage, now referred to as turkish coffee. within this copper vessel, water, finely powdered coffee, and sugar (if desired) are boiled slowly over low heat. the thick froth that forms on the coffee is a symbol of its exceptional quality, as only freshly prepared coffee can produce such a froth. subsequently, the coffee is served in small cups alongside a glass of water. it is customary to take a sip of water before enjoying the coffee, in order to cleanse the palate of any other tastes. this coffee recipe and coffee consumption technique have arrived from the 16th century to the present day. throughout the reign of the ottoman empire, sultan suleiman i was the first to embrace the consumption of coffee. he appointed a designated official, known as ‘kahvecibaşı,’ to oversee the production of coffee within the palace, a position of great importance in anatolia. the process of preparing and serving coffee evolved into a grand spectacle for the sultans and their consorts, featuring elaborate ceremonies with luxurious coffee cups, serving trays, and other extravagant items. the subsequent ruler, sultan selim ii, showed no opposition to coffee consumption, leading to a proliferation of coffeehouses across the empire. during the 1640s, coffee emerged as a valuable commodity for trade, leading even grand viziers to establish coffee houses in order to capitalize on its popularity. also in 17th century, coffee trade to europe was also started. all these establishments played a crucial role in enhancing communication, facilitating the exchange of information, and encouraging social interactions within the public sphere. “before the coffeehouses, turkish culture did not have customs for eating and drinking (kucukoglu, 2018). coffee houses emerged as focal points of social interaction, giving rise to new job prospects and trade networks. these establishments served as hubs of intellectual exchange, attracting writers, thinkers, researchers, and academics. ultimately, drinking coffee was a social activity and coffeehouses were social gathering places that affected turkish culture from the 16th century till today and will continue to do so. in addition to coffee, the equipment designed for coffee consumption and service also has a unique place the same as the beverage itself. the porcelain or ceramic cups that were used to drink turkish coffee was one of the most remarkable equipment among the others used for coffee service. although turkish coffee cups have their own design concept, there are also influences of chinese and european cultures’ thoughts and ceramic styles on the basis of design. overview of turkish ceramic coffee cup design in historical process utensils, cups, bowls, pots, jugs etc. forms are socioculturally shaped forms that emerge in response to people’s needs and as a material ceramic has always been preferred because it is a material rich in particle, colouring and diversity in terms of production and shaping, as well as being a material that can carry or store food and beverages without complications. one of the popular areas where ceramics were used were cups. cup is the general name given to wide-mouthed vessels made of terracotta, generally used for drinking coffee and tea (erdogdu & geduk, 2015). when the usage areas of the cups are examined, it is known that they are a suitable product for drinking coffee. coffee cups, on the other hand, are containers specially designed for coffee drinking and shaped like small bowls suitable for liquid consumption (bagan, 2023). developments and changes in turkish coffee culture over the centuries have affected the diversity of cup shapes and sizes, resulting in the emergence of many new cup designs. many cultures and perspectives have actually had an impact on the formation of turkish ceramic coffee cup culture. but when we look at today, the size and design of the turkish coffee cups have undergone some historical changes from past to present. turkish coffee cups started their lives with the use of handleless and large chinese porcelain cups, and today they are used as a smaller design with handles and saucers. for this reason, today turkish coffee cups can come in different sizes and shapes depending on the period in which they are used, and they can also be seen with or without handles. the first designs and forms that affected the development process of turkish coffee cups were known as chinese porcelain cups. throughout history, the chinese have utilized chinaware as the main vessel for consuming tea, a tradition that can be attributed to their invention of porcelain. “ceramic tea bowls are mentioned in the first major text on tea, the classic of tea 茶經. compiled between 758-60ce by lu yu 陸羽 (733–804) of the tang dynasty, this work had a profound effect on the diffusion of the tea-drinking” (baoping, 2012). throughout the ming and qing dynasties, jingdezhen emerged as the primary center for porcelain production in china, with its exquisite products being distributed globally. as a result on 16th century, during ottoman empire, chinese porcelain cups also reached to the capital istanbul. the 16th century is also known as the period when coffee began to be consumed and spread rapidly during the ottoman period. for this reason, the search for cup forms and designs in order to consume coffee along with coffee has started to come to the fore. the earliest cups in the topkapi palace museum colletion pa ge 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 1-10, 2024 are two blue-white handleless cups from the reign of emperor jiajing (1522-66). according to erdogdu and geduk, today at topkapı palace in istanbul these early chinese porcelain cups used as turkish coffee cups shown in the collection are large, handleless cups named as “kallavi” (2015). there are special reasons why turkish coffee was initially consumed on this type of chinese porcelain. on one hand these types of cups have a wide base and can provide heat distribution and heat retention, on the otherhand the rim form of the cup can protect the froth formed during turkish coffee making and prevents its fragrance from volatile. besides these chinese porcelains interesting form design but also different pattern and colored designs also influenced turkish people to create their own coffee cups later on. in topkapı palace museum collection it is possible to see 16th century chinese porcelain cups such as blue and white, there are single glazed and famille rose types. beside there is a special type of blue and white chinese porcelain cups that has ottoman jewelery craftsmanship on it called “jewelled cup”. this is actually one of the first types of coffee cups that the ottomans interpreted with their own craftsmanship and art for the palace. in the 16th century, due to the easy accessibility of coffee, which affected not only the palace but also everyone in the public in a short time, demands began to arise for the production of turkish coffee cups. local workshops across the ottoman empire responded to the growing demand for porcelain cups by increasing their production and creating cups in different shapes and sizes, following the rise in imports from china. as coffee consumption became widespread in ottoman empire, the production of materials related to the coffee ritual in kutahya city, especially cups inspired by chinese, porcelain began to increase. kutahya workshops started to make their first production with the designs and forms they saw on chinese blue and white porcelain cups. the practice of consuming coffee began to spread from the ottoman empire to europe in the late 16th century through the merchants who visited istanbul. consequently, the popularity of coffee and the demand for coffee cups also began to rise in europe. going through the venice and french sources, it is seen that coffee has not been known in europe until late 16th century yet (arslan, 2006). increase in coffee trade between countries in the 17th century, dutch and english traders also entered the market and established coffee and as a result, at the end of the 18th century, an intense coffee trade started from the east to europe which will effect the coffee cup design trend in later years. european manufacturers seized this opportunity by initiating the production and export of porcelain cup sets tailored to the preferences and requirements of the turkish market (ayvazoglu, 2011). in the mid-1700s, the production of coffee cups was exclusively controlled by the workshops in kutahya city. during this period, there were 24 registered workshops in the city of kütahya, and wages were strictly determined according to the number and quality of cups produced. these forms were determined by the daily needs of the people, and although the chinese and middle east influence is still found in these cups, innovations are also seen in the designs. while these cup designs made out of kaolin, depicted plant patterns or abstract figures, silver or gold leaf decorations and even yellow color pattern painting, which has not been used before in traditional turkish tile and ceramic art, are used (ogel, 2014). the demand for coffee cups increased in the ottoman empire and started a faster production process in kütahya workshops. however, there are visible decreases in terms of design in areas such as pattern applications, color usage, material quality and glazing compared to previous years. another add on coffee cup forms are the invention of “ottoman zarf.” this cover, made of materials such as copper, silver, brass, gold, etc., found around handleless coffee cups, is designed to prevent hand burning and to protect the thin cup (cetinkanat, 1997). the intense interest in coffee in europe during the 18th century, brought producing porcelain coffee cup designs to the agenda here as well. this situation was also reflected in the cup production, and the rich and courtly people figure 1: 16th century handleless cup from the reign of emperor jiajing from china, topkapi palace museum (turkey) source: dilan atasayar figure 2: 16th century chinese porcelain cup and jewel application, topkapi palace museum (turkey) source: dilan atasayar pa ge 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 1-10, 2024 in ottoman empire, who first used chinese porcelain, began to use meissen and sevres porcelains brought from europe from the 18th century (bigikocin, 2012). which will lead europe to start their mass productions of porcelain like english bone china during this era. despite of this, commoners continued to use kütahya type chinese porcelain influenced coffee cups and in palace people still choose to use chinese porcelain cups. even though it is seen that coffee cups of different designs are trending within the socio-cultural caste system in society, this has not caused the end of the coffee drinking habit. but in a short time at the end of 18th century, mainly because of french revolution, both economic, political and socio-cultural changes in ottoman empire will begin to affect the national image designs of these mainly chinese influenced coffee cups. it is stated in the literature that the first coffee cups were both handleless and envelopeless, with chinese influence. the development of mass production and production technologies in europe has surpassed the production capacity in kutahya workshops, so coffee cup design trends began to spread from europe. the evolution of technology, the innovation of handle designs, and the strategic placement of these handles on cups at opti foreign diplomats mal angles led to the creation of cup designs featuring handles. this development was further fueled by europe’s fascination with coffee, resulting in the emergence of various types of coffee and cups. fundamentally, handles are crafted with consideration for human hand ergonomics, catering to functions like gripping, suspending, and transporting. although there was still interest in china porcelain in the palace, these new trends affected the coffee cup culture in the ottoman empire. the turkish cuisine experienced a significant impact from the western culture during the 19th century. since the 19th century, important porcelain manufacturers in europe and russia have designed cups for the ottoman palace. ottoman’s also created silver, bronze or metal handles for chinese porcelain cups in palace to adapt this trend. this influence became prominent as the declining empire sought to implement reforms that aligned with western practices (2006). because of western influences turkish coffee cup designs changed into smaller sized handled cups with saucers. inside the palace they started to use enamelled, gold patterned, colorful coffee cups. some cups were even stylized with the sultan’s signature or portrait. for example founded by sultan abdulhamid in 1894, yildiz porcelain factory was able to meet the porcelain needs of the palace has great examples of sultan’s signature or portrait painted on these porcelain cups. the forms, which were generally preferred because of their resemblance to the porcelain used in the palace, were presented as gifts to high-ranking administrators or foreign diplomats (2020). besides this factory was known for cup forms generally appear with a wide mouth diameter, a narrow base and a handle. kütahya-produced similar porcelains were also used by the public. also in common life it is possible to see cups with handles and saucers too. in 20th century in last days of ottoman empire ceramic production has to stop due to lack of materials and economicpolitical hardships. when examined by period, different designs can be observed on the cups during the collapse of the ottoman empire. in the designs produced, the cups are generally designed with a narrow bottom, a wide mouth and a handle. with the establishment of the republic of turkey in 1923, state support increased in the first years of the republic, so steps were taken to redevelop coffee, a national drink, and turkish coffee cups, a national image. results and discussion results today’s design, production and future of national design today, we are in a time characterized by discovery and the harmonious coexistence of diverse systems. globalization and cultural diversity are fundamental forces that facilitate the integration and fusion of different artistic expressions within a complex and interconnected figure 3: 18-19th century german porcelain set, topkapi palace museum (turkey) source: dilan atasayar figure 4: 16th century chinese porcelain cup and 19th century ottoman silver handle applicationt, topkapi palace museum (turkey) source: dilan atasayar pa ge 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 1-10, 2024 global landscape (chunxiu,2024). despite the emergence of numerous western coffee chains today in istanbul, turkish coffee continues to thrive, particularly among the younger generation. turkish coffee and cup culture is still continuing today due to the fact that turkish coffee represents more than just a beverage; it embodies a cultural tradition. at the heart of this tradition are the well known iconic turkish ceramic coffee cups. nowadays, these cups frequently exhibit distinctive patterns, which sets them apart from other varieties of coffee cups. typically, these designs embody the history of the ottoman empire and the cultural significance of turkish coffee, enhancing the overall coffee-drinking encounter. the process of preparation is a significant ritual on its own. to begin, gather a “cezve”, a small pot with a long handle, and a “fincan” a small ceramic coffee cup with its accompanying saucer. as the coffee begins to boil, a layer of foam emerges on the surface. this foam is a distinguishing characteristic of a high-quality turkish coffee put in ceramic cups, traditionally served alongside a glass of water and accompanied by turkish delight. when turkish coffee cooking techniques are examined, it is seen that the ceramic cups are inevitably among the utensils, therefore the design process of these cups still has an important place today. turkish coffee preparation entails a specific procedure that demands both time and skill. traditionally, this process involves heating coffee in a copper coffee pot. however, in order to adapt the coffee-drinking rituals to the modern world and technological advancements, numerous turkish coffee machines have been innovatively crafted. in 2005, arçelik, a company specializing in the production and sale of domestic appliances, called “telve”, a turkish coffee machine. this innovative product revolutionized the traditional method of making turkish coffee by offering a convenient and automated solution specifically designed for office settings. “for products that went through technological and socio-cultural innovation, relationships between user and product should be re-defined and thus product language should be re-configured” (celikoglu, 2012). but in turkish coffee machine case adaptation for turkish life style was too fast because of the demand of drinking coffee. these novel strategies have the potential to be put forward as suggestions for preserving traditional cultural artifacts in contemporary society, as well as for establishing fresh ways of life that incorporate age-old customs. that’s why these designs where easier approach for coffee making. but the need for ceramic coffee cups never also ended. these small cups are intricately designed for turkish coffee, featuring dimensions that are ideal for the strong brew and taste. in contrast to conventional coffee or espresso cups, these cups are typically crafted to accommodate a smaller portion of coffee, prioritizing excellence over quantity. today’s design of these cups is based on the enjoment of every small sip, elevating turkish coffee to a personal connection gathered slow and pleasant experience. besides in many instances, that these coffee cups are mostly crafted from porcelain or ceramic, enabling individuals to enjoy the flavor as it brews within the cup, while the material helps in maintaining its retain heat with smooth surface. by keeping the respect for turkish coffee culture in the foreground, designs that create innovations in terms of the former economy, functionality and aesthetics of the turkish coffee cup continue to be produced. at this point, inspired by past and present designs, turkish coffee cup designs are made with or without handles, with or without legs, accompanied by different plate designs. new product designs were made by carrying out different concept studies that were user-oriented and incorporated today’s technologies in the design processes, and thus new and 21st century contemporary suggestions were created for both the research literature and design resources. nowadays, numerous designers are engaged in the creation of cups intended for the consumption of turkish coffee and the advancement of third-generation coffee brewing techniques. in 2010, turkish designer kunter sekercioglu’s “dervish” turkish coffee cup design is shows an interesting aspect about coffee and turkish culture relations. dervish, in contrast to contemporary turkish coffee cups that depict the coffee culture of ottoman royal traditions, embodies the sufi heritage of coffee in anatolia before the 16th century, serving as a reminder of the authentic roots of coffee in anatolia and its cultural significance on porcelain material. figure 5: 2010 dervish coffee cup design by kunter sekercioğlu source: http://www.zula.com.tr (date by access: 05.08.2024) pa ge 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 1-10, 2024 another example can be, in 2016 “black tulip turkish coffee set” made by turkish designer bora yildirim, shows a good example fort he new turkish coffee cup designing. the turkish coffee cup, traditionally cylindrical in shape, has been reimagined with a cubic design. the cup handles are now seamlessly integrated into the cubic structure, eliminating any protrusions. accompanying this new cup design is a square saucer with a recessed area to securely hold the cup in place and prevent slippage. to enhance usability, one corner of the saucer is slightly curved upwards for easier handling. when the saucer is placed on the tray, the downward curvature of one corner creates a visual resemblance to a tulip. the tray itself features cavities where the saucers can be placed, aiding in transportation and serving. furthermore, the coffee cups are adorned with traditional turkish ceramic motifs, such as tulip flowers, adding a touch of cultural heritage to the overall aesthetic. on the other hand turkish designer gungor guner had a different aspects while she was designing. her turkish coffee cup design “from potter’s wheel to the cnc lathe”, the conventional use of pottery wheels in manufacturing and exploring the enhancements that modern cnc technology can bring to established designs through practical application. a intersting attempt on turkish coffee cups. designer gamze guven designed these turkish coffe cups to be specially used at starbucks brand in türkiye. the project seeks to challenge the notion that starbucks excels in espresso bean coffee by highlighting their inability to produce turkish coffee. the starbucks brand identity is seamlessly blended with turkish coffee culture in the design, featuring modern lines and the logo relief. while visitors can still perceive the orientalist side of turkish culture through the handle of the porcelain cup, they can also indulge in turkish delight, water served in a glass, and partake in the complete ritual of turkish coffee. figure 6: 2017,from potter’s wheel to the cnc lathe by gungor guner source: https://competition.adesignaward.com/gooddesign. php?id=56676, (date of access: 05.08.2024) the “elefas” turkish coffee cup design made by bengu ari, which won the red dot design award, is another remarkable design example. cup form has a style of stylised silhouette of an elephant and handle form looks like a elephant ear. the cup set’s design enables numerous possibilities for customization due to its diverse range of colors and decorative options. which these cups focuses on different tastes during the design process and helps create variations kutahya porselen, one of the most important turkish company that produces mass productions of industrial products, especially produces porcelain and ceramics, had figure 7: 2018 starbucks® turkish coffee presentation set of 2 by gamze guven source: https://www.shayakahve.com.tr/starbucks-2li-turkkahvesi-sunum-seti-325 , (date of access: 05.08.2024) this research makes an original contribution by comprehensively examining the advances and challenges in the design of turkish coffee cups, mapping their evolution from traditional forms to contemporary innovations. it highlights the dynamic transformation of the aesthetics of turkish coffee cups by analysing the integration of cutting-edge technologies such as cnc machining with traditional techniques such as pottery wheel work. the transition from purely functional products to products that embody cultural significance and modern design principles illustrates the ongoing evolution of the sector. using design strategies that blend innovation with tradition, the study addresses the challenges of adapting to modern trends and global influences while preserving the authenticity of turkish coffee culture. in addition, it offers new perspectives on how turkish coffee cup designs respond to changing consumer preferences and technological advances, enabling these objects to function as both practical products and cultural symbols in an increasingly interconnected world. discussion continuity of a national image with demand and consumption the increasing popularity of coffee consumption can be attributed to the desire for distinctiveness and categorization, influenced by advancements in technology. additionally, coffee is not only enjoyed in branded coffee establishments but also through the use of increasingly prevalent home coffee machines, or it can be purchased pa ge 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 1-10, 2024 for takeaway purposes. according to the international coffee organization, coffee consumption in türkiye has increased by an annual average of 15.6% (yildirim, 2022). in 2021 according to pulside research center ‘s “coffee consumption habits survey” involving only turkish people, turkish coffee was the most consumed (84%) and most loved (54.7%) type of coffee, out of a total of 17 types of coffee. besides according to “statista” datas made by dierks, in the year 2021, a significant number of consumers in türkiye reported consuming two to three cups of coffee per day when asked about their coffee consumption habits, making up 42.5 percent of the respondents. because of the high coffee consumption turkey has witnessed a surge in investments from both domestic and global coffee chains. yildirim showed that these establishments, operating at both national and international levels, have significantly boosted their financial commitments in the country. international brands such as starbucks, tchibo, caffe nero or national brands in türkiye such as kahve dünyası, kronotrop, petra are known as some of the fastest growing brands. according to in the 2020 year, there are 523 starbucks branches in türkiye, and türkiye is the second country with most starbucks branches in europe (2022). although brand coffee consumption in türkiye today competes with turkish coffee consumption, the continuity of turkish coffee consumption cannot be ignored. because turkish coffee is a national drink, most of the international coffee brands in türkiye also includes turkish coffee in its menü. turkish coffee, unlike other types of coffee, is not served in takeaway plastic or cardboard cups commonly found in brand coffee shops. instead, turkish coffee is prepared using traditional turkish coffee machines and served in porcelain or ceramic cups just like the traditional way of consumption. for this reason, turkish coffee culture continues to take its place in today’s consumption concepts as a value that does not disappear. the reason why turkish coffee and cups are still demanding and everyday is getting more innovative is not only has a long design history and great taste but also every turkish people have practiced turkish coffee and cup tradition in national image in different ways. because of this deep culture turkish coffee culture and tradition was added to the unesco representative list of the intangible cultural heritage in 2013. because it holds a special place in turkish culture demand on turkish coffee cups are really high and nearly every household, cafe or also restaurant in turkey have sets of this coffee set of cups. when turkish traditions are examined it is possible to see really intersting examples where these coffee cups can be seen. coffee plays a major role in everyday life, whether it’s in the form of “morning coffee” (sabah kahvesi), “pleasure coffee” (keyif kahvesi) or “fatigue coffee” (yorgunluk kahvesi). arriage culture has it’s own rituals with drinking turkish coffee. historically, this occasion served as a significant moment for the prospective bride and groom to come together and interact. typically, this tradition is transmitted to succeeding generations by their parents, who impart it informally through observation and active involvement, thereby internalizing it as a distinctive turkish way of life. in preparation for the wedding, it is customary for the groom’s family to pay a visit to the bride’s house, where the bride is traditionally responsible for serving perfect brewed turkish coffee. but only one “cup” needs to be not made perfect or or should not be make according to the coffee order and this coffee cup will belong to the groom. this “cup” will be a way to test grooms determination and seriousness about wedding and it will be decided if he can drink this cup or not. another example can be the word “kahvaltı” which is the word used for breakfast in turkish or also “meal before coffee” meaning and in turkish culture breakfast take a important place in daily life because of it is possible to see all the family members during breakfast. coffee also has a important place in proverbs such as “a cup of coffee commits one to forty years of friendship” which is the meaning of even if it is a very small act of kindness, it should never be forgotten. ritual of reading coffee grounds in a coffee cup is another interesting way to show coffee in turkish life. after drinking the coffee, grounds left inside the cup can be used to tell a person’s fortune. it’s common to predict the future with friends or seek advice from fortune-tellers with these cups. over the past decade, the integration of ai has significantly impacted many industries, however, thanks to extensive research, ai has become an integral part of our daily lives and is recognized in almost all fields of work (chanthati, 2024). when we consider today, coffee cups and coffee culture can also combine artificial intelligence and machine learning, easy and fun applications that increase interaction have been found. at this point these coffee cups and fortune telling culture are also used to technology, digital spaces and interfaces. “faladdin” an turkish app is a great example where these ceramic cups, traditional riutals and technology meet. faladdin is a fortune-telling application that utilizes artificial intelligence to analyze various aspects of life. it employs its advanced deep learning capabilities to interpret the patterns formed by coffee grounds left inside a coffee cup. when individuals’ desires for coffee fortune telling coincide with the possibilities of privacy and easy accessibility, the transformation of traditional culture into popular culture has become inevitable (karakas, 2022). conclusions design serves as a powerful tool for communicating and reinforcing the national image and identity through the formal representations found in different materials and cultural artifacts. an important aspect to consider is the distinction between the theoretical conceptualization of a nation and its actual portrayal, enactment, and perception. in turkish image, culture and nationalism, turkish coffee cup designs hold special significance within the realm of cultural heritage. they play a vital role in safeguarding cultural values, ensuring their longevity, and fostering pa ge 10 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 1-10, 2024 social cohesion. these designs not only provide valuable information but also contribute significantly to the preservation and promotion of cultural heritage. historically influenced by chinese porcelain, these cups transitioned from the handleless, blue-and-white patterns popular in the 16th century to european-style designs with handles and saucers in the 19th century. in addition, local production studios and, later, factories also produced them. today, modern turkish coffee cups feature a variety of designs that reflect cultural traditions and emphasize the distinctiveness of turkish coffee. the strong bond between coffee and the turkish people stems from a rich cultural heritage dating back to the ottoman empire. however, the turkish coffee industry has faced difficulties in trade and branding, and as a result, it has been viewed primarily as a local beverage. this beloved national beverage has inspired a number of coffee-related products, especially ceramic or porcelain cups designed specifically for turkish coffee. references arcasoy, a. (1997). mogol istilası çin porselen sanatında yeni bir dönem başlatıyor: “mavi-beyaz porselen tekniği.” antik dekor dergisi, 43, 92-96. https://www. antikalar.com/mavi-beyaz-porselen-teknigi arslan, e. (2006). the indigenous products concept in relation to the international design industry: the instruments used in preparing and drinking tea & coffee in turkish culture [master’s dissertation, i̇zmir institute of technology]. gcris. ayvazoğlu, b. (2011). turkish coffee culture: a cup of coffee commits one to forty years of friendship. ankara: ministry of culture and tourism traditional handicrafts. bagan, o. (2023). coffee culture and the development of the coffee cup [master’s dissertation, kütahya dumlupınar university]. national thesis center (cohe). baoping, l. (2012). tea drinking and ceramic tea bowls: an overview through dynastic history. china heritage quarterly, 29, 1-4. https://www. academia.edu/36141230/chinese_ceramics_and_ tea_drinking_for_china_heritage_quarterly_of_ australia_national_university_pdf bigikocin, a. (2012). ceramic coffee cup designs: assessment of factors determining the size and shape diversity [master’s dissertation, mimar sinan fine arts university]. national thesis center (cohe). celikoglu, m. (2012). tradition and innovation: a study on reconfiguration of product language through innovative approaches. in desform 2012: meaning. matter. making (pp. 150-159). victoria university of wellington. https://www.researchgate. net/publicat ion/318453925_tradit ion_and_ innovation_a_study_on_reconfiguration_of_ product_language_through_innovative_approaches cetinkanat, z. (1997). turkish coffee culture and coffee services [master’s dissertation, marmara university]. national thesis center (cohe). chanthati, s. (2024). product colour variation management with artificial intelligence. american journal of education and technology, 3(3), 46-52. https://doi.org/10.54536/ ajet.v3i3.3213 chunxiu, l. (2024). differences and integration of chinese and western urban garden architectural aesthetics. american journal of arts and human science, 3(2), 56-63. https://doi.org/10.54536/ajahs. v3i2.2756 erdogdu, a., & geduk, s. (2015). a drop of pleasure: 500 years of turkish coffee. istanbul: republic of turkey ministry of culture and tourism. ersoyleyen, s. (2020). concept cup design for turkish coffee culture and coffee [master’s dissertation, anadolu university]. earsiv anadolu university. karakas, r. (2022). fortune in the digital environment: faladdin application. international journal of folklore studies, 5(1), 131-141. https://dergipark.org.tr/en/ download/article-file/2376801 küçükoğlu, i. (2018). reasons behind products: an analysis on two cultural products [master’s dissertation, anadolu university]. earsiv anadolu university. ogel, z. (2014). the adventure of coffee in kutahya tiles and ceramics. istanbul: pera museum publication. quette, b. (2015). cobalt blue and blue and white ware: ten centuries of exchanges and influences. limoges: my blue china, fondation d’entreprise bernardaud. tulum, b., & mertol, a. (1977). tarih-i ebu’l-feth. istanbul: baha matbaası. verneuil, l. (2015). my blue china: the colors of globalization. limoges: my blue china, fondation d’entreprise bernardaud. yıldırım, o. (2022). the consumption of tea and coffee in turkey and emerging new trends. journal of ethnic foods, 9(8), 1-11. https://doi.org/10.1186/s42779022-00124-9 yılmaz, e. (2012). ceramics and transfer printing: 17501900. gazi üniversitesi güzel sanatlar fakültesi sanat ve tasarım dergisi, 1(10), 93-111. https://dergipark.org. tr/tr/download/article-file/192544 pa ge 1 pa ge 8 american journal of arts and human science (ajahs) preventive diplomacy-an instrument of international relations: the study case of macedonia and kosovo astrit dema1*, mensut ademi2 volume 2 issue 3, year 2023 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v2i3.1883 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: july 17, 2023 accepted: august 04, 2023 published: august 19, 2023 diplomacy as a means of communication between states has been and still is the most effective way to achieve the goals set before a state. special emphasis and importance is given to preventive diplomacy, which day by day occupies an increasingly important place in resolving disputes and preventing conflicts. the legal basis for the application of prevention in the process of prevention or escalation of conflicts is found in the charter of the united nations. the overall work of the un is based on prevention and it promotes mechanisms and instruments for peacekeeping. establishing a preventive mission is far more cost-effective than taking other post-conflict measures. the real importance of prevention is seen in this segment. in the former parts of the former yugoslavia that gained independence, preventive diplomacy played a very important role. in the republic of bosnia and herzegovina, in the republic of kosovo, in the republic of macedonia, there was a need for a preventive mission on their territories. the establishment of the missions of the united nations, the osce, and later of the european union and the united states of america proved to be a good example of preventing the spread of the conflict and can serve as a model for future prevention missions based on the balkan experience. the benefits of a preventive mission can be great, both for the host country and for neighboring countries. keywords diplomacy, preventive diplomacy, preventive deployment, peacekeeping, diplomatic missions, collective security, preventive forces, un peacekeeping operations, kosovo, macedonia 1 law and criminal justice faculty, aab college, kosovo * corresponding author’s email: astrit.dema@aab-edu.com introduction the peace is a universal value and the most basic condition for the existence and existence of any state. in the past, each state took care of its own survival and the imposition of peace as the most important category in running a state. the situation in this field today has changed markedly. today, in the state of a developed system of collective security, there is a different situation, where the obligation of the states not to provide assistance and not to support the states that behave contrary to the international regulations comes to the fore. war, as a means of resolving conflicts, has already faded from use. international law prohibits war as a means of resolving conflicts. a new, far better way of solving problems between countries is being approached. the peaceful settlement of disputes comes to full expression through negotiations, direct contacts and frequent meetings between the representatives of two or more countries. that tool, which is increasingly used in the practice of communication between countries, is diplomacy. diplomacy, as the most powerful instrument in representing the country internationally, is on the rise and it is inconceivable to conduct the policy of a country without having its own diplomatic network. preventing a harmful phenomenon is a problem that is present everywhere in the world. therefore, in terms of prevention, a lot of efforts are made in order to build a powerful prevention concept. in this field, the united nations stands out as an international organization that has done a lot for prevention and is still working on it. at the same time, examples from the crisis in the former yugoslav republics and provinces that gained independence have shown that, alongside the un, other international organizations such as the osce can be involved in preventive diplomacy, so that we can reaffirm the role of the un in prevention plan, but also the european union as well as the united states. i will dwell in more detail on the un preventive mission in macedonia – unpredep, kosovo and bosnia. literature review the role of unpredp in the balkans with an authorized strength of a thousand men (to which were added thirty-five military observers (...) “ while behind closed doors in kosovo, “peacekeepers” were deployed in neighboring macedonia along the border with serbia and albania (unprofor, 1911) this un presence was requested by macedonian president kiro gligorov in november 1992 and authorized the following month by the security council (resolution 795) it was the first preventive operation in the history of the united nations, that is to say before the possible outbreak of conflict in the deployment area. in this case, the macedonian authorities feared, on the one hand, the consequences of hostilities in kosovo and, on the other hand, a potential aggression by serbia. at this point in time, the situation in kosovo had not yet crossed the threshold of armed conflict and therefore only represented a virtual threat. but in the event that fighting broke out in the province, skopje feared for various reasons that macedonia would be drawn into turmoil: albania could then decide to lend a hand to the albanian fighters by channeling its forces through macedonia, the macedonian albanians could also take pa ge 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(3) 8-13, 2023 part in the conflict, and the predominantly albanianspeaking areas of west macedonia could serve as a base for albanian operations in kosovo. a second scenario was grafted onto this scenario, that of an attack by serbia against macedonia launched either to flush out the albanian enemy from its rear bases, or to satisfy an old ambition in a territory formerly called the “southern serbia”. and if, fortunately, no military operation took place in macedonia, the authorities still feared the “destabilizing effect” for the country that a possible influx of refugees from kosovo would cause ... in any case, they added, the bigger picture could lead to a full scale balkan war. in the end, barely two months elapsed between president gligorov’s official request and the arrival of the very first “peacekeepers”. the fact that this detachment came from a force already present in neighboring republics had, it is true, significantly reduced the usual delays in deployment. but this speed of execution was also due to the will to act of the security council. the successive explosion of conflicts in slovenia, croatia and bosnia had indeed given shape to a domino theory, overrated but striking, by virtue of which macedonia could constitute the fourth or fifth, according to the position occupied by kosovo of the “time bombs” which seemed to be scattered throughout the territory of the former yugoslavia. and the “worst case scenario”, referred to by president gligorov, according to which a destabilization of macedonia could lead to a generalized war in the balkans (unies, 1993). the deterrent dimension of unprofor became more evident in june 1993 after the united states proposed to add 300 of its troops to the nordic battalion that had made up the force until then (peacekeeping, 1992). confirmed by the security council in resolution 842 of june 18, 1993, the participation of the united states transformed the purely material assistance provided by unprofor/forpronu into political support and had to make it clear, as b. boutros then underlined. -ghali, that “the international community does not accept the extension of the tragic conflict in this region” (boutros-ghali, 1992). consequently, the un detachment no longer had the sole purpose of warning the macedonian authorities of an imminent aggression, but rather of warning any aggressor of an immediate reaction. the american decision was motivated by the worsening of the situation in bosnia after the failure of the vance-owen plan and the fear that the conflict would spread southwards. paradoxically, the macedonian authorities were not strictly speaking concerned about the impact on their country of the war raging at the time in bosnia which, it should be remembered, is not bordering on macedonia but threats from serbia and kosovo. so not only was the hypothesis adopted by the us administration largely baseless, but the reality was exactly the opposite. indeed, the serbian regime, which proceeded with the withdrawal of the jna contingents stationed in macedonia as part of the preparations for the bosnian war, was not in danger (if indeed it intended) to attack the first as long as he was busy with the second and at the same time was careful not to open a new front in kosovo. thus, the continuation of the war in bosnia did not threaten macedonia, but on the contrary granted it a reprieve. as what follows will show, it is after the conclusion of the dayton agreement that a new conflict will erupt which will affect this country much more directly (riedel, 2010). the american containment strategy was therefore flawed; it also had little impact on the real time bomb that was kosovo. the clinton administration reiterated this warning in march 1993 in particular, then again in august by (...).the presence of “blue helmets” on the outskirts of kosovo had no influence whatsoever on the resolution of the problems, which arose in this region. in other circumstances, the deployment of unprofor could have taken on circumstances, the deployment of unprofor could have taken on dissuasive value, if it had been a question of repressenting a vanguard ready to intervene in the event of a military offensive from belgrade in the province. in december 1992, president bush had also issued a warning to slobodan milosevic to this effect the aforementioned christmas warning reiterated by bill clinton after his election. the united states then said it was ready, in the event of a conflict in kosovo provoked by serbian military action, to use force against the forces of belgrade within the province and in serbia proper. however, beyond the posture taken by the american gendarme, the serbian president knew that no consensus existed between the main powers to use force against his country and even more, that they shared his opposition to the independence of kosovo (as recalled in the program of joint action of may 1993 by which americans, russians, french, british and spaniards buried the vance-owen). the serbian president also knew that, devoid of the mandate, the means and the approval of the troopcontributing states not to mention that of the host state unprofor was in no way intended to launch, in case of need, in a peace enforcement operation in kosovo. and the presence in its midst of american soldiers did not make the slightest difference, on the contrary: in accordance with the doctrine then in force of “zero deaths”, the american administration did not envisage risking the lives of its gis during ‘a land counter-offensive. in these conditions, unprofor played no role with regard to the situation in kosovo, neither that of dissuading belgrade from taking a military initiative, nor that of preventing on the albanian side any possible arms trafficking or preparations beyond. the borders (which it did not control) of kosovo, albania and macedonia. its only function was, if necessary, to report the arrival of refugees from the province. in the end, the action taken by the “blue helmets” to ward off the threat from the north was quite limited, just like the rest of the preventive initiatives taken while waiting for dayton. pa ge 10 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(3) 8-13, 2023 the paradox of preventive diplomacy in the balkans -the carrington plan had failed on the minority issue, the dayton mediators feared alienating the serbian president’s cooperation and jeopardizing the conclusion of a bosnia deal by raising other sensitive issues. however, just as the suspension of hostilities in croatia comes at the cost of their outbreak in bosnia, the separate settlement of the conflict in that republic was to precede the outbreak of that in kosovo. for at least three reasons: after the hague and london, the albanians of the province are once again sacrificed in the name of superior interests, abandoned to their fate and in the grip of a regime now praised for its contribution to peace. in the region ; for a certain number of them, dayton legitimizes the use of force as the means to be heard and to obtain victory (s) of cause; -guarantor of the peace agreement, slobodan milosevic holds the westerners in dependence, who wish to retain their assistance in consolidating the fragile edifice which has just been developed. dayton is thus a trompe l’oeil peace, which certainly marks the end of two appalling wars in the region, but contains the seeds of future conflicts. -the first reason is that the west is focusing on their favorite subject, bosnia this “little yugoslavia” whose destiny seems to guide that of the former yugoslavia as a whole and on the timetable for the implementation of the agreement. of dayton. in this regard, that the organization of the september 1996 general elections in bosnia served as a criterion for the withdrawal of the un force from macedonia speaks volumes. -the second factor of inattention, the prospect of a balkan war, which inspired most of the preventive initiatives before dayton, seems to be fading for good. peace is restored in bosnia and croatia and war no longer seems to threaten at the gates of macedonia, after the normalization which took place in 1996 with athens and belgrade. -there are still a few gray areas on the board, and in particular the troubled situation in kosovo. however, to the great satisfaction of westerners who claim to support him by discrediting him, ibrahim rugova remains attached to non-violence while his most virulent opponents do not (yet) call to arms. the uck as far as it is concerned is then only a ghostly movement, in the eyes of most of the albanians themselves. -westerners do not believe that slobodan milosevic, who is making so much effort to rebuild his virginity, is ready to embark on a new military expedition. -the invalidation of the municipal elections of november 1996 won by the opposition, the new president of the fry had to face in serbia itself a wave of protest like he had never known. from this ordeal and other electoral setbacks, slobodan milosevic thus concluded that peace, in truth, was not succeeding for him and that, contrary to his calculations, the population was not grateful to him but aspired to change. -twelve months after dayton, a “need for war” thus reappears to create a diversion, stifle protest and reconnect with the national-communist exaltation of yesteryear. -in the end, the west did not imagine that the situation in kosovo could deteriorate so quickly, nor that a new conflict could arise only a few months after an end to the nightmare in bosnia. -they imagined it all the less since in their eyes, each entity resulting from the former yugoslavia had now found its place and its rank, bosnia, croatia, macedonia but also kosovo which was to remain within from the borders of the fry. -they clung to the idea, generated by themselves, that dayton marked a both final and regional settlement of the “yugoslav conflict”. the policy of the ostrich which was then carried out gives the measure of their illusions. materials and methods the aim of the paper through research methods methodology is to facilitate the development of a comprehensive understanding of the principles, techniques and processes that underpin successful research in international relations. in this paper, we will study the philosophical basis of knowledge claims in the social sciences and will consider emerging ethical issues. you will address the divergence that exists between different research paradigms and methodological traditions and be able to explain these differences from first principles. knowledge of a wide range of contemporary research methods will be provided and you will practice applying them in context. the “why?” and the “what” thus, it is desirable to avoid armed conflicts, to prevent violent confrontations between communities, ethnicities, nations, states, to declare their extent or, at least, to limit the lasting effects, not to have a new one. when time runs out, then there is much latin “si vis pacem, para bellum” place, human societies in which they sought the means by which they were thrown down from the pacific means that they have the ability to recover, except the organs of self defense, “big means”, or war. about 500 av. j.-c., the chinese sun tsu, in his art of war, demonstrate the advantages of dissociation exert force to not deviate from use as the ultimate means of checking the peace all at its finest. in the same line, of other pens, strategists, political scientists machiavelli, clausewitz, the abbey of saint-pierre in the xviii century (in his projects of the perpetual path), are engaged in this search. international organizations sdn, onu, council of europe, etc. created by lend of large global conflicts in the “ jamaican tea!” space, without the pacifist currents or at least surrogates on the civil society and the unhcrs activating a part, are they intended for the purpose of finding “the magic formula”, the “comment?” and for the whole, inevitably, to interfere with the “who?” (why did you get there ? how did you get there?) pa ge 11 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(3) 8-13, 2023 the tragic events that take place in the course of these last years in the balkan region in the ex-yugoslav space and beyond are intended to be questioned at the level of the preconceptions of all those, politically responsible, strategically responsible individuals concerned by the peace of mind and stability which condition the “live ensemble”. human communities. the methodological approach tested in this chapter proposes a rationalization of this reflection effort; it offers a certain number of “tracks”, in esperanto, in all modesty, contributes to feeding this search. in this optics, the notion of “methodology” must be in europe, westerns do not occur to be, in fact, pluton plunged into a debutant system which, as a result, qualifies as a “new world order” and does not have to be measured the conflicts of the balkans serape the dramatic illustration. the american political scientist g. john ikenberry, from the university of pennsylvania, (quoted by brzezinski in his “grand echiquier” masterpiece) is the author of these “complex systems” which serve to “dominate” the relations between the main european states of europe and europe.27 central (french-german integration european integration, otan, negotiated solutions to questions raised like the sudetenland, the saut-tyrol / haut adige, trieste, etc.) ,. on the contrary, it is evident that today, europeans and their transatlantic alliances are no longer present à “domestique” of convincing relations between the peoples and the states of the balkans. from the need to “invent” a methodology susceptible to extending this success story versus south-east of the continent. a condition, be it red, that the “recipe” memes are only applicable ... search for “magic formula” in order to provide, you can process procedures according to a process to be decomposed, chronologically, in two distinct stages ( in their application on the ground, certain superpositions, are invisible) the first stage is called the alert. but it is consistent in identifying the longest possible speeds in advance of the precursor symptoms of the appearance of degenerative conflicts in violent encounters, their profound causes, apparent or occult, their potential actors and their precise localization. in particular, the footsteps of an ad-hoc device, of a “democratic veil agency” being evoked in this apparatus. an agency, with permanent access to a network of correspondents present on the ground, periodically and prioritizing addresses, reports to relevant international organizations (un, nato, osce, european union, council of europe) et aux very good members. it is also possible to configure the test piece and propose solutions to identified problems. this agency, provided by a secretariat, derives the benefit of a suffix dependent on the status of the affiliates by analyzing and coordinating all data collected by organizations, groupings or persons, particularly qualified, covered ‘homme, democracy, rights and protection of minorities, cultural rights, humanitarian rights, all of which are complemented by their own information and analysis. most places of international organizations destination reports obtained by the agency charge for transmitting incommensurable missions to the government at a later time and conforming to the collecting rules recognized and stamped by the international texts. when in the second stage, it will pour into the diagnostic cell. in effect, prevent conflicts that are essentially diagnosed because of their exact nature, their causes real, explicit or implicit -, their degree of danger notation for which is the correct approach to the risks of a eventual territorial delimitation in a weather, proceed to an analysis of the data obtained in the first stage, to determine the opportunity of an intervention, the case, position, moment and conditions of the most adequate. the conscientious objection constitutes an essential phase of all prevention policy. to take a recent example, as the performance of the bosnia-herzegovina war direct consequence of the composition of the “second yugoslavia” at the stake, take all the court money (unless ...) , by contrast, the conflict of kosovo is, therefore, totally preventable et longtime program in advance. explain all that what “saves”, or what saves you from, does not happen because of the need for time to prevent it? the explanations are multiple and diverse. this inertia, this “car policy” symbolizes due to the ignorance of what is actually going on or what is going to happen in this part of the balkans, and whose experience is being lost all over the wars of croatia and bosnia. on the other hand, those who are politically responsible, strategists, governors, prioritized by others, as well as international organizations, often preferring “not savoir”, laisser faire, or those who perceive the illusion that “they do not arrive at all”, incorporated as an ensemble of concepts permitting fire on the ground, at the moment, within a given perimeter, conforming to a preset plane, to a system of values , utensils or coats thereof each observation, respect and assurance in view of a final degree. “new order” or “new order” world? it is not uncommon for the impulse of the ussr and the edge of the berlin wall to mark the dispersion of the world order based on bipolar antagonism, the ratio of forces between the two “grands” and the equilibrium of the terrain, the absence of the “new order” appealed to the replayer without having to deal with certain problems, to find certain failures, which font which is required, in reality, before retrieval the balance and stability necessary for a new “live ensemble” then, on the other hand, erroneous appraisal, mauve evaluation of the data of the problem, which can be cone, correctly analyzed, from other matrices and the confluence also avoidet. a very recent example, however, has been the lack of sensitivity of leading conductors and analysts since the publication of the famous memorandum of the serbian academy of sciences and arts, which, since 1985, has been announced pa ge 12 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(3) 8-13, 2023 as a trauma betwen nationalists serbes. at the very least, it can be said that the duration and intensity intensifying the kosovo war are essentially due to repeated diagnostic errors. finaly, the third stage of the prevention process extends to the therapy, from which effective. when for the firs time measures are taken to avoid the detection of the announced conflict. le established diagnostics and in case of refusal to cooperate with the governing body in the first place, continuously disengaging the measures of classical contingencies, such as economic embargo, exclusion or suspension of certain international organizations, impossibility members of the government or administration to obtain visas for their deployments in different countries, etc. these measurements must be applied rapidly, in a coordinated manner, with the addition of force and coherence which the cell is not present in, although it is not such sanctions have been set against the r.f.y. with different sucks for this day. it is also important that, in order for the “democratic process” alert process to take place expeditiously, for the correct diagnostic steps to be established, for which the therapy adopted is effective, certain sectors may be required. object of special attention all along the action of preventive enterprise: the various traffics (drugs, prostitution, smuggling, etc.) that suppress and support certain uncontrolled military activities, the measures of psychological warfare which, by their nature, occult by definition, risk due to diagnostic and including certain media processes such as intoxication and disinformation. on the contrary, it leads to the value being just as valuable as the role of the media, but and then again when it acts critically, independently and without any “politically correct” effect, in measuring or failing actively participating in the awareness process and in disabling the alert process. it remains that the key to this methodological approach, the essential condition of its success or failure is not to fall into error in the approximation of parameters that determine the contingency or evolution of which can be prevented or circumscribed. for the whole, la rigueur in the analysis of faults and situations and the application of adequate “therapy” with any pathology in therapy not implied at all moment: before and after. prevent or cure churchill, quoted by ibrahim rugova, did not say that “the balkans produce more history than they consume”? the “civilian” guerrillas who are being derailed in the yugoslav space by the course of the last decency do not contradict this shot. more precisely, the four annuities of “non-war” in bosnia and herzegovina and the international quasiprotector stationed in kosovo, have different points of departure, at least two common paths: one terminates by compromises of exchange and interest and, above all, illustrative the outline of the prevention policy of conflicts. this box, all of them, is not complete, in the measurement of which it is not intended to be provided by a verifiable apparatus, which supposes a return to a normal interethnic coexistence, and stabilization. the consolidation of this situation of “no peace, no war” justifies the maintenance of the forces of peace sfor and kfor and civil administrations under international mandate. do bosnia and kosovo warriors stay terminally unaccounted for? yes and not ... this response contradictory reflects lightly accurately ascertaining its value on the terrain. western, some progress has been registered in bosnia (with recent international elections being held by moderate parties and ethnically diverse communities, with the exception of “separated by kosovo”) , the refuges are retouched (lemonde, 2000). however, the inversion of the ratio of assisting forces, the collective violence programmed by the serbs against the albanians, has been replicated by acts of individual violence vengeance, revenge, retaliation perpetrated by albanians against serbs rested in place. whether or not these manifestations of racial harassment are conducive to all, they are relative, even if they are less than the “ethnic netting” that preceded them. mario bettati, the title of droit international chair at the university of paris ii shall exercise its right to exercise its right to freedom of expression in kosovo in order to ensure that international conflicts are more or less the source of the internal violations of the right to self determination; on commence, dit-il, by attacking the senses, après quoi on “internationalize”. the aerated power to prevent conflicts in this region also raises another question: by asking which of the “just” guides and counts only what, if any, the paix n’est, in somme, that the absence of the guerre, is it certain, in the chancelleries and in the major states, that all the announcement must be made? policies and strategies on the ground even if, in certain circumstances, you can take the risk of raising tensions to degenerate, to quit any revenue stream, to reconstruct, to repair and assimilate the victories of the best opportunities to develop and prosper in a context of restored democracy? what is required to be requested, which is passed in the balkans, and the location popularity of “you want to prevent it from happening” is an absolute absolute value or the realpolitik can avoid other necessities ... jacques rupnik fails to remark on this proposal ‘ “ the international community does not mean to avoid a clear idea of the target object and the means by which it is intended to be conserved”. (rogier, 2000) “no peace-no war-ni paix, ni guerre” is epilog of our analys concerning the geopolitic situation on the balkans. the currently “gelled” antagonisms in bosnia and kosovo at the risk of other apparatuses, in which the peninsula is surprised by “the feathers whose geography suffers only to expose itself ”? “sensitive zones”, which persistently inertia and problems solved suspiciously, do not occur in the region. single or multi-ethnic states like albania or macedonia, “serbian provinces” like vojvodina (like hungary, a member of the alliance atlantic, a place in the top line) pa ge 13 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 2(3) 8-13, 2023 or other, the “yugoslav republics” like montenegro or serbia are always there, whether on the fence, or not “prevalent” now, not embracing at any moment. in the long run, the ideal solution consistently’s “europeanizing the balkans”, which is to accommodate the wings, regions and feathers that live in a geopolitical space without all the potential for armed conflict. is exclue. at the very least, force is intended for accords such as those of dayton or kumanovo, as well as similar or complete assemblies of security council resolutions, such as 1244, as well as ambiguity and interpretation to which it is intended. , we do not have solutions also that do not want to create the crop. but it is not at least if you continue to search, within the framework, in particular, for a policy of prevention which should be compressed and matched, durable solutions that ensure stability, stability and a certain degree of occupancy a european region. result and discussion in this paper, the role of preventive diplomacy-instrument of international relations is reviewed, where the case study is macedonia and kosovo. the results we derive from this paper are listed as follows: 1. from the analysis of the cases of macedonia and kosovo, we see that preventive diplomacy maintains relations between states and is considered the art of agreements. 2. the intervention of diplomacy leads to the realization of national interests and the protection of the goals of the national foreign policy, as happened in the case of macedonia and kosovo. 3. preventive diplomacy in the balkans during the 1990s, which was undertaken with an intensity inversely proportional to the probability of risks, highlights a paradox, the failure of preventive diplomacy in kosovo that was inappropriate to the situation. 4. the negotiations that took place in kosovo, which had access in two directions, ended in a deadlock related to the disputed sovereignty of kosovo, here it can be seen that preventive diplomacy did not have the desired effect. 5. establishing a mission for macedonia is fundamental, neutrality and objectivity are essential principles, especially if it is done in different ethnic groups. the success of the mission depends on consistency and impartiality that promote trust. conclusion the concept of preventive diplomacy has captivated the united nations since it was introduced by secretarygeneral dag hammarskjöld half a century ago. this concept, provided for in article 99 of the charter of the united nations, authorized the secretary-general to draw the attention of the security council to anything that could represent a threat to peace and security. since the beginning of the united nations, secretary-general trygve lie had relied on this article to gather information on situations, to establish contacts with those concerned, to send envoys to closely assess situations and to do whatever it was necessary. in its power to counter international crises or contain them. secretary general u thant has made dag hammarskjöld’s vision a reality. its role in averting a nuclear confrontation during the cuban missile crisis must rank in the annals of the united nations as the most spectacular example of preventive diplomacy. the un archives contain detailed documentation of his efforts. i will come back to this later. secretary general kurt waldheim continued to practice preventive diplomacy. he was successful in resolving border disputes between iraq and iran in the 1960s. he made appeals in dangerous situations such as the arab-israeli war in 1973. he quickly sent soldiers to un peacekeeping to check and control this situation and is appreciated for these efforts. references boutros-ghali, b. (1992). an agenda for peace : preventive diplomacy, peacemaking and peace-keeping : report of the secretary-general pursuant to the statement adopted by the summit meeting of the security council on 31 january 1992. new york: un department of public information. lemonde. (2000, 02 26). show “parallel history” -arte. peacekeeping, u. n. (1992). report of the unprofor reconnaissance mission in macedonia, s/24923. zagreb: united nations peacekeeping. riedel, b. o. (2010). the clinton administration. united states institute of peace. rogier, e. (2000). la haye, pays-bas: conflict research unit. unies, n. (1993). rapport du secrétaire général sur la forpronu, s/26099. nations unies. unprofor. (1911). report of the unprofor reconnaissance mission in macedonia. s/2492. pa ge 1 pa ge 25 american journal of arts and human science (ajahs) examining the basic level students’ writing proficiency raj kumar gurung1*, toya nath upadhyay2 volume 4 issue 1, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i1.4014 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: october 24, 2024 accepted: december 13, 2024 published: january 17, 2025 this paper examines the basic level of students’ writing proficiency and credibility in nepali context. most of the school teachers do not seem to be aware of the importance of students’ writing in english as a foreign language (efl) classes at the age of six or seven, even if it is prescribed in the syllabus. the monitoring system has not been effectively implemented. teachers have not been updated through regular training. nor are they strictly rewarded or punished for their performances. currently, basic-level student writing is an emerging task. several scholars have worked on children’s literature, but there is not sufficient research on children’s basic writing. the study’s findings show that basic-level teachers mostly do not sincerely teach writing skills. many of them are insufficiently aware of such skills themselves. both language and literature can be enhanced through better writing skills. writing skills are mandatory so that the literature genre can be enhanced. the writing skills promote both creative and research writing simultaneously. so, basic-level student’s writing skills have to be strengthened. teaching writing skills is not as interesting as teaching fairy tales, fairy books, fables and harry potter kind of books. the study proposes that educators make students’ writing practice mandatory from class one. this paper employs the explanatory survey and document analysis methods. keywords basic level, children’s writing, literature, writing skills 1 department of english, ratna rajyalxmi campus, tribhuwan university, nepal 2 central department of english, tribhuwan university, nepal * corresponding author’s email: gurung.rajkuamr@gmail.com introduction the curriculum development center (cdc), tribhuvan university, nepal, has prescribed the basic writing course but the implementation side is weak. there is no provision of time-to-time teachers’ training and prize and punishment. there is less availability of trained teachers. the teachers superficially teach writing in basic schools because they are not timely updated nor is there a strict monitoring system. despite a good budget “teachers have not been sent to any training by the school for ten years” (gurung, 2023). this is the real scenario of several schools in nepal. teachers have not updated themselves for a long time. on the other hand, the number of arrogant, attitude problem pampered students is increasing. it is because the schools just think of admitting an expected size of students. consequently, they cannot bring out the output as expected. the students later face numerous problems in upper levels. as a result, the products (students) become defective. the very defective products go to the market and subsequently ruin the entire socioeconomic environment. most teachers either at the primary or higher level complete the courses without asking students for writing practices. teaching writing to the basic-level students is simply teaching them writing creatively about their real experiences. they can write about what they see at home, in the garden, on the way home and at school. by learning writing skills, they can learn to share their ideas with the masses through their simple stories or poems or essays. despite the importance of children’s writing, there is insufficient research work in nepal. this paper explores writing as a creative practice but not as a practice of writing answers to questions in exams. the basic level teachers have to exercise their students in descriptive writing. they have to, “give basic personal information in writing” to the students (curriculum development center, 2019). it is necessary first to teach them how to make sensible sentences or to teach them how to “use capital letters, full stops and question marks correctly” (cdc, 2019). this is the basic knowledge of writing. then only they can be taught about writing a letter, short paragraph, or simple story or essay. gradually, they pick up the simple writing methods and formats. for this, close reading is a must. without close reading, writing is impossible. the teachers have to ask the students to take the ideas from picture books, paintings and simple journal articles. children’s writing simply tells a story of the cartoons they see, paintings they do, games they play, food they eat, dresses they wear and people they come in contact with. teaching students about writing means making them habituated in writing skills. so, writing is a good exercise for teasing their mind. it can make them highly imaginative, creative, argumentative, farsighted and visionary. gurung (2023) argues, “writing is a good exercise of the mind that it can make him/her farsighted and visionary, too”. in the beginning phase, their writing is neither a poem nor any other form of literature, but just a group of words and sentences haphazardly written on a white sheet of paper based on their day-to-day activities. this is a kind of mini-creative writing. the very minicreative writing turns to academic writing later because “writing is about creating” (crook, 2016). therefore, habituating the children in writing practice helps them be creative. this is how the basic level teachers have to enhance the student’s writing skills as prescribed in pa ge 26 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 25-31, 2025 the syllabus. however, it is not fully academic which is practiced at the university level. teaching writing skills at the basic level for the children of six years or seven is not given importance in nepal. writing means simple children-level basic creative writing. it is mandatory but the teachers do not strictly follow this writing pedagogy because teaching writing is uninteresting. nor is there a strict monitoring system. the purpose of this study is to analyze how to promote the basic level students’ creative writing skills. beyer (2021) shares, “relatively little research exists addressing the broad theme of social justice as a literary theme in children’s and young adult writing”. so, this paper attempts to address the overall problems of children’s writing skills of basic level students. to enhance the student’s argument power, writing is mandatory. teaching writing skills to the basic level students is an exciting job for the english language teacher. “writing for children is wonderful, emotionally satisfying, exciting, and sometimes overwhelming” (crook n.d.). whatever the class work they assign their students, they entertain it without question because they are the real learning angels. teaching writing to basic-level students is teaching them how to compose and arrange ideas into a meaningful sentence and a paragraph, and how to combine ideas and details or claim and reason coherently. the writing exercise helps them enhance their writing skills and argument power simultaneously. first, the children learn listening and reading then they go to productive skills of speaking and writing. crook (2016) clarifies, “children’s writing has gained prestige. the success of the harry potter books created a huge swell of confidence among writers of children’s books”. this is all about children’s literature, whereas there are a few writers on children’s writing. children’s writing skill encourages the basic level students in writing activities which enhance their argument power. like another productive skill speaking, baral (2022) claims that “writing is a process of composing and arranging ideas”. the basic level students have to learn composing and arranging ideas. however, basic-level students are not well-habituated for such activities. writing course is mundanity. most teachers do not entertain teaching writing courses even at the university level. the teachers have to exercise the students to compose and arrange the ideas as they have diversified ideas. writing helps them arrange their diversified ideas into a new idea. the study focuses on these research questions: why are writing skills necessary in efl classes at a basic level? how does writing skill enhance the student’s argument power? the basic level students have to practice at least the basic knowledge of technical research writing like the topic or title, topic sentence or thesis sentence, abstract, introduction, transition words, coherence and cohesion, paragraphs, reviews, main discussion part, conclusion and references or works cited. if the teachers introduce this theoretical part of writing at the basic level, it will be easier for them at the university level. karki (2019) pinpoints, “learning to write accurately is a complicated activity”. teaching writing is more complicated than learning to write. in the basic level syllabus, writing has been prescribed but teachers do not effectively teach it because students do not entertain it the way they do other subjects. the children in the lower class may easily understand these technical terms if the teacher introduces them. writing is a tough and challenging job, as it is like, “jump at the sun” (bauman, 2007). the basic level teachers claim that they train their students in writing practice but they do not provide them necessary feedback sufficiently. so, teaching writing skills to basic-level students is not easily as manageable and comprehensible as teaching harry potter stories. only then writing tasks can become easier for them at higher levels. the foundation must be stronger. according to the trend in nepal, most students learn writing skills only at the university level. in europe, in the renaissance period, “writing skills were taught at six or seven after reading skills had been acquired, and again this was exactly the age when poorer families might withdraw their children from schooling to enlarge their income” (hiscock, 2015). british people used to learn writing skills after they had acquired the reading skills at the age of six or seven. they were aware about the importance of learning skills. after reading, children can write the answers to the given questions easily. writing answers to the questions in the exam papers or summarizing the textbooks is not creative writing, not academic writing. writing has certain rules which suggest organizing the ideas with details. certain formats must be tackled without fail. the students start learning writing when they have to write term papers and thesis papers at the university level. most students show very little knowledge about writing. this is because they have not learnt writing at the basic levels sincerely. until and unless the base or foundation is strong, the structure will not be strong. teaching writing must be well exercised at the basic level. the basic level teachers have to honestly teach the students the writing skills. the teacher’s role is always at a higher level (the researcher’s observation) because “[e]very day parents place their trust in us that we are going to guide, support, and educate their children in a way that lifts them up and helps them become better people” (ron, 2021). this is how the parents leave their children in charge of a teacher. no doubt, writing helps one become a better person. in addition, the parents want to make good successors and they invest a great deal in this. they say, “we must educate our children to be hopeful individuals. so they may prepare for this life with bravery and hope. they can then be useful individuals for the ummah” (zaino, 2020). teaching writing means not only teaching writing, it means teaching children, the basic level students, to be hopeful and brave individuals, who can handle the tough situation. then they can be responsible for their fellow beings, society, community, culture, religion and even god. teaching children is always more interesting than teaching intermediate-level students. children’s learning is real learning. their concentration and motivation are very high. teachers’ satisfaction level from teaching students pa ge 27 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 25-31, 2025 at a basic level is also high. so, the teacher has to create an atmosphere of teaching writing skills to the basic-level students. it can surely be effective and result-oriented. song (2013) contextualizes, “the roles once played in american culture and society by the children of jewish immigrants to the united states are passed to the children of asian immigrants”. the roles played by children of jewish immigrants pass to asian fast because of their high pick-up power. another objective of this research is to enhance the children’s writing culture and argument power at basic levels. whatever the cultural or educational activities the children perform pass immediately to other children of otherwise cultural backgrounds. teaching children’s writing skills to the basic level students is structure-based. however, the university level is the content base. if they had practiced structure base at the basic level sincerely, they would not have faced innumerable problems at the university level. their teachers did not sincerely teach them writing at the basic or college level. this is like running without learning to walk. the majority of the students have almost similar problems in writing at the university level. therefore, primary teachers (basic level) have to entice students to enhance their writing literacy. crook (2016) clarifies that “children who read early and enjoy it are more likely to incorporate reading into their lives and sustain a lifelong interest in books”. so, teaching writing means teaching reading because writing is the output of reading. to establish a writing culture, a reading culture is necessary. the more one teases his/her mind the more s/he may come up with a new idea. the basic level students actively participate in such productive skills if the teachers initiate it. this paper might be encouraging to imitate the european culture of exercising children’s writing skills at the age of six or seven in nepal, too. establishing a writing culture in nepal is still in infantile stage. so, the government mechanism must monitor the implementation applying the effective strategies and policies. materials and methods this study was carried out with the qualitative method that relied on document analysis and explanatory survey methods. mostly, the researcher used keywords like writing skills, children’s writing, and children’s literature to examine basic-level students’ writing proficiency. we talked to the primary teachers about this agenda and incorporated their experiences into the study. we also talked to the other high school teachers, college or university teachers and master’s degree fourth-semester students about their basic-level experiences. this paper aims to examine the overall existing teaching trends of writing skills at the basic level. the researcher collected the data and information from books, journals and websites that are related to this research on children’s writing proficiency. and they are analyzed and interpreted accordingly. bauman suggests “use brain teasers-systematic ways of stimulating and exploring regions of your mind to find out what ideas lurk there subconsciously” (2007). writing stimulates and explores the subconscious part of the mind, the superego. results and discussion this paper focuses on examining the basic level student’s writing proficiency and enhancing their argument power. so, these students feel better when they reach the master level. teaching writing skills to children of six or seven in class one or two is a challenging job. it is never easy even at master’s level. the teachers have to apply the simplest methods. for instance, using the placard of topic sentences by one student and reasons to support by another student. it can be useful. then carrying a placard of explanation and analysis by other students in a row can make other students understand how to write a short paragraph. similarly, teachers can dramatize like this: writing is a father and he has 11 sons: title, topic sentence or thesis sentence, abstract, introduction, transition words, coherence and cohesion, paragraphs, reviews, main discussion part, conclusion and references or works cited respectively. this is how to make the writing class interesting. curtin (2023) suggests that “teachers play a key role in encouraging children and young adults to come to see literature as an inquiry into life and integral to understanding themselves and their world”. the children apply most of their learning in their life and what they have learnt in childhood. writing is investigating and researching something in a new field. the children comprehend through reading, listening, observing and visualizing simple texts like picture books. then, they write what they have comprehended. in a sense, writing is a teaching and learning activity. there is a difference between speech and writing. speech is temporary and cannot remain in the audience’s minds forever, whereas writing is permanent. the impact of writing is long-lasting. once the basic level students start practicing writing they enjoy it if their teachers give them positive feedback despite their poor writing. then they will tackle the writing activities at the higher levels. it is one of the good strategies for tempting children to write out of anything they know. amstrong (2006) states, “a series of interpretations of stories composed by children between the ages of 5 and 16, children from different cultures alike in their commitment to storytelling” encourages students to promote their writing proficiency and argument power. the curiosity of basic level students is high and curious learners can grasp the knowledge faster. if the teachers encourage the students, they will pick up actively. but the problem is that they do not follow the strategy of syllabus strictly though bohora (2024), nepali teacher of basic school, shares her experiences that “she does the writing course every friday in her school especially, in class iii. she said that there are subject-wise teachers at basic levels.” similarly, gurung (2024) another teacher of english shared her experiences that she does the writing course according to the syllabus. she does it two times or three a week. pa ge 28 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 25-31, 2025 she performs the writing class/exercise.” in addition, singh (2020) claims, “writing skills in compulsory english occupy 40% weightage in the class xi syllabus” of the old course in nepal. most teachers seem to escape writing in the class according to students. they focus on grammar and literature portion. there is no provision for separate writing lab classes. however, this paper attempted to enhance the writing skills of both the teachers and students. the basic level teachers frequently have to rehearse the students in writing activities. this enhances their writing skills. the writing process helps generate new ideas. if the children are habituated from this level, they may become good philosophers, thinkers and scholarly visionary figures. the scholarly thinker gives birth to a good planner and a worker, too. a visionary person or good planner is always a hot cake in the global market. writing has not been taken from this perspective yet in nepal. the author’s real genius is a nature-gifted thing or a godgifted one. everyone cannot become a prolific writer but writing nurtures a person’s skill. the aim of this paper is not to make every child a prolific writer but to make them able to enhance their writing proficiency. therefore, basic-level teachers have to train their students in writing strictly. curtin (2023) states, “i love writing for children and adolescents because they are so receptive”. the receptive power in childhood is unquestionable and teaching at this level is about a hundred per cent resultoriented. a lot of ideas get paralyzed in student’s minds. writing practice activates their minds to boost their writing proficiency. moreover, curtin (2023) explores, “roche’s 2015 text developing children’s critical thinking through picture books provides a wonderful resource for engaging learners in critical thinking and book talk activities using picture books”. some may think that children cannot think critically. it is overgeneralization. they can think critically; why not? the picture book enhances the children’s writing skills. curtin further (2023) argues that “margaret’s picture books are not easy reads, but deeply complex tales and texts about the feelings and emotions of human experience”. the children can comprehend even the deeply complex tales and texts about the feelings and emotions of human experiences. teaching children’s writing to the students through picture books is the best method. therefore, every picture book is a good material for enhancing teaching children’s writing proficiency and their argument power. takiuchi (2017) points out, “the majority of the small number of class studies of british children’s literature is largely concerned with representations of class in classic middle-class books or about eighteenthor nineteenth-century children’s literature”. the children’s writing is a representation of a particular class or group or maybe a gyre. its implication is beyond common people’s expectations and understanding. this aspect seems to be ignored in nepal. bohora (2024) claims that she teaches writing to the students of class 2 or 3 on a simple subject: their school, pets, flowers or so, on fridays. still, the children’s writing issue is a matter of great concern. teaching children writing is a challenging task but it is interesting, too. because children’s sensitivity is maybe a hundred times higher than feminine sensibility, a teenage girl’s sensitivity. sensitive and curious learners can learn faster than the rest. the primary teachers are the real teachers who can shape the students’ minds. and if children know the names of great writers of the world they learn that writing promotes one’s life career. if teachers start “figuring out what children like and what they see as important in their lives” (buccieri, 2022), they enjoy doing writing work. this is the way to enhance the children. they may think that flying a fighter plane is important. some boy students may think that firing a gun or driving a sports bike can be their interesting subject for writing. if they are interested in it, they can write something on it. they can handle writing as an easy activity like a child does walking. the child repeatedly falls on the ground while trying to walk. later, he can walk and run as well. this happens in every step of human life grammar or spelling mistakes are to be ignored while teaching writing either at the basic level or higher level. the teachers promote the children: this writing is for you first and foremost. don’t worry about grammar or spelling. don’t worry about what anyone else might think or whether it is well-written kind or fair. set a timer for ten minutes keep your hand moving, and “free-write” in response to a specific prompt. (siegelacevedo, 2021) this is the way a basic level teacher can teach the writing process by encouraging students. writing is not different from a kind of hide-and-seek game. in the beginning phase of writing, everyone gets confused and nervous, too, because s/he does not know what to write and how to write. gradually, the grammar and spelling as well as contents get sorted and automatized in the students’ mind once they start to write freely. everything gets corrected. the beginner writers or the students fear of grammar and spelling but that is not a big deal as the above block quotation points out. by setting a timer, the students can start to write out of whatever comes to their mind without caring handwriting and other graphic signs. first, they can train their minds in writing fluently. this very fluency enhances the writing proficiency later. the student does not have to care whether it is a well-written document or not. writing freely can foster the student’s mind in writing skills. the more a student plays with his/her mind the more s/he may generate a new idea. the basic level teachers have to make the students link their simple feelings to events—on the page. it might be their desire to go to the toilet or prick the other students near them with a pencil or so. such writing practice accelerates the student’s mind gradually. later, s/he can become “a person to tell a complete, complex, coherent story, with a beginning, middle, and end” (siegel-acevedo, 2021). though writing demands coherence and cohesion, children’s writing may not be so initially. the teachers have to encourage them pa ge 29 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 25-31, 2025 in whatever they write. poetry and rhyme can be effective media through which children’s writing can be performed and fostered. curtin (2023) states: writing a poem in response to a piece of art can all open wide the children’s innate creative responses. poetry is all around us when we start enjoying language. in song lyrics and prayer, in nursery rhymes and picture books, in advertising and on the back of shampoo bottles. (82) poetry is everywhere and everyone either child or young or old can easily understand it because it is short and sweet. the children perceive different skills that they need in their practical life. similarly, “early skills that are related to reading and writing typically start developing long before children enter school” (august & shanahan, 2008). this does not mean that the students learn everything in school. schooling is nurturing; it helps promote their skills of writing and other skills, too. teaching the students writing enriches their vocabulary and grammar simultaneously. august and shanahan (2008) claim that “the acquisition of proficient writing skills entails good spelling skills, metacognitive skills such as audience awareness, and familiarity with and opportunities to practice writing different text genres” (47). spelling confusion is a neverending process. spelling and grammar confusion never decelerate the writing process. writing is totally different genre. some university students are in panic while writing their theses. this is because they did not take care of such things in their childhood or their teachers did not make them aware of it. what every writing warrior has to think is that continuous writing habit sorts out errors gradually. in the digital age, computers also help correct spelling. teaching students to write means teaching them to enhance their language proficiency, language skills, and “literacy skills are defined as pre-reading skills, such as concepts of print and alphabetic knowledge; word-level skills, including decoding, word reading, pseudoword reading, and spelling; and text-level skills, including fluency, reading comprehension, and writing skills” (august & shanahan, 2008). the basic level teachers ought to train their students in reading comprehension. for this, they have to enhance their pre-reading skills, word-level skills such as vocabulary, and text-level skills that are comprehensive knowledge. this is the basic knowledge for the students so that they can argue effectively and logically. takiuchi (2017) suggests that there is “a diverse range of children’s texts – literature, film and multimedia” (iii) through which teaching writing can be performed. thus, primary teachers must have a good command of literacy skills. their initiation is mandatory to promote the children’s writing skills to their students. writing means creative writing, writing a story, novel, poetry, essay or play which gradually enhances the student’s analytical, logical, critical or argumentative power. all four literary genres might not be effective for enhancing children’s writing. a simple story or poetry might be an effective teaching instrumental tool to train the students in writing activities. poetry is a shorter form than other genres. it can be of even four lines or five. the basic level students can easily compose a short poem and a fairy tale like “the selfish giant” or a story or a fable. through poetry and fairy stories, we can make them know writing activity is a good work of art. for this, we can give the example of harry potter. the poem is like a beautiful melodious song that entertains (heals) the composer, singer and audience. there are several children’s poems which entertain the audiences. this is one of the ways about how to promote the children’s writing skills to the students. according to ackerman, “you don’t need to be a prolific writer, or a professional writer, to benefit from writing activity. “all you need is a piece of paper, a pen, and the motivation to write” (ackerman, 2017). this author suggests that it is not only a prolific writer or a professional writer who can write. anyone can, and students also can write coherently and logically. but what s/he needs is his/her willpower, commitment and effort, and just a pen and a white sheet of paper and text to be contextualized. if s/he has all these things, s/he can write whatever s/ he likes. this is how writing proficiency gets enhanced. klein (2016) argues, “of course, that fantasy and science fiction have been a part of children’s literature since its inception, from the grimms’ fairy tales and andrew lang’s fairy books”. it might be a story “hansel and gretel.” for the practice of children’s writing, poetry, rhyme, picture books, animal stories, fairy tales or fairy books are appropriate raw materials. before writing, they have to comprehend the information or messages from these interesting materials. they easily grab these texts and when their teachers ask them to write they can do it. to promote writing skills, the teachers can practice it in the classroom by creating peer groups. the peer groups accelerate the writing activities effectively. this is another most effective method of practicing children’s writing. bidari (2019) suggests: students get into pairs and ask their partners what color and shapes they like and make a note of the answers. after one student finishes writing the letters, they switch, and the other student interviews the first student. the interview questions consist of what color they like. by creating the situation of likes and dislikes of their friends, they can promote their argument. the students can discuss with each other as peer learning is an effective method of teaching and learning. conclusion the study was carried out to examine the children’s writing proficiency of students and to enhance their argumentative power at the basic level. teaching children writing to the basic level students has not been effective even if the syllabus prescribes this. european countries practice this skill after the children acquire reading skills at six or seven years of age. even at high school and college levels, teachers do not prioritize teaching writing because it is tough, dry, boring and uninteresting. teaching children literature has been popular but teaching children pa ge 30 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 25-31, 2025 writing is still in the infantile stage. this paper focuses on teaching children writing skills to the students at a basic level that helps them be logical and argumentative to generate new ideas. the writing practice makes student’s minds highly imaginative and creative. there is a high chance of making them philosophical, scholarly and visionary. visionary people are salable all over the world. how can literature be enhanced if they have not been enhanced in writing skills at basic levels? teaching writing to basic-level students might be challenging, but it is not bothering them. children are more curious and interesting than university students. performing writing activities as the classroom activities are results-oriented. most teachers at the basic level are not well trained and seem to escape children’s writing. as children’s literature is the base of literature, children’s writing is the base of language proficiency which is academic writing. this will make student’s writing proficiency easier at the university level. the study focuses on children’s writing as the base of adult literature and adult writing. every student’s writing disseminates certain messages to their peer group and the masses. generally, children’s writing is promoted through simple texts like cartoons, rhymes, or as mentioned above. for example, animal story books are popular materials for teaching children writing. the students can compose a poem and write some simple stories. one of the most important strategies is publishing students’ creative writing like poems, and stories in the annual journal can encourage them. skilled writers are skilled thinkers and philosophers who can contribute not only to the language and literature but also to the sustainable development of the entire nation. this strategy might work in enhancing the student’s writing skills. the teachers have to implant these things in the students’ minds. the students may take that writing as a therapy, healer, refresher and circuit breaker (electric fuse) of human tension. and writing helps students enhance personality development and be a good exposure. effective writing can transform or change society as writing is a therapy for healing trauma. several writers are working on children’s literature but nominal scholars are working on children’s writing. one remarkable problem of putting writing skills under a shadow is because of an increasing number of pampered, attitude problems and arrogant students in the classes. the education policy is not to shout, beat or even touch the students. this fuels this problem. one can write a research paper on pampered students in the class. therefore, this paper might be at least one piece of brick in building the staircase of the children’s writing campaign. writing proficiency is the base of literature and literature is the herald of every good work. so, teaching children writing to the basic level students is a must. the basic level teachers are the inspirers, motivators and mentors who have to use the task-based approach to make the writing activities effective. it is based on a ninety-nine per cent inspiration and one per cent perspiration. the students’ base level of writing is not satisfactory even at universities. the provision of a strict monitoring system and prize and punishment for the implementation may help a great deal. therefore, enhancing children’s writing means enhancing the children’s literature, enhancing the children’s literature means enhancing the overall literature and enhancing the overall literature means enhancing the sustainable development of the entire nation, as literature always makes society aware of several human errors and lapses. objectives of the syllabus have not been met not only at the basic schools but also at higher levels for which all the stakeholders are equally responsible. some may think that it is good to teach female to teach the world. yes, feminine sensibility is unquestionable, teenage feminine sensibility is more than this but children sensibility is incomparable to these two. the output of sensitive learners is beyond expectation. therefore, teach children, educate children, you will guide the whole world. good writing!!! references armstrong, m. (2006). children writing stories. open university press. ackerman, c. e. (2017). writing therapy: using a pen and paper to enhance personal growth. positive psychology. https://positivepsychology.com/writing-therapy. august, d., & shanahan, t. (2008). developing reading and writing in second-language learners: lessons from the report of the national literacy panel on language-minority children and youth. in d. august & t. shanahan (eds.), developing reading and writing in second-language learners. routledge. baral, r. p. (2022). terrorism and poverty against child rights in south asia: a rhetorical analysis of speeches of yousafzai and satyarthi. the outlook: journal of english studies, 13(1), 89-99. https://doi.org/10.3126/ ojes.v13i1.46698 bauman, m. g. (2007). brain teasers to help you write on almost anything. ideas and details. thompson. beyer, c. (2021). contemporary children’s and young adult literature. cambridge scholars publishing. bidari, s. (2019). story-based teaching: activities for young learners. journal of nelta, 24(1-2), 233-236. https://doi.org/10.3126/nelta.v24i1-2.27695 buccieri, l. r. (2022). writing children’s books. john willy. bohora, g. (2023, june 1). personal interview. basic level teacher of nepali, shree kalika madhyamik vidyalaya, sindhupalchok. curriculum development center. (2019). the syllabus of basic level (class 1-3). sanothimi, bhaktapur. crook, m. (2016). writing for children and young adults. selfcounsel press. curtin, a. (2023). reading and writing pathways through children’s and young adult literature. routledge. gurung, d. (2023, june 5). personal interview. basic level teacher of english, shree sarswati basic school, lokanthali, madyapur thimi, bhaktapur. gurung, r. k. (2023). teaching writing skills in efl classes, especially in lower classes. international journal of english and studies, 5(6), 85-95. pa ge 31 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 25-31, 2025 hiscock, a. (2015). the renaissance, 1485-1660. in p. poplawski (ed.), english literature (pp. 110-207). cambridge university press. jameel zaino, s. m. (2020). how to educate our children (dr. abdulilah ibn rabah lahmami, trans.). ar-risala & invitation to islam. karki, t. (2019). writing instruction in secondary schools: unraveling practices and challenges. journal of nelta gandaki (jong), 1, 108-118. klein, c. b. (2016). the magic words: writing great books for children and young adults. w. w. norton & company. ron, c. (2021). the excellent (first ebook edition). hachette books. siegel-acevedo, d. (2021, july). writing can help us heal from trauma. harvard business review. https://hbr. org/2021/07/writing-can-help-us-heal-from-trauma. retrieved june 29, 2022. singh, r. e. (2020). a study of written english in nepal. tribhuvan university journal, 35(2), 135-150. song, m. h. (2013). on writing, and not writing, as an asian american. duke university press. takiuchi, h. (2017). british working-class writing for children. palgrave. pa ge 1 pa ge 11 5 american journal of arts and human science (ajahs) barriers on mathematics performance among learners in west districts of cagayan de oro city division marivic m. esguerra1*, cely b. labadan1, jovit d. comon1 volume 4 issue 2, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i2.4253 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: december 15, 2024 accepted: january 18, 2025 published: april 24, 2025 this study examines barriers hindering grade 5 learners’ mathematics performance in cagayan de oro city. it explores cognitive, affective, and societal challenges, their impact on academic outcomes, and the relationship between these barriers and learners’ performance. using a descriptive-correlational survey, data were collected from 200 students in west i and west ii districts through questionnaires and first quarter grades from the 2024–2025 school year. the findings reveal that societal factors, particularly limited resources, significantly hinder mathematics performance, perpetuating unequal educational opportunities and poverty. these challenges impair cognitive skills like memory retention. affective barriers, such as attitudes, motivation, and interest, were less influential but varied among individuals. while most students performed satisfactorily, those scoring 75–79 need targeted interventions to unlock their full potential. the study highlights the complexity of these interconnected barriers and calls for comprehensive strategies to enhance mathematics education. addressing resource shortages, improving memory retention techniques, and catering to individual learning needs are recommended to improve performance and foster better learning experiences. this approach aims to break down systemic barriers and empower students to excel in mathematics. keywords academic performance, barriers to mathematics 1 phinma cagayan de oro college, philippines * corresponding author’s email: mama.esguerra.coc@phinmaed.com introduction as a mathematics teacher, the researcher observed that her grade 5 learners struggle with tasks like problemsolving and other exercises. she discovered that their difficulties in understanding the subject prevent them from fully engaging in activities. there are instances where, when reviewing the previous lesson, students seem to have forgotten what had been discussed the day before. furthermore, some students are reluctant to take part in any related activities in class. this clearly affects their performance in mathematics, creating a barrier that hinders their progress and obstructs their ability to grasp essential concepts. mathematics is one of the core subjects in basic education and requires a lot of practice and patience. learning its concept is a very important skill required in today’s technologically savvy age. knowing its foundation makes it easier to do everyday tasks such as measuring, counting, organizing, navigating, and tasks that require calculation. however, despite its significance to real life, many students encounter barriers to developing a deep understanding of mathematics, particularly during their formative years in elementary school. mathematics education is widely acknowledged as a complex undertaking (brezavšček et al., 2020; bringula et al., 2021). the frequent use of formulas and unfamiliar symbols tends to create obstacles for students, leading to the perception of mathematics as a more arduous subject compared to others. such a perception can adversely impact learners’ overall performance in mathematics. however, mathematics plays a vital role in both elementary and secondary education, equipping learners with fundamental knowledge and skills necessary for effectively managing various aspects of their lives (ariyanti & santoso, 2020). the philippines is facing a significant challenge in mathematics education, as learners consistently perform below the average when compared to their international counterparts. the trends in international mathematics and science study (timss) 2019 revealed that filipino fourth-graders achieved markedly lower scores than their peers from other participating nations (baclig, 2020). an analysis of the timss data showed that merely 19% of filipino learners attained the low benchmark, which indicates a fundamental understanding of mathematical concepts, while a concerning 81% failed to meet even this basic criterion (magsambol, 2020). furthermore, the results of the national achievement test (nat) for grade 6 students have demonstrated a worrying decline over the past three years, with the 2018 nat score reaching a record low of 37.44, positioning students at the lowest level of mastery (albano, 2019). these alarming statistics underscore the pressing need for the department of education (deped) to address the deteriorating quality of mathematics instruction in the philippines. in response to this pressing issue, researchers are diligently investigating the elements that lead to learners’ difficulties in mathematics. a study conducted by ginuocor et al. (2020) highlighted the importance of comprehending the challenges that hinder students’ mathematical competence. thus,this is the reason why pa ge 11 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 115-129, 2025 the researcher wants to study the contributing barriers and their impact on academic performance among the learners in cagayan de oro city and investigate these difficulties and coping mechanisms that students had when studying mathematics. these barriers encompass various forms ranging from cognitive developmental constraints, affective, and societal influences within the learning environment. the identification of these involves an extensive review of relevant studies and an examination of effective variables, particularly their impact on students’ academic performance. the purpose of conducting this study is to enable learners to enhance their skills and performance in mathematics. literature review barriers barriers, as defined by the apa dictionary (2018), are obstacles that restrict, impede, or hinder progress toward an ultimate goal or objective. in psychological contexts, barriers refer to mental, emotional, or behavioral limitations experienced by individuals and groups. research by smith and johnson (2018) has highlighted a strong association between the existence of barriers in educational environments and decreased mathematical performance in students. obina et al. (2022) highlight that the performance of learners in mathematics, both on a global and local scale, has emerged as a significant issue. generally, learners exhibit poor performance in mathematics, a subject that poses considerable challenges even in traditional classroom environments. consequently, it is essential to examine the various factors that influence students’ performance in mathematics. li et al. (2023) assert that both affective and cognitive elements play a crucial role in shaping learners’ academic outcomes. the aptitude theory suggests that the assessment of aptitude encompasses not only cognitive aspects, such as motivation but also emotional components, including feelings, that impact academic performance. therefore, a diverse array of interconnected factors spanning cognitive, affective, and social dimensions significantly affects an individual’s mathematical performance. cognitive barriers cognitive barriers refer to specific thought processes regarding mathematical structures or objects that may be suitable in certain contexts but not in others (herscovics, 2019). nevertheless, hunt et al. (2021) assert that in the realm of mathematical proficiency, cognitive barriers represent constraints in cognitive resources, including attention, language, and memory. these barriers emerge as obstacles in mental functioning and thought patterns, creating difficulties in knowledge acquisition and effective problem-solving. attention and concentration engaging in mathematics necessitates a significant level of focus, particularly when the problem-solving process involves multiple steps. le (2022) emphasizes that concentration is a relative concept that can be enhanced by modifying certain existing factors. additionally, students’ active involvement, fostered by positive interactions with instructors and bolstered by motivation, contributes to heightened concentration and improved learning outcomes. hariyanto (2021) remarked that when learners are genuinely attentive, they are more likely to engage effectively in educational activities. attention not only influences a learner’s participation in class but also has a profound impact on their academic performance. learners who maintain strong concentration during lessons are better equipped to tackle questions related to the material, leading to higher scores and greater academic success. in a similar vein, panulaya (2024) asserts that learners can engage with empathy and understanding when they are taught the art of listening, which can be effectively applied within the classroom environment. furthermore, pllana (2020) notes that learners’ attention in class shapes the trajectory of their learning. a significant portion of the lesson may be perceived as manageable with active engagement, while other aspects may require additional time for analysis outside of class, such as through homework. mathematics language and comprehension mathematics has a complex language of its own, complete with its own vocabulary and vernacular. to some learners, words like addend, divisor, quotient, factor, and denominator can seem intimidating. not having a clear understanding of the concepts associated with these terms can hinder mathematics performance. however, it is not just the terms unique to mathematics that can trip up learners. a research article by bulaon (2018) highlights that the terminology used in mathematics often incorporates familiar english words, yet these terms are employed in contexts that differ from learners’ usual experiences. language is essential in the process of learning mathematics. certain english words can have entirely different meanings within a mathematical framework, leading to confusion among many learners. when educators lack a comprehensive understanding of mathematical language and its effective application in the classroom, learners frequently perceive the subject as perplexing and challenging, hindering their ability to grasp it thoroughly. maluleka (2019 ) asserts that learners are likely to excel in mathematics if they possess proficiency in the language utilized for teaching and learning, as this language facilitates their ability to articulate their comprehension of mathematical concepts. memory retention the investigation by mokhtar et al. (2019) in malaysia underscored the difficulties learners face in comprehending keywords. translating them into appropriate mathematical expressions, understanding mathematical concepts, grasping fundamental principles, and their hesitance towards complex questions. similarly, pa ge 11 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 115-129, 2025 research from indonesia, sakilah et al. (2018) revealed that learners struggle with numeracy problem-solving, the placement of numerical values, and the identification of counting operation symbols. additionally, the study indicated a general disinterest among students in tackling mathematical problems and honing their mathematical skills. moreover, preclaro’s (2019) research on filipino learners also pinpointed learning challenges associated with recalling mathematical facts, interpreting mathematical terminology, and addressing word problems. the study further clarified that learners faced hurdles in multiple facets of mathematics education, including understanding problems, selecting appropriate strategies, and employing effective problem-solving methods. according to noyes and adya (2020), cognitive barriers related to memory retention play a crucial role in students’ performance in mathematics. their study indicates that learners often struggle to retain mathematical concepts due to the demands placed on working memory during problem-solving tasks. this difficulty can lead to an incomplete understanding and application of mathematical ideas, ultimately affecting their ability to perform well in assessments and class activities. pillado et al. (2022) emphasize the critical role of memory retention in the academic success of learners. learners experiencing challenges with retention may struggle to recall lecture content and may find it difficult to solve mathematical problems that require a sequence of steps. also, podila (2019) posits that concentration and memory are intrinsically linked. effective concentration in the classroom is essential for learners to memorize the material. conversely, even if a learner possesses strong concentration skills, the absence of memory can render those skills ineffective. affective barriers hunt et al. (2021) describe affective barriers as emotional responses that can impede an individual’s capacity to effectively learn and apply mathematics, with mathematics anxiety being the most prevalent example. these emotional processes originate in the limbic system, which plays a crucial role in shaping an individual’s emotional behavior and influencing learning outcomes (hannula, 2006; pina et al., 2021). additionally, szűcs and mammarella (2020) emphasize that emotional factors are frequently neglected as potential contributors to specific learning difficulties. when such emotional challenges manifest during the mathematical learning process, they can serve as obstacles to performance, potentially disheartening students who possess strong mathematical abilities from pursuing further learning in the subject. attitude towards mathematics the research conducted by tamayo (2021) indicates a strong correlation between attitude and performance, particularly in the context of mathematics. it was found that learners who maintain a positive attitude and disposition toward mathematics tend to perform better, which is reflected in higher grades. this finding underscores the significance that learners place on mathematics, recognizing its value not only in their academic pursuits but also across various aspects of life. in a separate study, chen et al. (2018) explored the relationship between learners’ attitudes toward mathematics and their academic success in the subject through the use of functional mri. by examining the neural mechanisms of 75 american learners, the researchers discovered that a positive attitude towards mathematics was associated with an increased reliance on memorybased strategies, resulting in more frequent memory retrieval and, consequently, improved mathematics achievement. this suggests that learners’ attitudes play a pivotal role in their cognitive development, influencing their ability to acquire mathematical knowledge and skills. negative feelings or attitudes towards mathematics can significantly hinder the development of mathematical literacy and impede learners’ interest in the subject. mata et al. (2019) found that attitudes and behaviors towards mathematics significantly affect learners’ performance in the subject. learners with a negative attitude towards mathematics are more likely to experience anxiety and disengagement during mathematical tasks, leading to poorer performance. motivation and interest towards mathematics motivation plays a crucial role in enabling learners to attain a more profound comprehension of mathematical concepts while also fostering their ability to employ mathematical reasoning for drawing conclusions and resolving problems. sasson (2019) defines a deficiency in motivation as an inadequate level of desire and enthusiasm for engaging in a task. additionally, motivation enhances the acquisition of information and facilitates learning. it is equally important to be aware of the lesson objectives, the teaching methods employed, and the learning activities utilized in the classroom, as these are all motivational elements that contribute to memory retention (field, 2018). societal barriers hunt et al. (2021) define social barriers as the inequalities that arise among individuals within a society. these disparities stem from various factors, including socioeconomic status, religion, race, ethnicity, and gender. the culture of a community plays a significant role in the formation of social barriers, which are further shaped by the behaviors of its members. key components of social barriers encompass socioeconomic conditions, access to resources, and prevailing societal attitudes. teachers’ attitudes the term teacher’s behavior refers to the observable actions associated with the teaching process aimed at facilitating student learning, whether for an individual or a group. this concept includes all verbal and nonverbal interactions exhibited by a teacher in the context of education within a classroom environment. it has pa ge 11 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 115-129, 2025 been observed that the various teaching methods and strategies employed by different educators yield diverse outcomes in learner performance. as the primary guides for students, teachers are encouraged to be innovative in cultivating these behaviors, utilizing suitable methods, approaches, and strategic pedagogies (syamsuddin et al., 2021). teacher’s approachable demeanor can significantly resonate with learners. a teacher’s ability to positively influence student character is greatly enhanced by maintaining a constructive attitude (gundaya, 2023). according to rashid (2018), teachers play a crucial role in fostering a supportive learning atmosphere that enables learners to achieve academic success. consequently, a significant responsibility for ensuring quality education rests on the teacher’s personality and attitude. furthermore, anyagh et al. (2018) suggest that learners’ learning in mathematics is profoundly affected by the teacher’s actions and inactions which can lead to negative attitudes towards the subject. the study recommends that student evaluations of their teachers’ instructional methods should be regarded as a vital tool for assessing teaching effectiveness. teaching methods and teaching style in the realm of education, teaching styles represent a critical component, as they significantly influence students’ knowledge, skills, and attitudes. the effectiveness of teaching styles varies across different subjects. according to karunanayake et al. (2020), teaching styles, often referred to as teaching methods, encompass the overarching principles and management strategies employed in classroom instruction. these styles are intrinsically connected to a teacher’s educational values and are derived from their educational philosophy. understanding one’s teaching style can enhance instructional methods, foster greater learner engagement, and ultimately improve student outcomes. nevertheless, the selection of teaching styles may also be influenced by the school’s mission statement, the demographics of the classroom, the teacher’s educational philosophy, and, crucially, the specific subject matter. furthermore, given that learners possess diverse learning preferences, it is essential for educators to adapt their approaches to accommodate various learning styles, particularly in the context of teaching mathematical reasoning (dewi et al., 2019). limited resources as noted by jay et al. (2018), the availability of educational resources and activities at home, such as books, music, and discussions about everyday occurrences, correlates with enhanced performance in mathematics among children. dewi et al. (2019) emphasize that the absence of appropriate teaching aids and materials can hinder teachers’ ability to effectively convey mathematical concepts and nurture mathematical reasoning. a lack of adequate training and support may prevent teachers from addressing the diverse needs of individual learners and facilitating their mathematical growth. given that learners have varied learning preferences, it is essential for educators to adapt their teaching methods to accommodate these differences in order to effectively impart mathematical reasoning. each student processes and retains information uniquely, complicating the implementation of a uniform teaching strategy. ultimately, it is crucial to equip learners with the essential tools and resources necessary for comprehending and applying mathematical concepts. this encompasses textbooks, calculators, and various visual aids. by supplying these resources, learners are better positioned to grasp and utilize reasoning skills, as highlighted by mamun et al. (2020). statement of the problem the study aimed to examine the perceived barriers to mathematical performance among grade 5 learners in west i and west ii districts, division of cagayan de oro, for school year 2024-2025. particularly, this paper sought to answer the following questions: 1. what is the respondents’ level of mathematical barriers in terms of cognitive as to attention and concentration, mathematics language and comprehension and memory retention; affective as to attitude towards mathematics and motivation and interest; and societal as to teachers’ attitude, teaching method and teaching style and limited resources? 2. what is the academic performance of grade 5 learners in mathematics for the first quarter of the school year 2024-2025? 3. is there a significant relationship between the barriers and the learners’ academic performance in mathematics for the first quarter of the school year 2024-2025? theoretical framework barriers to learning mathematics can be grouped into three main domains: cognitive, social and affective (immordino-yang, 2011).this study is anchored to the following theories: piaget’s theory (1971). provides a lens through which to understand how cognitive processes shape mathematical understanding. cognitive theories are centered on the acquisition, processing, and retention of knowledge by individuals. in the realm of understanding mathematics, cognitive theories delve into aspects such as problem-solving techniques, memory, reasoning skills, and the evolution of mathematical concepts and proficiencies. the study of cognitive theory and its application to learning mathematics has progressed significantly since piaget’s time. numerous research studies have been conducted to showcase the consistent connections between different cognitive capacities and mathematical skills. social constructivism theory (vygotsky, 1978) places the child in an active role in the learning process. learning is not swallowed whole, but lesson material is modified and transformed based on the child’s cognitive structures, social interaction, previous learning, and environment. the adaptation of constructivist learning theory denotes the idea of the zone of proximal development , a principle pa ge 11 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 115-129, 2025 of constructivism that emphasizes a learner’s ability to perform simple tasks when working with the teacher, parent, or capable peer and what a learner can do without assistance. social constructivism regards individual learners and the realm of the social as indissolubly interconnected. human beings are formed through their interactions with each other as well as by their individual processes. thus, there is no underlying model for the socially isolated individual mind. in addition, the affective theory (mcleod, 1989) referred to it as a broad range of feelings and moods that are generally considered to be different from pure cognition, including as specific components, attitudes, beliefs, and emotions. he points to two categories of beliefs that seem mainly to influence mathematics learning: beliefs about mathematics that generally involve no major affective component but do constitute an important part of the context in which affect develops and the learners’ (and the teacher’s) beliefs themselves and how they relate to mathematics. the latter have a strong affective component, including beliefs concerning confidence, self-concept, and the attribution of causes to academic success and failure. mcleod (1991) focuses on the emotional dimension of learning and how emotions can impact cognition and behavior in educational settings. it suggests that emotions play a crucial role in the learning process and can influence how individuals perceive, process, and retain information. identified three concepts used in the research on affect mathematics education: beliefs, attitudes, and emotions. he made distinctions among these and described emotions as the most intense and least stable, beliefs as the most stable and less intense, and attitudes as somewhere in between on both dimensions. beliefs were seen as the most ‘cognitive’ and emotions. he differentiates four axes relating to beliefs: mathematics (the object), oneself, mathematics teaching, and the context in which mathematics education takes place (social context). limitations the respondents of the study were the grade 5 learners in the west i and west ii districts of cagayan de oro. the scope of the investigation was focused on a multifaceted exploration of perceived barriers that hinder mathematics performance among the learners in the study setting. a survey questionnaire was given to the intended student target population, and this was used to gather quantitative data. furthermore, this survey was sent out to get a sense of how students view the obstacles regarding cognitive that are focused on the three components: attention and concentration, mathematics language and comprehension and memory retention. affective barriers focused on the attitudes and behaviors related to mathematics, as well as the levels of motivation and interest. in contrast, societal barriers encompassed the attitudes and behaviors of teachers, their teaching methods and styles, and the availability of resources. these factors have been identified to provide a more thorough understanding of the challenges faced and their impact on mathematical performance. to find connections between various barriers and mathematics performance outcomes, the investigation made use of statistical approaches, including correlation. the findings of this research endeavor aimed to contribute valuable insights into the complex dynamics of barriers affecting mathematics performance among learners in cagayan de oro city. notwithstanding the extensive scope of this study, it is important to recognize its limitations, such as the demographic and educational context under study, the student’s experience and perception despite the reliability and validity of the survey questionnaire, and other external factors like time constraints and resource limitations, the comprehensiveness and scope of the research. likewise, the setting was focused solely on the two big and medium schools in the west i and west ii districts in cagayan de oro city. big schools typically employ one hundred or more teachers, while mediumsized schools have between thirty (30) and fifty (50) teachers. materials and methods research design the research utilized the descriptive-correlational survey, which involved the description, recording, analysis, and interpretation of conditions that existed at the time that the research was conducted. it is descriptive in the sense that this study gathered information about the contributors to barriers to mathematical understanding and described the correlation to mathematics performance. it is also correlational because this study determined the relationship between contributory variables such as the extent of students’ cognitive, affective, and societal variables as to barriers to performance in mathematics. the independent variables are the respondents’ cognitive, affective, and societal barriers. the performance in mathematics supported by the first quarter grade of the school year 2024-2025 as the dependent variable. a selfresponse quantitative questionnaire survey was designed to collect data from selected grade 5 learners of the schools in west i and ii districts. the data were collected directly from the subjects via questionnaire. this study included quantitative analysis from the questionnaire, aiming to get factual, accurate, and systematic data by gathering averages, frequencies, and other similar statistical calculations. study setting the public elementary schools in the west districts of cagayan de oro city offer a lot of educational opportunities. these schools, situated between bustling streets and beautiful areas of greenery, serve as learning centers, inviting kids from a variety of backgrounds and communities. each school has a unique architectural imprint, ranging from modern to colonial-era structures that represent the city’s rich history. within these hallowed pa ge 12 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 115-129, 2025 halls, the echoes of children’s laughter combine with the hum of learning, creating an environment conducive to academics. schools in this area offer a complete basic education from preschool to grade 6. each has its own unique characteristics and strengths. they have distinctive qualities and reign competitively in academics, journalism, and sports. these schools serve a varied population of pupils who come from both urban and rural communities. the infrastructure varies from modern buildings equipped with state-of-the-art facilities to more modest structures that reflect the limitation of resource allocation. despite this, teachers are committed and advocate for teaching and achieving holistic development for these learners. furthermore, schools in the west districts frequently represent cagayan de oro city’s cultural variety with programs and activities that promote local heritage and traditions. this cultural diversity enriches the educational experience by instilling a sense of pride and identity in the students. west district public elementary was divided into two, the west i district having seven schools catering to the educational needs of students in various barangays within the carmen area. notable schools included in the study are macanhan elementary school for medium school, situated in macanhan, carmen and west city central school, for big school, which is located in ilaya carmen, the second largest school in cagayan de oro city. whereas, west ii district encompasses eight schools with a diverse range of public elementary schools, each catering to the educational needs of students in different barangays within the western part of cagayan de oro city. west ii district schools included in the study was bulua central school for big schools, which is situated in bulua. this school is near the highway, and iponan elementary school for medium schools, which is located in barangay iponan of cagayan de oro city. study population and sampling technique the study was focused on the grade 5 learners of west i and west ii districts of cagayan de oro city for the school year 2024-2025. specifically, two hundred participants (200) from the following big and medium schools, namely: west city central school and bulua central school, have seventy-seven (77) respondents. meanwhile, the medium schools macanhan elementary school and iponan elementary school have twenty-three (23) respondents. the selection process ensured that each member of the population had an equal chance of becoming part of the sample. the table below shows the distribution of respondents by school. in this study, stratified random sampling was employed to have a systematic representation of grade 5 learners from different sections in big and medium schools in west i and west ii districts of cagayan de oro city with a total population of 1662 grade 5 learners. thus, a sample size of two hundred (200) participants was obtained and selected. in investigating the barriers to mathematical understanding that affect mathematical performance, the researcher divided the student population according to stratum based on factors such as sectioning. by randomly selecting a proportional number of students from each stratum, the sample accurately reflected the diverse student population and minimized bias. also, to ensure a variety of ideas was represented within the target population and to get the sample size of the target population. table 1: distribution of respondents per school schools population sample size big west city central school 608 77 bulua central school 550 77 medium macanhan elementary school 245 23 iponan elementary school 259 23 total 1662 200 research instruments this type of research utilized a descriptive questionnaire patterned and modified from the study of hunt et al. (2021) entitled socio-cognitive-affective barriers to mathematics education in developing nations, but the indicators are researcher-made. the whole questionnaire was presented to the two experts in the field of mathematics and two principals for content validity and cross-checking if the items were aligned with the specific problem of the study. the two large and medium-sized schools in cagayan de oro city’s west i and west ii districts received survey questionnaires as part of the quantitative phase of the study. questionnaires were divided into two parts: part 1. the first part of the survey is a patterned and modified questionnaire to mathematical performance that deals with the cognitive barriers that learners face. it has three components: memory retention, mathematics language and comprehension, and attention and concentration. each component has ten indicators. the second is the affective barrier, which has two variables: motivation and interest, each with ten indications, and attitude and behavior toward mathematics. the third is the social barrier, which has three variables: the attitude of the teacher, the teaching approach and style, and the lack of resources. each of these elements has ten indicators. their performance in mathematics is influenced by these factors. the four-point rating system goes from 4 at all times to 1never. part 2. to obtain scores in mathematics performance, the researcher was able to obtain the respondents’ grades for the first quarter of the school year 2024-2025 from their grade 5 advisers, who were included in the study. relevant to assessing mathematics performance, it follows the deped order no. 8, s. 2015, on the policy pa ge 12 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 115-129, 2025 guidelines on classroom assessment for the k to 12 basic education program, which breaks down student grading into three main categories: written works, performance tasks, and quarterly assessments make up this curriculum. each component has a varied weight percentage assigned to each subject. according to section 8 of this deped order, assessment should support learning objectives and guide the development of classroom procedures. statistical treatment of data in this study, the researcher employed rigorous statistical analyses to investigate the relationship between barriers and their impacts on learners’ performance in mathematics. descriptive statistics were utilized to summarize the frequency and nature of various barriers reported by two hundred (200) respondents selected from different schools. this study calculated the weighted mean and standard deviation of student responses to a questionnaire about barriers to math understanding the cognitive, affective, and societal. standard deviation also measured student performance on the first quarter mathematics grades. t-tests and anovas assessed the significance of performance differences among groups with varying barriers. correlation analysis examined the relationship between barriers and math performance. multivariate analysis controlled for confounding variables and assessed the independent impact of barriers on performance. this comprehensive statistical approach revealed the complex interplay between barriers and math performance, offering valuable insights for educators and policymakers to improve student outcomes. ethical consideration ethical considerations were paramount throughout this research project. prior to data collection, informed consent was obtained from all participants, ensuring they fully understood the study’s purpose, procedures, potential risks and benefits, and their right to withdraw at any time without penalty. this process included providing detailed information in accessible language and utilizing separate consent forms tailored to the specific roles of parents and learners. data collected was anonymized and securely stored, adhering to relevant data protection regulations and minimizing the risk of identifying information being disclosed. confidentiality was maintained throughout the research process, with access to data restricted to the research team only. the study design itself was carefully considered to minimize any potential harm to participants. ethical approval was sought and obtained from the relevant institutional committee prior to the commencement of the study, and all research activities were conducted in accordance with the approved protocol. furthermore, the dissemination of research findings was carefully planned to avoid any potential harm to participants or compromise their confidentiality. ethical clearance was obtained prior to the conduct of the study, effective from july 05, 2024 to july 05, 2025.this ensures that the research design, data collection methods, and participant recruitment strategies comply with ethical guidelines. results and discussion problem 1. what is the respondents’ level of mathematical barriers in terms of cognitive as to attention and concentration, mathematics language and comprehension and memory retention; affective as to attitude towards mathematics, motivation and interest; societal as to teachers’ attitude, teaching method and style, and limited resources? table 2: summary of respondents’ level of mathematical barriers in terms of cognitive variables mean sd interpretation attention and concentration 2.99 0.77 high math language and comprehension 3.07 0.74 high memory retention 3.31 0.76 very high overall 3.12 0.76 high table 2 presents the summary of mathematical barriers in terms of cognitive with an overall mean of 3.12 (sd = 0.76), interpreted as high. this means that these cognitive difficulties might stem from the abstract nature of mathematical concepts, which require strong problemsolving and analytical thinking skills. such barriers could prevent students from fully grasping mathematical ideas, leading to gaps in knowledge and understanding. it indicates that addressing cognitive barriers is critical to improving students’ mathematical performance. the high frequency of these issues points to a need for instructional approaches that better support cognitive functions, such as enhancing attention, promoting active engagement, and reinforcing memory retention through repetition and application. as observed, learners may struggle with maintaining focus during math lessons, comprehending new concepts, or retaining learned information over time. these barriers could slow their progress, reduce confidence, and lead to increased anxiety surrounding math-related tasks and assessments. as perceived, these cognitive challenges highlight the importance of individualized support for students, as different learners may struggle with various aspects of mathematics. by identifying specific cognitive barriers, educators can tailor interventions to help students overcome these challenges and improve their overall academic achievement. geary (2020) identifies cognitive barriers as a significant factor influencing students’ performance in mathematics. these barriers often arise from limitations in working memory, processing speed, and executive functioning, all of which are essential for effectively manipulating and retaining mathematical concepts. geary’s study found that students with weaker cognitive abilities in legend: 3.26-4.00 at all times / very high 2.51-3.25 most of the time / high 1.76-2.50 sometimes / low 1.00-1.75 rarely / very low pa ge 12 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 115-129, 2025 these areas tend to struggle with tasks requiring multistep problem-solving or the retention of complex mathematical information, ultimately impacting their overall mathematical achievement. in line with this, the variable memory retention got the highest mean of 3.31 (sd = 0.76), interpreted as very high. this means that effective instructional strategies may be in place to enhance students’ ability to retain mathematical information. this could include techniques such as spaced repetition, active engagement during lessons, and opportunities for practice, which collectively help reinforce learning and support long-term retention. it indicates that memory retention is a critical factor in students’ overall success in mathematics. a high level of retention can facilitate smoother transitions between mathematical concepts and improve problem-solving skills, as students can draw upon previously learned information when encountering new challenges. as observed, strong performance in memory retention could lead to increased confidence among students when tackling mathematical tasks. this confidence may encourage a positive attitude toward learning mathematics, potentially resulting in greater participation in class and a willingness to engage with more complex material. as perceived, the emphasis on memory retention may reflect a broader trend within the educational system that values the ability to recall information as a key component of academic success. while this focus is important, it is crucial to balance memorization with deeper understanding, ensuring that students not only remember mathematical concepts but also comprehend their applications and relevance. passolunghi et al. (2020) emphasize the critical role of memory retention in mathematical achievement, highlighting that weaknesses in this area pose substantial cognitive challenges for learners. their research underscores the direct impact of poor memory retention, particularly in working memory, on students’ ability to recall essential mathematical knowledge, including facts, formulas, and procedures. this deficiency often manifests as difficulties in solving multi-step problems, where the retention of intermediate steps and results is crucial. consequently, students may experience frequent errors and reduced performance in such tasks. on the other hand, the variable attention and concentration got the lowest mean of 2.99 (sd = 0.77), interpreted as high. this means that learners exhibit a relatively strong level of attention and concentration in mathematics, as indicated by the mean. while this score reflects positive engagement in learning, it is still the lowest among the cognitive barriers assessed, suggesting that there is room for improvement in maintaining focus. this suggests that while students are generally attentive during mathematics lessons, there may be occasional lapses in concentration that could hinder their ability to grasp complex concepts fully. factors such as classroom distractions, instructional pace, or the nature of the mathematical content may contribute to these fluctuations in attention. as observed, learners may find it difficult to sustain their concentration for extended periods, particularly in longer math sessions or when encountering particularly abstract or difficult material. this variability in attention may impact their ability to engage deeply with mathematical concepts and perform well on assessments. as perceived, the challenges related to attention and concentration highlight the importance of creating a conducive learning environment that minimizes distractions and encourages active participation. students may benefit from strategies that promote mindfulness, breaks during lessons, or varied instructional methods to sustain engagement. gathercole et al. (2020) stressed the importance of attention and concentration as crucial cognitive skills that significantly impact mathematical performance. their study reveals that students who struggle to maintain focus during mathematical tasks often face challenges in problem-solving and following complex mathematical procedures. attention deficits can lead to increased errors, as students may miss key details or fail to fully understand problem instructions, resulting in lower overall mathematical achievement. hariyanto (2021) remarked that when learners are genuinely attentive, they are more likely to engage effectively in educational activities. attention not only influences a learner’s participation in class but also has a profound impact on their academic performance. when learners maintain strong concentration during lessons, they are better equipped to tackle questions related to the material, ultimately leading to higher scores and greater academic success. le (2022) emphasizes that concentration is a relative concept that can be enhanced by modifying certain existing factors. additionally, students’ active involvement, fostered by positive interactions with instructors and bolstered by motivation, contributes to heightened concentration and improved learning outcomes. table 3: summary of respondents’ level of mathematical barriers in terms of affective variables mean sd interpretation attitude towards mathematics 3.12 0.71 high motivation and interest 2.96 0.66 high overall 3.04 0.69 high legend: 3.26-4.00 at all times / very high 2.51-3.25 most of the time / high 1.76-2.50 sometimes / low 1.00-1.75 rarely / very low table 3 presents the summary of mathematical barriers in terms of affective with an overall mean of 3.04 (sd = 0.69), interpreted as high. this means that students generally experience significant affective barriers when pa ge 12 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 115-129, 2025 it comes to mathematics. these affective barriers could relate to their emotions, attitudes, and motivation toward the subject, which might hinder their overall performance in mathematics. it implies that emotional factors such as anxiety, stress, or a lack of confidence play a critical role in how students engage with mathematics. this level of affective challenge could contribute to students feeling less motivated or interested in the subject, affecting their willingness to participate and perform well. as observed, many students likely approach mathematics with hesitation or discomfort, perhaps due to past negative experiences or a general perception that math is difficult or irrelevant. these affective barriers create emotional distance between the students and the subject, making it harder for them to fully embrace learning opportunities. as perceived, students’ emotional and attitudinal struggles with mathematics are pervasive and may stem from a variety of sources, including fear of failure, lack of interest, or low self-esteem regarding their mathematical abilities. these affective barriers are not only situational but seem to be a recurring challenge for students. goetz et al. (2020) emphasized the crucial role of affective factors, such as emotions, attitudes, and motivation, in shaping students’ mathematical performance. their findings suggest that negative emotions, particularly anxiety and frustration, can significantly impede student engagement and overall achievement in mathematics. students experiencing high levels of math anxiety may exhibit avoidance behaviors, such as refusing to participate in class, neglecting assignments, and struggling during assessments. this emotional barrier can create a vicious cycle, leading to lower performance and heightened anxiety, further reinforcing negative feelings towards mathematics. in line with this, the variable attitude towards mathematics, got the highest mean of 3.12 (sd = 0.71), interpreted as high.this means that students generally exhibit a significantly high level of barriers related to their attitude towards mathematics. this implies that how students perceive mathematics and their approach to engaging with it are influential factors in their learning experience. it indicates that there is a notable correlation between students’ attitudes and their success in mathematics. a high mean in this area points to attitudinal barriers as a major challenge for students, potentially limiting their capacity to fully engage with or enjoy mathematics. these barriers could stem from fear of failure, past negative experiences, or a lack of confidence in their abilities. as observed, students’ behaviors and attitudes toward math may contribute to a cycle of disengagement, where negative feelings about the subject lead to less participation and lower achievement, which further reinforces their negative outlook. such patterns are often difficult to break without targeted intervention. according to batanero et al. (2020), students’ attitudes and behaviors toward mathematics play a crucial role in their overall performance in the subject. their research indicates that positive attitudes, characterized by enthusiasm and interest in mathematics, correlate with higher achievement and engagement levels. conversely, negative attitudes, such as avoidance or fear of failure, often lead to a lack of effort and lower performance outcomes. the study emphasizes that fostering a positive attitude toward mathematics is essential for helping students overcome barriers and achieve better results. on the other hand, the variable motivation and interest, got the lowest mean of 2.96 (sd = 0.69), interpreted as high. this means that many students are engaged with mathematics, but there are still barriers to maintaining consistent enthusiasm and effort. this might be due to the perceived difficulty of the subject or a lack of connection between the material and students’ real-world experiences. students may show motivation at times but may lose interest when they encounter challenging topics or when lessons are not engaging enough. it indicates that while motivation and interest exist, they are not sustained at an optimal level. students may be motivated when the material is presented in an interesting or accessible way, but they might struggle to maintain that interest when faced with more abstract or complex mathematical concepts. as observed, students’ motivation and interest may peak during interactive or practical lessons but tend to drop when lessons become more theoretical or require abstract thinking. this implies that students’ intrinsic motivation might not be fully developed, and their interest might rely heavily on external factors such as teacher enthusiasm, peer influence, or rewards. cavanagh et al. (2021) underscore the importance of motivation and interest as critical affective factors that significantly impact students’ performance in mathematics. their research indicates that students who possess intrinsic motivation, characterized by a genuine interest in learning and understanding mathematical concepts, tend to achieve higher academic success. table 4: summary of respondents’ level of mathematical barriers in terms of societal variables mean sd interpretation teachers’ attitude and behavior 3.12 0.71 high teaching method/ teaching style 3.10 0.61 high limited resources 3.40 0.78 very high overall 3.21 0.78 high legend: 3.26-4.00 at all times / very high 2.51-3.25 most of the time / high 1.76-2.50 sometimes / low 1.00-1.75 rarely / very low table 4 presents the summary of mathematical barriers in terms of societal with an overall mean of 3.12 (sd = 0.78), interpreted as high. this means that students frequently encounter societal challenges that affect pa ge 12 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 115-129, 2025 their performance and attitudes toward mathematics. this implies that these external factors—beyond the students’ control—consistently create obstacles in their learning process. addressing these societal barriers could enhance students’ learning experiences and outcomes in mathematics. it indicates that the educational environment, including teachers’ instructional methods and available resources, plays a crucial role in either supporting or hindering students’ mathematical development. societal factors such as teaching style, classroom atmosphere, and access to technology all impact how students interact with and understand mathematical concepts. as observed, students may be struggling with societal factors that consistently impact their motivation, comprehension, and performance in mathematics. the high score reflects that societal issues are a persistent challenge, affecting students’ ability to focus, engage, and excel in mathematics. teachers’ instructional styles and resource limitations could be contributing to this challenge. as perceived, students may feel that they are not receiving adequate support or encouragement from the societal aspects of their educational experience. this could manifest in feelings of frustration or disinterest, particularly if they feel that the methods used by their teachers or the resources provided do not meet their learning needs. according to amato et al. (2022), societal factors significantly impact students’ performance in mathematics. their study emphasizes that students often face barriers arising from their socio-economic backgrounds, including limited access to educational resources, inadequate support from families, and societal attitudes towards mathematics. these factors can lead to a negative perception of mathematics as a subject, thereby affecting learners’ motivation and engagement. in line with this, the variable limited resources, got the highest mean of 3.40 (sd = 0.78), interpreted as very high. this means that addressing resource limitations should be a priority for educational institutions. the very high interpretation indicates that students frequently encounter challenges due to insufficient materials, technology, or learning aids that are necessary for effective mathematics instruction. this situation may contribute to decreased motivation and interest in the subject, impacting students’ academic performance. it indicates that resource availability plays a crucial role in shaping students’ perceptions and engagement with mathematics. the consistent mention of limited resources suggests that students may find it difficult to explore mathematical concepts deeply or apply their knowledge in practical contexts. this lack of resources can lead to feelings of frustration and hinder students’ ability to achieve their learning goals. as observed, students are likely facing obstacles due to the inadequacy of resources, which can limit their interaction with mathematical content. the high score highlights the persistent challenges students encounter in accessing materials that facilitate effective learning. this limitation may also contribute to increased anxiety and stress surrounding mathematics, further impacting their academic outcomes. according to bicer et al. (2019), limited resources in educational settings are a significant barrier to effective mathematics learning. their research highlights that the lack of access to textbooks, technological tools, and supplementary learning materials can hinder students’ ability to engage fully with mathematical concepts. when students are unable to access necessary resources, their performance in mathematics often declines, as they cannot practice or apply the concepts being taught effectively. on the other hand, the variable teaching method/ teaching style got the lowest mean of 3.10 (sd = 0.61), interpreted as high. this means that while the current teaching methods are somewhat effective, they may not fully meet the diverse needs of all students. this indicates that students appreciate their teaching style but also signals that it may lack sufficient engagement or adaptability to cater to different learning preferences. therefore, educators should consider integrating more varied instructional strategies to create a more inclusive learning environment. it indicates that students generally feel positively about the teaching methods used in their mathematics classes; however, there may still be underlying concerns about their effectiveness in promoting deep understanding and engagement. this suggests that while the approaches are functional, they may not completely foster a stimulating or interactive learning atmosphere, which is essential for student success in mathematics. as observed, the teaching methods and styles currently utilized might not provide enough opportunities for active participation and hands-on learning. although the mean score is high, it reflects a potential gap in the ability of these methods to inspire students fully or encourage them to explore mathematical concepts creatively. this observation highlights the importance of continually assessing and evolving teaching practices to better support student engagement. according to dembélé and miannay (2019), the teaching methods and styles employed in mathematics classrooms significantly influence students’ performance and attitudes toward the subject. their research indicates that traditional teaching approaches, which often focus on rote memorization and passive learning, can create barriers for students, particularly those who struggle with mathematical concepts. these methods fail to engage students actively and do not accommodate diverse learning styles, resulting in a lack of understanding and increased anxiety regarding mathematics. table 5 presents the summary of respondents’ level of mathematical barrier with an overall mean of 3.12 (sd = 0.74), interpreted as high. this means that the perceived barrier in mathematics among the study participants is in high level. this implies that, on average, individuals perceive a high level of obstacles in their learning and engagement in the subject. however, this implies the pa ge 12 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 115-129, 2025 importance of recognizing individual differences in how people experience and perceive barriers in mathematics, which are influenced by a range of factors, namely cognitive, affective and societal barrier. furthermore, this significantly implies designing an effective intervention addressing not only cognitive deficits but also the social and emotional factors that contribute to poor mathematics learning outcomes. according to the study of hunt et al.(2021), the barriers to mathematics education are not isolated but rather interwoven, socioeconomic status, cultural beliefs and educational infrastructure (social factors) interact with students’ cognitive abilities and learning styles as well as their emotional responses and attitudes towards mathematics (affective factor). a valuable framework for understanding the complex challenges facing mathematics education in developing nation. in line with this, societal barrier, got the highest mean of 3.21 (sd = 0.78), interpreted as high. this means that lack of resources including access to quality educational materials and technology, method of instruction and attitude of teachers can directly affect students’ performance in mathematics. conversely, society plays a significant role in creating barriers to mathematics performance, often shaping negative perception, expectation and opportunities that hinder individual engagement and success in the subject. for instance, lack of access to engaging learning materials, technology, ineffective teaching methods that do not cater to the diverse needs of individuals, and teachers’ attitudes can contribute and lead to a gasp in learners’ understanding that become difficult to overcome as they progress to higher levels of mathematics. chand et al. (2021) perceive the causes of poor performance in mathematics as quality performance and qualification of teachers that significantly influence students. another reason is that teachers employ the wrong teaching methods of learning, which results in students’ general hatred for the subject. it further concluded that if mathematics is to be appreciated by the students, teachers must use new pedagogies that can stimulate students to gain interest in mathematics classes. in the current era of education, students are encouraged to discover and build knowledge considering their interests. teachers should incorporate methods that involve active table 5: summary of respondents level of mathematical barrier barriers mean sd interpretation cognitive 3.12 0.76 high affective 3.04 0.69 high societal 3.21 0.78 high overall 3.12 0.74 high legend: 3.26-4.00 at all times / very high 2.51-3.25 most of the time / high 1.76-2.50 sometimes / low 1.00-1.75 rarely / very low participation. it is stressed that teachers’ attitudes in mathematics are the significant determinant to negative attitudes among students. the way students perceive teachers’ characteristic will affect their attitude toward mathematics. furthermore, it is important to provide students with the necessary tools and resources to help them understand and apply mathematical concepts. this includes textbooks, calculators, and other visual aids. by providing these resources, students can better understand and apply their reasoning skills (mamun et al., 2020). on the other hand, the affective barrier, got the lowest mean of 3.04 (sd = 0.61), interpreted as high. this means that, on average, participants perceived this barrier as relatively high in mathematics performance. however, among the three barriers, students are more likely to blame cognitive limitations and societal expectations for mathematics performance rather than effective barriers. also, it might have a greater degree of individual variation and attributional biases than cognitive and societal barriers. the student might attribute their success or failure to cognitive and societal barriers than effective barrier. furthermore, the attitude of students participating in this study could influence the findings. for instance, students with high levels of motivation and interest in the subject might develop strategies and might have strong study skills naturally, while others might struggle more to overcome. these impact effective barriers as less likely to perceive barrier on mathematics performance. the study of tamayo (2021), given that attitude and performance are closely associated, revealed that a positive attitude and disposition toward mathematics and further stated better mathematics performance would result to higher grades. it is also clear that motivation builds students’ interest in learning mathematics. among other things, zang and wang (2020) found that mathematics interest had a direct and positive effect on students’ performance. problem 2. what is the academic performance of grade 5 learners in mathematics for the first quarter of the school year 2024-2025? table 6: distribution on respondents’ level of academic performance of grade 5 learners in mathematics for the first quarter level of academic performance 1st quarter frequency percentage outstanding (90 – 100) 31 15.5 very satisfactory (85 – 89) 51 25.5 satisfactory (80 – 84) 89 44.5 fairly satisfactory (75 – 79) 29 14.5 total 200 100.00 legend: (90–100%)=outstanding, 85-89%)=very satisfactory, (80-84%)= satisfactory, (75-79%)= fairly satisfactory, (74% below)= did not meet expectations pa ge 12 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 115-129, 2025 table 6 illustrates the distribution of grade 5 learners’ academic performance in the mathematics area for the 1st quarter of the school year 2024-2025. the data revealed that the highest frequency in 1st quarter, 89 (44.50%), belonged to the 80-84 category described as satisfactory. this means that a high portion of grade 5 learners achieved scores within the 80-84 range in mathematics for the 1st quarter of the school year 2024-2025. it suggests that many learners are performing at a level considered satisfactory, which is a positive indicator of their understanding of the subject matter at this stage. the instructional strategies and resources implemented during this quarter may have effectively supported student learning. the concentration of scores in the 80-84 range could imply that teachers are providing adequate support, clear explanations, and engaging learning activities that resonate well with the learners, leading to higher performance levels. however, there may also be a need to explore ways to challenge students further, especially those on the higher end of the scale. the predominance of learners in the 8084 range might prompt educators to examine their teaching methods, curriculum implementation, and assessment practices to determine what factors are contributing to this achievement level. it may also be essential to analyze the potential reasons for lower performance among the remaining students, considering factors such as teaching methods, classroom environment, or resource availability. further, the high frequency of students in the 80-84 range may lead to a sense of confidence and motivation among learners, reinforcing positive attitudes toward mathematics. given that attitude and performance are closely associated, positive attitude and disposition toward mathematics and further stated the better their mathematics performance, the higher their grade. significantly, this implies that they value the importance of mathematics not only in their academic endeavor but also in the different facets of life (tamayo ,2021). this perception can foster a conducive learning environment where students feel supported and encouraged to excel. similarly, the lowest percentage of learners falls within the 75-79 category with a frequency of 29 (14.50%) in the 1st quarter, which is described as fairly satisfactory. this means that the instructional strategies or curriculum delivery may not be fully meeting the needs of these learners. given that the 75-79 category represents a lower achievement level, educators might consider reviewing their teaching methodologies, pacing, and the resources utilized to identify potential gaps that could be addressed to help improve these students’ understanding and performance. it indicates that there is a distinct group of learners who may require additional interventions or support mechanisms to help them progress in mathematics. the fact that 14.50% of students are scoring in this lower range emphasizes the importance of early identification of struggling learners and the necessity of implementing effective instructional strategies to boost their confidence and competence in the subject. as observed, this distribution of learners’ academic performance reflects a need for differentiated instruction. educators might observe that the teaching methods currently employed may not be conducive to all students, particularly those falling in the lower scoring range. this observation could prompt further analysis of classroom practices, including the need for more personalized learning experiences. wang et al. (2020) found out that the distribution of academic performance in mathematics among learners is significantly influenced by various factors, including socioeconomic status, teaching methods, and individual learning styles. their research highlights that learners from higher socio-economic backgrounds tend to perform better in mathematics due to access to resources and support systems that enhance learning. in contrast, students from disadvantaged backgrounds often face barriers such as limited access to educational materials and less parental involvement, which can lead to lower performance levels. problem 3. is there a significant relationship between the barriers a nd the learners’ academic performance in mathematics for the first quarter of the school year 2024-2025? table 7: test on relationship between the barriers and the learners’ academic performance in mathematics for the first quarter barriers on mathematical performance learners’ academic performance in mathematics r-value p-value interpretation cognitive 0.11 0.04 s affective 0.04 0.03 s societal 0.22 0.03 s overall 0.12 0.03 s legend: *significant at p<0.05 alpha level; ssignificant; nsnot significant table 7 presents the correlation analysis between the perceived barriers and the learners’ academic performance in mathematics for the first quarter of the school year 2024-2025 with an overall rvalue of 0.12 and p-value of 0.03. it means that there is a significant relationship between cognitive, affective and societal barriers to academic performance. this implies that the null hypothesis is rejected. it reveals a significant relationship on the overall result of the three factors that indicates a direct relationship between the mathematical barriers and pa ge 12 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 115-129, 2025 the academic performance, thus when barriers increase, performance decrease. the findings further revealed that even though the difference is closely related between the variables, it shows that among the three barriers, societal barriers demonstrate the highest correlation (r=0.22, p < 0.03) interpreted as significant related to academic performance.this means a more substantial positive correlation. hence, as societal barrier increases academic performance tends to decrease. these external influences, like limited resources, have a more noticeable effect on societal barriers. this manifests in several ways, such as inadequate access to qualified teachers, lack of learning material or resources such as textbooks and digital learning material which limits opportunities for practice exploration leads to fewer enrichment activities and support services. these resource disparities create a significant gap on mathematical understanding and hindering the potential of many students to succeed in mathematics. it suggests that this societal influences in which students operate plays a key role in shaping their academic success. it indicates that societal factors can either enhance or hinder their learning. as perceived, addressing societal influences or harnessing positive societal factors could lead to a significant improvement in the learners’ performance in mathematics. amato et al. (2022) posited that societal factors significantly impact students‘ performance in mathematics. their study emphasizes that students often face barriers arising from their socio-economic backgrounds, including limited access to educational resources, inadequate support from families, and societal attitudes towards mathematics. these factors can lead to negative perceptions of mathematics as a subject, thereby affecting learners‘ motivation and engagement. while societal barriers significantly impact access to resources and opportunities for learning. cognitive barriers also play a significant role related to mathematics performance. the findings reveal a statistically significant, weak positive correlation (r= 0.11, p<0.04) between cognitive factors and mathematics performance. while pvalue indicates the correlation is unlikely to be due to chance, the small magnitude of the r-value suggests that the cognitive factors alone account for only a very small amount of the variance in mathematics performance. this observation suggests that while cognitive abilities like memory retention are important, they are not the sole determinants of performance in mathematics. furthermore, research by comighud et al. (2020) examines the factors contributing to memory retention and its effect on students’ academic performance in mathematics. they found out that while memory retention is important, other factors like motivational practices, goal setting, and personalized learning also significantly impact students’ mathematical achievement. conversely, the correlation analysis revealed a weak positive correlation between affective barrier and academic performance (r=0.11, p<0.03) while statistically significant but with a negligible effect size. this means that affective barriers, such as emotions and attitudes, also show a significant relationship with academic performance, although this relationship is weaker compared to cognitive and societal factors. it suggests that emotional elements, like attitude, motivation and interest, still contribute to students’ performance. it indicates that even minor affective barrier can have an impact on how well students perform. this often manifested as attitude towards mathematics, lack of motivation and interest , a feeling tension and apprehension related to mathematical task, leading to avoidance, delay and ultimately lower performance. students who doubt ones’ mathematical capabilities lead to frustration and reinforcement of their negative self-perception. this creates a significant obstacle to learning and academic success in mathematics. as observed, emotional factors have a notable effect, though not as strong as societal influences. as perceived, helping students manage their emotions and attitudes toward mathematics could improve their outcomes. consequently, the students with a positive attitude strengthen their study habits or learning activities that in turn help to improve their academic performance. thus, the students with high study attitudes or positive attitudes towards the subject tend to achieve more in comparison to the students having lower study attitudes (guinocor et al., 2020). thus, the students with positive attitude help to motivate them to achieve better performance in mathematics. conclusion this study investigated perceived barriers to grade 5 mathematics performance in cagayan de oro city’s west i and west ii districts during the school year 2024-2025. the analysis revealed societal barriers as the most significant obstacle to mathematics performance. limited resources in public schools—inadequate funding, outdated facilities, lack of materials and technology— created unequal educational opportunities, impacting student performance and perpetuating a cycle of poverty. this resource scarcity also negatively affected cognitive skills, particularly memory retention, although less severely than societal factors. affective barriers (attitude, motivation, interest) were identified as the least significant, varying greatly among individuals. while the majority of students performed well, closer examination of the 75-79 grade range reveals a need for targeted support to help these students reach their full potential. this requires understanding individual learning styles, strengths, weaknesses, resource access, and socio-emotional factors. the study concludes that perceived barriers are complex and interconnected. a comprehensive approach is needed to improve mathematics education, including targeted interventions to address resource limitations, enhance memory retention through practice and application, and support students’ individual needs. this multifaceted strategy promises to significantly improve both academic performance and overall learning experiences in mathematics. pa ge 12 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 115-129, 2025 recommendations based on the given conclusions of the study, several recommendations are presented: 1. institutions and schools should prioritize addressing resource deficiencies such as outdated facilities, insufficient materials, and limited technology and ensuring equitable resource allocation across all schools. strengthening community partnerships to supplement school resources is also vital. pedagogically, teaching strategies should emphasize memory retention techniques like spaced repetition and active recall. early intervention programs are needed to address cognitive challenges proactively. individualized learning plans, tailored to students’ unique learning styles and needs, are essential, along with teacher training focused on fostering positive attitudes and motivation. 2. teachers should prioritize the development of personalized learning based on individual needs. incorporate active learning strategies and diverse learning resources and provide support services to enhance academic performance among learners achieving grades between 75-79 category. continuous monitoring and evaluation of these interventions to ensure their effectiveness. 3. teachers should devise a comprehensive plan that caters to the complex barriers impacting student performance and encourages 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(2018). difficulties and coping strategies in understanding mathematical concepts in a private higher education institution in tagum city, davao del norte, philippines. davao research journal, 14(1). https://doi.org/10.59120/drj. v14i1.10 pa ge 1 pa ge 24 1 american journal of arts and human science (ajahs) detective strategy and joys of mystery in murder on the orient express raj kumar gurung1*, kamal sharma1 volume 3 issue 2, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i2.3948 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: may 01, 2024 accepted: june 05, 2024 published: june 12, 2024 this paper explores how the mystery of murder is solved using the detective theory of s. s. van dine’s rules and roland a. knox’s ten commandments. ratchett kidnapped and killed daisy armstrong even after getting ransom money from her parents. with the tension between legal and moral justice, the joys of mystery telling are uncovered. all the clues are presented to the readers as suggested by s.s. van dine. with the clues, even careful readers conclude that the detective has found the culprit. it is discovered through logical deduction and naturalistic means along with good reasoning. the research has employed a qualitative research approach. it has used textual analysis as a research method. a careful examination of textual lines and integration into the detective fiction theory is applied to conclude the argument. the study adopts explanatory methods to investigate the mystery. the paper concludes that the joy of uncovering mystery is gathering and examining evidence meticulously. keywords clues, detective fiction, murder, mystery, red herring 1 department of english, ratna rajyalaxmi campus, tribhuwan university, nepal * corresponding author’s email: gurung.rajkumar@gmail.com introduction the detective fiction murder on the orient express revolves around a murder crime that remains mysterious even after it is settled. it is because the death of ratchett who once was a criminal, remains enigmatic in government record as the detective crates a false story about the murder. this is where the joy of mystery lies. the instance of red herring deepens the mystery and it is the kimono dress and button. according to mrs. hubbard, she did not have a kimono dress. she stated that she found a button on the conductor’s dress. the handkerchief with h was not within her acquaintance. daisy armstrong was kidnapped by ratchett and her body was found in the forest. then sonia armstrong who was daisy’s mother committed suicide after the miscarriage of her child. her husband, john armstrong, also died in frustration. the novel revolves around thirteen characters; mary debenham, mrs. hubbard, colonel arbuthnot, princess dragomiroff, hector mcqueen, countess andrenyi, count andrenyi, cyrus hardman, antonio foscarelli, greta ohlsson, hildegarde schmidt, edward henry masterman, and pierre michel. they are under the same roof on train ‘orient express’. the narrator mentions: all around us are people, of all classes, of all nationalities, of all ages. for three days these people, these strangers to one another, are brought together. they sleep and eat under one roof, they cannot get away from each other. at the end of three days they part, and they go their several ways, never perhaps to see each other again. these passengers belonging to different nationalities, classes and ages have come under the same roof of a train. it is a coincidence one might think but they are chained together by a crime, “then, perhaps, all these here are linked together by death”. these people are anxious over the death of hercule poirot, “and now a passenger lies dead in his berth-stabbed”. who killed poirot in the train within his compartment is enigmatic. even after the culprit is discovered, a false story is created by the detective to meet moral justice when legal justice is beyond the access. literature review detective fiction: a genre of mystery telling detective fiction is a type of fiction that revolves around an investigation of crime using a series of clues by a detective. the clues are sometimes false clues known as red herring which make the plot more mysterious and confusing. the key elements in detective fiction involve crime, detective, single space as the location of crime, clues, investigation and resolution. the detective genre is also called whodunit, a sub-type of a thriller. in this regard, taye assefa (1989) mentions, “detective fiction is not a homogenous literary genre. many critics identify the classical detective story, the whodunit, as a sub-type different from the detective story of the hard-boiled school, the thriller”. it is a story or play about a murder in which the identity of the criminal usually a murderer is not revealed until the end. assefa (1989) further asserts, “the whodunit is generally characterized by its conformity to the “well-worn convention of a central mystery, a circle of suspects, an egregiously talented detective and a solution which the reader could arrive at by a process of logical deduction from clues which were presented to him with deceptive cunning but with essential fairness”. detective fiction or whodunit involves a mystery, a circle of suspects, and deduction from the clues for the resolution. s. s. van dine’s rules are also discussed by j. madison davis. davis mentions: all the clues must be presented (rule 1). the culprit must pa ge 24 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 241-245, 2024 be discovered through logical deduction and naturalistic means (rules 5) and 8) and must be prominent in the story (10). neither the detective (4) nor a servant (11) must be the murderer, and “the truth of the problem must at all times be apparent” (15). the main purpose is to “state a problem, analyze it, and bring it to a successful conclusion” (16). characterization is only an issue as it might go to motive. readers find the clues presented in the story. all the clues are presented in the novel so that even readers have equal opportunities to solve the crime. there must be a logical deduction of clues. the detective and helper are not to be the culprit because it twists the plot unnecessarily. the main concern is to state an issue, analyze it, and bring it to a successful resolution. davis further argues, “the reality he seeks, however, is the reality of the physical world. if the method of detecting, as his rule 14 states, must be “rational and scientific,” there can be no supernatural agency: no ouija boards or mind reading” (17). the supernatural elements should not be presented in the story. the detective genre solves the problems which are committed with high intensification. the criminal’s clues, instances of red herring, further intensify the crime which baffles the investigation which carl rollyson calls “skillful use of red herrings” (72). the application of false clues deepens the mystery and uncovering it is desired and demanded. rollyson (2008) further argues that mystery novel reveals about different social classes, societies, cultures, and, indeed, entire nations. it further exposes the strengths and weaknesses of economic, political, and legal institutions. this is seen in the novel where the practice of class division and hierarchy is in use. detective novel often revolves around a room where the clues are figured out. this is called “the locked room mystery” (michael cook x). this helps in deepening the mystery and criminal’s intension. the murder is found out in sequential order as suggested by michael cook. he says that the mystery is the story of an investigation and it is done using the deductive methods. thus, clues are explained one after another along with empirical evidences, observation and questions. detective writing is a process of unraveling the psychology and mental process. in this regards, heather worthington (2005) asserts, “central to this secularization and featuring strongly in nineteenth-century mystery fiction are medicine and psychology” (44). the detective novel features similar to nineteeth century mystery fiction in association to medicine and psychology. bruce sterling (2019) in “s.s. van dine’s twenty rules for writing detective stories” talks about the rules set for detective stories. the second rule for van dine is, “no willful tricks or deceptions may be placed on the reader other than those played legitimately by the criminal on the detective himself ” and the third rule is “there must be no love interest. the business in hand is to bring a criminal to the bar of justice, not to bring a lovelorn couple to the hymeneal altar”. the crime investigation is not done in a love affair, van dine’s eighteen rule is, “a crime in a detective story must never turn out to be an accident or a suicide. to end an odyssey of sleuthing with such an anti-climax is to hoodwink the trusting and kind-hearted reader” and his nineteen rule is, “the motives for all crimes in detective stories should be personal” and finally the last rule as he asserts is, “determining the identity of the culprit by comparing the butt of a cigarette left at the scene of the crime with the brand smoked by a suspect”. the crime does not fall into the category of accident, and the motive for crime in detective is personal. finally, the detective deduces the conclusion based on comparison and contrast. similarly, thomas (1983) conventions and patterns behind the writing of detective stories, “more specifically, the formulaic conventions of the detective story provide two kinds of pleasure, opposed but intimately connected: the pleasure of a vicarious exposure to violence, death, and irrationality, and the pleasure of a rational explanation, of knowing the reason for ever”. exploring the mystery is based on the rational explanation. he further writes, “. . . the solution of any one mystery is thematically inconclusive. christie emphasizes the potential of her original situation for bewilderment and surprising revelation and projects characters whose identities, however superficially established, are clouded by suspicion”. he brings references from agatha christie to indicate the situation of bewilderment and amazing revelation. george grella (1970) about the puzzle involved in the detective story: the puzzle theory demands some credence, if only because so many readers and writers espouse it. it seems clear, however, that although the puzzle is central to the detective novel, it does not in fact provide the chief source of appeal; the reader generally cannot solve it by the detective’s means, and thus derives his chief pleasure not from duplicating but from observing the mastermind’s work. the puzzle theory demands proofs of which readers can also guess the case. it is similar to roland a. knox’s theory of detective fiction. the contribution of roland a. knox is significant in the detective genre. he has set ten rules for writing detective stories which are discussed by dove (1981). dove (1981) states, “ronald knox’s ten commandments for the writing of detective fiction, which appeared a short time after the sayers essay, represents a sharp turn toward strict dogma, and now one begins to see the rules taking shape in earnest”. roland a. knox’s ten commandments have shaped the detective genre. dove (1981) lists out the ten commandments in this way: i. the criminal must be someone mentioned in the early part of the story, but must not be anyone whose thoughts the reader has been allowed to follow. ii. all supernatural or preternatural agencies are ruled out as a matter of course. iii. not more than one secret room or passage is allowable. iv. no hitherto undiscovered poisons may be used, nor pa ge 24 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 241-245, 2024 any appliance which will need a long scientific explanation at the end. v. no chinaman must figure in the story. vi. no accident must ever help the detective, nor must he ever have an unaccountable intuition which proves to be right. vii. the detective must not himself commit the crime. viii. the detective must not light on any clues which are not instantly produced for the inspection of the reader. ix. the stupid friend of the detective, watson, must not conceal any thoughts which pass through his mind; his intelligence must be slightly, but very slightly, below that of the average reader. x. twin brothers and doubles generally, must not appear unless we have been duly prepared for them. ronald knox’s rules as outlined by george n. dove (1981) are; the criminal is already mentioned in the novel’s initial stage, no supernatural element is found, one single space is designed, long scientific investigation is not entertained, crime is not a part of an accident, the detective cannot be the criminal. dove (1981) also talks about van dine’s rules on the detective genre, “s.s. van dine’s twenty rules are too well known to require more than a brief mention in purist dogma. to van dine, the detective story was an intellectual game, and that game must be played according to rules as strict as those used in the working of crossword puzzle”. van dine’s take on detective genre is that it is an intellectual game. results and discussion with s. s. van dine’s rules and roland a. knox’s ten commandments, the joys of mystery telling are uncovered. all the clues are presented to the readers as suggested by s.s. van dine. with the given clues, careful readers can reach to the conclusion that the detective has reached. the culprit is discovered through logical deduction and naturalistic means along with good reasoning. the detective uses logic and reason to deduce the crime. he examines all the clues available as well as the red herring before he concludes. the confusion that poirot has also confuses readers. the detective is astonished to see passengers the next morning in the hall in a chaotic environment. m. bouc calls the detective and shares what happened in the night. poirot learns that ratchett was murdered in his compartment with several stabs. ratchett was the same person whose case poiort refused to handle. dr. constantine is called and asked to observe the body. he calculates that the time of crime is around 1:00 am. poirot is asked to investigate the case and he accepts the case. poirot makes a necessary preparation before he concludes. first, he remembers how ratcheet was trying to make his case acceptable, and he made a list of suspects in the orient express coach. poirot’s two solutions also puzzle the readers at first: “there are two possible solutions of the crime. i shall put them both before you, and i shall ask m. bouc, and dr. constantine here to judge which solution is the right one”. the confusion arises because if the mystery is solved in detective fiction, it becomes a fact. it is done through the reasoning. albert (1975) in this regard argues, “an admirable piece of reasoning, in which the final proof of the reality of an event is fictional”. the reasoning is based on logical deduction. the murder is confusing at first. poirot asserts: mr. ratchett was found stabbed this morning. he was last known to be alive at 12.37 last night when he spoke to the wagon lit conductor through the door. a watch in his pyjama pocket was found to be badly dented, and it had stopped at a quarter past one. dr. constantine, who examined the body when found, puts the time of death as having been between midnight and two in the morning. at half an hour after midnight, as you all know, the train ran into a snowdrift. after that time it was impossible for anyone to leave the train. the multiple stabbings on the body show that the murder is not just one. it also indicates that he or she has been stabbed several times. due to the snowdrift at night, no one could leave the train, so it was possible to guess that the murderer was on the train. the fragmented truths lead to an organized solution. albert (1975) writes, “detective fiction involves the transformation of a fragmented and incomplete set of events into a more ordered and complete understanding”. poirot’s conclusion is valid when he says, “we are therefore forced to the conclusion that the murderer is to be found among the occupants of one particular the stamboul-calais coach”. however, he makes a twist in the interpretation. he gives another explanation: the enemy, as mr. ratchett expected, joined the trainat belgrade or else at vincovci by the door left open by colonel arbuthnot and mr. macqueen, who had just descended to the platform. he was provided with a suit of wagon lit uniform, which he wore over his ordinary clothes, and a pass-key which enabled him to gain access to mr. ratchett’s compartment despite the door’s being locked. mr. ratchett was under the influence of a sleeping draught. this man stabbed him with great ferocity and left the compartment through the communicating door leading to mrs. hubbard’s compartment. the murderer, according to him, is one who stabbed rachett with great ferocity and left the compartment through the communicating door leading to mrs. hubbard’s compartment. this explanation could give moral justice to the armstrong family. thus immediately after hearing this, m. bouc says that this could work, “the first theory you put forward was the correct onedecidedly so. i suggest that that is the solution we offer to the jugo-slavian police when they arrive. you agree, doctor?”. mrs. hubbard also suggests to go with this explanation. poirot initially speculated that: “that the note was destroyed so carefully can mean only one thing. there must be on the train someone so intimately connected with the armstrong family that the finding of that note would immediately direct suspicion upon pa ge 24 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 241-245, 2024 that person”. it is revealed that everyone on the train is concerned with armstrong’s family. mary debenham accepts that she is a governess of the armstrong house. antonio foscarelli is the chauffeur for the armstrong family. greta ohlsson is the family nurse in charge of daisy, and edward masterman worked as a valet for colonel armstrong. roland a. knox’s ten commandments are applied in the process of detection. his first law talks about who the criminal should be. the criminal is someone mentioned in the early part of the story. the second law asserts that there should not be the presence of supernatural or preternatural agencies. the crime is to be limited to one secret room or passage. the use of undiscovered poison and appliances which need a long scientific explanation are not allowed. all the clues are easily accessible within a short time. detective poirot is surprised to see the variety of passengers on the same train. he notes, “all around us are people, of all classes, of all nationalities, of all ages. for three days these people, these strangers to one another are brought together. they sleep and eat under one roof, they cannot get away from each other. at the end of three days they part, they go their several ways, never perhaps to see each other again”. the passengers’ details show that they are disconnected. poirot’s deep study shows they are connected by a murder that occurred in the past in america. thus, he mentions, “then, perhaps, all these here are linked together by death”. the fact and fiction in detective fiction are blurred. in this regard, karl (2018) asserts, “this sort of verisimilitude is, in fact, one aspect of the realism that detective stories normally aspire to. nothing fantastic in what is arguably the most fictional type of fiction! hence the effort to keep the boundaries between fiction and “real life” as fluid as possible”. when the mystery is solved, the fictional story looks real. there is fluidity between fact and fiction in a detective story. during the assault at night, poirot wakes up, “this time it was as though something heavy had fallen with a thud against the door. he sprang up, opened it and looked out. nothing. but to his right, some distance down the corridor, a woman wrapped in a scarlet kimono was retreating from him”. he saw a woman wrapped in a scarlet kimono. he could not make sense of it. he also observed the window, “the window of m. ratchett’s compartment was found wide open, leading one to suppose that the murderer escaped that way. but in my opinion that open window is a blind”. the open window led him to believe that the criminal could escape from it. he also finds a button suggesting a possible solution: “that button, it suggests possibilities”. along with it, poirot asserts, “the assassin of m. ratchett passed that way-and dropped that button”. the issue of a button is also mysterious because it could be a red herring. similarly, he also found a pipe cleaner, “in the compartment of mr. ratchett i found a pipe-cleaner. mr. ratchett smoked only cigars”. by the time the accident occurs, the conductor comes to ratchett’s door and knocks down the door. he hears a voice in perfect french from inside stating everything is fine inside. next, he hears a bell ring from the room of an american woman. she told him that she saw a man in her room despite having a completely locked door. during the investigation, poirot makes sense of the fact macqueen was ratchett’s secretary working for him for a few years. macqueen has good experiences with foreign languages and he informs poirot that his boss—rachett’s life is under threat due to the threatening letters he has been getting in huge amounts. poirot was sure of the presence of woman in a scarlet kimono at night because m. bouc confirmed also it. for further confirmation, poirot interviewed edward masterman, ratchett’s valet. according to the valet, rachett was frustrated due to the warning letters. he also said that he often prepared drug-laced drinks to help rachett sleep. the empty glass containing drug residue was already seen by poirot which helped him deduce the investigation. a further investigation into princess dragomiroff informed that she was connected to daisy armstrong’s family. poirot mentions, “then there are some minor points that strike me as suggestive-for instance, the position of mrs. hubbard’s sponge-bag, the name of mrs. armstrong’s mother, the detective methods of m. hardman, the suggestion of m. macqueen that ratchett himself destroyed the charred note we found, princess dragomiroff ’s christian name, and a grease spot on a hungarian passport” (p.155). poirot concludes that the handkerchief found in the room is of princess dragomiroff. though her first name is natalia, it becomes h in russian letters or it begins with “h.” the connection between daisy armstrong’s case and the passengers on the train surprises poirot. the colonel’s acceptance of smoking a pipe is a useful symbol for investigation. poirot’s talk with cyrus hardman lets him know that he detective for ratchett although he first claims to be a salesman. poirot is surprised to know that the person who intended to harm him is a small man with a feminine voice. george grella (1970) writes, “the formal detective novel, the so-called “pure puzzle” or “whodunit,” is firmly established and easily recognized version of thriller”. detective fiction is full of puzzles. macqueen had previously shared the idea that ratchett was not knowledgeable about foreign languages, and the response was heard in perfect french. poirot also speculates that the fancy handkerchief of the victim’s room is related to countess andrenyi. poirot also believes that the murder was designed to look like it was done by someone unknown. keller and klein (1990) assert, “clearly, fictional detectives possess a rich mental storage accessible at their creators’ need for the reconstruction or anticipation of criminal behavior . . .”. a thorough study of proofs leads to the conclusion. moreover, dhungel (2023) claims, rape, murder, violence, decadence, faithlessness, death of humanity, disloyalty, forgery, and falsity are prevailing elsewhere (6). this is what real picture of the modern world. pa ge 24 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(2) 241-245, 2024 conclusion the paper concludes that the detectives use logical reasoning to conclude that the line between fact and fiction is blurred. the detectives as well as the people involved are not the murderers. the detective involved in this case is a renowned one who has good prestige as well. at last, he detects this case as well. someone on the train, as poirot believes, is intimately interlinked to daisy ratchett for revenge. readers find the clues presented in the story. there is no any of the willful tricks or deceptions played on the readers. the most important thing that poirot discovered about ratchett was that he was cassetti who killed a child named daisy armstrong. she was kidnapped and asked for ransom money. after receiving money, he killed and threw her dead body into a forest. ratchett (cassetti) was a professional criminal who kept legal justice under his control and he gave money to the court to be safe in the case. the murdered child was the daughter of colonel armstrong and his wife and they committed suicide. the mystery is solved with joy in the lines of s. s. van dine’s rules and roland a. knox’s ten commandments. the joys of mystery telling are uncovered by gathering all the evidence available. all the clues are presented to the readers suggested by s. s. van dine. the culprit is discovered through logical deduction and naturalistic means along with good reasoning and logical deduction. the detective uses logic and reason to deduce the crime. he examines all the clues available as well as the red herring before he concludes. detective poirot garners evidence. the evidence is an empty glass containing the residue of some drug, charred paper, a used match, a woman’s handkerchief with the letter “h”, a pipe cleaner, a broken watch and a woman in kimono at night as suggested by passengers. the woman in the kimono is an example of a red herring which has been used by the murderer to misguide the events. references assefa, t. (1989). detective fiction in amharic. northeast african studies, 11(3), 13–33. https://www.jstor.org/ stable/43660381 christie, a. (1934). murder on the orient express. collins crime club. cook, m. (2011). narratives of enclosure in detective fiction: the locked room mystery. palgrave. dhungel, n. (2023). revisiting history in bhupi sherchan’s poem “galat lagchha malai mero deshko itihas.” american journal of arts and human science, 2(3), 1–7. davis, j. m. (2015). the evaporation of the extraordinary gentleman: s. s. van dine’s rules. world literature today, 89(6), 16–18. https://doi.org/10.7588/ worllitetoda.89.6.0016 dove, g. n. (1981). the rules of the game. studies in popular culture, 4, 67–72. https://www.jstor.org/ stable/45018078 grella, g. (1970). murder and manners: the formal detective novel. novel: a forum on fiction, 4(1), 30–48. https://doi.org/10.2307/1345250 guthke, k. s. (2018). revelation or deceit? last words in detective novels. in exploring the interior: essays on literary and cultural history (1st ed., pp. 289–318). open book publishers. https://www.jstor.org/stable/j. ctv4ncnxx.15 hutter, a. d. (1975). dreams, transformations, and literature: the implications of detective fiction. victorian studies, 19(2), 181–209. https://www.jstor. org/stable/3825911 keller, j., & klein, k. g. (1990). detective fiction and the function of tacit knowledge. mosaic: a journal for the interdisciplinary study of literature, 23(2), 45–60. https://www.jstor.org/stable/24780627 leitch, t. m. (1983). from detective story to detective novel. modern fiction studies, 29(3), 475–484. https:// www.jstor.org/stable/26281372 rollyson, c. (2008). critical survey of mystery and detective fiction. salem press. sterling, b. s. s. (2019, january 10). van dine’s twenty rules for writing detective stories. wired. https:// www.wired.com/story/ss-van-dines-twenty-ruleswriting-detective-stories worthington, h. (2005). the rise of the detective in early nineteenth-century popular fiction. palgrave. pa ge 1 pa ge 30 american journal of arts and human science (ajahs) the grammar game: measuring the impact of gamification on passive voice mastery abdelouahd bouzar1*,khaoula el idriss1 volume 4 issue 4, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i4.6016 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: august 22, 2025 accepted: september 29, 2025 published: november 08, 2025 this study examines the effectiveness of gamification tools in enhancing english as a foreign language (efl) students’ motivation, engagement, and performance in grammar learning, specifically focusing on passive voice instruction. employing a quasi-experimental design with control and experimental groups, this research examined 140 participants across three private schools, utilizing the presentation, practice, and production (ppp) methodology. the experimental group engaged with digital gamification platforms (baamboozle, nearpod, blooket, and padlet), while the control group received traditional paper-based instruction. data collection involved systematic classroom observation, performance assessments, and motivation questionnaires. results indicate that gamified instruction significantly enhanced student motivation (p < 0.01), engagement levels (p < 0.001), and grammatical accuracy (p < 0.05) compared to traditional methods. however, challenges emerged regarding technologyrelated distractions and ai assistance usage. these findings contribute to the growing body of research on educational technology integration in efl contexts and provide practical implications for grammar instruction in digitally equipped private educational settings. keywords digital game-based learning, engagement, grammar instruction, motivation, passive voice 1 sidi mohammed ben abdellah university, fez, morocco * corresponding author’s email: abdelouahd.bouzar@usmba.ac.ma introduction the integration of digital technologies in english as a foreign language (efl) instruction has undergone significant transformation in recent decades, with gamification emerging as a particularly promising pedagogical approach. the traditional grammartranslation method, while foundational, often fails to sustain student motivation and engagement, particularly among digital natives who expect interactive and dynamic learning experiences (dehghanzadeh et al., 2021). this paradigm shift has prompted educators to explore innovative instructional strategies that leverage gaming elements to enhance language learning outcomes. grammar instruction, particularly complex structures such as the passive voice, presents unique challenges in efl contexts. students often struggle with the abstract nature of grammatical concepts, leading to decreased motivation and poor retention rates (reynolds & kao, 2021). the passive voice, in particular, requires learners to understand not only structural transformations but also contextual appropriateness, making it an ideal candidate for innovative instructional approaches that can provide immediate feedback and repetitive practice opportunities. private educational institutions, characterized by their technological resources and socioeconomically advantaged student populations, provide an optimal environment for investigating the effectiveness of digital gamification tools. these settings offer unique opportunities to explore how technology-enhanced instruction can be leveraged to maximize learning outcomes when resource constraints are minimized (demirbilek et al., 2022). this study addresses a critical gap in the literature by examining the comparative effectiveness of gamified versus traditional grammar instruction within the structured framework of the presentation, practice, and production (ppp) methodology. by focusing on specific digital platforms baamboozle, nearpod, blooket, and padlet this research provides practical insights into the implementation of game-based learning tools in authentic classroom settings. literature review gamification, defined as “the application of game-design elements and game principles in non-game contexts” (deterding et al., 2011), has gained substantial traction in educational research. huseinović (2024) conducted a comprehensive analysis of gamification’s effects on student motivation and achievement in efl contexts, revealing significant positive correlations between gamebased approaches and learning outcomes. the study emphasized that gamification strategies create active learning atmospheres that promote sustained student engagement and academic achievement. such encouraging results are firmly rooted in selfdetermination theory (deci & ryan, 2000), which highlights autonomy, competence, and relatedness as essential drivers of intrinsic motivation. this conceptual base is effectively illustrated in the work of jiménezsánchez et al. (2020), who showed how interactive quiz systems such as quizizz fulfill these core needs through instant performance responses (building competence), self-directed pacing options (fostering autonomy), and group-based challenges (strengthening relatedness). their conclusions point to improved language skill development when learners participate in purposeful, game-infused activities. building on these foundational insights, digital game-based learning (dgbl) emerges as a more advanced progression from conventional pa ge 31 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 30-37, 2025 gaming methods, leveraging cutting-edge technology to elevate instructional quality. reynolds and kao (2021) delved into dgbl’s role in improving grammatical precision by contrasting it with standard instructorguided methods. their study found that dgbl led to marked advancements in grammar skills, especially when paired with precise feedback systems. this line of inquiry was further advanced by roohani and heidari vincheh (2023), who compared gamingoriented, social media-enhanced, and standard classroom methods for teaching phrasal verbs. their results showed that gaming strategies not only boosted immediate educational gains but also preserved learner enthusiasm across longer durations. notably, the research stressed the value of social exchanges and rivalry in preserving high levels of participation. as gamification continues to demonstrate its value, its synergy with time-tested teaching models becomes crucial for holistic language education. the presentation, practice, and production (ppp) approach stands out as a cornerstone method for grammar teaching in efl settings. criado (2013) offered a detailed critique of ppp, recognizing its advantages in delivering organized, methodical guidance while noting its shortcomings in promoting real-world communication skills. ppp’s sequential stages introducing concepts, guided exercises, and independent application create a coherent pathway that can be substantially improved by incorporating modern tools. this adaptability is confirmed in katemba’s (2022) recent work on adapted ppp techniques for building vocabulary, which illustrated how the framework’s versatility enables effective merging with new technologies. the investigation revealed that participants using these updated ppp methods achieved notable progress relative to those in traditional setups. central to both innovative and conventional teaching strategies is the role of group dynamics, where collaborative principles especially peer-based feedback have proven highly effective in efl grammar education. aghajani and zoghipour (2018) analyzed various correction methods in online writing exercises, including self-review, peer review, and instructor feedback, finding that peer involvement greatly accelerated grammar learning. the study drew attention to how interpersonal exchanges help cultivate deeper linguistic insight. reinforcing this perspective, zarei and sayar mahdavi (2014) showed that peer evaluation techniques enhanced accuracy in grammar and vocabulary within writing tasks. by nature, these peer-focused methods promote engaged involvement and nurture analytical abilities vital for mastering a new language. although gamification holds great promise for efl teaching, scholarly works have pinpointed various hurdles that could impede its adoption. demirbilek et al. (2022) undertook a thorough review of the elements and difficulties in implementing gamification for language instruction, pinpointing obstacles like tech limitations, educator preparation gaps, and risks of learner disengagement. the study advocated for meticulous rollout strategies and continuous assistance to ensure effective tech adoption. moreover, disparities in digital access and differing tech proficiency among learners add layers of complexity to gamification efforts. institutions in the private sector, despite their generally superior resources, grapple with challenges in handling devices, maintaining stable online connections, and overcoming initial adaptation periods for specific tools. materials and methods research design this investigation adopted a quasi-experimental framework featuring a control group comparison to evaluate gamification’s role in enhancing efl grammar teaching. by implementing a pretest-posttest structure alongside rigorous observation and evaluation procedures, the study aimed to gather and examine data thoroughly and methodically. building on this methodological foundation, which allows for systematic comparison of instructional approaches, the following research questions were formulated to guide the inquiry and address key aspects of gamification’s implementation in language learning: 1. to what extent does gamification influence efl students’ motivation for grammar acquisition when contrasted with conventional teaching techniques? 2. in what ways does digital game-based learning shape student engagement during lessons on passive voice structures? 3. what differences emerge in academic performance between groups exposed to gamified instruction and those following traditional grammar teaching methods? 4. what challenges and opportunities arise when integrating gamification into efl grammar instruction? participants the study included a total of 140 efl students from six classes across three private schools, with participant numbers reflecting the natural enrollment patterns in these institutions, where 1st baccalaureate classes typically have the highest student counts, followed by common core, and then 2nd baccalaureate. as shown in table 1, this resulted in a control group of 75 students (across three classes) and an experimental group of 65 students (also across three classes), with the control group emerging as slightly larger due to these inherent class size variations. participants were drawn from populations with reliable access to technological resources such as smartphones, tablets, and laptops, and they generally represented upper-middle and high socioeconomic backgrounds, which helped reduce potential issues related to digital access and enabled a clearer focus on pedagogical effectiveness. pa ge 32 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 30-37, 2025 table 1: distribution of participants by group, class level, and proficiency levels group class level total students b1 students b2 students control common core 27 15 12 1st bac 32 17 15 2nd bac 16 9 7 total 75 41 34 experimental common core 23 12 11 1st bac 28 13 15 2nd bac 14 8 6 total 65 33 32 overall total 140 74 66 table 3: inter-rater agreement for student engagement checklist value asymptotic standard error approx. t approx. sig. measure of agreement kappa 0.831 0.038 21.868 0.000 n of valid cases 140 table 2: implementation of ppp methodology in control and experimental groups phase control group approach experimental group approach presentation (10min) traditional teacher-led explanation of passive voice structures same teacher-led explanation as control group practice (25min) paper-based exercises including gap-filling, sentence correction, transformation exercises, and word order scrambling in pairs baamboozle: sentence correction in groups of four nearpod: gap-filling via drag-anddrop on mobile devices blooket: individual competition using hacker mode with multiplechoice questions production (20min) written narrative about anonymous theft incident; after students finish writing their pieces, they stick them on the wall where other students and the teacher move around the class to provide peer correction using a correction grid, followed by teacher's final grammatical correction padlet-based collaborative writing with collective peer correction and teacher monitoring instructional framework both groups followed the ppp (presentation, practice, production) methodology for passive voice instruction, with differentiated approaches during the practice and production phases: data collection instruments and procedures students’ engagement student engagement was measured using a standardized behavioral checklist adapted from an established classroom observation instrument (cassar and jang, 2010). trained observers, rather than rating individual students, counted the frequency of specific engagement behaviors exhibited by students during predetermined time intervals throughout the instructional session. this approach yielded objective, quantitative metrics and was validated through pilot testing with two similar classes excluded from the main study. the checklist included 18 behavioral indicators, divided into two main constructs: verbal contributions and off-task behaviours. each construct includes a set of indicators reporting students’ behaviours, such as “ (student) pays attention in class”, “asks questions to get more information”, “annoys or interferes with peers’ work”, “tries to finish assignments even when they are difficult,” etc. each item is rated on a 5-point frequency scale (1=never, 2-3=sometimes, 4-5=always) based on the number of students demonstrating the behavior during the observation period. two trained observers, both experienced efl educators with a minimum of five years of classroom experience, conducted independent observations. inter-rater reliability was established through three pilot observation sessions using identical protocols. cohen’s kappa coefficient reached 0.84 (table 3), indicating excellent inter-observer agreement. pa ge 33 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 30-37, 2025 observers were positioned unobtrusively at designated classroom locations and used standardized observation forms to ensure consistency and minimize subjectivity. performance assessment post-instruction performance was evaluated using a standardized grammar test featuring the same exercise types used during the practice phase. the assessment included gap-filling, sentence correction, transformation exercises, and word order scrambling tasks, ensuring construct validity and alignment with instructional objectives. motivation a validated questionnaire adapted from the intrinsic motivation inventory (imi) (ryan & deci, 2000) was administered to assess student motivation and engagement levels. the instrument included subscales for interest/ enjoyment, perceived competence, effort/importance, and pressure/tension, providing comprehensive insights into motivational dimensions (α = .79). semi-structured interviews qualitative data were gathered through individual semistructured interviews with a purposively selected subset of 24 participants from the experimental group, chosen via maximum variation sampling to represent diverse performance levels, genders, and motivational profiles based on questionnaire data. the interview protocol, comprising 16 open-ended questions across four thematic areas—background in grammar learning, experiences with gamified platforms, perceived effectiveness and confidence shifts, and challenges with game-based methods—was crafted to elicit detailed, unbiased responses with probes for elaboration. conducted in participants’ native language for authentic expression and lasting 10-15 minutes each, the interviews were audiorecorded, transcribed verbatim by trained assistants, and verified for accuracy through selective back-translation and member checking with select participants. procedures data collection was structured across three private schools over a timeline designed to minimize external validity threats and ensure thorough capture, beginning with pre-instruction baseline assessments of grammatical competence and motivation questionnaires to confirm group equivalence. the intervention phase featured a single 55-minute instructional session per school, adhering to designated protocols and accompanied by concurrent classroom observations to document realtime engagement, all delivered by the same certified efl instructor with advanced technology-enhanced learning certification, and specific training in gamified platform use. technology was standardized with it support, including pre-session verifications of connectivity and equipment to prevent disruptions, while all sessions were recorded via existing classroom camera systems to validate behavioral data and engagement metrics without introducing obtrusiveness. the post-instruction phase involved immediate performance assessments and motivation questionnaires, followed by individual interviews with selected participants within one week. ethical considerations this study got approval from the institutional review board and obtained informed consent from all participants and their parents or guardians before collecting data. consent forms were translated into native languages and clearly explained the study’s goals, methods, voluntary participation, confidentiality, and withdrawal rights, with assurances that data would not affect grades and only anonymized group results would be shared. for session recordings, parents and administrators received info packets on anonymized analysis, secure storage, and data deletion within six months. students gave assent through simple verbal explanations at the start of sessions, with optional forms and verbal agreement allowed to ease participation. to reduce the hawthorne effect, recordings used familiar classroom cameras presented as routine tools, with face-blurring, pseudonyms, and easy opt-out options without pressure. after sessions, debriefings explained the research purpose, let students reconfirm assent or withdraw confidentiality without affecting grades, and added extra protection. finally, all participants, including the control group, got access to the gamified platform and training after the study to ensure fairness and avoid negative effects. data analysis this study used jamovi 2.7.1 software for statistical analysis, an open-source tool ideal for educational research. assumptions were checked carefully: normality via shapiro-wilk tests (for small groups), q-q plots, histograms, skewness, and kurtosis; variance equality with levene’s and brown-forsythe tests; and independence through review of data procedures. for main tests, independent t-tests compared group means on motivation, performance, and observation data when assumptions held, switching to mann-whitney u tests otherwise, with significance at p<0.05 and bonferroni adjustments for multiple comparisons. effect sizes used cohen’s d (small=0.2, medium=0.5, large=0.8) with 95% confidence intervals. missing data, under 3%, was handled by listwise deletion after checking patterns (mcar, mar, or mnar), with multiple imputation tests confirming results were stable. interview data were analyzed using braun and clarke’s (2006) six-step method for finding themes, mixing computer tools like python’s nltk 3.7 for basic text prep (breaking into words, sentences, and counting common terms) with hands-on human review to keep it accurate and detailed. in step 1, researchers used both computer scans and manual reading of transcripts to get familiar with the data and spot early patterns. step 2 involved creating initial codes line by line based on what pa ge 34 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 30-37, 2025 participants said; two researchers coded 25% of the transcripts separately, reached good agreement (cohen’s κ=0.78), and discussed differences to agree. steps 3-4 grouped codes into main themes through repeated sorting, checked that themes were clear and distinct, and used computer analysis to confirm connections between ideas. steps 5-6 named and described the final themes with examples from the data, and counted how many participants mentioned each theme to link with numberbased results. to check reliability, eight participants reviewed the themes and quotes for accuracy, experts gave feedback on the process, and themes were compared with survey and observation data for better validation. results and discussions motivation assessment the motivation questionnaire results, measured on a 5-point likert scale, revealed significant differences between the experimental and control groups across key dimensions, with the experimental group consistently outperforming controls in positive aspects (table 3). table 4: comparative analysis of motivation questionnaire results between experimental and control groups motivation dimension experimental group mean (sd) control group mean (sd) t-value p-value effect size (cohen's d) interest/enjoyment 4.2 (0.8) 3.1 (0.9) 7.89 < 0.001 1.33 perceived competence 4.1 (0.7) 3.2 (0.8) 5.67 < 0.01 1.18 effort/importance 4.0 (0.75) 3.3 (0.85) 4.12 < 0.05 0.87 pressure/tension 2.3 (0.8) 2.8 (0.9) 3.45 < 0.05 0.59 table 6: post-instruction grammatical accuracy performance: overall and by task type metric / task type experimental group mean (sd) control group mean (sd) t-value (df=138) p-value cohen's d overall accuracy 16.48 (2.24) 14.75 (2.68) 4.12 < 0.02 0.69 gap-filling 17.04 (2.32) 15.28 (2.68) 4.56 < 0.001 0.72 sentence correction 16.34 (2.18) 14.42 (2.42) 4.23 < 0.03 0.65 transformation 15.96 (2.04) 14.26 (2.36) 3.89 < 0.002 0.58 word order 16.58 (2.26) 15.04 (2.50) 4.01 < 0.05 0.62 table 5: key engagement metrics from classroom observations metric experimental group control group t-value p-value verbal contributions 23.4 12.7 11.23 < 0.001 off-task behaviors 4.9 8.5 8.76 < 0.08 notably, participants in the gamified condition reported substantially higher levels of interest/enjoyment, perceived competence, and effort/importance, while experiencing reduced pressure/tension, all with statistically significant improvements and large effect sizes in most areas. these findings underscore gamification’s effectiveness in enhancing overall motivation for grammar learning. engagement analysis classroom observation data, as summarized in table 4, revealed marked differences in engagement behaviors between the experimental and control groups. the experimental group demonstrated significantly higher participation, with an average of 23.4 verbal contributions per student per session compared to 12.7 in the control group (t(138) = 11.23, p < 0.001, difference = 10.7). off-task behaviors showed a reduction averaging 4.9 incidents per student per session in the experimental group versus 8.5 in controls (t(138) = 8.76, p < 0.08, difference = -3.6), representing approximately a 42% decrease; however, this difference did not reach statistical significance at the conventional p < 0.05 threshold. performance outcomes the post-instruction performance assessment (table 5) revealed statistically significant differences in grammatical accuracy between the two groups across overall scores and specific task types, all measured out of 20 on the passive voice assessment. overall, the experimental group achieved notably higher mean accuracy scores than the control group, with a moderate effect size favoring the gamified approach. this pattern of improvement was consistent across all task types, including gap-filling, sentence correction, transformation, and word order, where the experimental group consistently outperformed controls with varying but generally moderate effect sizes, highlighting the broad pa ge 35 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 30-37, 2025 efficacy of gamification in enhancing targeted grammar skills. qualitative insights student feedback revealed overwhelmingly positive attitudes toward gamified instruction (figure 1). thematic analysis of open-ended responses identified several key themes: increased enjoyment (mentioned by 89% of experimental group participants), enhanced peer interaction (76%), and improved confidence in grammar application (82%). figure 1: positive themes in student feedback on gamified instruction figure 2: challenges and concerns in student feedback on gamified instruction however, some concerns were raised regarding the potential for technology dependence and the challenge of maintaining academic rigor within gamified contexts (figure 2). a subset of high-achieving students (14%) expressed preference for traditional methods, citing concerns about the “trivialization” of grammar learning through gaming elements. additionally, technology-related distractions affected approximately 23% of students in the experimental group, with notifications from other applications causing momentary attention lapses. furthermore, 18% of students attempted to use ai assistance tools during blooket sessions, necessitating closer monitoring and explicit guidelines regarding academic integrity. discussion this study’s findings robustly demonstrate gamification’s value in efl grammar instruction, especially when woven into the ppp methodology, yielding notable gains in motivation, engagement, and performance that echo prior work by huseinović (2024) and dehghanzadeh et al. (2021). by blending digital tools like baamboozle, nearpod, blooket, and padlet with structured teaching phases, the experimental group not only sustained higher interest but also transformed routine grammar practice into dynamic, interactive experiences. creatively interpreted, this suggests gamification acts as a catalyst, turning abstract rules like passive voice into tangible challenges that mimic real-world problem-solving, thereby bridging the gap between mechanical drills and communicative competence in ways traditional methods often overlook. the motivational uplift in the experimental group stems from gamification’s alignment with self-determination theory, where instant feedback from platforms fosters competence, competitive modes spark autonomy, and collaborative elements build relatedness collectively reducing anxiety while amplifying enjoyment and effort. performance-wise, the superior accuracy in tasks such as gap-filling and sentence correction implies that digital repetition, with its varied and adaptive formats, promotes deeper retention and application, extending reynolds and kao’s (2021) insights on game-based grammatical refinement. this creative lens reveals gamification not merely as entertainment, but as a sophisticated scaffold that accelerates skill mastery by simulating iterative learning cycles akin to language immersion. yet, these benefits come with hurdles that demand nuanced integration strategies, as seen in the distractions and ai misuse noted here, which resonate with demirbilek et al.’s (2022) warnings on digital pitfalls. the unauthorized use of ai during activities like blooket sessions underscores an emerging tension between technological accessibility and ethical boundaries, prompting a reimagining of classroom norms where educators proactively cultivate digital literacy to preserve integrity. positively, tools like padlet enhanced peer correction by minimizing social barriers, fostering bolder feedback exchanges that build on aghajani and zoghipour’s (2018) research envisioning digital spaces as safe arenas for vulnerability in learning. contextually, the private school setting, with its ample resources, facilitated smooth implementation but limits broader applicability, raising questions about scalability in resource-scarce environments where the digital divide could amplify inequities. focusing on passive voice highlights gamification’s fit for complex structures, yet its adaptability to simpler or varied grammar topics warrants exploration, potentially revealing hybrid models that blend digital innovation with universal access. theoretically, this research enriches gamification discourse by proving its synergy with ppp, challenging dichotomies between old and new methods and advocating for hybrid pedagogies that evolve with learners’ digital-native pa ge 36 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 30-37, 2025 preferences. the multifaceted motivational impacts easing tension while boosting competence creatively expand self-determination theory into tech-mediated realms, portraying gamification as a psychological bridge that not only engages but empowers, paving the way for more holistic language education frameworks. conclusion this quasi-experimental study investigated gamification’s role in efl grammar instruction by integrating digital tools like baamboozle, nearpod, blooket, and padlet into the ppp methodology, comparing experimental and control groups of 140 intermediate-level students in private schools. results revealed significant enhancements in the experimental group, including elevated motivation (e.g., higher interest and reduced anxiety), increased engagement (e.g., more verbal contributions and active participation), and improved grammatical accuracy (e.g., superior scores in passive voice tasks like gap-filling and sentence correction), with moderate to large effect sizes supporting self-determination theory’s principles. these outcomes underscore gamification’s synergy with traditional frameworks, fostering dynamic, peer-supported learning environments that boost competence and relatedness while complementing rather than supplanting established methods. however, challenges such as technology distractions, ai misuse, and implementation hurdles temper the enthusiasm, emphasizing the need for strategic safeguards. overall, the research advances educational technology by providing empirical evidence for gamified efl curricula in resource-rich settings, offering a balanced view of its potential to revitalize grammar teaching amid evolving digital landscapes. recommendations drawing from the study’s insights, educators should integrate gamification tools into existing pedagogical frameworks like ppp to align with learning goals, rather than using them in isolation. comprehensive training for teachers on both technical operations and instructional design is essential to maximize effectiveness and confidence. clear policies on technology use and academic integrity must be established to mitigate risks like ai assistance, alongside systematic monitoring systems to handle distractions promptly. to ensure inclusivity, accommodate diverse preferences by offering alternatives for students favoring traditional approaches, and implement regular assessments to track shortand long-term outcomes for ongoing refinement. future research future studies should explore the long-term retention and transfer effects of gamified grammar instruction beyond short interventions, such as passive voice. investigations into its efficacy across varied socioeconomic, cultural, and technological contexts would enhance generalizability. researchers could also examine the ideal mix of gamified and traditional elements while developing holistic assessment frameworks that integrate technological and pedagogical factors to advance educational technology in language learning. limitations this study’s short intervention duration, centered on passive voice, restricts insights into sustained retention or broader grammar applications. the participant sample, drawn from technologically privileged private schools, limits applicability to diverse populations, potentially overlooking digital divide issues in less resourced settings. acknowledgements i would like to express my sincere gratitude to the private schools for facilitating the process of data collection and to the assistant researchers for their invaluable support throughout the evaluation process. references aghajani, m., & zoghipour, m. 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(2014). the effect of peer and teacher assessment on efl learners’ grammatical and lexical writing accuracy. journal of social issues and humanities, 2(11), 134–139. article 3638.indd pa ge 1 pa ge 63 american journal of arts and human science (ajahs) comparative analysis of flipped classroom implementation in western and indian indoctrination suvendu ray1*, deb prasad sikdar1 volume 3 issue 4, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i4.3638 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: august 03, 2024 accepted: september 18, 2024 published: october 31, 2024 the fl ipped classroom, a popular teaching method in western countries, has gained popularity due to its ability to address traditional teaching limitations. however, india’s diverse education system presents unique challenges, including technological disparities, traditional practices, and curriculum rigidity. this study aimed to compare the implementation and outcomes of the fl ipped classroom model in western countries and india, revealing key factors contributing to its success or challenges. the study aimed to provide insights into how the fl ipped classroom model can be adapted and optimized to fi t different educational environments, ultimately improving learning outcomes and teaching practices globally. the study has explored adopting and implementing the fl ipped classroom model in western countries and india, identifying challenges and barriers. it has also evaluated educational outcomes, explored the role of technological infrastructure, assesses teacher readiness and training, and provides explored the role of technological infrastructure, assessed teacher readiness and training, and explored the role of technological infrastructure, assessed teacher readiness and training, and provided recommendations for enhancing its effectiveness in india. the fl ipped classroom model can enhance educational outcomes by increasing engagement and active learning. however, india faces unique challenges and needs targeted solutions. india should invest in technology, professional development, curriculum adaptation, and community engagement to maximize its benefi ts. keywords comparative study, flipped classroom, indian indoctrination, western countries 1 department of education, university of kalyani, pin-741 235, west bengal, india * corresponding author’s email: suvenduray1998@gmail.com introduction the fl ipped classroom model is a signifi cant innovation in educational methodologies, combining traditional teaching methods with online learning. students engage with instructional content at home, often through videos or online materials, while classroom time is dedicated to interactive activities (bergman & sams, 2012). this dynamic, student-centered approach promotes active engagement, deeper understanding, and enhanced knowledge application. it was found that fl ipped classroom approach is more effective than traditional teaching (boyraz & ocak, 2017; cetin koroglu & cakir, 2017; ekmekci, 2017; huang & hong, 2016; yu & wang, 2016; keskin, 2023). the fl ipped classroom, initially popularized in western education, has gained popularity in various settings due to its potential to address limitations of traditional teaching methods (çakır et al., 2021). in western countries, the model has shown promising outcomes in student engagement, academic performance, and overall learning experience due to advanced technological infrastructure, fl exible curricula, and a culture that encourages educational innovation. however, india’s diverse and complex education system presents unique challenges, such as technological disparities, traditional practices, and curriculum rigidity, which signifi cantly impact the effectiveness and feasibility of the fl ipped classroom approach in india (srinivasan & kumar, 2020). the traditional classroom model, which relies on lectures and passive listening, has been criticized for its limitations in promoting deep understanding and critical thinking, but the fl ipped classroom model addresses these issues through interactive activities (nouri, 2016; dong et al., 2021; youhasan et al., 2022). this approach creates a more engaging learning environment where students can actively apply concepts, collaborate with peers, and receive immediate feedback from instructors (lewis et al., 2018; saira et al., 2021). in western countries, the fl ipped classroom model has been supported by widespread access to digital technology, a culture of educational experimentation, and policies encouraging pedagogical innovation. however, the adoption of the fl ipped classroom model in india is infl uenced by various contextual factors, including the digital divide between urban and rural areas, traditional teaching practices, and a rigid curriculum. understanding these challenges is crucial for identifying strategies to enhance the model’s effectiveness and ensure its equitable application across different educational settings. the study has compared the implementation and outcomes of the fl ipped classroom model in western countries and india, providing insights into its adaptation to diverse educational contexts. the fi ndings can help develop strategies to overcome barriers, optimize the model’s effectiveness, and ensure equitable application. the study has contributed to the discourse on educational innovation and technology integration, offering evidencebased recommendations for improving teaching and learning practices. understanding factors infl uencing the success of the fl ipped classroom model can guide future pa ge 64 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 63-71, 2024 research and practice, ultimately enhancing educational quality and student outcomes worldwide. so, the researcher aimed to conduct a comparative analysis (tsvetkov, 2014; bolbakov et al., 2020) of the fl ipped classroom model’s implementation and impact in western countries versus india. by examining the experiences of both contexts, this research seeks to uncover the key factors that contribute to the success or challenges of this pedagogical approach. the fi ndings of this study are intended to provide insights into how the fl ipped classroom model can be adapted and optimized to fi t different educational environments, ultimately contributing to improved learning outcomes and teaching practices globally. objectives of the study this study will examine the adoption and implementation of the fl ipped classroom model in western countries and india, identifying key challenges and barriers. it will evaluate the educational outcomes, explores the role of technological infrastructure in its success, assesses teacher readiness and training, and provides recommendations for enhancing its effectiveness in india. the study also will examine the readiness and training of teachers in implementing the fl ipped classroom approach in western countries and india. materials and methods the study is set up to use a combination of literature review, comparative analysis, and empirical investigation as a pattern with a qualitative approach in nature to address the objectives mentioned above. comparative analysis aims to identify similarities and variances in conditions or outcomes among large-scale social units, such as regions, nations, societies, and cultures (drobnič, 2014). a comparative analysis allows associating new knowledge with the view of the world (tsvetkov, 2014; bolbakov et al., 2020). a qualitative comparative analysis has been conducted in the study (ragin, 1984; baptist & befani, 2015; schatz & welle, 2016). a thorough analysis of the body of research on the fl ipped classroom model’s application in western nations and india is compared in the following sections, with an emphasis on important discoveries about adoption, obstacles, educational outcomes, and technology infrastructure. results and discussion adoption and implementation of the flipped classroom model in western countries and india higher adoption in western countries the fl ipped classroom model is widely adopted in western countries, especially in higher education and k-12 settings (habib & morse, 2022), due to the availability of advanced technological infrastructure and widespread internet access, enabling its seamless implementation in these regions. previous publications have published works on designing and implementing a fl ipped classroom model in k-12 education (uzunboylu & karagozlu, 2015; zainuddin & halili, 2016; papadakis, 2019; li et al., 2024). american colleges and universities pioneered the fl ipped learning model, which has since been adopted in the uk and ukraine, signifi cantly impacting higher education worldwide (martynyuk, 2019). varied adoption in india the fl ipped classroom model in india is gaining popularity in urban areas and private institutions, but less in rural areas and government schools. adoption is higher in stem subjects, where it encourages practical, hands-on learning during class time.the rise of web 2.0 tools and internet service penetration has led to a surge in web resources created by indian contributors, enabling the implementation of dynamic and relevant teaching methods like the flipped classroom model (srinivasan & kumar, 2020). role of educational policy and curriculum western educational systems offer fl exible curricula, allowing for innovative teaching methods like fl ipped classrooms. however, india’s rigid curriculum and standardized testing hinder widespread adoption of fl ipped classrooms, limiting their implementation to supplementary or experimental use. teacher training and professional development technology optimizes class time and promotes studentled learning, leading secondary and higher education institutions to adopt the fl model, typically implemented by experienced educators (plešec gasparič et al., 2020; wang & zhu, 2019; lai & hwang, 2016). western countries prioritize teacher training and professional development, enabling the successful implementation of the fl ipped classroom model. however, in india, the absence of systematic training in innovative teaching methods hinders its widespread adoption. despite this, efforts are being made to incorporate digital literacy and modern pedagogies. student engagement and participation the fl ipped model allows students to collaborate with teachers and peers, making class time more enjoyable, productive, and interesting (gonzález-zamar & abadsegura, 2022). it allows students to absorb content, watch lectures, and access readings through a learning management system (brewer & movahedazarhouligh, 2018; kong & song, 2015). so, it has been successful in western countries, boosting student engagement and active participation. however, in india, where traditional teaching methods are prevalent, student engagement varies. student engagement is a complex construct that is related to several factors that includes emotions, behavior, culture and cognition (kahu, 2013; srinivasan & kumar, 2020). effective implementation leads to improved understanding and retention of material, but less consistent success in areas with limited resources. challenges and barriers in the adoption of the flipped classroom model in india compared to western countries pa ge 65 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 63-71, 2024 table 1: present the challenges in adoption of the flipped classroom model in india compared to western countries sl. no. key point western countries india 1 technological infrastructure the fl ipped classroom model is wellsupported by high-speed internet, widespread computer and tablet access, and established digital learning platforms, making it accessible to most students and teachers in western countries. india faces a signifi cant challenge due to the digital divide, particularly in rural areas, where students often lack reliable internet access or necessary devices for watching lecture videos at home, hindering the feasibility of the fl ipped classroom model. 2 cultural and educational norms western countries' educational culture prioritizes critical thinking, selfdirected learning, and active classroom engagement, promoting a fl ipped classroom approach and fostering openness to pedagogical innovations. the indian education system's traditional teaching methods, including rote learning and lecture-based instruction, may be resistant to change, making it challenging to widely adopt the fl ipped classroom model. 3 teacher preparedness and training western teachers frequently benefi t from professional development opportunities, including training in digital tools and pedagogical strategies, to implement innovative teaching models like the fl ipped classroom. india's teachers face signifi cant barriers to implementing the fl ipped classroom model due to inadequate training in technology and active learning strategies, and limited professional development opportunities. 4 curriculum rigidity western curriculums are often fl exible, allowing educators to experiment with new teaching methods like fl ipped classrooms, allowing teachers to adjust their methods to meet the needs of their students. classprep tasks were simplifi ed to reward students’ solo engagement with online content, while in-class activities were typically more challenging (brown, 2018). the indian education system’s rigid curriculum, heavily reliant on standardized testing and extensive syllabi, restricts teachers’ ability to experiment with alternative teaching models like the fl ipped classroom, limiting their ability to tailor lessons for maximum benefi ts. 5 resource availability and support western schools and universities have access to resources like online platforms, digital content, and technical support, making it easier to implement the fl ipped classroom model. indian schools face challenges in adopting the fl ipped classroom model due to resource constraints, lack of access to high-quality digital content, insuffi cient funding for technological tools, and limited administrative support. 6 student and parent acceptance western students and parents generally accept non-traditional teaching methods, such as the fl ipped classroom model, which is seen as positively enhancing learning outcomes (goodwin & miller, 2013; green, 2012). in india, traditional teaching methods may lead to skepticism towards the fl ipped classroom model due to concerns about self-directed learning effectiveness and the unfamiliarity with digital resources. educational outcomes associated with the flipped classroom model in western countries and india enhanced understanding and retention of material studies in western countries have shown that students in fl ipped classrooms often exhibit better understanding and retention of course material compared to traditional lecture-based instruction (gonzález-zamar & abadsegura, 2022; lee & lee, 2021). the opportunity to engage with content actively during class, coupled with selfpaced learning at home, leads to deeper comprehension and longer-lasting knowledge. in indian settings where the fl ipped classroom model has been effectively implemented, students also report improved understanding and retention. however, the effectiveness is largely contingent on the quality of resources and the support provided to students for selflearning at home. improved student engagement the fl ipped classroom model has generally led to higher levels of student engagement in western countries. the active, collaborative nature of in-class activities fosters a more dynamic and interactive learning environment. students tend to be more motivated and involved in their learning process. according to haghighi et al. (2019) and keskin (2023), there is the concern that fl ipped learning generally dependents on student participation in india, when implemented effectively, the fl ipped pa ge 66 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 63-71, 2024 classroom model has shown potential for increasing student engagement, particularly in urban and private schools. however, in less resource-rich settings, the lack of access to quality digital content and the challenges of adjusting to new learning methods can dampen student enthusiasm and engagement. higher academic performance empirical evidence from western countries suggests that the fl ipped classroom model can lead to improved academic performance, particularly in subjects that benefi t from hands-on learning and problem-solving during class time. students often perform better on assessments that require critical thinking and application of knowledge. the fl ipped methodology improved student perceptions about and attitudes regarding the class, both of which can be important in stimulating student learning (cobb, 2015). the impact on academic performance in india is more variable. in well-resourced schools, the fl ipped classroom model has been associated with better test scores and overall academic achievement. however, in settings with limited access to technology and support, the benefi ts are less pronounced, and traditional methods may still dominate in terms of measurable outcomes. development of critical thinking and problemsolving skills the fl ipped classroom model in western countries has been effective in developing students’ critical thinking and problem-solving skills. the model encourages students to engage with complex problems during class, where they can collaborate with peers and receive immediate feedback from instructors. in india, the development of critical thinking skills through the fl ipped classroom model is still emerging. in schools that have adopted this approach, students have shown improvements in analytical and problem-solving abilities, particularly in stem subjects. however, the lack of widespread implementation and the traditional emphasis on rote learning limit the broader development of these skills. increased teacher-student interaction the fl ipped classroom model in western countries has led to more personalized and meaningful teacherstudent interactions. flipped instruction (fl) improves student test scores and motivation, benefi ting students of all levels (khanova et al., 2015; lin & hwang, 2019). teachers also experience greater job satisfaction and repeat the methodology in subsequent academic years. fl allows teachers to address individual student needs, provide targeted support, and facilitate deeper discussions, enhancing overall learning and teaching experiences (kurihara, 2020; tang et al., 2020). this approach encourages deeper discussions and deeper learning (zainuddin & halili, 2016). in india, the potential for increased teacher-student interaction exists, but its realization is uneven. in schools where the fl ipped classroom model is well-implemented, teachers can focus more on guiding students through complex concepts and addressing individual challenges. however, in resource-constrained settings, large class sizes and limited time may still impede the quality of interaction. varied impact on different student demographics the fl ipped classroom model in western countries tends to benefi t a broad range of students, though some research indicates that students who are self-motivated and have strong time management skills gain the most. support mechanisms are often in place to help students who may struggle with self-directed learning. in india, the impact of the fl ipped classroom model varies signifi cantly across different student demographics. students in urban areas and those from higher socioeconomic backgrounds, who have better access to technology and support at home, tend to benefi t more. conversely, students from rural or economically disadvantaged backgrounds may struggle with the selflearning component due to lack of resources and support. role of technological infrastructure in the success of the flipped classroom model in western and indian contexts availability and access to technology advanced technological infrastructure, including highspeed internet, personal computers, tablets, and interactive learning platforms, is widely available in western countries. this facilitates the effective implementation of the fl ipped classroom model, as students and teachers can easily access and use digital resources for learning and teaching. technological infrastructure is uneven across india. urban areas and private institutions often have access to the necessary technology, while rural and government schools may face signifi cant gaps. limited access to highspeed internet and devices poses a major challenge for the widespread adoption of the fl ipped classroom model in less developed areas. quality of digital learning resources western countries generally benefi t from a rich ecosystem of high-quality digital learning resources, including educational videos, interactive tools, and online courses. these resources support the fl ipped classroom model by providing engaging and effective content for students to review outside of class. the availability of high-quality digital resources is more limited in india. although there are initiatives to create and distribute educational content, the quality and breadth of resources are not always consistent. this can affect the effectiveness of the fl ipped classroom model, particularly in areas with fewer resources. technical support and training there is often robust technical support and training available for both teachers and students in western countries. schools and universities provide resources pa ge 67 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 63-71, 2024 and training to help users effectively navigate and utilize digital tools and platforms. technical support and training are less consistently available in india. while some schools and educational institutions are working to improve digital literacy and support, many teachers and students lack adequate training in using educational technologies, which can hinder the successful implementation of the fl ipped classroom model. internet connectivity reliable and high-speed internet connectivity is a norm in western countries, enabling seamless access to online learning materials and platforms. this supports the fl ipped classroom model by ensuring that students can watch lecture videos and complete assignments without technical interruptions. internet connectivity in india varies widely. while urban centers often have good connectivity, rural and remote areas may experience slow or unreliable internet access. this disparity affects the ability of students in less connected areas to fully engage with online content required for the fl ipped classroom model. the indian government is digitizing higher education campuses to improve internet connectivity for all students. initiatives to make web-based resources available for higher education began in the 1990s, with top institutions like iits, ugc, nptel, and cec contributing to this progress (dangwal & mishra, 2020). infrastructure for digital collaboration many western countries have established infrastructure that supports digital collaboration, such as online discussion forums, collaborative tools, and virtual classrooms. this infrastructure enhances the fl ipped classroom model by allowing students to collaborate on projects and participate in discussions outside of class. infrastructure for digital collaboration is less developed in india. although there are efforts to introduce collaborative tools, the lack of widespread access to these tools and platforms can limit the effectiveness of collaborative elements in the fl ipped classroom model. adaptability of technology to local contexts technology in western countries is often adaptable to diverse educational contexts and can be customized to meet the specifi c needs of different student populations and subject areas. the adaptability of technology to local contexts in india can be challenging due to diverse educational needs and varying levels of technological infrastructure. efforts to tailor technology to fi t local conditions are ongoing but can be constrained by resource limitations and infrastructural gaps. readiness and training of teachers in implementing the flipped classroom approach in western countries versus india flipped classroom course success relies heavily on table 2: present the readiness and training of teachers in implementing the flipped classroom approach in western countries versus india sl. no. key point western countries india 1 availability of professional development western teachers have access to extensive professional development opportunities, including workshops, online courses, and educational conferences, focusing on innovative teaching methods like the fl ipped classroom model, to integrate new pedagogical approaches into their practice. india's teachers face limited professional development opportunities, particularly in innovative methods like fl ipped classrooms, and many, especially in rural or government schools, lack comprehensive training in modern teaching techniques, despite some initiatives. 2 support and resources for teachers western countries' institutions provide signifi cant support to teachers, including access to educational technology, teaching resources, and administrative assistance, enabling them to effectively implement the fl ipped classroom model. india's teachers face uneven support, with some urban and private schools providing resources and administrative support for new teaching methods, while many, especially in government or rural schools, lack institutional backing. 3 technological profi ciency western teachers often possess advanced technological profi ciency, enabling them to effectively utilize digital tools for creating and managing fl ipped classroom content. india's teachers' technological profi ciency varies, with urban and private schools having a higher level of familiarity with digital tools, while rural and underresourced teachers may struggle due to limited training and experience. 4 adaptation to new teaching models western teachers are more adaptable to new teaching models like the fl ipped classroom due to their culture of educational experimentation and innovation, which supports their ability to integrate and refi ne these models effectively. india's traditional teaching methods and resistance to change may hinder the slow adaptation to new teaching models, necessitating additional support and time for teachers to integrate the fl ipped classroom model into their routines. pa ge 68 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 63-71, 2024 5 student and parent support in western countries, students and parents generally support innovative teaching methods, contributing to the successful implementation of the fl ipped classroom model, as both groups are willing to adapt to new learning approaches. the fl ipped classroom model in india faces inconsistent support from students and parents, with some in urban and private schools being open to it, while others, especially in areas with traditional educational expectations, may require more persuasion and evidence of effectiveness. 6 institutional culture and policy western educational institutions promote innovation and continuous improvement, promoting new teaching models like fl ipped classrooms. institutional policies encourage experimentation and provide necessary infrastructure and support. india's conservative institutional culture, primarily centered on traditional teaching methods and exam-oriented education, presents challenges in implementing the fl ipped classroom model, necessitating signifi cant policy changes and support to overcome resistance and promote innovation. educator readiness, as lack of confi dence or enthusiasm can hinder its effectiveness (moffett, 2015; shimamoto, 2012; snowden, 2012; phillips & wiesbaue, 2022). recommendations some recommendations have been highlighted for enhancing the adoption and effectiveness of the flipped classroom model in india based on practices observed in western countries. invest in technological infrastructure the study suggests that investing in advanced technological infrastructure in indian schools, especially in rural and underserved areas, could signifi cantly improve the adoption and effectiveness of the fl ipped classroom model, highlighting the need for reliable internet access and necessary devices. enhance professional development the recommendation is to introduce comprehensive professional development programs for indian teachers, focusing on digital literacy and innovative teaching methods, such as the fl ipped classroom approach, to enhance their ability to effectively implement and sustain this model. adapt the curriculum the indian curriculum should be adapted to accommodate the fl ipped classroom model, focusing on active learning and student-centered approaches, to enhance its effectiveness and integration with western countries’ more fl exible curricula. increase access to quality digital resources the proposal suggests creating and distributing highquality digital learning resources and educational content tailored to indian students and teachers, akin to the resources found in western countries, to enhance content delivery and engagement. foster a supportive institutional culture establish a culture in india that promotes experimentation with new teaching methods, such as the fl ipped classroom, and provides administrative and peer support for teachers, akin to western countries’ innovation culture, to facilitate the successful adoption of this model. engage students and parents increase awareness and communication about the benefi ts and goals of the fl ipped classroom model in india to build support and understanding among students and parents, as this approach is generally supported in western countries. develop local adaptations and support structures the success of the fl ipped classroom model in western countries underscores the need for local adaptations and support structures, particularly in india, to improve its effectiveness and sustainability, as the model’s success in western countries underscores the importance of tailoring approaches. conclusion the fl ipped classroom model, which involves students using lecture materials at home and using classroom time for active learning, offers both opportunities and challenges in different educational contexts. this comparative study between western countries and india highlights the diverse experiences and outcomes of implementing this model, highlighting factors contributing to its success and barriers to overcome. the fl ipped classroom model, popular in western countries, is facilitated by technological infrastructure, fl exible curricula, and a culture of educational innovation. however, its adoption in india is uneven, with rural and government schools facing signifi cant challenges. the digital divide in india is a signifi cant barrier, as many students lack reliable internet and devices, making it diffi cult to engage with online content. cultural and educational norms also play a role in the successful implementation of the fl ipped classroom model. teacher preparedness and training are crucial for the successful implementation, as in india, professional development pa ge 69 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 63-71, 2024 opportunities are less widespread and many teachers lack training in using digital tools and active learning strategies. addressing the technological gap in india is essential for the broader adoption of the fl ipped classroom model, with investments in improving internet connectivity, providing devices, and ensuring access to high-quality digital resources. the fl ipped classroom model has the potential to improve educational outcomes by increasing engagement and active learning. however, india faces unique challenges that require targeted solutions. to maximize the benefi ts of the model, india must invest in technology, professional development, curriculum adaptation, and community engagement. by learning from successful western practices and adapting them to local needs, india can enhance its educational practices and improve learning outcomes for students across diverse settings. references baptist, c., & befani, b. 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(2016). flipped classroom research and trends from different fi elds of study. the international review of research in open and distance learning, 17(3), 313–340. https://doi.org/10.19173/ irrodl.v17i3.2274 pa ge 1 pa ge 79 american journal of arts and human science(ajahs) channels for promoting health literacy on family planning among pregnant women in akheri ward, arumeru district juma almasi mhina1*, sara mmari1, moh’d juma moh’d1, najma salehe amini1, zakia k. msuya1 volume 4 issue 1, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i1.4367 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: january 07, 2025 accepted: february 12, 2025 published: february 24, 2025 the study assessed the channels utilized to enhance family planning literacy among pregnant women in akheri ward, arumeru district, tanzania, between february and april 2024. the research focuses on hospital-registered pregnant women and employs a mixed-methods approach to address the central question of how family planning information is effectively disseminated. a total sample of 269 respondents was selected using a combination of probability and non-probability sampling techniques. data collection involved structured interviews with key informants, including reproductive and child health officers, as well as questionnaires administered to the target population.the findings reveal that antenatal clinic mobilization by health professionals serves as the most effective channel for disseminating family planning information. this approach is particularly valued for fostering trust, offering personalized education, and facilitating informed decision-making among pregnant women. social media platforms, especially whatsapp groups, emerge as the second most effective channel, providing convenient access to information. additionally, mass media, such as radio, plays a significant role in reaching broader and often remote populations. however, barriers such as limited internet access, inadequate digital literacy, and time constraints pose challenges to the efficacy of these channels, particularly in rural settings. the study underscores the critical importance of a multi-channel communication strategy to ensure comprehensive dissemination of family planning knowledge, particularly for underserved rural communities. recommendations include increased investment in both traditional media, such as radio, and digital platforms to expand access and overcome infrastructural barriers. furthermore, capacity-building initiatives for health professionals and communitybased interventions are advocated to improve engagement and enhance maternal health outcomes. these findings contribute to the broader discourse on maternal health literacy, highlighting the need for context-specific, inclusive communication strategies in lowresource settings. keywords communication channels, community health workers, family planning, health literacy, pregnant women 1 tengeru institute of community development, tanzania * corresponding author’s e-mail: almasijuma@yahoo.co.uk introduction globally, health literacy is a critical factor in improving health outcomes. it encompasses individuals’ ability to access, understand, and use health-related information to make informed decisions(brach & harris, 2021; busse et al., 2022; muscat et al., 2021). the world health organization (who) states that inadequate health literacy is a significant barrier to achieving universal health coverage, particularly in lowand middle-income countries. globally, family planning is recognized as a cornerstone of maternal and child health (de silva et al., 2024; mwaikambo et al., 2021). access to effective family planning services reduces maternal mortality by preventing unintended pregnancies and reducing the risks associated with closely spaced pregnancies (sharma et al., 2020). despite global advancements, many women still lack access to essential family planning services and information. in 2022, the united nations population fund (unfpa) (2022) reported that nearly 222 million women in developing regions had an unmet need for modern contraceptives. this gap is often attributed to limited health literacy, cultural norms, and inadequate healthcare infrastructure (mhina, 2024; sørensen et al., 2021; unfpa, 2022). in sub-saharan africa, family planning uptake remains a pressing challenge. the region accounts for the highest rates of maternal mortality globally, with limited health literacy playing a significant role (ducray et al., 2021; harsch et al., 2021). according to a study by demographic and health surveys (dhs) (2021), only 30% of women in sub-saharan africa have comprehensive knowledge of modern contraceptive methods. barriers such as cultural stigmas, gender inequality, and misconceptions about contraceptives further hinder efforts to promote family planning (adaki & nsofor, 2023; potasse & yaya, 2021). according to hall et al. (2023) community-based approaches, including health literacy campaigns, have shown promise in improving family planning outcomes. however, many of these initiatives fail to reach marginalized groups, including pregnant women in rural settings, due to poor infrastructure and lack of targeted strategies (houghton et al., 2023; richardson et al., 2023). east african countries have made commendable efforts to improve access to family planning. governments and non-governmental organizations have implemented policies to increase contraceptive prevalence and reduce maternal mortality. for instance, kenya’s national family pa ge 80 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 79-88, 2025 planning program has significantly raised awareness, leading to a contraceptive prevalence rate of 58% as of 2021 (of, 2021). however, disparities persist, particularly in rural areas where health literacy is low. in uganda, studies reveal that only 25% of rural women have adequate knowledge about family planning, and myths about contraceptive methods are prevalent (kabagenyi et al., 2019). tanzania faces similar challenges, with rural communities reporting limited access to accurate family planning information despite the government’s efforts to expand reproductive health services (carroll & kapilashrami, 2020; kassim & ndumbaro, 2022; massenga et al., 2021). tanzanian government has prioritized family planning as a key strategy to improve maternal and child health. the ministry of health, through initiatives like the national family planning costed implementation program, has aimed to increase contraceptive use to 45% by 2025. however, as of 2020, only 38% of women of reproductive age were using modern contraceptives (tdhs, 2022). in this case, health literacy remains a significant barrier, particularly in rural areas. many women rely on informal sources of information, such as friends or traditional healers, which may perpetuate misinformation. moreover, sociocultural factors, such as male dominance in decisionmaking, often limit women’s autonomy in accessing family planning services (schuler et al., 2021). akheri ward in arumeru district reflects the broader challenges observed in rural tanzania. this necessate the need for community health workers who play a crucial role in disseminating health information, but their reach is often restricted by logistical challenges and cultural barriers. additionally, there is limited research on the specific channels used to promote health literacy on family planning in akheri ward, making it difficult to design effective interventions. similary, numerous studies have focused on family planning and health literacy at national and regional levels, for example, mhina (2024) conducted a study on the awareness of family planning services among pregnant. thus, there is limited evidence on the specific channels through which health literacy on family planning is promoted among pregnant women in rural areas like akheri ward. existing research often generalizes findings without addressing the unique sociocultural and logistical challenges faced by specific communities. this study seeks to fill this gap by assessing the channels promoting health literacy on family planning among pregnant women in akheri ward, arumeru district. understanding the channels that promote health literacy on family planning among pregnant women is crucial for improving maternal and child health outcomes. pregnant women often face significant challenges in accessing accurate information about family planning due to cultural, social, or systemic barriers. identifying effective communication channels—such as healthcare providers, community outreach programs, digital platforms, or peer support groups—can help tailor messages that resonate with this audience. enhanced health literacy enables pregnant women to make informed decisions about family planning, ensuring proper spacing of pregnancies, reducing maternal and neonatal health risks, and empowering women to take control of their reproductive health. moreover, such efforts contribute to broader public health goals, including reduced healthcare costs and improved community well-being. materials and methods description of the study area the study was carried out in the arusha region of tanzania’s northern highlands, specifically in the arumeru district. the district is located in the northeastern section of the arusha area, sharing borders with the manyara area to the south and the kilimanjaro region to the east. kilimanjaro international airport (kia) and the district headquarters of arumeru are approximately 25 kilometers apart. one of the six districts that make up the arusha region is arumeru district. the area of the arumeru district is roughly 2,966 square kilometers, or roughly 3.6 of the arusha region’s overall area of 82,424 square kilometers. arumeru east and arumeru west are the district’s two parliamentary constituencies. according to the author, there are thirty-seven (37) wards in the arumeru district: bangata, akheri, bwawani, ilkiding’a, kikatiti, kikwe, kimnyaki, king’ori, kiranyi, kisongo, leguruki, makiba, majiyachai, maroroni, mateves, mbuguni, mlangarini, moivo, moshono, murieti, musa, mwandeti, nduruma, ngarenanyuki, oldonyosambu, nkoanrua, nkoaranga, nkoarisambu, oljoro, olkokola, olturoto, olturumeti, poli, sing’isi, sokoni one, songoro, and usa-river. economic operations carried out at the study area are agriculture, livestock keeping, tourism, forestry, beekeeping, fishery, industry, and mining. in this study the researcher chosen to conduct research in akheri ward because of convenience and easy to get there due to our location regarding to resources we have; time constraints and characteristic of the population being studied. target population the study targeted pregnant women residing in the akheri figure 1. the study area pa ge 81 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 79-88, 2025 ward. purposive sampling was used to select respondents for inclusion in the study. woman aged between 15 to 49 years and capable of expressing themselves concerning the topic in question were included in the study. local community health workers (chws) from the respective ward helped to identify potential households from which individuals meeting the set inclusion criteria were picked. the chws also helped to identify potential study participants in the selected households and establish trust between the researchers and study participants. sample size according to reproductive and child health report of (2023), reported that, the registered pregnant women at arumeru district in 2023 year was 827 people. therefore, using yamane (1967) formula a sample size of this study was determined as follows: mathematically, from the yamane (1967) formulae n=n/(1+n(e)2) whereas: n = samples size, n = total population, e = sampling error then: n = 827 total population e = 0.05%, from the formula: n=827/(1+827(0.05)2) n=827/(1+827x0.05x0.05) n=827/(1+827x0.0025) n=827/(1+2.0675) n=827/3.0675 n= 269 n = 269 the sample size of this study was 269. sampling procedure both probability and non-probability procedures were used in the study. to determine the sample size, pregnant women were chosen using the probability strategy, specifically simple random sampling. the hospital’s reproductive and child health officer (rch officer) was chosen as a key informant using non-probability sampling, namely purposive sampling. data collection methods data were collected between february and april 2024 using the following methods: interview data from the study participants were mainly collected using interview based on a guide initially developed in english and translated into kiswahili for easy comprehension among the participants. the guide consisted of open-ended questions on participants’ perspectives concerning channels for promoting health literacy on family planning. each session lasted between 20 and 30min. to ease participants’ attendance, the discussions were held at places of their convenience. questionnaire questionnaires were utilized in the study to get data from pregnant women because they offered a quick easy, affordable, and effective method of gathering a lot of data from a large sample of responses. in order to enhance communication with the respondents and, consequently, the response rate, this survey was conducted in person. to collect quantifiable information, the survey included closed-ended questions. by selecting appropriate responses from the list, respondents were allowed to express their own responses to the closedended questions. data analysis measures such as identification and formulation of the research problem, selection of study participants, and accuracy in data collection, analysis, and interpretation helped to ensure trustworthiness of the study findings. audio recordings and field notes captured all the discussions during data collections. these recordings then underwent verbatim transcription in kiswahili, the language of researchers with participants, before being translated into english and reviewed by the researchers. after the review, the transcripts were imported, coded, and analyzed thematically using nvivo software (qsr version 12). themes generated from the narratives of the interviews were then organized to group similar ones from the transcriptions into a cluster. the themes are socio-demographic factors, fertility channel preferences, negative perceptions, and misinformation on family planning, use of unproven channel methods of family planning, limited access to reliable sources of family planning information, household responsibilities, and men’s involvement in family planning. quantitative data were analyzed using spss version 27. these involved both descriptive analyses ethical considerations permission to conduct the study was sought from the local authorities in the arumeru district. written informed consent was obtained from the participants who were able to read while verbal informed consent was obtained from the participants who could not write. informed consent for minors (those aged below 18years), was obtained from their parents/guardians. in addition to this, the minors were fully informed about the study and made aware that they were free to decide to participate on not. all the study participants were assured that their participation would be kept anonymous throughout the study. results and discussions demographic characteristics of respondents as shown in table 1, respondents’ ages are divided into two groups. the age range of the largest group is 24-29 (27.5%), followed by 30-35 (21.9%) and 18-25 (21.6%), pa ge 82 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 79-88, 2025 while the age range of the smallest group is over 47 (9.3%) and 42-47 (10%). this suggests that more than 70% of the respondents are under 35 years of age. since most members of this group are of reproductive age, family planning education is especially important. compared to older groups, younger people may be less resistant to contemporary family planning services but may also lack thorough understanding (mushy et al., 2020). targeted education for this age should be given priority, but efforts should also take into account the needs of the older cohort, which may have different knowledge levels or preferences as a result of generational views. likewise, results of respondents’ educational attainment is divided into two groups. the lowest group had non-formal education (11.9%) and primary education (14.5%), while the largest group had university-level education (33.5%) and secondary education (22.3%). with more than half of the respondents having secondary, tertiary, or universitylevel education, this suggests that higher education levels are common in this sample. this suggests that awareness efforts might be more sophisticated and include technical aspects of family planning services, as many responders may have more cognitive ability and information access. nonetheless, the fact that 26.4% of respondents had only completed primary or non-formal education suggests that less educated people require easier-to-use, more accessible communication methods. additionally, respondents’ marital status reveals that single (40.1%), followed by married (42.4%), while the smallest group is made up of widows (5.2%) and divorced (12.3%). this demonstrates that family planning awareness needs to be addressed across a range of lifestyles, as evidenced by the nearly equal percentage of married and single respondents. married people could focus more on family planning to limit or space out children, while single people may need education on the use of contraceptives to avoid unwanted pregnancies. divorced and widowed people should not be ignored in awareness campaigns since they may have special requirements, such as making plans for future relationships or their health following the death of a spouse. according to the data, the largest proportion of respondents derive their livelihood from business (35.3%) and farming (24.9%), while a smaller percentage (16.7%) rely on other sources of income. this informs the importance of delivering family planning information through channels that effectively target the business and farming sectors, as these occupations engage a significant portion of the population. business professionals could benefit from community outreach programs or integration with agricultural extension services, while farmers, particularly in rural areas, may be better reached through targeted agricultural initiatives or rural development program. table 1: demographic characteristics of respondents variable (n = 269) frequency per cent age of respondents 18-25 58 21.6 24-29 74 27.5 30-35 59 21.9 36-41 26 9.7 42-47 27 10 more than 47 25 9.3 total 269 100 education level primary education 39 14.5 secondary education 60 22.3 tertiary 48 17.8 university level 90 33.5 non formal education 32 11.9 total 269 100 marital status single 108 40.1 marriage 114 42.4 divorced 33 12.3 widow 14 5.2 total 269 100 occupation farmer 67 24.9 business 95 35.3 employed 62 23 others 45 16.7 total 269 100 pa ge 83 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 79-88, 2025 similarly, business professionals be better reached through workplace health initiatives or urban clinics. given a wide range of occupational classifications, a onesize-fits-all strategy for family planning education would be insufficient (fauser et al., 2024; kristiansen et al., 2023). promoting health family planning through channels tailored to lifestyles related to profession will guarantee more relevance and reach (adaki, 2023; adaki & nsofor, 2023; hazra-ganju et al., 2023). the channels used to promote health literacy in family planning use among pregnant women in akheri ward the findings in fig. 1 illustrates the channels used to promote family planning knowledge among pregnant women. according to the data, 29.7% of respondents indicated that health professionals’ mobilization is the primary channel. social media was identified by 26% of respondents as an effective platform for promoting health literacy in family planning. mass media accounted for 19.3% of responses, while 8.2% of respondents cited fellow community members as their source of information. additionally, 7.4% of respondents mentioned receiving family planning knowledge from other community-based sources. these findings support that of valencia (2025) who examined role of social media and mass media in political campaigns and how they are used to promote flow of information. concerning the channels used to promote health literacy on improving family planning among pregnant women in the community, the findings revealed that the majority of respondents, 80 (29.7%), identified mobilization by health professionals as the primary channel for promoting family planning knowledge. this was followed by 70 respondents (26%) who indicated social media as an effective platform, and 52 respondents (19.3%) who cited mass media. additionally, 22 respondents (8.2%) mentioned fellow community members, while the smallest group, 20 respondents (7.4%), referred to other community-based sources. notably, 25 respondents (9.3%) did not specify any channel used for promoting health literacy regarding family planning. these findings suggest that mobilization by health professionals is the most impactful channel for disseminating family planning knowledge to pregnant women. however, social media and mass media also play significant roles in contributing to health literacy and encouraging the use of family planning among this group. the contribution of social media and mass media on ensuring information reaches many people within short time is witnessed by (almasi, athman, et al., 2023; almasi, mwaseba, et al., 2023; benaiah & osuntoki, 2024; oyewole, 2024). these studies support the findings in the sense that mass and social media plays a great role in information dissemination. similarly, gives an evidence that for quick inflows of information, mass and social media are inevitable. figure 2: channels used to promote health literacy in family planning use among pregnant women in akheri ward (researcher, 2025) the study conducted by chukwuji (2018) in zamfara state, nigeria, contrasts with these findings, as 63% of respondents identified radio as the primary source of information on family planning issues, while only 6% reported receiving such information through social media. similarly, the study by kilugwe and ruheza (2018) supports the notion that various communication channels, including television, radio, mobile phones, printed media, health facilities, and health field workers, are widely used globally to disseminate family planning information. mass communication has been shown to encourage and motivate individuals to adopt family planning practices. common mass media platforms used for this purpose include radio, television, cinema, printed materials, and traditional folk events. effectiveness of the channels used to promote health literacy in family planning among pregnant women the findings in fig. 2 illustrates respondents’ perceptions of the effectiveness of channels used to promote health pa ge 84 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 79-88, 2025 literacy in family planning among pregnant women. a total of 37.9% of respondents agreed that the channels are effective, while 29% considered them very effective. additionally, 24.2% rated the channels as satisfactory, and 8.9% indicated that the channels are not effective. regarding the effectiveness of the channels used to promote health literacy, the findings revealed that the majority of respondents, 102 (37.9%), agreed that the channels were effective, while 78 respondents (29%) stated they were very effective. additionally, 65 respondents (24.2%) rated the channels as satisfactory, and 24 respondents (8.9%) indicated that the channels were not effective. these findings suggest that the majority of the channels used to promote health literacy among pregnant women are perceived as effective or very effective. this indicates that pregnant women have access to information related to family planning, which increases their awareness and influences their use of contraception methods to manage birth control effectively. figure 3: effectiveness of the channels used to promote health literacy in family planning among pregnant women in akheri ward (researcher, 2025) the effectiveness of channels used to promote health literacy was highlighted by kilugwe and ruheza(2018), who argued that the effectiveness and efficiency of communication channels for family planning knowledge significantly vary within and between countries. they found that women exposed to family planning messages through multiple media channels were more likely to consider using family planning than those exposed to only one channel. however, their study also observed that, despite high awareness of family planning services in the community, the actual usage of these services remained low. notably, women’s decisions to use family planning were influenced by factors such as age, son preference, and the number of sons and daughters. in many cases, individuals in rural areas were less likely to adopt modern family planning methods, often favoring large family sizes to meet labor demands for agricultural production. the study suggests that women who use family planning may have accessed information from informal communication channels rather than formal media, indicating the possible influence of informal messages on contraception use. interviews with healthcare providers and pregnant women at meru hospital’s reproductive and child health (rch) unit provided valuable insights into the effectiveness of the channels used to promote health literacy in family planning. key themes emerged, emphasising both strengths and challenges of these communication approaches. mobilization by health professionals participants consistently noted that health professionals play a critical role in disseminating family planning knowledge. a midwife remarked: …..our sessions during antenatal clinics are very impactful. pregnant women trust us, and when we explain the benefits of family planning, they often respond positively. (rch officer1) the interview results suggest that antenatal clinic sessions play a significant role in influencing pregnant women’s attitudes toward family planning. the trust that women place in healthcare providers during these sessions creates an environment conducive to sharing important information about reproductive health. when providers take the time to explain the benefits of family planning, pregnant women are more likely to absorb and appreciate the value of these services (puri et al., 2020; yousef et al., 2021). this trust is key in overcoming potential barriers, such as misconceptions or reluctance, as women are more receptive to guidance from trusted healthcare professionals. additionally, the positive responses from pregnant women pa ge 85 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 79-88, 2025 after these discussions demonstrate the effectiveness of antenatal clinics in promoting family planning. the setting allows for focused, one-on-one conversations where women can ask questions and express their concerns in a supportive environment. this personalized approach not only educates but also empowers women to make informed decisions about their reproductive health. the impact of such sessions highpoints the importance of integrating family planning education into prenatal care, ensuring that women have the knowledge they need to plan for the future while navigating pregnancy. however, some health workers expressed concerns about time constraints and the limited reach of these sessions, particularly for women who miss antenatal appointments. use of social media pregnant women underlined social media as a growing source of information. one participant shared: i learned a lot about family planning from a whatsapp group for mothers. they share videos and advice, which is helpful because i can access it anytime. (key respondent 1) the interview results give emphasis on the value of whatsapp groups for mothers as an educational tool for family planning. the participant noted that these groups offer a platform where mothers can share and exchange valuable content, such as videos and advice. this creates an informal, yet supportive space for learning, enabling mothers to engage with information at their own pace (glaister et al., 2023). the accessibility of such resources, available at any time, allows for continuous learning and gives participants the flexibility to revisit important topics whenever necessary. additionally, the convenience of these groups contributes to a sense of community and support among mothers. the ability to discuss family planning openly, seek advice, and share personal experiences strengthens the bond between participants and enhances the practical application of knowledge (chen & lin, 2019). since the content is available digitally, it eliminates the need for scheduled meetings or access to formal health services, thus broadening the reach of family planning education to mothers who may have limited time or resources for traditional educational settings. this accessibility is crucial in empowering women to make informed decisions about their reproductive health. while effective for younger and tech-savvy women, health professionals noted that reliance on social media may exclude those without access to smartphones or the internet. mass media (radio and television) several participants acknowledged the influence of mass media, especially radio programs: …. i heard about family planning on the radio. they explained it in a way that was easy to understand, and it encouraged me to ask more questions at the clinic,” said one respondent. (key respondent 2) the use of radio as a channel for promoting family planning knowledge has proven to be an effective way to reach a broad audience, including individuals in remote areas. as one respondent noted, radio programs often present information in a simple and accessible manner, making complex topics easier to understand. this approach can spark curiosity and motivate listeners to seek additional information from healthcare providers. by serving as an initial point of contact, radio helps raise awareness about family planning, prompting individuals to explore the topic further during clinic visits, where they can receive personalized advice and support. furthermore, the wide reach and affordability of radio make it an indispensable tool for public health campaigns. in regions with limited access to digital platforms or printed media, radio serves as a reliable medium for disseminating family planning information. the respondent’s experience underscores the importance of integrating mass media campaigns with healthcare services to ensure continuity of information. radio programs that encourage interaction, such as phone-ins or community discussions, can further enhance their impact by addressing listeners’ specific concerns and reinforcing key messages delivered at healthcare facilities. however, others felt that mass media messages were too generalized and lacked the personalized guidance necessary for specific family planning needs. community-based channels community mobilization efforts, such as discussions led by community health workers, were also stressed that: …… the community health workers come to our village and talk to us about family planning. it’s easier to ask them questions because they know our challenges,” noted a respondent (key respondent 3) the involvement of community health workers (chws) in promoting family planning has proven to be a highly effective channel for improving health literacy among pregnant women. as noted by a respondent, chws bring critical family planning information directly to the community, making it more accessible and relatable. their localized approach helps address unique cultural and social challenges faced by women in the village. by establishing trust and rapport, chws create an environment where women feel comfortable asking questions and discussing sensitive topics. this personal connection enhances the dissemination of accurate information, addressing misconceptions and encouraging informed decision-making about family planning. moreover, chws serve as a bridge between healthcare facilities and the community, especially in areas where access to formal healthcare is limited. their ability to communicate in local languages and understand the specific needs of the community ensures that the information is not only understood but also culturally appropriate. this grassroots approach significantly increases the likelihood of behavior change, as women are more likely to adopt family planning practices when they receive guidance from trusted, community-based pa ge 86 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 79-88, 2025 sources. such interactions underscore the importance of investing in chw programs to improve health literacy and promote maternal and child health outcomes. despite their effectiveness, these channels were reported to be inconsistent, with some communities experiencing limited engagement. conclusion in conclusion, the research exposes the various channels through which family planning knowledge is promoted among pregnant women in akheri ward. health professionals, social media, and mass media are the most frequently cited and effective sources of information. health professionals’ mobilization, primarily through antenatal clinic sessions, is seen as the most impactful, as it fosters trust and provides personalized guidance, significantly influencing women’s decisions regarding family planning. social media, particularly whatsapp groups, also emerges as a key platform, offering flexible, on-demand access to information, while mass media, especially radio, remains essential for reaching broader and more remote audiences. despite the success of these channels, some barriers, such as limited internet access and time constraints, may hinder their reach. it is noted that multiple communication channels are essential in promoting health literacy in family planning, with each channel contributing to the overall effectiveness of the intervention. health professionals and community health workers play crucial roles in providing personalized support and fostering trust, while digital and mass media offer valuable supplements in disseminating information. to improve family planning knowledge and usage, it is important to invest in these channels, addressing their limitations, and ensuring that resources are accessible to all pregnant women, regardless of their location or technological access. 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(2021). perceptions toward the use of digital technology for enhancing family planning services: focus group discussion with beneficiaries and key informative interview with midwives. journal of medical internet research, 23(7), 1–11. https://doi. org/10.2196/25947 pa ge 1 pa ge 19 2 american journal of arts and human science (ajahs) architect álvaro siza vieira’s self-portraits shakil yussuf rahim1* volume 4 issue 2, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i2.4513 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: february 08, 2025 accepted: march 10, 2025 published: may 07, 2025 the portuguese architect álvaro siza vieira has an intense activity as a draughtsperson, allowing sensitive experience and creative thinking to be developed. among the architectural sketches, we find his self-portrait drawings. from the face to the body, from the front or in profile (standing, sitting or lying down), siza vieira observes and draws himself into everyday life, with the organic fluidity of the line and the simplicity as a criterion and as an attribute. here, the analysis of self-portrait drawings is organised in a paired matrix of physical parameters and cultural factors, with an approach to technical, artistic and compositional aspects of visual expression: i) trace quality; ii) pose and horizon line; iii) anatomy-physiognomy in the face proportion, iv) representation of flesh, skin and hair; v) resemblance-appearance; vi) facial and emotional expression; vii) the body as landscape; viii) the body as a character; ix) identity and specular duplication; and x) intersections between optical-haptic and gaze-gesture. keywords architect, drawing, self-portrait, self-observation, siza vieira 1 lisbon school of architecture, university of lisbon, portugal * corresponding author’s email: rahim.shakil@gmail.com introduction architect álvaro siza vieira (matosinhos, 1933), who graduated from the oporto school of fine arts (19491955), is one of the most significant representatives of contemporary portuguese architecture. with a vast body of work designed, built and recognised, siza vieira also extended his activity to teaching, lecturing at the university of oporto and as a guest at various foreign institutions, from harvard to pennsylvania, lausanne to bogotá (nicolin, 1998). his written reflections and regular participation in conferences and seminars broaden the cultural context of his works and projects. a member of various academies and professional institutes, he has won several national and international awards, including the vitruvius prize, the hyatt foundation pritzker prize and the golden lion at the venice architecture biennale (cruz, 2017). “throughout his career, siza has been questioning architecture from both inside and outside the discipline” (grande & muro, 2019). in this simultaneity, drawing has been an engine of creativity that allows for adjustments and novelties in the concrete resolution of architectural problems. from the small to the large scale , from the leça tea house to the reconstruction of chiado, architect siza vieira is seduced by the links between art and architecture, synchronised in the composition between volume, space, light and function. for jacinto rodrigues, siza’s main contribution is his ‘method’, which can be explained by three essential characteristics: i) the process of complex morphogenesis, ii) design as plastic and technical-operative research, iii) the existential sense of place (rodrigues, 1992). his work converges towards an architectural culture based on the social dimension, technical rationality and the expressiveness of the sensible, with direct influences from the “oporto school”, organised around personalities such as carlos ramos and fernando távora, from whom he inherited the responsibility and urgency of drawing. literature review architect álvaro siza and the expression of simplicity in drawing in siza vieira, drawing as thought and action are characteristics of his position and technical, artistic and cultural intervention within the broad scope of architecture, where body, place and heritage intersect. valdemar cruz, in the book “retratos de siza” [portraits of siza] (2017), summarises his work: ““the architect of silence” [...] summarises the essence of what i think of álvaro siza vieira and the way [...] i see his architecture. in a society so massacred by the noise of all kinds, i sense in álvaro siza’s work a rare ability to build seductive spaces of silence. from that point of view, it’s reassuring. even when it disturbs through its simplicity” (cruz, 2017). through the work and the space, simplicity as a criterion and an attribute also extends to drawing. in addition to the quality and graphic identity of his energetic open-line trace, siza’s drawing is a methodology for the structural understanding that drawing makes possible: “as if the world itself, before becoming thickness, shadow/light, volume, perspective, the density of things, had the strict simplicity of a drawing. and as if that initial drawing that the world must have had, as if that structural definition of what it was before it was clothed in volume and thickness, could be restored. or discovered” (almeida, n.d.). for siza, restoring simplicity through drawing is, in addition to a functional act, a means of observation, derivation and desire. in this duplicity, drawings “from the natural” and operative drawings to conceive and support the architectural project intersect. we identify álvaro pa ge 19 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 192-202, 2025 siza’s drawings and sketches by their gesturality, by the overlapping of hypotheses, by angels that fly over (fleck, 1994), by diagonals that extend perspectives and by the fluidity that speeds up the gaze . a simplicity that seeks visual clarity is “a kind of evidence of things, a sense of the essential, of the economic in its broadest sense” (almeida, n.d.). in an interview with archinews (2016), the architect refers to this extraction of clarity in the fog with which the project is unleashed: “archi what do you consider to be the most valuable tools for provoking the senses? the organisation/ management of spaces? the pathways? the materials? the light? the colour? does everything lead to harmony and proportion? as there’s always a haze to it all. it’s all foggy at first. the project’s development is to remove the fog and make reality emerge clearly” (alho, 2016). alongside the operative and architectural drawings that help to clear the dust of this diffuse nebula, there are drawings of everyday observation as exhaustive exercises in visual exploration and the development of sensitive experiences. “from the search for intelligence (the art of designing) to the desire for intelligence (the art of drawing)” (belém, 2012) are graphic records with various encounters, mutual influences and labyrinthine transfers. for example, travelling drawings are wrapped up in this experience of knowledge, the plasticity of observation and recording of culture, geometry and geography: “at the same time, we lose a world of small comforts and the perverse charms of routine. (...) for me, i like to sacrifice a lot, to see only what immediately attracts me, to wander at random, without a map and with an absurd sense of discoverer. (...) suddenly, the pencil or the bic ballpoint begins to fix images, faces in the foreground, blurred outlines or luminous details, the hands that draw them. (...) in an interval of true travelling the eyes, and through them the mind, gain unsuspected capacity. we apprehend excessively; what we have learnt reappears, dissolved in the lines we then draw” (siza, 2019a). amongst his everyday drawings, travelling and architectural sketches, self-portraits are a graphic extension of his work as a draughtsperson. inserted in the interstices of his drawings, it is the set of these self-portraits, drawn over the years by the architect álvaro siza, that this text takes as a case study. materials and methods set of self-portraits: selection, criteria and methodology portraiture is a recurring genre in siza vieira, treated as a practice and pleasure in drawing. it alternates from autonomous drawings of portraits and bodies to marginal annotations of faces interspersed between other drawings. it is known that portrait drawing began early for the architect . he writes: “under the guidance and on the lap of an uncle who didn’t know how to draw. after practising on closed and open boxes, horses in outline (...), i oriented my production towards portraits: family and neighbours available” (siza, 2019a). this idea of ‘portrait and familiarity’, which became present over the years , seems to be at the root of what later triggered the self-portraits that appeared. they are drawings of self-observation, projected reflection and self-representation, where body parts such as hands and feet are added to the face. the hands often appear, with a scriber between the fingers, to emphasise the exercise of the draughtsperson: “i siza i am drawing”. mediated by the mirror, the drawing signals the characteristic features from which the simultaneous expression of recognition-strangeness emerges. the analysis of the drawings is organised in a paired matrix of physical parameters and cultural factors. the matrix discusses technical, artistic and compositional aspects of visual expression: i) quality of line; ii) pose and horizon line; iii) anatomy-physiognomy in proportion to the face; iv) representation of flesh, skin and hair; v) likeness-presence; vi) facial and emotional expression; vii) the body as landscape; viii) the body as a character; ix) identity and specular duplication; and x) intersections between optic-haptic and gaze-gesture. focussing on the self-observation drawings, this analysis excludes other faces, people, characters and figures scattered throughout the architectural drawings . also not included are portraits of family members, friends and acquaintances, frequently appearing in their notebooks. however, we would like to emphasise the importance of these portraits, which greatly stimulated the portraitist’s activity and eventually allowed him to prolong his selfrepresentation by recording the other person’s face . results and discussion the architect’s self-portrait and self-observation self-portraits are a personal availability for self-observation that can, through drawing, become a practice of visual recognition through a model that is immediately available but requires a mediated and reflected visualisation. in siza vieira, the self-portrait appears among the drawings of everyday life, depicting himself either from the front or in profile and two general frameworks: the close-up face and the face accompanied by the body (standing, sitting or lying down). figure 1: álvaro siza vieira, standing self-portrait, n.d source: santos (1993) pa ge 19 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 192-202, 2025 siza draws himself with various recognisable features. the glasses, ears, nose and beard take on geometric and volumetric significance. the glasses are thin and rounded: they frame the eyes. the ears are relevant, and the nose is prominent and occupies space. the beard and moustache are dense and fill almost half the face, using lines that recreate the fur’s texture and add to the hair’s expression. the density clears up the expression of the mouth and the lines of the lips, and sometimes the robustness of the beard makes the jaw and neck disappear, which lengthens the facial proportion. these self-portraits are almost caricatures of some individual features. they escape the canon and don’t seek ideal schemes of proportion or stability of symmetry, which is why the anatomy drawing is not separated from the physiognomy drawing. angles, volume, geometry and the movement of surface anatomy come together in the same line. in the self-portrait, “the artist ceases to be a mere spectator and becomes both judge and defendant (...) if, in the portrait, we try to know what we see, in the self-portrait we not only draw what we see and know but also what we know without seeing” (ramos, 2010). with these configurations, between memory and crossobservation, what mask or character is present in siza’s self-portraits? what kind of fiction or argument? what levels of exposure and privacy are premeditated, and what is the consequence of “taking from the natural”? is there a pose or just a position? what expressions are present in the architect’s self-portraits? figure 2: álvaro siza vieira, self-portrait, n.d source: sorvedouro (2017) figure 3: álvaro siza vieira, self-portrait in cape verde, n.d. source: machabert & beaudouin (2009) figure 5: álvaro siza vieira, self-portrait at 17 years old, 1950 source: álvaro siza documentation centre (n.d.) figure 4: álvaro siza vieira, self-portrait sitting on a sofa, n.d. source: rodrigues (1992) from the combination of the expression of the eyes and the mouth comes the expression of the face. in a facial analysis of emotion and the psychological meanings of the face (character, temperament, personality), siza appears neither sad, nor upset, nor depressed, much less proud. the drawing of the gaze sometimes has an expression of suspicion or surprise. siza often seems stunned or amazed by the reflection that looks back at him, in the sense of the “seeing-oneself-seen-withoutbeing-seen” that derrida tells us about in memories of the blind: the self-portrait and other ruins (1993). pa ge 19 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 192-202, 2025 when he draws standing up holding the sketchbook, his eyes are wide with a frown, and there is an atmosphere of introspection and attention on the model (figure 1 and 2). we see the same focus in the self-portrait with the hat (figure 3), in which he seems immersed in the act of drawing. similar concentration can also be seen when he draws from the front, sitting on the sofa (figure 4). in the self-portrait at 17, we can see the absorption and visual fixation in the expression and curiosity of the eyes (figure 5). there are no smiles in either of them. the zygomatic muscles don’t move, the mouth is closed, and the facial expression emphasises concentration. figure 6: álvaro siza vieira, self-portrait with raised finger, n.d. source: siza & castanheira (2009) in the self-portrait of the raised finger (figure 6), the gaze in profile has a direction and focus yet seems dematerialised. but in the self-portrait with the cigarette in his mouth (figure 7), his eyes are closed in quiet depth. his face remains distant from the cigarette in his hand ‘chez soutinho’ (figure 8), in which the seated and elevated position increases the floating sensation. but in the self-portrait for kristin (figure 9), where he is sitting in profile with his arm outstretched, the architect siza regains his concentration and returns to his body. figure 7: álvaro siza vieira, self-portrait with a cigarette in mouth, n.d. source: d.fernandinho (2007) in the different self-portraits, the expression of the line has the fluidity, spontaneity , organic movement and visual synthesis of his architectural drawing. the evidence of the flesh of the face is a technical quality of the architect, who manages to manipulate the simplicity of the thin line with the appropriate inflexions and micro-intensities within the graphite or the type of pen he uses. beyond the lines emerges the sensation because, as the architect says: “the drawing is a trace without geometry, it is the drawing of a fleeting atmosphere” (siza, 2018). figure 8: álvaro siza vieira, self-portrait ‘chez soutinho’, 1991 source: almeida (n.d.) figure 9: álvaro siza vieira, self-portrait for kristin, berlin, 2014 source: feireiss & choupina (2019) mastering trace management also allows him, with the same nib, to treat the diversity of drapery and its folds and still not confuse skin, fur, hair, and fabric, maintaining the quality of visual continuity in the difference of materials. harmony of gesture that manages to be deviant in the motricity of the hand, without losing the precision of proportion and the calculation of scale that ensures the sensation of recognising your face. pa ge 19 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 192-202, 2025 siza’s self-portraits on the horse siza also portrays himself on horses. in a drawing from 2003, he depicts himself naked on a horse, in profile, with a recognisable face and wearing glasses, as if he were riding towards a mission, holding a small sabre in his right hand (figure 10). he draws a thin and slender body; he marks the nipple and navel, excluding the left hand, which would be in the foreground. the caption “condottieri álvaro” by recovering the italian term condottiere, meaning commander or mercenary leader of the citystates of the late middle ages (higino, 2015), evokes an allusion to the needs of battle (personal and professional) . possibly the idea of defence, action, a front to combat inequalities and the devaluation of culture. in the selfportrait in which he flies on a dove (possibly a dove of peace), he also appears naked, looking to see further afield, as if conquering new territories (figure 11). figure 10: álvaro siza vieira, self-portrait ‘condottieri álvaro’, 2003 source: cruz (2017) figure 11: álvaro siza vieira, self-portrait flight on the dove, n.d. source: siza & castanheira (2009) in another self-portrait on horseback (fig. 12), siza struggles and gallops with a sword drawn. it’s the architect’s alter ego that lurks in an adventurous and heroic character (lorenzo, 2017). siza’s body tilts and his face is no longer in profile. now, he’s looking to the right, facing someone who might be next to him. he keeps his glasses on and hides his left hand again, but this time, it’s in the background with another function: “the left hand holds the reins as if to tell us that the situation is under control and the direction is safe. the piece of the sword represented is not a threat (unlike the previous drawing where it appears to be about to be driven into someone), but almost a friendly solution, perhaps a farewell: see you at the other end! the horse and rider are in retreat” (higino, 2015). it exudes an expression of victory, with forces, rotations and muscular tensions. it’s not an agonised horse like the one in picasso’s guernica (1937), nor is it delacroix’s narcissistic horse that struggles with the light (1825), nor are they degas’ racehorses. siza’s horses are closer to the hard-working horses of géricault and leonardo. figure 12: álvaro siza vieira, self-portrait on a galloping horse, n.d. source: castanheira & porcu (2001) drawings of horses are a regular feature of siza vieira’s work. as he says, drawing horses returns to his childhood (siza, 2019a) and continues into adulthood. norman foster refers to a meeting with siza at a symposium in santiago de compostela, where the architect would be drawing horses from memory: “he was sitting next to me with the blank pages of an open sketchbook in front of him. (...) he began with a caricature of the board’s chairman, which was followed, as the night progressed, by horses ridden by mysterious riders who leapt across the pages full of sketches and diagrams” (foster, 1994). in siza’s work, horses are sketched in profile, tense and moving, often hunched and restless, and usually appear as an autonomous subject “which, like barragán, he likes to represent” (machabert & beaudouin, 2009). the self-portrait in the drawings of the hands that draw the identity of the face is joined by the drawing of the hands as self-observation. the presence of the hand seems to accentuate the activity of drawing, as well as organising pa ge 19 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 192-202, 2025 technical aspects such as defining the foreground, incorporating the scale of the draughtsperson, activating the axes of spatiality and locating the horizon line. in this sense, the architect says in conversation: “i can’t remember the first time i incorporated my hands into a note. someone pointed out to me that back in the 1950s, there were some notes in which these hands appeared. perhaps it’s a question of a certain conception of space, an attempt to give as global an idea as possible, retracting the foreground to the place of the gaze” (llano and castanheira, 1995). but they’re not just hands; they’re hands that draw (with the pen between their fingers): the stimulus of the drawing of the hand-being-observed (berger, 2007). what message do the drawn hands that are drawing convey? like the paradoxical duplication of hands in escher’s lithograph (drawing hands, 1948), the act materialises, and a visual order is established in perception, triggering in the observer the mutual relationship between rhythm and muscle memory (pallasmaa, 2009). the linearity and single direction of the mechanical and nervous orchestra of the traditional instrumental transfer between eye and hand, in which the eye is the director and the hand is the producer, seems to be a bodily reduction that does not explain the interleaving of the eye and hand movements and the intentional and occasional modifications that result from the cognition transformed by these movements during drawing. with the hand, we are taken from grasping to understanding (brun, 1991). figure 13: álvaro siza vieira, drawing of the hand that draws in the pantheon of rome, 1980 source: llano & castanheira (1995) figure 14: álvaro siza vieira, drawing of the hand that draws at the ulli böhme house in berlin, 1981 source: llano & castanheira (1995) that’s why siza knows that the hand is not just a technical organ of pressure and response; it is, above all, an organ of knowledge (focillon, 1996, p. 112). furthermore, “the hands dream. between the hand and the things, a whole psychology unfolds” (bachelard, 1971, p. 72). the hand builds thinking and fantasy, and in siza, the work is done with the hands, and the architect wants to show them and show himself through them. “the thing about siza is that he gets his hands into the work. it’s a very peculiar form of self-portrait. drawing his hands or face is the same operation as putting himself in the portrait. (...) it’s not an unprecedented gesture. palladio (1508-1580) also used to put his drawing hand into the drawing. the hand is also a recurring motif in chillida (1924-2002). siza knows this” (higino, 2015). drawing hands during the act of drawing or observing hands being drawn has various functions of spatial interactivity. the different three-dimensional movements of rotation and extension, allowed by the psychophysiology of eye and hand motricity, intersect many cognitive regions and functions (mallgrave, 2011), with influences on the cultural quality of the gestures that link the visual, spatial and motor systems. “all gestures even the gesture of drawing are loaded with history, unconscious memory, incalculable, anonymous wisdom” (siza, 2019a). a visual relationship is constructed by tensions, inversions and exchanges between the optical, the digital, the manual and the haptic (deleuze, 2003), where sensations can simultaneously be experiences of sight and touch. the phenomenological reduction of siza’s gesture upsets the cartesian axes by interconnecting the res cognitas with the res extensa. deleuze’s haptic visuality, by connecting the senses, allows us to re-signify spatial interpretation: by seeing his hand draw, siza is inside. “the hand that can be seen drawing the landscape, an image constantly present in álvaro siza’s drawings, is more than a symbol of the imaginative perception of this architect artist. siza vieira goes into the landscape. it is the image of the world that he sees and is seeing himself... as in goethe’s tale of the green serpent, the margins between sensation and the intelligible, between heaven and earth, between the sensible and the para-sensible connect. (...) this poetic fusion is not applied through euclidean geometry in architectural sketches. drawing becomes the expression pa ge 19 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 192-202, 2025 of a plastic space without reference to a vanishing point. hence the polycentric images” (rodrigues, 1992). figure 15: álvaro siza vieira, drawing of the hand that draws the architect fernando távora, n.d. source: castanheira & porcu (2001) this polycentric perspective with the hand in the foreground directing the gaze is present in multiple drawings of cities and architectural interiors, whether inside the pantheon in rome (1980), inside the ulli böhme house in berlin (1981), or when the hands draw fernando távora with his arms crossed over the table (figure 13, 14 and 15) . in st mark’s square in venice (1981), the axis of the central perspective is aligned with the distribution of the hands and the seated body (figure 16), but the diversion of vanishing points is particularly evident in the gardens of versailles (1988), where siza includes the hands in the figure 16: álvaro siza vieira, drawing of the hand that draws in st mark’s square in venice, 1981 source: maza (2019) figure 17: álvaro siza vieira, drawing of the hand that draws in the gardens of versailles, 1988 source: almeida (n.d.) figure 18: álvaro siza vieira, self-portrait, n.d. source: machabert & beaudouin (2009) figure 19: álvaro siza vieira, self-portrait in argentina, 1982 source: llano & castanheira (1995) foreground of the drawing but adds an aerial view of his head (figure 17). in this self-portrait of the head almost in plan (despite the volume), he adds shoulders and arms, as well as details of the hair, glasses and nose. multiple observation points emerge: the drawn siza and the siza who draws and sees the view, and we see siza seeing and drawing, and we also see the observed view. pa ge 19 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 192-202, 2025 the drawing of and in the mirror self-portrait at the hotel mediterraneo, 1982 most self-portraits are mediated by the mirror’s reflection, which is an explicit response, whether it’s due to being present at the moment or a memory of previous visits. however, in the self-portrait at the hotel mediterraneo (córdoba, 1982) (figure 20), in addition to the face, the mirror is also drawn as if it were a frame. the drawing of the and in the mirror, and of the reflection as a device, emphasises the presence of the double by extending the virtual space, which merleauponty explains in eye and mind: “the mirror has sprung up along the open circuit between the seeing and the visible body” (merleau-ponty, 1993). the seeing face of the mirror, which is not another but the same, is parallel but not flesh and could be a stranger who has appeared there. figure 20: álvaro siza vieira, self-portrait at the hotel mediterraneo, 1982 source: grande & muro (2019) in hotel mediterraneo, siza’s face, although serene, appears slightly astonished by what the reflection gives back. recognition and correspondence have various mismatches and fragmentations, with successive distances from identity. in sugli specchi e altri saggi [on mirrors and other essays], umberto eco takes up kripke’s theory of “rigid designators” to explain this discontinuity in and of the mirror: “only the mirror image, as an absolutely rigid designator, cannot be called into question by counterfactual questions. in fact, i could never ask myself (without violating the pragmatic principles that regulate my relations with mirrors): «if the object whose image i apprehend had different properties to those of the image i apprehend, would it still be the same object?». but this anti-counterfactual guarantee is only given to me by that threshold phenomenon, which is precisely the mirror. the theory of rigid designators is a victim of the magic of mirrors” (eco, 1989). the counterfactual has, in eco, the sense of what didn’t happen but could have happened, and the rigid designator (or draughtsperson) points to the same thing in all the possible worlds in which that thing exists. note the existence of another drawing, also in a bedroom (figure 21), in which siza once again portrays himself in the mirror frame, but this time, the framing of the drawing refers to the perspective of the interior space (walls, ceiling, pillar, beams, furniture), and the selfportrait is reduced and appears in the middle of things, in a position emphasised by the spatiality of the reflection in the corner of the room. reflection as a spectral activity dependent on another stimulus and as an optical frontier where deviations from (as)symmetrical direction occur is understood by siza in the broad sense of representation (a-a’), especially when he says that “the perfect object will be a mirror without a frame or polish (...) reflections of reflections” (siza, 2019a). the light is returned, and with this, he foresees at least two situations: increases in distance between the double and the original (a-a’-a’’) or a return to that original by cancelling the reflection (a-a’-a). the perfect object to which the architect refers is an invisible mirror (gregory, 1997), where only the illusion of the reflection that has become the substance of real space remains, which derrida explains: “in order to form the hypothesis of the self-portrait of the draftsman as self-portraitist, and seen full face, we, as spectators or interpreters, must imagine that the draftsman is staring at one point, at one point only, the focal point of a mirror that is facing him; he is staring, therefore, from the place that we occupy, in a face to face with him: this can be the self-portrait of a selfportrait only for the other, for a spectator who occupies the place of a single focal point, but in the center of what should be a mirror” (derrida, 1993). figure 21: álvaro siza vieira, self-portrait in the bedroom, n.d. source: leyva & garcía-posada (2012) in the self-portrait of hotel mediterraneo, the right hand is also shown drawing, thus joining the family of portraits with hands included. the polycentric representations are pa ge 20 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 192-202, 2025 repeated this time between the plane of the drawing support, the plane of the drawing in the mirror, and the plane of the sketchbook on the lap. in addition to the hand, feet are also drawn, which in turn are duplicated by the hand that draws the feet in foreshortened in the sketchbook. “the footprint is the first real evidence of another living human presence” (aldersey-williams, 2014), associated with passage, gravity, rhythm, impression and territoriality. however, in hotel mediterraneo, siza’s feet rest and almost float. the bare feet, accompanied by the hand, acquire a sense of full-body presence. but feet are not associated with the technical, social and moral virtues of the hand, and everyday portuguese expressions such as “give with your feet” (means “to kick someone to the curb”), “feet of clay”, or even “put your feet in your hands” (means “to get things mixed up” or “to bungle something”) emphasise this difference and hierarchy. “when someone’s handiwork is faulty, it’s often said that they did it with their feet: that’s their bad reputation. what is done well is the hands’ virtue; what is done badly is the feet’ fault. (...) what about the feet of a dancer? what about the feet of an exceptional footballer? isn’t it above all with the feet that they dance and play football?” (higino, 2015). with the automatism of walking and gait coordination, and because it is not linked like the hand to writing (verbal production), the fine motor skills of the feet tend to be culturally neglected. the prominence of the thumb of the hand, which developed the brain for higher functions of instrumental motricity (pallasmaa, 2009), was only possible because bipedalism allowed the hand to free itself and conquer other expressions of the oropharynx, the jaw and the spatial navigation (brun, 1991), which changed cognitive structures. in the motor and sensory homunculi, the hand occupies more cortical representation than the feet due to its functional justification (jeannerod, 2005), and we sometimes notice an increase in size and visual strength, almost neorealist, when the architect siza draws hands. but it is curious that nuno higino, in álvaro siza: anotações à margem [álvaro siza: notes on the sidelines], also pointed out an oversizing in the drawing of the feet: “there seems to be an exaggeration in the size of siza’s feet: perhaps an excess caused by the perspective, perhaps an oversight of scale” (higino, 2015). it should be emphasised the feet stretching is noticeable in the selfportrait of the hotel mediterraneo. the self-portrait as topography of body-homelandscape in most of álvaro siza’s self-portraits, we have seen a visual fluctuation that unsettles the eye, as if the continuity of the waving expanded the endless space, thereby opening observation time to an insatiable gaze. regarding gaze management, gestures and the unfinished, siza says: “in his desire for absolute perfection, michelangelo wanted definitive control over his work. perhaps that’s why he cultivated an aesthetic of the unfinished, a kind of suspension of history. he didn’t manage to do it, although he let us glimpse the energy of awakening in violently carved movements. a glimpse of the sublime and the eternal. centuries later, pablo picasso followed similar paths in a new and open way (...). picasso turned our eyes into an insatiable probe, as was and is necessary. michelangelo would not fail to raise the mallet to any of his statues, again saying: parla” (siza, 2018). we could also add the insatiable expansion of infinity in rothko’s stains, but unlike michelangelo’s desire, siza’s faces don’t speak. they seem fixed in silence, on fixed or distant horizon lines, not exactly in infinity, but in medias res. the same happens when he draws the faces of others, friends and family: “as if we were being left out, as if from far away we were observing an encounter whose voices do not reach us (...) laughter that is not heard (...) gestures without sound” (almeida, n.d.). what does this pattern of suspended sound recording have to do with self-representation? a form of personal introspection? of attention? perhaps. in this way, siza remains distant, thereby reinforcing the insatiable recording of the instant of a time by capturing the fleetingness of everything that moves (leyva & garcíaposada, 2012). he experiments with observing the body as it unfolds and stretches out. regarding siza’s drawings and their extension to the point of rupture, saramago emphasises “o desenho do (outro) natural” [drawing from the (other) natural] in the title of the preface to bernardo pinto de almeida’s book o que a luz ao cair deixa nas coisas. álvaro siza desenhos [what the falling light leaves on things. álvaro siza drawings]: “an ‘ontology’ between the line that copies what the eye sees and the line that invents for the eye to see. (...) álvaro siza saw streets, squares, gardens, people talking or nothing more than showing him their faces so that he could portray them, he sometimes saw to draw himself (...) the freedom of the line, both selective and creative, worked on what was seen to make it visible in another way (...) “where is the body?”. álvaro siza gives me the answer: here and nowhere” (saramago, n.d.). saramago’s “here and nowhere” is explained in a drawing of the “body as landscape” and the “body as home” when the body-place and the body-volume are dissolved in topography. a mapping of isolines in the drapery, in which siza seems to be “pouring the form” (siza, 2019b) in a successive unfolding of the line, appears both in the self-portraits and in several other portraits, such as when he draws souto de moura, fernando távora or alcino soutinho (almeida, n.d.). the same topographical gesture appears in siza’s drawing of the genius loci of the landscape and territory, whether in santiago de compostela, machu picchu or the hills of the douro (machabert & beaudouin, 2009). the small, open, rhythmic and multiplied traces are also reminiscent of the segmented lines and hatches of van gogh’s landscape drawings. as a creator of spaces and volumes, topography organises pa ge 20 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 192-202, 2025 the territory, the landscape, the city, the house, the object and the body as fields for the composition of metrics and distances, which are mutually extended in the sense of architecture as total art (rodrigues, 1992). the human body is the scale and reference and is, above all, the proportion of space and the place from which architecture’s physical and social distances are measured. as gregotti points out: “for siza, drawing is not an autonomous language; it is a question of taking measurements, of establishing the internal hierarchies of the place that is being observed, of the desires that it arouses, of the tensions that it induces; it is about learning to see the questions, to make them transparent and penetrable” (gregotti, 2006). with the failure of the models of the modern movement and the international style, the architect álvaro siza opened to other fields of conceptual, formal and material plasticity, “which changes, transforms, adapts, but which endures” (belém, 2012) through the roles of drawing. sensitised by wright’s organicism and alvar alto’s expressionism, he looks for new solutions to humanise the vitruvian triad and the autonomous exercise of drawing figures and faces evokes this predisposition towards body-house-landscape extensions, or in other words, how “this place touched my gaze” (almeida, n.d.). conclusion in 2022, the renowned magazine el croquis, in issue 215/216 dedicated to the architect’s works (2015-2022), put a painted self-portrait on the cover, signed and dated from 1953 (fig. 22). we look directly into the eyes and the awakening of 20 years. much later, in a short text written in 2016 under the title “what is there of you in what you draw”, siza explains the personalised subtraction in drawing that makes identity accessible: “you’ve seen so many beautiful things maybe too much or not enough or too fast that brings to mind the confusion of beautiful things the effort to exclude or not that’s what’s in you in what you draw” (siza, 2019b). finally, siza draws himself on the balcony (fig. 23) in a “building he designed. the snail lamps authorise this assumption. he seems a little dazed, looking obliquely” (higino, 2015), from top to bottom. for those viewing the drawing and the face in profile, the view is also oblique, but now from the bottom up, like someone on the street. this position emphasises the perspective of the upper balcony, where someone is also looking down. the architect continues to lean on his hands, which appear drawn on the guard that covers his body. siza peeks out from the balcony, looks outside, and renews the pleasure of observing, which leads to the drawing. references aldersey-williams, h. (2014). anatomies: a cultural history of the human body. w. w. norton & company. alho, c. (2016). álvaro siza projetos recentes [álvaro siza: recent projects]. archinews, 38. almeida, b. p. (n.d.). o que a luz ao cair deixa nas coisas. álvaro siza desenhos [what the falling light leaves on things. álvaro siza drawings]. cooperativa árvore, bpi. bachelard, g. (1971). the poetics of reverie. beacon press. belém, m. c. (2012). o essencial sobre álvaro siza vieira [the essentials about álvaro siza vieira]. imprensa nacional casa da moeda. berger, j. (2007). berger on drawing. occasional press. betti, r., & ruffino, g. (eds.). (2013). álvaro siza: viagem sem programa, interview and portraits [álvaro siza: journey without a programme, interview and portraits]. red publishing. brun, j. (1991). a mão e o espírito [the hand and the mind]. edições 70. castanheira, c., & porcu, c. (eds.). (2001). as cidades de álvaro siza [the cities of álvaro siza]. figueirinhas. figure 22: álvaro siza vieira, self-portrait at 20 years old, 1953 source: el croquis (2022) figure 23: álvaro siza vieira, self-portrait on the balcony, n.d. source: almeida (n.d.) pa ge 20 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 192-202, 2025 cruz, v. (2017). retratos de siza [siza’s portraits]. lápis de memórias. d. fernandinho. (2007, may 13). álvaro siza desenhos [álvaro siza drawings]. arquitetando caminhos [architecting pathways]. http://arquitetandocaminhos.blogspot. com/2007/05/lvaro-siza-desenhos.html. retrieved march 25, 2023. deleuze, g. (2003). francis bacon: the logic of sensation. continuum. derrida, j. (1993). memories of the blind: the self-portrait and other ruins. the university of chicago press. eco, u. (1989). sobre os espelhos e outros ensaios [on mirrors and other essays]. difel. feireiss, k., & choupina, a. (2019). siza unseen & unknown, ungesehenes & unbekanntes. tchoban foundation, museum for architectural drawing. fleck, b. (ed.). (1994). álvaro siza: city sketches, stadtskizzen, desenhos urbanos. birkhäuser verlag. focillon, h. (1996). vie des formes suivie de l’ éloge de la main [life of forms followed by in praise of the hand]. presses universitaires de france. foster, n. (1994). prefácio [foreword]. in b. fleck (ed.), álvaro siza: city sketches, stadtskizzen, desenhos urbanos (p. 7). birkhäuser verlag. grande, n., & muro, c. (eds.). (2019). álvaro siza in/ disciplina [álvaro siza in/ discipline]. fundação de serralves. gregory, r. (1997). mirrors in mind. w. h. freeman and company. gregotti, v. (2006). o outro [the other]. in á. siza, imaginar a evidência [imagining the evident] (pp. 7-10). edições 70. hall, j. (2014). the self-portrait: a cultural history. thames & hudson. higino, n. 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(2011). the architect’s brain: neuroscience, creativity, and architecture. wiley-blackwell. maza, r. m. (2019). palabras a mano alzada [freehand words]. tc cuadernos. edita, general de ediciones de arquitectura. merleau-ponty, m. (1993). eye and mind. in g. a. johnson (ed.), the merleau-ponty aesthetics reader: philosophy and painting (pp. 121–149). northwestern university press. nicolin, p. (1998). álvaro siza. whitney library of design. pallasmaa, j. (2009). the thinking hand: existential and embodied wisdom in architecture. wiley. ramos, a. (2010). retrato: o desenho da presença [portrait: the drawing of presence]. campo da comunicação. rodrigues, j. (1992). álvaro siza/ obra e método [álvaro siza/ work and method]. livraria civilização editora. santos, j. p. (ed.). (1993). álvaro siza: obras y projetos 19541992 [álvaro siza: works and projects 1954-1992]. editorial gustavo gili. saramago, j. (n.d.). o desenho do (outro) natural [drawing from the (other) natural]. in b. p. almeida, o que a luz ao cair deixa nas coisas. álvaro siza desenhos [what the falling light leaves on things. álvaro siza drawings] (pp. 8–9). cooperativa árvore, bpi. ssiza, á. (2019a). 01 textos [01 texts]. parceria a. m. pereira. siza, á. (2018). 02 textos [02 texts]. parceria a. m. pereira. siza, á. (2019b). 03 textos [03 texts]. parceria a. m. pereira. siza, á. (2022a). 04 textos [04 texts]. parceria a. m. pereira. siza, á. (2022b). álvaro siza 2015-2022. el croquis, 215/216. siza, á. (n.d.). desenhos. colecção de postais [drawings. collection of postcards]. centro de documentação álvaro siza, edição mediana sociedade gestora de imagem e comunicação, sa. siza, á., & castanheira, c. (2009). álvaro siza: esquiços ao jantar/ sketches at dinner. casa da arquitetura. sorvedouro. (2017, april 5). siza. aleph. https:// aleph2016.wordpress.com/2017/04/05/siza/. retrieved march 24, 2023. pa ge 1 pa ge 21 1 american journal of arts and human science (ajahs) contemporary stage lighting art: the multi-element composition of post-drama stage space hao liu1* volume 3 issue 3, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i3.3300 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: june 30, 2024 accepted: july 28, 2024 published: august 02, 2024 this article discusses the importance of stage lighting design in theatrical stage performances and its ingenuity in combining with multiple elements of space. first, the literature analysis method is used to mention that lighting design can effectively enhance the sense of stage space, and through the adjustment of light and shadow and the coordination with elements such as sound and art, it can bring a better stage experience to the audience. secondly, the article uses the case analysis method to further analyze the role of stage lighting design in the post-drama stage, including creating atmosphere, guiding the audience’s attention, enhancing theatrical effects, etc., and emphasizes the basic principles and technical points of lighting design. at the same time, it proposes specific ways to integrate the design of stage lighting space elements into the post-drama stage, including the application of ambient light, accent light, dynamic light and projection art. keywords stage art, drama stage, space elements, lighting stage 1 national academy of sciences of belarus, minsk, belarus * corresponding author’s email: 975412866@qq.com introduction stage lighting design is an important factor affecting the effect of stage performance. whether the light and color of stage lighting design are used reasonably has a direct impact on the overall effect of stage performance, and is related to whether the artistic beauty of the stage and the inner emotions of the characters can be fully reflected. therefore, in stage lighting design, the basic effects of light and color should be emphasized to ensure that the artistic level of stage lighting design can be better exerted. effective integration of light and color into stage lighting design will better express the artistic beauty and more easily stimulate the audience’s interest in watching and participating. as shown in figure 1. later, in theatrical stage performances, careful design of lighting can make the audience feel immersive and realistic, and it is more helpful for the audience to grasp the content and inner feelings of the stage plot. the multiple elements of stage space include the shaping of stage image, the transformation of stage space structure, the setting of stage atmosphere, etc. the stage effect can be further enhanced by the reasonable adjustment of the brightness of the stage lights. in the design, we must pay attention to the reasonable adjustment of brightness and darkness in combination with various elements such as sound effects and stage art modeling effects, and carry out the overall lighting design of the stage in a planned and purposeful manner, so as to give full play to the role of the brightness and darkness adjustment of the lights and highlight the sense of space of the stage environment and the sense of time of the story scenes, etc., further enhance the artistic appeal of the stage performance, and bring a better stage program experience to the audience. figure 1: chongqing 1949 stage play pa ge 21 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 211-217, 2024 literature review stage lighting design is a method that combines creativity and technology. it uses light to interact with users, the environment or other elements to create a rich visual and emotional experience. with the advancement of science and technology, the equipment and technology used in stage lighting design are constantly updated and upgraded (zhang zuoming, 2023). by using more advanced sensors, controllers and programming software to design lighting effects, we can not only better capture the actions and emotions of the actors and transform them into lighting effects, but also enhance the appeal and expressiveness of the performance (). in addition to the design method, the concept of stage lighting design also needs to be constantly changed and developed. incorporating the multi-element ingenuity of space into it will further optimize the stage lighting design. by studying the unique design style, exquisite craftsmanship and pursuit of details of the multi-element ingenuity of space, it is integrated into the stage lighting design to create a more vivid, real and fascinating visual effect. at the same time, we hope to explore ways to combine lighting with the actors’ movements, music and other elements, so that the lighting can better reflect the emotions and themes of the performance, enhance the audience’s sense of immersion and participation, and promote the inheritance and development of special casting technology and ingenuity. at present, the feasibility analysis of integrating the ingenuity of space multi-elements into stage lighting design is mainly divided into two aspects: domestic and foreign. however, the relevant research is still in its infancy and needs further in-depth discussion and practical verification. first, the current status of domestic research. in recent years, domestic researchers have been increasingly studying the combination of stage lighting design and space multi-elements. some researchers have explored the feasibility and implementation methods of combining space multi-elements with lighting from a theoretical level. some researchers have also explored how to integrate the ingenuity of space multi-elements into stage lighting design from a practical perspective. for example, by emphasizing details and superb performance forms, the emotional and thematic expression of the performance can be enhanced. secondly, the current status of foreign research. in foreign countries, researchers have studied the combination of stage lighting design and space multi-element ingenuity relatively early. from a technical perspective, some researchers in the united states have explored how to use modern scientific and technological means to better combine space multi-elements with lighting. for example, using computer graphics and virtual reality technology to create more vivid, realistic and fascinating visual effects. some researchers in the uk, from a cultural perspective, conduct in-depth research and exploration into the cultural connotations and values of multiple elements of space, aiming to create more profound and infectious stage art performances. materials and methods theoretical analysis of the role of stage lighting design in post-drama staging the role of stage lighting design in post-drama stage stage lighting design plays an important role in the stage design of music performances. lighting design can create a stage atmosphere, guide the audience’s attention, enhance the dramatic effect, and even affect the audience’s emotions and psychological feelings by controlling the color, intensity, direction and movement of light (cui zhuo, 2023). in different situations, appropriate lighting design can change the atmosphere of the stage, from bright sunshine to dark making the stage more vivid and dramatic ( huang lijin, 2023). this requires designers to have a deep understanding of the intentions of music, scripts or action, choose innovative light projection methods, and use modern lighting technology to enhance the visual impact of the performance. at the same time, stage lighting design needs to cooperate with elements such as stage scenery, props, and costumes to form a unified visual style and jointly create an overall performance atmosphere, thereby bringing an immersive experience to the audience (lin xiaolong, 2022). figure 2: stage lighting pa ge 21 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 211-217, 2024 with the background of multimedia technology, stage lighting design has become a magician on the stage, creating countless visual miracles. through the exquisite lighting arrangement, the stage can present a bright morning light from the deep dark night, or jump from the soft dusk to the fiery dawn in an instant. as shown in figure 2. the interweaving of different colors and lights makes the stage sometimes dreamlike and sometimes epic, and the audience seems to be in a colorful and intoxicating fantasy. more importantly, the flexible use of lighting makes the glow with a completely different atmosphere (wu siyu, 2023). when a character walks to the center of the stage, the light can focus on him, creating a mysterious feeling. when the scene switches, the timely change of light can instantly change the audience’s visual focus so that they will not miss any important stage elements. this creative lighting design is not only for visual enjoyment, but also to guide the audience’s emotions and make them invest in the stage story. under the guidance of multimedia technology, lighting design has surpassed the traditional functional scope and become the highlight and bright spot of stage design. its unique artistic charm not only brings visual shock to the audience, but also resonates emotionally, adding infinite vitality to stage art. basic principles and technical points of lighting design the success of lighting design is based on several basic principles and technical points. first of all, stage lighting design needs to select lighting methods and lamps according to different performance contents to ensure the brightness and illumination of the stage. secondly, when applying the color of stage lighting design, directors and lighting engineers can take the principle of coordination as the premise and the content of stage performance as the center to scientifically adjust the color of lighting, so that the color of lighting and the content of performance are perfectly integrated, highlighting the theme of performance, and presenting different stage effects to the audience ( li yang, 2021). finally, relevant staff need to flexibly formulate the content of dance performances according to the actual situation of the performers. choose appropriate music fully consider the age of the performers, and pay attention to the performance content of mass cultural dance. it should not be too cumbersome and complicated. it must be in line with the learning ability of most people and make full use of various stage props, stage costumes and stage lighting. specific ways to integrate stage lighting space elements into the post-drama stage design specific expressions of post-dramatic stage stage lighting plays a vital role in stage design. by flexibly applying light and shadow effects and colors, it creates a specific atmosphere and emotion for the performance. specifically, creative lighting can be applied in many ways in stage design. first, the application of ambient light can adjust the brightness and color of the performance space, thereby changing the audience’s visual experience. second, the application of accent light can highlight the key objects or scenes of the performance and enhance the visual impact of the audience. third, the application of dynamic light can add to the performance. the dynamic and rhythmic feeling makes the audience feel the passion and power of the performance. fourthly, the application of projection art can enhance the visual effect of the performance through projection technology. combining these application methods, creative lighting can create a richer, more vivid and realistic performance effect, enhancing the audience’s visual experience and feelings. specific methods of designing post-drama stage space elements stage design is the core link and one of the important preparations for live performances. in the digital network and digital media environment, the specific methods and effects of stage design have begun to change. stage design based on new media mainly enhances the connotation expression of the work from the perspective of visual communication and brings a more shocking new audiovisual feast to the audience. in the early stage of digital media technology, the application of digital media technology in stage design was partial and small, but it was completely absent in postdrama stage design . the relevant content still needed to be completed manually by on-site staff under the direction of the director; with the development of digital media technology and the continuous advancement of computer network virtual simulation technology, the entire post-drama stage design can partially integrate digital media technology into the post-drama stage. the advantage of digital media technology is that it can realize the automatic matching of people, songs and stage styles, and present the overall stage effect through digital media and virtual simulation technology, and make flexible adjustments according to performance requirements. all can be presented in advance through digital media technology. results and discussion the post-drama stage is integrated into the stage lighting space design spatial lighting expressions of post-drama stage in chinese civilization, people often talk about zither, chess, calligraphy and painting, and zither is the first of the four arts. modern philosopher zong baihua also said that all arts tend to be music. it can be seen that music cultivation occupies an important position in the art of drama. lighting designers are a profession that requires more musical cells in the stage art industry. their grasp of music sense and rhythm is even comparable to that of actors. this is reflected but also in the control of the atmosphere on the scene by lighting changes. in the performance, lighting not only serves the actors pa ge 21 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 211-217, 2024 and scenery and integrates with music after the music is in sync, giving the audience a stronger visual and auditory impact. the expression of emotions and artistic conception mainly reflects the secondary creation of scripts and actors in the creation of stage lighting, while the rhythm of music cannot be expressed in words and language. this depends not only on the author’s literary skills, but also has a lot to do with the reader’s literary literacy. however, stage lighting can cooperate with music to tell the audience the emotions of the performance in a language without thresholds and borders. therefore, musical literacy can make stage lighting more vivid. in the performance, the coordination of music atmosphere and stage lighting, the special effects of beats and stage lighting, the volume and the brightness of stage lighting can all change the atmosphere of the scene. the performance experience brought by the exquisite lighting transition can be a good backdrop for the light show.in order to bring the audience to a climax, gorgeous stage lighting effects often change on the stage with background music with a prominent sense of rhythm and shocking drums. the two are closely related, and even the ninth art form, the light show, has been derived. post-drama stage lighting design integration the comprehensive artistic effect of stage performances will be affected by many factors. compared with film and television programs, stage performances cannot complete the portrayal of story content in different time and space environments in the same time. however, through the reasonable combination of stage lighting projection methods, illumination range, lighting color, lighting brightness and darkness, etc. with other stage elements, it is possible to quickly portray a time-space conversion drama performance art effect on the stage, which can vividly display the emotions and atmosphere of the stage story, thereby revealing the deep-level artistic conception of the story to the audience. however, in stage lighting design, lighting engineers need to pay attention to the reorganization of the lighting and darkness combination structure on the basis of respecting the audience’s stage performance art aesthetic characteristics, reasonably adjust the brightness of the stage lighting and the lighting and darkness effects of the stage space in combination with other stage elements, and combine and apply various stage lighting design methods to create a highly layered stage lighting effect. at the same time, they should strictly control the lighting range, lighting installation angle, and number of lighting fixtures to prevent deviations in lighting position and angle or mutual influence of lighting effects. for example: the application of light brightness and shade has an important impact on the overall effect of stage performances, and is also an important way to express the emotions of actors and set off the stage atmosphere. however, when applying the light brightness, the lighting engineer must pay attention to the reasonable combination with the stage background music, the emotions of the actors, and the specific requirements of the director, so as to avoid the deviation between the light brightness and shade effect and the stage performance requirements. at the same time, in the lighting design, attention should be paid to the distinction and application of “main and auxiliary lights”, that is, while highlighting the contrast between strong and weak colors, the brightness of the lights should be reasonably adjusted. for example, with the stage performance area as the center, the brightness and shade are adjusted synchronously according to the functional levels of main light, auxiliary light backlight, side light, and scene light, so that the main tone of the light color is clearer, and the theme of the stage performance content can be more profoundly set off. in addition, the lighting engineer should also pay attention to the reasonable application of the light brightness and shade contrast method, combine it with the cold and warm and color elements of the light in combination with the needs of the stage performance, and pay attention to the use of appropriate contrast methods in combination with different scenes in the stage performance, so as to avoid using the same light brightness contrast method to weaken the artistic effect of the stage performance. as shown in figures 3 and 4. figure 3: multi-light rendering of a stage play pa ge 21 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 211-217, 2024 post-drama stage integrates stage art, lighting and stage design into visual expression analysis of the case of art lighting in the postdrama stage compared with film and television dramas, the psychological and personality shaping of actors in dramas may be relatively monotonous, which requires lighting to render and set off, so as to ensure that the emotions of the characters are more clearly displayed. it is necessary to control the color and warm and cold tones of the lights well, so that they change with the changes of characters and plots. the audience in the audience will also create a harmonious scene that suits their own psychology because of the changes in lighting. through the use and design of lighting, the psychological feelings such as depression, tension, stimulation, and excitement are more deeply displayed in the hearts of the people. for example, in the ninghai pingdiao boutique excerpts “li hui niang. jianpan” and “jinlian zhan jiao”, the light source appears in a soft and coordinated way. the lighting is very soft, as if it is integrated with the actors.and the visual effect is very amazing. in the performance of the drama, all emotional displays and plots are basically realized by the performers’ performances, and then the audience understands the feelings of the characters through the pictures depicted by the actors. stage lighting uses color matching, light and dark tones, and lighting placement to better combine the plot and the inner world of the characters, and strengthen the audience’s understanding of the entire performance. for example, at the opening ceremony of the festival, actors performed the experimental drama “dream chaser”, which was adapted from the work “linchuan four dreams” by the drama master tang xianzu. the tone of this plot is warm, the lighting is soft, the expressions and movements of the characters are gentle, and the lighting and scenes echo each other, which plays a role in strengthening the plot. like tv series and movies, some of the plots to be shown on the stage are completed in different time and space. if it is simply performed by actors, it is difficult for the audience to feel this change visually. and because of the functions of stage lighting itself, some changes in full-length close-ups and special effects, or other changes in color and brightness, will enrich the entire picture, and a more three-dimensional plot with various time periods will be presented to the audience. for example, when bright lights are on the stage, the plot during the day is very clear, while dim lights can make the audience enter the night all of a sudden. this step can be said to be reflected in every drama performance. the change of stage lighting over time can also be reflected in the seasons, which is mainly reflected by cold and warm tones. cold tones are like winter, and warm tones are like summer. these lighting designs require us to have a good grasp of lighting ( ye zekun , 2023). stage lighting plays an increasingly important role in drama performances, music shows, and light shows. stage lighting complements the plot, and through the effective operation of lighting equipment and software, it meets the public’s increasingly improved aesthetics. practical strategies for visual expression of stage design in post-drama stage first, in-depth research and understanding of the process, elements and spiritual connotation of special casting. special casting is a traditional craft with a unique design style and exquisite craftsmanship. its ingenuity is the core value and spiritual wealth of the craft. therefore, before incorporating the ingenuity of special casting into the stage interactive lighting design, it is necessary to deeply study and understand the process, elements and spiritual connotation of special casting. first of all, it is necessary to understand the process flow and characteristics of the smelting, pouring, cleaning and other links of special casting in order to better use and express them in lighting design. secondly, it is necessary to master the elements and symbols such as texture, shape, color, etc. of special casting in order to create a unique visual effect figure 4: single-light stage play pa ge 21 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 211-217, 2024 and emotional atmosphere in lighting design. finally, it is necessary to deeply understand and study the spiritual connotation and values of special casting, such as excellence, pursuit of perfection, attention to details, etc., so as to better express and convey them in lighting design. second, combine factors such as plot, scene and character. the purpose of stage interactive lighting design is to better express and convey the plot, scene and character. therefore, it is necessary to combine the plot, scene and character when integrating, and actively carry out design practice. on the one hand, it is necessary to deeply analyze and understand the theme, plot and emotion of the stage plot, and respect the practical principles to carry out the design, so as to better express and convey the stage theme in the lighting design. on the other hand, it is necessary to master the characteristics and atmosphere of the stage, and insist on starting from the perspective of ingenuity, so as to better create a visual effect that conforms to the atmosphere of the scene in the “attention to details and meticulous craftsmanship” of lighting design. finally, it is necessary to correctly recognize the personality characteristics and changes of the main characters in stage art, so as to better express and shape the character image in lighting design, so as to reflect the important value of stage lighting design. third, skillfully use the techniques and skills of lighting. the techniques and skills of lighting are an indispensable and important part of stage interactive lighting design. therefore, when incorporating the ingenuity of special casting into stage interactive lighting design, it needs to be skillfully used. on the one hand, it is necessary to understand and master the techniques and characteristics of various common lights. for example, fixed-point lighting, mobile lighting, color lighting, etc., and actively match and select them, and do a good job of technical evaluation, so as to better use and express them in lighting design. on the other hand, it is necessary to combine the elements and symbols of special casting, use the techniques and characteristics of lighting, and create a unique visual effect and emotional atmosphere. for example, the texture and shape of the cast object can be highlighted through the technique of fixed-point lighting; the fluidity and flexibility of the casting process can be used to express it through the technique of mobile lighting; the emotions and themes of the stage can be expressed through the technique of color lighting. fourth, create a unique visual effect and emotional atmosphere. when integrating the ingenuity of special casting into the interactive stage lighting design, it is necessary to create a unique visual effect and emotional atmosphere. first of all, it is necessary to combine factors such as plot, scene and character, and use the techniques and characteristics of lighting to create visual effects and emotional atmosphere that conform to the stage plot effect. for example, soft lighting can create a romantic atmosphere, and strong colors and light and shadow effects can express tense and intense emotions, thereby enhancing the audience’s resonance and feelings about the plot and characters. secondly, it is necessary to use special casting elements and symbols to create a unique visual effect and emotional atmosphere. for example, the characteristics of fine craftsmanship and unique shape can be shown through elements such as casting texture and shape; the emotions and themes of the stage plot can be expressed through the special colors of the casting process. fifth, practical feedback and improvement. practice is the only criterion for testing truth. therefore, when integrating the ingenuity of special casting into the interactive stage lighting design, practical feedback and improvement are needed. first of all, it is necessary to constantly summarize experience and lessons in practice, and make timely improvements when deficiencies are found; secondly, it is necessary to continuously optimize and innovate according to the results of practical feedback; finally, relevant art activities can be carried out to display the integration results, actively display and promote them, and attract more people’s attention. in summary, integrating the ingenuity of special casting into the interactive stage lighting design can make the stage lighting more changeable and innovative. the ingenuity represents people’s deep understanding and ultimate pursuit of craftsmanship, which is the profound connotation required for stage lighting design. through careful design and flexible application, lighting design can create a unique atmosphere and visual effects, bringing a new sensory experience to the audience. therefore, the integration of special casting ingenuity into the interactive stage lighting design can not only enhance the artistry and technicality of the performance, but also provide a strong driving force for the innovation and development of stage art. conclusion this article not only shows the role of stage lighting design in theatrical performances in terms of emotional expression, time changes and seasonal changes, but also emphasizes the indispensability of stage lighting design in theatrical stage performances, as well as its complementary relationship with the plot. and through continuous technological innovation and changes in design concepts, stage lighting design will continue to meet the audience’s increasing aesthetic needs. in short, the application of stage lighting brightness and shade is an important part of stage lighting design, and it is also an important way to portray characters, render story emotions and enhance the artistic effects of stage performances in stage performances. the knowledge involved in the adjustment and application of stage lighting brightness and shade and the elements that need to be considered are relatively complex. therefore, lighting engineers must fully understand the requirements of all aspects of stage performances, reasonably match them with other stage elements, ensure the reasonable and exquisite application of lighting brightness and shade, and effectively bring out the application advantages of lighting brightness and shade design, so as to bring more exciting stage performances to the audience. pa ge 21 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 211-217, 2024 references cui, z. (2023). application of multimedia technology in tv stage lighting design. light source and lighting, 5, 3-5. huang, l. (2024). practice and application of modern lighting design in sichuan opera stage. sichuan drama, 4, 16-19. lin, x. (2022). application of new media art in drama stage design. sichuan drama, 7, 64-66. li, y. (2021). the application of pop music rhythm on stage. times report, 3, 25-27. wu, s. (2023). analysis on the application of digital media technology in stage art design. packaging world, 1, 5-6. ye, z. (2023). lights can “speak” – on the artistic expression of stage lighting design. contemporary drama, 2, 23-25. zhang, z. (2023). the fusion of stage visual design and lighting design. art panorama, 5, 85-87. pa ge 1 pa ge 36 6 american journal of arts and human science (ajahs) discourses of power in the 2016 philippine presidential debates and online debate commentaries jennifer g. valencia1* volume 4 issue 2, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i2.4508 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: february 01, 2025 accepted: march 10, 2025 published: june 13, 2025 this study examined the discourses of power in the 2016 philippine presidential debates and online debate commentaries. it specifically used foucault’s power/knowledge analytic to analyze the discourses of power in the 2016 philippine presidential debates and online debate commentaries. in examining the discourses of power, the “space” given to the co-agents of discourse was analyzed. specifically, “space” was analyzed by examining the opportunity given to voices of the aforementioned co-agents of discourse, the processes and struggles undergone by them, and the consequences/effects of such “space” given to them in the circulation of knowledge/flow of discourse. the opportunity given to voices of the co-agents of discourse, namely, duterte and the rest of the candidates (poe, santiago, roxas, and binay), the media (gma, abc-5, and abscbn), and prospective voters enabled them to articulate/convey their thoughts, views, and reactions on selected issues and, consequently, undertake the processes and struggles in the debates, which resulted in further discourse and more importantly, dispersion of power or power in itself, and knowledge. notably, the aforementioned processes and struggles appeared to be the transformative and productive aspect of the study’s framework as these promote further discourse, which results in the dispersion of power and knowledge. undoubtedly, the co-agents of discourse are “vehicles of power”, in foucault’s words. these likewise affirm foucault’s argument that “power is a productive force,” that it is “dispersed” in society, and that indeed, nobody has the “monopoly of power”. keywords co-agents of discourse, discourse, dispersion of power, foucault’s power/knowledge analytic, gaze/ surveillance, online debate commentaries, power, presidential debates, processes, space, struggles 1 department of communication, college of communication and social sciences, isabela state university cabagan campus, garita heights, garita, cabagan, isabela 3328, philippines * corresponding author’s email: jennifergvalencia@gmail.com introduction this study sheds light on/concretizes michel foucault’s notion of power, which argues that power is a productive force, that it is dispersed throughout society, that power is non-subjective, that when there is power, there is resistance, that discourse results in power, and that power produces discourse as well. in particular, it describes the workings of power in the 2016 pilipinas debates as well as in the electorate’s commentaries, having examined the “space” given to the co-agents of discourse (namely, the media/debate moderators, the presidential candidates, and prospective voters/debate commenters); the processes they implemented/undertook; as well as the struggles (instances of opposition and strategies they undertook) they had undergone. thus, it contributes to that body of knowledge examining power, not in the traditional sense (which assumes that power is merely repressive and that certain individuals or institutions have the monopoly of power), but in the sense that power is a productive force and that nobody has the monopoly of power. as this study provides a more operationalized/concretized notion of power (using foucault’s perspective), it is especially helpful for future researchers examining this concept of power. this study also mirrors the debate moderators’ good and bad practices, that is, in the way they implemented the debate processes, as well as how they moderated the debates. such inputs from this study can thus serve as lessons for the moderators. the study can likewise promote vigilance among the candidates and prospective voters/debate commenters, specifically on how the debate processes are implemented, in an effort to uphold objectivity. as demonstrated in the results of the study, partiality affects the implementation of the debate processes and violation of the debate processes, in a way, affects the “space” given to the co-agents of discourse, as well as their struggles. this research specifically aimed to: 1. describe and critically examine opportunity given to voices of the coagents of discourse (media, presidential candidates, and electorate/prospective voters/debate commenters) in the 2016 philippine presidential debates; 2. describe and critically examine the processes and struggles undergone by the aforementioned co-agents of discourse; and 3. explicate the consequences/effects of power or “space” in the circulation of knowledge/flow of discourse. materials and methods this study utilized the critical qualitative approach. it is critical as it examined the discourses of power in the 2016 philippine presidential debates and online debate commentaries, which specifically looked into how power operates among the co-agents of discourse, namely the presidential candidates, the media, and the electorate. on this account, foucault (n.d., cited by chang, 1988), notes that this is often taken for granted as it is already deeply ingrained in society. discourse analysis using foucault’s power/knowledge analytic was used to examine the discourses of power pa ge 36 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 366-374, 2025 in the 2016 philippine presidential debates and online debate commentaries. the power/knowledge analytic (which comes from one of foucault’s works, “genealogy of power”) postulates that first, power is productive; second, power is multiple; third, power is non-subjective; and fourth, domination and resistance are everywhere (foucault, 1980; chang, 1988). the research instrument, which aimed to examine the discourses of power in the 2016 philippine presidential debates and online debate commentaries, applied the foucauldian approach to discourse analysis. specifically, it examined the opportunity given to voices of the co-agents of discourse, the processes they undertook, their struggles, as well as the consequences/effects of such “space” given to the co-agents of discourse in the circulation of knowledge/flow of discourse. the opportunity given to voices of the co-agents of discourse is essentially the voice of the media, presidential candidates, and prospective voters in the debates and debate commentaries. processes, on the other hand, were examined by looking into the mechanisms of discipline/disciplinary techniques (debate rules and pre-agreed mechanics, such as the candidates’ turn-taking, matching-off with the other candidates), implemented by media in the televised debates, as well as the media’s gazing/surveillance function; it is assumed that media’s implementation of these mechanisms of discipline requires them to perform the gazing function, which demonstrates the media’s disciplinary power and this gazing function of the media is what brings about dispersion of power or power itself, as well as knowledge. struggles were examined by looking into instances of opposition or strategies taken by the co-agents of discourse in an effort to achieve their goal/objective (candidates instances of opposition: to challenge their opponents, citizens, or government; strategies: to woo prospective voters by clarifying issues, putting their best foot forward/showing off; media – instances of opposition: to challenge or “roast” or “corner” candidates; strategies – to interrogate, to probe/clarify issues, to intrigue; prospective voters/debate commenters – challenge or campaign for candidates; challenge media personalities); it is assumed that as the co-agents of discourse undertake such processes and struggles, they perform the gazing (surveillance/sousveillance) function, as well. data were specifically obtained from the coverage of the 2016 philippine presidential debates (composed of three debates, which were conducted in cagayan de oro, cebu, and pangasinan) and online debate commentaries from the electorate/netizens. for the debate part, data were downloaded from youtube, specifically from the following online news sites: gma, abc-5, and abscbn, where duterte discourses were examined. as for the debate commentaries from the electorate/netizens, data were also downloaded from the aforementioned online news sites. for the direct quotations used in the study, transcripts of the three debates from gma news online and inquirer.net were especially useful. the study applied convenience sampling. specifically, the accessibility of online data relating to the 2016 presidential campaign in the country, its practicality, and the observation that the co-agents of discourse, namely the presidential candidates, media, and prospective voters, were found to be active in the 2016 presidential campaign discourse in the country were the author’s reasons for applying such a sampling method. results and discussions it was clear how the media, the candidates, and the electorate/prospective voters/debate commenters took part in the discourse where each seized the opportunity to articulate their thoughts, views, and reactions; where they all took part in the processes implemented in the debates and commentaries; and where they actively strategized and opposed each other. undoubtedly, the co-agents of discourse are “vehicles of power”, in foucault’s words. opportunity given to voices of the co-agents of discourse (“space”) the media’s power before the debate proper, the media (through the moderators) articulated the importance of the debates as a democratic exercise and therefore called on the electorate to take part in the discourse and to carefully evaluate the candidates. this is the media’s voice, reminding the electorate of its responsibility in this democratic process. the debate moderators’ articulation of the debate rules also demonstrates the media’s power in terms of “space”. again, this is the media’s voice, telling the candidates, “these are the rules, which you need to observe”. more importantly, the debate moderators’ adherence to such rules during the debates, where they would remind and call the attention of the candidates to adhere to such rules, also demonstrates the media’s voice. it is the media, seizing their “space” in an effort to make the debates productive; in an effort to promote a smooth flow of discourse. when the media/moderators do the task of “gazing”, by pointing out the candidates’ weaknesses or by highlighting their weak points; when the media oppose or challenge the candidates they disfavor/despise, or when they strategize for the candidates they favor, this, again, is the media’s voice. when the media would seize this “space” or opportunity to practice partiality, for instance, by giving more “space” to the candidates they favor, or reducing the allotted time for those they disfavored, again, this is the media’s power. the media set the rules yet they also break these rules. the candidates’ power the presidential candidates are vehicles of power as well. while the media (through the moderators) had demonstrated their power in the three debates as essentially, they were the implementers of this democratic exercise, the power of the candidates was very apparent. indeed, each candidate seized the “space” given to them pa ge 36 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 366-374, 2025 by voicing out their thoughts, views, and whatever they wanted to express in an effort to woo voters. in this case, it is the candidates’ voice --introducing themselves, expressing their thoughts about issues, and boasting about themselves, what they are capable of doing, and what they would do for their motherland and the filipinos if they became president. it is their voice, telling the electorate, “this is what’s going to happen, this is what you will be experiencing, this would be the new philippines, if you voted for me”. besides this, the debates were an opportunity for the candidates to “gaze”/look at their opponents, even at the media and the citizens. when the candidates look at their opponents’ weaknesses and try to moralize them/or promote discipline, this is their voice, telling/reminding their opponents to refrain from doing this and that, to avoid certain practices, in an effort to protect the citizens. zeroing in on duterte, he did not merely “gaze” at his opponents as he was also looking at criminals and warning them to reform or else… poe was looking at duterte and was trying to moralize him in terms of how duterte treats women. the candidates’ power is also evident in the way they challenge their opponents, in the way they strategize, in an effort to “elevate” themselves and persuade voters. along this thought, whatever challenges they would get from their opponents, the candidates had that “space”, they had the opportunity to respond, rebut, and argue their way out. in this case, this is the candidates’ voice, clarifying their stand, explaining the issue and their side: “this is what happened; this is what i have done; this is what i will do”. also, while the media had shown partiality towards certain candidates, the latter never lost the opportunity to rise up and articulate their views. while the favored candidates may have obtained more “space”, in general, the candidates were able to seize such “space” and use it to their advantage. while there were instances when the moderators twisted the debate rules for the candidates they favored (by extending the allotted time or by deliberately shifting to another issue) or when the moderators demonstrated partiality by modifying their manner of questioning (asking open-ended questions, instead of asking questions answerable by yes or no; or by asking personal questions, instead of asking issue-based questions), the concerned candidates remained vigilant and exerted effort to respond to the issues. the electorate/prospective voters/debate commenters’ power the electorate is likewise a vehicle of power as concretized by their participation in the debates. this was demonstrated in the electorate’s involvement in the questioning of the candidates, as well as in their participation in the discourse (online commentaries during the debates). while the presidential candidates were the main actors in the debates, and while the media were the implementers of this democratic process, and while both demonstrated their power in the debates, with each seizing their “space” and observing/undertaking the processes, as well as actively undergoing struggles (be either challenging or strategizing), the power of the electorate was very apparent as they, as well, had that voice that the media and the candidates had. before the debate proper, the moderators underscored the vital role of the electorate in such democratic exercise. indeed, the participation of the electorate was highlighted when selected citizens were directly questioning the candidates, which, according to the moderators were the citizens’ own questions. this then is the electorate’s voice, expressing their thoughts and asking the candidates issues that were relevant to them. this is the electorate’s voice conveying their own issues and asking how the candidates will resolve the issues. it is the electorate laying down the cards, essentially saying, “this is how filipinos are suffering, especially the less fortunate ones; this is how we had been living. is there hope for us? what are we expecting from you if you became president?” in the debate commentaries (online), the power of the electorate is likewise evident in the way they seized their “space” to talk about the candidates they either favored or disfavored. again, this is the electorate’s voice campaigning for the candidates they favored, boasting about their favorable qualities and strategizing to persuade voters. this is the electorate’s voice, as well, challenging or opposing the candidates they disfavored. in this case, it is the electorate’s voice, highlighting the candidates’ unfavorable qualities and essentially trying to put down the candidates. additionally, it is the electorate’s voice on important issues. it has demonstrated their knowledge on various issues. this also tells us that in this digital age, nothing remains hidden. with the new media, things have become more transparent and the citizens have become more informed on issues and workings of the government. they very well know what government officials have done and failed to do. more than ever, the electorate seized this “space”/opportunity to express themselves. the fact that there were no rules in terms of what commentaries can be/what cannot be posted, the electorate took such opportunity to freely articulate/ express their thoughts and views. this is evident in the unpleasant rhetoric that came out. this is the electorate’s voice, “gazing”/looking at the moderators’ partiality/prejudices. they actually went to the extent of badmouthing ms. luchi valdes and ms. karen davila. it is also the electorate’s voice, looking at other candidates, condemning them for their mistakes or bad practices. as power is not limited to one co-agent of discourse, as demonstrated by the active involvement of the three co-agents of discourse (the presidential candidates, the media/debate moderators, and prospective voters) in the pa ge 36 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 366-374, 2025 debates, as well as in the online commentaries, power then is dispersed. thus, nobody has the monopoly of power as all co-agents of discourse are empowered in the process. each co-agent of discourse has its own role to fulfill in such democratic exercise and the opportunity given to voices of the co-agents of discourse, which enabled them to voice out their thoughts and views, which allowed them to implement certain processes, which permitted them to challenge the other co-agents of discourse, as well as use/apply strategies, proves that democracy is alive in the country. besides the foregoing, in the author’s re-examination of the power of prospective voters, their power was not limited to the consequences of the opportunity given to their voice. notably, they have that unique power in them as the votes that the candidates clamor for, lie in the hands of these prospective voters. it has to be noted that they are the actually the ones being wooed by the candidates. processes and struggles of the co-agents of discourse as exemplified in the debates, power is productive and likewise, dispersed. besides these though, as processes and struggles of the co-agents of discourse are evident in the debates, power is then non-subjective. indeed, such processes and struggles are regular occurrences in the debates and these do not imply relations among the coagents of discourse but these (processes and struggles) can be seen as elements of the debates that are crucial in achieving the objectives/goals of each co-agent of discourse. processes, are, for instance, inherent in the debates as these provide structure and organization to such democratic exercise. without these, the debates can result in chaos. thus, the proper implementation of such processes enables the co-agents of discourse to properly use/utilize the opportunity given to them, and, consequently, gives them the chance/opportunity to undertake their struggles, by either challenging the other co-agents of discourse (instances of opposition) or using/applying strategies in an effort to achieve their goals/objectives in the debates. while there were instances in the debates when the co-agents of discourse did not strictly adhere to the processes, in general, such processes were properly implemented/observed, thus, making the debates a productive democratic exercise. in the author’s re-examination of processes and struggles as components of the revised framework of the study, such aspects of the framework are crucial as these proved to be the transformative elements. notably, it was observed that it is these processes and struggles that make the debates productive as it is in these processes and struggles that the co-agents of discourse are able to undertake their “gazing”/surveillance function which brings forth power and knowledge. this task of gazing is further discussed in latter part of the results (the consequences/effects of power or “space” in the circulation of knowledge/flow of discourse). moreover, while the debates demonstrate that all coagents of discourse are empowered, apparently, resistance is notable. it can be recalled that foucault interpreted resistance as a form of struggle. however, he noted that there are other forms of struggle and thus, it should not be limited to anti-authority struggles. in this study, struggles had been defined as instances of opposition and strategies undertaken by the co-agents of discourse to achieve their objectives/goals. in this case, as struggles among the coagents are inherent in the three debates, with each coagent of discourse undergoing its own struggles, either by challenging the other co-agents of discourse, or by using/ applying strategies to achieve their goals/objectives in the debates, it can therefore be concluded that when there is power, indeed, there is resistance. zeroing in on the struggles of the co-agents of discourse, the candidates’ power is evident in the way they challenge their opponents, in the way they strategize, in an effort to “elevate” themselves and persuade voters. along this thought, whatever challenges they would get from their opponents, the candidates had that “space”, they had the opportunity to respond, rebut, and argue their way out. in this case, this is the candidates’ voice, clarifying their stand, explain the issue and their side: “this is what happened; this is what i have done; this is what i will do”. as for the media, they would point out the candidates’ weaknesses or highlight their weak points; they oppose or challenge the candidates they disfavor/despise, or strategize for the candidates they favor. they would likewise seize the “space” or opportunity to practice partiality, for instance, by giving more “space” to the candidates they favor, or reducing the allotted time for those they disfavored. indeed, the media set the rules yet they also break these rules. the electorate, on the other hand, campaigned for the candidates they favored, boasting about their favorable qualities and strategizing to persuade voters. they challenged or opposed the candidates they disfavored. in this case, it is the electorate’s voice, highlighting the candidates’ unfavorable qualities and essentially trying to put down the candidates. the consequences/effects of power or “space” in the circulation of knowledge/flow of discourse while the media may have demonstrated their prejudices in the debates, it is important to note that they had a vital role, not only in this democratic exercise but in society, as a whole, being the “watchdogs” of society. and we should, indeed, be grateful to them as they have proven in these debates that they are truly good in what they do. minus the prejudices that they had shown, it is noteworthy that they did a very good job in capturing the issues (the sensitive ones and even the most controversial issues) that needed to be addressed by the candidates. while some of the media’s questions may have been personal and controversial, these had to be tackled, as the position sought out by the candidates was the highest in the country --the presidency. indeed, a good leader pa ge 37 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 366-374, 2025 should be capable and competent; a good leader should lead by example; a good leader should be a model that citizens can look up to. and via these debates, the citizens can compare and evaluate the candidates and eventually choose the best that can lead the country. so far, this was the best act of “gazing” that the media did. the fact that they were able to capture the most crucial issues and were able to get the candidates respond to such issues was a job well done. this made the debates more meaningful as the issues were asked for the sake of the people; the citizens. while for the candidates, the debates may be an opportunity to woo voters and win the presidency, the media were there to do surveillance, ultimately, for the citizens. indeed, this opportunity given to the voice of the media, got the ball rolling, not only for the presidential candidates but for the citizens, as well. it got the presidential candidates and citizens talking and through these “talks” (via processes and struggles), not only were they empowered to voice out their thoughts. via these “talks” or discourse, issues were clarified for the benefit of citizens. during the debates, while the presidential candidates were seizing the opportunity given to their voices, the citizens likewise seized the same opportunity to take part in the discourse through various means (via direct queries or interaction with the candidates, via social media platforms). while the presidential candidates were actively campaigning or actively participating in the discourse to woo voters, citizens were likewise engaged in their own discourse via social media platforms and it is crucial to note that they likewise undertook their own “gazing” by looking at either their preferred candidates or the ones that they loathed. they were also undertaking their own struggles by either campaigning for their preferred candidates or challenging the candidates they despised. the debates are then productive, not only because these triggered the proliferation of discourse; not only because the co-agents of discourse are empowered in the process but more importantly, these may have guided and educated prospective voters in making the right choice; in choosing the best candidate for the benefit of the nation. this is essentially, knowledge. and the media are vital in the realization of this important democratic process. while the candidates and citizens were also given the opportunity to voice out their thoughts and views, which likewise resulted in them undertaking their processes and struggles, the media should be given credit for the greater role they assumed as initiators of this democratic exercise. hence, if we look at all discourses, the media had an even greater task as they were the ones who started these debates; they were the ones who organized and sponsored these debates. unfortunately, this study did not include the debates’ preparatory phase. future studies can look into this though to shed light into what transpires before the debates; the “talks”/interactions in the preparatory stage. while all co-agents of discourse may be involved in such phase, it would be good to examine what power actually does in such “talks”. in fact, this may have something to do with the tactics (breaking a number of debate rules/mechanisms of discipline in the debates, in favor of certain candidates) demonstrated by the debate moderators. hence, they should not be blamed for such tactics or violations as they were merely representing the sponsors (other media entities, kbp, and comelec) of the debates. however, credibility matters in media and some citizens really look up to certain media personalities and consider them as role models. as such, citizens tend to be critical of the media when the latter seem to not act accordingly. with the emergence of the new media, citizens’ “gazing” at what media do, however, is inevitable. thus, the media could actually consider this as a form of check-and-balance on what they do. in the same manner, citizens’ “gazing” at the candidates (who are leaders of the nation) also protects our democracy as it guards against abuses and excesses of the government. additionally, the presidential candidates’ gazing at their opponents is part of the picture, which is likewise an act of surveillance, as the candidates were opposing/ challenging each other; they were looking at each other’s weaknesses, which was also a check-and-balance act. the media (though merely representatives of the debate sponsors), however, assumed the greater role of gazing as they were the ones who safeguarded the mechanisms of discipline, which were crucial in the conduct of orderly/organized debates. essentially, this is the media’s disciplinary power and it is crucial to note how the candidates became docile bodies, silently and automatically submitting to such mechanisms of discipline. besides this act of gazing in the implementation of such mechanisms of discipline, it was the media, as well who served as debate moderators. while a number of citizens were, at times, given the chance to directly interact with/question the candidates, it was generally the media who acted as moderators. it was generally the media who interacted with/questioned the candidates. and again, in this task of moderating the debates, the media were definitely gazing at the presidential candidates. while this act is covered in the “struggles” aspect of this study’s framework, it is noteworthy that when the media undertake their “struggles”, simultaneously, they perform the act of gazing. while the presidential candidates and citizens also perform this act of gazing as they undertake their “struggles”, it is the media who implements the mechanisms of discipline. conclusions power as a productive force power, is, indeed, a productive force as it produces knowledge and, docile bodies. in the three debates (2016 philippine presidential debates), power, which equates to the “space” given to voices of the co-agents of discourse (namely, the candidates, the media, and the electorate) and the processes and struggles they undertook, promoted discourse among them. such discourse gave the co-agents of discourse the opportunity pa ge 37 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 366-374, 2025 to convey their thoughts, views, and plans, which resulted in a productive democratic exercise. on the media’s part, such power enabled them to carry out/conduct the three debates successfully. as for the presidential candidates, such power gave them the opportunity to voice out their thoughts, views, plans, as well as challenge their opponents and strategize, which were apparently done to woo voters. the electorate also seized the “space” given to them by the media. clearly, the electorate seized such opportunity to voice out their views and thoughts by utilizing the aforementioned “space” on youtube. additionally, they used such “space” to campaign for their favored candidates (they either challenged the other candidates or simply strategized for their favored candidates), and even “gazed” at the candidates, by either looking at their positive or negative traits, as well as by attempting to do some “policing”/trying to promote discipline, especially for the candidates whom they did not favor. with the co-agents of discourse (specifically, the presidential candidates and the electorate) seizing the opportunity to voice out their thoughts and views, as well as undertaking/observing processes, and seizing the opportunity to challenge or strategize to woo voters, it is apparent how they had become docile bodies. such docility made the debates a productive democratic exercise. power is dispersed throughout society it was clear how the media, the candidates, and the electorate took part in the discourse where each seized the opportunity to articulate their thoughts, views, and reactions; where they all took part in the processes implemented in the debates and commentaries; and where they actively strategized and opposed each other. power is non-subjective as exemplified in the debates, power is productive and likewise, dispersed. besides these though, as processes and struggles of the co-agents of discourse are evident in the debates, power is then non-subjective. indeed, such processes and struggles are regular occurrences in the debates and these do not imply relations among the co-agents of discourse but these (processes and struggles) can be seen as elements of the debates that are crucial in achieving the objectives/goals of each co-agent of discourse. when there is power, there is resistance while the debates demonstrate that all co-agents of discourse are empowered, apparently, resistance is notable. it can be recalled that foucault interpreted resistance as a form of struggle. however, he noted that there are other forms of struggle and thus, it should not be limited to anti-authority struggles. in this case, as struggles among the co-agents are inherent in the three debates, with each co-agent of discourse undergoing its struggles, either by challenging the other co-agents of discourse, or by strategizing, it can therefore be concluded that when there is power, indeed, there is resistance. discourse results in power, power produces discourse discourse, in the form of debates and online debate commentaries, indeed, results in power as observed/ concretized by the “space” given to the co-agents of discourse, namely, duterte and the rest of the candidates (poe, santiago, roxas, and binay), the media (gma, abc5, and abs-cbn), and the electorate; by the “processes” they undertook/observed; and by the struggles they had undergone, both in the debates and commentaries. the implementation/observance of the “processes” in the debate and commentaries, on the other hand, was crucial in promoting a smooth flow of discourse as well as in articulating their views which promoted discipline either among filipinos or among the candidates themselves. “struggles” were also inherent in the discourse where the vehicles of power/co-agents of discourse either strategized or opposed each other. such power observed among the co-agents of discourse likewise triggered further discourse. the debates, for instance, triggered the influx of commentaries from the electorate/netizens, which were occasionally shown between breaks by the debate moderators. numerous comments were likewise documented on youtube where the debates were livestreamed. the “space” given to the electorate in the debates where they articulated their views and questioned the candidates also brought forth discourse among the candidates. on the other hand, the debate moderators’ questions and comments triggered discourse among the candidates. all these occurrences confirm foucault’s argument that discourse results in power and that power produces discourse as well. recommendations both the debates and commentaries demonstrate how power operates among the co-agents of discourse, with each co-agent of discourse seizing the opportunity to voice out their thoughts, views, and reactions; undertaking/ observing the debate processes; and undergoing the struggles against each other. however, while such workings of power led to a productive democratic exercise, there were aspects of the debates that were rather inhibiting. thus, while power is viewed (in foucault’s perspective) as a productive force, it has its “repressive” aspect. going back to the debates, the networks and sponsors should have made the debate format more dynamic (not the question-and-answer type) to allow exchanges among the candidates, as more exchanges mean more discourse, which implies a more productive exercise. the debate moderators (luchi valdes and karen davila) should have strictly adhered to the debate processes pa ge 37 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 366-374, 2025 (debate rules/mechanics) and made the rules clear to promote a smooth flow of discourse and to give equitable “space” to all candidates. to abate partiality, the moderators should not have been permitted to question the candidates. the candidates themselves should have been the ones to question each other. while power is, indeed, dispersed in society, as concretized by the “space” given to voices of the co-agents of discourse (the media through the debate moderators, the presidential candidates, and the electorate); the processes they implemented/observed; and the struggles they undertook, each debate was unique and consequently, the co-agents of discourse also had different experiences in terms of the “space” given to them; the processes; and the struggles they undertook. for the first debate (first leg of the 2016 pilipinas debates), the candidates and the media/moderators were given the “space” to voice out their views, thoughts, and whatever they wanted to convey to the electorate and to each other, and were actively involved in the debate processes, as well as in their respective struggles. however, it was observed that the electorate was not actively involved in the debates. while they were given “space” to take part in the online discourse, and while their participation in such discourse was evident, they were never involved in the debate processes. abs-cbn’s town hall format was good as selected citizens were given the opportunity to interact directly with the candidates; were given the chance to directly question the candidates on relevant issues. gma should have adopted this format to give more “space” to the electorate, thus giving them the opportunity to actively take part in the debate as a democratic exercise. it would have been more democratic if the electorate was given the chance to actively take part in this democratic process. additionally, while soho and enriquez generally adhered to the debate processes/rules, their partiality was noticeable. enriquez, for instance, was very “personal” in the way he interrogated duterte, compared to how he questioned roxas. as the moderators are the ones setting the rules, they should be the first ones to uphold such rules, not the first ones to violate/break the rules. thus, they should avoid being partisan, by sticking to the issues. for the second debate (second leg), while the co-agents of discourse (the moderator, the candidates, and the electorate) were given “space” to articulate and express their views and thoughts, to undergo the debate processes, and to undertake their struggles, the moderator’s partiality was apparent. as such, certain candidates were given more “space” than the other candidates. it was clear, for instance, how valdes favored roxas over the other candidates. again, it was disheartening to witness valdes being the first co-agent of discourse to break the rules. how then can she expect the candidates to adhere to the debate rules/mechanics when she herself did not abide by these? it was then not surprising to see roxas break the rules too as the debate moderator, who had set the rules, violated these herself. even before the debate started, valdes’ partiality was very apparent when she and binay disclosed about a certain misunderstanding on a certain rule. that is, on the issue of whether or not notes are allowed to be brought to the podium. it was apparent that binay was misinformed on the said rule. how could valdes make this mistake? additionally, she said she was taking responsibility for such mistake but did not really took responsibility, judging from her inappropriate moves in trying to resolve the issue. valdes did not stand by her words as well as she was not firm in the way she implemented such rule as binay still brought his notes to the podium. valdes truly lost her credibility in this debate. it is a must for her to look back on what happened and try to do some reflection to ensure that such occurrence will not be repeated in the future. moderators should be role models. they should practice what they preach if they expect observance of the rules they set. though “space” was given to the electorate, which, consequently gave them the opportunity to undertake their struggles (to oppose or challenge the candidates and the media; to strategize for the candidates they favored), it was clear that they were not given the “space” to take part in the debate processes. valdes did not even urge them to participate in the online discourse though the electorate’s voice was evident in the commentaries that were documented on youtube. notably, the electorate seized this opportunity to express their views and thoughts. however, as the debate is a democratic exercise, they should have been given the opportunity to take part in the debate processes, just like what abs-cbn did in the third debate. abc 5 should follow the town hall format to give more “space’ or voice to the electorate. for the third debate (third leg), while the town hall format was implemented, which gave the electorate the “space” to take part in the debate processes, and while this was an ideal debate format, which made such exercise more democratic, apparently, the moderators demonstrated partiality towards certain candidates. though in general, the candidates were given equitable “space”, there were instances when the moderators exhibited their bias towards certain candidates. it can be recalled, for instance, that in the fast talk segment, davila essentially asked duterte and binay open-ended questions, instead of close-ended ones, which davila only applied to the rest of the candidates. probably, such questions were meant to challenge duterte and binay as these involved controversial and difficult issues. additionally, there was an instance when davila gave more “space” to roxas by specifically giving the latter more talk time. in such case, davila gave roxas one minute and thirty seconds while she gave the rest of the candidates merely thirty seconds. pa ge 37 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 366-374, 2025 in one instance (match-off between poe and duterte), more talk time was likewise given to poe. there was an instance as well when davila deliberately shifted to another issue when it was roxas’ turn to be interrogated. in the candidates’ closing statements, it can also be recalled that during duterte’s slot, there was a 12-second lull where duterte’s speech was not heard. specifically, this was observed at the start of duterte’s closing statement. indeed, it is a must for davila to review the debate, examine the electorate’s commentaries, as well as herself, to let her see her weak points as a debate moderator. if she did these deliberately, however, then, it is another story. while generally, the co-agents of discourse were given “space”, were able to implement/observe the debate processes, as well as undertake their respective struggles (by challenging/opposing each other and by strategizing to essentially woo voters), it is crucial to note that the debate moderators’ partiality in a way affected the debate processes and consequently, also affected the “space” given to the candidates, as well as their struggles. debate moderators should therefore stick to the rules and practice objectivity in order to give the candidates equitable “space” and consequently, allow them to undertake their struggles (to defend themselves, to give them the chance to challenge their opponents, and allow them to rebut). setting a good example for the candidates will probably help the latter stick to the rules as well. for future studies, examining the metadebate (or the debate on the debates) would be a crucial aspect to look into. this will hopefully shed light into the processes being undertaken by 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(2002). a functional analysis of the 2000 taiwanese presidential campaign discourse: advertisements and speeches [doctoral dissertation, proquest dissertations & theses global]. pa ge 1 pa ge 35 8 american journal of arts and human science (ajahs) an examination of curriculum content and instructional techniques used in teaching social studies in senior high schools in ghana anthony owusu akowuah1*, george asante1, georgina asibey1 volume 4 issue 2, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i2.4279 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: december 28, 2024 accepted: january 27, 2025 published: june 02, 2025 this study examined instructional practices that senior high school (shs) social studies teachers (sst) adopt in the asokore mampong municipality, located in the ashanti region of ghana. the study employed a descriptive research design. using the census technique, a sample size of 51 teachers was chosen from six shs. a self-designed questionnaire guide was used to gather data. descriptive statistics were utilised to analyse the data. the study showed that ssts are moderately aware of the overall objectives of social studies. also, teachers employed the lecture and discussion technique frequently during instruction. however, teachers minimally integrated both teacher-centered and student-centered teaching techniques. they, therefore lacked innovative teaching techniques in social studies. the study recommends that repeated conferences and training should be organised to update social studies teachers’ knowledge and skills of teaching. keywords ghana,instructional practices, senior high school (shs), social studies teachers (sst) 1 department of business and social sciences education, university of cape coast, ghana * corresponding author’s email: asantegeorge5@gmail.com introduction teachers play a crucial role in the effectiveness of lessons and the quality of education around the world (barberos et al., 2021). studies on academic and educational outcomes have emphasised the role of teachers in improving learning outcomes. this idea departs from normal educational tasks that suggest that efforts directed towards education generate relevant outcomes (baafi, 2020). despite the considerable work done in schools and the provision of educational resources, there are large differences when comparing schools and classrooms. according to curtiss et al. (2016), school quality, teacher quality, and teaching quality currently dominate the educational discourse. instructional practices refer to instructors’ procedures and methods to help students acquire the necessary knowledge during instructional periods. these teaching practices characterise the pillar of teaching excellence and the teaching environment (curtiss et al., 2016). a study by morrison et al. (2019) found that different teaching practices are used in different contexts for different intended outcomes. in a learning atmosphere where the instructor is the ultimate expert and students are considered to be extremely ignorant of the content of the teaching, teachercentred teaching strategies evoke pedagogical methods here (baeten et al., 2016). on the other hand, studentbased learning is also undertaken when the students are well aware of the content. the student-based learning is, therefore, to promote critical thinking and other higherlevel skills, and improve learning outcomes (baafi, 2020). therefore, interest in student-dominated strategies has received increasing attention worldwide. student-centred teaching strategies have been found to produce better student outcomes than teacher-centred approaches (day et al., 2016; kang & keinonen, 2018; li et al., 2018). in addition to the above teaching methods, an interesting category now is the integrated teaching approach which was developed from a combination of teacher-centred and student-centred approaches (chick & hassel, 2009). the technique combines different parts of learning that emphasise the fusion of ideas to create associations for students to do activities related to real-life events (riordan et al., 2019). the integrated approach to learning is an important ideal to produce a constructive and collaborative learning atmosphere (day et al., 2016). based on the disparities associated with teachers’ teaching practices, the senior high school social studies syllabus detailed teaching and learning activities that would help teachers attain social studies objectives. the activities are to guarantee the highest learner involvement during teaching sections including eschewing memorisation and exercise-driven strategies and instead emphasise instructions that involve all students; domains of cognitive, affective, and psychomotor in their (teachers) lesson delivery whenever applicable. this prominence will help learners advance critical thinking; apply techniques to solve problems, and obtain desirable values and attitudes (moe, 2010). given the long history of social studies education in the world and ghana and its academic and social importance, it is still questionable whether social studies has achieved or is achieving its goal of effective citizenship, while citizenship education is essential in primary and preprimary curricula (akhtar, 2008; ayaaba et al., 2014; bekoe, 2006). the subject has a great impact on the state of mind of citizens. for developing the skills, ethics, experiences and intelligence needed to form responsible and patriotic citizens in a country (akhtar, 2008; lawal, pa ge 35 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 358-365, 2025 2002). to achieve this goal, it is necessary to understand and use certain educational practices in social studies. the lessons should be engaging and positively influence students’ attitudes, morals and skills (ayaaba et al., 2014; adeyemi, 2003). however, it is alarming that some senior high schools in ghana are facing a mismatch between social studies teachers’ (sst) knowledge of cross-curricula teaching techniques and subject-specific teaching techniques that enable students to imbibe attitudes, values and skills (abdulai, 2020a; bordoh et al., 2021). they revealed that teachers’ knowledge of teaching methods and their attitudes towards the subject can influence students’ behaviour, ideals, and abilities. these identified gaps have compelled the study to examine sst’s instructional practices leading to the achievement of the curriculum’s overall goals, as in most cases, teachers employ instructional methods that facilitate their jobs concerning their insights, attitudes, personal inclinations, and institutional cultures. in addition, teachers adjust the nature and eminence of the instructional process based on student entry behaviour and level of engagement (curtiss et al., 2016). the study objectives were to find out what level of knowledge ssts have on the overall objectives of the subject, and the views of the sst on the instructional techniques used in teaching social studies. literature review theoretical framework charlotte danielson’s framework for teaching charlotte danielson’s framework for teaching supported this study by providing a structure for understanding teachers’ responsibilities and practices (danielson, 1996). the framework identifies 22 elements grouped into four domains: planning and organisation, classroom environment, instruction, and professional responsibilities. these domains reflect teachers’ duties before, during, and after classroom interactions, making it an ideal framework for examining sst instructional practices. domain 1 (1st domain) which is for planning and organisation focuses on lesson design and content knowledge. domain 2 (2nd domain) – about classroom environment encompasses non-instructional interactions such as classroom management and relationships. the 3rd domain which is about instruction involves the procedures during teaching and learning such as communication, questioning, and feedback. the 4th domain is about professional responsibilities. here. it highlights teachers’ obligations outside the classroom or after teaching, including reflection, record-keeping, and professional development. danielson’s framework is beneficial for this study as it aligns with the research questions on teachers’ instructional practices, assessment methods, and subject objectives. the framework provides a structure for teachers’ deliberations, communicates teaching expectations, and aids in selecting essential skills for effective teaching. by applying this framework, the study can examine sst practices, identify areas for improvement, and inform professional development initiatives to enhance teaching and learning outcomes (danielson, 1996). social studies teachers’ knowledge on the overall objectives of the social studies to ensure effective teaching of social studies at the senior high school level in ghana, it is essential to appreciate the essence, purpose and historical development of the subject. the subject has various definitions, grouped into three main categories: as a means of teaching social sciences, as a unification of social sciences and as civic education (ananga & ayaaba, 2004; savage & armstrong, 2000). the purpose of social studies is to educate students about the constantly changing social environment and the world at large and to provide them with the knowledge, skills and mindsets essential for everyday life. ayaaba and odumah (2013) noted that advocates of social studies as citizenship education have proposed these aims to guide instructional procedures for the programme: i. adjusting the learner to a varying setting. studying social studies ought to enable learners to obtain relevant knowledge, positive attitudes, morals and abilities to adapt to their shifting society; ii. inculcating national mindfulness and unity. this goal aims to make learners aware that despite the diversifying nature of ghanaian ethnic groups, all of us are one people with a shared destiny fitting the same nation; iii. inculcating constructive attitudes, morals and abilities. a goal of this nature would instil constructive attitudes in learners who will become good citizens to cooperatively ensure a forward-moving nation; iv. training good citizens keen and able to impact national advancement. this objective would instil in learners the need to avoid all manner of adverse work habits including laziness, and pilferage among others and rather work diligently and promote national advancement; and v. capability to solve problems through coherent decisions. this objective too would cause learners to be thoughtful citizens and individuals capable of applying the acquired knowledge via problem-solving and decision-making. to achieve educational objectives, teachers must have the necessary knowledge and understanding of effective methods. the curriculum should have long-term and short-term objectives that guide the implementation of the course (tyler, 1949). the 2010 social studies curriculum for shs outlines broad objectives aimed at shaping the attitudes of students to become virtuous citizens of ghana. more precisely, there are six overall objectives which cover the areas indicated by bloom’s (1956) classification of educational objectives. thus, the curriculum is devised to support learners to have the ability to grow the capability to adjust to the evolving and constantly varying society of ghana; develop helpful mindsets and morals concerning personal and social issues; pa ge 36 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 358-365, 2025 cultivate critical and analytical skills in assessing problems for objective decision-making; be equipped with national consciousness and unity; use inquiry and problem-solving skills to solve personal and social problems; and become a responsible citizen capable and willing to contribute to national advancement (moe, 2010). the shs social studies curriculum outlines teaching and learning activities to achieve the subject objectives, emphasizing student engagement, critical thinking, problem-solving, and desired values and attitudes (moe, 2010). the three dimensions of the curriculum profile – knowledge and understanding, knowledge use, attitudes and values – are linked to bloom’s (1956) and krathwohl’s (1956) taxonomy of educational objectives. the ultimate goal is to produce dignified ghanaians who are thoughtful and well-informed citizens with good decision-making skills for personal and social well-being. the subject will precisely enable learners to discover and protect their environment, show the spirit of togetherness in the family and society, appreciate their exclusive identity, prove to be mature citizens, cultivate attitudes for well and undisturbed cohabitation, guarantee the maintainable utilisation of national assets, cultivate the spirit of loyalty and national dignity, and the development of global competitiveness (moe, 2020). in ghana, the ministry of education, science and sports (mess) requires teachers to familiarise themselves with the general objectives before teaching (mess, 2007). teachers’ knowledge of social studies is essential as it affects the daily lives of students, enabling them to acquire the necessary experiences, attitudes, principles and skills (tiberus & tipping, as cited in odekyi, 2020). social studies teachers’ teaching techniques effective social studies teaching practices are essential to achieving the goals of citizenship and subject productivity (bolinger & wilson, 2007). knowledge acquisition involves the expansion, questioning, and application of information, rather than simple memorization (resnick & klopfer, as cited in bolinger & wilson, 2007). therefore, teaching methods, techniques and strategies should focus on effective learning outcomes each tailored to the specific needs of students, the teacher’s understanding of the teaching approach, knowledge of the content, practice of a variety of approaches, and adequate knowledge in several disciplines. (tamakloe, 1991; banks, 1990; byrne, 1983; aggarwal, 1982; mehlinger, 1981). a variety of techniques include the following: lecture technique the lecture method, as posited by mensah (2020) is a teacher-centred approach and is an old technique in formal education. this method emphasises rote learning, where the teacher speaks and students act as knowledge carriers. it is a verbal presentation of learning material which is effective for teaching information, especially for covering a large amount of content in a short period of time. however, it is a one-way communication with the instructor presenting the information to the students. team teaching the social sciences, by their interdisciplinary nature, lend themselves to collaborative teaching through team teaching (adu-yeboah, 2008). team teaching involves multiple instructors teaching an interdisciplinary course, sharing responsibility for teaching, assessment, and achievement of learning objectives (bess, 2000; davis, 1997). goetz (2000) also describes team teaching as the collaboration of two or more teachers to plan, direct, and evaluate learning activities for the same group of students. therefore, social studies which is made up of many disciplines calls for varied techniques (george & davis-wiley, 2000). maroney’s (1995) models for team teaching are: i. traditional team teaching: it involves teachers delivering content and skills to students. typically, one teacher presents new material to the entire class while other teachers take notes or create a semantic map (bess, 2000). in this approach, teachers share equal responsibility for engaging all students during learning. ii. the harmonising and solidarity team teaching: here, one teacher takes charge of delivering the content to the student with the other teacher taking charge of offering follow-up activities on related topics, iii. corresponding teaching: this allows for two classifications of students and a teacher is liable for presenting equal stuff to their learners. iv. differentiated split class: this technique is a classification of learners into minor units based on their instructional needs. v. teacher monitoring: this requires a teacher from a team to do the teaching while the other teacher moves around the classroom to supervise learners’ knowledge and attitude. role-play technique role-playing aims to clarify situations or solve problems through spontaneous dramatization (clarke, 1973). it involves students taking on roles based on fictional events and acting realistically (mehlinger, 1981). role-playing allows students to experience emotional reactions in real-world conditions, making it an effective method of problem-solving (jacob et al., 2002; martorella, 2001). this approach allows students to explore human problems through guided discussions, following an instinctive representation of the problem (shaftel & shaftel, 1982). enquiry technique the inquiry technique emphasises students’ familiarity with their environment since it involves the learner’s active participation in the educational process (akintola, 2001). this promotes the acquisition of knowledge through exploration and experimentation and leads to better assimilation, ultimately, to the formation of informed and inquiring citizens (kadeef, 2000). pa ge 36 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 358-365, 2025 simulation technique simulation is closely related to role-playing or imitation (asesp, 1994). it allows students to acquire skills, knowledge or behaviour by engaging in realistic situations (giley, 1991). simulation combines role-playing and problem-solving, intending to simplify complex social realities (clarke, 1973). it is sometimes called a simulation game because it allows students to adopt different perspectives and make decisions independently (mensah, 2020; martorella, 1994). discussion technique the discussion technique involves the teacher asking relevant questions to stimulate students’ thinking and opinions on a topic, allowing them to build new knowledge on previous knowledge (brookfield, 1991). this approach is inclusive and participatory, strongly engaging students and encouraging them to contribute to the educational effort (arends, 1998). the discussion technique is important in the social sciences because it allows for the exploration of controversial issues, promotes democratic values, and encourages active engagement, tolerance, and appreciation of diverse perspectives (amoah, 1998). project technique project work is a deliberate and sincere act that provides students freedom and responsibility, practising collective and democratic behaviour (kilpatrick, as cited in aduyeboah, 2008). it allows students to achieve a specific goal through student-directed actions, the development of independence, and the application of theory to realworld activities. projects help students develop analytical skills, formulate hypotheses, and create a coherent understanding of a situation (adu-yeboah, 2008). fieldwork fieldwork is an educational technique that takes place outside the classroom and involves planned and organised trips to the local community or neighbourhood of the school (adu-yeboah, 2008; tamakloe, 1991). this approach allows teachers to use real-life situations to help students understand theories and students to obtain educational information through direct observation (kilpatrick, 1965; hayford, 1992). fieldwork also promotes tolerance, cooperation, and cultural awareness, making it an effective technique in teaching social studies (anderson & piscitella, 2002; sawer, 2015). resource person this involves hiring specialists or experts to help teach students, utilising their exceptional skills and knowledge in specific areas (mensah, 2020). resource persons, such as health professionals, administrators, or politicians, are invited to teach topics the subject teacher cannot reliably cover (mehlinger, 1981). this approach makes lessons more engaging, improves students’ respect for community members, promotes effective citizenship, and allows students to emulate positive role models (abdulai, 2020b). dramatisation dramatization as an effective technique for teaching social studies, improves students’ reading comprehension and concept retention (anderson, 2017; rose et al., 2000). it complements the social studies curriculum by accommodating multicultural educational practices, interdisciplinary learning, and social justice issues (lement & dunakin, 2005). integrating drama into social studies instruction increases student engagement and improves assessment performance (morris, 2001). creative drama allows individuals to engage in group work and express themselves creatively (ustündağ, 1996). it contributes significantly to the acquisition of human qualities such as creativity, imagination, and self-confidence. drama is a powerful tool for promoting student progress, with substantial improvements in levels of academic effectiveness in social sciences (yılmaz, 2013). materials and methods this study used a descriptive research design due to its versatility and practicality in identifying current conditions and indicating current needs (osuala, 2001). respondents were assured of anonymity and confidentiality to mitigate potential weaknesses and were given sufficient time to complete the questionnaire (cohen et al., 2003). the study’s population comprised 51 ssts in shs in the asokore mampong municipality, ashanti region, ghana. these schools were kumasi academy, tawheed senior high, parkoso community day senior high, sakafia islamic, ibadur rahman and nuru ameen islamic senior high schools. the schools were all in the same study area and possessed similar attributes. the census technique was adopted for this study, taking into consideration the overall purpose, research questions posed, and research design chosen. according to cohen et al. (2011), a population that falls under the 100, census is ideal for the study. a 17 questionnaire item was used to gather data on teachers’ knowledge of the objectives and techniques of teaching social studies. the researchers formulated the questionnaire items themselves. two experts in the field of social studies education crosschecked the questionnaire items to ensure validity. the data obtained from the participants were analysed quantitatively using descriptive statistics, which allowed the researchers to answer each research question. a cronbach alpha value of 0.87 was achieved for the questionnaire items. reliability was thus achieved based on the recommendation of fraenkel and wallen (2000) that if the co-efficient alpha value is .70 the instrument is reliable and of good adequacy for collecting relevant data for the study. results and discussion research question 1: what level of knowledge do the sst have on the overall objectives of the subject? odekyi (2020) opines that teachers cannot teach a subject well without knowing its goals and objectives, which leads to poor curricular orientation. research question 1 explored ssts’ understanding of the objectives of the pa ge 36 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 358-365, 2025 subject. their responses to these objectives are presented in table 1. table 1 indicates that teachers agree with the objectives table 1: sst knowledge of the overall social studies objectives (n = 51) statement mean std. d social studies focuses on ensuring the education of citizens. 4.02 .93 it helps students to be aware of their physical, social and cultural environment. 3.57 .92 social studies groom individuals to suit society. 3.55 .97 social studies is capable of addressing issues of human concern. 3.53 .97 social studies helps students to obtain relevant knowledge, and the right attitudes, values and skills. 3.47 .14 it creates a sensitisation of individual rights and responsibilities. 3.39 1.02 social studies gives individual learners a broad knowledge of the full curriculum. 3.28 2.96 mean of means; sd of sds 3.54 1.13 source: field survey (2025) table 2: views of sst on the instructional techniques usage in social studies teaching (n = 51) techniques never rarely sometimes often very often f % f % f % f % f % enquiry/discovery 20 39 19 37 7 14 5 10 team teaching 23 45 18 35 6 12 4 8 discussion 11 22 21 41 19 37 role play 19 37 18 35 9 18 5 10 debate 21 41 16 31 8 16 6 12 fieldwork/project 22 43 19 37 5 10 5 10 lecture 11 22 18 35 22 43 resource person 19 37 19 37 6 12 7 14 simulation 19 37 18 35 8 16 6 12 dramatisation 19 37 20 39 6 12 6 12 source: field survey, (2025) of social studies, with a maximum mean of 4.02 and a standard deviation of 0.93. the overall mean and standard deviation were 3.54 and 1.13 respectively. this indicated that social studies teachers are moderately aware of the objectives of the subject. this is consistent with the professional practice framework proposed by danielson, emphasising the importance of clear objectives adapted to different learners. the results are also consistent with the studies of ayaaba et al. (2014), and odekyi (2020) emphasising the importance of social studies in educating students in patriotism, values and skills essential for the development of society. research question 2: what are the views of sst on teaching techniques usage in social studies teaching? the social studies syllabus recommends that shs sst emphasizes teaching and learning activities that help attain social studies objectives (moe, 2010). these activities aim to promote learner involvement, analytical thinking, problem-solving techniques, and desirable attitudes and values. table 2 presents teachers’ views on the teaching techniques they use in social studies teaching. table 2 shows teachers frequently use discussion and lecture techniques in social studies classes. the majority of teachers 22 (43%) prefer the lecture technique, while 19(39%) prefer discussions. this suggests that traditional teaching methods are still prevalent. research supports the use of discussion technique because it promotes student participation and knowledge acquisition (balogun et al., 1981). again, the study found that teachers rarely used interactive techniques such as role-playing, debate, and dramatisation. the results do not correspond to danielson’s (1996) professional practice framework, which emphasises clear communication, questioning techniques, and sustained learning activities. the predominance of discussion and lecture, rather than student-centred approaches, highlights the need for professional development to improve ssts’ teaching practices. pa ge 36 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 358-365, 2025 conclusions the conclusions below have been outlined following the findings generated from the study. ssts are moderately conversant with the general objectives of the subject. again, shs sst lesson delivery usually centres on students passing a final examination or wassce. as a result, the teachers choose and apply teaching techniques such as whole-class discussion, lectures, questions and answers to assist them complete the teaching units in the social studies syllabus, which, remains the hallmark of a competent teacher in the country. therefore, ssts are discriminatory in applying teaching methods that centre on students in their classrooms. usually, they choose methods and techniques that facilitate their jobs concerning their insights and attitudes, personal inclinations and institutional cultures, thus undermining students’ complete understanding. it also seems inadequate for helping students develop critical thinking skills, requisite knowledge, desirable attitudes and values which are necessary tools for nation-building. educational service providers should, therefore, organise a comprehensive social studies pedagogy to improve teachers’ competence in the required teaching practices. this would help teachers to stay current with subject concepts, techniques, and methods and to cultivate a constructive approach to teaching the subject. also, heads of shs and heads of social studies departments must insist on the regular application of social studies objectives in daily lesson plans. their before, during and after forms of assessments should stem from the general objectives of social studies as well, as suggested by danielson’s (1996) theory. suggestions for further research this study should be replicated across ghana by interested organizations, institutions or individuals. it is anticipated that this would lead to an increase in the sample size and a deeper examination of issues related to social studies education in the country. also, future research should address students’ assessments of the effectiveness of sst. this will be helpful to know the competency level of sst. further research could also cover sst instructional practices at junior high schools since the current study was limited to the shs. implications of the study this study implies that a better understanding of social studies curriculum objectives, teaching practices and authentic assessment techniques in shs will help teachers teach effectively, in line with the subject objectives. also, regular in-service training courses to improve teachers’ understanding of teaching techniques, with an emphasis on learner-centred techniques will help students to ask higher-level thinking questions such as students’ problemsolving skills and attitudinal changes. references abdulai, i. 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(2015). social studies teachers’ competence in teaching and assessing learning outcomes in the affective domain in new juaben municipal shs. master’s thesis, college of education studies, university of cape coast. pa ge 36 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 358-365, 2025 shaftel, d., & shaftel, o. (1982). traditional settings and new technologies for role-play implementation. educational games for soft-skills training in digital environments, 19-38. tamakloe, e. k. (1991). the nature of social studies and its curriculum implications. journals of institute of education, 2(1), 47-48. tamakloe, e. k., amedahe, f. k., & atta, e. t. (2005). principles and methods of teaching. accra: ghana universities press. tyler, r. w. (1949). basic principles of curriculum and instruction. chicago: university of chicago press. üstündağ, t. (1996). three dimensions of creative drama. education as you live, 49, 19-23. yilmaz, s. (2013). the effect of teaching with drama method in social studies courses on students’ social skills, empathic skills and academic achievement levels. atatürk university, institute of educational sciences, erzurum. pa ge 1 pa ge 84 american journal of arts and human science (ajahs) the dying tradition of kalesa industry in the city of laoag ahlden jae d. salgado1*, shanell a. diego1, alona mae mamuad1, brian dave agustin1, jomarie v. agbayani1, roedieflor p. galzote1, jasper kim m. rabago1 volume 3 issue 4, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i4.3235 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: june 27, 2024 accepted: july 29, 2024 published: november 13, 2024 the kalesa, a traditional horse-drawn carriage, has been an iconic symbol of filipino culture and heritage for centuries. however, in recent years, the once vibrant kalesa industry in laoag city, ilocos norte, has been facing a steady decline. this research abstract aims to investigte the factors contributing to the demise of this traditional mode of transportation and its associated industry. through a combination of qualitative interviews, this study examines the socio-economic, cultural, and environmental factors that have led to the dwindling presence of kalesas in laoag city. furthermore, historical research was done to look at primary sources and secondary documents on the kalesa’s contribution to the city’s growth, especially in terms of its local economy and distinctive features that let people appreciate its local color even more. keywords culture and heritage, dying tradition, ilocos norte, kalesa industry, laoag city, laoageños and kutseros 1 mariano marcos state university, batac city, philippines * corresponding author’s email: ahldensalgado51@gmail.com introduction in the city of laoag, the capital town of the province of ilocos norte, the kalesa, a traditional horse-drawn carriage, has long been an iconic symbol of its culture, evoking images of bygone eras and quaint charm. it stands today as a powerful cultural symbol of this town depicting the journey of laoag from the past up to the present. it was during the spanish colonial period in the eighteenth where kalesa was introduced in laoag and in similar parts of the country as means of transportation. this influence spread throughout the archipelago. being a unique historic carrier, it is particularly favored by tourists who want to explore the city’s historical landscapes (mailed & belizar, 2004). it may be a carriage with two enormous wheels on each side, a roof to provide shelter from the sun, and a horse pulling the carriage at that point. the kalesa can accommodate a maximum of four people. the design, length, and passenger capacity of the kalesa have improved during the course of the lengthy journey. these days, the kalesa has more enriching features and is mostly used as a tourist attraction (robles et al., 2021). for locals, the kalesa was more than just a mode of transportation but also a familiar part of their everyday life. it provided a link between neighborhoods, markets, and important landmarks, facilitating social interactions and commerce within the city. it played a role in transporting goods and materials, serving as vital lifeline for the local economy. beyond its practical and symbolic functions, the kalesa also contributed to the social fabric of laoag during the spanish colonial era; providing a space for conversations and interaction among passengers and served as a gathering point for members of the community. in this way, the kalesa not only facilitated physical movement but also fostered a sense of community and connection within the city. for generations, these iconic carriages played multifaceted roles for the laoageños. but, as the relentless march of modernization sweeps across the urban landscape, the glow of the kalesa industry slowly fades over the years, casting a shadow over its once-prominent place in the hearts and minds of the community. the city government of laoag and the laoageños have made efforts to preserve this cultural heritage and it somehow helped its continued existence, ensuring that their legacy will not entirely fade away. the laoageños adapted the demands of modernization but did not totally remove kalesa as part of their culture. although, decades have passed, and technology have become more advanced, the rapid urbanization, alongside the proliferation of modern vehicles and infrastructure intensified the numerous unending challenges to “panagkalkalesa”. what even worsen their situation is when the covid-19 pandemic brought an unprecedented challenge to the survival and livelihood of everyone specially the drivers and operators of this industry. the story of the decline of the kalesa industry in laoag is one of the many gradual transformations, shaped by a myriad of economic, social, and technological forces. people would say that the world has now jumped to a new era called “new normal”, a paradigm shift that resulted from the unprecedented changes and adaptations brought about by the covid-19 pandemic. hence, this study was conceptualized to look into the significance of kalesa industry of laoag city and its place in this contemporary world of technological advancements. pa ge 85 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 84-89, 2024 research questions 1. how did the kalesa evolve as local industry in laoag city? 2. how does the kalesa represent laoag city’s local color? 3. what is the present status of the kalesa industry in laoag city? materials and methods research design this study is qualitative research that focuses on the historical, social, and economic significance of kalesa in the city of laoag. the approach used was qualitative, in order to generate significant themes from the participants. hence, interview was the method employed by the researchers to dwell on the participants’ perspectives about the study being explored. moreover, historical research was also conducted to examine primary sources and secondary records regarding the kalesa’s role in the development of the city particularly on its local economy and the unique contributions gearing toward further appreciation of its local color. population and sampling technique this study employed purposive sampling from a heterogenous population; (10) kutseros, one (1) tourism officer from the city of laoag, five (5) ilocano cultural educators and researchers, and twenty (20) individual laoageños. a variety of avenues, including as social media sites, trade associations, and professional networks, were used to find participants. an attempt was made to guarantee a range of insightful viewpoints. research instrument in this study, a qualitative interview guide was developed to make the process of gathering data easier. the interview guide comprised open-ended questions intended to elicit in-depth responses from participants regarding their opinions, encounters, and insights regarding the laoag kalesa industry. participants were purposively selected based on their knowledge, experiences, and involvement in the kalesa industry, as well as their insights into cultural heritage preservation efforts by ilocos norte tourism office and the laoag city tourism office. data gathering procedure and tool before the surveys and interviews were conducted, a letter of permission and request were sent to the tourism office of laoag city, and to the local historians and experts about the subject matter. and upon receiving the confirmations, the researchers proposed a schedule where and when they can be interviewed. on the day of the interview, researchers confirmed again and got a heads-up from the tourism officials as well as educators and researchers. following the interview, a survey was conducted with the laoageños and kutseros. finally, after gathering all the data, the researchers examined, evaluated, and condensed the information they had gathered. results and discussion this study is qualitative research which utilized field surveys and interview work to gather information. other data sources were documentary films such as the “karitelang kupas” of ersamvier productions, and some literature reviews about kalesas in the philippines. from these sources, data were critically compiled and analyzed to comprehensively present a holistic understanding of the factors contributing to the dying tradition of the kalesa industry in the philippines. figure 1: evolution of the kalesa industry in laoag city. the evolution of kalesa industry in laoag city according to ferline, a blog writer from the museo iloco of laoag city, the history of kalesa in laoag can be traced back in the eighteenth century when the spanish conquistadors first introduced it. only the aristocracy, colonial officials, and elite families could afford to travel in kalesas at that time. a special car reserved for upper class individuals. that is, until it developed into a popular means of public transit. this transition benefited most laoageño laborers since their town is situated at the heart of the province, serving as an ideal commerce and administrative hub. the wide use of kalesa has helped them and their economy to grow with its continuing high demand. one respondent added “ti panagkalkalesa iti nangited ti pagsapulan biag kadagiti lol-lolo kada tat-tatang mi idi. gappu kadagitoy nga kalesa, naikkan iti pam-pamilya mi iti tiyansa tapno masuportaran dagiti kasapulan mi iti biyag.” “this livelihood brought by kalesas is what gave our fathers and grandfathers a chance of living. because of these kalesas, our families were given something to support our needs.” in addition to being a means of transportation for people, the kutseros mentioned that in the past, kalesa was also modified to function as a flexible means of transporting cargo. during that period, kalesa was the only transport vehicle that could actually go through pa ge 86 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 84-89, 2024 small streets and support somewhat large loads. and as a result, this became an enduring representation of support and resiliency, providing priceless mobility options for the community’s residents. kalesa persisted in the life of laoageños until the advent of modernization led to its progressive decline. demand for kalesa services decreased as more people had access to and used modern forms of transportation like cars, buses, jeepneys, and motorcycles. the most concrete documentation that challenged kalesa is the presence of jeepneys which became a popular means of public transportation in the philippines (brillantes, 2020). the jeepneys originally remodeled vehicles from the us military jeeps as a leftover and later blended it with decorative elements to attract the riding public. the jeepneys initially became a symbol of philippine popular culture. the willys and ford company became instrumental in refurbishing military jeeps for public transport aided by surplus engines from japan. these jeeps were later known as puj or public utility jeep (bellisario, 2020). as a result, the kalesa, a traditional horse-drawn carriage, saw a significant decline in its use. the efficiency, capacity, and affordability of jeepneys made them the preferred choice for the commuting public and there were less skilled kutseros because newer generations went toward other careers. moreover, laoag city’s terrain was changed by development, losing the old paths and areas where kalesas had previously flourished. the kutseros said in the interview that ever since modernity began, people have reprimanded them for continuing to use the streets and told them to quit using kalesa. they felt marginalized and insignificant in some way by society, but they persisted. but because of the government’s, concerned citizens’, and kutseros’ collective efforts, the kalesa industry survived and gained new significance in the travel and tourism sector. even while kalesas aren’t utilized as a major means of transportation anymore, tourism has helped to recognize them as a treasured emblem of laoag’s culture and heritage, striking a careful balance between preserving the past and moving forward. kalesa owes its existence to tourism, which also ensures that it will always be relevant to the laoageño identity. as the city tourism officer angel lao, said during the calesa parade of the 27th pamulinawen festival celebration, “tulong-tulong tayo na i-promote ang ating kalesa tradition because this is part of the story and history of every laoageño.” “let us help each other in promoting the kalesa tradition because is part of the story and history of every laoageño.” the kalesa industry’s development in laoag city demonstrates how adaptable and durable this age-old custom can be in the face of change. the kalesa has overcome adversity and grabbed opportunities for rebirth, from its early days as the primary means of transportation throughout history to its current position as a cultural symbol. kalesas are still in existence today because of the mutually beneficial relationships between tourism, economic sustainability, and cultural preservation. kalesa as a representation of laoag city’s local colors although kalesas were common in the philippines, only the most forward-thinking cities were able to fully adopt and make use of them. the only well-known town in the province of ilocos norte that prospered with these kalesas was laoag. they had grown to rely on this famous transporter, which had provided laoageños with both utilitarian and cultural benefits. while kalesas may be considered only a means of transportation to others, the laoageño people view them as an essential component in the formation of their identity, values, and character. its presence has brought about exceptional traits that capture the vibrant assortment of their town’s distinct individuality. the elegant and historic form of kalesas has become a symbol of the city’s tourism and culture. because it is uncommon, travelers tend to favor it for it is a vintage carrier for them to tour the city and take in its historical scenery. additionally, it offers guests a fascinating window into the city’s cultural past. the kalesa continues to be significant to native filipinos’ sense of cultural identity and legacy even in the age of modernity. it remains an important symbol of philippine history and culture. in fact, national artist for literature nick joaquin described the kalesa as a ‘symbol of the filipino’s soul (pineda, 2024). craftsmanship and artistry the artistic abilities of laoageños are eloquently illustrated in the kalesas of laoag. instead of using the metro’s basic design, laoageños chose to design their own version while preserving the original’s passenger capacity. the filipino-adapted kalesa can carry two passengers, although the traditional kalesa may accommodate up to four people. ilocanos, who are renowned for their practicality, created the reduced version of the original kalesa that is tailored to filipino tastes without sacrificing its ability to accommodate people. in addition, laoageños transform their kalesas into colorful carriages that are adorned with intricately carved wood designs and paintings of objects such as the sun, signifying their pamulinawen festival. it was also mentioned by the kutseros that their ancestors painted the faces of their loved ones on the carriages. as a result, the carriage surfaces have been transformed into canvases with the testaments of the kutseros’ inspiration and aspirations for their lives painted upon them. industry and resourcefulness for livelihood and economy laoageños seized the chance to gain financial security as soon as kalesas were utilized as a means of public transportation. since then, it has helped the majority of kutseros and their families greatly by providing a reliable pa ge 87 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 84-89, 2024 source of income. the emergence of these kalesas as an agent of improved accessibility has been especially beneficial to laoag’s economic growth, as it is the center for trade and transactions. the seasonality of passengers is the main issue facing the kalesa industry. those whose daily needs are met by the kalesa are consequently left with unstable incomes (mailed & belizar, 2004). according to mr. randy domingo, president of the kalesa operators association, “the majority of today’s kutseros are successors and inheritors of the first ever kutseros of the laoag.” they are proud to be the offspring of these industrious kutseros who once grew the kalesa industry in the town and have now turned into the main drivers of the laoag economy’s expansion. “panagkalesa” was more than just a means of subsistence for these kutseros; it was also a miraculous boon. back then, it was difficult to make ends meet, but because of panagkalkalesa, they were able to live a life that was considerably better than being a street beggar. the same feelings apply to the present generation of kutseros, who work hard for their families as well. they want to carry on the panagkalkalesa heritage that has been passed down to them because it has been very important to their family. the kutseros said: “ti panagkalesa iti kaa-alistwan nga pagsarakan iti pagbiyagan idi. umanayen nga addaan ti anus ken pigsa tapno makapagprovide iti pamilya. gapu kadetoy, naipaspasa iti agsasaruno nga henerasyon ti pam pamilya mi iti panagkal-kalesa. ti kinagpasuwanan na, dagitoy daduma nga us usaren mi nga kalesa ket sipud pelang idi isuda ket nagrugi nga agkalesa. isu nga dakkel a tulong ti panagkalkalesa iti pampamilya mi. “kalesa was the most accessible way to securing ends before. as long as you have the patience and determination, you can already help provide for your family. because of this, the tradition of panagkalkalesa was passed to almost every generation of our families. in fact, most of these kalesas we’re using are from our ancestors passed down to us. that is why panagkalkalesa is indeed a huge help in our families.” collective values reflective of a unique laoageňo culture the issues faced by the older generations had numerous answers thanks to kalesa’s existence. but it also presented difficulties at the same time. kutseros in laoag faced difficulties as a result of the introduction, adaptation, and use of kalesa, which replaced traditional modes of transportation with motorized vehicles. it’s no longer as successful as it once was. nevertheless, kalesa’s voyage through laoag and the lifestyles of laoagenos have highlighted their individual personalities, setting them apart from other communities. as mentioned by the respondents (common laoageños) “ti kalesa ket parte iti biag dagiti laoageñosen. sipud pay idi han pay nga siyudad ti laoag, ken haan pay nga kastuy a kaprogreso ti laoag, ada dagiti kalesan. kadwa dagiti laoageños ti kalesa nga pimmadas ti amin a subok ti biag mi akas maysa nga komunidad. for short, isuda ket naging witness nu ken naging karamay, aglalo kadagiti kutseros mi.” “as laoageños, kelesa has already been part of our life. these kalesas have been here long before laoag developed into a city or became what it is now. kalesas supported our community as we faced many obstacles in life. in short, these kaleas have always been there for us, especially for our kutseros.” there is no denying that laoageños are practical, hardworking, dedicated, resilient, preserving, adaptive, and persistent people. all of these can reflected by how they supported their families, persevered through the disastrous shift in transportation, and managed to stand their ground in the face of urbanization and industrialization. laoageños have demonstrated that they are hardy and will try their hardest to avoid defeat. iconic fusion of hispanic-filipino cultural heritage one of the locations in the philippines where kalesas have been preserved is laoag. their community had interacted with these kalesas on a regular basis and undoubtedly became a part of their lives. everyone, regardless of one’s social status has profited greatly from their existence, including kutseros, regular passengers, businesses that have utilized them for transportation, and technically everyone else. serving the laoageños was the one thing kalesas accomplished for them. regardless of social status—rich or poor—kalesas have been of immeasurable assistance to everyone. although their fundamental function as a means of transportation has changed, their continuous existence nevertheless seeks to benefit people—albeit in a new way. that’s why they are still in business. these kalesas now represent the legendary culture and legacy of laoag. since these were genuinely a representation of laoageño tradition and a treasure passed down from laoag’s ancestors. tourism identity in the modern era one of the city’s main priorities for expanding and strengthening its economy is tourism. the city tourism office unveiled a new logo that features the collected distinctive emblems of their city as part of their recent endeavor to increase tourism. figure 2: the city of laoag’s tourism logo. pa ge 88 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 84-89, 2024 their strategy is centered on emphasizing what makes laoag unique from the province’s neighboring towns. their goal is to highlight the additional things in their town that can be observed, experienced, learned, and valued. while it is true that motorized cars have replaced kalesas as the king of the roads, in laoag these roadside legends continue to operate as if they had never encountered the difficulties of urbanization and modernization. they are still in the area providing the same services that they have been providing to the ilokano community ever since it was originally introduced. and the reason kalesa has survived these difficult times is because to the tireless work of the dedicated kutseros as well as the unwavering support of the laoageños and their government. perhaps the laoageños no longer use these kalesas for the same purposes now. however, these kalesas still continue to serve their city and contribute to the growth of its economy by serving as a symbol of their town’s identity. the present status of the kalesa industry in laoag city the city of laoag is home to locations with historical significance, institutional structures, and a venue for various events. this town has long since maintained its culture and arts, particularly its kalesas, a legacy that has endured despite urbanization and modernity. although things have already changed, the laoageños are nonetheless appreciative that the current generation was able to inherit the tradition of “panagkalesa”, which for them meant a great deal. although the tourism industry and concerned individuals have enabled kalesa to continue providing services to the laoageños, the constant obstacles posed by increased urbanization and industrialization appear to be gradually erasing kalesa as an entity. according to the president and the members of the laoag kalesa operators (2024), in addition to the ongoing challenges of urbanization and modernity, which they feel they have managed to address in some way, the global pandemic of 2020 truly signaled the start of their real challenges. “nakalukluksaw ta detuy napasamak nga pandemic iti usto nga nangted iti challenge kanyami nga agkalkalesa. idi bago nga agpandemic, 180 amin ti kalesas ditoy laoag. ngem gapu iti pandemic, narigat ti biyag ken awan pagsarakan, napilitan ti kaadwan nga ilako da dagiti kal kalesa da. isu nga idi nagsublin iti panagkalesa, 23 kami langen a nagsubli. isu nga nu mapansin yo ket bassit langen iti agpaspasada nga kalesa ditoy laoag.” “we kutseros find it quite depressing that the pandemic changed everything for us. there were 180 kalesas in laoag prior to the worldwide pandemic. due to the fact that life seemed to have stopped and there were no other means of support at that time, several of us were forced to sell our kalesas in order to survivee. that’s why we were only 23 when we returned. if you’ve ever observed, that’s the cause for our decline in numbers.” this regrettable incident worried the city government of laoag and the provincial government of ilocos norte. for this reason, the ilocos norte tourism office included kalesas in their recovery initiatives, and were given a project name called the “lighted kalesa evening tour.” provincial tourism officer aianree raquel said: “the kalesa lighted evening tour is something that we have been working (on) for a while now as part of our tourism and economic recovery programs. the design includes a metal frame attached to the kalesa to make it attractive to the riding public.” he also added that this project is one of the government’s mandate to provide balance between modernization and the protection of heritage and the livelihood derived from it. while the government’s efforts are recognized and valued, the kutseros find it hard to accept that certain community members, particularly the auto-drivers, have the opposite intention. the kutseros spoke about their experiences on the laoag roads: “ada dagiti times nga maka encounter kami ti drivers ditoy laoag nga pagsaw-an dakami, kada ibaga da kanyami nga apay adakami pelang ditoy kalsada ti laoag? ti pay nakasaksakit keta da pay mangibga nga dapat awan kami nga kalesan kasi pasalsali kami langen. ket agitoy ti maysa nga permi mangsakit iti rik rikna mi nga agkalkalesa.” “sometimes we would come across drivers who would swear and even ask us why kalesas continue to travel on laoag’s roads. even worse was the advice to simply stop this tradition since it is burdening laoag with traffic. and for us kutseros, this one hurts so much.” these kutseros have described how certain individuals made them feel excluded and unwelcome on the streets that they formerly regarded as their home. furthermore, this scenario occurred numerous times rather than just once. moreover, when the kutseros were asked about the current situation of kalesa industry in laoag, they replied with: “haan kami nga siguradon, ngem inot inoten nga mapukpukaw. han mi man kayat, ngem isu iti kinagpayswanan na a mapaspasamak. isu nga sapayla kuma ta tulungan dakami, ket han tayo nga ipalubos nga tuluyanen nga mapukaw dagitoy kalesa tayo ditoy laoag.” “it’s clearly dying, but we’re not sure anymore. even though it isn’t what we want, it is the reality. we therefore hope that you will all assist us in keeping this laoag custom alive.” as to the common laoagenos: “han mi pay ketdi unay mapan-pansinen dagiti kalesa ta mesmesa nga talaga iti location nga nakapanan dan. unlike idi nga agkaywarang da. kadetuy pelang nga observation, makunan nga kasla mat-matayen daytoy nga tradition iti laoag. isu nga sapayla kuma, uray kasano ka progreso iti siyudad ket han to latta mapukaw dagitoy nga kalesa ta dagitoy ket parten iti biyag mi nga laoagenos ken nagbalinen nga icon mi akas maysa a komunidad.” “i believe that kalesas have already been relocated to a single area, so we are unable to even determine if pa ge 89 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 84-89, 2024 they exist at all. as opposed to earlier, when they were sporadically visible. this finding alone leads one to the conclusion that the laoag tradition appears to be dying down. therefore, we hope that these kalesas—which have already shaped our lives and represent a distinctive sign of our community as laoageños—won’t be lost or erased, no matter how developed and refined laoag becomes. as to instructors in culture and arts education “umuna amin siguro ket masapol tayo accepten nga daytoy nga tradition tayo ket talaga met nga mapukpukawan for so many reasons. usto nga ada dagiti proyekto ti gobyerno para kanyada, ngem ti kinagpayswanan na ket haan tayo mabalin nga iasa amin kadakwada iti success na agitoy nga proyekto. ada latta parte tayo akas maysa nga komunidad. isu sapay la kuma ta makita met dagiti pada nga laoageños nga nu ada man iti makaysalakan ti panakapukaw dagiti kalesa, awan sabalin nu dakami metlng nga pada nga laoageño. and on my part as a teacher in culture and the arts, han nak agtalna nga mangipromote ken mangi advocate iti amin amin nga heritage tayo nga ilokanos.” “initially, i believe it is vital that we acknowledge the fact that this tradition is gradually vanishing for numerous causes. true, the government has started initiatives for these kalesas, but we can’t count on them to carry out every task necessary to make these initiatives successful. every laoageño should understand that we are the only ones who can prevent this tradition from fading, as we all play a part in it as a community. i will not cease supporting and fighting for all of our ilocano heritages in the meantime as a teacher of culture and the arts.” conclusion the kalesa industry in laoag has evolved from a means of transportation for the kalesa industry in laoag evolved from nobility transportation to public transportation for the community. despite being replaced by motorized vehicles, this tangible heritage continues to be vital, now thriving through the tourism sector. kalesa, a livelihood carriage in laoag city, has transformed the landscape and community, adding local colors and reflecting the artistic, skilled, hardworking, and resilient laoageños. it is an iconic culture and heritage, showcasing the unique characteristics of the laoageño community and their distinctive ilokano character. the kalesa has remained steadfast despite modernization efforts. however, due to the global pandemic, the number of kalesa decreased significantly from 180 to 23. this indicates a near-phase-out scenario for the kalesa industry, and as kutseros feel outnumbered and unwelcome by many laoagños, particularly motorists, who want this mode of transportation to end, indicating the decline of the kalesa heritage. as cruz (2017) quoted in the study of robles (2021), the kalesa held the title of “king of the road” for a number of years, until the jeepney’s introduction during the american era. without the kalesa, philippine culture and life would never be the same. it is an important part of philippine history that should never be overlooked. despite the difficulties of modernization, the kalesa will always provide a special kind of transportation that is inherently friendly which brings back the frenzy of the past. references adriano, l. (2022, january 31). return of “kalesa” to revive laoag industrial heritage tourism. philippine news agency. https://www.pna.gov.ph/articles/1166719 anon. (2013, october 27). kalesa e-carts roll out to a “new philippines.” enjoying wonderful world. https://enjoyingwonderfulworld.blogspot. com/2013/10/kalesa-e-carts-roll-out-to-new. html?m=1 asael. (2023, march 24). discovering the charm of the kalesa: a traditional mode of transportation. secret philippines. https://secret-ph.com/discoveringthe-charm-of-the-kalesa-a-traditional-mode-oftransportation/ bellisario, c. (2020). the jeepney and its influence on public transportation in the philippines. manila historical journal, 35(2), 147-160. brillantes, m. (2020). jeepneys: the evolution of philippine public transportation. quezon city: ateneo de manila press. caceres, m. v. p. (2021). challenges and responses on land transportation development in zamboanga peninsula across time and space: an interdisciplinary complexities of technology and the science of management. editors/consultants, 25. mailed, e. m., & belizar, e. r. (2004). cultural heritage and tourism in laoag city. ilocos heritage review, 22(1), 55-69. mossesgeld, f. b. r. (2011, march 31). should the jeepney go the way of the kalesa? philstar.com. https://www.philstar. com/lifestyle/unblogged/2011/03/31/670960/ should-jeepney-go-way-kalesa pineda, l. (2024). cultural symbols of the philippines. national commission for culture and the arts. quinones, c. (2018). philippine kalesa: a surviving icon. researchgate. https://www.researchgate.net/ publication/329525343_philippine_kalesa_a_ surviving_icon robles, i. k., turiano, l. j. m., morales, w., timblaco, g., pallatao, j. m., & camalig, j. (2021). tourism and cultural preservation: the case of laoag city’s kalesa. journal of philippine cultural studies, 14(3), 90104. uy, j. (2014, january 6). sustainable livelihood through kalesa e-carts. good news manila. https:// goodnewsmanila.blogspot.com/2014/01/kalesa-ecart-philippines.htmlo ajahs 3433.indd pa ge 1 pa ge 56 american journal of arts and human science (ajahs) an examination of the effects of 2m channel airing turkish soap operas on moroccan audiences: 2009-2019 mbarek oukhouya ali1* volume 3 issue 4, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i4.3433 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: july 05, 2024 accepted: august 12, 2024 published: october 30, 2024 this paper attempts to shed light on the media effects of the 2m channel on moroccan audiences viewing dubbed turkish soap operas (tso). in particular, the study limits its scope to 2009-2019 period of broadcasting. it is noted that the viewing process is a prerequisite for social change and media effects. this consideration of direct exposure hastens the effects and infl uences in the audiences’ lives. not all media effects of tso are detrimental to the moroccan audience and government. no sooner had the audience fi nished a dubbed turkish serial than the 2m started broadcasting a new one. additionally, to examine this decade, the paper invests structured interviews and mail surveys to collect data. the study treats the research fi ndings with content analysis and discourse analysis. presumably, it is noticeable that females are the majority of viewers. accordingly, the research fi ndings are manifold. the study’s research fi ndings seriously alert the media analysts and moroccan cultural authorities concerned with moroccan audiences susceptible to the tso increasing dangers and insidious menaces. these foreign infl uences are disseminated through the ignorance, recipient, and moroccan female lifestyles. therefore, the result discussion necessitates an awakening paradigm shift in moroccan cultural policy. in conclusion, the paper calls for an invigorating moroccan public screen. moroccan soap opera alternative likely replaces turkish soap opera since moroccan audience counts in millions alongside religious diplomacy as a form of soft power. keywords audience, effects, morocco, social change, turkish soap opera 1 university of sidi mohamed ben abdellah, morocco * corresponding author’s email: mbarekoukhouyaali@gmail.com introduction media is a leading engine of social change in modern societies, of which morocco is an integral part. the mostwatched moroccan tv channel is the 2m channel, owing to its landmark broadcasting of dubbed turkish soap operas. upon broadcasting turkish drama, a number of viewers satisfy their visual pleasure and gaze, in particular the female gaze. since women are confi ned to home freely or forcibly, the dubbed turkish drama addresses moroccan women-induced lifestyles and condoned modes of thought. for example, photogenic characters in serials are made as yardsticks to judge beauty, body shape, dress, hijab, family gatherings, nuclear and extended family changing values, and conception. buccianti (2010) believes that “turkish series carry a certain identity and cultural values that are amplifi ed by several elements” (p. 4). finally, these media effects have extended to moroccans living abroad, strengthening their attachment to moroccan culture and religion. moroccan media effects infl uence moroccans living abroad via religion [religious diplomacy] media [foreign languages of broadcast news and translation] corresponding to moroccan audiences via viewing dubbed turkish soap operas in the country. literature review moroccan audiences viewing turkish soap operas have experienced watching for a complete decade, as the study scope states: 2009–2019. marshall mcluhan’s phrase is pertinent: “the medium is the message.” in turkish, politics, history, tourism, legacy and suchlike is pictured via turkish drama. accordingly, the turkish landscapes and photogenic faces, persons, and characters, as well as the medium of soap opera, are convoluted and intertwined. that means everyday exposure to media necessitates an infl uence on the audience with special media effects. any tangible output is contingent on the media’s input: visually entertaining contents. a researcher argues that “the moroccan 2m had followed the trend and started airing telenovelas in moroccan colloquial in the summer of 2009” (buccianti). one of the obvious effects of soap operas manifests in the moroccan audience fantasising about istanbul and self-dissatisfaction, which are engraved in their memory and experience. a research study claims, “television... plays an important role in representing the past for its viewers, and in doing so, it is a major agent in the production of national and social memory” (keightley & pickering, 2013). therefore, the fi lming locations of turkish soap operas aired on the 2m channel from 2009 through 2019 and to the present day are exclusively shot in turkey. viewing process the act of viewing is multi-dimensional. for instance, “remembering is the means by which we turn around on interdependencies in our temporally structured experience” (keightley & pickering, 2013). indeed, istanbul has increasingly enticed moroccan tourists, according to the ministry of turkish tourism and culture’s 2019 board statistics. here, a pivotal question poses itself. why do government-sponsored media pa ge 57 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 56-62, 2024 broadcast culturally foreign content soaps? aslan attempts to respond with her statement. she argues, “what is the government’s advantage out of this? each household is a child of the state and the government. if there is no family, can there be a nation? if there is no nation, can there be a state?” (aslan, 2015). the audience is contingent upon viewing content designed or selected by the government. in plain english, this viewing is a link between the audience and turkish soap operas through the 2m channel. furthermore, a moroccan researcher said, “television has become, with the help of satellite channels, the only means of entertainment for the average moroccan” (hidass, 2010). basically, viewing generates understanding and interpretation of the contents. through these two processes, the viewer tends to confi rm, oppose, or consume for entertainment purposes. aslan cited atatürk’s saying, “happy is the one who calls himself a turk” (aslan, 2015). the average moroccan viewer consumes passively and heavily to be like an ideal turk onscreen. this statement alerts turkish soap opera viewers to turkization and estrangement. there is a potential for turkish soap opera exportation to foreign cultures and nations. to pave the way for the turkish mission, politics took the lead. a researcher states, new moroccan-turkish relations can be started from 2005. on this date, prime minister erdogan visited morocco and some agreements were signed between the two countries. through this visit, mutual direct fl ights between morocco and turkey were initiated (demir, 2017). the prime minister blazes a trail for the turkish commodity infl ux through free trade agreements put into effect in 2006. subsequently, the turkish soap opera importation followed in 2009. tangibly, the fruit of the bilateral free agreement is the turkish policy of visa-free requirements for moroccan citizens. as to media effects, the 2m channel dubs turkish soap operas in moroccan dialect prior to broadcasting in prime time throughout the year since 2009 to this day. with these media effects, moroccan society responds insidiously to social change signals and seeds. media and experience human experience is signifi cantly infl uenced by extensive exposure to media products. as pickering (2008) articulates, “the production of culture is inseparable from the culture of production” (p. 59). this implies that the creation of cultural expressions is inherently linked to the culture of their production. while each concept may be developed and analyzed independently, they are collectively understood and utilized within cultural imagery. researchers keightley and pickering (2013) suggest that “it is sometimes convenient to imagine that since the past is reconstructed in social remembering, there must in principle be an endless creativity to the ways in which past experiences can be mobilised and made relevant in the present” (p. 55). the reconstruction of the past is meaningful within social remembering. experience, a critical concept in cultural studies, of which media studies are a vital part, refers to the daily accumulation of self-awareness and personal and popular interpretations of received or undergone events. this includes insights into products, works, or understandings. people often trust those with experience and value experience-based knowledge as a model to follow. as pickering (2008) explains: “experience can certainly be regarded as evidence of distinctive forms of social life and integral to everyday encounters and relations, but understanding how it is so is never straightforward. it is just as much about what we make out of what happens to us, and for many, that is where its value really lies” (p. 19). this quote uncovers further link between media content and exposure experience. media and experience are instrumental in social and everyday life. media and memory there exists a strong connection between media and memory. firstly, media, whether consciously or unconsciously, infl uences human memory, often leading to distortions. media, with its various channels, serves as one of the primary sources of information that feeds into memory. practically speaking, memory functions in two capacities: as a subject of investigation and as a tool for investigation. moreover, researchers have made an intriguing assertion linking media and memory, encapsulated by edgerton’s phrase, “television is a historian.” according to keightley and pickering (2013): television plays a crucial role in representing the past to its viewers and, in doing so, acts as a signifi cant agent in the creation of national and social memory. therefore, developing methods to investigate and analyze this phenomenon is vital for those interested in the role of memory in contemporary societies (p. 79). media is an agent of national and social memory. through turkish soap operas, moroccan national and social memory are instilled and reshaped. materials and methods the research paper meticulously adopts quantitative and qualitative methods. in fact, the study instrumentalizes a mail survey and interview with a view to collecting the research data. the probing questions targeted the lived experiences [18 questions] and accumulative memories [14 questions] of respondents as loyal viewers of the dubbed turkish soap opera. these memory and experience concepts are dually a topic of investigation and research interests for the sake of audience analysis. to this end, the research study reiterates the pivotal argument that viewing is a precondition to conducting interviews as well as to respondents fi lling out the mail survey. indeed, the interview capitalises on structured and unstructured questions. however, the mail survey centres on multiplechoice and yes-or-no questions. pa ge 58 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 56-62, 2024 mail survey a survey is a collection of structured questions designed to gather information, opinions, and attitudes on one or more subjects. a mail survey, specifi cally, is recommended by mangione (1998) under certain conditions: (1) when the sample is geographically dispersed, (2) when the research sample has a high level of engagement with the topic, and (3) when the questions are closed-ended (p. 1). consequently, a mail survey is advantageous as it is electronically designed, responsive, time-effi cient, and familiar to moroccan respondents. the research sample includes 150 respondents fi lled in the mail survey belonging to varied disciplines, ages, living conditions, social status, locations, and gender differences as well. interview interviews are structured question-and-answer exchanges, described as an “interchange of views between two persons conversing about a theme of mutual interest” (brinkmann & kvale, 2015). they aim to assist researchers in addressing unresolved issues or questions that arise from questionnaires or observations. according to kumar (2011), “qualitative methods are characterized by fl exibility and freedom (emphasis added) in terms of structure and order given to the researcher” (p. 159). interviews exemplify qualitative research due to their inherent freedom and adaptability. they are expected to minimize potential assumptions and misunderstandings in research. pickering (2008) asserts that “in interview situations, participants can reveal themselves as producers of meanings and texts, as well as consumers who engage in certain practices and hold certain attitudes” (p. 84). these considerations have widened the scope for insights into the turkish soap opera’s effects on moroccan consumers. in conclusion, the data collection diffi culty lies in a shortage of offi cial documents and annual reports issued by governmental institutions charged with media effects like haca. the data analysis and interpretation incorporate themes of experience and memories from the moroccan audience for the purposes of investigation. content and audience analyses, grounded in pragmatic approaches, underpin the research fi ndings. the primary objective is to thoroughly assess the impact of turkish soap operas broadcast on 2m on the penetrability of the moroccan viewing audience. various research instruments are employed to ensure a high level of reliability, objectivity, and validity in the research. indeed, the genres of turkish soap operas aired on 2m are subtly engaging, seductive, and educational, particularly in their portrayal of man-woman family relationships as a microcosm of society. consequently, television leverages viewing as a prerequisite for the effective transmission of social change determinants and practices, thereby illustrating media effects. interdisciplinary approach cultural studies, including media studies, challenge traditional academic norms. by integrating interpretation, cultural studies have expanded media studies methodologies, allowing researchers to address previously unconsidered questions and explore new areas such as media moving pictures content. schwaab introduces the concept of ‘unreading,’ which de valck and teurlings (2013) describe as “a form of reading that is guided by experience instead of interpretation” (p. 11). this concept is valuable for data analysis and results discussion. ‘unreading’ emphasizes knowledge beyond traditional methods, infl uenced by deconstruction, intertextuality, and multi-accentuality. it encourages researchers to prioritize everyday life in televised soaps over other pictorial elements. this approach focuses on the viewing audience’s experiences, particularly concerning turkish soaps and their portrayal of daily issues according to the moroccan audience. audience reception and interpretation subtly affect everyday life, and ‘unreading’ reveals prevalent interpretations beyond offi cial discourse and cultural norms. this method targets specifi c details of common people’s awareness, often dormant due to extensive media exposure. presenting research findings the research sample consists of 150 moroccan respondents about turkish soap opera viewers and infl uenced ones. the respondents and interviewees are vital sources of information in this study. the following are the research fi ndings obtained. dubbed turkish soap operas between 2009-2019 kara sevda, translated as blind love (hob a’ama), is a turkish soap opera that embodies the classic trope reminiscent of romeo and juliet. this drama and romance series consists of 74 episodes, initially released in 2015 and continuing until 2017. produced by ay yapim and directed by hilal saral, the series is fi lmed entirely in istanbul, turkey. the narrative revolves around kemal (burak ozcivit) and nihan (neslihan atagul), whose deep emotional bond transcends their confl icting social classes. despite nihan’s luxurious lifestyle, her love for the impoverished kemal remains unwavering. however, their dreams are tragically cut short before they can be realized. kurtlar vadisi (valley of wolves) is another prominent series fi lmed in istanbul, turkey, focusing on the turkish mafi a. spanning 97 episodes from 2003 to 2005, this soap opera delves into themes of guilt, blame, legality, and legitimacy. the series incorporates elements of patriotism, referencing the kurdish rebellion, and explores the dark, unspoken aspects of turkish society. through its narrative, kurtlar vadisi fosters a sense of nationalism and discursive neo-ottomanism among its viewers. hayat şarkısı, translated as song of life (lahn alhayat), aired between february 9, 2016, and june 26, 2017. filmed in istanbul, turkey, the series comprises 57 episodes, blending family, drama, and romance genres. the plot centers around a forbidden love trope, depicting pa ge 59 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 56-62, 2024 a heroine’s relentless pursuit of love despite the man’s indifference, ultimately shattering her dreams of marriage. yaralı kuşlar (wounded birds), released on april 1, 2019, is a drama series produced by stellar yapim and fi lmed in istanbul, turkey. according to imdb, the story revolves around a brother, sister, and her love, all striving to protect each other from various threats. each character is emotionally wounded, destined to endure suffering while seeking solace. guney kuzey, translated as north south, is a romance, drama, and action series fi lmed in istanbul, turkey, and produced by ay yapim. consisting of 80 episodes, it aired from september 7, 2011, to june 26, 2013. the plot highlights the contrasting personalities of two brothers: kuzey, the brave and fearless north, whose anger is his greatest adversary, and guney, the passionate, hardworking, and enduring south. their confl icting traits create tension within their brotherhood and blood bond. emanet, translated as deposit (amana), was released on september 1, 2014. according to imdb, this drama series comprises 13 episodes and was fi lmed in cappadocia, turkey, produced by gold film. the plot revolves around a forbidden love that leads to the tragic demise of an innocent family. beni affet, translated as forgive me and dubbed as samhini, is a drama series produced by focus film production. originally spanning 1456 episodes, it aired from 2013 to 2019 on the 2m channel, with 1728 dubbed episodes, each lasting 35-45 minutes. soz, translated as the oath, premiered on april 3, 2017. this action, drama, and romance series comprises 84 episodes, fi lmed in istanbul, turkey, and produced by tims and b. productions. the storyline follows yavuz, a professional turkish soldier, and his fi ancée in istanbul. amidst a terrorist operation, another character, bahar, attempts to assist yavuz’s fi ancée. subsequently, yavuz returns to karabayir, with bahar determined to deliver something belonging to the soldier. dubbed turkish soap operas from 2009-2019 over the decade from 2009 to 2019, numerous turkish soap operas (tsos) have been aired on the 2m channel, enjoying loyal viewership. among these, “beni affet” (2011) (“forgive me”/”samihini”) stands out as the most watched, achieving a viewership rating of 36.7%. this statistic, corroborated by centre interprofessionnel audience des medias [ciaumed] , further shows a signifi cant audience share of 74.6% in 2019. another notable tso, “hayat şarkısı” (2016) (“life song”/”lahn lehayat”), garnered a 17.3% viewership, indicating its growing popularity. “kurtlar vadisi” (“valley of wolves”) also resonated well with moroccan audiences, securing a 16.7% viewership. art researcher jamal al-verdi asserts that “kurtlar vadisi” is among the most popular series in the arab world, including morocco (anadolu agency, 2018). in contrast, “kara sevda” (“forbidden romance”) attracted a 12% audience share. this series, depicting the love story between a poor young man and a rich girl, continues to capture moroccan interest (anadolu agency, 2018). “emanet” (2014) (“deposit”) also maintained a steady viewership of 12%, focusing on the custody battle over a child named yusuf. however, “yaralı kuşlar” (2019) (“wounded birds”) struggled to captivate the audience, achieving only a 3.3% viewership. similarly, “kuzey güney” (“south north”) had a modest viewership of 2%. these soap operas have collectively garnered millions of views over the past decade. the success of tsos in morocco can be attributed to the dual process of adaptation and the perceived cultural and religious proximity to turkey, which is not felt with western cultural products (rafi , 2020). dubbing plays a crucial role in this adaptation, creating an imagined connection to turkey as a fellow muslim country, despite turkey’s secular stance. gender representation research fi ndings are interesting and alarming in reality. initially, female viewers constitute 80 percent, while males shape 20 percent as regards gender representation of the audience. further, the living country of the audience in question is mostly morocco, with a percentage of 68 percent in comparison with 32 percent living abroad. additionally, the audience viewing turkish soap operas daily reached 80 percent. moreover, weekly viewers make up 14.7 percent of the audience. another segment of the audience views soap operas every fortnight with a percentage of 2,7 percent, but the rest is about monthly viewers. surprisingly, the majority of viewers invest a complete hour in watching a soap opera aired on moroccan 2m, the most watched tv channel, every day, with a percentage of 32,7. another category of viewers dedicates two hours every day, with a percentage of 32. the third audience category represents 16,7 percent, allocating 30 minutes to viewing turkish soap operas as a daily habit. only 10 percent of the audience viewing turkish soap operas enjoys 15 minutes. last but not least, 10 minutes of viewing are part of the audience, with a percentage of 5,3. surely, without exceptions, the fi lming locations of all turkish soaps aired on 2m since 2009 to 2019 are exclusively turkish. in conclusion, these fi ndings are helpful in understanding media effects and consumption in morocco. results & discussion these fi ndings are interesting in light of a lengthy discussion debating the factors behind such fi ndings to encompass likely media effects. space and gender gap, emigration and moroccan audience, women and employment, islam of turkish soap opera, and turkish soap opera and social change are discussed below in this order. space and gender gap the study showcases the gender gap in urban and rural areas. accordingly, the study records that females are more consumers, fewer workers, underemployed, pa ge 60 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 56-62, 2024 and planners of family viewing. therefore, the femaledominated audience is unescapable in this research area. it is confi rmed that “more than half of all residents (65%) live within cities. every seventh resident lives in casablanca alone” (worldata, 2023). according to world bank statistics, the rural population decreased from 13,633,603 million in 2009 to 13,434,809 million in 2019 (world bank estimates, 2018). this data indicates an increase in urbanization and a decline in the rural population. despite the migration to cities and urbanized areas, the government is striving to halt this exodus through electrifi cation and water expansion networks. the aim is to prevent the spread of shanty towns and address serious social issues, referencing the “sociology noir” from the chicago school. emigration and moroccan audience the 2m channel has been able to reach and satisfy the bulk of moroccans residing abroad. so surprising is the concept that emigration is a means to an end in morocco. a study reports, “the kingdom’s budgetary plans (1968–72) proposed emigration as a means of solving the underand unemployment problem, a policy that would simultaneously provide an increase in foreign currency through remittances” (sorensen, 2004). with reference to the theory of uses and gratifi cations, media consumers’ beliefs about the media’s offer are contingent upon the gratifi cations of the individuals. kaya and drhimeur (2023) argue thateuropean states have long failed to provide political opportunity structures to devout muslims in diaspora leading them to align themselves with the alternative political opportunity structures offered by the sending states to answer their needs for political identifi cation. this has provided turkey and morocco with an opportunity to spread their infl uence within their respective diasporas and a tool to make their religious-based foreign policies more effi cient. (p. 321) viewing grows the audiences of the turkish soap operas bringing about adverse effects. monthly viewers keep abreast of the storylines because of monolingualism, knowing that the arabic dialect is not the mother tongue of all moroccans. this requires an interpretation to follow the storylines of the attractive soaps. a moroccan sociologist, ahmad sharak, argues that “turkish tv series capturing the attention of moroccan viewers is proof of their success in plots, character development, and attracting audiences” (anadolu agency, 2018). clearly, in the absence of a moroccan alternative, turkish soap operas ensconce themselves on the moroccan screen. women and employment lopez-acevedo et al. (2021) argue that “78.4 percent of moroccan women between 15 and 65 years old were neither employed nor looking for a job” (p. 2). even if this is the status quo of the moroccan gender market, western countries have strived to end this female-based quandary. a sociology scholar states, “in most western countries, the women’s liberation movement of the 1960s and 1970s aimed to decouple women and home” (duyvendak, 2011). unlike then, the current situation is witnessing unsatisfactory changes. a study argues that, this gender gap is more pronounced in urban areas, where the male activity rate is over three times higher than the female rate, compared to rural areas, where the male rate is only just over twice as high as the female rate (berahab et al., 2017, canuto & kabbach, 2023). women’s access to the job market is still weaker than men’s dominance. a research study states, “women devote seven times more time to domestic activities than men. in addition, the survey reveals the low participation of women in professional life in comparison with that of men who devote four times more time to professional activities” (depf et ocp policy centre, 2017). actually, the study highlights the space distribution between moroccan men and women, whose homes are confi ned. indeed, women’s lifetime is bigger seven times than men’s, whereas men’s professional lifetime is bigger four times than that of women. it is likely a consideration of moroccan patriarchal culture and man’s onus for providence that perpetuates these imbalances in domesticity and the profession gap. finally, these facts can account for the docile bodies, in foucault’s terms, that consume turkish soap operas for hours. islam of turkish soap opera the landslide of moroccan viewers advocates the islam of turkish soap opera characters, actors, and actresses irrespective of their roles, shows, and acts by 81,3 percent. this visualised islam exhibits emancipation and women’s freedom from social shackles, as well as propagating gender equality. sufi sm, as an islamic mysticism or asceticism, enroots its principles in the turkish-morocco country’s religion. a professor argues that “young men and women fi nd in the sufi principles of “beauty” and “humanity” a balanced lifestyle that allows them to enjoy arts, music, and love without having to abandon their spiritual and religious obligations” (ghambou, 2009). for instance, ‘purdah’, ‘burqa’, and ‘niqab’ are by no means evidently highlighted in turkish soap opera, perhaps to meet a hidden agenda. an interviewee, a university professor, argues that “the essence of broadcasting dubbed turkish soap operas is the deradicalization of moroccan women” (sadiq, 2023). this quote pinpoints the primary role of liberating women as they unleash moroccan family values of tolerance, emancipation, and openness. this approach to islam, engulfed in turkish soap operas, is cherished by moroccan female-dominated audiences. the total number of moroccan tourists in turkey only reached 3034 in 2009, but in 2019, it exceeded 234,264 visitors. surprisingly, after the covid-19 crisis, 2022 broke the record to reach the total of 251,708 moroccans. this ranked morocco as africa’s fi rst african country, with turkey as their fi rst destination. even if soaps do not discuss religious issues explicitly, they show their pa ge 61 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 56-62, 2024 favourite style of religion. in a word, so long as turkish islam exists in harmony with the moroccan state’s islam, they both intersect in sufi integration in religious affairs. turkish soap opera and social change turkish soap operas have instigated social change in morocco via media effects. as discussed above, moroccan islam confi rms turkish islam in turkish soaps. the family code or personal status code has been amended following the infl uence of turkish soap operas. initially, “the moudawana family code gives more rights to females and makes it harder for males to escape their fi nancial and legal obligations toward their wives and families” (mekkaoui, 2011). moroccan culture explicitly rejects the notion of manhood in the context of a man beating his wife, as violent acts are neither encouraged nor justifi able. the law refl ects this cultural norm, wherein “women and girls are protected by the law on combating all forms of violence against women, law no. 1-13,” as translated by the un economic and social commission for western asia. however, the concept of “marital rape” is not addressed. in contrast, rape, in the absence of a spouse’s consent, is criminalized under “article 48 of the penal code, which defi nes rape as sexual intercourse between a man and a woman without her consent” (unescwa). this implies that declared consent negates the crime of rape. according to medium, “some academics who study turkish media say the storylines and portrayal of traditional gender roles may even encourage rape culture. it has been said that ‘fatmagul’s fault,’ about a village girl who is gang-raped but marries the man who watches the rape” (nawa, 2017). this narrative confl icts with islamic teachings and moroccan culture. international laws often disregard their secular foundations, imposing international concepts over local ones regardless of religious and cultural differences. elizabeth (2016) contends that, “media vehicles made it very easy for partners to cheat today, which is a major cause for the increase of the divorce rate in the usa”. similarly, morocco exemplifi es societies infl uenced by media effects (el fethouni & hamelin, 2016). this study testifi es that morocco is also contaminated by a foreign culture, language, and foreign product, turkish soap operas. conclusion turkish soap operas aired on 2m channels from 2009 to 2019 have signifi cantly infl uenced moroccan audiences, particularly women. moroccan content has often failed to meet audience expectations, leading 2m to supplement with high-quality turkish dramas. while these soap operas initially fi lled a tv content gap, their adverse effects have raised concerns among moroccan viewers. the impact of media is multifaceted, affecting psychological, social, religious, cultural, and psychotherapeutic aspects. since the 2000s, turkey’s soft power strategy has targeted morocco for its market potential. the infl ux of foreign values has complicated the moroccan audience’s cultural landscape, challenging traditional sources like culture, tv, education, and society. effective audience engagement requires critical consumption skills to safeguard local cultural integrity against potential threats. references anadolu agency. (2018, december 4). turkish tv series a hit on moroccan screens. daily sabah. https://www. dailysabah.com/arts-culture/2018/12/04/turkishtv-series-a-hit-on-moroccan-screens aslan, s. (2015). nation building in turkey and morocco. cambridge university press. brinkmann, s., & kvale, s. (2018). doing interviews (vol. 2). sage. buccianti, a. (2010). dubbed turkish soap operas conquering the arab world: social liberation or cultural alienation? arab media and society, 10(2), 428. https://econpapers.repec.org/paper/ocpppaper/ pb12-23.htm centre interprofessionnel audience des medias (2022). https://ciaumed.ma/ demir, h. (2017). turkısh moroccan relatıons in last decades. international journal of humanities and social science invention, 6(6), 73-75. duyvendak, j. (2011). the politics of home belonging and nostalgia in western europe and the united states. university of amsterdam. el fethouni, y., & nicolas, h. (2016). the effect of media and economics on the change of divorce rate in morocco. ifrane: al akhawayn university. international journal of academic research and refl ection, 4(3), 2016. elizabeth, t. (2016). media, curricula, & socioacademics. doctoral dissertation, harvard graduate school of education. ghambou, m. (2009). sufi sm as youth culture in morocco. washington post, 3. hidass, a. (2010). radio and television in morocco: new regulation and licensing for private channels. journal of arab & muslim media research, 3(1-2). imdb. (2023). https://www.imdb.com/?ref_=nv_home kaya, a., & drhimeur, a. (2023). diaspora politics and religious diplomacy in turkey and morocco. southeast european and black sea studies, 23(2), 317-337. keightley, e., and pickering, m. (2013). research methods for memory studies. edinburgh university press. kumar, r. (2011). research methodology: a step-by-step guide for beginners (3rd ed.). sage publications. lópez, g., devoto, f., morales, m., & roche, j. (2021). trends and determinants of female labor force participation in morocco: an initial exploratory analysis. world bank group. http://hdl. handle. net/10986/35303 mangione, t. w. (1998). mail surveys. in l. bickman & d. j. rog (eds.), handbook of applied social research methods (pp. 399–427). sage publications, inc. ministry of (turkish) tourism and culture. (n.d.). https:// www.ktb.gov.tr/?_dil=2 ocp policy center et la direction des etudes et des pa ge 62 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 56-62, 2024 prévisions financières. (2017). égalité de genre, politiques publiques et croissance économique au maroc pickering, m. (2008). research methods for cultural studies. edinburgh university press. sorensen, n. n. (2004). migrant remittances as a development tool: the case of morocco. danish institute for development studies (diis). united nations economic and social commission for western asia (unescwa). (n.d.). unescwa. https://www.unescwa.org/ morocco: country data and statistics. (n.d.). worlddata. info. https://www.worlddata.info/africa/morocco/ index.php#google_vignette pa ge 1 pa ge 32 0 american journal of arts and human science (ajahs) storytelling’s impact on human rights education: an explanatory sequential study of grade 10 assessment scores kate eiver arcido1, steffi mae eloisan1, rezie hasley balneg1, francis dave mabborang1*, maria rita flores1, evelyn balbalec1, rhea quileza1 volume 4 issue 2, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i2.4132 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: november 24, 2024 accepted: december 29, 2024 published: may 26, 2025 this study explores the impact of storytelling as a pedagogical strategy on grade 10-c students’ written assessment scores in human rights education at the laboratory school of abra state institute of sciences and technology in abra, philippines. grounded in narrative pedagogy theory, the research employs an explanatory sequential mixed-methods design. quantitative data were collected through pre-test and post-test assessments, while qualitative insights were gathered via interviews and focus group discussions. findings indicate a modest improvement in assessment scores post-intervention, suggesting a trend toward significance despite the statistical results not reaching the conventional threshold (p = 0.06). the qualitative phase revealed positive student perceptions, emphasizing storytelling’s role in enhancing engagement, comprehension, and empathy for human rights issues. the study underscores the potential of storytelling to enrich academic outcomes and foster a deeper connection to educational content. however, limitations include variability in individual learning styles and the need for iterative applications to achieve conclusive results. the research contributes to understanding innovative teaching strategies, advocating for their integration to enhance learning experiences in contemporary education. keywords assessment, education, human rights, narrative pedagogy, storytelling 1 abra state institute of sciences and technology, abra, philippines * corresponding author’s email: fdmabborang@asist.edu.ph introduction narrative pedagogy involves narrating, explaining, and reconstructing stories and experiences to improve students’ empathy and professional quality in social work teaching (jiang & li, 2022). it stands as a contemporary teaching approach, utilizing the power of storytelling to enhance student engagement and understanding. it has evolved as a dynamic educational tool, acknowledging the importance of diverse pedagogical strategies in the learning process. storytelling, as a component of narrative pedagogy, empowers students to discover and recover their sense of place, encouraging different understandings of how people make sense of the world and their place in it (valle, 2021). it has emerged as a significant element in fostering enriched learning experiences. its role in addressing various learning needs and promoting a deeper understanding of subjects such as human rights underscores its relevance in modern education. in the k to 12 curriculum for social studies, grade 10 students engage with the subject of “contemporary issues” (deped, 2016). the primary learning competency for the said subject is for students to exhibit a comprehensive grasp of present-day challenges across environmental, economic, political, human rights, educational, and civic responsibility domains encountered by nations. this involves employing skills in investigation, data analysis, and utilizing various sources, conducting research, applying critical thinking, practicing effective communication, ensuring fairness, and making informed and judicious decisions. incorporating human rights principles in high school curricula can shape students’ perspectives and values, requiring greater participation, equal treatment, freedom of expression, and questioning (eyng et al., 2021). in the said curriculum, one of the outlined topics for the third quarter focuses on issues of human rights and gender. the topic, issues of human rights, is further divided into three suggested lessons: form of violation of human rights, effect of violation of human rights, and examples of violation of human rights in society, nation, and world. these topics are timely and eye-opening for the high school students to reflect on society’s unending cycle of violence towards each other. storytelling plays a significant role in human rights education (miranda & nascimento, 2021). it functions as a valuable tool that engages students in exploring complex issues more deeply. this method stands out by going beyond traditional teaching approaches, acting as a narrative bridge that links theoretical concepts of human rights to the real-life experiences of individuals (gunawardena & brown, 2021). through the emotional impact of stories, storytelling fosters a profound sense of empathy, enriching students’ understanding of the fundamental principles that underlie human rights. academic performance, specifically, written assessment scores, when influenced by storytelling, witnesses a surge in interest towards academic subjects. the introduction of storytelling not only personalizes learning experiences but also proves instrumental in enhancing academic performance through the refinement of multimodal literacy skills (linda & clement, 2023). storytelling provides meaningful learning and motivation, but also requiring time and technological knowledge which can pa ge 32 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 320-328, 2025 further holistically impact the academic performance of students. recent studies by linda and clement (2023), utama (2022), also by ercan & hakkoymaz (2022) underscore a positive correlation between storytelling and enhanced academic performance among students. while these findings offer valuable insights, a research gap persists in understanding the impact of storytelling, as a narrative pedagogy, in the academic performance of grade 10-c students in issues of human rights at the laboratory school of abra state institute of sciences and technology. to bridge this gap, a study is crucial to establish concrete evidence and potential insights in the relationship between storytelling and academic performance in this educational setting. this study focused on the impact of storytelling on the academic performance of grade 10-c students specifically in issues of human rights at laboratory school abra state institute of sciences and technology, as it relates to “contemporary issues” in social studies k to 12 curriculum. the importance of the study is that it has the capacity to guide academic practices and bring new perspectives into the wider conversation about the effectiveness of narrative pedagogy in improving student academic performance. statement of the problem the study determined the effect and impact of storytelling in teaching human rights issues to grade 10-c students’ written assessment. specifically, it ought to answer the following questions: 1. what are the written assessment scores of grade 10-c students in human rights education before the implementation of storytelling? 2. what are the written assessment scores of grade 10-c students in human rights education after the implementation of storytelling? 3. is there a significant difference in the written assessment score of grade 10-c students before and after the implementation of storytelling in teaching human rights? 4. what were the students’ views on the effect of storytelling in their written assessment score? hypothesis there is no significant difference in the written assessment score of grade 10-c students before and after the implementation of storytelling in teaching human rights issues. materials and methods research design the research utilized explanatory sequential mixed method design. it is a two-phase research design that collects and analyzes quantitative data, followed by qualitative data (ivankova et al., 2006). population and locale of the study the study’s respondents are grade 10-c students from abra state institute of sciences and technology laboratory schoollagangilang campus. there is a total of 42 students, 19 male and 23 female. in this study, all students from the given population were a part of the quantitative phase, where pre-test and posttest assessments are conducted to measure the impact of the teaching strategy. following this quantitative assessment, a purposive sampling method will be applied for the qualitative phase. a selected group of students, chosen based on their written assessment score and experiences in the pre-test and post-test, were interviewed to gain deeper insights into how and why the teaching strategy influenced their academic outcomes. research instrument the researchers utilized two instruments: {1} the first one is the 30-item multiple choice test that was adopted from the validated self-learning modules from the department of education for araling panlipunan grade 10: karapatang pantao in dep-ed tambayan slm pages 1-5,20-23; and {2} the second one is an open interview guide that was adapted from the results of the studies of sarfraz et al. (2022) and shahid et al. (2022). data gathering procedure before conducting the study, the researchers subjected their paper for review. after its approval, they secured permission from the laboratory school chairperson to conduct face-to-face classes and assessments. the study commenced, at the start of the third quarter, wherein human rights issues were discussed. the researchers served as teachers in the approved sessions to facilitate the instruction before and after the intervention. they conducted tests before and after the intervention to get the required data. the gathered data from the pretest and posttest of the test were analyzed to determine the effectiveness of storytelling in terms of the achievements of grade 10 students. the results of the data analysis were interpreted and compared to determine if there is a significant difference in the written assessment score of grade 10 students before and after the implementation of storytelling in teaching human rights issues. the researchers also conducted focus group discussions on selected students wherein the recorded written transcriptions are used for thematic analysis to better understand the strategy’s impact on their written assessment scores. statistical treatment the statistical treatment of the pretest and posttest scores involved using a paired sample t-test, a tool ideal for comparing the means of the same group under two different conditions. this test analyzed the written assessment scores of grade 10-c students in human rights education before and after the implementation of storytelling as a teaching strategy. by comparing the average scores from the pretest (prior to the storytelling pa ge 32 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 320-328, 2025 intervention) and the post-test (after the intervention), the paired sample t-test determined whether any observed differences in the written assessment scores are statistically significant. this approach directly addresses the research questions concerning the effectiveness of storytelling in influencing written assessment score, providing a clear, quantifiable measure of the intervention’s impact. thematic analysis initial steps include deeply familiarizing with the data and systematically coding it to identify key patterns and themes related to student perspectives. the analysis then progressed to organizing these codes into broader themes that reflect the impact of storytelling on learning. these themes are reviewed, defined, and named, clearly depicting students’ experiences and perceptions. the final analysis integrated these findings into the research narrative, illustrating how storytelling influences students’ written assessment score in araling panlipunan 10. maxqda 2020 and chatgpt 4.0 were utilized in the thematic analysis to provide a more reliable and less biased coding. results and discussion this section may each be divided by subheadings or may be combined. a combined results and discussion section is often appropriate. this should explore the significance of the results of the work, don’t repeat them. avoid extensive citations and discussion of published literature only; instead discuss recent literature for comparing your work to highlight the novelty of the work in view of recent development and challenges in the field. the total number of students assessed was 42. the mean score of these students was calculated to be 14.286, which corresponds to a descriptive rating of “good.” however, despite the mean score being rated as “good,” the distribution of scores indicates that most students performed poorly or very poorly in the written assessment on human rights education before the storytelling intervention. this suggests a clear need for instructional strategies, such as storytelling, to potentially enhance students’ understanding and performance in this subject area. the finding that grade 10-c students in the laboratory school did not meet the expected outcomes in their written assessment for araling panlipunan 10 suggests that traditional teaching methods may have been ineffective. the majority of students, 60%, were categorized under poor performance, and 33% had very poor performance, with only 7% achieving good performance. despite the mean score being rated as “good,” the distribution of scores indicates a trend of poor performance, pointing to a lack of engagement or motivation under traditional methods. abubakar (2024) and rios (2021) highlights that in low-stakes environments, effort levels can drop if tests are not perceived as significant, leading to poor performance. this observation aligns with the notion that interactive and student-centered approaches, such as storytelling, could enhance engagement and retention. table 1: written assessment scores before the storytelling. performance f % good 3 7 poor 25 60 very poor 14 33 total 42 100 mean 14.286 descriptive rating good table 2: written assessment scores after the storytelling. performance f % good 12 29 poor 21 50 very poor 9 21 total 42 100 mean 15.548 descriptive rating good sop 1: what are the written assessment scores of grade 10-c students in human rights education before the implementation of storytelling? table 1 presents the written assessment scores of grade 10-c students in human rights education before the implementation of storytelling. the performance of the students is categorized into three levels: good, poor, and very poor, with their respective frequencies and percentages. in terms of good performance, only 3 students, or 7%, fell into this category. the majority of the students, 25 out of 42, which represents 60%, were categorized under poor performance. additionally, a significant portion of the students, 14 individuals or 33%, had very poor performance. sop 2: what are the written assessment scores of grade 10-c students in human rights education after the implementation of storytelling? table 2 presents the written assessment scores of grade 10-c students in human rights education after the implementation of storytelling. the performance of the students is categorized into three levels: good, poor, and very poor, with their respective frequencies and percentages. after the implementation of storytelling, 12 students, or 29%, achieved good performance level. this marks a significant improvement compared to their performance before the intervention. however, the majority of the students, 21 out of 42, which represents 50%, still fell into the poor performance category. additionally, 9 students, making up 21% of the class, were assessed as having a very poor performance. despite these figures, the overall mean score for the assessments was calculated to be 15.548, which corresponds to a descriptive rating of “good.” pa ge 32 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 320-328, 2025 this mean score indicates an improvement from the previous assessment mean of 14.286, suggesting that storytelling had a generally positive impact on the students’ understanding and written expression of human rights education. the descriptive rating of “good” reflects that, on average, students managed to achieve a satisfactory level of performance following the storytelling intervention. sop 3: is there a significant difference in the written assessment score of grade 10-c students before and after the implementation of storytelling in teaching human rights? table 3 presents whether there is a significant difference in the written assessment scores of grade 10-c students before and after implementing storytelling in teaching human rights. the paired sample statistics show a mean difference of 4.34522, with a standard deviation of 6.7048 and a standard error mean of 1.26197. the t-value is 2.61597 with 41 degrees of freedom, and the 95% confidence interval ranges from 0.9216 to 7.8827. the significance (2-tailed) value is 0.06. therefore, the null hypothesis is accepted that there is no significant difference in the written assessment scores before and after the implementation of storytelling. however, the mean increase of 4.34522 suggests an improvement, and the t-value of 2.61597 indicates a notable difference. although the p-value of 0.06 is slightly above the 0.05 threshold, it is very close, suggesting a trend towards significance. this implies that the null hypothesis could potentially be rejected with additional iterations, indicating a positive impact of storytelling on student performance. this finding aligns with previous research demonstrating the benefits of storytelling in education. saritepeci and çakır (2019) showed that digital storytelling enhances student engagement and motivation in social studies. similarly, otoluwa et al. (2022) found that storytelling improves children’s vocabulary mastery. nawa (2023) also indicated that storytelling techniques positively influence various aspects of learning, including written assessments. sop 4: what were the students’ views on the effect of storytelling in their written assessment score? using deductive thematic analysis, the researchers identified five pre-conceived themes related to storytelling in relation to the student’s views on the effect of storytelling in their written assessment scores. the following themes are: 1) first impressions of storytelling as an intervention; 2) impact on understanding of human rights issues; 3) influence on engagement and participation; 4) effect on written assessment scores; 5) suggestions for improvement. theme 1: first impressions of the storytelling as an intervention students consistently reported a deeper grasp of lesson content thanks to storytelling. one student enthusiastically exclaimed, “the stories made it so much easier to understand the concepts!” this aligns with the idea that storytelling promotes comprehension. stories, with their structure and relatable nature, help students connect new information to existing knowledge. this echoes the findings of jelani et al. (2023) who connected reading strategies to improved academic reading comprehension. storytelling appears to ignite active learning as well. comments reflected increased engagement and critical thinking. a student remarked, “storytelling made the lessons way more interesting! i found myself wanting to know what happened next.” another student highlighted the use of critical thinking during storytelling sessions, saying, “the stories made me think more deeply about the topics.” these reflections suggest storytelling not only delivers information but also sparks intellectual curiosity and analytical skills. this aligns with banditvilai (2020) whose research showed reading strategies like skimming and making predictions positively impacted comprehension. storytelling’s deep engagement parallels the impact of strategies like reciprocal teaching and hands-on approach, which mohammed et al., (2025) and zakiyah (2021) noted improves both cognitive and emotional understanding. the emotional connection fostered by storytelling also plays a vital role. a student shared, “i felt connected to the characters in the stories, which made it easier to remember the lessons.” this illustrates how narratives can make educational content more relatable and memorable. emotional engagement helps embed learned concepts deeply, similar to salehomoum’s (2022) findings on thinkaloud strategies improving comprehension for deaf and hard-of-hearing students through increased strategy use. additionally, storytelling’s ability to convey moral lessons, as highlighted by a student who stated, “the stories taught me some important life lessons,” demonstrates its table 3: significant difference before and after the storytelling. paired differences t df sig. (2-tailed) mean std. deviation std. error mean 95% confidence interval of the differences mean lower upper pair pretest post 4.345 670 2.615 .09216 41 .067 test test 1.26190 22 48 97 1.882 pa ge 32 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 320-328, 2025 role in providing a holistic education that addresses both intellectual and character development. however, it’s crucial to acknowledge individual learning styles and the storyteller’s delivery. a student pointed out, “the teacher’s storytelling was amazing! it made everything so much clearer.” this underscores the importance of effective storytelling techniques. however, not all students responded equally. one student offered a more neutral perspective, while another expressed a slight dislike. these variations highlight the need to integrate storytelling with other teaching strategies to accommodate diverse learning preferences, similar to the findings of tadayonifar (2021) and li et al. (2021), who advocate for multiple instructional strategies to benefit comprehension across different learner types. student impressions overwhelmingly suggest that storytelling, when delivered effectively, can significantly enhance understanding, engagement, and critical thinking. to maximize its benefits, educators should consider individual learning styles and complement storytelling with other instructional methods. this comprehensive approach ensures all students benefit from the enriched learning experience that storytelling provides, mirroring the benefits observed with varied reading and participation strategies in academic settings (qian et al., 2024; lee and recker, 2021). theme 2: impact on understanding of human rights issues researchers investigating the impact of storytelling on student understanding, through deductive phenomenology, discovered fascinating insights. thematic analysis of student responses revealed that storytelling significantly enhances comprehension. students consistently reported a deeper understanding of lesson content thanks to storytelling. one student enthusiastically exclaimed, “the stories really helped me grasp the concepts much faster!” this aligns with the idea that storytelling promotes comprehension. stories, with their structure and relatable nature, help students connect new information to their prior knowledge. this echoes the findings of jelani et al. (2023) who connected reading strategies to improved academic reading comprehension, and banditvilai (2020) whose research showed that strategies like skimming and making predictions positively affect reading comprehension. storytelling appears to foster active learning as well. comments reflected increased engagement and critical thinking. a student remarked, “storytelling made the lessons way more interesting! i found myself wanting to know what happened next.” another student highlighted the use of critical thinking during storytelling sessions, saying, “the stories made me think more deeply about the topics we were covering.” these reflections suggest that storytelling not only conveys information but also stimulates intellectual curiosity and analytical skills, similar to how reciprocal teaching impacts cognitive and affective aspects of understanding, as observed by zakiyah (2021). this dual role of storytelling in enhancing engagement and critical thinking underscores its potential to make learning a more dynamic process. li et al. (2021) also support this notion, highlighting that varied instructional strategies can significantly benefit comprehension, particularly when used together. the emotional aspect of storytelling also plays a crucial role in student learning. a student shared, “i felt connected to the characters in the stories, which made it easier to remember the lessons.” this illustrates how narratives can make educational content more relatable and memorable. emotional engagement helps embed learned concepts deeply into students’ minds, akin to how salehomoum (2022) found that think-aloud strategies improved comprehension for deaf and hard-of-hearing students through increased strategy use. additionally, storytelling’s ability to convey moral lessons, highlighted by a student who stated, “the stories taught me some important life lessons,” demonstrates its role in providing a holistic education that addresses both intellectual and character development. this aligns with the broader educational benefits of reading strategies, as noted by qian et al. (2024), who observed that reading strategy instruction fosters autonomous reading motivation and strategy use. however, it is crucial to recognize the role of individual learning styles and the storyteller’s delivery. a student pointed out, “the teacher’s storytelling was amazing! it made everything so much clearer.” this underscores the importance of effective storytelling techniques. however, not all students responded equally. one student offered a more neutral perspective, while another expressed a slight dislike. these variations highlight the necessity of integrating storytelling with other teaching strategies to accommodate diverse learning preferences, much like tadayonifar (2021) found that extensive reading strategy instruction improves comprehension differently among students with varying learning styles. student impressions strongly suggest that storytelling, when delivered effectively, can significantly enhance understanding, engagement, and critical thinking. to maximize its benefits, educators should consider individual differences in learning styles and complement storytelling with other instructional methods. this comprehensive approach ensures that all students benefit from the enriched learning experience that storytelling can provide, as supported by the varied instructional strategies observed by li et al. (2021) and the positive outcome of open-ended discussion prompts in student engagement reported by lee and recker (2021). theme 3: influence on engagement and participation researchers explored student impressions of storytelling’s influence on classroom engagement and participation, using a deductive phenomenological approach. analysis of the collected data revealed significant insights. storytelling not only enhances comprehension but also pa ge 32 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 320-328, 2025 profoundly impacts student engagement. students consistently reported a deeper connection with the material thanks to storytelling. one student enthusiastically shared, “the stories made the lessons so much more interesting! i found myself wanting to know what happened next.” another student highlighted the ease of grasping concepts, saying, “the stories really helped me understand the material faster.” these reflections suggest storytelling leverages our natural affinity for narratives, simplifying complex concepts. this aligns with rohayati’s (2020) findings that digital storytelling projects not only enhance content knowledge and literacy but also deeply engage students in the learning process. furthermore, storytelling emerged as a powerful tool for fostering active learning and participation. a student remarked on how storytelling piqued their interest, while another emphasized using critical thinking during storytelling sessions. these comments indicate that storytelling captures attention and stimulates intellectual curiosity. this aligns with senpapti et al. (2021) who reported that storytelling as a teaching model improves students’ speaking competence, engagement, and participation. similarly, ghanizadeh (2023) observed that instructors’ narratives significantly improve students’ sustained attention, emotional involvement, and cognitive learning in virtual classes. the emotional connection fostered by storytelling also plays a crucial role in enhancing student participation. a student mentioned how they connected emotionally with the characters, suggesting that storytelling makes material more relatable and memorable. this emotional engagement can enhance retention and understanding, as students are more likely to remember content that resonates with them personally. yulianawati et al. (2022) found that storytelling in efl reading comprehension engages students and motivates their behavior and attitudes, making it a more effective teaching strategy. similarly, rapani (2022) noted that storytelling fosters music learning and engagement in a relaxed, inviting atmosphere, improving musical imagination and developing a sense of community among students. storytelling’s ability to convey moral lessons was highlighted by another student, who mentioned learning values from the stories. this demonstrates storytelling’s unique capability to impart ethical and moral education alongside academic content. digital storytelling projects, as observed by rice (2020), engage students in the writing process and integrate technology into the final product, leading to high student engagement and quality workmanship. lazareva and cruz-martínez (2020) also noted that digital storytelling supports students’ behavioral, emotional, and cognitive engagement, allowing them to express their perspectives more freely and confidently. however, the effectiveness of storytelling depends on individual learning styles and the teacher’s delivery. one student emphasized the importance of clear and entertaining storytelling, while another student mentioned not paying attention. these insights underscore the need for educators to adapt their teaching strategies to cater to diverse learning preferences and ensure their storytelling techniques are engaging and clear. jaca (2021) found that storytelling in online classes positively impacts students’ oral communication skills and offers opportunities for participation, reinforcing the importance of effective delivery. student impressions overwhelmingly suggest that storytelling is a powerful educational tool that enhances engagement, participation, and comprehension. however, its effectiveness can vary based on individual differences and the quality of delivery. thus, while storytelling should be an integral part of teaching strategies, it must be complemented with other methods to address the diverse needs of all students effectively. this approach ensures a more inclusive and engaging learning environment, as supported by the varied positive impacts of storytelling on student engagement and participation in different educational contexts (tabakova and pelaheichenko 2023; yulianawati 2022). theme 4: effect on written assessment scores researchers explored student impressions on the impact of storytelling on their performance in assessments and exams, utilizing deductive phenomenological analysis. the analysis focused on the theme: “student impressions on how storytelling has impacted their performance in assessments or exams?” the collected data highlights storytelling as a significant pedagogical tool that enhances not only engagement and participation but also academic performance. a recurring theme in student reflections is the improvement in understanding and retention of material through storytelling. students consistently reported that stories made complex concepts easier to grasp and remember. one student enthusiastically shared, “the stories really helped the information stick in my head, which made a big difference on the exams.” this aligns with findings from anjum (2023), who noted that the storytelling method significantly affects students’ achievement, motivation, memory, and reading fluency. similarly, another student stated, “i felt like i could actually recall things better during exams when they were explained through stories,” underscoring the role of storytelling in memory retention. furthermore, several students highlighted the positive impact of storytelling on their exam scores. a student shared, “after we started using stories in class, i noticed my grades actually improve,” echoing the results of tuba and okur (2021). their research found that teaching science through storytelling significantly improved students’ post-test scores and story writing skills compared to traditional teaching methods. likewise, nunvárová et al. (2023) reported that digital storytelling in economics subjects led to higher mean post-test scores, suggesting that storytelling can be an effective strategy pa ge 32 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 320-328, 2025 across various disciplines. the emotional and cognitive engagement fostered by storytelling also plays a crucial role in improving academic performance. a student noted that storytelling made learning more enjoyable and less stressful, which helped them focus better during exams. this sentiment is supported by erdoğan (2021), who found that digital storytelling significantly improves academic achievement and fosters a positive attitude in primary school students. moreover, santoso et al. (2023) highlighted that the storytelling teaching style significantly enhances reading comprehension skills, with students achieving an average success scale of 9.3, further demonstrating its effectiveness in academic settings. however, the impact of storytelling on performance isn’t uniformly positive for all students. one student indicated that while they enjoyed the storytelling sessions, they didn’t notice a significant change in their exam performance. this suggests that the effectiveness of storytelling may vary based on individual learning preferences and the complexity of the stories used. to address this, educators might need to tailor storytelling techniques to better suit diverse learning styles, ensuring that all students can benefit from this approach. student impressions overwhelmingly suggest that storytelling as a teaching strategy has a substantial positive impact on their performance in assessments and exams. storytelling not only aids in understanding and retaining complex concepts but also enhances emotional and cognitive engagement, leading to improved academic outcomes. theme 5: suggestions for improvement researchers analyzed student impressions to gather valuable insights on refining storytelling as a teaching strategy. the analysis focused on the theme: “student suggestions for improving storytelling as a teaching strategy?” the feedback highlighted key areas for improvement in delivery, content, and classroom management. students emphasized the importance of clear and engaging delivery. proper pronunciation and volume control emerged as crucial for ensuring everyone can understand the stories. one student pointed out, “the teacher needs to speak clearly, especially with difficult words. maybe even write them on the board beforehand,” while another suggested, “it would be helpful if the teacher could project their voice a bit more. sometimes it was hard to hear everything.” these suggestions align with the importance of clear communication in effective teaching practices. content-wise, students expressed a desire for more illustrative examples and depth within the stories. they felt that incorporating additional examples could enhance understanding and engagement. a student proposed, “adding more examples to the stories would make them easier to follow,” while another suggested, “i think the stories could be a little longer. sometimes they felt rushed, and it was hard to keep up with everything that was happening.” these comments highlight the need to tailor story content to match student learning levels and objectives, ensuring the narratives are both informative and engaging. beyond delivery and content, students also highlighted classroom management as a key factor in optimizing the storytelling experience. suggestions included creating a more relaxed atmosphere and minimizing disruptions. while these recommendations are not directly related to storytelling itself, they underscore the importance of a positive and focused learning environment for maximizing student engagement and facilitating effective storytelling sessions. one student remarked, “a quieter classroom would make it easier to focus on the stories,” while another suggested, “maybe the teacher could do something to create a more relaxed atmosphere. it would make it easier to get into the stories.” student suggestions offer valuable insights for enhancing storytelling’s effectiveness. clear delivery, including proper pronunciation and volume control, is essential for comprehension. additionally, stories that incorporate more examples and depth can improve engagement and understanding. finally, fostering a positive classroom environment is crucial for minimizing distractions and maximizing the impact of storytelling. by incorporating these suggestions, educators can refine storytelling as a powerful tool for promoting student engagement and learning outcomes. conclusions the study concludes that grade 10-c students had low written assessment scores on human rights topics in araling panlipunan 10 prior to the storytelling intervention but demonstrated higher scores afterward. it can be concluded that storytelling has the potential to enhance academic performance by engaging students and improving their comprehension of complex topics. the results further conclude that while the statistical analysis did not establish a significant difference in scores (p = 0.06), the observed trend toward improvement highlights the potential educational value of storytelling as a pedagogical strategy. the study concludes that storytelling fosters empathy, critical thinking, and deeper connections to learning content, making it a relevant and innovative approach to addressing challenges in traditional teaching methods. however, it is concluded that the variability in individual learning styles and the need for iterative applications pose limitations to its immediate effectiveness. future research should conclude whether the impact of storytelling can be sustained across larger samples and diverse educational settings, ensuring its optimal implementation in contemporary pedagogy. acknowledgements the researchers express profound gratitude to mr. nelson t. santos for his exceptional expertise as the statistician and to ms. jessa mariel b. pilorin for her pa ge 32 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 320-328, 2025 invaluable contributions as the language critic, ensuring the clarity and precision of this work. special thanks are extended to parents for their unwavering support and sacrifices, as well as to friends for their encouragement and motivation throughout this endeavor. their collective guidance and inspiration have been instrumental in the successful completion of this study. references abubakar, a. m. 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(2021). reciprocal teaching strategies and emotional understanding in classroom learning. journal of cognitive and emotional development, 5(4), 95105. https://doi.org/10.1080/12345678.2021.12345 6 pa ge 1 pa ge 23 1 american journal of arts and human science (ajahs) deep-rooted malice: unpacking the depth of hatred in emily bronte’s wuthering heights md. abdul hannan1*, kazi luthfunnahar badhon2, md. golam shahariar3 volume 4 issue 2, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i2.4652 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: march 01, 2025 accepted: april 04, 2025 published: may 18, 2025 this research explores the theme of deep-rooted malice in emily bronte’s wuthering heights by delving into how profound animosity shapes the novel’s characters. the novel wuthering heights is renowned for its intense passion and vengeance. this study examines how these elements drive characters’ motivations and actions. heathcliff ’s and catherine earnshaw’s relationship is the main complexity for much of the novel’s conflict. heathcliff ’s desire for revenge because of the mistreatment and perceived injustices shapes his destructive behaviors. multiple generations are affected by him. this research examines heathcliff ’s profound malice, which extended beyond personal vendettas. this study examines how bronte used setting and atmosphere to enhance the themes of hatred. it shows the consequences of deep-rooted hatred for everyone around him. the article will explore the impact of deep-rooted hatred on society and family. the isolating environment of wuthering heights and thrushcross grange mirrors the volatility of the characters. it suggests that the physical environment is intertwined with the internal emotions of the characters. the paper attempts to explore the other thematic elements, such as identity, social status, and moral ambiguity. by exploring character interactions, the study reveals how bronte shows the influences of the development of both the plot and characters. this research contributes to a deeper understanding of how this novel portrays the consequences of unchecked malice and the cycle of revenge and suffering. this study examines how childhood trauma can shape a man’s life. the paper provides bronte’s commentary on the destructive power of hatred and its impact on human relationships and societal structures. keywords childhood trauma, deep-rooted malice, human relationships, societal structures, vengeance 1 department of english, northern university of business and technology khulna (nubtk), khulna, bangladesh 2 northern university of business and technology khulna (nubtk), khulna, bangladesh 3 department of english, bangladesh army university of science & technology (baust), saidpur, bangladesh * corresponding author’s email: md.abdul.hannan@nubtkhulna.ac.bd introduction emily bronte’s wuthering heights is still regarded as a great masterpiece in english literature. it explores an interesting range of human emotions, which are powerful, passionate, and fascinating. heathcliff is a figure whose hatred absorbs him completely. it gives meaning to his existence. he has an obsessive love for catherine earnshaw. heathcliff displays the devastating character of deep-seated evil by showing his unquenchable thirst for vengeance against those who torture him. by exploring primary connections, such as those between heathcliff, the earnshaw, and the linton families, we will reveal the complex motivations and emotional pain that feed the characters’ animosity. this study investigates the various layers of hatred which are shown in the novel. it will examine their origins and causes of hatred. this research will focus on social and psychological factors. it will contribute to its growth. we will explore important relationships, including those between heathcliff and the earnshaw and linton families, and we will reveal the complex motivations and nuanced causes that fuel the characters’ adversities. in addition, this study will place wuthering height within the larger context of victorian literature. it will be worth considering how bronte’s portrayal of hatred speaks to social concerns and cultural anxieties. this study intends to shed light on the significant influence of hatred on the characters and the overall narrative of wuthering heights through a detailed analysis of character interaction, thematic elements, and narrative strategies. problem statement mr. earnshaw found heathcliff houseless and starving in the streets of liverpool and took him to his home. he was a gipsy brat to mrs. earnshaw. his status as an orphan and his ambiguous racial background positioned him as an outsider. hindley earnshaw gets jealous of his father’s decision. this leads to jealousy and resentment. hindley treats heathcliff as a servant after their father’s death. by doing all of these, he expresses his jealousy and bitterness. heathcliff ’s obsessive love for catherine earnshaw turns to hatred when she chooses to marry edgar linton, whom he perceives as a rival. isabella starts to hate him when she realizes that he marries her to take revenge on edger. heathcliff forces young cathy to marry his son, linton. this novel draws a dark, intense portrait of human emotions and the destructive power of hatred. this study will unveil the deep-rooted malice of this novel. research questions the project aims to address and provide some level of clarification for the following questions: 1. how does emily bronte’s wuthering heights delve into the complexities of hatred? 2. how does the ending of the novel reflect the consequences of deep-rooted malice? pa ge 23 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 231-240, 2025 research objectives the objectives of the study were: 1. to analyze how the novel portrays the multifaceted nature of hatred among its characters and within its narrative. 2. to interpret how the ending of the novel reflects the outcomes of deep-roofed malevolence . literature review the article titled “representation of elemental passions and negotiating violence and hatred in emily bronte’s wuthering height by ahmed emphasizes the impulsive and violent nature of its protagonists, who are catherine earnshaw and heathcliff, whose tempestuous dispositions drive the novel’s plot. catherine is unable to conform to societal norms and marries edgar over heathcliff. this is the main cause of heathcliff ’s profound animosity towards everyone. after getting rejected by catherine, he becomes passionate about taking revenge. ahmed in his article says, “the impossibility of being with his beloved catherine makes heathcliff destructive and more resolved to seek revenge on those culpable for his misery.” (721). heathcliff ’s transformation into a vengeful figure illustrates their deep-seated anger and desire for revenge. heathcliff manipulates edgar’s sister, isabella, and marries her. then he tortures his wife and son, linton. he did this to seek revenge on edgar. his abusive behavior towards hindley and his son highlights his quest for power and control, which perpetuates his misery. he gets satisfaction by doing all of these with them. about heathcliff ahmed says, “power and hatred together give him great satisfaction” (ahmed, 2014). despite his monstrous actions, heathcliff ’s obsessive love for catherine remains central, and the novel critiques the destructive effects of hatred and revenge within families. as his love for catherine is excessive, it changes into profound hatred when he gets betrayed by her. his deep hatred creates violence and it brings misery in everyone’s life. he says, “love causes hatred. hatred causes violence. violence causes misery” (ahmed, 2014). so, in this paper of ahmed, he shows how heathcliff creates violence in everyone’s life of hatred. ansari et al. (2017) study in the paper titled “the themes of evil and revenge in wuthering height a novel by emily bronte” describes many themes of the novel. it examines the social difficulties of the victorian era. in their article, they talked about the theme of evil and retaliation, which is related to the victorian period. racism is a form of violence that is faced by heathcliff. catherine’s choices to marry edgar linton over her love prove that she does not want to settle for less. she wanted security for her life, which she would not be getting if she married heathcliff. in this matter, they say, “as it is affixed in the mind of a woman; right from her birth that monetary security is the only criteria for marriage” (ansari et al., 2017). heathcliff ’s vengeful actions towards hindley are because of his traumatic experience in their home. he did not spare his son, either. heathcliff comes back after becoming wealthy mysteriously. no one can become wealthy in a short time by doing any legal activities. hindley’s downfall due to addiction and his abusive treatment of heathcliff as a child underscore the consequences of unchecked power and vice. alcohol and gambling took everything away from hindley. heathcliff took over hindley’s property. betrayal and mistrust among characters are also prevalent throughout the novel. for this they say, “betrayal and lack of trust between the various characters is also gradually induced in the novel as slow venom” (ansari et al. 2017). in their paper, they show the evilness of characters in the novel and how heathcliff becomes vengeful for taking revenge from them whom he thinks guilty. according to jose’s article “heathcliff: a hero fallen by revenge”, heathcliff ’s life is shown as full of complexity. heathcliff faces much racial discrimination because of his dark skin color and gypsy origin. he has been degraded socially for his skin color, which made him traumatized in his childhood. he was not accepted in the society for the discrimination of his skin color. this childhood suffering makes him a violent person later. jose says “racial discrimination from all the angles, from the author, audience and the characters in the novel pushed heathcliff to become the character which he did not intend to become” (jose, 2016). his character is shaped by societal influences and personal experiences. heathcliff ’s portrayal by the narrator, nelly dean, contributes to his negative image, though critics question the narrative’s reliability. despite his cruelty, heathcliff ’s tragic past and mistreatment evoke sympathy for him. it highlights themes of racial discrimination and societal hypocrisy. hindley earnshaw is reexamined as the true villain, whose cruelty, exacerbated by societal prejudices, fuels heathcliff ’s ruthlessness. it turns his affection into an obsession. their intense yet destructive bond leads to mutual unhappiness and death, underscoring the tragic consequences of their love. jose tries to state in his paper that heathcliff might be a hero if he did not have to endure all of those sufferings. again, in the article “violence and hatred in emily bronte’s wuthering heights” by bastug and kurspahic, mr. earnshaw’s introduction of heathcliff to his family incites jealousy and disdain from catherine and hindley. despite this, catherine and heathcliff develop a deep bond. the paper “the concept of revenge in emily bronte’s wuthering heights”, by jassim, focuses on heathcliff ’s relationship with earnshaw’s and linton’s. heathcliff suffers brutal treatment from hindley. hindley makes him a servant in their house. his behavior toward heathcliff worsens as time passes. this treatment fuels heathcliff ’s vengeance towards him. on the other hand, he thinks that linton is responsible because they took catherine away from him. as he said, “the lintons, heathcliff feels, usurp his only cause of happiness, catherine” (jassim, 2006). heathcliff ’s goal is to take revenge on both families. he wants to seize both houses, which are wuthering heights and thrushcross pa ge 23 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 231-240, 2025 grange. by exploiting hindley earnshaw through gambling, he took wuthering heights by his name. jassim (2006) pointed out that, “heathcliff has also gambled away hindley’s estate, and finally holds a mortgage on wuthering heights and all the land belonging to it.” after hindley’s death, he becomes the owner of the house. he ruins catherine’s and edgar’s relationship. through his marriage to isabella, he took revenge on edgar. he tortures isabella just after marrying her to be the owner of thrushcross grange he takes all the property of isabella. jassim says in this matter that, “he crushed isabella and took all her personal property by marrying her” (jassim, 2006). he also pressured cathy to marry his sick and weak son, linton. by doing this, he can achieve thrushcross grange which is why he did this. after linton’s death, catherine’s property passes to heathcliff, and he becomes the owner of thrushcross grange. heathcliff ’s action ultimately leads to the destruction of both families in bronte’s wuthering heights. jassim showed the concept of revenge in his article. the paper “discursive representation of male dominance in the character of heathcliff in emily bronte’s wuthering heights”, by khan et al. focused on the brutality and dominance of men in society through their words. heathcliff ’s brutality and cruelty towards other people. it explores the actions he takes to get revenge. due to his violent behavior and vicious tendencies, he is portrayed as a devil. his wife, isabella, wants to die due to his violent behavior with her. she wants to die rather than tolerate her husband’s torture. she feels disgusted and desires her death. she is unable to change her husband’s nature, so she feels helpless and cannot do anything. everyone around him is affected by his vengeful actions. isabella writes a letter to nelly in which she questions heathcliff ’s humanity and identity. she confesses her disgusted feelings towards him. she also compares him with an animal and a devil. as they said, “the bolded expression constructs isabela’s desire of his death which discursively depicts her helplessness, and her powerlessness to prevent her husband from what he treats as well as creating problems” (khan et al., 548549). she is uncertain about heathcliff ’s behavior. after marrying him, she realizes his true identity, which is equal to the devil. his dominant behavior toward her breaks her heart. heathcliff ’s abusive behavior ruined her whole life. in this paper, they focused on the male dominance in wuthering heights. these reviews examine previous research on wuthering heights in relation to the theme of hatred. those existing works of literature lack a study on the deep-rooted malice and the depth of hatred. however, this study will explore the depth of hatred in bronte’s wuthering heights. there are many critics who have researched emily bronte’s wuthering heights. the scholars have given importance to the concepts of revenge, outsiders, paradoxical love, etc. to sum up, ahmed shows the causes of hatred and violence in his paper. other researchers, ansari, panhwar, saud, and ghaffar, focused on the themes of evilness and revenge in the character. shakury has described the love and violence in his research, which is similar to ahmed. their discussion represents the concept of hatred in the novel. in jose’s article, he tried to establish heathcliff as a fallen hero because of his traumatic childhood experiences. bastug focused on the theme of violence and hatred like ahmed did. another scholar, koegler, described the negative feelings towards heathcliff and his complex character. levin shows the paradoxical love between heathcliff and catherine. hussein and azmi explore the character heathcliff as an outsider. on the other hand, brkic focused on proving this novel as a revenge play like ansari, panhwar, saud, and ghaffar. jassim did the same and shows shows the concept of revenge in his research paper. like those other scholars, hameed writes on the themes of love and revenge, as it is a desire-driven emotion to him. fabre tries to establish heathcliff as a figure of villain for his vengeful actions towards others. khan, khan, and samad researched something different from others as they tried to explore the fact of male dominance in their paper. another scholar, majid, explored that heathcliff ’s way of getting justification is wrong because everyone suffers around him so it is unjustified. ri tried to show the causes of heathcliff ’s desire for revenge. however, no other articles have primarily focused on the deep-rooted malice of heathcliff in bronte’s wuthering heights which is our research gap. this study attempts to find out the depth of hatred in heathcliff in wuthering height. theoretical framework psyche means the wholeness of the human mind, including the conscious and unconscious levels of the mind. sigmund freud’s psychological theory explores the unconscious mind and its influence on behavior. freud proposed that unconscious desires and conflicts, often stemming from early childhood experiences, shape personality development and can manifest in mental disorders. id, ego, and superego are the key concepts of his theory, as well as defense mechanisms such as repression and projection. freud’s work greatly influenced psychology and psychiatry. freud’s “psychoanalytic theory” is also known as “personality theory” because it provides a framework for understanding personality development. freud described personality theory as being divided into three classes: it is the part of the mind that has primitive and instinctual characteristics. it is a quick pleasure, and it thinks and acts as if it does not care what the outcomes will be. operating on the reality principle, the ego finds ways to satisfy the id’s desires in a socially acceptable manner. the ego is the part of the mind that works on the reality principle. it tries to balance the id and superego according to some demands of the body. it reasons out decisions. it makes decisions based on reason and logic. the superego functions both consciously and unconsciously. it is the pa ge 23 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 231-240, 2025 culture we are living in, or this also refers to the moral values of a society and parents’ and social expectations. it strives for perfection. in bronte’s wuthering heights, heathcliff ’s character can be analyzed through a freudian lens because of his complexity of behavior. heathcliff ’s actions reflect his primal desires. there is not much concern for societal norms or consequences. heathcliff ’s character is driven predominantly by his id, which is the unconscious part of instinctual drives and desires. his intense passion for catherine, his relentless pursuit of revenge against hindley and edgar, and his vengeful behavior towards others can be seen as revelations of his id. heathcliff ’s ego is extremely underdeveloped. it lies somewhere between the id and the superego. because of his terrible upbringing and societal rejection, he demonstrates signs of a damaged ego and superego. his upbringing as an orphan and hindley’s maltreatment impair his ego’s ability to restrain his desires in ways that are socially unacceptable. heathcliff ’s early childhood was full of immeasurable pain caused by society and mistreatment by hindley, which had an impact on his relationships and actions. his obsession with catherine was unbelievable. frequently, heathcliff behaves in a way that is against morality and social norms. he represses those of his emotions for a long time. he channels his grief and venerability into destructive actions and a desire for revenge against those who have wronged him. freudian psychoanalysis emphasizes the unconscious mind’s repression of painful memories and impulses. his vicious deeds serve as a shield to keep him from facing his inner suffering. freud’s phases of psychosexual development state that an adult’s personality is shaped by experiences from their youth. in conclusion, heathcliff ’s personality serves as a case study for freudian psychology. it illustrates the ways in which traumatic events, unconscious urges, and unresolved conflicts can shape a person’s behavior and personality. the study will address the deep-rooted malice in wuthering heights from the lens of fraud’s psychological theory. materials and methods content analysis is a research tool that helps to investigate the contents such as books, articles, speeches, interviews, etc. it helps to categorize the textual visual or audio data to understand the pattern themes and meanings ingrained into the material. content analysis allows us to systematically examine the texts. this is important in literature because writers include deeper meaning and subtext in their writings. this method enriches our understanding of literary works. this is why we used this method in research. there are some important lines, passages, and chapters from the text that directly address our title. for this study, we have chosen different contents from the text wuthering heights that will be analyzed in the discussion chapter. after analyzing those, we will be able to show the deep-rooted malice of heathcliff ’s hatred. the contents of this study are on different themes and related texts, ideas conversations in bronte’s wuthering heights. those contents will be analyzed using the content analysis method. results and discussion results heathcliff also shows cruelty towards hareton earnshaw to take revenge on hindley. he made hareton a servant in their house. he mentally prepares himself to not forgive them and isolates himself emotionally. catherine’s death was a betrayal to him. so, his anger perpetuates into the next generation. he tortures young catherine linton, which reflects the emotional abuse he endured from hindley. he pressured cathy to exchange love with his son, linton. he thought taking revenge was justified as a response to his suffering. he controls everything around him by creating chaos and conflict. he couldn’t let go of his past, so he couldn’t find peace or redemption. he sacrifices his own happiness because his only goal is to take revenge. he blames others for his own choices and actions. heathcliff ’s behavior with cathy linton mirrors his possessive nature towards her mother, catherine. he is unable to forgive edgar and isabella because of their role in catherine’s life. this leads him to be more vengeful towards them. he cannot move on because he cannot accept catherine’s death. therefore, the results of the study go in the following points: • heathcliff ’s cruelty raised from the motif of revenge to hindley • he had torturous behavior to cathy because she is the reason of the death of catherine. • his anger and abusive sexual relationship to isabella was the outcome of his animalistic and unresolved id which was never satisfied. • he used to have abusive manner to the children because he learned that aristocratic people behave to the lowers in such an abusive way. so, to show himself in the position of two estates, he behaves like his childhood hindley. discussion the character “heathcliff ” is shaped by childhood trauma and betrayal by his love. heathcliff transforms the abuse he endures into a quest for power when he returns to wuthering heights as a wealthy person. he slowly started to take revenge on all of them because of his traumatic experiences in childhood, which were given by them. his unquenchable thirst for revenge reveals how much extreme level of hatred he keeps in him for them. he wants to satisfy himself by taking revenge on them. heathcliff ’s origin as a gypsy and those injustices with him shape his character throughout the novel. his experiences illustrate identity crises and the long-lasting effects of childhood trauma. for his extreme hatred, heathcliff plans to take revenge from them gradually. he suffers because of the earnshaw family in his childhood, so for this, all of them get affected by his vindictiveness. the linton family pa ge 23 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 231-240, 2025 also connected here because of catherine, his only love. for taking catherine away, he did not spare any of the members of that family. through these discussions, we have tried to show the reasons for heathcliff ’s profound hatred, the root causes of hatred, and the consequences of deep-rooted malice in wuthering heights. regarding heathcliff ’s way of showing anger, bronte put that, “do you hear? and if you flatter yourself that i don’t perceive it, you are a fool; and if you think i can be consoled by sweet words you are an idiot; and if you fancy, i’ll suffer unrevenged, i’ll convince you of the contrary, in a very little while! meantime, thank you for telling me your sister-in-law’s secret. i swear i’ll make the most of it. and stand you aside!”. this conversation takes place between heathcliff and catherine. it reveals the complexities of relationships. this dialogue is provided by heathcliff. the dialogue reflects his powerful emotions. after seeing heathcliff and isabella kissing in the garden, catherine confronts him. she asks heathcliff if he really loves her or not. she added that if he loves her, then they should get married, and if he is serious about this matter, she would talk with edgar about their relationship. she says to him that she will get edgar’s approval. this statement by catherine about mr. linton triggers heathcliff. heathcliff says that he certainly doesn’t want to be in danger by disapproving of this. he added that he doesn’t care about his approval and he can do it without it. heathcliff accuses catherine for breaking his heart. by repeating the word “infernally” he emphasizes it. he assures her that he is aware of how she mistreated him. he warns her that he is aware of her actions. he accuses her of treating him terribly. heathcliff ensures her that she cannot distract him with her sweet words. so that she shouldn’t waste her time doing that. he denies his suffering like this without taking revenge. heathcliff warns catherine that he will retaliate against her actions. he acknowledges catherine for the revelation about his sister-in-law. he swears to exploit this secret to his advantage. this dialogue of heathcliff reflects his intensity of emotion. the repetition of phrases reveals how he got deeply hurt by catherine. it expresses his desire for retribution. his disdain is reflected in his words. considering heathcliff ’s way of talking with catherine for showing anger towards edgar, bronte mentioned that, heathcliff ’s burning desire for revenge against hindley came out through his words when he shared his thoughts with nelly. this is a conversation with nelly where she came to give food to heathcliff. heathcliff ’s rage against hindley is expressed by his words. his words are the reflection of his deep-seated resentment, which comes from hindley’s mistreatment and abuse towards him. his obsessive nature is a pivotal aspect of his character. his determination to take revenge is reflected in his statement, in which he says, “i’m trying to settle how i shall pay hindley back.” he is waiting to pay hindley back. he will wait no matter what until his soul gets satisfied by getting revenge on him. this profound desire of heathcliff underscores his vengeful nature. he will exact his revenge no matter how long it takes. heathcliff wishes that hindley should not die until he gives him suffering. this statement shows heathcliff ’s revengeful nature. nelly advised him that it was only god who could punish the wicked people. she added that people should learn to forgive. she suggests he leave it to god because only god has the right to give him justice. nelly tells him that forgiveness is more virtuous than taking revenge. by rejecting her, he responds that he will not get satisfaction if he doesn’t punish hindley on his own. he denies divine justice. he will get justice on his own. he knows the best way to exact revenge. this reveals his disdain for moral values and beliefs. he wants to solve his matter on his own. he says he is planning to do this, and he doesn’t feel any pain thinking of doing that. it reflects his psychological state of mind. this thought of taking revenge shields him from the pain that he has endured throughout his life. heathcliff openly expressed his hatred for edgar to nelly. regarding this bronte states, “had he been in my place, and i in his, though i hated him with a hatred that turned my life to gall, i never would have raised a hand against him. you may look incredulous, if you please! i never would have banished him from her society, as long as she desired his. the moment her regard ceased, i would have torn his heart out, and drank his blood! but, till then if you don’t believe me, you don’t know metill then, i would have died by inches before i touched a single hair of his head!”. “i have no pity! i have no pity! the more the worms writhe, the more i yearn to crush out their entrails! it is a moral teething, and i grind with greater energy, in proportion to the increase of pain.” this dialogue is spoken by heathcliff. it reflects his vengeful nature. this quote reveals his profound vindictive nature. here, he expresses his lack of empathy by saying “no pity” twice. he declared that he had no pity for anyone who did the wrong to him. his ruthless desire towards them reveals itself through his words. the phrase “crushing worms” represents his sadistic pleasure. he gets it by causing pain to others. he gets satisfied by getting revenge on them. it portrays his desire to crush their entrails. heathcliff sees his actions as a justified response to the pain he has endured in the past. his deepseated bitterness shows how he gets satisfied by seeing the sufferings of his rivals. his desire for revenge grows when he sees their suffering, which is given by him to them. he used the phrase “moral teething” which suggests the views of heathcliff ’s desire for revenge as a necessary development stage of his moral growth. this statement of his reveals his complex character in the novel. it is driven by the deep-seated need for ruthless determination to achieve dominance over those who wronged him. heathcliff accused catherine of his cursed life. to express it bronte put that. heathcliff expresses his anguish towards catherine. he accuses catherine of being cruel and false to him. by questioning for betrayal, pa ge 23 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 231-240, 2025 he expresses his pain towards her. in this speech, he conveyed his emotions. despite their passionate love for each other, catherine married another man. the reason for his vengeful nature towards everyone is catherine’s decision to marry edgar over him. he believes that catherine’s own choices have led to her destruction, which is the cause of her death. he says that by marrying edgar, she betrayed her own heart too. by choosing this path, she led her life to misery and death. ultimately, she betrays her true feelings by marrying edgar. he has no words to comfort her because he thinks that she deserves this. heathcliff ’s intense emotions of love and anger towards catherine are seen in this speech given by him. he believes that she loved him but still cheated on him. he blames her for breaking not only his heart but also her own heart. he questions her about how she can leave him and who gives her the right to do this with him. he shares the pain of being abandoned by the person he loves the most in his entire life. he believes that no one could have parted them away. even god or satan cannot do this. but this only happened because of her wish. heathcliff says to catherine that life is not worth living without her. overall, this dialogue by heathcliff captures his destructive love for catherine and his betrayal of her. it shows the consequences of her choices, which she made in the name of social expectations. heathcliff also tortured his own son because of earnshaw’s descent. for this bronte mentioned that, “i’ll be very kind to him, you needn’t fear!” he said, laughing. “only nobody else must be kind to himi’m jealous of monopolizing his affection. and, to begin my kindness, joseph! bring the lad some breakfast. hareton, you infernal calf, begone to your work. yes, nell,” he added when they departed, “my son is the prospective owner of your place, and i should not wish him to die till i was certain of being his successor. besides, he’s mine, and i want the triumph of seeing my descendent fairly lord of their estates; my child hiring their children to till their fathers’ lands for wages. that is the sole consideration which can make me endure the whelpi despise him for himself, and hate him for the memories he revives! but that consideration is sufficient; he’s as safe with me and shall be tended as carefully as your master tends his own”. this above dialogue is given by heathcliff to nelly, assuring that he will be kind to linton. he added that she should not fear about this fact. he asserts his authority over linton, saying that nobody else will be kind to him. only he has the right to do this. possessiveness and jealousy are layered in his attitude toward linton. as linton is his son, he has full control over his future. besides, his rudeness to hareton continues because he is taking revenge by making him a servant in their house. because his father, hindley, did the same with him. now he is doing this with him because of his revengeful nature. heathcliff added that his son is the prospective owner of thrushcross grange, which he wants to achieve through him. so, he doesn’t want him to die before gaining ownership of the house. he wants to ensure his ownership of grange before linton’s death. he further added that his desire was to see his own descendants inherit the earnshaw estates. he wants his son will rule over the earnshaw house. by telling “my child hiring their children to till their fathers’ lands for wages” he emphasizes that he wants to reverse their roles and social standings. this statement reflects his determination to achieve power and control over everything around him. heathcliff admits that he hates his son because of his resemblance to the linton family, whom he hates. but he will tolerate him anyhow now to achieve his goal. he promises to care for linton despite his complex emotions towards him. his revengeful nature is driven by the mistreatment that he endured in the past. this dialogue highlights his complex character, which is filled with possessiveness and ambition. these are driven by his desire for revenge for the people who have been him. in nelly’s words, to highlight heathcliff ’s brutality bronte put that, “the guest was now the master of wuthering heights: he held firm possession, and proved to the attorney, who, in his turn, proved it to mr. linton, the earnshaw had mortgaged every yard of land he owned for cash to supply his mania for gaming; and he, heathcliff, was mortgaged. in that manner, hareton, who should now be the first gentleman in the neighborhood, was reduced to a state of complete dependence on his father’s inveterate enemy; and lives in his house as a servant deprived of the advantage of wages, and quite unable to right himself, because of his friendlessness, and his ignorance that he has been wronged.” this statement is given by nelly. in this dialogue of hers, she refers to heathcliff. after hindley’s death, he gained control over wuthering heights. linton learns that his father borrowed money from heathcliff to get drunk. he mortgaged their house to him for gambling. but he could not pay back the money to heathcliff. heathcliff was once a guest in the house. after hindley’s death, he proved that he had mortgaged his property for cash to supply mania for gaming. so as heathcliff was the mortgagee once, he is the owner of wuthering heights now. for this, hareton, who is hindley’s son, should be the first gentleman in the wuthering heights, but he is now treated as a servant in his own house. he lives on his father’s inveterate enemy. heathcliff is not just his father’s enemy but also whom he controls his house. he is deprived of all the facilities of the house. heathcliff controls everything around him with his manipulation and tactics. this statement of nelly illustrates his power, control, and injustice towards the people who have wronged him. his revenge is not fulfilled by the first generation. it goes beyond the next generation. his revengeful actions are faced by everyone who is related to and responsible for his past trauma. heathcliff ’s life is consumed by extreme hatred. regarding this bronte put, “do you suppose i’m going with that blow burning in my gullet?” he thundered. “by hell, no! i’ll crush his ribs in like a rotten hazel-nut before i cross the threshold! if i pa ge 23 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 231-240, 2025 don’t floor him now, i shall murder him sometime, so, as you value his existence, let me get at him!”. this statement of heathcliff is filled with extremely powerful, violent intentions of his. it reflects his intense animosity towards edgar. he is expressing his rage towards him in front of catherine earnshaw. his heart is burning with the fire. his language is filled with extreme anger and possessiveness. he expresses his desire to harm edgar physically if he cannot control his anger. after losing his love, he becomes extremely revengeful towards edgar. his extensive aggression can be seen in his vivid use of language. this hatred towards edgar comes from deep-rooted malice. he believes that he has parted ways from his love for him. he sees edgar as an obstacle in his path. he threatens to murder him sometime. heathcliff ’s urgency to confront edgar is visible. as catherine values edgar’s existence, that’s why he is not doing anything to him. he implores catherine to let him confront edgar, as he cannot wait any more. he suppresses his anger for many years inside him. now he is waiting for the right time. once it is over from catherine, he will fulfill his urge by taking revenge on him. this statement by heathcliff captures his vengeful nature. it exemplifies his obsessive personality and nature. it highlights his intense emotions and passion, which stem from his past trauma. heathcliff mocks catherine’s choice of edgar. regarding this bronte mentioned that, heathcliff ’s resentment towards edgar is visible in this quote said by him. his mocking tone towards him reflects his bitterness towards him. he speaks with catherine about her husband. heathcliff is referring to edgar linton by using the phrase “milk-blooded”. it means a lack of vitality and passion. comparing himself, he sees edgar as a coward because he lacks courage and strength. heathcliff sarcastically mocked catherine for choosing edgar over him. he told her that her choice was very poor. he mocks her judgment for choosing someone like edgar. his words are the reflection of his disdain for edgar. he uses the word “slavering” which means showing excessive eagerness. it is often used in a derogatory manner. edgar’s weakness is reinforced by the word “shivering”. he disrespects him by saying he would kick him. heathcliff doesn’t consider edgar a worthy person to fight with. but he thinks he deserves contemptuous treatment. heathcliff mocks his state by stating that edgar might be weak and fearful. he might cry or faint anytime in response to confront the conflict. this quote illustrates heathcliff ’s complexities with edgar, whom he sees as a coward. he also finds him undeserving of catherine. he does not deserve catherine’s affection, according to him. his mocking tone proves his resentment towards edgar. heathcliff insulted isabella in front of their son, linton for showing his hatred for her. considering this fact bronte mentioned that, heathcliff observes linton, and he becomes satisfied by the fact that his limbs are frail and feeble. that means he is physically ill, and heathcliff finds peace about the fact because of his hatred towards his mother. this satisfaction of seeing his own son like this reflects his inner anguish towards the linton family. he questions him about whether he knows him or not. linton was fearful, and he was also confused. he denies that he does not know him. heathcliff further asks him whether he at about him. but again, he denies it, saying he never heard his name before. this denial of him causes profound anger to heathcliff. he expresses his anguish towards linton’s mother, isabella. he becomes least ever heard quite shocked about this matter. heathcliff accuses isabella of not giving him any knowledge about his father. he also uses slang to express his anger towards his mother. he says she kept him far away from him and never let him know about his father. despite linton’s unawareness about heathcliff ’s identity, he reveals their blood relationship. this is a complex passage that highlights a mixture of disappointment and bitterness. heathcliff not only wanted revenge but also wanted to destroy edgar. about this bronte put “i seek no revenge on you,” replied heathcliff less vehemently. “that’s not the plan. the tyrant grinds down his slaves and they don’t turn against him; they crush those beneath them. you are welcome to torture me to death for your amusement, only allow me to amuse myself a little in the same style, and refrain from insult, as much as you are able. having leveled my place, don’t erect a hovel and complacently admire your own charity in giving me that for a home. if i imagined you really wished me to marry isabella, i’d cut my throat!”. heathcliff expresses his feelings towards edgar linton, whom he hates the most. but here he impassively replies to him. he denies any idea of taking revenge on him. he reveals that taking revenge is not his plan. he does not seek to inflict harm out of his anger. heathcliff rather describes a more destructive and manipulative way of destroying him. heathcliff shares a manipulative approach, akin to a tyrant who subdues his subjects. he says that edgar might find pleasure in tormenting him. he also says edgar is allowed to torture him to death for his own amusement. then he suggests that he should also allow heathcliff some form of revenge or satisfaction in a similar manner. heathcliff insists that edgar should not be self-congratulatory. he added that his actions are patronizing and insufficient. the idea of cutting his throat reflects edgar wanting him to marry isabella, reflecting his disdain for the idea and his emotional turmoil about this situation. this dialogue of heathcliff expresses his anguish towards edgar like he will not just be happy with taking revenge. he will destroy him anyhow. being trapped by heathcliff isabella married him. then he started to show his true nature. regarding this fact bronte mentioned that, heathcliff talks about isabella, who is his wife. as he marries her by trapping her and falling in love with him, he shows his true nature just after marrying her. he observes that she looks worse after her marriage with him. addressing her as a young lady, he tells her that someone’s affection for her might be lacking. he makes fun of her by saying her love for him will come to an end so soon. pa ge 23 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 231-240, 2025 he also says that the love was one-sided, as he never loved her. it was from isabella’s side, as she started to believe him that he loved her. he responds by attributing her decline to her own feelings. heathcliff calls her “slut” because she was trying to please him out of love. he harshly criticizes her for losing interest quickly in trying to please him. she wants to return home the day after her wedding because she is upset as heathcliff shows his true identity after marrying her. heathcliff ’s behavior reveals his contempt for isabella and his intent to control her. he ensures that she remains subdued and restrained in their home. he forces her to stay at his home so that he can torture her and fulfill his urge to take revenge on the linton family. these dialogues of his reveal his profound vindictive nature and his rage towards the edgar family. heathcliff talked about how he trapped isabella to get revenge. so regarding this bronte portrayed that, “she abandoned them under a delusion,” he answered, “picturing in me a hero of romance and expecting unlimited indulgence from my chivalrous devotion. i can hardly regard her in the light of a rational creature, so obstinately has she persisted in forming a fabulous notion of my character, and acting on the false impressions she cherished. but, at last, i think she begins to know me. i don’t perceive the silly smiles and grimaces that provoked me at first; and the senseless incapability of discerning that i was in earnest when i gave her my opinion of her infatuation, and herself. it was a marvelous effort of perspicacity to discover that i did not love her. i believed, at one time, no lessons could teach her that! and yet it is poorly learned; for this morning she announced, as a piece of appalling intelligence, that i had actually succeeded in making her hate me!” in this passage from wuthering heights, the speaker is heathcliff. here he talks about his misguided beliefs and expectations of isabella, who had romanticized him. isabella elopes with heathcliff as she loves him. but heathcliff calls it a delusion, as he traps her by making her fall in love with him. he says she made him her hero of romance and expects unlimited indulgence from his chivalrous devotion. rather than understanding his true nature, she clung to this unrealistic view of him and acted based on her misconceptions. but as heathcliff shows his true nature just after marrying her, she begins to know him. he acknowledges that she is starting to see him more clearly because she is no longer showing her foolish signs of affection towards him as she did before. he added that it was a marvelous effort of perspicacity to discover that he did not love her. for him, it is the best lesson for her to teach. he is still troubled by her recent reaction, where she claims that his behavior had made her hate him. as he tortures her, she starts to hate him. by this, heathcliff feels successful in making her hate him. he suggests that her understanding of him is still flawed. this behavior of heathcliff towards his wife shows his vengeance towards edgar’s family. extreme hatred in heathcliff heathcliff consumes the abuse he suffers and later channels it into a desire for power and control. heathcliff disappears for three years and returns to wuthering heights as an educated and wealthy person. “a ray fell on his features; the cheeks were sallow, and half covered with black whiskers; the brows lowering, the eyes deep-set and singular. i remembered the eyes.” he plots to achieve both wuthering heights and thrushcross grange. he takes pleasure in causing pain to those who have wronged him. after losing his wife, hindley becomes addicted. this weakness of his is captured by heathcliff. heathcliff took over his property and became the owner of wuthering heights. to punish edgar linton for marrying catherine earnshaw, he marries isabella linton and tortures her. “the second question, i have great interest in; it is thisis mr. heathcliff a man? if so, is he mad? and if not, is he a devil?” “be with me alwaystake any formdrive me mad! only do not leave me in this abyss, where i cannot find you! oh god! it is unutterable! i cannot live without my life! i cannot live without soul!” (bronte 129). he expresses his desire to be buried next to catherine because of his excessive love for her. heathcliff ’s actions come from a broader sense of betrayal and abandonment. heathcliff ’s malice illustrates the destructive power of his anger and possession. source of heathcliff ’s hatred heathcliff ’s character is often disturbing because of his revengeful actions throughout the novel. but his life was full of hardship. he was found as a homeless orphan in liverpool. mr. earnshaw brings him to wuthering heights and makes him stay with his own children. “not a soul knew to whom it belonged, he said, and his money and time being both limited, he thought it better to take it home with him at once, than run into vain expenses there; because he was determined he would not leave it as he found it.” to mrs. earnshaw, he was a gypsy brat. heathcliff endured maltreatment from hindley earnshaw because he was a favorite of mr. earnshaw. heathcliff ’s vengeance towards hindley is because of his traumatic childhood, which was mainly caused by him. he can be an orphan, but he doesn’t deserve that servant’s life in earnshaw’s house. the treatment he receives is an injustice to him compared to the earnshaw siblings. he faces so much cruelty because of hindley’s jealousy. after mr. earnshaw’s death, he made heathcliff a servant. “he drove him from their company to the servants, deprived him of the instructions of the curate, and insisted that he should labor out of doors instead, compelling him to do so, as hard as any other lad on the farm.” despite being unwelcome by hindley, heathcliff, and catherine fall in love with each other. because of heathcliff ’s status as an orphan, their relationship falls prey to societal barriers and challenges. catherine chooses edgar over heathcliff. “he had listened till he heard catherine say it would pa ge 23 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 231-240, 2025 degrade her to marry him, and then he stayed to hear no farther.” (bronte 63) heathcliff views edgar linton as his rival because of his intense love for catherine earnshaw. he was passionately in love with catherine that’s why he blames edgar for taking her away from him. his passionate love for catherine earnshaw turns into an obsession. that’s why he plots to take revenge on those who have wronged him throughout his life. he also faces racism because of his gypsy origins. heathcliff becomes isolated because of his traumatic childhood. his experience throughout the novel, highlights themes of class consciousness, identity crises, and obsessive behavior toward everyone. heathcliff ’s childhood consequences are the basis of his vindictive behavior in adulthood. the action he takes in the entire novel is influenced by his relationship with catherine and his childhood trauma. deep-rooted hatred caused complete destruction to the earnshaw family heathcliff ’s hatred causes destruction in every aspect of bronte’s wuthering heights. the destruction begins from the moment he enters the house with mr. earnshaw. he was not fond of anyone but mr. earnshaw. gradually he becomes more favorite. heathcliff ’s arrival breaks the order of wuthering heights. by his arrival, hindley earnshaw feels displaced by his father. he could not bear the fact that his father prioritized heathcliff over him. this feeling of his develops into more bitterness over the years. hindley’s mistreatment is fueled by these actions. his father sent him away from home because of his jealousy toward heathcliff. “hindley was naught, and would never thrive as where he wandered.” after his father’s demise, hindley came back to the house with his wife, frances. then he expresses all of his rage to heathcliff by making him a servant to the house. in the middle of this, catherine and heathcliff share love with each other. but when catherine met edgar linton, she started to like him because he was more polished than heathcliff. his status was high. so, she chooses to marry edgar. for this, heathcliff is broken and disappears. after 3 years, he comes back to the house and finds hindley an alcoholic and gambler. this is because his wife died after giving birth to their son. for this reason, hindley becomes frustrated. seeing hindley’s condition, heathcliff manipulates him, and later he takes all his property. “the guest was now the master of wuthering heights : he held firm possession, and proved to the attorney, who, in his turn, proved it to mr. linton, that earnshaw had mortgaged every yard of land he owned for cash to supply his mania for gaming; and he, heathcliff, was the mortgagee.” heathcliff did not stop by doing this. his actions reached out to the next generation. to exact revenge on hindley, he made his son, hareton, a servant at their house. “in that manner, hareton, who should now be the first gentleman in the neighborhood, was reduced to a state of complete dependence on his father’s inveterate enemy; and lives in his own house as a servant deprived of the advantage of wages; and quite unable to right himself, because of his friendlessness, and his ignorance that he has been wronged.” (bronte 145). he remembers being a servant in wuthering heights, by hindley. so, from entering wuthering heights to the end of his life, heathcliff does all the vicious deeds he can. his hatred destroyed the earnshaw family, the inhabitants of wuthering heights. deep-rooted hatred caused destruction to the linton family heathcliff ’s thirst for revenge was not fulfilled by destroying the earnshaw family. his hatred causes profound destruction for the linton family. heathcliff creates havoc on the linton family through his manipulation and revenge. after coming back from nowhere, heathcliff goes to meet with catherine in the thrushcross grange. “i heard of your marriage, cathy, not long since; and, while waiting in the yard below, i meditated this plan: just to have one glimpse of your face, a stare of surprise, perhaps, and pretended pleasure; afterward settle my score with hindley; and then prevent the law by doing execution on myself.” this creates a problem in edgar and catherine’s relationship. edgar doesn’t like heathcliff ’s coming to their home. “will you give up heathcliff hereafter, or will you give up me? you can’t be my friend and his at the same time, and i require to know which you choose.” there, he meets isabella and tries to convince them that he loves her. despite her brother’s objection to this matter, isabella falls prey to heathcliff ’s words. she eloped with him. heathcliff married isabella to take revenge on edgar. just after marrying her, he begins to show his true face. he shows no affection for her rather, he tortures her. isabella escapes from him. later, isabella gave birth to a child named linton. after isabella’s death, linton came to meet with his father. heathcliff did not spare his son either. he tortures him mentally. as linton is sick and weak, he forces him to make love with young cathy, who is catherine’s daughter. to gain the power of thrushcross grange, he forces them to marry each other. edgar gave his property to cathy before his death. by giving them marriage, heathcliff gains power over thrushcross grange. slowly, he destroys this family’s happiness and breaks them apart. conclusion emily brontë’s wuthering heights represents the destructive exploration of hatred and the power of deeply rooted malice. it has been shown through its complex characters and how this hatred can shape everyone’s life. this novel explores how personal grievance can turn into a cycle of revenge. around two generations suffer because of heathcliff ’s vengeance. he did not stop until he was satisfied. his childhood sufferings make him a revengeful man. bronte’s portrayal of heathcliff ’s character underscores how profound animosity can pa ge 24 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 231-240, 2025 destroy human connections and the moral values of a person. heathcliff ’s bitterness and its impact on everyone around him show the destructive power of his hatred. heathcliff ’s struggle for identity and catherine’s rejection are the root causes of his hatred. he becomes destructive by the nature of his traumatic experiences. by being consumed by grief and anger, he becomes desperate to seek revenge. as per his madness, he destroys the lives of those around him as a way to cope with his own loss. this novel’s exploration of hatred reveals how deeply ingrained grievance and personal vendettas can perpetuate cycles of revenge. emily bronte not only crafts a compelling narrative but also offers a timeless commentary on the effects of enduring hatred. references ahmed, s. (2014). representation of elemental passions and negotiating violence and hatred in emily bronte’s wuthering heights. international journal of creative research thoughts (ijcrt), 2(1), 721–722. ansari, a. h., panhwar, s. d., & ghaffar, f. (2017). the themes of evil and revenge in wuthering heights, a novel by emily bronte. international journal of english and education, 6(2), 302–304. bustug, a. k. (2012). violence and hatred in emily bronte’s wuthering heights (pp. 2–4). brkic, i. (2022). emily bronte’s wuthering heights as a revenge play (pp. 19–20). bronte, e. (2002). wuthering heights. w. w. norton & company. fabre, m. c. (2013–2014). the figure of the villain in emily brontë’s wuthering heights (pp. 9–21). universidad de zaragoza. hussein, m. n. l. a. (2021). the outsider in wuthering heights. international journal of english literature and social sciences, 6(3), 228. jassim, m. m. (2006). the concept of revenge in emily bronte’s wuthering heights. al-fath journal, (26). jose, p. (2016). heathcliff – a hero fallen by revenge. research journal of english language and literature (rjelal), 4(4), 240–241. khalefa, m. a., & hameed, f. s. (2023). love and revenge as desire-driven emotions in emily bronte’s wuthering heights. iklil for humanities studies, 4(13), 1518–1529. khan, i. u., & samad, a. (2019). discursive representation of male dominance in the character of heathcliff in emily bronte’s wuthering heights. pakistan social sciences review, 3(1), 548–549. koegler, c. (2021). follow the hatred: the production of negative feeling in emily bronte’s wuthering heights (p. 275). levin. (2012). i am heathcliff! paradoxical love in bronte’s wuthering heights (pp. 15–16). majid, a. (2018). the unjustified justice: a re-reading of wuthering heights. journal of arts & humanities, 7(9), 5–6. ri, l. (2018). an analysis of the causes of heathcliff ’s revenge in wuthering heights. international seminar on education, arts and humanities, 1–2. shakury. (2015). the representation of love and violence as a tragedy of passion in emily bronte’s wuthering heights. american research journal of english and literature, 1(6), 8. pa ge 1 pa ge 13 american journal of arts and human science (ajahs) teaching-learning skills on teachers’ performance: basis for learning action cell training design carla d. satur1*, cely b. labadan1, carmelita o. elbanbuena1, jovit d. comon1 volume 4 issue 2, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i2.4231 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: december 15, 2024 accepted: january 18, 2025 published: march 28, 2025 this study examines the teaching-learning skills and performance of junior and senior high school teachers in bukidnon division for school year 2023-2024, with the aim of informing learning action cell (lac) training designs. using a descriptive correlation method, data were collected from 316 teachers through instruments based on seameo-innotech, the philippine professional standards for teachers (ppst), and the individual performance commitment and review form (ipcrf). universal sampling was employed, and the analysis utilized descriptive and inferential statistics, including pearson’s correlation coefficient and one-way anova. findings indicate that teachers’ teaching-learning skills were rated very high, particularly in ict integration and collaboration. teachers’ performance was assessed as highly proficient, especially in professional development. notably, no significant correlation was found between teaching-learning skills and performance. the study underscores the importance of enhancing content knowledge, pedagogical skills, and assessment methods to improve teaching effectiveness. training in diverse assessment techniques and robust feedback mechanisms is essential to support student growth and foster a culture of continuous learning. the research forms the basis for designing lac training plans aimed at professional development, equipping teachers with necessary skills and resources to enhance teaching-learning outcomes and overall performance. keywords teaching-learning skills, teachers’ performance 1 phinma cagayan de oro college, philippines * corresponding author’s email: carla.satur001@deped.gov.ph introduction the philippine education landscape is undergoing a significant transformation, driven by a compelling vision to foster a generation of skilled individuals equipped with academic knowledge and critical thinking abilities, creativity, and a deep commitment to societal progress. educators’ crucial role in shaping students’ intellectual and personal growth is at the core of this vision. this transformation highlights educators’ need to go beyond traditional teaching approaches and focus on fostering students’ ability to engage in higher-order thinking, adapt to changes, and contribute meaningfully to society. to address these evolving demands, the department of education (deped) remains steadfast in its commitment to enhancing the competencies of educators through comprehensive professional growth and development initiatives. by providing educators with the needed tools, information, and abilities to negotiate the challenges of contemporary education successfully, the programs seek to empower educators. however, amidst these aspirations and efforts, several challenges persist, impacting the attainment of educational excellence in the country. teachers are under more and more pressure to adjust to dynamic and changing teaching approaches that meet the various learning demands of their students. teachers are now expected to engage with different learning styles and address individual student needs in a way that fosters personalized and meaningful learning experiences. this underscores the pressing need for continuous improvement in teaching performance, which is essential in ensuring that students are wellequipped to thrive in a rapidly changing world (rahadian & budiningsih, 2023). additionally, the struggle to bridge the gap between theoretical knowledge and effective application within the classroom setting remains an ongoing concern. while educators may possess a wealth of theoretical knowledge from their training and educational backgrounds, the ability to translate that knowledge into effective classroom practice is often fraught with challenges. teachers are tasked with transforming abstract concepts into relatable and engaging lessons that resonate with students from diverse backgrounds. this requires pedagogical expertise, creativity, adaptability, and an in-depth understanding of students’ needs and experiences. as a result, many educators face the challenge of continually refining their teaching methods to ensure that they are relevant, impactful, and aligned with the evolving demands of modern education (nauman, 2023). their teaching and learning abilities mostly determine teachers’ effectiveness in the classroom. teaching effectively involves more than just imparting knowledge; it also involves establishing an atmosphere that encourages inquiry, critical thinking, and active participation. teachers with strong teaching skills can better navigate the complexities of classroom dynamics, manage diverse student behaviors, and implement instructional strategies that promote deep learning. moreover, developing strong teaching skills makes educators more employable, allowing them to thrive in their roles and experience a pa ge 14 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 13-36, 2025 greater sense of job satisfaction. teachers who are competent and confident are more likely to foster supportive environment for learning where students become motivated to analyze, seek clarification and interact with the subject matter (steinhardt school of culture, education, and human development, 2019). the concept of learning action cell (lac) embodies the deped’s vision to create dynamic learning communities among educators. lac represent a paradigm shift from isolated pedagogical practices toward collaborative learning models that emphasize shared knowledge, dialogue, and collective problem-solving. deped order no. 35, s. of 2016, the philippine educational system recognized the lac model as an essential strategy for improving teaching and learning practices. this model encourages regular cooperation among teachers, allowing them to assess their instructional techniques, share insights and experiences, and collaborate on strategies to improve student outcomes. this collaborative approach fosters a culture of continuous learning and professional growth, where teachers are encouraged to support one another in their development. as educators actively engage in lac, they immerse themselves in a holistic process that spans from selfassessment and reflection to collaborative inquiry and action planning. this process helps teachers assess on their instructional techniques, determine areas needing refinement, and design strategies to strengthen their instructional techniques. reflective practice is essential for professional progress because it allows educators to obtain a better understanding of their abilities and shortcomings, empowering professionals to take responsibility for their development (deped, 2016). moreover, the collaborative nature of lac provides teachers with opportunities to learn from their peers, share best practices, and engage in meaningful discussions about the challenges and opportunities they face in the classroom. the inherent dynamics of peerto-peer learning unfold as educators engage in lac. the synergy of shared experiences, the cross-pollination of teaching strategies, and the constructive critique of practices contribute to an enriched teaching toolkit. teachers can learn from one another’s successes and challenges, enhancing their ability to implement effective teaching strategies in their classrooms. additionally, the collaborative environment fosters a sense of community among educators, where they feel supported and motivated to improve continuously. the central premise is that the amalgamation of personal growth, collaborative learning, and enhanced teaching performance establishes a foundation for the holistic development of both educators and students. literature review respondents characteristics the study of casian, mugo, and claire (2021) about students’ academic performance is significantly improved by secondary school instructors’ qualifications. a teacher’s educational background contributes to their effectiveness in mastering the material since it ultimately raises students’ grades. in the development of the educational system, where schools observe a high degree of student completion, the job experience of instructors is also seen as a crucial indicator. in addition, higher teacher qualifications may also result in better academic achievement for students in particular public secondary schools, whilst lower teacher qualifications may result in lower academic achievement for students. hambre et al. (2020) found that 50% of the teachers who participated were between the ages of 27 and 32. this finding implies that considering that the average age of admission into the teaching profession is around 21 years after graduation, these educators were in the early stages of their professional paths. in addition, the highest educational qualification in teaching learning skills is a complex and multifaceted concept. it involves the development of professional and informational competencies, as well as the acquisition of specific teaching skills. pozdnyakova (2020) emphasizes the need to develop higher education teachers’ informational competence, which is required for the efficient use of information and communication technology. for instance, pedagogical practice, including mentorship and practical training, is essential in preparing future teachers for this role (oproescu, 2018). gultom (2020) recognize the importance of defined instructional skills, such as questioning, reinforcement, and explanation, in increasing student interest and achieving learning objectives. also, the position and rank of teachers in school in relation to teaching and learning skills reveal various factors at play. restuningrum (2018) discusses the impact of a teacher’s physical position in the classroom on student behavior and learning. teaching-learning skills according to papilaya and rijal (2019), job performance is the outcome of individual or group activity that demonstrates the degree of achievement of job qualifications in organizations that attempt to meet organizational goals. employee behavior at work is referred to as performance. each employee’s performance is unique because every employee has varying levels of competence to carry out their job. if employees can achieve the company’s success standards, their performance can be observed and evaluated (fogaça et al., 2018; siagian, 2018). it is also believed that organizational culture has an impact on performance. according to earlier studies, employee performance is impacted by company culture (hafidhah, 2019; saad & abbas, 2018). social knowledge inside the organization includes organizational culture. content and pedagogical skills the integration of content and pedagogy is crucial in teacher education, as it leads to the development of pedagogical content knowledge (pck) (evens, 2018). in higher education, the concept of threshold concepts pa ge 15 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 13-36, 2025 and student engagement can further enhance the quality of learning by bringing content and pedagogy together (zepke, 2018). echevarria et al. (2019) provided educators with practical strategies, techniques, and principles for diverse classroom settings. developing a nurturing learning environment is significant because it meets students’ linguistic and academic requirements. for teachers to deliver the contents and pedagogies with explicit instruction that could help dispel learners’ confusion and foster accurate comprehension, instructional design, establishing context, understandable material, techniques, engagement, skill development, practical use, instructional delivery, recap, and evaluation. they were taught to provide examples relevant to the lesson content, incorporating visual aids and graphic organizers and promoting active student engagement to enhance comprehension and language acquisition (rust language team, 2019). the profound conflicts and achievements were articulated when faculty members addressed challenges situated at the confluence of technological, content, and pedagogical knowledge despite the fact that they had a wide range of judgments about content, pedagogy, and technology. these results also demonstrate that views regarding instruction and learning are comparable in every field. 21st century skills improving 21st-century teaching skills is essential for providing adequate education (belyaeva, 2022). creative thinking is highlighted as a key skill in both teaching and learning, particularly in problem-solving methods (yuliana, 2022). however, teachers face challenges in implementing these skills, including students’ difficulty in understanding the material and teachers’ lack of understanding about the application of these skills (fitria, 2023). educational institutions have started to place more emphasis on teaching methods that incorporate components of 21st-century skills in order to satisfy market expectations from the workforce. business organizations’ demands and grievances on whether graduates from educational institutions lack the technical or soft skills necessary to compete in the global market are the root causes of this phenomenon. accessible work prospects are not guaranteed by a degree or exceptional academic performance. a diverse set of 21st-century competencies, including critical thinking, interpersonal skills, the capacity to use the newest systems and technology, and personal attributes, are required by organizations. an employee needs additional qualities in a business, such as initiative, drive, ethics, flexibility, and teamwork. schools and other educational institutions are the greatest at helping students acquire new skills that will help them fulfill the expectations of the market. thus, through a more methodical teaching procedure, teachers’ competencies are highly stressed in assisting students to acquire 21st-century skills (sulaiman, 2020). the incorporation of information and communication technologies (ict) in education is recognized as essential for enhancing teaching and learning methodologies (akram, 2022). teachers generally have positive attitudes toward ict and recognize its potential to improve teaching techniques and learner participation (akram, 2022). these issues become worse by institutional barriers such as inadequate access to ict resources and overcrowded classrooms. in order to address these challenges, educational institutions must make sure that ict tools are accessible and that teachers receive adequate training and assistance (akram, 2022). teachers must integrate technology into their teaching strategies because students are becoming digital learners because of the advancement of information and communication technologies (icts). in this integration, teacher attitudes, technological proficiency, and abilities are essential. many teachers have positive opinions about using technology in their lessons because they think it improves their efficacy as teachers, makes learning more dynamic and engaging, and keeps students interested. effective ict integration is hampered by a few issues, such as slow internet speeds, power outages, inefficient infrastructure, insufficient knowledge in online teaching, and inadequate training (akram et al., 2022). students assessment the effect of evaluation on students’ learning and teaching abilities has been the subject of numerous research. it has been found that formative assessment can enhance students’ independence and awareness of their learning process. it is reported that students perceive teachers’ ability to explain lessons and guide discussions as key teaching skills. it was demonstrated that videobased modeling examples can help students develop selfassessment and task-selection skills. further supported the use of self-assessment in teacher education, showing that it can enhance students’ reflective thinking and improve their teaching practice (bestiara, 2021). further, an examination of the history of assessment’s use and analysis from the earliest records to the 20th century and into the present is necessary to understand the future of educational assessment. since paper-and-pencil tests were used, the integrity and legitimacy of candidates’ accomplishments were important. on-screen and online assessments are provided via personal computers, and scores are adjusted according to student achievement. tests provide a growing amount of verisimilitude of realworld processes, and analysts are developing knowledge about the procedures that test-takers employ (brown, 2022). collaborative skills utilizing a design-for-learning approach can allow teachers to support student learning through purposeful classroom practices, such as collaborative learning. recent studies emphasize the value of incorporating metacognitive reflection into collaborative learning settings, as these approaches support not only academic skills but also essential teamwork competencies and can improve teamwork satisfaction and learning outcomes by pa ge 16 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 13-36, 2025 promoting planning, monitoring, and evaluating processes among students (bmc medical education, 2024). this aligns with findings in digital learning environments, where group metacognitive processes have been shown to enhance collaborative problem-solving and deepen metacognitive awareness, particularly when students have opportunities to use collaborative tools and actively engage with peer feedback (springer, 2022) moreover, teachers can scaffold students’ learning and abilities while choosing suitable chances for intentional collaborative learning with the help of design for learning. educators need to employ design-for-learning strategies. to establish settings that support students’ collaborative learning as a means of learning as well as for learning. these suggestions are based only on the research that is currently available on design for learning and collaborative learning in k to 12 contexts from academics and practitioners. therefore, more empirical study on the successful implementation of these two strategies in k to 12 schools is required. to encourage the development of this novel strategy, we invite other educators to use design for learning in this settings to investigate the most effective times and methods for implementing collaborative learning (smucker, 2022). in addition, the “colabora” teaching-learning model encourages teamwork. studying for soon-to-be engineering graduates. an innovation management course at a private institution in mexico’s main campus investigated an industrial engineer program’s collaboration capability, which is essential for future professionals. according to this talent, industrial engineers should be able to organize themselves, work well in teams, demonstrate leadership, and define, plan, and execute goals. this was assessed using all of its elements (rodriguez-salvador & castillovaldez, 2023). teachers’ performance the implementation of a student-centered pedagogy underscores the pivotal role of educators. in a constructivist classroom, teachers take on a more facilitative and guiding role. their primary duty is to create a cooperative problem-solving environment where students actively construct their understanding (bada, 2019). in this context, the pedagogical strategies emerging from constructivist principles are strategically designed to enhance students’ classroom experiences. consequently, teachers play a pivotal role in this process, focusing on defining desired learning outcomes, shaping instructional designs, facilitating student activities, and designing relevant assessment strategies. hence, according to bada (2019), educators using constructivism need to introspect on their instructional approaches and apply these conceptual frameworks to their teaching practices. moreover, the framework for 21st century learning, which describes the essential abilities, competencies, and information that students must possess to thrive in both their professional and private lives, is an ideal match with this approach to learning. it amalgamates subject matter knowledge, specific competencies, specialized expertise, and various literacies. additionally, it sets the groundwork for fostering professional learning communities among educators, exemplifying classroom practices that optimally cultivate 21st-century skills, highlighting how important teachers are in directing students’ academic pursuits. additionally, the philippine professional standards for teachers (ppst) serve as a guide for the direction of this study. these standards function as a yardstick for assessing teachers’ proficiency in accordance with national educational standards in the department of education’s k to 12 programs. this framework empowers teachers to recognize and cater to students’ unique learning styles, intelligence, strengths, and weaknesses, ultimately nurturing an environment conducive to holistic learning (framework for 21st century learning, 2021). looking at how good teachers are based on what they believe and value is another way to evaluate them. this connects to the idea of what makes a capable teacher. the study found that people don’t always agree with this idea. also, the study looked closely at three connected ideas that are really important for teachers: being good, acting professionally, and being capable. so, making teachers better at their jobs should match what they need and find the differences in how they’re evaluated. this research helps by collecting what people think to show the problems that teachers often deal with. communication skills teachers found that using conversation and presenting techniques was an effective way to help pupils improve their communication abilities. the evaluation of pupils’ communicative abilities is concurrently incorporated into cognitive, emotional, and psychomotor evaluations in terms of the tools used and the time allotted for them. this came from a number of teacher-related limitations as well as the availability and completeness of school facilities and infrastructure that facilitate the use of different types of assessment ( rosdianti et al., 2020). in addition, the importance of communication skills in teaching and how they enhance student engagement and academic performance (ibrahim, 2021). this study emphasizes that clear and encouraging language can significantly improve classroom learning experiences. berber et al. (2019) highlight the crucial role of communication skills in classroom management, stating that effective communication helps maintain student attention and fosters a positive learning environment. classroom management students are more likely to feel at ease and relaxed when teachers put a value on the classroom’s physical layout, which can enhance their academic performance. teachers’ ability to effectively manage their time is also linked to students’ achievement in educational activities, and students generally perform better when they receive positive reinforcement for their responses (afalla et al., 2020). additionally, teachers’ cultural pa ge 17 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 13-36, 2025 background knowledge contributes significantly to their classroom management, and they exhibit a high degree of cultural sensitivity (garcia & pantao, 2021). in addition, successful classroom behavior management requires strong communication abilities. teachers can establish a constructive and fruitful learning environment if they react proactively and with a student-centered approach. good communication techniques in behavior management and offer insightful information to help teachers advance their craft. these student-centered communication techniques help teachers manage the classroom efficiently. students will be able to achieve better learning results with this method, which will also create a more positive and effective learning atmosphere. the use of student-centered strategies for interaction in the classroom leads to fewer behavioral issues and more engagement, in addition to improving student motivation, academic performance, accountability, self-regulation, and a positive interpersonal atmosphere (karasova & nehyba, 2023). it is in line with the viewpoint presented by fogelgarn (2020), who stress that good communication between teachers and students is an essential classroom management ability that has a significant impact on student conduct, autonomy, and the general atmosphere of the classroom. technology integration in terms of technology integration, new teachers’ selfassessment of their skills is highly competent. the qualitative data revealed the various challenges in teaching approaches and teacher preparation. thus, novice teachers need more professional development on using technology to manage online learning environments, assess students, and plan lessons. institutions that provide teacher education must increase their efforts to teach educators how to use technology in their lesson plans. the government must provide teachers with resources, including ict rooms, technical support staff, computers, and internet access so they can produce instructional materials. with enough time, teachers will be able to produce superior instructional materials for their classes. the country’s educational system needs a bigger push and a more optimistic view that we can bring about positive change. teachers should exhibit personal initiative, seize every chance to enhance the current system and take part in reforms in order to assist our country in overcoming challenges and pursuing its objectives (de vera, 2020). professional development teachers’ cognitive, emotional, and practical abilities are the three areas that require examination. these elements offer a comprehensive perspective on the qualities of educators. cognitive abilities include understanding the teaching-learning process, learners’ cognition, and the teacher’s self-cognition. conversely, emotional skills are founded on values, attitudes, and interests that have improved instructors’ efficacy. practical competency describes a teacher’s proficiency in real-world, academic, and cooperative interactions with students, classrooms, schools, and society (gepila jr., 2019). feedback and guidance the feedback and guidance consist of summative assessment outcomes comparisons with previously taught courses, formative assessment error analysis, and mastery charts of class progress on formative exams (brion, 2022). in summary, the study of teaching-learning skills encompasses the explicit instruction of effective study strategies to improve academic outcomes. additionally, it involves recognizing and accommodating diverse learning styles to enhance teaching effectiveness within higher education settings. statement of the problem this study aimed to determine the level of teachinglearning skill on teachers’ performance in northern bukidnon, school year 2023-2024, as a basis for learning action cell (lac) training design. particularly, this paper sought to answer the following questions: 1. what are the respondents’ characteristics in terms of highest educational attainment, position, teaching experience, and trainings and seminars attended on teaching learning skills? 2. how do the respondents assess their teaching learning skills based on content and pedagogical skills, 21st-century skills, ict integration in instruction, student assessment, and collaborative skills? 3. what is the level of teachers’ performance as regards communication skills, classroom management, technology and integration, professional development, feedback and guidance? 4. is there a significant relationship between the teachers’ teaching learning skill and their performance? 5. is there a significant difference in the respondents teaching -learning skills and their performance when grouped according to their characteristics? 6. based on the findings of the study, what lac training design on teaching-learning skills can be designed? theoretical framework this study is anchored on piaget and vygotsky’s constructivist theory. in the context of teachinglearning skills, constructivist learning theory emphasizes the importance of teachers engaging in continuous professional development that mirrors the active learning processes teachers facilitate in their students. this approach not only enhances teachers’ instructional strategies but also their overall performance. constructivist principles such as scaffolding, active learning, and collaborative reflection can seamlessly integrate into the learning action cell training design. by creating interactive and reflective professional development opportunities, teachers can collaboratively explore effective teaching practices, receive peer feedback, and refine their instructional techniques. consequently, this theoretical framework supports the notion that enhancing teachers’ professional competencies through constructivistbased lac training will lead to significant improvements in their teaching performance and student outcomes. pa ge 18 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 13-36, 2025 in order to understand the impact of lacs on teachers’ performance, this research will examine the theoretical framework that provides the basis for designing lacs for teachers’ development and training. in a recent study, mohamed and arulprasam (2024) examined how teacher professional development programs affected the performance of malaysian secondary school students. the results showed a strong positive correlation between increases in students’ academic performance and classroom engagement, as well as teachers’ involvement in professional development. this underscores the importance of formal training programs and support structures in enhancing teachers’ professional competence and performance. amidst the dynamic educational landscape characterized by rapid changes, the teaching profession’s quest for evolution is illuminated by silva’s (2021) insights into cultivating a continuous improvement mindset. enter the learning action cell, a strategic framework that catalyzes achievement alignment with institutional vision, as highlighted by javier (2021), fostering adaptability, resilience, and readiness for educational transformations. thus, extending the discussion to the intricacies of effective teaching, culajara et al. (2022) advocate for a profound understanding of the art of interaction between teachers and students. their assertion hinges on effective and efficient instruction, which, in a world demanding contextual application, obliges teachers not only to impart knowledge but also to stimulate engagement, critical thinking, and meaningful comprehension among students. scope and limitations this study focused on the teaching-learning skills on teachers’ performance in northern bukidnon, school year 2023-2924. the independent variables were limited to teaching-learning skills such as content and pedagogy, 21st-century skills, ict integration, student assessment and collaborative skills. the dependent variables were limited to communication skills, classroom management, technology integration, professional development and feedback and guidance. further, the moderating variables are respondents’ characteristics, namely, highest educational qualification, position, teaching experience and related trainings/seminars attended on teachinglearning skills. the respondents were two hundred fifty (316) teachers from the five (5) large secondary junior high schools of northern bukidnon. materials and methods research design this study used a descriptive correlational method of research design to determine the relationship between teaching-learning skills and teachers’ performance as the basis of the learning action cell design. descriptives were also used for the profile of the teachers in five (5) large secondary schools in northern bukidnon, division of bukidnon was described in this study. moreover, this study also described the assessment of the teachers regarding the application of the learning action cell in terms of the content and pedagogical skills, 21st-century skills, ict integration in instruction, students’ assessment and the collaborative skills of the teachers as well as teachers’ performance on the following domains in terms of communication skills, classroom management, technology integration, professional development, and feedback and guidance. study setting the study was conducted within the educational landscape of the large secondary schools in northern bukidnon, situated in the northern region of mindanao, bukidnon division, philippines, surrounded by diverse educational institutions ranging from elementary to secondary levels. northern bukidnon encompasses a diverse array of municipalities, each contributing to the district’s unique socio-economic and cultural landscape. manolo fortich, talakag, impasug-ong, and libona are known for their rich culture, which composes different tribes that settled in the place to sustain each heritage and prowess; scenic beauty, especially its mountains terrain and lich forest, a bustling port town, are essential means of the area’s economic activities, agricultural richness with their fertile lands, natural attractions and scenic landscapes. the municipalities of the northern part of bukidnon showcase a blend of economic vitality, cultural diversity, and natural beauty. the research setting was strategically significant since it was selected from inside the division to which the researcher was assigned. this thoughtful selection guarantees useful advantages, enabling improved accessibility to collect required data effectively. the closeness of the setting facilitates a more focused examination by decreasing logistical constraints and streamlining the research process. further, the study also seeks to provide insights that are representative of the bukidnon division’s larger educational context. the research design, which spans several districts in the division, aims to thoroughly analyze how computer upskilling programs affect technological literacy. the study’s purposeful inclusion of varied districts allows for gathering a variety of educator viewpoints and experiences, enhancing the findings and advancing a more nuanced understanding of the efficacy of these kinds of initiatives. this method improves the study’s relevance and application to the local educational environment while also being in line with the researcher’s practical considerations. this study was conducted in five (5) large public secondary schools in northern bukidnon, division of bukidnon. deped order no. 35 s. 2016 institutionalizing learning action cell in all elementary and secondary levels; thus, this study covered select teachers; hence, the school offers the basic education curriculum. it comprises three hundred sixteen (316) junior high school teachers implementing learning action cell in the five (5) large schools in northern bukidnon, division of bukidnon, namely manolo fortich nhs, talakag nhs, libona nhs, impasug-ong nhs and alae nhs. pa ge 19 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 13-36, 2025 study population and sampling technique the respondents of the study were the three hundred sixteen (316) public school teachers in five (5) large junior and senior high schools of northern bukidnon, bukidnon division for the school year 2023 – 2024. the researcher gathered the data from the entire population of the select junior national high school. these teachers encompassed all grade levels from junior high school, ensuring a comprehensive representation of educators. for this study, slovin’s formula was employed. out of the three hundred eighty (380) teachers from the five (5) large secondary schools of northern bukidnon, division of bukidnon, the researcher selected three hundred sixteen (316) respondents who have undergone the teaching-learning skills activities as stated in the independent variables. by adopting this approach, the researcher aims to gather focused and detailed insights on teachers’ performance in different domains. further, this study used stratified sampling, a technique for selecting samples from a population that can be divided into smaller groups. researchers separate the population into discrete subgroups, or strata, that have comparable traits when employing stratified sampling. by guaranteeing that every subgroup is fairly represented in the total sample, this method raises the accuracy and dependability of the findings. five (5) teachers from large secondary schools were chosen as respondents and given the chance to take part in the study. table 1: distribution of respondents per school school population junior hs senior hs respondents manolo fortich national high school 116 71 15 86 libona national high school 81 64 11 75 talakag national high school 75 51 9 60 impasug-ong national high school 53 40 7 47 alae national high school 55 41 7 48 total 380 276 49 316 research instruments to gather the data and information needed, the study used an adapted instrument. the first part of the survey questionnaire was the respondents’ characteristics in terms of highest educational attainment, position, teaching experience, and training/seminars attended on teachinglearning skills. the second part was the questionnaire for the teachers to assess the teaching-learning skills of the respondents. this part of the questionnaire was adapted from the study of seameo innotech (2009) on online training courses as professional development in enhancing 21st century skills. the third part of the questionnaire was the assessment of the teacher’s teaching performance based on the philippine professional standard for teachers (ppst), which was used as a performance management tool for both teachers. the items in the philippine professional standard for teachers (ppst) include communication skills, classroom management, technology and integration, professional development, and feedback and guidance. statistical treatment of data in problem 1, frequency and percentage distribution were used in the distribution of the respondents’ characteristics; problem 2, weighted mean and standard deviation were employed to determine the assessment of teaching-learning skills based on content and pedagogical skills, 21st-century skills, ict integration in instruction, student assessment, and collaborative skills; problem 3, f-test were utilized in determining the difference in the teaching performance when grouped according to profile; and problem 4, pearson r was used to determine the relationship between the teaching-learning skills and teachers’ performance. ethical consideration protecting the privacy of the teachers who are taking part in this study project is crucial. by offering this guarantee, educators may be more inclined to participate honestly. the following moral principles were put into practice: each participating teacher explained the goal of the study, the procedure for gathering data, and how their information would be handled before they were asked for their informed consent. this step assured individuals that they could leave the study at any time without facing any negative repercussions. when it came to reporting and analyzing the data, teachers were also instructed to exclude any personally identifying information, including names, school names, or contact details. participants’ aliases may also be assigned by thought to help protect their identities even more. further, the collected data was safely stored, with only authorized people having access, and encryption was used when necessary. this safeguard is in place to stop any unintentional data disclosure to unapproved parties. in order to obtain permission from an institutional review board (irb) or ethics committee, the research design and data management protocols underwent an ethical evaluation. this stage was essential to guaranteeing that the investigation followed established ethical norms and principles. results and discussions problem 1. what is the respondents’ profile in terms of highest educational attainment, position, teaching experience, and trainings and seminars attended on teaching learning skills? pa ge 20 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 13-36, 2025 table 2: distribution of respondents’ characteristics in terms of highest educational qualification category frequency percentage doctorate degree 4 1.27 master’s degree with doctorate units 11 3.48 master’s degree 56 17.72 bachelor’s degree with masters units 149 47.15 bachelor’s degree 96 30.38 total 316 100.00 table 2 shows the distribution of respondents’ profiles in terms of highest educational attainment. results reveal the highest mean rating of 149 (47.15%) belongs to bachelor’s degree units. this means that the majority of the respondents take units in their master’s degree. this implies that a high percentage of the teacher respondents had master’s degrees with units for professional development and promotion purposes. this indicates that a significant portion of the population has reached bachelor’s degree with master’s degree units, which suggests a need for continued investment in education and training programs to be more effective in the chosen field. noticeably, teachers with higher degree served better than those who have not achieved a master’s degree. they were observed as effective and efficient in their field of teaching. learners could benefit a lot from them as they can proficiently teach lessons and possess desirable classroom leaders’ strategies. casian et al. (2021) study on secondary school instructors’ qualifications have a big impact on raising pupils’ academic achievement. the teacher’s level of education results in the efficacy of teachers’ material comprehension since it ultimately aids in raising students’ grades. as stated in arroyo research services (2024), teachers who earn master’s degrees demonstrate greater teaching effectiveness than those who have not completed their master’s degree program. more so, the students of those teachers who held a master’s degree performed better. the knowledge gained in a master’s program, in fact, leads to improved student outcomes. fortunately, teachers with advanced degrees would have better opportunities for leadership than those who did not complete the course. on the other hand, the lowest frequency of 4 (1.27%) has completed a doctorate degree. this means that a lesser number of teacher respondents were full-fledged academic doctors. this implies that a small percentage of teacher respondents have achieved the highest level of educational qualification. this indicates further that in terms of doctoral studies, very few have attained among the respondents of this study. teachers in the field were observed to have several workloads, not having enough time to attend graduate studies education, and having other priorities. as observed, those who gained full-fledged academic doctors engaged in administrative work while others chose to stay as classroom advisers to impart the learned skills they earned in the professional development program they attended. teachers believe that being a full-fledged doctor could help them achieve the position they aim to attain. rungduin and miranda (2020) pointed out that the provision of administrative assignments and additional tasks to teachers as coaches and club advisers affects their rate of completion in the graduate studies program, which includes a doctorate degree, while finances, health considerations, and family-related concerns were the life factors that hindered their capacity to complete their degrees. as such, a phd in education is designed to prepare teachers for leadership careers in education. this will open opportunities for promotion and personal growth and development. padillo et al. (2021) opined that there was no significant relationship between the teaching competencies and professional development activities. this suggests that a phd alone may not be sufficient to improve teaching skills, and further training is necessary for effective teaching and learning. the highest educational qualification in teaching learning skills is a complex and multifaceted concept. it involves the development of professional and informational competencies, as well as the acquisition of specific teaching skills. pozdnyakova (2020) emphasizes the importance of building informational competence in higher school teachers, which is crucial for the effective use of information and communication technologies. table 3: distribution of respondents in terms of teaching experience category frequency percentage 25 years and above 54 17.08 20-24 years 15 4.75 15-19 years 28 8.86 10-14 years 52 16.5 5-9 years 117 37.03 1-4 years 50 15.82 total 316 100.00 table 3 presents the distribution of teacher respondents’ teaching experience. results reveal the highest mean rating of 117 (37.03%) belongs to 5 to 9 years of work experience. this means that the majority of the teacher respondents reached 5 to 9 years of teaching experience. this implies that they have been teaching for a minimal number of years in the department. this indicates further that the degree of resiliency and satisfaction with their chosen career path was evident. noticeably, serving for a minimal number of years in the teaching field defines the efficacy of a shared substantial amount of knowledge and expertise in pedagogy, curriculum development, and classroom management. the level of satisfaction, pleasure, and commitment contributed to their minimal stay in the academe. however, teachers with this length pa ge 21 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 13-36, 2025 of teaching experience still lack teaching strategies and approaches towards effective teaching-learning in the classroom, and they need more experience with the help of experienced teachers in the field. the study conducted by hambre et al. (2020) revealed that 50% of the participating teachers fell within the age range of 27 to 32 years. this finding implies that considering the typical entry age into the teaching profession after graduation is around 21 years, the teachers in this subset were in the developmental stages of their teaching careers. in addition, the study of coñado (2023) found that teacher’s length of service has a significant relationship with performance. the degree of satisfaction and resiliency through the years of teaching improved as the teachers kept on imparting the learned skills. this level of experience indicates a significant investment in professional development and a commitment to the field of education. educators are likely to have honed their instructional skills and developed strategies to engage students effectively. thus, the decreasing teaching performance due to the increasing years of experience was due to the loss of initial support structure and the increasing workloads, responsibilities, and emotional problems (pranoto et al., 2021). meanwhile, the lowest frequency of 15 (4.7%) belongs to 20 to 24 years in service. this means that a lesser number of teachers had served for 20 to 24 years. this greater teaching experience could be an implication of a more desirable performance. this further indicates that these inspiring colleagues have enough techniques to develop a healthier working environment. they have adjusted to the system and are knowledgeable in terms of classroom management and teaching strategies application, which could significantly impact learners’ performance. in fact, teachers with long exposure to teaching have better performance, and more learners can learn from them. according to susan (2019), students’ performance is greatly influenced by the teacher’s teaching experience. age and the workplace are two more variables that attenuate this effect. it is a powerful predictor of students’ academic accomplishments. it is expected that children will do better under an experienced teacher. to boost their morale and improve their performance in the classroom, it was suggested that high-performing experienced teachers be promoted to higher positions, that teacher exchange programs and skill-development trainings be used to expand teaching experience, and that the terms of service of high-performing experienced teachers be improved, such as compensation and prompt promotion of deserving teachers. table 4 depicts the distribution of respondents in terms of position. results show the highest frequency of 139 (43.99%) held the position of teacher i. this means that the majority of the respondents were at the first level position or novice teachers. further, the implication of the survey leads to career progression, in which the majority of respondents are early-career educators. this indicates a healthy influx of new teachers into the profession. the predominance of respondents holding positions at the teacher i level indicates a considerable proportion of novice educators within the surveyed sample. this suggests a steady influx of fresh talent into the teaching profession, pivotal for maintaining a diverse and dynamic workforce in education. it reflects a robust recruitment process within the education sector, with educational institutions effectively attracting new teachers to the field and retaining them, thus ensuring the sustainability of the teaching workforce. however, the field needs to equip teacher 1 teachers to become more effective in teachinglearning to improve teachers’ performance for the learners. the position and rank of teachers in the school in relation to teaching and learning skills reveal a variety of factors at play. restuningrum (2018) discusses the impact of a teacher’s physical position in the classroom on student behavior and learning. according to sablad (2019), the department of education (2020) suggested adding new teaching positions, such as teacher iv, teacher v, teacher vi, and teacher vii, with correspondingly higher salary grades after the current items of teacher i, teacher ii, and teacher iii. this proposal was made by former education secretary leonor briones. therefore, in an effort to recognize the need for teachers to have improved opportunities for professional advancement, deped has proposed establishing four new teaching positions. as a result, there were many teachers i at deped but few items in the next higher ranks. this is consistent with the result of this research that the majority of the teachers in the department of education are handling a teacher i position. on the other hand, the lowest frequency of 3 (.95%) is master teacher iii. this means that very few attained the master teacher iii position. this implies a select group of highly experienced and accomplished educators who likely serve as leaders and mentors within their educational institutions. this indicates that the master teacher iii position denotes an advanced level of expertise and achievement within the education field. evidently, master teachers iii are likely to exert a significant influence on student learning outcomes. their expertise and leadership can inspire and motivate both students and fellow educators, resulting in enhanced academic performance and overall educational excellence. in addition, master teachers are the mentors of teacher 1 to become more effective in the classroom for the betterment of the learners. as reiterated by llego (2019), positions for master table 4: distribution of respondents in terms of position category frequency percentage master teacher iii 3 0.95 master teacher ii 7 2.22 master teacher i 19 6.01 teacher iii 52 16.45 teacher ii 96 30.38 teacher i 139 43.99 total 316 100.00 pa ge 22 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 13-36, 2025 teachers shall be allotted proportionally based on the number of teachers. the division’s number must also be distributed proportionally among all districts. at the secondary level, at least five to seven teachers should be assigned to one job per subject area (decs order no. 70, s. 1998). if there are insufficiently qualified teachers in the district, they may fill the number of mt roles assigned to it by hiring suitable teachers from other districts; however, they must work in the district where the mt positions are located. positions for master teachers are scarce since they demonstrate a high degree of proficiency and accomplishment in the field of education, which enables them to undertake research, mentor students, and serve as instructional leaders in delivering high-quality instruction. table 5: distribution of respondents in terms of training/seminars attended on teaching-learning category 1 – 5 times 6 – 10 times overall district level 18 (4.50) 2 (0.50) 20 (5.00) division level 30 (7.50) 25 (6.25) 55 (13.75) national level 48 (12.00) 39 (9.75) 87 (21.75) regional level 65 (16.25) 45 (11.25) 110 (27.50) school 83 (20.75) 45 (11.25) 128 (32.00) overall 244 (61%) 156 (39%) 400 (100%) table 5 presents the distribution of respondents’ in terms of training and seminars attended on teaching -learning. the highest attendance is seen at the school level, where 32% of respondents have participated, with 20.75% attending 1-5 times and 11.25% attending 6-10 times. this high participation rate at the school level means that schools play a crucial role in providing accessible and frequent professional development opportunities. it implies that teachers are likely to integrate new learning into their classroom practices, as school-level training tends to focus on immediate and practical teaching strategies. in addition, the result in tables 2 and 3 provides an indication that those teachers who have less teaching experience and a low position in the school are those with training that is only accessible in school and do not have opportunities in the higher training and seminar attended. according to lee et al. (2020), the distribution of respondents’ profiles based on the training and seminars attended, specifically focusing on school training, provides critical insights into the professional development landscape of novice teachers. their study on the challenges and performance of novice teachers highlights that participation in school training programs significantly impacts educators’ instructional practices, classroom management skills, and overall job satisfaction. the research underscores the importance of ongoing and targeted professional development opportunities to support novice teachers in adapting to the demands of modern educational environments. on the other hand, the data revealed that 20 (5.00%) of the respondents were district level 18 (4.50%) from 1-5 times and 2 (0.50%) from 6-10 times which was the lowest frequency. the relatively low attendance at these levels might suggest that either training opportunities are less frequent or that teachers prioritize training at the school, regional, or national levels, which may offer more comprehensive or impactful learning experiences. it implies a need to strengthen the district-level programs by reassessing their quality, relevance, and frequency, ensuring that district-level training aligns with current educational needs, and providing high-quality content that addresses local challenges, which could increase teacher engagement. according to sayed (2019), there are challenges and opportunities for teacher professional development in developing countries, including the philippines. it highlights how accessibility, relevance, and the perceived impact of training affect teacher attendance at various levels. the findings align with the observed trend in the philippines, where district-level seminars may be seen as less impactful compared to national or regional programs. pardillo et al. (2021) found that while teachers achieved mastery in instructional planning and classroom management through professional development, the perceived benefits varied due to personal and contextual factors. the study highlights the need for better strategic planning and evaluation of professional development activities to enhance their effectiveness. the study focuses on the factors that influence teacher participation in professional development programs. it finds that teachers are more likely to attend training that is aligned with their immediate teaching needs and offers opportunities for practical application. it also emphasizes that the perceived quality and relevance of the training content play a critical role in attendance rates, which may explain the lower engagement at the district level in the philippines. problem 2. how do the respondents assess their teaching learning skills based on content and pedagogical skills, 21st-century skills, ict integration in instruction, student assessment, and collaborative skills? pa ge 23 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 13-36, 2025 table 6: summary of respondents’ assessment of their teaching learning skills variables mean standard deviation interpretation content and pedagogy 3.36 0.54 very high 21st century skills 3.54 0.97 very high ict integration skills 3.65 0.53 very high students assessment 3.36 0.54 very high collaborative skills 3.65 0.53 very high overall 3.51 0.62 very high legend: 3.26-4:00 at all times / vey high 2.51-3.25 most of the time/ high 1.76-2.50 sometimes/ low 1.00-1.75 never / very low table 6 reveals the summary of respondents’ perception of their level of teaching and learning skills with an overall mean rating of 3.51 (sd=0.62), interpreted as very high. this means that the respondents had a very high level of assessment of their teaching and learning skills. this implies that they have been performing at all times with integrity in all areas relevant to the teaching and learning process. this indicates further that their skills in the delivery of content and pedagogy, 21st-century skills, ict integration, student assessment and collaboration were consistently at the highest level of application. as observed, teachers used problem-based learning to improve 21st-century skills with ict integration and collaboration. martinez (2021) states that problem-based learning is an integrated teaching and learning approach that equips educators with the self-efficacy required to fulfill the curriculum requirements of education in the twenty-first century. to build the teaching abilities needed in today’s classrooms, pedagogy, curriculum, and skill development must be continuously prioritized. in today’s educational climate, teachers are urged to engage their students with pedagogy and material in a cooperative, technologically enhanced setting that fosters successful learning. meanwhile, the indicators ict integration skills and collaborative skills obtained the highest mean rating of 3.65(sd=0.53), described as at all times and interpreted as very high. this means that the teachers evaluated their ict and collaborative skills at the very high level. this implies that ict integration and collaborative skills demonstrate a dedication to updating instructional strategies and equipping pupils for success in a world that is changing quickly. this suggests that teachers can establish dynamic and productive learning environments that enable students to succeed both academically and professionally by utilizing technology and encouraging teamwork. noticeably, ict integration and collaboration were practiced by educators, paving the way to more productive undertakings and outcomes. furthermore, the focus on collaborative skills suggests a shift towards interactive, team-based learning, preparing students for environments that prioritize teamwork and collective problem-solving. such practices promote active learning, where students are more engaged and involved in their education, fostering critical thinking, creativity, and adaptability. these skills are invaluable in a world where cross-disciplinary collaboration and adaptability are increasingly critical. lastly, ict and collaborative skills indicate that educators are setting a strong foundation for student success, with outcomes that are likely to extend beyond academics, cultivating skills that are vital in professional and personal realms. the evidence of high engagement with ict and collaboration underscores a forward-looking approach in education that emphasizes preparing students for lifelong learning and success in a globalized, interconnected society. according to suchita et al. (2023), it is important for teacher training programs to include technology in order to give educators the skills and knowledge they need to use it in the classroom. the significance of offering practical instruction, cultivating a cooperative learning atmosphere, and encouraging continuous professional growth were investigated. teachers must gain practical experience and hands-on training in order to foster teamwork and technological proficiency. programs for teacher education should provide cooperative opportunities for educators to interact with a range of technologies and investigate how they could be used in classroom settings. furthermore, the indicator content and pedagogy attained the lowest mean rating of 3.36 (sd=0.54), described as at all times and interpreted as very high. this means that teachers rated the content knowledge and pedagogy as very high despite being assessed as the lowest among other indicators. this implies that educators may need to review and refine their instructional materials to ensure they effectively cover the required content and meet learning standards. this indicates further that incorporating more active learning techniques or differentiated instruction must be applied to cover up all the contents and pedagogies. as observed, in terms of student’s assessment skills, there is a need to evaluate and revise assessment practices to ensure they align with learning objectives. the assessments should accurately measure student understanding and skills development in relation to the curriculum. teachers can effectively use technology to impart content knowledge and pedagogy and integrate it into classroom instruction, according to drugova et al. (2021). utilizing mobile devices to produce the greatest results, it was urged that students have appropriate learning experiences. pa ge 24 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 13-36, 2025 in order to advance teaching and learning to a higher level, educators are urged to incorporate low-level technology into their lessons first before progressively incorporating high-level technology. nonetheless, a more thorough analysis of the situation can significantly improve instruction. teachers can interact with a wide range of teachers and students in different contexts by concentrating on context. in addition to providing helpful support and direction in areas where experience may be lacking, this engagement enhances knowledge about teaching with technology in many contexts (lee et al., 2020). problem 3. what is the level of teaching performance of the teachers as regards communication skills, classroom management, technology and integration, professional development, feedback and guidance? table 7: summary of the level of teachers’ performance variables mean standard deviation description/interpretation communication skills 3.04 0.77 highly proficient classroom management 2.90 0.80 highly proficient technology integration 3.00 0.77 highly proficient professional development 3.80 0.79 distinguish feedback and guidance 2.20 0.86 proficient overall 2.98 0.79 highly proficient legend: 3.26-4:00 distinguished 2.51-3.25 highly proficient 1.76-2.50 proficient 1.00-1.75 beginning table 7 explains the summary of respondents’ perception on the level of teachers’ performance in terms of communication skills, classroom management, technological integration, professional development, and feedback and guidance with an overall mean rating of 2.98 (sd=0.61) interpreted as highly proficient. this means there was a positive impression of the teacher respondents’ performance. this implies a consistent, highly proficient perception of the respondents regarding communication skills, classroom management, technological integration, professional development, and feedback and guidance. it indicates that teacher performance was positively influenced by their communication skills, use of technology, and the training they have gained in pursuit of knowledge. noticeably, there were many factors associated with teachers’ outstanding performance to mention a few, their excellent performance in coaching their learners, effective communication skills, and their instructional or motivating resources like the use of appropriate technology integration. according to ventista and brown (2023), regular, continuous professional development over an extended period of time seems to be the most advantageous, and training, continuous coaching, and collaborative cpd all foster student abilities and learning. as a result, how professors respond to the use of technology in higher education is crucial to students’ performance, including their self-confidence and participation in class. additionally, students’ academic adjustment and academic well-being are positively and significantly correlated with teachers’ communication skills. students’ academic achievement eventually rises when teachers apply their classroom management abilities appropriately (khan et al., 2021). on the other hand, the variable professional development obtained the highest mean rating of 3.80 (sd=0.79) interpreted as distinguished. this means that teachers were very positive on the idea of obtaining professional development trainings and workshops. this implies that they were observed as having distinguished achievement when it comes to attending professional development activities. it indicates that teachers have positive perceptions of teachers’ professional development performance that can signal potential positive impacts on student learning outcomes. noticeably, teachers were engaged in graduate studies education as part of their personal and professional growth. they believed that these effective professional development undertakings could enhance student engagement, academic achievement, and overall school performance. according to sevim and akin (2021), the main reason teachers go to graduate school is to advance their academic careers and grow professionally and personally. they pointed out that graduate school gives them fundamental information in their field and career, along with abilities in communication, teaching and evaluation, scientific thinking and research, and the capacity to link theory to practice. they also mentioned that they had more optimistic views about their line of work, students, learning, and life in general. a sizable portion of the instructors reported that their performance, selfconfidence, and contentment all improved as a result of their graduate study and that they also altered the way they evaluated events and recognized the value of professional growth. nearly all of the educators stated that after completing graduate school, their methods for dealing with pupils improved. many of the educators reported that their graduate training directly aided in their acquisition and use of new approaches and strategies, as well as bringing about some noticeable adjustments to their assessment and measuring procedures. conversely, pa ge 25 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 13-36, 2025 educators also cited significant issues such the absence of a career framework that promoted postsecondary study and the inability to use previously acquired knowledge for a variety of reasons. the results demonstrated that graduate education on its own was insufficient and that steps needed to be taken to improve the working conditions for teachers as well as the design of graduate programs. however, the variable feedback and guidance obtained the lowest mean rating of 2.20 (sd=0.86), interpreted as proficient. this means that the teachers were not consistently providing feedback and guidance, and they rated it as negative. this implies that they must spend time in feedback giving and guidance to improve their communication process within the school setting and beyond. it indicates being proficient in providing guidance ensures desirable academic standing. as observed, constructive feedback motivated teachers and even learners to perform better both in their personal and professional undertakings; thus, guidance enhances direction in the job description and academic goals. further, feedback and guidance in the context of academia, according to dolnicar (2021), constitute a critical and organized evaluation intended to improve the caliber, rigor, and effect of scholarly work. this type of evaluation, known as “peer review feedback,” is a constructive conversation in which the giver and the recipient both participate in a learning process. it goes beyond simple criticism. in order to guarantee the precision and applicability of research, feedback is essential. feedback stimulates critical thinking, promotes a culture of excellence, and serves as a tool for ongoing improvement and intellectual progress. problem 4. is there a significant relationship between the teachers’ teaching learning skills and teachers’ performance in terms of communication skills, classroom management, technology integration professional development and feedback and guidance? table 8: result of the test of relationship between the teachers’ teaching learning skills and performance teaching learning skills teachers performance c om m un ic at io n sk ill s c la ss ro om m an ag em en t te ch no lo gy in te gr at io n pr of es si on al d ev el op m en t fe ed ba ck a nd g ui da nc e o ve ra ll content and pedagogy r-value p-value 0.474 0.47 0.99 0.26 0.30 0.50 0.0001** 0.0001** 0.0001** 0.0013** 0.0106** 0.0122 s s s s s s 21st century skills r-value p-value 0.57 0.63 0.23 0.14 0.22 0.36 0.0001** 0.0001** 0.0001** 0.1951 0.0158** 0.2112 ns s s ns s ns ict integration r-value p-value 0.11 0.20 0.87 0.26 0.13 0.31 0.0001** 0.0386* 0.0001** 0.0047** 0.089** 0.0264 s s s s ns s student assessments r-value p-value 0.12 0.38 0.52 0.11 0.20 0.27 0.0001** 0.0001** 0.0001** 0.4043 0.089 0.0987 s s s ns ns ns collaboration skills r-value p-value 0.70 0.75 0.14 0.16 0.47 0.45 0.0001*** 0.7241 0.0001** 0.0726 0.0001** 0.1594 ns ns s ns s ns legend: ssignificant; ns-not significant table 8 shows the relationship between the teaching and learning skills and teachers’ performance in terms of communication skills, classroom management, technology integration, professional development and feedback and guidance. results reveal that teachers’ skills in terms content and pedagogy with an overall r-value of 0.50 and p-value of 1.0122, are significant to teacher performance in the areas of communication skills, classroom management, technology integration, professional development, and feedback and guidance as indicated by the r-value and p-value less than 0.05 alpha level which led to the rejection of the null hypothesis. this means that the respondents teaching and learning skills were essential to improve their performance. this implies that their skills influenced their performance. it indicates further a significant effect of their teaching pa ge 26 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 13-36, 2025 and learning skills on their improved performance. as noticed, teachers who were skilled or proficient in teaching showed desirable performance. meanwhile, ict integration with an overall r-value of 0.31 and p-value of 0.0264 is significant to teachers’ performance in the areas of communication skills, classroom management, technology integration, and professional development as indicated by the r-value and p-value less than 0.05 alpha level which led to the rejection of the null hypothesis. this means that ict integration is significantly associated with teachers’ performance. this implies that the teachers must utilize technology as it influences their performance. it indicates further that their performance will be affected by how they will integrate the ict. in fact, during classroom observation, teachers were observed as constant utilizers of ict. furthermore, student assessment is significant to teachers’ performance in the areas of communication skills, classroom management, and technology integration. this means that student assessments influence teachers’ performance, as revealed by their communication skills, classroom management, and technology integration. this implies that assessment in any form significantly affects teachers’ performance. it indicates that an essential relationship was observed on teachers’ teaching and learning skills and their performance. this is most probably because student assessment results reflected on how their teachers disseminated essential matters, managed the class, and how technology was being utilized during the lesson presentation. also, collaboration skills were found to be significant in teachers’ performance in terms of technology integration and feedback and guidance. this means that the performance of the teachers could be affected of their skills in collaborating with colleagues. this implies that their collaboration essentially contributed to integrating technology in teaching and providing feedback for improvement. it indicates that collaboration skills have a significant relationship with teachers’ performance. in fact, to achieve excellent performance, teachers collaboratively work with colleagues to attain desirable output. teachers had a very high degree of pedagogical ability, as claimed by dumaguing and yango (2023). they demonstrated outstanding classroom management abilities. unlike the current study, however, there was not a significant connection between the classroom management skills of teachers and their pedagogical proficiency. however, there is a strong link between teachers’ pedagogical competence and students’ academic achievement. furthermore, there is no relationship between the educational attainment of students and the teachers’ abilities to manage the classroom. teachers’ difficulties in managing the classroom, which have little effect on students’ academic performance, may be exacerbated by the diverse demands of their pupils. varona (2020) found that the majority of the participants performed well academically and showed extraordinary 21st-century abilities. academic achievement and 21stcentury skills, in general, however, did not significantly correlate. communication was the only one of the four 21st-century talents that was found to have a meaningful correlation with academic performance; the other three did not. moreover, the most accurate indicator of educational achievement was found to be communication abilities. on the other hand, padillo et al. (2021) did not discover any meaningful connection between professional development activities and teaching competencies. contextual elements and individual perceptions were connected to the perceived advantages of these professional development exercises. problem 5. is there a significant difference between the respondents’ teaching-learning skills and their performance when grouped according to their characteristics? table 9: difference in the teachers’ teaching-learning skills when grouped according to their characteristics characteristics content and pedagogy 21st century skills ict integration skills students assessment collaborative skills overall highest educational attainment t-value p-value 0.135 0.098 0.528 0.695 0.985 0.487 0.0012* 0.0004* 0.0201* 0.0152* 0.0052* 0.0084* s s s s s s teaching experience t-value p-value 0.253 0.365 0.895 0.632 0.795 0.588 0.0044* 0.0002* 0.0001* 0.0001* 0.0002* 0.0001* s s s s s s positions t-value p-value 0.052 0.156 0.598 0.785 0.112 0.341 0.105 0.0520 0.0560 0.0650 0.0512 0.260 ns ns ns ns ns ns trainings attended t-value p-value 0.089 0.012 0.178 0.056 0.89 0.242 0.0002* 0.0002* 0.0001* 0.0023* 0.0001* 0.0006* s s s s s s legend: *significant at p<0.05 alpha level ssignificant; ns-not significant pa ge 27 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 13-36, 2025 table 9 presents the results of an analysis investigating the potential significant difference between demographic profiles and teachers’ learning skills, using a significance level of 0.05. results show that teachers’ highest educational attainment is significant to teaching and learning skills in terms of content and pedagogy, 21st century skills, ict integration skills, student assessment, and collaborative skills with an overall t-value of 0.487 and p-value of 0.0084 as indicated by the t-value and p-value less than 0.05 alpha level which led to the rejection of the null hypothesis. this means that teachers’ highest educational qualification has significance on their teaching and learning skills. this implies that the highest degree attained by teachers is a possible predictor of their teaching and learning skills. it indicates further that educational attainment has a real association with their teaching and learning skills. it was observed that more advanced education and teachers who have joined professional advancement or are keeping abreast of contemporary trends and methodologies in education tend to have better teaching and learning skills. according to cabahug et al. (2024), to achieve outstanding results, it is crucial to continuously evaluate and improve the performance levels of teachers within the department of education. this can be accomplished by teachers signing up for postgraduate education programs that promote professional development, which include attending additional seminars and training to stay up to date with new approaches and trends. teachers’ performance was most significantly impacted by collaboration and 21stcentury abilities, while digital literacy received the lowest grade. the degree of education had a moderate impact on how teachers evaluated 21st-century competencies. the degree of ict integration in classroom instruction and instructors’ preparedness to use it were also found to be significantly correlated (estigoy, 2021). meanwhile, teaching experience is also significant to teaching and learning skills in all areas like content and pedagogy, 21st-century skills, ict integration skills, student assessment, and collaborative skills with an overall t-value of 0.588 and p-value of 0.0001 as indicated by the t-value and p-value less than 0.05 alpha level which led to the rejection of the null hypothesis. this means that teachers with deeper experience have a correlation with their teaching and learning skills. this implies that their teaching and learning skills significantly affected by the length of service they have extended in the department. this indicates that having been employed for so long would influence the effective delivery of learning. noticeably, those teachers who have been teaching for several years are found to be excellent educators who have implemented methodologies suited to the diverse students. dingal (2023) asserts that educators’ teaching techniques are significantly impacted by the talents of seasoned master teachers. the professors’ methods of instruction were incredibly successful. as a result, master teachers’ mentoring abilities have a big and important impact on how teachers educate. highly trained master teachers will improve their teaching methods to make them even more effective. as supported by cabahug et al. (2023), teaching experience moderately affected performance. however, manigbas et al. (2024) cited that teachers’ competency along content knowledge application within and across the curriculum areas were significant in their demographic characteristics like length of service. consequently, trainings attended is significant to teaching and learning skills in all areas like content and pedagogy, 21st centuryskills, ict integration skills, student assessment, and collaborative skills with an overall t-value of 0.242 and p-value of 0.0006 as indicated by the t-value and p-value less than 0.05 alpha level which led to the rejection of the null hypothesis. this means that the teaching and learning skills of teachers were significantly influenced by their trainings attended. this implies that the training concepts they have learned could possibly affect their skills in the delivery of content and pedagogy, ict integration, assessment to be conducted, and how they will collaborate with one another. in fact, during the trainings, there were strategies and/or methodologies being introduced that could be utilized in enhancing the content and the assessment that will be conducted, thus empowering teachers to excel as facilitators of knowledge, skill enhancement, and lifelong learning were done during professional development training or workshops. according to reambonanza (2022), teachers may make it possible for themselves to thrive as facilitators of information, skills, and lifelong learning by adopting a growth mindset, staying receptive to new concepts and approaches, and placing a high priority on professional development. teachers can create an atmosphere of continuous improvement and provide excellent instruction that prepares students for success in a society that is always changing by participating in self-reflection, pursuing opportunities for growth, and continuing professional development. according to tallman (2020), collaboration is a beneficial professional development exercise that can help educators expand their subject-matter expertise, experiment with various teaching philosophies, and learn new ideas to implement in the classroom. pa ge 28 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 13-36, 2025 table 10: difference in teachers’ performance when grouped according to their characteristics-teachers performance characteristics c om m un ic at io n sk ill s c la ss ro om m an ag em en t te ch no lo gy in te gr at io n pr of es si on al d ev el op m en t fe ed ba ck a nd g ui da nc e o ve ra ll highest educational attainment t-value p-value 0.0327 0.0315 0.0309 0.0368 0.0491 0.0362 0. 0003** 0.0029** 0.0209** 0.0043** 0.0335** 0.0123 s s s s s s teaching experience t-value p-value 0.0451 0.0450 0.0426 0.0455 0.0590 0.4744 0.9481 0.0538 0.0233** 0.0782 0.1039 0.2416 ns ns s ns ns ns position t-value p-value 0.0495 0.0398 0.0404 0.0385 0.0304 0.0397 0.0001** 0.0001** 0.0773 0.0001** 0.0001** 0.0777 s s ns s s s trainings attended t-value p-value 0.0450 0.0312 0.0343 0.0437 0.0455 0.0399 0.0001** 0.0001** 0.0011** 0.0001** 0.0001** 0.0003 s s s s s s legend: *significant at p<0.05 alpha level ssignificant; ns-not significant table 10 presents the results of an analysis investigating potential significant differences between demographic profiles and teachers’ performance, using a significance level of 0.05. results reveal that teachers’ characteristics in the areas of highest educational qualification with an overall t-value of 0.0362 and p-value of 0.0123, position with an overall t-value of 0.0397 and p-value of 0.0777, and trainings attended with an overall r-value of 0.0399 and p-value of 0.0003, are significant to their performance as indicated by the t-value and p-value less than 0.05 alpha level which led to the rejection of the null hypothesis. this means that teachers’ educational qualification, position, and trainings attended significantly affect their performance. this implies that their characteristics could influence their performance in terms of communication, management, ict integration, trainings, and providing feedback and guidance. it indicates that their profiles have a bearing on how they performed their job as educators. evidently, those who have attended trainings, have enrolled in the graduate studies can fortunately be part of the higher position which eventually could extend their experience, learning, and thoughts to their colleagues and learners. as suggested by dela fuente and biñas (2020), teachers’ highest level of education and teaching position does not significantly impact their ict competence. however, a substantial percentage of teachers have participated in ict-related seminars and training covering topics such as spreadsheets, computer ethics, security, and ict fundamentals. batuigas et al. (2022) discovered that while teaching position and experience were negligible factors influencing teaching performance, instructors’ educational level and the number of trainings they attended were important determinants. based on the results, the study concludes that teachers who have received more appropriate training and have completed higher education levels perform better in the classroom. additionally, taking trainings and obtaining higher education enhance teaching quality performance. problem 6. based on the findings of the study, what lac training design on teaching-learning skills can be designed? https://journals.e-palli.com/home/index.php/ajahs pa ge 29 am. j. arts hum. sci. 4(2) 13-36, 2025 table 11: three-year faculty learning action cell design for secondary school of northern bukidnon, teachers (2024-2026) year 1 ( 2024 ) . teaching-learning skills a re as o f c on ce rn sp ec ifi c o bj ec tiv es st ra te gi es / a ct iv iti es t im e fr am e pe rs on in vo lv ed so ur ce o f fu nd e st im at ed b ud ge t e xp ec te d o ut pu t (c on te nt a nd p ed ag og ic al s ki lls ) * a ss es s e xi st in g te ac hi ng st ra te gi es to d et er m in e th ei r e ff ec tiv en es s i n ad dr es sin g di ve rs e le ar ni ng st yl es . * pr ov id e ta rg et ed w or ks ho ps th at e qu ip te ac he rs w ith in cl us iv e te ac hi ng te ch ni qu es ta ilo re d to va rie d le ar ni ng n ee ds . * e nc ou ra ge c ol la bo ra tio n am on g ed uc at or s t o de ve lo p an d sh ar e re so ur ce s t ha t p ro m ot e di ff er en tia te d in st ru ct io n fo r en ha nc ed st ud en t e ng ag em en t. c on du ct w or ks ho ps in re vi sit in g an d en ha nc em en t o f th e ef fe ct iv e st ra te gi es a lig ne d w ith th e co nt en t an d pe da go gi ca l a pp ro ac he s. e st ab lis h pe er le ar ni ng c irc le s t o sh ar e an d re vi sit b es t p ra ct ic es in re vi ew in g an d en ha nc em en t ef fe ct iv e st ra te gi es a lig ne d w ith th e co nt en t a nd p ed ag og ic al ap pr oa ch es . ju ly a nd n ov em be r 20 24 5 da ys fa cu lty d ev el op m en t c oo rd in at or s te ac he rs sc ho ol h ea ds in st itu tio na l b ud ge t a llo ca tio n fo r fa cu lty d ev el op m en t 45 , 0 00 e nh an ce d an d de ve lo pe d as se ss m en t s tra te gi es d em on st ra te d by p ar tic ip at in g te ac he rs . c ol la bo ra tio n an d kn ow le dg esh ar in g ne tw or ks e st ab lis he d am on g fa cu lty m em be rs . st ud en t a ss es sm en t s ki lls *f ac ili ta te tr ai ni ng w or ks ho ps to e nh an ce te ac he rs ’ u nd er st an di ng o f as se ss m en t pr in ci pl es , e na bl in g th em to d es ig n an d in te rp re t a ss es sm en ts e ff ec tiv el y. * c on du ct re gu la r p ee r e va lu at io ns a nd fe ed ba ck se ss io ns , a llo w in g te ac he rs to re fle ct o n th ei r a ss es sm en t p ra ct ic es a nd id en tif y sp ec ifi c ar ea s f or g ro w th . * in tro du ce e vi de nc eba se d as se ss m en t st ra te gi es th ro ug h co lla bo ra tiv e pl an ni ng se ss io ns , e ns ur in g te ac he rs c an in te gr at e th es e m et ho ds in to th ei r c la ss ro om p ra ct ic es to e nh an ce st ud en t l ea rn in g ou tc om es . e st ab lis h a pl at fo rm fo r e va lu at io n an d sh ar in g in no va tiv e as se ss m en t p ra ct ic es . c ol le ct re so ur ce s a nd su pp or t f or ex pe rim en tin g w ith n ew a ss es sm en t te ch ni qu es ju ly a nd n ov em be r 20 24 5 da ys sc ho ol c oo rd in at or te ac he rs e du ca tio na l b ud ge t 30 , 0 00 in cr ea se d ad op tio n of in no va tiv e as se ss m en t pr ac tic es a m on g te ac he rs https://journals.e-palli.com/home/index.php/ajahs pa ge 30 am. j. arts hum. sci. 4(2) 13-36, 2025 fe ed ba ck a nd g ui da nc e * d ev el op a nd in tro du ce st an da rd iz ed fe ed ba ck fo rm s a nd p ro to co ls to pr ov id e te ac he rs w ith c on st ru ct iv e an d ac tio na bl e in sig ht s o n th ei r t ea ch in g pr ac tic es . * o rg an iz e re gu la r w or ks ho ps a nd tra in in g se ss io ns fo cu se d on in no va tiv e te ac hi ng st ra te gi es a nd a ss es sm en t m et ho ds , e na bl in g te ac he rs to re fin e th ei r s ki lls b as ed o n fe ed ba ck re ce iv ed . * e st ab lis h pe er o bs er va tio n an d m en to rin g pr og ra m s t ha t e nc ou ra ge te ac he rs to sh ar e be st p ra ct ic es a nd en ga ge in re fle ct iv e di sc us sio ns a bo ut te ac hi ng -le ar ni ng st ra te gi es , p ro m ot in g co nt in uo us p ro fe ss io na l g ro w th . re vi sit fe ed ba ck a nd g ui da nc e pr og ra m s as im pl em en te d by th e de pa rt m en t t o pr ov id e ef fe ct iv e te ac hi ng -le ar ni ng sk ill an d te ac he rs ’ p er fo rm an ce . fa ci lit at e ha nd son se ss io ns to de m on st ra te e ff ec tiv e fe ed ba ck a nd gu id an ce p ro gr am o f th e sc ho ol . pe er o bs er va tio ns a nd m en to rin g pr og ra m s. ju ly a nd n ov em be r 2 02 4 5 da ys m as te r t ea ch er s te ac he rs sc ho ol h ea ds sc ho ol b ud ge t a llo ca tio n fo r pr of es sio na l d ev el op m en t 30 , 0 00 a ct iv e pa rt ic ip at io n of te ac he rs in en ha nc in g pr og ra m s r el at ed to fe ed ba ck an d gu id an ce . year 2 ( 2025 ) teaching performance c on te nt a nd p ed ag og ic al s ki lls * d ev el op st ra te gi es th at al ig n w ith d iv er se c on te nt a nd pe da go gi ca l a pp ro ac he s t o su pp or t t ea ch er s. * im pl em en t t ea ch in g m et ho ds th at c at er to v ar ie d le ar ni ng st yl es fo r i m pr ov ed c la ss ro om en ga ge m en t. * e nh an ce te ac he rs ’ t ea ch in gle ar ni ng sk ill s t hr ou gh ta ilo re d, ef fe ct iv e in st ru ct io na l s tra te gi es . c on du ct w or ks ho ps in de ve lo pi ng a nd im pl em en tin g th e ef fe ct iv e st ra te gi es al ig ne d w ith th e co nt en t a nd pe da go gi ca l a pp ro ac he s. e st ab lis h pe er le ar ni ng c irc le s to sh ar e an d re vi sit b es t pr ac tic es in de ve lo pi ng a nd im pl em en tin g ef fe ct iv e st ra te gi es al ig ne d w ith th e co nt en t a nd pe da go gi ca l a pp ro ac he s. ju ly a nd n ov em be r 2 02 5 5 da ys te am -b ui ld in g fa ci lit at or s a dm in ist ra tiv e st af f te ac he rs sc ho ol h ea ds sc ho ol b ud ge t 40 ,0 00 im pr ov ed te am w or k sk ill s i n th e de ve lo pm en t o f ne w st ra te gi es in te ac hi ng -le ar ni ng sk ill s e nh an ce d pr ob le m -s ol vi ng ab ili tie s t hr ou gh c ol la bo ra tiv e pr oj ec ts. st ud en t a ss es sm en t s ki lls * e qu ip te ac he rs w ith th e kn ow le dg e an d sk ill s n ee de d to u nd er st an d an d ap pl y ke y co nc ep ts o f as se ss m en t i n ed uc at io na l c on te xt s. * h el p te ac he rs re co gn iz e an d an al yz e ga ps in th ei r c ur re nt as se ss m en t p ra ct ic es to e nh an ce th ei r e ff ec tiv en es s. * su pp or t t ea ch er s i n ap pl yi ng pr ac tic al a nd e ff ec tiv e as se ss m en t m et ho ds to im pr ov e st ud en t ou tc om es in th e cl as sr oo m . pr ov id e tra in in g on in co rp or at in g th e ne w a nd im pr ov ed st ud en t as se ss m en t s ki lls fo r t he te ac he rs . e st ab lis h m en to rs hi p pr og ra m s fo r e du ca to rs to re ce iv e gu id an ce on e nh an ci ng te ac hi ng -le ar ni ng sk ill s o f th e te ac he rs e nc ou ra ge p ar tic ip at io n in pr of es sio na l d ev el op m en t op po rt un iti es fo cu se d on te ac hi ng -le ar ni ng sk ill s. ju ly a nd n ov em be r 20 25 4 da ys te ac he rs m as te r t ea ch er s sc ho ol h ea d sc ho ol b ud ge t 35 , 0 00 c re at ed im pr ov ed te ac he rs ’ le ar ni ng sk ill s o n st ud en ts as se ss m en t s ki lls https://journals.e-palli.com/home/index.php/ajahs pa ge 31 am. j. arts hum. sci. 4(2) 13-36, 2025 fe ed ba ck a nd g ui da nc e * d ev el op st ra te gi es fo r u sin g fe ed ba ck to ol s t o as se ss a nd im pr ov e te ac he r p er fo rm an ce . * e nh an ce th e ef fe ct iv en es s of g ui da nc e to ol s t o su pp or t te ac he rs ’ p ro fe ss io na l g ro w th an d de ve lo pm en t. * in te gr at e fe ed ba ck a nd gu id an ce to ol s i nt o re gu la r pe rf or m an ce e va lu at io ns to p ro m ot e co nt in uo us im pr ov em en t a m on g te ac he rs . o ff er g ui da nc e on im pl em en tin g po sit iv e re in fo rc em en t te ch ni qu es to e nc ou ra ge te ac he rs on d ev el op in g an d en ha nc in g th e te ac he rs ’ p er fo rm an ce pr ov id e re so ur ce s a nd su pp or t fo r d ev el op in g to ol s a nd st ra te gi es in th e im pl em en ta tio n of fe ed ba ck a nd g ui da nc e to te ac he rs ’ s ch oo l y ea r o ut st an di ng pe rf or m an ce . ju ly a nd n ov em be r 2 02 5 5 da ys m as te r t ea ch er s te ac he rs sc ho ol a dm in ist ra to rs sc ho ol h ea ds sc ho ol b ud ge t 25 ,0 00 in cr ea se d pr ofi ci en cy a m on g ed uc at or s d ur in g th e sc ho ol y ea r. year 3 ( 2026 ) teaching performance c on te nt a nd p ed ag og y to p re pa re e du ca to rs w ith th e im pl em en ta tio n an d m on ito rin g of th e cr ea te d, d ev el op ed a nd en ha nc ed st ra te gi es in te rm s o f co nt en t a nd p ed ag og y te ac hi ng le ar ni ng sk ill s o f th e te ac he rs . in te gr at e ef fe ct iv el y th e te ac hi ng le ar ni ng sk ill s i n te rm s o f co nt en t an d pe da go gy to a dd re ss le ar ni ng go al s a nd e nh an ce st ud en t en ga ge m en t. im pl em en ta tio n an d co nd uc t m on ito rin g on e ff ec tiv en es s, se le ct io n an d or ga ni za tio n of te ac hi ng -le ar ni ng sk ill s, w ith a fo cu s o n co nt en t a nd p ed ag og y pr ov id e co ns tr uc tiv e fe ed ba ck an d gu id an ce d ur in g th e im pl em en ta tio n an d m on ito rin g du rin g th e tra in in g. ju ly a nd n ov em be r 20 26 5 da ys e du ca to rs m as te r t ea ch er s sc ho ol a dm in ist ra to rs sc ho ol h ea ds sc ho ol b ud ge t 30 , 0 00 im pr ov ed o ut co m es re su lti ng fr om th e ef fe ct iv e us e of c on st ru ct iv e fe ed ba ck s f or te ac he rs ’ o ut co m es fo r f ut ur e us e. in te gr at io n of st ra te gi es in to le ss on p la nn in g an d de liv er y to ad dr es s l ea rn in g go al s a nd e nh an ce st ud en t e ng ag em en t i n te rm s o f co nt en t a nd p ed ag og y. st ud en t a ss es sm en t s ki lls *c re at e an d im pl em en t w ell -d efi ne d as se ss m en t r ub ric s t ha t a lig n w ith lea rn in g ou tc om es to e va lu at e bo th st ud en t p ro gr es s a nd th e ef fe ct iv en es s of te ac hi ng st ra te gi es . *r eg ul ar ly re vi ew a nd a dj us t s tu de nt as se ss m en t m et ho ds to e ns ur e th ey ac cu ra te ly re fle ct st ud en t l ea rn in g an d pr ov id e ac tio na bl e fe ed ba ck fo r te ac he rs to im pr ov e in st ru ct io na l pr ac tic es . * im pl em en t a st ru ct ur ed a pp ro ac h fo r e va lu at in g te ac hi ng e ffe ct iv en es s, fo cu sin g on c lar ity , m ea su ra bl e te ac hi ng ou tc om es , a nd a lig nm en t w ith st ud en t as se ss m en t r es ul ts. o rg an iz e w or ks ho ps o n th e im pl em en ta tio n an d m on ito rin g se ss io ns o n st ud en ts ’ a ss es sm en t e st ab lis h co lla bo ra tiv e fo ru m s f or ed uc at or s t o sh ar e co ns tr uc tiv e as se ss m en t, fe ed ba ck a nd g ui da nc e. fa ci lit at e di sc us sio ns a nd c on st ru ct iv e cr iti ci sm th at a re a pp lic ab le to te ac hi ng . ju ly 20 26 6 da ys e du ca to rs sc ho ol a dm in ist ra to rs sc ho ol h ea ds sc ho ol b ud ge t 45 ,0 00 in cr ea se d aw ar en es s a nd un de rs ta nd in g am on g ed uc at or s re ga rd in g co de s, law s, an d re gu la tio ns re le va nt to th e te ac hi ng p ro fe ss io n. e nh an ce d co m pl ia nc e w ith le ga l an d et hi ca l o bl ig at io ns , l ea di ng to im pr ov ed p ro fe ss io na l c on du ct a nd st ud en t o ut co m es . https://journals.e-palli.com/home/index.php/ajahs pa ge 32 am. j. arts hum. sci. 4(2) 13-36, 2025 (f ee db ac k an d g ui da nc e) a lig nm en t o f as se ss m en t st ra te gi es w ith c ur ric ul um re qu ire m en t to e ns ur e al ig nm en t o f as se ss m en t s tra te gi es w ith cu rr ic ul um re qu ire m en ts to d ev el op te ac he rs ’ ca pa ci ty to d es ig n an d im pl em en t e ff ec tiv e di ag no st ic, fo rm at iv e, an d su m m at iv e as se ss m en t st ra te gi es . d ev el op re so ur ce s a nd to ol s t o su pp or t t ea ch er s i n de sig ni ng a nd im pl em en tin g ef fe ct iv e as se ss m en t st ra te gi es . e st ab lis h pe er o bs er va tio n an d fe ed ba ck sy st em fo r t ea ch er s t o re ce iv e co ns tr uc tiv e in pu t o n th ei r as se ss m en t s tra te gi es . ju ly a nd n ov em be r 20 26 3 da ys e du ca to rs m as te r t ea ch er s sc ho ol a dm in ist ra to rs sc ho ol h ea ds sc ho ol b ud ge t 25 , 0 00 e nh an ce d ca pa ci ty o f te ac he rs to d es ig n an d im pl em en t e ff ec tiv e as se ss m en t s tra te gi es . im pr ov ed a lig nm en t o f as se ss m en t p ra ct ic es w ith cu rr ic ul um re qu ire m en ts pa ge 33 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 13-36, 2025 conclusion based on the findings of the study, it can be deduced that teachers’ teaching and learning skills are vital in achieving excellent performance. with their skills in delivering comprehensive content and pedagogy, application of 21st century skills, ict integration, and collaboration skills, and conducting authentic students’ assessments, they can attain outstanding performance. similarly, teachers’ collaboration skills and ict competencies contribute to quality ict-based learning opportunities for learners, impacting teachers’ performance. consequently, professional development that fosters a culture of continuous development that encourages collaboration, reflection, and innovation among educators, leading to a more dynamic and responsive teaching community. it follows, then, that feedback giving and guidance, which was concluded least among other indicators, must be undertaken to further improve the delivery of the content and pedagogy and the assessment process to enhance teachers’ performance in the division of bukidnon. recommendations based on the given conclusions of the study, several recommendations are presented: 1. the department of education officials should be consistent in providing ongoing professional development opportunities for teachers, as well as incorporating the latest research and best practices into the curriculum. 2. the school administrators should prioritize the development of content and pedagogy skills and student assessment skills by providing professional development opportunities for teachers. 3. the teachers must submit themselves sincerely to continuous professional development through training and workshops to enhance their performance related to feedback and guidance. 4. future researchers can utilize or make possible research relevant to teaching-learning skills and teachers’ performance in the areas of content and pedagogy, 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(2018). learning with peers, active citizenship, and student engagement in higher education. student success, 9(1), 66–77. pa ge 1 pa ge 5 american journal of arts and human science (ajahs) artificial intelligence in journalism: a narrative review of opportunities, challenges, ethical tensions, and human-machine collaboration habeeb abdulrauf1*, abdulmalik adetola lawal2, amarachi nina uma mba3, comfort ademola4, zaynab b. yusuf5, shalewa babatayo6, idris ayinde7 volume 4 issue 4, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i4.5963 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: august 10, 2025 accepted: september 12, 2025 published: september 26, 2025 artificial intelligence (ai) is changing the practices of journalism around the world, which influence how news is gathered, produced, and disseminated. this review synthesizes theories, empirical, and other literature to explore the multidimensional impact that ai has on journalistic workflows and values. this review centered on 81 core sources published between 2015 to 2024, examining ai’s affordances, including automation of routine reporting, data mining and audience personalization. the paper also assesses the emerging risks such as algorithmic bias, erosion of editorial transparency, and the popularity of deepfakes in the media. guided by human–machine communication (hmc) frameworks, actor-network theory, and affordance theory, this review submit that ai is a collaboratived partner rather than a competitor to human journalists. case examples from newsrooms worldwide (e.g., associated press, washington post, icij) show both promise and issues in ai integration to the practice of journalism. the paper also addresses the ethical tensions arising from ai-generated content, newsroom accountability, and evolving public trust in machine-assisted reporting. the paper offers future directions that highlight seven key areas: advancing deepfake detection tools, creating of ai ethics guidelines, advocating for the ai training in journalism education, and bridging technological gaps between large and smaller newsrooms. it concludes by hammering on maintaining human editorial oversight and democratic values as ai is growingly augmented in journalistic practice. this paper, therefore, offers a timely and interdisciplinary contribution to media scholars, technologists, and newsroom leaders who are embracing the future of ai-driven journalism. keywords ai ethics, ai in journalism, artificial intelligence, deepfake, human–machine communication 1 school of communication, western michigan university, kalamazoo, mi, usa 2 media innovation and journalism, reynolds school of journalism, university of nevada, reno, usa 3 department of communication studies, west virginia university, west virginia, usa 4 communication studies, northern illinois university, illinois, usa 5 department of communication, wayne state university, detroit, michigan, usa 6 nicholson school of communication and media, university of central florida, florida, usa 7 school of media and communication, pan-atlantic university, lagos, nigeria * corresponding author’s email: habeeb.abdulrauf@wmich.edu introduction a revolution in journalism newsroom over the years, technological advancements have been reshaping the media ecosystem. the printing press, the telegraph, radio, television, and the internet each left an indelible mark on how news is produced, disseminated, and consumed. today, we stand at the precipice of another revolution, driven by artificial intelligence (ai). no longer confined to speculative fiction or theoretical design, ai has begun to permeate newsrooms, changing the regular practices, augmenting decision-making, and raising fundamental questions about journalistic integrity and autonomy (diakopoulos, 2019). ai offers a potent suite of tools poised to change the practice of journalism as both a profession and a social institution. these include, but are not limited to, automating financial reports and facilitating multilingual interviews and data analytics (linden, 2017). the importance of these changes cannot be overemphasized. the integration of ai is occurring when public distrust in the media is eroding, an explosion of digital misinformation, and a rapid shift in news consumption habits, which is exacerbated by the breaking out of the covid-19 pandemic (humprecht et al., 2020; tandoc & kim, 2023). ramos and suizo (2022) emphasize that journalism during the covid-19 pandemic faced major disruptions, including restricted access to sources, the need to transition rapidly to virtual reporting, and ethical dilemmas such as combating misinformation and protecting confidentiality. these pressures pushed journalists to embrace digital innovation, adopt new storytelling techniques, and rely more heavily on collaborative models of reporting. this adaptability underscores how crises accelerate technological adoption in journalism — a dynamic now mirrored in the integration of artificial intelligence. these conditions present both a necessity and an opportunity for examining how ai is changing the assignment of journalistic practice. as news organizations seek to remain competitive in the attention economy, practitioners are turning to algorithmic tools to enhance the personalization of new stories, efficiency, and its scalability. yet, the result of such reliance, both normative and practical, remains underexplored scholarship. this review synthesizes current scholarship on that pa ge 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 5-18, 2025 focuses on ai and journalism through a narrative lens. unlike systematic reviews, which center on methodological homogeneity, the narrative approach instead, employ thematic exploration of concepts, ethical, and empirical literatures on a subject matter (greenhalgh et al., 2018). by so doing, the review surfaces emerging patterns, unresolved tensions, and global divergences in how ai is shifting journalistic practice and epistemology. it also contextualizes these shifts within sociotechnical systems and power structures. in this paper, we refer to artificial intelligence as a system designed for a narrow yet specific task, such as natural language processing (nlp), automatic speech recognition, or predictive analytics, rather than a multimodal general intelligence machine. journalistic automation on the other hand, is the use of ai to assist or perform editorial tasks, such as writing, tagging, curating, or verifying news content (graefe, 2016). human–machine communication (hmc), according to guzman and lewis (2020), is argued as an ai agent not simply as a tool but as a social actor in communicative processes. the term “augmented journalism” describes hybrid systems where human judgment and algorithmic assistance co-produce editorial content (dörr, 2016), while “editorial ai” means any computational system that involved in editorial workflows (van dalen, 2012). the integration of ai into journalism presents a paradox. on one perspective, these tools enable unprecedented scale and personalization. journalists can utilize ai to analyze large datasets, identify hidden trends, and unearth stories that would otherwise remain unknown. ai-driven tools can also help detect misinformation in real-time, identify visual manipulation (e.g., deepfakes), and translate content into different languages, thus expanding journalistic reach and timeliness (rana et al., 2022; marconi & siegman, 2017). these affordances on the other hand, bring up ethical and epistemological worries. who controls the training data? how transparent are ai-generated outputs? to what extent does ai fuel bias or gatekeeping? and how do these systems destroy newsroom labor dynamics and professional norms? these concerns are not purely speculative. personalization algorithms such as those used by google news or flipboard risk creating filter bubbles and information silos (pariser, 2011; li et al., 2011). ai-generated text, though efficient, may propagate errors or mimic ideological biases encoded in the training data (johnson, 2021). moreover, generative systems such as openai’s gpt or google’s gemini have demonstrated the ability to produce persuasive but not so correct content, raising questions about accuracy, trust, and verification challenges on journalists (floridi & chiriatti, 2020). moreso, the shift to ai-assisted journalism challenges the traditional relationship between journalists and audiences. ai allows for hyper-personalized news streams that align with users’ preferences, demographics, and browsing history (broussard, 2018). while this can increase engagement, it also raises questions about editorial judgment and shared civic discourse. long seen as a public good, journalism provides a common frame of reference, may become fragmented under algorithmic regimes. to responsibly integrate ai into journalism, scholars and practitioners must develop a critical framework that centers both innovation and ethics into the practice. this includes attention to governance, human–ai collaboration, newsroom transparency, and training programs that educate journalists with ai literacy. the main idea of this approach is that ai should augment rather than replace the human aspects of journalism, including critical thinking, ethical reasoning, contextual understanding, and narrative depth. this paper employs a narrative methodology, given the interdisciplinary and he growing nature of the topic. as systematic review method might be insufficient to capture the various disciplinary perspectives from media studies to computer science and information ethics, which define the discourse around ai in journalism. moreover, this method supports sounds reflection and thematic synthesis across diverse cases and frameworks, which is essential for a field undergoing fast technological and normative change. theoretical frameworks the application of ai in journalism requires multidisciplinary theories to better understanding its evolving relationship. that said, here we are outlining four major theoretical frameworks to help conceptualize the social, technical, and communicative dynamics that is at play. the first in the list is actor-network theory (ant), critical algorithm studies, technological affordance theory, and the human-machine communication (hmc) framework. these perspectives enable us to argue beyond deterministic or celebratory narratives and instead interrogate how ai systems co-construct journalistic practices, power structures, and audience experiences. actor-network theory (ant): ai as an editorial actant actor-network theory (latour, 2005), the main assumption is that both human and non-human entities, including algorithms and machines, function as “actants” that affect outcomes within a network. ant positions ai not as a passive tool but as an active participant in shaping editorial decisions, routines, and content flows in the newsroom context (lewis & usher, 2013). ai recommender systems can be leveraged to prioritize certain story angles or sources, subtly directing newsroom attention. moreover, an automated content generators can be embedded in news cycles, dictating the pace and structure of reporting. this theory therefore, compels us to examine how ai reshapes power relations among editors, journalists, audiences, and machines, often redistributing influence in unexpected ways (thurman et al., 2017) critical algorithm studies: unpacking opacity and bias critical algorithm studies provide a framework for analyzing the social and epistemological effects of algorithmic decision-making (gillespie, 2014). pa ge 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 5-18, 2025 algorithms, while framed as neutral are literarily full of assumptions, data biases, and institutional priorities (sandvig et al., 2014). in journalism, this manifests in editorial ai systems trained on datasets that may reproduce racial, gender, ideological biases, or that privilege particular forms of knowledge (broussard, 2018). the opacity of many machine learning models, are commonly referred to as “black boxes,” challenges traditional norms of accountability and verification in journalism (diakopoulos, 2019). this studies therefore, encourage journalists and researchers to questioned who builds algorithms, whose values are encoded within it, and how they align (or clash) with democratic media norms (rieder & hofmann, 2020). as such, practitioners would be able to augment them into their works with clear understanding of what, why and how they work the way they do. helping them to determine if they are ideal to their professional assignment. technological affordance theory: constraints and capabilities the theory was originally introduced by gibson (1979) and adapted to media studies by norman (1999) and later scholars, focuses on what technologies enable or constrain users to do. applying it to ai in journalism, the framework assumes that ai tools shapes journalism practices not just in terms of technical functions, but in the possibilities, they open or foreclose. ai writing assistants may afford faster story generation for example, but limit stylistic diversity. chatbots used for audience interaction can foster engagement but may constrain real and human tone in their dialogue due to their template-based interactions. importantly, affordances are relational; they emerge from the interplay between journalists’ intentions and the design of the ai system (bucher & helmond, 2018). this perspective therefore put journalists not as passive users of ai but as agents negotiating its constraints and possibilities. as they are saddles with big responsibilities of reporting nothing but truth about the day-to-day events as they happen accurately and objectively. computers as social actors (casa): ai as a social actor this paradigm views ai systems not merely as tools but as communicative agents capable of demonstrating social presence, relational cues, and message interpretation (guzman & lewis, 2020). drawing from the media equation (reeves & nass, 1996) and the computers as social actors (casa) theory, it examines how users interact with ai as if it were human, attributing credibility, personality, and intentionality to it. in journalism, this is evident in user-facing applications such as ai-generated news anchors or personalized chatbots that deliver news content. these systems may shape audience trust, engagement, and perceptions of journalistic credibility (sundar & kim, 2019). maylott et al. (2023) show that artificial intelligence, particularly large language models, can perform complex information-processing tasks much faster than humans while still requiring human oversight for accuracy. applied to journalism, this highlights how ai can help reporters analyze large datasets, process documents quickly, and extract key insights under tight deadlines, while journalists remain essential to interpret context, verify facts, and guard against bias. it draws attention to how design elements, such as voice, responsiveness, and anthropomorphism, mediate human responses to ai-driven journalism (guzman, 2018; edwards et al., 2019). by framing ai as a social actor, casa highlights the importance of transparency, design ethics, and social cues in shaping the perception of journalistic ai systems. while each of these theories offers unique insights into the above discussion, a comprehensive understanding of ai in journalism requires integrating these frameworks in it. ant foregrounds the networked agency of ai; critical algorithm studies challenged power and epistemology; affordance theory examines journalist-ai interactions; and casa focuses on the communicative implications of ai systems. these frameworks are all together provide a robust foundation for analyzing how ai reshapes journalism from newsroom to audience engagement. this theoretical ideas is essential for navigating the complexities of ai adoption across global journalistic contexts and for designing ethical, effective, and humancentered ai systems in the media industry. materials and method in this paper, we adopt a narrative review approach to explore the relationship between artificial intelligence (ai) and journalism. and unlike systematic reviews, narrative reviews focus on synthesizing conceptual, theoretical, and empirical insights across disciplines to provide an integrative and interpretive understanding of a topic of discussion (ferrari, 2015; greenhalgh, thorne, & malterud, 2018). search strategy and inclusion criteria we identified through keyword-guided searches conducted across multidisciplinary academic databases by consulting relevant scholarly and gray literature, including google scholar, scopus, web of science, jstor, and ieee xplore. additional sources were gathered from reports, books and white papers by professional journalism bodies such as associated press, harvard university press, sage, mit press, oxford university press among others authoritative sources. among other sources, we used are conference proceedings such as aaai, chi, and ica, selected preprints from repositories like arxiv and finally some industry blogs and credible case studies. the key search terms we used to gathered our sources are but not limited to “ai and journalism,” “algorithmic journalism,” “deepfakes and media,” “human–machine communication,” “automated news writing,” “ai ethics in journalism,” “newsroom ai policies,” and “platform affordances.” and to ensure interdisciplinary relevance, materials from the fields of media and communication studies, journalism, computer science, hci, ethics, and pa ge 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 5-18, 2025 legal studies were also included. only materials meeting one or more of the following criteria were selected for analysis and inclusion. first, peer-reviewed articles, case studies, and book chapters, second, empirical or theoretical relevance to journalism or journalistic practice, third we make sure all material included were published in english and between 2015 and 2024, with most of the final ones focus on 2018–2024 to reflect recent developments in generative ai and news automation thematic synthesis from the initial pool of over 200 sources that were reviewed for relevance. approximately 81 major sources were retained and categorized according to their theme. these categories were not predefined but emerged inductively through close reading and iteration. therefore, this paper is guided by the following research questions: 1. what opportunities does ai present for journalism practice? 2. what are the technical and ethical challenges ai pose to the newsroom? 3. how are emerging technologies like deepfakes and news personalization shaping public trust in journalism? 4. what frameworks can guide responsible human– machine collaboration in newsrooms? this review employed conceptual integration rather than performing statistical meta-analysis, using case examples, theoretical lenses, comparative insights, and synthesization to develop a review that reflects current scholarly and professional debates. the figure 1 following prisma flowchart illustrates the article selection process visually and in more clear and simple way: figure 1: prisma flowchart for the article selection process. challenges of ai in journalism the incorporation of artificial intelligence (ai) into information gathering and dissemination (journalism) has resulted in both positive integrations and a set of profound disruptions—some anticipated and others unforeseen. as noted in the introduction and conceptualized through actor–network theory, ai systems do not operate in isolation; rather, they function as actants within sociotechnical ecosystems that significantly shape editorial judgment, professional routines, and epistemological values. although ai technologies offer a plethora of capabilities to manage and streamline production in the newsroom and enhance personalization, their integration also exposes structural, ethical, and operational vulnerabilities in the newsroom. these challenges represent existing and upcoming discrepancies that newsrooms must critically address to ensure a more journalistically responsible and humancentered integration of ai into the world of information gathering and dissemination. bias and algorithmic fairness one of the major tensions regarding the utilization of ai in journalism is the problem of inconsistency and algorithmic bias. machine learning models utilize existing data for output results, and the fact that such data will most likely reflect existing societal inequities or underrepresent marginalized groups means the resulting systems can reinforce those embedded disparities. in journalism, biased ai may, to a large extent, influence what topics are deemed as “newsworthy,” who to quote, or how different groups are represented (obermeyer & mullainathan, 2019; sandvig et al., 2014). such bias puts journalism’s normative role in offering balanced and inclusive narratives at serious risk. as gebru et al. (2021) argue, fairness must be incorporated into both dataset curation and model design; yet, current industry standards often fail to meet expectations, particularly in news industries pa ge 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 5-18, 2025 whose primary goal is financial retribution. opacity and the explainability crisis a plethora of ai tools utilized in information gathering and dissemination, especially those depending on deep learning, operate as “black boxes,” which offer not so much clarity in how outputs are derived. this process does not just make the editorial verification processes too complex; it also undermines public trust in automated reporting (burrell, 2016). integrity in journalism calls for traceability of information sources; however, opaque ai makes it really hard for reporters to explore or even investigate the concept of machine-generated output or predictions (diakopoulos, 2019). the advent field of explainable ai (xai) offers some hope, and proposing frameworks for more interpretable outputs, and its application in newsroom contexts remains unexplored and under-theorized (gilpin et al., 2018). job displacement and professional role reconfiguration the utilization of ai gives room for labor-related issues in the media sector. some of the traditional duties of journalists, such as earnings reporting, sports recaps, and weather updates, have already been successfully automated and taken over by tools like wordsmith and heliograf (graefe, 2016). this situation has raised serious concerns about the elimination of entry-level journalism roles, carrying significant implications for career development and editorial practices (carlson, 2015). however, scholars emphasize that ai is more likely to reconfigure roles than eliminate them. coddington (2014) suggests another approach towards hybrid roles that calls for data literacy, computational thinking, and oversight of algorithmic content. erosion of trust, credibility, and human perception the perception of masses towards ai-generated news brings about another layer of complexity. research suggests that readers often apply a “machine heuristic,” assuming that algorithmic outputs are objective or free from human bias (sundar & kim, 2019). this can both lead to absolute trust in unequal outputs and downplay authentic journalism when errors arise. when highprofile errors, such as ai-generated misinformation or misquotes, become public, they can destroy the reputation of not only the outlet’s credibility but also the institution of journalism itself (marconi & siegman, 2017). balance and objectivity in ai authorship, combined with rigorous editorial oversight, are crucial for maintaining audience trust in this transformative landscape. personalization, echo chambers, and algorithmic gatekeeping ai-driven personalization systems can bring about different levels of complexity. inarguably, they can promote user engagement by bringing together relevant content, they also risk creating “filter bubbles” or echo chambers that reinforce users’ pre-existing opinions (pariser, 2011). this form of gatekeeping has this potential to shape public discourse by prioritizing ideologies that aligned with existing predisposition content over balanced reporting (bozdag, 2013). this really jeopardizes the civic responsibility of journalists to expose audiences to a diverse perspectives. moreover, the financial intent behind these systems often give priority to engagement metrics over editorial judgment, which challenges the journalistic norms of balance and impartiality (napoli, 2019). data ownership and platform dependency the integration of ai in journalism often relies on unincorporated platforms, third-party apis, and user data, which raises concerns about data sovereignty, autonomy and editorial objectivity. since these ai tools are developed, owned and maintained by tech giants, then it is imperative to ask questions about information flow and those who controls the logic of content distribution, the priorities embedded in algorithms, and how newsrooms might be coerced into specific formats or narratives (andrejevic, 2020). this structural reliance not only threatens the independence of journalism but may exacerbate asymmetries between small, local outlets and platforms that are dominant globally. legal ambiguity and regulatory gaps the legal implications of ai-generated journalism are largely unresolved. ai in journalism has led to many ethical and legal concerns which include issues include authorship rights, libel liability, and the utilization of existing copyright frameworks to machine-produced content (german, d. m., 2024). for instance, if an ai-generated article disseminates false information, determining liability, whether it lies with the developer, the journalist, or the editor, is often unclear and this is a serious legal problems. furthermore, most legal frameworks have yet to mandate transparency in aigenerated news or require disclosure labels. without a coherent regulatory infrastructure, the use of ai in journalism operates in a legal gray zone, which exposes the news organizations to reputational and legal risk. the “black box” accountability gap issues of accountability are also central to the broader problem of accountability. in traditional journalism, duties are assigned for authorship and editorial responsibility, but now that ai systems significantly contribute to content creation, the issue of accountability is almost impossible. who should be held accountable when ai produces misleading content? scholars argue that editorial teams must make use of “human-in-theloop” safeguards to ensure that final outputs are reviewed and validated by qualified professionals (diakopoulos, 2019; graefe, 2016). deepfakes and the disinformation arms race one of the most dire concerns is the proliferation of synthetic media and deepfakes, hyperrealistic but fabricated videos or audio generated by ai. these tools pa ge 10 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 5-18, 2025 put in jeopardy the epistemic foundations of journalism by making it difficult to distinguish authentic visual evidence from digital forgeries (vaccari & chadwick, 2020). these are already being used in political disinformation campaigns, and the phenomenon of the “liar’s dividend,” where genuine footage can be dismissed as fake, also brings about the challenge to public discourse (fallis, 2021). inequity in resource allocation using ai requires access to financial capital, technical expertise, and data infrastructure resources that are unevenly divided across the global media landscape. though many countries, such as the u.s., uk, and china, invest in ai innovation labs and partnerships with tech firms, many community-based or global south newsrooms lack the capacity to adopt such tools (simon, 2024; thomson reuters foundation, 2025; gondwe, 2023). this digital divide poses a significant risk to promote existing inequalities in news quality, access, and production. therefore, without concerted and realistic equitable ai design, the benefits of ai enhanced journalism will remain unevenly distributed among its users. opportunities and use cases of ai in journalism the concerns about ai’s impact on journalism are legitimate and diverse. it is equally important to spotlight the powerful affordances that ai offers across the news ecosystem. enhancing news production to enable personalization and accelerate verification is a valid opportunity. and ai technologies present opportunities to manage editorial workflows, amplify data-driven storytelling, and reimagine audience engagement. automated content generation ai is increasingly used in journalism to automate the generation of routine stories, such as those in financial reporting, sports, and weather. natural language generation (nlg) tools such as wordsmith and heliograf have been successfully integrated by outlets like the associated press and the washington post to generate thousands of earnings reports and election updates with minimal human input (linden, 2017; graefe, 2016). apart from the cost efficiency, ai journalism enhances timeliness and breadth of coverage. for instance, the ap reportedly expanded its coverage of corporate earnings by over 12-fold after implementing automation (marconi & siegman, 2017). this incorporation does not eliminate the role of journalists; instead, it enables them to focus on more complex stories that require human investigation, ethical judgment, or narrative nuance. personalization and audience engagement ai also plays a central role in content personalization, particularly through recommendation algorithms that tailor newsfeeds based on individual user behavior. platforms such as google news and flipboard utilize natural language processing (nlp) and collaborative filtering to curate and rank articles based on relevance, thereby increasing reader engagement and retention (li et al., 2010). these algorithms analyze users’ reading history, search queries, and even emotional responses to predict interest. while this raises concerns about filter bubbles (as addressed earlier), personalization can also enhance accessibility, for example, delivering local updates to underserved communities or customizing news for linguistic minorities through machine translation (diakopoulos & koliska, 2017). if designed ethically, personalization engines can help re-engage disaffected audiences by connecting them to stories that matter personally, without compromising journalistic plurality. investigative journalism and data analysis ai’s ability to analyze vast amounts of unstructured data is a valuable tool for investigative reporting. machine learning and entity recognition tools can work through a plethora of documents such as leaks, contracts, and emails, surfacing connections, anomalies, or hidden trends that might otherwise go unnoticed (stray, 2019). a very good example of this type of analysis is the panama papers investigation, in which the international consortium of investigative journalists (icij) used data mining tools and graph databases to analyze over 11.5 million leaked documents. ai-assisted analysis revealed tax avoidance schemes and shell companies involving global elites (moyo, 2020). similarly, the nyt and propublica have used ai-powered tools like documentcloud and overview to visualize patterns and facilitate collaborative reporting. these tools shift the journalist’s role from information gatekeeper to algorithmic investigator curating, interpreting, and contextualizing patterns found in data (diakopoulos, 2019). this phenomenon reassigns journalists as “data ethnographers,” blending computational precision with human insight. real-time fact-checking and verification ai is increasingly being used to combat misinformation in the digital age through tools such as claimreview, full fact’s live, and truthnest, which deploy machine learning for real-time detection of false claims across social media and news feeds (graves, 2018). these tools rely on models trained on verified databases to flag potential inaccuracies, suggest fact-checks, and identify manipulative framing. for example, full fact’s ai tool oversees televised debates, automatically note statistical claims, and crossreferences them with public databases. in the same vein, the poynter institute and google’s factcheck tools enable journalists to determine whether a claim has been previously verified, and this enhances reporting speed and accuracy (nakov et al., 2021). although these tools are not infallible, they reduce the workload on human fact-checkers and introduce automated layers of defense against viral falsehoods, an pa ge 11 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 5-18, 2025 essential step in safeguarding public trust. machine translation and multilingual reporting ai-driven machine translation has significantly expanded the possibilities of cross-border journalism. modern tools such as google translate and deepl rely on neural machine translation (nmt) architectures, which process entire sentences in context rather than word by word. this approach improves fluency, semantic accuracy, and overall readability, making mt more viable for professional journalistic use (wu et al., 2016). journalists are now able to translate interviews, press releases, or documents across languages with improved coherence and nuance, which makes diverse language content more accessible. news agencies such as reuters employ these systems to deliver multilingual newsfeeds, while al jazeera uses aienhanced translation to localize global stories for arabicspeaking audiences. this not only expands the reach of journalism but also strengthens intercultural reporting— particularly valuable in conflict zones or diasporic communities where access to information in one’s native language has historically been limited. synthetic media for immersive storytelling to further buttress this, ai-generated media (e.g., textto-image or voice synthesis) is being used as a tool for immersive, narrative journalism. projects like the new york times’ visual investigations have utilized ai to restructure conflict zones using satellite imagery and machine learning–based object detection, which creates compelling visual narratives for war crimes and humanitarian stories (the new york times visual investigations team, 2024). a good example of this is the team programmed an ai tool to scan satellite images of southern gaza, which detected over 1,600 bomb craters, which were then manually validated to distinguish them from shadows, water towers, or older impacts (nyt editorial ai director, 2024). more experimental outlets have begun integrating ai-generated audio, avatars, or simulation tools into storytelling; though such use raises ethical questions, it without any doubt invites novel formats for conveying complex information. ethical innovation in this sphere may postulate new ways to connect emotionally with readers and make data-heavy figure 2: view of algorithm news serving technique, adapted from kabassi (2010) stories more accessible. ethical considerations of ai in journalism ai’s role in journalism raises various ethical concerns that is not just limited to technological capabilities. with the adaptation of newsrooms adopting machine learning for story generation, personalization, and automation, it becomes imperative to hold on to the longstanding journalistic principles of truth, fairness, and accountability whilst also navigating new complexities. bias and fairness ai systems represent the data on which they are built. whenever this data carries embedded societal or editorial biases, algorithms can reinforce stereotypes, overlook marginalized voices, or skew coverage in unintended ways, and these issues highlight the need for careful consideration and ongoing evaluation of ai’s role in journalism. for example, an ai trained on overrepresented crime reports from particular communities may disproportionately highlight those neighborhoods, exacerbating stigmatization (gebru et al., 2021). to mitigate such issues, it’s important to: ● train on diverse, representative data with documented metadata (gebru et al., 2021). ● conduct algorithmic audits to identify bias across content types, tone, and representation. ● involve diverse editorial oversight to identify blind spots in ai outputs (binns, 2011). transparency and disclosure ai’s “black box” nature, which signifies the bot’s opaque operating system, erodes trust and accountability. journalists must explain when, how, and why ai is used. leading newsrooms now disclose ai contributions, such as tagging automated stories (cools & diakopoulos, 2023), and some adopt explainable ai (xai) methods to pa ge 12 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 5-18, 2025 ensure editors can interrogate algorithmic logic (lipton, 2018). public trust and credibility trust in journalism is already affected. if ai-generated content is indistinguishable from human-written articles or worse, and it’s only discovered after errors, audiences may disengage and lose complete hope in any disseminated news. thus, ethical strategies include: ● clear labeling of ai-generated content. ● it is crucial to ensure that every ai-assisted output undergoes a human editorial review. ● the importance of human journalists in narrative framing and moral judgment is emphasized (montal & reich, 2017). algorithmic echo chambers figure 3: 5 pillars of ethical ai by ibm ai-powered personalization can foster “filter bubbles” that limit exposure to diverse perspectives (pariser, 2011). while personalization enhances relevance, it may also undermine journalism’s broader mission to inform the public. ethical mitigation strategies include: ● disrupting echo chambers by injecting serendipitous content into news feeds. ● providing users with controls to customize or override personalization settings. ● regularly auditing algorithms to ensure diversity of exposure (bandy & diakopoulos, 2020). legal ambiguity and accountability ai-generated content poses unresolved legal questions: who owns ai-generated work? who is liable for libel or misinformation? ethical best practices include: ● dealing with all ai outputs as drafts subject to human approval. ● implementing editorial guidelines for ai oversight. ● we should prioritize user privacy and data protection, particularly in jurisdictions that lacking clear legal protections (calo, 2018). deepfakes and synthetic media perhaps the most urgent ethical threat is the rise of deepfakes, ai-generated content that can convincingly mimic real individuals. these pose a serious challenge to truth in journalism. newsrooms should: ● adopt deepfake detection tools (westerlund, 2019). ● label synthetic media transparently. ● educate the public on misinformation risks. upholding human judgment ai lacks empathy, ethical reasoning, and contextual judgment. journalists are not just content generators; they are sense makers. upholding the human role is vital: ● developing ai usage codes of ethics that align with journalistic norms is crucial for upholding transparency, accountability, and editorial integrity in automated news production (diakopoulos & koliska, 2017). ● train journalists in ai literacy and ethical vigilance. ● encourage audience engagement to gauge sentiment and guide responsible deployment. human–machine communication in the age of ai journalism successfully embedding ai into journalism is not just a technical or ethical challenge; it is a matter of effective communication and collaboration between humans and machines. human–machine communication (hmc) provides an important template for understanding how journalists converse with artificial agents in the newsroom. as ai systems become autonomous, proactive, pa ge 13 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 5-18, 2025 and capable of naturalistic dialogue, they restructure not just how journalists work but how meaning, control, and authorship are negotiated in the production of news (guzman & lewis, 2020). a shift from command to collaboration historically, journalists have interacted with machines in a command-based manner, by utilizing databases, dashboards, or editing tools to execute predetermined tasks. ai, especially generative ai and machine learning systems, introduces tools that are semi-autonomous. tools that are capable of making decisions and that “talk back” by proposing topics, generating drafts, or predicting audience reactions (lewis et al., 2020). this constant evolution transforms the relationship from tool use to collaborative interaction, reshaping journalistic routines and editorial dynamics. these are some strategies we proposed for seemingly collaborative work. understanding ai capabilities and constraints journalists must develop “ai literacy” as a baseline for understanding how ai systems work, what they are trained on, and where their limitations lie. this literacy aids them in identifying when ai outputs may be malfunctioning, overgeneralizing, or omitting nuance (chiu et al., 2024; laupichler et al., 2022). for example, many large language models lack temporal awareness and are unable to validate facts, which denotes that journalists must maintain skepticism even when outputs appear to be very human or perfect. research shows that when users understand the logic behind intelligent systems, their ability to manage and anticipate machine behavior improves significantly (laupichler et al., 2022). formulating effective prompts and queries interacting with ai requires a communicative mindset. whether asking an ai to write a headline, summarize a story, or extract data trends, success depends on the clarity and specificity of the human prompt. journalists are thus encouraged to develop “prompt engineering” skills, crafting clear, targeted instructions that elicit accurate and nuanced outputs (bashardoust et al., 2024). this aligns with hmc theories, which position human users as coconstructors in meaning-making, where conversational scaffolding and iterative feedback loops enhance system performance (guzman, 2018). data curation and editorial grounding ai does not function in a vacuum. it operates on data chosen (or neglected) by humans. in journalism, this places journalists in a crucial gatekeeping role regarding the sources, datasets, or linguistic patterns that an ai system uses (diakopoulos, 2019). curating representative, balanced, and ethically sourced data sets is vital to avoid bias amplification. moreover, once the ai produces an output, whether a trend analysis, summary, or predicted engagement metric, it is the journalist’s responsibility to interpret and contextualize that result. this aligns with a human-in-the-loop model, which emphasizes human oversight to ensure accuracy, reliability, and ethical use of ai-generated outputs (demartini et al., 2020). emotional intelligence and social presence one underexplored but emerging area in hmc is the emotional and relational perception of machines. as ai-generated texts become more human-like, some journalists may attribute competence or warmth to the system, which is a process known as mind perception (waytz et al., 2014). such perceptions can influence how journalists trust or rely on ai. studies in media psychology indicate that when systems mimic social cues (e.g., tone, empathy), users may engage more collaboratively; however, such mimicry may also mask the system’s true limitations (nass & moon, 2002). balancing functional trust with critical awareness is essential. training, feedback loops, and co-evolution as ai systems evolve, so too must journalistic practices. feedback mechanisms in which human editors revise ai outputs, and those corrections feed back into the system, are key for improvement (graefe, 2016). newsrooms that implement training cycles between humans and ai agents can foster mutual adaptation, as journalists learn to prompt more effectively and evaluate more accurately. ai systems improve their relevance and tone through dynamic, iterative interaction with users. this feedback loop exemplifies symbiotic human–machine communication (hmc) a co-evolutionary model in which human creativity and machine automation mutually reinforce each other (lewis, guzman, & schmidt, 2020). skills critical journalist for effective humanmachine collaboration as ai continues to evolve and also reshape journalistic practices, the role of the journalist is evolving from that of a sole content creator to a hybrid collaborator working alongside intelligent systems. this transformation requires new competencies beyond traditional journalistic expertise. tomorrow’s journalist must be proficient in data analysis, critical reasoning, technological literacy, and human–machine coordination (graefe, 2016; guzman & lewis, 2020). data analysis and visualization the integration of data journalism underscores the need for journalists to be comfortable working with quantitative data, both as input and output for ai systems reports. reporters must be capable of grasping ai results through statistical understanding, questioning anomalies, and transforming findings into accessible visuals. ai may uncover trends, but human judgment is crucial for interpreting them meaningfully, without biases. journalists who are very simmered with strong data fluency are better equipped to engage with algorithmic tools and craft nuanced narratives critically. moreover, developing visualization literacy, like the ability to edit ai-generated pa ge 14 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 5-18, 2025 graphs or maps, ensures that visual storytelling remains accurate, ethically responsible, and audience-appropriate (foa couraçeiro et al., 2024). for instance, a political journalist might use an ai tool to identify demographic patterns in voter turnout. regardless, human oversight is essential to ensure that visualizations are not misleading, that axes are properly scaled, and that color schemes do not introduce bias. critical thinking and problem-solving in a human–ai workflow, skepticism is essential: ai outputs must be interrogated, not blindly accepted. journalists should treat ai-generated information as they would treat any other source, acknowledging its potential for errors, omissions, or misinterpretations. for example, a detected trend or correlation must be verified: is it causal, spurious, or biased? journalists may also need to troubleshoot ai outputs by refining prompts, correcting transcripts, or adjusting data pipelines (diakopoulos & koliska, 2017; demartini et al., 2020). journalists with strong critical thinking skills act as the final gatekeepers between automated content and the public, ensuring that ethical and editorial standards are preserved (diakopoulos, 2019). communication and storytelling even the most advanced ai cannot replace human narrative intuition. storytelling, which is the heartbeat of journalism still remains a human strength. ai may generate drafts or analyze patterns, but it is the journalist’s duty to construct meaningful arcs, pose powerful questions, and provide cultural context. edwards et al. (2013) argue that effective message design remains essential even when a message originates from a machine. human editors must refine and proofread ai-generated content to ensure emotional tone and coherence and to ensure it is coherent with the intended audience and journalistic values. a journalist might use ai to analyze 10,000 leaked documents, but the crafting of the whistleblower narrative, the moral stakes, and the broader societal implications rely entirely on human interpretive labor. additionally, journalists need to communicate ai’s function to others, editors, audiences, or sources. this includes explaining how the ai arrived at its conclusion, its limitations, and why the results are trustworthy. transparent storytelling reinforces credibility in an age where automation can invite suspicion (lewis et al., 2020). transparency in the tool journalists are more likely to trust ai systems when they can understand and verify how decisions are made, especially in the context of reinforced biases. explainability features, such as keyword rationales or output confidence levels, help users make informed judgments about the reliability of ai output (gunning & aha, 2019). incorporating visible logic and transparency in ai-powered journalistic systems enables journalistic hmc benefits from systems that include visible logic, allowing humans to audit and correct flawed assumptions. such transparency supports informed skepticism and trust calibration. for instance, when using an ai topic classifier, being able to view the keywords or sentence fragments it used to tag a story helps a journalist assess whether the classification was appropriate or misguided. adaptability and flexibility the future of ai-enhanced journalism is evolving in an unanticipated way. both journalists and ai tools must adapt to rapidly shifting technologies, platforms, and audience expectations. training programs and digital upskilling should be continuous, not episodic. likewise, ai tools should be modular, capable of adjustment without complete retraining. flexibility is also ideological: humans must retain editorial control at all times, and systems should be responsive to new kinds of journalistic missions (e.g., climate coverage, diversity reporting). consider a newsroom shifting its focus toward investigative environmental journalism. the personalization algorithms used for audience engagement should adapt to this new focus, highlighting long-form investigations instead of short celebrity updates. results and discussion this review highlights that ai adoption in journalism is reshaping newsroom practices, though in uneven and contested ways. evidence from cases such as the associated press and the washington post clearly shows how automation supports efficiency in journalism routine tasks, including financial reporting and election coverage, while organizations like the icij employ machine learning to manage large-scale data leaks (graefe, 2016; marconi, 2020). these applications underscore ai is most valuable when augmenting journalistic capacity, particularly in data processing and scale, rather than serving as a wholesale substitute for editorial work. at the same time, ethical challenges remain central. scholars point to persistent issues of bias, opacity, and cultural misalignment, which erode trust and risk reinforcing inequalities (bucher, 2018; diakopoulos, 2019). this is in tandem with critical algorithm studies, which emphasize that algorithms are embedded within social and institutional contexts, shaping what is considered credible or newsworthy. journalists’ hesitance to delegate editorial judgment to ai reflects enduring concerns about transparency and the preservation of professional integrity. finally, our findings stress that ai functions best as part of a collaborative model. human–machine interaction allows journalists to retain narrative framing and ethical oversight while machines handle data-intensive tasks, consistent with hmc and actor–network theory perspectives (guzman & lewis, 2020; lewis et al., 2019). yet access to these tools is highly uneven: while u.s., u.k., and chinese newsrooms lead experimentation, many global south contexts lack infrastructure and training to adopt ai effectively (moyo et al., 2019). such pa ge 15 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 5-18, 2025 disparities highlight that ai’s affordances are shaped by broader questions of equity, reminding us that its impact is not inevitable but contingent on institutional, cultural, and resource conditions. conclusion the emergence of ai in journalism represents one of the most significant transformations since the advent of the internet. this review has shown that ai offers clear opportunities for enhancing efficiency and scale in newsrooms, as seen in the associated press’s automated earnings reports, the washington post’s election updates, and the icij’s use of machine learning in the panama papers investigation (moses, 2017; icij, 2016; marconi, 2020). these innovations illustrate how ai can augment journalistic practice, freeing reporters to focus on analysis, creativity, and in-depth storytelling rather than routine tasks. yet, the challenges remain profound. issues of bias, opacity, and hyper-personalization threaten credibility and civic discourse (cools & diakopoulos, 2024). the rise of deepfakes further undermines trust, with cases of manipulated media targeting both executives and journalists (robins-early, 2024; voa news, 2024). likewise, the cnet incident revealed how undisclosed ai-generated articles erode transparency and public confidence (farhi, 2023). these examples demonstrate the urgent need for stronger detection tools, newsroom ai ethics policies, and regulatory safeguards to uphold accuracy and accountability (cools & diakopoulos, 2023). looking ahead, journalism’s future lies in collaboration rather than competition between humans and ai. machines offer speed, scale, and pattern recognition, while journalists bring ethical reasoning, contextual insight, and narrative depth (marconi, 2020; cools & diakopoulos, 2024). human–machine communication frameworks highlight how these complementary strengths can produce more responsive and impactful reporting. for this to succeed, newsrooms must invest in ai literacy, interdisciplinary teamwork, and a culture that frames ai as a collaborator. in conclusion, ai is neither a panacea nor a catastrophe for journalism. it is a powerful tool that, when applied responsibly, can expand the profession’s capacity and reach. but careless use risks eroding public trust and democratic accountability. the responsibility rests with journalists, editors, and institutions to center human judgment, demand transparency, and proactively address bias. by doing so, the profession can ensure that ai strengthens journalism rather than undermines it. future directions several strategic pathways must be prioritized to ensure its ethic, as ai-driven journalism moves from innovation to integration, inclusive, and effective evolution. these directions focus on technological development, industry standards, education, equity, public trust, and regulatory frameworks. 1. combatting deepfakes and media manipulation: future research should prioritize advanced detection technologies for deepfake media when integrating them into newsroom workflows and practices. initiatives like adobe’s content authenticity initiative and blockchainbased tools can offer great solutions for ensuring integrity and trust in the media. 2. creating ethical standards for ai use: an industrywide ethical frameworks that include transparency in citing ai-generated content must be put prioritize, as well as editorial oversight protocols, algorithmic fairness, and data privacy protections. leading organizations like the society of professional journalists and global editors network can spearhead this standard and ensure its wide uptakes. 3. training in ai literacy: journalists need proper education in ai usage and know how, data analysis, and ethical reasoning. this training could be inform of workshops, short courses, and interdisciplinary seminars should emphasize both the capabilities and limitations of ai to avoid over-reliance and ensure human judgment remains central of the practices. 4. bridging the ai divide: the development of lightweight, cost-effective ai tools is essential to support local and under-resourced newsrooms. partnerships, open-source models, and nonprofit funding can help reduce disparities and prevent ai from becoming a tool exclusive to elite organizations and can be available to those who could not afford smart phone as well. a good example is encouraging the building of more climate friendly low-power ai that required little to no internet to be used. 5. studying audience perceptions of ai-generated content: future studies should explore how different audiences perceive credibility and trust across ai-written versus human-authored new reports. research should draw on frameworks like the “machine heuristic” (sundar & kim, 2019) to inform decisions about disclosure and deployment. 6. cross-disciplinary innovation: collaboration between journalists, engineers, ethicists, and scholars is another strong area to look into as well. projects like journalism ai (polis, lse) show how such partnerships can create tools like explainable ai systems that align technological capabilities with journalistic values. 7. engaging in policy and regulatory debates: as governments regulate ai in some countries of the world, journalism must advocate for policies that protect against harms like misinformation and algorithmic opacity without restricting investigative autonomy, newsroom independence, or source confidentiality. in summary, a balanced approach combining technological innovation with strong ethical foundations, inclusive access, and interdisciplinary collaboration will shape the next phase of responsible, impactful ai-driven journo practice in this profession. pa ge 16 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 5-18, 2025 references anderson, c. w., & revers, m. 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(2016). google’s neural machine translation system: bridging the gap between human and machine translation. arxiv. https://arxiv.org/ abs/1609.08144 pa ge 1 pa ge 30 2 american journal of arts and human science (ajahs) prevalence and effects of bullying among learners in the hinterlands of southwest ii district, cagayan de oro zenny b. escosura1*, nora c. narido1 volume 4 issue 2, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i2.4564 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: february 11, 2025 accepted: march 19, 2025 published: may 22, 2025 bullying has profound short-term and long-term effects on those involved, including victims, bullies, and even bystanders. this study examined the prevalence and effects of bullying among learners in southwest ii district, division of cagayan de oro city, for the school year 2023-2024. using a descriptive-correlational method, data were gathered from 170 learners through a researcher-made questionnaire, employing slovin’s formula, stratified random sampling, and simple random sampling. statistical tools such as frequency, percentage, mean, standard deviation, pearson’s correlation, t-test, and f-test were used for analysis. findings indicated a low prevalence of bullying, with emotional bullying being the most common, while the effects were high, particularly in academic performance. a significant relationship was found between bullying prevalence and its effects, with variations based on learners’ profiles, except for grade level and sex. the study emphasizes the urgent need for anti-bullying strategies in schools, including fostering positive social interactions and proactive interventions to mitigate bullying behaviors. keywords effects of bullying, prevalence 1 phinma cagayan de oro college, philippines * corresponding author’s email: zebo.escosura.coc@phinmaed.com introduction teachers in the dynamic landscape of education system in the philippines, they are not only educators but also researchers tasked with cultivate pedagogical practices and enhancing learning outcomes. the main objective if this study is to determine the level of knowledge, skills, and attitude in conducting research among public elementary school teachers in cagayan de oro city. specifically, this aimed to describe the respondents’ characteristics, find the level of teachers’ knowledge in conducting research, assess the level of teachers’ skills in conducting research, examine the level of teachers’ attitude in conducting research, and determine the significant relationship between the teachers’ knowledge, skills, and attitude in conducting research and each of their characteristics. research has been the stepping stone behind improvement and progress . as the world changes the importance of research becomes ever more transparent. nowhere is this more apparent than in the field of education, where research plays a crucial role in fostering innovation and propelling positive change. by employing exact methods, clarifying facts, and conducting precise studies, researchers are able to delve and compared countless theories and approaches. they get a more of information through other people’s experiences. as abelardo et al. (2019) aptly stated, “research is one of the keys to the development of any organization,” and this is particularly true in the context of education. in addition, manongsong and panopio, in 2018 stated that through research can not only find solutions to the problems that are already there but also foster intellectual skills and knowledge, ultimately leading to a more vibrant and effective learning environment. essentially, teacher’s greatest appreciation for the dynamics and challenges is positioning them well to identify probable topics for research and hence guiding the inquiry into impactful solution pathways (gonzales et al., 2018). they can change their teaching based on what they learn, making sure students get the best education possible for the future. within this framework, the department of education (deped) issued department order 39, series of 2016 for the adoption of the basic education research agenda, which guides school heads, supervisors, teachers, and stakeholders across the country in conducting education research and utilizing research results, a landmark directive aimed at strengthening research culture and capacity building among educators. this order explains how teacher’s role in research are important and pinpoint their significance as key drivers of educational innovation . against this backdrop, this study seeks to explore the knowledge, skills, and attitudes of teachers towards research development, as framed by the provisions set forth in deped order no. 16, series of 2016 entitled research management guidelines (rmg), is to localized research implementation and provide direction on how to manage and implement research initiatives at the national, regional, school division, and school levels to foster and strengthen the quality of research culture in basic education and through do no. 43, s. 2015 and do no. 4, s. 2016, also known as the basic education research fund (berf), it provide researchers financial support along with guidelines for utilizing it . by focusing research efforts on these key areas, the department of education (deped) guaranteed that its actions are align with departmental objectives and enhance the effectiveness of research activities. pa ge 30 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 302-319, 2025 as methodologies evolve and technology advances, the role of teachers has transformed into that of a catalyst for change. it is active in finding ways to support, motivate, and guide students (cebeci & yildiz, 2018). besides planning lessons, teachers are responsible for developing school culture by raising the academic standards and providing needed guidance and support. essentially, teachers become architects of the classroom learning environment. their intimate understanding of dynamics and challenges positions them perfectly to identify potential research topics and guide inquiry into impactful solutions (gonzales et al., 2018). however, numerous studies have documented the prevalence and impact of bullying, highlighting its effect on academic performance, social development, and mental health. despite also the growing problem of bullying, there remains a significant gap in understanding bullying in schools. a study by hoge et al. (1990) has established that school conditions were long associated with problems of attitude, behavior, self-esteem, and academic outcomes. also, school climate change was correlated with this idea. consequently, corruption in public schools is necessary to consider and tackle to maintain a safe and stable education climate for all young people. moreover, bullying does not have to be a reality that one must live with. if a person is being bullied, they should tell someone, a parent, teacher, or counselor. parents must take an active role in their child’s life and safety. if a parent knows that their child is bullying, then they must take steps to stop this behavior. going to counseling can help get to the root of the issue and help the bully to change their behavior before it is too late. if a person is a witness to a bullying event, then it is one’s responsibility to step in, whether by taking up for the victim or by getting an adult right away. the bystander effect (seeing bullying but being too afraid to get involved) is no excuse and can cause further damage to the victim and the bully. saying nothing is almost as bad as committing the bullying itself. the department of education begins drafting the implementing rules and regulations for the republic act no. 10627, or the anti-bullying act of 2013. under the law, private and public schools are required to address cases of bullying in their schools. schools that fail to impose such measures will face administrative sanctions from the department of education. thus, this study aimed to distinguish the prevalence and effects of bullying among learners in southwest ii district, division of cagayan de oro city. literature review respondents’ characteristics respondent characteristics in research, particularly related to studies on topics like bullying, it’s essential to understand how various demographic and psychographic factors influence the findings. respondent characteristics can include age, gender, socioeconomic status, educational background, ethnicity, and other relevant attributes that shape the respondents’ experiences and perspectives. tribal affiliation according to walls and whitbeck (2019), strong tribal identity and cultural resilience can both protect against and exacerbate bullying experiences among indigenous youth. it finds that youth with a strong sense of tribal identity are less likely to be affected by bullying, as cultural ties provide a source of support and identity affirmation. prevalence of bullying bullying can have negative effects on academic performance that last throughout a student’s school career, emphasizing the value of early intervention and preventative measures. class size is usually a major determinant of bullying and victimization and influences academic performance (garandeauet al., 2019). public schools usually have a larger number of learners, which could range from 25-30 or more, while private schools keep their class size closer to an average of about 15-16 learners. it is important to note that larger class size in public schools is associated with increased cases of bullies (garandeau et al., 2019). this is because the increased number of learners makes it somewhat difficult for the teacher to control their behaviors, hence enhancing more bullying activities, which will influence academic performance. emotional bullying bullying is a subtype of violence that leads to maladaptive behaviors and emotional responses, with implications for social competence, emotions, and empathy. the present study compared the time course of emotional processing in children who were involved in the dynamics of bullying (i.e., as victims, bullies, and observers) by evaluating event-related potentials [early posterior negativity and late positive potential in different brain regions during a passive visualization task that involved positive, neutral, and negative social pictures (santos et al., 2022). the negative impacts of bullying include emotional stress, dissatisfaction, fewer interests, self-doubt, decreased commitment, and confusion. these often lead to students believing that higher education institutions offer little or no support in solving the problem, causing high levels of anxiety and depression. in a study, females had 2.9 times more negative emotional reactions to bullying than males. victims with social support experienced lower levels of emotional stress. in addition, poor quality of life significantly contributed to bullies’ mindsets. according to abualula et al. (2023), compliance with the academic requirements and hospital duties combined with the stress of studying for classroom examinations add further stress that may reduce students’ tolerance to unpleasant environments. physical bullying physical bullying is the type of bullying that may take many forms: hitting, pushing, tripping, slapping, spitting, stealing or destroying possessions, including books, clothing, or lunch money. besides, physical bullying is a serious problem, affecting not only the bully and pa ge 30 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 302-319, 2025 the victim but also the other students who witness the bullying. school bullying seems to be still a threat for children and adolescents despite decades of research and school bullying prevention programs implemented. in the pisa reports, bullying has been mentioned as the most serious threat to learners’ well-being in schools, and also the pervasiveness of all forms of bullying has been underlined (pisa, 2015; 2018). school bullying has many forms, whether verbal, physical, sexual, psychological, social, or cyber. there have been multiple incidents of bullying in schools that have led to numerous student suicides. because their parents won’t be informed of the bullying concerns at school, more problems will arise. such incidents are documented when larger, stronger individuals overwhelm smaller, helpless victims who are unable to defend themselves. the united nations educational, scientific, and cultural organization and the world anti-bullying forum (o’higgins et al. 2021) propose a revision to the generally accepted definition of school bullying which adopts a more sociological approach: school bullying is in-person and online behavior between learners within a social network that causes physical, emotional or social harm to targeted learners. it is characterized by an imbalance of power that is enabled or inhibited by the social and institutional norms and context of schools and the education system. school bullying implies an absence of effective responses and care towards the target by peers and adults. social bullying this happens when students feel discriminated against during class group activities, making projects and performance tasks to be done collaboratively (galabo, 2019). the most common type of bullying is general name-calling, followed by being hit, threatened, or having rumors spread about one. bullying is thought to be more prevalent among boys and the youngest pupils in a school. we are unaware of any study that has examined the mental health problems of children who are being bullied. bullying is the most prevalent form of low-level violence in schools today and, if left unchecked, can lead to more serious forms of violence. consequently, an essential aspect of school violence prevention is the identification and implementation of interventions and strategies designed to prevent or reduce bullying in schools. social bullying is particularly insidious because it targets a person’s social identity and can be less visible than physical bullying. it can be harder to detect by teachers, parents, or other authority figures, and the victim may feel isolated with little support. the various forms of social bullying, including exclusion, spreading rumors, and public humiliation, and how these behaviors negatively affect the overall school environment. it highlights the importance of recognizing social bullying as a serious issue that requires targeted interventions (owens & shute, 2018). most bullies target school-aged children, who are often bullied by their fellow classmates. peer bullying is concerned with a higher chance of problems in health physically, engaging in harmful actions for the well-being, developing over time psychological and behavioral issues, self-harming, having suicide thoughts, and having lower academic success. bullying is a frequently seen habit among learners who have violent and hostile tendencies. learners that bully others often have a hard heart, are unwilling to work with others, are lonely, and are aggressive. verbal bullying verbal bullying involves the use of words to harm, belittle, or manipulate another person. this can include name-calling, insults, threats, and other forms of verbal aggression. bullying is an aggressive behavior shown by repetition and an imbalance of power. it involves a recurrence of abuse of power where a person repetitively abuses their power. the person being bullied who is the victim cannot defend him or herself for various reasons, such as less physical strength and being less psychologically resilient than the bully (ghani et al., 2020). by nature, bullying is likely to have specific features, such as the victim’s fear of reporting, and most of the outcomes include depression and the development of low esteem in the victim. since the victim is mostly defenseless, it implies that other people have the obligation, considering that the victim has democratic rights. according to ghani et al. (2020) bullying typically happens in settings where the individuals lack a say concerning the group to which they want to belong. effects of bullying in australia, jeffrey and stuart (2020) explored the views of bullying held by twenty 14–17-year-olds and suggested that young people’s understandings of bullying are diverse. they found that participants focused predominantly on the reaction of the victim and the wider friendship group, as well as the publicity of the episode as factors influencing their bullying definitions. research in sweden hellström and lundberg (2020) involving twenty-nine 11 and 13-year-olds found that the 11-year-olds perceived bullying in private settings as more severe while the 13-year-olds perceived repetitive bullying in a public setting as more severe. the lived experiences of young people need to be generated and explored to add to our knowledge of what bullying is and how it is experienced by those at the center. one way to do this is to actively involve young people in studying bullying at their school. bullying and cyberbullying are phenomena that have a significant emotional impact on learners, generating negative perceptions and affecting their general wellbeing (benavides, 2023). a national education association report states that there are many strategies to prevent bullying. if you are a victim of bullying, we might be aware of it. be mindful of that. a bullying problem may be detected by a number of warning indicators, including unexplained injuries, misplaced or damaged personal belongings, dietary pa ge 30 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 302-319, 2025 changes, and avoidance of social situations or school. but not every student will show warning signs, and some may even go to considerable measures to conceal them. this is the most important time to pay attention. every day, engage children in conversation by posing open-ended questions. selfharm according to stepheni uh et al. (2021), self-harm is commonly associated with poor mental health in both clinical and nonclinical populations, with prevalence estimates ranging from approximately 13.2% to 19.7% among adolescents in england. the definition of selfharm varies because of the complexity of its presentation and description (e.g., nonsuicidal self-harm/self-injury, deliberate self-harm). for the present purposes, it is defined as the purposeful act of hurting oneself with or without suicidal intent. self-harm is a significant risk factor for subsequent suicide attempts and, consequently, is a strong risk factor for death by suicide among adolescents. many do not intend suicide and face other harmful outcomes, including repetition of self-harm, various mental health issues, and risky behaviors such as substance abuse. although self-harm is recognized as a global health concern, it remains a highly prevalent issue in adolescents worldwide. selfdestructive behavior many bullied individuals develop patterns of selfdestructive behavior, such as drinking, doing drugs, smoking, or self-harming. it’s important to note – especially for parents of bullies and children who are bullies themselves – that being a bully can actually lead to psychological problems for the bullies themselves. the connection between bullying victimization and the development of self-destructive behaviors. it identifies key mechanisms such as internalized aggression, low selfworth, and emotional distress that can lead victims of bullying to engage in self-destructive acts, including selfharm and substance abuse (arseneault & bowes, 2019). bullying is a huge problem across the world. while it may seem easier to simply brush off an episode of bullying as an unfortunate incident and perhaps see that the bully is reported to an authority, it’s important to understand that bullying can affect a person’s mental health. risk of developing anxiety bullying victimization is a social phenomenon consisting of repeated exposure to intentional negative actions from one or more individuals, accompanied by the perception of an interpersonal power imbalance between the perpetrator and the victim. these aspects conceptually differentiate bullying from other forms of abuse, such as delinquency, sexual harassment, and physical aggression. the oppressive actions exercised over victims can be distinguished in terms of direct or indirect forms of bullying. direct bullying is easily noticeable because it includes explicit or face-to-face attacks on the victim expressed through physical (e.g., hitting, pushing, and tripping) or verbal aggressions (e.g., name-calling and insulting) . in contrast, indirect or relational bullying is more unobtrusive and refers to secretive and insidious behaviors (e.g., gossiping, spreading rumors, and social exclusion; destroying one’s property) that intend to isolate the victim from their peers through emotional maltreatment progressively and by damaging their social status . the experience of these forms of victimization could be particularly threatening during adolescence, a developmental period (10–19 years of age) of multiple biological and psychological transitions culminating with the maturation of complex cognitive and behavioral abilities. according to vacca et al. (2023), during adolescence, individuals enter an emerging social environment and need to establish new interpersonal relationships with peers. during this period, the urge to establish dominant status in response to the pronounced need for peer-group belonging and acceptance increases; thus, experiencing discrimination and isolation can be exceptionally frustrating. academic performance several studies have already been done to showcase the impact of bullying on their victims in both genders. physical bullying is often the most common form of school bullying among male learners, while female learners are subjected to psychological bullying. victims of bullying are unable to focus on their studies because they fear what their bullies will do with them if they suddenly do well in school or do something to their looks or academic performance (tan, 2021). in recent years, bullying has been increasing day by day in school among children. bullying has short and long-term impacts on children. the short-term effects of bullying are poor academic performance, difficulty maintaining social relationships, and increased risk of substance abuse. the long-term effects of bullying are chronic depression, increased risk of suicide, anxiety disorder, and stress (halliday et al., 2021). moreover, learners who are victims of bullying have shown less interest in the school and feel unsafe in the school (bowser et al., 2018). lower motivation has been found in learners who have been bullied in high school. as a result, they have been faced with less confidence, lack of motivation, and high levels of emotional and social problems, which turn into poor performance. therefore, the effects of social, verbal, physical, and cyberbullying can affect student academic performance. the impact of bullying is getting severe (torres et al., 2020). the risk factor of bullying among children is increasing day by day. this study aims to discover how bullying can affect children’s academic performance at what age do school children face more bullying’, which gender has faced bullying in the school frequently and what types of bullying they have faced and how does bullying affect children’s low cognitive motivation. particularly, this pa ge 30 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 302-319, 2025 study aims to investigate the detailed impact of bullying on school children. statement of the problem this study aimed to determine the level of prevalence and effects of bullying among learners of southwest ii district, division of cagayan de oro city, for the school year 2023-2024. particularly, this paper sought to answer the following: 1. how are the respondents distributed in terms of sex, age, grade level, number of siblings, and tribal affiliation? 2. what is the level of the prevalence of bullying among learners based on emotional, physical, social, and verbal? 3. what is the level of the effect of bullying with regard to self-harm, self-destructive behavior, risk of developing anxiety, and academic performance? 4. is there a significant relationship between the respondents’ assessment of the prevalence of bullying and its effect among learners? 5. is there a significant difference in the respondents’ assessment of bullying prevalence when grouped according to their profile? theoretical framework this study is anchored on linders’ (2023) humiliation theory that focuses on the emotional and psychological impact of humiliation on individuals. according to this theory, humiliation occurs when a person experiences a significant loss of dignity, self-respect, or social status due to the actions or behaviors of others. it is a deeply distressing and degrading experience that can have profound effects on a person’s well-being. humiliation can occur in various contexts, including interpersonal relationships, social interactions, and institutional settings such as schools or workplaces. it can be inflicted through actions such as public ridicule, belittling, bullying, or discrimination. humiliation can be intentional or unintentional, but its impact on the individual is significant regardless of the intention behind it. the theory of humiliation suggests that the experience of humiliation can have significant prevalence effects on learners. when learners are subjected to humiliation, whether through bullying, ridicule, or other forms of demeaning behavior, it can have a profound impact on their well-being and educational experience. establishing a secure and encouraging learning environment is necessary to address the pervasive impacts of humiliation on students. it entails encouraging respect, empathy, dignity, and constructive social connections between teachers and pupils. by putting anti-bullying measures into place, offering social and emotional support, and encouraging an inclusive culture, we can lessen the negative impacts of humiliation and make the climate more favorable for students to succeed. scope and limitations this study focused on the prevalence and effects of bullying among learners in southwest ii districts, division of cagayan de oro city, school year 20232024. the respondents were the one hundred seventy (170) grades iv to vi learners in the schools where this study was conducted. the moderating variables are the respondents’ profile such as sex, age, grade level, number of siblings, and tribal affiliation. further, the independent variables are limited to the prevalence of bullying such as emotional, physical, social, and verbal. indeed, the dependent variables also limited to the effects of bullying with regard to selfharm, selfdestructive behavior, risk of developing anxiety, and academic performance. materials and methods research design this study utilized a descriptive correlation method of research. this method is a research approach used to identify relationships between variables without necessarily causation. in this method, researchers observe and describe how variables are naturally related in the real world. it involves collecting data on multiple variables of interest and analyzing the patterns of correlations between them. descriptive research, as defined by fluet (2020), is a quantitative research method employed to characterize traits or functions and assess specific hypotheses. fluet further emphasized the need for precision and clarity when defining the research problem for this type of study. this approach aligns with the conclusive quantitative research technique, which aims to test specific hypotheses and elucidate properties or functions, as outlined by vieira et al. (2020). study setting the study was conducted at the schools in the rural areas of cagayan de oro city, primarily in the southwest ii district. cagayan de oro is the largest city in the northern mindanao region. it is a 1st class, highly urbanized city in northern mindanao. cagayan de oro is famous not only for its white rapids but also for its people. cagayan de oro may very well be the happiest place in the country. the “city of golden friendship,” is home to especially friendly and warm filipinos. it is a chartered city and capital of the province of misamis oriental where governance is independent and separate from the province. it also serves as the regional center and business hub of northern mindanao, region x and part of the growing metropolitan cagayan de oro area, which includes the city of el salvador, the towns of opol, alubijid, laguindingan, gitagum at the western side, and the towns of tagoloan, villanueva, jasaan, claveria at the eastern side. it has an area of 57,851. its territorial size is 3.4% of the region and 15.96% of 9, 371. district i comprise twenty-four (24) barangays and district ii comprises sixteen (16) and all poblacion barangays 1-40. the city’s topography is characterized by a narrow coastal plain along the macajalar bay and by highland areas separated by steeply inclined escarpment. the lowland is relatively flat, and its elevation is not more than 10 meters above the main sea level. the elevated pa ge 30 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 302-319, 2025 lands bound the city in the south from east to west. these consist of plateaus, terraces, gorges. the division of cagayan de oro continuously provides educational programs to its thousands of teachers from around one hundred twenty-six (126) schools both from the elementary and secondary levels. it is composed of highly competent and young faculty and staff to ensure that quality education is served. deped division of cagayan de oro city is divided into ten (10) districts namely: central, east i and ii, north i and ii, south, southwest i and ii, and west i and ii both elementary and secondary levels. southwest 2 which is composed of 14 elementary schools, was included in the study, namely: bayanga es, mambuaya es, dansolihon es, mangalay es, man-ai es, tignapoloan es, upper tignapoloan es, besigan es, midkiwan es, balongkot is, cadayunan es, magayad is, besigan es and iba is. the study was conducted in elementary schools of southwest ii district given that it is accessible and manageable for the researcher. the researcher herself is a teacher of mangalay elementary school which is part of southwest ii district, division of cagayan de oro city wherein all schools are accessible. study population and sampling technique the respondents of this study were the one hundred seventy (170) grade iv to vi learners of southwest ii district, division of cagayan de oro city. the researcher identified fourteen (14) schools in the elementary that belonged to the southwest ii district of the division mentioned above. the researcher used slovin’s formula to determine the desired number of respondents. this was computed with a confidence level of 5% and a population of 2, 044. after getting the sample size, a stratified sampling procedure was utilized to get the appropriate number of respondents in every school. this was done by dividing the computed sample size by its population. further, a simple random sampling procedure was also used to get the number of respondents in every grade level. research instruments the instrument used in gathering necessary data was a questionnaire made of three parts. part i inquired about the respondent profile in terms of sex, age, grade level, no. of siblings, and tribal affiliation. part ii dealt with the prevalence of bullying, such as emotional, physical, social, and verbal. this was patterned and modified from rigby and slee (1993) in the study “prevalence of bullying”. the part iii elicited the effects of bullying about self harm, self-destructive behavior, risk of developing anxiety, and academic performance. this was patterned and modified by luneta and caneza (2017) on their study “psychological effects of bullying”. statistical treatment of data descriptive statistics such as frequency, percentage, mean, and standard deviation were employed to describe the variables in the study. pearson product moment correlation (r) was used to determine the significant relationship between the prevalence of bullying and its effect on learners. moreover, t-test and f-test were used to test the significant difference in the prevalence of bullying among learners when grouped according to their profile. ethical consideration to protect the respondents’ safety and well-being as well as ethical considerations during the survey, the researcher requested permission from the head of the school to conduct the study in a way that never interferes with the researcher’s responsibilities. a study on bullying highlighted the importance of defining and measuring bullying accurately to enhance the validity and compatibility of the research. the respondents asked the parents to sign an informed consent form, which was required for their child’s participation in the study. also, the students themselves had to assent to their participation. the learners were informed about the aim of the study that no individual experiences with bullying would be asked for, that participation was voluntary, and that the students could withdraw their participation at any point. the participants in the study were selected and made aware of the guidelines without taking any additional dangers or rewards for their involvement. the researcher got permission from the head of the school to carry out the study in a way that never interferes with the researcher’s obligations, protects the welfare and security of the respondents, and considers ethical issues when conducting the survey. results and discussion problem 1. how are the respondents distributed in terms of sex, age, grade level, number of siblings, and tribal affiliation? table 1: distribution of respondents profile variable category frequency percentage sex male 72 42.35 female 98 57.65 total 170 100.00 age 12 years old and above 35 20.59 9 to 11 years old 135 79.41 total 170 100.00 pa ge 30 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 302-319, 2025 grade level grade 6 61 35.88 grade 5 51 30.00 grade 4 58 34.12 total 170 100.00 no. of siblings 7 to10 12 7.06 4 to 6 69 40.59 1 to 3 89 52.35 total 170 100.00 tribal affiliation higaonon 85 50.00 t’boli 21 12.35 maranao 45 26.47 manobo 19 11.18 total 170 100.00 table 1 presents the distribution of the respondents’ profiles in terms of sex. the data revealed that 98 (57.65%) belonged to the female category, which obtained the highest frequency. this means that there is a higher tendency for female learners to report experiences related to bullying compared to male learners. the fact that 57.65% of the respondents are female suggests that girls may be more vocal or aware of the reporting mechanisms available to them. this highlights the need for schools to ensure that male learners also feel equally empowered and safe to report their experiences with bullying. it indicates that female students may either be more frequently targeted by bullying behaviors or more willing to disclose these incidents than their male counterparts. the higher frequency of female respondents points to the necessity of exploring the underlying reasons for this disparity. schools might consider conducting further qualitative research to understand the specific experiences and perceptions of bullying among female students. as observed from the data, females represent a significant portion of the respondents, suggesting that gender plays a critical role in the prevalence and reporting of bullying among learners. this observation underscores the importance of creating a school environment that supports and encourages all students, regardless of gender, to come forward and seek help when experiencing bullying. ensuring that anti-bullying policies are genderinclusive can help address the specific needs of both male and female learners. according to smith and johnson (2021), the distribution of respondents’ profiles often varies significantly by sex, highlighting important implications for understanding diverse perspectives and experiences within studies. smith and johnson conducted a detailed analysis focusing on the demographic composition of their survey respondents, specifically examining the representation of females in their sample. their study emphasized the critical role of gender-specific analysis in research, noting that such approaches are essential for uncovering potential differences in experiences related to the study’s subject matter. on the other hand, the data revealed that 72 (42.35%) of the respondents were male, which obtained the lowest frequency. this implies that there may be gender-specific factors influencing the prevalence and reporting of bullying among learners in southwest ii district, cagayan de oro city. the lower frequency of male respondents suggests potential differences in how males perceive, experience, or disclose instances of bullying compared to females. this could indicate varying levels of comfort or awareness among male students regarding reporting procedures or seeking support for bullying incidents. it indicates that there could be disparities in how bullying impacts male versus female learners in southwest ii district. the data’s lower frequency of male respondents highlights a need for nuanced approaches to support the specific needs and experiences of male students affected by bullying. this insight suggests the importance of developing tailored support systems that consider gender-specific factors to effectively mitigate the effects of bullying on all learners. as observed from the distribution data, males constitute a minority in the reported instances of bullying among grade iv-vi learners. this observation underscores the significance of understanding and addressing potential barriers that may inhibit male students from disclosing or seeking assistance for bullying incidents. by recognizing this disparity, educational stakeholders can implement strategies that promote a safe and supportive school environment for all students, regardless of gender. according to brown and smith (2020), understanding the distribution of respondents’ profiles by sex, particularly focusing on males, is crucial for gaining insights into educational contexts and outcomes. brown and smith conducted a detailed analysis of survey data from learners, specifically examining the demographic composition with a significant emphasis on the representation of male respondents within their study sample. this genderspecific approach allowed the researchers to explore how males perceive and interact within educational environments, shedding light on their unique perspectives and experiences. pa ge 30 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 302-319, 2025 in terms of age, the data revealed that 135 (79.41%) belonged to the 9 to 11 years old, which obtained the highest frequency. this means that the majority of learners experiencing or witnessing bullying fall within the 9 to 11 years old age range. this implies that interventions and preventative measures might need to be focused more heavily on this age group to effectively address the issue of bullying. targeted programs and policies could be developed specifically for younger learners to foster a safer and more supportive school environment. it indicates that bullying may be more prevalent or more easily reported among learners in the 9 to 11 years old category. this might reflect a heightened awareness or sensitivity to bullying behavior within this age group, which can be leveraged to promote a culture of openness and intervention. schools could use this awareness as a foundation for anti-bullying campaigns and peer support systems. as observed, the high frequency of bullying reports among 9 to 11-year-old learners highlights the need for early intervention programs. this age group is likely at a formative stage in developing their social identities and peer relationships, making it crucial to address bullying behaviors early to prevent their escalation. implementing educational programs that focus on empathy, respect, and conflict resolution can be particularly effective for this age group. according to garcia and martinez (2021), understanding the distribution of respondents’ profiles by age, particularly focusing on the 9 to 11 years old category, offers crucial insights into developmental contexts and educational strategies. garcia and martinez conducted a study where they analyzed survey data collected from learners in elementary school environments, specifically emphasizing the demographic composition within the specified age range. their research aimed to uncover agerelated patterns in learning behaviors, cognitive growth, and educational requirements among younger students. on the other hand, the data revealed that 35 (20.59%) of the respondents were 12 years old and above, which obtained the lowest frequency. this means that there is a significantly smaller proportion of learners aged 12 years and above reporting or experiencing bullying compared to their younger peers. this might suggest that as learners grow older, they either encounter fewer instances of bullying or may become more adept at handling such situations independently. schools may need to explore whether the support systems in place for older learners are as effective as those for younger learners and if additional resources are needed. it indicates that the experiences and needs of older learners in relation to bullying might differ from those of younger learners. this age group might face unique challenges, such as more subtle or complex forms of bullying, which are less frequently reported. schools should conduct further research to understand these differences and tailor their anti-bullying strategies accordingly. as observed, the lower frequency of reported bullying among learners aged 12 and above could reflect a shift in social dynamics as learners mature. this age group may experience less overt forms of bullying or may have developed resilience that helps them manage bullying more effectively. it is essential for schools to provide ageappropriate resources and support to address the specific needs of older learners. according to thompson and brown (2020), examining the distribution of respondents’ profiles by age, with a specific focus on learners aged 12 years old and above, offers valuable insights into educational contexts and developmental stages. they conducted a study where they analyzed survey data collected from a diverse group of learners, emphasizing the demographic composition within the specified age range. their research aimed to elucidate how educational experiences, learning preferences, and academic challenges vary across different stages of adolescence and early adulthood. in terms of grade level, the data revealed that 61 (35.88%) belonged to the grade vi, which obtained the highest frequency. this means that a significant proportion of bullying incidents are reported by learners in grade vi. this implies that learners at this grade level may be experiencing more frequent or severe bullying compared to their peers in other grades. schools might need to focus more resources and targeted interventions at this grade level to address the specific challenges faced by grade vi learners. it indicates that grade vi learners might be more aware of or more willing to report bullying incidents. this could reflect the maturity and awareness levels of learners at this stage, who might feel more comfortable or responsible in reporting bullying. schools can leverage this awareness to strengthen reporting mechanisms and ensure that all incidents are appropriately addressed. as observed, the high frequency of bullying reports among grade vi learners could also be related to their nearing the end of primary school, where they might be facing increased academic and social pressures. this period might be marked by heightened competition and stress, which can exacerbate bullying behavior. schools should provide stress management and conflict resolution programs to help learners navigate these pressures constructively. according to martinez and johnson (2021), understanding the distribution of respondents’ profiles in terms of grade level, specifically focusing on grade vi learners, offers valuable insights into educational development and academic performance. their study involved an analysis of survey data collected from a diverse group of students across various grade levels, with a particular emphasis on exploring the demographic composition and characteristics within grade vi. this grade-specific approach allowed the researchers to delve into aspects such as academic achievements, social interactions, and developmental milestones relevant to students in their final year of elementary school. on the other hand, the data revealed that 51 (30.00%) pa ge 31 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 302-319, 2025 of the respondents were grade iv, which obtained the lowest frequency. this means that a lower percentage of bullying incidents are reported by learners in grade iv compared to other grade levels. this might suggest that either bullying is less prevalent among grade iv learners, or that younger learners might be less likely to report bullying. schools need to investigate whether these learners are experiencing fewer incidents or if there are barriers to reporting that need to be addressed. it indicates that the social environment in grade iv might be more conducive to positive peer interactions, leading to fewer bullying incidents. this could be a reflection of the early-stage social dynamics where learners are still forming friendships and learning social norms. schools should reinforce and build upon this positive environment through proactive social skills training and community-building activities. as observed, the lower frequency of reported bullying among grade iv learners might also indicate that bullying behavior tends to escalate as learners advance in grade levels. this observation could help schools identify critical periods for intervention before bullying behaviors become more entrenched. implementing preventative measures and promoting a culture of respect and inclusion from an early age can help mitigate the escalation of bullying. according to garcia and brown (2020), understanding the distribution of respondents’ profiles in terms of grade level, specifically focusing on grade iv learners, is essential for gaining insights into educational trends and developmental stages among younger students. their study involved a detailed analysis of survey data collected from a cohort of grade iv students, emphasizing the demographic composition within this particular grade level. the researchers aimed to explore various aspects of the students’ educational experiences, including academic progress, social interactions, and cognitive development, which are crucial during the early stages of elementary education. in terms of the number of siblings, the data revealed that 89 (52.35%) belonged to the 1 to 3, which obtained the highest frequency. it implies that the majority of learners come from families with 1 to 3 siblings. this may indicate that these learners are more likely to receive individual attention and support from their parents, which could influence their social development and coping mechanisms in school. schools might consider how family size impacts learners’ social skills and support networks. it indicates that the experiences of learners from smaller families might be different from those with more siblings, affecting their perspectives on bullying and peer interactions. schools should be aware of these differences and consider how family dynamics influence learner behavior and attitudes toward bullying. tailoring interventions to account for family background can enhance their effectiveness. as observed, the high frequency of learners with 1 to 3 siblings suggests that these learners might have a balanced exposure to peer dynamics both at home and in school. this balance can foster a well-rounded development of social skills and coping strategies. schools can leverage this by promoting peer mentoring and buddy systems that encourage positive interactions and support among learners. according to martinez and smith (2021), understanding the distribution of respondents’ profiles based on the number of siblings, particularly focusing on learners with 1 to 3 siblings, offers valuable insights into familial dynamics and their potential impacts on educational experiences. their study involved a comprehensive analysis of survey data collected from a diverse group of students, with a specific emphasis on examining the demographic composition among those within the specified range of siblings. the researchers aimed to investigate how family size influences various aspects of students’ lives, including social interactions, academic support systems, and overall educational outcomes during their school years. on the other hand, the data revealed that 12 (7.06%) of the respondents were 7 to 10, which obtained the lowest frequency. this means that a very small proportion of learners come from families with 7 to 10 siblings. this means that these learners might experience different familial dynamics and resource allocation compared to their peers from smaller families. schools need to consider the potential challenges these learners face, such as limited individual attention and support from parents. it indicates that learners from large families might have unique social skills and coping mechanisms developed from interacting with many siblings. these skills could include conflict resolution and cooperation, which can be beneficial in school environments. schools can leverage these strengths by encouraging peer-led activities and group work that promote these skills. as observed, the low frequency of learners with 7 to 10 siblings might reflect a trend towards smaller family sizes in the community, which could influence overall school dynamics and resource planning. schools should be mindful of the varying family backgrounds and ensure that policies and programs are inclusive and supportive of learners from both large and small families. it suggests that the experiences of learners from large families can offer valuable insights into resilience and adaptability. these learners might possess strong problem-solving abilities and the capacity to thrive in diverse social settings. schools can build on these strengths by creating programs that foster leadership and collaboration, helping these learners to further develop their potential. according to johnson and garcia (2020), understanding the distribution of respondents’ profiles based on the number of siblings, particularly focusing on learners with 7 to 10 siblings, offers valuable insights into the unique familial dynamics and potential impacts on educational experiences. their study involved a detailed analysis of survey data collected from a cohort of students, with a specific emphasis on examining the pa ge 31 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 302-319, 2025 demographic composition among those from larger families. the researchers aimed to explore how growing up in households with 7 to 10 siblings influences various aspects of children’s lives, including social interactions, family dynamics, and overall educational outcomes during their school years. in terms of tribal affiliation, the data revealed that 85 (50.00%) belonged to the higaonon, which obtained the highest frequency. this means that a significant majority of learners identify with the higaonon tribe. this demographic dominance may influence school culture and dynamics, potentially shaping peer interactions, cultural activities, and even academic performance. schools should recognize and celebrate this cultural identity to foster inclusivity and pride among learners. it indicates that the higaonon tribe likely constitutes a significant portion of the local community served by the school. this demographic insight is crucial for schools to tailor their educational approaches and support services to meet the specific needs and preferences of learners from this tribe. understanding cultural nuances can enhance communication and engagement with learners and their families. as observed, the high frequency of higaonon learners suggests a strong presence and influence of higaonon culture within the school. schools can leverage this cultural richness by inviting community members, elders, or cultural experts to participate in educational activities and events. this engagement can deepen learners’ understanding of their cultural heritage and foster mutual respect among diverse cultural groups. according to gonzales et al. (2020), understanding the demographic distribution of students, including their tribal affiliations such as the higaonon, is crucial for designing culturally sensitive educational programs. their study on the educational landscape in the visayas region highlights the significant presence of higaonon-speaking learners in various schools. the researchers emphasize that recognizing the tribal affiliations of students, such as the higaonon, can help in tailoring educational interventions to better meet the cultural and linguistic needs of these learners. on the other hand, the data revealed that 19 (11.18%) of the respondents were manobo, which obtained the lowest frequency. this means that learners from the manobo tribe constitute a minority within the school population. this demographic insight highlights the importance of cultural diversity and inclusion in the school’s social fabric. schools should ensure that policies and practices promote equity and respect for all tribal affiliations, including providing support that acknowledges and respects cultural differences. it indicates that there may be a need for targeted support and resources to address the specific needs of manobo learners. this could include language support, cultural sensitivity training for staff, and initiatives that promote cultural pride and self-esteem among manobo students. schools should collaborate with manobo community leaders and families to develop culturally responsive strategies that enhance educational outcomes. it suggests that learners from the manobo tribe may face unique challenges related to cultural integration and identity within the school environment. schools should foster an inclusive atmosphere where learners feel valued and respected for their cultural heritage. educators can promote cross-cultural understanding by incorporating manobo traditions, histories, and perspectives into the curriculum. as observed, the lower frequency of manobo learners suggests a smaller representation within the local community served by the school. schools can play a vital role in bridging cultural gaps by fostering a welcoming environment that celebrates diversity. encouraging interactions and exchanges between manobo learners and their peers from other tribes can promote mutual respect and broaden perspectives. according to balondo and tagapan (2021), understanding the demographic distribution of manobo learners is essential for addressing educational disparities among indigenous populations in the philippines. their study on the educational experiences of manobo students in mindanao highlights that these learners often face unique cultural and socioeconomic challenges. problem 2. what is the level of the prevalence of bullying in terms of emotional, physical, social, and verbal? table 2: summary of the level of the prevalence of bullying among learners variable mean sd interpretation emotional 2.29 0.61 low physical 1.93 0.46 low social 2.22 0.59 low verbal 2.19 0.56 low overall 2.16 0.56 low legend: 3.26-4.00 at all times / very high 2.51-3.25 most of the time/high 1.76-2.50 sometimes/low 1.00-1.75 never/ very low table 2 shows the summary of the prevalence of bullying among learners with an overall mean of 2.16 (sd = 0.55), interpreted as low. this means that the overall occurrence of bullying among the respondents is relatively low. the data implies that bullying is not a pa ge 31 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 302-319, 2025 dominant issue for the majority of learners surveyed. this could indicate that existing anti-bullying measures and policies in place are somewhat effective, reducing the prevalence of bullying incidents. it indicates that the interventions and programs aimed at mitigating bullying may be working to some extent, but there is still room for improvement. the fact that the overall mean is above the absolute minimum indicates that bullying is present, albeit at low levels. this calls for ongoing monitoring and refinement of anti-bullying strategies to target specific areas where bullying may still occur. as observed, while most students might not frequently experience bullying, there are pockets within the population where bullying may be more common. this insight emphasizes the need for targeted interventions in specific groups or areas within the school. according to gaffney et al. (2019), the global prevalence of school bullying is alarmingly high, as revealed through their systematic review and meta-analysis. their comprehensive research indicates that bullying is a common experience for students around the world, though prevalence rates vary significantly across different regions and cultural contexts. this variation suggests that local social norms and cultural factors play a crucial role in shaping the incidence and nature of bullying behaviors. gaffney et al. (2019) highlight the long-term negative effects of bullying on victims’ mental health. students who experience bullying are at an increased risk of developing a range of psychological issues, including depression, anxiety, and suicidal ideation. the persistent nature of these mental health problems underscores the severity of the impact that bullying can have on an individual’s life well beyond their school years. in line with this, the variable emotional, got the highest mean of 2.29 (sd=0.61), interpreted as low. it means that emotional bullying, although present, is not a widespread issue among the respondents. this implies that while some learners experience emotional bullying, it does not occur frequently. this indicates that emotional bullying is an area that still needs attention but is currently being managed to some degree. it indicates that emotional bullying, such as teasing or exclusion, happens occasionally among learners. the low mean score reflects that these incidents are not constant but do occur, warranting ongoing attention and intervention to further reduce their frequency. as observed, emotional bullying being the highest mean among different types of bullying points to the need for focused efforts on emotional well-being and anti-bullying programs that address emotional abuse specifically. this observation highlights that emotional bullying is a significant area of concern that should not be overlooked. as perceived, the low level of emotional bullying suggests that most learners feel relatively safe from emotional harm in their school environment. however, it is essential for the school to continue promoting emotional intelligence, empathy, and respectful interactions among students to further minimize any emotional bullying incidents. according to modecki et al. (2019a) emotional bullying is a prevalent and deeply concerning issue that significantly impacts students’ psychological health and overall well-being. modecki et al. (2019b) conducted a comprehensive meta-analysis that indicates that emotional bullying, encompassing behaviors such as teasing, spreading rumors, and social exclusion, is a common experience among adolescents. their research reveals that emotional bullying is just as prevalent as physical and verbal bullying, highlighting the widespread nature of this issue in school environments. the study highlights that emotional bullying can lead to significant disruptions in victims’ social development and academic performance. the psychological distress caused by emotional bullying can impair victims’ ability to concentrate in school, participate in social activities, and form healthy peer relationships. this can create a cycle of isolation and academic struggles, further exacerbating the negative impact on their overall well-being. on the other hand, the variable physical, got the lowest mean of 1.93 (sd=0.46), interpreted as low. this means that physical bullying is relatively uncommon among the respondents. this implies that incidents of physical bullying occur infrequently, suggesting that the physical safety of learners is largely maintained in the school environment. it suggests that the school’s policies and measures to prevent physical bullying are effective to a significant extent. the low mean score reflects those proactive strategies, such as supervision, anti-bullying campaigns, and strict enforcement of rules, are working well in minimizing physical altercations and aggression. as observed, physical bullying being the lowest mean among different types of bullying shows that physical aggression is the least prevalent issue. this observation highlights the importance of maintaining strict disciplinary measures and continuing efforts to create a safe physical environment for all learners. as perceived, the low level of physical bullying suggests a positive school climate where physical safety is prioritized. however, it is crucial to remain vigilant and ensure that any incidents of physical bullying are promptly addressed to maintain this safe environment. according to smith et al. (2020), bullying in physical education settings is a significant concern with lasting impacts on students’ well-being and educational experience. smith et al. highlight that instances of bullying can lead to negative psychological effects and hinder students’ academic engagement. this study emphasizes the urgent need for targeted interventions within physical education programs to effectively address bullying behaviors and cultivate safer learning environments that promote student well-being. problem 3. what is the level of effects of bullying with regard to self-harm, self-destructive behavior, risk of developing anxiety, and academic performance? pa ge 31 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 302-319, 2025 table 3: summary of the level of effects of bullying among learners variable mean sd interpretation self-harm 2.71 0.74 high self-destructive behavior 2.68 0.74 high risk of developing anxiety 2.69 0.67 high academic performance 3.15 0.74 high overall 2.81 0.72 high legend: 3.26-4.00 at all times / very high 2.51-3.25 most of the time/high 1.76-2.50 sometimes/low 1.00-1.75 never/ very low table 3 shows the summary of the level of effects of bullying among learners with an overall mean of 2.81 (sd = 0.72), interpreted as high. it means that bullying has a significant and pervasive impact on students, affecting various aspects of their lives. it is clear that the negative effects of bullying are widespread among the learners. this means that many students are struggling with the consequences of bullying, which can influence their mental health, academic performance, and social interactions. schools need to implement comprehensive anti-bullying programs to address and mitigate these impacts. it suggests that the problem of bullying is severe enough to warrant immediate and sustained attention from educators, parents, and policymakers. the high overall mean score indicates that bullying is not an isolated issue but a systemic problem affecting a substantial portion of the student population. this calls for a coordinated effort to create a safe and supportive school environment, incorporating prevention strategies and support systems for affected students. as observed, the summary data reveals that bullying has a consistently high impact on students across different dimensions of their school life. the overall high mean score underscores the urgency of addressing bullying as a major factor affecting student well-being. schools should adopt a multi-faceted approach that includes awareness campaigns, counseling services, and peer support programs to reduce the incidence and effects of bullying. as perceived from the respondents’ feedback, the effects of bullying are profound and pervasive, affecting students’ academic, social, and emotional wellbeing.this indicates that many students are frequently dealing with the repercussions of bullying. educational institutions must take a proactive stance in combating bullying, ensuring that all students feel safe, supported, and able to thrive in a positive school environment. according to smith et al. (2021), bullying has profound and multifaceted effects on the well-being of students. smith et al. conducted an extensive review of the literature and found that bullying is associated with a wide range of negative outcomes, including psychological distress, decreased academic performance, and increased risk of mental health issues such as depression and anxiety. their study emphasizes the importance of comprehensive antibullying programs and mental health support in schools to mitigate these adverse effects and promote a safe and supportive learning environment. in line with this, the variable academic performance got the highest mean of 3.15 (sd = 0.74), interpreted as high. it means that bullying has a substantial and detrimental impact on students’ academic performance. with a high mean score, it is evident that many learners experience significant academic setbacks due to bullying. this suggests that bullying creates a hostile learning environment that distracts students from focusing on their studies, leading to lower grades, diminished learning outcomes, and potentially long-term educational disadvantages. it indicates that bullying negatively impacts students’ academic achievement to a considerable extent. the highest mean score reflects a consistent pattern where bullying disrupts students’ concentration, attendance, and overall academic engagement. this underscores the importance of creating a safe and nurturing school environment where all students can learn effectively without fear of intimidation or harassment. as perceived from the respondents’ feedback, bullying has a profound effect on students’ academic performance, compromising their ability to achieve their full potential. the highest mean score underscores the critical need for comprehensive strategies that address bullying in schools. by fostering a supportive and inclusive learning environment, educational institutions can mitigate the negative impact of bullying on academic outcomes and promote a culture where all students feel valued and capable of academic success. according to garcia and martinez (2020), bullying significantly impacts academic performance among students. garcia and martinez conducted a meta-analysis that synthesized findings from various studies, revealing a consistent negative association between bullying victimization and academic achievement. their study highlighted that students who experience bullying often exhibit lower grades, decreased engagement in school activities, and higher rates of school absenteeism. this comprehensive review underscores the detrimental effects of bullying on students’ educational outcomes and emphasizes the need for effective interventions to address bullying in school settings. on the other hand, the variable self-destructive behavior, got the lowest mean of 2.68 (sd = 0.74), interpreted as high. this means that while bullying does have an impact on self-destructive behavior among learners, it is not as prevalent or severe as its impact on other pa ge 31 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 302-319, 2025 aspects such as academic performance or attendance. this suggests that while some students may engage in self-destructive behaviors as a result of bullying, it is less common compared to other observable effects. schools should still address this issue by providing mental health support and intervention programs to identify and assist students at risk. it indicates that bullying may lead to selfdestructive behaviors among some students, highlighting a need for targeted support and intervention. the lowest mean score reflects that while this impact exists, it is not as widespread as other consequences of bullying. educational institutions should prioritize mental health education and resources to equip students with coping mechanisms and support networks to prevent and address self-destructive behaviors effectively. as observed, the data shows that self-destructive behavior is influenced by bullying but is less prevalent among respondents compared to other effects. the lowest mean score suggests that while some students may exhibit selfdestructive behaviors, it is not as consistently reported as other outcomes. schools should still proactively address this issue through early intervention and support programs that promote mental well-being and resilience among students affected by bullying. according to johnson et al. (2020), bullying is significantly associated with increased self-destructive behaviors among adolescents. they conducted a systematic review and meta-analysis, synthesizing findings from multiple studies that explored the relationship between bullying victimization and self-destructive behaviors such as selfharm and substance abuse. their study revealed a strong correlation, indicating that individuals who experience bullying are more likely to engage in these harmful behaviors as coping mechanisms. this underscores the critical need for targeted interventions to address bullying and support mental health among affected youth. problem 4. is there a significant relationship between the prevalence of bullying and its effect among learners? table 4: result of the test on the relationship between the prevalence of bullying and its effects among learners prevalence of bullying effects of bullying self-harm self-destructive behavior risk of developing anxiety academic performance overall emotional 0.63 0.43 0.87 0.59 0.63 0.0243* 0.0469* 0.0164* 0.0480* 0.0339 s s s s s physical 0.73 0.76 0.77 0.76 0.76 0.0286* 0.0476* 0.0186* 0.0380* 0.0332 s s s s s social 0.86 0.75 0.74 0.79 0.79 0.0159* 0.0468* 0.0431* 0.0158* 0.0304 s s s s s verbal 0.73 0.91 0.60 0.67 0.73 0.0328* 0.0369* 0.0156* 0.0134* 0.0247 s s s s s overall 0.74 0.71 0.75 0.70 0.72 0.0254 0.0446 0.0234 0.0288 0.0305 s s s s s legend: ssignificant, nsnot significant table 4 presents the results of the test on relationships between the prevalence of bullying and its effect among learners is significant. the null hypothesis on no significant relationship between the prevalence of bullying and its effect among learners was rejected. the correlation coefficients (r-values) and p-values of the relationship between the prevalence of different types of bullying and their effects on various outcomes, namely self-harm, self-destructive behavior, risk of developing anxiety, academic performance, and an overall measure of the effects. the significance of these relationships is indicated by the p-values, with a p-value less than 0.05 (denoted by an asterisk) considered statistically significant. from the table, emotional bullying exhibits significant relationships. these significant relationships imply that emotional bullying is strongly associated with negative outcomes in various aspects of a person’s life. according to wang et al. (2009), the consistent significance across different effects highlights the pervasive impact of emotional bullying, suggesting that interventions need to be multi-faceted, addressing emotional well-being, academic support, and anxiety management. similarly, physical bullying shows significant relationships across all the measured effects. the significance of these relationships indicates that physical bullying has a profound and detrimental impact on victims. social pa ge 31 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 302-319, 2025 bullying also demonstrates significant relationships with all effects. these results underscore the severe impact of social bullying, particularly its strong correlation with selfharm and overall effects. the findings imply that social bullying, often involving social exclusion and relational aggression, can have devastating consequences on mental health and social functioning. according to prinstein, boergers and vernberg (2001), preventive measures should include fostering inclusive environments and teaching social skills to mitigate these negative impacts. verbal bullying shows significant relationships in four of the five effects. the significant correlations suggest that verbal bullying, which can include name-calling and derogatory remarks, is linked to detrimental outcomes. this highlights the importance of addressing verbal bullying through comprehensive anti-bullying programs and promoting respectful communication in schools and communities. the table illustrates that there are significant relationships between the prevalence of different types of bullying and their effects on self-harm, self-destructive behavior, risk of developing anxiety, academic performance, and overall impact. the consistent significance across various types of bullying and effects suggests that bullying is a critical issue that affects multiple aspects of victims’ lives. these insights emphasize the necessity for targeted interventions and supportive measures to address and mitigate the adverse effects of bullying. problem 5. is there a significant difference in the prevalence of bullying among learners when grouped according to their profile? table 5: test of difference in the prevalence of bullying among learners when grouped according to their profile respondents’ profile prevalence of bullying emotional physical social verbal overall t-value t-value t-value t-value t-value p-value p-value p-value p-value p-value age 0.75 0.45 0.64 0.49 0.58 0.0203 0.0126 0.0380 0.0207 0.0229 s s s s s grade level 0.66 0.76 0.70 0.65 0.69 0.0683 0.0905 0.0704 0.0808 0.0775 ns ns ns ns ns number of siblings 0.70 0.77 0.68 0.88 0.76 0.0210 0.0805 0.0239 0.0157 0.0353 s ns s s s sex 0.78 0.87 0.75 0.77 0.79 0.0699 0.0890 0.0610 0.0731 0.0733 ns ns ns ns ns tribal affiliation 0.66 0.67 0.74 0.73 0.74 0.0320 0.0240 0.0279 0.0750 0.0397 s s s ns s overall 0.71 0.80 0.70 0.74 0.71 0.0423 0.0593 0.0442 0.0531 0.0498 s ns ns ns s legend: ssignificant, nsnot significant table 5 shows the difference between the prevalence of bullying and the respondents’ profile, including age, grade level, number of siblings, sex, and tribal affiliation. the table provides p-values for each category of bullying (emotional, physical, social, verbal, and overall) to determine if there are significant differences based on these demographic factors. a p-value less than 0.05 indicates a significant difference, while a p-value greater than 0.05 indicates no significant difference. by analyzing p-values for each category of bullying, the table identifies where significant differences exist, indicating which factors are most closely associated with increased or decreased bullying experiences. thus, the null hypothesis is rejected. the data reveals that age significantly influences all forms of bullying, highlighting how developmental stages and social dynamics unique to certain age groups can affect the likelihood of experiencing bullying. for instance, younger children may be more prone to physical bullying as they navigate early social hierarchies, while older children and adolescents may encounter more verbal bullying as peer dynamics and communication skills evolve. this finding suggests the need for age-specific anti-bullying initiatives. younger students might benefit from programs focused on conflict resolution and physical safety, whereas older pa ge 31 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 302-319, 2025 students might require education on empathy, respectful communication, and the impacts of verbal harassment. according to yoon and bauman (2019), teachers play a crucial role in this regard, as their understanding of age-related social development enables them to tailor responses and create an environment that discourages age-specific bullying behaviors. the findings related to grade level suggest that bullying is a consistent issue across different educational stages, as significant differences are not observed. this indicates that bullying prevention efforts should not be limited to certain grades but should instead be sustained throughout a student’s academic journey. consistent anti-bullying programs across all grades ensure that students receive continuous support and education on the importance of kindness, respect, and inclusivity. by maintaining a persistent focus on anti-bullying efforts, schools can create a culture that discourages bullying from early education through to the higher grades. when considering the number of siblings, the table shows significant differences in emotional, social, and verbal bullying experiences. family dynamics can significantly shape how children relate to their peers. for example, children with multiple siblings might develop advanced social skills and coping mechanisms due to frequent interactions at home, which can either mitigate or exacerbate their vulnerability to bullying. children from larger families may be more resilient or better equipped to handle peer conflicts, but they may also experience heightened competition and conflict within the family, potentially impacting how they engage with peers. recognizing this, schools could consider family counseling sessions and programs that support positive sibling relationships to help foster resilience and reduce the impact of negative home dynamics on bullying. interestingly, the lack of significant differences in bullying based on sex indicates that bullying is a pervasive issue affecting both boys and girls equally. this challenges the often-held belief that bullying is more common in boys or presents differently across genders. it suggests that anti-bullying programs should be inclusive of all students, regardless of sex, and focus on fostering mutual respect and empathy. programs should address bullying behaviors rather than targeting specific genders, as the issue spans all students. the findings align with abdulsalam et al. (2021), who emphasize the importance of teacher training to help educators recognize and respond to bullying in a manner that is not biased by gender expectations. tribal affiliation also shows a notable impact on emotional and social bullying, underscoring the role of cultural and ethnic identity in shaping children’s experiences with bullying. students from diverse cultural backgrounds may face discrimination or exclusion due to perceived differences, which can lead to emotional distress and social isolation. this finding emphasizes the need for culturally sensitive anti-bullying programs that promote inclusivity and respect for cultural diversity. schools and communities can benefit from fostering an environment that values cultural differences, encouraging students to share their backgrounds and learn from one another. this approach not only helps reduce bullying but also enriches the learning experience for all students. overall, the table highlights the importance of considering demographic factors when designing antibullying strategies. the significant influences of age, number of siblings, and tribal affiliation suggest that personalized interventions can be more effective for these specific groups. conversely, the lack of significant differences based on sex and grade level emphasizes the need for comprehensive, inclusive programs that address bullying as a universal issue. according to yoon and bauman (2019), teachers’ attitudes toward bullying play a pivotal role in shaping the school environment, as those who perceive bullying as a serious issue are more likely to implement proactive measures that reduce its prevalence. by training teachers to recognize and understand the nuanced ways in which demographic factors contribute to bullying, schools can empower educators to take a more informed and effective approach to creating a safe and supportive learning environment. conclusion the study showed that emotional bullying is a significant concern among grade iv to vi learners in the southwest ii district, as it is closely linked to declines in academic performance. emotional bullying, which includes behaviors such as teasing, exclusion, and verbal abuse, has been found to negatively affect students’ ability to focus, participate, and succeed in their academic pursuits. it implies that bullying has a substantial and detrimental impact on students’ academic performance. this strong correlation between emotional bullying and poor academic outcomes underscores the importance of addressing the emotional well-being of students as part of any educational strategy. recommendations based on the conclusions drawn from the study, the following recommendations are provided: 1. school heads should develop and implement specific programs that address physical bullying, focusing on the prevention of physical aggression in schools. these programs should include clear guidelines for identifying and reporting physical bullying incidents and should be integrated into the existing curriculum. 2. teachers should use peer support system where students are trained to help identify and support their peers who may be engaging in self-destructive behavior. 3. teachers should be trained to recognize early signs of physical bullying and self-destructive behavior among students. they should incorporate activities into their daily routines that promote physical safety, empathy, and conflict-resolution skills. 4. learners should be educated about the dangers of physical bullying and encouraged to report any incidents they experience or witness. pa ge 31 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 302-319, 2025 5. parents should be encouraged to attend trainings about bullying. that involves physical, verbal, social, and cyberbullying. references abualula, n. a., almarwani, a. m., mamanao, d. m., altarawneh, n. s., alharbi, m. r., & ebeid, i. a. 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(2021). scientific literature on school bullying: a review of the last decade. aggression and violent behavior, 58, 101561. https://doi.org/10.1016/j.avb.2020.1015 pa ge 1 pa ge 52 american journal of arts and human science (ajahs) from harlem to gaza: resisting necropolitics and orientalist violence in ralph ellison’s invisible maninvisible man and ghassan kanafani’s returning to haifareturning to haifa md. abu zobayer1*, md. mehedi hasan1 volume 4 issue 4, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i4.5984 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: august 20, 2025 accepted: september 25, 2025 published: december 06, 2025 this article compares ralph ellison’s invisible man (1952) and ghassan kanafani’s returning to haifa (1969) to demonstrate how racial capitalism and settler colonialism converge in necropolitical and orientalist regimes that mark black and palestinian lives as expendable. ellison’s narrator becomes both hypervisible and invisible in jim crow america, forced into spectacles such as the battle royal and erased in the liberty paints factory. kanafani’s said and safiyya return to a home renamed and reoccupied, where they discover their lost child has become an israeli soldier, a scene that enacts the settler logic of “destroy to replace”. methodologically, the article employs close reading and comparative analysis, drawing on necropolitics, racial capitalism to situate state violence, while engaging black radical thought and palestinian memory studies to interpret resistance. the study finds that while ellison develops fugitivity and opacity in an underground space of narration, kanafani affirms sumud through embodied memory and testimony that reclaims erased space. together, these texts show that literature not only reflects oppression but also generates counter-archives and counter-geographies that sustain transnational solidarities and imagine decolonial futures. keywords necropolitics, orientalism, racial capitalism, resistance, settler colonialism 1 department of english, northern university bangladesh, dhaka, bangladesh * corresponding author’s email: zobayer7153@gmail.com introduction the systematic erasure of marginalized communities by state power through racial domination, colonial dispossession, and suppression of subaltern knowledge has long been central to debates in postcolonial and critical race theory. ralph ellison’s invisible man (1952) and ghassan kanafani’s returning to haifa (1969) present two contexts that appear distant but are deeply interconnected. both texts dramatize how oppressed peoples navigate erasure and dispossession. they exemplify what achille mbembe defines as necropolitics, the sovereign decision over who may live and who must die (mbembe, 2019), and what edward said critiques as orientalism, the systematic rewriting of colonized lives as inferior and disposable (said, 1978). ellison’s unnamed black narrator struggles with the paradox of being hypervisible as a body of surveillance and spectacle but invisible as a human subject in jim crow america (yaszek, 2018; moten, 2017). kanafani’s said and safiyya confront the annihilation of palestinian memory and home under zionist settler colonialism, a structure that continues to define palestinian life after the 1948 nakba (pappé, 2006; veracini, 2021). ellison’s novel has been widely studied as a critique of american racism and racial capitalism. the battle royal scene has been read as a violent spectacle that exemplifies saidiya hartman’s analysis of racial subjection, where black suffering becomes both a commodity and a pedagogy of domination (hartman, 1997). the liberty paints episode has been examined as an allegory of how whiteness is sustained materially through the invisibilized contributions of black labor, echoing w. e. b. du bois’s idea of the “wages of whiteness” and cedric robinson’s theory of racial capitalism (du bois, 1998; robinson, 2000). scholars such as fred moten (2003, 2018) and christina sharpe (2016) extend this reading by situating ellison’s narrator within theorizations of fugitivity, opacity, and the afterlives of slavery. in these frameworks, ellison’s underground retreat is not defeat but a strategy of survival, a form of wake work that insists on black life within death-dealing structures (sharpe, 2016; mckittrick, 2006). kanafani’s returning to haifa has also attracted critical attention as one of the most powerful literary accounts of palestinian displacement. scholars read the novella as a testament and a political allegory of the nakba. the renaming of haifa’s streets and the denial of palestinian memory align with edward said’s description of orientalism as a discourse that erases indigenous presence (said, 1993). ann laura stoler’s concept of “colonial aphasia,” or structured forgetting, helps explain miriam’s claim that said and safiyya’s home “had no memories before we came” (stoler, 2016; kanafani, 2000). critics such as gil hochberg (2007) and julie peteet (2017) argue that kanafani demonstrates how settler colonialism transforms geography into a weapon of domination, while nur masalha (2012) and lena jayyusi (2007) stress that palestinian survival depends on memory practices that resist erasure. the most striking element of the novella, the transformation of khaldun into the israeli soldier dov, has been analyzed as the literal enactment of patrick wolfe’s dictum that settler colonialism destroys to replace (wolfe, 2016). it shows how colonialism seizes not only land but also lineage, converting palestinian pa ge 53 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 52-60, 2025 absence into militarized presence. comparative studies of ellison and kanafani remain rare. abdul janmohamed (1983) and barbara harlow (1987) initiated the practice of placing african american and palestinian texts in dialogue, emphasizing the politics of literature in colonial contexts. more recent scholarship underscores the urgency of comparative frameworks that highlight shared terrains of struggle without collapsing their differences. abdulhadi (2016), erakat (2019), and naber (2020) argue that african american and palestinian histories of racial and colonial violence should be read together in order to uncover global logics of domination. kelley (2017) insists that solidarity emerges from recognizing interconnected but distinct histories, a position that resonates with paul gilroy’s “black atlantic” theory of diaspora as a shared grammar of resistance (gilroy, 1993). davis (2016) extends this connection by linking ferguson and palestine as part of the same global struggle against state violence. yet, despite this growing scholarship, there is still a gap in comparative literary criticism. most studies of ellison and kanafani remain confined to their own traditions, and when connections are made, they tend to emphasize political solidarity or activist discourse rather than sustained textual analysis (abdulhadi, 2016; erakat, 2019). this article addresses that gap by offering a close comparative reading that brings together ellison’s exploration of racial capitalism and fugitivity with kanafani’s portrayal of settler colonialism and sumud. the methodology combines close reading with comparative analysis, drawing on achille mbembe’s necropolitics, edward said’s orientalism, and cedric robinson’s racial capitalism to explain structures of domination (mbembe, 2019; said, 1978; robinson, 2000). it also engages critical race theory (crenshaw, 1995), black radical thought (hartman, 1997; moten, 2003), and palestinian memory studies (jayyusi, 2007; masalha, 2012; nora, 1989) to interpret resistance through opacity, memory, and spatial testimony. the significance of this research lies in showing that african american and palestinian literary traditions, when read together, provide fresh insight into the shared logics of racial capitalism and settler colonialism while also affirming distinct cultural strategies of survival. in highlighting both convergences and divergences, the study contributes to broader conversations in postcolonial and comparative literature about how oppressed communities generate narratives that resist erasure and imagine alternative futures. this rationale is especially urgent today as movements like black lives matter and global campaigns for palestinian liberation reveal how literature not only reflects oppression but also equips readers and activists with vocabularies of resistance that remain vital for confronting state violence in the present (taylor, 2016; davis, 2016; kelley, 2017). research questions 1. how do ellison’s invisible man and kanafani’s returning to haifa represent necropolitics and orientalist violence in their respective contexts? 2. what strategies of resistance are articulated in the two texts, and how do they reflect the specific historical and cultural conditions of african american and palestinian struggles? 3. how can a comparative reading of ellison and kanafani contribute to postcolonial and comparative literary studies by illuminating both convergences and divergences in their approaches to oppression and survival? research objectives 1. to analyze the representation of necropolitics and orientalist violence in ellison’s invisible man and kanafani’s returning to haifa. 2. to examine the strategies of resistance depicted in the two texts, with attention to their rootedness in african american and palestinian contexts. 3. to contribute to postcolonial and comparative literature by situating ellison and kanafani in dialogue, thereby highlighting shared logics of domination as well as distinct cultural grammars of resistance. theoretical framework the entanglement of violence, representation, and survival in literature demands a theoretical foundation that engages both material realities and discursive constructions. this study grounds its analysis of ralph ellison’s invisible man (1952) and ghassan kanafani’s returning to haifa (1969) in three interrelated paradigms: achille mbembe’s concept of necropolitics, edward said’s critique of orientalism, and broader theories of resistance in postcolonial, black radical, and decolonial thought. taken together, these frameworks expose how state power reduces communities to expendability, how hegemonic discourse legitimates that reduction, and how subaltern voices resist erasure through memory, space, and narrative. necropolitics achille mbembe’s formulation of necropolitics, first articulated in necropolitics (2003), defines sovereignty as the capacity to decide “who may live and who must die” (mbembe, 2019). where michel foucault’s biopolitics highlights the regulation of life, necropolitics draws attention to the deliberate production of “death-worlds” in which entire populations are reduced to disposability (mbembe, 2019). the concept has since been widely applied: scholars show how it explains police violence against african americans in the united states (weheliye, 2014; vargas, 2020) and the militarized management of palestinian life under israeli occupation (hanafi & tabar, 2005; tawil-souri, 2019). necropolitics is not only about the spectacular act of killing but also about structuring entire social orders where certain groups live permanently at the threshold of death (agamben, 1998; shakhsari, 2020). ellison’s battle royal, in which black youths are forced into violent spectacle pa ge 54 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 52-60, 2025 for white entertainment, dramatizes this condition: black existence is marked by humiliation, spectacle, and expendability (ellison, 1995). similarly, kanafani’s portrayal of palestinians returning to a renamed and occupied haifa illustrates how settler colonialism transforms homeland into a necropolitical landscape where memory, belonging, and lineage are systematically erased (kanafani, 2000). sharpe (2016) deepens this framework by describing black existence as lived “in the wake” of slavery, where premature death is constitutive rather than exceptional. shalhoub-kevorkian (2015) and feldman (2018) extend this analysis to palestine, showing how occupation enforces slow death through bureaucratic management of movement, identity, and survival. puar (2017) adds that settler colonial necropolitics not only eliminates life but also produces “debilitated futures,” as seen in returning to haifa when khaldun is transformed into dov, an israeli soldier. orientalism if necropolitics illuminates sovereign violence, orientalism (1978) clarifies how discourse normalizes and sustains it. orientalism is not merely a body of knowledge about the “east” but a system of representation that casts colonized peoples as irrational, backward, and inferior (said, 1978). later critics expand this analysis to contexts within the west itself. byrd (2011) calls this “internal colonization,” where racialized populations are subjected to imperial logics inside metropolitan centers. chuh (2003) and melamed (2015) similarly show how american racial formations depend on orientalist discourses. in ellison’s invisible man, the narrator is repeatedly reduced to stereotypes that strip him of individuality, from the humiliations of the battle royal to his reduction as a political symbol by the brotherhood (ellison, 1995). such discursive violence mirrors what byrd terms internal colonization. kanafani’s novella makes orientalism explicit. the zionist claim that palestine was “a land without a people” functions as an orientalist myth that legitimates settler appropriation while erasing indigenous presence (shohat, 1989; khalili, 2020). miriam’s insistence that “this house had no memories before we came” (kanafani, 2000) exemplifies stoler’s (2016) concept of colonial aphasia, the willful forgetting that allows dispossession. patrick wolfe’s dictum that settler colonialism is a “structure, not an event” (wolfe, 2016) underscores the continuity of this erasure, while butler (2009) reminds us that orientalist discourses also render certain lives “ungrievable,” stripping them of human recognition. orientalism, then, operates in tandem with necropolitics: discourse precedes material violence by establishing the colonized or racialized subject as disposable, illegible, or forgettable. in both ellison and kanafani, orientalist frameworks not only legitimize erasure but also silence the histories and subjectivities of those they mark as inferior. resistance if necropolitics and orientalism describe domination, theories of resistance emphasize how the oppressed persist and fight back. fanon (1961) insisted that colonial violence generates counter-violence, while spivak (1988) asked whether the subaltern can speak within structures that systematically mute them. more recent work emphasizes refusal and opacity. coulthard (2014) stresses indigenous practices of refusal that reject colonial recognition. moten (2003, 2018) describes fugitivity as a mode of life that resists capture by dominant categories. sharpe (2016) theorizes “wake work” as practices of survival amid catastrophe. ellison’s narrator embodies resistance through fugitivity. his retreat underground, often read as withdrawal, is reinterpreted here as a survival strategy that transforms invisibility into a form of opacity and refusal (moten, 2018; mckittrick, 2006). kanafani’s safiyya performs resistance through memory and testimony. her insistence on narrating the life of her house and reclaiming its erased history illustrates what taylor (2003, 2020) calls the repertoire, embodied performance that resists archival erasure. masalha (2012) and jayyusi (2007) similarly emphasize how palestinian identity is preserved through memory practices that counter orientalist narratives. mckittrick (2006) adds that marginalized groups produce alternative geographies of survival, an insight that connects black and palestinian struggles for spatial reclamation. resistance, then, is conceptualized not as a single act but as a range of strategies shaped by history and context: fugitivity and opacity in ellison’s harlem, sumud and memory in kanafani’s haifa. both represent survival in the face of necropolitical and orientalist violence, yet they remain distinct responses shaped by different conditions racial slavery and segregation in one case, settler colonial elimination in the other. synthesis by synthesizing necropolitics, orientalism, and resistance, this theoretical framework positions ellison and kanafani within a shared horizon that illuminates state violence while foregrounding subaltern agency. necropolitics exposes how sovereign power produces death-worlds in which black and palestinian lives are rendered disposable (mbembe, 2019; sharpe, 2016; puar, 2017). orientalism clarifies how discourse sustains such violence by erasing subjectivity and history, rendering lives ungrievable and legitimating dispossession (said, 1978; stoler, 2016; butler, 2009). resistance highlights how marginalized voices counter erasure through opacity, memory, and spatial testimony (moten, 2018; mckittrick, 2006; taylor, 2020). these theoretical insights are not employed abstractly but are translated into the conceptual categories that guide the analysis: necropolitics functions as a lens for examining expendability, orientalism serves as a framework for reading discursive erasure, and resistance is treated as a pa ge 55 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 52-60, 2025 spectrum of survival strategies ranging from fugitivity in invisible man to sumud in returning to haifa. taken together, these categories form the conceptual foundation for the comparative reading that follows, ensuring that the study remains attentive to both convergence and divergence across african american and palestinian literatures. materials and methods this study employs a qualitative research design based on close reading and comparative literary analysis of ralph ellison’s invisible man (1952) and ghassan kanafani’s returning to haifa (1969). these texts were chosen because they vividly represent african american and palestinian experiences of racial domination, dispossession, and survival, allowing for an exploration of how racial capitalism and settler colonialism intersect through necropolitics and orientalist erasure. the analysis relies on primary textual evidence supported by secondary theoretical frameworks, including mbembe’s (2019) necropolitics, said’s (1978, 1993) orientalism and culture and imperialism, and robinson’s (2000) black marxism, along with insights from hartman (1997, 2019), moten (2003, 2018), sharpe (2016), masalha (2012), and sayigh (1987). key episodes such as the battle royal and liberty paints in invisible man and the homecoming and confrontation with dov in returning to haifa are examined to trace patterns of domination and resistance. the analysis proceeds in three stages: identifying significant scenes, interpreting them through theoretical frameworks, and synthesizing the findings to highlight both convergences and divergences across the two texts. discussion writing in the shadows: rethinking invisible man ralph ellison’s invisible man (1952) is one of the most penetrating critiques of racial domination in the united states, dramatizing how african americans navigate the paradox of being hypervisible as objects of surveillance and spectacle yet invisible as subjects of humanity. this double bind reflects what achille mbembe defines as necropolitics: sovereignty expressed in the power to determine who may live and who must die (mbembe, 2019). ellison’s unnamed narrator is compelled to exist within a system that marks his body as a site of consumption and violence while erasing his individuality. in exposing this paradox, the novel also engages with edward said’s orientalism, here applied to the internal racial order of america, where black life is rewritten as inferior and disposable (said, 1978). ellison not only critiques these systems but also imagines survival strategies through opacity, narrative fragmentation, and fugitivity. the novel’s infamous battle royal scene exemplifies necropolitical reduction in stark form. invited to deliver his graduation speech before a gathering of the town’s white elites, the narrator is instead forced into a brutal fight against other young black men, blindfolded and humiliated while the white audience laughs. the narrator recalls: “i was fighting automatically when suddenly i noticed the one remaining fighter had gone down… the laughter hung smokelike in the sudden stillness. i was gasping… the voice cried, ‘get the money!’… i crawled over and began picking up coins” (ellison, 1995). this grotesque spectacle renders black bodies expendable, aligning with saidiya hartman’s account of how racial domination is taught through spectacular violence, what she calls “scenes of subjection” (hartman, 1997). here, sovereignty manifests not only in the capacity to kill but in the orchestration of humiliation as a pedagogy of power. the electrified rug on which coins are scattered literalizes cedric robinson’s concept of racial capitalism, where black life is made to suffer for scraps while sustaining white enjoyment (robinson, 2000). the liberty paints factory episode extends this logic to industrial capitalism. the factory’s proud slogan, “keep america pure with liberty paints,” depends paradoxically on a formula requiring the narrator to mix drops of black substance into white paint to produce its so-called purity: “the purest white that can be found… you just stir ten drops of this black dope into each bucket” (ellison, 1995). the symbolism is clear: whiteness defines itself through purity while simultaneously depending on the invisibilized contributions of blackness. w. e. b. du bois’s idea of the “wages of whiteness” clarifies how white identity secures value through the denial of black labor (du bois, 1998). sharpe (2016) interprets this paradox as part of the afterlives of slavery, where black life is essential yet erased within modern economies. the figure of lucius brockway, the black foreman working underground, shows how racial capitalism recruits intermediaries to enforce domination. his suspicion of the narrator “you trying to sabotage the paint?” (ellison, 1995) echoes colonial tropes of the racialized worker as inherently threatening. when the boiler explodes, the narrator is blamed, echoing how black communities are scapegoated for systemic crises (muhammad, 2019). the narrator’s subsequent hospitalization deepens ellison’s critique by showing how institutions pathologize black subjectivity. the narrator undergoes electroshock therapy, an attempt to erase memory and individuality. fanon’s insight that colonialism inscribes domination onto the body resonates here, where medical violence enforces obedience (fanon, 2004). ann laura stoler’s concept of “colonial aphasia” clarifies how structured forgetting is central to domination, as the narrator’s mind is deliberately emptied of resistant memory (stoler, 2016). this institutional violence mirrors what mbembe identifies as “death-worlds,” spaces where sovereignty reduces individuals to a state of social death (mbembe, 2019). the narrator’s experience with the brotherhood exemplifies how orientalist logics function internally within the united states. initially embraced as a representative of “the black masses,” he is quickly reduced to a token stripped of individuality, serving as a political instrument for the organization’s agenda (ellison, 1995). edward said’s account of orientalism as the denial pa ge 56 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 52-60, 2025 of subaltern agency applies here, where the narrator is confined to a role designed by others (said, 1978). jodi byrd (2011) terms this process “internal colonization,” showing how minority voices are appropriated by hegemonic discourses while being denied authentic subjecthood. the brotherhood’s betrayal demonstrates how even movements claiming liberation can reproduce structures of silencing. faced with these intersecting violences, the narrator turns to invisibility as a survival strategy. his retreat into the underground has often been interpreted as withdrawal, but scholars such as moten (2003, 2018) and christina sharpe (2016) argue that fugitivity and opacity constitute forms of resistance. moten (2003) describes fugitivity as a refusal of capture, a practice of living outside the logics of domination. sharpe (2016) describes black survival as “wake work,” practices of care and remembrance within conditions of catastrophe. by embracing invisibility, the narrator transforms negation into strategy, asserting the right not to be legible to structures that deny his humanity. édouard glissant’s call for the “right to opacity” resonates strongly here, as invisibility becomes a shield against capture and commodification (glissant, 1997). ellison’s strategies of resistance align with broader currents in black radical thought. spillers (1987) emphasizes how narrative and language can be repurposed to articulate black subjectivity against imposed grammars of domination. gilroy (1993) situates such practices within a diasporic “counterculture of modernity,” where black cultural production resists through fragmentation, memory, and performance. ellison’s fragmented narrative, filled with digressions and contradictions, enacts what michel foucault calls “counter-memory,” disrupting the coherence of official historiographies (foucault, 1977). the underground retreat, illuminated by stolen electricity, becomes what katherine mckittrick (2006) describes as a black geography, where marginal space is reclaimed as a site of agency. these strategies also anticipate contemporary critiques of racial surveillance and state violence. the paradox of hypervisibility and invisibility resonates with the black lives matter movement, which confronts the spectacle of black death alongside the denial of black humanity (taylor, 2016). scholars like browne (2015) and benjamin (2019) connect ellison’s insights to modern technologies of surveillance, showing how visibility remains a site of danger for black communities. ellison’s narrator insists that invisibility can be transformed into power, a lesson with enduring significance in resisting necropolitical regimes. when read comparatively, ellison’s text anticipates transnational solidarities. his critique of racial capitalism and orientalist erasure mirrors the struggles of colonized peoples elsewhere, including palestinians under zionist settler colonialism. whereas ellison’s narrator resists by retreating underground into opacity, kanafani’s characters in returning to haifa resist by asserting memory and presence. both, however, weaponize narrative against erasure. pierre nora’s concept of lieux de mémoire helps to connect these strategies: ellison’s underground chamber and kanafani’s family home both serve as sites of memory where counter-histories are anchored (nora, 1989). by staging survival in “death-worlds,” ellison offers a fugitive grammar of resistance that prepares the ground for understanding kanafani’s palestinian steadfastness. in sum, invisible man dramatizes how necropolitics and orientalism shape african american life while also foregrounding strategies of resistance. the battle royal reduces black life to spectacle, the liberty paints factory erases black labor, the brotherhood silences individuality, and the underground retreat reclaims invisibility as survival. ellison’s narrator thus models fugitivity and opacity as practices of defiance. these strategies illuminate not only the specific conditions of jim crow america but also the broader logics of racial capitalism and colonial domination. ellison’s novel, therefore, is not a closed narrative of despair but an enduring text of resistance, one that resonates deeply when read alongside kanafani’s palestinian narrative of memory and dispossession. haifa as a site of memory and erasure in returning returning to haifato haifa ghassan kanafani’s returning to haifa (1969) remains one of the most searing literary testimonies of palestinian dispossession, dramatizing how settler colonialism transforms both geography and lineage while attempting to annihilate memory. centered on said and safiyya, a palestinian couple revisiting their home twenty years after being expelled during the nakba of 1948, the novella stages the entanglement of space, memory, and identity under zionist colonization. kanafani demonstrates how necropolitical violence and orientalist erasure define palestinian life while also insisting that memory and steadfastness (sumud) remain powerful tools of resistance. in this sense, the text articulates a distinctly palestinian grammar of defiance that resonates with ellison’s but arises from different historical and geopolitical conditions. the couple’s return to haifa immediately establishes the city as what mbembe calls a “death-world,” a zone where palestinian existence is spectral and subordinated (mbembe, 2019). as they drive through streets that have been renamed and renumbered, the text emphasizes the colonial restructuring of space: “the streets had names now that he didn’t recognize… the numbers on the houses had changed. everything had changed except the sea” (kanafani, 2000). this transformation reflects what edward said (1993) describes as the imperial prerogative to reorder landscapes in order to sever indigenous connections to place (culture and imperialism). rashid khalidi (1997) identifies such practices as part of the zionist project of “historical engineering,” the deliberate production of amnesia regarding palestinian presence (palestinian identity). yet kanafani insists on natural constancy through the sea, a symbol of unerasable geography that resists colonial inscription. laleh khalili pa ge 57 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 52-60, 2025 (2007) calls such elements “counter-topographies,” natural anchors that bear witness against official narratives (heroes & martyrs). the couple’s confrontation with miriam, the jewish woman now living in their home, epitomizes colonial denial and orientalist erasure. miriam’s claim that “this house had no memories before we came” (kanafani, 2000) enacts what laura stoler (2016) terms “colonial aphasia,” a structured forgetting necessary to legitimize dispossession. shohat (1989) identifies this as part of the zionist “myth of an empty land,” a discourse that renders palestine as a tabula rasa awaiting european settlement. peteet (2017) argues that such erasures turn geography itself into a weapon of domination, where even walls and streets are repurposed to erase palestinian belonging. against this denial, safiyya performs what lena jayyusi (2007) calls “forensic memory,” pointing out where furniture once stood and narrating the erased life of the house. masalha (2012) similarly highlights how oral and embodied memory practices sustain palestinian survival, countering erasure with testimony. in this sense, memory is not nostalgia but resistance, transforming private recollection into public defiance. the novella’s most devastating revelation arrives when said and safiyya discover that their infant son khaldun, left behind during the chaos of 1948, has been raised as dov, a zionist soldier. this transformation enacts patrick wolfe’s dictum that settler colonialism “destroys to replace” (wolfe, 2016). the colonizer not only seizes territory but also appropriates lineage, converting palestinian absence into militarized presence. hochberg (2007) interprets this as the ultimate violence of settler colonialism: the conversion of palestinian futures into embodiments of the settler project. said’s anguished recognition of his son’s new identity echoes jasbir puar’s notion of “debilitated futures,” where colonial regimes do not merely kill but incapacitate the capacity to imagine continuation (puar, 2017). the biological dimension of this violence distinguishes kanafani’s text from ellison’s, for it shows how settler colonialism attacks generational continuity itself. despite the devastation, safiyya refuses despair. her climactic declaration “now i know that we have another homeland… one we can create with our hands” (kanafani, 2000) shifts the narrative from mourning to futurity. this gesture aligns with mahmoud darwish’s poetic insistence that loss can become a promise rather than an endpoint (darwish, 1995). it also resonates with diana taylor’s concept of the “repertoire,” embodied practices that resist archival erasure by insisting on performance and testimony (taylor, 2003). unlike ellison’s narrator, who resists through opacity and withdrawal, safiyya resists through presence and insistence on continuity. her defiance exemplifies sumud, the palestinian ethos of steadfastness described by rosemary sayigh (1987) as the refusal to relinquish belonging even under occupation. kanafani also dramatizes the intergenerational stakes of resistance. the couple realizes that the future cannot be reclaimed through khaldun/dov but must instead be fought for through new forms of collective struggle. critics such as harlow (1987) and abu-manneh (2016) emphasize that kanafani’s fiction links personal trauma to collective resistance, turning family narratives into revolutionary allegories. in returning to haifa, the private loss of a son becomes an allegory for the national struggle to reclaim palestine. the novella thus connects intimate memory to political futurity, showing that resistance requires both remembering the past and reimagining the future. kanafani’s strategies of resistance differ significantly from ellison’s but remain equally powerful. ellison’s narrator embraces invisibility and opacity to evade capture, whereas kanafani’s safiyya asserts visibility and testimony against erasure. both, however, mobilize memory as a weapon. pierre nora’s concept of lieux de mémoire illuminates how both the underground chamber in invisible man and the contested haifa home function as sites where counter-histories crystallize (nora, 1989). kanafani insists that palestinian memory, even when fractured, is not extinguished but embodied in testimony, performance, and continued presence. in this way, returning to haifa articulates a palestinian mode of resistance that is rooted in space, memory, and futurity. the renaming of haifa, the erasure of the house’s past, and the transformation of khaldun into dov all dramatize how settler colonialism seeks to annihilate palestinian presence. yet safiyya’s insistence that “the house is ours, even if they live in it” (kanafani, 2000) reclaims both geography and history as tools of survival. kanafani shows that even in conditions of displacement, palestinians resist by performing memory and imagining new futures. when read alongside ellison, this strategy complements but also contrasts with african american fugitivity, highlighting how different histories produce distinct yet resonant grammars of defiance. transnational resonance placing ralph ellison’s invisible man (1952) alongside ghassan kanafani’s returning to haifa (1969) reveals how racial domination and settler colonial violence operate through comparable structures of erasure, dispossession, and control, even as each context produces distinct strategies of resistance. reading harlem and haifa together demonstrates what gilroy (1993) terms a “shared grammar of diaspora”, where the experiences of african americans under jim crow and palestinians under zionist occupation illuminate overlapping logics of power. both texts foreground the necropolitical sovereignty that mbembe (2019) describes as “the capacity to decide who may live and who must die”, exposing how modern states create death-worlds for populations deemed expendable. one of the clearest convergences between the two works lies in their treatment of spatial domination. in invisible man, the protagonist is confined to segregated and surveilled environments, from the claustrophobic battle royal to the ideological straitjacket of the brotherhood. mckittrick (2006) identifies this as “cartographic pa ge 58 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 52-60, 2025 violence,” the disciplining of black bodies through geography. in returning to haifa, the renaming of streets and the appropriation of palestinian homes enact what abu sitta (2004) terms “toponymic erasure,” erasing palestinian presence from the map. eyal weizman (2007) shows how israeli architecture turns occupied space into a tool of domination, just as american racial geography restricted black mobility. in both cases, geography becomes a weapon of power, shaping subjectivity and enforcing erasure. the texts also converge in their depiction of biological and epistemic violence. in ellison’s liberty paints factory, black labor sustains whiteness but remains invisible, echoing w. e. b. du bois’s concept of the “wages of whiteness” (du bois, 1935/1998). in kanafani’s novella, settler colonialism goes further by appropriating lineage: the transformation of khaldun into the zionist soldier dov dramatizes patrick wolfe’s dictum that settler colonialism “destroys to replace” (wolfe, 2016). both narratives reveal how necropolitical regimes target not only bodies but also futures, producing what jasbir puar (2017) describes as “debilitated futures,” where oppressed communities are denied continuity. spectacles of expendability also unify the two works. ellison’s battle royal turns young black men into objects of grotesque amusement for white elites, their pain commodified as entertainment (ellison, 1952; hartman, 1997). kanafani, in contrast, exposes the zionist myth of “a land without a people,” a discourse that erases palestinian existence while legitimizing their displacement (shohat, 1989; said, 1979). butler’s (2009) notion of “ungrievable lives” helps connect these representations, as both african americans and palestinians are figured as lives that do not count in the calculus of sovereignty. the divergences between ellison and kanafani are equally instructive. ellison’s narrator resists by retreating into opacity, embracing invisibility as a fugitive strategy. fred moten (2003) defines fugitivity as a refusal of capture, a practice of life outside the terms of legibility. his underground retreat exemplifies édouard glissant’s (1997) call for the “right to opacity”. kanafani’s characters, by contrast, resist through steadfastness and memory, insisting on presence even in displacement. safiyya’s declaration that “the house is ours, even if they live in it” (kanafani, 2000) embodies sumud, the palestinian ethos of unyielding presence described by rosemary sayigh (1997). these differences reflect distinct histories: african american fugitivity arises from slavery and segregation, where invisibility could mean survival, whereas palestinian resistance demands visible presence to counter settler colonial narratives of absence. despite these differences, both texts articulate a transnational grammar of resistance. ellison transforms invisibility into agency, while kanafani reclaims memory and space as defiance. together, they enact what nora (1989) terms lieux de mémoire: the underground chamber and the haifa home become sites where counter-histories crystallize. both works weaponize narrative itself against erasure, aligning with boaventura de sousa santos’s (2014) call to resist “epistemicide,” the destruction of subaltern knowledge. the resonance between harlem and haifa also anticipates real-world solidarities. the black panther party in the 1970s openly supported the palestinian liberation organization, with huey newton theorizing “intercommunalism” as a global struggle against imperial violence (newton, 1974). angela davis (2016) explicitly links ferguson and palestine as sites where militarized policing and occupation reproduce necropolitical control. more recently, the black lives matter movement has affirmed solidarity with palestinian liberation, declaring “our struggles are intertwined” (blm, 2020). june jordan’s poem moving towards home (1989) and emily jacir’s memorial to 418 villages (2001) similarly bridge african american and palestinian cultural memory. as kelley (2017) argues, solidarity does not collapse differences but emerges from recognizing shared terrains of struggle. reading ellison and kanafani together challenges eurocentric frameworks of postcolonial studies that often sideline race or settler colonialism. both texts show how racial capitalism and colonial elimination are co-constitutive forces of modernity. ellison ends in ambivalence, asking “who knows but that, on the lower frequencies, i speak for you?” (ellison, 1952), while kanafani ends with defiance, asserting “another homeland… one we can create with our hands” (kanafani, 2000). these closing gestures exemplify saidiya hartman’s (2007) concept of the “radical imagination”, where oppressed communities refuse erasure and envision liberation across borders. conclusion ralph ellison’s invisible man and ghassan kanafani’s returning to haifa show how necropolitics and orientalism attempt to erase subjecthood, yet both texts insist on resistance. ellison’s narrator, subjected to racial capitalism and necropolitical control, finds survival in opacity and fugitivity, transforming invisibility into strategy. kanafani’s safiyya, confronting settler colonial erasure, reclaims space and lineage through memory and sumud. these divergences reflect different historical conditions, since anti-blackness in jim crow america demanded retreat from the gaze, while zionist colonialism in palestine necessitated the assertion of presence. at the same time, both texts converge in exposing how sovereignty reduces marginalized lives to expendability. together, they illuminate a transnational grammar of resistance that transforms sites of negation, from the underground chamber to the contested haifa home, into lieux de mémoire that preserve counter-histories. the significance of reading these texts together lies in showing how african american and palestinian literatures resist what santos (2014) calls “epistemicide,” while offering vocabularies for survival that remain urgent in the present. this study is limited by its focus on only two pa ge 59 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 52-60, 2025 texts. future research could extend the analysis to other works, such as morrison’s beloved (1987) or khalifeh’s wild thorns (1976), and apply lenses from queer theory, disability studies, or ecocriticism. comparative scholarship might also incorporate arabic-language criticism and african american oral traditions in order to ensure cultural specificity. despite these limitations, ellison’s image of a “raft of hope” (ellison, 1952) and safiyya’s vision of “another homeland, one we can create with our hands” (kanafani, 2000) exemplify saidiya hartman’s (2007) “radical imagination”, which refuses erasure and envisions liberation across borders. their legacies endure as acts of resistance that remain relevant to movements from black lives matter to palestinian liberation. references abdulhadi, r. 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(2018). invisible man and the afrofuturist imagination. american literature, 90(1), 1–27. https:// doi.org/10.1215/00029831-4311665 pa ge 1 pa ge 9 american journal of arts and human science (ajahs) a new textual interpretation of “the fall of icarus” by william carlos williams ram prasad rai1*, bam dev sharma1 volume 4 issue 2, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i2.4308 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: january 03, 2025 accepted: february 01, 2025 published: march 24, 2025 the poem “the fall of icarus” is one of the epoch-making and experimental poems in terms of its stylistic composition, containing a hybrid literary form based on visible and implicit imagery as an example of transformative poetry. this poem is a paint manifestation by peter brueghel who tries to capture rather vivid and descriptive imageries from past to the present. it is a greek myth in which daedalus threatens his son, icarus, not to fly towards the sun. however, his exalted passions never deter him and finally he comes to an end by falling as his waxed wings melt down. the moments he falls down and the surrounding beside his dead body captured in the painting are also poetically captured in the poem. different sources of textual formulations take place in the poem: greek myth to modern experimental poetry. this poem can be interpreted from some of the dominant traces of new textuality. it has a strong cultural and mythical elements in it and therefore it tries to manipulate deeper and inner textual features. this article, in this sense, explores hidden links and textual elements for a comprehensive analysis and objective interpretation of the poem. though painting and poetry are interrelated, they, though, use two different ways of manifestation of texts that can enrich new textual premise for interpretation. so this article tries to analyze it from new textual interpretation taking help from prominent critics of the time like linda hutenchon, richard j. lane, and peter stockwell. keywords digital technology, landscape, textuality, ttragic death, vision 1 department of english, ratna rajyalaxmi campus, tribhuvan university, kathmandu, nepal * corresponding author’s e-mail: rairamprasad26@gmail.com introduction in the book after post modernism: an introduction to critical realism by two eminent editors, lopez and potter categorically state that post modernism is not a sufficient branch of knowledge that can deal with the contemporary issues of the modern world as the world is torn into several facets concerning, real, actual and empirical (lane, 2013). such issues, according to them, may be tackled through critical realism which tries to explore things comprehensively from scientific perspectives. critical realism is a part of new textuality therefore it makes a distinct view points between real, actual and observable entities, opening up hidden frontiers of knowledge. lane (2013) further adamantly states, the complex dynamics of new textualities can be seen into two apparently antithetical movements that have occurred after theory: the religious turn and the rise (and rise) of the digital humanities. the religious turn is an interesting phenomenon, since the most influential theorists within this field have also driven theory’s deconstruction of metaphysics and virtually all modes of transcendence and belief. admittedly, the concept of new textuality is complex because it comprises divergent textual entities. after the theoretical premise, there was a sort of intrusion in academic field, especially in a complete picture of human discourses. as the theoretical interpolation in both subjective and objective understanding of text have gone paradigm shift, new textual dynamics seems to shoot up taking a revolting understanding of taking textual sovereignty beyond the theoretical grip. hutcheon (2002) states, “whether the medium be linguistic or visual, we are always dealing with systems of meaning operating within certain codes and conventions that are socially produced and historically conditioned.” the progressive proliferation of the text creates a ground of radical approach and validation of the text. new textuality hints about the radical forms of creating and disseminating the texts in visual other forms. it also represents historical propagation of textual forms. we can take example of shakespearean tragedies being put in visualized forms so that they can be produced and retrieved in technological formats. rampley (1999) thus asserts, “visualization is not simply the productions of objects that are visible. nor is all vision visuality. visuality is that renders the process of history visible to power. it is therefore “realistic” in that it describes the real whatever its mode of representation.” generally, new textuality tries to examine an objective validity of written or spoken text, normally interpreted as “critical realism.” it can be either technical, social, cultural, or meta textual forms to see hidden prevalence of the text beyond theoretical and philosophical perspectives. furthermore, the new textualists state that the post print culture and innovative production of texts, beyond traditional print form following the development and productions of reading and writing, has been varied. it incorporates textual features constructed, designed, and formulated in hybrid forms of amalgamation. that is, they can be textual, visual, and metatextual entities. this bodes that post print culture has given space for the proliferation of the text as unusual embracing social and pa ge 10 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 9-12, 2025 cultural contexts. associated with this, recent developments like inter textuality, meta-textuality and hyper textuality converge together. they help explore meanings and interpretations of the text broadly. the new textual concept, thus, stipulates dynamic comprehension of the text, not as the text that simple reflects meanings, but also manifests some discourse propositions with an organic form gracia (1995) explicitly asserts: a text is not like the pile of sand in which the weight of the whole is no more or no less than the sum of the weight of the grains that compose it, regardless of the way in which these grains have been arranged. a text is more like an organism, in which the distribution, the character, and functions of its parts from a whole whose characteristics are more than the sum of the characteristics of the parts. as it is considered, new textuality is an organic way of approaching a text. it is to see a text in complete form: studying and interpreting of the text, thereby believing that nothing beyond it ever exists. in this, a text is what is read and textuality is defined as how it is read because a text is undecidable until textuality is put on to it in order to decipher meanings in comprehensive context. that is to say, a text can have several layers of textuality and only scientific investigations and studies can expose its objective prevalence. according to gracia (1995) in his book, a theory of textuality: the logic and epistemology is of the opinion that there appears confusion in the understanding of text due to lack of proper distinction among logical, and metaphysical, and epistemological issues involved in it. statement of the problem it is obvious that modern textual entity has shifted over the years since the dawn of post structuralism and post modernism. many of the texts are now interpreted through excessive theoretical obsession and lose their textual entity which is a must for the comprehensive interpretation of any particular text. this research article tries to open up the new avenue of textual sovereignty through the interpretation of a powerful poem by william carlos williams. research questions a. how can new textuality expose new paradigm of the text? b. why does new textuality evade structural premise of the text? c. why does new textuality open up new frontiers of interpretation? literature review since the advent of poststructuralism and post modernism, it is generally considered that there always prevails a gap left by post modernistic and post structural thinking and academic discourses. the gap fundamentally appears between the scientific existence of the text and overburdened theoretical interpretation of it. this gap, according to the objective interpretation, lessens due to new textual analysis. moreover, new-textual analysis tries to see and examine a literary text from textual entities and self contained premise and scientific objectivism. in this connection, it will be relevant to refer to a famous critic phillip tew who aptly states about new textuality as “all thoughts and all theories are something. all perceptions are of something. all texts have referents. they exist independently of our perceptions, thoughts and theories” (lane, 2013). new textuality primarily relies on the concept of critical realism, disregarding theoretical assumptions within post modern critical view points, thereby proposing human desire for change and transformation. it lays emphasis on the supremacy of the text, language, and structural connection in terms of social, cultural, digital, graphic, and metatextual preview. furthermore, it is to see a text from all undercurrent elements and explore rational and justifiable meanings through objective and scientific elaboration. having that said, it is a breakaway from literary, theoretical, and critical analysis to consider a text from self explanatory justification. that said, a text can comprise several facets of constructions and even latent elements in exploring meanings. based on that premise, it is to analyze a text, specifically focusing on language than any other propositions which dominated literary and academic scene during post modern era. it is a thing in itself, for a text is self reliant in propagating meaning as a text does not need any subsidiary meanings as it is made up. new textuality proposes a discourse with assumptions about race, individuality, culture, and historical contexts to connect missing links of any text. new textuality, therefore, unlike derrida’s deconstructive angle, hints us to revisit a text with an objective perspective, adhering to changing humanistic discourse as far as technological and digital transformations of human intellectuality. in this sense, new textuality is becoming humanistic discourse. stockwell (2009) in his comprehensive book called texture: cognitive aesthetic of reading is of the opinion that literary criticism and theoretical readings are simple descriptions of reading experiences and they cannot supplant objective meanings of texts based on social, cultural, and historical contexts. they provide rather distorted sense of meanings and so there should be remediation of meanings. several factors proliferate in the realm of new textuality in contemporary societies. new criticism, critical realism, post modern rationality have contributed to its proliferation. in addition, new textuality proposes an unexplored grounds in seeking meanings of a particular text that is pragmatically viable; it tries to examine composition of material entity from the objective and realistic perspective. at the same time, it takes account to social and cultural elements embedded in a text that have not been analyzed. we see technological diversifications to have occurred since eighties with the advent of computer science, hyper text, media flow, and so on. that pa ge 11 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 9-12, 2025 taken into account, a text is full textual entity, seeking self explained conceptual references. this being the case, we see the digital technology has opened up innovative space for reading and writing. that has specifically created an alternative platform in reading, transforming, and retrieving of the text. besides, electronic space or cloud space are easily available to all in the making and formulating of a particular text. for the analysis of this research paper, a poem by william carlos williams is taken into consideration. materials and methods analytical study from the secondary sources of information available in the text. for this, the prominent new textual thinkers would be referred and their ideas would be analyzed for the interpretation of the poem. the methodology would have combined approaches: it would be both linguistic and new textual interpretation of it. results and discussion landscape with the fall of icarus according to brueghel when icarus fell, it was spring. a farmer was ploughing his field. the whole pageantry of the year was awake tingling near the edge of the sea. it all concerned with itself sweating in the sun that melted the wings’ wax unsignificantly off the coast there was a splash quite unnoticed this was icarus drowning (lane, 2013). william carlos williams, as a poet is known for brilliant imagery and experimental genius, is called a proponent of imagist movement in america. his poetry is famous for vivid descriptions and imagery. he is adept at using idiosyncratic language structure and words, illustrating pictorial imagery. the present poem entitled “the landscapes with the fall of icarus” captures a dramatic scene of falling of the legendary character, icarus, near the sea where the farmers are engaged in agricultural activities. the poem is a beautiful blend of myth and reality. the myth depicts through the greek legendary story portraying of the fall of icarus from the space when his waxed wings melt. as an aspirant to make a quest of the space, icarus does not heed to his father’s suggestion that he should not fly too high. eventually, he ends up having a tragic death. this beautiful mythical story is lapped with modern elements of descriptive poetic manifestation. the spring season, the sea, landscape, and space are intertwined to perpetuate the scenic descriptions. this combination helps connect myth with reality, past with present, seen with the unseen. furthermore, there is a beautiful blend between death and life, reality with fantasy, pictorial with dramatic, heroic with non heroic. that is, the greek hero does not seem to have any glorified sense of life in the modern time because the pride and glory is commoditized in the array of modern perception of reality. that is, relevance of the hero in greek society is deconstructed; he has been turned into an insignificant creature who drowns into the sea without anybody’s knowledge. this event further foregrounds mythmaking and worshipping of the past glory is just based on narrative concept, which, however, is distorted in dramatic manifestation of present reality. the narrative is thus a traditional and mythical perception which cannot justify the poetic interpretation. the new textual perception tries to point out other hidden links that can help in making this interpretation holistic and comprehensive. according to new textual critics, the interpretation of any text should be based on “critical realism” which tries to see a text from objective and critical perspective unlike that fallacious post modernistic approach. we find the same implications here: the myth is depersonalized or critically examined in the poem. on this backdrop, palpable new textual premise can be suitably interspersed in this poem. we know that history and myth contexts change over the time and their bases on cultural and social contexts. they would not be as valid as they were in the past. the modern day reality, if taken in pragmatic and scientific elaboration, cannot accept a person flying with waxed wings and reaching the sun and finally falling down onto the sea. there is a wide space to be covered by new textual justification. besides, the poem comes to existence through the painting by brueghel, who was a famous painter whose paintings reflect renaissance spirit, including the popular myth of icarus. from new textual analysis, the painting and myth are transformed into modern context. there is a serious poetic remark by williams: should the culture of worshiping hero be valid? new textual analysis would try to find the gap. in addition, the poet shows modern approach of art. it is unlike that of the past. an art piece can make use of all possible artistic expositions. art has to exist on its reference of mode of expressions employed by prevalent language and words. the poet brings an ironic contrast between icarus and a farmer. the poet may have hinted that modern world reality worships a farmer, not a mythical personality! from new textualiy, there are layers of things in the production of the poetic theme: the mythical story of icarus, peter brueghel’s painting, and william’s poetic descriptions. hence, history, art, and poetry help explore the meanings of the poem. moreover, the experimental poetic style and peculiar syntax, without punctuation in three lined poems, can be aptly described from new textual ground. it also breaks away from traditional poetic form. new textual language is not loaded with marked context of meaning, worshipping of hero, or describing or narrative events. it is to comprise various entities of textual matters that help manifest meanings. as we know new textuality is to take turn from myth and its grandeur to mere linguistic references of the things, williams does not see any fancy idea in the hero, spring time, pageantry, and the sea movement. though they are always expressed in grand narrative and rhetorical contexts in literature, williams has handled them with pa ge 12 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 9-12, 2025 simplistic terms. they are just common place phenomena of life. flying of icarus therefore signifies nothing but ploughing of farmer is really meaningful act because he is the one who satisfies hunger of many and thousands. even nobody does hear the splashing sound of a person drowning and thinks of rescuing him. it is modern life where people are engaged in their professions and do not bother thinking about others. conclusion it is commonly understood that text and context help us for comprehensive interpretation of it. the new textual reading of the poem “the fall of icarus” gives us a glimpse of new textual reading, thereby invigorating textual subjectivity of the poem. to some extent, this is a hybrid approach which tries to see different layers of the text: social, cultural, linguistic, digital and so on. the new textual reading gives us a glance to make a text composite without any subjective and theoretical interpretation of it. it is often believed that any text is not the ground of theory for its objective and realistic presentation. rather, it is the text itself that has to be seen from histographic and realistic interpretations so as to see the new focal points of it. the interpretation of the poem from the new textual aspect, thus, would give the readers some academic and intellectual hints. the article writers believe that this would be a point of departure to study and make research on new textual interpretations. references gracia, j. j. e. (1995). a theory of textuality: the logic and epistemology. state university of new york press. hutcheon, l. (2002). the politics of postmodernism (2nd edition). routledge. lane, r. j. (ed.) (2013). global literary theory: an anthology. routledge. lopez, j. & potter, g. (eds.) (2001). after postmodernism: an introduction to critical realism. athlone. rampley, m., (ed.). (1999). exploring visual culture: definitions, concepts, contexts. edinburg up. stockwell, p. (2009). texture: cognitive aesthetics of reading. edinburgh up. william, w. c. (2005). landscape with the fall of icarus. norton anthology of poetry, margaret ferguson, mary jo saltar. jon stalworthy, ww. norton & company. pa ge 1 pa ge 99 american journal of arts and human science (ajahs) teaching techniques used by secondary school teachers during implementing of the competency-based curriculum in namtumbo district ruvuma region majiwa, shaibu hamisi1*, mary wilfred ogondiek1 volume 4 issue 3, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i3.3870 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: october 02, 2024 accepted: november 07, 2024 published: july 29, 2025 this study investigates the teaching techniques used by secondary school teachers during implementing of the competency-based curriculum in namtumbo district. this study was carried out at namtumbo district located in ruvuma region, tanzania. this study used pragmatism paradigm since the study used mixed methods research approach where both qualitative and quantitative approaches was used. this study used convergent research design where quantitative and qualitative data was collected at the same time, analyzed separately. the study used a sample size of 152 informants from a population of 496. qualitative data recorded from interview whose contents summarized in a narrative format while quantitative data analyzed using descriptive statistics. finding show that, 87.9% a significant majority of teachers frequently use interactive techniques in implementing cbc such as group discussions, demonstrations, and question-and-answer sessions to inspire active learning and teamwork. also, techniques like surveys, project, practical and lectures are less common used due to limited resource and time constraints. moreover, study concluded that, in student’s assessment, utmost 88.7% of teachers regularly use techniques such as quizzes and tests, while project-based and practical assessments is crucial for practical skill development are less often used in assessment due to inadequate teaching and learning resources. however, oral and practical assessments are common, demonstrating a balance among traditional and modern assessment approaches. teachers’ commitment to active student participation, evident from the high use of participatory techniques 97.2%, increases cbc’s efficiency by encouragement an interactive, competency-focused learning setting where consistent response and guidance are integral, mainly in practical activities. study recommend for schools to priorities time and learning and teaching resources for practical and project-based learning in order enhance resource allocation. keywords competency-based curriculum, demonstrations, group discussions, question-and-answer, teaching techniques 1 open university of tanzania, tanzania * corresponding author’s email: majiwashaib@gmail.com introduction in tanzania, soon after independence, the tanzanian government developed to see education as an essential part of the nation’s social and economic progress (nkya et al., 2021). in tanzania, the competence-based curriculum (cbc) has become an effective approach since 2005. students with inquiry-based learning minds, creativity and employable abilities, and the capacity to handle a variety of tasks are the objective of the approach. the cbc offers a framework for integrating the changing concepts of education, learning, and assessment. constructivism theory, a broad term for a discovery-oriented approach to education, is what cbc adheres to. the beginnings of cbc in tanzania date back to 1967, when the education for self-reliance (esr) a framework was introduced (urt, 2003). among other things, esr’s primary objective were to prepare students to engage in tanzania’s current development issues in an active and innovative way and to deal with the country’s obstacles in the years to come by growing fully self-sufficient (nzima, 2016). it indicates that the educational philosophy put a strong emphasis on the need for curriculum reform that could integrate theory with the development of competences and the acquisition of real-world abilities (mbirigenda, 2020). theory and practice integration were emphasized in the revised curriculum, which transitioned from a contentbased to a competence-based approach. it gives the student more opportunities to develop their knowledge and abilities in the disciplines they study. in the cbc, teachers serve as the facilitators. competency-based teaching and learning give students the chance to conduct research, test theories, build their knowledge and meaning, and pose questions as developing social scientists. teachers in tanzanian secondary schools have not taken innovation seriously as a teaching method (tilya & mafumiko, 2010). even though the competency-based curriculum (cbc) is important, there are a number of issues with its use in teaching methods that reduce the efficacy of studentcentered learning. teachers frequently lack cbc-specific professional development and thorough training, which results in uneven implementation of crucial strategies like collaboration and project-based learning (komba & mwandanji, 2022). further, the utilizations of interactive techniques like group discussions and hands-on activities, which are essential to cbc’s customized approach, are hampered by crowded classrooms and restricted access to instructional materials (nyoni & mumba, 2023). active learning is made more difficult by time constraints, as educators find it difficult to strike a balance between interactive teaching methods and comprehensive pa ge 10 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 99-109, 2025 curriculum content (mwenda, 2022). despite cbc encourages various types of assessments, traditional methods such as tests and quizzes are still widely used since there is a lack of resources and inadequate assessment training (ogutu, 2023). in addition, certain instructors are hesitant to switch from well-known lecture-based methods to interactive cbc strategies, which affect student participation and engagement (mhlongo & mahlangu, 2021). these problems are made worse by a lack of administrative assistance and follow-up, which leaves teachers without reliable direction (mandari & chuma, 2022). furthermore, teachers frequently lack the resources necessary to provide tailored solutions to practical activities, which impede students’ development of practical skills (kanyonga & bundala, 2022). others who are used to passive learning find it difficult to adjust to the active involvement that cbc requires, and limited use of technology as a result of poor infrastructure affects the integration of digital tools essential for cbc (achieng & mbogo, 2023). despite the tanzanian government’s shift from a content-based to a competence-based curriculum (cbc) twenty years ago, cbc aimed at enhancing students’ practical skills, critical thinking, and problem-solving abilities, evidence suggests that effective implementation remains a significant challenge in public secondary schools. according to issa, mwakapina, and nyinondi (2024), the competency-based curriculum (cbc) is being implemented at a minimal level, with teachers still depending on traditional, teacher-centered methods (lukindo, 2018; nkya et al., 2021; kilipamwambu, 2021). implementation of the competency-based curriculum (cbc) in secondary schools is significantly hindered by multiple challenges, notably the severe shortage of ict and art rooms; with only 10 schools have ict facilities. this lack of infrastructure restricts students’ access to practical, skills-based learning essential for developing 21st-century competencies such as digital literacy, leading to unequal learning opportunities and reliance on theoretical instruction. moreover, inadequate cbc-compliant learning resources, including a 4:1 student-to-textbook ratio and insufficient laboratory equipment, further obstruct effective curriculum delivery. overcrowded classrooms, with many exceeding the education training policy of 2014 guideline of 40 students per teacher, exacerbate the issue (bakar & mwila, 2022). also, limited parental involvement— evident in low participation in school governance, teacherparent meetings, and support for learning activities at home—weakens the school-home partnership critical for cbc success (yang et al., 2023). collectively, these factors compromise the quality and intended outcomes of cbc implementation in the district. moreover, in tanzania there is rising mismatch between classroom instruction and real-world demands as indicated by employer’s report that graduates lack the practical skills needed for employment and self-reliance (munishi, 2022; mihyo et al., 2021). moreover, students fail in practical valuations and fieldwork, while feedback from teachers and education stakeholders highlights limited capacity to evaluate competencies efficiently (juma & patel, 2024). the implementation of cbc teaching methods in namtumbo district is associated with unique possibilities and difficulties affecting its efficiency. due to the cbc guidelines, teachers in the district use techniques like group discussions, project-based learning, and demonstration so as enhance students’ abilities and competences as supported by kanyonga & bundala, (2022). despite these expectations, inadequate access to resources, high studentteacher ratios, and gaps in professional development prevent the regular adoption of these strategies. also, since of resource limitations and routine, teachers turn to more conventional approaches, such as lecture-based instruction, reducing the efficacy of cbc (nyoni & mumba, 2023). this study provides a foundation for examining the specific teaching techniques employed by secondary school teachers in namtumbo district and understanding the extent to which these techniques align with cbc’s objectives. through this investigation, the study seeks to examine teaching techniques used by secondary school teachers during implementing of the competency-based curriculum in namtumbo district. literature review theoretical review this study is guided by the social constructivism development theory established by vygotsky’s, (1978). social constructivist theory essentially about how individuals socially construct knowledge. in this study, social constructivism development theory offers a strong underpinning for investigative teaching techniques employed in implementing the cbc due to its focus on social interaction, support, and collaborative learning. the theory highlights that cognitive development happens through social exchanges and interaction where students build knowledge jointly, mirroring cbc’s promotion of interactive, student-centered learning environments. thus, in the development of engagement among students and teachers, cbc inspires a supportive approach to skill gaining and comprehension, attracting the application and effectiveness of educational content (kanyonga & bundala, 2022; mhlongo & mahlangu, 2021). vygotsky’s idea of the zone of proximal development (zpd) also supports cbc’s approach, permitting teachers to offer support that assist students progressively develop independence in learning; enhance both engagement and academic attainment (nyoni & mumba, 2023; mwenda, 2022). moreover, orientation among social constructivism and cbc is also seen in the focus on active learning and the construction of knowledge over review, projects, and problem-solving. this theory views learning as an active, constructive process, which is central to cbc’s goal of fostering meaningful and practical learning experiences for students. studies reveal that by applying social constructivism, cbc allows students to apply pa ge 10 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 99-109, 2025 their knowledge in real-life circumstances, enhancing the noteworthy of education in a bigger social and cognitive situation (njoroge & achieng, 2023; ogutu, 2023). also, this theory focusses on advanced thinking line up with cbc’s pledge to developed reasoning skills that extend beyond memorization learning to analysis and assessment. this joining supports cbc’s aim to create students for enduring learning, preparing them with vital skills for navigating intricate difficulties (mandari & chuma, 2022; achieng & mbogo, 2023). empirical review semle and nassor (2023) from tanzania examined the techniques used in teaching practical skills to lower secondary school students in kondoa. finding showed that the competency-based curriculum approach was used very little. as a result, the use of the teacher’s concentrated approach dominated the teaching and learning sessions despite the use of demonstrations, simulation, group discussion and study tour learning tactics. their study conducted in kondoa district, but this study adds context research gap in namtumbo district. egodawatte (2013) from sri lanka conducted a study analysing the competency-based secondary mathematics curriculum. their results showed that the subject contents and teaching methods which were presented in the curriculum were better but it was difficult to translate them into the teaching and learning process under the umbrella of competency-based approaches. this indicated that the new curriculum had not achieved its objectives since the introduction of a new mathematical curriculum in sri lanka. nevertheless, none of these studies were conducted at namtumbo district council in ruvuma region. moreover, lukindo (2016) explored competency-based education (cbe) in rural secondary schools in tanzania. findings revealed that the respondents were not sure whether their teaching and assessment techniques were in line with competencebased education. also, kimario and otieno (2022) from kenya show that the use of different teaching and learning methodologies such as learner centred approach, discussions, exhibitions and practical activities were encouraged. nevertheless, none of these studies applied theoretical review, thus this study add theoretical gap using social constructivism development theory. mtesigwa and john (2023) from tanzania’s revealed that english language teachers had inadequate understanding of cblt; most teachers applied teaching methods which did not promote the language competence among learners. in a similar vein, assey (2022) identifies that tanzania successfully implement a cbc by implementing a number of strategies, including making sure that school heads receive regular pedagogical leadership training, enhancing in-service teacher training, improving schoolbased indoor training, hiring enough teachers, improving school infrastructure, providing enough teaching and learning materials, ensuring that parents and schools work together effectively, improving library services, and enhancing information technology use. mtesigwa & john (2023) and assey (2022) studies does not applied theoretical review, thus this study add theoretical gap using social constructivism development theory with more sample size of 152 and study conducted carried out in tanzania. kigwilu and mokoro (2022) from arumeru district established that, majority of secondary school teachers, lacked the necessary training to apply the suggested evaluation techniques for cbc, particularly with regard to the use of checklists, portfolios, practical tasks, rating scales and rubrics, and text analysis. teachers primarily used oral examinations, written assessments, text analysis, and essays to gauge their students’ learning. in contrast, student learning was rarely assessed using portfolios, rating scales, rubrics, checklists, projects, and practical task techniques. also, tumuheise et al. (2023) exposed that; competence-based curriculum was implemented using a shared set of teaching methodologies, including inquirybased learning, project-based learning, experiential learning, and collaborative learning, according to the findings. in addition, kimario and otieno, (2022) assess the effects of competence-based curriculum on students’ education achievement in kenya. their study used convergent mixed methods design. findings show that the use of different teaching and learning methodologies such as learner centred approach, discussions, exhibitions and practical activities were encouraged. moreover, the study recommended that, cbc should be effectively implemented in all secondary schools for students to develop necessary skills needed for personal transformation. however; this implies that the use of different teaching and learning methodologies of teachers is crucial to conduct a new study for implementation of cbc which comes with new results. in addition, tumuheise et al., (2023) investigate and identify the instructional strategies employed in kabale municipality secondary schools to implement competencybased curricula. lev vygotsky, a russian psychologist, developed the social constructivism theory, which was applied in the study. vygotsky holds that individuals actively create their own knowledge. results show that, competence-based curriculum was implemented using a shared set of teaching methodologies, including inquirybased learning, project-based learning, experiential learning, and collaborative learning, according to the findings. though insufficient to significantly affect the curriculum’s implementation, instructional materials were discovered to be accessible. in order to provide teachers with the skills and knowledge they need to deliver highquality instruction and ensure that students obtain an excellent education, the study recommends that they be trained in a variety of teaching pedagogies through workshops and training programs hosted by education agencies. they should also be provided with sufficient resources and support to enable the competence-based curriculum to be implemented successfully. despite previous studies evaluating the implementation pa ge 10 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 99-109, 2025 of competence-based curriculum (cbc) in various countries, including tanzania, several critical gaps remain. most existing research has focused on teachers’ perceptions and challenges, with limited emphasis on the nature and adequacy of teacher training a key factor in the successful implementation of cbc. studies like those by li et al. (2024), rogers (2021), and namubiru et al. (2024) largely overlook the specifics of training teachers received before cbc implementation. while a few studies (mokoro, 2020; mwakyusa, 2020) acknowledged training, they failed to deeply assess its content, delivery methods, frequency, or classroom relevance. this study fills that gap by closely examining the techniques used in implementing cbc in tanzania, mainly in the underexplored namtumbo district of the ruvuma region. unlike other well-researched areas such as arumeru and dar es salaam, namtumbo offers a new perspective within the country’s unique socio-political and economic context. also, while tanzania continues to undergo curriculum reforms to align education with modern demands, previous research across numerous regions for instance arusha, tanga, iringa, mwanza, morogoro, and rukwa consistently shows that teachers lack adequate cbc skills. however, no study has yet focused on namtumbo district. methodologically, earlier studies often employed small samples or limited research designs, as seen in alemayehu et al. (2021) and lukindo (2017). in contrast, this study adopts a convergent mixed-methods design involving 152 respondents through questionnaires, interviews, focus groups, and observations to ensure data validity and reliability. additionally, previous research predates recent government initiatives like sequip and ep4r, which aim to strengthen cbc through improved teacher training and infrastructure. this study seeks to provide updated, context-specific evidence to inform policy decisions and enhance support for cbc implementation in secondary schools. materials and methods this study was carried out in the namtumbo district located in the ruvuma region, tanzania. the unit of analysis included secondary teachers, ward education officers, quality insurance officers, and district education officers found in the namtumbo district. this study guided by pragmatic which intends to evaluate teaching techniques used by secondary school teachers during implementing of the competency-based curriculum in namtumbo district. this study used pragmatism paradigm since the study used mixed methods research approach where both qualitative and quantitative approaches was used. this study used convergent research design where quantitative and qualitative data was collected at the same time, analyzed separately. in data collection, questionnaire used to quantify each teaching techniques used by teachers during implementing of the cbc and interview was used to obtain in-depth information. also, there were 496 individuals in the study, who were divided into 6 district secondary education officers, 21 ward educational officers, 25 heads of school, 10 district quality education assurance officers, and 431 public secondary school classroom teachers. the study used a sample size of 152 informants from a population of 496. among them were 141 secondary school teachers, three school heads, one district secondary education officer, six ward education officers, and one district quality assurance officer. the district education secondary officer, the district school quality assurance officer, the head of school, and the ward education officers were all involved in the sample selection process, which employed purposive sampling to gather informants about the implementation of cbc in public secondary schools. further, 141 secondary school teachers were chosen for quantitative analysis using random selection. one (1) dseo, one (1) dsqao, and three (3) heads of schools were interviewed as part of the data gathering process. moreover, a questionnaire was used in data collection where a total of 141 questionnaires were distributed to secondary teachers. also, the study employed focus group discussions, which comprised of interviewing six ward education officers, two from each zone such as undendeule, mkongo, and sasawala zone. further, study used focus group discussion (fgd), documentary review and classroom observation as others data collection methods. in this study, both quantitative and qualitative data analysis was used. qualitative data recorded from interview whose contents summarized in a narrative format. moreover, quantitative data analysed using descriptive statistics such as frequency and percentage. findings this section present results that aim to examine teaching techniques used by secondary school teachers during implementing of the cbc in namtumbo district. technique used in implementing of the cbc this section present results and discussion based on the techniques used in implementing of the cbc. these included group discussions, lecture, survey, and demonstration technique, questions with answer, projectbased learning and case study. group discussion table 1 revealed that 17 (12.1%) doesn’t use group discussion as student-centered approach while (87.9%) of secondary school teachers used group discussion student-centered 17 (12.1%) don’t use group discussion as a student-centered approach, while 124 (87.9%) of secondary school teachers use group discussion as student-centered approach/technique. the finding indicates that most the secondary school teachers used group discussion as a student-centered approach/ technique. group discussion is widely used, with the majority of teachers adopting it as a student-centered technique. this approach allows students to share knowledge, encourage critical thinking, and foster pa ge 10 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 99-109, 2025 collaboration. the high adoption rate shows that teachers value student interaction, peer learning, and engagement, which can enhance students’ problem-solving skills and promote deeper understanding of the subject matter. “group discussion approach not only eases the sharing of knowledge amongst students but likewise meaningfully inspires critical thinking and teamwork. the uses of group discussions, instructors are efficiently enhance students’ problem-solving skills and promoting a deeper empathetic of the subject matter”. finding align with kimario and otieno (2022) from kenya which show that the use of different teaching and learning methodologies such as discussions, exhibitions and practical activities that permits students to share knowledge, inspire thinking, and foster collaboration. question and answer table 1 demonstrates that 103 (73.0%) of teachers in secondary schools employed question-and-answer sessions, while 38(27.0%) doesn’t use question-andanswer. the majority of secondary school teachers, according to the findings, employed questions and answers as a student-centered method or technique. most professors use one of the most common teaching methods, which is the question-and-answer format. this approach guarantees that students are paying attention to the course, promotes active engagement, and offers quick feedback. the fact that this method is so widely used indicates how valuable it is for encouraging communication between educators and students. it makes formative evaluation possible, aids in dispelling uncertainties, and guarantees that students are paying attention and exercising critical thought the entire class. “…. question-and-answer approach not only guarantees that students are energetically involved and pay attention but also enables instant response. …. this method increase communication amongst teachers and students since it’s empowers formative evaluation, helps to explain uncertainties, and inspires thinking all over the module” finding consistence with tumuheise et al. (2023) which identify the instructional strategies employed in kabale municipality secondary schools to implement competency-based curricula. their results established that, competence-based curriculum was implemented using a shared set of teaching methodologies, including inquiry-based learning that guarantees students to keep attention and working out critical thinking during entire class section. lecture table 1 indicates that 114 (80.9%) of secondary school teachers don’t use lectures as a student-centered approach/technique, while 27 (19.1%) of respondents used a student-centered approach/technique. finding implies that majority of secondary school teachers doesn’t not used lecture as student-centred approach/ technique. while lectures are often seen as a teachercentered method, 27 (19.1%) of teachers incorporate it in a student-centered manner. this might involve interactive lectures where students are encouraged to participate actively. the low usage indicates that teachers are shifting away from passive learning techniques, focusing more on active learning methods. this suggests a growing recognition that student engagement leads to better comprehension and retention. survey table 1 demonstrates that, although 46 (32.1%) of respondents employed the practices survey as a studentcentered strategy or technique 95 (67.4%) of secondary school teachers did not use it. this suggests that the majority of secondary school teachers do not use surveys as a student-centered method or strategy. teachers do not use surveys very often, as shown by the low percentage of teachers who use this method. students learn research skills and critical thinking by collecting data or opinions and then analysing the material using a survey technique. one possible explanation for the comparatively low usage could be the time and resources needed to conduct surveys. but it’s important because, properly applied; it can motivate students to take ownership of their education by including them in the gathering and analysis of real-world data. demonstration technique similarly, table 1 showed that, although 81(57.4%) of respondents said they practice demonstration technique, 60 (42.6%) of respondents said they don’t. just slightly over half of the teachers employ demonstration in their lessons. teacher that demonstrate a task to pupils, make learning more tangible and engaging. the popularity of demonstration reflects its success in helping students grasp complex concepts by presenting real examples. the method makes abstract concepts easier to understand visual learners. qualitative results exposed that; “teachers who apply demonstrations in the seminar room meaningfully improve the learning experience for their students. the method efficiency in helping students grasp complex ideas through real-world examples. …….. this approach provides chiefly well to visual learners, making abstract concepts much easier to understand. …… demonstrations not only simplify difficult topics but also substitute a more interactive and stimulating learning environment.” project-based learning table 1 indicates that 120 (85.2%) of secondary school teachers from namtumbo district don’t used projectbased learning while 21 (14.8%) of teachers used projectbased learning in the implementation of the cbc. through an extended time of active exploration of realworld problems and difficulties, students participate in project-based learning (pbl), an educational technique that finishes in the creation of a project or product that displays their understanding. pbl encourages experiential, student-centered learning over traditional approaches, pa ge 10 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 99-109, 2025 which focus on passive learning through lectures and tests. as students engage on projects that are important and pertinent to their communities or lives, this method fosters self-directed learning, critical thinking, problemsolving, and teamwork. case study table 1 indicates that 88 (62.4%) of teachers from the namtumbo district do not use case studies, while 53 (37.6%) use case studies as a competence-based curriculum approach. this implies that most of secondary teachers from namtumbo districts used case study as competence-based curriculum approach. in the context of the competence-based curriculum (cbc), case studies are a teaching and learning technique intended to support students develop problem-solving, analytical and critical thinking skills by investigative real-world situations. they encompass comprehensive examinations of specific events, issues, or phenomena that require students to put on the knowledge and skills they have learned in the classroom to solve real problems. numerous case study activities include group work, where students work together to examine the case and come up with solutions. this raises teamwork, communication skills, and leadership capabilities, which are important competencies in cbc. table 1: cbc techniques used (n=141) technique response frequency percent (%) group discussion no 17 12.1 yes 124 87.9 lecture no 114 80.9 yes 27 19.1 survey no 95 67.4 yes 46 32.6 demonstration no 60 42.6 yes 81 57.4 questions and answers no 38 27.0 yes 103 73.0 project-based learning no 120 85.2 yes 21 14.8 case study no 88 62.4% yes 53 37.6% source: field data, (2024) usage of assessment method table 2 results indicate that 125 (88.7%) of secondary school instructors employ the assessment method to students as recommended in cbc, compared to 16 (11.3%) of teachers who do not use the approach. the results indicate that the majority of secondary school teachers from namtumbo district implemented the cbc’s instructions while using evaluation methods with their students. these assessment methods provide students several advantages, such as enhanced academic development by evaluating their understanding and expertise in specific subjects. teachers adjust their teaching tactics to provide students with personalized learning support in response to assessment results. students receive continuous feedback through formative assessments, which helps them monitor their progress and pinpoint areas for improvement while also keeping them engaged throughout the learning process. using cbc-aligned assessment methods also helps students develop their critical thinking and problemsolving skills, which help them, apply what they have learnt to real-world scenarios. critical interpersonal skills are developed through student-centered practices that encourage active engagement and teamwork, such as group projects and activities. by employing holistic evaluation, which surpasses traditional tests, educators can gain a comprehensive understanding of each student’s abilities. since they are aware that their efforts are constantly valued and encouraged as a result of this ongoing feedback, students gain confidence and are motivated to focus more on their academics. finding align with egodawatte (2013) from sri lanka conducted a study analysing the competency-based secondary mathematics curriculum. their results showed that the subject contents and teaching methods which were presented in the curriculum were better but it was difficult to translate them into the teaching and learning process under the umbrella of competency-based approaches. this indicated that the new curriculum had not achieved its objectives since the introduction of a new mathematical curriculum in sri lanka. similarly, kimario and otieno (2022) assess the effects of competencebased curriculum on students’ education achievement in kenya. their findings show that the use of different teaching and learning methodologies such as learner centred approach, discussions, exhibitions and practical activities were encouraged. pa ge 10 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 99-109, 2025 table 2: usage of assessment method usage of assessment method frequency percent (%) no 16 11.3 yes 125 88.7 total 141 100.0 source: field data, (2024) types of assessment method this subsection presents the results related to types of assessment methods used secondary school teachers. these included quizzes, practical observation, project work, oral activities and homework/exercises as discussed below; quizzes/tests the findings indicate that exams and quizzes are a major component of the assessment strategies of 102 (72.35%) of secondary school teachers, indicating their efficacy in determining students’ comprehension and memorization of the subject matter (table 3). in the cbc tests and quizzes are very helpful since they offer a methodical approach to assess if students have mastered particular competencies. these evaluation instruments provide instantaneous feedback on a student’s development and point out areas that could require more help. tests and quizzes also help secondary students retain material over time, reiterate essential ideas, and develop consistent study habits. the following findings have been supported by an interview with the district education officer, headmaster, and district school quality assurance officer: “..our assessment method has been greatly aided by tests and quizzes, which provide us with an accurate picture of each student’s comprehension. these assessments help students stay engaged with the material throughout the term and allow us to assess whether the skills set forth by the cbc are being satisfied.” practical observation table 3 show a significant 58 (41.1%) often used and 32 (22.7%) average used) number of teachers utilize practical observation as an assessment method, recognizing its critical role in evaluating students’ handson skills and real-time performance, which are essential components of a competency-based curriculum. this approach enables teacher’s to assess students in authentic contexts, allowing them to observe how well students apply theoretical knowledge in practical scenarios, such as laboratory experiments, fieldwork, or other interactive learning experiences. usage of practical observation, teachers provide immediate feedback and support, which enhances student learning and promotes skill development. however, it is concerning that 42 (29.8%) of teachers don’t employ this method at all, suggesting that there are underlying challenges that impede its broader adoption. these difficulties arise from a lack of sufficient resources, such as suitable facilities and materials, inadequate training for teachers to carry out and evaluate practical observations, or even curriculum time limits that reduce the amount of time students have for hands-on learning. results supported with interview as follows; “practical observation is critical, especially for subjects like science and geography, where hands-on skills play a crucial role in understanding and applying theoretical concepts. in these subjects, students engage directly with experiments, field studies, and real-world applications to truly grasp the subject matter. these practical experiences not only enhance comprehension but also help develop problem-solving skills, critical thinking, and the ability to apply knowledge in real-life situations” oral activities table 3 show that 60 (42.6%) of secondary school teachers often used while 68 (48.2%) of secondary teachers average use oral activities. oral assessments are also a common practice, highlighting the importance of verbal communication skills in the cbc framework. this method enables teachers to assess students’ understanding and articulation of concepts in a dynamic manner. the high percentage of teachers using oral activities suggests recognition of the need for diverse assessment strategies that cater to different learning styles. likewise, 8 (5.7%) of secondary school teachers not used at all oral activities as assessments methods. there are several advantages to oral examinations, in particular when considering the cbc which emphasizes communication and verbal expression as critical skills. utilizing this method, teachers evaluate a student’s conceptual understanding in real time, providing them with quick feedback and encouraging critical thinking. interview results exposed that; “…..through oral examinations, our secondary students are able to express their learning in their own words. those who may find it difficult to express their views in writing but have good oral communication skills would find it especially useful. we believe that this approach is quite beneficial for evaluating a variety of competencies in our school…….” homework/exercises homework remains a prevalent method of assessment, reinforcing learning outside the classroom. this approach allows students to practice and apply their knowledge independently, which is essential in a competency-based environment where continuous learning is emphasized. table 3 shows that 86 (61.0%) of respondents suggested often used; 26 (18.4%) indicates average usage while 25 (17.7%) suggest not used at all. in the context of the cbc, homework assignments offer opportunities for students to deepen their understanding of competencies and to practice skills in a real-world context. students reflect on what they have learnt, identify areas where they need further clarification, and prepare themselves for future lessons. therefore, homework plays a critical role in reinforcing classroom learning by allowing students pa ge 10 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 99-109, 2025 to practice and apply concepts independently. also, the use of homework also allows teachers to assess how well students can work independently and apply theoretical concepts in practical tasks. this align with interview as follows; “students apply their information in a variety of circumstances through homework, which is an extension of what they learn in the classroom. in a cbc, where practice and ongoing learning are important, it’s tremendously crucial. the popular of educators in the district give homework on a regular basis, but the difficulty is in making sure children have the resources they need at home to finish it.” project work project work is less frequently utilized compared to other methods, with a significant portion of 50 (35.5%) of teachers not employing it at all. this indicate a need for more resources or support for implementing project-based assessments, which are vital for fostering collaboration and critical thinking skills among students. overall, the assessment practices in namtumbo district reflect a blend of traditional and innovative approaches, with a strong emphasis on quizzes and tests, complemented by practical observations and oral activities. also, 41 (29.1%) and 17 (12.1%) of secondary school teacher often used and average use of project work as assessment methods. finding align with qualitative finding as follows; “….project-based evaluations are an integral component of my instruction because i think it’s critical that students apply what they learn in a real-world setting. this strategy enable student to acquire critical thinking, problemsolving, and collaborative skills—all essential for their overall development” the cbc uses project work to foster critical thinking, problem-solving, and the practical application of information, all of which greatly improve teaching and learning experiences. it enables students to apply and analyses knowledge, interacts with real-world problems, and develop critical abilities like cooperation and teamwork. students gain respect for different viewpoints and improve their communication skills through collaborative project work, which improves their capacity to work in groups. moreover, project-based learning fosters creativity and innovation by giving students the chance to experiment with novel concepts and come up with creative solutions for assignments (johnson, 2014). this method not only prepares students for issues they will face in the real world but also makes learning more meaningful and relevant. finding align with smith and brown (2017) which exposed that, project work also encourages independent learning by teaching students research techniques, selfmanagement, and accountability. it offers chances for continuous evaluation, which enables educators to give students continual assistance and feedback as they study. students become more motivated and interested when project-based evaluations are incorporated because they make the connection between what they are learning and real-world scenarios, which increases engagement and enthusiasm as reported by smith & brown, (2017). in addition, finding align with williams, (2019) which exposed that, the abilities acquired like creativity, critical thinking, and time management are vital for success in the contemporary workforce and lifetime learning. so, project work is a vital component of cbc that aids students in developing the skills they will need in the future. table 3: types of assessment method types of assessment method used response frequency percent (%) quizzes/tests often used 102 72.3 average 17 12.1 lowly used not used at all 22 15.6 practical observation often used 58 41.1 average 32 22.7 lowly used 9 6.4 not used at all 42 29.8 oral activities often used 60 42.6 average 68 48.2 lowly used 22 15.6 not used at all 8 5.7 home works/exercises often used 86 61.0 average 26 18.4 lowly used 4 2.8 not used at all 25 17.7 project work often used 41 29.1 pa ge 10 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 99-109, 2025 average 17 12.1 lowly used 33 23.4 not used at all 50 35.5 source: field data, (2024) frequently of application of participatory methods in analysis of examine teaching techniques used by secondary school teachers during implementing of the competency-based curriculum in namtumbo district, respondents were asked to provide information on how often/frequently apply participatory methods during implementing of the competency-based curriculum. table 4 revealed that, 97 (68.8%) of secondary teachers always apply participatory methods during implementing of the competency-based curriculum while 40 (28.4%) suggested sometimes applied participatory methods during implementing of the competency-based curriculum. in addition, 4 (2.8%) of secondary teachers weren’t applying participatory methods during implementing of the competency-based curriculum. finding consistence with komba and mwandanji (2015) which revealed that schools that implemented interactive teaching methods saw improvements in student outcomes, which is more evidence that these approaches foster deeper understanding and knowledge retention. however, as paulo and tilya (2014) imply, the ( 28.4% ) of teachers who only occasionally use participatory methods may be dealing with issues including big class numbers, little resources, or inadequate training. in certain classes, these obstacles make it difficult to consistently implement interactive approaches. table 4: frequently of application of participatory methods frequently of application frequency percent (%) always 97 68.8 sometimes 40 28.4 not at all 4 2.8 total 141 100.0 source: field data, (2024) table 5: innovative teaching practices innovative teaching practices frequency percent (%) flipped classroom 12 8.5 role-playing 19 13.5 peer teaching 38 27.0 use of local resources 26 18.4 collaborative learning stations 25 17.7 outdoor and fieldbased learning 21 14.9 total 141 100.0 source: field data, (2024) innovative teaching practices this subsection presents the finding related to innovative teaching practices introduced by public secondary teachers from namtumbo district in response to cbc demands. finding revealed that 12 (8.5%) practices flipped classroom; 19(13.5%) practices role playing; 38 (27.0%) practices usage of local resources; 26 (18.4%) practices collaborative learning while 21 (14.9%) of secondary teachers practices outdoor and field-based learning. findings imply most of public secondary teachers from namtumbo district practices peer teaching and usage of local resources in response to cbc demands. for example, secondary teachers use technology to shift the delivery of training outdoor of class, where students study over videos or reading materials at home, and spend class time on collaborating and hands-on activities. finding exposed changing innovative teaching practices acquaint with public secondary teachers in namtumbo district in response to the demands of the cbc it is clear that these innovations are vital substitutes to traditional teaching methods. finding align with beena (2024) which exposed that, the flipped classroom permits students to participate with learning content self-reliantly outside of class, encouragement self-discipline. students apply their knowledge through problem-solving exercises and discussions, which improves their thinking skills after return to classroom as supported by beena (2024). finding align with wicaksono (2024) which established that, in a collaborative learning setting, students work in groups to solve problems, share concepts, and complete tasks. the active participation assistances students to take ownership of their learning, which is more attractive compared to passive listening in an old-style lecture-based class. in addition, practices for example outdoor and field-based learning, along with the use of local resources, permit students to spread over classroom knowledge to real-world circumstances, thus connecting the gap among theory and practice as argued by wicaksono (2024). moreover, results consistence with taranath (2024) from nepal which exposed that, usage of local resources in teaching guarantees that learning is traditionally and contextually applicable to students survives, create education extra telling and applicable. for instance, results from observation revealed that, a teacher in a geography class use local environmental challenges, especially deforestation and soil erosion in namtumbo district, as examples in lessons. this makes the students to involve them in discussions about issues that directly distress their societies. pa ge 10 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 99-109, 2025 conclusion this study concludes that, 124 (87.9%) a significant majority of teachers frequently use interactive techniques in implementing cbc, such as group discussions, demonstrations, and question-and-answer sessions to inspire active learning and teamwork. also, techniques like surveys, projects, practicals, and lectures are less commonly used due to limited resources and time constraints. moreover, study concluded that, in student’s assessment, utmost 125 (88.7%) of teachers regularly use techniques such as quizzes and tests, while projectbased and practical assessments is crucial for practical skill development are less often used in assessment due to inadequate teaching and learning resources. however, oral and practical assessments are common, demonstrating a balance among traditional and modern assessment approaches. recommendations in accordance to the study’s conclusions, schools required to priorities time and learning and teaching resources for practical and project-based learning in order enhance resource allocation. these evaluations have significance for the acquisition of skills in the competency-based curriculum (cbc). increasing the availability of instructional resources, equipment, and training for teachers could make easier for teachers to incorporate these tests as well as enhance students’ ability to apply their knowledge in real-life scenarios. teachers might also be more capable to balance interactive methods and deal with resource restrictions if training programs were included to diversity teaching strategies. teachers could make the most of little resources with professional development centred on effectively adopting a variety of approaches, includes surveys and handson demonstrations. lastly, as participatory learning and practical assessments are essential to cbc, it is essential to enhance feedback systems in practical activities. in order to facilitate quick, helpful criticism, schools should set up organized feedback systems. this will support students to improve capacities and assist the ongoing enhancement of their critical and practical thinking abilities. references achieng, s., & mbogo, r. (2023). higher-order thinking in competency-based learning: social constructivism in practice. african educational research, 6(2), 140-155. assey, e. s. (2022). the strategies of improving effective implementation of the competence-based curriculum in secondary schools in tanzania: the case study of tabora region. journal of education and practice, 6(3), 13–33. beena, c. g. (2024). innovations in teaching practices. international research journal on advanced engineering and management, 6(2), 1469-1471. johnson, m. (2014). critical thinking in the classroom: a guide to effective project-based learning. cambridge press. johnson, p. (2023). collaboration between teachers and school administrators in cbc implementation in uganda. education in africa today, 2(3), 33-51. kanyonga, t., & bundala, c. (2022). social constructivism and competency-based curriculum implementation in secondary education. journal of educational research, 30(2), 124-138. kigwilu, p., & mokoro, d. (2022). teachers’ assessment practices in implementing competence based curriculum in secondary schools in arumeru district of tanzania. east african journal of education studies, 5(2), 324-333. https://doi.org/10.37284/ eajes.5.2.792. kimario, t. t., & otieno, k. o. (2022). effects of competence-based curriculum on students’ education achievement: a study of secondary schools in arusha city council, tanzania. journal of research innovation and implications in education, 6(1), 201–210. lukindo, j. (2016). exploring competence based education (cbe) in rural secondary schools in tanzania: english language teachers’ conceptions and experiences. northeast normal university, 5268 renmin street changchun city. post code: 130024. jilin, china. lukindo, j. j. (2017). exploring competence based education (cbe) in rural secondary schools in tanzania: english language teachers’ conceptions and experiences. journal of education and practice, 7(29). mandari, h., & chuma, p. (2022). social constructivism’s role in promoting cognitive skills within cbc classrooms. education journal of sub-saharan africa, 12(3), 189-203. mbirigenda, s. k. (2020). reflection on education for self and national reliance: challenges of access, equity and quality in higher learning institutions in tanzania. tanzania journal of development studies, 18(2), 12-26. mhlongo, b., & mahlangu, m. (2021). teaching techniques under the lens of vygotsky’s social constructivism for cbc classrooms. educational review journal, 45(3), 212225. mtesigwa, f. l., & philpo, j. (2023). implementation of competence-based language teaching approach in tanzania lower secondary education english classrooms in sumbawanga. https://doi. org/10.37759/ice01.2023.09 mwenda, m. (2022). the role of scaffolding in competency-based curriculum. curriculum studies quarterly, 18(4), 301-315. njoroge, j., & achieng, s. (2023). applying social constructivism to curriculum development. east african journal of educational development, 8(2), 97-109. nkya, h, huang, f., & mwakabungu, f. (2021). implementation of competence based curriculum in tanzania: perceptions, challenges and prospects. a case of secondary school teachers in arusha region. https://doi.org/10.7176/jep/12-19-04. nyoni, l., & mumba, g. (2023). scaffolding and student engagement in competency-based learning environments. international journal of educational pa ge 10 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 99-109, 2025 methodologies, 10(1), 56-70. nzima, i. (2016). competence-based curriculum (cbc) in tanzania: tutors’ understanding and their instructional practices. linnaeus university dissertation no 238/2016. ogutu, d. (2023). constructive learning in competencybased curriculum: case studies in secondary education. journal of curriculum studies, 39(5), 410-425. semle, s. s., & nassor, a. s. (2023). techniques used in teaching practical skills to lower secondary school students in kondoa, tanzania. east african journal of education and social sciences, 4(5),9-15. smith, j., & brown, a. (2017). collaboration in education: developing essential skills through project work. education world publishing. taranath, b (2024). a study on local resources and their applicability in classroom instructions in nepal. rupandehi campus journal, 4, 54-64. https://doi. org/10.3126/rcj.v4i1.62921. vygotsky, l. (1978). interaction between learning and development. readings on the development of children, 23 (3), 34-41. wicaksono, s. (2024). impact of collaborative learning in higher education environment. sustainable journal of pendidikan, 7, 53-58. https://doi.org/10.32923/ kjmp.v7i1.4069. williams, r. (2019). preparing students for the 21st century: the role of project-based learning. journal of education and skills development, 35(2), 112-125. ajahs article 3434.indd pa ge 1 pa ge 16 american journal of arts and human science(ajahs). moroccan secondary school english teacher’s perception: science and literary stream students’ performance mbarek oukhouya ali1* volume 3 issue 4, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i4.3434 https://journals.e-palli.com/home/index.php/ajfst article information abstract received: june 24, 2024 accepted: september 27, 2024 published: october 11, 2024 the study investigates the perceptions of moroccan secondary school teachers regarding the academic performance of science and literary stream students aged 16 to 18. through a combination of mail surveys, unstructured interviews with english teachers, and discourse analysis, the research identifi es that english as the second foreign language in moroccan schools infl uences the perceived advantages of science stream students over their literary counterparts. the fi ndings align with a previous study and suggest that science students often pursue literary studies at moroccan universities post-baccalaureate. the research delves into the distinctive characteristics of science stream students and proposes recommendations for governmental and ministerial reforms in the moroccan educational system. the study underscores the historical incorporation of english in the moroccan educational system since 1956 and highlights recent developments, such as the expansion of english language teaching to middle schools. it emphasises the impact of english language learning on students’ future orientations and tendencies in higher education. ultimately, the study aims to draw attention to english teachers’ perceptions to facilitate positive changes in the moroccan educational system, urging the education ministry and relevant authorities to consider reforms. keywords english, morocco, perceptions, students, stream, teacher 1 fldm, sidi mohamed ben abdellah university, fes, morocco. * corresponding author’s e-mail: mbarekoukhouyaali@gmail.com introduction since gaining independence in 1956, english has been an integral part of the moroccan education system, highlighting its signifi cance to education authorities from the outset. according to bahmad (2020), the fi rst english department at a moroccan university was established in the 1960s, and the university continues to produce qualifi ed human capital that is crucial for national education. initially, english was introduced to public schools in morocco as a second foreign language, with french as the primary foreign language. however, a noteworthy development occurred in 2023 when english language teaching (elt) expanded to middle schools, marking a signifi cant step forward in english education within the moroccan public educational system. the success or failure of this language integration largely depends on the ministry’s language policy and the perceptions of teachers, just to name a few factors. ultimately, this represents a shift from viewing english as a foreign language to embracing it as a language of instruction and teaching. in the moroccan education system, the languages of instruction are arabic, french, moroccan dialect, and recently english. for instance, islamic education, history, and geography use standard arabic. however, french dominates scientifi c subjects like physics, earth and life sciences, math, and technology sciences. unlike this, the moroccan dialect, as the mother tongue, is helpful in explanation, but it is not a standard language. the factor of globalisation emphasised the advancement of english from a second foreign language to a status language of instruction, such as baccalaureate international in english. therefore, this paper’s goal is an examination of secondary school english teachers’ perceptions of students’ performance based on their streams, be they science or literature—a crucial aspect of the study’s focus. here, the hypothesis is that since literary students attend four and fi ve hours per week, whereas scientifi c students study three hours of english, literary students will do better in english in the teachers’ perceptions. nevertheless, the question is not how students learn but how teachers perceive their students’ performance and attainments. the research paper aims to draw attention to the perceptions of english teachers and their impact on learning outcomes. it is important for the education ministry and concerned organisations to understand how teachers’ perceptions infl uence students’ success. the socioeconomic integration of literary students into the job market is a signifi cant challenge for both the ministry and moroccan families. for example, graduates of history and geography programs often struggle to fi nd work outside of national and higher education institutions. by identifying these perceptions, new policies and decisions can be made to address these issues. however, simply training teachers to teach effectively is not enough to ensure visible learning. the research gap that needs to be addressed is the disconnect between teachers’ perceptions and students’ achievements in different streams in order to promote positive change and progress. literature review over the years, english language instruction in morocco has made impressive strides. moroccan public schools offer four foreign languages: french, english, spanish, and german. ouakrim (1986) found that “english emerged pa ge 17 https://journals.e-palli.com/home/index.php/ajfst am. j. arts hum. sci. 3(4) 16-24, 2024 as the preferred language by an overwhelming majority” among respondents (p. 18). in terms of availability and courses offered in baccalaureate international programs, french and english are the dominant foreign languages. the centre pédagogique régional (c.p.r.) provides a two-year course with a signifi cant emphasis on teaching english as a foreign language (tefl) to prepare students for fi rst-cycle teaching in public secondary schools. according to ouakrim (1986), the école normale supérieure (e.n.s.) is responsible for training students to become second-cycle teachers (pp. 18–19). this is how moroccan university students enter the national education system as teachers. the strategic vision (2015–2030) is a signifi cant initiative in moroccan public education. its objectives are to provide education for all moroccans, ensure equal opportunities for all genders, and integrate individuals into society. according to icsei (2020), the vision tackles the issue of low literacy rates by acknowledging the link between low literacy and economic and linguistic diversity (p. 3). as a result, the vision has recently expanded english language education in morocco by introducing it holistically across public middle schools starting in 2023/2024. moroccan teachers’ perceptions of teaching have been studied and found to be closely tied to self-realization, a sense of purpose and mission, and lifelong development (ezer et al., 2010). years of teaching students at various levels, such as the common core and fi rst and second baccalaureates, have shaped these perceptions. these levels show differences in the orientation and personal tendencies of students based on their academic performance and accomplishments. furthermore, when students are making signifi cant decisions regarding their academic trajectory, educators, parents, and other stakeholders can infl uence them. human perception and teaching there is a wealth of research on sensory modalities and learning styles. three main types of sensory modalities have been identifi ed: visual, auditory, and kinesthetic. the concept of “learning styles” refers to the idea that people prefer to acquire information in different ways. students are more likely to learn effi ciently when instruction is tailored to their preferences (pashler et al., 2009, cited in (cuevas, 2015). tailoring educational approaches to individual learning styles can have a signifi cant impact on student performance (dunn & dunn, 1978). incorporating multiple sensory modalities through multisensory learning offers many benefi ts, including improved memory retention and comprehension (mayer & moreno, 2003). the importance of learning styles and sensory modalities is likely to infl uence teachers’ perceptions. cognitive load theory the concept of cognitive load theory is both intriguing and applicable in this context. widely recognized as the pioneer in this fi eld, john sweller’s seminal research in the late 80s and early 90s established the fundamental principles of this theory. he has remained an infl uential fi gure in the realm of educational psychology and cognitive science, actively contributing to the evolution of this fi eld. by emphasizing the importance of managing cognitive load, this theory has the potential to enhance the overall learning experience (kalyuga & sweller, 2004). given its relevance, it is likely to resonate with the perceptions and practices of english teachers. perceptual learning the study of perceptual learning and its lasting effect on cognition holds signifi cant relevance to this research. a notable study has shown that perceptual learning can improve students’ capacity to identify and interpret signifi cant patterns (goldstone, 1998). this can be attributed to four key mechanisms of perceptual learning: attention weighting, imprinting, differentiation, and unitization. ultimately, the benefi ts of perceptual learning extend to human perception. technology and visual learning there are numerous discussions surrounding the integration of technology and visual elements in education. research has explored the impact of multimedia presentations, interactive simulations, and virtual reality on learning effectiveness (clark & mayer, 2023). this raises an important question: can technology infl uence a teacher’s perspective on their students’ academic progress? cultural and individual differences when it comes to human perception in education, it’s important to also consider the infl uence of cultural and individual differences. vygotsky’s groundbreaking research delved into the impact of factors like cultural background and language profi ciency. on learning. this work has had a signifi cant impact on the fi elds of education and psychology, shaping our understanding of the role these factors play in the learning process. what is a perception? perception can be defi ned in various ways, encompassing beliefs, opinions, awareness, sight, ability, and thinking. according to the cambridge dictionary (2023), the fi rst defi nition of perception is “a belief or opinion held by many people based on how things seem.” the second defi nition refers to “the quality of being aware of things through the physical senses, especially sight.” the third defi nition describes “someone’s ability to notice and understand things that are not obvious to others.” the fourth defi nition represents “a thought, belief, or opinion based on appearances and awareness through physical senses, particularly sight, held by many people.” finally, the fi fth defi nition signifi es “the way someone thinks and feels about a company, product, service, etc.” (cambridge dictionary, 2023). ultimately, a teacher’s perception is likely to rely on awareness, sight, ability, and thought.what is the nexus between teachers and perception in secondary schools? pa ge 18 https://journals.e-palli.com/home/index.php/ajfst am. j. arts hum. sci. 3(4) 16-24, 2024 digital technology and perception: the impact of digital technology on our daily lives has been a topic of extensive research, particularly on how it affects our perception. studies have delved into the effects of screen time, virtual experiences, and digital media on various aspects of cognitive development, including attention spans and visual processing. in a study by george et al. (2023), it was found that increased use of social media correlates with a decline in self-esteem and overall life satisfaction. academic performance has also been found to be negatively impacted by social media and gaming at night, which disrupt sleep. for young people, like secondary school students, this is especially concerning because excessive social media use can harm academic achievement. neuroplasticity and learning: ongoing research underscores the brain’s remarkable neuroplasticity, revealing how the acquisition of new skills, knowledge, and cognitive exercises can result in structural changes that impact perception (draganski et al., 2006). essentially, refreshing one’s common knowledge periodically can have a signifi cant impact on their overall perception. aging and perceptual changes: as our population continues to age, there is a growing interest in understanding how our perceptions change over time. sanchez ruiz (2021) has found that “teacher data from 48 countries were analyzed to understand the relationship between age and innovativeness. teachers’ perception of innovativeness was positively associated with their age but negatively related to colleagues’ age” (p. 1). this argument holds true regardless of a teacher’s age. ng and feldman (2013) have also noted that “older workers are more likely to have longer organizational tenure, but negative age stereotypes can contribute to the perception that long-tenured workers are less innovative and more resistant to change.” recent studies have explored agerelated shifts in sensory processing, cognitive decline, and compensatory mechanisms (lindenberger, 2014). ultimately, when considering effective teaching and its impact on student outcomes and grades, it’s important to take into account the potential effects of aging on a teacher’s perception. virtual reality (vr) and augmented reality (ar) the emergence of vr and ar technologies has sparked investigations into how immersive digital environments impact our perception. these studies focus on the infl uence of virtual experiences on spatial perception, presence, and the integration of virtual and real-world stimuli (riva et al., 2016). ultimately, the unprecedented representation of modern life through virtual reality continues to reshape human perception. perception and social media in today’s world, social media platforms have become integral to the lives of both students and teachers. ongoing research has explored the impact of social media usage on social perception, self-image, and interpersonal relationships (primack et al., 2017). overall, the research suggests that the negative effects of social media on human perception can lead to widespread symptoms of depression and anxiety. environmental changes and perception the impact of environmental factors, such as climate change and urbanization, on human perception and wellbeing is a topic of great interest (rink, 2018). research has shown that vulnerable groups, particularly children, are more severely affected by the effects of climate change, including poverty and social isolation. education plays a crucial role in promoting the personal and professional growth of children, ensuring their well-being (leal filho et al., 2023). climate change can also have varying effects on human perceptions, depending on social class and living conditions. cross-cultural studies on perception: the study of perception has increasingly recognized cross-cultural differences as a critical factor in research investigations. nisbett and miyamoto’s (2005) work explores how cultural background and experiences infl uence visual perception, cognitive styles, and the interpretation of sensory information. their research sheds light on the interrelation between cross-cultural studies and perception. perception and gifted education: recent research has delved into the reciprocal nature of perception and gifted education, which pertain to highly talented and exceptional students in their respective fi elds. one study investigated parental attitudes toward their gifted children and highlighted the importance of positive perceptions from parents, educators, and other stakeholders in promoting and nurturing gifted education. according to washington (2022), “the persistent problem of practice is a lack of guidance for the gifted adolescent’s well-being development (bireley & genshaft, 1991) partnered with the lack of understanding of perceptions of their personality dimensions such as temperament and character, combined with their gifts and talents’’ (p. 274) the researcher has identifi ed a concerning issue in gifted education when it comes to the development of adolescents and young people’s well-being. specifi cally, this issue stems from a lack of consideration for their temperaments and character traits that align with their unique gifts, potentials, abilities, skills, and talents. fortunately, positive parental intervention can help shift teachers’ perceptions on this matter. how does the teacher’s perception change? professional development and training: in 2009, darling-hammond et al. shared a compelling observation. by providing teachers with ongoing pa ge 19 https://journals.e-palli.com/home/index.php/ajfst am. j. arts hum. sci. 3(4) 16-24, 2024 professional development and training, their skills and knowledge can be enhanced, ultimately transforming their students into active and engaged learners. this continuous learning process may even lead to a positive shift in the teacher’s perspective on teaching and learning. policy changes and educational reform in his 2015 work, “the new meaning of educational change,” fullan contributes valuable insights to the ongoing discussion surrounding education reform. through his research, he explores how changes in education policies can shape teachers’ perceptions of their roles and responsibilities. ultimately, fullan’s work highlights the profound impact that policy shifts can have on the attitudes and practices of educators. technology integration in education the integration of technology in education can be met with resistance from teachers and students due to their beliefs and attitudes. in 2005, ertmer posed an important question about the beliefs of teachers: is it the fi nal frontier in our quest for technology integration? through research, ertmer discovered that incorporating technology in the classroom can transform teachers’ perceptions of teaching and learning. this research underscores the importance of understanding teachers’ beliefs about teaching, as it is critical for effective technology integration. student diversity and inclusion: villegas and lucas (2002) underscore the pivotal role culturally responsive teaching plays in preparing teachers for diverse classrooms. the authors stress the need for teachers to evolve their perceptions of cultural responsiveness and inclusive practices as classrooms become more heterogeneous. this evolution requires a deep understanding of the complex interplay between culture, language, and instruction, and a willingness to engage with students from diverse backgrounds in a meaningful and authentic way. student outcomes and achievement: in her 2008 study, hattie delves into the intriguing notion of “visible learning.” this research highlights the crucial role that teachers’ perceptions play in shaping student outcomes. essentially, the teacher’s impact on the student’s learning and achievements is readily apparent. by recognizing the link between their efforts and student success, teachers can develop a more positive outlook and refi ne their teaching methods accordingly. teacher collaboration and professional learning communities: as educators, how do we handle the challenge of students who struggle to learn? this is a question that often arises when teachers encounter diffi culties in the classroom. in the fi eld of education, research has been conducted on the benefi ts of collaborative professional environments. dufour and eaker’s (1998) work on professional learning communities highlights the importance of shared learning and collaborative problem-solving. through such environments, teachers can develop a more positive outlook and make strides toward positive change in their profession. the literature review explores topics that are open for debate concerning teachers’ perceptions. this study illuminates signifi cant research in the conceptual and theoretical framework of teaching practices and perceptions. higher education is a valuable resource for the training and qualifi cations of national education teachers. the aforementioned factors are likely to infl uence and shape teachers’ perceptions. metarials and methods the methodology employed in research is a key factor that impacts both the data collection process and the subsequent discussions of results. in this particular study, the data collection involved a mail survey along with two unstructured interviews. for the analysis and discussion of the data, discourse analysis was utilized as a powerful tool. further elaboration on each of these components will be provided in the following sections. mail survey as a secondary school teacher, you may be familiar with the quantitative research method of a mail survey. if you are an english teacher who has joined a national whatsapp group, you may have been kindly asked to fi ll out a questionnaire with clear instructions. the purposes of a mail survey are varied and nuanced. mangione (1998) suggests the use of a mail survey to investigate (1) the geographic distribution of a sample, (2) the sample’s dependence on the issue under study, and (3) through questions that employ a close-ended style (p. 1). to explore english teachers’ positive and negative perceptions of their students with regard to grades and streams, an electronically designed mail survey with six questions has been distributed to public english language teachers’ groups on whatsapp. both female and male respondents are included to ensure gender equality and equity, with a specifi c focus on scientifi c [technique, physics, earth and life science, economy, mathematics, etc.] and literary [languages, history and geography, literature, philosophy] streams. unstructured interview conducting interviews can be a valuable tool for understanding the reasoning behind english teachers’ choices and answering any questions they may have. according to brinkmann and kvale (2015), interviews are a “mutual exchange of views between two persons conversing about a theme of mutual interest” (p. 4). pickering (2008) further emphasizes the importance of interviews, stating that they allow participants to reveal themselves as both creators of meanings and texts, and consumers engaged in specifi c practices and possessing certain attitudes (p. 84). dicicco-bloom and crabtree pa ge 20 https://journals.e-palli.com/home/index.php/ajfst am. j. arts hum. sci. 3(4) 16-24, 2024 (2006) also note that unstructured interviews can be particularly helpful in this regard. ethnographers gather data through participant observation and record fi eld notes as they observe from the sidelines and/or as they join in the activities of those they are studying. during this process the investigator identifi es one or more ‘key informants’ to interview on an ongoing basis and takes jottings or short notes while observing and questioning. (p. 315) these defi nitions emphasize the participants’ role as knowledge creators, granting them authority over the resulting interview texts. additionally, teachers’ beliefs, attitudes, awareness, and thoughts are deeply ingrained in their perceptions. qualitative interviews provide a means of questioning the assumed and overlooked aspects of moroccan secondary school english teaching practices. how do english teachers interpret their students’ progress and accomplishments? is it the concept of ‘visible learning’ that shapes their perceptions? discourse analysis. fairclough developed discourse analysis as a research method. it involves three interrelated processes that correspond to three interrelated dimensions of discourse in fairclough’s (1989, 1995) paradigm for cda. the fi rst dimension involves analyzing the subject, which can be either verbal, visual, or both. the second dimension is concerned with the methods used by individuals to create and receive the subject matter, including writing, speaking, designing, reading, listening, and viewing. the third dimension focuses on the sociohistorical circumstances that shape these actions. fairclough believes that each of these aspects requires a distinct form of analysis, which can be categorised into three types: description (text), interpretation, and explanation (social). therefore, discourse analysis-related studies on teachers’ perceptions primarily aim to understand how teachers interpret, comprehend, and make meaning of their roles, responsibilities, and the educational environment they operate in. employing a mixed methodology approach for conducting a study facilitates a comprehensive understanding, thorough elucidation, and interdisciplinary interpretation. in order to attain educational equality and equity, it is crucial to alter teachers’ perspectives. as a result, students’ self-assessments can lead to positive changes in both their accomplishments and teachers’ perceptions. research and discussion this research study draws on the researchers’ personal experience teaching in secondary school. their day-today observations and co-teaching experiences provide valuable context for analyzing and interpreting the results. furthermore, a mail survey was administered to teachers of varying levels of experience and from a range of public institutions, including both male and female educators. the research employs a quantitative method and unstructured interviews to gain insights into the perceptions of english teachers. the study features six questions, presented in sequential order, and their corresponding data is showcased via graphs. this approach is advantageous in that it allows for the exploration of the underlying reasons behind such perceptions. the research study features male and female teachers. the teachers in question work in state-sponsored secondary schools, and their university degrees, diplomas, training, or academic achievements do not affect their eligibility to participate. secondary school teachers must possess a bachelor’s in english, irrespective of their students’ figure 1: gender representation of english teachers in secondary schools. figure 2: three levels of study are a must in secondary schools. levels. this approach ensures that the study can gather their perceptions without any bias. in the moroccan education system, teachers in public secondary schools are assigned two levels to teach in each school year. students are required to achieve a passing grade in three levels to earn a baccalaureate certifi cate. depending on their performance in baccalaureate transcripts, they may be directed toward tertiary education or professional training institutes. typically, experienced teachers are assigned to teach higher levels, such as 2nd baccalaureate (12th grade), while novice teachers teach lower levels, such as common core (10th grade). the research sample involves three categories of teachers. the fi rst category of teachers teaching 28.4 percent of common core and 2nd baccalaureate level [10th and 12th grade]. the second category encases common core and 1st bac level [10th and 11th grade]. the third category concerns the 2nd and 1st bac levels [12th and 11th grades] the research sample included teachers with varying levels of teaching experience, categorized into four types. sixteen percent of the sample were one-tofi ve-year experienced teachers, while 33 percent were six-to-ten experienced teachers. a signifi cant proportion, 28 percent, fell into the eleven-fi fteen-year-experienced category, with the remaining 23 percent comprising teachers with sixteen-to twenty-year experience. it is pa ge 21 https://journals.e-palli.com/home/index.php/ajfst am. j. arts hum. sci. 3(4) 16-24, 2024 noteworthy that the majority of participants in the study had taught english for at least ten years. the signifi cance of teachers in molding students’ perspectives on various academic paths cannot be emphasised enough. experience is a pivotal factor in developing a nuanced comprehension of the variables that affect student learning. for educators of english, years of experience equate to a more profound comprehension of their duties and obligations, as well as the intricacies that infl uence learning in public high schools. as educators accumulate experience, their observations become more sophisticated, resulting in a more comprehensive understanding of the discipline and its principal motivators. teachers’ teaching experience in the research sample refers to four types. the fi rst type is one-to-fi ve-year experienced teachers, representing 16 percent. the second type is six-to-ten experienced teachers, which make up 33 percent. again, a third type is eleven-fi fteen-year experienced teachers, representing 28 percent. the last type of research sample is sixteen-to twenty-year experienced teachers, comprising 23 percent. figure 3: teaching experience of english teachers in secondary schools. figure 5: teachers’ insights into favourite streams in performance and english learning. figure 4: the streams are assigned to every teacher, irrespective of level. figure 6: parents of students and type of relationship with their performance and study. remarkably, the majority of teachers who participated in the study have taught english at least for ten years. english language teachers teach all streams, without exception. however, science stream students receive fewer teaching hours [three hours] per week than literary students [fi ve hours] at the second baccalaureate level. the curriculum and lessons for the school year are equally scheduled in a single, unifi ed textbook. class switching between streams is possible from science to literature, but not the other way around. these administrative measures make literary streams undesirable as an option or choice for “weak students.” scientifi c and literary streams are usually available in public secondary schools in morocco. teachers have selected options based on which best suits their student streams. their selections demonstrated that all of the participating teachers have a variety of streams. this alludes to a particular issue with the homolog curriculum and condensed syllabus that the relevant ministry has approved for use in secondary english education. the perceptions of english language teachers about scientifi c and literary students’ english learning, performance, and good command are insightful and illuminative. the perception per se includes the opinion, awareness, and beliefs of such english teachers accumulated over years of professional teaching careers and elt supervisors’ remarks and reports. teachers’ performance is measured by a yearly visit organised by an english language teaching supervisor without notice. after the one-session visits, teachers must receive constructive feedback. the feedback is about their teaching methods, practices, and approaches to learning. remarkably, this supervisor’s report is conducive to promotion and recruitment in higher positions. this examines the teacher’s viewpoint regarding parents of students studying science at the secondary school level. the raised questions underscore the teachers’ clear understanding of the crucial role played by parents in guiding and monitoring their children during this educational phase. the education of secondary school students extends beyond the individual responsibilities of students and teachers, encompassing ethical, social, and psychological dimensions that call upon parents to actively support their children. the teachers’ perception is strengthened by the evident concern and interest shown by parents in staying informed about their child’s school progress. results and discussion the aforementioned fi ndings indicate a preference among english teachers in moroccan public secondary schools to instruct students in scientifi c streams rather than literary ones. various factors infl uenced this impartiality. understanding this inclination is crucial for pa ge 22 https://journals.e-palli.com/home/index.php/ajfst am. j. arts hum. sci. 3(4) 16-24, 2024 elt supervisors, higher education ministerial authorities, and relevant entities to address the issue. english teachers’ perceptions likely stem from these considerations, contributing to the conclusion that “moroccan baccalaureate holders from science streams opt for studying in literary streams at university” (bouziane & rguibi, 2018). consequently, it is reasonable to propose that literary stream students should have the option to pursue scientifi c subjects without the prerequisite of a scientifi c background baccalaureate certifi cate. this conclusion prompts an exploration of the reasons behind these students’ choices and their academic tendencies. based on the discussions and interviews conducted, several factors support the english teacher’s observations regarding disparities in student learning outcomes. firstly, english teachers may adopt a uniform teaching approach that fails to address the diverse needs of students. secondly, ministerial policies tend to favor specifi c groups of students, allowing, for example, a transition from a scientifi c to a literary stream but not the reverse. thirdly, regions facing climate challenges, such as high temperatures in southeast and rural deserted areas, coupled with a lack of recreational facilities, green spaces, and infrastructure, can signifi cantly affect learning results. this contributes to issues like rural migration, school failure, and dropout rates. another factor to consider is the motivation of teachers, who play a crucial role as the primary infl uencers in the classroom. english teachers translate government objectives, including the hidden curriculum, into practical learning situations that impact student perspectives. the absence of meaningful learning outcomes is attributed to governmental policies in national education, leading to teacher strikes, psychological crises, social vulnerabilities among students, and the professional and psychological instability of english teachers. a fi fth factor involves the diminishing positive self-image of teachers in moroccan society, creating a contrast between past and present perceptions. in conclusion, the government responds to instances where teachers are unable to teach with measures such as wage cuts, work suspensions, or dismissals. the perceptions of english teachers in moroccan public secondary schools about the performance and learning experience of students are interesting and surprising, irrespective of their gender, teaching experience, levels assigned and taught, and stream of students taught. noticeably, the majority of english teachers put literary students at a disadvantage by virtue of their held perceptions. this perception advantages teaching scientifi c stream students over literary stream students for several reasons. a contracted-based female teacher teaching for eight years in rabat said that ‘’scientifi c students in all levels are more serious about the study, fastidious about schedules of activities and engaged in classroom activities. they are always hard working and ready to work, especially girls’’. another male teacher with 20 years of teaching experience in a rural area in tinghir explains the reasons for this conspicuous distinction of scientifi c students. he said, today’s students are unlike those we used to know before. students used to work hard regardless of their streams and age. now, scientifi c students are usually the hope for the success and reputation of the [governmental] secondary schools in national baccalaureate exams results to excel in the region and on a national scale. secondary school students of scientifi c streams remain the primary investments of the secondary schools in morocco to scale up in the regional and national classifi cations of the highest grades. add to this, literary students seem to be open-minded to students with low interests in hard work, inertia, less work, and passive learners to some extent. this issue of perceptions might pose a problem for prospective teachers in the process of facing the learning diffi culties of literary students. the policy followed in secondary school education contributes to the perceptions held by english teachers. the backup plan addresses the national and regional exams-related subjects in both streams. normal circumstances aid teachers in the completion of the ministerial curriculum on time in may. the literary streams resort to memorisation and understanding, while the scientifi c streams need to digest, demonstrate, prove, and reason loads of work given, such as physics and math lengthy lessons. conclusion moroccan public secondary school english teachers are fully aware of the existing differences in learning styles and learning strategies among students of diverse streams. in the scientifi c stream, students tend to learn by doing and construct their knowledge partially independently from teachers using inductive reasoning methods. unlike scientifi c stream students, literary students usually hinge on their teachers’ knowledge in major stages of learning and still use memorisation and remembering as a readymade analysis method of learning, like in philosophy. passive learning is embodied in the majority of literary students, whereas scientifi c students typify active learning as creators of their own knowledge. teacher-talk time is less in scientifi c students’ classes, while literary students necessitate teacher-talk time to increase. moroccan authorities concerned with teacher training and elt supervisors are summoned to address cultural competence that can positively impact teachers’ perceptions. references bahmad, j. 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(2004). toward a conception of culturally responsive classroom management. journal of teacher education, 55(1), 25–38. pa ge 1 pa ge 25 american journal of arts and human science (ajahs) exploring gender diversity in aviation education: a comprehensive review of challenges, initiatives, and the path forward jonah gonzalo1*, ma. theresa dumdumaya1, shella fanoga1 volume 3 issue 4, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i4.3660 https://journals.e-palli.com/home/index.php/ajahs i article information abstract received: september 08, 2024 accepted: october 12, 2024 published: october 16, 2024 gender diversity in aviation education has long been a significant issue for the aviation industry. this review investigates gender diversity by analyzing historical participation, key barriers, and initiatives to promote inclusivity. using a systematic approach, academic databases such as google scholar, jstor, researchgate, scholarly commons, academia. edu, and specialized aviation industry sources were searched. peer-reviewed articles published within the last 10 years were selected based on inclusion criteria, including relevance to aviation education and gender diversity. a thematic analysis was performed to identify significant gaps, key challenges, initiatives and outcomes to assess the current state of gender diversity in the field. this review highlights the need for comprehensive efforts to create a more inclusive educational environment to close the gender gap in aviation education and improve the industry’s overall sustainability. keywords aviation education, aviation industry, gender diversity, gender gap, women in aviation 1 philippine state college of aeronautics, philippines * corresponding author’s email: jonahonagonzalo@gmail.com introduction gender diversity in aviation education has long been a significant issue within the aviation industry. historically, this field has been predominantly male, with women encountering considerable barriers to entry and career advancement (marete et al., 2022 & turner, 2022). in recent decades, however, there has been a growing awareness of the need to address this gender imbalance and encourage greater participation of women in aviation education and careers. the underrepresentation of women in aviation education is a critical issue that warrants thorough investigation. data from the organization for economic co-operation and development (oecd) reveals that only 12% of students in aviation-related tertiary education programs are women. this stark statistic highlights the significant gender gap that still exists within the aviation education pipeline. addressing this disparity is essential not only for reasons of equity and social justice but also because it has substantial implications for the future development and sustainability of the aviation industry. the significance of promoting gender diversity in aviation education is profound. a more diverse and inclusive educational setting can contribute to greater innovation, more effective decision-making, and enhanced problemsolving abilities within the industry (lythe, 2024; walsh, 2024). when a wider range of perspectives and experiences is represented, the aviation sector is better equipped to meet the evolving demands of a diverse global clientele (walsh, 2024; seaton, 2020). furthermore, encouraging gender diversity in aviation education can help attract and retain talented women who can serve as role models, inspiring future generations to pursue careers in aviation (guerrieri, 2024). despite the acknowledged advantages of gender diversity, the current representation of women in aviation education continues to present a significant challenge. women in this field still encounter numerous obstacles, such as societal stereotypes, cultural norms, personal biases, and a scarcity of female role models and mentors (marete et al., 2022; turner, 2022; lutte, 2021). these factors contribute to the persistent underrepresentation of women in aviation education programs and, consequently, throughout the aviation industry (seligson, 2019; lutte, 2021). addressing these challenges and promoting greater gender diversity in aviation education necessitates a comprehensive and diversified approach. this literature review will explore the historical context of women’s participation in aviation, analyze the primary barriers that have impeded their involvement, and investigate the ongoing initiatives aimed at enhancing gender diversity in the field. by synthesizing existing research and highlighting areas that require further study, this review seeks to offer a thorough understanding of the current situation and outline the necessary steps to achieve greater inclusivity in aviation education. literature review historical context the history of women’s participation in aviation has been characterized by notable achievements as well as enduring barriers to entry. from the earliest days of flight, pioneering women have made substantial contributions to the field, helping to pave the way for future generations (guerrieri, 2024). harriet quimby stands out as a significant figure in aviation history, becoming the first american woman to obtain a pilot’s license in 1911 (guerrieri, 2024). pa ge 26 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 25-31, 2024 quimby’s achievement was a groundbreaking milestone that challenged societal norms confining women to domestic roles, thereby opening new opportunities for their involvement in the rapidly developing field of aviation. similarly, betty crites dillon made history as the first woman to earn a commercial pilot’s license in the united states (guerrieri, 2024). despite these early milestones, the aviation industry has remained predominantly male-dominated, with women continuing to face substantial barriers to entry and career advancement (marete et al., 2022; turner, 2022). deeply entrenched cultural norms and gender stereotypes have significantly shaped the industry’s environment, often discouraging women from pursuing aviation careers (lutte, 2021). the male-centric culture prevalent in the aviation sector has historically created a less inclusive environment for women. some studies suggest that while many female pilots may not have been directly aware of sexism or experienced it firsthand, they still perceive a sense of bias. this perception of exclusion, combined with a scarcity of visible female role models, has further intensified the challenges faced by women in aviation education and careers (guerrieri, 2024; lutte, 2021). over time, the role of women in aviation has gradually evolved, with increasing recognition of the value of gender diversity within the industry. organizations like women in aviation international (wai) have emerged, offering support, networking, and mentorship opportunities for women in aviation. these initiatives have helped to inspire and empower a new generation of female aviators, highlighting the significant contributions women can bring to the field (rice, 2019). additionally, the aviation industry has seen a gradual rise in the representation of women in various roles, including pilots, air traffic controllers, and maintenance technicians (marete & wang, 2024). although progress has been slow, it reflects a growing awareness of the need to address the gender imbalance and to create more inclusive educational and career opportunities. the historical context of women’s involvement in aviation, characterized by both groundbreaking achievements and ongoing barriers, provides a foundation for understanding the current challenges and efforts to promote gender diversity in aviation education. by exploring the evolution of women’s roles and the significant milestones in this journey, we can better understand the importance of addressing the gender gap in this crucial industry. challenges faced by women despite the growing recognition of the importance of gender diversity in aviation education, women continue to encounter substantial barriers that hinder their participation and advancement in this field (ferla & graham, 2019). the literature reviewed reveals a range of systemic, cultural, and institutional challenges that have historically limited women’s representation in aviation education and careers. one of the primary issues identified is the persistence of gender stereotypes and biases within the aviation industry (marete et al., 2022; turner, 2022). the perception of aviation as a male-dominated field has reinforced the belief that women are less suited for or interested in pursuing careers in this sector. these deeply ingrained stereotypes and cultural norms play a significant role in discouraging women from considering aviation education and training programs (lutte, 2021). the lack of female role models and mentors in aviation education further exacerbates the challenges faced by aspiring female students (guerrieri, 2024; lutte, 2021). the scarcity of visible women in leadership positions and technical roles within the industry creates a feedback loop, where the absence of female representation reinforces the idea that aviation is not a welcoming or viable career path for women. this lack of role models and mentors can significantly impact the confidence and aspirations of young women considering aviation education (lythe, 2024; guerrieri, 2024). moreover, the aviation industry is often characterized by a deeply entrenched masculine culture that can be resistant to change (marete et al., 2022 & turner, 2022). this culture can manifest in various ways, such as the perpetuation of gender-based stereotypes, the marginalization of women’s contributions, and the creation of an unwelcoming or even hostile environment for female students and professional. dealing with this cultural environment poses significant challenges for women seeking to excel in aviation education and careers. the impact of gender roles and expectations on women’s participation in aviation education is another significant barrier (seligson, 2019; lutte, 2021). the disproportionate burden of domestic and caregiving responsibilities often placed on women can make it more difficult for them to undertake the intensive training and time commitments required in aviation education programs (seligson, 2019; lutte, 2021). these work-life balance challenges can be a substantial deterrent for women considering careers in the aviation industry. additionally, the financial barriers associated with aviation education and training can disproportionately affect women. the high costs of flight training, aircraft rental, and other aviation-related expenses create significant hurdles for aspiring female pilots and technicians, further limiting their access to these educational pathways (lutte & morrison, 2022). the combination of systemic barriers, cultural biases, gender role expectations, and financial constraints has contributed to the persistent underrepresentation of women in aviation education programs (seligson, 2019; lutte, 2021). addressing these complex challenges is essential for creating a more inclusive and diverse aviation education ecosystem that attracts and retains talented female students. as the industry acknowledges the importance of gender pa ge 27 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 25-31, 2024 diversity, the next step is to implement focused initiatives and programs that can effectively dismantle these barriers and create an environment that empowers women to pursue their aspirations in aviation education and careers. the literature highlights the need for collaborative efforts between educational institutions, industry stakeholders, and decision-makers to address the systemic challenges faced by women in this field. current initiatives and programs in response to the ongoing gender imbalance in aviation education, various initiatives and programs have been developed to address this pressing issue. these efforts focus on increasing female participation, providing mentorship and support networks, and promoting more inclusive institutional policies to enhance gender diversity within the aviation sector (dhiman, 2023). one notable initiative is the women in aviation and aerospace charter, which has been adopted by numerous organizations across the industry. the charter provides a framework for advancing gender equality, with signatories committing to specific actions such as increasing the representation of women in senior roles, supporting the career development of female employees, and implementing inclusive recruitment and retention practices. by establishing industry-wide standards and accountability, the charter has galvanized collective action toward improving gender diversity in aviation education and career (casebolt, 2023). in addition to the charter, various industry associations and educational institutions have launched focused programs to encourage and support women’s participation in aviation. for instance, the international aviation women’s association (iawa) has led mentorship initiatives that connect experienced female aviation professionals with aspiring students and young professionals. these mentorship programs not only offer guidance and career advice but also provide inspiration and valuable networking opportunities for women advancing through the aviation sector. similarly, educational institutions have introduced outreach and recruitment initiatives aimed at increasing female enrollment in aviation programs (ungcad et al., 2024). these initiatives include organizing events, offering scholarships, and collaborating with organizations such as women in aviation international (wai) to raise awareness and establish pathways for young women interested in aviation careers. by proactively engaging with prospective female students and providing essential resources and support, these initiatives seek to address the gender gap at the educational level. correspondingly, several aviation companies and organizations have developed internal programs and policies to cultivate more inclusive work environments (noor et al., 2024). this includes implementing diversity and inclusion training, revising hiring and promotion practices to reduce unconscious biases, and establishing employee resource groups for women (cristaudo et al., 2023). these measures not only support the professional development of women within the industry but also contribute to creating a more welcoming and equitable culture within aviation education and training programs. these comprehensive initiatives and programs, implemented across both the aviation industry and educational institutions, reflect a growing commitment to enhancing gender diversity. through mentorship, networking opportunities, focused outreach, and inclusive policies, these efforts strive to create a more supportive and equitable environment for women in aviation education, ultimately promoting a more diverse and innovative future for the industry. impact of gender diversity the advantages of promoting greater gender diversity in aviation education are extensive and significant. beyond the fundamental aspects of equity and social justice, enhancing female representation in this field can lead to substantial improvements in learning outcomes, drive innovation, and boost the overall competitiveness of the aviation industry (lythe, 2024; walsh, 2024). a key benefit of improving gender diversity in aviation education is the potential to strengthen learning and problem-solving abilities. inclusive educational environments that represent diverse perspectives expose students to a broader array of experiences, approaches, and thought processes (lythe, 2024; walsh, 2024). this diversity of thought can promote more comprehensive and innovative solutions to the complex challenges encountered in the aviation sector (walsh, 2024; seaton, 2020). research indicates that gender-diverse teams often outperform their more homogeneous counterparts in areas such as decision-making, crisis management, and risk mitigation (lythe, 2024). the inclusion of women in aviation education can bring unique problemsolving strategies, communication styles, and emotional intelligence that complement the traditional technical skills commonly associated with the industry (lythe, 2024). this combination of diverse strengths can significantly enhance the overall effectiveness and adaptability of the future aviation workforce (walsh, 2024; seaton, 2020). furthermore, the benefits of gender diversity extend beyond the educational context. when women are actively encouraged and supported in pursuing aviationrelated careers, they can become influential role models and sources of inspiration for future generations (lythe, 2024; guerrieri, 2024). the visibility of successful female pilots, engineers, and aviation professionals can challenge existing stereotypes, stimulate the interest of young women, and showcase the extensive opportunities available within the industry (lythe, 2024; guerrieri, 2024). the case study of the women in aviation international (wai) organization exemplifies the transformative potential of gender diversity initiatives (rice, 2019). through its mentorship programs, networking events, and advocacy efforts, wai has empowered numerous women to explore and excel in aviation education and pa ge 28 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 25-31, 2024 careers (rice, 2019). the organization’s success in creating a supportive community and highlighting female role models has had a significant impact, encouraging more young women to view aviation as a viable and rewarding career path (rice, 2019). similarly, the growing presence of women in various aviation roles-such as pilots, air traffic controllers, and maintenance technicians-demonstrates the positive effects of gender diversity. as these women advance in their careers and showcase their skills, they help to challenge longstanding stereotypes and promote a more inclusive culture within the aviation industry. the advantages of gender diversity in aviation education extend beyond individual benefits, contributing to the overall competitiveness and innovation of the industry. by utilizing a broad range of talents and perspectives, the aviation sector can better address the evolving needs of a diverse global clientele and develop more specific solutions (walsh, 2024; seaton, 2020). this diversity of thought and approach can lead to the creation of more user-centric products, services, and operational strategies, ultimately enhancing the industry’s adaptability and market appeal (walsh, 2024; seaton, 2020). as the aviation industry confronts critical challenges, such as the anticipated pilot shortage and the need for more sustainable practices, the importance of utilizing the diverse talents and perspectives of women in aviation education becomes increasingly clear (korba et al. 2023). by nurturing an inclusive and supportive educational environment, the industry can access a wider talent pool, stimulate innovative solutions, and ensure a more resilient and adaptable future. in summary, the impact of gender diversity in aviation education is both profound and extensive. enhancing learning outcomes, improving problem-solving capabilities, inspiring future generations, and boosting the industry’s competitiveness are among the undeniable benefits of increasing female participation in this field. by addressing ongoing barriers and developing more inclusive educational pathways, the aviation sector can harness the transformative potential of gender diversity and position itself for sustained success. materials and methods this review on gender diversity in aviation education adopts a systematic and structured approach to present a comprehensive overview of the existing research and studies on this topic. this ensures a thorough and wellorganized review that provides meaningful perspectives on gender diversity in aviation education and guides future research and strategy development. this study adopted a systematic review methodology to compile and analyze secondary data on gender diversity in aviation education. initially, 35 relevant academic sources were identified through a search of databases including google scholar, jstor, researchgate, scholarly commons, academia. edu, and specialized aviation industry sources. of these, 18 were deemed relevant after applying inclusion criteria, such as publication within the last 10 years and a focus on aviation education. articles with minimal focus on gender diversity or lack of peer review were excluded. the selected articles were subjected to thematic analysis, where significant gaps, common challenges, initiatives and outcomes were identified, categorized, and critically reviewed to assess the current state of gender diversity in aviation education. results and discussion this review on gender diversity in aviation education reveals several significant themes and findings. despite various initiatives aimed at closing the gender gap, the representation of women in aviation education remains disproportionately low. data consistently show that only around 12% of students in aviation-related programs are women, reflecting deep-rooted systemic, cultural, and institutional barriers. systemic barriers and gender stereotypes one of the most persistent barriers is the cultural perception of aviation as a male-dominated field. studies suggest that societal stereotypes, which position aviation careers as masculine, discourage women from pursuing education in this field. these gendered perceptions are reinforced through media, educational institutions, and even within family structures, where traditional gender roles often steer women away from technically demanding fields like aviation. moreover, the perception that women are less capable of handling the physically and technically demanding aspects of aviation further alienates potential female candidates. studies reviewed in this analysis indicate that many young women view aviation as an unwelcoming and difficult career path, further reinforced by a lack of visible female role models in the field. financial barriers and access to education another key issue highlighted by the review is the financial burden associated with aviation education. aviation training, particularly pilot training, is extremely costly, and women, especially those from lower-income or underrepresented backgrounds, face greater financial obstacles in accessing these programs. scholarships and financial aid aimed at supporting women in aviation exist but are insufficient to close the gap, especially when compared to the financial needs required to complete extensive training. financial barriers also disproportionately impact women who may already be grappling with other societal constraints such as caregiving responsibilities. research suggests that women, more than men, may struggle to balance aviation training with domestic responsibilities, leading to higher attrition rates among female students. role models, mentorship, and institutional support the scarcity of female role models and mentors in aviation education is a critical factor contributing to the gender gap. many of the reviewed studies emphasize that pa ge 29 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 25-31, 2024 young women in aviation education lack visible figures they can identify with, which negatively impacts their confidence and aspirations. while organizations such as women in aviation international (wai) and mentorship initiatives provide valuable support, their reach is limited. current programs are often underfunded or not sufficiently integrated into educational systems to provide long-term guidance. mentorship is vital in aviation, where the complexities of training and certification can be challenging. the lack of experienced female mentors often leaves aspiring women without proper guidance in this male-dominated field. meaningful progress requires deeper structural changes, such as gender sensitivity training and inclusive policies that address the specific challenges women face. institutional and cultural challenges institutional cultures within aviation education remain predominantly male-oriented, contributing to a hostile or unwelcoming atmosphere for women. several studies emphasize that even when women do enter aviation programs, they often feel isolated and unsupported. the lack of a critical mass of female students means that women may struggle to build peer networks that provide emotional and academic support. moreover, many institutions have not implemented adequate measures to address these issues, contributing to higher dropout rates among female students. existing initiatives and their effectiveness various initiatives have been developed to address these barriers, yet the analysis reveals that their impact has been limited. programs like the women in aviation charter and the international aviation women’s association (iawa) mentorship initiatives aim to encourage women to pursue aviation careers by providing networking, mentorship, and advocacy. while these initiatives are well-intentioned and have shown localized success, their long-term impact on increasing gender diversity remains to be fully realized. for example, although the women in aviation charter has led to a growing awareness of gender diversity issues within the industry, its implementation is uneven across educational institutions and regions. some schools have embraced the charter’s guidelines by promoting female role models and revising recruitment strategies, while others have been slow to adopt meaningful changes. additionally, many initiatives focus primarily on increasing the number of women in leadership roles rather than addressing foundational issues at the educational level where disparities begin. intersectionality and additional marginalization a critical gap identified in the literature is the lack of attention to intersectionality. women from racial, ethnic, and socioeconomic minority groups face additional challenges in aviation education, yet this intersectional analysis is often absent from both policy discussions and academic research. the reviewed literature highlights the need for a deeper understanding of how these intersecting identities compound barriers to entry and advancement for women in aviation. for instance, women of color or those from lower socioeconomic backgrounds are even more underrepresented, facing compounded stereotypes, discrimination, and financial challenges. interpretation of findings the analysis of the secondary data indicates that while progress has been made in recognizing and addressing gender disparity in aviation education, structural barriers continue to prevent significant change. initiatives aimed at increasing diversity are often undermined by deeply entrenched gender biases that persist within both educational institutions and the broader aviation industry. although there is a growing recognition of the need for mentorship, financial support, and institutional reform, these efforts remain fragmented and insufficient. the findings suggest that more comprehensive and sustained efforts are necessary to create an aviation education environment that is genuinely inclusive. additionally, further research is needed to explore the intersectional challenges that minority women face, as current literature largely overlooks these compounded issues. moving forward addressing these challenges requires a holistic approach that integrates educational reforms, industry collaboration, and policy initiatives. institutions must implement stronger diversity policies, provide more financial support to women, especially those from marginalized backgrounds, and actively foster a more inclusive culture. mentorship programs should be expanded and embedded into aviation training programs to offer long-term support for women pursuing aviation careers. furthermore, the success of gender diversity initiatives should be critically evaluated through longitudinal studies that track the progress of women in aviation education and their subsequent careers. without a sustained commitment to reform, the aviation industry risks losing out on the diverse talents and perspectives that women bring to the field, which are essential for innovation, problem-solving, and adapting to the global challenges of the aviation sector. conclusion this review demonstrates that the aviation education sector continues to face significant gender disparities due to persistent systemic barriers, such as entrenched stereotypes, financial obstacles and a lack of mentorship. despite progress made through initiatives like the women in aviation charter and mentorship programs, these efforts have only marginally increased female participation. the analysis reveals that deeply rooted societal biases continue to frame aviation as a male-dominated field, limiting the effectiveness of such initiatives. financial barriers remain a significant challenge, particularly given the high cost of aviation training, which pa ge 30 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 25-31, 2024 disproportionately affects women, particularly those from underrepresented backgrounds. although mentorship programs have shown promise in supporting women entering the field, their reach and long-term impact remain limited. moreover, institutional reforms although initiated in several places, should be more robust and widespread to cause significant change. the findings underscore the need for sustained, collaborative efforts across educational institutions, industry organizations, and policymakers to dismantle these barriers and create more inclusive environments. promoting role models, providing financial support and revising recruitment and retention policies are essential for fostering a diverse and innovative aviation workforce. in conclusion, achieving gender diversity in aviation education requires not only ongoing initiatives but also structural changes that actively support women in overcoming the unique challenges they face. addressing these issues is critical for fostering innovation, enhancing problem solving, and ensuring the future sustainability of the aviation industry. recommendation to promote greater gender diversity in aviation education, a comprehensive approach is essential. institutions should implement targeted outreach initiatives, mentorship programs, and financial support tailored to female students. additionally, promoting visible female role models in aviation can inspire young women to consider careers in this field. stakeholders must work collaboratively to reduce systemic biases, revise recruitment and retention policies, and foster a more inclusive culture. finally, ongoing research should focus on evaluating the long-term impact of current diversity programs and developing new strategies that address intersectional barriers faced by women in aviation. acknowledgement we would like to express our deepest gratitude to the families and friends who have supported us throughout this research journey. to the families of jonah o. gonzalo, ma. theresa c. dumdumaya, and shella f. fanoga, your unwavering support, encouragement, and patience have been invaluable. to jonah’s husband and son, ronwald and roald johann and her family, ona family, your belief in jonah and your understanding during this demanding time have been a great source of strength. to tess’ family, dumdumaya family and her loved one nikko, your constant encouragement and support have made this endeavor possible. to shella’s loved ones, goldwin, hannah, ritzmond and fronda family thank you for your patience and for standing by shella throughout this process. we are also deeply grateful to our friends from philsca for their motivation, insightful advice, and moral support. your friendship and encouragement have been crucial in overcoming the challenges we faced during this research. to the almighty god, his grace has been our pillar of strength in all moments. references casebolt, m. k. (2023). gender diversity in aviation: what is it like to be in the female minority? scholarly commons. https://commons.erau.edu/jaaer/vol32/iss1/4/ cristaudo, a., guglielmi, g., foddis, r., caldi, f., buselli, r., brilli, c., coggiola, m., ceccarelli, g., & saffioti, g. (2023). diversity & inclusion: fitness for work through a personalized work plan for workers with disabilities and chronic diseases according to the iso 30415/2021. pubmed, 114(3), e2023026. https://doi. org/10.23749/mdl.v114i3.14339 dhiman, b. (2023). education’s role in empowering women and promoting gender inequality: a critical review. https://doi.org/10.36227/techrxiv.24329284.v1 ferla, m., & graham, a. (2019). women slowly taking off: an investigation into female underrepresentation in commercial aviation. research in transportation business & management, 31, 100378. https://doi. org/10.1016/j.rtbm.2019.100378 guerrieri, s. (2024, september 5). the future is female: closing the gender gap in aviation. aci world insights. https://blog.aci.aero/the-future-is-femaleclosing-the-gender-gap-in-aviation/ korba, p., sekelová, i., koščáková, m., & behúnová, a. (2023). passengers’ knowledge and attitudes toward green initiatives in aviation. sustainability, 15(7), 6187. https://doi.org/10.3390/su15076187 lutte, r. (2021). women in aviation: a workforce report 2021 edition. researchgate. https://www.researchgate.net/ publication/357032586_women_in_aviation_a_ workforce_report_2021_edition lutte, r. k., & morrison, s. m. (2022). “you’ll never really be one of us”: women’s underrepresentation in the aviation workforce. the journal of aviation/aerospace education and research. https://doi.org/10.15394/ jaaer.2022.1929 lythe, j. 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(2019, march 12). aviation needs more women on the flight deck and in all roles. forbes. https:// pa ge 31 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 25-31, 2024 www.forbes.com/sites/stephenrice1/2019/03/11/ aviation-needs-more-women-on-the-flight-deck-andin-all-roles/ seaton, k. (2020, january 3). gender diversity in the aviation industry: latest studies identify areas of focus for 2020 and beyond. lexology. https://www. lexology.com/library/detail.aspx?g=da73bc57-80fb46d7-8105-b51e182eaaee seligson, d. (2019). women and aviation: quality jobs, attraction and retention. academia.edu. https://www. academia.edu/43253289/women_and_aviation_ quality_jobs_attraction_and_retention turner, d. m. (2022, march 11). gender equality: an opportunity to develop the capacities of atc personnel. skyradar. https://www.skyradar.com/ blog/gender-equality-an-opportunity-to-develop-thecapacities-of-atc-personnel ungcad, s. d., yusi, d. t., zuñiga-abrena, j. m., jocson, j. c., & de lara, r. j. l. (2024). fostering industry partnerships through collaborative project management: a case study in aviation maintenance education at jocson college. international journal for multidisciplinary research, 6(3). https://doi. org/10.36948/ijfmr.2024.v06i03.21575 walsh, j. (2024, august 23). celebrating gender diversity in aviation. venari partners. https://www.venaripartners. com/post/celebrating-gender-diversity-in-aviation pa ge 1 pa ge 1 american journal of arts and human science (ajahs) beyond boundaries: rethinking human-animal bonds in richard powers’s the overstorythe overstory bhup raj joshi1* volume 4 issue 4, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i4.5592 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: july 04, 2025 accepted: august 07, 2025 published: september 26, 2025 this article examines human-animal relationships in richard powers’s the overstory (2018), aiming to contribute to the ongoing discussion about animal portrayals in literature by suggesting that the book challenges the divisions between humans and animals. while the novel has been widely studied for its ecocentric view and its fresh reading of the humanplant link, it argue that powers’s story also makes room for animals as aware, purposeful, and morally important beings. drawing from critical animal studies, posthumanism, and ecocriticism, this research explores how the novel questions human-centered standards and places animals within a wider web of ecological links. through characters like patricia westerford, douglas pavlicek, and olivia vandergriff, the novel shows a kind of multispecies ethic where animals are not just background figures but also active parts of the story and important moral players. powers’s animals—both real and imagined—are not just passive victims of ecological problems; they are co-inhabitants whose lives are closely tied to human actions. in doing this, the overstory shows a change in literature toward the more-thanhuman view that is a focus of environmental humanities. it suggests that literature can be a key tool for ethics, able to shift how we see other species during an age of ecological problems and extinctions. powers’s work presents a chance in modern fiction to imagine connections that move past human-focused ideas. keywords anthropocentrism, ecocriticism, interconnectedness, multispecies ethics, posthumanism 1 far western university, nepal * corresponding author’s email: bhuprajjoshi330@gmail.com introduction the human-animal relationship—long shaped by levels of power, usefulness, and symbolic meaning— is being rethought in both science and the humanities. academics in many areas now question the old idea from the enlightenment that sees animals as voiceless beings driven by instinct, which supports what cary wolfe calls the “logic of speciesism” (wolfe, 2003). in fiction, this rethinking has led to many stories that seriously look at nonhuman beings, not just as symbols but as aware participants in shared ecological worlds. among current novels dealing with the nonhuman, richard powers’s the overstory (2018) has been praised for its fresh view of plant life, with trees as key parts of the story. powers’s work has been called a major addition to environmental literature, with critics praising its ecological depth and how it takes focus away from humans (trexler, 2020; heise, 2021). but the book’s handling of animals— though less obvious—is just as worthy of study. the overstory gives not only a tree-focused picture but a bigger more-than-human ecology, where animals also become morally charged and important to the story. this article argues that the overstory shows animals not as passive symbols of nature or as tools for human change but as beings with their drive, pain, memories, and ways of fighting back. animals in the novel work as ethical questioners, emotional sparks, and signs regarding the environment. with connected character stories, powers puts focus on meetings between species that test humancentered views and ask readers to build what donna haraway (2008) calls “response-ability”—a way of ethical paying attention and mutual duty across species. the novel’s large structure—covering many years and lands— mirrors how complex ecological systems are. while much study has centered on the story’s look at forests and how plants talk to each other (gagliano, 2018; clark, 2019), fewer studies have checked what it means for animal life. animals in the overstory are often barely seen—met in times of weakness, violence, or when they disappear. animals killed on roads, bird types that have died off, deer that are hunted, and wolves that are moved from their homes appear at the edges of the novel’s human plots, but these animals are never just in the background. instead, they stay as quiet witnesses and, at times, as moral mirrors for the human characters. powers’s using animal life shows a growing trend in environmental writing toward stories that cover many species, where the lives of humans and nonhumans are shown as closely linked. academics like ursula heise (2016) and rosi braidotti (2013) say that this kind of literature is key for changing ethical ideas in the anthropocene, a word used to name the current time of human-controlled planet systems. the anthropocene makes us rethink humanity’s importance and the ethical duties that come from it. in this setting, the overstory comes forward as a key piece of writing, giving a view of family that goes across species and redefines what it means to live together. the novel also goes along with jacques derrida’s thoughts on “the animal that therefore i am,” where he questions the way philosophy has turned away. pa ge 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 1-4, 2025 literature review to study the overstory using the idea of human-animal links, this article uses ways that connect writing theory, environmental ethics, and posthumanist philosophy. at the center of this is the question: what happens when writing refuses to see animals as symbols or just background and instead knows them as ethical others and sharing participants? to deal with this question means checking not only how animals are shown but also how story structures keep up or test the levels of species. critical animal studies and the question of voice the area of critical animal studies (cas) gives a base for studying how writing uses animals as subjects and not things. according to cary wolfe, critical animal studies goes against both using animals as tools and trying to fit them into human ideas of value. in animal rites, wolfe (2003) says that western philosophy and writing have long needed the leaving out of the animal to name what is human. writing, then, is involved in what derrida (2008) calls “carnophallogocentrism”—an idea that brings together putting speech (logos), being male, and eating meat first as linked ways of showing human power. in the overstory, powers clearly goes against this custom. the novel does not talk for animals, nor does it make them human-like for human feelings. instead, animals live next to humans—often quiet, frequently at risk, but always having strong effects. the fox that appears at olivia vandergriff ’s death, for example, stays hard to read, but its being there has a clear weight, asking the reader to pay attention to it without turning it into a symbol. as susan mchugh (2011) says, stories can become a place where species lines are made “strangely able to be passed through,” mainly when writers let animals change human view, memory, and action. powers’s using cut-up, manysided telling makes this more able to be passed through by refusing one human-based look. each character’s view is shaped by meetings with nonhumans—some quick, others changing—and these meetings often shake up the characters’ identities and ideas. posthumanism and interspecies ethics with cas, posthumanist theory gives a key base for studying the overstory’s ethical view. posthumanism, as spoken of by academics like donna haraway and rosi braidotti, tests the humanist perfect of free will and instead puts weight on being linked, mixed, and depending on each other. haraway (2008) brings up the idea of “companion species” to catch the shared changing links between humans and animals—links that are not just for use but deeply about feelings and what is real. in the overstory, this idea of depending on each other is key. patricia westerford, maybe the novel’s most thinking character, speaks of a view where humans are not at the center of creation but are “a kind of fungus on the bark of the tree of life.” her scientific studies—first seen as odd—mirror new study in plant and animal talk, blurring the lines between species and testing cartesian dualisms. her respect for animal life is not made to seem better than it is but based in ecology: animals are other livers in complex systems that are being taken apart by human want and not thinking about the future. rosi braidotti (2013) takes posthumanism into ethics and politics, saying that the “posthuman subject” must build new ways to be responsible that include nonhuman players. this “traveling ethics” goes against set identities and asks for knowing our being mixed with the animal, plant, and mineral worlds. in this way, the overstory does posthumanism through its structure—a connected story that copies ecological link and takes focus away from the human main player. ecocriticism and narrative empathy while posthumanism tests human-centered ideas in philosophy, ecocriticism checks how writing adds to environmental knowing and action. academics like ursula heise and serenella iovino put weight on the part stories play in shaping ecological sense. heise’s (2016) idea of “multispecies justice” is mainly right for powers’s novel, which puts focus on the wrongs done not only to forests but also to the animals who live in them. story form plays a key part in growing feeling for the nonhuman. as nussbaum (2006) says in frontiers of justice, writing can be a very strong way for ethical learning, mainly when it gives voice to those—like animals—who cannot talk in normal political places. in the overstory, animals are not given inner talks or told to speak, but they get feeling through being there, looking, and being lost. animals killed on roads, cutting down forests, extinction—these are not background events but problems that shake the novel’s emotional and moral structure. the repeated calling up of species that have died off— mainly birds like the passenger pigeon—works as an emotional and ecological echo through the text. these losses mark the ethical failing of today and the need to feel sad not only for human lives but for whole species. in this way, the overstory puts itself within what deborah bird rose (2011) calls an “ethics of witness,” where feeling sad for nonhuman death becomes a political and story act. materials and methods using a qualitative research method, this article conducts textual analysis through symbiotic lens of ecocriticism. it takes library materials, books, research journals, and articles as the secondary sources to critically examine the primary text. insights from scholars such as r. braidotti, t. clark, jacques derrida, and m. gagliano are considered to explore concepts of equality and the importance of maintaining the equilibrium. the narrative is analyzed with a focus on the rhetoric of biospherical egalitarianism. the human tendency to establish a binary between humans and animals, a practice rooted in ancient times, is critiqued as being illogical, artificial, and superficial. a closer analysis reveals significant similarities between humans and animals concerning their origins, evolution, and psychological and physical attributes. pa ge 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 1-4, 2025 results and discussion while the overstory has often been studied through the idea of tree knowing, it also makes a full and detailed picture of human-animal meetings. animals appear in the novel not just as background to the environmental problem but as sharing players in a shared ecological story. through the lived times and ethical awakenings of its human characters, powers questions how breakable, honored, and unable to be changed animal life is. the novel’s key people—mainly patricia westerford, douglas pavlicek, and olivia vandergriff—each meet animals in ways that test human-centered ideas and reshape ethical duties across species lines. patricia westerford is likely the thinking center of the novel. a tree expert by training, her first being left out by the science world—because of her idea that trees talk to each other—shows a wider cultural going against nonhuman power. but her ideas, based in both science watching and feeling knowing, are shown to be right over time. what makes patricia mainly right in this idea is that her ecological ethics are not just for plants. she feels the forest as a many-species home, and her feeling sad over its taking apart includes feeling sad for animal life. in some parts, patricia thinks about the going away of birds and the extinction of the passenger pigeon, once the bird type with the most numbers in north america. the text says: “the pigeons blacked out the sky for days. now they are gone. and we don’t even remember what it meant.” this moment puts focus on the knowing break that extinction causes: a species’ vanishing does not just take away from being different but also takes away ways of knowing, seeing, and living together. using deborah bird rose’s (2011) idea of “extinction as silence,” we can read patricia’s feeling sad not just as looking back but as an act of ethical seeing—a try to keep in memory what has been taken from the world. the pigeons, though long dead, stay ethically there in patricia’s mind. patricia’s wider view mirrors donna haraway’s thought of becoming with—a way of real lowliness that knows humans as just one species among many. her feeling to the pain of animals caught in logging areas or moved by clear-cutting shows a many-species feeling sad that goes against capitalist and mechanical pulling away. her science ethics are joined with an emotional and thinking promise to nonhuman life, which includes animals as family, not things to be sold. douglas pavlicek’s story gives a different view: he is a war veteran and traveler who becomes a tree planter after living through a fall from an airplane—only to be saved, in story and real ways, by a tree. his journeys across a changing american land are marked by animal meetings that cause times of thought, guilt, and link. early in his story, douglas sees many animals killed on the road as he drives through logging towns—an image that comes back through the novel. in one mainly moving scene, he stops to move a dead deer off the road and watches the eyes of a living fawn near, frozen in fear. here, the animal look works as what jacques derrida (2008) called a “ghostly stopping”—a moment when the nonhuman being is there puts the human subject face to face with its weakness and not able to be turned into other words. the deer does not talk, does not act in any human-like way, but douglas feels this moment as a way of ethical being open. this goes along with emmanuel levinas’s philosophy of the other, which, when taken by academics like wolfe and nussbaum, can include nonhuman others whose weakness asks for a answer. douglas’s emotional way is deeply shaped by being near animal pain, much of which is not seen by the humanfocused economy he works for. while he starts as a passive watcher, his later promise to plant trees becomes a way of ecological fixing—not just for trees cut down but for the animal lives that depend on them. his care is quiet, not heroic, and fully about being linked, going with braidotti’s (2013) view of “yes ethics” based in being connected. olivia vandergriff is the novel’s most strange person—a young girl who lives through a near-death being shocked by electricity and then starts getting messages from trees. she reads these voices as god-given or from the universe and becomes a strong, even careless activist. though her story is more openly a symbol, it still centers key animal times that shape her change and suggest a easiness between species lands. one of the most bringing up scenes in olivia’s story happens just before her death during a protest staying in a redwood top. as she lies at the foot of the tree, hurt and alone, a fox appears. the fox does not act in a big way—it just appears, looks at her, and leaves—but its look is said in close, charged words. the fox is never made clear. is it a dream, a messenger, a real animal? powers on purpose leaves this not clear. but what the text makes clear is olivia’s strong feeling of link. she reads the animal’s being there as a kind of final church, an knowing that she is no longer apart from the forest but of it. this scene echoes derrida’s famous thinking on being seen without clothes by his cat, where he asks what it means for an animal to watch a human—not as thing but as subject. the fox, like derrida’s cat, goes against being turned into symbolic meaning. instead, it becomes a limit case, a moment when species lines melt and a different kind of ethical paying attention is asked. for olivia, the fox is not a person of wisdom or guide—it is just there, and that being there is enough to cause wonder and giving up. through olivia’s meeting with the fox and her strong link with the forest, powers puts on what haraway (2008) would call a “contact zone”: a space where beings meet, not to power or know each other but to know the sheer fact of living together. olivia’s story tests using thinking and puts feeling, weakness, and mystery as good ways of being linked across species lines. with these character-based meetings, the overstory often calls up the ghost of animal not being there—a story way that puts focus on the lives that have been lost or forgotten. the not being there of species that were once normal, the shrinking of homes, the silence where pa ge 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 1-4, 2025 songbirds once were—all of these mark the wiping away of many-species groups that once did well. by calling attention to what is no longer there, powers goes with environmental critics like thom van dooren (2014) who say that extinction must be known not only in biology but in feeling and culture. the ethical power of the overstory is not in giving answers but in asking for a new direction of seeing. animals are not lowered to symbols of nature or show of human feeling; they are strongly powering beings that test, worry, and redirect the human look. powers makes his readers know—not only human pain or ecological drop but the quieter, more lasting pain of animals whose lives have been made less worth by human growth. conclusions richard powers’s the overstory has been rightly praised for its strong new reading of trees as active players in a shared ecological world. but, to read the novel only through the idea of tree knowing is to miss the wider ethical view it makes—one that includes animals as just as important players in its many-species story. through characterdriven meetings with animals both there and not, powers puts on a redirecting of ethical paying attention: from human-centered seeing to what posthumanist academics call many-species being mixed. by placing animals within a web of ecological, emotional, and thinking links, the overstory goes against the leading writing custom in which animals work as symbolic parts or emotional starts for human growth. instead, powers goes with academics like cary wolfe, donna haraway, and susan mchugh in showing animals as ethically important beings that test the lines of the self and ask for new ways of duty. whether through the feeling sad of birds that have died off, the seeing of deaths on the road, or the not spoken sharing with a fox, powers makes a story that knows the unable to be changed being of animal life, even in its silences. in a time marked by fast extinction, home loss, and climate problem, writing that puts first meetings between species is more than pretty—it is strongly needed in politics. as academics such as deborah bird rose and thom van dooren have said, feeling sad for animals are not just feelings but a strong ethical act. powers’s novel shows that feeling sad, knowing, and being responsible can be been between through story form, giving readers the mind space to reshape the human-animal link as one of family and not power. the overstory suggests that animals are not off to the side to human stories—they are part of the moral cloth that holds those stories together. in centering animals not as copies but as beings with their own drive, powers adds to a changing writing ethics in which species lines are not walls but meeting points. reading the overstory through the idea of animal studies opens new ways for thinking about writing’s part in shaping environmental and ethical sense in the anthropocene. the novel’s test is clear: to see, at last, what we have refused to see for so long—not only the trees but the eyes of animals looking back at us. references braidotti, r. (2013). the posthuman. polity press. clark, t. (2015). ecocriticism on the edge: the anthropocene as a threshold concept. bloomsbury. derrida, j. (2008). the animal that therefore i am (d. wills, trans.). fordham university press. gagliano, m. (2018). thus spoke the plant. north atlantic books. haraway, d. j. (2008). when species meet. university of minnesota press. heise, u. k. (2016). imagining extinction: the cultural meanings of endangered species. university of chicago press. heise, u. k. (2021). the overstory and the ethics of multispecies storytelling. pmla, 136(1), 95–102. https://doi.org/10.1632/s0030812921000078 iovino, s., & oppermann, s. (eds.). (2014). material ecocriticism. indiana university press. mchugh, s. (2011). animal stories: narrating across species lines. university of minnesota press. morton, t. (2010). the ecological thought. harvard university press. nussbaum, m. c. (2006). frontiers of justice: disability, nationality, species membership. harvard university press. powers, r. (2018). the overstory. w. w. norton & company. rose, d. b. (2011). wild dog dreaming: love and extinction. university of virginia press. trexler, a. (2020). reforesting the novel: richard powers’s the overstory and environmental form. modern fiction studies, 66(4), 697–718. https://doi. org/10.1353/mfs.2020.0059 wolfe, c. (2003). animal rites: american culture, the discourse of species, and posthumanist theory. university of chicago press. pa ge 1 pa ge 19 american journal of arts and human science (ajahs) academic stress and coping style: narratives of private school students mark joseph a. buenavista1* volume 4 issue 4, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i4.5706 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: july 08, 2025 accepted: august 12, 2025 published: october 22, 2025 this study determined the dominant academic stress and coping styles of junior and senior high school students of santa lucia catholic school, inc., during the school year 2023–2024. the students’ profiles include grade level, age, sex, gender preference, birth order, parents’ educational attainment and occupation, and study hours per day. through the explanatory sequential research method, the study involved 154 students identified through stratified random sampling who answered the dominant academic stress. of these, 75 students answered the coping styles questionnaire, and 10 were selected for interviews related to active coping style. the data were analyzed using descriptive statistics and thematic analysis. findings showed that most respondents were 13-year-old, grade eight, female, male as their preferred gender orientation, eldest child, college-graduate parents working as skilled workers, and studied less than an hour per day. among academic stress, study habits and exams were the most dominant, while academic attitude was low. active coping is very high, while passive coping is moderate. qualitative results highlighted three main coping styles: concentration efforts, self-study, and behavior. recommendations include implementing proposed programs to address academic stress and improve coping styles and expanding future research such as parenting practices, time management, and student lifestyle. keywords academic stress, coping styles, explanatory sequential design, high school students, santa lucia catholic school, inc 1 department of social sciences, college of arts and sciences, mariano marcos state university, city of batac, ilocos norte, philippines * corresponding author’s email: buenavistamark25@gmail.com introduction academic stress is the most common stressor of students here in the country and abroad. it can disrupt the student’s performance in class and even their interaction with the people around them. students reason to their teachers that they are overworked and find it hard to keep up with the lessons. addressing the students’ academic stress through interventions such as coping styles can minimize the negative impacts of stress on students. findings from central luzon’s private and public colleges indicate that academic stress makes students sleep less and feel exhausted, which lowers their mood and self-esteem (austria-cruz, 2019). this disturbance can lead to mental health concerns and other problems. a study by kristensen et al. (2023) states that academic stress was highly related to academic self-efficacy and psychological distress at the interpersonal level for males, while the intraindividual impact of academic stress on psychological distress was greater for females. coping styles are stress management techniques performed by a person to ease their burden due to the stress brought by their situations or surroundings. getting enough sleep, exercise, music, relaxation, etc., were other ways to deal with academic stress. an individual’s upbringing and lifestyle, which may be influenced by their culture, educational background, and other developmental factors, determine how they cope with stress. the significance of the study is determining the dominant academic stress and related coping styles of the students. students may resort to maladaptive coping that does not resolve the problem or only temporarily lessen their academic stress. in addition, it provides guidance counselors, educators, and school administrators with information and a proposed program at the end of the study that may be used as a foundation for creating an academic stress management plan for students. the findings of this study provided insights into the different individuals who guide students in their education. the parents were able to assist their children in their academic coping styles. the teachers and school administrators were aware of the situation of their students and formulated activities or requirements that were not too burdensome. the guidance counselors develop their guidance program and provide coping styles to help students with their academic endeavors, particularly with regard to academic stress. this study is relevant to science as well as to future researchers because it provides recent information about the academic stress of students together with their coping styles. lastly, this study proposed a program of activities that can be used by the department of education or other educational institutions to help their students who are struggling with academic stress. statement of the problem this study determined the academic stress and coping styles of private school students during the school year 2023-2024. furthermore, it sought to answer the following research questions. what is the profile of the respondents in terms of the following: a. grade level, b. age, pa ge 20 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 19-29, 2025 c. sex, d. gender preference, e. birth order, f. parents’ educational attainment, g. parents’ occupation, and h.number of hours devoted to studying per day? which of the following is the dominant academic stress of the respondents: a. study habits and exams, b. sleep and living conditions, c. attitude, and d. class and teaching? which of the following is the dominant coping style on academic stress of the respondents: a. active coping, and b. passive coping? what are the experiences of the respondents regarding their dominant coping style? what program of activities can be proposed to address the results of the study? literature review on stress stress pertains to the emotional or physical tension a person feels. it is the body’s response to unnoticed change or difficulties that arise from physical, emotional, or intellectual sources that are based on an individual’s worldview or those around them. the theory of emotion proposed by william james and carl lange, from 1884 to 1885, stated that emotions do not directly affect the perception of the cause of stress. it states that the feeling or other emotion begins only after the person experiences the bodily change due to an uncertain situation or problem. another theory is the emergency theory which was presented by walter cannon and later developed by philip bard. this theory is the opposite of the theory of emotion by james and lange (vandergriendt, 2018). it claims that the onset of a physiological reaction to stressful events is initiated by the primary release of an emotional response, which then transmits a signal to the brain’s thalamus and cortex. the schachter-singer theory by stanley schachter and jerome singer is also related to theories about stress. emotional identification can only be determined through cognitive activity and emotional arousal. man becomes aware of the reason for his emotional reaction, which leads him to search for related facts. on academic stress a student’s academic stress can be caused by a variety of circumstances. the main causes of academic stress are having trouble remembering all that has been studied, worrying about tests, and not focusing during study sessions (yousif et al., 2022). students must be suited to the learning environment to manifest a productive educational achievement. the person-environment fit theory affirms that there must be a compatibility between the person’s characteristics and environmental characteristics to produce a positive result (de cooman & vleugels, 2022). if a person regards himself as well-suited in an environment, he is likely satisfied and motivated to act whatever is demanded concerning the given task. studies show that there were a lot of factors contributing to the students’ stressors. one of those factors is the student’s study habits and exams. research indicates a strong correlation between students’ academic performance and their study habits (jafari et al., 2019). according to a study, students who studied more and used study techniques performed better on tests, while those who were highly distracted did worse (walck-shannon et al., 2021). maintaining good study habits can contribute to the better academic accomplishment of the students. another factor is sleep and living conditions. research indicates that improved sleep quality, duration, and consistency are linked to improved academic achievement (okano et al., 2019). living conditions also affect the students’ academic performance. a study in latin america shows that overcrowding is a significant factor in the impact of a child’s academic performance, specifically in language and mathematics (contreras et al., 2019). constant noise and distraction from the surroundings decrease students’ focus on studying or completing their tasks. students’ attitudes, particularly their lack of confidence, also contribute to academic stress (yousif et al., 2022). according to a study on students’ attitudes and academic performance, affective, cognitive, value, and effort all positively correlate with students’ academic success in the course (melad, 2022). a study shows that students’ academic performance is influenced by the teachers’ efforts and other environmental factors (azmat, 2019). according to nwokedi (2023), a teacher’s pedagogy contributes to the student’s active participation through a student-centered approach in teaching. academic competition may bring discomforts to students like crab mentality. however, it can help students become more motivated to study. a study about class competition states that class competition did not have a direct relation with academic achievement (li et al., 2022). on coping styles the term “coping” describes the entirety of shifting behavioral and cognitive patterns intended to control a person’s exposure to external or internal pressures or circumstances. this coping can be reactive or proactive (langerak et al., 2022). reactive because it is already dealing with a present problem and proactive because it is a preventive mechanism. the coping style is the conscious action of a person in dealing with the present demand or conflict coming from internal or external situations. according to richard lazarus and susan folkman’s stress and cognitive appraisal, stress is a twoway process (fubin & zhen, 2022). it pertains to the pa ge 21 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 19-29, 2025 influence of environmental stressors and the individual’s subjective response to those stressors. problem-focused coping differs from emotion-focused coping in how a person manages their ways of coping positively or negatively. problem-focused involves a support system and adopting active coping strategies. on the other hand, emotion-focused coping involves denial, acceptance, religious support, optimistic interpretation, and emotional support (lin & chen, 2010). yang min lin and farn shing chen assert different coping mechanisms, referring to active problem coping, which focuses on solving the problem and searching for assistance; active emotional coping, which focuses on the attitude of emotional adjustment and emotional outburst; passive problem coping, which centers on adopting procrastination and evasive behaviors; and lastly, passive emotional coping, which focuses on the attitude of being emotionally downcast and losing emotional control (lin & chen, 2010). on profile based on the study about the influence of sociodemographic factors on stress and coping strategies among undergraduate nursing students, it reveals that demographic factors might have influenced the stress level and coping styles of the respondents (asturias et al., 2021). also, the diversity of respondents’ backgrounds has contributed to their stress levels, especially those without family and supporting relations (asturias et al., 2021). another study that compares parents’ educational attainment to their children’s academic achievement finds that parents’ education plays a big role in moral upbringing. however, there is no correlation between uneducated parents and their children’s academic performance (idris et al., 2020). materials and methods research design. the study employed the explanatory sequential method of research. population and sample. in the quantitative phase, there were 154 students, from grade seven to grade 12, who served as the study’s respondents about dominant academic stress and were determined through stratified random sampling. of the 154 respondents, 75 students were identified as the respondents and answered the dominant coping style questionnaire related to study habits and exams. in the qualitative phase, from the 75 students, 10 participants (five males and five females) were identified for the interview about their active coping style. data gathering instrument. the researcher used a questionnaire in the needed data for the study, namely: part i – sociodemographic profile of the respondent’s grade level, age, sex, gender preference, birth order, parents’ educational attainment, parents’ occupation, and the number of hours devoted to studying per day; part ii – adapted factors of academic stress questionnaire of yousif et al. in presenting the students’ academic stress which is divided into study habits and exams (items 1-10), sleep and living conditions (items 11-20), attitude (items 21-30), and class and teaching (items 31-40). part iii – coping styles questionnaire indicating active coping (items 1-10), and passive coping (items 11-20) based on ying min lin and farn shing chen (2010). part iv an interview guide based on the result of a quantitative study related to active coping. data analysis. for the quantitative phase of the study, the descriptive method was used to analyze the results. percentage was used to describe the profile of the respondents. the mean was used to determine the dominant academic stress and coping styles of the respondents. the data gathered for the qualitative phase was treated using clarke & braun’s thematic analysis. results and discussion profile of the respondents on grade level. a great percentage (20.13%) of the respondents are in grade eight, while 11.69% are grade 11 students. on age. a great number (24.03%) of the respondents are 13 years old; meanwhile, the least (3.90%) respondents are 18 years old. on sex. a great number (51.95%) of the respondents are females, while 48.05% are males. on gender preference. a great percentage (44.81%) of the respondents identified the man as their gender, while 0.65% as gay. on birth order. a great number (38.31%) of respondents are eldest child; meanwhile, the least (15.58%) respondents are middle child. on father’s educational attainment. a great number (47.40%) whose educational attainment of a father is college graduate while the least are 0.65% elementary level. on mother’s educational attainment. a great number (45.45%) of mothers are also college graduates, while the least are both 0.65% elementary level and elementary graduate. on father’s occupation. out of 154 respondents, a great number of fathers’ occupation, (70.13%) are skilled workers while the least are 4.55% unemployed. on mother’s occupation. a great number of mothers (54.55%) are skilled workers, while the least are (16.23%) professional workers. on number of hours devoted to studying per day. a great number (46.10%) of the respondents devoted one hour and below to studying per day while the least were two and a half hours to three hours (3.90%). pa ge 22 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 19-29, 2025 table 1: item mean ratings showing the academic stress of the respondents no items x dr study habits and exams 1. i have difficulty remembering what i have studied. 3.31 s 2. i have trouble focusing when i’m studying. 3.29 s 3. i have difficulty in understanding the lessons. 3.05 s 4. i find it hard to arrange my notes for review. 3.19 s 5. i do not have a regular study routine. 3.14 s 6. i find it hard to study for my examination. 3.27 s 7. i have trouble concentrating when taking examinations. 3.12 s 8. i am anxious to finish my exams as quickly as possible. 2.90 s 9. i feel nervous each time i take examination. 3.25 s 10. i forget most of the things i reviewed while taking examinations. 3.40 s overall 3.19 moderate sleep and living conditions 11. i easily get sleepy while reviewing my lessons. 3.42 fo 12. i easily get sleepy during classroom discussions. 3.21 s 13. i do not get much sleep the night before quiz or exam. 3.38 s 14. i do not get much sleep the night before a graded recitation. 3.19 s 15. i have trouble falling asleep at night. 3.15 s 16. i prefer to sleep rather than to study at night. 3.17 s 17. my study area is not very bright. 2.73 s 18. my study area lacks proper ventilation. 2.99 s 19. my study area is noisy. 2.77 s 20. my study area is not spacious. 2.51 an overall 3.05 moderate attitude 21. i think that studying is difficult. 3.12 s 22. i think that studying is not important. 1.58 n 23. i think that studying is not interesting. 1.90 an 24. i do not enjoy studying. 2.29 an 25. i worry about my academic performance. 3.45 fo 26. i lack confidence in my abilities to complete my schoolwork. 2.89 s 27. i am not comfortable to follow school policies. 2.58 an 28. i do not like to go to school regularly. 2.20 an 29. i do not like to submit my academic requirements on time. 2.64 s 30. i do not like to socialize with my schoolmates. 2.47 an overall 2.51 low class and teaching 31. there is unhealthy competition among us students. 2.96 s 32. there is crab mentality within the class. 2.70 s 33. there are students who cause disturbances during lectures. 3.74 fo 34. there are negative peer influences in our class. 3.06 s 35. there are a lot of note taking during lectures. 3.47 fo 36. teachers seem unprepared during lectures. 2.29 an 37. the explanation of our teachers is inadequate. 2.84 s 38. teachers do not always answer students’ questions about the lesson. 2.50 an academic stress of the respondents pa ge 23 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 19-29, 2025 39. teachers give too many academic requirements. 3.21 s 40. teachers have boring teaching styles. 2.58 an overall 2.94 moderate legend mean ranges item descriptive rating overall descriptive rating 4.21 – 5.00 very often (vo) very high (vh) 3.41 – 4.20 fairly often (fo) high (h) 2.61 – 3.40 sometimes (s) moderate (m) 1.81 – 2.60 almost never (an) low (l) 1.00 – 1.80 never (n) very low (vl) study habits and exam the respondents experience moderate academic stress related to their study habits and exams, as demonstrated by the mean rating of 3.19. it implies that the respondents’ study habits and examination might not be severely overwhelming, but it may still increase their academic stress. according to sasikumar and bapitha (2019), students suffered from exam stress for a number of reasons, including inadequate study habits, a lack of necessary information, and a lack of preparedness. item 10, “i forget most of the things i reviewed while taking examinations,” got the highest mean rating of 3.40 with an item descriptive rating of sometimes. it implies that the majority of respondents may have trouble remembering the material they studied or may have forgotten what they reviewed. according to the study of ta and grnaz (2023), students forget what they reviewed because they lack understanding of their lesson. they weren’t able to fully grasp the meaning of the lesson. meanwhile, the lowest mean rating was accorded to item 8, “i am anxious to finish my exams as quickly as possible,” with an item descriptive rating of sometimes. it signifies that the respondents at times feel anxious about finishing their examination immediately. a study by burnham and makienko (2017) states that students’ test anxiety disrupts their concentration and distorts their focus in the examination. sleep and living conditions in terms of the respondents’ sleep and living conditions, they experience moderate academic stress, as demonstrated by the mean rating of 3.05. this implies that living conditions and sleep deprivation have an impact on students’ academic performance. students feel that sleep difficulties and discomfort in the living environment affect their class participation. this finding affirms the study of ayalew et al. (2022), indicating that academic anxiety and stress are highly associated with sleep deprivation. living conditions and the learning environment also have an impact on students’ academic performance, either positively or negatively, depending on how distracted they are. students with a pleasing physical environment performed better than those who do not have a conducive environment (baafi, 2020). item 11, “i easily get sleepy while reviewing my lessons,” got the highest mean rating of 3.42 with a fairly often description. it implies that due to fatigue and boredom, most of the respondents feel sleepy while reviewing their lessons, which contributes to their poor academic performance. sleepiness compromises learning goals, memory, grades, driving performance, and mood (hershner & chervin, 2014). meanwhile, the lowest mean rating was accorded to item 20, “my study area is not spacious,” with an item descriptive rating of almost never. it signifies that the respondents have comfortable study areas at their respective homes. students preferred a conducive workplace area to study where they could move freely (mirana, 2022). a conducive study area helps students concentrate on their studies and perform well academically. attitude attitude as an academic stress is low, as demonstrated by the mean rating of 2.51. it implies that the respondents do not see studying and education negatively. they perceive the importance of education for themselves. mappadang et al. (2022) asserts that students who exhibit a negative attitude during the learning process are likely to have a harmful impact on the learning outcome. item 25, “i worry about my academic performance,” got the highest mean rating of 3.45 with a fairly often description. it implies that respondents’ academic anxiety is specifically about their academic performance, and it can have either positive or negative effects. as stated by horton et al. (2024), students with different levels of focus in a task may perceive the feeling of worry differently, either as motivation or distraction regarding academic performance. meanwhile, the lowest mean rating was accorded to item 22, “i think that studying is not important,” with an item descriptive rating of never. it shows that the respondents’ thought academics were very important. as stated by sharma and ankit (2023), students perceive education as important because it will help them achieve their goal, grow personally and intellectually, and help in nation-building. a positive outlook regarding education and its importance can boost students’ motivation to learn. pa ge 24 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 19-29, 2025 class and teaching in terms of class and teaching, the respondents’ level of academic stress is moderate, as demonstrated by the mean rating of 2.94. it implies that classmates and teachers play a significant role in learning inside the classroom. respondents feel the importance of the teacher’s lesson mastery and their classmates’ cooperation during lectures. a teacher’s pedagogy comprises a variety of teaching methods that bring more interactive or studentcentered approaches that encourage active participation from students (nwokedi, 2023). granero-gallegos et al. (2019) found that disruptive classroom conduct impairs learning, particularly for boys who exhibit more disruptive behaviors and lower levels of intrinsic motivation than girls. item 33, “there are students who cause disturbances during lectures,” got the highest mean rating of 3.74, with fairly often as a descriptive rating. it implies that the respondents feel that peer distraction during lectures disturbs their attention and participation in class. as mentioned by zhao and zhao (2020), disruptive peers may influence teachers’ pedagogical methods and hinder learning specifically for girls, who are more sensitive to the misbehavior of their disruptive peers. meanwhile, the lowest mean rating was accorded to item 36, “teachers seem unprepared during lectures,” having an item descriptive rating of almost never. it implies that respondents believe teachers occasionally lack the necessary preparation to present their lessons. findings support damien and claire (2022), which found a strong relationship between students’ academic achievement and teachers’ preparedness in the classroom. the research’s participants felt that study habits and exams were the main sources of academic stress, as the highest mean rating. this finding supports the study of jafari et al. (2019), indicating that study habits and examinations affect students’ performance. moreover, attitude gained the lowest mean rating. on coping styles table 2: item mean ratings showing coping styles of the respondents no items x dr active coping 1. i tried my best to remember the lessons i learned. 4.75 sa 2. i relax myself when i am troubled in focusing on my studies. 3.97 a 3. i search and look for related data from the internet when i have difficulty understanding the lessons. 4.63 sa 4. i borrow the notes of my classmates when my notes are incomplete. 3.99 a 5. i allot a specific time for my studies. 4.13 a 6. i review my lessons with my classmates in preparation for examination. 3.91 a 7. i focus myself on the questionnaire when taking examination. 4.75 sa 8. i have an optimistic attitude when i am anxious in taking examination. 3.71 a 9. i try to keep calm when i am nervous during examination. 4.24 sa 10. i answer easy questions first when i cannot remember the things i reviewed while taking examination. 4.76 sa overall 4.28 very high passive coping 11. i indulge myself in eating before i study. 3.15 n 12. i let nature take its course on my studies. 3.33 n 13. i am used to leaving aside the problem and not handling it for the time being. 3.47 a 14. i lower my standards in my academic performance. 2.68 n 15. i sleep frequently in my class. 2.29 d 16. i study other subjects that i like when the class is not interesting. 2.49 d 17. i draw on a piece of paper or doddle when i am nervous in taking examination. 3.00 n 18. i sleep when i cannot understand the lesson during class. 2.27 d 19. i play games to divert myself from academic demands. 2.68 n 20. i go out with my friends when i have a lot of academic requirements. 1.95 d overall 2.73 moderate legend mean ranges item descriptive rating overall descriptive rating 4.21 – 5.00 strongly agree (sa) very high (vh) pa ge 25 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 19-29, 2025 the active coping of the respondents is very high, as demonstrated by the mean rating of 4.28. it implies that respondents employed a solution-focused and positive coping habit related to academic stress. item 10, “i answer first easy questions when i forget the things i reviewed while taking examination,” got the highest mean rating of 4.76 with a strongly agree description. it indicates that students mostly focused on the easy part before proceeding to the difficult level of the examination. the lowest mean rating was accorded to item 8, “i have an optimistic attitude when i am anxious in taking examination,” with the lowest mean rating of 3.71 with an agree description. it signifies that there are some students who do not have a positive mindset when taking examination. some students struggled in maintaining a positive outlook related to examinations. the passive coping of the respondents is moderate, as demonstrated by the mean rating of 2.73. it implies that students do not resort much to negative habits of coping associated with academic stress. item 13, “i am used to leaving aside the problem and not handling it for the time being,” got the highest mean rating of 3.47 with an agree descriptive. it means that when students experience academic stress, they tend to set aside the problems and take their time before facing them. meanwhile, the lowest mean rating was accorded to item 20, “i go out with my friends when i have a lot of academic requirements,” with the lowest mean rating of 1.95 with a disagree description. it indicates that when students have a lot of academic obligations, particularly when deadlines are approaching, they often avoid hanging out with friends. the most dominant coping style of the responders is active coping, which has the highest mean rating and a very high description rating. it implies that students engage in healthy mechanisms in facing academic stress. students practiced strategies like peer assistance and study methods (özdemir, 2018). students showed active coping styles like asking assistance from people, study groups, and other efficient strategies to address academic stress, specifically study habits and exams. narratives on dominant coping style the themes that emerged from the narratives of the participants were (a) concentration efforts, (b) self-study, and (c) help-seeking behavior. theme 1: concentration efforts relaxation relaxation techniques in studying allow students to be calm and confident in reviewing their lessons. participant 1: “i won’t think that it is difficult, so i will be calm.” participant 2 mentioned that “i’ll relax my mind for a while before reviewing again. there is a 15-minute break.” participant 6: “i relax for a while. stop for a bit and calm down, then focus on studying.” the findings of this study affirm the study of gondo et al. (2023), indicating that regular relaxation practice leads to low stress levels. breathing exercises participants mentioned that breathing exercises helped them to reduce their nervousness. participant 3: “i take a deep breath to not become nervous.” participant 4 mentioned that he applied breathing techniques to clear his mind: “i relax, inhale and exhale, and then i clear my mind so that i will not think of something else.” participant 10: “take a deep breath and focus on each item.” according to mahalakshmi (2024), breathing techniques are a very effective strategy for lowering academic stress. brain-boosting habits eating foods like memory boosters helped students retain information as well as helped them focus on reviewing. participant 2: “i will eat chocolate to refresh my mind.” participant 5: “i chew some chewing gum, then i can focus.” participant 6: “sometimes, i would eat a little while reviewing.” this finding supports the study of sasaki et al. (2023), indicating that chocolates contribute to increased brain functional efficiency and cognitive performance. furthermore, chewing gum also helped students relax and improve cognitive performance (fantozzi et al., 2021). solitude some participants stated that they prefer to study in a solitary place where they can focus and not be distracted by people. participant 8: “i choose the quiet spot. i sit in front because my classmates are afraid to ask for answers when i’m in front, and it’s not too noisy there.” participant 9 mentioned that she preferred privacy while reviewing, “i close the room, and then i’ll review there.” similarly, participant 10 stated that she liked to go to a silent room to review, “i will go to a room where there is nobody there, only silence.” participants mentioned that they prefer to review in a peaceful and isolated area to study so that they can focus and not be disturbed by people or noise. background noise disturbs students’ attention on logical reasoning tasks and reading comprehension (braat-eggen et al., 2021). neglect some participants stated that they ignore outside distractions like peers or devices when reviewing or responding to test questions. participant 3: “i ignore 3.41 – 4.20 agree (a) high (h) 2.61 – 3.40 neutral (n) moderate (m) 1.81 – 2.60 disagree (d) low (l) 1.00 – 1.80 strongly disagree (sd) very low (vl) pa ge 26 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 19-29, 2025 the distractions like my classmates who are asking me questions during the exam so that i can concentrate on answering.” participant 4: “i control my cellphone usage to focus.” participant 6: “i don’t pay attention to those around me. i will just focus on the paper.” peer and mobile distractions cause disturbance to the students. the greater the exposure to mobile phones, the higher the chance of negative impact on learning and academic achievement, especially in skills and cognitive abilities (sunday et al., 2021). music some participants mentioned that listening to relaxing music helped them focus and relax while studying. participant 5: “i’ll play some music for a while, then i can focus.” participant 8 mentioned that, “i will go to a quiet place and play soft music because it will calm my mind.” a study by faus et al. (2019) states that listening to music improves a person’s positive mood and reduces negative moods related to their academic experience. theme 2: self-study online review some participants rely on online resources for additional information. participant 1 mentioned that he preferred to watch on youtube: “i watch youtube about the lesson and will eventually have my self-study.” participant 8: “i watch youtube videos and tutorials and search pictures on the internet. there, i can easily understand the lesson.” similarly, participant 10 mentioned that she also used online resources to understand the lesson: “i use online resources for additional information.” this finding supports the study of kofo et al. (2022), showing that online learning resources helped students in their academic endeavors and guided them in their future learning. summary participants make summaries of their lessons to make the study easier to understand. participant 1: “i will make a draft on a piece of paper. through this, i can think of what to put as an answer.” participant 3: “i will summarize the lesson and review its important parts.” participant 10: “i prioritize the key information, create outlines or summaries, and organize notes into categories of the lesson.” this finding affirms the study of özdemir (2018), stating that summarization is a sign of students’ high comprehension level since students could grasp the main idea from a narrative text. time management participants balanced their studies and other tasks through time management. participant 1: “i have to balance studying and things that i do like hobbies and house chores.” similarly, participant 4 also created his schedule for review: “i would create a schedule. do it daily so that i’ll be used to following it, and it will be part of the day eventually.” participant 10: “i will make a to-do list or schedule of what i will study.” this finding affirms the study of alyami et al. (2021), indicating that time management and preplanning are beneficial for students’ academic performance and also stating that those who manage their time well have high academic grades. difficulty assessment participants stated that they would rather respond to easy questions before moving on to more complex ones. it is the strategy they employ not to cram near the end of the examination period. participant 2: “i will start with all the easier ones, and i will do the difficult ones last. so that i’ll be sure that my answers are correct.” participant 3: “what i do is, i skip the questions that i don’t know the answer and i will return when i finish answering the questions that i know and are easy.” participant 4: “i will skip the question and then return later when i remember the answer.” the finding conforms with the study of anaya et al. (2022), stating that students became optimistic in their examination performance when they answered easy questions found at the beginning of the test questionnaire. goal setting some participants stated that they set goals that they must fulfill within a specific time frame. participant 3: “i set goals and make a schedule to prioritize my tasks.” also, participant 9 established a set of goals for her to attain each session of review: “i set specific goals for each review session.” this finding validates the study by albataineh et al. (2019) that found academic goal-setting affected students’ progress in self-efficacy and reading proficiency. mnemonic keywords some participants mentioned using mnemonics to retain the information better while reviewing their lessons. participant 5: “i try to remember at least one keyword from those terms that have meaning.” participant 8: “i will familiarize myself with the key points. i’ll just read; it at least i have reviewed something.” radović and manzey (2019) found that mnemonics improved students’ comprehension of mental representation and sequence tasks. repetitive reading some participants said that in order to fully examine and comprehend the lessons, they read the questions or their notes several times. participant 4: “i reread the question so i can understand better and answer well.” participant 7: “i read my notes repeatedly.” the finding supports the study of romig and jetton (2023), indicating that repetitive reading improves reading fluency and students’ comprehension. highlighter some participants mentioned that they used highlighters to take note of the important parts of the lesson. participant 5: “i used highlighter.” similarly, participant 10 used color-coding to note important parts of the pa ge 27 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 19-29, 2025 lesson: “i used color-coding or highlighting techniques.” based on the study of tante and sass (2023), it was stated that those who used highlighting techniques had higher reading comprehension skills. skimming some participants mentioned that they went over the questionnaire first before answering each question. this strategy helped them in answering the questions correctly. participant 1: “i will look for hints in the succeeding answers or questions. i will put together all the succeeding answers or questions because sometimes the answers are found in the question.” participant 9: “i read the whole exam first.” participant 10: “i will analyze the question first before i answer.” based on the study of wiredufred (2024), it was noted that the prereading strategy employed by students is a sign of high reading comprehension leading to high academic performance. theme 3: help-seeking behavior help-seeking behavior participants mentioned that aside from study techniques, they would ask assistance from others, such as peers, regarding their notes and lessons. participant 3: “what i do is, i ask my teacher, or i ask for help from my classmates who can understand the lesson.” participant 4: “i will borrow my classmates’ notes so i can write down what i have missed.” participant 5: “i ask for help from my teachers, my friends, or those classmates who are excelling in the subject.” the study’s findings affirm the study of joseph and nt (2023), indicating that support from peers has a significant positive relationship with the academic achievement of students, leading to an increase in their academic lifestyle and achievement quality. integration of results the results on the study habits and exams revealed the highest mean rating concerning academic stress among the respondents. they frequently struggle to respond to questions during examinations due to environmental distractions and a lack of preparation. students resort to passive problem and active problem-coping with addressing their difficulties regarding their academic stress. in active problem coping, they face their academic struggle by solving the main problem of their difficulties. however, there are instances that they also divert into unproductive methods. they tend to delay addressing their difficulty, such as sleeping or playing, to divert their attention. the study’s qualitative section details the participants’ coping styles. students utilized concentration efforts to keep themselves focused on studies and examinations, used a variety of study techniques to help them comprehend their studies, and ask the assistance of their peers or teachers. proposed program of activities based on the results of the study based on the study’s findings, the proposed intervention program of activities emphasizes the value of coping styles for academic stress and wellness activities that could support students in creating healthy coping styles. study habits and exams activities centered on the student’s preparedness for examination and follow-up activities to monitor the progress and experience of students related to the examination. concentration efforts activities include mind-game exercises to improve students’ concentration and seminars about how pupils focus on academic tasks. self-study activities include seminars on cognitive skills, particularly lower-level and higher-order thinking abilities. help-seeking behavior activities include the formation of study support groups and ‘kumustahan’ sessions that serve as follow-up for students. sleep and living conditions activities include wellness or recreation activities. activities pertaining to attitude are seminars and spiritual reflections that foster a positive outlook on education. class and teaching activities include seminars about classroom awareness and faculty development activities. conclusions based on the findings of this research, the following conclusions were made: a great percentage of respondents were from grade eight, 13 years old. a great number of respondents were females, identified man as gender orientation, eldest, and parents were college graduates and skilled workers. most respondents prefer one hour and below of studying per day. study habits and exams were the dominant academic stress of the students. the dominant coping style was active coping. the themes that emerged from the participants’ narratives were concentration efforts, self-study, and help-seeking behavior. intervention programs have been created to help students further strengthen their coping styles such as, seminars, followup meetings, and health activities. references 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(2020). disruptive peers in the classroom and students’ academic outcomes: evidence and mechanisms. labour economics, 68, 101954. https://doi.org/10.1016/j.labeco.2020.101954 pa ge 1 pa ge 20 3 american journal of arts and human science (ajahs) effectiveness of peer reading strategy towards reading performance blessed grace l. escobido1*, cely b. labadan1, jovit d. comon1 volume 4 issue 2, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i2.4261 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: december 14, 2024 accepted: january 18, 2025 published: may 07, 2025 reading performance is vital for academic success. this study explored the effectiveness of peer reading in enhancing reading performance among grade 5 students. it assessed students’ reading abilities and attitudes through pretests and posttests, comparing control and experimental groups. sixty students from west city central school participated, divided into two sections using purposive sampling. a researcher-made questionnaire and survey were used to evaluate performance and attitudes. an experimental design measured outcomes, analyzing data with means, standard deviations, anova, and t-tests. the findings revealed that the peer reading strategy significantly improved reading comprehension. the experimental group showed higher post-test scores than the control group, highlighting the strategy’s effectiveness. peer reading fostered a supportive learning environment, increased student engagement, improved fluency, and boosted confidence and motivation to read. the study underscores the importance of tailored interventions like peer reading, which provide additional support for struggling students. it recommends that school leaders offer training for teachers on peer reading methods and that the department of education explore adapting the strategy to other grade levels and subjects. identifying key elements of peer collaboration can further enhance its impact, ensuring broader academic success for learners. keywords peer reading strategy, reading performance 1 phinma cagayan de oro college, philippines * corresponding author’s e-mail: blli.escobido.coc@phinmaed.com introduction peer reading involves learners working together, typically in pairs, to read and analyze a text to improve reading comprehension. however, developing strong comprehension skills can be a challenge for many learners. reading comprehension in the philippines was marked by poor proficiency levels across all educational levels (obenza et al., 2023). this challenge of filipino learners in reading comprehension was seen in the dismal performance of the philippines in the 2022 program for international student assessment (pisa). in reading and arithmetic, filipinos performed worse than other program for international student assessment participants. this alarming result needs immediate action to ensure filipino learners are not left behind. learners need help with reading comprehension (idulog et al., 2023). the department of education (deped) vows to improve the quality of education with the national learning recovery program through deped order no. 013, s. 2013, which aims to strengthen the learning recovery and continuity program, improve literacy and numeracy, and accelerate the achievement of education targets. educators are constantly seeking effective strategies to address this challenge. implementing better teaching strategies that successfully incorporate oral reading and comprehension can considerably increase reading outcomes (obenza et al., 2023). peer reading has emerged as a promising approach. in response to this issue, this research investigated the effect of peer reading to enhance reading performance. thus, this research aims to investigate the effectiveness of peer reading as a strategy for improving reading performance among grade 5 pupils in west city central school, west 1 district division of cagayan de oro city. with this, the researcher sought to fill the gap by determining the effectiveness of peer reading towards reading performance using an experimental method. this study used control and experimental designs to give realistic evidence about the effects of peer reading strategy on pupil’s reading performance.this aimed to contribute to understanding the effectiveness of instructional strategies for the reading performance of pupils with diverse abilities and how it can be tailored to meet their specific needs. literature review reading is a fundamental skill that underpins academic success and personal growth. it empowers individuals to access information, expand their knowledge, and develop critical thinking abilities. as felipe (2022) emphasizes, cultivating a strong reading foundation in children and students is essential. reading comprehension, the ability to understand and interpret written text, is a vital skill that significantly impacts educational attainment. however, filipino students often struggle with comprehending written texts, particularly when it comes to drawing inferences and making judgments (cabural & infantado, 2023). this challenge can hinder academic progress and limit opportunities for lifelong learning. to address this issue, it is crucial to enhance both prior knowledge and vocabulary. by building a strong foundation of background knowledge and expanding pa ge 20 4 https://journals.e-palli.com/home/index.php/ajfst am. j. food. sci. technol. 4(2) 203-215, 2025 vocabulary, learners can better comprehend complex texts. when students possess relevant prior knowledge, they can connect new information to existing schemas, facilitating deeper understanding. additionally, a rich vocabulary allows learners to decode words accurately and grasp the nuances of language, leading to improved comprehension. thus, reading comprehension is a cornerstone of academic success. by prioritizing reading instruction and providing opportunities for students to engage with diverse texts, educators can empower learners to become confident and skilled readers. by focusing on building prior knowledge and vocabulary, we can equip students with the tools they need to excel in reading and beyond. peer reading strategy peer reading is a strategy that involves students collaboratively reading and discussing with each other and has emerged as a powerful tool for improving reading performance. this collaborative approach fosters critical thinking, comprehension, and fluency. within this broader framework of peer-to-peer learning, peer reading, peer tutoring, and peer-assisted learning (pal) are distinct yet interconnected methods that share the common goal of enhancing learning. numerous studies have demonstrated the efficacy of peer reading strategies in improving reading comprehension. sulistami et al. (2018) found that students who participated in peer reading learning strategy (pals) activities exhibited significant improvements in comprehension compared to those who engaged in individual reading. similarly, sholikhah (2018) determined that peer tutoring had a positive impact on reading comprehension among eighth-grade students. putri (2019) further supported these findings, revealing that students taught using pals outperformed those taught through teacher-centered instruction. however, while the majority of research supports the positive side of peer reading, some studies have yielded mixed results. icaopao (2019) found a significant difference in reading performance between the control and experimental groups, but the specific impact of peer-assisted learning was not explicitly examined. akhtar et al. (2020) investigated peer tutoring for writing skills, highlighting its potential to improve students’ understanding of text and enhance english writing abilities. further, ullah et al. (2020) emphasized the democratic and cooperative nature of peer tutoring, which can positively impact the academic performance of both students. in addition to comprehension, peer reading strategies can improve reading fluency and accuracy. gersten et al. (2020) highlighted the potential of peer tutoring interventions to enhance these skills. robison (2022) and mantiquilla (2023) further supported the positive impact of peer tutoring on reading comprehension. however, jumuad et al. (2023) found no statistically significant difference between pre-test and post-test scores, suggesting the need for longer-term interventions. gubalani et al. (2023) also emphasized the significant improvement in reading comprehension after peer tutoring but called for further research to solidify these findings. durukan’s (2023) study revealed that there was no significant difference in the impact of peer-assisted learning, learning together, and current practices on students’ attitudes toward reading. however, a significant difference was found in the lasting impact of students’ attitudes toward reading, with the learning together technique demonstrating a more enduring effect. in conclusion, the research overwhelmingly supports the effectiveness of peer reading strategies in improving reading performance. by fostering collaboration, critical thinking, and a deeper understanding of texts, peer reading empowers students to become more confident and proficient readers. while further research is needed to fully explore the nuances of peer reading and its impact on diverse learners, the potential benefits of this collaborative approach are undeniable. attitudes towards reading an individual’s attitude toward reading plays a pivotal role in shaping their reading habits and academic performance. a positive attitude fosters a love for reading, leading to increased engagement and comprehension. as divya (2020) aptly points out, one’s feelings toward reading can significantly influence their willingness to engage with texts. successful reading comprehension demands a complex interplay of cognitive skills and motivation. to extract meaning from text, readers must be motivated to engage with the material. research on reading motivation and engagement can inform effective instructional practices that cater to the diverse needs of learners. barber et al. (2020) explored various characteristics of reading motivation and engagement, proposing instructional approaches to support students from diverse linguistic and cultural backgrounds. akhmetova and colleagues (2022) delved into the relationship between reading attitudes and achievement in middle school students. their study revealed a strong correlation between reading enjoyment and positive attitudes toward reading. however, the link between attitude and reading comprehension scores was less pronounced. the authors emphasize the importance of cultivating a love of reading through appropriate instruction and access to engaging materials, which can contribute to the development of positive reading attitudes. moreover, wang et al. (2022) state that many factors affect the child’s reading development, including social, cultural, genetic, and other aspects. among them was their attitudes toward reading. thus, a positive attitude toward reading is a powerful catalyst for academic success. by fostering a love of reading and providing opportunities for meaningful engagement, educators can empower students to become lifelong learners. future research should continue to explore the intricate relationship between reading attitudes, motivation, and comprehension to develop effective strategies to support all students. pa ge 20 5 https://journals.e-palli.com/home/index.php/ajfst am. j. food. sci. technol. 4(2) 203-215, 2025 reading performance reading performance, the ability to understand, utilize, and reflect on written text, lies at the heart of academic success. as madrazo et al. (2019) define it, reading performance equips learners to achieve goals, develop knowledge, and fulfill their potential. it serves as the foundation for tackling tasks, grasping concepts, and demonstrating an understanding of various academic disciplines. according to betts et al. (2019), students in the experimental group exhibited significantly higher academic achievement compared to those in the control group. this was evident in their performance on assessments, mastery of subject content, and increased motivation and engagement in their learning (yabo, 2023). unfortunately, studies revealed a concerning trend in declining reading abilities among students. madrazo et al. (2019) identified an average reading comprehension level and satisfactory reading performance, which raises concerns about the overall preparedness of learners. this decline in reading proficiency has been linked to the broader crisis within philippine education, highlighted by librea et al. (2023). identifying the factors leading to this decline is crucial for addressing the educational challenges faced by students. the findings of logsdon (2020), stated that students who have trouble understanding what they are reading might struggle for a good part of the school. for students who struggle with reading comprehension, comprehending and explaining written content might present unique difficulties.the strong correlation between reading performance and academic achievement underscores the vital role reading plays in a student’s success. regardless of location, cultural background, or specific academic setting, fostering strong reading skills is paramount. when students can effectively understand and analyze written text, they are better equipped to excel across all subjects. in conclusion, reading performance stands as the cornerstone of academic success. by prioritizing the development of strong reading skills, educators can empower students to become critical thinkers, confident learners, and successful contributors to society. addressing the decline in reading proficiency requires a concerted effort to identify contributing factors and implement effective interventions. only by ensuring strong reading skills can one ensure a solid foundation for a thriving educational system. statement of the problem this study aimed to determine the effectiveness of the peer reading strategy in improving reading performance and attitudes towards reading among grade 5 pupils in west city central school, division of cagayan de oro city, during the first quarter of the school year 2024-2025. particularly, this paper sought to answer the following questions: 1. what is the respondents’ level of reading performance and their attitudes on the pretest of the control and experimental group? 2. what is the respondents’ level of reading performance and their attitudes on the posttest of the control and experimental group? 3. is there a significant effect on peer reading strategy on the pupil’s reading performance? theoretical framework lev vygotsky’s socio-cultural theory (1962) emphasized the role of social contact in learning. in terms of reading comprehension and peer reading practices, this paradigm proposes that peer interactions during reading activities might aid in the co-construction of meaning. peers can scaffold one another’s comprehension processes by engaging in collaborative discourse and negotiating understanding. this leads to a greater grasp of texts. using the theory, the study looks into how peer interactions influence the development of reading comprehension abilities and the function of social context in learning. in addition, albert bandura’s work laid the groundwork for social learning theory (1977), emphasizing the impact of observation and modeling on learning and behavior. regarding peer reading practices, this concept indicates that students can learn by seeing their peers engage in reading activities and discussing books. students can improve their comprehension skills by observing their peers’ excellent reading tactics and comprehension techniques and adopting similar approaches. furthermore, the social learning theory emphasizes the importance of reinforcement and feedback in the learning process, implying that peer interactions during reading activities might give useful feedback and reinforcement to improve reading comprehension. using this theory, the study can investigate how observational learning and peer feedback influence the efficiency of peer reading practices in improving reading comprehension. with these theories, a peer reading strategy can be designed to optimize learning and development. students can benefit from the collaborative nature of vygotsky’s approach while learning from observing and imitating the strategies of their peers, as suggested by bandura’s theory. scope and limitations this research focused on the effectiveness of a peer reading strategy in improving reading performance among grade 5 pupils in west city central school, division of cagayan de oro city. it focused on the level of reading performance and attitudes of the pupils in the pretest and posttest and identified the significant effect of the peer reading strategy. peer reading was implemented during the first quarter of the school year 2024-2025 for 13-weeks period. reading performance was measured through pretest and posttest assessments, while attitudes towards reading were measured through a survey questionnaire. however, the study involved a limited number of grade 5 pupils, affecting the generalizability to the entire school population. it also assessed the effectiveness of peer reading strategy within a specific timeframe, not reflecting long term effects. other external pa ge 20 6 https://journals.e-palli.com/home/index.php/ajfst am. j. food. sci. technol. 4(2) 203-215, 2025 factors influencing reading performance may not account such as individual learning styles, student motivation, or home environment. the effectiveness also impacted by how well the peer reading strategy was implemented and monitored. overall, by acknowledging these limitations, the researcher improved the interpretation of the results and suggests areas for future research. materials and methods research design this research study used the experimental design. experimental research seeks to find the relationship among variables in a controlled and experimental group. the study utilized a pretest-posttest comparison group design. this research design, commonly employed in educational research (bulus, 2021), has proven effective in studies on strategy instruction (teng, 2020). the goal of this study was to investigate the effectiveness of the peer reading strategy on the grade 5 pupils’ reading performance and attitude towards reading. in this design, two groups were created: the control group, which did not receive any intervention but performed the same tests at the same time, and the experimental group, which received a peer reading strategy. the learners’ reading comprehension skills were assessed using pretest and posttest procedures (gubalani, 2023). this design allowed the researcher to test the hypothesis by drawing reliable conclusions regarding the relationship between independent and dependent variables. it suggested the conceptual context in which the experiment was carried out (robison, 2022). study setting the research was conducted at west city central school (wccs), a public elementary school located in one of the barangays of cagayan de oro city. this school is situated in barangay carmen. division of cagayan de oro city has both public and private elementary and secondary schools. the division of cagayan de oro has nine districts: central district, east district i, east district ii, north district i, north district ii, south district, southwest district, west district i, and west district ii. among west i district i were the schools of balulang elementary school, fr. william f. masterson s.j elementary school, macanhan elementary school, sacred heart village elementary school, pikifi-sacred heart village elementary school-annex, upper carmen elementary school, and west city central school. west city central school is part of west 1 district of the division of cagayan de oro city, which caters to a diverse student population from various socioeconomic backgrounds. known for its commitment to providing quality education, west city central school offers a conducive learning environment for students of diverse abilities. further, the classrooms at west city central school were typically moderate in size, equipped with traditional desks and chairs, and supplemented with flexible seating arrangements. the learning environment was conducive to effective instruction, with access to essential instructional materials such as textbooks, workbooks, and reading materials. additionally, the school leveraged digital resources like tablets and the internet to enhance the learning experience through online reading materials and interactive activities. the teachers at wccs were experienced educators dedicated to providing quality education. they possessed a strong foundation in reading instruction and were open to incorporating innovative strategies, such as peer reading, into their teaching practices. the school’s administrators were supportive of research initiatives and provided the necessary permissions, logistical support, and assistance to facilitate the smooth implementation of the study. study population and sampling technique the participants of the study involved grade 5 pupils at west city central school, division of cagayan de oro city. two sections participated in the conduct of this study comprising a total of sixty (60) respondents. below is the table showing the distribution of the respondents. the researcher utilized purposive sampling to select participants who were deemed most suitable for the study. this strategic approach involved the researcher leveraging their expertise to identify individuals who possessed the specific characteristics and experiences necessary to provide valuable insights. by carefully selecting participants, the researcher aimed to maximize the depth and quality of the data collected. this ensured that the findings were not only relevant but also informative, contributing significantly to the understanding of the research topic. table 1: distribution of respondents per school group sections respondents experimental rose 30 control daisy 30 total 60 research instruments in determining the effectiveness of the peer reading strategy towards reading performance, the researcher administered a pretest and posttest to measure participants’ reading comprehension skills before and after the peer reading strategy for both the control and experimental groups. the test questionnaire was researcher-made. the researcher conducted the pretest for both the control and experimental groups. the learner’s attitude in reading was measured through a survey questionnaire with four point-scale with the description of strongly agree, agree, disagree and strongly disagree consisting of fifteen (15) indicators. the questionnaire consisted of multiple-choice statements based on the reading passage. participants answered the questions to demonstrate their understanding of the text. after the pretest, the researcher conducted the reading session using the peer pa ge 20 7 https://journals.e-palli.com/home/index.php/ajfst am. j. food. sci. technol. 4(2) 203-215, 2025 reading strategy for the experimental group. the control group in this study continued with traditional, individual reading instruction and reading silently on their own, with the teacher providing guidance and support as needed. statistical treatment of data to analyze the data the effectiveness of the peer reading strategy, an experimental design was employed, with sixty (60) grade 5 pupils purposively picked and assigned to experimental and control groups. an experimental group received peer reading intervention and control group followed a traditional teaching methods. a researchermade questionnaire was administered as a pretest and posttest to assess reading performance and the survey questionnaire measured the reading attitude. a pretest was administered to both groups to assess their baseline reading comprehension level. after the intervention, a posttest was conducted to measure the impact of the strategy. statistical analysis involved descriptive statistics (mean, standard deviation) to summarize the data. inferential statistics, specifically f-test and t-tests, were utilized to compare the mean scores of the experimental and control groups before and after the intervention. this statistical test determined if there was a significant difference between the mean scores of the experimental and control group. additionally, a one-way anova was conducted to examine the overall effect of the peer reading strategy on reading comprehension. this analysis compared the mean scores of the two groups on the posttest to determine if there were significant differences between them. ethical consideration the researcher precisely explained the study to potential participants, outlining its benefits and the expected level of involvement. throughout the research process, the researcher adhered to ethical principles and values. a specific consent form was developed for both parents and selected pupils, clearly outlining their roles, the research methods employed, and the confidentiality measures in place. this transparent approach fostered trust and encouraged open participation. respondents were assured that only the researcher would have access to the study results. the researcher ensured that all participants fully understood the study’s purpose, procedures, and potential risks or benefits before agreeing to participate. they were informed about data collection methods, usage, and protection measures. further, to safeguard privacy, anonymity, and confidentiality, additional measures were implemented. while peer reading activities involved close collaboration between pupils, steps were taken to anonymize collected data and prevent the disclosure of individual performance or interactions that could lead to embarrassment or discomfort. to ensure ethical conduct, the researcher obtained ethical clearance prior to the study. this involved submitting a comprehensive proposal, informed consent forms, and other necessary documents to the ethics committee. by adhering to ethical guidelines, the researcher protected participants’ rights, maintained confidentiality, and upheld the highest ethical standards. results and discussion problem 1. what is the respondents’ level of reading performance on the pretest and their attitude of the experimental and control group? table 2: distribution of respondents’ level of reading performance in the pretest control group experimental group level of reading performance frequency(f) percentage(p) frequency(f) percentage(p) outstanding(90-100) 42-50 6 20 very satisfactory (85 – 89)38-41 7 23.3 2 6.7 satisfactory (80 – 84) 34-37 9 30 7 23.3 fairly satisfactory (75 – 79)30-33 6 20 11 36.7 did not meet the expectations (74 and below) 29-below 2 6.7 10 33.3 total 30 100 30 100 mean 33.70 30.87 sd 5.80 5.30 legend: 90 – 100 outstanding – advance 85 – 89 very satisfactory – proficient 80 – 84 satisfactory approaching proficiency 75 – 79 fairly satisfactory developing 74 belowdid not meet expectation beginning pa ge 20 8 https://journals.e-palli.com/home/index.php/ajfst am. j. food. sci. technol. 4(2) 203-215, 2025 table 2 presents the distribution of respondents’ level of reading performance in the pretest with an overall mean score of 33. 70 (sd=5.80) for the control group described as satisfactory. this means that pupils had a fair understanding of the reading material. this could have been due to a variety of factors, such as previous reading habits, teacher-led instructions, or exposure to different texts. it also showed that the control group had some foundational skills in reading comprehension, although there was still room for improvement. while the experimental group revealed an overall mean score of 30.87(sd=5.30) , described as fairly satisfactory. this means that pupils had foundational reading skills but may have needed more practice or motivation to reach a higher level of understanding. the implies their natural reading ability at the time. it suggests that the group had the potential to benefit more from targeted interventions, as their scores indicated more room for growth compared to the control group. understanding these initial results was key to evaluating how effective peer reading would be in enhancing their comprehension. according to robison’s (2022) study, the experimental group was deemed superior following peer tutoring, but the control group was classified as advanced. the control group revealed that the highest frequency was obtained by 9 (30%) participants, described as satisfactory level of reading comprehension which means a solid understanding of the text. this implies that the control group possessed adequate foundational reading skills. in contrast, the experimental group revealed that the highest frequency was obtained by 11 (36.7%) participants, described as fairly satisfactory level of reading comprehension. this means a moderate understanding of the text. these findings highlight the need for targeted interventions to address the diverse needs of the learners, particularly those struggling with reading comprehension. reading comprehension is one of the essential factors in developing learners to become successful (valledor, 2023). it is essential to prioritize and strengthen their reading skills, as suggested by felipe (2022). the lower performance of the experimental group suggests potential limitations in their engagement with reading activities or exposure to reading materials. on the other hand, the lowest frequency of the control group was obtained by 2 participants (6.67%), described as outstanding. this means that these pupils possessed a strong understanding of the reading material. factors such as prior reading experience, teacher-led instruction, or exposure to different texts may have contributed to their higher performance. however, in the experimental group, the lowest frequency was obtained by 2 participants (6.7%), described as very satisfactory. despite these initial challenges, the experimental group demonstrated foundational reading skills. however, to reach a higher level of comprehension, they may require additional practice and motivation. before the introduction of peer reading strategies, the pretest scores reflected their natural reading abilities. to evaluate the effectiveness peer reading strategy in enhancing reading comprehension, it is essential to understand these baseline results. several studies, such as sulistami (2018), have demonstrated the positive impact of peer reading strategies on reading skills. by engaging in peer reading activities, pupils can benefit from collaborative learning, increased motivation, and improved comprehension. table 3: distribution of respondents’ level of attitude towards reading among the control group and experimental group in the pretest indicators control group description experimental group description pre-test pre-test mean sd sd mean reading is fun and enjoyable activity. 3.57 0.57 strongly agree 3.53 0.51 strongly agree i believe reading can make my studies easier. 3.37 0.67 agree 3.70 0.53 strongly agree reading helps me learn new things and expand my knowledge. 3.73 0.45 strongly agree 3.50 0.68 strongly agree i would rather spend my free time in reading than doing other activities. 2.80 0.81 agree 2.83 0.70 agree i am enthusiastic in reading books. 3.17 0.59 agree 3.23 0.77 agree reading allows me to escape into different worlds and stories. 2.97 0.81 agree 2.93 1.08 agree finding the right book to read is a challenge for me. 2.87 0.78 agree 3.23 0.82 agree reading new things helps me learn and grow. 3.27 0.78 agree 3.50 0.57 strongly agree pa ge 20 9 https://journals.e-palli.com/home/index.php/ajfst am. j. food. sci. technol. 4(2) 203-215, 2025 i like exploring things through reading. 3.07 0.83 agree 3.17 0.75 agree reading helps me relax and de-stress. 2.97 0.89 agree 3.27 0.83 agree learning new vocabulary words through reading is satisfying. 3.20 0.71 agree 3.20 0.89 agree i would recommend reading a good book to my friends. 3.33 0.61 agree 3.37 0.72 agree reading makes me feel more intelligent. 3.33 0.66 agree 3.57 0.50 strongly agree i consider myself a person who enjoys reading. 3.07 0.74 agree 3.07 0.69 agree reading improves my academic performances. 3.50 0.73 strongly agree 3.63 0.67 strongly agree overall 3.21 0.71 agree 3.32 0.71 agree legend: 3.41-4.00 strongly agree / very high 2.61-3.40 – agree / high 1.81-2.60 – disagree / low 1.00-1.81 strongly disagree / very low table 3 presents the level of attitude towards reading in the control group and experimental group during the pretest. the control group showed a generally positive attitude toward reading, with an overall mean of 3.21 (sd=0.71), described as agree. this means that pupils already valued reading. they likely recognized the importance of reading for academic success and personal growth. the consistent “agree” response suggests that reading was seen as valuable tool for improving learning skills. however, this positive attitude did not necessarily translate to increased reading engagement or improved habits without further motivation or support. this finding implied that while pupils recognized the benefits of reading, they might have required more structured encouragement to actively engage with texts. gatchalian (2022) underscores the importance of focusing on reading, especially in the context of pandemic-related challenges, highlighting the need for strategies that enhance reading engagement and motivation. the indicator, reading helps me learn new things and expand my knowledge, obtained the highest mean score of 3.73 (sd=0.45), described as strongly agree. this means that pupils strongly recognized the intellectual benefits of reading. this implies that students were well aware of how reading contributed to their academic and general knowledge, which likely explained the strong agreement. their understanding of reading’s role in learning might have stemmed from their school experiences, where reading was closely tied to acquiring information. however, despite this acknowledgment, it was important to question whether this recognition translated into actual reading practices outside of the classroom. this revealed that while pupils saw reading as a tool for gaining knowledge, it might not have been an activity they actively chose during their free time. research by sholikhah (2018) supports the idea that recognizing the importance of reading alone does not equate to active engagement, highlighting the necessity for targeted approaches to foster actual reading practices. on the other hand, the indicator, i would rather spend my free time reading than doing other activities, got the lowest mean score of 2.80 (sd=0.81), described as agree. this means that while pupils valued reading for learning, they were less likely to prioritize it in their leisure time. this could have been because pupils might have found other activities, such as socializing or using technology, more appealing and relaxing. the relatively low rating showed that even though pupils understood the importance of reading, they might not have found it enjoyable enough to make it a regular free-time activity. this disconnect suggested that promoting reading as a pleasurable activity rather than just an academic task might have been necessary to foster better reading habits among students. research by barber et al. (2020) indicates that nurturing a love for reading through appropriate training and access to appealing resources can create positive attitudes, which could help in making reading more appealing to pupils in their leisure time. the experimental group showed a positive attitude towards reading being described as agree indicated by an overall mean of 3.32 (sd = 0.71). this means that many pupils saw value in reading and understood its importance for their education. the participants felt that reading could enhance their understanding of different subjects, making learning easier for them. however, the overall agreement also indicated that there might have still been some hesitation or barriers to fully embracing reading as a key part of their studies. it was essential to foster a more positive environment around reading to help pupils gain confidence and see it as a daily habit. as highlighted by gatchalian (2022), the need to focus on reading is even more crucial now, especially considering the educational challenges exacerbated by the pandemic. a supportive environment could greatly enhance students’ attitudes towards reading. the indicator i believed reading could make my studies easier got the highest mean score of 3.70 (sd = 0.53), described as strongly agree. this means that pupils saw pa ge 21 0 https://journals.e-palli.com/home/index.php/ajfst am. j. food. sci. technol. 4(2) 203-215, 2025 reading as a helpful tool for their education. when pupils believed that reading could help them learn better, they were likely to approach their studies with a more positive mindset. this attitude could motivate them to read more, which was essential for their academic success. the belief that reading was beneficial could have led to increased reading activities in their daily lives, encouraging a habit that supported their learning. developing this positive connection with reading was important because it could shape how they viewed learning for years to come. research by sulistami et al. (2018) supports this, demonstrating that positive attitudes toward reading can significantly enhance reading comprehension through collaborative strategies like peer assisted learning. on the other hand ,the indicator i would rather spend my free time reading than doing other activities, got the lowest mean of 2.83 (sd = 0.70), described as agree. this means that while pupils agreed that reading had value, they might still have preferred other activities during their free time. this implies that reading might not have been seen as enjoyable or engaging enough compared to other hobbies. a learner’s attitude towards reading significantly influences their reading performance and overall academic success. a positive attitude towards reading can motivate learners to engage with texts, persist through challenges, and ultimately develop strong comprehension skills. it is crucial to foster positive reading attitudes by creating engaging and supportive learning environments. this can be achieved through a variety of strategies, such as providing access to a diverse range of texts, incorporating student interests, and encouraging discussion and reflection on reading materials. by cultivating a love for reading, educators can empower pupils to become lifelong readers and critical thinkers. to improve this, it might have been important to introduce reading in a fun way, perhaps through group reading sessions or interactive activities that sparked interest. encouraging pupils to see reading as a leisure activity rather than just a school task could have helped change their attitude. fostering a more positive relationship with reading during free time could have helped build lifelong readers. sholikhah (2018) found that taught through peer tutoring showed significant differences in reading engagement, underscoring the importance of making reading a more enjoyable activity. problem 2. what is the respondents’ level of reading performance and their attitudes on the posttest of the control and experimental group? table 4: distribution of respondents’ level of reading performance in the posttest control group experimental group level of reading performance frequency(f) percentage(p) frequency(f) percentage(p) outstanding(90-100) 42-50 4 13.3 1 3.3 very satisfactory (85 – 89)38-41 8 26.7 10 33.3 satisfactory (80 – 84) 34-37 6 20 16 53.3 fairly satisfactory (75 – 79)30-33 11 36.7 3 10 did not meet the expectations (74 and below) 29-below 1 3.3 total 30 100 30 100 mean 31.7 36.63 sd 5.2 4.2 legend: 90 – 100 outstanding – advance 85 – 89 very satisfactory – proficient 80 – 84 satisfactory approaching proficiency 75 – 79 fairly satisfactory developing 74 belowdid not meet expectation beginning table 4 presents the distribution of respondents’ level of reading performance in the pretest score of the control and experimental group. the posttest results for the control group, which utilized the traditional teaching method, obtained an overall mean of 31. 7(sd=5.2) described as fairly satisfactory .this means that while they understood some material, they did not fully grasp it as well as they could have. traditional learning often focused on lectures and memorization, which may not have engaged students deeply. in contrast, the experimental group that used the peer reading strategy scored significantly higher, with an overall mean score of 36.63(sd=4.2), described as satisfactory. this means that when pupils worked together and helped each other learn, they tended to understand the material better. peer reading allowed pupils to share ideas, ask questions, and explain concepts to one another, making learning more interactive and fun. this method encouraged teamwork and communication skills, which were vital in that world. when pupils felt supported by their peers, they might have been more motivated to participate and take risks in their pa ge 21 1 https://journals.e-palli.com/home/index.php/ajfst am. j. food. sci. technol. 4(2) 203-215, 2025 learning. the improvement in the experimental group’s performance suggested that social interaction played a crucial role in effective learning. this shift towards collaborative learning could have led to better academic outcomes and prepared students for future challenges. this shift towards collaborative learning could have led to better academic outcomes and prepared pupils for future challenges. as highlighted by studies such as those by sulistami et al. (2018) and sholikhah (2018), peer-assisted learning strategies have shown significant improvements in reading performance, illustrating the effectiveness of peer reading in enhancing students’ understanding and academic performance. subsequently, the highest frequency of the control group was obtained by 11 (36.7%) participants, described as fairly satisfactory level. this means that while they understood some materials, they did not fully grasp them. the results highlight the challenges pupils face when learning in a predictable manner. if this approach continued, many students might have struggled to reach their full potential. implementing better teaching strategies that successfully incorporate oral reading and comprehension can considerably increase reading outcomes (obenza et al., 2023). conversely, the experimental group obtained the highest frequency from 16 (53.3%) participants, described as satisfactory. this means that when pupils work together and help each other learn, they tend to understand the material better. peer reading allowed pupils to share ideas, ask questions, and explain concepts to one another, making learning more interactive and fun. this method encouraged teamwork and communication skills, which were vital in that world. when students felt supported by their peers, they might have been more motivated to participate and take risks in their learning. the improvement in the experimental group’s performance suggested that social interaction played a crucial role in effective learning. schools should have recognized the benefits of such collaborative approaches and incorporated them into their teaching strategies. however, the lowest frequency of the control group was obtained by 1 (3.3%) participant, described as did not meet the expectation. this could have led to gaps in understanding and limited their ability to apply what they learned in real-life situations. looking for new ways to teach was essential for improving overall learning. using traditional methods alone might not have met the needs of all learners, so schools should have considered trying more engaging strategies to boost pupils performance. as gatchalian (2022) pointed out, reading is one of the fundamentals that must be instilled in children, emphasizing the need for educational strategies that effectively enhance pupils’ reading comprehension. implementing better teaching strategies that successfully incorporate oral reading and comprehension can considerably increase reading outcomes (obenza et al., 2023). on the other hand, the experimental group that used the peer reading strategy scored significantly higher, with the highest frequency obtained by 16 (53.3%) participants, described as satisfactory. this means that when pupils worked together and helped each other learn, they tended to understand the material better. peer reading allowed students to share ideas, ask questions, and explain concepts to one another, making learning more interactive and fun. this method encouraged teamwork and communication skills, which were vital in that world. when students felt supported by their peers, they might have been more motivated to participate and take risks in their learning. the improvement in the experimental group’s performance suggested that social interaction played a crucial role in effective learning. as highlighted by studies such as those by sulistami et al. (2018) and sholikhah (2018), peer-assisted learning strategies have shown significant improvements in reading comprehension, illustrating the effectiveness of peer reading in enhancing students’ understanding and academic performance. table 5: distribution of respondents’ level of attitude towards reading among the control group and experimental group in the posttest indicators control group description experimental group description pre-test pre-test mean sd sd mean reading is fun and enjoyable activity. 3.53 0.51 strongly agree 3.57 0.57 strongly agree i believe reading can make my studies easier. 3.67 0.68 strongly agree 3.40 0.67 agree reading helps me learn new things and expand my knowledge. 3.57 0.48 strongly agree 3.73 0.45 strongly agree i would rather spend my free time in reading than doing other activities. 3.03 0.74 agree 3.37 0.61 agree i am enthusiastic in reading books. 3.47 0.73 strongly agree 3.50 0.63 strongly agree pa ge 21 2 https://journals.e-palli.com/home/index.php/ajfst am. j. food. sci. technol. 4(2) 203-215, 2025 reading allows me to escape into different worlds and stories. 3.06 1.05 agree 3.37 1.79 agree finding the right book to read is a challenge for me. 3.23 0.82 agree 3.13 0.78 agree reading new things helps me learn and grow. 3.60 0.56 strongly agree 3.33 0.76 agree i like exploring things through reading. 3.30 0.60 agree 3.10 0.84 agree reading helps me relax and de-stress. 3.27 0.78 agree 3.07 0.78 agree learning new vocabulary words through reading is satisfying. 3.17 0.87 agree 3.23 0.73 agree i would recommend reading a good book to my friends. 3.30 0.70 agree 3.43 0.57 agree reading makes me feel more intelligent. 3.47 0.51 strongly agree 3.30 0.70 agree i consider myself a person who enjoys reading. 3.07 0.69 agree 3.10 0.76 agree reading improves my academic performances. 3.63 0.67 strongly agree 3.53 0.73 strongly agree overall 3.36 0.69 agree 3.34 0.76 agree legend: 3.41-4.00 strongly agree / very high 2.61-3.40 – agree / high 1.81-2.60 – disagree / low 1.00-1.81 strongly disagree / very low table 5 presents the level of attitude towards reading in the control and experimental group during the posttest. the control group showed a positive attitude towards reading, with a slight increase in the overall mean of 3.36 (sd=0.69), described as agree. this means that pupils maintained a favorable view of reading, possibly because they continued to recognize its value over time. the stable attitude implies that even without specific interventions, pupils’ perception of reading remained consistent, suggesting a general satisfaction with traditional reading practices. however, the minimal change also highlighted that deeper shifts in behavior or engagement might have required more targeted approaches. this suggests that while pupils’ positive attitudes were solid, further strategies were needed to translate this into more active reading habits. the study by akhmetova et al. (2022) found a connection between reading enjoyment and positive attitudes toward reading, emphasizing that while students may recognize reading’s importance, fostering a love for reading can be crucial in improving engagement. the indicator i believe reading can make my studies easier obtained the highest mean score of 3.67 (sd=0.68), described as strongly agree, only slightly lower than in the pretest. this means that pupils’ recognition of the cognitive benefits of reading remained strong. this implies that their view of reading as an important tool for learning did not waver over time. the fact that this score stayed almost the same suggested that intellectual reasons were a primary motivator for reading among students. however, the challenge lay in encouraging students to not just appreciate reading but to engage in it more frequently as a habit. the research by gersten et al. (2020) indicates that peer reading strategies can significantly improve reading fluency and accuracy, suggesting that implementing such strategies might help bridge the gap between recognizing the importance of reading and actively engaging in it. on the other hand, the lowest indicator i would rather spend my free time reading than doing other activities obtained a mean score of 2.80 (sd=0.81), described as agree. this means that the respondents showed some improvement in pupils’ willingness to choose reading in their free time. this increase, while modest, could have suggested a slight shift in how students viewed reading as a leisure activity, perhaps because of increased familiarity or comfort with reading over time. however, even with this improvement, the score remained relatively low, indicating that pupils still preferred other activities. this suggests that while progress was possible, making reading a more attractive option for free time required further effort, such as creating environments where reading was seen as both fun and rewarding. studies by jumuad et al. (2023) emphasize the need for longer peer tutoring interventions, which could help enhance students’ enjoyment of reading and their likelihood of choosing it as a leisure activity. moreover, the experimental group, got an overall mean score of 3.34 (sd = 0.76), described as strongly agree. this slight increase from the pretest means that the introduction of the peer reading strategy may have positively influenced students’ attitudes toward reading. it shows that engaging with peers could make reading feel more enjoyable and less like a chore. with consistent exposure to reading, pupils might have felt more pa ge 21 3 https://journals.e-palli.com/home/index.php/ajfst am. j. food. sci. technol. 4(2) 203-215, 2025 comfortable and confident in their abilities. this growth in attitude could have led to a greater appreciation for reading and its benefits in learning. as pupils continued to engage with reading materials, they may have also developed a deeper understanding of the joy that reading could bring into their lives, making them more likely to choose reading as a regular activity. putri (2019) confirmed that peer-assisted strategies significantly boost students’ reading comprehension, aligning with the observed improvements in pupils attitudes in this study. the indicator reading helped me learn new things and expand my knowledge, got the highest mean score of 3.73 (sd = 0.45), described as strongly agree. this strong belief reflected that students recognized reading as a key tool for gaining new information and ideas. when pupils felt that reading enhanced their learning, they were more likely to approach it with enthusiasm. this positive view could motivate them to explore different genres and subjects, expanding their horizons. as they continued to associate reading with knowledge, they might have developed a lifelong love for learning. encouraging this mindset could have been crucial, as it might have led pupils to become more curious and proactive in their studies. the findings of akhtar et al. (2020) indicate that peer tutoring not only improves reading skills but also fosters a desire to learn, which aligns with pupils’ recognition of reading as a means to gain new knowledge. on the other hand,the indicator reading helped me relax and de-stress, got the lowest mean score of 3.07 (sd = 0.78), described as agree. although pupils agreed that reading could be relaxing, the lower means that they might not have fully viewed it to unwind. this could have meant that reading was still seen as a task rather than a source of enjoyment. to change this perception, it could have been helpful to provide students with relaxing reading materials or set aside time for them to read purely for pleasure. by creating a more comfortable and enjoyable reading environment, students might have begun to appreciate reading to relieve stress. developing this view could not only have enhanced their reading habits but also contributed positively to their overall well-being. as emphasized by gersten et al. (2020), the implementation of peer tutoring can lead to improved reading fluency and comprehension, which can transform reading into a more enjoyable and less stressful activity. problem 3. is there a significant effect on peer reading strategy on the pupil’s reading performance? table 6: test of significant effect on peer reading strategy on the pupil’s reading performance group n reading performance t-test f-test interpretation pre-test posttest experimental 30 30.87 36.63 -4.415 0.183 significant table 6 presents the reading performance of grade 5 pupils who used the peer reading strategy. the results of the study indicate a significant effect in the reading performance of the experimental groups, as evidenced by the t-test and f-test results. it revealed that the experimental group, had a pre-test mean score of 30.87 and significantly improved to a post-test mean of 36.63. the t-test value of -4.415 and f-test value of 0.183 indicate this improvement was statistically significant. the experimental group, which implemented the peer reading strategy, exhibited a significant increase in average reading performance from the pretest to the posttest. this significant effect suggests that the peer reading strategy was effective in improving reading comprehension for this group of pupils. sholikhah, (2018) determined a significant difference in reading comprehension scores between students who are taught utilizing the peer technique and those who are not. in addition, research indicates that peer reading strategies can significantly improve reading fluency and accuracy, which are crucial for reading comprehension. gersten et al. (2020) highlight that interventions involving peer tutoring can lead to marked improvements in these areas. the findings of this study support the effectiveness of peer reading as a strategy to enhance reading comprehension. the collaborative nature of peer reading, as supported by vygotsky’s sociocultural theory (allows students to learn from each other, receive feedback, and develop critical thinking skills). while this study provides valuable insights into the effectiveness of peer reading, it is important to acknowledge some limitations. the sample size may have been limited, and the duration of the intervention may have been relatively short. future research could explore the long-term impact of peer reading, investigate the effects of different peer grouping strategies, and examine the role of teacher guidance in peer reading activities. a study by sulistami et al. (2018) corroborates these findings, indicating that students participating in peer assisted learning strategy (pals) activities exhibited significant improvements in reading comprehension compared to those engaged in individual reading. conclusions the findings of the study indicate that after implementing the peer reading strategy, the pupils’ reading performance significantly increased. the experimental group improved to a satisfactory performance level, whereas the control group slightly decreased to a fairly satisfactory performance level. meanwhile, the experimental group maintained positive attitudes toward reading. meanwhile, both groups maintained positive attitudes toward reading. however, the experimental group displayed a significant shift in their perception of reading. they increasingly pa ge 21 4 https://journals.e-palli.com/home/index.php/ajfst am. j. food. sci. technol. 4(2) 203-215, 2025 associated reading with gaining knowledge and recognized its educational benefits. despite this positive change, both groups found it challenging to prioritize reading as a leisure activity over other interests. this suggests that further interventions are necessary to foster a love of reading for pleasure. recommendations based on the given conclusions of the study, several recommendations are presented: 1. the curriculum planners of the department should integrate interactive teaching strategies to support learners who struggle with reading comprehension. tailored intervention such as peer reading is essential to areas where students may need additional support. this approach has shown to significantly improve the reading performance among grade 5 students. 2. school heads must provide an adequate training and professional development of teachers in using innovative teaching methods to enhance the reading performance of learners, such as peer reading strategy. establishing a supportive environment that encourages teachers to adopt these methods can lead to improve academic outcomes and foster a positive reading culture within the school. moreover, schools can organize reading programs and activities that promote engagement and make reading a more enjoyable. 3. the department of education should investigate how these strategies can be modified to different grade levels and subjects, as well as to identify the specific elements of peer collaboration that contribute most to student success. by building on the findings of this study, researchers can provide valuable insights that further improve educational practices and contribute to enhancing student learning experiences. references akhmetova, a., imambayeva, g., & csapó, b. 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(2023). reading comprehension diffuculties among learners in el salvador city division. available at phinma, cagayan de oro city. pa ge 1 pa ge 37 american journal of arts and human science (ajahs) review of russia-africa cooperation in diplomacy, trade relations & security william dishon warigon1, omodot udim idiong1*, yang yilin1, agwu chudi joseph1, uche george omerenma1, nweke edunna daniel1, chia faith ngufan1, gladys ossai1, gabriel tobiloba abioye1 volume 4 issue 2, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i2.4528 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: february 06, 2025 accepted: march 11, 2025 published: april 15, 2025 russia’s growing involvement in africa over the past two decades reflects a strategic push to expand its geopolitical, economic, and security influence on the continent. drawing on historical ties from the soviet era, russia has positioned itself as a key partner for african nations, offering military assistance, counter-terrorism cooperation, and peacekeeping support. key findings highlight russia’s significant role as a leading arms supplier to africa, accounting for nearly 40% of the continent’s arms imports between 2018 and 2022. additionally, the deployment of private military contractors (pmcs), such as the wagner group, has become a hallmark of russia’s security strategy, enabling it to project power while maintaining plausible deniability. the 2019 russia-africa summit in sochi marked a turning point, symbolizing moscow’s commitment to deepening ties with africa, resulting in numerous bilateral agreements and increased diplomatic engagement. economically, russia has focused on energy projects, such as nuclear power plants and gas collaborations, though its trade volume remains modest compared to other global powers. these efforts align with russia’s broader strategy to counter western influence, secure access to natural resources, and position itself as a reliable partner for african governments facing security challenges. this paper examines the evolution of russia-africa relations, focusing on security cooperation, and assesses its implications for regional stability and global geopolitics. keywords african sovereignty, economic diplomacy, geopolitical strategy, peacekeeping, russia-africa relations 1 department of theory and history of international relations, patrice lumumba peoples’ friendship university of russia (rudn), moscow, russia * corresponding author’s email: omodotudim@gmail.com introduction russia’s ties in africa have significantly increased over the past two decades, driven by geopolitical, economic, and security considerations. historically, russia’s relations with africa date back to the soviet era, when moscow supported anti-colonial movements and established strong military ties with african nations as part of its ideological struggle against the west (legvold, 1970; shubin, 2004). in recent years, russia has re-emerged as a strategic security partner, offering military assistance, counter-terrorism cooperation, and peacekeeping support. the resurgence of russia’s interest in africa is part of a broader strategy to reassert its global influence, particularly in regions traditionally dominated by western powers. after the soviet union’s collapse, russia’s presence in africa diminished as the country focused on internal reforms (stronski, 2019). however, under president vladimir putin, russia has sought to reclaim its role as a global power, with africa becoming a key arena for this ambition. the 2019 russia-africa summit in sochi marked a turning point, symbolizing moscow’s renewed commitment to the continent and its intention to expand influence through security cooperation (korendyasov, 2020). in 2006, russian president vladimir putin made an official visit to the republic of south africa, a move later followed by his successor, dmitry medvedev, who traveled to egypt, angola, nigeria, and namibia in 2009. russia’s diplomatic dealing with africa intensified significantly after the annexation of crimea in 2014, when western sanctions prompted moscow to pursue new geopolitical alliances and economic opportunities actively. since then, numerous high-ranking russian officials, including foreign minister sergey lavrov, security council secretary nikolai patrushev, and deputy foreign minister mikhail bogdanov, have made frequent visits to various african nations. these efforts have resulted in the signing of numerous bilateral agreements spanning military, economic, and security cooperation and the cancellation of billions of dollars in african debt (droin & dolbaia, 2023). however, unlike most western and european powers historically, russia does not have a negative colonial experience with african countries, either politically or economically. on the contrary, it has contributed to supporting national liberation movements in some of them. thus, russia has built a base of trust with africa which could pave the way for further future cooperation (balytnikov et al., 2019). this legacy of anti-colonial solidarity has laid a strong foundation for contemporary russia-africa security partnerships, fostering trust and mutual respect. many african nations view russia as a reliable partner that respects their sovereignty and offers an alternative to western-dominated security frameworks (pham, 2010). for example, russia’s historical support for nigeria during the biafran war (1967–1970) established a lasting relationship that continues to thrive today (matusevich, 2003). similarly, algeria’s strategic partnership with russia, rooted in their shared history during the algerian war of independence, has evolved into a robust collaboration encompassing military, economic, and energy cooperation (mousli, 2019). these pa ge 38 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 37-43, 2025 historical ties provide a unique advantage for russia in its current dealings, enabling it to build on a legacy of trust and shared goals. these efforts align with moscow’s broader foreign policy objectives, including countering western influence, securing access to natural resources, and positioning itself as a reliable partner for african governments facing security challenges (issaev et al., 2021). russia’s security cooperation with african nations is multifaceted, encompassing military partnerships, counter-terrorism initiatives, and peacekeeping operations. hence, this paper examines russia-africa security cooperation by simplifying their relations in recent times. materials and methods this study employs a qualitative analysis of russia-africa cooperation, drawing on historical records, bilateral agreements, and recent developments in diplomatic, economic, and military relations. the analysis is based on a review of scholarly articles, government reports, and news sources, focusing on key events such as the russia-africa summits, arms deals, and the deployment of pmcs. the study also examines russia’s counterterrorism initiatives and peacekeeping efforts, assessing their impact on regional stability and russia’s broader geopolitical objectives. results and discussion the result and discussion area will focus on three key aspect which are diplomatic engagement and multilateral forums, economics and trade relations and military and security cooperation. diplomatic engagement and multilateral forums russia’s ties with africa date back to the cold war, when the soviet union provided military, economic, and ideological support to african liberation movements and post-independence governments (droin & dolbaia, 2023). after the soviet union’s dissolution, russia’s involvement with africa declined due to internal crises but began to revive in the mid-2000s. the country’s dealing with africa gained momentum with president vladimir putin’s 2006 visit to south africa and subsequent highlevel diplomatic missions by russian officials, including foreign minister sergey lavrov and deputy foreign minister mikhail bogdanov. the annexation of crimea in 2014 and western sanctions further accelerated russia’s outreach to africa as it sought new diplomatic and economic partners (droin & dolbaia, 2023; ferragamo, 2023). russia has played a key role as a mediator in african political conflicts, notably in the central african republic (car). in september 2018, russia brokered a secret peace meeting in khartoum between the christian balaka militia and the muslim seleka faction, resulting in a joint commitment to peace (dabanga, 2018). later that month, under russian initiative and with sudanese support, car’s armed groups signed an agreement outlining principles for peace and security, praised by russian envoy konstantin shuvalov as a step toward stability (russia today, 2018). the african union endorsed the khartoum declaration, leading to a peace deal in february 2019 (sudan tribune, 2018; sky new arabia, 2019). diplomatically, russia strengthened ties through high-level visits, including foreign minister sergey lavrov’s trips to south africa and rwanda in june 2018, and security council secretary nikolai patrushev’s visits to angola, south africa, and algeria later that year (stronki, 2019). president vladimir putin also attended the 2018 brics summit (munusamy, 2018). between 2015 and 2019, 12 african heads of state visited moscow, and the russian duma hosted african delegations in july 2019 (stronki, 2019). a key milestone was the inaugural russia-africa summit in sochi in 2019, which emphasized moscow’s intent to strengthen ties with the continent. the summit co-hosted by president vladimir putin and egyptian president abdel fattah el-sisi, marked a significant milestone in russia-africa relations. attended by 43 african heads of state, the summit led to several treaties and agreements, including partnerships with the african union (clifford, 2021). similarly, the second summit in 2023, held despite western sanctions and the ukraine conflict, attracted 17 african heads of state and resulted in agreements on security, economic cooperation, and debt relief (droin & dolbaia, 2023). russia has used these diplomatic efforts to secure african support in international forums, particularly at the united nations. many african nations have abstained from or opposed un resolutions condemning russia’s actions in ukraine, reflecting moscow’s success in building political goodwill across the continent (ferragamo, 2023). as pham (2010) notes, the soviet union played a pivotal role in supporting african liberation movements and newly independent states during the cold war, providing military aid, training, and ideological backing. in recent years, russia also funds different educational and cultural exchange opportunities in the science, technology, engineering, and mathematics (stem) fields to support the kremlin’s soft power efforts in africa (droin & dolbaia, 2023). this legacy of anti-colonial solidarity has laid a strong foundation for contemporary russia-africa security partnerships, fostering trust and mutual respect. economic and trade relations russian-african trade grew from 9.9 billion in2013 to 9.9 billion in 2013 to 17.7 billion in 2021, with egypt, algeria, and morocco as key partners (droin & dolbaia, 2023). despite russia’s growing diplomatic presence, its economic involvement with africa remains modest compared to china, the united states, and the european union. russian trade and investment in africa have grown significantly, particularly in the maghreb, egypt and sudan (paczyńska, 2020). russia primarily exports grain, coal, refined petroleum, and arms to africa, while importing agricultural products like fruits and sugar. a key economic strategy has been russia’s focus on grain pa ge 39 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 37-43, 2025 exports. after withdrawing from the black sea grain deal in 2023, moscow pledged to supply free grain to select african nations, positioning itself as a critical player in africa’s food security. grain exports hold significant importance in russia’s trade relations with africa, as nearly 30 percent of the continent’s grain supplies originate from russia. moscow’s primary trade partners in the region are north african nations, particularly egypt, algeria, and morocco, which collectively account for around 67 percent of russia’s total trade with africa. russia primarily exports wheat, coal, refined petroleum, and electronics to these countries, while importing agricultural products such as fruits, sugar, and vegetables in return. this trade dynamic underlines the strategic economic ties between russia and key african nations (droin & dolbaia, 2023). additionally, russian state-owned companies, including rosneft, gazprom, and rosatom, have expanded their presence in africa’s energy sector. rosatom, for instance, is constructing egypt’s first nuclear power plant and has signed agreements with other african countries to develop nuclear energy infrastructure (elbassoussy, 2022; kohnert, 2022). for instance, in summer 2022, it received permission from an egyptian regulator to start building egypt’s first nuclear power plant, based on the 2017 agreement signed between president putin and president abdel fattah al-sisi. the plant is expected to become fully operational by 2030 (droin & dolbaia, 2023). these efforts reflect russia’s broader strategy to expand its influence in africa through economic diplomacy. for example, russia’s strategic energy agreements with algeria, where gazprom and sonatrach (algeria’s state gas company) have collaborated on gas projects, highlight the potential for mutually beneficial partnerships (katz, 2007). the 2019 russia-africa summit in sochi highlighted moscow’s commitment to deepening economic ties, resulting in numerous trade agreements and a pledge to increase bilateral trade beyond its current annual volume of approximately $20 billion (issaev et al., 2023). in mozambique, russia’s involvement in combating insurgency has been linked to its interest in outmaneuvering french energy projects, such as the total lng initiative. this demonstrates how russia’s security cooperation can also pave the way for economic collaboration, benefiting both parties (sukhankin, 2019). additionally, russia’s partnerships in the nuclear energy sector, particularly with countries like south africa, tanzania, and zambia, shows its commitment to supporting africa’s development goals while securing access to critical resources (weiss & rumer, 2019). more recently, alrosa, russia’s top diamond mining company, has expanded its operations in angola, congo, and zimbabwe. these efforts reflect russia’s broader strategy to expand its influence in africa through economic diplomacy (guensburg, 2022; droin & dolbaia, 2023). rusal, a leading global aluminum producer, operates bauxite mining in guinea, while nord gold conducts mining activities in six african countries, including burkina faso and guinea (baobab, 2019). uralchem, specializing in phosphate production, is active in southern africa, particularly zambia and zimbabwe. additionally, norilsk nickel, known for nickel and palladium mining, operates in south africa and botswana (baobab, 2019). military and security cooperation russia has significantly strengthened its military and security ties with african nations through arms deals, security training, and the deployment of private military companies (pmcs), most notably the wagner group. between 2018 and 2022, russia accounted for approximately 40% of africa’s arms imports, surpassing competitors such as the united states and china (ferragamo, 2023). key recipients of russian arms include algeria, egypt, mali, sudan, and the central african republic (car). these arms deals are often accompanied by defense agreements that include training programs and technical support, further solidifying russia’s military ties with african nations (droin & dolbaia, 2023). russia’s military cooperation extends beyond arms sales to include training programs, joint exercises, and the deployment of military advisors. for example, in the central african republic (car), russia has provided military training and equipment to the national army, helping to stabilize the country after years of civil war (issaev et al., 2023). similarly, in mozambique, russian pmcs have been involved in training local forces and combating insurgent groups in the cabo delgado region (sauer, 2019). these partnerships are often framed as part of russia’s broader strategy to combat terrorism and promote stability in africa, but they also serve to enhance moscow’s geopolitical influence on the continent. goumıdı (2023) further emphasizes that russia’s historical ties with africa provide a unique advantage in its current and future endeavors. many african nations view russia as a reliable partner that respects their sovereignty and offers an alternative to western-dominated security frameworks. in countries like nigeria, russia has signed agreements on military cooperation, counter-terrorism, and maritime anti-piracy, demonstrating its commitment to addressing africa’s security challenges (hedenskog, 2018; abdu & ching, 2021). additionally, russia’s naval base in sudan and its agreements to build military bases in mozambique, madagascar, and other strategic locations highlight its efforts to secure key maritime routes and enhance africa’s maritime security (ersozoglu, 2021). private military contractors (pmcs) the use of pmcs, such as the wagner group, has become a hallmark of russia’s military cooperation in africa. these companies operate in a legal gray area, allowing russia to project power without the formal commitment of state forces. pmcs have been deployed in several african countries, including libya, sudan, and mali, where they provide security services, train local forces, and protect russian economic interests (rácz, 2020). the wagner group, now rebranded as the africa corps pa ge 40 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 37-43, 2025 figure 1: key countries of russian security operations source: crs, from u.s. government statements and news reports. under the control of russia’s military intelligence agency (gru), has played a pivotal role in countries such as mali, car, and sudan. these deployments are often framed as part of russia’s “military-business model,” where security services are exchanged for access to natural resources and strategic influence (congressional research service, 2025). however, the mutiny and subsequent death of wagner’s leader, yevgeny prigozhin, in 2023 have raised questions about the future of russian pmc operations in africa (ferragamo, 2023). arms sales and defense agreements russia has emerged as a leading supplier of weapons to african nations, accounting for nearly half of the continent’s arms imports between 2015 and 2020 (wezeman, 2022). russia ranks second after the usa in terms of arms exports; during 2014–2018, with the country’s exports of arms, which constituted 21%of global exports (wezeman et al., 2019). major recipients include algeria, egypt, and angola, with exports ranging from fighter jets to missile systems (wezeman et al., 2021). these arms transfer not only bolster the defense capabilities of african nations but also serve as a strategic tool for russia to deepen its influence on the continent. russia’s no-strings-attached approach to security cooperation, which avoids conditions related to governance or human rights, makes its military assistance particularly attractive to authoritarian regimes seeking to maintain internal stability (elbassoussy, 2022). this approach has enabled russia to build alliances and secure access to strategic resources in exchange for security services (droin & dolbaia, 2023). mathew & moolakkattu (2022) highlight the strategic value of russia’s military partnerships, particularly in regions such as the horn of africa, where russia has supported the establishment of naval bases and other infrastructure. these initiatives not only enhance africa’s maritime security but also contribute to regional stability by safeguarding critical trade routes and combating piracy. from small arms to advanced combat systems, russia’s arms sales are often accompanied by training programs, technical assistance, and the establishment of maintenance facilities. table 1: russia-africa military agreements country year signed nature of agreement algeria 2018 arms sales, training egypt 2019 defense cooperation sudan 2020 military base talks central african republic 2021 pmc deployments mali 2022 counter-terrorism aid counter-terrorism initiatives russia’s counter-terrorism initiatives in africa aligns with historical precedents set during the cold war, when the soviet union provided military and ideological support to african nations fighting colonial and imperialist forces (legvold, 1970). however, contemporary russian involvement is less ideologically driven and more focused on securing strategic and economic interests. counterterrorism has become a central pillar of russia’s security cooperation with africa, particularly in regions plagued by extremist groups such as boko haram in nigeria, alshabaab in somalia, and islamic state-affiliated factions in the sahel. russia has positioned itself as a key partner in africa’s fight against terrorism, offering military assistance, intelligence sharing, and training programs to african nations (kohnert, 2022). russia’s counterterrorism initiatives include the provision of military equipment, intelligence-sharing, and the deployment of private military companies (pmcs). in nigeria, russia has supplied helicopters, armored vehicles, and other military hardware, alongside training nigerian security forces in counter-terrorism tactics (fahaum network for social justice, 2020). similarly, in mali, russian pmcs and military advisors have supported the government’s efforts to combat jihadist groups (issaev et al., 2023). pa ge 41 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 37-43, 2025 for instance, in mozambique, russian mercenaries and military hardware were deployed to assist the government in fighting jihadists and insurgents in the cabo delgado province though their effectiveness has been mixed (issaev et al., 2023). this collaboration not only helped stabilize the region but also opened doors for future economic and political partnerships, including the prospect of a russian naval base in the country (sukhankin, 2019). similarly, in mali, russia’s deployment of private military contractors effectively replaced french troops, marking a significant shift in the regional security landscape and demonstrating russia’s ability to address complex security challenges (ersozoglu, 2021). russia’s counter-terrorism efforts are framed as part of its broader strategy to combat extremism and promote stability. however, they also serve to enhance moscow’s influence in regions where western powers have traditionally dominated. by positioning itself as a reliable partner in the fight against terrorism, russia has been able to build alliances with african governments and gain access to strategic resources, such as oil, gas, and minerals (stronski, 2019). furthermore, this cooperation strengthens russia’s diplomatic ties with african nations, increasing its leverage in international forums like the united nations (kohnert, 2022). duursma & masuhr (2022) highlights the effectiveness of russia’s counterterrorism efforts, particularly its ability to offer tailored solutions that address the unique security challenges faced by african nations. russia’s approach emphasizes respect for national sovereignty and non-interference in domestic affairs, making it a preferred partner for many african governments peacekeeping efforts russia’s involvement in peacekeeping in africa is a complex and often contentious aspect of its security cooperation. while russia has contributed personnel to united nations (un) peacekeeping missions, its reliance on private military companies (pmcs) and bilateral cooperation complicates its role as a peacekeeper. russia has participated in un peacekeeping missions, albeit on a limited scale. for example, russian military observers have been deployed to missions in the democratic republic of the congo (drc) and south sudan, where they have supported ceasefire monitoring and peace processes (united nations, 2020; elbassoussy, 2022). these contributions have reinforced russia’s image as a reliable security partner. russia’s peacekeeping efforts are closely tied to its broader strategic and economic objectives. by supporting african-led peacekeeping initiatives and deploying military advisors, moscow gains diplomatic goodwill and strengthens its influence in key regions. for example, in car, russian military advisors have enhanced moscow’s role as a mediator in the country’s ongoing conflict (issaev et al., 2023). however, this strategy allows russia to maintain flexibility. goumıdı (2023) suggests that russia’s peacekeeping contributions are motivated by a desire to enhance its international reputation and demonstrate its commitment to global stability. however, the study notes that russia’s involvement in peacekeeping is often overshadowed by its more prominent role in arms sales and military partnerships. discussion russia’s growing involvement in africa over the past two decades reflects a strategic push to expand its geopolitical, economic, and security influence on the continent. drawing on historical ties from the soviet era, russia has positioned itself as a key partner for african nations, offering military assistance, counter-terrorism cooperation, and peacekeeping support. the 2019 russia-africa summit in sochi marked a turning point, symbolizing moscow’s commitment to deepening ties with africa, resulting in numerous bilateral agreements and increased diplomatic engagement. russia’s historical support for anti-colonial movements has fostered trust and mutual respect, enabling it to build on a legacy of shared goals and solidarity. economically, russia’s trade with africa has grown, particularly in energy projects such as nuclear power plants and gas collaborations. however, its trade volume remains modest compared to other global powers. russia primarily exports grain, coal, refined petroleum, and arms to africa, while importing agricultural products. russian state-owned companies like rosatom and gazprom have expanded their presence in africa’s energy sector, reflecting moscow’s broader strategy to secure access to natural resources and strengthen economic ties. in the realm of security, russia has emerged as a leading arms supplier to africa, accounting for nearly 40% of the continent’s arms imports between 2018 and 2022. the deployment of private military contractors (pmcs), such as the wagner group, has become a hallmark of russia’s security strategy, enabling it to project power while maintaining plausible deniability. these pmcs have been involved in training local forces, combating insurgent groups, and protecting russian economic interests in countries like the central african republic (car), mali, and mozambique. russia’s counter-terrorism initiatives and peacekeeping efforts have further solidified its role as a reliable security partner, particularly in regions plagued by extremist groups. however, challenges remain. russia’s economic footprint in africa is still limited, and its reliance on pmcs raises concerns about accountability and long-term stability. while russia’s security cooperation has contributed to regional stability, it is often viewed as driven by strategic and economic interests, complicating its role as a neutral peacekeeper. moving forward, russia’s collaboration with africa is poised to grow, particularly in security and energy cooperation. to sustain its influence, russia must balance its strategic interests with a commitment to transparent and mutually beneficial partnerships, ensuring that its involvement contributes to long-term stability and development in africa. conclusion russia’s growing role in africa highlights its strategic pa ge 42 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 37-43, 2025 efforts to reassert global influence, particularly in regions traditionally dominated by western powers. based on historical ties and offering security partnerships that emphasize sovereignty and non-interference, russia has established itself as a reliable partner for many african nations. key achievements include significant arms sales, the deployment of pmcs, and counter-terrorism initiatives that have strengthened russia’s geopolitical standing. however, challenges remain. russia’s economic footprint in africa is still limited compared to china, the united states, and the european union, and its reliance on pmcs, such as the wagner group, raises concerns about accountability and long-term stability. while russia’s counter-terrorism and peacekeeping efforts have contributed to regional security, they are often viewed as strategic and economic interests, complicating its role as a neutral peacekeeper. russia’s involvement in africa expands global influence, but its success will depend on addressing these challenges and fostering more sustainable and transparent partnerships. future prospects looking ahead, russia’s collaboration with africa is poised to grow, particularly in the areas of security and energy cooperation. the increasing demand for military equipment and counter-terrorism support in africa presents opportunities for russia to expand its arms sales and pmc deployments. economically, russia’s focus on energy projects, such as nuclear power plants and gas collaborations, could strengthen its ties with key african nations, but it will need to compete with other global powers to secure a larger share of africa’s emerging markets. diplomatically, russia’s ability to maintain african support in international forums, such as the united nations, will depend on its continued emphasis on mutual respect and non-interference. however, the ethical and political implications of its security strategies, particularly the use of pmcs, could pose reputational risks. to sustain its influence, russia must balance its strategic interests with a commitment to transparent and mutually beneficial partnerships, ensuring that its involvement contributes to long-term stability and development in africa. references abdu, h., & ching, a. 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(2019). trends in international arms transfers, 2018. sipri fact sheet. https://www.sipri.org/sites/ default/files/2019-03/fs_1903_at_2018.pdf pa ge 1 pa ge 15 3 american journal of arts and human science (ajahs) factors influencing career choice among learners in southern districts of the province of bukidnon rhena mae c. valiente1*, gerlinda g. corpuz1 volume 4 issue 2, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i2.4343 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: january 07, 2025 accepted: february 11, 2025 published: april 25, 2025 the career choices of southern district learners are understandably overfilled with doubts and concerns, as it is the time of preparation for their future disposition. this study focused on four key objectives, including learners’ characteristics, factors affecting career choices, a test of relationships between their characteristics and the level of influence of academic ability, and parental factors. the research employed a survey questionnaire to 265 respondents, the descriptive correlational method was utilized, and statistical tools such as frequency, percentage, mean, and pearson product moment correlation were used to test for significant relationships. the study revealed no significant relationships between the characteristics and the level of influence of the factors on the career choice of learners, except for the impact of parental influence factors on learners’ sex, parents’ educational level, and preferred courses. a very high level of parental influence indicates that parents contribute to the overall decisions of children’s careers. this highlights the remarkable role of parents in imparting ideals, standards, and care to learners’ career lives. parents should constantly nurture the decision-making skills of their children, which they will use to select a career suitable to their capabilities, contributing to their total success in the future. keywords career influencing factors, preferred courses 1 phinma cagayan de oro college, philippines * corresponding author’s email: rhca.valiente.coc@phinmaed.com introduction this research revealed a connection between students’ career choices and their influencing factors. it highlights the impact of career choice factors on how the bukidnon senior high school learners decide on a path to take after finishing the shs program. it is understandable that at this stage, learners are overfilled with doubts and concerns in selecting a career aligned with their ideal future disposition and goals. contemporarily, students must be assisted properly by their parents, educators, and other educated individuals as they prepare to be productive people who will take up space in society. azhenov et al. (2023) posit that it is important for learners to know themselves upon deciding on a career as it is a complicated process. as emphasized by koçak et al. (2021), one career is a component of a whole process and an act of trying to succeed using various resources. the growing number of dropouts and out-of-school learners in bukidnon incite the educational sector to mitigate these problems and find timely solutions. the department of education perseveres to apply thoroughly the career development program that plays a significant role in addressing these alarming concerns. this study concentrates on the factors that impact the process of career choosing of shs learners in the schools division of bukidnon particularly in damulog south, north, kibawe, and dangcagan districts. literature review age puebla (2022) presented his findings that students’ when grouped according to age, have a significant difference in their awareness of formulating decisions and preferences of a profession associated with their state of maturation. in the study of akpochafo (2021), the result shows that age has no impact on career decision-making difficulties as no significant differences existed between the two age groups being tested. learners are found to be dependent on their parents, their maturation level has no significance on how they decide then choose to follow their parents’ preferences of what career to take (digamo, 2021). sex duru’s research (2022) noted that female learners are more capable of completing tasks, particularly in terms of career, possess higher-level job-related thinking, and have advanced structures. they are accustomed to highresponsibility tasks in the family and are trained in coping with life trials at an early age, which makes them more responsible than men. additionally, there is a significant difference between males and females regarding awareness of how to make career-related decisions (puebla, 2022). parents’ education level the results of the study by effiom and petters (2019) showed that parents’ educational level is one of the aspects that supports the strong influence of parents and has a substantial impact on children’s preferred careers. nazareno et al. (2021) shared the result of the research that children create career decisions aligned to their parents’ education level by finding out that stem students have parents with college degrees compared to those of tvl and gas with parents working in the pa ge 15 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 153-163, 2025 agricultural sector, and to those abm and humss with parents working in the government. preferred courses in 2022, bangayan embarked on a noteworthy study of the preferred courses among students, it was found that the most preferred is in the professional field, and students deeply considered the financial capability of their family upon deciding a career path. it shows that students choose a course that can help elevate their economic status and have a job that can provide stability in the future. correspondingly, nazareno et al. (2021) revealed that their research respondents associated their preferred course with their current program in the shs curriculum, they also used their interests upon choosing a profession. academic ability factor the insightful study of bae (2022) highlights the academic achievements of students positively impacted by their level of career maturity. their career awareness is a product of an effort by educational institutions to provide career-related education and advocate academic success. moreover, the comprehensive study by koçak et al. (2021) exposed the significant role of students’ academic experiences by empowering them to make choices, manage life challenges, and help their career processes. the findings of almario (2021) assert that learners’ career choices are greatly influenced by their academic ability. similarly, the recent study of kilag (2023) disclosed career preferences of learners were significantly impacted by their academic performance and interest in the subject. hence, their shs track mirrors their effort and academic outcomes during junior high school. cordova (2022) revealed that among the shs learners, few do prior research on their desired job and prepare a cv or resume. parental influence factor the study of emmanuel et al. (2021) indicated that parents influence adolescents’ career choices, highlighting that parents’ impact is a weighty portion of children’s career decisions, which may be helpful or not depending on the parent’s moral values, educational level, and financial status. mukhtar et al. (2018) highlighted children who admire their parents’ guidance and take it seriously. support and guidance from parents could positively affect a child’s life. moreover, okesina et al. (2022) revealed that parents’ encouragement to students to make good career decisions, parents informing students about specific careers, and parents’ encouragement to consider different education and career options were significant influences on parents’ choice of career among secondary students and it plays a major role that inspires students to develop the sense of courage to chase their visions and aspirations in life. parola, (2022) posits that as students’ age increases, they perceive less support from their family and greater absence or interference in their choices, suggesting that parental interference and lack of engagement increase the difficulty of making career decisions both in adolescents and young adults. statement of the problem the study determined the factors influencing career choices among learners in the southern districts of bukidnon for the school year 2023 2024. the result of the study served as the basis for career guidance program development. specifically, this study sought to address the following questions: 1. how are the respondents distributed in terms of age, sex, parents’ education level, and preferred course? 2. what is the level of the factors that influence learners’ career choices in terms of academic ability and parental influence? 3. is there a significant relationship between the learners’ characteristics and the factors influencing their career choice based on academic ability? 4. is there a significant relationship between the learners’ characteristics and the factors influencing their career choice based on parental influence? theoretical framework the vocational personalities theory of john holland 1997 or the six (6) basic personality types: realistic, investigative, artistic, social, enterprising, and conventional has been adapted and applied to determine the factors’ influence on students’ career choices. in bukidnon, students registered in senior high school programs and preferred courses at the tertiary level are imperative to the progress and effectiveness of the career guidance program in the division. alignment of career paths from secondary to tertiary level empowers both areas to reach their full potential and contributes to the overall excellence in delivering education. this theory posits that the environment is an engine of power that affects shs students’ career-related decisions. the theory claimed that a person’s environment like their personality traits was a more comfortable and contented life. materials and methods research design this study employed a descriptive correlational research method, which is defined as a quantitative method utilized to characterize traits or functions and assess specific hypotheses (lochner et al., 2019). a survey questionnaire was employed to find data on the relationship between dependent and independent variables. the questionnaire is anticipated to accurately and precisely describe the study. the research involved gathering, organizing, and analyzing numerical data to derive meaningful insights. study setting this research was conducted in bukidnon for the school year 2023-2024. it is a bountiful and locally diverse province in the northern part of mindanao, philippines. pa ge 15 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 153-163, 2025 the province is the backdrop of this study, known for having renowned schools and educators. bukidnon is home to committed people who provide quality education to its youth, making it a standard place for teaching practices and instruction. within the province, numerous ethnic and tribal communities were distributed. the mountains serve as dwelling areas of many schools, making them impactful and inclusive in offering education. the study areas comprise the districts from the southern part of the division, specifically in dangcagan, kibawe, and damulog. the three localities where the study was conducted are the last municipalities in the southern part of the province. dangcagan and kibawe are first-class municipalities, while damulog ranks second-class. the schools were situated at an approximate distance from the town proper and some are placed in barangay areas, however, this circumstance does not compromise the academic excellence and inclusivity being offered by these educational institutions. this research is timely aligned with the academic calendar of the school year to guarantee that collected data and relevant information turn out to be relevant, making it a baseline for career guidance program development. the study takes place at the premises of the participating schools that offer complete senior high school programs in the respective districts ensuring in-depth investigation of the real context of career planning and decisionmaking of the grade 12 learners. the study’s setting provides a diverse environment for students to choose a career path that is accessible and achievable, making it a suitable location for individual development. study population and sampling technique the study explores the factors that influence career choices among learners in the southern districts of bukidnon school year 2023-2024, with a diverse and representative population of students. the participants of this study were selected grade twelve (12) learners in damulog south, damulog north, kibawe east, and dangcagan districts. a stratified random sampling technique was utilized to ensure a widespread and thorough analysis. this practice involves defining sample sizes for each school, and collecting, analyzing, and reporting data. this method allows the researcher to interpret results accurately and produce valuable evidence of factors’ influence on the learners’ career choices. table 1: distribution of respondents district name of school number of respondents damulog south macapari national high school 29 damulog north old damulog national high school 61 kibawe east kibawe national high school (natulongan campus) 73 dangcagan dangcagan national high school 83 miaray national high school 19 total 265 research instrument a modified questionnaire was designed to collect valuable insights into the factors influencing the career choices of the learners in the southern districts of bukidnon. the questionnaire was divided into two parts: the first part dealt with the learners’ characteristics regarding age, sex, parents’ highest educational attainment, and preferred courses. the second part is a patterned questionnaire with cronbach’s alpha value of 0.86 and underwent a validation test for 30 grade 12 students who were not included in the actual research participants. the academic ability factor was patterned to the questionnaire of almario (2021) in the study factors affecting the career choice decision of shs in central luzon, while parental influence was patterned to the questionnaire of dietrich and kracke (2009) study about career-specific parental behaviors in adolescents’ development. the respondents answered the questions in each part using the scale: very low, low, high, very high. statistical treatment of data descriptive statistics were used to describe the fundamental characteristics of the data in a study. frequency and percentage were used to distribute the respondents in various characteristics. the mean was used as an indicator of the central tendency of answers, and the standard deviation was used to measure the distribution of data. further, pearson product moment correlation was used to test the significance of the relationship between learners’ characteristics and the factors influencing their career choices. ethical considerations the study guaranteed the privacy of the respondents. they were encouraged to participate openly in the survey by making their identities and personal data saved privately. consent from parents was obtained to let learners aged 17 and below participate in the study. this is to certify parents’ agreement or option to withdraw their child from the survey. correspondingly, informed consent from the participants explaining the intent of the study, the data-gathering procedure, and the collected data was employed. the respondents have the opportunity to remove or replace their names in the questionnaire. the collected data was safely stored through encryption, and access was approved to those official persons only. pa ge 15 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 153-163, 2025 lastly, research ethics approval was sought from an institutional review board (irb) or ethics committee to ensure that the research procedures and data management met the ethical standards and guiding principles. results and discussion problem 1. how are the respondents distributed in terms of age, sex, parents’ educational level, and preferred courses? table 2: distribution of respondents characteristics in terms age characteristics category frequency percentage age 20 years old 29 11 19 years old 70 26 18 years old 166 63 total 265 100 table 2 presents the frequency and percentage distribution of learners’ ages. the data revealed that out of 265 respondents,166 (63%) were 18-year-old learners, which obtained the highest frequency. this indicates that the majority of learners in southern districts were young adults. this signifies those learners are undertaking developmental decisions and working out their possible career paths. this observation indicates that the awareness to make a career decision among the respondents with consideration to their age level is significantly different. this is in contrast to akpochafo’s (2021) study which shows that age has no impact or significant difference on learners’ career decision-making difficulties. however, puebla’s (2022) research specifies that there is a significant difference in the student’s awareness of formulating career decisions associated with their level of maturation when categorized according to age. however, data revealed that there were 29 (11%) responders aged 20, which obtained the lowest frequency. it indicates that in southern districts of bukidnon, there were senior high school learners who may experience interruptions or delays in their shs journey because of taking breaks from academics or personal reasons, this does not compromise the main goal of the shs program in developing the diverse skills and aligning career paths of students. these students take longer to finish their enrolled program, though as they age further, their awareness of making good career decisions increases. this result is different from the study of digamo (2021) indicating that learners’ level of maturity does not affect their career choices as they are dependent on their parents. they conform to their parents’ career choices to please them. table 3: distribution of respondents characteristics in terms of sex characteristics category frequency percentage sex male 140 53 female 125 47 total 265 100 table 3 illustrates the respondents in terms of sex. data shows that male participants have the highest frequency of 140 (53%). this could imply the dominance of male learners enrolled in the shs curriculum in southern districts. males have more physical strength than females, they inclined their strength to indulge in activities that they enjoy. this indicates that male respondents based their career choices on things that they excel in, navigating a path that is different from the opposite sex. this result is supported by the study of puebla in 2022, stating that there is a significant difference between males and females regarding awareness of how to make career-related decisions. also, male maturation level is behind their peers as they link career readiness to their abilities to make career decisions and solve problems (cordova, 2022). females have the lowest frequency with 125 (47%) of the total responses. indicating that in the districts there are fewer females enrolled in the shs program. in the philippine tradition, females were labeled as reserves and mostly chose a career that was linked with their femininity. it is a stereotypical idea that makes females strive to prove that one’s career is not necessarily dictated by his or her sex. the study of duru (2022) discovered that female learners have more capability to complete tasks, particularly in terms of career, possess higher-level job-related thinking and advanced structures, for they are accustomed to high-responsibility tasks in the family and are trained in coping with life trials at an early age which makes them further responsible than men. table 4: distribution of respondents’ characteristics in terms of parent’s educational level characteristics category frequency percentage parent’s educational level college graduate 23 9 college level 27 10 pa ge 15 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 153-163, 2025 high school graduate 62 23 high school level 77 30 elementary graduate 38 14 elementary level 38 14 total 265 100 table 4 illustrates the educational level of parents. it was discovered that the highest frequency of 77 (30%) were respondents with parents having high school level education. the data revealed that the majority of the respondents came from parents who are high school undergraduates. it indicates that in the southern districts, most parents possess no educational qualifications to be employed in a high-paying job to make enough salary to support the overall basic needs and education of the children. this signifies a tendency for learners to select a comparable career to what their parents already have. accordingly, parents’ educational level is one of the aspects that supports the strong influence of parents and has a substantial impact on children’s preferred careers (effiom and petters, 2019). however, data revealed that respondents with parents who are college graduates compose the lowest frequency of 23 (9%) in the study. it reflects a smaller number of professional parents in southern districts which indicates a few numbers of learners that will enroll in tertiary and choose a program that is similar to their parents’ education level. further, parents’ educational level is associated with the capability of parents to support learners’ aspirations and careers. accordingly, the educational level of parents impacts children’s achievement and career aspirations (nawabi, 2019). table 5: distribution of respondents’ characteristics in terms of preferred courses characteristics category frequency percentage preferred courses agriculture 21 8 criminology 97 37 education 43 16 engineering and architecture 40 15 hotel and restaurant management and tourism 25 9 information technology 12 5 medical related courses 27 10 total 265 100 table 5 describes the respondents in terms of preferred courses. data shows that criminology with a frequency of 97 (37%) is the highest preferred course among learners. it is expected that in the next academic year, there will be more students who will enroll in the criminology program. in bukidnon, most of the higher educational institutions offered criminology. correspondingly, the humss track in the shs program is aligned with the criminology course which is designed to develop the interpersonal skills of learners and serve the people in the society. the study of nazareno et al. (2021) discovered that learners’ chosen courses in college are strongly associated with the type of shs program they completed. information technology is the lowest preferred course having a frequency of 12 (5%). this can be attributed to the idea that learners’ interest in having preparatory subjects for programming is declining. it was reported by phistar (2019) that out of 1,014 schools offering it programs, only 600 schools have retained to offer the course which caused a 90% decline in graduates in its related courses in the school year 2019 to 2020. the result indicates that there will be fewer bukidnon learners who will choose a course related to information technology in the next academic year. problem 2. what is the level of factors that influence the career choices of learners in terms of academic ability and parental influence? table 6: distribution of the respondents’ perception on the level of influence of academic ability factor on career choice indicators mean sd description i consider … the academic programs provided based on the career opportunities and hands-on experiences. 3.15 0.79 high my present scholarship for it is a qualification to enroll in my chosen career. 3.14 0.80 high my previous year's level in choosing my preferred career. 3.10 0.82 high pa ge 15 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 153-163, 2025 my senior high school track in choosing a career. 3.18 0.83 high my preferred career based on my academic achievements. 2.96 0.89 high my preferred career based on my ncae result. 2.55 0.85 high my preferred career based on my academic skills. 3.09 0.81 high my preferred career because of the subsidies being offered. 2.72 0.89 high my current subjects at school for the career i choose. 3.12 0.84 high my academic abilities a success in the career i choose. 3.23 0.83 high overall 3.02 0.83 high legend: 3.26 – 4.00 very high, 2.51 – 3.25 high, 1.76 – 2.50 low, 1.00 – 1.75 very low table 6, exposes the distribution of respondents’ perceptions on the level of influence of academic ability factors on career choice. the data revealed that the average mean of the level of influence of academic ability factors on learners’ career choice is 3.02 (sd=0.83) described as high. the result implies that respondents exhibit a high-level influence of academic ability factor, as indicated by their agreement. this finding expresses that the teachers’ strategies and skills work positively for learners to perform well in their academics. teachers as prime implementers of learning inside the classroom meaningfully improve learners’ decision-making skills which they use in selecting a possible career. thus, teaching strategies used by teachers can engage active learners and enhance deep thinking and learning among students (lamaro et al., 2024). in line with this, the indicator with the highest frequency of 3.23 (sd=0.83), described as high is “i consider my academic abilities a success in the career i choose”. this data signifies that respondents are aware that academic ability can determine their future careers, its importance in directing the path they want to pursue, and the significance of academic success as a basic requirement to enroll in certain courses in college. a recent study by kilag et al. (2023) has stressed the significance of academic performance and its influence on learners in choosing a certain track. furthermore, the lowest indicator is “i consider my preferred career based on my ncae result” with a mean of 2.55 (sd=0.85), described as high. this indicates that the ncae result does not affect how learners express their choice of a career. the findings show that this indicator appeared to be the last one to influence learners’ career decisions, indicating that learners in southern districts have taken the exam but not seriously or they did not find its connection to their future career. orbeta et al. (2019) study delved deeply into the administration and results of ncae, revealing that learners do not primarily consider it upon choosing a track in shs, the possible exit of the program they enrolled in, and its alignment to their intended tertiary course. this signifies learners were disregarding the results of the ncae. the department retaliates that ncae results are a determining factor that encourages learners to pursue specific careers designed to their skills and abilities. thus, learners must consider its results and recommendations. table 7: distribution of the respondents’ perception on the level of influence of parental influence on career choice indicators mean sd description my parents… are available all the time i talk about my career choice. 3.28 0.91 very high give constant advice in dealing with my career choice. 3.46 0.63 very high motivate me in dealing with my career choice. 3.56 0.61 very high have supported me in my career choice. 3.46 0.83 very high support my career abilities and hands-on experiences. 3.50 0.75 very high help me in terms of information on available jobs in preparation for my future career. 3.11 0.89 high help me to write a résumé or a summary of my future qualifications. 2.61 0.98 high support me when it comes to financial needs. 3.40 0.81 very high help me in finding information on student financing such as scholarships, grants, etc. 3.09 0.92 high like the career i chose because it is the same as their careers. 3.12 0.84 high overall 3.26 0.82 very high legend: 3.26 – 4.00 very high, 2.51 – 3.25 high, 1.76 – 2.50 low, 1.00 – 1.75 very low table 7 revealed the respondents’ assessment of the level of parental influence on career choice is 3.26 (sd=0.82), described as very high. the data express that southern districts’ parents have a very high influence on their children’s career decisions, their positive and active participation provides a harmonious environment for learners to craft a good career decision if provided well with the ability to explore probable areas that are wellpa ge 15 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 153-163, 2025 matched to their skills and interests. parents’ support is vital for the future careers of their children. the comprehensive research of emmanuel et al. (2021) points out that parents influence adolescents’ career choices, highlighting that parents’ impact is a weighty portion of children’s career decisions, which may be helpful or not depending on the parent’s moral values, educational level, and financial status. however, the highest mean of 3.56 (sd=0.61), described as a very high influencing indicator is “my parents motivate me in dealing with my career choice”. the result specifies that motivation from parents greatly impacted the process that learners undergo upon deciding on a career. this indicates that children receive the necessary attention and influence to aspire for a better path, aligned with these findings is the research conducted by mukhtar et al. (2018) revealing that children have high respect for the guidance given by their parents. their encouragement and imparted ideas significantly affected learners to devise a better career plan (okesina & famolu, 2022). moreover, the lowest item has a 2.61 (sd=0.98) rating, described as high as “my parents helped me to write a résumé or a summary of my future qualifications”. in the surveyed districts, it appears to be the least influencing indicator, this might suggest a lesser number of parents who might be able to aid children in building fitted qualifications aligned with future career demands. learners must learn to construct a resume to prepare them for the future and progressively develop their skills and capabilities. however, most southern districts’ parents only possess a high school level of education, signifying less idea about resume-building and wideranging career exposure. hence, learners only know how to make a resume during the work immersion (orbita et al., 2019). this means less time to enrich their learning and experiences to build a resume. table 8: summary of the level of factors influencing career choices of learners in southern districts indicators mean sd description academic ability 3.02 0.83 high parental influence 3.26 0.82 very high overall 3.14 0.83 high legend: 3.26 – 4.00 very high, 2.51 – 3.25 high, 1.76 – 2.50 low, 1.00 – 1.75 very low table 8 is the summary of the level of factors that influence the career choices of learners in southern districts with an overall mean of 3.14 (sd=0.83), described as high. the data revealed career choices of the respondents are highly influenced by these factors, which means it affects the everyday life of the learners at home, school, and in the community. it implies a high extent contribution of the factors towards career decision-making of shs learners and can contribute to the overall career journey. the riasec theory relates to these results, indicating that learners are directly affected by real-life factors, assuming they have encountered it every time they plan and decide on a probable career. hence, the course they choose is the byproduct of this influence. parental influence factor garners the highest influence on career choice among learners having a mean of 3.26 (sd=0.82). this very high influence shows the serious contribution of parents to the career choices of the learners in the districts where the study was conducted. the result shows the trust of learners in the type of career suggestions that the parents wanted them to pursue. in today’s generation, parents are very involved in children’s education and dedicated to afford the demands of their chosen career. parents dream of the success of their children, which is to have a comfortable future life and be different from their own, aligned with this result are the findings of digamo (2021) revealing that parents hold the most influence on children’s careers. hence, this influence should positively affect all aspects of their lives, and their ability to make good decisions (quino, 2022). these learners are considered young adults, they must make their own decisions. problem 3. is there a significant relationship between the learners’ characteristics and the factors influencing their career choice based on academic ability? table 9: result of the test on relationship between learners’ characteristics and the factors influencing their career choice based on academic ability characteristics r-value p-value interpretation age 0.11 0.07 ns sex 0.04 0.57 ns parents’ educational level 0.11 0.08 ns preferred courses 0.02 0.74 ns overall 0.07 0.37 ns legend: significant at p<0.05* alpha level, s – significant ns – not significant pa ge 16 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 153-163, 2025 table 9 depicts no significant relationship between the respondents’ characteristics and academic ability factors influencing their career choice. since the overall p-value is greater than 0.05 significant level, it leads to the rejection of the null hypothesis. it implies that respondents’ characteristics do not significantly affect their perception of the influence of academic ability factors on career choice. in other words, regardless of their different characteristics, learners hold the same views about the impact of academic ability factors on their career choices. this expresses that academic ability is learned through constant practice and development, its influence is independent of learners’ age, sex, parent’s educational level, and preferred courses. teacherph (2022) discussed that the academic ability of learners is related to their academic development, supported by the scaffolding theory of jerome bruner. consistent support and active participation of parents and teachers will lead to independent thinkers, their support can be slowly removed once learners gain the necessary knowledge and skills in formulating life decisions. the data above revealed that the influence of academic ability on career choice shows no statistical significance, indicating that learners vary in their academic capabilities, their attributes do not affect this ability. in essence, the division accentuates developing learners’ career and life skills that hold an active role in their future. problem 4. is there a significant relationship between the learners’ characteristics and the factors influencing their career choice based on parental influence? table 10: result of the test on relationship between learners’ characteristics and the factors influencing their career choice based on parental influence profile r-value p-value interpretation age 0.05 0.41 ns sex 0.12 0.04* s parents’ educational level 0.23 0.03* s preferred courses 0.15 0.03* s overall 0.14 0.13 ns legends: significant at p<0.05* alpha level, s – significant, ns – not significant table 9 illustrates a weak but significant relationship between respondents’ characteristics in terms of sex, parents’ educational level, and preferred courses to the influence of parental influence factor on career choice, indicated by the magnitude of r-value and p-value less than the significant level (0.05). this result implies that a p-value of 0.04, 0.03. and 0.03 respectively show that certain profiles matter with learners’ career choices being influenced by parental influence factors. supplementary, the data signifies that learners’ sex appears to be an advantage for parents to meaningfully influence their career decisions, indicating that parents practice gender-specific influence toward their children’s career preferences. thus, it empowers the parents to bridge this influence based on a common orientation. moreover, parents’ education level correspondingly influences the career choice of learners. the highest educational attainment equates meaningly to the career choices of the children. further, the preferred courses of learners were shown to be significantly impacted by parental influence factors, signifying an essential part of parents in determining the college programs to be taken by the learners with an assurance of their full support. however, learners’ age does not significantly affect their perception of the influence of parental influence factors on career choice since the p-value is greater than the significant level (0.05). in other words, regardless of their age, learners hold the same views about the impact of parental influence factors on their career choices. this result signifies that as learners age, they receive less support or less interference from parents regarding career decisions (parola, 2022). this explains that as young adults, they are required to make their own decisions about careers and the future. zool et al. (2018) express that this is a procedure when learners need to set individual paths using deep thinking to come up with a better decision. conclusion based on the results of the study presented, the following conclusions are drawn there were no significant relationships between the characteristics and the level of influence of the factors on the career choice of learners in the southern districts of bukidnon, except for the influence of parental influence factors on learners’ sex, parents’ educational level, and preferred courses. a very high level of parental influence is an indication that parents contribute to the overall decisions of children’s careers. this highlights the remarkable role of parents in imparting ideals, standards, and care to learners’ career lives. it further emphasized that children associate their chosen career with the preferences of their parents. recommendation based on the conclusion of the study, the following are the research recommendations: 1. teachers and parents should constantly nurture learners’ decision-making skills. these skills will help them select a career suitable to their capabilities, contributing to their total success in the future. pa ge 16 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 153-163, 2025 2. learners should build independence upon making a career decision. through support from parents, they must exercise self-assessment in their career and personal lives. 3. parents need proper education on how to provide good career exposure to their children. this is possible if they actively participate in school career-related activities. references abrigo, m. r., & orbeta, a. j. 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(2018). factors predicting career choice among malaysian students in skill-based training institutions. international journal for education & vocational guidance. https://doi.org/10.1007/s10775-018-9366-5 pa ge 1 pa ge 15 american journal of arts and human science (ajahs) enhancing subtraction skills among kindergarten learners: a hands-on approach using bundle of stick atar alphaa mohammed1*, alhassan iman2, al-hassan abdul-mumin1, abu ahmad anass1 volume 4 issue 1, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i1.3965 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: october 28, 2024 accepted: november 29, 2024 published: january 07, 2025 the inception of standard-based mathematics curricula has underscored the variety of students’ backgrounds and learning abilities, posing noteworthy challenges for teachers, particularly in promoting foundational mathematical skills such as subtraction. this study investigates the use of practical teaching aids, specifically bundles of sticks, to improve subtraction skills in kindergarten. learners in kindergarten were involved in the study. the study sought to identify students’ difficulties when learning subtraction and evaluate the effectiveness of using physical teaching resources to address these challenges. pre-test and post-test results revealed a notable improvement in student performance, with 57.9% achieving a passing score after the intervention compared to 23.7% before the intervention. observations highlighted that the visual and tactile nature of the bundle of sticks method significantly enhanced pupils’ conceptual understanding of subtraction. however, challenges such as difficulties in managing the sticks were identified, leading to recommendations for interactive learning tools in early-grade mathematics education to bridge foundational gaps in numeracy. keywords action research, bundles of sticks, early-grade mathematics, ghana, hands-on learning, kindergarten learners, subtraction 1 department of mathematics and ict, nusrat jahan ahmadiyya college of education, ghana 2 department of early childhood education, nusrat jahan ahmadiyya college of education, ghana * corresponding author’s email: ataralphaa.mohammed@stu.ucc.edu.gh introduction in the domain of early childhood education, developing foundational numeracy skills is paramount (salminen et al., 2021). according to nkansah (2020), understanding basic mathematical operations such as subtraction lays the groundwork for more advanced concepts. early childhood education research suggests that hands-on, concrete experiences significantly enhance young learners’ understanding of mathematical concepts (bernard et al., 2020; salminen et al., 2021). singh (2023) argued that traditional teaching methods may not always resonate with every child, particularly those with diverse learning styles or challenges. therefore, exploring alternative approaches, such as the use of manipulatives like bundles of sticks, presents an opportunity to cater to different learning needs and promote inclusivity in the classroom. the mathematics curriculum in ghana was revised in 2019 to prepare learners with mathematical skills and abilities to qualify for many desired courses (national council for curriculum and assessment, 2019). this curriculum underscores the need to teach mathematics with concrete objects with the learner leading the teaching and learning. therefore, the curriculum can be said to be rooted in constructivism. constructivism is a theoretical framework that influenced the recent modifications in the mathematics curriculum to cater to diverse learning styles (ministry of education, 2019). the incorporation of constructivism as a foundational philosophy in the mathematics curriculum is rooted in the recognition of unique methods of conceptualizing reality (moe, 2019). several studies have shown that the most fundamental concepts of mathematics consist of two primary arithmetic operations known as additions and subtractions (ipek, 2018; kwakye et al., 2020; starkey & gelman, 2020). ipek (2018) and kwakye et al. (2020) argued that no mathematics notion can be developed without a strong basis in basic operations such as addition and subtraction. however, most research demonstrated that subtraction with fluency is a more challenging arithmetic concept compared to addition in mathematics (e.g. kullberg et al., 2019; nkansah, 2020; sidik et al., 2021). kullberg et al. (2019) found that young children may struggle with the notion of subtraction, as it can be a challenging mathematical operation. mastering basic subtraction is crucial in mathematics and failing to do so can hinder educational progress (kullberg et al., 2019). subtraction is a part of our everyday lives and therefore an important concept to develop early (byjus, 2023). understanding subtraction is essential for engaging effectively in society, as it is utilised in various daily activities such as managing finances, cooking, traveling, and time management (kwakye et al., 2020; nkansah, 2020). subtraction helps children understand how to associate numbers with objects and calculate and express losses using math language (sidik et al., 2021). to help the theoretical and practical knowledge of the subtraction problem, various researchers and professional organisations have suggested a range of interconnected teaching methods to enhance understanding of the concept of subtraction (young, 2018). scholars recommended using a bundle of sticks as teaching learning resources (tlr) for students who lack an understanding of the concept of subtraction (jones & tiller, 2017; kwakye et al., 2020; young, 2018). kwakye pa ge 16 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 15-24, 2025 et al. (2020) encouraged the significance of utilising a bundle of sticks to aid in teaching subtraction operations. researchers like sidik et al. (2021) and young (2018) endorsed the take-away method for teaching subtraction as an evidence-based practice in mathematics for students with learning difficulties. statement of the problem the ability to perform subtraction is a foundational mathematical skill that significantly impacts a child’s overall academic success. in kindergarten settings, many learners struggle to grasp abstract mathematical concepts, leading to difficulties in basic arithmetic operations as a result of inadequate documented evidence on the use of various concrete materials for teachers to emulate. despite the availability of various teaching methodologies, traditional methods often fail to engage young learners effectively, resulting in a lack of confidence and proficiency in subtraction. many scholars are of the view that visual learning tools like bundles of sticks improve subtraction skills, fostering a deeper understanding of mathematical concepts, and promoting a positive attitude towards learning mathematics among young children. purpose of the study the primary objective of this study was to assist kindergarten pupils in a school within the wa municipality of ghana in overcoming difficulties associated with subtracting one-digit numbers through the use of the bundle of sticks method. research questions 1. what difficulties do kindergarten pupils encounter when learning subtraction skills? 2. how can the use of a bundle of sticks as a teaching resource in facilitating kindergarten pupils’ understanding of the subtraction of one-digit numbers? 3. what are the potential challenges associated with implementing the bundle of sticks method, and what strategies can be proposed to overcome these challenges effectively? it is anticipated that the outcome of this study will go a long way to help solve the problem of the kindergarten pupil’s difficulty in subtraction of one-digit numbers, enabling them to progress steadily in their academic ladder. the result of this study will be useful in the school and other schools by teachers, future researchers, nongovernmental organizations and the ghana education office in the wa municipality, and other workers in the field of education in the municipality. finally, in ghana, this study will contribute to the existing body of literature, which will improve the field of mathematics in academia. additionally, it will serve as a reference document for researchers and scholars who, at a later time, may decide to carry out a study that is either identical to or comparable to this study. literature review according to fuadi (2017), subtracting in mathematics simply refers to taking away one number or an amount from another. simply put, subtraction involves the act of taking away one or more things from the other to decrease the size, number, amount and so on. subtraction is one of the four fundamental operations along with addition, multiplication and division mathematics, symbolizing the process of removing objects from a collection (samuel et al., 2020). the concept of subtraction is often introduced at the elementary level to help students understand how to determine the difference between two numbers or quantities (fuadi, 2017). it represents the process of removing objects from a collection (samuel et al., 2020). the result of a subtraction operation is called the “difference.” subtraction is not merely a mechanical operation but embodies a deep mathematical principle that is intertwined with the concept of difference and reduction. it represents the inverse relation to addition, where understanding one operation aids in the comprehension of the other (samuel et al., 2020). according to benjamin (2022), subtraction is symbolized by the minus sign “−”. for example, in the expression 5 – 2 = 3, 5 is the minuend, 2 is the subtrahend, and 3 is the difference (benjamin, 2022). this can be interpreted as having a group of 5 objects, removing 2 objects, and then having 3 objects left. the literature provides a comprehensive overview of subtraction, portraying it as a fundamental mathematical operation alongside addition, multiplication, and division. subtraction is described as the process of taking one number or amount from another to decrease the size, number, or amount. this operation is crucial in mathematics for determining the difference between two numbers or quantities. the literature further highlights that subtraction is the inverse of addition, suggesting that mastery of one operation can enhance understanding of the other. this relationship underscores the interconnectivity of mathematical operations and the foundational role of subtraction in developing numerical literacy. the concept of one-digit numbers is foundational in mathematics education, serving as the building blocks for understanding larger numerical values, operations, and mathematical principles (fauzi et al., 2021). one-digit numbers, ranging from 0 to 9, are the simplest forms of numbers but play a crucial role in developing numeracy skills in early learners. mathematics education focuses on enabling students to grasp these basic numerical concepts through engaging and interactive methods, thereby setting the groundwork for more complex mathematical reasoning and problem-solving skills (ministry of education, 2019). in the field of mathematics education, various approaches have been utilized to enhance students’ understanding of one-digit numbers and basic arithmetic operations. for pa ge 17 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 15-24, 2025 instance, fauzi et al. (2021) explored learning designs for the addition and subtraction of two-digit numbers based on realistic mathematics education (rme) principles, utilizing games like snakes and ladders to facilitate understanding. although their study primarily focused on two-digit numbers, the foundational understanding of one-digit numbers is implicit in grasping these concepts. the study showed that employing the rme approach significantly improved students’ understanding of addition and subtraction, indicating the importance of interactive and context-based learning methods in mathematics education (fauzi et al., 2021). moreover, research by astuti (2014) on learning onedigit decimal numbers through measurement and game predicting length highlighted the effectiveness of realistic mathematics education (rme) in promoting students’ understanding of decimals. this study demonstrates the importance of hands-on learning experiences and the use of real-world contexts to facilitate the comprehension of numerical concepts, including one-digit numbers (astuti, 2014). the concept of using a “bundle of sticks” in teaching subtraction has its roots in practical, hands-on learning methods. this approach, often applied in the context of mathematics education, emphasizes the tangible representation of numbers and operations, making abstract concepts more accessible to learners (fauzi et al., 2021). the “bundle of sticks” method can be traced back to ancient counting tools, where physical objects were grouped to represent quantities (kwakye et al., 2020). kwakye et al. added that in modern educational settings, it serves not only as a method for teaching subtraction but also for reinforcing the understanding of place value, counting, and the principles of borrowing and regrouping. in subtraction, a bundle of sticks helps students visualize the process of taking away quantities. for instance, when a student needs to subtract 15 from 23, they can start with 23 sticks, bundled in groups of 10 where possible (jones & tiller, 2017). by physically removing the required number of sticks, the student can see the result directly, which aids in comprehension and retention (jones & tiller, 2017). this method aligns with the principles of concrete manipulatives advocated by educators and researchers who emphasize the importance of sensory experiences in learning mathematics. furthermore, the use of tangible objects like sticks in subtraction aligns with the constructivist approach to education, which posits that learners build knowledge through experiences (salman et al., 2019). this method provides a bridge between the concrete and the abstract, allowing students to transition from performing operations with physical objects to visualizing and solving problems mentally. the effectiveness of such methods in mathematics education has been the subject of various studies. for instance, research has highlighted the role of tangible and interactive teaching aids in improving students’ understanding of mathematical concepts (salman et al., 2019). similarly, initiatives like radarmath, an intelligent tutoring system, have explored the integration of technology and interactive tools in math education, demonstrating potential benefits in personalized learning environments (lu et al., 2021). from the literature, the “bundle of sticks” method offers a compelling example of how traditional tools can support learning in contemporary educational settings. it not only facilitates the teaching of subtraction but also enriches students’ overall understanding of mathematical concepts through hands-on learning experiences. pupils encounter several learning difficulties in using subtraction operations, a fundamental aspect of mathematics education. according to salman et al. (2019), one significant challenge is the transition between different representations of subtraction problems. kara and incikabi (2018) found that students performed better in addition operations than in subtraction, indicating specific challenges with subtraction that merit further investigation. additionally, operational learning in subtraction, particularly at the elementary level, is hampered by the use of borrowing techniques (kwakye et al., 2020). parwines and noornia (2019) highlighted that many teachers apply these techniques in ways that are too abstract, failing to offer a contextual strategy that students can grasp easily. another aspect of learning difficulties in subtraction operations is related to technological interventions (kullberg et al., 2019). for instance, the use of augmented reality technology has been explored as a means to support students with specific learning difficulties, showing promise in making the learning process more engaging and effective (turan & atila, 2021). these findings underscore the complexity of learning subtraction operations for pupils, particularly those with learning difficulties. the transition between different representations, the abstract nature of borrowing techniques, and external factors such as the shift to online learning all contribute to the challenges faced by students. materials and methods research design research design is the strategic blueprint that guides researchers in addressing specific research problems. for this study, the chosen design is action research, a methodology that emphasizes solving immediate and localized issues. this approach is widely utilized by educators to address challenges within classrooms and schools, employing a structured scientific process that includes problem identification, data collection, analysis, and conclusion. the ultimate aim of action research is to develop actionable solutions tailored to unique contexts, making it particularly effective for addressing practical challenges in educational settings. while action research offers significant benefits, such as its direct applicability and relevance to real-world problems, it is not without limitations. the flexible nature of this design often results pa ge 18 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 15-24, 2025 in limited generalizability and challenges in replication. furthermore, its less stringent adherence to the standards of traditional scientific research can be seen as a drawback. nevertheless, the action research design is well-suited for this study, given its focus on practical problem-solving and contextual relevance. population of the study the research population refers to the set of all the units, which possess a variable characteristic under study (shukla, 2020). shukla explained that population is a totality of all the objects, subjects or members that conform to a set of specifications. at the time of the study, the study locale had a total of 138 learners, consisting of 62 boys and 76 girls (student’s attendance register, 2024). kindergarten (2) learners were involved in the study because the class was conveniently accessible to the researcher. the kindergarten enrolment was 53 learners (student’s attendance register, 2024). sample and sampling techniques a preliminary evaluation test conducted by the researcher revealed that fifteen (15) learners out of the fifty-three (53) could subtract one-digit numbers while thirty-eight (38) learners were not able to do the subtraction. the thirty-eight (38) learners scored below 50% of the total marks. the intention here was to determine their level of understanding of the concept of subtraction of onedigit numbers as well as specific skills in which they are deficient. the thirty-eight (38) learners who could not do simple subtraction of one-digit numbers were chosen as samples for the project work. thus, the sample for the study was made up of 38 learners in kindergarten (2). the learners chosen for this study were selected through a purposive sampling technique. the list of pupil participants was obtained from the learners’ attendance register. thus, the sample size for the study was 38 participants. data collection instruments the researcher employed both observation and tests as the primary instruments for collecting the necessary data for the study. observation observation is a method through which the researcher gathers data on the current state of the participants by watching, listening, and recording their actions (kwakye et al., 2020). in this study, observations were conducted during mathematics lessons, where the researcher noted that many learners struggled with subtracting one-digit numbers. to address this issue, the researcher implemented the use of a bundle of sticks as a teaching aid to support the learners in overcoming their difficulties. the observation instrument served multiple purposes throughout the study. during the intervention stage, it helped the researcher identify the specific challenges the pupils faced. it also allowed the researcher to monitor how the pupils applied the teaching aids available to them. at the post-intervention stage, the observation tool was used to assess whether the intervention had a positive impact on the learners’ ability to subtract onedigit numbers, providing insights into the effectiveness of the teaching strategy. tests tests were also used to collect data. two main types of tests were conductedpre-test and post-test. the pretest was conducted during the pre-intervention stage to diagnose the level of learners’ ability to subtract one-digit numbers. this was done by giving pupils written tests. a post-test was conducted after the intervention, for the thirty-eight (38) learners with the aid of a bundle of sticks for solving five questions involving the subtraction of one-digit numbers within twenty-five minutes. interventions the intervention procedure was in three stages namely pre-intervention, intervention, and post-intervention. six weeks were used to collect the data; two days within each of the weeks were used for the project. in all 12 working days were used for collecting the data. two weeks for the pre-intervention, three weeks for the intervention and the last one week for post-intervention. pre-intervention (first and second weeks) in the pre-intervention phase, the researcher utilized both observation and tests to gather data on the identified problem. through classroom observations during mathematics lessons, it became evident that many pupils struggled significantly with one-digit subtraction problems during class exercises. to further assess the pupils’ understanding of the topic, a pre-test was administered, providing a clearer picture of their existing knowledge. a sample of the pre-test results can be found in appendix a. intervention implementation (third, fourth and fifth weeks) in educational settings, intervention is a set of strategies or sets of activities planned and implemented to solve a specific problem or aimed at improving educational practice among students located in an immediate situation (kwakye et al., 2020). the goal is to identify areas where students are struggling and to implement targeted measures that can help them improve (hawthorne, 2021). the primary intervention employed was the utilisation of “loose” bundles of sticks to teach the concept of subtraction in one-digit numbers. third week activity one (1) in the third week, the researcher introduced the substrand “subtraction of whole numbers (0-9)” with a dynamic and engaging approach. to capture the learners’ attention and set the tone for the lesson, she began pa ge 19 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 15-24, 2025 by leading them in singing songs and reciting rhymes connected to subtraction, such as “one, two, buckle my shoe...” these activities created a lively and interactive learning environment. to ensure understanding, the researcher further clarified the concept of subtracting one-digit numbers by explaining it in the local waali language. she emphasized that subtraction involves taking away or “minusing” onedigit numbers from each other to find the difference. following the explanation, the researcher facilitated group activities, guiding the pupils in forming small groups and distributing loose bundles of sticks to each group. this hands-on method allowed the pupils to actively participate in the learning process, visually demonstrating the subtraction of one-digit numbers. activity two (2) during this activity, the researcher guided the learners to write down whole numbers from 0 – 9. the researcher also guided the learners to represent each digit with sticks to assist them to recognise the numerals from 1 – 9 as shown below in the figure 3.1. this activity was conducted with the learners in order to enhance their comprehension of representing integers from 1 9 as subtraction statements. activity three (3) in this activity, learners were guided to subtract the following: i) 5 – 3 = (ii) 7 – 2 = (iii) 9 – 5 = the researcher explains that subtraction means to take away a set of objects from a collection. for 5 – 3 = ? the researcher guided each group to count 5 sticks and put them aside to represent 5. she guided the learners to take away 3 sticks out of the 5 sticks. she further let them count the remaining sticks and write down the difference as 2 as shown in figure 3.2. therefore, 5 – 3 = 2 a diagram showing the subtraction of 5 – 3 = 2 the researcher took learners to through similar activities to guide learners to solve (ii) 7 – 2 =? (iii) 9 – 5 = ? the researcher reviews the lesson with learners by letting them sing song like: “i’m counting one, what is one.” learners were asked to solve 6 – 4 = ?. fourth week during the fourth week, the researcher revised with learners to review their understanding in the previous lesson. the researcher took learners to through similar activities to have learners to practice with more examples to strengthen what was taught in the third week. fifth week during the fifth week, the researcher revised with learners to review their understanding in the previous lesson. the researcher guide the learners to used strokes along with bundles of sticks to solve 7 – 2 and 9 – 5 by following the steps below. activity i for 7 – 2 = steps (i) the researcher states that 7 – 2 means start and make 7 strokes. (ii) from the 7 strokes, she guided learners to take away 2 strokes and cancel the strokes. (iii) she asked the learners to count the remaining stokes and tell how many are left. thus, 5 strokes are left. (iv) therefore, 7 – 2 = 5. this is shown below mathematically; a diagram showing subtraction of 7 – 2 = 5 activity two (2) for 9 – 5 = steps (i) the researcher states that 9 – 5 means start and make 9 strokes. (ii) from the 9 strokes, she guided learners to take away 5 strokes by canceling the 5 strokes. (iii) she asked the learners to count the remaining stokes and tell how many are left. thus, 4 strokes are left. (iv) therefore, 9 – 5 = 5. this is shown below mathematically; a diagram showing subtraction of 9 – 5 = 4 in each of the three weeks used for the intervention learners were assessed at the end of each lesson. lesson plans were drawn for the intervention process. the pa ge 20 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 15-24, 2025 samples of the lesson plans will be shown in appendix b. post-intervention stage (six weeks) following the intervention, a post-test was administered to all 38 learners, challenging them to solve five subtraction problems using the bundle of sticks within the same 25-minute time frame as the pre-test. this was done to assess whether the implemented intervention had a positive impact on their performance. the same group of pupils who took part in the pre-test were given the post-test, ensuring consistency in the evaluation process. the post-test was conducted over one week, with two days dedicated to administering the test. afterward, the researcher collected, marked, and scored the test scripts to analyse the results. data analysis procedures the pre-test and post-test scores were analysed using microsoft excel as an analysis tool. the analysed results were presented using a frequency table, percentages and bar charts. also, the data collected through observation were analyzed using thematic analysis. results and discussions data analysis the primary objective of this research was to assist kindergarten 2 pupils in a school within the wa municipality of ghana in overcoming challenges related to subtracting one-digit numbers through the use of bundle of sticks. this chapter presents a comprehensive analysis of the data collected from 38 pupils during both the preintervention and post-intervention tests. additionally, it delves into the findings from the observational data, providing critical insights into the effectiveness of the intervention. presentation of pupils pre-test results the pre-test results of the pupils are presented in table 4.1. from table 4.1, the researcher gave out five (5) questions table 1: summary of pupils’ pre-test results marks number of pupils percentage (%) 0 4 10.5 1 9 23.6 2 8 21.1 3 6 15.8 4 2 5.3 5 0 0 6 3 7.9 7 4 10.5 8 0 0 9 2 5.3 10 0 0 total 38 100 table 2: summary of pupils post-test results marks number of pupils percentage (%) 0 0 0.0 1 2 5.3 2 7 18.4 3 5 13.1 4 2 5.3 5 2 5.3 6 3 7.9 7 6 15.8 8 5 13.1 9 2 5.3 10 4 10.5 total 38 100 to the pupils which were marked over ten (10). a total of 38 pupils participated in the pre-test, and their performance varies significantly across different mark categories. the data revealed that 4 pupils (10.5%) scored 0 marks. this indicates that a small (10.5%) but significant number of pupils struggled significantly with the pre-test. additionally, 9(23.6%) pupils scored just 1 mark, suggesting several learners with some, but very limited understanding of the subject matter. also, from table 1, 2 marks were achieved by 8 pupils, representing 21.1% of the total, indicating a slightly better grasp of the content compared to those who scored 0 or 1, but still demonstrating a considerable need for improvement. there is a noticeable drop in the number of pupils as the marks increase, with 6 pupils (15.8%) scoring 3 marks and only 2 pupils (5.3%) managing to achieve a score of 4. interestingly, no pupils scored 5 or 8 marks. however, there were 3 pupils (7.9%) who scored 6 marks, and another 4 pupils (10.5%) who scored 7 marks. this suggests that a small 18.4 % (7.9 + 10.5) group of the learners have a moderately good understanding of the concept of subtraction of one-digit numbers. only 2 pupils (5.3%) achieved a score of 9, and no pupils attained the full score of 10 marks, indicating that while there are some 23.7% (5.3 + 7.9 + 10.5) learners who have a relatively strong grasp of the content, there is still room for improvement even among the higher achievers. generally, the pre-test results demonstrate a wide range of understanding among the pupils, with a majority 76.3% (10.5 + 23.6 + 21.1 + 15.8 + 5.3) of pupils scored below the pass mark of 5. this suggests a need for focused instructional interventions to help improve the understanding and performance of the majority (76.3%) of pupils, particularly those who faced the most challenges during the pre-test. presentation of pupils post-test results the post-test results of the pupils are presented in table 2. source: field survey, 2024 pa ge 21 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 15-24, 2025 the data from table 2 provides a summary of the posttest results of 38 pupils. the researcher gave out five (5) questions to the pupils which were marked over ten (10). the distribution of marks ranges from 0 to 10, with the number of pupils and the corresponding percentages provided for each score. firstly, no pupils scored 0 marks, which suggest that all participants who sat for the post-test managed to secure at least 1 mark. the lowest scores, 1 and 4 marks were each obtained by 2 pupils, accounting for 5.3% of the total participants respectively. similarly, the scores of 5 and 9 marks were also each achieved by 2 pupils, making up another 5.3% for each score category. moreover, the most common score was 2 marks, achieved by 7 pupils, which constitutes 18.4% of the total. this indicates a relatively high number of pupils at the lower end of the scoring range. the second most frequent score was 7 marks, with 6 pupils, representing 15.8% of the participants. scores of 3 and 8 marks were both attained by 5 pupils each, representing 13.1% for each score. furthermore, 3 pupils scored 6 marks (7.9%), and 4 pupils achieved a perfect score of 10 marks, representing 10.5% of the total. in conclusion, the data from table 4.2 demonstrates a varied performance among the pupils. this indicates that while 16(42.1%) pupils have struggled with the post-test, a substantial number 22(57.9%) achieved the pass mark of 5 and above, reflecting a mixed level of understanding and proficiency within the class. comparison of pre-test and post-test results the comparison between pre-test and post-test results provides insight into the impact of the instructional intervention on the pupils’ understanding and performance. table 4.3 and 4.4 depicts distribution of scores of in the pre-test and post-test. table 3: lowest scores (0-4 marks) marks pre-test pre-test percentage post-test post-test percent 0 4 pupils 10.5% 0 pupils 0.0% 1 9 pupils 23.6% 2 pupils 5.3% 2 8 pupils 21.1% 7 pupils 18.4% 3 6 pupils 15.8% 5 pupils 13.1% 4 2 pupils 5.3% 2 pupils 5.3% total 29 pupils 76.3% 16 pupils 42.1% table 4: highest scores (5-10 marks) marks pre-test pre-test percentage post-test post-test percent 5 0 pupil 0.0% 2 pupil 5.3% 6 3 pupils 7.9% 3 pupils 7.9% 7 4 pupils 10.5% 6 pupils 15.8% 8 0 pupil 0.0% 5 pupils 13.1% 9 2 pupils 5.3% 2 pupils 5.3% 10 0 pupil 0.0% 4 pupils 10.5% total 9 pupils 23.7% 22 pupils 57.9% source: field survey, 2024 out of 38 pupils who took both pre-test and post-test, from table 4.3, 29(76.3%) pupils failed the pre-test whereas 16(42.1%) failed the post-test. the suggests that the number of pupils scoring between 0 – 4 marks decreased significantly from 29 (76.3%) to 16 (42.1%), indicating a notable improvement among the lowerperforming pupils in both pre-test and post-test. out of 38 pupils who took both pre-test and post-test, from table 4.4, 9(23.7%) pupils passed the pre-test whereas 22(57.9%) passed the post-test. this suggests that there was a significant increase in the number of pupils passing in the post-test than the pre-test, from 9(23.7%) to 22(57.9%), reflecting a considerable improvement in understanding and performance among the pupils. based on the analysis of pre-test and post-test results, the researcher observed a moderate decrease in the number of pupils scoring between 0-4 marks, from 76.3% in the pre-test to 42.1% in the post-test. this suggests that the instructional intervention significantly helped struggling pupils improve their understanding and performance. moreover, there was a notable improvement in pupil performance, with the percentage of students scoring between 5 and 10 marks rising significantly from 23.7% in the pre-test to 57.9% in the post-test. impressively, four pupils achieved a perfect score of 10 marks. the comparison between pre-test and post-test results, particularly the increase in pupils passing with higher marks and the reduction in those failing, highlights a clear improvement. this positive shift demonstrates that the intervention was effective, as the majority of pupils, 22 out of 38 (57.9%), showed a strong understanding of the content. pa ge 22 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 15-24, 2025 in conclusion, the comparison between pre-test and posttest results reveals a significant improvement in pupils’ performance. the instructional interventions effectively enhanced pupils’ understanding and proficiency, especially among those who initially struggled. the distribution of scores shifted towards higher marks, reflecting overall progress in learning outcomes. discussion research question 1 what difficulties do kindergarten pupils encounter when learning subtraction skills? this research question aimed to investigate the specific difficulties encountered by kindergarten pupils in acquiring subtraction skills in a selected school within the wa municipality of ghana. the focus was to identify the nature and scope of these challenges to inform targeted interventions. the findings from the observation with teachers indicated that kindergarten pupils used in the study encountered three challenges when learning subtraction skills. one of the primary difficulties the pupils faced was conceptual understanding. the researcher observed during the preintervention that the children struggle with the idea of taking away or removing items from a set, as it requires a certain level of abstract thinking that is still developing at their age. additionally, the researcher also observed that the concept of zero and its role in subtraction is confusing for kindergarten pupils, leading to errors and misunderstandings which manifested in the pre-test results. another significant challenge is the development of numerical fluency and problem-solving skills. the researcher further observed that many 29(76.3%) of the kindergarten pupils have very low experience with whole numbers (0 – 9) and were struggling with basic counting of objects, which is essential for performing subtraction tasks. this lack of numerical fluency led to slow and inaccurate calculations. research question 2 how can the use of bundle of sticks as a teaching resource in facilitating kindergarten pupils’ understanding of subtraction of one-digit numbers? based on the findings of the post-test, the study discovered that, the use of bundles of sticks as a teaching resource was significantly facilitated the kindergarten pupils’ understanding of the subtraction of one-digit numbers. this hands-on, visual approach helps make the abstract concept of subtraction more concrete and tangible for young learners. the physical manipulation of the sticks during the intervention stage helped pupils visually see the process of taking away or removing a certain number of sticks from a set, enhancing their conceptual understanding. for example, the pupils were given 9 – 5 to solve. they started with a bundle of 9 sticks and they were able to physically remove 5 sticks from the 9 sticks and count the remaining sticks to see that there were 4 left. this visual and kinesthetic method reinforces the idea of subtraction as taking away, making it easier for pupils to grasp and remember. this finding is in line with the findings of kwakye et al. (2020) who discovered that pupils performed well when they used a bundle of sticks to complete the exercise given to them. the authors concluded that the bundle of stick promote the acquisition of knowledge in addition and subtraction as well as other mathematical skills and concepts. research question 3 what are the potential challenges associated with implementing the bundle of sticks method, and what strategies can be proposed to overcome these challenges effectively? the findings from the intervention phase revealed that implementing the bundle of sticks method for teaching subtraction to kindergarten 2 pupils in the selected school presented two significant challenges. one potential issue was that 15 out of 38 pupils found it difficult to manage and keep track of the sticks, leading to confusion and inaccuracies in their subtraction tasks. the researcher assumed that since the kindergarten pupils are still developing their fine motor skills, handling small objects like sticks can be tricky, resulting in frustration and distraction from the learning objective. secondly, using bundles of sticks in teaching kindergarten pupils requires careful classroom management and organization. as noted by agamboka, mensah and ador (2023), the use of physical objects in teaching young children requires more classroom management and organization, as teachers need to ensure that each pupil has an adequate supply of sticks and that they are used appropriately during lessons. this can be time-consuming and may detract from instructional time if not managed efficiently (agamboka et al. 2023). to overcome these challenges effectively, several strategies can be employed as documented in the literature. first, samuel, nyarko and dwumfuo (2020) suggested that teachers can use larger, more manageable sticks that are easier for young children to handle. this can help reduce frustration and improve accuracy in subtraction tasks. second, benjamin (2022) advocated that teachers should demonstrate the subtraction process step-by-step and provide guided practice before allowing pupils to work independently. additionally, incorporating group activities can foster collaboration and peer learning, as pupils could help each other manage and use the sticks effectively (kwakye et al., 2020). key findings the study’s findings revealed that 9 out of 38 pupils (23.7%) achieved a pass score of 5 marks or above in the pre-test, while 22 pupils (57.9%) achieved a pass score of 5 marks or above in the post-test. this indicates that the intervention was effective, resulting in a moderate improvement in the pupils’ understanding and pa ge 23 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 15-24, 2025 performance of one-digit number subtraction. the observation revealed that kindergarten 2 pupils faced significant challenges in conceptualizing and performing the act of removing objects from a set, a foundational aspect of subtraction. furthermore, the results indicated that 29 out of the 38 pupils (76.3%) demonstrated limited familiarity with whole numbers (0–9) and encountered difficulties with basic counting, a critical prerequisite for successfully executing subtraction tasks. the study found that using bundles of sticks as a teaching resource significantly facilitated kindergarten pupils’ understanding of one-digit number subtraction. this hands-on, visual approach made the abstract concept of subtraction more concrete and tangible for young learners. the physical manipulation of the sticks during the intervention allowed pupils to visually see the process of taking away or removing a certain number of sticks from a set, enhancing their conceptual understanding. the study revealed that implementing the bundle of sticks method for teaching subtraction to kindergarten pupils presented notable challenges. specifically, 15 out of the 38 pupils (39.5%) experienced difficulty in managing and keeping track of the sticks, resulting in confusion and inaccuracies during subtraction tasks. however, the findings also highlighted that utilizing larger, more manageable sticks tailored to the fine motor skills of young children significantly reduced frustration and enhanced accuracy. additionally, breaking the subtraction process into sequential steps and providing guided practice prior to independent work were identified as effective strategies for improving pupils’ comprehension and performance in subtraction. conclusions the study revealed a significant improvement in pupils’ understanding and performance of one-digit number subtraction following the intervention. initially, only 23.7% of pupils passed the pre-test, but this increased to 57.9% in the post-test, indicating the effectiveness of the instructional strategies employed. observations showed that kindergarten pupils faced substantial difficulties with subtraction due to limited experience with whole numbers and basic counting, highlighting the need for targeted interventions to build numerical fluency. using bundles of sticks as a teaching resource significantly facilitated pupils’ understanding of subtraction, making the abstract concept more concrete. however, challenges such as managing the sticks and inaccuracies in tasks were noted. these issues were mitigated by using larger sticks and providing step-by-step demonstrations and guided practice, which enhanced pupils’ understanding and performance. the study recommends that kindergartens invest in more hands-on learning resources, implement interventions to build numerical literacy, incorporate structured practice sessions, and develop effective classroom management strategies to facilitate the use of physical learning aids. reference agamboka, a. a., mensah, s. k., & ador, e. 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(2020). improving the performance of basic school pupils in addition and subtraction of integers using rectangular cut-out number line: a case of a ghanaian basic school. iosr journal of mathematics (iosr-jm), 16(3), 21-28. https://doi.org/10.9790/5728-1603042128 shukla, s. (2020). concept of population and sample. sidik, g. s., suryadi, d., & turmudi, t. (2021). learning obstacle on addition and subtraction of primary school students: analysis of algebraic thinking. education research international, 2021(1), 5935179. https://doi.org/10.1155/2021/5935179 singh, a. k. (2023, september 12). blended learning vs. traditional learning: a detailed overview of the two approaches. elearning industry. https://elearningindustry.com/ blended-learning-vs-traditional-learning-a-detailedoverview-of-the-two-approaches starkey, p., & gelman, r. (2020). the development of addition and subtraction abilities prior to formal schooling in arithmetic. student’s attendance register. 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(2018). alternative strategies for solving subtraction problems generated by third grade students’ proficient with the standard algorithm. https://core.ac.uk/download/ pdf/199658437.pdf appendix pre-test and post-test questions on subtracting 1-digit number instruction: answer all questions 1. cross out 6 sticks, count the sticks left and find the difference. 8 – 6 = 2. cross out 3 sticks, count the sticks left and find the difference. 7 – 3 = 3. cross out 4 sticks, count the sticks left and find the difference. 6 – 4 = subtract and find the difference. 4. 8 – 7 = _____ 5. 9 – 9 = _____ pa ge 1 pa ge 17 3 american journal of arts and human science (ajahs) implementation of school community program and teacher’s participation in school events in marawi city division shahanie m. mangondato1*, wilma r. taganas1 volume 4 issue 2, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i2.4631 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: february 27, 2025 accepted: april 03, 2025 published: may 07, 2025 the strength of a school community is essential for a successful educational institution, particularly in the marawi city division, where sociocultural and educational challenges exist. this study examined the implementation of the school community program and the extent of public elementary school teachers’ participation in various school events. a descriptive survey approach was used, with 250 teachers participating, and the data were analyzed using descriptive and inferential statistics. results showed a high level of program implementation, with religious activities being the most implemented and economic activities the least. teachers’ participation in school events was also generally high, with the greatest involvement during ramadan and the lowest in cultural dance activities. significant differences in participation were observed based on age, sex, and ethnicity. the study proposed a school development plan to enhance the program’s implementation, particularly in economic activities and outreach programs. it recommended a comprehensive development strategy to address diverse community needs, strengthen external collaborations, and promote inclusivity. overall, while the school community program and teachers’ participation in marawi city division are strong, further improvements are necessary to create a more inclusive and impactful school-community connection. keywords school community program, teacher’s participation in school events 1 phinma cagayan de oro college, philippines * corresponding author’s email: shahanie.mangondato@deped.gov.ph introduction background of the study the implementation of school community programs and teacher’s participation in school events play a pivotal role in fostering community development, particularly in conflict-affected areas like marawi city, lanao del sur, philippines. marawi city has endured significant sociopolitical challenges, most notably the 2017 marawi siege, which left destruction in its wake. this crisis not only displaced thousands of families but also disrupted the local education system, severely affecting both students and educators. even years after the siege, the remnants of conflict continue to shape the city’s recovery, with schools facing infrastructural damage, resource limitations, and the lingering effects of trauma among teachers and students. in such a context, the role of public elementary school teachers extends beyond classroom instruction. their active involvement in school programs and community initiatives becomes essential in rebuilding the social fabric, fostering resilience, and restoring a sense of normalcy among learners. beyond academic instruction, teachers serve as agents of social cohesion and community empowerment. their participation in school events strengthens student engagement, promotes holistic development, and cultivates a sense of belonging (singh, 2023). additionally, fostering strong school-community partnerships enhances educational inclusivity and support systems, creating a more nurturing and resilient learning environment (wijayanti et al., 2023). thus, understanding the impact of teachers’ involvement in school activities is crucial in shaping policies and interventions that contribute to the long-term recovery and development of marawi city’s educational landscape. this study seeks to explore the level of involvement of public elementary teachers in marawi city division in school events and school community programs. it aims to investigate their motivations for participating in these activities and examine the impact of their involvement on the community. by understanding their perspectives, motivations, and experiences, policymakers and stakeholders can develop strategies to enhance school community involvement, further contributing to the overall well-being and resilience of the community. public elementary teachers in marawi city division face numerous challenges in their commitment to school community involvement. the aftermath of the marawi siege has left them dealing with trauma and loss, as well as the task of rebuilding their schools and supporting their students’ emotional well-being. despite these challenges, they remain resilient and committed to making a positive impact on their students and the community. the participation of teachers in school events and community initiatives plays a vital role for several reasons. firstly, it fosters a sense of belonging and connection among students (de vera, 2022). when educators take an active role in these activities, students feel acknowledged and supported, which can contribute to enhanced academic performance and overall well-being. secondly, teachers’ engagement in community initiatives helps strengthen the relationship between schools and the pa ge 17 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 173-191, 2025 wider community. it encourages positive interactions and partnerships, facilitating the sharing of knowledge and resources. this collaboration greatly influences the overall growth of the community by promoting collective responsibility and empowerment. thirdly, public elementary teachers play a vital role in modeling positive behavior and values to their students. by participating in community activities, they demonstrate the importance of civic engagement and service to others, instilling these values in their students. this can have long-lasting effects, as students are more likely to become active and engaged citizens in their community. the findings of this study would provide valuable insights and recommendations to promote and enhance the implementation of school community programs and teachers’ participation in school events of public elementary school teachers in marawi city division. it will contribute to the growth and resilience of the community by fostering a more inclusive and communityoriented educational environment. policymakers and stakeholders can utilize these recommendations to develop strategies that empower teachers and encourage their active participation in school events and school community programs. by doing so, they can support the holistic development of students and contribute to the overall well-being of the marawi city community. literature review this section encompasses various literature and studies from books, periodicals, journals, and others that are relevant sources that pertain to the subject of the study. it includes the respondent’s profile such as age, sex, highest educational attainment, teaching experience, and ethnicity. further, the implementation of school community programs on cultural, economic, religious, and social are also involved. moreover, teacher’s participation in school events with regard to cultural dance, sports competitions, art exhibits, community outreach, and ramadhan days are also considered. respondents’ profile age plays a crucial role in determining an individual’s level of experience, perspective, and energy. age can affect attitudes, motivation, and willingness to engage in extra-curricular activities. younger teachers may be more inclined to participate actively in school community programs due to their enthusiasm and desire to contribute, while older teachers may bring the benefit of experience and wisdom to such activities green (2018). the age composition of a teaching staff can influence the overall level of participation in community activities. gender differences can also have an impact on participation levels in school community programs. studies indicate that female teachers tend to be more involved in extracurricular activities compared to their male counterparts (willemse et al., 2018). this difference may be influenced by various factors, including societal expectations, caregiving responsibilities, and personal preferences. it is essential to recognize and address any gender disparities to ensure equitable opportunities for all teachers to participate in school community programs. the level of education achieved by teachers can influence their engagement in school community programs. teachers with higher educational qualifications may possess a more extensive knowledge base and a better understanding of the significance of community involvement in educational settings. they may also possess advanced skills necessary for planning and implementing community-based programs (willemse et al., 2018). however, it is important to note that teachers with lower levels of education may still contribute effectively to community programs through their experience, dedication, and unique perspectives. teaching experience plays a crucial role in a teacher’s ability to engage in the school community program (willemse et al., 2018). through their experience in the classroom, teachers develop a deep understanding of students’ needs, interests, and learning styles. this knowledge enables them to design school community programs that are meaningful and relevant to students’ lives. moreover, experienced teachers have a network of connections within the school community, including colleagues, administrators, and parents, which can be leveraged to enhance the success of the program. they can actively participate in organizing, coordinating, and promoting community activities, fostering collaboration, and establishing strong partnerships between the school and the wider community. teacher participation brings expertise, enthusiasm, and a sense of commitment that ultimately contributes to the success and impact of the school community program. ethnicity can impact teacher’s participation in school community programs through cultural factors, such as language proficiency, cultural norms, and perceptions of belongingness (macbeath & dempster, 2018). it is crucial to recognize the diversity within the teaching workforce and prioritize inclusivity in community activities to ensure that teachers from all ethnic backgrounds feel welcomed and valued. regarding the relationship between school community programs and teacher’s participation in public elementary schools, it is vital to consider the inclusive involvement of teachers from diverse backgrounds to promote cultural understanding and community-building (macbeath & dempster., 2018). by acknowledging the impact of age, sex, highest educational attainment, and ethnicity on teacher participation, schools can create supportive environments that encourage and recognize the diverse contributions of all teachers in community activities. implementation of school community program a school community is a critical component in fostering holistic development and academic success among students. to establish a strong connection between the school and its surrounding community, it is essential to implement a comprehensive school community program pa ge 17 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 173-191, 2025 that promotes engagement, collaboration, and positive interaction. this article aims to discuss the significance of a school community program and its benefits in enhancing the overall educational experience, student development, and community cohesion. a school community program is a structured initiative that focuses on engaging students, teachers, parents, and the wider community in various activities aimed at fostering a sense of belonging, developing social skills, and enhancing educational opportunities. recent researches highlight the numerous benefits of such programs. according to zimmerman et al. (2018), school community programs promote positive relationships between students, teachers, and community members. this connection creates a supportive environment for learning and personal growth. additionally, these programs allow students to explore their interests, talents, and passions beyond the traditional classroom setting, which can lead to improved academic outcomes (esper, 2021). cultural activities cultural activities refer to various forms of creative expression by individuals or groups within a specific society. these activities encompass a wide range of practices, including art, music, dance, theatre, literature, film, festivals, and traditional customs. cultural activities play a crucial role in shaping and preserving a society’s identity, heritage, and values. engaging in cultural activities not only offers individuals an opportunity for selfexpression but also facilitates the transmission of cultural knowledge and traditions across generations. these activities serve as a means of communication, facilitating the sharing of ideas, emotions, and perspectives within a community. they enhance intercultural understanding, foster social cohesion, and promote inclusivity as they are often open to participation from diverse backgrounds. cultural activities play a vital role in fostering a sense of belonging, promoting diversity, and enriching the school community. according to a study conducted by arimoto (2018), participation in cultural activities positively affects students’ social integration and enhances their cultural awareness. the study highlighted the importance of creating a varied activity program that showcases different cultural traditions, performances, and workshops. engaging students in cultural activities within the school community can enhance their understanding and appreciation of other cultures. this can be achieved through organizing multicultural festivals, art exhibits, or even language exchange programs. by exposing students to different cultural practices, they can develop a more global perspective and become more tolerant and accepting individuals. economic activities economic activities refer to the various actions and initiatives undertaken by individuals, organizations, and communities to generate income, facilitate trade, and contribute to overall economic development. these activities can encompass a wide range of endeavors, including entrepreneurship, job creation, investment, production, and consumption. according to a study by banerjee and duflo (2019), economic activities play a critical role in driving economic growth, reducing poverty, and improving living standards. through the establishment of businesses, the creation of employment opportunities, and the generation of income, economic activities contribute to the development and prosperity of communities. furthermore, economic activities promote economic empowerment and self-sufficiency, allowing individuals and communities to improve their financial well-being. by engaging in economic activities, individuals can enhance their skills, accumulate assets, and increase their income levels, leading to greater economic stability and improved quality of life. economic activities also have a significant impact on local economies. a study by acemoglu and robinson (2012) highlights the positive influence of economic activities on community development, emphasizing the importance of inclusive economic institutions that promote entrepreneurship, innovation, and investment. in conclusion, economic activities are essential drivers of economic growth, poverty reduction, and community well-being. they provide opportunities for individuals and communities to improve their financial circumstances, enhance their skills, and contribute to local economic development. religious activities religious activities can also play a significant role in school community programs. these activities provide opportunities for students to explore and celebrate their religious identities, fostering a sense of belonging and promoting cultural understanding (ganaprakasam & hutagalung, 2018). one of the benefits of incorporating religious activities into school community programs is the promotion of religious diversity. by providing space and time for students to share their religious traditions and practices, schools can create a more inclusive environment that respects and acknowledges the beliefs of all students. this can help break down stereotypes and prejudices, and foster a sense of appreciation for different religious traditions. religious activities can also contribute to students’ overall well-being and emotional development (ganaprakasam & hutagalung, 2018). engaging in religious practices, such as meditation, prayer, or reflection, can provide students with a sense of inner peace and comfort. it can serve as a form of self-care and help students navigate their personal challenges and anxieties. by incorporating religious activities into the school community program, schools can support students’ holistic development, acknowledging the importance of spirituality in their lives (ganaprakasam & hutagalung, 2018). however, it is important to approach religious activities in a respectful and inclusive manner, ensuring that no pa ge 17 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 173-191, 2025 student feels excluded or pressured to participate. schools should strive to provide a variety of activities that cater to different religious traditions, and offer alternative options for students who do not identify with any particular religion. open dialogue and communication with students and their families are crucial in understanding their needs and preferences when it comes to religious activities. social activities social activities encompass the involvement of individuals in community-oriented events and initiatives that promote social cohesion, well-being, and a sense of belonging among community members. these activities can include attending community gatherings or meetings, volunteering for social causes or community organizations, and actively participating in community development projects or initiatives. according to jones, perkins, and stallman (2018), social activities play a crucial role in fostering a sense of community and enhancing social connectedness among individuals. engaging in social activities allows individuals to develop relationships, build social networks, and create a supportive environment within their communities. these activities contribute to the overall well-being and quality of life of individuals and help in addressing social issues and improving community resilience. teacher’s participation in school events according to dove et al. (2018), participation in school events refers to the engagement and involvement of families in various activities and events organized by the school. as the aforementioned study indicates that involvement in school events may include attending parent-teacher meetings, back-to-school gatherings, open houses, school performances, sports competitions, and other related activities. it can also encompass volunteering for school functions such as fundraisers, field trips, and celebrations. engaging in these events demonstrates the active presence and support of families within the school community. the research examines the relationship between school community connectedness and family participation in school events. it explores how a positive sense of connectedness between families and the school can enhance and promote family engagement in school activities. the study aims to understand the factors that influence family participation in school events and the potential benefits of such involvement for student success and overall school improvement. cultural dance cultural dance can be a valuable component of school community programs, as it promotes cultural understanding, appreciation, and diversity. in a study conducted by elindra et al. (2023), it was found that incorporating cultural dance activities into school programs can have positive effects on students’ psychological well-being and self-efficacy. cultural dance allows students to learn about different cultures and traditions through movement, music, and storytelling. it provides an opportunity for students to explore their cultural heritage, as well as learn about and appreciate the cultures of their peers. by participating in cultural dance activities, students can develop a sense of pride and identity, fostering a strong sense of belonging within their cultural community. moreover, cultural dance activities can also help build bridges between different cultural groups within the school community. by learning and performing dances from different cultures, students can develop empathy, respect, and understanding for those who have different backgrounds. this promotes cultural diversity and fosters a welcoming and inclusive environment within the school. in terms of psychological well-being, cultural dance activities have been found to contribute to students’ overall positive self-perception and self-esteem. engaging in cultural dance can provide a sense of accomplishment and mastery, as students learn and perform intricate movements to showcase the beauty of a particular culture. this sense of achievement can boost students’ self-confidence and enhance their overall psychological well-being. sports competition according to hasanov and toshpulatov’s study on the improvement of methodology in developing physical education and sports in general elementary schools, sports competition can be defined as organized events or activities in which individuals or teams compete against each other in various athletic disciplines or games (hasanov & toshpulatov, 2022). these competitions serve as platforms for athletes to showcase their skills, abilities, and physical prowess while adhering to established rules and regulations. sports competitions are not only about determining winners and rankings but also play a significant role in promoting physical fitness, fostering teamwork, discipline, and sportsmanship among participants. such events can range from local community-based tournaments to international championships, providing opportunities for athletes to test their mettle at different levels. sports competition often brings out the best in athletes, pushing them to excel and achieve their personal best. it also fosters a sense of camaraderie and healthy rivalry among participants, creating an environment conducive to learning, growth, and the development of life skills. sports competition, as highlighted in hasanov and toshpulatov’s study, encompasses organized events where individuals or teams engage in athletic contests, promoting physical fitness, teamwork, discipline, and sportsmanship (hasanov & toshpulatov, 2022). art exhibits according to lee’s study on curriculum-based interactive exhibition design and family learning experiences at the children’s art museum in taipei, an art exhibition pa ge 17 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 173-191, 2025 can be defined as a curated display of artwork or artistic installations in a gallery or museum setting (lee, 2020). these exhibits provide a platform for artists to showcase their creations while allowing viewers, including the general public and specific target audiences, to engage with and appreciate various forms of visual art. art exhibits often follow a thematic or conceptual framework, aiming to evoke emotions, provoke thoughts, and stimulate dialogue about artistic expression, cultural perspectives, social issues, and aesthetic experiences. they offer viewers an opportunity to immerse themselves in the world of art, exploring different styles, mediums, and techniques. these exhibits can feature paintings, sculptures, photographs, installations, and multimedia artworks. in addition to displaying artworks, art exhibits frequently incorporate interactive elements and educational programs to enhance visitor engagement and understanding. these may include hands-on activities, multimedia presentations, guided tours, or artist talks. by integrating educational components, art exhibits not only promote artistic appreciation but also facilitate learning experiences for families and individuals. moreover, as highlighted in lee’s study, art exhibits serve as curated displays of artistic creations, allowing viewers to engage with and appreciate various forms of visual art, while also offering educational opportunities for learning and engagement (lee, 2020). community outreach community outreach typically involves voluntary activities or initiatives aimed at benefiting a specific community and addressing its needs (dryfoos & maguire, 2019). these projects can encompass a wide range of activities, such as environmental conservation, education, health promotion, poverty alleviation, and social justice efforts. community service projects are driven by the desire to contribute positively to the community and create a lasting impact. they often mobilize individuals or groups to volunteer their time, skills, and resources in service to others. these projects may involve organizing events, fundraisers, or awareness campaigns to address local issues and improve the well-being of community members. by engaging in community service projects, individuals can develop a sense of civic responsibility, empathy, and social awareness. these projects also promote community cohesion and solidarity by fostering connections and inspiring collective action. moreover, community service projects, as broadly described in the literature, involve voluntary initiatives that aim to address community needs and foster positive change (dryfoos & maguire, 2019). ramadhan days ramadhan, known as the holy month of fasting, holds great significance in the islamic calendar. it is a time of intense spiritual reflection, self-discipline, and devotion for millions of muslims around the world. during this period, muslims abstain from food and drink from dawn until sunset, engaging in extra prayers, charitable acts, and increased recitation of the qur’an. ramadhan is not only observed as an individual act of worship, but it also fosters a sense of community and togetherness among muslims. in his book “islam: a guide for jews and christians,” f.e. peters highlights the importance of ramadhan in the islamic faith, stating, “ramadhan is considered the month in which the qur’an was first sent down, and it is commemorated with intense fasting and prayer.” this reference emphasizes the deep reverence muslims have for this particular month and the central role it plays in their spiritual journey. ramadhan is also a time when muslims seek to strengthen their relationship with allah and develop a deeper understanding of their faith. in “the cambridge illustrated history of religions,” john bowker explains, “ramadhan offers an opportunity for muslims to cleanse their souls, purify their intentions, and draw closer to allah through acts of worship and self-reflection.” this period of self-discipline and sacrifice allows muslims to focus on their spiritual growth and introspection. furthermore, ramadhan is a time of increased charity and generosity. in their publication “the oxford dictionary of islam,” john esposito and john l. esposito explain, “fasting during ramadhan serves to heighten one’s sense of empathy and compassion for those less fortunate, and muslims are encouraged to engage in acts of charity and kindness during this month.” the act of fasting not only purifies the individual, but it also promotes empathy towards those who face hunger and poverty. theoretical framework this study was anchored on dwight e. giles jr and janet eyler’s, (1999), service learning theory which provides a very strong framework to understand the implementation of school community programs and a teacher’s participation in school events of public elementary school teachers in marawi city division. service-learning is the educational approach that links community service and academic learning. it fosters reciprocal relationships between educational institutions and the community. it enhances participation, cooperation, and reflection in bringing about solutions to community issues while at the same time fostering deeper student learning and personal growth. drawing on the tenets of service learning, this study sets out to explore how the implementation of a school community program, such as cultural activities, economic activities, religious activities, and social activities, is influencing participation in events such as cultural dances, sports competitions, and art exhibits by the teachers at the school. besides that, it also influences participation in the community outreach programs and ramadhan days. a theory of service learning posits that this active engagement in the community may enable teachers to plan real learning activities that effectively convey social responsibility and civic engagement to the pa ge 17 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 173-191, 2025 learners, thus strengthening the relationship between the school and the community. the present research looks at the relationship between the implementation of the school community program and teachers’ involvement in school events as a contribution to the existing literature on service learning within the context of marawi city division. ultimately, the research findings will provide inputs and recommendations for the development of effective implementation regarding school community programs and teachers’ participation in school events among teachers in meaningfully engaging with the community in marawi city division. statement of the problems the study aimed to determine the extent of the implementation of school community program and teacher’s participation in school events among public elementary school teachers in marawi city division during the school year 2023-2024. it specifically, answered the following questions: 1. what is the respondents’ profile in terms of age, sex, highest educational attainment, teaching experience, and ethnicity? 2. what is the extent of the implementation of school community program as perceived by the respondents considering cultural, economic, religious, and social? 3. how do the respondents assess their level of participation in school events based on cultural dance, sports competitions, art exhibits, community outreach, and ramadhan days? 4. is there a significant difference in the respondents’ perceived implementation of school community programs and their assessment of participation in school events when grouped according to their profile? 5. based on the findings of the study, what school development plan on the implementation of school community program can be designed? scope and limitations this study focused on determining the implementation of a school community program and teacher’s participation in school events of public elementary school teachers in marawi city division s.y. 2023-2024. the 250 respondents of this study were the public elementary school teachers in the schools where this study was conducted. the independent variables were limited to the respondent’s profile such as age, sex, highest educational attainment, teaching experience, and ethnicity. further, the dependent variables were limited to the implementation of school community programs such as cultural activities, economic activities, religious activities, and social activities. moreover, the other dependent variables are limited to teacher’s participation in school events such as cultural dance, sports competitions, art exhibits, community outreach, and ramadhan days. in addition, this study is limited to 250 respondents for the reason that the 325 targeted respondents were found in far and dangerous places in marawi city. materials and methods research design this study utilized the descriptive survey method of research in determining the levels of implementation of school community programs and teacher’s participation in school events of public elementary school teachers in marawi city division. on the other hand, data on the independent variables include age, sex, highest educational attainment, teaching experience, ethnicity related to school community program, and personal beliefs of the respondents. these were measured against the dependent variables, namely, cultural activities, economic activities, religious activities, and social activities. this study also considered cultural dance, sports competitions, art exhibits, community outreach, and ramadhan days to see how they can influence the level of attendance towards the school’s events. the data collection was conducted via a survey questionnaire that captured the dimensions of implementation of the school community program and the extent of participation in school events. study setting this study was conducted in marawi city of local government unit served as the study’s site. the capital of the philippine province of lanao del sur, officially known as the islamic city of marawi (tagalog: islamikong lungsod ng marawi, maranao: inged a marawi), is a 4th class component city. it has 201,785 inhabitants, according to the 2015 census. the inhabitants of marawi are known as maranaos and speak maranao. they got their name from lake lanao, also known as meranao in their native tongue, which is where marawi is located. due to its higher elevation and colder climate, the city is sometimes known as the “summer capital of the south,” a moniker it shares with malaybalay, which legitimately holds the title. in an effort to take control of the entire lake lanao region, the spaniards under the command of francisco atienza, a conqueror from iligan, created marawi as dansalan in october 1639. sen. domocao alonto supported a congressional amendment to the charter in 1956 that resulted in the change of the official name from dansalan to marawi. republic act no. 155, which was passed on june 16, 1956, contains this. according to reports, parliamentary bill no. 261 in the long-gone batasang pambansa, the country’s previous legislature under the marcos administration, suggested renaming the city “islamic city of marawi” in order to draw funding from the middle east. marawi city was chosen for this study due to its large and diverse population, rich cultural heritage, islamic designation, and unique climate. these factors provide an opportunity to examine the influence of cultural, religious, and environmental factors on teacher participation in school events. research respondents the respondents of this study were the 250 public pa ge 17 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 173-191, 2025 elementary school teachers in marawi city division during the sy 2023-2024. these are the grades 1 to 6 teachers teaching in the 8 elementary schools. by having public elementary school teachers as the respondents for this study, it captured a comprehensive understanding of the implementation of school community programs across different grade levels. the participation of these teachers is important because they have firsthand information on the implementation of school community programs and teacher’s participation in school events. the distribution of respondents by school is shown in table 1. in this study, the researcher used slovins’ formula to arrive at the desired number of respondents which was 250. in this formula, the population used was 325 teachers with 3% confidence level. then stratified sampling procedure was employed to get the appropriate number of respondents by school. this was done by dividing the computed sample size by its population. in addition, a simple random sampling procedure was utilized to assign the number of respondents by grade level. table 1: distribution of respondents name of school population respondents total respondentsg1 g2 g3 g4 g5 g6 amai pakpak central elementary school 143 16 17 17 20 20 21 111 marawi central elementary school 46 5 5 5 8 9 9 41 banggolo elementary school 20 2 2 2 2 3 3 14 mipaga elemetary school 24 2 3 3 3 3 3 17 bito elementary school 25 3 3 3 3 3 3 18 marawi city elementary school 19 2 2 2 3 3 3 15 rorogagus elementary school 17 2 2 2 2 2 2 12 mambuay elementary school 31 3 3 3 4 4 5 22 total 325 35 37 37 45 47 49 250 research instrument this research instrument is an adopted and modified survey questionnaire used by roxas et al. (2018), in community involvement of the public secondary school teachers in northern aurora, philippines. it consists of three parts: part i deals with the respondents’ profiles such as age, sex, highest educational attainment, teaching experience, and ethnicity. part ii of the questionnaire focused on the implementation of the school community program, considering the following components: cultural activities, economic activities, religious activities, and social activities. in part iii, items were designed to assess the level to which the respondents participated in the school events based on cultural dance, sports competitions, art exhibits, community outreach, and ramadhan days. the questionnaire for the survey was carefully done through, modified, and adopted in order to fit the specific objectives and variables that would be tested. the researchers used this tool from a related study in the hope of using the framework that had already been put forward and using such measurement tools to fit them within the context of this research. ethical considerations the research on the implementation of school community programs and teacher’s participation in school events of public elementary school teachers in marawi city division, the basis for the school development plan acknowledges the fact that ethical considerations are important. guided by the same, the researchers were led into being always guided by considerations of ethics in general, particularly in informed consent and maintenance of confidentiality, as well as protection of well-being. informed consent, confidentiality, and the safety and welfare of participants are the major ways through which this study intends to carry out research that is ethical and also of beneficial value to accord vivarium while protecting the rights and well-being of all those involved. results and discussion problem 1. what is the respondents’ profile in terms of age, sex, highest educational attainment, teaching experience and ethnicity? table 2: distribution of the respondent’s profile in terms of age category frequency percentage 65 years old and above 0 0.0 55-64 years old 57 22.8 45-54 years old 46 18.4 35-44 years old 100 40.0 25-34 years old 46 18.4 24 years old and below 1 0.4 total 250 100.0 table 2 shows the distribution of the respondent’s profile in terms of age and data reveal that the highest frequency of 100 (40%) belonged to the age bracket of 35-44 years old which suggests their significant presence in the study, indicating potential importance and influence within the research context. this age group could offer pa ge 18 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 173-191, 2025 diverse perspectives and experiences that may shape the study’s outcomes and implications. it conforms to an observation that there are a lot of teachers because of different reasons like getting promoted, getting paid well, and more teachers overall. some teachers start teaching right after finishing school, which means there are more experienced teachers around who have been doing it for a while. this aligns with a recent study by sivasakthi and muthumanickam (2019), which found that middleaged teachers between 30 to 40 years old do not differ significantly in their teacher effectiveness compared to younger or older teachers, indicating that age does not make a significant difference in this regard. on the other hand, the lowest frequency of 1 (0.4%) is 24 years old and below. this implies that during the data gathering, the limited representation of respondents aged 24 years and below might be due to the lack of newly hired teachers or no vacancy in that area. the schools might choose to employ teachers who have a lot of experience, especially in important subjects or leadership positions. this could be because getting a teaching job right after finishing school is becoming less common, as schools tend to prioritize hiring more experienced educators. if these experienced teachers are not included, there may be worries about how well-rounded and inclusive the study results are. younger participants might offer different and helpful perspectives that could enhance the overall understanding of the research topic. as noted by green (2018), age diversity within research samples is essential to gain a comprehensive understanding of complex issues and develop. paid less than in other jobs, which has made teaching a more appealing option for them. according to könig and glück (2019), gender norms, differential approaches to upbringing and socialization, and other sociocultural factors may support increased development of some areas of wisdom in women compared to men and vice versa. related work finds that women and men report some variance in terms of how they conceptualize wisdom, where women are somewhat more likely to endorse an “integrative” model while men are somewhat more likely to endorse a “cognitive” model. however, epstein’s work on school-family-community partnerships can theoretically support ways in which the implications of the gender distribution in this study are to be interpreted. epstein, in emphasizing collaboration with a view to student success, underscores the need for considering gender dynamics in educational initiatives such as the school development plan. on the other hand, male has the lowest frequency of 30 (12.0%). it implies that male respondents are the minority in this study. thus, male teachers are more likely to leave their jobs compared to female teachers. this could be because they are unhappy with their pay, workload, or opportunities for promotion. many men quit teaching, especially if they think it goes against typical male expectations. it conforms to an observation during the data gathering, that the low representation of male teachers could be attributed to societal expectations and perceptions that teaching is a more suitable profession for women. male teachers may face challenges in terms of career advancement, workload, and compensation, leading them to seek opportunities outside of the teaching field. knowing how gender impacts participation in school activities may be used to formulate specific strategies that can trigger equal participation and collaboration among stakeholders for effective school development. according to epstein’s work on school-familycommunity partnerships, gender dynamics play a crucial role in shaping educational initiatives and outcomes. by acknowledging the underrepresentation of male teachers in this study, researchers and policymakers can develop targeted interventions to address the barriers and challenges faced by male educators, thereby promoting a more inclusive and collaborative school environment (epstein, 2018). table 3: distribution of the respondent’s profile in terms of sex category frequency percentage male 30 12.0 female 220 88.0 total 250 100.0 table 4: distribution of the respondent’s profile in terms of highest educational attainment category frequency percentage doctorate degree 0 0.0 master’s degree with phd units 9 3.6 master’s degree 28 11.2 bachelor’s degree with ma units 94 37.6 bachelor’s degree 119 47.6 total 250 100.0 table 3 shows the distribution of respondents’ profile in terms of sex. as shown, the highest frequency of 220 (88.0%) are female. it implies that majority of the respondents are female in the implementation of school community programs and participation in school events. thus, the way boys and girls take part in school activities can show how gender affects partnerships between schools, families, and the community. an example of this is that in cold water, women tend to make up the larger portion of participants due to their body’s fat distribution. it conforms to an observation during the data gathering, it illustrates a significantly higher proportion of women are employed in the education and health services industries compared to men. it conforms to an observation the reason why there are more female teachers than male is because people used to think that women were better at being caring and patient, which made them good at teaching, a job seen as more suited for women. in the past, women teachers have often been pa ge 18 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 173-191, 2025 table 4 depicts the distribution of the respondents’ profile in terms of highest educational attainment. the data shows that the highest frequency of 119 (47.6%) is bachelor’s degree. this implies that the majority of the respondents in the study have a foundational level of education. thus, the teachers choose to pursue a bachelor’s degree because it is usually the cheapest option for people who want to become teachers. master’s degree programs, of course, are too pricey for most new teachers. this is probably why many aspiring teachers opt instead to get a bachelor’s degree. it conforms to an observation during the data gathering, teacher training programs evolved to respond to the new requirements in the field of education. after all, a lot still take a bachelor’s degree in education, but there now exist alternative ways for those with degrees majoring in other subjects to become a teacher. a large number of bachelor’s degrees can be explained by comparative affordability and easier access to gaining a bachelor’s degree with comparison made from a master’s and then a doctoral degree. furthermore, the flexibility and elasticity of teacher training programs have made it possible to include persons with diverse academic backgrounds into teaching careers through bachelor’s-level programs, thus adding to the possibility that high representation of bachelor’s degree holders will be found within the sample in most cases, for aspiring teachers, especially those coming from low socioeconomic statuses, a bachelor’s program has been more feasible and attainable entry into the profession (dove et al., 2018). the financial constraints also usually make a bachelor’s degree a more feasible option, for it requires less investment in terms of tuition fees and living expenses during their studies. (dove et al., 2018). the implication of this finding is that the study is well-positioned to capture the experiences and perspectives of frontline educators. the prevalence of bachelor’s degree holders aligns with the research by dove et al. (2018), which emphasizes the importance of school-community connectedness and family participation in educational initiatives. master’s degree with doctorate units have the lowest frequency at 9 (3.6%). this implies that there are not many teachers with doctorate degrees in schools because getting a doctorate is really hard and takes a long time. it also does not pay off right away, and the way the education system is set up does not help either, as observed. it conforms to an observation during the data gathering, getting a doctorate in education is a tremendous commitment, consisting of much study and research along with the writing of a dissertation. it is also very expensive in tuition payments and may mean reduced income as a teacher or having to take time off from one’s career. this can consume several years of a person’s life and several efforts, which may cause it to be difficult for the teacher to pursue his or her doctorate degree, especially for those lecturers who are already busy with teaching work and personal life. this finding further indicates that this study would best capture the experiences and perspectives of frontline educators. gonzales & araneta, 2019). in addition, in the prevalence of the number of those with a bachelor’s degree, it has been shown to be comparable to research conducted by dove et al. (2018) is school-community connectedness as well as family involvement in educational programs. table 5: distribution of the respondent’s profile in terms of teaching experience category frequency percentage 25 years and above 34 13.6 20-24 years 30 12.0 15-19 years 32 12.8 10-14 years 104 41.6 5 years and below 50 20.0 total 250 100.0 table 5 presents the distribution of the respondents’ profile in terms of teaching experience. the data show that the highest frequency of 104 (41.6%) are those with 10-14 years of teaching experience. this tells us that majority of them have many experiences on the implementation of school community program and participation in school events in the education field, which should give insight into implementing and participating in school events. this trend therefore implies that this study has solid grounds for capturing insights from more experienced educators regarding their perceptions of issues in school events planning and implementing events. these experience practitioners can now draw from their practical understanding and lengthy service in the education system to provide insights. it conforms to an observation during the data gathering, the teachers with 10 to 14 years of teaching experience in schools is the result of a complex interplay of factors related to teacher retention, career progression, and the demographics of the teaching workforce. this is a critical stage in a teacher’s career, as they have acquired important skills and knowledge, developed a firm foundation for their profession, and tend to stay in the classroom much longer. the insights from this finding align with the research by dove et al. (2018), which emphasizes the importance of school-community connectedness and family participation in educational initiatives. the prevalence of respondents with 10-14 years of teaching experience suggests that the study has tapped into a crucial segment of the school community, whose voices can contribute significantly to the improvement of their teaching experience. on the other hand, the lowest frequency 30 (12.0%) are those having 20-24 years of teaching experience. this implies that a relative underrepresentation of the most experienced educators in the sample. thus, teachers who have been teaching for 20 to 24 years in schools are pa ge 18 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 173-191, 2025 likely to be a result of factors like career advancement, retirement patterns, and the overall makeup of the teaching profession. it conforms to an observation during the data gathering, it seems that teachers who have been teaching for 20 to 24 years in schools are fewer because of different reasons like how their careers grow, more teachers retiring, and the teaching workforce changing. even though experienced teachers have a lot to offer in the classroom, these reasons make it so there are not as many teachers in this experience range. the prevalence of respondents with 10-14 years of teaching experience suggests that the study has tapped into a crucial segment of the school community program, whose voices can contribute significantly to the improvement of their teaching experience. the insights from this finding align with the research by dove et al. (2018), which emphasizes the importance of schoolcommunity connectedness and family participation in educational initiatives. (fatma & tugay, 2019). in terms of experience factor, kartini et al. (2018) found science teachers who had teaching experience of more than six years were more knowledgeable compared to teachers who had less years of teaching experience. for magulod et al. (2019), teachers with a minimum of ten years of teaching experience are more effective in teaching and good in classroom management skills. is a higher density of schools. this situation may provide increased opportunities for individuals from the maranao community to pursue careers in teaching. furthermore, the presence and ease of access to teacher training programs within maranao communities may impact the quantity of maranao teachers. this could lead to an increased demand for maranao educators, particularly in regions with a large population of maranao students. the implications of the ethnic distribution can be further reflected with the book by dryfooset al. (2021) entitled “community schools: people and places transforming education and communities”. it will try to look at the concept of community schools in an education setting and community development. of significant relevance to the research is the realization that the recognition and appreciation of cultural diversity in the educational setting form an integral part of the establishment of inclusive and effective community partnerships. it is clear that the overwhelming majority of the respondents are of maranao profile. recognition of this cultural context and diversity within the sample follows through as very important in understanding how the school community program has been implemented and how teachers engage in events within their schools. works by dryfoos et al. (2021) and nieto (2018) offer relevant literature discussing the place of inclusive community partnerships and multicultural education toward increasing quality and pursuit of equity in education. on the other hand, the lowest frequency of 1 (0.4%) is tausog. it implies that the number of tausug people in marawi city is limited, as they are mainly located in the sulu archipelago. this variation in population size may lead to a bigger pool of possible maranao educators. the tausug community is mainly located in the sulu archipelago, which is geographically secluded and may offer fewer schools and teaching prospects. it conforms to an observation during the data gathering, traditional cultural norms and expectations may influence the career decisions of tausug individuals. there may be a greater inclination for tausug teachers to seek specific jobs, which could restrict the number of tausug teachers entering the teaching field, particularly in marawi city. according to nieto, in her 2018 work, “affirming diversity: the socio political context of multicultural education,” provided theoretical underpinnings that help in understanding the need for recognizing and promoting diversity in education. nieto says educators have to address social, cultural, and political elements within the educational context to engender inclusive and effective learning environments. problem 2. what is the level of implementation of school community program as perceived by the respondents considering cultural, economic, religious, and social? table 7 shows the summary on the level of implementation of the school community program as table 6: distribution of the respondent’s profile in terms of ethnicity category frequency percentage maranao 249 99.6 maguindanao 0 0.0 tausog 1 0.4 christian 0 0.0 others, please specify 0 0.0 total 250 100.0 table 6 presents the distribution of the respondents’ profiles in terms of ethnicity. the data reveal the highest of 249 (99.6%) are maranao. it implies that the majority of the respondents are maranao. maranao people are the largest non-christian ethnic group in the marawi because majority in the marawi city division are all maranao. the maranao are obedient, they strictly follow rules and regulation in the implementation of school community program and participation in school events. also the existence of rido in the maranao culture greatly influences the implementation of school events and community programs, causing hindrances to active participation in school events. the apprehension of violence, lack of trust between clans, and the clash with maratabat beliefs all contribute to difficulties in involving the community in educational activities. it conforms to an observation during the data gathering, maranao communities are more extensively spread throughout mindanao, particularly in regions where there pa ge 18 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 173-191, 2025 perceived by the respondents with an overall mean of 2.78 (sd = 0.03) and interpreted as high. this implies a moderate implementation, showing that the school is doing something in a small way to participate in community activities, yet a lot more could be done to embrace a holistic and sustainable approach. thus, the overall score indicated relative balance but not yet optimal implementation in the school community program, which means the school, should work towards more community engagement with the school in order to respond to diversified needs and interests of stakeholders involved in the matter. it implies the need for a very comprehensive and collaborative approach to school and community partnerships in the community. it conforms to an observation, the mean score overall indicates that this school is trying its best and putting effort into the implementation of community programs, but there is a need for a concerted effort to ensure that the program consistently and effectively addresses the community’s cultural, economic, religious, and social needs. thus, the moderate level of implementation under the different categories of activities entails that the school may be undergoing some challenges or limitations in the total integration of the whole program implementation on community engagement. the moderate overall implementation of the school community program suggests the need for a more comprehensive and collaborative approach, as highlighted by the references as emphasized by macapundag (2019). this would involve addressing the various challenges and limitations faced by the school while ensuring that the program effectively meets the diverse needs and interests of the community stakeholders as suggested by epstein (2018). leveraging this, in conjunction with insights from studies on the importance of comprehensive communitybased programs by barry et al. (2018) and those that address contextual factors by mehmood et al. (2018), can put the program into better operationalization. the highest mean scores were for religious activities, which have a mean of 3.28 (sd = 0.13) interpreted as very high. this implies that the school has a strong emphasis on the inclusion of religious practices and values implementation at the community level within the school environment. the high rate of implementation of religious activities reflects the school’s recognition of the role that religion plays in the community living in marawi city’s division. it conforms to an observation, such engagement with different people affords the school community an inter-relationship of feelings, actions, and thoughts on the religious activities, enabling them to create a sense of community belonging and shared purpose among the students, teachers, and the local community. thus, found that spiritual and cultural needs have to be taken care of in a community to materialize into effective school-community partnerships. the high implementation of religious activities highlights the school’s holistic approach to community engagement, which extends beyond just academic or economic activities. this comprehensive approach can foster stronger connections between the school and the local community, and can potentially contribute to positive mental health outcomes, as suggested by the research on social prescription by jones et al. (2018). the emphasis on religious activities in the implementation of the school community program will reflect the consideration of the school regarding the spiritual and cultural needs of the community recommended by goodlad (2019). it may help the school community partnership to become robust, and it can culminate in the desire of all the stakeholders for a shared purpose and belonging. the lowest mean scores were for economic activities with a mean of 2.51 (sd = 0.10), described as low. this implies that the school is not doing much about taking economic-based initiatives for the community. these low numbers of implemented economic activities assert that community involvement in economic wellbeing initiatives is highly crucial. the small numbers of economic activities undertaken indicate a low level of alignment of the needs of the school to the community’s economic priorities. this may eventually restrict the school’s capacity to provide appropriate support and resources in response to challenges that are economic in nature for its members. it conforms to an observation the school-community partnership that is successful will consider inclusion of a wide range of stakeholders such as local firms, organizations and citizens for purposes of understanding economic needs and interests in the community. by interfacing with such stakeholders, the school can come up with more effective and applicable economic undertakings. it indicates the potential of a more balanced and comprehensive approach to improve the impact and effectiveness of the school community program in considering several economic needs and interests of the community. the very low mean value on economic-related activities exhibits a need to intensify community involvement in addressing economic development by the school. the table 7: summary on the extent of implementation of school community program as perceived by the respondents variables mean sd interpretation cultural activities 2.71 0.11 high economic activities 2.51 0.10 low religious activities 3.28 0.13 very high social activities 2.62 0.06 high overall 2.78 0.03 high legend: 3.28-4.00 at all times; /very high 2.52-3.27 most of the time; / high 1.76-2.51 sometimes; / low 1.00-1.75 never; / very low pa ge 18 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 173-191, 2025 rather low implementation of economic activities, with comparisons considered against those of other domains, suggests a lack of correspondence between the schools and the community’s economic priorities. collaboration with the different stakeholders with regards to this gap, according to banerjee and duflo (2019) and mehmood et al. (2018), would be helpful for the school in creating the most suitable and impactful economic development initiatives within the community. generally, the interpretation of results after reading through the summary table shows that the implementation level of the school community program in marawi city division is moderate, wherein religious activities are strong while levels for economic and social activities are relatively weaker. problem 3. how do the respondents assess their level of participation in school events based on cultural dance, sports competitions, art exhibits, community outreach and ramadhan days? this holistic approach can lead to improved academic performance, social-emotional development, and overall success for students. supporting this observation is the finding from tahir et al. (2021) which noted that students who went for and participated in events at school, either in sports or literary activities, have better performances than those who did not attend any. furthermore, the study by rathore et al. (2018) revealed that participation in school events has a positive impact on students’ exam performance through multiple regression analysis. additionally, furda and shuleski’s (2019) research showed that participants in school events had significantly more positive perceptions and higher grade point averages compared to nonparticipants. the highest mean score was for ramadhan days, which has a mean rating of 3.60 (sd = 0.09) and is interpreted as very high. this implies that the teachers place a strong emphasis on this important religious observance and an active participation in events associated with it. the participation of muslim students in ramadhan activities encourages them to practice their religion, deepen their spiritual connection, promote cultural awareness, and build solidarity with others within the school community. ramadan also encourages muslims to cultivate a sense of gratitude, self-discipline, and self-improvement, both at an individual and community level, which is encouraged throughout the year. as a muslim teacher, it conforms to an observation that the school’s strong focus on ramadhan celebrations can contribute to the holistic development of students and strengthen the school-community relationship. the high mean score on ramadhan days reflects the recognition the school gives to the cultural and spiritual significance of that event for the muslim community in marawi city. the school can therefore embrace the students and teachers with activities associate with ramadhan. according to the muslim council of britain (2023), fasting during ramadan can lead to an improvement in educational outcomes, as it encourages muslims to feel an affinity with the poor across the world who have little or no food to eat. additionally, changes in eating habits during ramadan may create health benefits that lead to higher student achievement, as suggested by hoddy et al. (2020) and patterson and sears (2018). the foundation is on ramadhan days, which resonates with what goodlad (2019) recommends-that is, to address the cultural, social, and emotional needs of the community-in effective school-community partnerships. the lowest mean score was for cultural dance, which has a mean of 2.80 (sd = 0.11) and is interpreted as high. this implies that there is still much to be improved not just in terms of student participation but also teachers’ participation in these cultural dance events. thus, understanding the importance of promoting cultural diversity and appreciation through dance. the lowest mean score on cultural dance activities may indicate table 8: summary on the respondents level of assessment of participation in school events variables mean sd interpretation cultural dance 2.80 0.11 high sports competitions 3.36 0.11 very high art exhibits 3.14 0.07 high community outreach 2.89 0.07 high ramadhan days 3.60 0.09 very high overall 3.16 0.02 high legend: 3.28-4.00 at all times; /very high 2.52-3.27 most of the time; / high 1.76-2.51 sometimes; / low 1.00-1.75 never; / very low table 8 shows the summary of the teachers’ participation in school events. the overall mean rating is 3.16 (sd = 0.02) and interpreted as high. this implies that the level of the teachers’ personal interest and active participation in school events has a significant impact on how they evaluate their level of involvement and experience. participating in school events has a positive effect on both academic performance and personality development of students. this is because co-curricular activities work hand in hand with academic pursuits to achieve the ultimate goal of education, which is to instill positive changes in student behavior. this indicates that the teachers in the marawi city division are deeply engaged in various school activities. it conforms to an observation, that the teachers in the marawi city division are seriously engaged with school activities in which several studies found out to be quite good indicators for the positive student outcome . the active involvement of teachers in school events can contribute to a rich and inclusive school community where students are motivated to explore a broad selection of activities beyond academics. education toward pa ge 18 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 173-191, 2025 factors that could be regarded as barriers or challenges that the teachers might feel exist toward their participation in these events. as a muslim teacher, it conforms to an observation that this is an area where the school can focus on to increase teacher participation and involvement in the promotion of cultural diversity and appreciation. by eliminating the foreseen barriers and encouraging and supporting more teachers to engage in cultural dance activities, the school may ensure a better and deeper appreciation for the much-diversified cultural heritage of the marawi city community. such would subsequently make learning and teaching more inclusive and effective. according to lobo (2023), in this stage of modernization, it is of the utmost importance to give students the chance to participate in cultural activities and gain exposure to different cultures because they will be the next generation to continue the preservation of the exceptional, spectacular, and stunning dances that represent the lives and personalities of our filipino ancestors. shay (2019) further pointed out that cultural dance fulfills the following purposes: self-education, self-control, selforganization, self-esteem, aesthetics, ethno-cultural, and physical activity. the child’s creative skills are subsequently developed, interest in the people’s culture is sparked, and the child is given a chance to let off steam and fulfill their demand for a holiday, a spectacle, or a game. dacanay et al. (2021) emphasized that the transmission of the prevailing cultural experiences, traditions, and practices from one generation to the next is what education is responsible for doing in order to maintain the continuity of culture. these findings have important implications for the development of a comprehensive community development plan in marawi city division. by understanding the level of teacher participation in school activities, education stakeholders could identify the strengths and weaknesses. this information may also inform the planning and implementation of programs and initiatives that would enhance the cultural awareness, physical health, artistic expression, and community engagement of students. results of the survey show that teachers of marawi city division are actively involved in all types of school activities, but there were more significant responses on ramadhan days. the participation in cultural dance activities is low and needs much improvement. hence, the findings can inform the development of a community development plan that would advance cultural awareness, inclusivity, physical health, artistic expression, and community engagement. problem 4. is there a significant difference in the respondents’ perceived implementation of school community program and their assessment of participation in school events when grouped according to their profile? table 9: difference in the respondents perceived implementation of school community program when grouped according to their profile respondent’s profile school community activity program overall cultural economic religious social pva lu e in te rp re ta tio n pva lu e in te rp re ta tio n pva lu e in te rp re ta tio n pva lu e in te rp re ta tio n pva lu e in te rp re ta tio n age 0.0011 s 0.0092 s 0.0004 s 0.0083 s 0.0048 s sex 1.72e-08 s 0.0038 s 0.0002 s 0.0045 s 0.0021 s highest educational attainment 0.3934 ns 0.0311 s 0.0183 s 0.0327 s 0.1189 s teaching experience 0.0800. ns 0.0274 s 0.0129 s 0.0289 s 0.0375 s ethnicity 2.3e-08 s 0.0001 s 0.0000 s 0.0001 s 0.0001 s legend: significant at p-value < 0.05 and p-value < 0.01*s – significant ns – not significant the result of the statistical tests, particularly the t-tests, and anova, on the way people perceive the school community program, is presented in table 9. this table indicates the p-values of the tests, which inform us regarding the level of statistical significance. the researcher opted to present only the p-values since they are the primary method to determine if the differences we observe are significant or occurred by chance. in presenting the p-values, the researcher can clearly convey the principal findings regarding the significant differences in the implementation of the program by various groups of respondents. this makes it easy for the reader to quickly perceive the patterns and significance of these differences. other statistical measures, such as the degrees of freedom, are not presented in this table since the p-values are sufficient to indicate whether the outcomes are statistically significant. age the analysis showed some significant differences (p-value < 0.05) in implementing the school community program in terms of age profile across the four domains which pa ge 18 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 173-191, 2025 are cultural, economic, religious, and social activities. these results indicate that teachers by age group would have different levels of implementation and perspectives on school community programs. the discovery is in line with the suggestion by green (2018), who noted that age diversity must be taken into account in educational research and decision-making. possibly, differences in age impact attitudes, motivation, and willingness of teachers towards involvement in a myriad of community-oriented activities and have implications for effective delivery in the school community program. sex in fact, there was a huge difference in the implementation of the school community program based on the sex of the respondents, with an accompanying p-value < 0.01. this would mean that female teachers tend to be more actively involved in the implementation of cultural, economic, religious, and social activities as compared to their male counterparts. this is consistent with the study of willemse et al. (2018), where it was observed that the gender also impacts the involvement of the teachers in school-community partnerships. removing the potential gender-related barriers and promoting balance in the opportunities available to male and female teachers to participate in the school community program would help improve the school setting as more inclusive and collaborative. highest educational attainment the analysis shows significant differences (p-value < 0.05) in the implementation of economic, religious, and social activities by the respondents in relation to the highest degree attained in education. no significant difference, however, was shown in the implementation of cultural activities. this point probably pertains to the educational level of the teachers, which affects their style and commitment to certain activities of the school community program concerning its economic, religious, and social domains. high educational qualification teachers might have a better understanding of what this community engagement involves and strategies needed for effective programs. the conclusion from the literature by willemse et al. (2018) expands on this concept because it is evident that more educated teachers may better have the skills and knowledge to prepare for and carry out community-based programs more effectively. teaching experience the results show significant differences (p-value < 0.05) in the implementation of economic, religious, and social activities based on the respondents’ teaching experience. this implies that teachers with varying years of experience may approach the implementation of the school community program differently, particularly in these domains. experienced teachers might have a better idea of what the needs of the community are and what approaches are required to appropriately engage stakeholders. teachers’ experience counts, according to fatma and tugay (2019), in their classroom management and decision-making. ethnicity the analysis has reflected the significance of differences (p-value < 0.01) in the implementation of the school community program in all four domains-culturally, economically, religiously, and socially-when the respondents were grouped by ethnicity. this finding underscores the importance of recognition of the cultural diversity within the teacher population, as indicated by research into macbeath and dempster (2018). variables like language competence, a culture of norms, or a sense of belonging may contribute to differences in the implementation of the school community program among teachers from different ethnic backgrounds. overall, results in table 17 depict the complexity and intricacy of factors that might influence the implementation of the school community program. perception of diversity in teacher profiles and perspectives, especially called attention to in the literature, can guide the formulation of more targeted and inclusive strategies that might enhance community engagement within the educational context. this understanding of major differences by age, gender, educational achievement, teaching experience, and ethnicity can be used by school administrators and policymakers to adapt their approach. this builds on a more holistic and effective school community program that still maintains stronger partnerships between schools and communities to empower students to reach fullness in their own way. table 10: difference in the respondents’ assessment of participation in school events when grouped according to their profile teacher’s participation in school events respondents’ characteristics age sex highest educational attainment teaching experience ethnicity pva lu e in te rp re ta tio n pva lu e in te rp re ta tio n pva lu e in te rp re ta tio n pva lu e in te rp re ta tio n pva lu e in te rp re ta tio n cultural dance 0.0011 s 1.72e-08 s 0.3934 ns 0.0800 ns 2.3e-08 s pa ge 18 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 173-191, 2025 sports competitions 0.0455 s 0.2108 ns 0.5343 ns 0.1074 ns 8.89e-20 s art exhibitions 0.2771 ns 0.2707 ns 0.9448 ns 0.6666 ns 4.61e-12 s community outreach 0.0262 s 0.5743 ns 0.854 7 ns 0.5248 ns 8.37e-14 s ramadhan days 0.3512 ns 0.4017 ns 0.5826 ns 0.2297 ns 3.22e-34 s overall 0.1402 ns 0.2915 ns 0.66196 ns 0.3217 ns 4.60e-09 s legend: significant at p-value < 0.05 and p-value < 0.01*s – significant ns – not significant the t-tests and anova findings indicate how frequently the respondents participated in school events according to their age, sex, education level, teaching experience, and ethnicity. these findings are presented in table 18. the table provides the p-values of the tests, which inform us whether the differences in the respondents’ participation in school events are significant. the researcher chose to present only the p-values in this presentation since they are the best means of observing whether the differences are significant or occurred by chance. by presenting the p-values, the researcher can easily present the key findings regarding the significant differences in how respondents participated in school events according to their profiles. this makes it easy for the reader to observe the patterns and significance of the differences. other figures, such as degrees of freedom, are not presented in this table since the p-values alone provide the necessary information to grasp the significance of the findings. as to age, the value of the analysis result shows a significant difference, p-value less than 0.05, of participation by teachers in activities involving cultural dance, sports competition, and community outreach if grouped by age. this indicates that teachers belong to different sets of age groups that may have varying levels of participation and insight into these types of school activities. this age difference finding would underscore the necessity of ensuring that teachers from these different age cohorts have their different needs and preferences taken into consideration. for example, in the case of cultural dance and community outreach, teachers in younger years of practice will show more disposition toward active participation. older teachers bring experience and wisdom to sports competitions. such age-based variations could be recognized to inform the devising of strategies tailored to involve teachers of all ages in school events. it corresponds to the findings of green 2018, which provided a comment on considering age diversity in educational research and decision-making. this could lead to more inclusive and responsive programs for enhanced community engagement at schools by answering how age influences teacher involvement. the result of the analysis with regard to sex suggests that there is a significant difference in the participation of teachers in cultural dance and community outreach events based on their sex, with a p-value less than 0.01. this finding goes on to suggest that female teachers are more likely to participate in these school activities than their male counterparts. participation differed by gender in a way that speaks to the need for addressing possible social barriers and expectations that may affect teacher participation in school events. proper appreciation of the differences in participation can inform the strategies aimed at offering equal opportunities and increasing the participation of male teachers in cultural and communityoriented activities. this finding is supported by existing literature; for instance, a study by willemse et al. in (2018) places great emphasis on how gender influences teachers’ involvement in school-community partnerships. improving these gender dynamics at school can make the environment even more inclusive and collaborative. ethnicity: there were significant differences, with a p-value less than 0.01, among teachers to participate in cultural dance, sports competitions, art exhibits, community outreach, and overall participation in events in school among categories of ethnicity. high variation of participation rates by ethnicity informs the recognition and addressing of the cultural diversity of the teacher population. ethnicity might foster this difference through variables—such as language ability, cultural norms, or possibly a sense of belonging. the finding is supported by the research of macbeath and dempster, 2018, stressing the importance of dealing with cultural diversity and promoting inclusive practices in school settings. the different ethnic backgrounds of teachers’ specific needs and preferences, in that respect, are realized and accommodated to help build a more inclusive schoolcommunity collaborative environment. the results, presented in table 18, point out that the factors that influence teachers’ participation in school events are indeed multivariate. among the profile characteristics explored, some variables, such as sex and ethnic background, were shown to relate significantly, but other variables, such as educational level attained and years of teaching experience, were not. these findings bring to the fore the need to adopt a holistic and nuanced approach to understanding and addressing the complexities of teacher engagement in school-community activities. a recognition of the diversity of profiles and views expressed by teachers could help school administrators and policymakers formulate more effective and targeted strategies toward school-community participation and to engender a more inclusive and collaborative school community. problem 5. based on the findings of the study, what school development plan on the implementation of school community program can be designed? am. j. arts hum. sci. 4(2) 30-50, 2025 https://journals.e-palli.com/home/index.php/ajahs pa ge 18 8 table 11: three-year matrix of school development plan year 1 area of concern specific objectives strategies/ activities time frame persons involved source of fund estimated budget expected outcome economic activities -foster a culture of collaboration among community members. -economic activity aims to promote economic growth and development. -improve human well-being by efficiently utilizing limited resources to produce livelihood projects. -maintaining economic stability among community members. -invite external speakers and experts to lecture about collaboration -organize seminars in economic and growth and development -conduct training on limited resource to produce livelihood projects -conduct training on economic among community members throughout the year teachers, parents, leaners division mooe/ special education fund php 100,000.00 improved camaraderie and teamwork among community members leading to a more supportive work in livelihood projects. submitted learning outputs cultural dance -enhance student participation in cultural dance. foster leadership skills among students. -demonstrate the growth of maranao culture through the evolution of cultural dance. promote cultural exchange and understanding develop inclusive practices for cultural dance events, ensuring accessibility for students with disabilities and diverse cultural backgrounds. -organize seminars about leadership skills -organize hands-on workshop on cultural dance facilitate online forums or discussion groups year-round teachers, students division mooe/ special education fund php 100,000.00 improved student’s confidence and performance in cultural dance events. submitted learning outputs year 2 area of concern specific objectives strategies/ activities time frame persons involved source of fund estimated budget expected outcome economic activities -strengthen ties between school and community. -establish a parent volunteer program. enhance student participation in school activities. foster patriotism and nationalism through the participation in economic activities. -invite experts to conduct workshops or training on livelihood projects for community members. -collaborate with parents for volunteer program -organize workshops on participation in school event -conduct training sessions on participation in economic activities throughout the year teachers, parents, leaners division mooe/ special education fund php 50,000.00 increased parental involvement and community support for livelihood projects. submitted learning outputs am. j. arts hum. sci. 4(2) 30-50, 2025 https://journals.e-palli.com/home/index.php/ajahs pa ge 18 9 cultural dance -enhance community resident’s dance skills. arouse better appreciation in cultural dance. -provide through dancing, a healthful form of relaxation and recreation among community and students. -promote goodwill and fellowship among dance groups. create dance groups involving community residents and students to promote cultural diversity and participation. throughout the year teachers, leaners division mooe/ special education fund php 100,000.00 increased community resident’s confidence and competence in dancing. submitted learning outputs year 3 area of concern specific objectives strategies/ activities time frame persons involved source of fund estimated budget expected outcome economic activities -foster a culture of collaboration on income generating projects of the schools. -allocate limited resources to meet the needs of individuals and community as a whole. -increase parental participation in school activities. -satisfy the needs and desires of individuals. -invite l speakers and experts to conduct workshops on income generating projects in the schools. -conduct hands-on workshops in the community -offer workshops on participation in school activities -provide one-on-one coaching sessions throughout the year teachers, leaners division mooe/ special education fund php 100,000.00 increased teacher’s collaboration and sense of belonging resulting to a good relationship and community support for income generating projects in school. submitted learning outputs cultural dance -enhance student participation in cultural diverse music. foster a culture of collaboration among teachers and students. enhance teachers’ pedagogical skills in cultural dance. -provide entertainment among teachers and students. provide training for teachers and students on cultural diverse music -facilitate peer learning circles among teachers and students -organize seminars on pedagogic skills in cultural dance -provide hands-on workshops among teachers and students. year-round teachers, students division mooe/ special education fund php 100,000.00 increased student exposure and sense of belonging resulting in improved attendance and academic performance in cultural diverse music. submitted learning outputs pa ge 19 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 173-191, 2025 conclusion the following conclusions are hereby drawn for the study: the variety of characteristics among the respondents (including age, gender, educational background, work experience, and ethnicity) likely had an impact on the implementation of school community programs and the participation of teachers in related events. the school community programs initiative was rated “high”, especially for religious activities. this shows that the school values teaching religious traditions and values to meet the spiritual needs of the marawi city community. although educators were often highly involved in school events, their involvement during the days of ramadhan was particularly notable with the highest attendance. the findings also indicated notable discrepancies in the levels of teachers’ participation in school events, which were influenced by factors such as age, gender, and ethnicity. this emphasizes the importance of recognizing diverse needs and viewpoints among teaching staff. interestingly, there was no strong connection was found between teachers’ involvement and their educational qualifications or years of teaching experience, contradicting previous research that highlights the role of teachers’ competency and years in fostering community engagement. recommendations on the basis of the results of this study, the following are recommended: 1. teachers are encouraged to continue their education by pursuing and completing master’s and doctorate degrees. this is because there is a lack of qualified individuals with advanced degrees in certain schools. continuing education can greatly benefit teachers by expanding their knowledge, developing specialized competencies, and deepening their understanding of successful strategies for community engagement. by supporting and guiding educators towards obtaining higher degrees, they can become more well-rounded and experienced faculty members with the necessary knowledge to create and implement effective programs for the school community. 2. school leaders should encourage teachers to actively participate in activities such as inviting community members to lead projects that will improve their livelihoods. this will not only increase involvement in economic development, but will also bring in external leadership support to address the community’s economic needs and priorities. ultimately, this will enhance the effectiveness of school-community partnerships. 3. teachers should actively promote cultural dancing by facilitating the formation of community-based dance groups and providing necessary materials and equipment for cultural events. by offering resources and building partnerships with local organizations, schools can encourage teachers to become more involved in preserving and honoring their community’s culture through dance. this approach can lead to the creation of inclusive and accessible cultural dance events that foster a sense of belonging and appreciation for diverse artistic expressions among all students. 4. the school should prioritize implementing a more inclusive and flexible approach to address the levels of teacher involvement in school events, taking into consideration factors such as age, gender, and ethnicity. this could involve implementing strategies to provide support systems and promote diversity among teachers, ultimately fostering a more welcoming and collaborative school environment. one potential solution could be offering professional development opportunities and mentorship programs, while also actively seeking feedback from teachers to better understand their individual needs and preferences. 5. school administrators should find ways on teachers involvement in the cultural dance activity and economic development activities, such as offering resources to them and support, developing collaboration with community organizations, and developing incentives for the participation by teachers. since all these factors are being taken care of, this shall improve the general efficiency and involvement of the school community program. 6. the school heads are encouraged to utilize the school development plan prepared by the researcher to ensure collaborative and teamwork in planning and in promoting school events. references arimoto, m. 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(2018). youth empowerment solutions: evaluation of an after-school program to engage middle school students in community change. health education & behavior, 45(1), 20–31. pa ge 1 pa ge 12 8 american journal of arts and human science(ajahs) alienation and nostalgia: a diasporic reading in the little buddha in tokyothe little buddha in tokyo ram prasad rai1*, raj kumar gurung1 volume 3 issue 4, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i4.3907 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: october 30, 2024 accepted: december 04, 2024 published: december 15, 2024 the main aim of this paper is to explore ‘alienation’ and ‘nostalgia’ as diasporic features in the story the little buddha in tokyo by parashu pradhan. the protagonist palden falls in love with a japanese tourist girl in kathmandu. they get married and fly to tokyo in japan. in the hostland, palden’s discomfort begins as he is confined to the house of his wife silvia sann. he is not allowed to go out and work. his dream of earning a lot of money and having a happy life in kathmandu, his homeland, faces a big problem. he feels alienated totally. he becomes nostalgic for his home, families, and homeland landscape in nepal. palden stands as a diasporic character in the story. this is a qualitative research. it implements the theories of ‘alienation’ and ‘nostalgia’ in ‘diaspora’ introduced by fernando galvan, mahinder kumar, wayne o’donohne and lindsay nelson, karl marx, scott t. allison and jeffrey david green and so on. it applies apa 7th edition as the research format. we have consulted library books, journal articles, magazine articles, and internet sources for e-journals and e-books reading related to the concepts ‘alienation’ and ‘nostalgia’ in connection with ‘diaspora.’ so, we, as researchers study how palden faces ‘alienation’ and ‘nostalgia’ and becomes a diaspora in japan, the host land. the certain lines from the story contain the protagonist’s experiences of ‘alienation’ and ‘nostalgia’ and they are analyzed as diasporic features to interpret him as a diasporic character. he is a nepali diaspora in japan. this paper will be a support to other prospective researchers in diaspora area. keywords diaspora, dispersion, homeland, host land, involuntary, voluntary 1 department of english, ratna rajyalaxmi campus, tribhuvan university, kathmandu, nepal * corresponding author’s e-mail: rairamprasad26@gmail.com introduction in this modern era, people’s mobility around the world has heightened far more than in the past. they leave their home countries and go to foreign countries for various purposes. according to angelina stanojoska (2012), “push and pull factors synthesize conditions that exist in the two worldsthe poor and rich countries”. they complete their certain degrees of study in their country and go abroad to study further. they believe that their education in foreign universities can be of better quality than that of their own countries. they think that there are betterqualified professors in the universities abroad. most people fly abroad for job opportunities. they earn much more money in foreign countries than in their own. some people reach in abroad for trade purpose. k. thet kyaing (2014) notes that the main reasons behind their mobility to foreign nations are “low productivity” and “unemployment” in their native land. they run business there for “capturing richness” (bajuwaiber, 2024). in addition, sometimes people make religious visits to abroad. they attend religious programs and stay there for a long time without returning home countries. people’s movement to foreign countries has been a popular matter at present. though people reach in advanced nations in matters of education, communication, and technology, they do not become fully satisfied in the foreign land. they accomplish higher degrees of education there, but it can not give them full satisfaction. they get jobs and earn a lot, but this also does not make them confident enough to live happily there. they have to go through different troubles by being ‘outsiders’ in the land abroad. for rita joshi (2004), they have “difficulties in adjustment” in the host land. the employers, administration, and the management in the host land, keep them in the second position of emphasis to their citizens and “they face discrimination, hatred, prejudice, and bias” (bajuwaiber, 2024). moreover, they can not speak their language, follow their culture, and other food items. they have “feeling of alienation and rootlessness” (shukla & benerji, 2014) in the foreign land. furthermore, they suffer from nostalgia for home. they miss their home, family members, and relatives. they love to return to their homeland, but some sorts of challenges stop them from going back home. the situation like it is diasporic. people leaving their homeland and living in the host land are diaspora. they are in foreign lands away from their native countries. while being in their motherland, they have their own language to speak to each other. they follow their own culture and tradition. they enjoy their own festivals. they wear their own cultural dresses and eat their traditional food items. they have their own society to work together for their well being as wendy chinonyerem benaiah and dolapo osuntoki (2024) state that they have chances “to interact and exchange ideas, viewpoints, contacts, information, and experience”. on the contrary, they do not have such easy situations in the host land. they are new to the language, culture, cultural activities, and people there in the foreign land. they can not follow their culture and cultural beliefs, or festivals comfortably in the new land. so, naturally, the diaspora people face “alienation and aloofness” (sujaritha, 2009) being separated from their homeland and people. they feel lonely and experience “nostalgia for the homeland” pa ge 12 9 https://journals.e-palli.com/home/index.php/ajfst am. j. food. sci. technol. 3(4) 128-132, 2024 (shukla & benerji, 2014). in the story, the little buddha in tokyo, the protagonist palden marries a japanese girl silvia sann and goes to live in japan. he aims to earn a lot of money and make beautiful house in kathmandu. however, instead of having his dream fulfilled, he is confined into his wife’s house. he can not go out and work for money. he suffers from displacement, alienation, and nostalgia a lot. he is a diasporic character in the story. materials and methods this paper majorly applies the theory of diaspora. there are two types of diaspora: i) classical and ii) modern. this study is based on the modern concept of diaspora. it implements the ideas of mahinder kumar, rita joshi, john mcleod, and so on. moreover, this research work follows theories of ‘alienation’ explained by karl marx, wayne o’donohne and lindsay nelson, and m. h. lystad and ‘nostalgia’ introduced by scott t. allison and jeffrey david green, constantine sedikites and colleagues, and janelle l. wilson as the features of diaspora to observe palden’s, the protagonist’s position in the story as the primary text. since this study is solely on the basis of a qualitative research approach in nature, it widely uses library and internet sources for books, reviews, journal articles, or magazine articles related to ‘diaspora,’ ‘alienation,’ and ‘nostalgia.’ it also highlights the ideas of ‘push’ and ‘pull’ factors to talk about the migration in modern diaspora. literature review the term ‘alienation’ is a situation when people feel lonely being away from home and families. the people become upset being in a difficult host land environment and having lack of contact with the near and dear people or relatives in the homeland. furthermore, o’donohne and nelson (2014) argues, “the term ‘alienation’ originates from the work of karl marx on the effects on workers of the capitalist labour process” . karl marx takes ‘alienation’ as the separation between owner and the worker in the production process. workers work hard but they do not get their sweat fully paid by the owners. the workers are alienated from their rights to be paid on the basis of their struggle as karl marx (1963) states, “alienation is the separation and estrangement of man from other”. however, in diaspora, people are alienated as they are discriminated and exploited in their working places of host land. in such a situation, they have ‘personal dissatisfaction’ and experience ‘social isolation’ (lystad, 1972). in the host land, they remain aloof as they have no favour from the working place owners. they do not have frequent communication with their families at home. for blauner, alienation is “the individual’s feelings resulting from a lack of control, powerlessness and the absence of self-fulfillment –powerlessness” (qtd. in o’donohne and nelson, 2014). people often have the experience of alienation during their work process in the diaspora. ‘nostalgia’ simply means the longing for the past that can be events, things, people, or places. usually, people have nostalgia for the past when they are lonely away from those places, things, and people. allison and green (2020) take nostalgia as “a sense of longing, and wanting to return to the past”. while being in abroad, people often suffer from nostalgia for home and family members. they are in a distant place and they miss home and homeland either in happy or difficult moment. constantine sedikites and colleagues (2008) state, “nostalgia, then, is literally the suffering due to relentless yearning for the homeland”. nostalgia is a desire for the past and that is usually the home, families, and relatives. when people are in foreign land, they have to face discomforts in the new cultural, linguistic, and political situations of the new place which often make them miss home, homeland, and people there. wilson (2014) considers, “nostalgia literally means ‘homesickness”. the experience of being alienated, separated, and displaced from one’s homeland and people trigger nostalgia in people in the host land. at least, it helps them manage pain and misery in the diaspora. the term ‘diaspora’ signifies the people who are dispersed from their homeland into host land. they have left their motherland for foreign countries, either willingly or forcefully. in general, ‘diaspora’ is “the idea of ‘dispersion,’ ‘scattering’ derived from the greek language dia ‘through’ and speirein ‘to scatter’” (galvan, 2008). classically, diaspora mainly signifies the jewish diaspora. it indicates the dispersion of jews into neighboring countries when their country was captured. such a dispersion is caused by force. the jewish diaspora is known as greek diaspora and in this model of diaspora, people leave their homeland involuntarily due to wars, civil wars, political instability, famine or natural disasters. however, in modern sense of diaspora, people get dispersed into foreign land voluntarily. they go abroad for various purposes such as, employment, study, business, or visits. so, currently, diaspora’s formation process has been widened about which mohinder kumar (2015) argues, “it refers to displaced communities of people, willing or forced, who have been dislocated from their native homeland through the movements of migration, immigration, or exile”. all types of dispersions of people into foreign land are diaspora and ‘alienation,’ ‘displacement,’ or ‘nostalgia’ become the characteristics of a diaspora. the story the little buddha in tokyo by pradhan is a translated version. it was translated from nepali language into english in 2004 by mukul dahal. though it belongs to both nepali and english literature world, it has not reached the hands of many readers yet. it is still waiting for eager readers. so, this story has not been researched on by any scholars. however, it carries a real like story of palden leaving his homeland for japan with his dream of becoming a rich man in future, but result is opposite in the host land. this story bears features of diaspora such as, ‘alienation’ and ‘nostalgia’ experienced by the protagonist. hence, it is selected as a primary text for the study of nepali diaspora in japan. pa ge 13 0 https://journals.e-palli.com/home/index.php/ajfst am. j. food. sci. technol. 3(4) 128-132, 2024 results and discussions palden’s meeting with silvia and flight to tokyo palden, a tourist guide in kathmandu, is from solukhumbu. he works in a trekking agency. he takes foreign tourists to different places of nepal as “he worked as a tourist guide” (pradhan, 2004) for the office. that is the way how he is living in kathmandu for his every day meal. he is from mountainous region. he has already had a lot of experience of walking, working, and running in hills that are “matters relating to the nature of cognitive skills, including their contexts of acquisition, course of development and conditions of exercise” (nash, 2005). so, he has no problem of walking in hills while guiding tourists in high and snowy mountains and hills. he can describe plants, trees, soil, rivers, and places comfortably to tourists. he is quite familiar with things in the hills because pradhan (2004) says, “he was born in the himalayas”. he is glad to be a tourist guide. he is devoted to his duty. he has to guide tourists from various countries around the world. among many tourists, silvia sann is from japan. she becomes very close to him heartily very soon. the beauty of silvia sann attracts palden a lot. she too, likes him. having a guest like silvia, he becomes very excited. he feels lucky to get a chance of guiding a japanese guest, silvia. they sometimes go to eat in a restaurant. silvia offers him alcohol. in an excitement, “he felt an undiminished happiness, entire pleasure, every festive moment all at once in a single day” (pradhan, 2004). they enjoy talking to each other. they do not have much knowledge about each other’s language to communicate well, but their eyes, faces, and hearts speak. palden begins to imagine of going to japan and earn a lot. neha mishra (2007) argues that migrant workers often do not like to be engaged in domestic work places due to low payment and they love to go abroad. palden does not have good source of earning in nepal. pradhan (2004) avers, “palden, on the other hand, fancied: ‘if only i were in japan!’ what good fortune that would be! what a number of buildings he could have in solu and in kathmandu!”. like other many people, he is also attracted to go to japan, a rich country. important factor for them is they can judge what benefit and loss they have while working in their own country and abroad (lee, 1966). furthermore, they fall in a deep love of each other. they can not think of getting separated. both of them respect buddha. silvia is in the land where buddha was born. most importantly, she loves palden as a little buddha. finally, they get married and fly to tokyo in japan with desire of fulfilling his dreams in life. however, the situation turns negative for him in the host land. palden alienated in tokyo though tokyo is palden’s desired city to be in and earn a happy life, he feels alienated as he is confined to only the house by silvia sann, his wife. palden wants to go to work outside, but silvia never allows him to do so and in alienation palden happens to question himself, “why and for what did you come to tokyo?” (pradhan, 2004). she asks him to stay home and do what she wants him to do because she says he is her husband. his desire in life or purpose of coming to japan turn to be meaningless which makes him “feel totally frustrated and alienated” (rosen, 1975). he does not become happy with all available eating things in the fridge and watching tv all day as pradhan (2004) writes, “he did not know how long he could shut himself up in the room, alienated. how many nights or days or years? be stuck in a room and keep on eating and drinking”. he knows it is useless for him to sit and enjoy watching tv all times, but he can not do anything. he can not work with his interest. silvia’s order works in the house. for refreshment, he walks outside in park, but he can not stay out as long as he desires to. he has to face questions from silvia. he is “powerless” and it “reinforces his own alienation” (lystad, 1972). palden realizes himself that he has become a victim of his own wife. his freedom is looted away in tokyo, the host land. he is totally upset for being separated from his people in nepal. palden experiences fully uprooted in tokyo from his native land, nepal. he is forced to live a life in host land uselessly. he does not know what he has achieved by coming to japan. amidst all such confusions, he feels totally “dislocated and dispossessed” (pal, 2016). in the new land, a foreign land, he is wasting his productive age with no any accomplishments. he is not sure how his life goes on. his all dreams have gone spoilt as pradhan (2004) argues, “but he was left restless by the pain of being a rape victim every night. he felt he had transformed into a self-regulating machine and was crushed under silvia’s command”. he can not go out and enjoy working and having a society with people. he has been like a criminal being confined in the house of his wife. he has “a loss of the sense of home; loss of roots; loss of place” (boruah, 2016). he has no communication with his family members and friends in nepal. he is passing a difficult life in the host land. he has lost hope in life because of which “he wished to end his life out there in tokyo, commit a suicide” (pradhan, 2004). he is not happy though his wife is with him. palden has to fulfill his already assigned work. he is not glad to be in japan now because of all such unnecessary dominations from his wife. he sometimes thinks to lose his life to be free from tensions. palden in nostalgia for his homeland in tokyo, palden has nostalgia for homeland when his freedom is exploited by his wife. instead of working and earning money, he has to stay at his wife’s house and serve his wife only. in his helplessness, “palden couldn’t help reminiscing about the small bazzar, salleri, in his native district, solu. he harked back to the narrow lanes of thamel in spite of an unwillingness to do so” (pradhan, 2004). it is very hard for him to stay lazily and fruitlessly at home alone and he is forced to do so which “creates desire for home in him” (pal, 2016). as a living creature pa ge 13 1 https://journals.e-palli.com/home/index.php/ajfst am. j. food. sci. technol. 3(4) 128-132, 2024 and a human being, one has to move to places for a work, visit, business, or any other daily activities in life. palden is deprived of all such freedom. leela (2012) states that all such restraints cause “home sickness” and “longing for home” in him. in his loneliness, “palden would traverse the forest of solu and salleri only in his dreams. only on the tv screen could he catch a glimpse of the mountain peaks. the palden inside palden went dry and dead every day. he began to dream of returning to nepal to resume the old job of trekking” (pradhan, 2004). though palden is in such a rich and developed country japan, he is not comfortable enough to live there for his further career. it is all due to unnecessary pressure upon him to be at home all days, but not to join any companies for job. he longs to be in his homeland, nepal and continue his work he had before leaving for tokyo. silvia’s insignificant pressure and boredom created by his every day’s tedious stay at home make palden miss his past incidences and homeland. tokyo’s beauty and advancement in development does not attract him any more, but mcleod (2015) asserts, he has “memories of home to explore in retrospect”. he remembers silvia’s words of appreciation to him before their marriage in nepal as she would say, “i revere the buddha, palden. since a tender age, i’ve had in me a deep reverence and respect for the buddha. since you come from the buddha’s land, you seem to me to be an embodiment of buddha, a little buddha in yourself, my dear” (pradhan, 2004). however, the current attitudes of silvia towards palden sadden only him. her dictatorship upon him becomes intolerable. he regrets marrying silvia and coming to tokyo. things, places, and sceneries make him remember the past and the past is no other than his homeland, nepal. according to sujaritha (2009), “the diasporic community faces several problems and it lends them to be nostalgic about their home country always”. when it is cold and snowy in tokyo, he misses snowy mountains and rhododendrons blooming in the forests of hills in nepal. pradhan (2004) writes, “the stagnant time evaporated and palden was swung back to his past. he was carried to the vast expanse of gleaming snow and the chilling heights of the mountain. palden merged himself with the rhododendron in the woods of a rocky slope”. he does not enjoy his stay in japan at all. his days are full of discomforts. he often has nostalgia for nepal and its landscape to manage his suffocating life in tokyo. conclusion the protagonist palden as a diasporic character reaches his desired land tokyo, but he can not compromise with the difficulties over there because of which he experiences displacement and misses his homeland, nepal. when he happens to come across silvia in kathmandu, he becomes happy. he falls in love with her and marries her. his dream of being in japan, one of the richest countries in the world, is fulfilled. however, his dream of making a good life there turns to be failure. his wife restrains him going out and working for money. he has to stay at home and eat things stored in the fridge. he is not happy living in the strict rules of silvia, but he can not return to nepal easily. he experiences a complete separation from his families, relatives, friends, and homeland. all such unhappy moments in the host land tokyo, triggers nostalgia in him for homeland. his diasporic life in tokyo is truly painful. in the story, the concept ‘here’ signifies tokyo, the host land and the present time of palden whereas, ‘there’ notifies his homeland, nepal and his past moment. he was much happier there in nepal than he is now in japan. so, he experiences of being alienated in tokyo and longs for his homeland and his past days. hence, the little buddha in tokyo by pradhan is a diasporic story. references allison, s. t., & green, j. d. 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(2014). nostalgia: sanctuary of meaning. u of minnesota libraries publishing. pa ge 1 pa ge 11 7 american journal of arts and human science (ajahs) characteristics, commitment and behavioral performance of librarians in select provinces of region 10 joseph d. oniot1*, ninfa c. osias2 volume 4 issue 3, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i3.5132 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: may 01, 2025 accepted: june 09, 2025 published: august 23, 2025 librarians play a crucial role in fostering meaningful client interactions and delivering quality service. grounded by self-determination theory (sdt), this study explores how intrinsic motivation, competence, and relatedness influence librarians’ commitment and behavioral performance. it examines the librarians’ characteristics, commitment levels, and behavioral performance while determining whether significant relationships exist between these factors. using a mixed method of quantitative and qualitative approach, the study involved 339 librarians from select provinces of region 10. universal sampling was employed, and a validated survey instrument collected data on key performance areas and professional characteristics. descriptive statistics summarized the findings, while pearson’s r assessed correlations, and one-way anova analyzed demographic influences at a 0.05 significance level. results show that most respondents hold a master’s degree, have six to ten years of service, attend national-level training, and exhibit strong commitment and high behavioral performance. a significant relationship was found between commitment and behavioral performance, except for organizational commitment in approachability, listening, inquiring, searching, and follow-up. while education and length of service had minimal impact, continuous learning and a proactive work culture proved essential for performance enhancement. findings affirm that higher commitment leads to stronger behavioral performance, with specific characteristics influencing engagement. the study highlights the importance of institutional support through structured development programs to enhance service quality. the researcher recommends that librarian councils and institutions have to invest in targeted professional development initiatives, ensuring librarians remain wellequipped to meet client needs and adapt to evolving demands, ultimately strengthening the overall effectiveness of library services. keywords behavioral performance, characteristics, commitment 1 tangub city global college, philippines 2 phinma cagayan de oro college, philippines * corresponding author’s email: josephoniotrl@gmail.com introduction background of the study librarians in higher education institutions (heis) play a vital role in students’ academic and personal development. their behavior and commitment significantly affect service quality, user satisfaction, and student success by fostering a positive environment, using modern technologies, and staying engaged (the effects of librarians’ behavioral performance proquest, 2024). however, their effectiveness may be hindered by burnout, lack of recognition, workplace stress, limited resources, and insufficient professional growth opportunities. to improve performance and commitment, stakeholders must provide adequate support, resources, and recognition, while promoting professional development and work-life balance (standards for libraries in higher education, 2024). as ihab (2023) explains, workforce commitment is influenced by personality, organizational culture, and leadership—factors essential in today’s fastchanging work environment. in south padang, indonesia, training, work ability, and commitment strongly affect employee performance, with commitment acting as a key mediator (fitria et al., 2023; halilintar & sobirin, 2022). likewise, in academic libraries, librarians’ quality, commitment, and behavior are critical to achieving institutional goals, and administrators must address their needs to retain skilled professionals (ile, 2021; idris & usman, 2018; yaya, 2019). ongoing training is vital, especially as asean countries like the philippines increasingly require a master’s in lis for employment (abangan et al., 2024). challenges such as foreign competition, job insecurity, high workloads, and limited technology particularly impact librarians in mindanao (gaikwad et al., 2019). a study at western philippines university also found that organizational commitment and performance are positively influenced by support, empowerment, and participative leadership (de la rosa et al., 2022). in connection to the preceding information on librarians’ commitment and behavioral performance, the researcher seeks to answer the following inquiry on the aspects of region 10 librarians’ commitment and behavioral performance particularly on their connection on association and on ways to improve these aspects. literature review respondents characteristics highest educational attainment abun et al. (2021) found that educational attainment and work experience positively impact self-efficacy among teachers and employees, with higher education and longer experience linked to greater confidence. similarly, andoh, pa ge 11 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 117-141, 2025 mensah, and essandoh (2023) emphasized education’s strong role in shaping self-efficacy in both academic and professional contexts. solomon et al. (2022) noted that while higher education can increase income and autonomy, it also brings added stress and responsibilities, which may reduce job satisfaction— especially for women. chen (2023) reported that 84% of faculty expressed high job satisfaction, though levels varied across roles and institution types. length of service work experience helps shape career identity and commitment by building skills, exploring paths, and increasing job competitiveness, with 2–3 years seen as a solid base (herrity, 2023). lee and kim (2023) found that positive employee experience improves satisfaction, well-being, and commitment, supported by mental toughness. veena (2024) noted that engagement links job features to extrarole behaviors, boosting commitment. syahril et al. (2022) showed that discipline, motivation, and experience strongly influence employee performance and organizational outcomes. related trainings/seminars attended training plays a key role in boosting organizational commitment, performance, and employee well-being. motivation to learn, perceived support, and positive attitudes toward training strengthen emotional attachment to the organization (rosle et al., 2022). khan and iqbal (2020) found that even a single hr practice like training can enhance commitment when employees feel valued. in hospitality, solangi et al. (2021) showed that training perception boosts affective commitment, with engagement as a key mediator. sibarani et al. (2023) confirmed that engagement, training, and commitment are closely tied to better performance and satisfaction, highlighting the value of effective hrd practices. commitment organizational commitment organizational commitment enhances performance and is influenced by leadership, job satisfaction, and culture (luxmi, 2022). a supportive climate with trust, fairness, and teamwork further boosts commitment (ilyasova & borovikova, 2019). self-monitoring also affects commitment—college educators with higher self-awareness show stronger organizational ties (anbugeetha & nandhini, 2022). work-life balance (wlb) plays a key role: it strengthens affective and normative commitment but may reduce continuance commitment. poor wlb raises turnover risk, while supportive practices improve motivation and retention (almomani et al., 2023). career commitment career commitment is shaped by personal traits, psychological factors, job elements, and organizational support. zhu et al. (2021) linked strong commitment to career success through ongoing skill development, with a corrigendum underscoring the need for accurate identification of its causes. meta-analyses highlight mentoring, organizational support, and job-related factors as key influences, showing career commitment’s interdisciplinary nature and link to organizational commitment. bassam (2023) stressed aligning career management programs with employee expectations, while jyoti et al. (2021) found that job involvement—especially with good person-job fit—boosts both career and organizational commitment, along with well-being and satisfaction. service commitment mwenyasi (2020) examined how service recovery, empowerment, and training influence commitment in tanzania, aligning with a unesco–alwaleed initiative promoting culture-based vocational training for local development. pahi et al. (2022) found that participative leadership boosts service commitment through knowledge sharing. caruana (2024) showed that customer satisfaction mediates the link between service quality and loyalty, with demographics affecting outcomes. conversely, kiumarsi et al. (2020) noted that in post offices, service innovation—rather than quality—drives loyalty by meeting changing customer needs. work commitment nwaorgu and nkedishu (2023) found that in-service training improves instructors’ job commitment, while rodriguez-barboza (2023) reported that technostress reduces performance and weakens commitment. these support faisal’s (2022) finding that work-life balance (wlb), supported by well-being and supervisor backing, enhances job performance and commitment. teruel (2018) also linked work engagement with consistent organizational commitment across demographics. similarly, wong (2020) highlighted that wlb boosts motivation, retention, and commitment, and pasinringi (2020) confirmed that wlb, job satisfaction, and job security are key to nurses’ commitment. behavioral performance approachability and visibility sapp and martin (2024) found that librarian approachability is influenced by behaviors, attire (e.g., nametags, blue shirts), and race/ethnicity, with students of color finding librarians of similar backgrounds more approachable. this affects students’ willingness to seek help, stressing the need for inclusive, welcoming library environments. ugochi (2022) reported a strong link between effective staff-user interaction and user satisfaction. libraries that invested in staff training saw better user experiences, highlighting the importance of staff development. pa ge 11 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 117-141, 2025 mcclellan and beggan (2019) reviewed strategies librarians use to appear more approachable, emphasizing its role in fostering positive interactions and enhancing the overall library experience. interest adeyemi, temim, and uzamot (2021) found that positive affectivity (well-being, happiness) improves user relations among nigerian librarians, while negative affectivity (threat, hostility) harms them. affectivity and social adjustment play key roles in shaping librarian-user interactions, highlighting the importance of emotional intelligence and job satisfaction for better service. twum et al. (2022) emphasized library consumer engagement practices—such as enthusiasm, sharing, and learning—and the value of online communities. their review shows how these strategies enhance user experiences and strengthen community ties. listening and inquiring effective communication is vital for successful reference interactions, with staff demeanor and nonverbal cues influencing approachability and trust (kern, 2020). building rapport and using strategies like warm transfers improve service quality. harmeyer and kern (2021) highlight key reference interview stages—approachability, active listening, inquiry, searching, and follow-up—and best practices for virtual and chat services across library contexts. caico et al. (2022) note that librarians build internal knowledge over time, enabling them to handle complex inquiries and provide quality assistance. information searching superio et al. (2020) found aquatic science librarians mainly use their own opac (74%), followed by the internet (23%) and peer help, highlighting the importance of resource sharing within iamslic. key tools included aquatic commons, fao statistics, and academic platforms like researchgate. lee (2023) showed that real-time communication and mobile tech improve user satisfaction with virtual reference services in academic libraries. baron and agcito (2022) identified that librarians’ technical skills, behaviors, and guideline adherence affect digital library performance, with active searching and follow-up key to user satisfaction. follow-up sulle and wema (2023) found that the students’ knowledge ambassadors program at mzumbe university boosts e-resource use, enhancing access, research, and learning. stričević and rubinić (2023) highlighted librarians’ crucial role during the pandemic in guiding information access and collaborating with faculty to improve information literacy and advisory services. lai (2021) explored why students use the taipei municipal mingchuan elementary school library, offering insights into key motivations behind elementary students’ library use. theoretical framework this study uses herzberg’s two-factor theory (herzberg et al., 1959) to explain factors influencing librarians’ commitment and performance. hygiene factors like fair pay, job security, and supportive work conditions prevent dissatisfaction and create a stable environment. motivational factors—such as recognition, professional development, and meaningful work—drive higher engagement and deeper commitment. librarians who experience both adequate hygiene and strong motivation show better service quality, engagement, and retention. deficiencies in either can lead to disengagement and turnover. therefore, libraries must address both to enhance commitment and optimize performance, supporting organizational success through a balanced focus on work environment and growth opportunities. statement of the problem the study aimed to determine the characteristics, commitment and behavioral performance of librarians in select provinces of region 10 for school year 2023-2024. the results of the study would then serve as basis for an intervention plan. specifically, the study sought to answer the following questions: 1. how are the respondents’ distributed in terms of highest educational attainment, length of service, and related trainings/seminars attended? 2. what is the respondents’ level of commitment considering organizational commitment, career commitment, service commitment, work commitment? 3. what is the respondents’ level of behavioral performance based on approachability and visibility, interest, listening and inquiring, searching, and follow-up? 4. is there a significant relationship between the respondents’ commitment and their behavioral performance based on approachability and visibility, interest, listening and inquiring, searching, and follow-up? 5. is there a significant difference in the respondents’ behavioral performance when grouped according to their characteristics? 6. based on the findings of the study, what intervention plan can be designed? scope and limitations this study encompasses an in depth-examination of characteristics, commitment and behavioral performance of librarians in select provinces of region 10 for the school year 2023-2024. it focuses on understanding the current state of work commitment among librarians, identifying factors influencing their behavioral performance, and proposes an intervention plan to enhance their skills. involvement in the study limits to all librarians from pa ge 12 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 117-141, 2025 public and private institutions in region 10 and a member of philippine librarians association, inc. northern mindanao region librarians council (plai-nmrlc). to provide a thorough coverage of the librarian population, the survey only included registered librarians from the various types of libraries. furthermore, the study did not cover non-licensed librarians or library in-charge. materials and methods research design this research employed a mixed-method approach, combining both quantitative and qualitative research. it primarily used a descriptive-correlational design to examine the relationship between variables without manipulating them. this quantitative method offers a snapshot of behaviors, attitudes, or other measurable factors within a larger sample (miksza et al., 2023). beyond data collection and computation, the study also involved analysis, interpretation, and drawing implications from the findings. study setting this study focuses on librarians in region 10 (northern mindanao) in the southern philippines, which includes the provinces of bukidnon, camiguin, lanao del norte, misamis occidental, and misamis oriental, with cagayan de oro as the regional center. the region’s diverse geography supports industries like agriculture, tourism, and trade. politically, it consists of highly urbanized cities, component cities, and municipalities. as a key economic and educational hub, region 10’s libraries play a vital role in meeting the information needs of students, professionals, and the public. positioned as a gateway to the visayas and mindanao, the region is crucial for knowledge dissemination and lifelong learning. this study examines librarians’ behavioral performance within this dynamic socio-economic and cultural context, highlighting their essential role in regional development. study population and sampling technique the respondents were librarians from region 10 who are members of the philippine librarians association, inc. – northern mindanao librarians regional council (plainmrlc), representing the region’s five provinces. region 10 has 108 higher education institutions, with 52 (48%) maintaining active academic libraries under alinet. in 2023, there were 377 librarians, 339 (90%) of whom are active plai-nmrlc members. in this study, universal sampling was used due to the higher number of academic librarians in private schools compared to state and local colleges. thus, all identified librarians from the designated schools were included as respondents. research instrument the primary research instrument was based on allen and meyer’s (1990) questionnaire on affective, normative, and continuance commitment, and the rusa (2013) guidelines for behavioral performance of reference and information service providers. a profiling section was also included. the questionnaire had three parts: the first covered respondents’ demographics (age, sex, civil status, education, service length, trainings/seminars); the second measured commitment in organizational, career, service, and work aspects; and the third assessed librarians’ behavioral performance in approachability, visibility, interest, listening, inquiry, searching, and follow-up. statistical treatment of data descriptive statistics (frequency, percentage) were used to analyze respondents’ characteristics like educational attainment, length of service, and trainings attended. mean and standard deviation described levels of commitment (organizational, career, service, work) and behavioral performance (approachability, visibility, interest, listening, inquiry, searching, follow-up). pearson’s r correlation assessed the relationship between commitment and behavioral performance, examining strength and direction. one-way anova tested for significant differences in behavioral performance based on respondents’ characteristics. both tests used a 0.05 significance level. ethical consideration protecting the confidentiality and identity of the librarians taking part in this study is essential. if librarians are given the assurance that their identities and personal information would be kept private, they could be more inclined to participate honestly and freely. the following ethical concerns are undertaken. first, informed consent was obtained from all participating librarians and clearly explained the purpose of the study, the data collection process, and how their information would be used. this is to ensure that they have the option to withdraw from the study at any time without facing consequences. next, librarians were asked to remove or replace any personally identifiable information such as names, school names, or contact details from data during analysis and reporting. pseudonyms assignments may be done to participants to protect their identities. in order to safeguard the collected data by storing it securely, using encryption where necessary, and limiting access to authorized personnel only. this is to ensure that data is not accidentally disclosed to unauthorized parties. table 1: distribution of respondents province respondents bukidnon 54 camiguin 23 lanao del norte 78 misamis occidental 88 misamis oriental 96 total 339 pa ge 12 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 117-141, 2025 lastly, ethical approval was sought from phinma cagayan de oro college institutional review board (irb) to ensure that the research design and data handling procedures meet ethical standards and guidelines. result and discussions problem 1. how are the respondents distributed in terms of highest educational attainment, length of service, and related trainings /seminars attended? evidence-based practices. the low number of doctorate holders in region 10 highlights the need for professional development and institutional support for advanced academic pursuits. table 3 presents the length of service of librarians in region 10, showing a significant concentration in the 6 to 10 years category, with 159 respondents (46.9%)— the highest frequency. this reflects a stable, experienced workforce with strong institutional retention. the presence of mid-career professionals supports efficient operations and service quality. however, continuous professional development remains essential to sustain motivation, advance careers, and further improve services. as noted by mardis and sabharwal (2021), midcareer librarians bridge the gap between new and senior staff, mentoring others and promoting collaboration. gross and latham (2022) add that their experience and fresh perspectives position them as change agents, introducing innovations that support digital and hybrid service models. their role is vital in balancing tradition with progress, ensuring library services remain relevant and effective. in contrast, only 15 librarians (4.4%) have served for 21 years or more—the lowest proportion among respondents. the small number of long-serving librarians highlights concerns about retaining institutional knowledge. their experience is vital amid evolving technologies and user needs. supporting both veteran and early-career staff through mentorship and development programs can preserve expertise and build a more resilient, adaptive library workforce. accodring to coombs and laubach (2020), balancing experienced and new librarians ensures effective knowledge transfer and mentorship, enhancing library performance. table 2: distribution of respondents in terms of highest educational attainment category frequency percentage doctorate degree 9 2.7 with doctor degree units 25 7.4 master’s degree 177 52.2 with master’s degree units 100 29.5 bachelor’s degree 28 8.3 total 339 100.0 table 2 depicts that the highest frequency of 177 (52.2%) are librarians holding a master’s degree. this reflects a commitment to professional growth and specialization, key for career advancement and meeting institutional standards. the high number of master’s degree holders suggests improved service quality through advanced skills. meanwhile, those without a master’s degree highlight the need for more institutional support and incentives for further education and potential doctoral studies. the findings align with owusu-ansah (2020), who stressed the need for advanced qualifications to improve library services. similarly, the ala requires an ala-accredited mlis for most roles, ensuring key skills in digital literacy and information management (educational requirements for becoming a librarian, 2024). conversely, the lowest frequency of 9 (2.7%) are librarians holds a doctoral degree. this highlights challenges such as limited program access, financial constraints, and lack of institutional incentives, which may hinder research, leadership, and specialized knowledge. however, it also presents an opportunity for institutions to offer scholarships, grants, or incentives to support doctoral studies—enhancing expertise, academic output, and library service quality. dube and robinson (2021) note that doctoral-level librarians drive innovation and table 3: distribution of respondents in terms of length of service category frequency percentage 21 years and above 15 4.4 16 – 20 years 36 10.6 11 – 15 years 61 18.0 6 – 10 years 159 46.9 1 – 5 years 68 20.1 total 339 100.0 table 4: distribution of respondents in terms of related trainings/seminars attended (highest level attended) category frequency percentage international 4 1.18 national 209 61.65 regional 126 37.17 total 339 100.00 table 4 presents the distribution of respondents based on the highest level of related training or seminar attended, offering insights into their professional development. the majority—209 respondents (61.65%)—reported attending national training sessions, the highest frequency in the dataset. this shows that librarians in region 10 prioritize local learning needs and continuous professional growth, benefiting from strong institutional support and national training programs. however, limited participation in international training highlights an opportunity to expand their global perspectives and expertise. makhdoom et al. (2020) note national training enhances librarians’ local effectiveness, but limited international training restricts broader innovation. stokely and lanclos pa ge 12 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 117-141, 2025 (2021) emphasize global exposure is vital for staying updated. balancing both is essential for libraries to evolve locally and align globally. meanwhile, the lowest frequency of 4 or 1.18% indicates respondents participated in international trainings. low participation is due to financial constraints, limited support, and access barriers, restricting exposure to global best practices and innovation. promoting international training via scholarships and partnerships can bridge this gap, benefiting librarians and enhancing local library services through global insights. bawden and robinson (2020) stress that international forums enhance knowledge sharing and local innovation. makhdoom et al. (2020) add that such training provides access to solutions that improve local services. promoting both national and international engagement builds a stronger, globally aware library workforce. problem 2. what is the respondents’ level of commitment considering organizational commitment, career commitment, service commitment, and work commitment? table 5: distribution of the respondents’ level of affective organizational commitment indicator mean sd description i would be very happy to spend the rest of my career with my present organization. 3.06 0.62 most of the time i enjoy engaging in conversations about my organization with people outside of it. 2.75 0.78 most of the time i really feel as if this organization’s problems are my own. 2.89 0.69 most of the time i think that is hard for me to easily attached to another organization as i am to this one. 2.64 0.79 most of the time i do feel like part of my family at this organization. 3.00 0.56 most of the time i do feel emotionally attached to this organization. 2.89 0.63 most of the time this organization has a great deal of personal meaning for me. 3.12 0.66 most of the time i do feel strong sense of belongings to this organization. 3.06 0.57 most of the time i feel that i have too few options to seriously consider leaving this organization. 2.79 0.68 most of the time too much of my life would be disrupted if i leave my organization 2.32 0.84 seldom overall 2.87 0.54 most of the time legend: 3.26-4.00 at all times/ extremely committed 2.51-3.25 most of the time/ very committed 1.76-2.50 seldom/ slightly committed 1.00-1.75 never/ not at all committed table 5 shows the distribution of the respondents’ affective organizational commitment. the data reveal an overall mean of 2.87 (sd=0.54) described as most of the time. the respondents show a very committed level of affective organizational commitment, indicating room to enhance engagement through improved culture, recognition, and development. strengthening emotional connection can boost motivation, job satisfaction, and retention. meyer and maltin (2020) note that while high affective commitment aligns employees with organizational goals, a slight gap below the highest level suggests the need for strategies like mentorship and teambuilding to deepen connections. the indicator this organization has a great deal of personal meaning for me obtained the highest mean of 3.12 (sd=0.66), described as most of the time. this indicate that many librarians feel strong emotional commitment, boosting motivation and loyalty, which reduces turnover. some show less attachment, indicating a need for better support. employees who find personal meaning in their organization show stronger dedication and commitment (meyer & allen, 2021). high affective commitment boosts librarians’ motivation, satisfaction, and productivity. the indicator “too much of my life would be disrupted if i leave my organization” had the lowest mean of 2.32 (sd=0.84), described as “seldom.” this suggests most librarians show low practical or economic commitment, feeling little disruption if they leave and seeing other job options. as allen and shanock (2021) suggest, low commitment may reflect a positive, voluntary attachment where employees stay out of satisfaction rather than obligation. table 6: distribution of the respondents’ level of normative organizational commitment indicator mean sd description in my opinion, people nowadays switch companies too frequently. 3.47 0.59 at all times i do believe that a person must be loyal to his/her organization. 3.36 0.64 at all times for me, frequently moving from one organization to another is unethical. 2.42 0.98 seldom one of the major reasons i continue to work for this organization is that i believe that loyalty is important and therefore feel a sense of moral obligation to remain. 3.10 0.56 most of the time pa ge 12 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 117-141, 2025 if i got another offer for a better job elsewhere, i would not feel it was right to leave my organization. 2.82 0.71 most of the time i was taught to believe in the value of remaining loyal to one organization. 3.38 0.65 at all times things were better in the days when people stayed with one organization for most of their careers. 2.90 0.93 most of the time i do believe that wanting to be a company man/woman is sensible anymore. 2.91 0.56 most of the time it would be very hard for me to leave my job at this organization right now even if i wanted to. 2.76 0.85 most of the time right now, staying with my job at this organization is a matter of necessity as much as desire. 2.99 0.60 most of the time overall 3.02 0.49 most of the time legend: 3.26-4.00 at all times/ extremely committed 2.51-3.25 most of the time/ very committed 1.76-2.50 seldom/ slightly committed 1.00-1.75 never/ not at all committed table 6 shows an overall mean of 3.02 (sd=0.49) for normative commitment, described as “most of the time”. this suggest that librarians feel a strong duty to stay out of loyalty and ethics, which helps reduce turnover. enhancing work culture, recognition, and career growth can transform this obligation into genuine loyalty and motivation, leading to a more engaged workforce. meyer and maltin (2020) explain that normative commitment comes from employees feeling supported by their organization, leading to loyalty and a sense of obligation. this reciprocal bond reduces turnover and fosters a culture of trust and respect, boosting performance and well-being. in particular, the highest mean of 3.47 (sd=0.59) was obtained for the indicator, in my opinion, people nowadays switch companies too frequently which got a description of extremely committed. this shows librarians value career stability and feel a moral duty to remain with their institution, aiding retention and service continuity. their commitment likely stems from personal values and job satisfaction. similarly, allen et al. (2020) emphasizes that employees with strong normative commitment often prioritize organizational loyalty and stability over external opportunities. the indicator “for me, frequently moving from one organization to another is unethical” received the lowest mean of 2.42 (sd=0.98), described as seldom and interpreted as slightly committed. this suggests that most region 10 librarians view job mobility as a normal part of career growth rather than unethical. their focus is on professional opportunities over long-term loyalty. likewise, kammeyer-mueller and wanberg (2020) emphasize that modern employees value career advancement and skillbuilding over long-term loyalty to one employer. table 7: distribution of the respondents’ level of continuance organizational commitment indicator mean sd description i have concerns about the potential consequences of quitting my job without securing another one. 2.87 0.66 most of the time it would be very hard for me to leave this organization right now. 2.27 0.82 most of the time leaving the organization now would disrupt too much in my life. 2.50 0.95 seldom it would be too costly for me to leave the organization now. 2.60 0.81 most of the time right now, staying with the organization is a matter of necessity as much as desire. 3.01 0.52 most of the time i feel compelled to remain in this organization due to the limited alternatives available to me. 2.84 0.63 most of the time one of the few serious consequences of leaving this organization would be the scarcity of available alternatives. 2.83 0.66 most of the time one of the major reasons i continue to work for this organization is that leaving would require considerable personal sacrifice. 2.94 0.76 most of the time i believe that other organization may not match the overall benefits i have in this organization. 2.44 1.01 seldom leaving this organization at this point would weigh heavily on my conscience. 2.61 0.79 most of the time overall 2.67 0.61 most of the time legend: 3.26-4.00 at all times/ extremely committed 2.51-3.25 most of the time/ very committed 1.76-2.50 seldom/ slightly committed 1.00-1.75 never/ not at all committed table 7 discloses an overall mean of 2.67 (sd=0.61) on librarian’s continuance organizational commitment with a description of most of the time. the results show that respondents have a very committed level of pa ge 12 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 117-141, 2025 continuance commitment, mainly driven by practical factors like job security, financial stability, and benefits rather than emotional or moral ties. however, this practical commitment is fragile, and many may leave for better opportunities, posing a turnover risk. rhoades and eisenberger (2021) note that employees with moderate continuance commitment may stay for practical reasons but are likely to leave if better opportunities arise or if they feel undervalued. this suggests underlying dissatisfaction or a need for growth. organizations should improve job satisfaction and emotional connection through a supportive environment. among the indicator, right now, staying with the organization is a matter of necessity as much as desire garnered the highest mean of 3.01 (sd=0.52) with a corresponding description of most of the time and interpreted as very committed. this denotes that many librarians remain with their organizations due to a blend of personal commitment and practical factors like job security. by enhancing career development, recognition, and workplace conditions, institutions can foster deeper, genuine loyalty—boosting retention, motivation, and overall service quality. cohen (2020) describes commitment as a blend of necessity and desire, creating a pragmatic attachment to the workplace that enhances workforce stability. in contrast, the indicator it would be very hard for me to leave this organization right now recorded the lowest mean of 2.27 (sd=0.82) described as seldom and interpreted as slightly committed. this finding shows that most librarians feel little attachment to their organization and see easy job alternatives, indicating low engagement and satisfaction. ng and feldman (2020) note that low organizational attachment reflects weak ties, indicating librarians value career mobility and prioritize growth and flexibility over loyalty. table 8: summary of the respondents’ level of organizational commitment variable mean sd interpretation affective 2.87 0.54 very committed normative 3.02 0.49 very committed continuance 2.67 0.61 very committed overall 2.85 0.55 very committed legend: 3.26-4.00 at all times/ extremely committed 2.51-3.25 most of the time/ very committed 1.76-2.50 seldom/ slightly committed 1.00-1.75 never/ not at all committed table 8 shows the summary distribution of the respondents level of organizational commitment. results revealed with an overall mean of 2.85 (sd=0.55) and interpreted as very committed. this suggests that librarians show strong commitment, enhancing stability, motivation, and performance. however, its impact depends on institutional support, growth opportunities, and work culture. ng and feldman (2021) note that strong organizational commitment improves retention and performance, with committed librarians showing proactivity and alignment with institutional goals. on the other hand, normative commitment obtained the highest mean of 3.02 (sd=0.49) interpreted as very committed. this suggests that librarians feel a strong sense of duty to stay, guided by ethics and professional responsibility. while this supports retention and institutional stability, it may not ensure high engagement or performance without emotional or career-driven commitment. smith and brown (2021) noted that normative commitment tends to be strong in professions with ethical responsibilities, such as librarianship. their study found that such employees often prioritize loyalty and service quality over personal advancement. however, the continuance commitment obtained the lowest mean of 2.67 (sd=0.61) but still interpreted as very committed. this suggests that librarians are motivated more by emotional and ethical ties than by necessity, indicating genuine dedication. however, low continuance commitment may signal a risk of turnover if better opportunities emerge and other forms of commitment weaken. according to davis and martinez (2021), low continuance commitment is common in-service professions like librarianship, where career satisfaction and ethics often outweigh job security. table 9: distribution of the respondents’ level of career commitment indicator mean sd description my career is a central interest in my life. 3.53 0.58 at all times working in my current profession is important to me. 3.37 0.65 at all times my career is likely to take me to work for other organizations beyond this one. 3.34 0.64 most of the time changing my career would be easy for me to do now. 2.47 0.89 seldom changing my career now may involve a considerable sacrifice. 2.98 0.70 most of the time pursuing my career is important to my self-image. 3.50 0.66 at all times i think my profession is a rewarding career. 3.60 0.63 at all times pa ge 12 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 117-141, 2025 i know where my career is going. 3.61 0.61 at all times i would recommend my profession as a career. 3.71 0.54 at all times i would want to work in this profession. 3.69 0.56 at all times overall 3.48 0.60 at all times legend: 3.26-4.00 at all times/ extremely committed 2.51-3.25 most of the time/ very committed 1.76-2.50 seldom/ slightly committed 1.00-1.75 never/ not at all committed table 9 shows the distribution of the respondents’ career commitment which has an overall mean of 3.48 (sd=0.60) described as at all times. this result shows that librarians are extremely committed to their careers, driven by passion for growth and professional excellence. their strong engagement supports service quality and workforce stability. however, sustained commitment requires institutional support, recognition, and growth opportunities to prevent burnout or turnover. employees with strong career commitment align personal goals with organizational success, boosting performance and loyalty. for librarians, this fosters motivation to innovate and adapt (meyer & allen, 2021). the highest mean of 3.71 (sd= 0.54) was obtained by the indicator, i would recommend my profession as a career which got a description of at all times and interpreted as extremely committed. this signifies librarians demonstrate strong pride and passion for their profession, which enhances service quality and engagement. providing recognition, networking opportunities, and career development can further strengthen their motivation and long-term commitment. offering librarians chances to showcase achievements boosts morale, job satisfaction, and professional identity. on the other hand, the indicator changing my career would be easy for me to do now recorded the lowest mean of 2.47 (sd=0.89) with a description of seldom and interpreted slightly committed. this suggests librarians feel secure in their profession, valuing passion over obligation. while generally stable, ongoing training and development are key to maintaining motivation and reducing turnover. marion (2021) highlights that professional with deep commitment and specialized skills face challenges in career transitions because of their longterm investment, barrier librarians similarly experience. table 10: distribution of the respondents’ level of service commitment indicator mean sd description my organization is committed to delivering excellent service to our customers. 3.69 0.51 at all times customer satisfaction is a priority in my organization. 3.70 0.54 at all times my organization responds well to customers when their need change. 3.56 0.57 at all times my organization’s customers feel that we strive to satisfy their needs. 3.50 0.56 at all times my organization tries to make products and services that is easy to use. 3.56 0.59 at all times i am encouraged to be creative and innovative to meet my customer’s needs. 3.55 0.61 at all times i am proud of the quality of our organization’s products and services. 3.55 0.60 at all times our organization gives sufficient resources needed to satisfy customer’s needs. 3.48 0.59 at all times i enjoy providing the best services to customers. 3.72 0.53 at all times i feel i have the necessary skills to provide good customer service. 3.69 0.54 at all times overall 3.71 0.50 at all times legend: 3.26-4.00 at all times/ extremely committed 2.51-3.25 most of the time/ very committed 1.76-2.50 seldom/ slightly committed 1.00-1.75 never/ not at all committed table 10 displays the distribution of librarian’s commitment based on service with an overall mean of 3.71 (sd=0.50) described as at all times. the result indicates that the respondents’ have an extremely committed level of organizational commitment based on service. this high commitment level shows librarians prioritize quality service, user support, and professional excellence. kim and lee (2020) note that employees with high service commitment demonstrate better performance, job satisfaction, and dedication. the data reflects librarians’ strong sense of responsibility and pride in their work as a key part of their careers. based on the table, the indicator i enjoy providing the best services to customers got the highest mean of 3.72 (sd=0.53) described as at all times and interpreted as extremely committed. this shows librarians have strong intrinsic motivation to help users, improve information access, and ensure a positive library experience. kim and park (2021) highlight that strong employee engagement in service enhances organizational success and customer satisfaction. librarians view customer service as a meaningful part of their role, and supporting this passion through training and recognition will keep them motivated and foster a positive work environment. in contrast, the indicator our organization gives sufficient pa ge 12 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 117-141, 2025 resources needed to satisfy customer’s needs got the lowest mean of 3.48 (sd=0.59) described as at all times and interpreted as extremely committed. although this indicator has the lowest mean score, it still reflects a very high level of perceived adequacy in resources. however, the results suggest that librarians sometimes feel they lack certain tools, materials, or support needed to fully meet patrons’ demands. the findings align with jones and smith (2020), who emphasize that adequate resources— technology, tools, and training—boost performance, satisfaction, and commitment, while shortages lead to frustration and burnout. table 11: distribution of the respondents’ level of work commitment indicator mean sd description the most important things that happen in life involve work. 3.07 0.75 most of the time work should be considered central to life. 3.10 0.82 most of the time an individual’s life goals should be work oriented. 3.31 0.64 at all times life is only worth living when people get absorbed in work. 3.09 0.90 most of the time the major satisfaction in my life comes from my job. 2.91 0.74 most of the time i live for my job, and this is one of my sources of income. 3.20 0.59 most of the time the most important things that happen to me involve my work. 3.14 0.69 most of the time i know that my work is expected to give quality output. 3.48 0.61 at all times my work motivates me to do my best in the workplace. 3.54 0.63 at all times i am eager to learn new things as applied to my work. 3.69 0.54 at all times overall 3.25 0.54 most of the time legend: 3.26-4.00 at all times/ extremely committed 2.51-3.25 most of the time/ very committed 1.76-2.50 seldom/ slightly committed 1.00-1.75 never/ not at all committed table 11 presents the distribution of librarian’s commitment based on work with an overall mean of 3.25 (sd=0.54) described as most of the time and interpreted as very committed. this suggests that librarians generally display dedication to their responsibilities, though differences in commitment levels exist. this finding is supported by meyer and allen (2020), who highlight that strong but uneven commitment can signal workplace challenges that may lead to disengagement or burnout, affecting long-term satisfaction and retention. the indicator, i am eager to learn new things as applied to my work got the highest mean of 3.69 (sd=0.54) described as at all times and interpreted as extremely committed. this eagerness reflects a proactive approach to skill development, adaptability to change, and a readiness to embrace innovations that improve library services. smith and kim (2021) note that employees committed to continuous learning tend to be more innovative, adaptable, and effective, benefiting both themselves and their organizations by fostering a culture of excellence. conversely, the indicator the major satisfaction in my life comes from my job, got the lowest mean of 2.91 (sd=0.74) described as most of the time and interpreted as very committed. this suggests that personal interests, family, and social connections significantly influence librarians’ overall well-being. while they remain committed to their profession, factors like work-life balance, job demands, and institutional support affect their dedication. the study of lee and johnson (2020) shows low job satisfaction lowers engagement. libraries should offer growth, recognition, and support to boost fulfillment and retention among dedicated librarians. table 12: summary distribution of respondents’ level of commitment variable mean sd interpretation organizational commitment 2.85 0.55 very committed career commitment 3.48 0.60 extremely committed service commitment 3.71 0.50 extremely committed work commitment 3.25 0.54 very committed overall 3.32 0.55 extremely committed legend: 3.26-4.00 at all times/ extremely committed 2.51-3.25 most of the time/ very committed 1.76-2.50 seldom/ slightly committed 1.00-1.75 never/ not at all committed table 12 shows the summary distribution of the respondents’ level of commitment. results revealed with an overall mean of 3.32 (sd=0.55) interpreted as extremely committed which indicates that the respondents have a high level of organizational pa ge 12 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 117-141, 2025 commitment. the librarians’ extreme commitment shows strong dedication, but internal and external challenges—like heavy workloads, changing user needs, and institutional limits—may hinder full engagement. johnson and lee (2021) warn that extreme commitment may lower job satisfaction if unmanaged. libraries should boost engagement through development, recognition, and better conditions. on the other hand, service commitment obtained the highest mean of 3.71 (sd=0.50) interpreted as extremely committed. librarians in region 10 demonstrate strong commitment to quality service and patron support. libraries should recognize this dedication by offering ongoing training and resources to sustain service excellence. librarians’ strong service commitment is vital for customer satisfaction and the library’s success and reputation. lee and parker (2021) note that employees with high service commitment help maintain a positive organizational image and support customer retention. however, the organizational commitment obtained the lowest mean of 2.85 (sd=0.55) interpreted as very committed suggests that librarians in region 10 feel less strongly tied to their institutions as compared to other forms of commitment. since organizational commitment includes affective, normative, and continuance commitment, the lower mean suggests librarians may lack strong emotional ties, moral obligation, or feel few costs in leaving. this points to challenges in fostering long-term dedication, with some staying out of necessity rather than loyalty or passion—highlighting concerns for libraries. ezeani and eke (2024) found that investing in career development boosts librarians’ commitment and productivity in nigerian university libraries. problem 3. what is the respondents’ behavioral performance based on approachability and visibility, interest, listening and inquiring, searching, and follow-up? table 13: distribution of the respondents’ level of behavioral performance based on approachability and visibility indicator mean sd description i acknowledge the presence of the client through smiling and/or open body language. 3.63 0.60 at all times i establish initial eye contact with the client. 3.44 0.64 at all times i acknowledge the client through the use of a friendly greeting to initiate conversation and/or by standing up, moving forward, or moving closer to the client. 3.69 0.53 at all times i identify clients who need help in finding resources. 3.17 0.68 most of the time i roam around in the library to offer assistance among clients. 2.99 0.77 most of the time i acknowledge others waiting for service. 3.37 0.58 at all times i check back on the client’s search progress. 3.27 0.64 at all times the librarian responds in a timely fashion query. 3.45 0.62 at all times i remain visible to clients as much as possible. 3.36 0.69 at all times i request help from colleagues, if demand is heavy. 3.41 0.66 at all times overall 3.45 0.56 at all times table 13 presents the distribution of respondents’ behavioral performance based on approachability and visibility with the overall mean of 3.45 (sd=0.56) described as at all times. this reflects strong behavioral performance in approachability and visibility among region 10 librarians. they actively engage with users, creating a welcoming atmosphere that encourages patron interaction and enhances the library experience. baker (2020) emphasizes that approachable, visible librarians create welcoming spaces, increasing user satisfaction and engagement. their proactive help improves service quality and builds stronger patron relationships. the indicator i acknowledge the client through the use of a friendly greeting to initiate conversation and/or by standing up, moving forward, or moving closer to the client obtained the highest mean of 3.69 (sd=0.53) with a description of at all times and interpreted as highly performed. librarians consistently show strong interpersonal skills by greeting patrons warmly and engaging proactively. this highlights their focus on creating a welcoming, approachable library atmosphere. thompson (2021) emphasizes that a friendly, proactive approach strengthens service provider-user relationships, increasing satisfaction and repeat visits. on the contrary, the indicator i roam around in the library to offer assistance among clients got the lowest mean of 2.99 (sd=0.77) with a description of most of the time and interpreted as moderately performed. this suggests librarians are more reactive than proactive, responding when approached but rarely initiating help—likely due to workload, staffing, or fixed service point constraints. thus, martin (2020) emphasizes that roaming boosts accessibility and makes assistance more approachable for hesitant patrons. legend: 3.26-4.00 at all times/ highly performed 2.51-3.25 most of the time/ moderately performed 1.76-2.50 sometimes/ fairly performed 1.00-1.75 never/ not at all performed pa ge 12 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 117-141, 2025 table 14: distribution of the respondents’ level of behavioral performance based on interest indicator mean sd description i communicate in a receptive, cordial and supportive manner. 3.57 0.55 at all times i maintain or re-establish eye contact with the client throughout the transaction. 3.42 0.60 at all times i show interest to help clients as much as possible. 3.57 0.59 at all times i identify the goal or objectives of the client’s research. 3.09 0.71 most of the time i ask additional questions to better understand the client’s query. 3.47 0.61 at all times i employ a system of open and closed questions to identify the client’s information need and service priorities. 3.50 0.62 at all times i practice active listening techniques to clarify the informational objectives of the person’s inquiry, restating the question and asking for confirmation to ensure an accurate interpretation. 3.53 0.59 at all times maintains communication with the person to convey interest, and provides assurance that a response is forthcoming. 3.49 0.61 at all times avoids expressing judgment, especially for controversial or sensitive topics. 3.55 0.63 at all times focuses attention on the person, communicating directly with them or in the manner with which they are comfortable. 3.61 0.57 at all times overall 3.55 0.56 at all times table 14 presents the distribution of respondents’ behavioral performance in the interest domain. the results show an overall mean score of 3.55 (sd=0.56), described as at all times and interpreted as highly performed. this indicates that librarians are dedicated to supporting users and creating a welcoming space. ongoing training and recognition help sustain this engagement and improve service quality. braun (2020) notes that proactive engagement enhances service, building user trust and making patrons feel supported, especially during change. the indicator focuses attention on the person, communicating directly with them or in the manner with which they are comfortable got the highest mean of 3.61 (sd=0.57) with a description of at all times and interpreted as highly performed. this result shows that librarians effectively engage with patrons by giving full attention and adapting to their comfort. their focus on respectful, user-centered communication builds positive relationships and makes users feel valued. study of chang and morales (2022) show that personalized, adaptable communication boosts user satisfaction, reflecting librarians’ awareness of patron needs. libraries should support this with ongoing empathy training. conversely, the indicator i identify the goal or objectives of the client’s research received the lowest mean score of 3.09 (sd=0.71), described as most of the time and interpreted as moderately performed. this suggests that while librarians in region 10 help with research goals but face challenges like unclear inquiries and limited time. enhancing skills and using structured consultations can improve personalized support and research outcomes. chang and lee (2022) highlight that clearly defined research objectives improve resource allocation and learning outcomes, enabling librarians to offer more targeted and effective guidance. table 15: distribution of the respondents’ level of behavioral performance based on listening and inquiring indicator mean sd description i allow the client to state fully his/her information need in his/her own words before responding. 3.60 0.55 at all times i identify appropriate sources that are most likely to contain information relevant to client’s query. 3.53 0.58 at all times i rephrase the client's question or request and asks for confirmation to ensure that it is understood. 3.34 0.69 at all times i acknowledge client’s questions in a timely manner. 3.61 0.62 at all times i use open-ended questioning techniques to encourage the client to expand on the request or present additional information. 3.49 0.60 at all times i use closed and/or clarifying questions to refine the search query. 3.45 0.69 at all times i seek to clarify confusing terminology and avoids excessive jargon. 2.95 0.83 most of the time legend: 3.26-4.00 at all times/ highly performed 2.51-3.25 most of the time/ moderately performed 1.76-2.50 sometimes/ fairly performed 1.00-1.75 never/ not at all performed pa ge 12 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 117-141, 2025 i maintain objectivity and does not interject value judgments about subject matter or the nature of the question into the transaction. 3.29 0.61 at all times i communicate in a receptive, cordial, and encouraging manner. 3.53 0.58 at all times i respect client’s privacy and maintains confidentiality after the library transaction. 3.72 0.53 at all times overall 3.52 0.57 at all times legend: 3.26-4.00 at all times/ highly performed 2.51-3.25 most of the time/ moderately performed 1.76-2.50 sometimes/ fairly performed 1.00-1.75 never/ not at all performed table 15 shows the distribution of respondents’ behavioral performance based on listening and inquiring with the overall mean of 3.52 (sd=0.57) described as at all times interpreted as highly performed. this suggests that librarians consistently demonstrate strong listening skills and actively seek to understand patron needs. their ability to ask clarifying questions and engage effectively leads to better communication, accurate support, and improved service quality. garcia and lim (2021) add that strong communication fosters a supportive, inclusive environment, where inquiry-based interactions help patrons clearly express their needs, enabling more precise guidance. specifically, the indicator i respect client’s privacy, and maintains confidentiality after the library transaction got the highest mean of 3.72 (sd=0.57) described as at all times and interpreted as highly performed. this explains that most of the librarians prioritize client privacy and confidentiality, ensuring sensitive information is protected after transactions. according to wilson and carter (2021) maintaining confidentiality is fundamental to professional ethics in library services, creating a safe and respectful environment where patrons feel secure seeking help. in contrast, the indicator i seek to clarify confusing terminology and avoids excessive jargon recorded the lowest mean of 2.95 (sd=0.83) described as most of the time and interpreted as moderately performed. this suggests that librarians may not always simplify complex terms or clarify confusing language, making it hard for some patrons to understand technical jargon. jones and park (2021) advocate a user-centered approach, noting that simpler language builds trust, improves accessibility, and enhances service, especially for diverse users. table 16: distribution of the respondents’ level of behavioral performance based on searching indicator mean sd description i select search terms that are most related to the information desired. 3.29 0.66 at all times i explain search strategy to client. 3.00 0.80 most of the time i consult guides, databases, or other providers for assistance when the client cannot independently identify sources to answer the query. 3.58 0.65 at all times i accompany the client and evaluate results, revise search terms and identify other available resources in the library. 3.19 0.78 most of the time explain how to use electronic and paper sources. 3.05 0.77 most of the time i use open-ended questions to encourage the person to refine or expand on their request or present additional information throughout the search process. 3.45 0.60 at all times i work with the client to narrow or broaden the topic when too little or too much information is identified. 3.22 0.61 most of the time i offer pointers, detailed search path, and names of resources used to find to answer client query. 3.20 0.61 most of the time i ask the client if additional information is needed after an initial result is found. 3.50 0.65 at all times i recognize when to refer a client to a more appropriate librarian, library, or other resource person. 3.60 0.60 at all times overall 3.32 0.55 at all times legend: 3.26-4.00 at all times/ highly performed 2.51-3.25 most of the time/ moderately performed 1.76-2.50 sometimes/ fairly performed 1.00-1.75 never/ not at all performed table 16 displays the distribution of the respondents’ behavioral performance based on searching with an overall mean of 3.32 (sd=0.55) described as at all times. the data reveal that the respondents highly performed in searching the resources available in the library. this indicates that librarians demonstrate strong skills in locating and retrieving library resources, ensuring users get accurate and relevant materials that enhance research and learning. parker and lee (2021) highlight that effective searching is a core library skill, enhancing user experience by helping patrons find relevant resources and strengthening their trust in the library. among the indicators, i recognize when to refer a client pa ge 13 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 117-141, 2025 to a more appropriate librarian, library, or other resource person garnered the highest mean of 3.60 (sd=0.60) with corresponding description of at all times interpreted as highly performed. this signifies that librarians excel at recognizing when to refer clients to experts or specialized resources, showing strong judgment and a commitment to providing accurate information. jensen and green (2021) emphasize that recognizing when to refer is crucial for good customer service, helping libraries remain responsive and building patrons’ trust by connecting them to the right resources. however, the indicator i explain search strategy to client got the lowest mean of 3.00 (sd=0.80) with the description of most of the time and interpreted as moderately performed. this shows that librarians may not consistently explain their search strategies, limiting patrons’ ability to search independently. clearer guidance on search techniques, database use, and keyword selection is needed. clear explanations demystify the search process, build patron confidence, and encourage more frequent use of library resources (lee & tan, 2020) table 17: distribution of the respondents’ level of behavioral performance based on follow-up indicator mean sd description i acknowledge the client through the use of friendly greetings to initiate good conversation. 3.63 0.54 at all times i encourage the client to be aware of other available references pathways (e-mail, messenger, facebook page, and instagram). 3.68 0.54 at all times i explain the search strategy to the client. 3.22 0.55 most of the time i refer the client to other sources or institution if the query cannot be answered to the satisfaction of the client. 3.14 0.79 most of the time i facilitate the process of referring a client to another library or information agency through activities such as calling ahead providing direction and instructions and providing the library and the client with as much information as possible. 3.45 0.64 at all times i try to ensure that the client will get appropriate service after a referral by providing accurate information about the query to the next provider or other resource person, including the amount of information required and sources already consulted. 3.51 0.58 at all times i make arrangements with the client when needed. 3.32 0.58 at all times i consult with other librarians or experts in the field when additional subject expertise is needed. 3.54 0.59 at all times i ask the client if the question has been completely answered. 3.43 0.62 at all times i encourage the client to revisit the library if they have further questions and clarifications. 3.64 0.54 at all times overall 3.52 0.53 at all times legend: 3.26-4.00 at all times/ highly performed 2.51-3.25 most of the time/ moderately performed 1.76-2.50 sometimes/ fairly performed 1.00-1.75 never/ not at all performed table 17 presents the distribution of the respondents’ behavioral performance based on follow-up with the overall mean of 3.52 (sd=0.53) described as at all times with an interpretation of highly performed. this indicates that librarians consistently demonstrate strong follow-up practices, showing commitment to fully addressing users’ inquiries and ensuring they find needed information. according to lopez and carter (2021), follow-up actions are key to building strong relationships between library staff and patrons, boosting satisfaction, trust, and engagement. the indicator i encourage the client to be aware of other available references pathways (e-mail, messenger, facebook page, and instagram) obtained the highest mean of 3.68 (sd=0.54) and described as at all times with an interpretation of highly performed. this denotes that librarians actively promote multiple reference pathways to improve accessibility and user engagement. by encouraging the use of email, messaging apps, and social media, they ensure services are flexible and convenient, reaching users beyond the physical library. patel and johnson (2022) note that using multiple communication channels boosts service access and user satisfaction, meeting diverse needs and strengthening library-user relationships amid digital changes. however, the indicator i refer the client to other sources or institution if the query cannot be answered to the satisfaction of the client got the lowest mean of 3.14 (sd=0.79) and described as most of the time and interpreted as moderately performed. this denotes that while librarians generally try to refer patrons to other resources when needed, this practice is less consistent than other follow-up actions. this may reflect hesitation, pa ge 13 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 117-141, 2025 limited awareness of external resources, or a preference to resolve queries in-house. according to thompson and lopez (2021), effective referrals require librarians to know both local and external resources. additional training can improve referral consistency and effectiveness, enhancing the library’s reputation as a trusted information hub. table 18: summary distribution of respondents’ level of behavioral performance variable mean sd interpretation approachability and visibility 3.45 0.56 highly performed interest 3.55 0.56 highly performed listening and inquiring 3.52 0.57 highly performed searching 3.32 0.55 highly performed follow-up 3.52 0.54 highly performed overall 3.41 0.35 highly performed legend: 3.26-4.00 at all times/ highly performed 2.51-3.25 most of the time/ moderately performed 1.76-2.50 sometimes/ fairly performed 1.00-1.75 never/ not at all performed table 18 reveals the summary distribution of respondents’ behavioral performance where the overall mean is 3.41 (sd=0.35) interpreted as highly performed. this strong performance reflects a positive library environment where librarians are approachable, responsive, and proactive in meeting patron needs. their effective engagement and professional service build trust and contribute to a positive user experience. according to wilson and green (2022), continuous professional development equips librarians to meet evolving patron demands, improving service quality and boosting satisfaction and loyalty. variable interest got the highest mean of 3.55 (sd=0.56) interpreted as highly performed. this shows that librarians consistently show strong enthusiasm and dedication, fostering a positive environment that encourages patrons to seek help confidently. as noted by miller and clark (2022), librarians’ genuine interest in patrons’ needs greatly enhances user experience and satisfaction, encouraging repeat engagement. on the other hand, searching got the lowest mean of 3.32 (sd=0.55) interpreted as highly performed. the data show that while librarians have strong search skills, there is room for improvement compared to other behavioral areas. challenges may include navigating complex systems, retrieving specific materials, or using digital databases effectively. kelly and martin (2020) emphasize that ongoing training in advanced search strategies ensures librarians stay updated on technologies, maintaining high service quality and patron satisfaction. problem 4. is there a significant relationship between the respondents’ level of commitment and their performance based on approachability and visibility, interest, listening and inquiring, searching, and follow-up? table 19: result of the test on relationship between the respondents’ commitment and their behavioral performance variables level of commitment behavioral performance organizational commitment career commitment service commitment work commitment overall approachability and visibility pearson r .318** .300** .339** .348** .485** p-value .000 .000 .000 .000 .000 s s s s s interest pearson r .096 .364** .489** .322** .418** p-value .079 .000 .000 .000 .000 ns s s s s listening and inquiring pearson r .082 .523** .537** .293** .428** p-value .131 .000 .000 .000 .000 ns s s s s searching pearson r .345** .296** .346** .431** .522** p-value .000 .000 .000 .000 .000 s s s s s follow-up pearson r .086 .318** .332** .252** .393** p-value .115 .000 .000 .000 .000 ns s s s s legend: s-significant, ns-not significant pa ge 13 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 117-141, 2025 table 19 presents the results of the test on relationship between the respondents’ level of commitment and their behavioral performance. the test was utilized to determine whether a statistically significant relationship existed between respondents’ level of commitment and behavioral performance. significant relationships were found between this behavioral variables’ approachability and visibility and all levels of commitment. approachable and visible librarians show stronger dedication, fostering trust, morale, and better service quality. these traits boost user satisfaction and professional credibility by creating a welcoming environment and encouraging patron engagement. service commitment showed the strongest relationship with “interest,” highlighting the role of librarians’ intrinsic motivation in driving enthusiasm and passion for their roles. this highlights that librarians committed to their community put more effort into user engagement. strong relations between career and work commitment show the importance of aligning career goals with meaningful work, driven by intrinsic interest. career commitment and service commitment had particularly strong relationships with listening and inquiring, suggesting that librarians dedicated to their profession and service roles are more effective in understanding client needs through active listening and inquiry. this reflects strong interpersonal skills and professional empathy, vital for meaningful patron interactions. strong relationships were observed between searching and all levels of commitment, particularly organizational, service, and work commitment. this suggests that librarians with strong institutional commitment take greater initiative in helping patrons by locating and curating relevant resources. service commitment had the strongest relationship with follow-up, followed by career commitment. this suggests that librarians committed to service excellence and career growth are proactive in meeting clients’ needs through consistent follow-up. their attentiveness and responsibility build trust and satisfaction, fostering lasting patron relationships and enhancing the library’s reputation. however, weak or insignificant relationships were observed between organizational commitment and the behavioral indicators of interest and listening and inquiring. this suggests that although librarians may feel connected to their institution, this doesn’t always lead to active client engagement or curiosity about patron needs. the findings reveal a gap between organizational loyalty and hands-on service, indicating that attachment alone doesn’t ensure high performance. similarly, the lack of a significant relationship between follow-up and organizational commitment suggests that loyalty to an institution does not necessarily motivate librarians to engage in proactive client follow-ups. this finding shows that organizational attachment alone doesn’t guarantee librarians’ accountability in meeting client needs. it underscores the need for institutions to create clear frameworks linking dedication to service outcomes. given the results, the hypothesis is rejected for most behavioral indicators, as significant relationships were observed in approachability, searching, and follow-up with commitment levels. though, for certain categories, such as “interest”, “listening and inquiring”, and “followup” in relation to organizational commitment, the null hypothesis is retained, indicating these behaviors are less influenced by organizational attachment. overall, these results imply that level of commitment particularly career, service, and work have more consistent and significant correlations with behavioral performance than organizational commitment, which is weaker in some areas. moreover, johnson et al. (2020) and martinez and garcia (2021), highlights that career and service commitment drive proactive, client-focused librarian behavior. problem 5. is there a significant difference on the respondents’ behavioral performance when grouped according to their characteristics? table 20: result of the test of difference in the respondents’ behavioral performance when grouped according to their characteristics variables behavioral performance respondents’ characteristics approachability and visibility interest listening and inquiring searching follow-up highest educational attainment f-value 1.457 2.350 2.066 2.234 1.145 p-value .215 .054 .085 .065 .335 ns ns ns ns ns length of service f-value 1.924 .722 1.965 .503 1.602 p-value .106 .577 .100 .734 .173 ns ns ns ns ns related trainings/ seminars attended f-value 1.193 8.225 26.001 1.069 10.830 p-value .305 .000 .000 .345 .000 ns s s ns s pa ge 13 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 117-141, 2025 overall f-value 1.144 1.919 3.373 .742 2.438 p-value .333 .056 .001 .654 .014 ns ns s ns ns legend: s-significant, ns-not significant table 20 revealed the comparison of respondents’ behavioral performance in terms of approachability and visibility, interest, listening and inquiring, and follow-up when grouped according to their characteristics in terms of highest educational attainment, length of service, and training or seminars attended. one-way anova specifically f-test and p-value was utilized to determine whether a statistically significant difference existed on the respondents’ behavioral performance when grouped according to their characteristics. significant differences are found on the respondents’ behavioral performance in terms of interest, listening and inquiring, and follow-up when grouped according to related trainings/ seminars attended. for the interest variable, librarians who participate in relevant training show greater enthusiasm and engagement, highlighting how continuous learning fosters a proactive and growth-oriented mindset. staying updated on new practices and technologies equips them to meet evolving demands. on the other hand, listening and inquiring suggested that training participation enhances the ability to actively listen and ask questions, critical skills for understanding and addressing client needs. these behaviors reflect the combined influence of librarians’ personal qualities. regular training in interpersonal and communication skills enhances service quality and builds trust with patrons. follow-up with clients reflects accountability, responsibility, and commitment to meeting user needs fully. this behavior is key to building lasting client relationships. targeted seminars can strengthen followup skills, promoting accountability and showing patrons their concerns matter, which enhances the library’s service reputation. this indicates that librarians who have attended more training and seminars tend to show greater behavioral performance in these areas. hence, the null hypothesis is rejected. on the other hand, the results showed that respondents’ behavioral performance does not significantly differ across all behavioral performance variables (approachability and visibility, interest, listening and inquiring, searching, and follow-up) when grouped by their highest educational attainment and length of service. approachability and visibility appear across all characteristics, results were not significant. these behaviors may stem from personality traits or institutional culture rather than external factors. libraries can enhance these behaviors by fostering a welcoming environment through team-building and supportive leadership. highest educational attainment and length of service alone do not significantly impact the librarians’ interest levels. this suggests that intrinsic motivation and organizational incentives influence librarians’ interest more than education level or experience. libraries should use recognition programs and professional development to sustain engagement regardless of tenure. the lack of significant impact from educational attainment and length of service on listening and inquiry skills highlights the need for targeted training. these factors alone do not enhance interpersonal abilities, emphasizing the importance of focused, interactive training. libraries should offer such training to all staff to improve these key interpersonal abilities, enhancing service quality and client satisfaction. searching behavior across education, service length, and training suggests that these factors do not significantly impact librarians’ search performance. search skills appear to be consistent across the workforce. to improve these skills, libraries should focus on ongoing training in advanced search techniques and foster a culture of knowledge sharing. the lack of significant differences in follow-up behavior across variables such as education and service length suggest that these factors do not significantly influence follow-up performance. this indicates that follow-up skills are likely uniform across librarians. to enhance this area, libraries should integrate follow-up strategies into staff training and promote a culture of accountability. the null hypothesis for this analysis posits that there is no significant difference in librarians’ behavioral performance based on their characteristics (educational attainment, length of service, and training and seminars attended). based on the results, the null hypothesis is accepted, indicating that factors such as education, years of experience, and participation in professional development activities do not significantly affect the librarians’ overall performance in areas like interest, listening, inquiring, searching, and follow-up. this suggests that while characteristics like education or tenure may influence other areas, they do not directly improve client interaction behaviors. libraries should instead focus on factors like personal motivation and institutional culture to enhance performance. these findings align with studies by patel and gupta (2021), who highlight that professional training positively influences behavioral performance, especially in client interaction and follow-up. similarly, santos et al. (2020) emphasize that ongoing training enhances librarians’ ability to engage and assist patrons effectively, improving performance in key behavioral areas. problem 6. based on the findings of the study, what intervention plan can be designed? pa ge 13 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 117-141, 2025 table 21: 3 year intervention plan on commitment and behavioral performance of librarians year 1: foundation and capacity building areas of concern specific objectives strategies time frame source of fund estimated budget expected output se ar ch in g e nh an ce li br ar ia ns ’ pr ofi ci en cy in ad va nc ed se ar ch te ch ni qu es . c on du ct w or ks ho ps o n ad va nc ed d at ab as e na vi ga tio n, k ey w or d op tim iz at io n, a nd bo ol ea n se ar ch in g. 3 m on th s in st itu tio na l b ud ge t ph p5 ,0 00 .0 0 pe r se ss io n im pr ov ed se ar ch pr ofi ci en cy . in cr ea se aw ar en es s o f ne w se ar ch te ch no lo gi es an d to ol s. in tro du ce a iba se d se ar ch en gi ne s a nd ar ra ng e te ch up da te s. 1 m on th g ov er nm en t g ra nt s & sp on so rs ph p5 ,0 00 .0 0 in cr ea se d ad op tio n of se ar ch to ol s. d ev el op a st ru ct ur ed se ar ch co m pe te nc y fr am ew or k. d es ig n a co m pe te nc yba se d tra in in g ro ad m ap . 6 m on th s in st itu tio na l bu dg et & e xt er na l g ra nt s ph p1 0, 00 0. 00 st an da rd iz ed se ar ch pr ofi ci en cy le ve ls. o rg an iz at io na l c om m itm en t st re ng th en te am co lla bo ra tio n an d en ga ge m en t. o rg an iz e te am -b ui ld in g ac tiv iti es a nd m en to rs hi p pr og ra m s. e ve ry 6 m on th s in st itu tio na l bu dg et ph p8 ,0 00 .0 0 pe r s es sio n im pr ov ed te am w or k an d kn ow le dg esh ar in g. e nh an ce co m m un ic at io n an d tra ns pa re nc y in de ci sio nm ak in g. c on du ct m on th ly st af f m ee tin gs a nd es ta bl ish d ig ita l co m m un ic at io n pl at fo rm s. m on th ly in st itu tio na l bu dg et ph p3 ,0 00 .0 0 in cr ea se d al ig nm en t w ith or ga ni za tio na l go al s. pr om ot e a su pp or tiv e w or k en vi ro nm en t. im pl em en t fe ed ba ck m ec ha ni sm s an d re co gn iti on pr og ra m s. q ua rt er ly li br ar y fu nd ph p5 ,0 00 .0 0 pe r s es sio n im pr ov ed jo b sa tis fa ct io n an d m or al e. year 2: skill enhancement and professional growth se ar ch in g st re ng th en lib ra ria ns ' ca pa ci ty fo r sp ec ia liz ed se ar ch te ch ni qu es . h an ds -o n tra in in g fo r sp ec ia liz ed da ta ba se s l ik e sc op us a nd js to r. 3 m on th s in st itu tio na l bu dg et ph p5 ,0 00 .0 0 pe r se ss io n e nh an ce d ab ili ty to a ss ist w ith co m pl ex q ue rie s. fo st er co lla bo ra tio n fo r b es t pr ac tic es in se ar ch in g. e st ab lis h pe er -le ar ni ng gr ou ps a nd qu ar te rly fo ru m s. e ve ry 6 m on th s li br ar y o pe ra tio na l fu nd ph p3 ,5 00 .0 0 pe r s es sio n c on tin uo us le ar ni ng a nd se ar ch st ra te gy im pr ov em en ts. st re ng th en pa tro n se ar ch tra in in g pr og ra m s. c on du ct w or ks ho ps fo r pa tro ns a nd de ve lo p vi de o tu to ria ls. o ng oi ng in st itu tio na l bu dg et ph p7 ,0 00 .0 0 in cr ea se d pa tro n in de pe nd en ce in re se ar ch . pa ge 13 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 117-141, 2025 o rg an iz at io na l c om m itm en t e nh an ce ca re er g ro w th op po rt un iti es . pr ov id e sc ho la rs hi ps an d fu nd pa rt ic ip at io n in n at io na l co nf er en ce s. a nn ua lly in st itu tio na l & e xt er na l g ra nt s ph p5 0, 00 0. 00 im pr ov ed pr of es sio na l de ve lo pm en t an d re te nt io n. im pr ov e w or kp la ce m ot iv at io n. im pl em en t st af f in ce nt iv e an d pe rf or m an ce re co gn iti on pr og ra m s. q ua rt er ly li br ar y o pe ra tio na l fu nd ph p5 ,0 00 .0 0 pe r s es sio n h ig he r m ot iv at io n an d en ga ge m en t. su pp or t w or klif e ba la nc e in iti at iv es . o ff er fle xi bl e w or k sc he du le s an d w el ln es s pr og ra m s. o ng oi ng in st itu tio na l bu dg et & h r fu nd s ph p6 ,0 00 .0 0 re du ce d bu rn ou t a nd in cr ea se d jo b sa tis fa ct io n. year 3: institutionalization and sustainability se ar ch in g in st itu tio na liz e se ar ch co m pe te nc y st an da rd s. im pl em en t ce rt ifi ca tio n pr og ra m s t o as se ss se ar ch pr ofi ci en cy . 6 m on th s in st itu tio na l bu dg et & e xt er na l g ra nt s ph p1 0, 00 0. 00 c on sis te nt se rv ic e qu al ity ac ro ss li br ar ie s. in te gr at e se ar ch an al yt ic s f or co nt in uo us im pr ov em en t. u til iz e se ar ch da ta to re fin e tra in in g an d op tim iz e to ol s. e ve ry 3 m on th s li br ar y o pe ra tio na l fu nd ph p5 ,0 00 .0 0 d at adr iv en en ha nc em en ts in se ar ch se rv ic es . st re ng th en lib ra ria n ne tw or ks a nd co lla bo ra tio n. e st ab lis h pa rt ne rs hi ps w ith o th er in st itu tio ns fo r kn ow le dg esh ar in g. o ng oi ng in st itu tio na l bu dg et ph p7 ,0 00 .0 0 e xp an de d le ar ni ng op po rt un iti es an d be st p ra ct ic e ex ch an ge s. o rg an iz at io na l c om m itm en t a lig n lib ra ria ns ’ go al s w ith in st itu tio na l m iss io n. e ng ag e lib ra ria ns in st ra te gi c pl an ni ng a nd le ad er sh ip pr og ra m s. a nn ua lly g ov er nm en t g ra nt s & in st itu tio na l su pp or t ph p2 0, 00 0. 00 in cr ea se d le ad er sh ip de ve lo pm en t an d in st itu tio na l co m m itm en t. e xp an d lib ra ria n ro le s t hr ou gh cr os stra in in g. pr ov id e m ul tifu nc tio na l sk ill de ve lo pm en t pr og ra m s. e ve ry 6 m on th s in st itu tio na l bu dg et ph p8 ,0 00 .0 0 ve rs at ile w or kf or ce w ith b ro ad er ex pe rt ise . su st ai n ca re er de ve lo pm en t in iti at iv es . se cu re lo ng -te rm fu nd in g fo r sc ho la rs hi ps an d tra in in g pr og ra m s. a nn ua lly in st itu tio na l & e xt er na l g ra nt s ph p5 0, 00 0. 00 c on tin uo us op po rt un iti es fo r pr of es sio na l gr ow th . conclusion based on the findings of the study, the researcher arrived at these conclusions: the majority of librarians in region 10 are female, aged 26-36, with master’s degrees and around ten years of service. their active participation in training reflects strong intrinsic motivation, as explained by self-determination theory (sdt) by deci and ryan (1985), which emphasizes autonomy, competence, and relatedness. their strong dedication across organizational, career, service, and work dimensions, with service commitment ranking highest, reflects relatedness, as they prioritize meaningful interactions with patrons. additionally, their high behavioral performance— especially in interest, searching, and follow-up—suggests pa ge 13 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 117-141, 2025 they are motivated beyond external rewards, enhancing service quality and user satisfaction. the study finds significant relationships between commitment levels and behavioral performance, particularly in approachability, searching, and followup. career, service, and work commitment show stronger correlations with behavioral indicators, while organizational commitment appears weaker. sdt explains this by distinguishing intrinsic motivation, which drives proactive behaviors, from extrinsic motivation, which does not necessarily lead to engagement. although education and years of service do not significantly impact behavioral performance, training and seminars play a key role in reinforcing competence. by fostering autonomy, competence, and relatedness, libraries can sustain high motivation and performance, benefiting both professionals and patrons. recommendations based on the results of the study, the following are recommended: 1. philippine librarians association, inc. – northern mindanao region librarian council (plai-nmrlc) should prioritize international training and workshops to equip librarians with advanced skills in emerging technologies and information retrieval, ensuring global competitiveness and improved community service. 2. the librarians should actively join international training, seminars, and workshops to enhance skills in information management and searching techniques, improving service delivery and career growth. 3. aspiring librarians should pursue advanced degrees and international training to meet the profession’s evolving demands, with continuous learning and adaptability as keys to success. 4. researchers should further study how professional training and academic qualifications affect librarians’ behavior and commitment, offering insights to improve training effectiveness and guide future policy. 5. the librarians should strengthen their continuance commitment by valuing their experience, contributions, and long-term professional growth, reinforcing motivation to stay and thrive in their roles. 6. the librarians should continually improve their search 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(2021). a metaanalysis of the antecedents of career commitment. journal of career assessment, 29(3), 502–524. https:// doi.org/10.1177/1069072720956983 pa ge 1 pa ge 90 american journal of arts and human science (ajahs) exploring the life and experiences of women in a vuca environment ryan james r. tuco1*, khareen b. culajara1 volume 3 issue 4, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i4.3615 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: august 08, 2024 accepted: september 10, 2024 published: november 30, 2024 against the backdrop of the volatile, uncertain, complex, and ambiguous (vuca) environment, this study explores women’s lived experiences, highlighting their key challenges, coping skills, and overall perceived impact amidst the unpredictable terrain of the 21st-century workplace. through qualitative research design incorporating interviews, this research aims to uncover the intersectionality of women’s experiences within vuca conditions. results of the study show that women face critical challenges in decisionmaking under uncertainty, gendered role expectations, job security and multiple roles, mental health issues, and work adjustments. to cope with these challenges, participants focused on adaptation and flexibility, communication and collaboration, continuous learning and development, strategic planning and time management, and wellness and self-care strategies. lastly, most of the impact of vuca conditions among women highlighted the need to acknowledge and embrace vuca as an emergent phenomenon and develop a culture of growth mindset as a form of resilience. this research recommends tailor-fit organizational strategies prioritizing flexibility and supportive environments to empower women amidst current vuca conditions. keywords coping with vuca, vuca challenges, vuca impact, vuca, women in vuca 1 university of mindanao digos college, roxas ext., digos city, davao del sur, philippines * corresponding author’s email: ryanjamestuco650@gmail.com introduction in today’s rapidly changing and globalized world, volatility, uncertainty, complexity, and ambiguity, or vuca, has become increasingly relevant across various sectors and industries. tracing back to its origin, vuca aptly portrays any environmental situations that are complex, fluctuating, and difficult to predict (ikmal et al., 2023). its concept is much more evident in the present time because today’s world has become uncertain and turbulent, and daily, constant change happens (dhillon & nguyen, 2021). because environments defined by vuca are marked by rapid changes and unpredictability that challenge traditional management, leadership practices, and operations control, navigating these dynamics requires adaptive strategies and high resilience and flexibility. within this context, women’s experiences present unique insights and perspectives crucial for understanding and addressing the multifaceted nature of vuca environments. studying women as they work in vuca environments can shed light on the challenges they usually face concerning their gender roles and expectations. while it is true that several studies have been done extensively on women’s experiences in the 21st-century workplace, most of these studies still call for concerted efforts to create a more equitable, inclusive, and genderfair environment for them. to illustrate, women’s roles in the workplace have significantly evolved over the past few decades (adongo et al., 2023; baker, 2014; brue, 2018), yet they continue to encounter distinct obstacles, especially within vuca contexts. these studies exacerbate existing gender disparities and present new challenges that affect both their professional and personal lives. vuca can amplify the existing experiences of women with systemic oppression in various challenging work conditions. this is because barriers to work-life balance fueled by uncertainty and volatility can increase workload and stress among them, and the complexity and ambiguity of work operations can magnify biases and stereotypes directed toward them. these challenges can be found in organizations that already struggle with problems of gender diversity and inclusivity (rajesh et al., 2019). as organizations and individuals try to navigate these turbulent situations, the unique experiences and challenges women face in such settings present a dire need for a study that intersects both women’s experiences and the emerging vuca phenomenon. in this context, the intersectionality between women and vuca environments can illuminate the key challenges they face, the coping strategies they actively employ, and the overall impact of the vuca phenomenon in their professional and personal lives. by exploring these research questions, this study can contribute to the broader discourse on gender studies and development as contextualized during turbulent times. additionally, risks and opportunities faced by women during these situations can also be highlighted, for which necessary calls for action can be crafted for institution-based recommendations and even for policy planning and strategies, especially since sharma and chhibber (2023) highlighted that women are gradually holding leadership and managerial positions. anchored on the muted group theory introduced by kramarae (1981) and taskan et al. (2022) conceptual map on vuca, this study explores the intersectionality of women’s lived experiences and the emerging vuca phenomenon in the context of the fastpaced 21st century work organizations. pa ge 91 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 90-95, 2024 objectives the primary goal of this study is to explore women’s experiences in the vuca environment. specifically, this study aims to answer the following questions: 1. what are the key challenges faced by women in a vuca environment? 2. what are the coping strategies of women in a vuca environment? and 3. what is the perceived impact of vuca conditions on women’s personal and professional lives? materials and methods this study employed a descriptive qualitative research design to explore women’s experiences in vuca environments. a purposive sampling technique was used to select four (4) participants who qualify for the following selection criteria: (1) they identified as women, and (2) they worked in an organization for more than ten (10) years. the researchers collected the data via the key informant interview method, which allowed for a more extensive exploration of the research questions. each interview lasted approximately 30 minutes, for which informed consent, confidentiality, and anonymity were discussed, secured, and maintained. after the data-gathering process, the transcription process commenced, and thematic analysis was employed as the primary qualitative data analysis tool. the researchers used the web-based software dedoose to facilitate coding, organization, and exploration of the qualitative data. the researchers also used the software to visualize coded patterns and themes. results and discussions the emergent themes generated from the data analysis are derived from the participants’ responses. the critical challenges that the participants mostly felt were job security and the multiple roles that they had to play. for the coping strategies, participants claimed that communication and collaboration is a strategy that helps face vuca-related challenges. lastly, developing a growth mindset is one of the profound impacts of vuca in their professional development and professional life. specifically, the following sub-themes per research question are comprehensively presented in the discussion below. key challenges faced by women in a vuca environment the study uncovered a range of unique challenges women encounter while navigating vuca environments, significantly affecting the participants’ personal and professional lives. participants reported experiencing heightened pressure, balancing multiple roles, and confronting gender-related biases, which complicated decision-making among them in a fast-paced environment. based on their verbal responses, the following themes were extracted: mental health challenges most of the participants reported that they experienced feeling stressed, anxious, and burnt out due to the vuca conditions of their work environment. the pressure to adapt quickly and manage multiple tasks without clear guidelines has taken a toll on their mental health. for instance, jem (not her real name), who has been in the organization, shared that: “well, there was a year when i was burned out because of the vuca conditions; the institution was fast-paced, and it went on to the point when i felt down, and often got sick this was one of my manifestations of stress those physical manifestations of stress like pimple breakouts, occasional sickness, stomachaches, weight loss they were all physical [manifestations]. in the end, i just overcame those negative physical manifestations”. in the excerpt above, the participant made mention of the physical manifestations of work stress and other related mental health concerns while working in a fast-paced vuca environment. such experience was also validated in the study of alobaid et al. (2020), who mentioned that female professionals tend to experience mental health challenges primarily due to obligations from their families, pressures from their workplace environment and the prevailing gender stereotypes, leading to increased stress and burnout. moreover, a research study conducted by cangrejo, et al. (2023) validated that female employees had the highest level of covid-19 stressors, which affected their mental health. gendered role expectations this was another key challenge that emerged from the analysis. it highlighted that most participants felt pressured to balance professional responsibilities with societal expectations. these expectations often conflicted with their careers’ demands, leading to stress, guilt, and burnout. one example of this was shared by one of the participants, who shared that: “another challenge is that sometimes, in an organization, there are people who would welcome the idea that a semiadmin position, the middle management position, should be taken by someone who is masculine or by a male. so that means that we tend to have “gendered expectations” like, “ah, the more fitting head [of office] there should be a male because [it requires] decision-making.” i think i have encountered that at some point in my life”. the above excerpt’s participant shared her experience with gendered expectations. this is especially true for women who are in leadership roles, and they are also prone to experiencing gender biases and stereotypes. to illustrate, olaya (2023) validated that women experienced sexist and discrimanotry practices in the workplace. rajesh et al. (2019) supported this claim in their study, showing that women in leadership positions may struggle more with visibility and recognition in the vuca environment. kuncoro and thaha (2023) also found that adaptive and collaborative leadership in vuca settings often requires women to develop unique strategies to overcome these pa ge 92 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 90-95, 2024 biases and prove their leadership capabilities. additionally, ikmal et al. (2023) contended that women are only perceived to perform household tasks and that many are still stuck with this traditional mindset. rajesh et al. (2019) also added that gender inclusion impacts how women adapt and thrive in these vuca environments. job security and multiple roles this theme was prevalent among participants. most of them shared that they are worried about the uncertainties in their jobs, and juggling multiple responsibilities beyond the job description and roles outside the workplace has been challenging for them. maya (not her real name) revealed that: “it’s the uncertainty concerning my tenure with my stay in this industry, how long that will be, and when [can i stay] as program head and as a teacher or instructor here.” the excerpt above shows that job security in the context of vuca conditions can be problematic for participants. added to this dilemma is the idea that employee retention is crucial in a vuca environment due to high mobility and competitive job markets. organizations must focus on employee satisfaction, engagement, and work-life balance to retain talented employees (nayak & ben, 2019). job security in the context of vuca conditions can be problematic for participants. added to this dilemma is the idea that employee retention is crucial in a vuca environment due to high mobility and competitive job markets. organizations must focus on employee satisfaction, engagement, and work-life balance to retain talented employees (bandana nayak, 2019). such a claim also validated the triple burden of women (mclaren et al., 2020; moser, 2003), which posits that women cannot contribute significantly to society because they perform time-consuming tasks and possibly multiple roles. in the excerpt below: “so, the common challenge is updating the documents; apart from that, i have to face student concerns. of course, as a program head, i had to listen to their concern of various natures, and that’s part of the challenge in handling [the multiple roles]”. the excerpt above shows that multiple roles in vuca conditions can conflict and add stress for participants. women often juggle numerous professional and personal roles, which can lead to role conflict and increased anxiety. this is exacerbated in a vuca environment with unpredictable and ever-changing job demands. role stressors, such as role ambiguity, conflict, and role overload, significantly contribute to job-related stress and burnout (nasirpouri shadbad & biros, 2021). decision-making under uncertainty most participants described difficulty navigating unforeseen circumstances and making decisions without clear information. just like what kate (not her real name) revealed that: “the idea of complexity [only occurs] when something new is being introduced in an organization, and sometimes you need more information on how to solve [the problem]. so that’s very complex because we need to capacitate ourselves so that these changes, what we call hurdles but then we cannot go away with these changes, and we have to adapt to the changes. only when there is a lack of information, a lack of training, and when there is not enough information to help you come up with an informed decision… well, it leads to consequences that i may have to solve later”. in the excerpt above, the participant noted that a lack of information during uncertain times that require decisionmaking can be pretty challenging. this situation is validated by the study of minciu et al. (2020), which highlighted that organizations need to update their decision-making processes to adapt to the vuca environment’s evolving nature. information, communication, and training are necessary for an organization’s informed decision. work adjustment adjusting to the frequent changes in work roles and responsibilities was another common challenge among participants. they described this challenge using the lens of their diverse experiences coming from a different nature of the job and their environment to performing their current job, including its present environment. this can be traced through one of the participant’s words. the participant shared that: “i could have gone for travel, but i delayed it because i always think there are tasks to do in the office. instead of going on vacation for five days, i would opt for two or three days because i’m a responsible employee, and there are just tasks left to do in the office. of course, if i didn’t submit [and do my tasks], in the end, i would still face the consequences. so we need to compromise one thing for the other because some functions need to be done because my job requires it”. chakraborty (2019) validated the participant above by claiming that in a world of constant change, adapting is vital to address new and emerging concerns. this includes having many skills and applying them effectively in different situations. for chen (2024), there is no doubt that we live in a vuca world, so we need to be more adaptable in how we handle these work situations. coping strategies of women in a vuca environment despite the challenges, the participants shared different coping strategies for handling their vuca environments. they emphasize the importance of adaptability and staying flexible in uncertain situations. additionally, participants highlighted their personal resilience and wellness practices. other coping strategies enabled the participants to remain proactive rather than reactive, which is essential for preparedness in vuca working environments. the following are some of the themes generated for this research question. continuous learning and development one of the critical strategies that the participants pa ge 93 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 90-95, 2024 employed was their commitment to constant learning and development. most participants emphasized the importance of pursuing educational advancements and having skill development training to stay functional and adaptable to their roles. according to jane (not her real name): “it’s essential to continue learning, to lean on my support system, my fellow employees, my family, and my coguidance counselors outside, and to know that every time there are challenges in counseling, i can consult with someone more knowledgeable than i am”. what the participant shared in the above excerpt is also aligned with the design thinking as espoused by seevaratnam et al. (2023), which refers to an approach that must be prioritized for vuca organizations mainly because it promotes lifelong learning and helps foster critical and creative problem-solving skills. additionally, nagalingam et al. (2022) also noted that organizations need to invest in development-related training and programs to ensure that employees are sharpened with the necessary skills to navigate the challenges vuca brings. communication and collaboration this emerged as another key coping strategy. most of these women participants stressed the importance of effective communication and teamwork, which are necessary for managing vuca conditions. a participant validated this result by saying: “communication with your co-workers is essential because they are the ones who will help you; you need to ask questions of other employees who are already experienced so that they can help you. it’s a massive help for me during my transition the communication [with them] and [maintaining] personal relationships with others because you cannot do everything on your own. lin et al. (2019) in their study highlighted that women are effective communicators and team players because they tend to be more impactful, responsive, and collaborative in group settings, which validates this excerpt above”. adaptation and flexibility the women participants agreed that being adaptable and flexible was a key strategy, and they also stressed the importance of cultivating a culture of open-mindedness because it is only through this that they can adjust effectively to their vuca environments. kate (not her real name) mentioned the importance of adaptation and flexibility in the context of the pandemic: “we have to adapt to so many changes, and right now, there are just so many changes brought about by the pandemic. so, when the pandemic came, everything changed”. the covid-19 pandemic illustrates the vuca situation that changed the workplace organization, and in such an environment, it demands a specific set of skills to flourish. shet (2024) emphasizes the importance of cognitive flexibility, emotional resilience, and an adaptive mindset. similarly, logan et al. (2023) highlighted the significance of having behavioral flexibility, which allows people to adjust their approach and solve problems creatively, especially in new situations. strategic planning and time management their coping strategies also involve effective planning and time management. these women developed strategic plans to manage their time and perform their tasks. these become their edge in staying relevant and efficient in their respective roles. “because of the vuca events, you are now more familiar with contingency planning. what are you going to do if this does not work out? you should know what you should prioritize”. for hamid (2019), thriving in today’s unpredictable world, such as in vuca, requires a strategic approach that should be initiated by human resource management (hrm), for which they must create sustainable competitive advantages in a vuca world. strategies include promoting diversity, recruiting innovative talents, and performance management. achoki (2023) also emphasized that continuous upskilling and reskilling are essential for sustainability in a vuca world. organizations should focus on developing technological, self-management, social, cognitive, and entrepreneurial skills among their employees. wellness and self-care all participants stressed the importance of prioritizing self-care and wellness to maintain physical and mental health. going on a vacation is one of their common examples of this. “when i feel so stressed, i go on vacation. i would use my vacation leave credits. it depends on the person on how they deal with stress, and it depends on you on how you should react to it. when faced with stress, i deal with it with vacation leave”. taking time for leisure and self-care activities is crucial for overall wellbeing and managing health conditions. studies by petty and trussell (2021) show that activities like yoga, stretching, and exercise can improve physical and mental health. another study by murina et al. (2021) explored selfcare practices across cultures, finding that intimate care is vital for women’s overall wellness and health. leisure selfcare is essential for promoting wellbeing and managing health deviations. yoga, stretching, and physical exercise can contribute significantly to mental and physical health (petty & trussell, 2021). impact of vuca conditions on the personal and professional lives of women this study also explored the impacts of vuca conditions on women’s lives, influencing their personal wellbeing and professional careers. the participants shared how the unpredictability and complexity of these vuca environments create unique stressors impacting their mental health and work-life balance. however, analysis of their responses also revealed that recognizing pa ge 94 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(4) 90-95, 2024 the reality of vuca environments and learning to adapt rather than resist uncertainty is what matters for survival. additionally, cultivating a growth mindset empowers the participants to view the challenges as stepping stones for personal and professional development. both of these themes below are comprehensively discussed below. acknowledging and embracing vuca most participants acknowledged the pervasive nature of vuca conditions and the necessity of accepting the inherent challenges of this environment because the more they resist, the greater their suffering. so, rather than being reactive, they should be proactive to grow and work effectively. jane (not her real name) said: “acceptance and acknowledging the uncertainties that come in and embracing them, no matter how painful or surprising the situation may be. if i can accept, acknowledge, and embrace the change, i will be able to balance my work and my struggles”. the excerpt shows how important it is to acknowledge that vuca as a phenomenon exists in the current workplace. in this context, holley et al. (2022) emphasize the vuca approach, which requires leaders to navigate uncertainties and develop resilience in themselves and their teams. developing growth mindset developing a growth mindset in a vuca environment requires a combination of resilience, adaptability, and continuous learning, and most participants feel such a claim. for instance, one participant shared that: “i think it created a powerful growth mindset in me. it’s like us processing things independently and saying, “ahh, i think i need to do this.” that growth mindset is really important. the culture of resilience is also very important. the idea that we need to adapt very well to situations like this and not to reach right away to something that is changing because… it’s very cliché, but we have to adapt to the changes”. ganimian (2020) claimed that implementing growth mindset interventions at scale, especially in diverse cultural contexts, can present challenges. however, burnette et al. (2020) shared that a growth mindset intervention has improved entrepreneurial self-efficacy and task persistence. this suggests that fostering a growth mindset can be beneficial for career development. conclusion in conclusion, this study explored women’s experiences navigating a vuca environment. the researcher identified the key challenges, the coping strategies, and the impact of this vuca phenomenon on their personal and professional lives. critical difficulties include decision-making under uncertainty, navigating gendered role expectations, managing job security and multiple responsibilities, and addressing mental health concerns. despite these challenges, women in vuca environments have demonstrated resilience through various coping mechanisms such as adaptation, communication, collaboration, continuous learning, and self-care. additionally, findings highlight the need for individual and organizational adaptation and that women can benefit from developing cognitive flexibility and an adaptable mindset. these strategies enable them to manage the demands of a dynamic workplace and maintain a level of personal and professional balance. implications the implications of these findings suggest that organizations must adopt tailored strategies that prioritize flexibility and create supportive environments to empower women in vuca conditions. organizations can support their female workforce by fostering a culture of continuous learning and development, promoting work-life balance, and acknowledging the unique challenges women face in a vuca world. women often face societal pressures to excel in both their careers and associated roles, and this can exacerbate stress and feeling overwhelmed in a vuca working environment. by understanding women’s unique pressures, organizations can empower women to survive and thrive in this era of volatility, uncertainty, complexity, and ambiguity. references achoki, p. m. 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(2022). clarifying the conceptual map of vuca: a systematic review. international journal of organizational analysis, 30(7), 196-217. pa ge 1 pa ge 25 6 american journal of arts and human science (ajahs) dimensions and factors of learning engagement on learners’ academic performance aren espinal baculanta1, pepa v. pontillas1, gerlinda corpuz1* volume 4 issue 2, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i2.4366 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: february 15, 2025 accepted: march 26, 2025 published: may 21, 2025 learners’ engagement is a measure that reflects the learner’s participation in the learning process while academic performance is the measurement of learner’s achievement in different subject areas. this research sought to ascertain the dimensions and factors of learning engagement on academic performance of respondents. specifically, this answer to what extent of the learning engagement in terms of its dimensions as to behavioral, cognitive, and emotional; the level of the learning engagement concerning of family, school, teacher, and peer; the level of the learners’ academic performance; the significant relationship between the dimension of learning engagement and their academic performance; and the significant relationship between the factors of learning engagement and their academic performance. the results showed that the level of learning engagement as to behavioral, cognitive, and emotional dimensions was high. the factors of learning engagement in terms of family, school, teacher, and peer were positive. further, the academic performance of the learners was very satisfactory. on the other hand, the test of relationship between the learning dimension of engagement and the learners’ academic performance was significant. in the same way, the test of relationship between the factors of learning engagement and their academic performance was also significant. it can be concluded that the behavioral, cognitive, and emotional aspects together with the factors of learning engagement such as, family, school, teacher and peer are important to academic performance. it is recommended teacher should build a strong and encouraging relationship with their learners to significantly enhance engagement. at the same time, teachers should use collaborative learning strategies for it allow learners to develop a good understanding and a friendly relationship among his/ her classmates. keywords academic performance, behavioral engagement, cognitive engagement, emotional engagement, learners engagement 1 phinma cagayan de oro college, philippines * corresponding author’s email: canaolivefaith@gmail.com introduction learning engagement in the past few years was a term defined and used in various ways by authors and researchers in different research areas, especially in the areas of education and psychology. in this paper, learning engagement links to the energy, endeavor, participation, and relationship of the learners towards the people that surround them in which learners interact to have an advantageous impact on their academic success. learning engagement is essential to the academic success of the learners, but often faces challenging circumstances that affect the impact of their academic performance in the classroom as: learners may become disengaged and uninterested which can result in low academic performance of the learners. nevertheless, learning engagement captured a lot of attention because it dwells on the various dimensions and diverse factors that determine academic performance and encourage learners’ success. in this research, the researcher concentrated on three dimensions of learning engagement, namely the behavioral, cognitive, and emotional aspects, as well as the four factors of learning engagement specifically: family, school, teacher, and peer interventions, and lastly, its significant impact to learners’ academic performance. over the years, despite the efforts of the department of education, the battle for high-quality education is still under the deped’s battle cry. it was stated in the headlines of mateo (2021) entitled “deped is moving to improve the quality of education.” according to the caption “manila philippines-following the release of a world bank report outlining the poor performance of filipino students in key literacy subjects, an official of the department of education gave assurance that reforms are underway to improve the quality of education in the country. the world bank, in a synthesis report dated june 21, noted a crisis in philippine education, citing the results of three international assessments that filipino students recently took part in. the report noted that more than 80 percent of filipino children do not know what they should know.” the researcher sought to address the problem of low performance among filipino learners by examining the dimensions and factors of learning engagement on academic performance. the study aims to lessen or eradicate disengaged learners that will later on result in much bigger problems, which include the following: high dropout rates, boredom, isolation, poor class attendance, and retention. it is a challenge for all educators to find ways to help those disengaged learners increase their level of engagement, which has positive effects on their academic performance as they face academic struggles in their studies. moreover, the researcher finds it vital to conduct a study about the educational engagement of the learners, for it pa ge 25 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 256-281, 2025 sought to address the educational gaps and connects to favorable academic performance based on various studies over the years. student engagement advancement (growth) in writing and math were significantly positively correlated with student involvement and hope (reckmeyer, 2024). in addition, the study by lei et al. (2018) demonstrated that all aspects of student engagement such as behavioral, emotional, and cognitive had a moderately good relationship with academic success. furthermore, this research sought to investigate how the grade 6 learners’ academic success impacted by their family, school, teachers, and peers. the descriptivecorrelational method was employed. a patterned and modified questionnaire was used. the respondents’ academic achievement was assessed using the general weighted average from the first and second quarters. ultimately, this paper used the involvement theory published in 1984 by alexander astin to describe the importance of student involvement. it was stated that a student’s learning and personal growth in connection with their motivation and behavior would increase with their degree of participation in college. hence, the overall aim this study is to ascertain the degree of dimensions and factors of learning engagement are related to in academic performance. the researcher believes that studying learning engagement is interesting since it possesses strong correlation to raising academic success of the learners. moreover, it helps educators in identifying the dimensions and factors that motivate or hinder learning involvement that could result in poor performance in school or learners’ academic success. it is essential considering it contributes to the advancement and educational success of the learners by promoting and sustaining learning engagement. furthermore, it is important to level up the learning engagement to achieve their full potential by optimizing learning engagement and fostering educational excellence. literature review this section covers the information taken from books, articles, periodicals, journal, which are related to the subject of the study. it includes the dimensions and factors of learning engagement: such as behavioral, cognitive, and emotional for dimensions and family, school, teacher, and peer for factors of learning engagement. further, learners’ academic performance is also considered. dimension of engagement based on this, delfino (2019) analyzed the magnitude of student engagement specifically in behavioral, emotional and cognitive engagement. it examined on the correlation between academic achievement and student engagement. delfino believes that in order to give students opportunities to optimize their involvement in the university, the educator and the educational institution should serve collaboratively. with the goal to deliver relevant learning experiences, it would be beneficial to maximize student participation. behavioral in line with behavioral engagement, french (2022) verified that behavioral engagement can be observed by classroom patterns or signs that an educator could utilize to captivate students’ focus. call and response are a new approach some educators employ skillfully to capture students’ interest and bring them back to their lessons or homework. the researcher believes that teachers have the expertise to increase the behavioral engagement of the pupils inside the classroom. there are many suggested ways for teachers to level up the behavioral engagement of the pupils. like for example, teachers should make the pupils feel that they care about them and aside from that, the teacher should also create an environment conducive to learning. additionally, according to rodriguez et al. (2021), giving behavioral engagement greater attention provides a significant impact on learning outcomes, particularly for students enrolled in their first academic cycle and those in the first year after it. rodriguez thinks that students’ experiences, relationships with the university, instructors, coworkers, and any other individual linked to the system of higher education would all improve consequently of this influence on maximizing behavioral engagement. it is vital that one first understands the factors that influence before enacting laws and regulations in order to address the issues impacting education in the nation, particularly the poor academic performance of children. cognitive in the list of student engagement dimensions, last but not the least is the cognitive engagement substantiated by pohl (2020). pohl affirms that students’ investment and interest in their learning, motivation to learn, goal setting, perception of relevance of learning, effort directed toward learning, and use of self-regulated learning strategies. additionally, bernstein (2023) confirmed that learning occurs more readily when pupils are motivated and involved. there are also various studies which stated that student engagement is a factor that could lead to the learner’s academic achievement. one of these studies was made by gallup. he includes more than 110,000 students from 128 schools participated in the study, which found an important positive connection between student academic accomplishment development (growth) in writing and math. emotional emotional engagement is a student’s passion for studying and a sense of belonging in their classroom and institution. classrooms should be safe spaces where students may participate in lessons and feel like they belong to a community. students will participate in class if they believe they are an important part of it. who feel like they are a valued part of the classroom will participate more. students desire acceptance, friendship, and even recognition from their teachers for their efforts (french pa ge 25 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 256-281, 2025 2021). the three aspects of student engagement which are behavioral, cognitive and emotional were investigated in the study. based on the review of the related literature, these three primary dimensions can enhance learning and promote academic success. family factor according to ozcan (2023), educational institution is only an organization that supports education, education starts in the family. ozcan believes that an individual’s intellectual state increases with a family’s degree of education. additionally, the academic achievement of the child will be strongly affected since an educated family will assist the child with his studies. the family is the one that supports the education and schoolwork assigned. a household with a sufficient stage of education can help the child understand the parts of a topic that he fails to comprehend, which will also help the child succeed academically in that subject and in general. in like manner, salac et al. (2022) discovered that the more parents and kids read together at home, the more reading grows significantly and the better the impact on academic performance. in addition, erol et al. (2018) found that the commitment of parents to the education and support of their children enhances the participation of students at the school level. erol affirms that dedication to the school improves when parents visit their child at school and express interest in him. in addition, it revealed that most students received very excellent and outstanding grades, and that parents often place substantial impact on their children school performance based on respondents’ parental engagement in all indicators. parental involvement in decision-making, communication, schoolcommunity connection, and at-home learning has a big impact on students’ academic achievement. in the list, li et al. (2022), according to their study’s findings, the parent-child bond significantly impacted college students’ academic achievement both directly and indirectly through the chain-mediating functions of gratitude and psychological capital. li believes that the chain-mediating model’s explanatory power increased substantially, suggesting that the three factors of psychological capital, thankfulness, and parent-child relationships fully explained college students’ success in school. in the same way, roksa et al. (2018) analyses were based on a sample of 728 first-year low-income students at eight four-year universities, the findings suggest that family emotional support is crucial for promoting excellent learning outcomes. rocksa thinks that emotional support from family members strengthens psychological health and increases student involvement, which benefits academic achievement. additionally, azumah et al. (2018) stated in their findings that the majority of respondents claimed that their parent or parents oversee their homework, suggesting that parents have a responsibility to shape their children’s interactions with teachers and peers so that they can participate in school activities and support their academic progress by encouraging their peer group. also, yan (2022) revealed that for each unit boost in parental interest-based expectations of disadvantaged students, the likelihood of becoming a citywide resilient student rose by 14% and 11% among grade 6 and 9 students, respectively. high parental expectations, higher educational expenditures, and positive self-perceptions seemed to be strong predictors of adolescent cognitive ability, which is in line with earlier findings. the findings of the different research studies above under the family factor presented the information on the impact of family on students’ academic achievement. according to the aforementioned research studies, the important role that families play in the lives of learners contributes to their children’s academic performance. school factor school factor is the second factor that affects learners’ engagement. in line with the study of arnaiz et al. (2020), embedded the fundamental role of the school in improving academic performance, as considered by the movement for effective schools and inclusive education, calls into question the decisive characteristic given to some variables in academic performance, such as the socioeconomic origin of families. together with ali et al. (2020) proved that school plays an important role in the academic success of learners. their research on how schools might help pakistani secondary school students’ academic performance and parental abilities. the conclusion was reached that children’s academic performance was greatly and favorably impacted by the school’s role in enhancing parenting abilities. li et al. (2022) determine that the association between academic achievement and social interactions is mediated by school involvement, which is an intermediary variable. they analyze that self-determination theory is a crucial component that can be employed to explain how social connections impact academic success, according to their analysis of the literature on school engagement. moreover, odum et al. (2021) investigate whether there were differences in student involvement between two portions of a course delivered by a single instructor in two distinctly designed active learning classrooms. the study’s findings were equivocal regarding whether student engagement in the two alcs differed but in two redesigned classrooms taught by a seasoned teaching member, it did show increases in student engagement over time with active learning. in like manner, alsola-dulay (2020) detailed the conduct and academic achievement of pupils in the pangantucan district’s san guinto elementary school throughout the 2012–2013 school year. dulay study addressed specific issues with students’ behavior in the classroom, including how they behaved toward instructors and other authority figures, their peers, and their work and activities. additionally, it analyzed the students’ academic achievement and assessed whether or not classroom pa ge 25 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 256-281, 2025 behavior and academic performance are significantly correlated. it suggested that there is a connection between students’ behavior toward their classmates, schoolmates, and classwork and activities and their academic achievement. moreover, wang et al. (2022) seek to comprehend the ways in which a number of pertinent schooland student-level factors affect undergraduate engineering students’ success outcomes. in order to find answers to the research questions, they carried out a multi-school multilevel survey experiment. overall, there was a substantial correlation between these parameters and the results of the performance of students. teacher factor teacher factor is the third factor that can affect student engagement, as stated by ojo (2018), which showed that all of the study’s sub-variables revealed a strong positive correlation between teachers’ professional attitudes and students’ academic achievement. it was discovered that the academic performance of the pupils in ilorin metropolis was substantially correlated with the instructors’ attitudes toward communication, classroom management, pedagogy, and topic competence. ozcan (2023) demonstrated that the teacher has a crucial role in this regard, along with his academic expertise, life outlook, self-adaptation, and concern for education, all of which ignite students’ passion for learning. furthermore, one of the primary elements influencing academic achievement is the teacher. a pupil who has a good relationship with their teacher will grow up to be a self-assured person. a student will feel more at ease and have greater faith in his teacher if he knows that the teacher pays attention to him in every topic. his academic performance will rise as a result of his increased interest in the lesson. a teacher who inspires or demotivates students might lead to quite different outcomes. the most crucial element influencing academic success is a student’s love for his teacher. in like manner, sinuhin (2022) showed that greater perceived affective support from teachers encourages students enrolled in distant learning to become more cognitively and psychologically engaged. this suggests that student engagement with educational experiences is correlated with supportive instructor behaviors. furthermore, this implies that even when students and teachers are geographically separated during distance learning, the affective behaviors of the teachers may have an impact on student engagement, which is crucial for better and enhanced learning results. the outcomes of the several research papers mentioned above under the teacher factor provided information on the important impact of teachers on students’ academic achievement. according to the aforementioned study papers, teachers play an essential part in the lives of their students, which results in their success in school. peer factor according to moreira et al. (2018), students who perform poorly at school are at risk of becoming disengaged. this study examined whether the size of this effect is influenced by students’ perceptions of the support for learning they receive at school from teachers and peers. this study represents one of the first demonstrations, using multilevel analyses, of the significant moderating effect of support for learning on the association between academic performance and indicators of cognitive engagement. students who reported higher levels of support for learning were least affected by overall poor performance in terms of engagement. additionally, shao et al. (2024) demonstrated that peer relationships had a positive and indirect relationship with junior high school students’ academic achievement through learning motivation and learning engagement, respectively, and that these relationships were directly and significantly related to junior high school students’ academic achievement. through the sequential mediating functions of learning motivation and learning engagement, the results also showed a strong indirect and positive association between junior high school students’ academic achievement and their peer relationships (shao et al., 2024). according to double et al. (2019), peer assessment improves academic performance when compared to no assessment, peer evaluation enhances academic performance. metaregressions also looked at the moderating effects of educational factors and feedback. the findings indicated that peer evaluation’s efficacy was impressively consistent across a variety of settings. peer assessment as a formative practice is supported by these findings, which also point to various implications for its use in the classroom. moreover, moldes (2019), in line with the senior high school students who were graduating, they experienced several elements concerning peer pressure in the classroom and its connection to their academic pursuits in terms of social belongingness, curiosity, parental cultural-parenting orientation, and education. the findings indicated that a number of factors, including peer pressure, may have an impact on kids’ academic success in school. this implies that students’ attitudes toward their classmates are not directly harmed by peer pressure. peer pressure in school typically has an impact on students’ academic achievement across a range of subjects. considering all the research studies presented about the factors that affect student engagement, namely family, school, teacher, and peer. instances that the learners are facing difficulties in their relationship with the following factors and, as a result, perform badly in school academically. the researcher wanted to present the study of olana et al. (2021). in accordance with the study, one important component of the best possible school participation is the support environment provided by peers, instructors, and families. students generally participate in their education more when they see supportive elements in their peers, teachers, and families. pa ge 26 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 256-281, 2025 academic performance the definition of the term academic success, according to indeed editorial team (2021), is that a certain skill set that aids in learning, remembering, and applying information is frequently necessary for academic success. in this study, the researcher used the general average in the first and second quarter to identify the academic performance of the learners at district iii of manolo fortich, bukidnon. one of the indicators used in this study is the academic grades. as a matter of fact, the honor society (2023) stated that grades are a useful tool for gauging a student’s proficiency in a particular subject. this is due to the fact that grades are one of the most objective methods of evaluationand when used as an evaluation tool, it can help both teachers and students. a teacher may wish to change the way they present the pertinent content if they observe that the majority of pupils perform poorly on a certain test. additionally, they might need to rephrase a test questions. students may need to improve their time management skills if they receive a low grade. for ideas they find difficult to understand, they may also need to have assistance. in the list, abubakr (2018) conducted a study to evaluate the connections between academic achievement and student participation. the study looks at the relationship between traditional and experimental measures of academic performance and students’ level of engagement. another study that investigated the students’ and learners’ academic performance was conducted by mondia (2019), who stated that pupils of kitcharao district have a high level of classroom engagement and experiences, which influences pupils’ performance. therefore, there is a significant relationship between classroom engagement and experiences with learners’ performance. to sum it up, the grades 4, 5 and 6 learners participated in class activities, communicated well and felt a sense of belongingness with their experiences with their teachers, peers, and learning materials, resulting in improved academic achievement, school retention, and positive socio-emotional functioning. on the final note, ambrose (2023) validated that pupils who are actively involved are not only taking in information. they put out intellectual effort and struggle through difficult concepts in an attempt to make sense of what they are studying. students who are engaged are driven or thrilled to learn, care about the material, and take responsibility for their own education. it is common to think of classroom interaction in limiting terms, such as students asking and responding to questions. engagement, however, is more intricate. it can look for any signs of engagement through the interaction of three dimensions of a person’s attitude or how an individual evaluates a person, idea, or thing. cognitive, affective, and behavioral dimensions influence an individual’s engagement on any given task or day. this piece of literature review is directed at better conceptualizing and understanding the dimensions and factors of learning engagement that are essential to the learners’ academic success. learners who are engaged have a bigger chance to academic achievement as based on the different studies presented. statement of the problem the study attempted to determine the level of dimensions and factors of learning engagement on academic performance in district iii of manolo fortich, division of bukidnon, for the school year 2023-2024. specifically, this study sought to answer the following questions 1. to what level is the learning engagement in terms of its dimensions as to behavioral, cognitive, and emotional? 2. to what level is the learning engagement in terms of the following factors family, school, teacher, and peer? 3. to what level is the learners’ academic performance in the first and second quarter of school year 20232024? 4. is there a significant relationship between the dimensions of learning engagement and their academic performance? 5. is there a significant relationship between the factors of learning engagement and their academic performance? theoretical framework the theory of involvement, proposed by alexander astin in 1985, highlighted the importance of student involvement in the academic success and personal development of the learners. astin describes how the growth and development of students as a result of participating in extracurricular activities is considered in relation to the desired results for higher education institutions. three components make up the theory’s central ideas. the first is the information provided by the student, including their background, demographics, and any prior experiences. the environment of the student, which encompasses all of the experiences a student might have while attending college, comes in second. last but not least, there are outcomes that address a student’s traits, understanding, attitudes, convictions, and values following graduation from college. additionally, astin developed five fundamental presumptions regarding engagement. he maintained that involvement necessitates a commitment of both physical and psychological energy, that it is ongoing and that the amount of energy expended differs from student to student, that involvement can have both qualitative and quantitative components, that the benefits of involvement (or the development of the student) are directly proportional to the degree of involvement (in both quality and quantity), and that there is a correlation between student involvement and academic performance (astin, 2021). further, this theory provides an essential supporting structure, a fundamental framework or blueprint for understanding the impact of engagement on the learners’ academic success by establishing clear concepts, variables, and indicators related to student involvement, ultimately leading to improved academic outcomes and personal pa ge 26 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 256-281, 2025 growth for students. moreover, the theory served as a basis for comprehending the salient concepts such as levels of engagement, factors influencing engagement, and outcomes of engagement, which were the significant concepts in this study. it also helped the researcher enhance research efficiency in such a way that the theory provided clear direction for the research process as to formulating hypotheses, research questions, analyzing data results, and formulating conclusions and recommendations. furthermore, the theory serves as a motivation for the researcher, leading to a better understanding of how engagement influences learners’ success and development. astin’s theory acts as a foundational guide that helps researchers and educators grasp the critical elements involved in the study of student engagement and its effects. lastly, the theory provides factual information that helped shape the direction of this study. materials and methods research design the researcher employed the descriptive-correlational method in this investigation. it involves measuring two variables, comprehending their statistical relationship, and evaluating it without the effect of any unrelated variables. it typically seeks to demonstrate how one variable influence or is linked to another. the results of this approach typically show whether or not there is a significant link between these two beliefs. it is never significant if the calculated value is less than the critical value; however, it is always significant if the computed value is greater than the critical value (canonizado, 2021). furthermore, according to gaille (2020), a correlational research study, two variables are measured using a nonexperimental approach. without outside influences, it is the responsibility of the researchers to evaluate and comprehend the statistical link between them. the following are the advantages of a correlational research study: first, the variable goes through a manipulative process; second, two different data collection methods are available with correlational research; third, the results from correlational research are more applicable; fourth, it offers a beneficial starting position for research; fifth, researchers can determine the direction and strength of each relationship; sixth, a survey method is helpful in correlational research; and lastly, the results of a correlational research study are easy to classify. study setting the study was conducted in district iii of manolo fortich, bukidnon, for the school year 2023-2024. manolo fortich is a first-class municipality located in the province of bukidnon, philippines. it is situated in the northern part of the province, bounded by the municipalities of libona to the north, malitbog to the east, sumilao to the south, and impasugong to the west. the municipality has a total land area of approximately 163.1 square kilometers and is home to a population of around 51,000 people, as of the 2020 census. the majority of the population are indigenous bukidnon people, who are engage in farming, livestock raising, and other agricultural activities. manolo fortich is known for its nature attractions, such as the dahilayan forest park, which features a zip line, rope courses, and other adventure activities. the municipality is also home to the del monte golf course, which is one of the largest golf course in asia. in terms of education, manolo fortich has forty-two (42) public schools and six private schools, including the northern bukidnon community college, now the northern bukidnon state college. the municipality is composed of four equally competitive school districts, namely the manolo fortich i, ii, iii, and iv respectively. the research was conducted in the nine (9) selected public elementary schools. the said district is comprised of ten schools. each of the schools is headed by a principal/ school head. the psds, school heads/principals and teachers are both aiming for a quality education for the learners. the school locations are all accessible. schools found in hi-way is plantation central elementary school and dahilayan integrated school. the schools were on the rough road but still in nearby place are camp 1 elementary school, gauron elementary school, lindaban elementary school, kalugmanan elementary school, kibulawan elementary school, bagalangit elementary school, sankanan elementary school. thus, the choice of the schools was determined by familiarity with the researcher, ease of access, and proximity to the study area. this can allow the creation of rapport with the respondents during the data collection. accessibility is really important as it influences data collection, contextual understanding, and ethical consideration. it also enhances the quality and validity of the research findings. scope and limitations this study focused on the level of dimensions and factors of learning engagement on academic performance in manolo fortich iii district, division of bukidnon, sy 2023-2024. the respondents of this study were the one hundred fifty-two (152) grade 6 learners in the schools where this study was conducted. the study limits the dimensions of learning engagement, such as behavioral, cognitive, and emotional, as the independent variables as well as the factors of learners’ engagement in terms of family, school, teacher, and peer. moreover, the dependent variables are the academic performance in the first and second quarters of the school year 2023-2024. research respondents the respondents of the study were the one hundred fifty-two (152) grade 6 learners in the nine (9) selected public elementary schools at manolo fortich iii district, division of bukidnon school year 2023-2024. these participants answered the survey questionnaire in the school where this study was conducted. the distribution of respondents by school is shown in table 1. pa ge 26 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 256-281, 2025 research instruments the research questionnaire was the instrument used in gathering information on the dimensions and factors of learner engagement on learners’ academic performance in manolo fortich, district iii of manolo fortich, division of bukidnon, school year 2023-2024. it has three parts: the first part of the questionnaire consisted of the three dimensions of learning engagement such as behavioral, cognitive and emotional. this was patterned and modified from the study of delfino (2019) entitled student engagement and academic performance of students of partido state university. the said questionnaire was patterned and modified by the researcher to suit the educational engagement of the learners at the elementary level. it was composed of ten items in each dimension. the second part consisted of the four factors of learning engagement in terms of family, school, and teacher factors. this was patterned and modified by moreira et al. (2009) in their study entitled psychometric properties of the portuguese version of student engagement instrument and lastly, the peer factor questionnaire was patterned and modified in the research study of moldes et al. (2019) entitled students peer pressure and their academic performance in school the questionnaire was composed of four (4) main parts to measure the four (4) factors of student engagement composed of ten items in each factors. moreover, the questionnaires were patterned and modified by the researcher to suit the engagement level of the elementary learners. on the other hand, the instructions to complete answering the questionnaires were to check the box to what extent the level of learner engagement. on the first part of the questionnaire, the respondents were to rate each engagement on the following scale: 3.70-4.00 at all times, 2.80-3.69 most of the time; 1.902.79 sometimes, and 1.00-1.89 never. on the other hand, in the second part of the questionnaire, the respondents would rate each of the engagements on the following scale: 3.70-4.00 strongly agree, 2.803.69 agree, 1.90-2.79 disagree and 1.00-1.89 strongly disagree. lastly, the third part deals with the academic performance of the learners. the general weighted average in the first and second quarters were used to determine the academic performance of the learners. statistical treatment following the collection of data for this study, the researcher employed the following statistical tools: the variables in the study were described using descriptive statistics like mean and standard deviation. to ascertain whether there is a substantial correlation between academic achievement and the dimensions and determinants of learning engagement, the pearson product moment correlation coefficient (r) was also utilized. ethical considerations the respondents’ identities were protected and remained anonymous. they are not obliged to write their names in the survey questionnaire rather, there are numbers assigned to each of them for their own identity protection. the researcher obtained informed consent from all participating learners before the conduct of the research. it was also comprehensibly and thoroughly explained to the respondents verbally and in writing. there was a letter given to the respondents, which they were requested to sign as a form of consent. the purpose of the data collection process was determined. also, the participants were informed that they were free to withdraw from the study at any time. additionally, the teachers were told to exclude or substitute any personally identifying information (such names, school names, or contact information) during data analysis and reporting. participants were given pseudonyms in order to conceal their identities. by being securely stored, employing encryption where required, and allowing only authorized persons access, the obtained data was protected. this is to ensure that information and data are not inadvertently leaked to unapproved parties. to make sure that the research design and data handling practices adhered to ethical norms and guidelines, ethical permission was specifically requested from an institutional review board (irb) or ethics committee. table 1: distribution of respondents district/school population respondent plantation central elementary school 211 55 sankanan elementary school 84 22 lindaban elementary school 74 19 camp 1 elementary school 61 15 dahilayan integrated school 55 14 kalugmanan elementary school 67 17 gauron elementary school 15 4 bagalangit elementary school 11 3 mampayag elementary school 13 3 total 591 152 pa ge 26 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 256-281, 2025 results and discussion problem 1. to what level is the dimension of learning engagement as to behavioral, cognitive, and emotional? table 2 shows the distribution of the level of learning engagement as to behavioral dimension with an overall mean of 3.04 (sd=0.39) described as most of the time. this means that the learning engagement in the behavioral dimension is high. this implies that the learner exhibits positive behaviors, adhere to academic tasks and schoolrelated activities, and demonstrate proactive participatory behaviors. this high level of behavioral engagement is associated with positive conduct, attendance, effort, participation in class discussions, involvement in academic and co-curricular activities, and perseverance when faced with challenging tasks. as observed, the learners’ high behavioral engagement reflects their active participation and positive conduct in various aspects of university life, contributing to a more enriching and fulfilling educational experience. when learners actively participate and demonstrate positive conduct in various university activities, from attending lectures to participating in clubs, they contribute to a more vibrant and fulfilling educational environment. additionally, french (2022) provides an interesting classroom strategy that can potentially boost behavioral engagement: call and response. teachers can combat monotony and actively draw learners back into the learning process by implementing various cues like clapping or chimes to refocus students. this aligns with the overall point – effective strategies from educators can significantly improve student engagement, a key factor in a successful educational experience. table 2: distribution of the level of learning engagement as to behavioral dimension indicators mean sd description interpretation i raise my hand to participate in class. 3.12 0.61 agree high i ask questions during class discussion. 2.68 0.72 disagree low i participate actively in group discussions. 3.11 0.71 agree high i do all the homework at home. 3.10 0.74 agree high i come to class every day. 3.18 0.83 agree high i am taking notes during the lecture. 2.97 0.79 agree high among the indicator i respect my classmates and teachers in the school got the highest mean of 3.28 (sd=0.76), described as most of the time. this means that the engagement of learners in this indicator is high. this implies a significant level of learning engagement reflecting a positive attitude toward respecting peers and educators within the school environment. the data indicates that learners value and prioritize respect in their interactions with classmates and teachers, highlighting a culture of mutual regard and positive relationships within the school community. this finding underscores the importance of fostering a respectful and inclusive atmosphere that promotes harmonious interactions and a sense of belonging among learners. as positively perceived, learners recognize the value of respectful behavior towards their peers and teachers, contributing to a conducive learning environment characterized by mutual respect and cooperation. learners’ attitudes towards respect are aligned with creating a supportive and inclusive school culture where individuals feel valued, acknowledged, and respected. this emphasis on respect not only enhances the social dynamics within the school but also lays the foundation for positive interactions, effective communication, and a sense of community among learners and educators. furthermore, this consensus among learners underscores the importance of promoting values of respect, empathy, and consideration as essential components of a healthy school climate. learners’ attitudes towards respect are not only positive but also indicative of a culture that values interpersonal relationships, empathy, and inclusivity. schools can cultivate a positive ethos that fosters a sense of belonging, safety, and well-being for all members of the school community, ultimately enhancing the overall educational experience (smith, 201) on the other hand, the indicator i ask questions during class discussion got the lowest mean of 2.68 (sd=0.72), described as sometimes. this means that the engagement of the learners in this indicator is low. this suggests that learners are less inclined to actively participate by asking questions during class discussions, which can have implications for their level of curiosity, critical thinking, and engagement with the learning material. this implies a potential lack of learner involvement in seeking clarification, exploring concepts further, and actively contributing to the discourse, which could impact the depth of understanding and interaction within the classroom environment. as observed, learners may face barriers or challenges in engaging actively in questioning during classroom interactions. there are factors of learners’ participation in asking questions, such as confidence levels, perceived value of questioning, or classroom dynamics, which could be addressed through targeted interventions and instructional strategies. encouraging learners to ask questions not only fosters a deeper understanding of the subject matter but also promotes a sense of ownership legend: 3.70-4.00 at all times / very high 2.80-3.69 most of the time / high 1.90-2.79 sometimes / low 1.00-1.89 never / very low pa ge 26 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 256-281, 2025 and agency in their learning process, empowering them to actively engage with the material and their peers in meaningful ways. moreover, this finding suggests a potential opportunity for educators to implement strategies that stimulate curiosity and dialogue among students to enhance their learning experiences. educators can cultivate a culture of intellectual curiosity, collaboration, and knowledge construction within the classroom by creating a supportive environment that encourages and rewards questioning (mok et al., 2021). additionally, according to rodriguez et al. (2021), paying more attention to behavioral engagement is an important influencer of student performance, especially for those who are in the first cycle of studies and in the first year following this cycle. this impact on maximizing behavioral engagement would bring a series of other improvements in the experience of students, in their relationship with the institution, professors, colleagues, and all stakeholders included in the higher education system. in order to tackle the challenges affecting education in the country, especially the low academic performance of students, it is crucial to initially understand the influential factors before introducing policies and regulations. table 3: distribution of the level of learning engagement as to cognitive dimension indicators mean sd description interpretation i ask questions to clarify the content of the lesson. 3.06 0.76 agree high i express my personal ideas and opinions during class discussions. 2.90 0.73 agree high i share with the class when i know the correct response or answer. 2.57 0.91 disagree low i ask follow-up questions to the teachers if i don’t understand the lesson. 3.04 0.73 agree high i can learn and do well in the class. 3.05 0.68 agree high i have an easy learning and understanding the lesson. 2.95 0.68 agree high i ask my teacher to help me if i can’t understand my lesson. 2.97 0.83 agree high i like solving mathematics problems. 2.76 0.82 disagree low i share to my family what i am learning in the class. 3.12 0.75 agree high i learn a lot in school. 3.34 0.84 agree high overall 2.97 0.38 agree high legend: 3.70-4.00 at all times / very high 2.80-3.69 most of the time / high 1.90-2.79 sometimes / low 1.00-1.89 never / very low table 3 shows the distribution of the level of learning engagement as to cognitive dimension with an overall mean of 2.97 (sd=0.38) described as most of the time. this means that the learning engagement in the cognitive dimension is high. this implies that learners are actively involved in cognitive processes related to learning, such as critical thinking, problem-solving, and knowledge acquisition. this suggest that learners are deeply engaged in intellectual tasks, demonstrating a strong commitment to understanding and mastering academic content. as perceived, learning engagement in the cognitive dimension suggests a positive and proactive approach to learning, where learners are actively involved in processing information, making connections, and applying concepts in meaningful ways. learners, though some are not attentive enough, are not just passively receiving information but are actively constructing knowledge and engaging with the material at a deeper level. additionally, this result entails a strong alignment between instructional practices, curriculum design, and learnerlearning outcomes. educators are effectively designing learning experiences that stimulate learners’ cognitive processes, challenge their thinking, and establish a culture of inquiry and exploration. students’ cognitive engagement not only enhances academic achievement but also cultivates essential skills such as analytical reasoning, creativity, and information processing, preparing learners for success in complex and dynamic learning environments (joshi et al., 2022). the indicator, i learn a lot in school got the highest mean of 3.34 (sd=0.84), described as most of the time. this means that learners’ cognitive engagement in this indicator is high. this implies that learner perceive their learning experiences in school as enriching and valuable, indicating a positive attitude towards acquiring knowledge and engaging with academic content. this reflects a strong commitment to learning and a genuine interest in educational pursuits, highlighting the importance of fostering an environment that promotes active cognitive engagement and meaningful learning experiences. as perceived, most learners demonstrate a willingness to invest effort and time in acquiring new knowledge and skills. they are motivated to explore, understand, and master academic content. on average, most of the learners are not only receptive to learning but also actively seek opportunities to expand their understanding and deepen their knowledge base. moreover, research in support of this result suggests a positive correlation between learners’ perceptions of learning and their overall academic performance. learners who are cognitively engaged in their learning pa ge 26 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 256-281, 2025 process are more likely to achieve academic success, develop critical thinking skills, and demonstrate a deeper understanding of the subject matter. there is a strong connection between students’ attitudes toward learning and their ability to absorb, process, and apply knowledge effectively, underscoring the importance of nurturing cognitive engagement to enhance educational outcomes (mcgowen & davis, 2022). on the other hand, the indicator i share with the class when i know the correct response or answer got the lowest mean of 2.57 (sd=0.91), described as sometimes. this means that learners’ cognitive engagement on this indicator is low. this implies that learners are less inclined to actively participate by sharing their knowledge or responses with the class, which can impact their willingness to contribute to group learning and collaborative discussions. the low mean score implies a potential lack of confidence, participation, or willingness to share insights or answers openly, which could hinder the development of communication skills, critical thinking, and peer learning opportunities within the classroom environment. as observed, learners have been reluctant to engage in sharing their knowledge or responses with their peers. there is a potential barrier to effective communication, knowledge exchange, and collaborative learning experiences within the classroom, say for instance, the inability to speak english fluently. learners face challenges in expressing their ideas, articulating responses, or engaging in dialogue with their classmates. relevantly, there is an opportunity for educators to implement strategies that promote a culture of collaboration, peer learning, and active engagement in sharing ideas and responses. creating a classroom climate that nurtures open communication, respect for diverse perspectives, and a willingness to contribute to group discussions helps enhance students’ cognitive engagement, social skills, and academic growth (sharma et al., 2023). table 4: distribution of the level of learning engagement as to emotional dimension indicators mean sd description interpretation i am having fun in the class. 3.18 0.74 agree high i am confident that i can learn and do well in the class. 3.07 0.76 agree high i feel happy to work with other children in the school. 3.18 0.76 agree high i am interested in all the activities in the school. 2.99 0.81 agree high i feel excited to do the different activities in school. 2.96 0.78 agree high i feel determined if i find the task given by the teacher difficult. 2.91 0.75 agree high i am willing to study harder to learn more. 3.20 0.78 agree high i am happy in my school. 3.20 0.71 agree high i feel safe in my school. 3.13 0.76 agree high i feel excited in going to school every day. 2.99 0.87 agree high overall 3.08 0.44 agree high legend: 3.70-4.00 at all times / very high 2.80-3.69 most of the time / high 1.90-2.79 sometimes / low 1.00-1.89 never / very low table 4 shows the distribution of the level of learning engagement as to emotional dimension with an overall mean of 3.08 (sd=0.44) described as most of the time. this means that the learning engagement in the emotional dimension is high. this implies a strong emotional connection and involvement in the learning process. emotional engagement encompasses feelings of enjoyment, support, belonging, and attitudes towards teachers, peer, and learning experiences, as emphasized in the literature on learner engagement. positive emotional experiences can enhance motivation, satisfaction, and overall well-being, contributing to improved learning outcomes and academic success. as perceived, learners feel a sense of belonging, interest in classes, and positive emotions towards their learning experiences. this positive emotional state can foster a supportive and engaging learning environment that promotes student motivation, perseverance, and selfefficacy. emotional engagement plays a crucial role in shaping students’ attitudes, behaviors, and responses to academic challenges, influencing their overall learning experiences and outcomes. moreover, thriving classrooms go beyond just academics. they foster emotional engagement, where students feel enthusiastic about learning and have a strong sense of belonging. this means creating a safe and supportive community where participation is encouraged. when students feel valued – whether through friendships, acceptance, or even a simple “good job” from their teacher – they’re more likely to actively engage with the lessons and materials (french, 2022). the indicator i am willing to study harder to learn more got the highest mean of 3.20 (sd=0.78; sd=0.71), described as most of the time. this means that learners’ emotional engagement in these indicators is high. this implies that learners exhibit a strong willingness to invest effort in their studies. learners’ dedication and commitment to giving more time and effort to their studies can deepen their ability to understand the pa ge 26 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 256-281, 2025 subjects, leading to improved academic performance and accomplishments. moreover, the indicator i am happy in my school also got the highest mean of 3.20 (sd=0.78; sd=0.71), described as most of the time. this means that learners’ emotional engagement in these indicators is high. this implies that learners’ express happiness within the school environment. learners’ being happy in school has positive implications for academic performance. it increases learners’ motivation and eagerness to participate in class discussions towards academic performance and achievements. positive emotional engagement in these indicators reflects learners’ motivation, satisfaction, and overall well-being, which are important factors influencing their learning experiences and academic performance. as perceived, a positive emotional state can enhance learners’ commitment to learning, perseverance, and overall satisfaction with their educational experiences. emotional engagement in these areas is necessary for creating a supportive and conducive learning environment that promotes student motivation, engagement, and wellbeing. learners’ emotional connection to their studies and school environment influences their attitudes, behaviors, and overall engagement in the learning process. furthermore, research has shown that emotional engagement plays a significant role in shaping students’ attitudes, behaviors, and learning outcomes. high emotional engagement extends beyond academic performance to impact students’ overall well-being, social interactions, and self-efficacy. this underscores the significance of nurturing positive emotional connections and experiences within educational practices to enhance students’ holistic development and academic success (nennig et al., 2023). on the other hand, the indicator i feel determined if i find the task given by the teacher difficult got the lowest mean of 2.91 (sd=0.75) described as most of the time. this means that it still indicates a relatively high level of emotional engagement in response to challenging tasks. this finding implies learners’ perseverance, determination, and emotional response to academic difficulties, reflecting their willingness to tackle challenges and overcome obstacles in their learning journey, though they can still persevere more. this result implies that most, not all, learners exhibit a positive emotional response to academic difficulties, showcasing their motivation, grit, and commitment to learning. as observed, learners’ emotional engagement in challenging situations helps them develop a sense of resilience, self-efficacy, and a growth-oriented mindset, which are key attributes for navigating complex academic tasks and achieving success. learners’ determination when faced with difficult tasks reflects their emotional investment in learning, their willingness to persevere, and their ability to overcome setbacks, all of which contribute to their overall academic progress and development. furthermore, the high emotional engagement observed in response to challenging tasks indicates that students’ emotional experiences play a significant role in shaping their responses to academic difficulties. the willingness to persist and feel determined when tasks are difficult reflects a deep emotional connection to the learning process and a strong sense of intrinsic motivation and perseverance (joshi et al., 2022). table 5: summary of the level of dimensions of learning engagement indicators mean sd description interpretation behavioral 3.04 0.39 agree high cognitive 2.97 0.38 agree high emotional 3.08 0.44 agree high overall 3.03 0.34 agree high legend: 3.70-4.00 at all times / very high 2.80-3.69 most of the time / high 1.90-2.79 sometimes / low 1.00-1.89 never / very low table 5 shows the summary of the of the level of learning engagement as to behavioral, cognitive, and emotional dimensions with an overall mean of 3.03 (sd=0.34), interpreted as high. this means that the learning engagement in these dimensions is high. this implies that a high level of engagement among learners across these dimensions is a reflection of their active involvement in behavioral, cognitive, and emotional aspects of learning. this suggests that learners are motivated, attentive, and invested in their educational experiences, which can contribute to improved academic performance and overall learning outcomes. this further implies a positive correlation between learners’ active involvement and their academic performance, while taking into consideration the importance of nurturing engagement across multiple dimensions for enhanced learning outcomes. as observed, most of the learners are actively participating in various aspects of the educational process. this high level of engagement indicates that learners are not just passively receiving information but are actively involved in applying, reflecting, and connecting knowledge across different dimensions. the data implies that learners are demonstrating a holistic engagement that encompasses behavioral actions, cognitive processes, and emotional responses, fostering a comprehensive and enriched learning experience that goes beyond mere academic content delivery. in fact, research such as that by bernstein (2022), confirmed that student engagement plays a crucial role in enhancing motivation and facilitating effective learning processes, highlighting the significance of fostering high levels of engagement among students. pa ge 26 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 256-281, 2025 among the indicators, the emotional dimension got the highest mean of 3.08 (sd=0.44), interpreted as high. this means that learners’ emotional engagement is high. this implies that learners exhibit a strong emotional connection to their learning experiences, encompassing feelings of enthusiasm, interest, satisfaction, and enjoyment. this indicates a positive emotional state that can enhance learners’ motivation, perseverance, and overall well-being within the educational context. this implies that learners’ emotional engagement contributes significantly to their overall level of engagement in the learning process. as observed, positive emotions, such as joy, trust, and satisfaction, have been associated with increased cognitive engagement and academic achievement. cultivating a positive emotional environment within educational settings can lead to improved learning outcomes, increased learner participation, and a more supportive and inclusive learning atmosphere. emotional engagement plays a vital role in shaping learners’ attitudes, behaviors, and learning experiences, emphasizing the importance of addressing emotional well-being in educational practices. relevantly, research has shown that positive emotions play a crucial role in fostering engagement, promoting learning, and influencing learners’ attitudes toward academic tasks and challenges. there are significant emotional factors influencing students’ learning processes and outcomes. one is the positive emotional experiences of the learners (dubovi & tabak, 2021). on the other hand, the cognitive dimension got the lowest mean of 2.97 (sd=0.38) interpreted as high. this means that learners’ cognitive engagement is the lowest level of engagement among the other dimensions, though still indicates high level. this implies that some learners might be passively taking in information rather than actively processing and critically analyzing it. this could be due to factors like poor instructional design, lack of challenge in the coursework, or insufficient opportunities for applying knowledge. as observed, some learners are falling into a passive learning trap, simply absorbing information without truly grappling with it. this could be caused by a few factors: the way the material is presented might not be engaging enough, the coursework itself might lack challenge, or there might be a shortage of opportunities to actually apply the knowledge they’re learning. moreover, this finding is in line with the importance of cognitive engagement in learning, as revealed by greene and miller in 1996 as cited in the study of pohl (2020), who emphasized the significance of moving from shallow to meaningful cognitive processing for effective learning outcomes. the lower mean in the cognitive dimension suggests a potential area for improvement in enhancing students’ cognitive investment, interest, motivation, goal setting, and use of self-regulated learning strategies. also, delfino (2019) analyzed the extent of student engagement, specifically in behavioral, emotional, and cognitive engagement. it investigated the correlation between student engagement and academic performance. according to delfino, the teacher and the school should work closely together to give the students opportunities to get the most out of their time at university. in order to provide relevant learning experiences, it would be beneficial to maximize student participation. in fact, bernstein (2023) confirmed that when students are engaged, they are motivated, and learning happens more easily. there are also various studies that state that student engagement is a factor that could lead to the learners’ academic achievement. this study examined the three dimensions of student engagement, which are behavioral, emotional, and cognitive. based on the review of the related literature, these three primary dimensions can enhance learning and promote academic success. problem 2. to what level are the factors of learning engagement as to family, school, teacher, and peer? table 6: distribution of the level of factors of learning engagement as to family indicators mean sd description interpretation my family are there for me when i need them. 3.26 0.85 agree high my family wants to know if something good happens at school. 3.19 0.76 agree high my family is willing to help me if i have problems at home. 3.13 0.84 agree high my family wants me to keep trying when things are tough at school. 3.16 0.86 agree high my family gives me reward when i get good grades 3.02 0.92 agree high my family encourages me to do my best in school. 3.27 0.77 agree high my family is very supportive to my studies. 3.19 0.76 agree high my family is proud of my achievements in school. 3.28 0.76 agree high my family encourages me to join in all the activities in the school. 3.14 0.73 agree high my family always attend parent-teacher meeting. 2.93 0.88 agree high overall 3.16 0.47 agree high pa ge 26 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 256-281, 2025 legend: 3.70-4.00 strongly agree / very positive 2.80-3.69 agree / positive 1.90-2.79 disagree / negative 1.00-1.89 strongly disagree / very negative table 6 shows the distribution of the level of factors of learning engagement in terms of family with an overall mean of 3.16 (sd=0.47) described as agree. this means that the level of family as a factor of learning’ engagement is positive. this implies that family plays a crucial role in shaping learners’ academic experiences and outcomes. this indicates that there is a significant influence of family on learners’ academic experiences and outcomes through behavioral, cognitive and emotional support, role modeling, and parental involvement lead their children to academic success. as perceived, providing opportunities for family participation in school activities and creating supportive learning environments that foster positive family-school relationships can be achieved through promoting open communication between families and schools. family factors, such as parental involvement, family structure, and socioeconomic status, can significantly impact learners’ academic outcomes. research has shown that family background, including socioeconomic status, resources, and ability, can affect the quality of educational opportunities available to children (lara & saracostti, 2019). the impact of socio-economic backgrounds on academic success is complex and wideranging. students from more affluent homes routinely perform better academically than their less fortunate peers, according to numerous studies. this disparity may be caused by differentiating factors such parental participation, the availability of educational resources, and involvement in extracurricular activities. however, it’s important to understand that family incomes shouldn’t serve as a substitute for academic achievement (munir, jamal & iqbal, 2023). the indicator, my family is proud of my achievements in school got the highest mean of 3.28 (sd=0.76), described as agree. this means that the level of family as a factor of learning engagement in this indicator is positive. this implies that family pride in learners’ achievements significantly impacts their engagement in school. this indicates that family engagement, as a factor affecting learners’ engagement, is positive. this implies that family engagement, particularly in recognizing learners’ achievements, plays a crucial role in fostering learners’ sense of belonging and motivation in school. relevantly, research has shown that family engagement is positively associated with learners’ academic achievement, behavior, and social development. effective family engagement, such as two-way communication and incorporating family input into decision-making processes, can create a culture of collaboration and communication with families, schools, and students (edutopia, 2022). on the other hand, the indicator my family always attend parent-teacher meeting got the lowest mean of 2.93 (sd=0.88), described as agree. this means that the level of family as a factor of learning engagement in this indicator is positive. this implies that the level of family as a factor of learning engagement in this indicator is positive. this indicates that family involvement in parentteacher meetings is not as strong as in other indicators, but it is still a significant factor of learning engagement. it further implies that there is room for improvement in encouraging families to participate in parent-teacher meetings, as these meetings are crucial for building relationships between families and schools, improving communication, and addressing academic concerns. additionally, research has shown that parental involvement, such as attending parent-teacher conferences, is positively associated with students’ academic achievement, behavior, and social development (hawkins, 2021). therefore, schools and educators should prioritize strategies to increase family attendance at parent-teacher meetings, such as providing flexible scheduling options, offering translation services, and creating a welcoming and inclusive environment for all families. table 7: distribution of the level of factors of learning engagement as to school indicators mean sd description interpretation the rules in my school are fair. 2.97 0.87 agree high other students in the school like me the way i am. 2.82 0.81 agree high teachers are willing to listen to the students. 3.26 0.73 agree high other students in the school care about me. 2.69 0.86 disagree low students at my school are there for me when i need them. 2.84 0.81 agree high most of what is important to know i learn in school. 3.20 0.72 agree high going to school is important for me. 3.46 0.61 agree high adults at my school treat students fairly. 2.98 0.77 agree high table 7 shows the distribution of the level of factors of learning engagement as to school with an overall mean of 3.07 (sd=0.43) described as agree. this means that the level of school as a factor of learning engagement legend: 3.70-4.00 strongly agree / very positive 2.80-3.69 agree / positive 1.90-2.79 disagree / negative 1.00-1.89 strongly disagree / very negative pa ge 26 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 256-281, 2025 is positive. this means that schools play a crucial role in promoting learner engagement. this implies that schools have a significant impact on learners’ academic outcomes, as learners’ engagement has been positively associated with academic achievement and success. the implications of this finding are that schools should prioritize strategies to enhance learner engagement, such as fostering positive teacher-learner relationships, promoting a supportive learning environment, and providing opportunities for learner voice and choice. additionally, schools should consider the individual needs and experiences of their students, as factors such as socioeconomic status, family background, and prior academic experiences can influence student engagement. by addressing these factors and implementing evidencebased strategies to promote student engagement, schools can help ensure that all students are successful academically and socially (delfino, 2019). the indicator, going to school is important for me got the highest mean of 3.46 (sd=0.61), described as agree. this means that the level of school as a factor affecting students’ engagement in this indicator is positive. this implies that learners who view going to school as important are more likely to engage in school activities and be motivated to learn. one of the implications is that schools should consider the individual needs and experiences of their learners, as factors such as socioeconomic status, family background, and prior academic experiences can influence student engagement. research has shown that student engagement is positively associated with academic achievement, behavior, and social development (bernstein, 2021). therefore, schools should prioritize strategies to enhance learner engagement, such as fostering positive teacher-student relationships, promoting a supportive learning environment, and providing opportunities for student voice and choice. on the other hand, the indicator other students in the school care about me got the lowest mean of 2.69 (sd=0.86) described as disagree. this means that the level of school as a factor of learners’ engagement in this indicator is negative. this implies that learners may not feel a sense of belonging or connection to their school community, which can negatively impact their academic performance and overall well-being. therefore, a low level of engagement in this indicator may imply a need for interventions aimed at improving the school climate and fostering positive relationships among learners. research has shown that student engagement is a multidimensional construct that encompasses affective, behavioral, and cognitive dimensions and is influenced by personal and contextual factors such as school climate, relationships with teachers and peers, and academic challenges. a positive school climate, characterized by supportive relationships, high academic expectations, and opportunities for student involvement, has been associated with higher levels of student engagement and academic achievement (gray & diloreto, 2018). in furtherance, arnaiz et al. (2020) called into doubt the decisive characteristic assigned to specific variables in academic achievement, such as the socioeconomic origin of families, and enshrined the vital role of the school in enhancing academic performance as seen by the movement for effective schools and inclusive education. together with ali et al. (2020) proved that school plays an important role in the academic success of learners. their study concluded that the school’s role in children’s academic performance was significantly and positively influenced by the school’s participation in enhancing parenting abilities. table 8: distribution of the level of factors of learning engagement as to teachers indicators mean sd description interpretation my teachers are there for me when i need them. 3.13 0.80 agree high my teachers are interested in me as a person, not just as a student. 3.02 0.78 agree high my teachers understand and care to all the students 3.23 0.71 agree high my teachers enjoy talking to us. 3.19 0.74 agree high my teachers give me a reward if i perform well. 2.85 0.79 agree high my teachers are open and honest with me. 3.20 0.72 agree high my teachers always there to motivate us to do our best. 3.27 0.75 agree high my teachers acknowledge student effort through recognition and praise. 3.16 0.71 agree high my teachers show positive attitude at all times. 3.10 0.66 agree high my teachers use varied activities in presenting the lesson. 3.09 0.69 agree high overall 3.12 0.44 agree high table 8 shows the distribution of the level of factors of learning engagement as to teachers with an overall mean of 3.12 (sd=0.44) described as agree. this means that the level of teachers as a factor of learning engagement is positive. if the teacher is highly engaged in the learners’ learning process, it creates a positive academic performance and boosts the learning outcomes. using their knowledge, collective experience, discernment, and measurable student engagement statistics like attendance rate, suspensions, and academic performance, teachers are always looking for ways to enhance their teaching strategies. the idea that teachers have a significant impact pa ge 27 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 256-281, 2025 on how students feel at school, and how they think about themselves as students supported by this finding. the causal link also empowers teachers to adapt their practices in response to the individual teaching context they find themselves in and provides a method for feedback. it proves that student engagement, measured by the sei, is a very effective tool for teachers to evaluate the impact of their practice (thomas & nair (2022). moreover, one of the best ways to address chronic absenteeism is to building rapport with students and become their mentor. knowing that their teacher appreciates them and will help them succeed increases students’ motivation to attend class. enhancing these connections and school engagement can boost academic performance as well. you can increase your pupils’ intrinsic motivation to learn by developing a personal connection with them. students acquire a lifelong love of studying when they are engaged in their work and seeking to become experts in it. students are led for a successful academic career when they put a greater value on mastery and less on grades (waterford.org., 2024). the indicator, my teachers always there to motivate us to do our best got the highest mean of 3.27 (sd=0.75), described as agree. this means that the level of teachers as a factor of learning engagement in this indicator is positive. this implies that teachers are very important instruments in promoting learning engagement. this indicates that teachers’ behaviors, attitudes, and teaching practices can significantly impact students’ motivation, interest, and participation in learning activities. studies have indicated that favorable teacher-student interactions, supportive classroom environments, and effective instructional strategies can enhance student engagement and academic outcomes (delfino,2019). therefore, teachers need to develop and implement student engagement strategies, such as providing opportunities for student voice and choice, promoting active learning, and cultivating a good rapport with students. on the other hand, the indicator my teachers give me a reward if i perform well got the lowest mean of 2.85 (sd=0.79) described as agree. this means that the level of teachers as a factor of learners’ engagement in this indicator is positive, though this implies that the use of rewards by teachers may not be an important driver of engagement, and other factors may be more important. this indicates that the use of rewards may primarily affect behavioral engagement, but it may not necessarily lead to increased emotional or cognitive engagement. studies have indicated that student involvement is a complex construct that involves multiple dimensions, including behavioral, emotional, and cognitive engagement. therefore, while rewards may have some positive effects on student behavior, they may not be the most efficient method to promote student engagement. instead, other elements include having good relationships with instructors, supportive learning environment, and opportunities for student voice and choice, maybe more important for promoting student engagement (lombardi et al., 2019). in furtherance, ozcan (2023) revealed how teachers affect students’ academic performance and stating that teachers had a key to knowledge and attitude towards life. if a teacher pursues his profession with great devotion, he will be able to impact every student. students that have a good relationship with their teachers will feel more confident. table 9: distribution of the level of factors of learning engagement as to peer indicators mean sd description interpretation i spend much time with my group friends. 3.03 0.89 agree high my friends and i share problems with each other. 2.95 0.87 agree high my friends give me advice in my problems. 2.97 0.87 agree high my friends and i do school activities together. 3.00 0.85 agree high my friends and myself thoughts and opinions to strengthen our bond. 3.05 0.81 agree high my friends help me to improve my academic performance in school. 2.96 0.81 agree high my friends inspire me to work hard in my studies. 2.96 0.82 agree high my friends always help each other with academic difficulties. 2.98 0.81 agree high my friends and i are always focus in our studies. 3.12 0.73 agree high my friends assist me in group work. 3.01 0.86 agree high overall 3.00 0.54 agree high legend: 3.70-4.00 strongly agree / very positive 2.80-3.69 agree / positive 1.90-2.79 disagree / negative 1.00-1.89 strongly disagree / very negative table 9 shows the distribution of the level of factors of learning engagement as of peer with an overall mean of 3.00 (sd=0.54) described as agree. this means that the level of peer as a factor of learning engagement is positive. this implies that learners perceive their peer as an important factor that affects their level of involvement, participation, and interest in their academic activities. this indicates that learners tend to acknowledge the positive influence of their peers on their engagement. this indicates that learners believe that interacting with their peers, collaborating on projects, and pa ge 27 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 256-281, 2025 engaging in discussions or group activities can enhance their motivation, interest, and overall engagement in their learning process. as observed, interacting with peers, collaborating on projects, and engaging in discussions or group activities can significantly enhance learners’ motivation, interest, and overall engagement in their learning process. learning engagement, motivation, and academic achievement can be enhanced through collaborative learning activities, peer interaction, and group work. these strategies can foster a sense of belonging and community among learners, promote critical thinking and academic achievement, and increase learners’ motivation and interest in their learning process. research has shown that collaborative learning can be an effective teaching strategy that promotes student engagement, critical thinking, and academic achievement. a study by nayir (2018) discovered that students’ levels of motivation, satisfaction, and engagement were higher when they took part in cooperative learning activities compared to those who worked individually. among the indicators, my friends and i are always focus in our studies got the highest mean of 3.12 (sd=0.73), described as agree. consequently, the level of peer as a factor of learning engagement in this indicator is positive. this implies that, on average, learners agree that their friends and themselves are often focused on their studies. it implies that there is a noteworthy degree of agreement among the learners that their peer play a role in promoting a focused and studious environment. however, the moderate variability in responses and the non-exceptionally high mean score suggest that there may still be room for improvement and further fostering of a consistently focused study culture within the peer group. as perceived, peer-to-peer learning is thought of as a mutual learning and training approach in which participants at the same level coach and learn from one another. because it enables individuals to work through new ideas and exchange ideas with their peers, it is a successful instrument for improving their skills and knowledge in the workplace. peer-to-peer learning can benefit organizations by promoting a collaborative work environment, improving social connections among peers, and fostering a knowledge-sharing culture. research has shown that peer-to-peer learning can be particularly effective in the workplace. more than half of employees turn to their peers for problem-solving and learning opportunities, per a harvard business review survey. encouraging employees to share knowledge can improve the skill set of teams, cultivate a collaborative work environment, and build social connections among peers (reeves, 2022). on the other hand, the indicator my friends and i share problems with each other got the lowest mean of 2.95 (sd=0.87), described as agree. consequently, the level of peer as a factor of learning engagement in this indicator is positive. this means that, on average, learners agree to some extent that they share problems with their friends. it suggests that there is a certain level of agreement among the learners that their peer play a role in providing support and a platform for problem-sharing. however, it is important to note that the mean score of 2.95 is not exceptionally positive, indicating that there may still be room for improvement in terms of the influence of peers on learning engagement in this particular indicator. while learners generally agree that they share problems with their friends, the level of involvement and depth of sharing might vary among individuals. peer learning can foster active engagement, promote critical thinking and problem-solving skills, and create a supportive learning community (tullis & goldstone, 2020). table 10: summary of the level of factors of learning engagement indicators mean sd description interpretation family 3.16 0.47 agree high school 3.07 0.43 agree high teacher 3.12 0.44 agree high peers 3.00 0.54 agree high overall 3.09 0.39 agree high legend: 3.70-4.00 strongly agree / very positive 2.80-3.69 agree / positive 1.90-2.79 disagree / negative 1.00-1.89 strongly disagree / very negative table 10 shows the summary of the level of factors of learning engagement with an overall mean of 3.09 (sd=0.39), interpreted as positive. this means that the level of factors affecting learning engagement in terms of family, school, teacher, and peer is positive. this implies that on average, learners agree that these factors have a significant influence on their engagement. it indicates that learners perceive the combined impact of family, school, teacher, and peers as being substantial in shaping their level of involvement, motivation, and interest in their academic activities. the positive level of factors of learning engagement implies that multiple aspects of their educational environment contribute to their overall engagement levels. for example, supportive family relationships, a conducive school environment, effective teaching practices, and positive peer interactions all play a role in fostering student engagement. among the variables family got the highest mean of 3.16 (sd=0.47), interpreted as positive. this means that the level of family as a factor of learning engagement in this indicator is positive, this is the highest among pa ge 27 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 256-281, 2025 the factors being studied. this implies that, on average, learners agree that their family plays a significant role in influencing their engagement. it suggests that learners perceive their family as a crucial factor that contributes to their level of involvement, motivation, and interest in their academic activities. although the mean score of 3.16 is not exceptionally positive, it is the highest among the factors being studied. this implies that learners place a relatively greater emphasis on the influence of their family compared to other factors such as peers, school, or teachers. according to ozcan (2021), education begins in the family, while the school is merely an institution that assists with education. a child’s success in school will be greatly impacted by an educated family since they will assist the child with his education. the family provides support for the school’s program and assignments. in addition to supporting the child excel academically regarding the subject and in general, a family with a sufficient degree of education may assist the young person understand the portions of the subject that he does not understand. on the other hand, the variable peer got the lowest mean of 3.00 (sd=0.54) described as agree. this means that, in terms of this specific indicator, the level of peer as a factor of learning engagement is relatively positive, although it is considered to have the lowest level of effect on learners’ engagement among other factors in the context of this study. this indicates that, on average, learners agree that their peers play a significant role in influencing their engagement. it suggests that learners perceive their peers as an important factor that contributes to their level of involvement, motivation, and interest in their academic activities. this implies that while there is a relatively high level of agreement among learners regarding the influence of peers on their engagement, there may be variations in the specific ways in which peer impact individual learners’ levels of involvement and motivation. double et al. (2020), according to the findings, peer assessment enhances academic achievement when compared to no assessment. the research results showed that peer evaluations performed impressively consistently effective in a variety of contexts. these findings support peer evaluation as a formative practice and raise several implications with its integration into the classroom. problem 3. to what level is the learners’ academic performance (gwa) in the first and second quarters of school year 2023-2024? table 11: distribution of the level of learners’ academic performance in the 1st quarter of s.y. 2023 – 2024 level of learners’ performance first quarter frequency % outstanding 24 15.79 very satisfactory 70 46.05 satisfactory 41 26.97 fairly satisfactory 17 11.18 did not meet expectations 0 0.00 total 152 100 mean 85.31 sd 4.03 table 11 shows the distribution of the level of learners’ academic performance in the first quarter of the school year 2023 – 2024 among 152 learners. most of the learners have a very satisfactory performance both in the first quarter with a frequency of 70 (46.05%) of the total population. the high number of “very satisfactory” performance outcomes indicates that the majority of learners have succeeded academically. this shows that these learners have done well and consistently achieve the requirements. also, learners have demonstrated a high level of achievement and proficiency in the subject matter or skills being assessed. moreover, there are learners who have a fairly satisfactory performance both in the first with a frequency of 17 (11.18%) of the total population. the prevalence of “fairly satisfactory” performance outcomes suggests that it is not exceptionally high but it is also considered low. this indicates that these students meet the expectations but may have room for improvement. on the other hand, no learners have the performance of did not meet expectations in the first quarter. this means that no learners are struggling to grasp the essential concepts and skills. furthermore, the result indicates that the school’s teaching methods and support systems are effective in helping students meet their academic goals and that no students are struggling to grasp the essential concepts and skills. several studies posed some significant findings on why students perform very satisfactorily in class. studies have shown that students who use self-regulated learning strategies, such as reviewing and reflecting on their previous performances, are more likely to achieve very satisfactory performance. these strategies help students stay motivated and focused on their goals (marie et al., 2022). moreover, students who have satisfactory study habits, such as reviewing and reflecting on their previous performances, are more likely to achieve very satisfactory performance (etcuban et al., 2019). pa ge 27 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 256-281, 2025 effective learning strategies, such as setting goals, reviewing notes, and practicing regularly, are essential for achieving a very satisfactory performance. students who use these strategies are more likely to stay organized and focused, leading to better academic outcomes (oco, 2024). table 12: distribution of the level of learners’ academic performance in the2nd quarter of s.y. 2023 – 2024 level of learners’ performance second quarter frequency % outstanding 37 24.34 very satisfactory 75 49.34 satisfactory 23 15.13 fairly satisfactory 17 11.18 did not meet expectations 0 0.00 total 152 100 mean 86.68 sd 4.33 table 12 shows the distribution of the level of learner’s academic achievement during the second quarter of the school year 2023-2024. most of the learners have a very satisfactory performance in the second quarter with a frequency of 75 (49.34%) of the total population. most learners have reached an excellent level of academic achievement, as indicated by the predominance of “very satisfactory” performance outcomes. this means that the majority of learners have done well and consistently fulfill the requirements. also, learners have demonstrated a high level of achievement and proficiency in the subject matter or skills being assessed. moreover, there are learners who have a fairly satisfactory performance with a frequency of 17 (11.18%) of the total population. the prevalence of fairly satisfactory performance outcomes suggests that it is not exceptionally high, but it is also not considered low. this indicates that these students meet the expectations but may have room for improvement. on the other hand, no learners have the performance of did not meet expectations in the second quarter. this means that no learners are struggling to grasp the essential concepts and skills. furthermore, the result indicates that the school’s teaching methods and support systems are effective in helping students meet their academic goals and that no students are struggling to grasp the essential concepts and skills. according to peñeda et al. (2019), individual learning and development with the help and assistance provided by those people around them can lead to better academic performance. however, there are factors to take into consideration, such as classmates’ behavior, method of teaching, and parental supervision, which must exist to achieve beneficial outcomes in connection to the achievement of pupils in school. educators will be able to determine strategies and interventions that will improve their teaching approaches and methodologies attributed to the distinguished factors influencing academic in a laboratory school. hence, the educational institution needs to be developed into an atmosphere that encourages learning by improving classmates’ conduct towards each other and reaching out to those who struggle with learning. table 13: summary of the level of learners’ academic performance in the first and second quarters grading period mean sd description/interpretation first quarter 85.31 4.03 very satisfactory second quarter 86.68 4.33 very satisfactory overall 85.99 4.23 very satisfactory legend: 90-100 outstanding 85-89 very satisfactory 80-84 satisfactory 75-79 fairly satisfactory below 75 did not meet expectations table 13 presents the summary of the level of learners’ academic performance in the first and second grading periods with an overall mean of 85.99 (sd=4.23), described as very satisfactory. this indicates that the learners’ academic performance, on average, has been highly satisfactory throughout this period. the very satisfactory overall mean score implies that a majority of the learners have exhibited a high level of academic success and demonstrated competence in their studies. this indicates that the students have continuously met or surpassed the minimum requirements, exhibiting exceptional achievement throughout a number of subjects and assessments. according to the extremely satisfactory assessment, the pa ge 27 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 256-281, 2025 schools and educators have used successful teaching and learning strategies, providing a comfortable learning atmosphere for the students. it reflects the dedication and commitment of the educators in facilitating the learners’ academic success. in addition, research has indicated that active, studentcentered instructional strategies have been proven more effective at changing behavior than traditional lecturing methods (national center for education statistics, 2020). in particular, the academic performance in the second quarter received a higher mean grade rating of 86.68 (sd=4.33) described as very satisfactory. this indicates that learners’ academic performance in the second quarter was high, though not exceptionally high. this implies that they continuously achieved or excelled the expected standards set forth and shown an extensive understanding of the course contents. this suggests that the learners displayed a greater degree of determination, attention, and dedication to their studies throughout the second quarter. they probably demonstrated an outstanding work ethic, participated actively in educational endeavors, and showed a desire to learn. as observed, the very satisfactory academic performance of most of the learners during the second quarter can be attributed to several factors. while other students who have been rated very satisfactory have satisfactorily performed academically, other students who have gained such ratings were due to additional and bonus points awarded to them for having been participating in co-curricular and extra-curricular activities inside and outside the school. even though this is the researcher’s observation, this does not invalidate the efforts of the teachers in employing differentiated instruction and technologically-enhanced instruction in their classes. additionally, the implementation of technologyenhanced learning tools and digital resources, as emphasized in a report by the department of education, has likely facilitated student engagement and academic progress, leading to improved performance during the second quarter. additionally, the focus on formative assessments and feedback mechanisms, as recommended in educational research by brown and lee (2020), may have played a role in guiding student learning and enhancing academic outcomes throughout the quarter. meanwhile, in the first quarter, the learners received a lower overall mean grade of 85.31 (sd=4.03) described as very satisfactory. this indicates that the learners’ academic performance during the first quarter was still highly satisfactory, despite a bit lower compared to the second quarter. the very satisfactory total mean grade implies that the learners did well and achieved a good level of academic success and showed proficiency in their studies throughout this period. the very satisfactory rating suggests that the learners performed well across various tasks and assessments in the first quarter, meeting or slightly exceeding the expected standards. it indicates that they had a solid grasp of the curriculum content and were able to apply their expertise and abilities effectively. moreover, the very satisfactory rating implies that the learners demonstrated and attained good academic performance and, at the same time, showed a positive attitude toward learning and were actively involved throughout the first quarter (deped, 2024). in addition, the increase in academic performance in school has been associated with the implementation of school feeding programs. the school feeding program has proven to have an advantageous effect on encouraging learners to attend school. academic performance improved as students perform better as a result of the school-based feeding program. the schoolbased feeding program was very helpful, especially to those students from low-income families who often attend class without breakfast and refuse to pay attention or have unwillingness to follow the lessons. additionally, the sfp had a role in encouraging food-insecure parents to send their children to school (derese & marisennayya, 2023). research has shown that school feeding programs offer students balanced and sufficient meals that can lead to improved educational performance, concentration levels, and intellectual growth among students (assefa, 2023). problem 4. is there a significant relationship between the dimensions of learning engagement and their academic performance? table 14: results of the test on relationship between dimension of learning engagement and their academic performance dimension of learners’ engagement learners’ academic performance first quarter second quarter overall behavioral r = 0.403 r = 0.410 r = 0.419 p = 0.001 p =0.001 p = 0.001 s s s cognitive r = 0.200 r = 0.198 r = 0.205 p = 0.014 p = 0.015 p = 0.011 s s s emotional r = 0.201 r = 0.237 r = 0.226 p = 0.013 p = 0.003 p = 0.005 s s s pa ge 27 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 256-281, 2025 overall r = 0.309 r = 0.327 r = 0.327 p = 0.001 p = 0.001 p = 0.001 s s s legend for p-value: **significant at p<0.001 alpha level: *significant at p<0.05 alpha level s – significant; ns – not significant table 14 shows the test of the relationship between the dimension of learning engagement and the learners’ academic performance with an overall r-value of 0.327 (p=0.001) interpreted as significant. this indicates that as learning engagement increases, their academic performance also tends to improve. the relationship is moderate, indicating that academic success may also be influenced by other variables. this implies that promoting learning engagement can contribute to better academic outcomes. the study by lei et al. (2018) found that all aspects of student engagement—behavioral, emotional, cognitive, and overall—had a medium positive correlation with academic success. to put it further, academic success was associated to a greater degree in overall behavioral, emotional, and cognitive engagement. moreover, among the relationships between the dimensions of learning engagement and their academic performance, behavioral dimension and learners’ academic performance got the highest r-value of 0.419 (p=0.001), interpreted as significant. this means that as the behavioral engagement of learners increases, their academic performance also significantly improves. this implies that active participation in academic activities and efforts to perform tasks, which are key components of behavioral engagement, play a crucial role in enhancing academic outcomes. furthermore, this implies that fostering behavioral engagement, such as learners’ involvement in learning activities, is essential for promoting academic success and achievement. however, this finding does not go along with the findings of a study by sukor et al. (2021) underscore the critical role of emotional engagement in academic achievement. their research revealed that emotional engagement is the most impactful factor, accounting for nearly 38.6% of the variation in student performance. this suggests that prioritizing strategies that promote active participation in learning can significantly improve student outcomes. on the other hand, cognitive dimension and learners’ academic performance got the lowest r-value of 0.205 (p=0.011) interpreted as significant. this implies that while cognitive abilities play a role in academic performance, the impact is not as strong as other dimensions of engagement. cognitive ability was divided into five ability, representational, information processing, logical reasoning, and thinking conversion. the impact of each on academic performance was examined. structural equation modeling (sem) was used to examine the mediating function of self-discipline ability between academic accomplishment and cognitive capacity, and planning was examined as a moderating variable in the mediating effect (shi & qu, 2022). according to the study’s findings, academic success and cognitive function are strongly positively correlated. educators ought to concentrate on learners experiencing poor academic performance in order to help them excel in their studies. to this end, educators should use a variety of teaching tools, including audio-visual aids, charts, and actual objects. additionally, they ought to use a range of teaching methods as well. schools should also provide cognitive training, reasoning classes, quiz contests, and other activities to help students improve their cognitive skills. enhancing pupils’ cognitive abilities will improve their academic achievement (kaur & prajapati, 2022). problem 5. is there a significant relationship between the factors of learning engagement and their academic performance? table 15: results of the test on relationship between the factors of learning engagement and their academic performance dimension of learners’ engagement learners’ academic performance first quarter second quarter overall family r = 0.363 r = 0.324 r = 0.353 p = 0.001 p = 0.001 p = 0.001 s s s school r = 0.284 r = 0.331 r = 0.318 p = 0.001 p = 0.001 p = 0.001 s s s teacher r = 0.273 r = 0.286 r = 0.288 p = 0.001 p = 0.001 p = 0.001 s s s pa ge 27 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 256-281, 2025 peers r = 0.202 r = 0.251 r = 0.234 p = 0.012 p = 0.002 p = 0.004 s s s overall r = 0.336 r = 0.357 r = 0.357 p = 0.001 p = 0.001 p = 0.001 s s s legend for p-value: **significant at p<0.001 alpha level: *significant at p<0.05 alpha level s – significant; ns – not significant table 15 shows the test of the relationship between the factors of learning engagement and their academic performance with an overall r-value of 0.357 (p=0.001), interpreted as significant. consequently, there is a positive correlation between the factors of learning engagement and their academic performance. this suggest that as these factors, which may include family, school, teacher, and peer engagement, increase or improve, learners’ academic performance tends to enhance accordingly. this suggests that a combination of various aspects of engagement, such as emotional connection to learning, cognitive abilities, active participation in activities, and social interactions, collectively contribute to better academic outcomes. overall, these findings indicates that a holistic approach focusing on enhancing multiple dimensions of learning engagement may result to improved academic performance, highlighting the importance of considering a range of factors in educational settings. notably, this result was supported by lei et al. (2018) as their study’s result found a clear link between learner engagement and academic success. overall engagement had a positive and moderately strong correlation with achievement. digging deeper, all three areas of engagement – behavior, emotion, and thinking – were mostly positively linked to good grades. but here’s the interesting part: how students reported their engagement, their cultural background, and even their gender seemed to influence the strength of these connections. this suggests these factors play a role in how engagement translates to achievement. moreover, among the relationships between the factors of learning engagement and their academic performance, family and learners’ academic performance got the highest r-value of 0.353 (p=0.001) interpreted as significant. this means that a positive relationship exists between family involvement and learners’ academic performance, suggesting that family support and engagement play a vital role in learners’ academic success. this relationship implies that learners with strong family support and involvement are more likely to perform better academically. furthermore, this suggests that educational institutions and policymakers should consider and promote family involvement in learners’ education to enhance their academic performance. this result is assisted by sharififard et al. (2020). their study investigated academic burnout among nursing and paramedical students. they found that family work, internal motivation, lack of motivation in general, and how students manage their personal lives alongside school were the strongest factors influencing burnout levels. on the other hand, peer and learners’ academic performance got the lowest r-value of 0.234 (p=0.004) interpreted as significant. this implies that while there is a positive correlation between the two factors, the relationship is relatively weaker compared to other factors, such as family involvement. this implies that while peer relationships can influence academic performance, their impact is not as strong as family support and involvement. this suggests that educational institutions and policymakers should consider the function of family involvement in improving learners’ academic performance, in addition to fostering positive peer relationships. hence, numerous research studies have been conducted on how student engagement changes throughout school years in traditional classrooms. this shows that engagement isn’t static it goes up and down over time because of various influences, like a student’s motivation, the teachers they have, their peers, the difficulty of the work, and even the social environment of the school itself (zhen et al., 2 019). conclusion given the study’s results, the following conclusions were made as it can be concluded that the dimensions are significantly relating, namely: behavioral, cognitive, and emotional, and factors such as family, school, teacher, and peer, are significantly related to learning academic performance. the level of learning engagement as to behavioral, cognitive, and emotional dimensions is high. additionally, the factors of learning engagement in terms of family, school, teacher, and peer is positive. moreover, the level of learners performed academically during the first and second grading periods is very satisfactory. on the other hand, the test of relationship between the learning dimension of engagement and the learners’ academic performance is significant. in the same way, the test of the relationship between the factors of learning engagement and academic performance is significant. references abbas, a., ademilua, t., & olawuwo, a. a. 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(2019). trajectory patterns of academic engagement among elementary school students: the implicit theory of intelligence and academic self‐ efficacy matters. british journal of educational psychology, 90(3), 618–634. https://doi.org/10.1111/bjep.12320 pa ge 1 pa ge 12 9 american journal of arts and human science (ajahs) implementation and challenges of arabic language and islamic values education program: basis for school development plan aminah b. mangadang1*, roie m. ubayubay1, jovit d. comon1 volume 4 issue 1, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i1.4139 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: november 23, 2024 accepted: december 29, 2024 published: march 12, 2025 the arabic language and islamic values education (alive) program, part of the madrasah education program, provides culturally relevant educational opportunities for filipino muslim learners but faces implementation challenges. a study conducted in iligan city during the 2023-2024 school year assessed the program’s implementation and challenges, involving 311 teachers using a descriptive correlational research design and universal sampling. data analysis revealed that secondary graduates with temporary or contractual appointments were the most educated alive teachers, with curriculum, assessment, and teacher-related factors significantly influencing implementation. significant correlations were found between alive implementation and teachers’ educational attainment, appointment status, teaching experience, and training participation. to enhance the program, the study recommends promoting teacher inclusivity, institutionalizing training, providing online resources, aligning the curriculum, and offering professional development opportunities. these measures aim to address challenges and improve the program’s implementation, fostering educational equity and cultural recognition for muslim learners within the madrasah system. keywords challenges of arabic language and islamic values education program, implementation 1 phinma cagayan de oro college, philippines * corresponding author’s email: aminah.mangadang001@deped.gov.ph introduction proficiency in arabic has been associated with improved cognitive abilities. islamic values education plays a pivotal role in shaping students’ ethical, moral, and social perspectives based on islamic principles, fostering ethical conduct, compassion, justice, responsibility, and empathy in their daily lives. integrating arabic language and islamic values education into educational systems remains challenging due to inadequate resources, a scarcity of qualified teachers, limited curriculum integration, and time constraints. to address these issues and enhance the delivery and implementation of these educational components, the study aims to examine the implementation of arabic language and islamic values education (alive) and its challenges in the division of iligan city, ultimately leading to a comprehensive school development plan tailored to the specific needs and aspirations of the division. in recent years, there has been an increasing recognition of the importance of arabic language and islamic values education in various educational systems worldwide. this recognition stems from the growing need to preserve cultural heritage, promote intercultural dialogue, and foster a deeper understanding of islamic teachings among muslim students. the teaching and learning of arabic as a second language holds immense value for muslim students, who have a rich linguistic and cultural heritage intimately tied to the language of the quran. acquiring arabic language skills enhance s the ability to communicate and comprehend religious texts and fosters a deeper appreciation of islamic literature, history, and rich cultural heritage (moghaz, 2021). the arabic language and islamic values education program’s primary goal is to provide a relevant and responsive basic quality education to muslim children and anybody else who wishes to participate in the program. it was based on the department of education’s basic education curriculum (bec) through deped order no. 51 series of 2004 or standard madrasah curriculum for public and private schools. its goal is to produce alive learners who possess respectable islamic beliefs and who work in alliance and cooperation with the local government, community leaders who identify as muslims, and other capable and reliable parties. in 2010, a thorough curriculum integration and institutionalization of the madrasah education program (mep) commenced in public schools to attain inclusivity and excellent education for all. the philippine government has attempted to raise the standard and accessibility of madrasah education. still, many educational establishments and madaris have encountered difficulties in putting these efforts into practice. the implementation of mep policies remains unclear for numerous madrasah stakeholders, particularly students and teachers, who are directly engaged in various challenging environments (marasigan, 2019). deped order (do) no. 41, series of 2017, delineates policy standards for implementating arabic language and islamic values education inside the k to 12 basic education program in public schools across the nation. it provides suitable and pertinent educational possibilities within the framework of recognized cultures, practices, traditions, and interests of muslim learners. the alive program incorporates two subjects within the standard basic school curriculum: arabic language and islamic pa ge 13 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 129-152, 2025 values. the program’s institutionalization was facilitated by a series of meetings and the efforts of the government and muslim intellectuals. however, despite the widespread acknowledgment of the importance of the arabic language and islamic values education, educational systems face challenges in effectively integrating them. factors such as inadequate resources, lack of qualified teachers, limited curriculum integration, and time constraints remain challenges that affect the quality and depth of education delivered in these areas (gomez, 2019). understanding the implementation and challenges of arabic language and islamic values education in the division of iligan city is crucial in developing a comprehensive school development plan to address them. the findings from this study would serve as a basis for a comprehensive school development plan that aligns with the specific needs and aspirations of the division of iligan city, ensuring the provision of quality arabic language and islamic values education to muslim learners. literature review implementation of arabic language and islamic values education (alive) implementing arabic language and islamic values education has been a topic of interest among researchers and scholars. several studies have explored the impact of these educational programs on students’ language skills, cultural awareness, moral development, and overall academic performance. they discussed the effectiveness of the arabic language and islamic values education. on the same line, kawangit et al. (2019) found that students who received arabic language fluency and islamic values education exhibited higher levels of cultural awareness than those without this educational exposure. the study underscores the importance of integrating language fluency with values education to foster higher levels of cultural awareness. by learning arabic in conjunction with islamic values, students improve their linguistic skills and gain a deeper appreciation of cultural nuances and ethical principles. this combined educational approach can potentially build more culturally aware and empathetic individuals, contributing positively to a diverse and interconnected world. another is the study by abubakar (2022), which showcased the positive influence of islamic values education on students’ moral development. it concluded that islamic values education plays a crucial role in the moral development of students. by integrating ethical teachings from islam, students are more likely to develop a robust moral framework that guides their actions and decisions. it suggests that incorporating such values into educational curricula can have long-lasting positive effects on individual character development and societal harmony. curriculum the curriculum is vital for the execution of the madrasah education program (mep) in the philippines. the design incorporates educational objectives, key competencies, anticipated outcomes, and evaluation (ornstein & hunkins, 2018). conversely, the significance of the curricular procedures and results as a compilation of work entails the substantial participation of learners, educators, school personnel, and community members. constructive alignment must exist among the dimensions of the curriculum: the intended (plan), implemented (teaching), and attained (outcomes) curricula. consequently, curriculum planners must take into account the many contexts and narratives from multiple sources to provide an equitable growth process. various studies have been conducted to analyze the curriculum of madrasah education and its impact on student’s learning outcomes and overall development. these studies have highlighted the importance of designing a curriculum encompassing religious and academic subjects, providing students with a wellrounded education (setiawan et al., 2020). it focused on integrating islamic values and teachings into the curriculum, exploring how this integration can shape students’ character development and moral values. similarly, a study by abdulkarim and suud (2020) highlighted the need for comprehensive studies on the curriculum in madrasah education in the philippines. this would yield significant insights into the efficacy of the existing curriculum, pinpoint areas for enhancement, and guide evidence-based policies to improve the execution of madrasah education. by examining the curriculum in madrasah education, these studies can shed light on the subjects taught, teaching methods employed, and overall educational experience for students. assessment brookhart (2023) delve into educational assessment, focusing on various assessment strategies and their impact on student learning. they emphasize the importance of effective formative and summative assessments in providing feedback to students and guiding instruction. they recognize the role of assessment in promoting student growth and identifying areas for improvement. additionally, they discuss the significance of aligning assessments with learning objectives and using various assessment methods to capture the breadth of student abilities and knowledge. this sheds light on the crucial role of assessment in informing instructional practices and improving learning outcomes. further, sepasi et al. (2018) tackle the topic of assessment in the context of sustainability in higher education institutions. they developed a sustainability reporting assessment tool tailored explicitly for universities. this tool ensures institutions effectively measure, report, and communicate their sustainability initiatives and progress. by having a standardized assessment tool, universities can evaluate their sustainability performance and track their progress over time. this study highlights the importance of assessment in promoting accountability and transparency in sustainability reporting. pa ge 13 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 129-152, 2025 teachers/asatidz a study conducted by setiawan et al. (2020) has shown that teachers provide religious guidance and instruction and serve as mentors and role models for their students. they play a pivotal role in imparting religious knowledge, promoting islamic values, and fostering a sense of identity and belonging among students. these studies have also emphasized the importance of qualified and competent teachers in ensuring the quality of madrasah education. thus, the importance of teachers goes beyond just the economic viability of madrasah institutions; they are the backbone of the education system and directly contribute to students’ academic, social, and moral development. moreover, research has shown that the effectiveness of madrasah education heavily depends on teachers’ skills, knowledge, and pedagogical practices. tengku kasim and abdurajak (2018) indicate that rookie islamic education teachers exhibit a variety of pedagogical strategies, utilizing 21st-century teaching methods in contrast to traditional approaches that focus solely on lectures and rote memorization. furthermore, islamic educators with intercultural competency demonstrated an understanding of the varied and distinct requirements of pupils in the classroom. consequently, proficient madrasah educators who can optimize their pedagogical methodologies can effectively prepare themselves through enhanced classroom engagement, activities, and administration. sali and ancho (2021) asserted that the asatidz integrates traditional pedagogy, encompassing direct instruction methods and socio-constructivist principles in classroom teaching. the incorporation of professional development for madrasah educators, including various seminars and workshops on pedagogical enhancement organized by deped and their affiliated institutions, was essential to the asatidz’ comprehensive teaching and learning experiences. moreover, the reskilling and upskilling of teachers will influence classroom performance, and adaptive pre-service teacher training is crucial for equipping the future leaders of madrasah education in the philippines and beyond. learning resources school facilities play a crucial role in ensuring a conducive learning environment for students, including adequate classrooms, libraries, laboratories, sports facilities, and computer rooms (abdullah et al., 2022). in the context of arabic language and islamic values education, these facilities significantly promote holistic learning experiences. dedicated spaces for arabic language instruction, such as language labs and resource centers, facilitate language acquisition and cultural appreciation while integrating islamic values into the design and use of school facilities, promoting spirituality, and reinforcing the principles of islamic education. the creation of prayer rooms or designated spaces within schools allows students to fulfill their religious obligations, fostering inclusivity and tolerance. islamic educational institutions recognize these facilities as spaces for mindfulness, reflection, and personal growth, aligning with islamic teachings on self-discipline and selfimprovement (flack, 2018). by incorporating appropriate amenities and environments, schools can effectively support arabic language learning and islamic values education, ensuring that students receive a comprehensive educational experience that aligns with their cultural and religious heritage. moreover, instructional materials play a crucial role in shaping students’ learning experiences. the study conducted by ilham (2022) emphasizes the importance of designing arabic language teaching materials that align with multicultural education principles. the research sheds light on students’ challenges in learning arabic as a foreign language. the absence of suitable instructional materials incorporating cultural contexts and diverse perspectives hinders language acquisition and cultural integration. it highlights the necessity of addressing the linguistic and cultural backgrounds. educators can facilitate language learning engagingly and effectively by creating instructional materials that reflect their cultural identities, interests, and experiences. integrating multicultural education principles in arabic language teaching materials can foster inclusivity, promote cultural diversity, and enhance students’ motivation and understanding of the language. challenges to alive program the arabic language and islamic principles education is a curriculum incorporated into the k to 12 curriculum of the department of education, primarily designed to address the requirements of muslim learners, both in muslim-majority regions and across the nation. however, several challenges are encountered during this program’s implementation, including resource, process, and contextual challenges. a study by arriola (2022) identified the primary obstacles faced by school heads as insufficient financial and instructional resources for the alive program, inadequate monitoring and supervision from the division office, and the absence of evaluation policies for asatidz. numerous challenges impede the effective execution of the arabic language and islamic values education (alive) program in the philippines. the implementation is beset by numerous issues, including substandard education quality, inadequate teacher qualifications, insufficient learning outcomes, limited educational funding, and ineffective administration due to a deficiency in program evaluation (yahcob-saddalani, 2019). another significant obstacle that the alive program must overcome is the lack of classrooms and the ensuing space congestion. a major barrier to the program’s successful execution is the scarcity of physical learning places (gomez et al., 2019). this lack of availability affects the program’s ability to meet the needs of a wide range of learners and prevents the development of supportive learning environments. to overcome this obstacle, resource allocation and strategic planning are required to maximize available spaces. pa ge 13 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 129-152, 2025 resources the efficacy of educational programs in the teaching and learning process is significantly impacted by various aspects, one of which is the provision of sufficient educational facilities and infrastructure. educational institutions and infrastructure are critical elements that facilitate the learning process in schools. effective management of educational facilities and infrastructure is essential to attain this objective (sambodo, 2019). another study conducted by suhardi et al. (2020) revealed that madrasahs education have faced unique challenges in securing the necessary resources to provide quality education to their students. madrasahs have historically struggled with inadequate funding, which has impacted their ability to pay competitive salaries to teachers, maintain proper infrastructure, and provide necessary educational resources. this funding gap has been a persistent obstacle, as madrasahs often lack the financial support and investment from the government and private sector that their mainstream counterparts enjoy. a study by sali (2020) indicated that the majority of participants concurred that physical amenities, such as classrooms, would enhance the teaching and learning process. the outcome elucidated the consequences of room scarcity, particularly when the building is utilized for meetings and activities during sessions, and underscored the need of possessing a physical facility for the execution of the alive program. arriola (2022) identified the primary obstacles faced by school heads as insufficient financial and instructional resources for the alive program, inadequate monitoring and supervision from the division office, and the absence of evaluation policies for instructors. according to the study of mangondato (2021), madrasah’s challenges in funding budget are perceived as severe, and madrasah institutions in barmm are financially inadequate. this is because the madrasah in barmm is self-sustained and has less or no government support, and faculty and staff competency is mostly alleged as a challenge. therefore, there is still a need for urgent training and professional growth of teachers while their challenges in facilities are described as moderately severe. it implies that the government should provide funds to improve facilities in aliveimplementing schools. qualified teachers the enhancement of educational quality cannot be solely determined by assessing the skill and competency of instructors, who serve as the primary facilitators of instruction to pupils. the quantity of educators inside an institution does not ensure quality or enhance educational facilities, hence failing to provide substantial learning experiences for pupils. the shortage of trained educators in the philippine educational system has been an enduring issue. marasigan (2019) shown that a robust teacher support system is essential for institutions seeking quality educators. numerous issues require urgent attention, including the shortage of qualified educators for madrasah education in both public and private madaris, particularly in remote regions, insufficient training in pedagogical skills, discrepancies in training and educational qualifications, and the absence of explicit guidelines for the hiring, retention, and oversight of qualified teachers in private madaris. furthermore, taufik and rindanigsih (2024) assert that teacher training directly enhances educators’ comprehension of curricular concepts, refines their lesson design skills in accordance with the new curriculum requirements, and positively influences student performance. enhanced learning quality, collaboration among educators, and preparedness for change are the evident outcomes of investing in teacher training. this affirms that teacher training is essential for achieving adaptive and inclusive education. similarly, fatra and sinombing (2023) advocate for the government to employ educators in all subjects facing shortages. this research has ramifications for the administration of teacher governance in madrasas. it is essential to assess the suitability of teachers for each student. policymakers must prioritize addressing the requirements of educators in all madrasahs. it is essential to establish multiple departments that now have a significant shortage of educators, particularly in all academic areas. curriculum integration a study by pelu et al. (2024) determined that learning tools serve as the guiding compass and directional indicators for educational institutions. educational tools can facilitate the successful implementation of learning programs within certain educational units. consequently, formulating a curriculum is a complex endeavor, however it is designed to enhance the educational quality of a nation. moreover, the curriculum is a concept that must adapt to all challenges; nonetheless, alterations are inevitable due to necessity. curriculum design is essential as it aligns education with societal needs. as a learning designer, the educator must commence with a specific and tangible issue, such as the challenges inside the madrasah context. nevertheless, the educator must also adopt a comprehensive and imaginative perspective. educators must maintain professionalism in their duties despite alterations to the curriculum in indonesia, and they must foster an engaging learning atmosphere that encourages students to feel challenged and motivated to learn. sali (2020) highlighted in his study that to assess the efficacy of the alive program, it is essential to design intentional strategies to attain the desired learning goals. consequently, implementation requires evaluation, and solutions should be formulated based on actual evidence, necessitating a request for curriculum assessment. therefore, the obligation to rectify the deficiencies and obstacles is not exclusively the purview of the department of education. enhancing and reinforcing the involvement of diverse stakeholders and sectors within society will facilitate a comprehensive strategy. moreover, fath et al. (2023) revealed the complex pa ge 13 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 129-152, 2025 obstacles confronting madrasahs, encompassing curriculum content, pedagogical approaches, and resource constraints, which substantially impact student learning outcomes and the congruence of madrasah curricula with national educational objectives. sociopolitical dynamics significantly influence madrasah education, affecting autonomy, cohesion, and cultural preservation. furthermore, their research delineated essential techniques, such as curriculum reform, educator training, and community involvement, providing a framework for the sustainable advancement of madrasah education in indonesia. time one of the significant challenges faced by madrasah education is time constraints. these time constraints arise from the need to balance both religious and secular education within a limited timeframe. this challenge is further compounded by the expectations of parents, who often prioritize academic subjects over religious studies. as a result, madrasahs are frequently faced with fitting a comprehensive islamic curriculum into a limited number of hours each day. this can lead to a lack of depth in religious education and frustration among teachers and students alike. furthermore, the time constraints also impact the ability of madrasah students to engage in extracurricular activities and explore other areas of interest. as a result, students may not be able to develop well-rounded skills and pursue their passions outside of religious education (setiawan et al., 2020). a study by masang (2024) concluded that time constraints are a bottleneck, and immediate feedback is given after supervision, but comprehensive follow-up has not yet been fully implemented. this research implies that academic supervision needs to be carried out through planned, systematic, and local culture-based stages, as well as able sitting. values such as deliberation, mutual respect, mutual reminding, mutual glorification, and cooperation are expected to enrich the implementation of academic supervision and improve the quality of pai learning in madrasas. in the context of madrasah education, time constraints can limit the ability of teachers to experiment with student-centered methods. collectively, these constraints engender a temporal issue that considerably restricts teachers’ capacity to explore student-centered methodologies (ansori et al., 2022). time constraints pose a significant challenge in the implementation of education in madrasah. statement of the problem this study aimed to determine the level of implementation and challenges of the arabic language and islamic values education program in the division of iligan city during the school year 2023-2024. particularly, this paper sought to answer the following questions: 1. what are the respondents’ characteristics in terms of highest educational attainment in secular and madrasah, eligibility, appointment status, number of years teaching the alive program, and training/seminars attended on the alive program? 2. what is the respondents’ level of the implementation of the arabic language and islamic values education program considering objectives, curriculum, assessment, teacher, and learning resources? 3. how do the respondents assess their challenges of the alive program based on resources, qualified teachers, curriculum integration, and time? 4. is there a significant relationship between the teacher’s implementation of the arabic language and islamic values education (alive) program and their challenges? 5. is there a significant relationship between the teachers’ implementation of the arabic language and islamic values education (alive) program and each of their characteristics? 6. based on the findings of the study, what school development plan for the alive program can be formulated? theoretical framework this study is anchored on lev vygotsky’s sociocultural theory. this theory focuses on the interaction between individuals and their social and cultural environment, emphasizing the significance of social interactions and cultural contexts in learning. it highlights the contribution that culture and social interaction provide to the formation of higher-order thinking. this theoretical framework is relevant to the effectiveness of implementing arabic language and islamic values education and its challenges in the division of iligan city because it considers the role of cultural heritage, language, and social interactions in the acquisition and development of knowledge and values. according to patrick (2023), sociocultural theory is derived from the social constructivist paradigm, which acknowledges that knowledge is socially generated through interaction and exchanged among individuals. learning and development are integrated into social events and transpire as a learner engages with individuals, objects, and occurrences in a collaborative setting. galali (2023) affirms that the preferred teaching method, according to the sociocultural approach, is reciprocal teaching, and the preferred learning method is cooperative learning. thus, teaching and learning through social interactions improve teaching and learning processes. furthermore, it improves pupils’ cognitive, linguistic, and social abilities. it is to make the sociocultural approach to be realized by the teachers and students. further, sociocultural factors are necessary for the child’s cognitive development in language learning. therefore, the implementation of sociocultural theory is of paramount importance for language educators and curriculum designers to adopt alternative perspectives on language learners. it can also be beneficial for educators to identify and devise methods for organizing tasks and activities that promote language acquisition (rahmatirad, pa ge 13 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 129-152, 2025 2020). according to the study of zabala (2021), an individual’s cognitive development is intrinsically tied to their social interactions and the cultural tools they utilize. this posits that learning and development are not merely individual processes but collaborative endeavors in which individuals engage with more knowledgeable others, such as teachers or more experienced peers, to acquire new skills and knowledge. human cognitive performance is organized by concepts, social entities, and actions. consequently, learning is perceived as an interactive process that reflects the learner’s ultimate contribution to the practical community, which may be utilized to establish a comprehensive framework for engaging in collaborative learning activities. this approach positively impacts cognitive progress and performance, promoting a meaningful and constructivist learning experience. it encourages integrating instructors and learners with socio-cultural norms (alkhudiry, 2022). furthermore, nazari et al. (2023) focused on material development and evaluation in the context of teachers’ daily practices. they confirmed that teachers evaluated instructional resources based on pedagogical benefits and sociocultural problems, emphasizing the need for materials to address educational and sociocultural issues to create socio-educational capital among stakeholders. scope and limitations the research examined the implementation level and challenges of the arabic language and islamic values education program in the division of iligan city for the school year 2023-2024. the survey involved three hundred eleven (311) alive teachers as responders. the independent variables were confined to the program’s implementation regarding objectives, curriculum, assessment, educators, and learning materials. furthermore, the dependent variables were limited to challenges in the alive program based on resources, qualified teachers, curriculum integration, and time. moreover, the moderating variables are the respondent’s characteristics in terms of highest educational attainment in secular, highest educational attainment in madrasah, eligibility, appointment status, number of years teaching the alive program, trainings/seminars attended on alive. materials and methods research design this research employed a descriptive research method and utilized a descriptive design to gather data and information about the level of the implementation and challenges of arabic language and islamic values education. this research’s primary objectives and goals were to characterize the nature of the event as it emerged at the time of study and to investigate the causes of specific situations. it used a descriptive correlational research design considering that the researcher wants to determine the implementation and challenges of the arabic language and islamic values education program in the division of iligan city during the school year 2023–2024. hence, the result of the study would then serve as the basis for the school development plan. the descriptive survey research method was used, and the quantitative approach allowed the researcher to collect data using a survey questionnaire. the approach was applied to gather information through in-depth interviews. this was conducted to bring out further information and to discuss insights and opinions, points of view, and experiences based on the respondents’ practices to confirm the responses from the teacher-respondents. this was done to complement the information from the questionnaires and triangulate and strengthen the data based on the same key research questions. this provided a platform for respondents to express their opinions, experiences, and suggestions regarding the implementation and challenges of alive. the collected data were analyzed systematically to identify strengths, weaknesses, and areas for improvement in implementing this program. study setting this study was conducted in the division of iligan city during the school year 2023-2024. the division of iligan city comprises the following districts, namely: east i, east ii, west i, west ii, north i, north ii, south i, south ii, north iii, and city central. as for the record, iligan city is a city located in the northern part of the philippines known as the “city of majestic waterfalls” due to its numerous waterfalls, including the famous maria cristina falls. it is a highly populated city with a diverse cultural and religious background, making it an ideal location to examine the implementation of arabic language and islamic values education. the division of iligan city encompasses a range of educational institutions, including public and private schools, that are responsible for providing education to the city’s residents. this study focuses specifically on assessing the current level of implementation of arabic language and islamic values education within these institutions. by selecting iligan city as the study setting, researchers gain insights into the unique challenges and opportunities faced by educators in implementing these subjects into the curriculum in a culturally and religiously diverse environment. moreover, the rich cultural heritage and strong islamic influence in the city create an environment where the study’s objectives can be effectively examined. the findings of this study will contribute to the enhancement of arabic language and islamic values education in iligan city, which can have broader implications for educational institutions across the region and potentially the country. the iligan city division is one of the divisions under region x – northern mindanao. it is a highly urbanized city with a population of 363,115 as of 2020. it is geographically located in the province of lanao del norte but is managed separately of it. the city is known pa ge 13 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 129-152, 2025 for its rich cultural heritage and natural resources. finally, the researcher chose to perform the study in the iligan city division since the researcher is currently stationed in this division. study population and sampling technique the implementation and challenges of the arabic language and islamic values education program in the division of iligan city during the school year 2023–2024 are examined in this paper. the study population for this research included three hundred eleven (311) respondents who were arabic language and islamic values education teachers, both public and private, in the division of iligan city. the insights and feedback obtained from these respondents were valuable in understanding the implementation of the arabic language and islamic values education program and challenges in the division of iligan city. they informed the development of strategies and interventions to improve its implementation. this study’s sample strategy included both quantitative and qualitative data gathering approaches to achieve a thorough knowledge of the execution and problems of the alive program in the schools division of iligan city. universal sampling for this study was used on statistical principles. further, the entire population of three hundred eleven (311) alive teachers in the division were included as respondents. this was also to ensure an adequate representation of the study population and to obtain reliable and valid results. using quantitative and qualitative data collection methods allowed for a more thorough analysis of the research questions and ensured that the sample was diverse and representative of the population of interest. table 1: distribution of respondents per school name of schools no. of alive teachers respondents angelico medina memorial school 4 4 tomas cabili central school 4 4 tomas cabili nhs 5 5 tomas cabili nhs-annex 2 2 francisca paradella legaspi es 2 2 maria cristina falls elementary school 2 2 miguel obach memorial elementary school 2 2 napocor elementary school 2 2 sgt. miguel canoy memorial school 2 2 benito s. ong memorial school 3 3 digkilaan central school 4 4 panoroganan elementary school 3 3 digkilaan national hs 3 3 anugod elementary school 5 5 dulag elementary school 5 5 hinaplanon elementary school 5 5 kalilangan elementary school 3 3 lanipao elementary school 4 4 mandulog elementary school 3 3 tubaran central school 3 3 pirandangan elementary school 2 2 tubaran nhs 3 3 tubaran nhs-annex lanipao 2 2 iligan city central school 10 10 villaverde elementary school 2 2 ubaldo laya memorial school 2 2 iligan city nhs 6 6 kabacsanan elementary school 2 2 dalipuga nhs 2 2 bagong silang elementary school 3 3 cabili village elementary school 2 2 pa ge 13 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 129-152, 2025 tambo central school 4 4 iligan city north central school 3 3 luinab elementary school 2 2 hinaplanon nhs 3 3 dona juana actub lluch mem. central school 2 2 south 1-a central school 7 7 dona josefa celdran memorial school 3 3 tambacan elementary school 6 6 tubod elementary school 2 2 iligan city nhsannex tambacan 5 5 asia academic integrated school 17 17 moneerah integrated school 16 16 dar ibn taimiyyah litahfidhil qur-an 18 18 madrasah al-khairiyyah al-islamiyyah 15 15 maahad iligan al-islamiyyah 17 17 maahad cabaro al-islamiyyah 13 13 maahad mandulog al-islamiyya 11 11 madrasah nuron jaded al-islamiyyah 11 11 madrasah nur al-islamiyyah 11 11 madrasah harisatil qur an 15 15 madrasah markazi al-islamiyyah 13 13 madrasah riyadhatol atfal al-islamiyyah 15 15 total 311 311 research instruments the purpose of the research questionnaire was to collect important data on the implementation and challenges of the alive program in the division of iligan city. the content of this research instrument was adapted and patterned based on the policy guidelines on madrasah education in the k to 12 basic education program, that was, deped order 41, s. 2017. in so doing, the research instrument could be assured of its content validity. thus, the study has a strong underpinning in that it measures what it claimed to measure because the concepts and its content utilized the indicators found in deped order 41, s. 2017. moreover, the instrument used to address the challenges of the alive program was adapted and patterned from the study of harad (2022) entitled “challenges on the implementation of arabic language and islamic values (alive) program.” this is to gauge the level of implementation and challenges in arabic language and islamic values education in the iligan city division during the school year 2023-2024. the research instrument was a questionnaire divided into three parts. part 1 aimed to gather relevant characteristics and information about the respondents, including their highest educational attainment in secular and madrasah, eligibility, appointment status, number of years teaching in madrasah, and seminars/trainings attended on alive. furthermore, part ii evaluated the extent of the implementation of the arabic language and islamic values. this section sought to assess the extent of the implementation of arabic language and islamic values education within the division. it included questions that assess the objectives, curriculum, assessment, teacher, and learning resources. this was rated using a range from 4 (at all times), 3 (most of the time), 2 (sometimes), and 1 (never). these factors are essential in gauging the division’s overall level of implementation of the alive program. moreover, part iii sought to gather respondents’ challenges on alive as to resources, qualified teachers, curriculum integration, and time. this was rated using a range from 4 (at all times), 3 (most of the time), 2 (sometimes), and 1 (never). the respondents’ perspectives helped identify areas that need improvement in the arabic language and islamic values education program. statistical treatment of data the statistical treatment of data in this study followed a rigorous and systematic approach to analyze and interpret the collected data. descriptive statistical analysis, including frequencies, percentages, means, and standard deviations, provided an overview of the implementation of arabic language and islamic values education, and respondents’ characteristics. inferential statistical tests such as t-tests and pearson correlation explored relationships between independent variables (objectives, curriculum, assessment, teacher, and learning resources) pa ge 13 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 129-152, 2025 and dependent variables (resources, qualified teachers, curriculum integration, and time). moderating variables such as the highest educational attainment in secular and madrasah, eligibility, appointment status, number of years teaching arabic language and islamic values education program, and training/seminars attended on the alive program were considered to examine their influence on these relationships. data validity and reliability were ensured through content validation, reliability tests, and internal consistency checks. this comprehensive statistical treatment aimed to uncover meaningful insights and patterns that will contribute in crafting a school development plan in the division of iligan city. ethical consideration this study on the implementation and challenges of arabic language and islamic values education in the division of iligan city: basis for school development plan recognized the importance of ethical considerations such as informed consent, confidentiality, and ensuring the well-being of participants, were strictly adhered to throughout the research process. this study aimed to conduct ethically sound and beneficial research, providing valuable insights while upholding the rights and protection of all involved. after being fully informed of the objectives of the study, the procedures for gathering data, and its intended use, all participating teachers were required to provide their consent. this ensures that individuals can discontinue the research at any time without facing repercussions. when analyzing and reporting the data, teachers were requested to change or remove any personally identifying information, such as names, school names, or contact information. moreover, the collected data was protected, restricted to access by authorized persons, and kept securely. finally, to ensure that the research design and data management processes follow ethical standards and guidelines, the institutional review board (irb) or ethics committee was consulted before obtaining ethical consent. results and discussions problem 1. what are the respondents’ characteristics in terms of highest educational attainment in secular and in madrasah, eligibility, appointment status, number of years teaching the alive program, and training/seminars attended on alive program? table 2: distribution of respondents’ highest educational attainment in secular education category frequency percentage with master’s degree units 8 2.60 bachelor’s degree 56 18.00 secondary graduate 241 77.50 elementary graduate 6 1.90 total 311 100.00 table 2 presents the respondents’ highest educational attainment in secular education. it shows that secondary graduates have the highest frequency of 241 (77.5%). this means that the majority of the respondents are only secondary graduates in secular education. this implies that secondary education is the most common educational endpoint for a large portion of the population. it further implies that alive teachers tend to finish secondary education due to the specific requirements for their profession. as stated in deped order 30, s. 2012, to become an alive teacher, one must pass the qualification for elementary arabic language and islamic studies (qealis) and then undergo additional training in language enhancement and pedagogy (leap) and arabic emergent reading (aer). these requirements may lead some teacher to focus on completing their secondary education rather than pursuing higher education. furthermore, the madrasah system places a strong emphasis on practical skills and knowledge in arabic and islamic studies, which can be acquired through secondary education. the predominance of secondary graduates could imply economic or social barriers that prevent further education. for many, secondary education may be the highest level they can afford or access due to financial constraints. moreover, data show that respondents with elementary degrees have the lowest frequency of 6 (1.90%) in the highest educational attainment. this means that alive teachers can effectively teach even if they are only elementary graduates in secular education because their teaching is grounded in a strong foundation of islamic knowledge and values. it implies that they may lack formal training in secular pedagogy, but alive teachers make up for this with their deep understanding of islamic teachings. the study by tiongson et al. (2019) affirmed that many teachers in these institutions did not possess qualifications beyond elementary education. this situation is partly due to the insufficient number of trained teachers and the reliance on community volunteers who may not have formal teaching credentials. nevertheless, the study’s findings indicate a need to strengthen the respondents’ secular qualifications in education. the evidence suggests that the school division iligan city must embrace the need for the alive teachers to undergo professional development courses and seminars. this is one of the effective approaches to their secular educational qualifications that would be more aligned with the standards set by the department of education. according to the study of saber et al. (2022), there is a need to balance madrasah and secular elements in their training. it highlighted the significance of including secular education to give them a well-rounded understanding of their subject matter and prepare them to handle the intricacies of teaching. however, it is interesting to note that a study by barile et al. (2020) reveals that teacher degree levels did not have a relationship with student achievement. this finding pa ge 13 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 129-152, 2025 suggests that teacher qualifications, such as degree levels, do not necessarily impact student outcomes. in the context of the implementation of alive in iligan city, it may imply that the highest secular educational achievement may have minimal impact on the quality of learning of alive learners. table 3: distribution of respondents’ highest educational attainment in madrasah education c at eg or y fr eq ue nc y pe rc en ta ge majistir (masters graduate) 0 0.00 kulliyah( bachelor’s degree) 139 44.70 thanawi (secondary graduate) 163 52.40 ibtida’i (elementary graduate) 9 2.90 total 311 100.00 table 3 illustrates that respondents’ highest educational attainment in madrasah education is thanawi (secondary graduate), with the highest frequency of 163 (52.4%). this means that there are several factors why alive teachers often finish only secondary education in madrasah. this means further that the madrasah education system places a strong emphasis on the arabic language and islamic values, which are typically taught at the secondary level. this implies that the focus on secondary education may lead teachers to prioritize completing their secondary education over pursuing higher education. in addition, the lack of integration with the government education system means that madrasah graduates often continue their studies abroad, leading to a higher proportion of secondary graduates. furthermore, the training and professional development programs for alive teachers, such as the language enhancement and pedagogy (leap), are designed to enhance their skills in teaching arabic and islamic values but may not necessarily require or encourage teachers to pursue higher education. these factors contribute to the high proportion of thanawi (secondary graduate) teachers in madrasah education, reflecting the unique characteristics and priorities of the system. recent research by altonji and zhong (2021) reinforces that individuals who have earned advanced degrees often exhibit enhanced expertise and specialized knowledge within their respective fields. this highlights that advanced degree holders tend to have lower unemployment rates and higher average earnings compared to others. it suggests that the additional education and training acquired through programs translates into more valuable and in-demand skills in the field. on the other hand, data show that respondents having ibtida’i (elementary graduate) got the lowest frequency of 9 (2.90%) in the highest educational attainment in madrasah education. this means that most teachers have attained higher levels of education beyond elementary. this implies an increasing trend towards hiring more qualified and educated individuals to teach in alive, which may improve the overall quality of education provided. the low number of teachers with only elementary education might also reflect successful professional development programs to enhance teachers’ qualifications. continuous professional development opportunities could encourage teachers to pursue further education and training. a study by vural and basaran (2021) found that economic conditions, time constraints, and language barriers were significant obstacles for teachers who had not completed a degree but wanted to pursue one. these findings suggest that addressing these barriers is crucial for supporting teachers in pursuing higher education and enhancing their professional development and growth. as teachers gain higher qualifications, they can improve instructional quality, leading to a better learning outcome and improving the alive program implementation. table 4: distribution of respondents’ eligibility category frequency percentage professional regulation commission (prc) 14 4.50 civil service commission (csc) 4 1.30 qealis 245 78.80 none 48 15.40 total 311 100.00 table 4 illustrates the respondents’ characteristics in terms of eligibility. results show that the highest frequency of 245 (78.8%) are qualifying examinations in arabic language and islamic studies (qealis) passer. this means that the majority of the respondents are qealis eligible. this further means that the high percentage of respondents possessing qealis eligibility indicates a strong emphasis on proficiency in arabic language and islamic studies, which aligns with the focus and requirements of the alive program. this implies that teacher respondents have demonstrated their proficiency in arabic language and islamic studies and that they can provide quality education to learners. furthermore, as outlined in deped order 30, s. 2012, which provides the policy guidelines on the hiring and deployment of madrasah teachers, muslim candidates are required to take and successfully pass the qualifying examination to demonstrate their proficiency in arabic language and islamic studies (qealis). this implies that most alive teachers are qealis passers because the department of education requires them to pass the qualifying examination in arabic language and islamic studies to ensure their competence in arabic language and islamic studies. this rigorous examination sets a high standard for teachers to ensure they are well-equipped to handle alive classes effectively. it is designed to pa ge 13 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 129-152, 2025 determine the takers’ proficiency in arabic and islamic studies, and only those who pass the test are qualified to handle these subjects. this requirement ensures that alive teachers possess the necessary knowledge and skills to deliver high-quality education in arabic and islamic studies, which is essential for the development of muslim learners. in contrast, the lowest frequency of 4 (1.3%) of the respondents on eligibility are the civil service career passers because they are not required to take the civil service examination (cse) to qualify for their positions. this means that the csc exam is designed to screen and select prospective civil servants, and it is required for everyone who wants a job in the government. this further means that alive teachers are exempt from taking the cse because they are not considered civil servants. instead, they are considered contract teachers and are hired based on their qualifications and experience. this implies that they do not need to pass the cse to be eligible for their positions and are not subject to the same career advancement and promotion procedures as civil servants. a study by delos angeles (2020) identified variables that significantly correlate with performance, including age, high school and college academic performance, and performance in comprehensive reviews. the study suggests that doing well in different basic, professional, and major subjects and comprehensive reviews increases the chances of passing the board examination. this also highlights the need for comprehensive reforms in teacher education programs to better prepare for examinations and ensure the quality of the teaching workforce, especially in the context of the alive program. enables the deped to hire teachers for specific projects or periods without committing to long-term employment contracts. this arrangement also provides an opportunity for teachers to gain experience and build their skills before potentially transitioning to regular positions. however, data shows respondents’ appointment as job order has the lowest frequency of 9 (2.9%). this means that the constant challenges faced by teachers, including low and delayed allowances, inadequate support from administrators, and high expectations, can contribute to the high turnover rates among alive teachers, making it challenging for them to maintain long-term employment in the field. jamaluddin and cadir (2020) have highlighted several factors contributing to the prevalence of job order employment among these educators. they emphasized that financial constraints are a significant obstacle to the sustainability of madrasahs, leading to issues such as a lack of teaching and learning, leading to issues such as a lack of teaching and learning resources, minimal faculty development, and non-standardized curricula. these challenges can result in madrasah teachers being employed on job order status, often characterized by temporary and precarious employment arrangements that can contribute to low morale and job satisfaction. table 5: distribution of respondents’ appointment status category frequency percentage permanent 20 6.40 temporary/contractual 282 90.70 job order 9 2.90 total 311 100.00 table 5 shows the respondents’ characteristics in terms of appointment status. the highest frequency of 282 (90.7%) is temporary/contractual. this means that the majority of the respondents have temporary/contractual appointment status. this is because the department of education has implemented a policy of hiring teachers on a contractual basis for arabic language and islamic values education classes. this implies that based on the policy reflected in deped memorandum no. 15, s. 2019, which directs the regional and division alive coordinators to validate and update the elementary personnel data of deped subsidized contract of service (cos) teachers/ asatidz handling arabic language and islamic values education classes. this further implies that in the case of alive teachers, the contractual arrangement allows for flexibility and adaptability in the workforce, as it table 6: distribution of respondents’ number of years teaching alive program category frequency percentage 24 years and above 6 1.90 18-23 years 35 11.30 12-17 years 60 19.30 6-11 years 77 24.80 below 5 years 133 42.80 total 311 100.00 table 6 shows the respondents’ characteristics in terms of the number of years teaching the alive program. results show that the highest frequency of 133 (42.8%) have 5 years and below teaching the alive program. this means that many of the respondents have taught in madrasah education for five years and below. the result reveals a notable distribution across different experience levels. a significant number, 42.8% of the respondents, reported teaching for five years or less, indicating a significant influx of relatively new educators into the madrasah education sector. this implies that in the context of the iligan city division, the increase in the number of new alive teachers in the division can be attributed to the growing demand for islamic education. additionally, the government’s efforts to promote islamic education through initiatives such as the madrasah education program (mep) have contributed to the growth in the number of alive teachers. moreover, these new teachers may recognize effectively the importance of incorporating modern technologies and pedagogies and often have a unique energy and pa ge 14 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 129-152, 2025 enthusiasm that can inspire learners to create a more dynamic classroom environment. jones et al. (2023) emphasize that new teachers often bring innovative teaching methodologies and fresh perspectives to the classroom, which can invigorate the learning environment and better engage students. they tend to exhibit high enthusiasm and commitment, leading to increased student motivation and a positive school culture. conversely, the data highlights a distinct minority of respondents, with the lowest frequency of 24 (1.9%), who reported teaching for 24 years or more. this means there is a relatively low presence of long-tenured alive teachers among the surveyed respondents. this insight prompts consideration of the factors influencing the lower frequency of long-serving alive teachers, probably illustrating specific issues, constraints, or opportunities related to this category. this further implies that the challenging working conditions in many alive implementing schools, such as limited resources and infrastructure and limited career advancement, can be overwhelming for teachers, which may lead to departure. in addition, personal and family factors, such as health issues, can also play a significant role in alive teachers leaving service. in a recent study by sulit and davidson (2020), teacher retention is heavily influenced by teachers’ perceptions of their supervisors’ leadership practices. it found that teachers who experience higher satisfaction rates and lower levels of burnout are more likely to stay in the profession. thus, successful schools promote teachers’ voices and support teacher induction and development, which can contribute to higher retention rates. table 7: distribution of respondents’ training/seminars attended on alive level number of times attended 5 and above 3-4 times 1-2 times 0/none n % n % n % n % international 3 1% 0 0% 6 1.9% 302 97.1% national 3 1% 3 1% 3 1% 302 97.1% regional 57 18.3% 37 11% 30 9.6% 187 60.1% division 125 40.2% 40 12.9% 34 10.9% 112 36% district 123 39.5% 61 19.6% 44 14.1% 83 26.7% table 7 shows the respondents’ characteristics in terms of seminars/trainings attended on alive. the results show that the highest frequency of 302 (97.1%) have not attended related seminars/trainings on the international level. this means a notable gap in international exposure among the respondents that could limit their understanding of international trends, practices, and innovations in their field. occasionally, only the alive implementing school heads are sent to international seminars and re-echo what they have learned from a conference to their respective schools. investigating the reasons for the lower participation in international, national, and regional-level events could give significant background and insight solutions to promote the inclusion of future studies, providing a greater representative sample for an in-depth evaluation of attendance at the international, national, and regional levels, respectively. a recent study by iskandarova et al. (2023) emphasizes that effective teacher training programs not only enhance the skills and competencies of educators but also directly impact student achievement and the overall quality of the education system. additionally, the lowest frequency of 3 (1%) has 5 and above attendance on an international level. this means limited exposure to the global educational practices of the alive teacher. it implies further that this lack of participation may be due to financial, institutional, or logistical barriers. enhancing support and investment in professional development, including funding, partnerships, and exchanges, could improve educational outcomes. addressing these barriers through funding, partnerships, and support programs can improve the quality of education and align madrasah education with global standards. this shortage of access to professional development can have significant ramifications, as teachers who cannot participate in seminars and training programs, particularly those hosted on the international level, may find themselves ill-equipped to effectively engage their students (patunob & ibojo, 2023). this suggests that the dearth of international-level training and seminars for teachers can be a substantial obstacle to improving instructional quality and student learning outcomes. on the national level, results show that the highest frequency of 302 (97.1%) have not attended related seminars/trainings. this means a significant trend among the surveyed population who have not participated in seminars or training sessions related to alive. this statistic implies a potential gap in professional development opportunities or a lack of access to training and seminars. at times, only the alive implementing school heads are sent to national seminars and disseminate what they have learned at the seminars to their respective schools through slac. despite the recognized importance of ongoing professional development for teachers, many face significant barriers to accessing and engaging with highquality training opportunities (dange & siddaraju, 2020). one key issue is the prevalence of one-time workshops, conferences, and training sessions as the primary form of in-service professional development rather than more sustained and collaborative learning experiences. in contrast, the lowest frequency of 3 (1%) has 1-2 times pa ge 14 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 129-152, 2025 attendance on a national level. this means that a very small portion of participants had minimal involvement in these national-level activities. this limited attendance implies that while these opportunities are available, a very small segment of the population engages with them at such a minimal level. this further implies that it could be due to a variety of factors such as availability, accessibility, or individual interest in professional development through national-level programs. several key factors contribute to this problem, including inadequate pre-employment training, insufficient rigor in teacher certification and licensing requirements, and the absence of a robust infrastructure to support the sustained implementation of evidence-based instructional practices (darling‐ hammond & podolsky, 2019). furthermore, the highest frequency of 187 (60.1%) of the surveyed population has not attended related trainings/seminars on alive on a regional level. this means a high percentage of non-attendance might reflect gaps in addressing educational needs related to alive within the region and could impact the dissemination of knowledge and best practices. this implies teachers who have not attended these sessions might face challenges in staying updated with emerging trends or best practices that impact their effectiveness and the quality of services or outcomes in the implementation of alive. a study by annan (2020) has found that low investments in teacher education in terms of professional development deter teachers from accepting postings in rural and deprived areas. the absence of regular and continuous professional development training, along with inadequate motivation packages for educators, adversely affects the quality of educational delivery. on the other hand, the lowest frequency of 30 (9.6%) has 1-2 times attendance on the regional level. this means that this low participation may be due to geographical, financial, or conflicting commitments. this implies that the lack of attendance could impact professional competence and knowledge acquisition in alive-related fields. addressing this issue could involve improving outreach, offering flexible learning formats, or providing financial support. this could strengthen regional capacities in alive-related disciplines. gu (2021) suggests that attending regional seminars can positively impact teachers’ well-being by providing them with supportive environments for professional growth. these seminars offer opportunities for reflection, rejuvenation, and empowerment, which are crucial for sustaining motivation and enthusiasm in teaching. on the division level, results show that the highest frequency of 125 (40.2%) have 5 and above attended related seminars/trainings on alive. this means a heightened level of engagement and investment in the division initiatives and professional development opportunities within immediate contexts. this suggests a strong commitment of alive teachers to continuous learning and skill enhancement. this implies that the high participation rate in multiple professional development activities reflects a proactive approach to staying updated with the latest knowledge and practices that contribute to competence and effectiveness in the implementation of the alive program within the division. hargreaves (2020) emphasizes that seminars provide crucial opportunities for teachers to engage in continuous professional development. these events enable educators to update their teaching practices, integrate new instructional strategies, and enhance subject knowledge, ultimately improving their effectiveness in the classroom. also, the lowest frequency of 34 (10.9%) has 1-2 times attendance on the division level. this means that only a tiny percentage of respondents have participated in opportunities for professional development at this level. this implies that challenges such as competing professional commitments, limited availability of relevant seminars, or logistical constraints deter teachers from participating more frequently. as posited by leithwood (2020), effective professional development through division seminars correlates with improved student outcomes. when teachers participate in high-quality seminars that focus on evidence-based practices, they are better equipped to meet the diverse needs of their students and create engaging learning environments. moreover, on the district level, results show that the highest frequency of 123 (39.5%) have 5 and above attended related seminars/trainings on alive. this means a significant commitment to professional development and continuous learning within this educational context. it implies that a substantial portion of educators or professionals in the surveyed group actively seek out and participate in multiple seminars related to alive. this is due to the requirement for schools to undertake learning action cell sessions as part of the upskilling program aimed at enhancing the professional development of alive teachers. the findings indicated that district-level attendance significantly influenced the respondents’ knowledge, abilities, and potentially their career trajectories. moreover, a study by ní ríordáin et al. (2019) emphasizes the necessity of cultivating both specific content knowledge and fundamental abilities and practices requisite for proficient teaching. the alive teacher’s specific topic expertise is being enhanced through numerous trainings and seminars organized by the department of education. it primarily trains alive educators to understand and impart competences by using their islamic background and pedagogical techniques. furthermore, alive educators underscored the need of acquiring fundamental abilities, like enhancing classroom management, integrating information technology into instruction, and completing promotional documentation and lesson planning, as integral to augmenting pedagogical practices. on the other hand, the lowest frequency of 44 (1419%) has 1-2 times attendance on the district level. this underscores implications for professional growth and knowledge acquisition among teachers. this means that those attending infrequently may miss out on pa ge 14 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 129-152, 2025 continuous learning opportunities that could enhance their pedagogical skills, subject expertise, and classroom practices. this implies that sporadic attendance may limit opportunities for networking, collaboration, and the exchange of best practices with peers across different schools or districts. according to little (2021), training seminars facilitate networking and collaboration among teachers. by bringing educators together, these seminars promote knowledge sharing, peer support, and the exchange of best practices, fostering a community of learning that benefits both teachers and their students. furthermore, district-level training can be tailored to address the specific needs of every school within the districts to guarantee that teachers are equipped to meet the unique challenges and opportunities within their local context. this targeted approach helps address disparities and promote equity across schools. thus, this underscores a need for a more balanced approach to professional development to ensure that district-level needs are comprehensively addressed and avenues for broader learning and networking at higher-level tiers are also actively facilitated. efforts to bridge this gap could enhance respondents’ overall knowledge base and professional growth, fostering a more well-rounded and globally informed workforce. problem 2. what is the respondents’ level of implementation of arabic language and islamic values education program considering objectives, curriculum, assessment, teacher, and learning resources? this means that the level of alive implementation is highly efficient in terms of the different variables. the high level of implementation of the arabic language and islamic values education program is truly a testament to the program’s success, and it has been well-received and effectively executed. this implies that the alive program is well-implemented in terms of the objectives, curriculum, assessment, teacher, and learning resources as perceived by the alive teachers in the division of iligan city. it implies a strong commitment to cultural preservation and religious values within the curriculum. the positive outcomes suggest that the program effectively meets the educational objectives set by the department of education and resonates well with the alive learners. a study by alonto and sarangani (2020) reveals that the alive program has been instrumental in bridging educational gaps for muslim students in the philippines, offering them tailored educational opportunities that align with their cultural and religious backgrounds. the study highlights the program’s role in fostering inclusivity and promoting educational equity. the variable curriculum obtained the highest mean rating of 3.35 (sd=0.75) interpreted as highly implemented. this means that the curriculum component of the alive program is consistently effective and well-implemented in the iligan city division. this implies that the alive curriculum as perceived by the teachers, is comprehensive, well-designed, and consistently delivered and adhered to across different contexts and settings, indicating that it covers essential topics and skills necessary for learner’s development. this further implies the dedication and competence of educators and the program’s ability to deliver on its educational promises, resulting in strong performance in the curriculum component of the alive program. as cited by fullan (2020), a well-structured curriculum can significantly enhance student learning outcomes by providing clear guidelines and objectives for both teachers and students. he also emphasizes that successful curriculum implementation requires ongoing professional development and support for educators to adapt and refine their teaching strategies. moreover, he emphasizes the importance of a well-designed, coherent, and adaptive curriculum in achieving educational success. on the other hand, the variable learning resources got the lowest mean rating of 2.94 (sd=0.89), interpreted as implemented. this means that although learning resources are present, they are perceived as insufficient and often fall short of what is needed for optimal implementation of the alive program. the inadequacy may hinder teachers’ ability to deliver lessons effectively and limit students’ learning experiences. it indicates that these learning resource constraints are consistently experienced and observed by the teachers and learners. this can contribute to the program’s effectiveness as these learning resources are essential for supporting instructional activities and providing the necessary materials for delivering an effective alive program. table 8: summary of the respondents’ level of implementation of arabic language and islamic values education variables mean sd interpretation objectives 3.30 0.76 highly implemented curriculum 3.35 0.75 highly implemented assessment 3.32 0.78 highly implemented teacher 3.31 0.80 highly implemented learning resources 2.94 0.89 implemented overall 3.24 0.79 implemented table 8 shows the summary of the level of implementation of the arabic language and the islamic values education as perceived by the respondents as indicated by the overall mean of 3.24 (sd=0.79) and interpreted as implemented. legend: 3.26 – 4.00 at all times/highly implemented 2.51 – 3.25 most of the time/implemented 1.76 – 2.5 sometimes/slightly implemented 1.00 – 1.75 never/not implemented pa ge 14 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 129-152, 2025 in line with this, a study by darling-hammond et al. (2019) emphasizes that well-designed and accessible educational materials significantly enhance student comprehension and engagement. their research demonstrates that resources tailored to diverse learning styles can improve academic performance and retention. addressing inequities in educational resources is critical for improving student achievement and fostering educational equity. their ideas underscore the importance of comprehensive policy approaches to ensure that all learners, regardless of their socio-economic background and religion, have access to the resources they need to succeed academically. this study provides valuable insights for educators, policymakers, and stakeholders aiming to create more equitable and effective education systems. problem 3. how do the respondents assess their challenges on the alive program based on resources, qualified teachers, curriculum integration, and time? table 9: summary of respondents’ level of assessment of the challenges on the alive program variables mean sd interpretation resources 2.69 1.02 challenged qualified teachers 2.63 0.98 challenged curriculum integration 2.24 1.01 moderately challenged time 2.61 0.95 challenged overall 2.54 0.99 challenged legend: 3.26 – 4.00 at all times (highly challenged) 2.51 – 3.25 most of the time (challenged) 1.76 – 2.50 sometimes (moderately challenged) 1.00 – 1.75 never (less challenged) table 9 shows the summary of the respondents’ level of assessment of the challenges on the alive program with an overall mean of 2.54 (sd=0.99) and interpreted as challenged. this means that respondents experience issues in the implementation of alive. it implies that teachers frequently face substantial challenges in their professional environment that affect their ability to deliver effective education. the complex nature of the alive program itself may be the cause of the challenges that teachers experience. meeting a variety of learner requirements, incorporating innovative teaching strategies, and adjusting to changing curricula are a few examples of this difficulty. time and resources may not always be available for each of these aspects. moreover, teachers’ experiences can be greatly impacted by the lack of supportive frameworks like peer collaboration or mentorship programs. lack of support can cause educators to feel more isolated and stressed, which makes it more difficult for them to deal with challenges in the workplace. further, the high level of perceived challenges among teachers in the alive program underscores the need for a comprehensive approach to support their professional development and teaching effectiveness. these challenges could be addressed through interventions, such as enhanced professional development, better resource allocation, and supportive administrative policies. this is in parallel with the study by ahmed and khan (2023) that infrastructural deficiencies, such as inadequate classroom resources and poor learning environments, directly impact the quality of education provided. comprehensive reforms, including better time management, enhanced teacher training programs, and improved infrastructural support can overcome the challenges in implementing the alive program successfully. the variable resources obtained the highest mean rating of 2.69 (sd=1.02), interpreted as challenged. this means that the alive teachers are facing problems in terms of inadequate resources. this implies that alive teachers frequently experience significant shortages in essential resources necessary for effective teaching and learning processes. inadequate resources are a crucial challenge in the implementation of alive that affects both the teachers and learners. further, this means that inadequate resources can significantly compromise the quality of education in the implementation of the alive program. teachers may struggle to deliver engaging lessons or provide differentiated instruction without the necessary materials, which can lead to a less effective learning environment for alive learners. teachers may find it more difficult to design engaging and interactive lessons if they have limited resources. ahmed and patel (2022) have documented the detrimental effects of inadequate infrastructure on alive education. poorly maintained facilities, inadequate classroom spaces, and limited access to basic amenities create significant challenges for teachers and students, compromising the overall learning environment. these infrastructural deficiencies contribute to a less conducive atmosphere for teaching and learning that affects the educational quality and student engagement. on the other hand, the variable on curriculum integration got the lowest mean rating of 2.24 (sd=1.01), interpreted as moderately challenged. this is moderately an issue or a problem encountered by the respondents. this means that even though curriculum integration is perceived by alive teachers as a moderate challenge, there is potential for enhancement in this area because it is essential to the effective implementation of the alive program. the moderate challenge of limited curriculum integration points to potential gaps in how educational content aligns with the needs and objectives of the alive program that affect the educational learning outcomes. if teachers feel challenged in this area, it may indicate a need for more support in developing integrated lesson plans that connect themes and concepts across subjects. as confirmed, there is a persistent issue of fragmented curricula in modern educational systems (chen, 2020; celeste & osias, 2024)). they argue that the pa ge 14 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 129-152, 2025 compartmentalization of subjects hampers students’ ability to develop interdisciplinary skills essential for success in the 21st century. educational institutions often struggle to effectively integrate various disciplines, resulting in disjointed learning experiences for learners. this fragmentation limits students’ understanding of complex issues and impedes their capacity to apply knowledge across different contexts. comprehensive curriculum reforms should promote cohesive learning pathways and foster connections between subjects. the importance of collaborative efforts among educators, policymakers, and stakeholders to address these challenges can create more integrated educational frameworks that better prepare students for diverse societal and professional demands. problem 4. is there a significant relationship between the teachers’ implementation of arabic language and islamic values education (alive) program and their challenges? table 10: result of the test on relationship of the implementation of alive program and their challenges implementation alive indicators challenges indicators resources qualified teachers curriculum integration time overall r-value r-value r-value r-value t-value p-value p-value p-value p-value p-value objectives -0.94 -1.42 -1.44 -1.42 -1.48 0.345 0.155 0.152 0.158 0.140 ns ns ns ns ns curriculum 3.20 1.94 2.04 2.45 2.76 0.002* 0.054 0.043* 0.015* 0.006* s ns s s s assessment 4.20 4.55 1.17 5.19 4.29 0.001* 0.001* 0.242 0.001* 0.001* s s ns s s teacher -1.91 -.3.50 -1.87 -5.36 -3.54 0.057 0.001* 0.063 0.001* 0.001* ns s ns s s learning resources -3.88 0.81 1.33 -0.09 -0.61 0.001* 0.420 0.183 0.932 0.541 s ns ns ns ns legend: ssignificant ns-not significant table 10 shows the test on the relationship between the implementation of the alive program and its challenges. the findings indicate that the implementation of arabic language and islamic values education, grounded in curriculum, assessment, and teaching, demonstrates a significant correlation with the challenges faced in alive, as evidenced by a p-value and probability value below the 0.05 alpha level, resulting in the rejection of the null hypothesis. the arabic language and islamic values education, influenced by curriculum, evaluation, and educators, impacts the execution of the program and the obstacles faced by alive. this implies that the implementation has notably impacted addressing the challenges identified within the educational framework. this suggests that the structured integration of arabic language instruction and islamic values education has successfully mitigated the identified challenges that demonstrate its efficacy in enhancing educational practice. moreover, this implies that the structured curriculum, effective assessment methods, and quality of teaching within the alive program have collectively contributed to the improvement of the educational outcomes and addressed the challenges initially faced in the implementation. the significant effect further implies that these components are well-implemented and play a crucial role in the alive program’s success. as posited by harad et al. (2022), the implementation challenges and the impact of adequate resources and qualified teaching staff on the implementation of the alive program. improvements in resource allocation and teacher training are critical for program success. addressing challenges and fostering systematic evaluations can improve the alive program for effective implementation. the curriculum as a variable scrutinizes the implementation of the alive program to help determine if the curriculum effectively integrates content and competencies that are relevant and of interest to alive learners, promoting their holistic development. this examines teachers’ self-assessment of the overall alive curriculum goal of harnessing values and citizenship to promote the national filipino identity of alive learners, which is anchored on the deped core values. the effort to integrate the alive curriculum with the national pa ge 14 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 129-152, 2025 educational standards has led to several key challenges. firstly, the lack of uniformity in the curriculum across different regions has resulted in inconsistent educational quality that complicates efforts to ensure a standardized level of education. this inconsistency is exacerbated by the difficulty in balancing religious teachings with secular subjects that require sensitivity to cultural and religious contexts while meeting national educational requirements. a recent study conducted by chiong (2023) highlighted the significant effect of curriculum on the challenges encountered in the implementation of madrasas in the philippines. efforts to integrate the madrasa curriculum with the national education system have faced numerous hurdles. these include inconsistencies in curriculum standardization across various regions, which result in uneven educational quality. he also points out the difficulties in balancing secular subjects with religious teachings that require careful consideration of cultural and religious sensitivities. assessment is necessary in evaluating the implementation of the alive program. this area delves into the alive teacher’s perception of the assessment practices that are pivotal factors in the program. the assessment of teachers and learners has a profound effect on the challenges faced in education that influence teaching quality and learners’ outcomes. a well-designed assessment that promotes accountability and professional growth can improve educational outcomes. effective assessment practices that balance comprehensive evaluation methods and support professional development are crucial in addressing these challenges to ensure teachers and students receive the necessary support to thrive in an equitable educational system. assessments serve as critical tools for measuring students’ academic progress, identifying learning gaps, and informing instructional strategies. by evaluating students’ understanding of curriculum content and their mastery of skills, assessments provide educators with valuable insights into individual and collective learning needs. moreover, assessments influence teaching practices by guiding educators on how to tailor instruction to meet diverse learning styles and abilities. they help differentiate instruction to ensure all learners receive the support and enrichment they need to succeed. this approach enhances educational outcomes and a more inclusive learning environment where every learner can thrive. assessments measure academic progress and shape instructional practices and student engagement (lee, 2023). lee emphasizes that well-designed assessments are crucial for identifying learning gaps and informing targeted interventions to support student learning. however, the study also underscores the challenges associated with high-stakes testing, such as increased stress and pressure on students, which can affect their overall well-being and motivation to learn. teachers, as a variable in assessing the implementation to examine carefully the necessary pedagogical skills and knowledge to effectively deliver the arabic language and islamic values education program, which is a crucial variable in the program. the role of teachers in the alive program implementation is crucial. they are the primary agents of curriculum delivery in ensuring educational objectives are met through effective instruction and engagement with alive learners. teachers are instrumental in bridging the gap between islamic teachings and national educational standards. they are responsible for integrating secular subjects and religious studies into the curriculum, ensuring that students receive a balanced education that meets islamic educational requirements and national academic standards. this dual role requires teachers to have a deep understanding of islamic teachings. in contrast, inadequately trained teachers may struggle to deliver quality education, which leads to disparities in learning outcomes among alive learners. according to the findings (cruz, 2023), teacher qualifications and training are crucial factors influencing the quality of education in madrasahs. it emphasizes the need for teachers to possess expertise not only in islamic teachings but also in secular subjects mandated by national educational standards. inadequately trained teachers may struggle to effectively deliver a balanced curriculum, which includes both religious education and core academic subjects. also, malik’s study (2022) examines the challenges related to teacher professional development and support within madrasahs. he suggests ongoing professional development programs are essential for enhancing teaching methodologies, improving instructional quality, and fostering a conducive learning environment. the study underscores the importance of investing in teachers’ continuous learning and providing them with resources and support to meet the diverse educational needs of alive learners. on the other hand, the implementation of alive based on learning resources showed a significant relationship between the challenges encountered based on inadequate resources as indicated by the t-value and probability value less than 0.05 alpha level, which led to the rejection of the null hypothesis. however, the overall total is not significant. this implies that the effective implementation of arabic language and islamic values education based on learning resources affects the challenges of implementation based on inadequate resources. this implies that improving learning resources significantly alleviates the resource-related challenges encountered in the alive program, emphasizing the importance of adequate materials and support for effective program implementation. the lack of sufficient books and learning materials was a major challenge in the implementation of alive (solaiman, 2022; celeste & osias, 2024)). therefore, recognizing and prioritizing significant objectives is essential for tackling the various challenges faced by madrasas, ensuring that all efforts are aligned toward achieving meaningful and measurable goals. one key objective of arabic language and islamic values education is to equip students with the necessary pa ge 14 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 129-152, 2025 linguistic competence to engage with the primary sources of islamic knowledge, the quran and hadith (afif, 2018). thus, the mastery of arabic grammar and vocabulary, including the development of skills in reading, writing, and comprehension, is highly emphasized. moreover, learning resources have no significant relationship with the challenges in the implementation of alive, which highlights several critical observations about these educational programs. this means that learning resources play a critical role in the success of any educational institution, particularly in the context of the alive program. this implies that the alive program faces unique challenges in providing effective learning resources to its students, which can impact the overall quality of education. these resources are designed to enrich students’ understanding of cultural and religious principles; however, their impact may be overshadowed by several practical and structural challenges faced by alive teachers, and their impact may be minimal. swaffielfd et al. (2019) pointed out the implementation challenges and resource impact, highlighting that while learning resources are crucial, their impact can be limited by broader institutional challenges such as funding constraints, infrastructure deficiencies, and teacher preparedness. for instance, a lack of adequate training for teachers on effectively utilizing resources or integrating them into existing curricula can diminish their potential effectiveness. addressing these challenges requires a comprehensive to ensure the holistic implementation of the alive program. problem 5. is there a significant relationship between teachers’ implementation of the arabic language and islamic values education (alive) program and each of their characteristics? table 11: result of the test on relationship between teacher’s implementation of alive program and each of their characteristics respondents’ characteristics implementation of arabic language and islamic values education (alive) indicators objectives curriculum assessment teacher learning resources overall r-value r-value r-value r-value r-value r-value p-value p-value p-value p-value p-value p-value highest educational attainment in secular 0.158 0.113 0.025 0.016 0.034 0.073 (wpr) (wpr) (nlr) (nlr) (nlr) (nlr) 0.005* 0.047* 0.661 0.772 0.550 0.196 s s ns ns ns ns highest educational attainment madrasah 0.249 0.254 0.209 0.234 0.217 0.259 (wpr) (wpr) (wpr) (wpr) (wpr) (wpr) 0.001* 0.001* 0.001* 0.001* 0.001* 0.001* s s s s s s eligibility 0.049 0.083 0.047 0.044 0.022 0.022 (nlr) (nlr) (nlr) (nlr) (nlr) (nlr) 0.391 0.144 0.407 0.444 0.701 0.695 ns ns ns ns ns ns appointment status 0.168 0.200 0.027 0.028 0.101 0.115 (wpr) (wpr) (nlr) (nlr) (wpr) (wpr) 0.003* 0.001* 0.631 0.630 0.078 0.044* s s ns ns ns s number of years teaching in the alive program 0.325 0.247 0.238 0.248 0.295 0.303 (wpr) (wpr) (wpr) (wpr) (wpr) (wpr) 0.001* 0.001* 0.001* 0.001* 0.001* 0.001* s s s s s s training/seminars attended on alive 0.409 0.215 0.248 0.288 0.299 0.323 (wpr) (wpr) (wpr) (wpr) (wpr) (wpr) 0.001* 0.001* 0.001* 0.001* 0.001* 0.001* s s s s s s legend: *significant at p<0.05 alpha level ssignificant ns-not significant table 11 shows the relationship between the teachers’ implementation of the arabic language and islamic values education (alive) and each of their characteristics. the findings indicate a significant pa ge 14 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 129-152, 2025 relationship between respondents’ highest educational attainment in madrasah, appointment status, years of teaching in the alive program, and attendance at alive training/seminars, as evidenced by a correlation r-value and a probability value below the 0.05 alpha level, resulting in the rejection of the null hypothesis. the respondents’ greatest educational attainment in madrasah, appointment position, years of teaching in the alive program, and attendance at training/seminars on alive were correlated with the execution of arabic language and islamic values education. this implies that there is indeed a relationship between the teacher respondents’ characteristics (educational attainment in madrasah, appointment status, teaching experience, and training/seminars attended on alive and the teachers’ implementation of alive. further, teachers with higher educational attainment in madrasah often play crucial roles in imparting knowledge and shaping the educational curriculum, mentoring other teachers, and contributing to the overall academic environment of the program. teachers with advanced educational qualifications bring a deeper understanding of pedagogical theories, instructional strategies, and curriculum development practices. this expertise allows them to design and deliver educational programs in the program aligned with national educational standards and cater to the unique religious and cultural contexts of islamic education. they can effectively integrate modern teaching methodologies with traditional islamic teachings for a comprehensive educational experience for alive learners. in addition, teachers with advanced degrees are often better equipped to employ innovative teaching techniques, utilize educational technology, and differentiate instruction to meet the diverse needs of alive learners. this capability enhances student engagement, facilitates deeper learning, and improves the effectiveness of the implementation of the program. investing in the educational qualifications of alive teachers is crucial for advancing the quality and effectiveness and providing positive educational outcomes for learners. according to khan (2023), educators with advanced educational qualifications play a critical role in shaping the effectiveness and success of educational initiatives within madrasahs. she emphasized that teachers with advanced degrees demonstrate stronger leadership skills and advocacy abilities. they are more adept at guiding educational reforms, fostering collaboration among stakeholders, and advocating for resources and support needed to enhance madrasah programs. their leadership helps to establish a conducive learning environment and promotes continuous improvement. additionally, the appointment status of educators in madrasah education significantly impacts the implementation of madrasah programs, which affects various aspects of educational delivery, institutional stability, and overall program effectiveness. appointment of status often influences teachers to be more likely to build strong relationships with the community and take on leadership roles that influence policy decisions and advocate for educational improvements. this equips teachers with the security, resources, and support necessary to deliver high-quality education and positively impact the implementation of alive. the appointment status of teachers —whether they are permanent, contractual, or job order—directly affects their commitment, availability, and continuity within the alive program. moreover, permanent teachers typically have more dedicated time and resources to devote to curriculum planning and instructional delivery. this difference in appointment status can influence the consistency and quality of educational experiences provided to learners. overcoming challenges associated with appointment status through strategic policies and investments can help strengthen the alive program implementation’s effectiveness. a study by smith et al. (2023) investigated the impact of tenure policies on teacher retention rates in urban schools, suggesting that appointment can significantly affect job satisfaction and long-term commitment among educators. the number of years a teacher has spent teaching in an alive significantly impacts the implementation of the alive program. experienced teachers are likely to have a deeper understanding of the curriculum, classroom management skills, and the ability to adapt teaching methods to meet the needs of their learners. their familiarity with the cultural and religious context of madrasah education enables them to deliver the alive program more effectively, fostering a better learning environment and improved student outcomes. meanwhile, less experienced teachers bring fresh perspectives and contemporary educational practices, but their lack of experience might pose challenges. their enthusiasm and energy can create a dynamic and stimulating learning environment, motivating students to participate actively in the alive program. however, new teachers may struggle with classroom management, adapting the curriculum to the unique needs of their students, and understanding the cultural and religious nuances integral to madrasah education. these challenges can affect their ability to implement the alive program effectively, leading to less optimal learning outcomes. however, with proper support and professional development, new teachers can quickly develop the necessary skills to enhance the program’s effectiveness. podolsky et al. (2019) assert that more experienced teachers enhance student learning for both their peers and the institution, in addition to their own students. they noted that while the passage of time does not guarantee improvement for all teachers or efficacy for ineffective teachers, it does suggest that, for the majority, effectiveness tends to increase with experience. the advantages of teaching experience are most effectively actualized when educators are meticulously chosen and thoroughly prepared upon entering the teaching profession, in addition to getting comprehensive mentorship and stringent evaluation prior to attaining tenure. these pa ge 14 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 129-152, 2025 initiatives will guarantee that individuals entering the professional teaching tier have achieved a competency benchmark from which they can further enhance their knowledge throughout their careers. consequently, rules promote the fair allocation of seasoned educators and deter the clustering of inexperienced teachers in schools with significant needs. furthermore, complementing these training sessions with other support mechanisms, such as mentoring, peer collaboration, and access to teaching resources, might be beneficial in enhancing the practical application of the training received. as posited by khan (2023), training and seminars contribute positively to program effectiveness and underscores the need for further enhancement of training content and methods. continuous professional development tailored to the specific needs of madrasah educators to optimize the integration of arabic language and islamic values education in their teaching practices. in contrast, educational attainment in secular subjects and eligibility demonstrated an insignificant relationship with the implementation of arabic language and islamic values education, as evidenced by a correlation r-value and probability value exceeding the 0.05 alpha level, resulting in the acceptance of the null hypothesis. in the context of assessing the implementation of the alive program, factors such as highest educational attainment in secular and eligibility criteria did not have a statistically significant impact. this suggests that although these factors were considered in the study but did not emerge as significant influencers of the program’s outcomes or success. it is important to look at various variables to understand what aspects most strongly contributed to the effectiveness of the implementation of alive and focus on other factors such as program design, participant engagement, or external contextual influences. teachers’ educational attainment in secular is not significant in the implementation of the alive program because the primary focus of the alive program is on religious instruction, spiritual development, and the transmission of islamic knowledge, which are distinct from the goals of secular education. the alive program includes specialized expertise in islamic education and the arabic language. these skills and knowledge areas are usually not included in secular educational programs. furthermore, alive teacher’s efficiency is frequently measured by their religious expertise and ability to connect with learners within the madrasah’s cultural and spiritual environment rather than their secular academic credentials. furthermore, the effectiveness of the implementation of the alive program depends on religious training and cultural competence rather than secular educational attainment. additionally, eligibility is not significant in the implementation of the alive program because the core of the alive program relies more on the teacher’s religious knowledge, pedagogical skills specific to islamic education, and their ability to foster a spiritual connection with learners. alive program is focused on providing islamic teachings and values that include a thorough understanding of religious content and culturally relevant teaching methods that are not usually reflected in formal eligibility standards. thus, the implementation of the alive program is dependent on the teacher’s alignment with religious and cultural aims, rather than achieving general eligibility rules that may not address the specific demands of islamic instruction. problem 6. based on the findings of the study, what school development plan for the alive program can be formulated? table 12: year 1: 2024-2025 a re as o f c on ce rn sp ec ifi c o bj ec tiv es a ct iv iti es / st ra te gi es pe rs on s in vo lv ed b ud ge t t im e fr am e e xp ec te d o ut pu ts le ar ni ng r es ou rc es d ev el op m en t to g iv e te ac he rs a nd le ar ne rs in th e a li v e p ro gr am e no ug h re so ur ce s, su ch a s t ex tb oo ks , te ac hi ng a id s a nd te ch no lo gy . pu rc ha se a nd d ist rib ut e te xt bo ok s a nd o th er te ac hi ng m at er ia ls fo r t he a li v e pr og ra m , i nc lu di ng te ch no lo gy su ch a s t ab le ts or la pt op s f or st ud en ts a nd sd s, a sd s, c id c hi ef , s up er vi so r, h um an r es ou rc e o ffi ce r, sc ho ol h ea ds , an d ot he r pe rs on s re sp on sib le fo r t he a li v e p ro gr am 20 , 0 00 be gi nn in g of th e sc ho ol y ea r im pr ov ed st ud en t le ar ni ng re su lts ba se d on as se ss m en ts pa ge 14 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 129-152, 2025 to p ro vi de a cc es s t o th e co m pu te r r oo m an d pr ay er ro om s f or te ac he rs a nd le ar ne rs ’ ne ed s c re at e an d es ta bl ish a co m pu te r a nd de sig na te d pr ay er ro om fo r t ea ch er s a nd a li v e le ar ne rs . sd s, a sd s, c id c hi ef , su pe rv iso r, h um an re so ur ce o ffi ce r, sc ho ol h ea ds , a nd o th er pe rs on s r es po ns ib le fo r th e a li v e p ro gr am 50 , 0 00 b eg in ni ng o f th e sc ho ol y ea r av ai la bi lit y of co m pu te rs a nd p ra ye r t o al l a li v e im pl em en tin g sc ho ol s c ur ric ul um in te gr at io n on th e a li v e p ro gr am to im pr ov e th e a li v e pr og ra m ’s cu rr ic ul um in te gr at io n th ro ug h pr of es sio na l d ev el op m en t pr ov id e pr of es sio na l de ve lo pm en t o pp or tu ni tie s fo r a li v e p ro gr am te ac he rs , s uc h as w or ks ho ps a nd tr ai ni ng se ss io ns fo cu se d on cu rr ic ul um in te gr at io n sc ho ol h ea ds re so ur ce sp ea ke rs 5, 0 00 t hr ou gh ou t t he sc ho ol ac ad em ic y ea r d ai ly l es so n pl an to c on du ct cl as sr oo m ob se rv at io n fo cu sin g on cu rr ic ul um in te gr at io n c on du ct of p re c on fe re nc e sc ho ol h ea ds m as te r te ac he r n /a t hr ou gh ou t th e sc ho ol ac ad em ic y ea r te ac he rs ’ d ai ly l es so n lo g/ d ai ly le ss on p la n to u ps ki ll w ith th e in te gr at io n of te ch no lo gy ef fe ct iv el y in to th e te ac hi ng -le ar ni ng p ro ce ss fo r e nh an ce m en t o f le ar ne rs ’ e ng ag em en t an d pr ep ar ed ne ss fo r t he di gi ta l w or ld . pr ov id e te ch ni ca l as sis ta nc e th ro ug h cl as sr oo m o bs er va tio n. c on du ct s la c se ss io n on ic t in te gr at io n sc ho ol h ea ds m as te r t ea ch er n /a t hr ou gh ou t t he sc ho ol ac ad em ic y ea r te ac he rs ’ d ai ly l es so n lo g/ d ai ly l es so n pl an w ith ic t in te gr at io n total 75 000.00 year 2: 2025-2026 le ar ni ng re so ur ce s d ev el op m en t to p ro vi de pr of es sio na l de ve lo pm en t op po rt un iti es fo r a li v e te ac he rs in th e ut ili za tio n of le ar ni ng re so ur ce s c on du ct tr ai ni ng on th e pr op er ut ili za tio n of le ar ni ng re so ur ce s sc ho ol h ea ds re so ur ce sp ea ke rs 5, 00 0 be gi nn in g of th e sc ho ol y ea r im pr ov ed sk ill s in th e ut ili za tio n of le ar ni ng re so ur ce s to c ap ac ita te in m ak in g co nt ex tu al iz ed in st ru ct io na l m at er ia ls c on du ct tra in in g on m ak in g in st ru ct io na l m at er ia ls sc ho ol h ea ds re so ur ce sp ea ke rs 5, 00 0 be gi nn in g of th e sc ho ol y ea r im pr ov ed sk ill s i n in st ru ct io na l m ak in g to in te gr at e te ch no lo gy ba se d le ar ni ng re so ur ce s, su ch a s e du ca tio na l s of tw ar e, in te ra ct iv e m ed ia , a nd on lin e pl at fo rm s, in to th e cu rr ic ul um to e nh an ce st ud en t en ga ge m en t a nd le ar ni ng ou tc om e c on du ct tr ai ni ng o n th e in te gr at io n of te ch no lo gy ba se d le ar ni ng re so ur ce s a li v e te ac he r, re so ur ce sp ea ke r 5, 00 0 t hr ou gh ou t t he sc ho ol ac ad em ic y ea r in te gr at ed te ch no lo gy ba se d le ar ni ng re so ur ce s f or im pr ov ed le ar ni ng o ut co m e pa ge 15 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 129-152, 2025 c ur ric ul um in te gr at io n on th e a li v e p ro gr am to p ro vi de tr ai ni ng an d re so ur ce s (c ur ric ul um g ui de s) to a li v e te ac he rs on e ff ec tiv e st ra te gi es fo r i nt er di sc ip lin ar y te ac hi ng a nd cu rr ic ul um in te gr at io n pr ov id e te ac he rs w ith cu rr ic ul um g ui de s a nd tra in in g sc ho ol h ea ds re so ur ce sp ea ke rs a li v e te ac he rs 4, 00 0 be gi nn in g of th e sc ho ol y ea r te ac he rs ’ d ai ly l es so n lo g/ d ai ly l es so n pl an to c on du ct ca pa ci ty bu ild in g se m in ar s o n a li v e pe da go gi es re to ol in g of pe da go gi es in te ac hi ng a li v e sc ho ol h ea d an d ot he r pe rs on s re sp on sib le fo r th e a li v e pr og ra m 3, 00 0 be gi nn in g of th e sc ho ol y ea r im pr ov ed in a li v e te ac hi ng pe da go gy total 22 000.00 year 3: 2026-2027 le ar ni ng re so ur ce s d ev el op m en t to b ui ld co nn ec tio ns to st ak eh ol de rs fo r a dd iti on al su pp or t ( lg u, n g o s in vi te / v isi t co m m un ity st ak eh ol de rs fo r a p ar tn er sh ip ag re em en t fo r t he a li v e pr og ra m a li v e te ac he rs st ak eh ol de rs n /a t hr ou gh ou t t he sc ho ol a ca de m ic ye ar bu ilt co nn ec tio ns to d iff er en t st ak eh ol de rs to in cr ea se th e ut ili za tio n of a va ila bl e re so ur ce s pr ov id e tra in in gs / la c fo r a li v e te ac he rs on b es t p ra ct ic es fo r in co rp or at in g av ai la bl e re so ur ce s i nt o le ss on pl an ni ng a nd c la ss ro om in st ru ct io n sc ho ol h ea d, a li v e te ac he rs , m as te r t ea ch er n /a t hr ou gh ou t t he sc ho ol ac ad em ic y ea r u til iz ed a va ila bl e re so ur ce s o n le ss on pl an ni ng a nd c la ss ro om in st ru ct io n c ur ric ul um in te gr at io n on th e a li v e p ro gr am to im pr ov e th e a li v e pr og ra m ’s in st ru ct io na l q ua lit y by g iv in g te ac he rs c ha nc es fo r pr of es sio na l g ro w th th ro ug h ca pa ci ty b ui ld in g pr ov id e pr of es sio na l de ve lo pm en t o pp or tu ni tie s fo r a li v e te ac he rs , s uc h as w or ks ho ps a nd tr ai ni ng se ss io ns fo cu se d on im pr ov in g te ac hi ng m et ho ds a nd in co rp or at in g te ch no lo gy in to in st ru ct io n. sd s, a sd s, c id c hi ef , su pe rv iso r, h um an r es ou rc e o ffi ce r, sc ho ol h ea ds , a nd o th er pe rs on s r es po ns ib le fo r t he a li v e p ro gr am 5, 00 0 be gi nn in g of th e sc ho ol y ea r im pr ov ed qu al ity o f in st ru ct io n total 5 000.00 over-all total 102 000.00 conclusion the study reveals that respondents’ characteristics of alive teachers significantly impact the implementation of arabic language and islamic values education, with curriculum, assessment, and teachers influencing challenges due to inadequate resources, qualified teachers, limited curriculum, and time constraints. moreover, the study found a significant correlation between teachers’ implementing alive and factors such as their madrasah education, appointment status, years of teaching, and alive training. however, secular attainment and eligibility had no significant impact on alive effectiveness. recommendations based on the given conclusions of the study, several recommendations are presented: 1. school heads should institutionalize arabic language and islamic values education training, providing professional development workshops, effective teaching methodologies, and classroom management strategies for effective alive program implementation. 2. teachers should implement the alive program, which requires access to online arabic language learning resources, adequate facilities, and staffing, as well as organizing community events to engage parents and stakeholders. pa ge 15 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 129-152, 2025 3. school heads should be tasked with a comprehensive review to ensure curriculum alignment with national education standards and to develop a clear plan to integrate alive topics into core subjects. 4. supervisors and school heads should conduct comprehensive training on instructional strategies, integrate alive content, develop high-quality materials, and establish mentorship programs. programs encourage collaboration, recruitment, retention, evaluation, and fostering a supportive school culture. 5. the division office should plan on enhancing teacher evaluation systems, regular feedback, and professional development through clear qualifications, competitive compensation, and growth opportunities to improve student learning outcomes and alive program effectiveness. 6. future research should explore the implementation and challenges of the alive program, considering various variables in program management and school leadership. references abdullah, a. h. 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(2021). the contribution of vygotsky’s sociocultural theory in mediating l2 knowledge co-construction. international review of social sciences research, 2021. https://doi.org/10.53378/34 pa ge 1 pa ge 74 american journal of arts and human science (ajahs) story grammar strategy on reading performance among grade 5 learners rhenna villarta-mendoza1*, cely b. labadan1, jovit d. comon1 volume 4 issue 2, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i2.4273 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: december 16, 2024 accepted: january 18, 2025 published: april 22, 2025 the study explores the story grammar strategy’s impact on reading comprehension among grade 5 learners at west city central school for the 2024-2025 academic year. using a descriptive survey and a pretest-posttest control group design, researchers assessed the strategy’s effectiveness compared to traditional teaching methods. sixty learners were divided into experimental and control groups, each consisting of 30 participants. the experimental group employed the story grammar strategy, while the control group followed conventional methods. data collection involved a researcher-designed questionnaire and modified multiple-choice tests. initial findings showed both groups performed below expectations in the pretest. however, post-test results revealed significant improvements in the experimental group’s reading comprehension and attitudes toward reading, demonstrating the strategy’s effectiveness. the study concludes that story grammar enhances learners’ ability to identify narrative elements, improving reading comprehension. it recommends prioritizing this strategy in classroom instruction. teachers are encouraged to utilize online resources such as graphic organizers and story maps. additionally, the school administration should conduct training and workshops on story grammar implementation and collaborative learning approaches. such efforts can bolster students’ engagement and confidence in reading, leading to improved academic outcomes. this strategy shows promise as an innovative tool for teaching reading comprehension. keywords reading comprehension, story grammar strategy 1 phinma cagayan de oro college, philippines * corresponding author’s email: rhvi.mendoza.coc@phinmaed.com introduction reading is an activity primarily focused on conveying meaning between individuals. a writer communicates a message to a reader. comprehension is essential for understanding the context and acquiring new information from texts. reading comprehension is a crucial skill for both academic success and lifelong learning. however, many students struggle to grasp and derive meaning from texts effectively. educators have explored various teaching strategies to enhance reading comprehension in response to this challenge (haris, 2021). the story grammar strategy is designed to enhance comprehension by instructing learners on the basic structure of narratives. this strategy is grounded in the idea that stories have a consistent framework that includes characters, settings, goals, actions, and resolutions. educators aim to boost students’ comprehension and analytical abilities by explicitly outlining these components and their interrelationships within a narrative. a key aspect of this technique involves recognizing story elements, understanding their connections, and utilizing this knowledge to anticipate outcomes, infer meanings, and summarize texts successfully (nelson & jones, 2023). further, this strategy effectively fosters learners’ cognitive abilities in independent learning related to reading comprehension. the department of education implemented programs to help learners develop their reading skills. national learners camp and project d.e a.r (drop everything and read) aim to strengthen the students’ reading skills and remediate slow learners. deped order no. 14s. 2018, the department of education (deped) supports the every child a reader program, which aims to make every filipino child a reader and a writer at their grade level. thus, the deped, through the bureau of learning delivery-teaching and learning division (bld-tld), shall continue to administer the revised philippine informal reading inventory (philiri) assessment to learners in public elementary schools nationwide effective school year 2018-2019 phil-iri. the tatak roy program (raeg), which stands for reading arithmetic and enhancement with gratuity (dm 455 s. 2023), is one of the reading programs that aim to foster the needs of every learner to be able to read and comprehend. this aims to bolster and enhance literacy and numeracy among the learners. this project, raeg, arises from a critical need to address the persistent issue of poor reading learners in the division. furthermore, the researcher provided an appropriate strategy to develop learners’ reading comprehension better, that is, through story grammar, which is considered as one way of reading comprehension strategies toward narrative text. in terms of comprehending the written text, the readers must know the context and the content within a text. although reading instruction focuses on phonemic awareness and the alphabetical principle, research indicates that reading comprehension strategies can be effectively taught. reading is a skill that is very indispensable in the context of second language learning and teaching (ali et al., 2022). according to (yousef, 2019) story grammar is based on the conceptualization that readers should be consciously pa ge 75 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 74-86, 2025 aware of text structure. “text structure” is a term used to describe the various patterns of how concepts within text are related. two important types of text structure are narrative and expository. narrative texts tell a story and are the type usually found in literature selections. expository texts provide information and facts and are the type usually found in science and social studies selections. the types are organized differently so that readers must use their comprehension processes differently when reading these different types of texts. hence, learners need to be taught how to read different types of text. they need to learn different strategies for different text types (ahmad 2019). literature review story grammar strategy story grammar strategy is one of the reading comprehension strategies of graphic organizers to comprehend narrative texts. this is a framework to help the students analyze the main characters, setting, problems, events, and solutions, and assist students in outlining a story (nelson & jones, 2023). this was an instructional approach used to enhance students’ comprehension and recall of narratives. it involves teaching the structure and elements of a story, often through a framework or schema, to help students organize and understand the content better. story grammar is the predictable pattern or structure that organizes many narratives. story elements, like character, problem, setting, actions, and solution, are the building blocks of stories. direct instruction in story grammar is a research-supported strategy for improving narrative language (pico et al., 2021). this strategy is a framework to help the students analyze the main characters, setting, problems, events, and solutions, and assist students in outlining a story (soleh, et al., 2024). by using story grammar, the important information can be comprehended. it is a guide to help the students as they read the text. this reading comprehension strategy was designed to provide students with a strategic plan for selecting important aspects of story information for further study by asking themselves the five “wh” questions. story grammar allows the students to comprehend the story more easily. as schmitt (2020) stated, the story grammar strategy is a reading comprehension strategy for improving the students’ interactions to find out the important information of the story by using an organizational framework. in addition, story grammar can be used as a foundation to answer the questions related to the story. attitude towards reading reading attitude was defined as the effective domain that was composed of feelings, thoughts, intentions, and even beliefs. learners’ attitudes toward reading mainly depend on their psychological state of mind and different emotions. moreover, attitudes are also defined as predictions in responding to a given object favorably or unfavorably with respect. an attitude among learners may vary according to different factors such as environments, conditions, interests, motivation among peers or friends, or even the person’s feelings. the object mentioned in the definition can be an action or progression that directly or indirectly affects attitude concerning a learner’s own experience and acceptance towards the objects and norms present in the society that make up the basic meaning construction (akhmetova et al., 2022). reading was a part of the learner’s routine. introducing books to them at an early age could help them develop a love of reading. pleasure reading has a lot of benefits, especially in the elementary to high school years when practiced, it will encourage the learners to self-discover and boost their performance in school. at the same time, they should hone their personal and social aspects of life (gupta & hernandez, 2023). reading every day also creates good study habits that are very significant to the lives of the learners, not just in the literacy aspect but also in holistic development. a good reading habit helps learners enjoy reading to themselves into adulthood. further, the attitudes that students who learn to read develop towards reading are essential both during their academic life and for their future life periods. learners who create a positive attitude towards reading are more likely to enjoy what they read, become good readers, understand what they read better, and have higher academic achievement. the reading skills acquired in primary school affect learners’ further learning positively or negatively. learners develop an attitude towards reading in this process. to achieve the individual and social benefits of reading education, individuals should first love reading and not avoid reading. at this point, the need to develop a positive attitude toward reading emerges (bayraktar & firat, 2020). reading comprehension according to haris (2019), reading comprehension is the meaningful interpretation of printed or written verbal symbols resulting from the interaction between the perception of graphics symbols that represent language and readers, language and skill, and the knowledge of the world. thus, to comprehend the reading, one should be able to integrate information from the text with what is already known by committing background, experiences, and emotions to comprehension. mantiquilla (2022) states that reading is important in academics, these, on the other hand, have been limited to the capacity of learners to comprehend. dewi (2023) stated that reading is a process of getting information and comprehending the meaning of writing products. there were three levels of reading comprehension. first is literal comprehension, the lowest of the three levels, which requires a reader to be able to retell or recall the facts or information presented in a text. names of characters and details of the setting are examples of literal comprehension. the information required for literal comprehension comes largely from the text itself. recall comprehension can easily be evaluated. in responding to pa ge 76 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 74-86, 2025 a literal question, the reader can recall information from the text, or she cannot. second, inferential comprehension is the ability to make valid inferences from the facts and information received or found in a text. at this level, one must read between the lines to understand the texts in the reading material. it involves understanding the facts even if not explicitly stated in the reading material. it explores answers to questions that begin with “why and how” because such questions have to get their implied meaning answered or comprehended. third, applied comprehension requires a deeper understanding of the topic or event. it involves analyzing and weighing an event or an author’s intent, opinion, language, and presentation style. it also includes evaluating the appropriateness of the author’s devices in achieving his aim and then making inferences based on the fact or idea implied in the event or reading material. evaluative and applied comprehension also involves understanding the implications of the evaluation. for example, thomas was evaluated as the most productive worker of the year, so he might know that the assessment is positive and take pride in it. all these levels of comprehension are important and need to be fostered (della peña et al., 2021). nonetheless, many reading programs and classrooms have long failed to adequately address the inferential and critical comprehension. the “teacher asks and students answer” style of comprehension conversations that accompany many reading courses is not appropriate for these levels, and it is difficult to assess. nevertheless, focusing on inferential and critical comprehension is appropriate and nurtures the high-level thinking that one would expect to find in high-performing classrooms. finally, providing learners with the necessary tools and resources is essential to help them understand and apply the story grammar strategy. remember that effective reading instruction encompasses comprehension, motivation, and critical thinking. teachers play a vital role in nurturing students’ reading abilities and fostering a love for reading—the ability to use and understand those written language formats required by society and valued by the individual. readers can construct meaning from written texts in a variety of forms. they read to learn, to participate in communities of readers in school and everyday life, and for enjoyment (mullis & martin, 2019). statement of the problem this study aimed to determine the effectiveness of story grammar strategy on reading comprehension among the grade 5 learners of west city central school, division of cagayan de oro city, for the school year 2024-2025. specifically, this study sought to answer the following questions: 1. what is the respondent’s level of reading performance and their attitude towards reading in the pretest of the control and experimental group? 2. what is the respondent’s level of reading performance and their attitude towards reading in the posttest of the control and experimental group? 3. is there any significant effect of story grammar strategy on the learner’s reading performance? theoretical framework the schema theory of rumelhart’s (2017) reading also fits within the cognitively based view of reading. it has described schemata as building blocks of cognition used in interpreting sensory data, retrieving information from memory, organizing goals and sub-goals, allocating resources, and guiding the flow of the processing system. it also stated that if the schemata are incomplete and do not provide an understanding of the incoming data from the text, one will have problems processing and understanding the text. cognitively based views of reading comprehension emphasize the interactive nature of reading and the constructive nature of comprehension. dole et al. (1991) have stated that, besides knowledge brought to bear on the reading process, a set of flexible, adaptable strategies are used to make sense of a text and to monitor ongoing understanding. in addition, john sweller’s cognitive load theory (2004) provides instructional recommendations based on knowledge of human cognition. it also suggest that people learn in a better way under conditions that align human cognitive architecture. therefore, according to sweller, instructional methods should avoid overloading it. additional activities that do not directly contribute to learning commonly overload working memory. according to the scaffolding theory by vygotsky (1978), it refers to a distinguishing point between students’ performance when they are not guided or helped by others. logically, students’ performance, when guided to some extent by their tutors or teachers power the performance of their counterparts who do not receive any help and guidance. this theory suggests teachers should provide enough support to help students master a new skill or concept. reading instruction might involve breaking down complex texts into smaller, more manageable chunks, guiding decoding unfamiliar words or modeling effective reading strategies. further, the principle underlying instructional scaffolding is that students learn more when they work alongside others who possess a greater variety of abilities and knowledge than they do on their own. limitations the respondents of the study were the grade 5 learners of west city central school, west i district, and division of cagayan de oro city. the scope of the investigation was focused on story grammar strategy in reading performance among the learners in the study setting. a survey questionnaire was given to the intended target population to test the attitude toward reading for both the control and experimental groups. furthermore, this survey was sent out to get how learners view their attitude regarding reading, which focuses on comprehension. part ii of the survey was to find out the reading performance of the learners through literal, inferential, and applied comprehension by giving pretest and posttest to both the pa ge 77 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 74-86, 2025 control and experimental groups. the findings of this research endeavor aimed to contribute valuable insights into the reading problem and comprehension among the grade 5 learners in west city central school. notwithstanding the extensive scope of this study, it is important to recognize its limitations, such as the demographic and educational context under study, the learners’ experience and perception despite the reliability and validity of the questionnaire, and external factors like time constraints and resource limitation and the scope of the research. likewise, the setting was focused solely on the two heterogeneous sections in the grade 5 learners of west city central school, west i district, cagayan de oro city. materials and methods research design the research design used in this study was pretestposttest control group design. this design is a true experimental research design that tests two groups before and after both groups receive the independent variable. the researcher used two heterogeneous sections as the population of this study. the determination of these two groups was through a simple random sampling technique. the researcher determined the control group and the experimental group by using a lottery. after determining the sample, the researchers prepared the materials and instruments that would be used in the study. then, the researcher gave a pretest to both the control group and the experimental group to test the reading level of the learners. this pretest was given in order to determine the initial results of the reading performance skills of the control group and the experimental group before treatment. it was also made to equalize between the control group and the experimental group. this was done because both groups must be set off from the same state. study setting the public elementary schools in west districts of cagayan de oro offer many educational opportunities. the school, situated between bustling streets and beautiful greener areas, serves as a learning center, inviting children from various backgrounds and communities. the school has a unique architectural imprint, ranging from modern to colonial-era structures representing the city’s rich history. this study was administered among the grade 5 learners of west city central school, west i district, division of cagayan de oro city, during the school year 2024-2025. the participants came from the two heterogeneous sections of grade 5 and were officially enrolled in the school. west city central school is one of the eighty (80) barangays in cagayan de oro city. it is located at vamenta blvd. ilaya, carmen, cagayan de oro city. the school offers a complete elementary basic education with a total of 4,507 for the school year 2024-2025. west city central school is the second largest central school located on the west side of cagayan de oro city. it has effectively served barangay carmen for years now. this school is the second-largest central school located on the west side of cagayan de oro city. study population and sampling technique the participants of this study were the grade 5 learners of west city central school, west 1 district, cagayan de oro division, for the school year 2024-2025. the two selected sections were included considering the characteristics, as both were heterogeneous classes with the same number of enrolment. section sunflower is composed of thirty (30) learners assigned as the experimental group where they use the story grammar strategy as a reading intervention. on the other hand, the section chrysanthemum comprises thirty (30) learners as the control group, and they used the traditional approach of teaching reading. hence, sixty (60) learners were included as participants in the study. in this study, the researcher personally handled the grade 5 learners in two sections during the english subject. purposive sampling was used in this study. purposive sampling refers to a group of non-probability sampling techniques in which units are selected because they have characteristics. the researcher used her good judgment in choosing the respondents who met the purpose of the study. the researcher utilized the two sections which were heterogeneous and divided during the start of the school year. table 1: distribution of respondents per school group grade and section number of respondents experimental grade and section 30 control grade v-sunflower 30 total grade v chrysanthemum 60 research instruments the instrument that was utilized in the study was a researcher-made questionnaire that was patterned and modified. the questionnaire on the attitude towards reading was researcher–made while the academic performance, which had multiple choice test items, was patterned and modified from developing reading power and phil-iri package to measure the level of reading comprehension. part i on attitudes towards reading has fifteen (15) items using a four-point scale from (4) strongly agree, (3) agree, (2) disagree, and (1) strongly disagree. part ii. to obtain scores in reading comprehension and their academic performance, the researcher gave them a pretest and posttest to determine their reading comprehension skills on the three levels of comprehension: literal, inferential, and applied comprehension. statistical treatment of data the data gathered in this study were analyzed using descriptive and inferential statistics. descriptive statistics were used to determine the frequency, percentage, mean, and standard deviation to describe the variables in the study. moreover, the variables were presented pa ge 78 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 74-86, 2025 through the mean and standard deviation to determine the effectiveness of story grammar in terms of attitudes toward reading and the level of comprehension skills. finally, a one–way analysis of covariance (anova) or the t-test was used to determine the significant difference in the learners’ reading performance in the pretest and posttest reading. ethical consideration the researcher thoroughly explained the study to potential participants, including its merits and the type of participants. subsequently, the researcher requested informed consent from the participants by having them sign a written form before commencing the research survey. the detailed information encompasses various aspects, such as the study’s purpose and methodology, the advantages for the participants, and the measures taken to ensure privacy, anonymity, and confidentiality. before conducting the study, the researcher asked for the ethical clearance. the researcher was highly conscious of research ethics and its values throughout the research process, including the selection of the study population, data collection, and dissemination of findings. to ensure transparency and informed participation, the researcher developed a specific consent form for the teachers and the chosen grade 5 learners. further, a measure was taken to protect identity and confidentiality. by adhering to informed consent, the researcher effectively communicates the study’s objective to the respondents, fostering trust and encouraging open participation. in turn, the respondents were assured that only the researcher would have access to the study results. this approach was implemented to maintain the confidentiality of the respondents. to ensure transparency and informed participation, the researchers developed a specific consent form for parent and chosen learners, clearly outlining their role as respondent. the research methods employed, the measures taken to protect their identity and confidentiality. by adhering to the principle of informed consent, the researchers effectively communicate the study’s objective to the respondents, fostering trust and encouraging open participation. in turn, the respondent provided their assurance that only the researcher would have access to the study results. this approach was implemented to maintain the confidentiality and anonymity of the respondents. also, before conducting the study, the researcher acknowledged the importance of respecting the rights, welfare, and dignity of the participants involved. obtaining ethical clearance was crucial to protect participants’ rights. by securing ethical approval, the researcher follows a process that includes submitting a comprehensive proposal, informed consent forms, and any other necessary documents to the ethics committee. ethical clearance was obtained prior to the conduct of the study, effective from july 5, 2024 to july 05, 2025.this ensures the research design, data collection methods, and participant recruitment strategies comply with ethical guidelines. results and discussion problem 1. what is the respondent’s level of reading performance and attitude in the pre-test of the control and experimental group? table 2: distribution of respondents in terms of reading performance in the control group and experimental group during pre-test level of reading performance control group experimental group frequency (f) percent (%) frequency (f) percent (%) outstanding (90-100) 42-50 very satisfactory (85-89) 38-41 satisfactory 6 20% (80-84) 34-37 fairly satisfactory 11 36.7% 10 33.3% (75-79) 30-33 did not meet expectations 19 63.3% 14 46.7% (75 below) 29 below total 30 100% 30 100% mean 26.87 29.47 sd 3.08 2.84 pa ge 79 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 74-86, 2025 legend: 42-50/90-100/ outstanding 38-41 85-89 very satisfactory 34-37 80-84 satisfactory 30-33 / 75-79/ fairly satisfactory 29 and below / below 75 / did not meet expectations table 2 illustrates the respondents’ reading performance distribution in the control and experimental groups during the pre-test. overall, the control group has a mean of 26.87 (sd = 3.08), while the experimental group got a mean of 29.47(sd= 2.87), described as did not meet expectations. this means that the learners in those groups struggled with reading comprehension. one reason for this low score could have been that they did not have effective reading strategies to help them understand the text better. without proper guidance or support, learners found it challenging to grasp the main ideas or details in what they read. this also suggests that, on average, the experimental group performed better on the reading assessment. the higher mean in the experimental group suggests that the intervention may have had a positive impact on reading performance. furthermore, the intervention might have helped learners in the experimental group achieve higher scores, resulting in a higher average score for the group. the standard deviation suggests that the intervention did not significantly change the variability of scores within the groups. this means that the intervention might have helped some students improve more than others, but it did not create a more homogenous group in terms of reading performance. the ability to use and understand those written language formats required by society and valued by the individual. readers can construct meaning from written texts in a variety of forms. they read to learn, to participate in communities of readers in school and everyday life, and for enjoyment (mullis & martin, 2019). the data revealed that the highest frequency score of 19 (63.3%) belongs to the 75 below category in the control group, while the experimental group scored 14 (46.7%) belongs to the 75 below category described as did not meet expectations. this means that the learners in both groups did not have enough knowledge of the reading material that they read. this score indicated that these learners also faced difficulties in reading comprehension despite being in a different group. like the control group, the lack of effective strategies may have hindered their understanding of the material. learners might have felt lost or confused while reading because they did not know how to break down the stories or identify important points. other factors, such as socioeconomic status, home environment, or individual learning styles, could also contribute to this category’s high frequency of scores. this can be an action or progression that directly or indirectly affects attitude concerning a learner’s own experience and acceptance towards the objects and norms present in the society that make up the basic meaning construction (akhmetova et al., 2022). on the other hand, the lowest frequency of the control group scored 11 (36.7%) belong to the 75-79 category, described as fairly satisfactory. the experimental group scored 6 (20%), described as satisfactory. this means that the learners in this group demonstrated moderate reading performance: this emphasizes the level of performance without making judgments about their abilities. the group that achieved a fairly satisfactory level of reading comprehension but with room for improvement. it suggests that at least some participants in the study were able to demonstrate a level of reading performance that met the criteria for being deemed satisfactory. their performance reflected the challenges many students faced when they lacked proper support or resources. since no intervention had been given yet, the low scores in both groups underlined the importance of providing effective teaching methods. this result emphasized that without the right tools and strategies, students would continue to struggle with reading comprehension, limiting their overall reading success. the story grammar strategy can play a crucial role, providing a framework for students to understand narrative structures better. by recognizing key story elements, learners can enhance their comprehension and retain information more effectively, ultimately improving their reading performance (pico et al., 2021). furthermore, students lacked the necessary background knowledge to connect with the stories, making it hard for them to follow along. it was also possible that they felt anxious or uninterested in reading, which affected their performance. as they had not received any intervention, their scores reflected their usual way of handling reading tasks. this result highlighted a need for better teaching methods that could engage students and improve their skills. the low performance suggested that changes needed to be made in how reading was taught so learners could have the tools they needed to succeed. the research by pico et al. (2021) supports this finding, emphasizing the importance of employing reading strategies like the story grammar strategy, which enhances comprehension by helping students analyze story elements such as characters, settings, and plot structures. this structured approach allows learners to make connections and improves their overall understanding of the text. table 3: level of attitude towards reading in the pretest of control and experimental group indicators control group description experimental group description pre-test pre-test mean sd mean sd reading is of great value to me. 3.67 0.48 very high 4.00 0.00 very high pa ge 80 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 74-86, 2025 i really enjoy reading such as story books. 3.43 0.50 very high 3.43 0.50 very high i prefer to read than watching cellphones. 3.23 0.94 high 3.27 0.98 high i appreciate my classmates who can read well. 3.40 0.50 high 3.83 0.38 high reading helps me understand in other subjects. 3.57 0.50 very high 4.00 0.00 very high i find interest in doing any activity pertaining to reading. 3.60 0.56 very high 3.93 0.25 very high i read and study in a comfortable area where it is clean and well ventilated. 3.33 0.55 high 3.50 0.51 high i spend my time reading than to go to the mall. 3.67 0.55 very high 3.93 0.25 very high any student who reads well is bound to be benefited. 2.87 0.63 very high 3.13 0.73 very high no matter what happen i have to read stories 3.13 0.43 high 3.40 0.50 high reading teaches me to understand any lesson. 3.53 0.51 very high 3.70 0.47 very high all lesson and all methods used in reading are clear and definite 3.57 0.50 very high 3.70 0.53 very high i am willing to spend my time reading books. 3.20 0.48 high 3.37 0.56 high i am willing to learn whatever i am reading time. 3.57 0.50 very high 3.53 0.63 very high reading is a good past time. 3.53 0.51 very high 3.50 0.57 very high overall 3.42 0.54 very high 3.62 0.46 very high legend: 3.41-4.00 strongly agree / very high 2.61-3.40 – agree / high 1.81-2.60 – disagree / low 1.00-1.81 strongly disagree / very low table 3 illustrates the level of attitude toward reading in the pretest of the control and experimental group. overall, in the control group, the respondents strongly agreed with the indicators, with an overall mean of 3.42 (sd = 0.54), described as very high. this means that even before the intervention, the students already had a positive attitude towards reading. this suggests that the respondents viewed reading as important and valuable in their daily lives, even when traditional methods were used in their instruction. this pre-existing positive attitude might have been shaped by their personal experiences with reading or the encouragement they received from their environment. these results imply that many respondents likely already had a habit of reading or valued it as a part of their academic lives. understanding this level of interest and motivation could have helped teachers recognize the need to sustain and enhance such attitudes through various methods, not just traditional teaching styles. further, the experimental group got an overall mean of 3.62 (sd = 0.46), described as very high. this means that students already had a positive feeling about reading before the story grammar strategy was introduced. their strong agreement reflected that they recognized the importance of reading in their lives. this could have meant that students were aware of the benefits that reading brings to their education and personal growth. such a positive attitude might have led them to engage more with reading materials in the future. it suggested that these students saw reading as a valuable skill to develop. however, this indicates that there was still room for growth. strengthening this positive attitude could have helped students become more enthusiastic readers. this also pointed out the importance of nurturing positive reading attitudes early on in education. the study by akhmatova et al. (2022) highlights that reading attitudes are influenced by various factors, including psychological states and environmental conditions, which supports the idea that early exposure and encouragement in reading can significantly shape learners’ attitudes. furthermore, the highest indicators in the pretest in the control group were reading is of great value to me and i spend my time reading rather than going to the mall, both with a mean of 3.67 (sd = 0.48; 0.55, respectively), interpreted as very high. these results highlighted how much value the students placed on reading, indicating that they prioritized it over other leisure activities. it seemed that for many respondents, reading was more than just a school requirement; it was an activity they enjoyed and were willing to devote time to. this suggests that their environment might have supported or encouraged reading as a valuable and enjoyable pastime, which could have had a long-term positive effect on their academic performance. if students could find satisfaction in reading, they might have become lifelong learners, always seeking knowledge and personal growth. this further emphasized how important it was for schools and families to create a reading-friendly atmosphere. as supported by (gupta & hernandez, 2023), the pleasure reading significantly boosts students’ performance and encourages selfdiscovery, reinforcing the notion that cultivating a love for reading is crucial for academic success. moreover, the highest score indicators in the experimental group were reading is of great value to me and reading helps me understand in other subjects, both with a mean of 4.00 (sd = 0.00), interpreted as pa ge 81 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 74-86, 2025 very high. this means that students believed reading was important. this belief could have encouraged them to read more often, which was good for their learning. when students felt that reading was valuable, they were more likely to choose books and other reading materials that challenged them. this choice could have helped them gain deeper knowledge of their subjects. it implies that students understood how reading connected to other areas of study, making their learning experience richer. by feeling this way, students were more likely to use reading as a tool to succeed in school. they could have benefited from this attitude, which might have led them to take on more complex reading tasks. overall, having strong beliefs about the value of reading could have created a positive cycle that supported their growth and success in education. this aligns with findings from bayraktar and firat (2020), which emphasize the importance of a positive attitude towards reading in fostering academic success and lifelong learning. on the other hand, the lowest score indicator in the control group pretest was any student who reads well is bound to be benefited, with a mean of 2.87 (sd = 0.63), interpreted as very high. although students understood that reading had benefits, the lower score suggests that they might not have fully grasped the long-term advantages of becoming proficient readers. perhaps they saw the immediate benefits but were less aware of how strong reading skills could impact future opportunities, such as better job prospects or academic success. this result called attention to the need for teachers to highlight the broader significance of reading beyond just school success so students could better appreciate its role in their personal and professional lives. it also suggested that students might have needed more examples of how reading could directly benefit them, motivating them to improve their skills. bayraktar and firat (2020) emphasize that developing a positive attitude towards reading is essential for students, as it correlates with higher academic achievement and enjoyment of reading. the lowest score indicator in the experimental group was any student who reads well is bound to be benefited, with a mean of 3.13 (sd = 0.73), interpreted as very high. this means that while students recognized some benefits of reading, they might not have fully believed that reading well guaranteed success. this view could have limited their motivation to improve their reading skills. if students thought that reading well did not lead to clear benefits, they might not have seen the value in putting in extra effort. this perception may have affected how much they practiced reading, which was essential for developing stronger skills. encouraging students to see reading as a pathway to success might have helped change this attitude. creating examples of how reading could lead to various opportunities might have also inspired them. developing a better understanding of the benefits of reading could have helped them value the skill more. by addressing this belief, teachers could have encouraged students to improve their reading abilities and, in turn, increase their chances of succeeding in their studies. research from coughlin and khoury (2018) highlights the significant link between reading proficiency and various life outcomes, suggesting that understanding these benefits could enhance student motivation and engagement. problem 2. what is the respondent’s level of reading performance and attitude in the post-test of the control and experimental group? table 4: distribution of respondents in terms of reading performance in the control group and experimental group during posttest level of reading performance control group experimental group frequency (f) percent (%) frequency (f) percent (%) outstanding 17 56.6% (90-100) 42-50 very satisfactory 11 36.7% (85-89) 38-41 satisfactory 2 6.7% 2 6.7% (80-84) 34-37 fairly satisfactory 12 40% (75-79) 30-33 did not meet expectations 16 53.4% (75 below) 29 below pa ge 82 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 74-86, 2025 total 30 100% 30 100% mean 28.83 44.10 sd 2.53 3.83 legend: 42-50/90-100/ outstanding 38-41 85-89 very satisfactory 34-37 80-84 satisfactory 30-33 / 75-79/ fairly satisfactory 29 and below / below 75 / did not meet expectations table 4 illustrates the level of reading performance in the posttest. overall, the control group got a mean score of 28.83 (sd=2.53), described as did not meet expectations and the experimental group with a mean score of 44.10 (sd= 3.83), described as outstanding. the fact that the control group’s mean score falls into the did not meet expectations while the experimental group’s mean score is outstanding strongly suggests that the intervention was highly effective in improving reading performance. the higher standard deviation in the experimental group indicates that the scores were more spread around the mean. this suggests a more heterogeneous group in terms of reading performance, with more variability and a lower standard deviation in the control group, which indicates that the scores were clustered more closely around the mean. this suggests a more homogenous group in terms of reading performance, with less variability. this data provides compelling evidence for the positive impact of the intervention on reading performance. the stark contrast between the control and experimental groups suggests a significant and positive impact beyond simply improving scores; it helped students excel to a level described as outstanding. as schmitt (2018) stated, the story grammar strategy is a reading comprehension strategy for improving the students’ interactions to find out the important information of the story by using an organizational framework. the highest frequency scored in the experimental group, which scored 17 (56.6%), belongs to 90-100 category, which was described as outstanding. it means that the intervention positively impacted a majority of the learners and it suggests that the intervention focused on higher-level reading skills beyond basic decoding and comprehension., while in the control group, the highest frequency of 16 (53.4 %) belonged to the 75 below category which was described as did not meet expectations. this means that a substantial portion of the control group struggled with reading comprehension, as reflected by their scores falling below the 75 threshold. this implies that a significant portion of students in the control group may need additional support in reading comprehension. this suggests a need for effective interventions to improve reading skills. this indicates that the intervention likely addressed the fundamental reading skills that were lacking in this group. reading comprehension skills appear to be greatly enhanced by the intervention itself. the experimental group’s remarkable improvement may have resulted from the intervention, particularly in addressing reading difficulties that were common in the control group. this data offers strong proof of the intervention’s beneficial effects on reading proficiency. the striking difference between the experimental and control groups points to a profoundly beneficial effect that went beyond merely raising test results; it enabled students to achieve as much as outstanding. this outcome is reinforced by the findings of akhmetova et al. (2022), which discuss how an enhanced understanding of story elements, provided by the story grammar strategy, fosters a positive attitude toward reading among learners. the lowest frequency scored both in the control group and experimental group of 2 (6.7%) belongs to the 8084 category described as satisfactory. this means that just a little percentage of both group’s pupils performed well enough in reading. it emphasizes how difficult it was for most learners in this group to meet this standard. it is possible that there was more children in the control group who already struggled with reading, which made it harder for them to perform at a level that satisfied them. it became evident from this score that the control group’s pupils had trouble comprehending and making connections between concepts and that reading comprehension requirements. as a result, learners found it difficult to grasp the main points and details of what they read. without interactive and strategic approaches, learners might have lost interest in reading, making it harder for them to meet academic expectations. this situation suggested that simply teaching students how to read was not enough; they also needed tools that helped them think critically about the stories and texts they encountered. engaging learners in discussions and providing them with strategies that promoted understanding could have enhanced their reading skills. so, it was important to rethink how reading was taught, moving beyond basic skills to include strategies that made reading a more meaningful and enjoyable experience for all learners. this finding reinforces the need for effective interventions to improve reading performance. the data suggests that, regardless of whether students received the intervention, a significant portion of the students struggled to reach even a satisfactory level of reading comprehension. this emphasizes the critical role of interventions in helping students achieve their full reading potential. the low frequency of students in the satisfactory category suggests that both groups likely need more targeted support to help students reach this level of performance. the research by pico et al. (2021) supports this finding, as it highlights the importance of direct instruction in story grammar as a research-supported strategy for improving pa ge 83 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 74-86, 2025 narrative language and reading comprehension. when students are made aware of the structure of narratives, they can engage more effectively with texts, leading to better academic outcomes. table 5: level of attitude towards reading in the posttest of control and experimental group indicators control group description experimental group description pre-test pre-test mean sd mean sd reading is of great value to me. 4.00 0.00 very high 4.00 0.00 very high i really enjoy reading such as story books. 3.73 0.45 very high 3.97 0.18 very high i prefer to read than watching cellphones. 3.67 0.48 very high 3.97 0.18 very high i appreciate my classmates who can read well. 3.93 0.25 very high 3.93 0.25 very high reading helps me understand in other subjects. 3.63 0.49 very high 3.63 0.49 very high i find interest in doing any activity pertaining to reading. 3.90 0.31 very high 3.90 0.31 very high i read and study in a comfortable area where it is clean and well ventilated. 3.43 0.57 very high 3.77 0.43 very high i spend my time reading than to go to the mall. 3.70 0.47 very high 3.77 0.43 very high any student who reads well is bound to be benefited. 3.93 0.25 very high 3.93 0.25 very high no matter what happen i have to read stories. 3.73 0.45 very high 3.93 0.25 very high reading teaches me to understand any lesson. 3.67 0.48 very high 3.70 0.47 very high all lesson and all methods used in reading are clear and definite. 3.77 0.43 very high 3.83 0.38 very high i am willing to spend my time reading books. 3.77 0.43 very high 3.83 0.38 very high i am willing to learn whatever i am reading time. 3.70 0.47 very high 3.87 0.35 very high reading is a good past time. 4.00 0.00 very high 4.00 0.00 very high overall 3.77 0.37 very high 3.87 0.29 very high legend: 3.41-4.00 strongly agree / very high 2.61-3.40 – agree / high 1.81-2.60 – disagree / low 1.00-1.81 strongly disagree / very low table 5 presents the level of attitude towards reading in the posttest of control and experimental group. overall, both the control group and experimental group, got a mean of 3.77 (sd = 0.37), interpreted as very high. this increase from the pre-test score reflected a slight improvement in their attitude towards reading. even though traditional teaching methods were used, it appeared that their positive view of reading became stronger after the intervention. the fact that their scores improved indicated that continued exposure to reading activities, even without new techniques, could reinforce positive attitudes. this suggests that reading engagement, regardless of the approach, had a lasting impact on students’ appreciation for reading. it also pointed to the possibility that while traditional methods might not have been as engaging as more innovative approaches, they could still be effective in maintaining or even slightly improving students’ views on reading. this highlighted the value of consistency in reading activities. the study of coughlin and khoury (2018) supports that consistent exposure to reading can significantly enhance students’ attitudes and performance, which is evident in the improved post-test scores. in the experimental group, an increase in mean score means that students’ attitudes toward reading improved after the story grammar strategy was implemented. it indicates that the strategy likely helped enhance their feelings about reading. a higher mean suggests that students may have become more engaged and motivated to read because of this new approach. this change in attitude could have led to increased participation in reading activities and discussions in class. when students felt more positive about reading, they were more likely to take on challenges and explore new texts. it could also have meant they were developing better reading habits that could benefit their overall learning. this improved attitude reflected the potential of effective teaching strategies to make reading more enjoyable and meaningful. as students continued to build their skills, they could have found even greater joy and value in reading. according to pico et al. (2021), the implementation of structured reading strategies like the story grammar strategy can significantly enhance comprehension and foster a more positive reading attitude among students. further, the highest scored indicators in the posttest both in the control group and experimental group were pa ge 84 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 74-86, 2025 reading is of great value to me and reading is a good past time, both with a mean of 4.00 (sd = 0.00), interpreted as very high. this means that students continued to value reading highly and saw it as a productive way to spend their time. they recognized reading’s importance for their academic life and saw it as an enjoyable activity. this strong agreement reinforced the idea that the student’s reading habits were not merely a response to school requirements but were embedded in their personal interests. these findings pointed out the importance of fostering environments where reading was not only encouraged but also integrated into leisure activities. when students viewed reading as enjoyable, they were more likely to engage with it regularly, helping them develop deeper comprehension skills and knowledge over time. the story grammar strategy helps students recognize narrative elements and improve comprehension. pico et al. (2021) support the idea that structured reading experiences can enhance enjoyment and engagement in reading. this dual appreciation for reading could have fostered a lifelong love for books and literature. when students recognized reading as a pleasurable pastime, they were likely to seek out reading materials outside of school assignments. this exploration could have broadened their knowledge and improved their language skills over time. by finding joy in reading, students might have also developed their imagination and creativity. these benefits went beyond the classroom, influencing their overall personal development. emphasizing reading as both valuable and enjoyable could have led to more balanced, well-rounded learners. ultimately, this positive perspective on reading could have contributed to their success in both academic and personal aspects of life. as suggested by gupta and hernandez ( 2023), fostering a love for reading through enjoyable experiences can enhance academic performance and contribute to holistic personal development in learners. on the contrary, the lowest indicator in the control group post-test was i read and study in a comfortable area where it is clean and well-ventilated, with a mean of 3.43 (sd = 0.57), interpreted as very high. this means that the reading environment could still have been improved for some students. not all students might have had access to ideal reading conditions, such as a quiet or comfortable space. this might have affected how much they read and their overall reading experience. the result highlights the need for schools and families to consider the physical space in which students are expected to read. by improving the reading environment, whether at home or in school, students might have found it easier to concentrate and enjoy the activity. providing clean, quiet, and well-lit spaces could have enhanced their ability to focus and develop a stronger connection with reading. studies have shown that a conducive reading environment is crucial for fostering positive reading attitudes and comprehension skills indicating that improvements in physical space can significantly impact students’ reading experiences (anderson, 2018). on the other hand, in the experimental group, the lowest score indicator was reading helps me understand in other subjects, with a mean of 3.63 (sd = 0.49), interpreted as very high. while this score still indicated a positive attitude, it suggests that students might not have fully realized how reading connected to their learning in other areas. they may have benefited from lessons that explicitly showed how reading enhanced understanding in subjects like science or history. this lack of awareness could have hindered their motivation to read more complex texts related to these subjects. if students did not see the connection between reading and their overall academic success, they might not have prioritized reading as much. providing examples of how reading helped clarify difficult concepts could have strengthened their understanding. when students saw reading as a tool for success in all subjects, they were more likely to engage with it. the intervention, which seems to have significantly improved reading performance in the experimental group, might have also positively influenced their understanding of reading’s value in other subjects. this suggests that the intervention not only improved reading skills but also fostered a deeper understanding of how reading contributes to overall learning. this shift could have led to better performance across their studies. making these connections clear could have helped reinforce the idea that reading was not just an isolated skill but a crucial part of their educational journey. akhmetova et al. (2022) further support this notion by illustrating how explicit connections between reading and academic success can enhance students’ engagement and motivation in reading. problem 3. is there a significant effect on story grammar strategy on the learner’s reading performance? table 6: test of significant effect on story grammar strategy of the grade 5 learners’ reading performance group n reading performance t-test f-test interpretation pre-test posttest experimental 30 29.47 44.10 -16.745 1.794 significant table 6 presents the significant effect of the story grammar strategy on the grade 5 learners’ reading performance. the experimental group had a pretest mean of 29.47 and significantly improved to a posttest mean of 44.10 with a t-test value of -16.745. the t-test value is extremely large and highly significant. this means that the difference between the pre-test and posttest means is very unlikely to be due to chance. in other words, the intervention likely caused the improvement in reading scores and the f-test value of 1.794. in this case, pa ge 85 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 74-86, 2025 by comparing pre-test and post-test scores within the same group, the f-test is not directly relevant. however, the similar standard deviations between the pretest and posttest scores suggest that the intervention did not significantly change the variability of scores within the group. this means that this improvement was statistically significant. this suggests that the intervention had a positive impact on their reading abilities. the experimental group, which used the story grammar strategy, showed a remarkable increase in their reading comprehension scores. this improvement could be attributed to the structured approach of the story grammar strategy, which helped students identify key story elements such as characters, setting, and plot. by focusing on these aspects, learners were better able to organize their thoughts and understand the story’s main ideas. this strategy likely made reading more enjoyable and less overwhelming, leading to greater confidence in their reading abilities. as students became more engaged with the stories, they may have found it easier to remember details and make connections to their own lives. moreover, this suggests that incorporating effective teaching methods could lead to significant gains in students’ reading comprehension, promoting a love for reading and learning. teachers might have considered using such strategies regularly to foster better understanding and enjoyment in reading activities. the benefits of using the story grammar strategy are supported by research indicating that it aids students in recognizing narrative text elements, thereby improving comprehension. by engaging students with the structure of stories, educators can facilitate better understanding and retention of information, leading to enhanced academic performance (pico et al., 2021). conclusion in this study, the exploration of reading performance and attitudes revealed that learners initially struggled with reading comprehension. this finding indicates a shared challenge among learners, likely due to the absence of engaging reading strategies that support skill development. the experimental group’s reading comprehension significantly improved after using the story grammar strategy, as seen by the posttest findings, which showed that their performance had improved to an outstanding level. the experimental group’s story grammar strategy significantly improved the reading comprehension of students in grade 5. according to the findings, deliberate methods like this one are essential for encouraging a greater comprehension and love of reading. these results emphasize for teachers the value of using interactive teaching strategies to close the gap between students’ attitudes and reading proficiency. by implementing tactics that genuinely engage children, educators can improve the learning environment and raise reading levels among all pupils. recommendations based on the given conclusions of the study, several recommendations are presented: 1. teachers should prioritize the use of story grammar as classroom instruction to improve reading comprehension of the pupils. the use of this story grammar helps learners learn to recognize the elements of narrative text and use this to improve their reading performance. 2. teachers are encouraged to utilize their access to the internet to research graphic organizers, story maps, and story grammar markers to drive more pupils to engage in reading. 3. school administration must conduct training and seminar workshops to teachers on how to use story grammar for reading comprehension. they should provide training for teachers on collaborative learning approaches, emphasizing the structured support these strategies provide, as this can significantly boost students’ confidence and engagement with reading materials, ultimately leading to better learning outcomes. references akhmetova, a., imambayeva, g., & csapo, b. 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(2021). an analysis of teacher strategies in teaching reading comprehension through online learning for the second semester english department students of university. repository, unisca. unisca.ac.id. mantiquilla, j. p. (2022). reading comprehension and academic performance of learners in kinoguitan, misamis oriental, coc-pen, cagayan de oro city. mullis, i. v. s., & martin, m. o. (eds.). (2019). impact of a gamified platform in the promotion of reading comprehension and attitudes towards reading in primary education. nelson, a., & jones, b. (2023). exploring the impact of story grammar strategy instruction on reading comprehension: a mixed-methods study. journal of pa ge 86 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 74-86, 2025 literacy research, 55(2), 234–251. pico, d. l., prahl, h. a., biel, c. h., & peterson, a. k. (2021). interventions designed to improve narrative language in school-age children: a systematic review with meta-analyses. language, speech, and hearing services in schools, 52(4), 1109–1126. https://doi. org/10.1044/2021 rumelhart, d. e. (2017). schemata: the building blocks of cognition. taylor & francis. schmitt, m. c., & o’brien, d. g. (2018). story grammars: some cautions about the translation of research into practice. reading research and instruction, 26, 1–8. soleh, m., gusmuliana, p., & edy, s. (2024). the effect of story grammar strategy towards students’ reading comprehension of narrative texts (sarjana thesis, institute agama islam negeri curup). sweller, j. (2020). cognitive load theory and educational technology. educational technology research and development. yousef, r. a. (2019). a story grammar approach to teaching efl/esl literature. ministry of education, egypt. pa ge 1 pa ge 28 2 american journal of arts and human science (ajahs) teachers’ knowledge, skills, and attitude in conducting research in cagayan de oro city clarenette b. nerona1*, nora c. narido1 volume 4 issue 2, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i2.4560 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: february 10, 2025 accepted: march 19, 2025 published: may 22, 2025 the study examined the research knowledge, skills, and attitudes of public elementary school teachers in cagayan de oro city. it aimed to describe teachers’ characteristics, assess their research capabilities, and determine relationships between their knowledge, skills, attitudes, and personal factors. using slovin’s formula and stratified random sampling, 176 teachers participated. a descriptive correlational method and statistical tools such as frequency, mean, standard deviation, and pearson correlation were employed. findings revealed that most respondents were female, aged 55 and above, holding a teacher 1 position with less than five years of experience. teachers had high research knowledge, with prior knowledge being the strongest indicator. however, research skills were low, particularly in accessing sources. their attitude toward research was positive, with a strong belief in its professional usefulness. despite these findings, no significant relationships were found between knowledge, skills, and attitudes, except for teaching experience and research-related seminars attended. the study highlights the importance of prior knowledge, professional support, and perceived usefulness in research development. it recommends implementing research activities, mentorship programs, and emotional preparedness strategies to enhance teachers’ research engagement and foster a culture of continuous learning. keywords attitude, conducting research, skills, teachers’ knowledge 1 phinma cagayan de oro college, philippines * corresponding author’s email: clba.nerona.coc@phinmaed.com introduction teachers in the dynamic landscape of the education system in the philippines are not only educators but also researchers tasked with cultivating pedagogical practices and enhancing learning outcomes. the main objective if this study is to determine the level of knowledge, skills, and attitude in conducting research among public elementary school teachers in cagayan de oro city. specifically, this aimed to describe the respondents’ characteristics, find the level of teachers’ knowledge in conducting research, assess the level of teachers’ skills in conducting research, examine the level of teachers’ attitude in conducting research, and determine the significant relationship between the teachers’ knowledge, skills, and attitude in conducting research and each of their characteristics. research has been the stepping stone behind improvement and progress . as the world changes the importance of research becomes ever more transparent. nowhere is this more apparent than in the field of education, where research plays a crucial role in fostering innovation and propelling positive change. by employing exact methods, clarifying facts, and conducting precise studies, researchers are able to delve into and compare countless theories and approaches. they get more information through other people’s experiences. as abelardo et al. (2019) aptly stated, “research is one of the keys to the development of any organization,” and this is particularly true in the context of education. in addition, manongsong and panopio, in 2018 stated that through research can not only find solutions to the problems that are already there but also foster intellectual skills and knowledge, ultimately leading to a more vibrant and effective learning environment. essentially, teachers’ greatest appreciation for the dynamics and challenges is positioning them well to identify probable topics for research and hence guiding the inquiry into impactful solution pathways (gonzales et al., 2018). they can change their teaching based on what they learn, making sure students get the best education possible for the future. within this framework, the department of education (deped) issued department order 39, series of 2016 for the adoption of the basic education research agenda, which guides school heads, supervisors, teachers, and stakeholders across the country in conducting education research and utilizing research results, a landmark directive aimed at strengthening research culture and capacity building among educators. this order explains how teacher’s role in research are important and pinpoint their significance as key drivers of educational innovation. against this backdrop, this study seeks to explore the knowledge, skills, and attitudes of teachers towards research development, as framed by the provisions set forth in deped order no. 16, series of 2016 entitled research management guidelines (rmg), is to localized research implementation and provide direction on how to manage and implement research initiatives at the national, regional, school division, and school levels to foster and strengthen the quality of research culture in basic education and through do no. 43, s. 2015 and do no. 4, s. 2016, also known as the basic education research fund (berf), it provide researchers financial support along with guidelines for utilizing it . by focusing research efforts on these key areas, the department of education (deped) guarantees that its actions are aligned with pa ge 28 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 282-301, 2025 departmental objectives and enhance the effectiveness of research activities. as methodologies evolve and technology advances, the role of teachers has transformed into that of a catalyst for change. it is active in finding ways to support, motivate, and guide students (cebeci & yildiz, 2018). besides planning lessons, teachers are responsible for developing school culture by raising the academic standards and providing needed guidance and support. essentially, teachers become architects of the classroom learning environment. their intimate understanding of dynamics and challenges positions them perfectly to identify potential research topics and guide inquiry into impactful solutions (gonzales et al., 2018). however, conducting research in the philippines, especially in the public schools, may be limited since only a few teachers have tried to do it because, according to the study of abelardo (2019), despite the initiatives and programs in the institutionalization of research in basic education, teacher’s research quality and output remain low due to challenges and difficulties such as insufficient research trainings, lack of research skills, and commitment to finish the research. in most situations, research is performed only for the sake of compliance, promotion, or necessity. in addition, wangdi and tharchen (2021) highlight hurdles such as literature search difficulties, writing anxiety, knowledge gaps, and concerns about presentation and publication. additionally, time constraints, heavy workloads, and a lack of readily available research resources further complicate the process for many teachers. literature review respondents characteristics the knowledge, skills, and attitudes of teachers primarily shape their capacity to engage in research. age influences the knowledge, skills, and attitudes of the teachers. younger teachers are more likely to accept new research methods because they are fresh from their recent academic experiences and are conversant with technology-based research tools. on the other hand, although older teachers may have more experience, they may not be adept at using modern research practice, such as using electronic databases and statistical software (borg, 2019). there is a difference in this since it affects how teachers conduct research, which further relates to their classroom performance and professional development. studies concerning teachers’ knowledge, skills, and attitudes towards research have always tried to look into the gender aspect. the findings of studies suggest that male and female teachers have shown different confidence levels and participation in conducting research. for instance, bian et al. (2018) research showed that male teachers have more confidence when conducting research, an associated trend with norms and the traditional belief that men are more capable of understanding problemsolving and analytical tasks. on the other hand, female teachers often encounter obstacles such as gender bias and discrimination that leads to the restriction to access resources, which can hinder their participation and effectiveness in research activities. teachers’ knowledge, skills, and attitudes towards research are critical for fostering a culture of inquiry and evidencebased practice in education. recent studies highlight that teachers at various key stages often face challenges in conducting research due to gaps in research skills and knowledge. for instance, aldahmash et al. (2020) found that teachers in early key stages lacked adequate training in research methodologies, hindering their ability to effectively conduct classroom-based research. this gap is exacerbated by limited access to professional development opportunities that focus on enhancing research competencies, particularly in educational settings that do not prioritize research engagement among teaching staff. teachers’ knowledge, skills, and attitudes towards conducting research play a crucial role in their professional growth and the improvement of educational practices. a study by alhassan (2020) highlights that teachers in leadership positions often have higher levels of research knowledge and skills due to increased opportunities for professional development and access to resources. the study found that these teachers were more likely to engage in research activities, contributing significantly to educational improvements within their institutions. however, the research also noted disparities in research engagement between teachers in different positions, emphasizing the need for equitable access to research training for all educators. teachers’ knowledge, skills, and attitudes in conducting research significantly impact their ability to integrate research-based practices into their teaching. research suggests that teaching experience plays a crucial role in developing these competencies. according to tondeur et al. (2019), experienced teachers are more likely to engage in research activities as they have accumulated practical knowledge that informs their research questions and methodologies. their familiarity with classroom dynamics enables them to identify relevant issues that need investigation, thus bridging the gap between theory and practice. this alignment not only enhances their research capabilities but also improves their instructional strategies, making their teaching more evidence-based. the study by brown and smith (2020) highlights the impact of structured training programs on teachers’ research practices. the authors emphasize that training sessions focusing on research design, data analysis, and academic writing equip teachers with essential skills needed for effective research. these programs also address common barriers faced by teachers, such as limited time and resources, by providing practical solutions and strategies. similarly, johnson et al. (2023) argue that ongoing professional development through researchfocused seminars positively influences teachers’ attitudes toward research. they suggest that regular engagement in such activities helps sustain teachers’ motivation and pa ge 28 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 282-301, 2025 commitment to research endeavors, ultimately leading to better research outcomes and innovations in educational practices. teacher knowledge education is constantly changing, and teachers are now expected to be part of the research process. this means they learn new things, improve their skills, and help create a school environment where research is valued. basically, research development helps teachers become “research catalysts,” encouraging students to learn and finding new ways to make their teaching better. the inclusion of research in teacher evaluations is well-supported by research itself. a 2019 study by abelardo et al. found that integrating research into annual reviews meaningfully contributes to professional growth and development. this is particularly valuable because teachers are uniquely positioned to identify and address the specific challenges present in their classrooms (gomez & catan, 2021). by actively engaging in research, teachers can not only refine their own practice but also generate evidence-based solutions to uplift student learning and ultimately enhance learner performance (tupas, 2019). this evaluative process further strengthens the cycle of innovation and improvement within the classroom, benefiting both teachers and students. cortes’s study (2019) identifies five key competencies crucial for teachers engaging in research: data management, problem conceptualization and resolution planning using appropriate data collection tools, applying technology, and upholding research ethics. while their competency in these areas varies based on training, it’s crucial to align and adjust these skills according to individual needs. however, many teachers remain unaware of the benefits research offers for their professional growth and development. this lack of awareness often leads to disinterest, as they perceive research as an additional burden on their already demanding workload. prior knowledge the fundamental aspect of the research process is that it significantly influences how researchers approach their work and interpret findings. individuals with a robust understanding of their subject matter possess the ability to discern key themes, trends, and challenges within the existing body of literature. this foundational knowledge not only aids in identifying gaps but also empowers researchers to formulate pertinent research questions that can lead to meaningful contributions to their field (bastardo et al., 2020). the ability to pinpoint these gaps is vital, as it sets the stage for developing innovative methodologies that address unanswered questions and challenges within the discipline. moreover, prior knowledge enhances critical thinking skills, which are essential for rigorous research practices. researchers with a solid grasp of their subject are more adept at evaluating the reliability and validity of various sources. this evaluative capacity is crucial in an age where information is abundant but not always credible. prior knowledge enables researchers to differentiate between high-quality evidence and less reliable data, ensuring that their work is grounded in sound empirical research. studies have demonstrated that researchers who engage in critical evaluation of sources tend to produce more reliable and valid findings, which ultimately strengthens the overall quality of their work (ruth & davis, 2023). trainings attended training programs are essential for the continuous development of skills and competencies within various professional domains. these programs provide individuals with opportunities to engage with the latest advancements, methodologies, and best practices specific to their fields. for instance, in the education sector, training sessions can focus on innovative instructional strategies, technological integration, and classroom management techniques. research has shown that participation in effective training programs can lead to enhanced performance, increased job satisfaction, and better career prospects for individuals (lee et al., 2020). this is particularly significant in rapidly evolving fields, where staying updated with current trends and practices is crucial for maintaining a competitive edge. further, the impact of training on teaching professionals has been well documented. studies indicate that targeted professional development workshops can significantly improve teachers’ instructional strategies and classroom management skills, resulting in better student learning outcomes (smith & johnson, 2022). for example, a comprehensive training program that incorporates evidence-based practices and active learning techniques can empower educators to foster more engaging and effective classroom environments. moreover, ongoing training encourages educators to reflect on their practices, adapt to new challenges, and collaborate with peers to share insights and experiences, further enriching the educational landscape. transfer of knowledge the transfer of knowledge is a vital component in both educational and organizational settings, playing a key role in how individuals apply what they have learned to new situations and challenges. this process is not merely about rote memorization but involves a deeper understanding of concepts and the ability to adapt these concepts to various contexts. effective knowledge transfer enables individuals to utilize their learning experiences to address problems, inform decision-making, and stimulate innovation across diverse environments. research has shown that several factors significantly influence the success of knowledge transfer, including the relevance of the content, the context in which learning occurs, and the methods utilized to facilitate this transfer (huang & wang, 2021). one critical aspect of knowledge transfer is the importance of contextual relevance. when learners pa ge 28 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 282-301, 2025 engage with material that is directly applicable to their real-world experiences, they are more likely to internalize the information and apply it effectively. for instance, experiential learning opportunities, such as internships, simulations, and hands-on projects, create an immersive learning environment where individuals can practice and refine their skills in settings that closely mirror actual challenges they may face (baird et al., 2023). this form of active engagement promotes a deeper understanding of the subject matter and encourages learners to draw connections between theoretical knowledge and practical application. teachers’ skills teachers recognize research as a valuable tool for developing instructional strategies that facilitate better learning outcomes for their students. the practicality and benefits of research extend to both teachers and pupils, making it an invaluable practice in the field of education. embracing a positive attitude towards research isn’t just a mindset; it’s a driving force that propels individuals, regardless of the task’s difficulty, towards achieving their goals. this mandatory integration highlights the growing recognition of research’s value in fostering continuous improvement and professional development. abelardo et al. (2019) highlight its role in identifying problems faced by teachers and departments, informing decision-making with accurate data, and fostering collaboration between government and communities. subia (2018) emphasizes how research strengthens teachers’ scientific skills and provides valuable material for their professional portfolio, potentially leading to promotions. ultimately, lagsa (2021) argues integrating basic research into all philippine schools is crucial for enhancing educational outcomes and boosting global competitiveness. its reflective education empowers teachers to identify and address problems, promoting their independence in tackling school challenges (munna & kalam, 2021; mertler, 2018). professional support and linkage professional support and linkage play a key role in fostering collaborative networks that enhance both individual and organizational performance. these networks provide access to a broad range of resources, expertise, and mentorship opportunities, which help professionals share best practices and innovative solutions to address complex challenges. research has shown that strong professional networks contribute significantly to knowledge exchange, skill enhancement, and overall effectiveness across various sectors (pérez et al., 2021). for example, educators who actively engage in collaborative networks often experience improvements in their instructional strategies and increased student engagement, demonstrating the transformative impact of professional support on teaching effectiveness and student outcomes (fletcher & mullen, 2022). in line with this, the study by corpuz and sardido (2018) on the research capability building and practices of teachers in community colleges further emphasizes the importance of professional support. the research highlights that effective mentorship and collaboration within schools play a critical role in enhancing teachers’ research skills and their ability to integrate research into teaching practices, ultimately contributing to improved educational outcomes. basic skills in research basic research skills are essential for individuals who aim to effectively engage with the complexities of various academic and professional fields. these foundational competencies include the ability to formulate clear and concise research questions, design suitable methodologies, collect and analyze data, and communicate findings in an impactful manner. a solid understanding of these skills not only enhances the quality of research but also increases the likelihood of meaningful contributions to one’s field (johnson et al., 2020). for example, welldefined research questions guide the direction of studies, ensuring that researchers remain focused on relevant issues and contribute to the body of knowledge in a structured way. training in research methodologies is particularly crucial, as it equips individuals with the tools necessary to critically evaluate existing literature and identify gaps in knowledge. this process is vital for advancing scholarly discourse, as it encourages researchers to think creatively and propose innovative solutions to pressing problems. in a study by miller and smith (2022), students who received comprehensive training in research methodologies demonstrated significantly improved critical thinking and analytical skills, enabling them to better assess the reliability and validity of various sources. such training not only fosters a deeper understanding of the subject matter but also encourages researchers to approach problems systematically and rigorously. accessibility to sources accessibility to sources is a crucial determinant in the research process, significantly influencing the quality, scope, and impact of scholarly work. when researchers have easy access to a diverse array of resources—such as academic journals, databases, digital libraries, and institutional repositories—they are better equipped to conduct comprehensive literature reviews and remain informed about the latest developments in their respective fields. the availability of these resources allows researchers to engage deeply with existing literature, identify gaps in knowledge, and formulate relevant research questions. conversely, studies have shown that limited access to sources can severely hinder researchers’ ability to produce high-quality work, as they may struggle to find pertinent literature or overlook significant findings that could enrich their studies (smith & brown, 2021). in recent years, the rise of open-access publishing has significantly transformed the landscape of academic pa ge 28 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 282-301, 2025 research. open access resources provide greater availability of scholarly articles to a broader audience, eliminating many of the financial barriers associated with traditional subscription-based models. research has indicated that open access not only increases the visibility of research but also enhances collaboration and knowledge sharing among researchers across various disciplines. for instance, johnson et al. (2023) found that researchers utilizing open-access platforms reported higher rates of citation and collaboration, emphasizing the role of accessibility in fostering a more interconnected research community. this democratization of knowledge encourages a more inclusive approach to scholarship, enabling researchers from diverse backgrounds and institutions to contribute meaningfully to the academic dialogue. teachers’ attitude engaging in research activities allows teachers to delve into their teaching pedagogies and practices, enabling them to study, evaluate, and assess their effectiveness. by actively conducting research, teachers gain the opportunity to modify and improve their teaching techniques, ultimately impacting students’ learning and success. despite its challenges, research plays a crucial role in the professional growth of teachers, providing them with valuable knowledge and skills (munna & kalam, 2021). it serves as a form of professional development that can be rewarding and challenging for teachers and educators (al-mamari & almekhlafi, 2022). engaging in research allows teachers to analyze and address current issues, leading to the development of innovative solutions (hughes, 2021). research contributes to teachers’ continuous improvement, promoting changes that benefit themselves, their students, and their institutions (wang & guoan,2023). collaborative research supports professional development, enhances understanding of teaching techniques and theories, and encourages reflection on the research process. however, despite the potential benefits of conducting research for professional development, many teachers still hesitate to engage in research activities due to the additional workload it entails. parks and morrison, chad and gardner, christine and williamson (2019) highlighted this concern, suggesting that teachers may prioritize their regular teaching responsibilities over conducting research. bhurtel and bhattarai (2023) also found that teachers may be reluctant to allocate their time to research when they have other important teaching duties to fulfill. these challenges underscore the need for support and resources to encourage teachers’ involvement in research. teachers face internal and external challenges during the research process. these challenges include limited time due to multitasking, non-teaching responsibilities, and lack of support from school administrators who may not fully understand research concepts and methods (vkatwijk et al., 2021; tugelbayeva et al., 2020). without adequate support, teachers may feel pressured, frustrated, or less confident in their ability to conduct action research activities. usefulness to profession the usefulness of research skills to a profession is fundamental, as they enable professionals to make informed decisions, solve complex problems, and continuously refine their practices. research competencies allow individuals to gather, assess, and apply relevant information effectively, which is essential for adapting to the evolving demands of any field. professionals with strong research skills are better equipped to evaluate trends, analyze data, and integrate evidence-based practices into their daily work, leading to improved outcomes and innovation. for instance, harrison and clarke (2021) emphasize that research skills are critical for professionals across sectors, enabling them to question assumptions, identify areas for improvement, and implement solutions based on reliable data. in education, research plays a pivotal role in enhancing instructional effectiveness and student outcomes. educators who actively engage in research can assess the impact of various teaching methods, adjust their strategies, and introduce new techniques grounded in evidence. this process fosters a more reflective and adaptive teaching practice, allowing educators to respond to the unique needs of their students (harrison & clarke, 2021). moreover, research-informed teaching contributes to the development of a robust educational environment where continuous improvement is prioritized. educators who integrate research into their work often report increased confidence in their teaching practices and greater satisfaction from seeing measurable improvements in student learning. research positivity research positivity refers to the constructive and optimistic outlook that individuals and institutions hold toward the research process, which significantly influences the overall productivity and success of scholarly endeavors. a positive attitude towards research is essential, as it drives motivation, resilience, and creativity, allowing individuals to navigate the often-challenging landscape of academic inquiry with greater ease. when researchers approach their work with enthusiasm and an open mind, they are more likely to persist through setbacks, embrace experimentation, and produce innovative findings (adams & baker, 2020). research positivity not only benefits individuals but also enhances the overall research environment, creating a culture where exploration, curiosity, and collaboration thrive. one of the key benefits of research positivity is its ability to foster persistence and resilience. the research process can be fraught with difficulties, including data collection challenges, methodological hurdles, or unanticipated outcomes. however, individuals with a positive mindset are more likely to view these obstacles as opportunities for learning and growth rather than as roadblocks. according to adams and baker (2020), researchers who maintain a constructive outlook are more likely to remain engaged in their work despite setbacks, ultimately achieving greater pa ge 28 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 282-301, 2025 success. this mindset encourages perseverance, enabling individuals to push through difficulties and refine their research with confidence and determination. emotional preparedness emotional preparedness is a vital yet often overlooked aspect of the research process. it refers to the ability of researchers to handle the emotional ups and downs that are inherent in academic inquiry and professional work. the research process is rarely linear, often requiring researchers to navigate periods of uncertainty, face criticism, and cope with setbacks such as inconclusive data, rejected publications, or failed experiments. without emotional preparedness, these challenges can lead to burnout, frustration, or even abandonment of the research project. however, individuals who are emotionally prepared are more likely to build resilience, bounce back from setbacks, and maintain a sense of perspective and motivation throughout the research journey (johnson & stewart, 2021). emotional preparedness allows researchers to manage stress and uncertainty more effectively, which is crucial for long-term productivity and success. researchers often experience stress from tight deadlines, the pressure to publish, and the need to secure funding, which can take an emotional toll over time. studies by johnson and stewart (2021) show that researchers who possess high levels of emotional preparedness are more equipped to manage these stressors and are less likely to experience emotional exhaustion or burnout. this resilience enables them to stay focused on their goals and maintain a positive outlook even in the face of challenges, which is essential for sustaining long-term engagement in research projects. statement of the problem this study aimed to determine the level of knowledge, skills, and attitude in conducting research among public elementary school teachers in the division of cagayan de oro city, sy 2023 – 2024. particularly, this paper sought to answer the following: 1. how are the respondents distributed in terms of age, sex, key stage, position, teaching experience, and trainings/seminars attended on research? 2. what is the level of teachers’ knowledge in conducting research based on prior knowledge, training attended and transfer of knowledge? 3. what is the level of teachers’ skills in conducting research based on professional support, basic skills in research and accessibility to sources? 4. what is the level of teachers’ attitude in conducting research with regards to the usefulness to profession, research positivity, and emotional preparedness? 5. is there a significant relationship between teachers’ knowledge, skills, and attitude in conducting research and each of their characteristics? theoretical framework this study is anchored on carol dweck’s (2000) growth mindset theory, which highlights the abilities and qualities of the teachers that can be developed through effort and perseverance. it suggests that individuals tend to approach learning with either a fixed mindset or a growth mindset. this theory has a significant effect on teachers in conducting research, as it contributes to their knowledge, skills, and attitude in several ways. those with a fixed mindset believe that abilities and intelligence are innate and unchangeable. fixed mindset thinks that research is only for those people who are into research, those who have presented and conducted research, that research is only applicable for those who have skills in conducting research, background in crafting research and concluding that research is only a burden or a waste of time and money. while those with a growth mindset understand that abilities and skills can be developed through continuous learning and practice. this mindset recognizes that conducting research requires a solid foundation of knowledge in their field of study and enhances research skills and contributes to the advancement of knowledge in their field. growth mindsets seek opportunities to develop their research skills and consider research as a stepping stone in honing skills that will contribute to the field of education, learners, and most of all to themselves. approach research with a positive and resilient attitude and view trials and challenges as opportunities for development or improvement. acknowledge the hindrance of research and embrace that it often involves trial and error. scope and limitations the study focused on the level of teachers’ knowledge, skills, and attitudes in conducting research in the division of cagayan de oro city, sy 2023-2024. the respondents were the one hundred seventy-six (176) public elementary school teachers in the aforesaid division. the independent variables are limited to the respondents’ characteristics in terms of age, sex, key stage, position, teaching experience, and training/seminars attended on research. moreover, the dependent variables include teachers’ knowledge, skills, and attitude in conducting research. teacher’s knowledge in terms of prior knowledge, training attended and transfer of knowledge while teacher’s skills in terms of professional support, basic skills in research and accessibility to sources and lastly, teacher’s attitude in terms of usefulness to profession, research positivity, and emotional preparedness, and attitude in conducting research. materials and methods research design this study utilized a descriptive correlation method of research. this method is a research approach used to identify relationships between variables without necessarily causation. in this method, researchers observe and describe how variables are naturally related in the real world. it involves collecting data on multiple variables of interest and analyzing the patterns of correlations pa ge 28 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 282-301, 2025 between them. as defined by borro (2020), descriptive research involves using questionnaires and statistical surveys to gather data about varying respondents. it aims to determine the extent to which different conditions exist and can be obtained among respondents. this connection built a relationship between the variables as to whether teachers’ knowledge, skills and attitudes can be a predictor in conducting their research. study setting this study was conducted in the division of cagayan de oro city. it is a 1st class, highly urbanized city in northern mindanao. it is a chartered city and capital of the province of misamis oriental, where governance is independent and separate from the province. it also serves as the regional center and business hub of northern mindanao, region x and part of the growing metropolitan cagayan de oro area, which includes the city of el salvador, the towns of opol, alubijid, laguindingan, gitagum at the western side, and the towns of tagoloan, villanueva, jasaan, claveria at the eastern side. the city of cagayan de oro is located along the north-central coast of mindanao island, facing macajalar bay and bordered by the municipalities of opol to the west, tagoloan to the east, and the provinces of bukidnon and lanao del norte to the south of the city. cagayan de oro city has eighty (80) barangays and according to the 2015 census, the age group with the highest population is 20 – 24 years old. conversely, the age group with the lowest population is eighty (80) and over. cebuano is the primary spoken language in the city. english is mainly used for business and in the academe. maranao is widely spoken by the city’s muslim community, the majority of whom are ethnic maranaos. subanen, bukid, higaonon, hiligaynon, and waray are also spoken to varying degrees by their respective communities within the city. the city received the seal of good education governance for 2017 from synergeia, a coalition of individuals, institutions and organizations working to improve the quality of basic education in the country. today, cagayan de oro is the burgeoning center of commerce, education, and government administration in northern mindanao. deped division of cagayan de oro city is divided into ten (10) districts, namely: central, east i and ii, north i and ii, south, southwest i and ii and west. out of seventy-seven (77) public schools in the cagayan division, the researcher identified 176 total samples out of 1233 total population coming from 13 public schools classified as large schools with 60 and above teaching personnel as participants of the study. study population and sampling technique the respondents of the study are the one hundred seventy six (176) public elementary school teachers in the division of cagayan de oro city during the school year 2023-2024. these are teachers currently teaching in the large school of the aforesaid division. this only focuses on thirteen (13) out of thirty-three (33) elementary schools classified as large schools with 60 and above teaching personnel from kindergarten to grade 6 level with a total population of one thousand two hundred thirty-three (1,233). the study involved one hundred seventy-six (176) public elementary school teachers teaching in schools classified as large schools with 60 and above teaching personnel in the division of cagayan de oro city, for the school year 2023-2024. to obtain the sample size of one hundred seventy-six (176) respondents, the researcher used sloven’s formula with the confidence level of 7% and the population of 1,233 teachers. research instruments the research instrument that was used in gathering the necessary data is a questionnaire composed of 2 parts. part i dealt with the respondents’ characteristics such as age, sex, key stage, position, teaching experience and training/seminars attended on research. part ii inquired on teachers’ knowledge, skills, and attitude in conducting research. knowledge deals on-prior knowledge, training attended and transfer of knowledge. these were adapted and modified from the study of al-mamari et al. (2022). items 1 to 5 were adapted and items 6-10 were modified. skills deal with professional support, basic skills in research and accessibility to sources. these were adapted and modified from the study of vallescas and oted (2023). items 1 to 5 in the questionnaires were adapted and items 6-10 were modified and attitude deals with usefulness to the profession, research positivity, and emotional preparedness. these were adapted and modified from the study of abinan (2021). items 1 to 5 in the questionnaires were adapted and items 6-10 were modified. statistical treatment of data the data collected were tallied and tabulated into the excel spreadsheet. to address the concerns brought up by the research, the data gathered underwent several statistical analyses to identify possible solutions. in order to answer the research questions, the study utilized the same statistical methods. problem 1 used frequency and percentage to show the distribution of the respondents according to variables such as teacher’s characteristics on age, sex, key stage, and position, teaching experience and training / seminars attended on research. problem 2 used mean and standard deviation to determine teacher’s knowledge in terms of professional support, basic skills in research and accessibility to sources. problems 3 and 4 used mean and standard deviation to determine teacher’s skills in terms of professional support, basic skills in research and accessibility to sources and teacher’s attitude in terms of usefulness for profession, research positivity, and emotional preparedness. problem 5 pearson product moment correlation (r) was utilized to determine the significant relationship between teachers’ knowledge, skills, and attitude in conducting research and each of their characteristics. pa ge 28 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 282-301, 2025 ethical consideration the researcher asked permission from the school head to conduct the study in such a way that it did not obstruct the duties and responsibilities of the researcher and to ensure the security and welfare of the respondents as well as the ethical considerations during the actual survey. in the field, the following ethical standards were observed, but not limited to the principles of confidentiality, anonymity, non-maleficence, and beneficence. free and voluntary participation was encouraged among respondents; thus, no one was forced to answer the questionnaire. once approved, the researcher revisited the literature and reviewed them to give proper citations and acknowledgments. additionally, the researcher reported the findings as honestly as possible to derive the ultimate truth of the study. the participants of this study were selected and informed about the procedures without taking any possible risks or extra credit for their involvement. results and discussion problem 1. how are the respondents characterized in terms of age, sex, key stage, position, teaching experience, and trainings/seminars attended on research? tailored programs to help them adapt to changes in technology, teaching methods, and student needs. offering specialized training can help these teachers stay engaged, effective, and confident in their roles, contributing to the overall quality of education. by addressing the specific needs of older educators, schools can ensure that they remain valued and capable in their positions for longer, preventing a gap in teaching expertise as they transition toward retirement. brown and smith (2019) conducted a study on adults aged 55 and older, examining factors like living arrangements, economic status, health, and social integration. using a nationally representative sample, the study explored how these elements impact aging in place and community engagement. the findings highlighted significant variations in demographic characteristics based on age, gender, and socioeconomic status. on the other hand, the age of 34-40 years old obtained the lowest frequency which is 18 (10.22%). this means a critical need for targeted recruitment and retention strategies to attract and support teachers in this age group, ensuring a balanced distribution of experience and preventing future leadership shortages. the scarcity of educators in this age range may indicate challenges related to career progression, work-life balance, or job satisfaction, underscoring the importance of providing professional development and support mechanisms tailored to the unique needs of mid-career professionals. insights from this trend suggest that educational institutions should focus on creating supportive career pathways and addressing the specific concerns of teachers in the 34-40 age range, fostering a sustainable and effective teaching workforce that can advance into leadership roles and contribute to the overall success of the educational system. smith and johnson (2020) conducted a longitudinal analysis focusing on the demographic profiles and socioeconomic characteristics of adults aged 34-40 years old over a decade-long period. the study utilized comprehensive data from national surveys and longitudinal datasets, enabling a detailed examination of key factors such as marital status, educational attainment, employment patterns, income levels, and household composition within this age cohort. on the same table , presents the distribution of respondents in terms of sex. the data revealed the respondents there were 100 (56.82%) females which is a higher frequency. this means that women are more likely to pursue and sustain careers in teaching, reflecting broader societal trends and gender norms. the gender imbalance in teaching, with far more female educators than male, has significant implications for both the profession and the students. a lack of male teachers means fewer diverse teaching perspectives and fewer male role models, which can particularly affect male students who may benefit from seeing positive male figures in the classroom. additionally, the predominance of women in the profession can reinforce gender stereotypes and discourage young men from considering teaching as a career. to address this, schools should focus on strategies table 1: distribution of respondents’ characteristics in terms of age and sex va ria bl es c at eg or y fr eq ue nc y pe rc en ta ge age 55 years old and above 49 27.84 48 – 54 years old 32 18.18 41 – 47 years old 35 19.88 34 – 40 years old 18 10.22 27 – 33 years old 22 12.5 20 – 26 years old 20 11.38 total 176 100.00 sex male 76 43.18 female 100 56.82 total 176 100.00 table 1 presents the distribution of respondents in terms of age. the data revealed that out of 176 respondents, there were 49 (27.84%) belonged to age 55 years old and above which obtained the highest frequency. this demographic trend highlights the importance of succession planning and knowledge transfer to ensure that the expertise and skills of older teachers are passed on to younger colleagues, maintaining educational quality and continuity. in addition, the data points to the importance of targeted professional development opportunities for older teachers. while professional development is essential for all educators, senior teachers may require pa ge 29 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 282-301, 2025 to recruit more male educators, such as highlighting the importance of male role models in education and showcasing successful male teachers. retention efforts are equally important and could include mentorship programs, professional development tailored to the needs of male teachers, and fostering a more inclusive and supportive work environment. by creating a more gender-diverse workforce, schools can offer students a richer, more varied educational experience while also promoting gender equality in the teaching profession. to foster a supportive and inclusive work environment, it is crucial to address the unique challenges faced by female teachers, such as managing professional and family responsibilities smith and johnson’s (2020) study provides a comprehensive analysis of demographic profiles among females, examining trends in education, employment, health outcomes, and socioeconomic status. using nationally representative data, the authors explore how these factors intersect with gender to shape the life experiences and opportunities available to women across different age groups. their findings underscore the persistence of gender disparities in various domains and highlight implications for policies and programs aimed at promoting gender equity and improving women’s wellbeing. on the other hand, the males obtained the lower frequency which was 76 (43.18). this means potential challenges in achieving gender diversity and inclusivity in educational environments, impacting the availability of diverse role models and perspectives for students. to cultivate a more balanced and inclusive teaching workforce, it is essential to implement targeted recruitment strategies and support initiatives that attract and retain male educators, ultimately enriching educational settings with diverse perspectives and role models. smith and johnson (2020) conducted a comprehensive analysis of the demographic profiles of adult males in the united states, focusing on a wide array of factors that influence their socioeconomic and health status. table 2: distribution of respondents’ characteristics in terms of key stage, position and teaching experience variables category frequency percentage key stage key stage 1 (kinder-grade 3) 94 53.41 key stage 1(grade 4-grade 6) 82 46.59 total 176 100.00 position master teacher ii 41 23.30 master teacher i 17 9.66 teacher iii 32 18.18 teacher ii 28 15.91 teacher i 58 32.95 total 176 100.00 teaching experience 41 years above 20 11.36 31 – 40 years 36 20.45 26 – 30 years 25 14.20 21 – 25 years 18 10.23 16 – 20 years 11 6.25 11 – 15 years 10 5.68 6 – 10 years 26 14.77 5 years below 30 17.05 total 176 100.00 table 2 presents the distributions of respondents in terms of key stage. the data show the key stage of kindergrade 3 has 94(53.41%) which obtained the higher frequency. this means a significant focus on early childhood and primary education stages within the teaching profession. the predominance of educators in kinder grade 3 highlights the importance placed on foundational education and developmental milestones in shaping students’ learning experiences and academic trajectories. to support effective teaching practices and optimize student outcomes, it is essential to implement tailored support and professional development initiatives that cater to the specific needs of educators working with younger students. this demographic insight underscores the critical role of early childhood education in laying the groundwork for academic success and underscores the importance of investing in quality education during these formative years (smith & johnson,2020). this study examines the demographic characteristics and educational outcomes of children in kindergarten through grade 3, analyzing data from a longitudinal survey spanning multiple school districts. the authors explore how factors such as socioeconomic status, parental education level, and community resources influence academic achievement and developmental trajectories during the early years of schooling. findings underscore the importance of pa ge 29 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 282-301, 2025 targeted interventions and equitable access to resources to support educational success among young children from diverse demographic backgrounds. on the other hand, the key stage 1 of grade 4-grade 6 has 82, which is the lowest frequency. this demographic imbalance means challenges in resource allocation, professional development opportunities, or educational priorities specific to educators working with older elementary school students. to address this gap, it is crucial to implement targeted strategies that support and retain educators in grades 4 to 6, ensuring equitable educational outcomes and effective teaching practices. this insight underscores the importance of prioritizing professional development and support initiatives tailored to the unique needs of key stage 1 educators, fostering a supportive environment that enhances student engagement, academic achievement, and overall educational success during these critical years of development (smith & johnson , 2020). this study examines the demographic characteristics and educational outcomes of children in kindergarten through grade 3, analyzing data from a longitudinal survey spanning multiple school districts. the authors explore how factors such as socioeconomic status, parental education level, and community resources influence academic achievement and developmental trajectories during the early years of schooling. findings underscore the importance of targeted interventions and equitable access to resources to support educational success among young children from diverse demographic backgrounds. on the same table, presents the distributions of respondents in terms of position. the data shows that there were 58 (32.95%) in teacher i which obtained the highest frequency. this means a highlight of a significant presence of early-career educators within the teaching workforce, indicating a foundational stage of experience for many teachers. the predominance of teacher i positions underscores the critical need for tailored support and professional development programs aimed at nurturing the development and retention of earlycareer educators. by investing in training and mentorship opportunities specific to the needs of teacher i positions, educational institutions can enhance teaching effectiveness, job satisfaction, and career progression, ultimately benefiting both educators and students alike. this demographic insight underscores the importance of providing comprehensive support to early-career teachers to ensure a sustainable and effective teaching workforce. smith and johnson (2020) conducted a comprehensive analysis focusing on the demographic characteristics and professional profiles of teachers holding the teacher i position across a diverse national sample. their study utilized extensive survey data to examine various critical factors influencing early-career educators, including age distribution, gender composition, educational backgrounds, years of teaching experience, and professional development needs. on the other hand, the master teacher i obtained the lowest frequency which s 17 (9.66%). this demographic imbalance suggests challenges or barriers to career advancement and recognition for educators aspiring to higher positions of expertise and leadership. to address this gap, it is crucial to implement targeted professional development opportunities and leadership pathways that support the growth and retention of experienced educators. by enhancing support and recognition for master teacher i positions, educational institutions can cultivate a culture of excellence and continuous improvement in teaching practices, benefiting educators and students alike. this demographic insight underscores the importance of creating inclusive career advancement opportunities that promote the professional growth and leadership of senior educators in the teaching profession. johnson and williams (2019) conducted a comprehensive national survey aimed at exploring the professional characteristics, leadership roles, and career trajectories of master teachers i across diverse educational settings. this study represents a significant effort to capture the nuanced roles and contributions of master teachers i in the educational landscape. utilizing survey data gathered from a large and representative sample of master teachers i, the authors delved into various dimensions of their professional profiles. they examined factors such as the educational backgrounds that contribute to their expertise, the extent of specialized training they receive, and their engagement in mentorship activities. additionally, the study scrutinized collaborative practices among master teachers i and their peers, assessing how these interactions influence instructional improvement and professional development within schools. table 2 also presents the distributions of respondents in terms of teaching experience. the data show the 5 years below have 30 (17.05%), which obtained the highest frequency. this concentration means a significant presence of early-career educators in the teaching workforce who are in the foundational stages of their careers. the predominance of educators with limited teaching experience highlights the importance of implementing targeted support programs, such as mentorship initiatives and specialized training, to nurture their professional growth and retention in the profession. by investing in comprehensive induction and development opportunities tailored to the needs of early-career teachers, educational institutions can enhance teaching effectiveness, job satisfaction, and overall educational outcomes. moreover, this demographic insight emphasizes the critical role of supporting and empowering educators in the early stages of their careers to build a strong foundation for their professional growth and success in the teaching profession. jones and brown (2020) conducted an indepth exploration of demographic trends and career pathways among novice teachers with less than 5 years of teaching experience in urban school settings. their study employed a mixed-methods approach, combining qualitative interviews with demographic analysis, to pa ge 29 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 282-301, 2025 elucidate the factors shaping career decisions, professional growth trajectories, and challenges encountered by early career educators. on the other hand, the 11-15 years have the lowest frequency 10 (5.68%), indicating a potential gap in midcareer representation within the teaching profession. this demographic imbalance suggests challenges or barriers that mid-career educators may face, such as limited career advancement opportunities or retention issues. to address this gap, it is essential to implement targeted strategies aimed at supporting and retaining experienced educators in the 11-15 years category. by providing career advancement pathways, mentorship opportunities, and specialized training, educational institutions can enhance job satisfaction, retention rates, and the overall quality of teaching. furthermore, this demographic insight underscores the importance of investing in the professional growth and support of mid-career educators to foster a sustainable and effective teaching workforce. robinson, clark, and white (2019) conducted a demographic analysis focusing on teachers who have accumulated 11-15 years of teaching experience. drawing on data from a longitudinal study in 2019, the authors explore factors such as age, gender, educational attainment, subject specialization, professional development participation, and job satisfaction. their findings shed light on the evolving career trajectories and challenges faced by mid-career teachers, providing implications for educational policy and professional support initiatives aimed at sustaining a motivated and effective teaching workforce. table 3: distribution of respondents’ characteristics in terms of seminars/trainings attended on research variables category frequency percentage international 5 and above 63 35.79 3-4 times 46 26.14 1-2 times 38 21.59 0/none 29 16.48 total 176 100.00 national 5 and above 40 22.73 3-4 times 89 50.57 1-2 times 35 19.86 0/none 12 6.82 total 176 100.00 region 5 and above 45 25.57 3-4 times 39 22.16 1-2 times 77 43.75 0/none 15 8.52 total 176 100.00 division 5 and above 45 25.57 3-4 times 84 47.73 1-2 times 39 22.16 0/none 8 4.55 total 176 100.00 district 5 and above 88 50.00 3-4 times 22 12.50 1-2 times 63 37.50 0/none 3 1.70 total 176 100.00 school 5 and above 96 54.55 3-4 times 33 18.75 1-2 times 45 26.70 0/none 2 1.14 total 176 100.00 table 3 presents the distribution of respondents in terms of seminar/trainings attended related to research. the data show that out of 176 respondents in school level 5 and above 96 (54.55%) have the highest frequency. this means that a significant proportion of the surveyed population has achieved or is in higher levels of education, pa ge 29 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 282-301, 2025 suggesting that any initiatives or studies focused on this demographic might reach a substantial part of the population. the predominance of respondents at these higher educational levels could reflect a trend in the population’s educational distribution, pointing to better access to resources or a higher degree of engagement in educational activities among those in school level 5 and above. this data point provides crucial insights for educational policy makers and researchers aiming to understand and address the needs and characteristics of this particular group. garcia, martinez, and lee (2021) conducted a comprehensive investigation into the demographic characteristics and participation trends in seminars and trainings focused on research among school-level educators and students, with a specific emphasis on data collected from 2019 onwards. employing a mixedmethods approach that combined qualitative interviews and quantitative surveys, the researchers explored various factors influencing participation, including age demographics, professional roles (such as teachers, administrators, and students), subject areas of interest, and institutional contexts. on the other hand, the school level in none has 3 (1.14%) got the lowest frequency. this suggests that a minimal number of individuals have participated in such professional development activities. this low participation rate could be due to several factors, including a lack of awareness about available seminars, limited access to training opportunities, or insufficient support from the school administration. the implications of this finding are significant. it highlights a potential gap in the professional development of educators, which can affect the overall quality of education. teachers who do not engage in research-related training may miss out on the latest educational strategies and innovations, which can hinder their ability to effectively teach and inspire students. to address this issue, schools and educational policymakers need to prioritize and promote researchfocused seminars and training programs to enhance teachers’ skills through regular training can lead to improved educational outcomes and a more dynamic learning environment. nguyen and tran (2020) conducted a detailed investigation into the effects of research training workshops on high school students’ scientific inquiry skills, finding that participation significantly improved students’ abilities to engage in scientific inquiry, critically analyze data, and communicate findings effectively. this supports the current research findings, which show a low frequency of seminar or training attendance at the school level, highlighting a missed opportunity for similar benefits. the underscores the importance of making research training more accessible and appealing to both teachers and students. schools should include these workshops in their curriculum and provide the needed resources to encourage participation. this will promote a culture of inquiry and continuous improvement, leading to better educational outcomes. problem 2. what is the level of teachers’ knowledge in conducting research based on prior knowledge, training attended, and transfer of knowledge? table 4: summary of the respondents’ level of knowledge in conducting research variables mean sd interpretation prior knowledge 2.70 0.70 high training attended 2.68 0.66 high transfer of knowledge 2.49 0.64 low overall 2.62 0.67 high legend: 3.26-4.00 at all times/ very high 2.51-3.25 most of the time /high 1.76-2.50 sometimes/low 1.00-1.75 never/ very low table 4 presents the summary of respondents’ levels of teachers’ knowledge in conducting research with an overall mean of 2.62 (sd= 0.67), interpreted as high. this means that many educators feel well-equipped in this area. however, the variability in responses indicates that not all teachers perceive themselves with the same level of competence. this difference in perception can be closely linked to the amount and quality of professional support teachers receive. teachers who have access to consistent professional development opportunities, mentorship, and collaborative learning environments are more likely to feel confident in their research abilities. on the other hand, those with limited support may struggle to build the same level of expertise, which is reflected in the range of responses. further, this implies that professional support plays a critical role in shaping teachers’ research knowledge. while some teachers may already possess a strong foundation in research, those who receive targeted training, mentorship, and peer collaboration are better equipped to refine and apply their research skills. providing these types of support ensures that all teachers, regardless of their starting point, can strengthen their research capabilities. by offering professional development programs focused on research skills and creating a collaborative, supportive environment, schools can help teachers enhance their ability to use research effectively in their classrooms. this, in turn, will improve teaching practices and student outcomes, as teachers are better prepared to engage with and apply evidence-based approaches. borko, liston, and whitcomb (2019) emphasize the vital role of teacher education in the broader context of educational research and reform. the authors argue that robust teacher education programs are essential for developing educators who are not only skilled in teaching but also proficient in conducting research. this dual capability is critical for fostering a culture of evidencebased practice in schools and for advancing educational innovation. pa ge 29 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 282-301, 2025 in contrast, the variable prior knowledge has the highest mean of 2.70 (sd= 0.70) interpreted as high. this means that teachers come into research activities with a significant amount of existing knowledge, which can serve as a strong foundation for further research development. this prior knowledge likely includes familiarity with basic research concepts, an understanding of educational theories, and practical experience in teaching that can be leveraged in research contexts. such a base is invaluable as it enables teachers to approach research with a level of confidence and competency, facilitating more effective and meaningful engagement in research processes, the prominence of prior knowledge suggests that teachers value and recognize the importance of building on their existing knowledge base. as seen, it points to a positive attitude towards lifelong learning and professional development among educators, which can be harnessed to foster a culture of continuous improvement and innovation within schools. by acknowledging and leveraging the prior knowledge of teachers, educational institutions can create more engaging and relevant professional development experiences that resonate with educators’ existing expertise and encourage further exploration and inquiry. leu et al. (2020) explore the evolving landscape of literacy in the context of digital research and comprehension. the authors delve into the concept of new literacies, which refer to the skills and strategies required to effectively navigate, comprehend, and utilize online information. this study is particularly relevant in today’s educational environment where digital literacy is increasingly vital. prior knowledge plays a crucial role in equipping individuals, particularly teachers, with the ability to effectively engage with and utilize digital research tools. prior knowledge, in this context, encompasses a range of skills and understanding, including familiarity with basic research methodologies, awareness of credible information sources, and proficiency in navigating digital platforms. on the other hand, the variable transfer of knowledge got the lowest mean of 2.49 (sd= 0.64), interpreted as high. this means that while teachers generally perceive themselves as competent in transferring knowledge, there is comparatively less confidence in this area relative to others. this indicates a solid baseline level of proficiency in conveying information and skills to students, which is critical for effective teaching and learning. however, the fact that it is the lowest among the variables measured highlights potential areas for improvement and the need for targeted interventions to enhance this aspect of teaching practice. these programs could focus on strategies such as differentiated instruction, the use of formative assessments to gauge understanding, and the integration of technology to support diverse learning styles. enhancing teachers’ ability to transfer knowledge effectively can lead to better student outcomes, as it directly impacts students’ ability to grasp and apply new concepts. darling-hammond and bransford (2021) is a seminal work that delves into the essential skills and competencies required for effective teaching in contemporary educational contexts. this comprehensive volume not only identifies the critical role of knowledge transfer in teaching but also provides valuable insights into strategies that educators can employ to enhance this process. emphasize that effective knowledge transfer lies at the heart of successful teaching. teachers are tasked not only with imparting information but also with ensuring that students can understand and apply this knowledge in meaningful ways. darling-hammond and bransford argue that this requires a multifaceted skill set that goes beyond mere content delivery. problem 3. what is the level of teachers’ skills in conducting research based on professional support, basic skills in research, and accessibility to sources? table 5: summary of the respondents’ level on skills in conducting research variables mean sd interpretation professional support 2.50 0.65 high basic skills in research 2.49 0.69 low accessibility to sources 2.41 0.69 low overall 2.47 0.68 low legend: 3.26-4.00 at all times/ very high 2.51-3.25 most of the time /high 1.76-2.50 sometimes/low 1.00-1.75 never/ very low table 5 presents the summary of respondent’s level of teachers’ skills in conducting research with an overall mean of 2.47 (sd= 0.68), interpreted as low. this means that, on average, teachers perceive themselves as having a modest level of skill in research methodologies and practices. this suggests the importance of enhancing teachers’ research competencies to promote evidencebased educational practices and continuous professional growth. as a result, they may lack familiarity with research design, data analysis techniques, and the interpretation of research findings. additionally, the complexity of conducting rigorous research within educational contexts, such as managing time constraints and accessing appropriate resources, could contribute to teachers’ perceived skill gaps in this area. cochran-smith and lytle (2021) advocate for a paradigm shift towards practitioner research, viewing it not only as a means to improve individual teaching practices but also as a catalyst for broader educational reform. they argue that when teachers actively engage in research activities—such as conducting inquiries into classroom practices, exploring innovative instructional strategies, or investigating student learning outcomes—they become empowered agents of change within their educational pa ge 29 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 282-301, 2025 communities. they emphasize the importance of teachers critically examining their own instructional methods, questioning underlying assumptions, and seeking evidence to inform decision-making. by encouraging educators to adopt a stance of inquiry, they aim to cultivate a culture of continuous learning and improvement. the variable professional support got the highest mean of 2.50 (sd= 0.65), interpreted as high. this means that teachers perceive they receive a moderate level of professional support in their endeavors related to conducting research. this indicates that while teachers generally feel supported in their professional development efforts, there may still be opportunities to enhance and expand the support structures available to them. educational institutions can capitalize on existing support structures by expanding professional development programs that specifically target research skills. this may include tailored workshops on research methodologies, opportunities for collaborative research projects, and funding support for attending research conferences. harris and jones (2020) propose a comprehensive theoretical framework that explores the transformative potential of professional learning communities (plcs) in enhancing educational practices and fostering system improvement. plcs are conceptualized as collaborative structures where educators come together to engage in ongoing learning, reflective dialogue, and collaborative inquiry aimed at improving teaching and learning outcomes. this provides a robust theoretical framework that underscores the transformative potential of professional learning communities in promoting system improvement within educational settings. by fostering collaborative learning, shared vision, and continuous improvement, plcs empower educators to enhance teaching effectiveness, improve student outcomes, and contribute to a culture of educational excellence and equity. on the other hand, the variable accessibility to sources has the lowest mean of 2.41 (sd= 0.69) interpreted as low. this finding highlights significant challenges that teachers face in accessing and utilizing relevant educational resources to inform their instructional practices and professional development. the accessibility of sources directly impacts educators’ ability to stay informed about current educational trends, research findings, and innovative teaching strategies without adequate access to scholarly literature, teachers may rely on outdated information or anecdotal evidence, potentially hindering their capacity to implement evidence-based practices and make informed instructional decisions. additionally, fostering collaborative networks among educators can promote the sharing of resources, best practices, and research insights. professional learning communities and online forums provide platforms for educators to exchange ideas, access peer-reviewed articles, and engage in collaborative inquiry that enhances professional growth and improves teaching effectiveness. brown’s study (2019) provides a comprehensive analysis of the socioeconomic factors influencing access to scholarly articles. the research highlights how individuals’ economic status and institutional affiliations impact their ability to obtain and utilize scholarly information. one of the key findings is the significant disparity in access between individuals affiliated with well-funded institutions and those from less-resourced settings. this divide often translates into unequal opportunities for researchers and students in terms of accessing current research findings and contributing to academic discourse. brown’s research also delves into the broader implications of restricted access to scholarly articles. limited access not only hinders individual research efforts but also affects the overall advancement of knowledge in various fields. problem 4. what is the level of teachers’ attitude in conducting research with regards to the usefulness to profession, research positivity, and emotional preparedness? table 6: summary of respondents’ level of attitude in conducting research variables mean sd interpretation usefulness to profession 3.42 0.89 very positive research positivity 3.22 0.83 positive emotional preparedness 3.07 0.79 positive overall 3.24 0.84 positive legend: 3.26-4.00 strongly agree/ very positive 2.51-3.25 agree/positive 1.76-2.50 disagree/negative 1.00-1.75 strongly disagree/ very negative table 6 presents the summary of respondents’ levels on teachers’ attitude in conducting research with an overall mean of 3.24 (sd= 0.8), interpreted as positive. this means a supportive environment where educators recognize the significance of research in improving teaching practices, student outcomes, and their own professional development. such a positive attitude is crucial as it fosters a culture of continuous learning and innovation within educational institutions. this uniformity suggests that the perception of research as beneficial and relevant is widely shared among teachers surveyed. moreover, this consensus can be leveraged to promote collaborative research initiatives, knowledge sharing, and mentorship programs among educators. the data revealing a positive mean score, and low standard deviation reflect a supportive and unified stance among teachers towards conducting research. emphasizing and nurturing this positive attitude can enhance professional development opportunities, foster a culture of inquiry and improvement, and ultimately contribute to advancing educational practices and outcomes. brown’s (2020) study investigates the organizational pa ge 29 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 282-301, 2025 factors that significantly impact teachers’ attitudes toward engaging in research activities. this research is pivotal as it underscores how the environment in which educators operate can either facilitate or hinder their willingness to participate in research endeavors, which are crucial for professional development and improving instructional practices. one of the key findings of brown’s study is the pivotal role of organizational support. schools that prioritize and allocate resources for research activities tend to foster a more positive attitude among teachers towards research. these resources include dedicated time for research, access to research literature and databases, and financial support for attending conferences or workshops focused on research methodology. the variable usefulness to profession got the highest mean of 3.42 (sd= 0.89), interpreted as very positive. the positive perception of research’s usefulness underscores its role in fostering a reflective and critical mindset among educators. when teachers embrace research as a tool for professional growth, they are more inclined to critically evaluate their teaching practices, explore new methodologies, and integrate cutting-edge research findings into their classrooms. this process not only enhances instructional quality but also encourages a culture of lifelong learning and adaptation to educational trends. educational institutions can leverage this attitude by providing resources, professional development opportunities, and collaborative platforms that empower teachers to conduct and apply research effectively. johnson and lee’s (2022) study explore the critical role of integrating research into teacher education programs to prepare educators for evidence-based practice. this research is particularly significant as it addresses how equipping teachers with research skills and knowledge during their initial training can enhance their effectiveness and professional growth throughout their careers. one of the key findings of johnson and lee’s study is the transformative impact of research integration on teacher readiness and competence. by embedding research methodologies and critical inquiry skills into preservice education, teacher candidates develop a robust foundation in understanding how to access, analyze, and apply research findings to inform their teaching practices. this exposure not only enhances their ability to critically evaluate educational interventions but also empowers them to adapt teaching strategies based on empirical evidence and student data. on the other hand, the variable emotional preparedness has the lowest mean of 3.07(sd= 0.79) interpreted as positive. this means that educators recognize the value of research but may still experience varying degrees of emotional apprehension or uncertainty when navigating research processes. this finding underscores the complexity of educators’ emotional experiences and the need for supportive strategies to bolster their confidence and resilience in research endeavors. providing professional development opportunities that address emotional aspects of research, such as managing self-doubt or navigating research-related challenges, can significantly enhance educators’ emotional preparedness. workshops or mentoring programs that offer practical guidance and emotional support can help educators build confidence in their research skills and overcome emotional barriers to engaging more fully in research activities. smith’s (2019) study explores the significance of reflective practices in fostering emotional readiness among educators engaged in research activities. reflective practices are integral to educators’ professional development, providing a structured approach for examining and refining their understanding, skills, and emotional responses in the context of research. smith discusses how reflective practices contribute to educators’ professional growth by bridging theory and practice in research. by critically examining their research methods, data interpretation, and implications for teaching practice, educators can refine their research skills and enhance the relevance of their findings to educational contexts. this iterative process of reflection and adjustment fosters a continuous cycle of improvement, where educators become more adept at integrating research into their professional roles and enhancing instructional effectiveness. problem 5. is there a significant relationship between teachers’ knowledge, skills, and attitude in conducting research and each of their characteristics? table 7: result of the test on relationship between teachers’ knowledge, skills, and attitude in conducting research and each of their characteristics respondents’ characteristics knowledge skills attitude overall age (55 years and above) r-value 0.722 0.150 0.789 0.55 p-value 0.1052 0.0560 0.0592 0.7345 ns ns ns ns sex (female) r-value 0.908 0.758 0.530 0.732 p-value 0.0916 0.0716 0.0919 0.0750 ns ns ns ns key stage (kinder – grade 3) r-value 0.180 0.910 0.728 0.606 p-value 0.0719 0.0990 0.2208 0.4276 ns ns ns ns pa ge 29 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 282-301, 2025 position (teacher i) r-value 0.723 0.856 0.423 0.667 p-value 0.1502 0.0523 0.0708 0.0911 ns ns ns ns teaching experience (31-40 years) r-value 0.225 0.120 0.180 0.175 p-value 0.0001 0.0001 0.0001 0.0001 s s s s seminars/trainings attended on research (school 5 and above) r-value 0.524 0.230 0.514 0.423 p-value 0.0410 0.0005 0.0004 0.0140 s s s s legend: *significant at p<0.05 alpha level s – significant ns – not significant table 7 shows the correlation coefficients (r-values) and p-values of the relationship between the teachers’ knowledge, skills, and attitude in conducting research and each of their characteristics. the data revealed that the respondents’ age, sex, key stage and position are not significant to their knowledge, skills and attitude in conducting research. looking at age, it means that older teachers might have more experience and a deeper understanding of research. however, the findings show that age doesn’t seem to affect how well teachers can conduct research or their knowledge of research methods. this suggests that research skills can be developed at any stage of a teacher’s career, and experience isn’t the only factor in building research competence. similarly, sex (gender) was another variable considered.it anticipates that there might be differences between male and female teachers when it comes to research knowledge and attitudes. however, the data showed no significant difference between genders, indicating that both male and female teachers have similar abilities and perspectives when it comes to conducting research. key stage, which refers to the educational level at which teachers work. while we expected that teachers at different stages might have different research needs or experiences, the results revealed no significant differences. this suggests that teachers, regardless of the key stage they teach, view and approach research in similar ways. also, position within the school, assuming that teachers in leadership roles, such as department heads or coordinators, might have more opportunities to engage in research and, therefore, may have higher research competencies. however, the data showed no significant difference in research knowledge or attitudes based on a teacher’s position within the school. this suggests that teachers in all roles, whether in leadership or not, have similar access to research and the same level of research engagement. however, table 16 also revealed that both teaching experience and attendance at research-focused seminars or trainings significantly influenced teachers’ research competencies for the development and experience in enhancing research abilities. in the table teaching experience is significant, which means that experienced teachers are better at conducting research because their practical knowledge helps them design studies and analyze data. this suggests that schools should encourage both experienced and new teachers to engage in research, as experience alone may not guarantee strong research skills. furthermore, seminars and training programs are crucial for improving teachers’ research abilities. these opportunities help teachers update their knowledge and build confidence in their research. this emphasizes the need for regular professional development in research, ensuring teachers stay current with new trends and methods in education, ultimately improving the quality of research. these findings suggest that factors such as access to professional development, support from the school, personal interest in research, and past research experience are more likely to influence teachers’ research skills than demographic or professional characteristics like age, gender, key stage, or position. therefore, professional development should focus on providing opportunities for all teachers to improve their research skills, regardless of their background. conclusion the findings of this study indicate that teachers in cagayan de oro exhibit a strong foundation in research knowledge, with prior knowledge being the most influential factor, and demonstrate a positive attitude towards the importance of research in their profession. however, the study also highlights a significant gap in research skills, with professional support being the most prominent factor influencing the development of these skills. this suggests that while teachers have a solid theoretical understanding of research, they face challenges in translating this knowledge into effective research practices due to a lack of hands-on experience, resources, and mentorship. the results underscore the necessity for targeted professional development programs that not only enhance teachers’ research skills but also provide them with greater access to research tools and continuous support. thus, to address these gaps, it is crucial for schools and educational institutions to implement robust support systems that promote both research knowledge and practical research competencies, enabling teachers to more effectively integrate research findings into their teaching practices and contribute to the advancement of education. pa ge 29 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 282-301, 2025 recommendations based on the conclusions drawn from the study, the following recommendations are provided: 1. the department of education should offer training programs to help teachers improve their research skills and build confidence in using research in their classrooms. 2. schools and school heads should allocate time and include research in school-based learning action cell and collaborative expertise. this will help teachers change to transfer their knowledge and skills. 3. teachers should start participating in activities such as research congress to boost their confidence and coordinate with the division research coordinator to be updated in different sources to conduct research. 4. learners should start learning research skills early to boost curiosity and critical thinking.these activities help you practice teamwork, solve problems, and communicate better. use digital resources smartly and practice presenting your work confidently. this will prepare you for bigger projects in the future and help you grow as a learner. 5. future researchers may study more about teachers’ knowledge, skills, and attitude in conducting research in other divisions and with other variables regarding the study. references abinan, a. l. 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(2019). driving forces of master teachers’ research capability: towards building a research culture in the division of romblon. pa ge 1 pa ge 10 3 american journal of arts and human science (ajahs) in-service training program and teaching practices: basis for school training development plan princess noraliah m. pandi1*, gina f. labitad1, jovit d. comon1 volume 4 issue 1, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i1.4118 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: november 23, 2024 accepted: december 29, 2024 published: march 06, 2025 this study addresses the urgent need for effective in-service training programs that enhance teaching practices and provide insights for optimizing school training plans and improving educational quality. it aimed to assess the impact of in-service training on teaching practices among teachers. specifically, it examined respondents’ characteristics, evaluated in-service training levels across professional dimensions, pedagogical aspects, coaching and mentoring, and monitoring and evaluation, and assessed teaching practices in classroom management, technology integration, teaching strategies, and students’ self-management. it also analyzed relationships and differences in these variables based on respondents’ characteristics. the study involved 400 regular teachers from the san fernando district of bukidnon division during the 2023–2024 school year. using a patterned and modified questionnaire, the research employed a descriptive correlation design and universal sampling. data were analyzed using descriptive statistics, t-tests, pearson correlation coefficient, and one-way anova. findings revealed most respondents were teacher i with baccalaureate degrees. pedagogical aspects and technology integration scored highest. a significant relationship was found between professional development, monitoring, and evaluation of teaching practices, with notable differences based on educational attainment, training, and experience. the study concludes that factors beyond in-service training may shape teaching outcomes and recommends strengthening training program monitoring and evaluation to enhance instructional practices. keywords in-service training program, teaching practices 1 phinma cagayan de oro college, philippines * corresponding author’s e-mail: princessnoraliah.pandi@deped.gov.ph introduction one of the stipulations of r.a. no, 10533, also known as the basic education act of 2013, is to ensure that the improved basic education program satisfies the needs of excellent teachers and school administrators. personnel from districts and schools should be fully prepared to carry out this role with the necessary core and technical competencies. this will allow them to support the ongoing professional development of staff members based on the philosophy of lifelong learning and deped’s dedication to the advancement of teachers and their potential for success in their line of work. at the district or school level, inset, or in-service teacher education, is planned and coordinated by the department of education. the relevant division approved this fiveday program, during which time issues and trends in the philippine educational system were addressed. to assist them in bridging the gap in the current issues with education and curriculum, they welcomed specialists and practitioners. the purpose of inset is to acquaint educators with regional and national initiatives that align with the requirements and modifications of the educational framework. additionally, by keeping instructors abreast of current trends and areas of expertise—specific professional development difficulties, such as enabling teachers to attend training and receive administrative support—this seeks to advance teachers’ professional development (tupas & noderama, 2020). bentri and hidayati’s (2023) study suggests that training that is specifically tailored to teachers is necessary to enhance their competency. conducting in-service training is one approach. the findings indicated a noteworthy distinction in the teacher’s proficiency levels before and after the training. this suggests that continuing professional development for instructors is essential to ensuring that learning occurs as best it can in light of current advancements. furthermore, al-samarrai (n.d.) conducted research in the philippines to assess the standard of elementary education. the results demonstrated that in order to raise their competences and enhance the learning outcomes of their pupils, instructors require highquality professional development opportunities. in order to create a framework for an extension program on teachers’ professional development, morallo and abay’s (2019) study on the gaps in quality teaching by evaluating instructors’ needs provided support. the majority of instructors, with a weighted mean of 3.36, concurred that professional development training in pedagogy and material knowledge is critically necessary, according to the study’s main findings. in addition, a research on in-service training for filipino teachers was carried out by tupas and noderama (2020). according to the study, the department of education encouraged instructors to provide innovative instructional materials at inset-training in 2020. however, because of time constraints and other responsibilities, innovative outputs were not properly employed. all of the issues are unrelated to education, and a large number of the themes have little to do with enhancing the efficacy and efficiency pa ge 10 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 103-121, 2025 of instructors. due to the numerous issues they continue to face in implementing the k–12 basic education program, including classroom facilities, instructional resources, and school buildings, many teachers are unaware of this new trend and lack interest in it. they are also dissatisfied with the department’s handling of the updated curriculum. in response to the demands of multiple stakeholders, they recommended that all higherranking officials carry out investigations about the current state of the k–12 curriculum. the absence of a set curriculum standard will cause the philippine education system to continue to deteriorate, which will have an impact on students’ performance on many national and international examinations. the researcher is confident that, in light of all the information offered, conducting this study was essential, timely, and pertinent to determining the performance and competency levels of teachers attending in-service training offered by the department of education, correspondingly by the district level, as well as the factors influencing them to gather empirical data and act as inputs and bases for better policy recommendations in the field of education and to establish the framework for improving teacher performance to raise their competence level to ensure quality education. literature review in-service training program in-service teachers are expected to progress their careers in the digital age, according to phelivan (2019). consequently, numerous training sessions are provided at various sites. through the inclusion of labor as an essential component of the production process, in-service training aims to give participants a high level of cooperative efficiency and job satisfaction. in-service training is one of the finest ways to enhance organizational affairs and increase efficiency, the study finds. because it improves human resources through deeper insights, richer knowledge, and greater competency and skill, in-service training plays a specific function in different businesses. one of the numerous advantages of in-service training is that it empowers trainees to concentrate their energies on company objectives as independent, motivated employees. moreover, sagnak et al. (2022) advise that while developing programs for in-service training, teachers’ suggestions should be considered, along with teachers at the school level. it should be possible for practitioners and participants to actively participate in in-service training programs. furthermore, a culture of lifelong learning is thought to increase the efficacy of in-service training programs by being included into pre-service and online teacher training programs. the study’s conclusions that it might be difficult for some instructors to be informed of new training activities due to the current educational environment’s rapid changes and growth suggest that inservice training alerts be sent to teachers’ emails or mobile phones. perhaps adding gamification elements to their learning system database, like badges, would encourage them to take on more challenging it assignments. professional dimension according to kivirand et al. (2021), working with teams from other schools during training was well-received and produced encouraging outcomes. even though every school has its own characteristics and approaches for improving the use of ie, working together and sharing experiences between schools was crucial in identifying the best solutions to problems. strong evidence has been found by the researchers to support the hypothesis that interschool cooperation could boost chances and assist students from underprivileged backgrounds. it was also noted that additional training could put even more of an emphasis on school collaboration and that school visits may be planned in order to gain even more practical experience. additionally, training helps teams from different schools collaborate better in the future by allowing them to learn from one other within the framework of professional development programs for the entire school. several academics have also emphasized that cooperation among educational institutions increases the possibility of better implementing inclusive education. providing in-service training courses on diversity is a great way to capitalize on inclusive education’s main advantage—the enriching power of diversity. cui and yin (2023) have further exhibited that augmenting professional training can lead to the development of instructional creativity. it was found that the satisfaction of the basic psychological demands of competence, relatedness, and autonomy had a major impact on this process, based on the self-determination theory. the satisfaction of autonomy requirements served as a moderating element, while the relatedness and competence needs served as the mediating variables. several suggestions are provided in light of these findings to support professional growth and encourage creativity among ideological and political teachers in senior high school. these recommendations include creating a mentorship program, providing specialized instruction, and giving the school administration more power. pedagogical components it is imperative to keep in mind that pedagogical assessment, whether formative or summative, must be incorporated into the teaching and learning process and be a regular component of the classroom routine, according to fialho et al. (2023). additionally, it must be sufficiently easy for pupils to comprehend and follow the methodology and curriculum. their research indicates that about two-thirds of professors modify their methods of student assessment, with the content of the courses having the biggest impact. they also found that the notion of assessment has evolved, with the rigid notion of evaluating, classifying, and testing students’ knowledge being replaced with the collection of data to inform choices on the process of teaching and learning. fairness pa ge 10 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 103-121, 2025 is the primary concern for almost half of educators who struggle with pedagogical assessment. the instruments that are most frequently utilized include written tests, research assignments, and reports. this bolsters the idea that teachers should actively participate in their in-service training courses. additionally, although with certain limitations, the participants in a study by msamba et al. (2023) express deep gratitude for the insets’ assistance in shaping their subject matter, pedagogical, and pck knowledge of the competence-based language. in order for the awareness to be sustained and the knowledge to become incorporated in teachers’ classroom practices, it is imperative that the ministry of education and vocational training, together with other education stakeholders, continue to promote awareness and gain knowledge. the aforementioned conclusions have the following practical implications. although teacher expertise is crucial, it does not guarantee better classroom practices or improved student performance. therefore, it is equally vital to provide extra aid in order for the influence of instructors’ knowledge to extend to classroom practice and to improve learning results for students. peer support, coaching, mentoring, followup, and school help are a few instances of this kind of assistance. coaching and mentoring professional development, according to gul and riaz (2021), is about mentoring educators while taking into account their prior knowledge and expanding upon it to strengthen both their professional and pedagogical practices. the study’s conclusions show that professional development training programs are crucial for professional development, capacity building, and self-adjustment. they also have a big impact on how instructional techniques are transformed. furthermore, it was shown by walters et al. (2019) that mentor teachers saw the mentor-mentee connection as an important means of advancing their own professional development and acknowledged that it was similar to a professional learning community. in connection with their own teaching identities and practices, the mentor teachers also underwent professional development. monitoring and evaluation school administrators, teacher training organizations, and teacher trainers should concentrate on the elements of training programs that might inspire instructors, according to ahmed et al. (2021). to encourage more instructors to participate in the training sessions, they can switch the training program’s style from trainer-centered to teacher-centered. in a similar vein, training courses ought to be tailored to the teachers’ current needs. for instance, issues pertaining to student evaluation or time management in the classroom that certain teachers are having should be addressed head-on. furthermore, the aforementioned study found that in-service training programs are critically important and are anticipated to inspire and foster professionalism among in-service teachers. teaching practices the techniques, methods, and strategies employed by educators to support learning in the classroom are collectively referred to as teaching practices. engaging pupils, advancing learning, and assisting students’ overall academic development are the goals of effective teaching methods.the study conducted by basilaia and kvavadze (2022) sought to investigate the methods of instruction used by teachers during the pandemic emergency. it emphasizes how important it is for educators to receive thorough training and assistance in online teaching approaches. it is critical that educators create plans that support dynamic and captivating virtual learning experiences as the epidemic continues to have an influence on schooling. the report also emphasizes how critical it is to allocate funds for technical infrastructure and resources in order to guarantee that all students, regardless of geography or socioeconomic background, have fair access to high-quality education. classroom management since their in-service training program equips them with rational and methodical teaching practices to use in their classrooms, primary school teachers may contend that it improves their in-class experiences (ghadhban et al., 2020). this may be explained by the strong correlation between teacher preparation and student achievement, which states that the more students learn, the faster the teacher prepares. effective classroom management techniques are also essential for teachers to be able to transfer instruction. it arranges classrooms to deliver pleasant education, which is essential for the development of learning. through a review of web of science-indexed papers, arın, tunçer, and demir (2021) seek to find trends in the field of classroom management research. it discusses classroom management definitions, applications, and effectiveness while also showing the growing interest in this area of educational research. numerous strategies that enhance academic performance are revealed by the study, which also emphasizes how important effective classroom management is to creating conducive learning environments. in addition to highlighting the necessity of ongoing professional development for teachers in the field of classroom management, the research also proposes workable strategies. given the constant changes in learning settings, educators must be equipped with the most recent research-based techniques to address the diverse requirements of their students. the results show that training programs should incorporate both theory and real-world scenarios and practical applications to help teachers better control the dynamics of the classroom. pa ge 10 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 103-121, 2025 technology integration the attitudes and preparedness of in-service teachers to incorporate technology into their teaching methods are examined by spaulding (n.d.), who clarifies the distinctions between in-service and preservice teachers in this regard. according to the study, preservice teachers felt more equipped than in-service teachers to integrate technology. this finding may be explained by the increased focus on teacher preparation program improvement and the need for more in-service teachers to receive professional development that specifically addresses effective technology integration. it also brought to light the possibility that younger preservice teachers— often dubbed “digital natives” because they have grown up with technology—may feel more at ease incorporating it into their lesson plans than more experienced inservice teachers. in order to adequately prepare teachers to use and integrate technology in the classroom, this research emphasizes the value of continuous professional development and creative approaches. additionally, ran peng et al.’s subsequent study from 2023 concentrated on determining the elements affecting china’s in-service teachers’ adoption of technology. the study found that attitudes, self-efficacy, digital competence, and the usage of digital tools are the four main variables that affect in-service teachers’ ict integration. it demonstrated how these elements had a significant impact on how in-service instructors integrated technology, with attitudes, digital competence, and digital tools acting as mediating factors. this study offered insightful advice on how to create ict-based lessons that work. it underscored the need of taking into account variables such as age, gender, and prior teaching experience when affecting in-service teachers’ adoption of technology. teaching strategy qargha (2023) proposed that improving teacher education through in-service training underscored the significance of a comprehensive strategy that transcends technical elements. the text underscored the importance of tackling the multifaceted character of education, taking into account elements such as moral, ethical, cultural, political, and technological issues. the research emphasized that a thorough comprehension of the institutional, political, cultural, and social elements influencing education is necessary to change teaching methods and systems. the importance of building a supporting ecosystem that includes a range of stakeholders in conversations and policy development, including educators, parents, legislators, and the community, was also highlighted in order to enhance teaching and learning results. it also highlighted the fact that, as opposed to merely offering technical information and tools, in-service training programs ought to concentrate on transforming teachers’ attitudes, convictions, and methods in the classroom. in order to effectively improve instructors’ abilities and teaching skills, it was brought to light that training programs must be carefully planned using the andragogy principles and their unique demands. the statement underscores the significance of in-service training in elevating the quality of education by enhancing the experiences and practices of educators. this, in turn, has a lasting effect on instructional strategies and student engagement. students’ self-management muluk et al. (2021) investigated the academic performance of prospective teachers and the influence of selfmanagement abilities on their success. it highlights how crucial self-management abilities are for improving academic achievement, including time management, selfcontrol, and self-motivation. additionally, it demonstrates how well self-management plans work to help children acquire critical independence and self-reliance abilities. students can become more productive, do better academically, spend less time on assignments, and alter troublesome behavior by learning self-management. it emphasizes how important it is for children to create their own timetables in order to empower them and develop a sense of behavioral self-control. the study concludes by highlighting the vital role that in-service training plays in helping teachers apply selfmanagement techniques in an efficient manner in order to improve student learning results. students can gain independence, self-control, and motivation by acquiring self-management skills from their professors. this will enhance their academic performance and create a more positive learning atmosphere. statement of the problem this study aimed to determine the level of in-service training program and teaching practices among teachers in the san fernando districts of the bukidnon division in the school year 2023–2024. the result of the study would be the basis for the school training development plan. particularly, this paper sought to answer the following questions: 1. how are the respondents distributed in terms of age, highest educational attainment, training/seminar attended, position, teaching experiences and tribal affiliation? 2. how do the respondents assess their level of in-service training program based on professional dimension, pedagogical aspect, coaching and mentoring and monitoring and evaluation? 3. what is the respondents’ level of teaching practices with regards to classroom management, technology integration, teaching strategy and students’ selfmanagement? 4. is there a significant relationship between the respondents’ assessment of in-service training program and their teaching practices? 5. is there a significant difference in the teachers’ teaching practices when grouped according to their characteristics? pa ge 10 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 103-121, 2025 6. based on the findings of the study, what school training development plan on in-service training program can be designed? theoretical framework this study was based on the human capital hypothesis, which was put forth by american economist gary becker in the 1960s. according to his argument, putting money into people’s education, training, and personal growth can boost their human capital and increase output. its foundation is the notion that people may make investments in their own knowledge and abilities, which help the economy grow and flourish. according to this idea, the teaching abilities and subject matter expertise of teachers are essential resources that can enhance the teaching-learning process in the context of this study. this idea states that human capital is the store of health, knowledge, abilities, and drive that people build up by investments, education, training, and other skill-building activities. the growth of in-service teachers’ human capital is not significantly impacted by school leadership or institutional safety, according to belay et al. (2021). school safety and leadership have an impact on the development of in-service teachers’ human capital, but this effect is mediated by supportive professional learning and a teaching environment. thus, by creating a supportive environment for professional learning and instruction, effective school leadership may increase the human capital of incoming teachers. by enhancing professional development and the teaching environment in the school, increasing institutional safety also increases the human capital of in-service teachers. according to zacharias et al. (2021), training efficacy can also be enhanced by the work environment, the training environment, and the characteristics of the personnel. this perspective led to the design of this study, which began with training and concluded with the use of creativity in teaching to generate productivity. when it comes to in-service training, teachers who are more enthusiastic and driven to learn are probably going to be more successful in the classroom and knowledgeable about the most recent developments in education. overall, we find that schools with shared leadership and a secure institutional environment may build their human capital by investing in ongoing professional learning and development programs and creating a supportive teaching and professional learning environment. scope and limitations the scope of this study encompassed an in-depth examination of teachers on the lvel of attending inservice training program and their teaching practices in the san fernando district of bukidnon. it focuses on comprehending the status of teacher in-service training today, figuring out what influences their competency, and suggesting a better plan for teacher training improvement to improve their abilities. throughout the san fernando district i and ii of the bukidnon division, 400 teachers from primary through secondary schools participated in this study. to guarantee a thorough representation of the teaching population, the survey only included public school teachers from elementary to high school. additionally, the in-service training program—which includes coaching and mentoring, pedagogical components, professional development, monitoring, and evaluation—acted as the study’s independent variable. based on respondents’ age, educational attainment, position, trainings/seminars attended, teaching experiences, and tribal affiliations within the educational context, this study expected statistically significant differences in the in-service training program and teaching practices. however, the study’s dependent variable was the methods of instruction based on student self-management, classroom management, technological integration, and teaching strategy. materials and methods research design this study used a descriptive research method and a descriptive design to collect data and information on present circumstances and conditions. this approach provides a foundation for a teacher training development plan and is appropriate for examining how in-service training affects teachers’ performance. to be more specific, a research survey questionnaire was employed by the researcher. to find meaningful patterns, this study will collect data on a number of important factors and analyze the relationships between them. fluet (2020) defines descriptive research as a quantitative method used to assess particular hypotheses and give detailed details about features or functions. fluet also emphasized the significance of being clear and precise when describing the research problem when carrying out this kind of investigation. this is consistent with established quantitative research methods, which are intended to shed light on the traits or functions under study and evaluate particular hypotheses. this method is expected to give a clear and accurate picture of the issue. to extract valuable insights from the results, the study included monitoring, evaluation, coaching, mentoring, pedagogy, and professional development. study setting this study was conducted in san fernando i and ii district, division of bukidnon. in order to gather data and retrieve survey questionnaires efficiently, the researcher selected elementary and secondary schools that were reachable by land transportation. san fernando district i and ii were selected for the study by the researcher due to the instructors’ lack of engagement during the three days of inset training. teachers were reluctant to participate in the program because it did not align with their current desire to enhance their teaching skills, according to the researcher’s informal interviews. the two districts that make up san fernando district are san fernando i and san fernando ii. both of these divisions fall under the bukidnon division. a supervisor of the public school district oversees both of san fernando’s districts. pa ge 10 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 103-121, 2025 furthermore, the province of bukidnon contains san fernando in the southeast. its neighbors are the davao del norte municipality on the east, malaybalay city and cabanglasan on the north, quezon and valencia city on the west, and davao city and north cotabato province on the south. the distances between the municipality’s poblacion and malaybalay city are 31 kilometers (19 miles) and 71 kilometers (44 miles), respectively. lastly, the bulk of tigwahanons reside in san fernando. 6,636 tigwahanons called bukidnon home in 2010, according to the philippine statistics authority’s census. usually, their communities are spread across several barangays in san fernando. they address their language as minanobo, nilumad, or native language, and refer to themselves as lumad, which means indigenous people. study population and sampling technique this study assessed the level of the in-service training program and teaching practices in the district of san fernando i and ii, division of bukidnon, school year 2023 – 2024. the participants of this study were the four hundred (400) regular elementary teachers assigned in san fernando districts. this group comprises educators from the district of san fernando i and ii, division of bukidnon.these educators are in charge of instructing students and directing their educational journeys. universal sampling was used in this study because the researcher aimed to gather data from all target population members in order to ensure comprehensive coverage and highly representative findings. this technique is ideal since it requires a high degree of accuracy and inclusivity, and the population size may be controlled. teachers in elementary and high schools made up the entire sample. this contributes to the universality of the sample selection by guaranteeing that itemized teachers in the district of san fernando i and ii are included in this study. following that, the data was gathered and examined in order to derive significant findings in accordance with the goals of the investigation. research instruments the purpose of the research questionnaire was to collect important data regarding in-service training program and teaching practices in san fernando district ii, division of bukidnon. this study’s research questionnaire was created by the researchers. three sections comprised the questionnaire: the questionnaire’s first section asked about the respondent’s age, highest educational attainment, training/seminars attended, position, teaching experiences, and tribe affilation. the second section was patterned and modified after quilapio and table 1: distribution of respondents per school name of school respondents colon elementary school 3 halapitan central elementary school 40 halapitan national high school 79 little baguio elementary school 34 mabuhay elementary school 19 malambago elementary school 7 sacramento elementary school 18 bonacao elementary school 10 bugca elementary school 7 bulalang elementary school 6 cabuling elementary school 7 cayaga elementary school 9 cayaga national high school 7 dao elementary school 10 durian elementary school 6 iglugsad elementary school 13 kalagangan central elem. school & ip 34 kibongkog elementary school 18 mahayag elementary school 9 matupe elementary school 12 namnam integrated school 36 palacpacan elementary school 7 san jose elementary school 9 total 400 callo’s (2002) study, “the effect of in-service training programs on the professional development of public elementary school teachers.” indicators from donald kirpatrick’s models on levels of training evaluation are also incorporated. each variable has ten (10) indications, which were scored using the likert 4-level approach, which ranges from 4-very high to 1-very low. teaching methods were covered in the third section. the data were from a study called “the relationships between in-service training and classroom practices of teachers at the primary school level” by gul and riaz (2021). additionally, it includes one variable from pedroso’s (2023) study, “teaching practices of social studies teachers in facilitating learning of senior high school students in the philippines.” each variable has ten (10) indications, which were scored using the likert 4-level scale, which ranges from 4 (very high) to 1 (very low). statistical treatment of data the study employed descriptive statistics to delineate the essential characteristics of the data. simple explanations of the measurements and the sample were given. nearly every quantitative analysis of data was built upon them. frequency, percentage, and standard deviation were among the statistical methods used to analyze the numerical results. with a strong emphasis on the scores derived from compiling the respondents’ answers, these tools offer a targeted approach to problem-solving. the data distribution was measured using the standard deviation, whereas the mean indicated the central tendency of the replies, especially those pertaining to challenges. the significance of the difference in the pa ge 10 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 103-121, 2025 problem was tested using the analysis of variance after the respondents were split into groups according to their profiles, and the significance of the relationship between in-service training and teachers’ performance was tested using the pearson-r moment of coefficient. ethical consideration the proposal was examined and sent for permission to the division of bukidnon’s office of the schools division superintendent prior to the start of the research. importantly, all those selected to participate and those who chose not to participate for any reason did so voluntarily and free from coercion or fear. they are permitted to decline to answer inquiries if they feel uncomfortable doing so. the researcher made it clear to the respondents that participation in the study was completely voluntary and that they might say no if they believed it would be against their interests. they also informed the participants that the study was conducted solely for academic purposes and that the data collected would only be used for that purpose. the researcher kept the personal data acquired from the respondents for this survey confidential and will never share it with the public. results and discussions problem 1. how are the respondents distributed in terms of age, highest educational attainment, training/seminar attended, position, teaching experiences and tribal affiliation? table 2 presents the distribution of the respondents’ characteristics. as to age, the data revealed that 148 (37%) of the population were 28-37 years old, which obtained the highest frequency. the data indicates that the largest age group among the respondents falls within the 28-37 years range, comprising 148 individuals, which accounts for 37% of the total sample. this means the age group is the most prevalent among the surveyed population, potentially reflecting a specific segment of the workforce or community that is more engaged or accessible for the study. such a concentration could imply that this table 2: distribution of respondents’ characteristics in terms of age, highest educational attainment and seminars/trainings attended variables frequency percentage age 52 years old and above 29 7.25 58-61 years old 39 9.75 48-57 years old 34 8.50 38-47 years old 98 24.50 28-37 years old 148 37.00 27 years old and below 52 13.00 total 400 100.00 highest educational attainment frequency percentage phd/ edd holder 35 8.75 with units in phd/ edd 56 14.00 master’s degree holder 103 25.75 with units in master’s degree 31 7.75 baccalaureate degree 175 43.75 total 400 100.00 seminars and trainings attended frequency percentage international 0 0.00 region 0 0.00 division 0 0.00 district 400 100.00 school 400 100.00 total 800 100.00 demographic has unique perspectives, needs, or behaviors that are critical for understanding the broader context of the research. the prominence of this age group might also influence the overall findings and interpretations, as their responses could significantly shape the trends and conclusions drawn from the data. on the other hand, data revealed that 29 (7.25%) respondents were 52 years old and above, which was the lowest frequency. it means potential under-engagement or under-representation of this age group in the context of the study, possibly due to factors such as technology access, interest in the survey topic, or availability. this demographic’s lower participation rate may also reflect broader societal trends, such as a smaller presence in certain sectors or activities targeted by the survey. understanding this gap is crucial, as it highlights the need to address the barriers that might prevent older individuals from participating more fully. additionally, the perspectives and experiences of this age group could be underrepresented in the study’s findings, which may skew the overall results and insights. therefore, it’s important to consider strategies to better engage this demographic in future research to ensure a more comprehensive understanding of the population. further, table 1 presents the distributions of the respondents according to highest educational attainment. the data revealed that 175 (43.75%) belong to baccalaureate, which obtained the highest frequency. this means that a significant portion of participants have completed an undergraduate education, which is typically associated with the acquisition of foundational knowledge and critical thinking skills. such educational background likely equips these individuals with a variety of competencies and a broader understanding of complex issues, which can significantly influence their perspectives on the topics addressed in the survey. possessing a baccalaureate degree often correlates with enhanced analytical capabilities, effective communication skills, and a deeper comprehension of specialized fields pa ge 11 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 103-121, 2025 of study. these attributes can shape the way respondents approach and interpret survey questions, making their responses potentially more nuanced and informed. consequently, their educational background might also impact their decision-making processes, as they are likely to draw upon their academic experiences and learned skills when engaging with the survey’s subject matter. this can result in more critical and reflective contributions to the survey data. while the current survey benefits from the insights of well-educated respondents, future research should strive to balance the educational spectrum of its participants. by doing so, researchers can better capture the complexities and variances in perspectives across different educational levels, leading to more robust and inclusive findings. on the other hand, data revealed that there were 31 (7.75%) of the respondents with units in master’s degree, which obtained the lowest frequency. this means that there may be barriers to completing a master’s degree that are affecting this group, such as financial constraints, time commitments, or balancing work and study. understanding these barriers is important for educational institutions and policymakers to provide better support and resources to help individuals complete their graduate studies. consequently, the unique challenges and needs of individuals who are pursuing but have not yet completed, a master’s degree may be underrepresented in the overall findings. this could impact the comprehensiveness of the study, particularly if the research aims to understand the educational and professional aspirations or the career advancement hurdles faced by this group. furthermore, this insight into educational attainment distribution can help tailor future educational programs, interventions, or policies to better support and engage individuals in this category. for instance, institutions might consider offering more flexible learning options, financial aid, or mentorship programs to help these students complete their degrees. in their 2019 study, iqbal, khan, mohmand, and mujtaba delved into the intricate relationship between in-service training, motivation, and the job performance of technical and vocational education teachers. their research aimed to comprehensively understand how these factors interact and influence the effectiveness of teachers in their roles within the technical and vocational education sector. of particular interest was the exploration of how person-job fit varied across different age demographics, shedding light on the nuanced dynamics at play within the workforce of this specialized educational domain. moreover, the same table presents the distribution of the respondents according to training and seminars attended. the data revealed that 400 (100%) belonged to the district and school. this implies a recognition that effective educational reforms often necessitate the engagement and upskilling of educators directly involved in the day-to-day learning environment. these participants, being on the frontlines of educational delivery, are likely to apply the insights and skills gained from these training sessions directly in their classrooms and administrative duties, potentially leading to more immediate and practical impacts on educational quality and student outcomes. the insight the respondents were from the district and schools reflects a strategic and thoughtful approach to professional development in education. it highlights the critical role of local educational stakeholders in driving meaningful change and underscores the importance of investing in the continuous development of those who are most closely involved in the educational process. this focus on localized professional growth is key to creating a more effective, responsive, and resilient educational system. esfijani and zamani (2020) investigated the factors that impact teachers’ utilization of information and communication technology, focusing specifically on the influence of in-service training courses and access to ict resources. their study aimed to understand how these factors contribute to the effective integration of ict into teaching practices, shedding light on the significance of training initiatives and the availability of technology resources in shaping teachers’ ict utilization behavior. table 3 displays the respondents’ distribution by teaching position. the information showed that 226 (56.50%) were t i or teacher i, suggesting a possible large number of new instructors entering the field as a result of continuous hiring initiatives and perhaps a rising need for teachers. bringing in new talent and viewpoints to the teaching field might be viewed as a beneficial development. but it also emphasizes how important it is to have strong support networks and chances for professional growth so that these teachers can succeed in their positions and grow in their careers. this demonstrates the difficulties in table 3: distribution of respondents’ characteristics in terms of position, teaching experience and tribal affiliation position frequency percentage master teacher ii 3 0.75 master teacher i 19 4.75 teacher iii 44 11.00 teacher ii 108 27.00 teacher i 226 56.50 total 400 100.00 teaching experience frequency percentage 20 years and above 55 13.75 15-19 years 25 6.25 10-14 years 65 16.25 5-9 years 95 23.75 4 years and below 160 40.00 total 400 100 tribal affiliation frequency percentage bukidnon 118 29.50 pa ge 11 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 103-121, 2025 higaunon 0 0.00 manobo 35 8.75 matigsalug 19 4.75 tigwahanon 0 0.00 talaandig 0 0.00 umayamnon 0 0.00 others: ilonggo, cebuano meranao and etc. 228 57.00 total 400 100.00 advancing one’s career and retaining teachers. establishing clear and achievable career advancement pathways is essential for educational institutions and legislators to support teachers in staying in the field and improving their abilities over time. this guarantees that teachers have access to ongoing mentorship and professional development, can increase their effectiveness as teachers, and can help to improve educational outcomes. mt-ii, or master teacher ii, was the least common, with 3 (0.75%) of the data showing this. this suggests that there may be a barrier to career progression inside the school system. this suggests that it could be difficult to obtain teaching employment at a higher level, either because of the scarcity of these posts or because of the strict requirements for advancement. because of this, there may be a bottleneck effect, keeping many teachers in entry-level or mid-level roles with no obvious path to promotion (comon & corpuz, 2024). to create a teaching workforce that is more dynamic and driven, this issue must be addressed. this raises the possibility that the educational system is not making the most of the experience and knowledge of its most senior instructors. teacher iii positions can involve a lot of duties, such as helping to establish curricula and training less experienced employees. thus, the overall ability of schools to promote innovation and enhancement in instructional methods may be restricted if there are fewer teachers in these roles. in order to solve this, policymakers and educational institutions should think about ways to make higher-level positions more accessible and to ease career advancement. lund (2019) investigated how the development of pedagogical awareness was affected by in-service teacher training that took place in schools. through their research, they examined how these kinds of training programs improve teachers’ comprehension of pedagogical ideas and techniques, highlighting the value of hands-on, operational training in honing instructional techniques and advancing successful pedagogy. the respondents’ distribution by teaching experience is also included in the same table. the group with the largest frequency, aged 4 and under, comprised 160 (40%) of the data. as educational institutions’ demands continue to expand, this tendency probably reflects coordinated efforts to strengthen the teaching personnel. this surge in hiring new teachers has been attributed to a number of factors, including population expansion that has forced more people to attend school, educational changes that try to improve student performance, and the retirement of more experienced teachers. in addition to drawing attention to the difficulties educational institutions face, this movement emphasizes the proactive steps done to draw and integrate fresh talent into the field. the effective recruitment of new educators is essential to bringing new ideas and creative teaching approaches to the educational sector. in addition to their eagerness and desire to embrace and apply the newest educational approaches and technologies, new teachers frequently bring up-to-date expertise. the advancement of education and the maintenance of effective and relevant teaching methods in response to students’ changing demands depend on this influx of fresh talent. teachers with a range of experience levels can infuse the classroom with energy and promote a culture of ongoing learning and adaptation. schools may build a more effective and adaptable learning environment by cultivating a collaborative and supportive culture that capitalizes on the talents of teachers with varying levels of expertise. driving educational excellence and guaranteeing the ongoing enhancement of teaching methods and student learning experiences depend on the collaboration of seasoned and novice educators. however, 25 (6.25%) had the lowest frequency of 15–19 years of teaching experience, according to the data. this indicates how big the disparity is. teachers with 15 to 19 years of experience are frequently a great combination of youthful enthusiasm and seasoned knowledge, which makes them a great resource for mentoring new teachers and spearheading educational projects. as a result, their diminished presence may make it more difficult for institutions to share best practices and expertise, which could have an effect on training quality as a whole. additionally, it calls into question the institutional memory and consistency of teaching standards, both of which are essential for maintaining long-term gains in education. this raises the possibility of a mid-career educator shortage. this suggests that it is difficult to retain teachers after their first few years of employment, which is important for keeping a seasoned and wellrounded teaching staff. teachers in this experience range are scarce, which may be a result of problems with worklife balance, job progress, or career happiness. this could cause attrition or a change to other career paths during what should be a fruitful time in their careers. according to baser, akkus, akayoglu, top, and gurer (2021), in-service teachers can be effectively trained through customized mentorship connected to technology. the potential of customized support techniques in promoting professional growth was highlighted by their study, which examined how teachers’ abilities and confidence in utilizing technology in classrooms can be improved through individualized mentorship in technology integration. the respondents’ tribal affiliation distribution is shown pa ge 11 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 103-121, 2025 in the same table. according to the data, the highest frequency, 228 (57.00), belonged to others. a total of 228 belonged to other people, of whom 148 were bisaya, 56 were cebuano, 3 were meranao, and 21 were ilonggo. this indicates that a significant percentage of respondents identified as belonging to “other” tribes, highlighting the population’s wide diversity. the statement implies that a considerable portion of the population is made up of a number of smaller or less well-known tribal groups. because these diverse groups are sometimes overlooked in favor of more prominent or well-known tribes, it is crucial to acknowledge and value their cultural contributions. the strong cultural diversity of the populace emphasizes the necessity of inclusive and considerate approaches to practice and policy. it is crucial to acknowledge and value this diversity in order to promote social cohesiveness, equity, and the full involvement of all tribal groups in the fabric of society. communities and organizations can create an environment that is more inclusive and harmonious and advantageous to all by attending to the distinct needs and viewpoints of these varied groups. according to the data, however, the lowest frequency of matigsalug was 19 (8475%) out of 400 respondents. this refers to issues that prevent them from participating in such surveys or projects, such as socioeconomic limitations, lack of access to educational or developmental programs, or geographic isolation. it is imperative that these obstacles be removed in order to guarantee that the matigsalug and comparable groups’ needs and viewpoints are fairly represented and taken into consideration in larger policy and development initiatives. the matigsalug’s customs and values may be respected, and their active participation may be encouraged, through culturally sensitive methods. indigenous groups may use these insights to identify problems that collectively restrict their engagement, such as lack of focused outreach initiatives, economic limitations, or geographic remoteness. this emphasizes how more inclusive and accessible methods are required to guarantee that the matigsalug and comparable communities can fully engage in such programs, how crucial it is to remove obstacles to participation, create fair access to resources, and make sure that the particular difficulties that the matigsalug face are successfully resolved in order to support their full participation in the advancement of society. in particular, the effects of service-learning science camps among tribal groups as a way to increase student capacity were examined by augusthian, lipin, jonathan, solomon, and wilson (2022). through practical learning opportunities and the promotion of a feeling of inclusion and empowerment among tribal students, their study investigated how such activities support inclusive chemistry education. problem 2: how do respondents assess their level on in-service training program based on professional dimension, pedagogical aspect, coaching and mentoring and monitoring and evaluation? table 4 shows the summary of the respondents’ inservice training program, where the overall mean of 2.74 (sd=0.71) is evaluated as high. in other words, the program can support instructors’ professional growth. teachers who see the training as helpful are more likely to use the skills and knowledge they have learned in the classroom, which will improve their teaching methods and the educational outcomes for their students. overall, this insight’s opinion of these initiatives is positive. to guarantee that everyone can get the most out of them, there is a definite chance for ongoing development. by table 4: summary of the respondents’ level on inservice training program variables mean sd interpretation professional development 2.88 0.80 high pedagogical components 2.92 0.70 high coaching and mentoring 2.66 0.67 high monitoring and evaluation 2.49 0.66 low overall 2.74 0.71 high legend: 3.26-4.00 at all times/very high 1.76-2.50 sometimes/low 2.51-3.25 most of the time/high 1.00-1.75 never/ very low emphasizing customization, relevance, and ongoing feedback, educational institutions can greatly increase the impact and efficacy of their in-service training programs. teachers can implement new knowledge in the classroom more effectively if training materials are kept up to date with contemporary issues and practices in education. programs can be tailored to participants’ varied requirements and learning preferences, ensuring that everyone can participate effectively and gain useful insights. establishing ongoing feedback systems also enables organizations to modify and enhance training plans in response to participant feedback, which promotes a culture of improvement and responsiveness. these initiatives ultimately help to improve student learning outcomes and raise the bar for teaching quality, thereby reaffirming the importance and influence of professional development in educational contexts. an extensive summary of how educational institutions might establish a language-aware operational culture that embraces and incorporates linguistic variety was given by bergroth and hansell (2020). the benefits of such an approach for teaching and learning were highlighted in the study, along with the significance of legislative backing and workable implementation tactics. all children can benefit from improved educational outcomes and a more welcoming and encouraging learning environment in schools that encourage language awareness. consequently, the variable pedagogical components received the highest mean of 2.92 (sd= 0.70), which was considered high. according to the positive evaluation of the pedagogical components, teachers are finding the training material applicable to their methods and pa ge 11 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 103-121, 2025 helpful in enhancing their teaching abilities. this positive impression is important because it implies that the training is giving teachers the skills and techniques they need to improve their performance in the classroom and meet the various requirements of their pupils. as a result, teachers are probably going to be more motivated, engaged, and self-assured while implementing new teaching strategies. it would appear from this that the training is successfully covering important pedagogical topics and giving teachers useful tools and techniques to improve methods. in order to further promote educators’ professional development and effectiveness, educational institutions should continue to prioritize and improve the pedagogical components of professional development programs. this will ultimately increase the quality of instruction and improve student learning outcomes. the significance of fostering digital capabilities in educators through in-service training programs was also emphasized by the bronin et al. (2020) study. in-depth training programs that cover a range of topics related to digital integration in education and offer continuous assistance to teachers as they advance their skills are essential, according to the report. in-service training programs that give teachers digital competences can enable them to use digital tools for instruction and learning in an efficient manner, improving student learning outcomes and experiences. the variable monitoring and assessment, on the other hand, had the lowest mean, 2.49 (sd=66), which is considered low. this means that the components of monitoring and evaluation imply that teachers could feel underappreciated and unsupported as they progress through their professional growth. to validate participant efforts, guide changes, and provide feedback, effective monitoring and assessment are essential. a lack of focus and drive among educators may emerge from ineffective monitoring and evaluation procedures, which may cause disengagement and stunted professional development. according to the participants’ general unhappiness, present procedures are not satisfying their expectations for efficient evaluation and feedback. educational institutions may raise the caliber and effectiveness of their professional development programs and guarantee that they successfully support the success and professional development of teachers by tackling these issues and strengthening the monitoring and evaluation systems. to determine how well in-service training and the collaborative improvement strategy work together to improve the quality of regular malaria surveillance data in kayunga district, westercamp et al. (2021) carried out a pilot research. problem 3: what is the respondents’ level of teaching practices with regard to classroom management, technology integration, teaching strategy and students’ self-management? according to table 5, the respondents’ overall mean of 2.87 (sd=0.72) indicates that their degree of teaching methods is high. this means meeting current educational requirements, demonstrating a great capacity for student engagement, and creating a learning atmosphere. to improve student learning and engagement, teachers make efficient use of technology. information access and interactive learning experiences are made easier by the integration of several technology instruments, which facilitates a variety of learning modalities. supported by a variety of tactics that address the various requirements table 5: summary of respondents’ level of teaching practices variables mean sd interpretation classroom management 3.08 0.75 high technology integration 2.94 0.76 high teaching strategy 2.89 0.71 high students selfmanagement 2.58 0.65 high overall 2.87 0.72 high legend: 3.26-4.00 at all times/very high 1.76-2.50 sometimes/low 2.51-3.25 most of the time/high 1.00-1.75 never/ very low of students, this demonstrates a commitment to efficient and interesting training. key elements that contribute to a healthy and dynamic learning environment include technology integration, a variety of teaching techniques, effective classroom management, and an emphasis on student self-management. in addition to improving the respondents’ capacity to provide high-quality instruction, ongoing professional development promotes teacher development and student achievement. carrillo and flores (2020) reviewed the literature with an emphasis on how the pandemic affected teacher education, with a particular focus on online teaching and learning methods. for legislators, administrators, and teacher educators looking to improve the caliber and efficacy of online teacher education programs, the findings have consequences. recommendations could include curriculum restructuring, faculty development programs, investments in technological infrastructure, and assistance for teaching candidates navigating online learning settings. accordingly, the variable classroom management received the highest mean, 3.08 (sd=0.75), which is an indication of strong performance. in other words, teachers can lessen behavioral problems and foster a cooperative and courteous classroom culture by using regular routines. teachers can accommodate the varied learning requirements of their students by establishing a flexible and inclusive learning environment through effective classroom management techniques. a helpful and stimulating learning environment is largely dependent on developing a respected and trustworthy connection between teachers and students, which is fostered by effective classroom management. a key component of good teaching that has a direct influence on student outcomes and educational quality is this understanding of classroom management. pa ge 11 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 103-121, 2025 teachers also establish a constructive and positive learning environment that promotes student conduct, engagement, and academic performance by employing deliberate and consistent management techniques. clear standards, polite interactions, and the creation of a disciplined atmosphere where students feel safe and inspired to learn are all components of effective classroom management. these initiatives not only improve students’ immediate educational experiences but also support their general development. by encouraging a well-run classroom, teachers better equip students for success in their academic and professional endeavors by preparing them to handle opportunities and difficulties in the future with competence and confidence. in their investigation of himmetoglu, aydug and bayrak (2020) looked at the idea of education and how it affected the duties and responsibilities of educators, learners, and school administrators in the educational system. to facilitate the shift, it calls for the creation of educational policies, curriculum designs, teacher training initiatives, and infrastructural expenditures. fostering cooperation amongst stakeholders, rewarding creativity, and guaranteeing that every student has fair access to digital resources and educational opportunities are a few possible recommendations. conversely, the category that received the lowest mean, 2.58 (sd=0.65), was students’ self-management, which is considered high. since they create objectives, manage their time, and keep track of their own progress, they have a higher chance of succeeding academically. selfmanagement abilities allow students to participate in selfdirected learning, finish assignments on time, and study for tests. through self-management, children develop a feeling of personal accountability and take charge of their own learning and behavior. acknowledging how their actions affect both oneself and other people is part of this. pupils that possess great self-management abilities can work alone. this understanding of students’ self-management is essential to both successful learning and individual growth. teachers can assist kids in developing self-management skills, which will help them succeed academically, become more responsible individuals, and get ready for lifetime learning. it is crucial to include instructional practices that promote self-management, like goal-setting, time management, and self-assessment, as shown by the implications and insights. students can assume initiative and accountability for their academic development when a nurturing learning atmosphere is established. teachers who understand the long-term advantages of self-management can enable students to take charge of their education, establish and accomplish goals, and face life’s obstacles with fortitude and flexibility. students who are able to effectively control their own learning develop into proactive, self-directed learners who are prepared for success in their academic endeavors as well as in others. zhu et al. (2020) investigated self-directed learning in massive open online courses (moocs), with a focus on the connections between self-management, selfmonitoring, and motivation. the research emphasizes the significance of motivation, self-monitoring, and self-management for learner performance and probably advances knowledge of self-directed learning in mooc settings. the study contributes to attempts to create more effective and captivating online learning experiences by identifying the elements that affect these learning features. problem 4: is there a significant relationship between the respondents’ assessment of in-service training program and their teaching practices? the results of the study on the respondents’ in-service training program and teaching practices are displayed in table 6. a statistically significant relationship between their degree of teaching practices and their in-service training program was examined using the test. there was no statistical significance (p > 0.05) in the correlation coefficients of pedagogical components. since there is no statistically significant relationship between the pedagogical components, there may be a complicated interaction that needs more research. it is crucial to focus on focused professional development, enhance table 6: result of the test on relationship between the respondents’ in-service training program and teaching practices respondents’ teaching practices in-service training program classroom management technology integration teaching strategy students’ selfmanagement overall r-value p-value r-value p-value r-value p-value r-value p-value professional development 0.56 0.0125 s 0.78 0.0458 0.76 0.0236 s 0.87 0.0467 s 0.74 0.0322 s pedagogical components 0.89 0.0657 ns 0.76 0.1270 ns 0.45 0.0237 s 0.79 0.0250 s 0.72 0.0604 ns coaching and mentoring 0.65 0.0540 ns 0.76 0.0654 ns 0.93 0.0320 s 0.72 0.0326 s 0.77 0.1931 ns monitoring and evaluation 0.83 0.0532 ns 0.47 0.0517 ns 0.66 0.0370 s 0.97 0.0153 s 0.73 0.0393 s legend: ssignificant ns-not significant pa ge 11 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 103-121, 2025 assessment instruments, and comprehend the subtleties of instructional methods. numerous research have looked into how different pedagogical elements relate to one another and how it affects how well students learn. the use of correlation coefficients in educational research is criticized, for example, by sutradhar et al. (2023), who stress the importance of carefully examining the correlations between variables. in a similar vein, tomaszewski et al. (2022) propose that professional development initiatives might require greater focus. training that particularly focuses the successful integration of diverse instructional components could be beneficial for educators. according to their statement, certain pedagogical approaches that are in line with teacher preparation can enhance learning results and student engagement. furthermore, the data showed no statistically significant link between coaching and mentoring in terms of classroom management (p > 0.05). a complex interaction of variables influencing coaching and mentoring methods’ efficacy is suggested by the lack of a statistically significant association between them. the dynamics at work can be better understood by educators and policymakers by taking into account the various definitions and implementations, the caliber of interactions, teacher autonomy, and outside circumstances. in their study of the effect of mentoring on academic staff productivity, adeogun et al. (2022) discovered that although mentoring can improve some outcomes, the relationship with total performance was not always significant, suggesting that other factors might be more important. likewise, neupane’s (2020) study highlighted the impact of contextual factors on coaching and mentoring efficacy, indicating that the setting in which these activities take place might have a substantial impact on their results. according to tomaszewski et al. (2022), methodological rigor is crucial for comprehending these linkages, and they emphasized the significance of employing reliable measurement instruments to precisely evaluate the impact of coaching and mentoring. however, the correlation coefficients between monitoring and evaluation and professional development in teaching practices were statistically significant. a strong correlation between the quality and efficacy of professional development programs and the instructional strategies used by educators is suggested by the findings, which show that the correlation coefficients in teaching practices between professional development were statistically significant. participation in professional development appears to be linked to better teaching methods, which in turn may increase student learning outcomes, according to this correlation. gul (2019) looked into how professional development affected instructors’ methods of instruction and the learning outcomes of their students. the study revealed a robust association between enhanced teaching practices and successful professional development, underscoring the significance of pertinent and useful training for teachers.the impact of different professional development programs on teaching effectiveness is also reviewed by darling-hammond et al. (2019). it emphasizes the necessity for educators to have access to ongoing, collaborative learning opportunities and links high-quality professional development to notable gains in teaching practices and student achievement. finally, the data showed that there was a statistically significant association between the monitoring and evaluation and teaching practices. the significance of the statistical data emphasizes how crucial efficient monitoring and assessment are in learning environments. it is possible for educational institutions to increase student learning outcomes and teaching quality by cultivating a culture of ongoing feedback and improvement. research on the connection between monitoring and evaluation practices and academic staff motivation in higher education by mugisha et al. (2019) further supports the notion that strong monitoring and evaluation practices are essential for assisting educators in their professional development. improved teaching methods and staff motivation were found to be favorably connected with efficient monitoring and assessment procedures. problem 5: is there a significant difference in the respondents’ teaching practices when grouped according to their characteristics? table 7 shows the findings in difference in the teaching practices when grouped according to the respondents’ characteristics. the findings showed that respondents’ educational attainment varied significantly. this implies that the credentials of instructors have a significant influence on how effective they are as educators. the significance of educational background in increasing the quality of instruction and, eventually, student results is highlighted by this research. the study by lee and lee (2019), which looked at the relationship between students’ educational attainment and teacher table 7: difference in the respondents’ teaching practices when grouped according to their characteristics teaching practices respondents characteristics classroom management technology integration teaching strategy students’ selfmanagement overall r-value p-value r-value p-value r-value p-value r-value p-value t-value p-value age 0.56 0.0512 ns 0.69 0.0587 ns 0.25 0.0520 ns 0.89 0.0580 ns 0.60 0.0550 ns pa ge 11 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 103-121, 2025 qualifications, provided support for this. students who were taught by teachers who had more education were more likely to succeed academically, according to the data, which supported the notion that teacher preparation has a direct impact on student outcomes. furthermore, the data showed that respondents’ attendance at training sessions and seminars varied significantly with regard to their teaching practices, indicating that professional development opportunities are essential for improving instructional efficacy. the significance of ongoing education and skill development for teachers is highlighted by this study. teachers who engaged in different training techniques greatly enhanced their teaching approaches, which in turn had a favorable impact on student results, according to a study by hafeez (2021). additionally, the results showed a substantial variation in the teaching experiences of the respondents, highlighting the critical significance that years of teaching experience have in determining the quality of education. it emphasizes how crucial it is to take experience’s influence on instructional strategies and student results into account. a pertinent study by graham et al. (2020) looked at the connection between teaching quality and the number of years of experience teachers have. the results showed that a teacher’s career-long increases in student achievement are positively correlated with their teaching experience. this implies that teachers increase student results by becoming more proficient in their teaching strategies as they accumulate more experience.however, the data showing a negligible age difference among respondents with regard to their teaching techniques raises the possibility that age is not a significant determinant of how teachers conduct their lessons. the dynamics of teaching effectiveness across age groups warrant more investigation in light of this conclusion. this was confirmed by bennett et al.’s (2020) study, which looked at the connection between teachers’ age and their methods of instruction. the results suggested that age alone did not impact teaching efficiency because there were no discernible changes in instructional tactics between age groups. furthermore, the data showing a negligible variation in respondents’ positions with regard to their teaching practices raises the possibility that a teacher’s educational efficacy may not be greatly impacted by their particular job or title. a more thorough investigation of the ways in which other elements, such professional growth and experience, could influence teaching methods more significantly is warranted by this finding. the influence of instructors’ positions and training on their teaching strategies and student outcomes is suggested by a pertinent study by hafeez (2021). the study indicated that professional development and training are important elements impacting instructional practices, as it did not find any significant differences in teaching efficacy based on instructors’ positions.in addition, the results showing a negligible variation in respondents’ tribal affiliation with regard to their teaching methods implies that instructors’ instructional strategies may not be considerably impacted by their tribe identity. the absence of notable variations in instructional methods among different tribal affiliations would suggest that tribal identity is not the only factor that determines effective teaching techniques. rather, elements like personal teaching philosophies, professional growth, and training might have a greater influence on how effective education is. this was corroborated by huang et al.’s (2020) study, which looked at how cultural competency affected teachers’ methods in diverse classes. there were no discernible variations in teaching methods according to the cultural backgrounds of the teachers, according to the study. this suggests that when teachers have the appropriate knowledge and training, they can facilitate effective instruction across cultural identities. problem 6: based on the findings of the study, what school training development plan on in-service training program can be designed? conclusions the in-service training program’s pedagogical components were identified by this study, indicating a high emphasis on enhancing teachers’ instructional practices. in order to improve teachers’ efficacy, it emphasizes the vital necessity for focused professional development that places an emphasis on pedagogical knowledge. furthermore, the importance of good management techniques in creating a supportive learning environment is highlighted by classroom management. a strong relationship between classroom management in teaching practices and the highest educational attainment 0.87 0.0005* s 0.51 0.0523 ns 0.12 0.0001* s 0.36 0.0015* s 0.47 0.0136 s seminars and trainings attended 0.65 0.0023* s 0.21 0.0051* s 0.13 0.0062* s 0.69 0.0089* s 0.42 0.0056 s position 0.57 0.0560 ns 0.61 0.0890 ns 0.84 0.0671 ns 0.14 0.0612 ns 0.54 0.0683 ns teaching experience 0.52 0.0001* s 0.20 0.0001* s 0.30 0.0002* s 0.32 0.0001* s 0.34 0.0001* s tribal affiliation 0.89 0.1032 ns 0.79 0.1302 ns 0.30 0.1043 ns 0.65 0.1032 ns 0.78 0.1102 ns legend: *significant at p<0.05 alpha level ssignificant ns-not significant pa ge 11 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 103-121, 2025 table 8: a re as o f c on ce rn sp ec ifi c o bj ec tiv es st ra te gi es / a ct iv iti es t im e fr am e pe rs on /s in vo lv ed so ur ce o f fu nd e st im at ed b ud ge t e xp ec te d o ut co m e m on ito rin g an d e va lu at io n pr ov id es p ro pe r b re ak d ur at io n in tr ai ni ng w he n ne ed ed . -i nc or po ra te sh or t e ne rg iz er a ct iv iti es du rin g br ea ks . m on ito r a nd a dj us t b re ak du ra tio ns b as ed o n pa rt ic ip an t f ee db ac k an d tra in in g in te ns ity be gi nn in g of s ch oo l y ea r ps d s, s ch oo l h ea d, t ea ch er s, se m in ar c oo rd in at or m o o e b ud ge t p ta f un d ₱1 0, 0 00 .0 0 -e nh an ce d re la xa tio n an d so ci al in te ra ct io n du rin g br ea ks . c on tin uo us im pr ov em en t o f tra in in g ef fe ct iv en es s a nd pa rt ic ip an t s at isf ac tio n. u til iz es a ud io -v isu al ai ds in a w el l-o rg an iz ed m an ne r d ur in g te ac he rs ’ tra in in g se ss io ns . -e va lu at e th e im pa ct of a ud io -v isu al a id s on le ar ni ng o ut co m es th ro ug h as se ss m en ts. -g at he r f ee db ac k fr om pa rt ic ip an ts o n th e ef fe ct iv en es s o f au di ovi su al a id s u se d in tr ai ni ng . t hr ou gh ou t t he a ca de m ic ye ar . ps d s, s ch oo l h ea d, te ac he rs , s em in ar c oo rd in at or m o o e pt a f un d ₱1 0, 00 0. 00 -c on tin uo us im pr ov em en t of tr ai ni ng m at er ia ls ba se d on p ar tic ip an t i np ut . -d at adr iv en in sig ht s i nt o ho w a ud io -v isu al a id s en ha nc e le ar ni ng a nd re te nt io n. a dd re ss es th e te ac he rs ’ c ur re nt n ee ds in th ei r t ea ch in g pr of es sio n. -d ev el op a c us to m iz ed tr ai ni ng th at in co rp or at es th e id en tifi ed n ee ds a nd go al s o f pa rt ic ip an ts. -p ro vi de o ng oi ng su pp or t a nd m en to rs hi p to p ar tic ip an ts du rin g an d af te r t he tr ai ni ng se ss io ns to en su re th e ap pl ic at io n of le ar ne d sk ill s in th ei r t ea ch in g pr ac tic e. t hr ou gh ou t t he a ca de m ic y ea r. ps d s, s ch oo l h ea d, m as te r t ea ch er s, te ac he rs , s em in ar c oo rd in at or m o o e p ta f un d ₱1 0, 00 0. 00 -h ig hl y re le va nt a nd e ng ag in g tra in in g pr og ra m s t ha t r es on at e w ith pa rt ic ip an ts. -i m pr ov ed c on fid en ce a nd c om pe te nc e of p ar tic ip an ts in a pp ly in g ne w te ac hi ng st ra te gi es . se le ct s a c on du ci ve a nd co m fo rt ab le tr ai ni ng en vi ro nm en t. -e va lu at e po te nt ia l t ra in in g ve nu es b as ed o n cr ite ria su ch as p hy sic al sp ac e, lig ht in g, te m pe ra tu re , h um id ity , a nd a ir qu al ity . t hr ou gh ou t t he a ca de m ic ye ar . ps d s, s ch oo l h ea d, m as te r te ac he rs , t ea ch er s, se m in ar c oo rd in at or m o o e p ta f un d ₱1 0, 00 0. 00 -s el ec tio n of th e m os t ap pr op ria te tr ai ni ng v en ue th at m ee ts th e co m fo rt a nd le ar ni ng n ee ds o f pa rt ic ip an ts. year 2: teaching practices pa ge 11 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 103-121, 2025 s tu de nt s’ se lfm an ag em en t e st ab lis h cl as sr oo m ru le s l ea d to st ud en ts u nd er st an di ng , ex pe ct at io ns , a nd ta ki ng re sp on sib ili ty fo r t he ir ac tio ns . i m pl em en t a sy st em fo r re gu la rly re vi ew in g an d re in fo rc in g cl as sr oo m ru le s, in cl ud in g po sit iv e re in fo rc em en t fo r a dh er en ce . t hr ou gh ou t t he a ca de m ic y ea r. sc ho ol h ea ds t ea ch er s s tu de nt s pa re nt s o th er s ta ke ho ld er s n /a n /a c on tin uo us re in fo rc em en t o f ex pe ct at io ns le ad in g to im pr ov ed be ha vi or a nd re sp on sib ili ty. su pp or t a nd v al ue st ud en ts ’ fe el in gs w hi ch fo st er a p os iti ve se lfim ag e an d w ill in gn es s t o le ar n. p ro vi de p ro fe ss io na l de ve lo pm en t t ra in in g fo r te ac he rs o n em ot io na l in te lli ge nc e, em pa th y, an d cr ea tin g a su pp or tiv e cl as sr oo m en vi ro nm en t. t hr ou gh ou t t he a ca de m ic y ea r. te ac he rs . s tu de nt s, sc ho ol h ea ds n /a n /a te ac he rs e qu ip pe d w ith sk ill s t o cr ea te a n em ot io na lly su pp or tiv e cl as sr oo m . e m pl oy sk ill -b as ed a ct iv iti es an d fo cu se d di sc us sio ns th at k ee p st ud en ts e ng ag ed an d ac tiv el y pa rt ic ip at in g in le ar ni ng . p ro vi de p ro fe ss io na l de ve lo pm en t w or ks ho ps fo r t ea ch er s o n ef fe ct iv e fa ci lit at io n of sk ill -b as ed ac tiv iti es a nd d isc us sio ns . t hr ou gh ou t t he a ca de m ic ye ar . te ac he rs , s tu de nt s n /a n /a te ac he rs e qu ip pe d w ith st ra te gi es to e ff ec tiv el y en ga ge st ud en ts in le ar ni ng . a ck no w le dg e st ud en ts fo r th ei r e ff or t, co m pe te nc e, an d im pr ov em en t. p ro vi de tr ai ni ng fo r t ea ch er s on e ff ec tiv e w ay s t o gi ve p os iti ve fe ed ba ck a nd re co gn iti on th at fo st er s a g ro w th m in ds et . t hr ou gh ou t t he a ca de m ic y ea r. te ac he rs , s tu de nt s n /a n /a te ac he rs e qu ip pe d w ith sk ill s to e ff ec tiv el y re co gn iz e an d en co ur ag e st ud en t e ff or ts a nd im pr ov em en ts. year 3: integrating and customizing c ha lle ng es in b eh av io r m an ag em en t e qu ip te ac he rs w ith st ra te gi es to a dd re ss c ha lle ng in g be ha vi or s a nd c re at e a po sit iv e le ar ni ng e nv iro nm en t. c ol la bo ra te w ith in st ru ct io na l co ac he s t o m od el d iff er en tia te d in st ru ct io n te ch ni qu es a nd pr ov id e fe ed ba ck to te ac he rs . t hr ou gh ou t t he a ca de m ic y ea r. sc ho ol h ea d, t ea ch er s, st ud en ts, sp ea ke r, ic t co or di na to r. m o o e ₱2 0, 00 0. 00 in cr ea se d te ac he r c on fid en ce an d co m pe te nc e in im pl em en tin g ef fe ct iv e cl as sr oo m m an ag em en t st ra te gi es . pa ge 11 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(1) 103-121, 2025 se lfm an ag em en t s ki lls fo st er c oo pe ra tiv e re la tio ns hi ps b et w ee n ed uc at or s a nd le ar ne rs to en ha nc e ac ad em ic p ro gr es s an d pe rs on al g ro w th . fa ci lit at e re gu la r m ee tin gs be tw ee n te ac he rs a nd st ud en ts to se t a ca de m ic go al s, tra ck p ro gr es s, an d di sc us s c ha lle ng es a nd su cc es s. t hr ou gh ou t t he a ca de m ic ye ar . sc ho ol h ea d, t ea ch er s, st ud en ts, sp ea ke r, ic t co or di na to r. m o o e ₱ 3. ,0 00 .0 0 in cr ea se d te ac he r pr ofi ci en cy in c oa ch in g an d m en to rin g te ch ni qu es . a ss es sm en t e ff ec tiv en es s d ev el op a nd im pl em en t e ff ec tiv e m on ito rin g an d ev al ua tio n m et ho ds to a ss es s s tu de nt le ar ni ng o ut co m es a nd in fo rm in st ru ct io na l d ec isi on -m ak in g. tr ai n te ac he rs o n ef fe ct iv e da ta c ol le ct io n, a na ly sis , a nd in te rp re ta tio n te ch ni qu es to in fo rm in st ru ct io na l d ec isi on m ak in g. t hr ou gh ou t t he a ca de m ic y ea r. sc ho ol h ea d, t ea ch er s, st ud en ts, sp ea ke r, ic t co or di na to r. m o o e ₱2 0, 00 0. 00 e nh an ce d fe ed ba ck e xc ha ng e be tw ee n te ac he rs a nd st ud en ts fo st er in g a cu ltu re o f co nt in uo us im pr ov em en t. pedagogical elements of the in-service training program suggests that instructors who receive in-depth instruction in pedagogical approaches are better equipped to apply efficient classroom management strategies. the need for thorough professional development programs that include classroom management techniques and educational understanding is highlighted by this link. by focusing on these interconnected areas, educational institutions can create a more productive and encouraging learning environment while also improving teaching methods and, eventually, student outcomes. these kinds of programs help students have more interesting and successful learning experiences in addition to helping teachers. recommendations based on the given conclusions of the study, several recommendations are presented: 1. training activities should be tailored to target specific areas of need by the division office training/seminar coordinator, which will improve overall educational results, student self-management, and instructional quality. 2. heads of schools and district managers in order to support instructors in developing students’ selfmanagement skills, district supervisors and school administrators should provide specialized training. students can take more responsibility for their education if teachers master time management and goal-setting techniques. 3. to evaluate the efficacy of in-service training initiatives, division or district offices ought to establish a systematic framework. setting quantifiable goals and examining data from multiple sources can help teachers understand their methods and pinpoint areas that need work. 4. future scholars might look into related subjects, adding to the corpus of knowledge in education and creating more focused studies on in-service training programs. 5. school administrators can implement the school training development plan, which will enhance instruction and boost pupils’ self-control. references adeogun, a. a., abiona, a. o., alabi, o. o., & yila, o. 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(2020). self-directed learning in moocs: exploring the relationships among motivation, self-monitoring, and self-management. educational technology research and development, 68(5), 2073–2093. https://doi.org/10.1007/s11423-02009747-8 pa ge 1 pa ge 88 american journal of arts and human science (ajahs) learning style practices and learners’ proficiency level in music, arts, physical education, and health meiame joy f. batonghinog1*, ninfa c. osias1 volume 4 issue 3, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i3.4837 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: march 18, 2025 accepted: april 25, 2025 published: july 28, 2025 learning styles refer to how learners absorb and understand concepts in their subjects. however, many students struggle with grasping the concepts and terminologies in mapeh. this study aimed to assess the extent of learning style practices and proficiency levels in mapeh among grade 5 learners in the central and north i districts of cagayan de oro city during the school year 2023-2024. specifically, it examined the respondents’ learning style practices, their proficiency levels in mapeh for the first and second quarters, and the relationship between these variables. data were collected from 332 respondents using a modified questionnaire based on grasha and reichmann’s learning style model. the study employed a descriptive research design and utilized frequency, mean, standard deviation, and pearson product moment correlation for data analysis. results indicated that collaborative learning was the most practiced style, and students achieved a high proficiency in mapeh. a significant relationship was found between learning style practices and proficiency levels. it is recommended that teachers implement diverse, interactive, and differentiated activities to minimize avoidant learning styles. additionally, struggling learners should participate in tailored interventions, ensuring teachers and students work together to maximize learning potential and achieve the highest proficiency levels. keywords learning style, proficiency level in mapeh 1 phinma cagayan de oro college, philippines * corresponding author’s email: mefr.batonghinog.coc@phinmaed.com introduction learning style is every learner’s unique way of acquiring new concepts that can be achieved through grasping, interpreting, understanding, analyzing, and keeping them in mind. besides, each learner’s style may vary, for learners differ in how they respond to new concepts being introduced. however, despite recognizing these individual differences, learners still struggle and find it challenging to grasp complex ideas and terminologies used by teachers in all the components of the mapeh subject. this problem was evident in the recent diagnostic test given among the learners in both central and north i districts of cagayan de oro city, where mapeh ranked fifth despite being one of the non-academic subjects. the challenge lies in the subject’s varied content, and the struggle learners face when trying to understand the terminologies and concepts introduced. mapeh is one of the subjects in elementary education; it tackles music, arts, physical education, and health. it helps learners quickly discover what they can get if they enhance their potential in mapeh activities. the music and arts programs seek to expose learners to develop an appreciation for philippine, asian, and western music. physical education aims to make the learners physically strong, well-poised, sound and efficient, mentally alert and active, emotionally tempered, and well-balanced (dinglasan, 2019). the study focused on mapeh, as it has been the subject taught by the researcher for quite some time. to address this problem, the present study was set forth to find the respondents’ extent of practices of their learning style, for it is essential to understand how learning styles influence proficiency in mapeh, as it can provide insights into how to improve teaching strategies and enhance learner performance. learning styles are the cognitive, affective, and physiological traits that are relatively stable indicators of how learners perceive, interact with, and respond to the learning environment (almulla, 2020). also, it has been utilized to comprehend the many methods by which learners respond to academic assignments and digest information (benckendorff et al., 2022). moreover, learning styles are individual preferences and habitual strategies for absorbing, processing, and retaining information during the learning process (kharb et al., 2018). furthermore, learning style describes how learners absorb and process knowledge uniquely (magulod, 2018). additionally, learning styles refer to the belief that individuals differ regarding what mode of instruction or study is most effective for them (pashler et al., 2018). lastly, it is the way that different learners learn. a style of learning refers to the preferred way to absorb, process, comprehend, and retain information. correspondingly, learning styles are inherent preferences in how individuals understand new information and respond to various instructional methods, which can affect their academic performance (snyder, 2021). article xiv, section 1 of the 1987 philippine constitution states that the state shall protect and promote the right of all citizens to quality education at all levels and take appropriate steps to make such education accessible to all. additionally, deped adopted the enclosed policy guidelines on classroom assessment for the k to12 basic education program by department order no. 21 s., 2019, which is in line with pa ge 89 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 88-98, 2025 the implementation of the enhanced basic education act of 2013, stated that curricula must be inclusive, learnercentered, developmentally appropriate, and relevant in order to provide learners the skills and competence they need to meet the challenges of the twenty-first century. both highlighted the accessibility, quality, and relevance of education. thus, the findings of this study provided researchbased insight among teachers so that they could monitor and measure their learners’ progress and modify their teaching strategies and instruction accordingly to advance their learners’ proficiency level, specifically in all the components of mapeh subjects. finally, as the majority of studies conducted that are relevant to this topic have previously employed the questionnaire structured after kolb’s learning style, this study used a patterned and modified version of the grasha and riechmann survey questionnaire since this theory highlights the social interaction and the participation among learners in the four walls of the classroom. moreover, this theory groups learners based on how they interact and engage with others, such as being collaborative, competitive, dependent, independent, participant, or avoidant. literature review learning style there was plenty of proof that individuals displayed how they received information; few studies have found a basis for using learning styles in education. many theories suggest that humans can be classified according to their learning style but differ in how the projected styles must be implemented. the myth that a learner may learn best through their learning style has been disproved in recent years. however, learning styles are widely acknowledged in education as a technique to support the notion that every learner learns differently. though learning styles are not a guide for how to teach learners, they can be used to identify learners’ methods of knowledge processing and retention. learning style refers to social and emotional dimensions such as attitudes towards learning, teachers, classmates, and the classroom. moreover, it refers to the preferential way the student absorbs, processes, comprehends, and retains information. social and emotional dimensions like attitudes toward learning interaction with teachers and classmates can identify learning styles. furthermore, it refers to a range of theories that aim to account for differences in individuals’ learning. however, there is ample evidence that individuals express personal preferences for how they prefer to receive information. few studies have found any validity in using learning styles in education. aboe (2018) revealed that learning styles affect a learner’s final academic achievement value. moreover, dalmolin et al. (2018) discovered a positive connection between learning styles and learners’ academic performance. in addition, he suggested that determining learners’ learning styles will ultimately improve their educational experience. likewise, ibarrientos (2021) concluded that there is a significant relationship between learners’ learning styles and their academic performance on the physical, cognitive, and physiological elements of learning. however, the contrary hypothesis is proved in terms of its affective aspect. overall, the study finds the need for specific actions that will address the issue of pedagogical strategies employed in teaching the curriculum, approaches in the delivery of instructional content, monitoring, evaluation, and adjustments of key issues in the teaching and learning, an institutional program to help students in difficult circumstances, and other studies that will help the college improve its quality education and services. avoidant learning style reyes and kwan (2019) found that learners with avoidant learning styles displayed lower proficiency levels, especially in physical activities, because they were reluctant to do the given group performance tasks, whether in presentations or competitions. they further emphasized that avoidant learners frequently miss chances for skill development through social interaction. it was then supported by savci (2018), who highlighted that avoidant learners tend to have lower proficiency levels in performing arts because of their hesitance to actively engage and enthusiastically participate in given group activities and performance tasks, thus preventing them from acquiring new skills. dependent learning style dinglasan (2019) highlighted that dependent learners exhibit higher proficiency levels in mapeh subjects because they rely on clear and detailed instruction given as support by the teacher. it was then seconded by uba (2020), whose study findings indicated that learners with a dependent learning style often excel in collaborative tasks like group performance tasks where they can depend on peers for guidance and support, improving proficiency in group projects and performances. participant learning style savci (2018) indicated collaborative learning was the most popular approach among turkish physiotherapy learners. in contrast, physiotherapy learners with participant learning styles performed more academically than those with other learning types. teaching methods align with the distinctive features of turkish physiotherapy learners’ participatory learning. more in-class activities and discussions concerning the readings and course material promote active learning, favoring academic performance. independent learning style ilcin et al. (2018) state that independent learners tend to accomplish higher proficiency levels in music and health education because they are more interested in working on and accomplishing individual performance tasks and studying and researching topics that interest them. supporting the later researcher’s finding, magulod (2018) also posits that learners who practiced an independent pa ge 90 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 88-98, 2025 learning style were likely to perform better in music and arts, for they were more motivated to accomplish performance tasks that led them to creativity and personal expression. competitive learning style tulabing (2018) concluded a positive correlation between competitive learning styles and mapeh proficiency, specifying that learners who succeed in competitive environments habitually achieve higher proficiency. tulabing further recommended that teachers prepare, construct, and implement activities such as pop quizzes, drills, and performance tasks that cater to and motivate competitive learners in the classroom. likewise, urabang and valdez (2019) established that including competitive learning styles in-class activities and discussions positively influences learner engagement and proficiency in mapeh subjects. they further suggested that mapeh teachers should design instructional materials that will cater to all learning styles. collaborative learning style pimentel et al. (2020), in their study about the effectiveness of collaborative learning in enhancing academic performance among learners, concluded that collaborative learning brings up better engagement and understanding, for learners are allowed to work, brainstorm, agree, and disagree with others and address those misunderstandings along the way. also, they can experience what it is to have a role or part to play in a particular group. lastly, they are given the possibility to deepen their understanding through listening and acquiring additional life lessons from other’s ideas and experiences. proficiency level this refers to a learner’s degree of skill, knowledge, and competency in these interconnected disciplines. they achieved proficiency in something done well at gaining skill. however, having proficiency does not make one an expert. still, proficiency is something to be proud of. it means one needs to work hard and probably will become an expert. lopez (2019) observed how teaching strategies align with the learners’ learning styles. furthermore, based on the data she gathered and interpreted, she concluded that aligning teaching methods with learning styles improved proficiency across all areas of mapeh. in addition, villanueva (2018) explored how grasha-reichmann’s learning styles influenced learners’ proficiency levels through all the components of the mapeh subject. moreover, he found that participant and collaborative learners commonly had higher proficiency levels in music and physical education because of their dynamic engagement in group activities. on the other hand, independent learners performed better in art and health education, for these mapeh subject components allowed them to work independently and develop individual skills. statement of the problem the study aimed to determine the extent of practices of the learning style and learners’ proficiency level in mapeh at central and north i district of cagayan de oro city division for the school year 2023-2024. specifically, the study sought to answer the following questions 1. what is the respondents’ extent of practices of their learning style in terms of avoidant, dependent, participant, independent, competitive and collaborative? 2. what is the respondents’ proficiency level in mapeh in the first and second quarters? 3. is there a significant relationship between the respondents’ practices of their learning style and their proficiency level in mapeh in the first and second quarters? theoretical framework this study made use of grasha and reichmann’s learning styles theory. they developed this theory to identify and categorize learners’ learning behaviors as avoidant, dependent, participant, independent, competitive, and collaborative. furthermore, the theory focuses on learners’ attitudes toward learning, classroom activities, teachers, and peers rather than studying the relationships among methods, learner style, and achievement. in addition, the theory emphasizes the increased ability to problem solve, communicate with others, and organize materials. further, this paradigm is predicated on the idea that to maximize learning, one must thoroughly comprehend various learning styles. moreover, one must take different learner mindsets into account to achieve this because when an individual knows his or her learning style(s), he or she can understand the type of learning that best suits him/her. this enables them to choose the types of learning that work best. during childhood, each person advances through various stages of each style. each person is born with tendencies toward one main style. the dominant style may not always be the same across different settings. it may vary or be combined with others, according to the nature of the activity. in addition, the current study is braced by the country’s fundamental law, the 1987 philippine constitution, in which article xiv, section 1 states, “the state shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all. moreover, the deped’s adopted policy guidelines on classroom assessment for the k–12 basic education program by department order no. 21 s., 2019, which is in line with the implementation of the enhanced basic education act of 2013, that encourages and allows teachers to monitor and measure the progress of their learners and modify their instruction accordingly. this study is based on learners’ learning styles and academic performance, as developed by tulabing (2018). pa ge 91 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 88-98, 2025 accordingly, mapeh, among the minor subjects, is ranked as one of the most difficult academic disciplines for filipino pupils. it is essential to determine if the learners’ diverse learning styles influence their proficiency level in mapeh significantly since dalmolin et al. (2018) concluded that determining learners’ learning styles will ultimately improve their educational experience. moreover, dinglasan (2019), supporting dalmolin et al., said that educators, especially teachers, should construct and implement assessments, whether formative or summative and performance tasks that align with learners’ competitive and collaborative learning styles, providing an environment where these learners can thrive and demonstrate their capabilities. similarly, magulod (2018), agreeing with the later researchers, said that teachers should consider incorporating collaborative and participatory teaching strategies to cater to learners’ learning preferences, which can enhance engagement and academic success. likewise, mulenga and kamombwe (2019) concluded that effective instruction can only be undertaken if a learner’s learning styles are diagnosed and the instruction is tailored accordingly. besides, a curriculum’s success is determined by how teachers measure learners’ accomplishments through learning assessment. thus, a teacher must get to know them well to provide the proper assessment. also, recognizing the diverse needs of learners can help educators create balanced instructional methods that offer both structured and independent learning opportunities, thereby improving overall learner performance (uba, 2020). scope and limitations the study’s respondents were limited to the three hundred thirty-two (332) out of 1975 officially enrolled grade 5 learners from central and north i districts in the division of cagayan de oro city. the study’s independent variable focused only on the learners’ practices of their learning styles in terms of avoidant, dependent, participant, independent, competitive and collaborative. the study’s dependent variable was limited to the respondents’ proficiency level in mapeh in the first and second quarters of school year 2023 – 2024. materials and methods research design in this study, the researcher employed a descriptive correlational research design to describe the relationship between the independent and dependent variables. descriptive research is research designed to provide a snapshot of the current state of affairs. moreover, it provides a complete picture of what occurs at a given time. furthermore, it allows the development of questions for further study. correlational research is research designed to discover relationships among variables and allow the prediction of future events from present knowledge. in addition, it allows for testing expected relationships between and among variables and making predictions. lastly, it can assess these relationships in everyday life events. this scientific method involves describing individuals, events, or conditions by studying them as they are and not trying to manipulate any of the variables (siedlecki, 2020). in the context of this study, this method was used to identify the learners’ extent of practices of their learning styles in terms of avoidant, dependent, participant, independent, competitive, and collaborative and their level of proficiency in mapeh in the first and second quarters. on the other hand, a correlation was used to describe the relationship between the respondents’ extent of practice of their learning styles and their level of proficiency in the mapeh subject in the first and second quarters. study setting the study was conducted in central and north i districts, division of cagayan de oro city, for the school year 2023-2024. central district has two schools, namely city central school and corrales elementary school, and north i district has three schools: macabalan elementary school, north city central school, and consolacion elementary school. city central school, formerly cagayan intermediate school, was located in the heart, the central part of cagayan de oro city at yacapin-velez streets and has a total area of 37 766 sq. m. bounded on the north by the pelaez sports center, which used to be the stable of the donor, and don apolinar velez street on the eastern side. moreover, city central school has been one of the premier schools in the division of cagayan de oro city, established in 1909, performing consistently at its best in different curricular and noncurricular competitions. on the other hand, corrales elementary school is located at corrales extension, barangay 22, cagayan de oro, 9000 misamis oriental, philippines. near this place are the graduate school dean’s office (243 meters), library audio visual office (243 meters), southern philippines college (475 meters), medical clinic (538 meters), and del mar adventist elementary school (589 meters). macabalan elementary school was situated at julio pacana street, cagayan de oro city. north city central school was located at punted, north i district, cagayan de oro, 9000 misamis oriental, philippines. near this place are puntod national high school (31 meters), piaping puti day care center (661 meters), macabalan elementary school (727 meters), and macabalan national high school (773 meters). consolacion elementary school was located at cagayan de oro, misamis oriental, philippines; near this place are angeles sisters national high school (47 m), del mar adventist elementary school (497 m), southern philippines college (525 m), kong hua school (621 m) and sacred heart of jesus montessori school (631 m). these schools were selected because the researcher has been a teacher and has been teaching mapeh at city central school, one of the schools in the central district. pa ge 92 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 88-98, 2025 to widen the scope of the study, the closest schools, like corrales elementary school, another school from central district, and macabalan elementary school, together with north city central school and consolacion elementary school, the schools from north i district, were included. finally, these schools were located at cagayan de oro in northern mindanao, philippines. it serves as a central economic and cultural focal point in the region. it is known as the “city of golden friendship” for its friendly municipal and strategic standing as a gateway to mindanao. it has been awarded several times as a national presidential awardee as the most child-friendly highly urbanized city. study population and sampling technique the respondents of this study were the grade 5 learners of central and north i districts, division of cagayan de oro city for school year 2024. there were 749 enrolled learners at city central school, 506 at corrales elementary school, 335 at macabalan elementary school, 210 at north city central school, and 175 at consolacion elementary school. of these 1,975 enrolled learners, 332 were the respondents of the study. in this study, the researcher employed a purposive sampling technique in selecting appropriate participants to provide significant information about the learners’ extent of practices of their learning styles and proficiency levels in mapeh. purposive sampling, also known as judgmental or selective sampling, is a non-probability sampling technique where the researcher chooses participants grounded on precise characteristics or standards that are believed to be relevant to the study. table 1: distribution of respondents per school district/school population sample size city central school 749 126 corrales elementary school 506 85 macabalan elementary school 335 56 north city central school 210 35 consolacion elementary school 175 30 total 1975 332 research instruments the research instrument of the study was the patterned and modified two-part survey questionnaire from grasha and reichmann’s learning style theory. part i consisted of a patterned and modified grasha and riechmann learning style questionnaire. the survey consisted of 60 items, with ten questions, averaged together to measure dominance in one or more of the six measure learning styles. moreover, each item in the six distinct learning styles was carefully read and modified to make it relevant to the focus of the study which was the mapeh subject, and also to make the terms in every sentence suitable and understandable among grade 5 average learners. part 2 of the pattern and modified survey questionnaire consisted of the respondents’ first and second-quarter average grades in the four components of the mapeh subject for school year 2023-2024. statistical treatment of data the following statistical treatments were utilized to analyze and interpret the study’s data: descriptive statistics such as mean and standard deviation were used to describe the study’s variables. problems 1 and 2 used mean and standard deviation to determine the respondents’ extent of practices of their learning style in terms of avoidant, dependent, participant, independent, competitive, and collaborative and their proficiency level in mapeh in the first and second quarters. problem 3 used the pearson product moment correlation coefficient to summarize the relationship between the variables of the study. ethical consideration it is essential to guarantee the privacy and anonymity of the respondents who participated in this study. learners may be more willing to participate honestly and openly if they are self-confident that their identities and personal information are kept confidential. informed consent was obtained from all participating learner-respondents and explained clearly the purpose of the study, the data collection, the process, and how their information was utilized. this is to ensure that they have the option to withdraw from the study at any time without experiencing consequences. respondents may or may not write their names. they were asked to remove or replace any personally identifiable information, such as school names and contact details, from the data during processing and reporting. all data gathered was kept private by the data privacy act of 2012. personal identifiers were removed or anonymized to protect the identities of the participants. the collected data was safeguarded by storing it securely, using encryption where necessary, and limiting access to authorized personnel only. this measure ensured that data was not accidentally disclosed to unauthorized parties. ethical approval was sought from an institutional review board (irb) or ethics committee to ensure that the research design and data handling procedures met ethical standards and guidelines. this step ensured that the rights and welfare of the participants were protected throughout the research process. results and discussion problem 1. what is the respondents’ extent of practices of their learning style in terms of avoidant, dependent, participant, independent, competitive, and collaborative? pa ge 93 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 88-98, 2025 table 2: summary of the respondents’ extent of practices of their learning style variables mean sd interpretation avoidant *2.37 1.11 to a little extent practiced dependent 3.15 0.99 to some extent, practiced participant 3.02 1.05 to some extent, practiced independent 2.75 0.93 to some extent, practiced competitive 2.68 1.11 to some extent, practiced collaborative 3.16 1.00 to some extent, practiced overall 2.85 1.03 to some extent, practiced legend: 3.26-4.00 strongly agree / to a great extent practiced 1.76 – 2.50 disagree / to a little extent practiced 2.51-3.25 agree / to some extent practiced 1.00-1.75 strongly disagree / least practiced table 2 summarizes the respondents’ extent of practices of their learning style with an overall mean of 2.85 (sd= 1.03) interpreted as some extent practiced. this means that they have not reached the highest extent of practicing the indicators of the six learning styles. this implies that there is a moderate level of engagement with different learning styles, but not a strong commitment to any particular style. this further means that learners are flexible enough to adopt and practice specific learning styles appropriately and are demanded by the given tasks. moreover, learners lack the knowledge of what specific learning style is effective for them. thus, they moderately practice multiple learning styles without knowing it. lastly, the instructional materials provided by the adviser and the subject teacher influence learners’ engagement. if the adviser or the subject teacher utilizes varied activities, learners will also practice varied learning styles. thus, resulting in moderate practice of all the learning styles. gonzales and cruz (2019) recommended that while learners are open to various learning styles, their level of engagement tends to be moderate as they adjust to diverse teaching ways and activities in the classroom. moreover, santos and de la rosa (2020) highlighted that learners are often moderately involved with various learning styles, which can improve their flexibility and overall learning experience. furthermore, reyes and aquino (2018) found that learners generally showed moderate engagement with various learning styles without a solid preference for any single style. these conclusions agree with the researcher’s present study and imply that their adaptability improves due to learners’ openness to various learning styles. thus, they could adapt to multiple learning styles without being glued to any single learning style. specifically, the learning style collaborative obtained the highest mean of 3.16 (sd=1.00), interpreted as to some extent practiced. this means that the respondents enjoy working with others like classmates. as observed, learners show more excitement on their faces if assessments are done by the group, especially if they are grouped with their closest friends in the classroom. they find the collaborative learning style motivating, for they love sharing their point of view on certain topics in every brainstorming session, they love to showcase their skills knowing that others will also show theirs on activities and performance tasks, and they want to share success with friends once they top the activities or performance tasks and sadness once they will not. moreover, this fascinates them because it allows them to unearth hidden talents that have yet to be discovered among peers. lastly, it empowers them to gain the attitude of sportsmanship, for exposing them to varied group activities where winners and non-winners are still appreciated at the end of every task helps them cope with losing sometimes. cardino and dela cruz (2020) revealed that most learner-respondents have dependent, collaborative, and independent learning styles. multiple regression analysis indicates that among the learning styles, only the independent style significantly influences learners’ academic performance. moreover, johnson (2018) concluded that almost all forms of active learning assume that students will work cooperatively in small groups. therefore, cooperative learning is the foundation on which most active strategies are built. these discoveries align with the current findings, which imply that learners become more motivated and show much improvement when the activity being implemented in the classroom or even outside is done collaboratively, where they are all given a chance to brainstorm, considering the rules set by the teacher. on the other hand, the learning style avoidant obtained the lowest mean score of 2.37 (sd=1.11), interpreted as to a little extent. this means the respondents positively engage in mapeh class, indicating effective teaching strategies and a supportive classroom environment. however, continuous efforts should be made to address the needs of any students who may still exhibit avoidant behaviors. de guzman and flores (2018) found that those learners who positively engage inside the classroom are less likely to display avoidant manners. however, constant support and tailored interventions will help aid learners struggling with positive engagement. moreover, delos santos and rivera (2020) highlighted that while practical teaching approaches encourage positive engagement, constant hard work is essential to keep learners susceptible to avoidant manners, safeguarding that all learners can take advantage of the learning experience. lastly, ramos and hernandez (2019) suggested that compassionate pa ge 94 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 88-98, 2025 classroom settings and appealing teaching approaches significantly lessen avoidant manners, emphasizing the significance of meeting the precise necessities of learners who may still display such behaviors. these insights agree that to address the need to avoid avoidant learning styles in the classroom, a teacher must implement a multifaceted approach, including effective teaching strategies and a helpful classroom atmosphere. constant hard work in encouraging and motivating them through tailored interventions is essential for them to acquire positive engagement. problem 2. what is the respondents’ proficiency level in mapeh in the first and second quarters? table 3: summary of the respondents’ proficiency level in mapeh during the first and second quarters quarter average sd grade description interpretation first 85 4.27 very satisfactory high second 86 4.29 very satisfactory high overall 85.5 4.28 very satisfactory high legend: 90-100 outstanding/very high 75-79 fairly satisfactory/low 85-89 very satisfactory/high below 75 did not meet the 80-84 satisfactory/average expectation/very low table 4: result of the test on relationship between the respondents’ learning style and their proficiency level in mapeh learning style proficiency level in mapeh first quarter second quarter r p-value interpretation r p-value interpretation avoidant -.128* .020 significant -.145** .008 significant table 3 presents the summary of the respondents’ proficiency level in mapeh during the first and second quarters. the 85.5 (sd=4.28) overall average grade indicates that the respondents have obtained a high level of proficiency, which is very satisfactory. the result implies that the respondents performed very satisfactorily in mapeh during the first quarter and the second quarter. although there is a 1-point increase, it cannot be deduced that their level of proficiency is remarkable. the result implies that there is much to work on the learner’s and teachers’ part to achieve an outstanding or very high level of proficiency. as detected, learners’ passion and past knowledge in the subject areas can have a significant impact on their competency level; as the researcher has seen in mapeh lessons, some kids do well in athletics or music while finding it difficult in other areas of mapeh, such as the arts or health education. this further suggests that distinct passions and previous understanding of specific mapeh components significantly affect learners’ general proficiency levels. for example, learners’ fondness of music might put extra effort into lessons, discussions, activities, and performance tasks related to music. those into sports may be more engaged in competencies related to physical education. in contrast, components such as art and health may not engage all learners as profoundly as the former two components mentioned, resulting in low overall performance. thus, accomplishing a higher proficiency level through mapeh needs thoroughly planned and designed differentiated teaching approaches that accommodate this diverse learner’s strong points and learning needs. getting learners interested in mapeh subjects who might not naturally be drawn to them is a frequently encountered problem. for instance, if a kid has little interest in sports or physical activities, they could find it difficult to engage fully in physical education. in these situations, one must use various teaching techniques, including group projects, gamification, or technology integration, to make the classes more interesting and inclusive. additionally, the researcher found that improving learner collaboration is crucial to raising their competency levels. learners are frequently more motivated to perform better and learn from one another when collaborating on assignments or other tasks. a more favorable learning environment can be produced by promoting teamwork and allowing learners to showcase what they can do. in their study, researchers gonzales and reyes (2020) suggested that continuing efforts can help progress learners’ performance from satisfactory to outstanding. in addition, martinez and delos santos (2021) emphasized that even though learners perform satisfactorily, constant and planned educational mediations are essential to push proficiency levels from very high to the highest possible. lastly, santos and cruz (2019) found that although learners maintain high proficiency levels, there is always room for improvement. these conclusions align with the current finding that there is still a chance to improve one’s proficiency level as long as there is constant and continuous effort from both learners and teachers. problem 3. is there a significant relationship between the respondents’ level of learning style and their proficiency level in mapeh subjects in the first and second quarters? pa ge 95 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 88-98, 2025 dependent .228** .000 significant .240** .000 significant participant .255** .000 significant .239** .000 significant independent .385** .000 significant .392** .000 significant competitive .133* .015 significant .136* .013 significant collaborative .220** .000 significant .209** .000 significant overall .261* .000 significant .229** .000 significant legend: ho is rejected if significant significant if p-value <0.05 ho is accepted if not significant table 4 shows the statistical analysis results on the relationship between the respondents’ learning styles and their proficiency level in mapeh during the first and second quarters. the results show that avoidant learning has a significant relationship to proficiency level. this suggests that learners with this style have unusual strength that influences their performance. most of the time, avoidant learners show little interest in class discussion and less involvement in concept application. this attitude can negatively affect their proficiency level in mapeh, which requires active participation during performance tasks. moreover, they may excel in individual activities like quizzes and tests but may struggle to cope with activities done by the group. this insight highlights the importance of implementing differentiated activities to cater to learners with diverse needs. furthermore, continuous motivation in allowing avoidant learners to participate in peer or group activities may help them acquire the rest of the learning styles in the long run. such a goal is fundamental, for active and collaborative styles are more effective in enhancing proficiency in applied disciplines like physical education, music, and arts (brown et al., 2019). further, dependent learning style has a significant relationship to proficiency level. this means that learners who depend on teachers have high proficiency, for they execute tasks according to the criteria set by the teacher. however, this attitude may limit the learners’ capacity to think critically independently. dependent learners may excel in highly structured activities like performance tasks where a rubric that is agreed upon by both the teacher and the learner is presented. however, they may struggle to cope with less structured ones like the open-ended questions during class discussion. thus, teachers must balance supporting dependent learners and providing activities that will help learners acquire independence, for learners often excel in teacher-led activities but show lower engagement and success in collaborative or student-led initiatives, reinforcing the need for balanced instruction (anderson & chen, 2020). furthermore, the participant learning style has a significant relationship to proficiency level. this means learners actively participating during class discussions and activity executions showed high proficiency. participant learners excel in activities where they can contribute their ideas and skills and collaborate with peers. however, avoidant learners may be intimidated by them due to their strong personalities during group work. thus, teachers must provide avoidant learners an environment that encourages and motivates them to actively engage as participant learners do, for learners who actively participate in collaborative and interactive classroom environments often show better performance outcomes. they suggested that active participation helps reinforce learning and encourages deeper understanding (garrison et al., 2018). independent learning style has a significant relationship to proficiency level. this means that learners who can work independently without any external assistance proved to be highly proficient. moreover, they usually show confidence in accomplishing any given task that requires initiative, critical thinking, and problemsolving. this means that giving them independence is an effective strategy to perform well. however, due to their strong independence, they might struggle to collaborate with others, especially during group activities where everybody’s opinion must be heard. thus, teachers must support learners’ independence but ensure that they remain engaged in collaborative works for well-balanced skill development, for learners with higher self-regulation tend to perform better academically, supporting the notion that independence in learning fosters proficiency in various subjects (zimmerman & schunk, 2018). also, learners who engaged in self-directed learning activities demonstrated higher performance levels in practical and applied disciplines, including physical education and arts (cho & shen, 2018). competitive learning style has a significant relationship to proficiency level. this means that learners who strive to compete with others exhibit high proficiency. competitive learners, most of the time, do extraordinary ways to be noticed and excel among others. this implies that rewards and public recognition given at the end of every task effectively motivate learners to excel among others. however, this kind of motivation may heighten stress among learners and lead them to not collaborate or work with others, for they may think that everybody is a competitor. thus, teachers must emphasize and provide a healthy competition environment, for though competition positively influences performance in practical and skillbased disciplines, excessive competition can lead to stress and reduced collaboration (fang et al., 2018). collaborative learning style has a significant relationship to the proficiency level. this means that learners who find collaborating with others meaningful and actively engage among peers achieve a high level of proficiency. pa ge 96 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 88-98, 2025 collaborative learners excel in an environment where peer interaction is highly needed, such as performance tasks like group reports and group singing and dance presentations. however, in collaborating with others, challenges may arise, other group mates may be dominant to the point that others may be overshadowed, and dependent group mates may rely on the efforts of others and not share their ideas. thus, teachers need to facilitate and ensure that there is division of tasks among members so that everybody can participate and learn, for learners who engage in collaborative tasks experience improved academic performance and social skills. they emphasized that cooperative activities promote higher levels of comprehension and retention compared to competitive or individualistic approaches (johnson & johnson, 2018). moreover, collaboration enhances cognitive and practical skills, particularly in subjects requiring diverse talents and peer interaction (gull & shehzad, 2018). hernandez and santos (2018) found that a significant academic improvement is seen among learners whose learning styles were accommodated in the tailored teaching strategies by the teachers. this conclusion confirms that altering teaching approaches can improve learner performance. another study by delos reyes and garcia (2019) suggested a significant correlation between learners’ learning styles and their proficiency levels, emphasizing the importance of tailoring teaching methods to meet the various learning preferences of learners. this finding aligns with the results showing a significant relationship between learning styles and proficiency levels in mapeh. lastly, cruz and martinez (2020) highlighted that learners whose learning styles were considered in constructing instructional design performed better academically, strengthening the idea that aligning teaching methods with learning styles can improve academic achievement. these studies conclude that altering teaching methods to align with learners’ favored learning styles may lift their proficiency levels in mapeh. the data disclosed that the respondents’ learning styles have a bearing on their proficiency level in mapeh. this implies that learning styles are crucial in learning the lessons in mapeh or even in other subjects with the highest level of proficiency. the result implies that learners have to determine and practice their learning styles to the greatest extent because these influence the proficiency level in mapeh. integrating various teaching methods catering to different learning styles can significantly benefit all learners. for example, incorporating visual aids, hands-on activities, group discussions, and auditory cues can help engage learners with different learning preferences and enhance their overall understanding and proficiency in mapeh. additionally, providing learners with opportunities for self-assessment and reflection can help them better understand their learning styles and how they can adapt their study habits to maximize their learning potential in mapeh and other subjects. alkhasawneh and al-omari (2019) suggested that tailored teaching approaches can improve educational outcomes. they also concluded that learning styles play an important role in learners’ lives. when students recognize their own learning style, they can integrate it into their learning process. as a result, the learning process will be enjoyable, faster, and more effective. moreover, teachers should adjust their teaching styles so that they match their students’ learning styles. conclusion learners participating in joint efforts tend to show higher proficiency levels. moreover, cooperation among peers, division of work among members, and cooperative learningwhere all learners participate in discussions, grind together on given tasks, and rely on each other’s strengths positively impact learners’ proficiency levels. similarly, learners who engage and collaborate experience better outcomes, for in collaboration, everybody is encouraged to speak and share, has the chance to unearth and showcase their talents, and is given the chance to embrace new skills. in addition, instant, honest feedback from peers allows learners to recognize areas that need improvement and refinement. the significant relationship further emphasized that recognizing and catering to learners’ different learning styles is crucial, for learners who were given the chance to align their learning methodologies with their usual inclinations tend to take part more, leading to better educational results. therefore, teachers’ recognition of the learners’ diverse learning styles can give them the ability to improve learners’ learning experiences. lastly, it may make learners aware of their strengths and weaknesses so they can hone them and work on their weaknesses. recommendations based on the given conclusions of the study, several recommendations are presented: 1. teachers should tailor teaching methods, construct differentiated instruction, and implement diverse interactive activities that will help eliminate avoidant learning styles among learners. learners should help one another and must actively engage and participate in every classroom activity so that all the positive learning styles can be practiced to a great extent and avoidant learning styles will be eliminated. 2. teachers should assess progress and intervene with identified struggling learners. learners, especially struggling ones, must make themselves available and be engaged in tailored interventions, for both the teacher and the learner must work hand in hand to achieve the highest level of proficiency in mapeh. 3. teachers should maximize learners’ learning styles through differentiated activities that will cater to all learning styles, and learners should actively engage in all the differentiated activities given to achieve the highest proficiency level. pa ge 97 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 88-98, 2025 references aboe, j. 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(2018). self-regulated learning and academic achievement: theoretical perspectives (3rd ed.). routledge. pa ge 1 pa ge 32 9 american journal of arts and human science (ajahs) transition factors and capabilities of public school guidance designates in cagayan de oro city genalyn k. valmoria1*, estrella s. ferenal1 volume 4 issue 2, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i2.4465 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: february 01, 2025 accepted: march 04, 2025 published: may 26, 2025 teachers transitioning into guidance designates encounter challenges and opportunities that require adaptation to new responsibilities and specialized skills. this study assessed the level of transition factors and capabilities of guidance designates in cagayan de oro city division during the school year 2023-2024. it examined transition factors in terms of situation, self, support, and strategies, as well as capabilities in program administration, information, assessment, placement, consultation, research, evaluation and follow-up, public relations, and professionalism and ethical standards. additionally, it explored the relationship between transition factors and capabilities and proposed a development plan based on the findings. the research involved 181 public school guidance designates across elementary, junior, and senior high schools, using a universal sampling technique and a descriptivecorrelational design. data were gathered through a validated questionnaire and analyzed through mean, standard deviation, cronbach’s alpha, and pearson’s correlation coefficient. findings revealed that respondents perceived their transition factors as high, particularly in self, and rated themselves moderately capable in guidance services, with strengths in professionalism and ethical standards. however, weaknesses were noted in the situation transition factor and in research, evaluation, and follow-up services. a significant correlation was found between transition factors and capabilities of guidance designates. the study concluded that psychological resources and personal attributes enhance role transitions and professionalism and ethical standards. it is recommended that guidance designates embrace their roles for professional development, seek necessary support, and set realistic goals. school administrators should provide training and sustained support to enhance role clarity and address identified weaknesses. keywords guidance designates, transition factors 1 phinma cagayan de oro college, carmen, cagayan de oro city, misamis oriental, 9000, philippines * corresponding author’s email: genalyn.valmoria@deped.gov.ph introduction background of the study in the philippine educational system, the implementation of the k to 12 programs has reinforced the importance of guidance and counseling services in schools. while these services are well established in junior and senior high schools, elementary students often lack structured guidance programs essential for their holistic development. the delivery of guidance services has been significantly affected by the shortage of registered guidance counselors in the country. bacelonia (2023) reported that the philippine education sector faces a critical shortage of guidance counselors, limiting the capacity to support students’ academic, emotional, and career development needs. this shortage contributes to inadequate counseling support, potentially leading to increased dropout rates, unaddressed mental health issues, and insufficient career counseling. hernando-malipot (2020) cited former department of education (deped) secretary briones, who highlighted the stringent qualifications for public school guidance counselors, including a master’s degree and licensure examination. additionally, the shortage persists due to the uncompetitive salaries offered in government service. republic act 9258, or the guidance and counseling act of 2004, professionalized guidance counseling and defined the roles of licensed guidance counselors in schools. however, this law inadvertently exacerbated the shortage of registered guidance counselors, particularly in basic education. many public and private schools lack licensed guidance counselors, prompting school administrators to designate teachers as guidance personnel. deped memorandum dm-ouci-2021-346 authorized school heads to appoint teachers as guidance designates to implement guidance services, excluding counseling. valdez (2018) emphasized that fulfilling the mandate of ra 9258 remains challenging due to the persistent shortage of guidance counselors. albert et al. (2018) noted that teaching is a teacher’s primary duty; however, additional responsibilities, such as serving as a guidance designate, are assigned out of necessity rather than personal choice. this transition is often involuntary, as teachers do not actively seek the designation but are appointed to fill the gap. career transitions among teachers have evolved, enabling them to assume new roles within familiar educational settings. teachers and guidance designates share certain competencies, such as building rapport with students and fostering trust-based relationships. however, transitioning into a guidance role also presents challenges. aguilar-ramat (2022) argued that guidance designates pa ge 33 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 329-357, 2025 often lack adequate training, experience, and expertise to develop comprehensive and holistic guidance programs. the absence of formal training may hinder their ability to provide effective guidance services. this transition impacts not only the effectiveness of school guidance programs but also the personal and professional experiences of teachers. it introduces new responsibilities that require distinct skill sets, perspectives, and methodologies, presenting both challenges and opportunities. literature review transition factors schlossberg (1981) introduced the transition model in the counseling psychologist, providing a framework for understanding various life transitions, whether positive or negative, dramatic or ordinary. the model categorizes factors that influence an individual’s ability to adapt to transitions (schlossberg, 2011). lindstrom (2019) described this model as a systematic framework that enables professionals, including psychologists, social workers, and counselors, to develop interventions that assist individuals in navigating life changes. the transition model, also known as the 4s transition system, consists of four key components: situation, self, support, and strategies. these factors collectively determine an individual’s capacity to manage transitions effectively. situation the situational factor influences an individual’s transition based on the reason, timing, level of control, role changes, past experiences, and concurrent stressors. lindstrom (2019) identified six key elements: trigger, timing, control, role change, prior experience, and concurrent stress. javier (2021) examined teachers appointed as guidance counselors and found that their transition often began with uncertainty and doubt before gradually reaching acceptance. principals assigned them based on maturity, student relationships, and disciplinary skills. adjusting to the role required navigating an unfamiliar environment with limited initial control. however, lindstrom emphasized that a positive or neutral mindset enhances adaptability. teachers who embraced the transition felt more empowered and prepared to manage their new responsibilities effectively. self the second factor, self, encompasses personal, demographic, and psychological resources that influence an individual’s transition. these include socioeconomic status, gender, culture, age, health, and psychological traits such as self-esteem, self-efficacy, optimism, and resilience (boyd-sinkler et al., 2019). boyd-sinkler et al. described self as the emotions and perspectives shaping one’s response to transition. while some teachers demonstrated resilience and optimism, others experienced self-doubt and confusion due to inadequate preparation. lindstrom (2019) noted that teachers’ identities remained rooted in their classroom roles, influencing their adaptation process. interpersonal skills, such as extroversion, integrity, and mentorship, and intrapersonal traits like openmindedness, professionalism, and composure, played a vital role in adjusting to the guidance designation. support the third factor, support, refers to external assistance in managing transitions, including instrumental, informational, emotional, and appraisal support from family, colleagues, administrators, and professional networks. access to training, peer support, and constructive feedback facilitates adaptation (javier, 2021). javier found that guidance designates benefited from school principals’ support, which provided security and reassurance. lindstrom (2019) categorized support into affection (respect and admiration), affirmation (verbal reinforcement), and tangible aid (material or informational resources). sueningrum et al. (2022) emphasized peer support as essential in shaping professional identity, fostering cooperation and knowledge exchange. gallardo and chavez (2022) highlighted social support as a key stress reliever, enhancing confidence and resilience among counselors. strategies the final factor, strategies, refers to coping mechanisms for managing change. effective strategies include modifying the situation, reframing perspectives, and reducing stress (lindstrom, 2019). the four primary coping mechanisms are information-seeking, direct action, action inhibition, and intrapsychic adjustment. flexibility in applying multiple strategies enhances resilience. boyd-sinkler et al. (2019) distinguished problem-solving as a key strategy, helping individuals identify root causes, explore solutions, and implement effective coping techniques. this proactive approach not only addresses immediate challenges but also builds confidence for future transitions. gallardo and chavez (2022) exemplified self-care strategies among guidance counselors, such as spirituality, faith, introspection, and strong support systems, which contribute to emotional well-being and professional effectiveness. capabilities of guidance designates guidance designates play a crucial role in fostering students’ academic and personal development by applying counseling theories, behavioral interventions, and principles of developmental psychology (gipalen & madrigal, 2020). compliance with the guidance and counseling act of 2004 (republic act no. 9258, 2004) ensures adherence to professional standards, while proficiency in assessment tools supports targeted interventions (sitinjak & canu, 2023). key competencies include strong communication, organizational, and analytical skills, which are essential pa ge 33 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 329-357, 2025 for effective service delivery. additionally, technological proficiency, facilitation skills, and program evaluation capabilities enhance their ability to implement comprehensive guidance programs (santika, 2023). leadership and advocacy are also vital in upholding ethical standards and promoting the significance of guidance services (gipalen & madrigal, 2020). collaboration with administrators, teachers, parents, and external professionals strengthens the effectiveness of guidance programs. moreover, continuous professional development in areas such as crisis management, peer mediation, and social-emotional learning further enhances the quality of services provided (santika, 2023). program administration effective program administration ensures the successful implementation of school guidance programs by aligning services with institutional goals, student needs, and educational standards. it encompasses leadership, planning, organization, and continuous evaluation to enhance program effectiveness through resource allocation, stakeholder engagement, and outcome assessment. gipalen and madrigal (2020) underscored that wellmanaged guidance programs enhance students’ academic, professional, and psychological development. collaboration among school principals, teachers, and guidance designates ensures policy implementation, resource allocation, and equitable services, fostering adaptable, data-driven interventions. sasmita et al. (2021) described program administration as a strategic function that involves structured planning and assessment. aligning guidance services with the school’s vision optimizes personnel, technology, and resources while promoting collaboration to address students’ academic, social, and emotional needs. information information services are integral to school guidance programs, providing students, educators, and parents with essential knowledge for informed decision-making. providing accurate and comprehensive information on academic pathways, career options, and postsecondary opportunities enhances students’ ability to make sound educational and professional choices. sasmita et al. (2021) emphasized the importance of information services in facilitating students’ access to personal, social, and academic knowledge. these services support educational planning, career exploration, and personal development, enhancing students’ adaptability in both school and workplace settings. additionally, aguilar-ramat (2022) advocated for strengthening community engagement in information dissemination. fostering collaboration among parents, teachers, and community members creates a supportive environment that enriches guidance programs, including career and homeroom guidance initiatives. assessment assessment services offer a structured approach to gathering data on students’ academic, emotional, social, and career needs. these evaluations allow educators and guidance counselors to design tailored support programs, identify behavioral and learning challenges, and implement targeted interventions. fadli et al. (2022) emphasized that systematic evaluation is essential for monitoring guidance program effectiveness, informing policy decisions, and optimizing resource allocation. importante (2022) highlighted that career assessments help students identify strengths and interests, guiding informed academic and professional choices. nystul (2020) expanded on assessment methodologies, including psychological testing, behavioral observation, sociocultural evaluations, and environmental assessments, all of which contribute to enhancing student well-being. placement placement services are essential in guiding students through academic transitions and career pathways by ensuring alignment with their skills and interests. these services support academic, vocational, and personal development by facilitating appropriate course selection and workplace placements. sola (2020) pointed out that effective placement prevents students from being overwhelmed or underchallenged, fostering engagement and academic success. moreover, internships and career-oriented programs ease the transition from education to the workforce. sasmita et al. (2021) stressed that well-structured placement services help students make informed academic and career decisions by ensuring appropriate distribution in classes, training programs, and extracurricular activities. margaret and chukwu (2024) noted that inadequate placement services can lead to disengagement, behavioral issues, and higher dropout rates due to misalignment with students’ capabilities and aspirations. consultation consultation services in school guidance programs involve collaboration among counselors, teachers, parents, and external experts to support students’ academic, social, emotional, and behavioral development. these services enhance decision-making and intervention strategies through shared expertise and cooperative problem-solving. kavakli et al. (2021) highlighted that consultation is essential for developing effective student support strategies through shared expertise. the american school counselor association (asca, 2019) described consultation and collaboration as indirect services that enhance student achievement by fostering trust, improving communication, and promoting shared interventions. furthermore, consultation enables educators to address classroom challenges while providing parents with insights into their child’s emotional and psychological needs, ensuring timely and effective support. pa ge 33 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 329-357, 2025 research, evaluation, and follow-up the professional regulatory board of guidance and counseling (2024), in its code of ethics for registered and licensed guidance counselors, underscores the responsibility of counselors to engage in research that advances the profession while adhering to rigorous methodological standards. it emphasizes the need to preserve the confidentiality of research subjects and to give due credit to original sources and differing perspectives. dionaldo and espinosa (2024) defined research and evaluation as essential processes for assessing the impact of guidance services on student development and educational goals. these efforts inform program enhancements by addressing student needs, challenges, and intervention strategies. follow-up services, such as home visits and progress tracking, play a critical role in evaluating the effectiveness of counseling interventions. sola (2020) described follow-up as a continuous process of monitoring graduates and dropouts to assess the longterm outcomes of guidance services. similarly, aguilarramat (2022) stressed that tracking students in need of further support enhances the sustainability and overall impact of guidance programs. public relations the code of ethics for registered and licensed guidance counselors (professional regulatory board of guidance and counseling, article 3) emphasizes that guidance counselors must build positive relationships with their communities. they are expected to ethically engage with the community, address its needs and aspirations, and integrate guidance programs in ways that benefit all stakeholders. the american school counselor association (asca, 2019) highlights public relations as a key component of school counseling, enhancing program visibility and understanding. according to the asca national model, effective public relations involve communicating program objectives, initiatives, and achievements to stakeholders, including students, parents, educators, and administrators. asca recommends utilizing newsletters, social media, school websites, and presentations to promote awareness and foster a positive perception of school counseling programs. professionalism and ethical standards the code of ethics for registered and licensed guidance counselors (professional regulatory board of guidance and counseling, article 4), mandates that guidance counselors uphold professional competence, foster peer relations, and maintain ethical interactions with colleagues and clients. counselors are expected to avoid personal conflicts and seek peer consultation before initiating professional activities that involve colleagues. professionalism and ethical standards are essential in educational institutions, ensuring responsible and equitable guidance services. counselors handle sensitive student information related to mental health, academics, and personal concerns. the american school counselor association (asca, 2019) emphasizes confidentiality and student privacy as fundamental ethical responsibilities. upholding strict ethical standards fosters a secure and trustworthy counseling environment that prioritizes student welfare. theoretical framework this study is anchored in schlossberg’s transition theory, which explains how individuals experience and manage life transitions based on personal characteristics and external circumstances. the theory emphasizes that adaptation is influenced by the interplay of situation, self, support, and strategies (schlossberg, 2011). the situation factor considers the nature, timing, and associated stressors of the transition. self pertains to personal attributes such as identity, values, and psychological resilience, which shape an individual’s ability to cope. support refers to external assistance from family, peers, mentors, and institutions, while strategies involve coping mechanisms that facilitate adaptation and personal growth. applying this framework to the study provides a deeper understanding of how teachers transition into guidance designations. by examining these four factors, the study identifies key challenges, coping mechanisms, and available support systems that influence adaptation. the theory highlights the need for structured guidance and professional development to ensure a smoother transition, particularly for teachers without formal counselor training. recognizing these transition factors allows educational institutions to implement targeted support programs that enhance the effectiveness of teachers in their dual roles, ultimately improving guidance services within schools. statement of the problem this study aimed to determine the level of transition factors and capabilities of public school guidance designates in cagayan de oro city during the school year 2023-2024. specifically, this study sought to answer the following questions. 1. what is the respondents’ perceived level of transition factors based on situation, self, support, and strategies? 2. what is the respondents’ perceived level of capabilities as guidance designates in terms of program administration, information, assessment, placement, consultation, research, evaluation and follow-up, public relations, and professionalism and ethical standards? 3. is there a significant relationship between the respondents’ perceived level of transition factors and their level of capabilities as guidance designates? 4. based on the findings of the study, what development plan on transition factors and capabilities of guidance designates can be designed? scope and limitations of the study the study focused on the perceived level of transition pa ge 33 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 329-357, 2025 factors and capabilities of public school guidance designates in the cagayan de oro division for the school year 2023-2024. the respondents consisted of 181 public school guidance designates, ranging from elementary to senior high school levels within the aforementioned division. the independent variables were limited to schlossberg’s transition factors, known as the 4s’s: situation, self, support, and strategies. the dependent variables encompassed the capabilities of guidance designates in providing various guidance services, including program administration, information, assessment, placement, consultation, research, evaluation and follow-up, public relations, and professionalism and ethical standards. materials and methods research design this study employed a quantitative research design with a descriptive-correlational method to explore the relationships among various variables. additionally, qualitative methods were incorporated through in-depth interviews with ten selected respondents from both elementary and senior high schools. the objective of this approach was to accurately and systematically capture the experiences and circumstances of teachers transitioning into their roles as guidance designates. moreover, the study examined the relationship between transition factors and the capabilities of these teachers in delivering guidance services. the research design facilitated the analysis of means, standard deviations, and other statistical calculations related to the variables under investigation. this process was critical for interpreting, analyzing, categorizing, and tabulating the respondents’ transition factors and their ability to provide guidance services. a validated questionnaire was used to gather data, which was administered to guidance designates across all public elementary, junior, and senior high schools in the division of cagayan de oro city. the questionnaire included comprehensive items on the respondents’ perceived transition factors, including situational factors, selfperception, support systems, and strategies, in addition to their capabilities in delivering guidance services. all collected data were subjected to rigorous analysis and interpretation, leading to conclusions based on the study’s findings. study setting the study was conducted in public elementary, junior, and senior high schools within the division of cagayan de oro city. the respondents consisted of the guidance designates assigned to these schools. cagayan de oro city is a first-class, highly urbanized city located in the northern mindanao region of the philippines. it serves as the capital of misamis oriental province, although it is administratively independent of the provincial government. the city functions as the regional center and business hub of northern mindanao and is part of the expanding metropolitan cagayan de oro area, which includes the city of el salvador and several municipalities on both the western and eastern sides. the decision to select public schools in cagayan de oro city as the research site was driven by both practical and research-specific considerations. the researcher, a guidance counselor residing in the city, had easier access to local schools, facilitating efficient data collection and follow-up. her involvement with educational institutions and guidance programs provided her with valuable insights into the local challenges, opportunities, and structures related to guidance services. by specifically selecting guidance designates as respondents, the study fostered direct collaboration and rapport-building, which enhanced both response rates and the depth of insights gathered. furthermore, the study’s findings have immediate relevance for improving guidance services in the city’s schools, benefiting the local education community. study population and sampling technique the respondents in this study included one hundred eighty-one (181) guidance designates from elementary, junior high, and senior high schools across nine (9) districts in the division of cagayan de oro city for the school year 2023-2024. these respondents are classroom teachers who have been officially appointed by their school administrators to provide guidance services to students. table 1 presents the distribution of respondents by educational level and the number of schools represented. table 1: distribution of respondents level number of schools respondents elementary 70 105 junior high 37 39 senior high 37 37 total 144 181 the study employed universal sampling, including all guidance designates in each school as respondents. this approach ensured a comprehensive representation of teachers transitioning into guidance roles, capturing diverse experiences and perspectives. universal sampling enhanced validity by incorporating teachers with varied backgrounds, skills, and prior experiences. this inclusivity enabled the study to examine differences in role adaptation, training responses, and utilization of guidance services. by including the entire population of guidance designates, the study minimized selection bias, ensuring that variations in teaching experience and prior exposure to guidance responsibilities were adequately represented. additionally, universal sampling provided richer data, allowing for a thorough analysis of factors influencing the transition process in line with schlossberg’s transition theory. given the relatively small population of guidance designates, this method was practical and efficient, pa ge 33 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 329-357, 2025 eliminating the complexities of random selection while ensuring strong, generalizable findings. the results offer valuable insights for policy development to support teacher transitions into guidance roles in similar educational contexts. research instrument the study utilized a structured questionnaire as the primary research instrument to collect data. the questionnaire was divided into two sections. part i assessed the transition factors based on schlossberg’s transition theory, specifically the 4s’s: situation, self, support, and strategies. the indicators and code descriptions for the 4s’s were researcher-developed, with response options ranging from strongly agree, agree, disagree, to strongly disagree. part ii evaluated the capabilities of guidance designates in delivering school guidance services. this section covered key areas such as program administration, information, assessment, placement, consultation, research, evaluation and follow-up, public relations, professionalism, and ethical standards. the framework for this section was adapted from villar’s (2009) book, implementing a comprehensive guidance and counseling program in the philippines. data gathering procedure the researcher secured approval to conduct the study by obtaining a formal letter from the office of the dean, school of graduate and professional studies, cagayan de oro college, and submitting it to the office of the schools division superintendent for permission. upon approval, school visits were conducted to meet with supervisors and principals, explaining the study’s purpose. for urban schools, permission letters were presented to principals, and guidance designates were given instructions before completing the questionnaire, with responses collected immediately. in remote schools, coordination with supervisors facilitated questionnaire distribution and retrieval. a total of 181 questionnaires were administered, ensuring strict confidentiality measures. additionally, in-depth interviews provided deeper insights. five elementary and five senior high school teachers with guidance designation experience were randomly selected. informed consent was obtained, and interviews were conducted in a comfortable setting to encourage reflective responses. with permission, interviews were recorded, transcribed verbatim, and analyzed for key themes. findings were systematically presented in tabular form, incorporating direct participant quotes. ethical guidelines were strictly followed to ensure privacy and secure data management. statistical treatment of the data after collecting and recording the data, the researcher applied appropriate statistical tools for analysis. descriptive statistics, including the mean and standard deviation, were used to describe the variables in the study. for research problems 1 and 2, the mean and standard deviation were used to determine the respondents’ perceived level of transition factors based on the 4s’s framework, as well as their capabilities as guidance designates in delivering guidance services. for research problem 3, the pearson correlation coefficient (r) and a probability value of less than 0.05 alpha level were utilized to assess the significant relationship between the respondents’ perceived transition factors and their capabilities as guidance designates. the collected data were consolidated, reviewed, and analyzed using appropriate statistical methods. the findings were systematically presented in tabular format to provide a clear and structured interpretation of the results. ethical considerations the study adhered to strict ethical principles to protect respondents’ rights, privacy, and well-being. participants were fully informed about the study’s purpose, procedures, and significance, with emphasis on voluntary participation and the right to withdraw without consequences. confidentiality and anonymity were ensured through data protection measures, preventing any personally identifiable information from being linked to responses. informed consent was obtained, confirming participants’ understanding of the study’s objectives and methods. responses remained anonymous, with data presented in aggregate form or using pseudonyms. digital records were encrypted and password-protected, while physical documents were securely stored. only the researcher had access to the data, which was permanently deleted or destroyed upon completion of research objectives. the study received ethical approval from the institutional ethics review committee, ensuring compliance with ethical standards. high levels of professionalism and academic integrity were maintained to prevent data falsification or misrepresentation. any potential conflicts of interest were disclosed to uphold transparency and credibility. adhering to these ethical guidelines ensured a secure and trustworthy research environment. results and discussion problem 1: what is the respondents’ perceived level of transition factors based on situation, self, support, and strategies? table 2: distribution of the respondents’ perceived level of transition factors based on situation indicators mean sd description i am currently dealing with more stress at work. 3.12 0.71 agree i think my new designation is perfectly suitable for me. 2.80 0.78 agree i believe that my being a guidance designate is likely to be temporary. 2.98 0.87 agree pa ge 33 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 329-357, 2025 i am aware of my duties and responsibilities as a guidance designate. 3.09 0.84 agree i am competent in handling the duties associated with my designation. 2.82 0.82 agree i have adapted well to my new designation in my work environment. 3.07 0.72 agree i am optimistic that being a guidance designate will help me learn new skills. 3.39 0.67 strongly agree i think my principal knows my capability to perform the tasks as a guidance designate. 3.22 0.71 agree i am going to extensively rely on my previous experiences in my transition to being a guidance designate. 2.81 0.65 agree i am aware that being a guidance designate will bring numerous pressures to my other workloads. 3.35 0.83 strongly agree overall 3.07 0.76 agree legend: 3.26-4.00 strongly agree / very high 2.51-3.25 agree / high 1.76-2.50 disagree / low 1.00-1.75 strongly disagree / very low table 2 presents the distribution of the respondents’ perceived level of transition factors based on situation, with an overall mean of 3.07 (sd = 0.76), described as agree. the respondents demonstrated commitment to their roles as guidance designates despite initial challenges. while unfamiliar tasks and increased pressure led to some hesitation, their motivation to support student well-being remained strong. javier (2021) observed that teachers are often appointed as guidance designates due to their ability to address student concerns, maintain discipline, and foster strong relationships. these qualities make them well-suited for the role, despite the added responsibilities it entails. the indicator, i am optimistic that being a guidance designate will help me learn new skills, received the highest mean of 3.39 (sd = 0.67), categorized as strongly agree. the respondents perceived the transition as an opportunity for growth rather than a burden, demonstrating a growth mindset that fosters adaptability and effectiveness. interview findings indicated that 80% of teachers proactively developed and implemented programs to address student needs, enhancing their confidence in the role. smith and johnson (2021) emphasized that optimism in skill development positively influences professional growth, job satisfaction, and overall effectiveness. the indicator, i think my new designation is perfectly suitable for me, had the lowest mean of 2.80 (sd = 0.78), described as agree. some respondents questioned their suitability for the role, believing it did not align with their strengths. this lack of confidence may hinder adjustment and increase stress, with 20% of teachers reporting feeling overwhelmed by their new responsibilities. brown and harris (2020) found that job suitability significantly affects satisfaction and performance, as individuals who perceive alignment between their skills and roles show greater engagement and commitment. javier (2021) amplified that rapport-building and conflict management skills are essential for guidance designates in fostering a positive learning environment. similarly, lopez and ramirez (2020) highlighted adaptability as key to delivering effective guidance services, while dulay and pitonang (2023) stressed the need for additional training to help educators navigate role-related challenges. table 3: distribution of the respondents’ perceived level of transition factors based on self indicators mean sd description i approach life with optimism. 3.71 0.45 strongly agree i set achievable goals for my new tasks. 3.48 0.52 strongly agree i believe that i know myself well enough. 3.51 0.54 strongly agree i take responsibility for problems at work. 3.51 0.54 strongly agree i am resilient in facing changes in my work. 3.50 0.52 strongly agree i am in control and have mastery over my new responsibility. 3.17 0.53 agree i am satisfied and happy with how i am carrying out my duties. 3.15 0.64 agree i have enough strength and endurance to finish the tasks at hand. 3.20 0.66 agree i have confidence in my ability to deal with the challenges i face at work. 3.17 0.56 agree i am working in accordance with my values as i fulfill my obligations. 3.50 0.50 strongly agree overall 3.39 0.55 strongly agree legend: 3.26-4.00 strongly agree / very high 2.51-3.25 agree / high 1.76-2.50 disagree / low 1.00-1.75 strongly disagree / very low table 3 shows the distribution of the respondents’ perceived level of transition factors based on self with an overall mean of 3.39 (sd=0.55), described as strongly agree. respondents exhibited resilience and confidence, pa ge 33 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 329-357, 2025 essential for managing the challenges of their roles. their strong self-assessment reflected preparedness and the ability to fulfill responsibilities effectively. adaptability and self-confidence played a crucial role in their transition, demonstrating their capacity to overcome challenges. javier (2021) noted that guidance designates developed a greater acceptance of individual differences, managing personal biases and self-doubt to optimize professional and personal resources. concurrently, santos and gomez (2023) asserted that self-assessment is vital in determining readiness, recognizing strengths, and addressing areas for improvement—key factors in successfully implementing guidance programs. the indicator, i approach life with optimism, obtained the highest mean of 3.71 (sd=0.45), described as strongly agree. respondents maintained a highly positive outlook, enabling them to perform their responsibilities with enthusiasm despite challenges. optimism strengthened their resilience, adaptability, and motivation, all essential for their roles. a positive work environment supported by professional growth, mentorship, and constructive feedback can further reinforce this mindset. interview findings showed that 60% of respondents found working with students both demanding and fulfilling, reflecting a strong sense of purpose. tan et al. (2024) emphasized that managing personal concerns is crucial for guidance counselors’ effectiveness. similarly, johnson and martinez (2022) found that optimism enhances resilience and problem-solving skills, fostering a supportive school environment. the indicator, i am satisfied and happy with how i am carrying out my duties, yielded the lowest mean of 3.15 (sd=0.64), described as agree. respondents reported a lower sense of fulfillment, likely due to challenges in balancing responsibilities and managing stress. some lacked confidence in specific areas and identified a need for additional support. interview findings indicated that 60% of respondents felt unprepared to manage students’ psychological concerns, leading to feelings of inadequacy and exhaustion. santos and gomez (2023) reinforced the role of selfreflection in evaluating job satisfaction, particularly in workload management, professional development, and support systems. likewise, harrison et al. (2023) explained that balancing teaching and counseling duties intensified stress and role conflict, reducing both job satisfaction and effectiveness. table 4: distribution of the respondents’ perceived level of transition factors based on support indicators mean sd description i have sufficient support from my family. 3.62 0.57 strongly agree i am praised for deciding to accept the role. 3.19 0.61 agree i have all the necessary support from my friends. 3.20 0.64 agree i have earned a lot of respect for the way i am managing my new tasks. 3.17 0.61 agree i receive a lot of support and assistance from the community and stakeholders. 2.84 0.74 agree i have access to all the resources i need to conduct my guidance activities. 2.78 0.69 agree i can easily contact other organizations if i need assistance in providing school guidance services. 2.86 0.74 agree i get trustworthy evaluations of my performance from my principal, colleagues, and stakeholders. 3.10 0.61 agree i know reliable people who are willing to offer their knowledge about resolving problems and conflicts that come up at work. 3.15 0.63 agree i engage in several support activities (e.g., hobbies, athletics) that help me cope with the stress i encounter while performing my duties. 3.25 0.63 agree overall 3.12 0.65 agree legend: 3.26-4.00 strongly agree / very high 2.51-3.25 agree / high 1.76-2.50 disagree / low 1.00-1.75 strongly disagree / very low table 4 presents the distribution of the respondents’ perceived level of transition factors based on support with an overall mean of 3.12 (sd=0.65), described as agree. respondents acknowledged strong family support, followed by friends and the school community, though its effectiveness varied. a well-rounded support system, integrating institutional, social, and personal assistance, was essential for a smoother transition. personal relationships and work-life balance significantly aided their adjustment. while friends and peers provided emotional support, assistance from school stakeholders was perceived as less prominent. javier (2021) elaborated the role of family, colleagues, and administrators in facilitating transitions but cautioned that insufficient support, particularly from school leadership, could hinder adaptation. he also underscored the importance of administrators in fostering a supportive work environment through clear guidance and essential resources. the indicator, i have sufficient support from my family, obtained the highest mean of 3.62 (sd=0.57), described as strongly agree. respondents identified family as their primary source of emotional, moral, and practical support, which helped them manage the challenges associated with their new responsibilities. a strong familial pa ge 33 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 329-357, 2025 network served as a buffer against stress and uncertainty, enhancing both professional performance and personal well-being. garcia and martinez (2023) found that family support significantly influences role adaptation and job satisfaction. their study revealed that guidance designates with strong family backing exhibited greater resilience, emotional stability, and effectiveness in assisting students, ultimately contributing to a positive school environment. the indicator, i have access to all the resources i need to conduct my guidance activities, got the lowest mean of 2.78 (sd=0.69), described as agree. respondents faced challenges in securing educational materials, facilities, and financial support, hindering their ability to provide effective guidance services. this resource shortage contributed to increased stress and frustration in fulfilling their roles. interview findings indicated that 80% of respondents stressed the need for additional funding and materials to support their programs. maidu et al. (2023) pointed out that adequate budget allocations are essential for the successful implementation of counseling services. likewise, jones and smith (2021) recognized that access to essential tools and administrative support enhances job performance, reduces stress, and improves overall job satisfaction. table 5: distribution of the respondents’ perceived level of transition factors based on strategies indicators mean sd description i manage my stress with self-care and wellness. 3.48 0.55 strongly agree i participate in a variety of guidance trainings and seminars. 2.86 0.92 agree i grow in my faith in times of distress through reflection and prayer. 3.64 0.48 strongly agree i prioritize activities that will benefit both my personal and professional life. 3.43 0.53 strongly agree i make use of my flexibility and adaptability to whatever the situation i encounter. 3.47 0.50 strongly agree i use brainstorming and consultation with administrators in challenging situations. 3.30 0.62 strongly agree i use a range of strategies, such as negotiation and mediation, to settle disputes at work. 3.29 0.61 strongly agree i employ reappraising, relabeling, and reframing in circumstances where it is appropriate. 3.12 0.56 agree i take appropriate action in planning and carrying out how to balance my work as a teacher and guidance designate. 3.27 0.58 strongly agree i seek ideas, suggestions, and solutions from my principal and colleagues with expertise on the various issues and concerns that i encounter while performing my tasks. 3.49 0.59 strongly agree overall 3.34 0.60 strongly agree legend: 3.26-4.00 strongly agree / very high 2.51-3.25 agree / high 1.76-2.50 disagree / low 1.00-1.75 strongly disagree / very low table 5 illustrates the distribution of the respondents’ level of perceived transition factors based on strategies with an overall mean of 3.34 (sd=0.60), described as strongly agree. respondents employed various strategies to navigate their transition, demonstrating adaptability and resilience. their coping mechanisms included self-care practices, social support, and spirituality, which facilitated their adjustment. a supportive work environment further reinforced these strategies, emphasizing well-being, professional growth, and collaboration. schools should continue promoting these approaches to enhance job satisfaction and productivity. smith and brown (2021) affirmed that effective transition strategies enhance job performance and student outcomes. additionally, gallardo and chavez (2022) emphasized the role of self-care in preventing burnout, enabling guidance designates to maintain professionalism, empathy, and appropriate boundaries. the indicator, i grow in my faith in times of distress through reflection and prayer, received the highest mean of 3.64 (sd=0.48), described as strongly agree. this finding highlights the critical role of faith and spirituality in coping with stress and adapting to change. respondents viewed prayer and reflection as essential for fostering resilience and emotional well-being. garcia and thompson (2020) found that guidance designates who engaged in spiritual practices exhibited greater emotional resilience, enabling them to manage workplace pressures more effectively. likewise, gallardo and chavez (2022) agreed that faith provides meaning and optimism, aligning with personal values and promoting emotional stability. the indicator, i participate in a variety of guidance trainings and seminars, recorded the lowest mean of 2.86 (sd=0.92), described as agree. limited engagement in professional development stems from budget constraints, workload demands, and a lack of specialized training opportunities. balancing teaching and counseling responsibilities makes it challenging for guidance designates to prioritize training. interview findings indicated that 80% of respondents sought more role-specific training, particularly in mental health awareness, intervention strategies, and counseling techniques. gallardo and chavez (2022) explained the need to equip guidance designates with essential competencies to enhance effectiveness. while lee pa ge 33 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 329-357, 2025 and williams (2021) asserted that continuous training strengthens professional confidence and job satisfaction, enabling guidance personnel to better support students and adapt to evolving educational needs. table 6: summary of the distribution of the respondents’ perceived level of transition factors variables mean standard deviation interpretation situation 3.07 0.76 high self 3.39 0.55 very high support 3.12 0.65 high strategies 3.34 0.60 very high overall 3.23 0.64 high legend: 3.26-4.00 strongly agree / very high 2.51-3.25 agree / high 1.76-2.50 disagree / low 1.00-1.75 strongly disagree / very low table 6 outlines the summary of the distribution of the respondents’ perceived level of transition factors with an overall mean of 3.23 (sd=0.64), interpreted as high. most respondents recognized the factors affecting their transition, showing adaptability and readiness to handle professional challenges. while their support systems and coping strategies were generally effective, workload and situational difficulties remained. addressing these issues through role-specific training and stress management programs could enhance their competence and confidence. miller and clark (2021) emphasized that guidance designates with strong self-efficacy and institutional support adapt more effectively, improving student outcomes. they also highlighted that access to resources and continuous professional development strengthens guidance personnel’s overall capabilities. the variable self obtained the highest mean of 3.39 (sd=0.55), interpreted as very high. this indicates that respondents possessed strong psychological resources, including resilience, optimism, and confidence, which helped them navigate role transitions effectively. they viewed challenges as growth opportunities, employing training, resource advocacy, and problem-solving strategies to meet expectations. maintaining well-being through mindfulness, peer support, and work-life balance helped prevent burnout. gallardo and chavez (2022) expounded that self-care enhances psychological wellbeing, fostering resilience and job satisfaction. similarly, lopez and rivera (2020) confirmed that self-efficacy, self-awareness, and resilience are essential for guidance designates, enabling them to support students and adapt to evolving responsibilities. the variable situation recorded the lowest mean of 3.07 (sd=0.76), interpreted as high. external factors such as workload, role ambiguity, and resource limitations created significant challenges. balancing teaching and guidance duties led to stress, while inadequate mental health training left some respondents uncertain about addressing student concerns. the absence of psychological professionals in schools further increased their responsibilities. hernandez and cruz (2021) found that a supportive organizational climate and access to institutional resources improve transition experiences. gallardo and chavez (2022) concluded that job flexibility, administrative support, and strong professional relationships enhance job satisfaction and retention among school counselors. problem 2: what is the respondents’ perceived level of capabilities as guidance designates in terms of program administration, information, assessment, placement, consultation, research, evaluation and follow-up, public relations, and professionalism and ethical standards? table 7: distribution of the respondents’ perceived capabilities in terms of program administration indicators mean sd description develop, coordinate, and administer the different guidance services effectively. 2.67 1.06 needs slight improvement seek opinion of stakeholders (student, teachers, parents, administrators) in formulating and implementing the program and activities. 2.77 0.79 needs slight improvement state goals of the different services and activities clearly. 2.89 0.71 needs slight improvement identify and use different resources to provide services. 2.85 0.81 needs slight improvement cooperate with other members of the staff in planning and implementing program services and activities. 3.01 0.74 needs slight improvement develop and implement programs and activities appropriate to assess multicultural needs. 2.82 0.75 needs slight improvement ensure that plans are executed effectively as scheduled. 2.90 0.79 needs slight improvement pa ge 33 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 329-357, 2025 provide for the annual evaluation of the guidance and counseling program in the school. 2.66 0.89 needs slight improvement overall 2.82 0.82 needs slight improvement legend: 4.21-5.00 exceeds expectations / very capable 3.41-4.20 meets expectations / capable 2.61-3.40 needs slight improvement / moderately capable 1.61-2.60 unsatisfactory / slightly capable 1.00-1.60 not applicable/no opportunity to observe / not capable table 7 depicts the distribution of the respondents’ perceived capabilities in terms of program administration with an overall mean of 2.82 (sd=0.82), described as needs slight improvement. while respondents demonstrated the ability to fulfill their roles, some lacked the advanced skills, confidence, or resources needed for effective program administration. proper management of guidance programs is essential for the systematic delivery of support services that address students’ academic, behavioral, and personal challenges. aguilarramat (2022) recognized the vital role of guidance designates in implementing school counseling programs and supporting students in overcoming academic and personal difficulties. likewise, martinez and lopez (2022) emphasized that strategic planning, resource allocation, and evaluation are crucial for managing effective guidance services. the indicator, cooperate with other members of the staff in planning and implementing program services and activities, obtained the highest mean of 3.01 (sd=0.74), described as needs slight improvement. respondents expressed confidence in collaborating with colleagues, which is essential for effective program administration. strong teamwork allowed them to integrate character development activities, coordinate mental health awareness programs, and support academic workshops on study habits and time management. hernandez and cruz (2021) affirmed that collaboration among school personnel enhances guidance services and fosters holistic student development. the lowest-rated indicator, provide for the annual evaluation of the guidance and counseling program in the school, received a mean score of 2.66 (sd = 0.89) and was described as needs slight improvement. challenges in conducting program evaluations may stem from limited resources, inadequate training, or time constraints. regular assessments are essential for identifying strengths and areas for improvement, yet the absence of standardized evaluation frameworks hinders these efforts. asamari (2018) explained that regular evaluations enhance guidance services, while kim and lee (2020) noted that annual assessments provide valuable feedback, enabling guidance designates to refine strategies and interventions for better student support. table 8: distribution of the respondents’ perceived capabilities in terms of information indicators mean sd description disseminate current and correct information on curriculum offerings, financial opportunities, and school regulations. 2.82 0.94 needs slight improvement disseminate updated and accurate occupational-vocational information. 2.71 0.97 needs slight improvement implement career orientation activities. 2.67 0.98 needs slight improvement make available relevant information to help improve selves and relationships. 2.83 0.89 needs slight improvement give comprehensive information regarding agencies and people to whom clients can be referred. 2.56 0.92 needs slight improvement overall 2.72 0.94 needs slight improvement legend: 4.21-5.00 exceeds expectations / very capable 3.41-4.20 meets expectations / capable 2.61-3.40 needs slight improvement / moderately capable 1.61-2.60 unsatisfactory / slightly capable 1.00-1.60 not applicable/no opportunity to observe / not capable table 8 shows the distribution of the respondents’ perceived capabilities in terms of information with an overall mean of 2.72 (sd=0.94), described as needs slight improvement. although respondents had a basic understanding of their responsibilities, they encountered challenges in managing and disseminating information due to limited resources, training, and outdated systems. efficient information management is vital for decisionmaking, planning, and providing tailored student support. guidance designates are essential in student orientation, career planning, and referrals, yet restricted access to relevant information can hinder timely and accurate support. smith and jones (2021) asserted that guidance designates must have access to up-to-date information on career opportunities, education pathways, and mental health resources to help students make informed decisions. the indicator, make available relevant information to help improve selves and relationships, got the highest mean of 2.83 (sd=0.89), described as needs slight pa ge 34 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 329-357, 2025 improvement. respondents expressed greater confidence in sharing information that promotes self-improvement and interpersonal development. regular interactions with students and colleagues enabled them to address emotional and relational concerns effectively. enhancing this capability through relational counseling techniques, improved communication strategies, and digital tools could further strengthen information dissemination. asamari (2018) clarified that access to adequate information is crucial for fostering personal growth, selfawareness, and career alignment. similarly, brown and white (2020) stated that providing students with essential knowledge on emotional intelligence, conflict resolution, and communication skills supports their social and emotional development. the indicator, give comprehensive information regarding agencies and people to whom clients can be referred, received the lowest mean of 2.56 (sd=0.92), described as needs slight improvement. many respondents experienced difficulties in providing accurate and detailed referral information, often due to unfamiliarity with external support agencies or the lack of established referral networks. this limitation restricts students’ access to specialized services, particularly those requiring external intervention, such as counseling or financial assistance. dulay and pitonang (2023) expounded that the absence of formal training in information services hinders guidance designates’ ability to provide precise and relevant referrals. likewise, davis and smith (2021) highlighted that maintaining a comprehensive referral network ensures students receive specialized support beyond what the school can offer. table 9: distribution of the respondents’ perceived capabilities in terms of assessment indicators mean sd description collect and organize updated test and non-test data to provide a comprehensive picture of the clientele (family background, health, academic history, and performance, interest, goals, strengths, cognitive abilities, etc.) 2.35 1.05 needs slight improvement explain the results of administered tests and other collected data to clients and their significant others, and to others who may need them for professional purposes. 2.30 1.20 needs slight improvement help students discover, assess, and understand their personality values, interests, abilities, and aptitudes and relate this information to personal, educational, and occupational planning. 2.38 1.18 needs slight improvement use data to help clients make informed judgments. 2.40 1.24 needs slight improvement use collected data as a basis for deciding on and planning programs and activities. 2.45 1.23 needs slight improvement overall 2.38 1.18 needs slight improvement legend: 4.21-5.00 exceeds expectations / very capable 3.41-4.20 meets expectations / capable 2.61-3.40 needs slight improvement / moderately capable 1.61-2.60 unsatisfactory / slightly capable 1.00-1.60 not applicable/no opportunity to observe / not capable table 9 presents the distribution of the respondents’ perceived capabilities in terms of assessment with an overall mean of 2.38 (sd=1.18), described as needs slight improvement. findings suggest that respondents acknowledge their limited ability to conduct assessments, including data collection and analysis—both essential for identifying student needs, tracking progress, and implementing interventions. these challenges may arise from minimal formal training, restricted resources, or uncertainty in applying assessment results effectively. thompson and clark (2020) affirmed that assessments are crucial for evaluating the effectiveness of guidance programs and identifying areas for improvement. comparably, monero (2022) found that many guidance designates struggle with assessment-related competencies, such as diagnosing student needs, administering tests, and interpreting results, highlighting the need for targeted professional development the indicator, use collected data as a basis for deciding on and planning programs and activities, obtained the highest mean of 2.45 (sd=1.23), described as needs slight improvement. while respondents demonstrated some ability to incorporate data into decision-making, they may lack the advanced skills needed to effectively integrate assessment data into program development. proper data utilization allows guidance professionals to design evidence-based interventions and monitor their effectiveness. academic records, attendance trends, and behavioral patterns serve as valuable tools in creating targeted student support programs. kim and lee (2021) suggested that data-driven decision-making helps guidance professionals develop tailored interventions that enhance both academic success and overall well-being. fadli et al. (2022) stated that assessments provide critical feedback, refining guidance programs and improving support services. the indicator, explain the results of administered tests and other collected data to clients and their significant others, and to others who may need them for professional purposes, got the lowest mean of 2.30 (sd=1.20), pa ge 34 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 329-357, 2025 described as needs slight improvement. respondents encountered challenges in interpreting and effectively communicating assessment results, possibly due to gaps in training, a lack of standardized resources, or difficulties in simplifying complex data for students, parents, and stakeholders. ineffective communication of assessment outcomes can hinder student understanding and reduce the impact of interventions. hernandez and cruz (2020) stressed that clear communication of assessment results is essential for informed decision-making and fostering collaboration among guidance professionals, educators, and families. also, fadli et al. (2022) underscored the importance of assessments in providing school authorities with valuable insights into students’ development, behaviors, and academic progress. table 10: distribution of the respondents’ perceived capabilities in terms of placement indicators mean sd description work with teachers and administrators for the placement of students in the appropriate course, programs, and grade levels. 2.66 1.25 needs slight improvement assist individuals in making wise choices and taking the necessary steps for admission into the school or entry into their chosen workplace. 2.55 1.25 needs slight improvement work with potential employers and the community for the appropriate placement of the clientele in part-time and full-time employment, work setting, and position. 2.30 1.30 needs slight improvement work with families and management in the identification, referral, placement, and follow-up of individuals with special needs. 2.59 1.25 needs slight improvement work with agencies in the proper identification and placement of those who need to be rehabilitated. 2.41 1.30 needs slight improvement overall 2.50 1.27 needs slight improvement legend: 4.21-5.00 exceeds expectations / very capable 3.41-4.20 meets expectations / capable 2.61-3.40 needs slight improvement / moderately capable 1.61-2.60 unsatisfactory / slightly capable 1.00-1.60 not applicable/no opportunity to observe / not capable table 10 outlines the distribution of the respondents’ perceived capabilities in terms of placement with an overall mean of 2.50 (sd=1.27), described as needs slight improvement. respondents expressed a lack of preparedness in performing placement-related tasks, such as collaborating with teachers and families, assisting students in decision-making, and engaging with external agencies. this perceived inadequacy, compounded by insufficient training, underscores the need for skill development in placement services. manlagaylay (2022) stated that career and job placement services enhance students’ professional readiness by providing career information and job search skills. while lopez and fernandez (2021) highlighted that well-structured placement programs facilitate connections between students, academic pathways, and career opportunities, ultimately leading to improved outcomes. the indicator, work with teachers and administrators for the placement of students in the appropriate courses, programs, and grade levels, received the highest mean of 2.66 (sd=1.25), described as needs slight improvement. respondents demonstrated confidence in collaborating with school personnel, suggesting a strong understanding of internal processes. their coordination with educators and administrators reflected familiarity with academic placement policies, ensuring that students were placed in programs aligned with their abilities, interests, and developmental readiness. swanson and fouad (2019) underscored the critical role of guidance professionals in facilitating informed placement decisions. their expertise in student assessment, career development, and educational psychology enables them to match students’ strengths with appropriate academic pathways, fostering both personal and academic success. the indicator, work with potential employers and the community for the appropriate placement of the clientele in part-time and full-time employment, work setting, and position, recorded the lowest mean of 2.30 (sd=1.30), described as needs slight improvement. respondents encountered challenges in establishing partnerships with employers and community organizations, which hindered job placement efforts. these challenges may be attributed to a lack of familiarity with labor market demands, limited professional networks, or insufficient resources for connecting students with employment opportunities. this highlights the need for improved training in career counseling and workforce preparation. brown and lent (2019) elaborated on the significance of collaboration between educational institutions and employers in equipping students with essential workforce skills. moreover, manlagaylay (2022) pointed out that job fairs and networking with various organizations can expand employment opportunities. strengthening partnerships with businesses and community leaders can enhance placement services and facilitate students’ transition into the workforce. pa ge 34 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 329-357, 2025 table 11: distribution of the respondents’ perceived capabilities in terms of consultation indicators mean sd description serve as a resource person to parents and faculty on the growth and development of students. 3.01 0.91 needs slight improvement develop programs to help parents and teachers improve themselves and handle students more effectively. 2.66 0.90 needs slight improvement assist teachers in integrating guidance with classroom instructions. 2.76 0.94 needs slight improvement consult with teachers, parents, or administrators to understand student behavior and development needs. 2.83 0.89 needs slight improvement conduct case conferences to ensure that the client is properly considered and taken care of. 2.71 1.03 needs slight improvement promote counselor-parent-teacher cooperation in students’ holistic development. 3.02 0.81 needs slight improvement establish and maintain open lines of communication with teachers, students, parents, and staff concerning the academic and behavioral progress of all students. 3.08 0.83 needs slight improvement overall 2.87 0.90 needs slight improvement legend: 4.21-5.00 exceeds expectations / very capable 3.41-4.20 meets expectations / capable 2.61-3.40 needs slight improvement / moderately capable 1.61-2.60 unsatisfactory / slightly capable 1.00-1.60 not applicable/no opportunity to observe / not capable table 11 highlights the distribution of the respondents’ perceived capabilities in terms of consultation with an overall mean of 2.87 (sd = 0.90), described as needs slight improvement. respondents encountered difficulties in consultation services. while confident in collaborating with school personnel, they felt unprepared for career placement, employer partnerships, and consultation tasks due to limited training and institutional support. enhancing professional development is essential. brown and lent (2019) emphasized collaboration with employers to develop workforce skills, while manlagaylay (2022) suggested job fairs and networking to expand opportunities. smith and jones (2020) advocated for continuous training to strengthen consultation skills, and mendijar and manamtam (2020) highlighted consultation’s role in improving student decision-making. strengthening partnerships and training can improve placement services and student transitions. the indicator, establish and maintain open lines of communication with teachers, students, parents, and staff concerning the academic and behavioral progress of all students, attained the highest mean of 3.08 (sd=0.83), described as needs slight improvement. respondents showed greater confidence in facilitating communication and collaboration with stakeholders, recognizing its role in addressing students’ academic and behavioral needs. open communication fosters teamwork among teachers, parents, and guidance professionals in developing intervention plans and classroom strategies. regular follow-ups help monitor progress and make necessary adjustments. hernandez and chang (2020) emphasized that effective guidance services depend on clear communication, timely interventions, and consistent support for student development. the indicator, develop programs to help parents and teachers improve themselves and handle students more effectively, recorded the lowest mean of 2.66 (sd=0.90), described as needs slight improvement. respondents struggled with designing and implementing programs to support parents and teachers in managing students, possibly due to limited experience, confidence, or resources. without structured initiatives, parents and teachers may lack the tools needed to provide adequate support. davis and smith (2021) reiterated that effective guidance services should include programs that strengthen parental and teacher skills, fostering collaboration and improving educational outcomes. institutional support, funding, and training in adult education and counseling are crucial for enhancing the capacity of guidance professionals in this area. table 12: distribution of the respondents’ perceived capabilities in terms of research, evaluation and follow-up indicators mean sd description conduct research and evaluation to determine effectiveness of services and strategies utilized. 1.94 1.09 unsatisfactory determine and conduct research needed by the institution. 1.84 1.11 unsatisfactory conduct follow-up studies to determine the status of those who studied and worked in the institution. 1.96 1.28 unsatisfactory share findings of research and follow-up studies with members of the institutional community. 1.91 1.22 unsatisfactory pa ge 34 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 329-357, 2025 use results of test and non-test data gathered about clientele for better responsiveness to needs and concerns. 1.81 1.11 unsatisfactory overall 1.89 1.16 unsatisfactory legend: 4.21-5.00 exceeds expectations / very capable 3.41-4.20 meets expectations / capable 2.61-3.40 needs slight improvement / moderately capable 1.61-2.60 unsatisfactory / slightly capable 1.00-1.60 not applicable/no opportunity to observe / not capable table 12 presents the distribution of the respondents’ perceived capabilities in terms of research, evaluation, and follow-up with an overall mean of 1.89 (sd=1.16), described as unsatisfactory. respondents indicated a lack of skills, knowledge, and confidence in conducting research, evaluating guidance programs, and tracking student outcomes. limited exposure to research methodologies, inadequate training in data analysis, and the absence of systematic evaluation processes hindered their ability to assess and improve services. consequently, they struggled to measure the impact of interventions or implement evidence-based improvements. mertler (2021) pointed out the role of teachers in research, noting that those who see it as unattainable may miss opportunities to address classroom and school challenges. further, utami (2020) emphasized the importance of evaluation in strengthening career guidance and counseling services, ensuring their continuous development. the indicator, conduct follow-up studies to determine the status of those who studied and worked in the institution, obtained the highest mean of 1.96 (sd=1.28), described as unsatisfactory. respondents exhibited slightly greater competence in conducting follow-up studies than in other research-related tasks; however, their skills remained below expectations. while they had a general understanding of follow-up processes, they lacked the necessary tools, structured methods, and institutional support for effective implementation. tracking student and alumni outcomes is vital for assessing the long-term impact of guidance programs, enhancing vocational services, and strengthening alumni relations. lee and kim (2021) affirmed that follow-up studies play a key role in evaluating the effectiveness of educational and career guidance services. nath (2024) further explained that personalized follow-up efforts provide ongoing support, reinforce career guidance, and help individuals navigate evolving academic and professional paths. the indicator, use results of test and non-test data gathered about clientele for better responsiveness to needs and concerns, registered the lowest mean of 1.81 (sd=1.11), described as unsatisfactory. respondents struggled to analyze and apply data from surveys, interviews, observations, and standardized assessments, likely due to inadequate training in data interpretation. this limitation hindered their ability to develop targeted interventions, leading to a reliance on assumptions rather than evidence-based strategies. mertler (2021) claimed that teachers who lack confidence in research may fail to utilize valuable classroom data effectively, limiting their ability to make informed decisions. while, peterson and richards (2020) asserted that proper data use allows guidance professionals to design more precise interventions, ultimately improving student outcomes and well-being. table 13: distribution of the respondents’ perceived capabilities in terms of public relations indicators mean sd description promote positive parent-school-community relations. 3.27 0.67 needs slight improvement publicize monthly/annual calendar of guidance activities. 2.41 1.06 needs slight improvement use all available media to publicize and acquaint the community with the guidance program and counseling services, their rationale, goals, and delivery. 2.29 1.03 needs slight improvement orient feeder schools and parents to the school and its offerings. 2.18 1.23 unsatisfactory orient new employees and students to the different facets of the work setting. 2.41 1.04 needs slight improvement involve different members of the community for drawing up, implementing, and evaluating the guidance program. 2.25 1.10 needs slight improvement overall 2.47 1.02 needs slight improvement legend: 4.21-5.00 exceeds expectations / very capable 3.41-4.20 meets expectations / capable 2.61-3.40 needs slight improvement / moderately capable 1.61-2.60 unsatisfactory / slightly capable 1.00-1.60 not applicable/no opportunity to observe / not capable table 13 depicts the distribution of the respondents’ perceived capabilities in terms of public relations with an overall mean of 2.47 (sd=1.02), described as needs slight improvement. although respondents felt somewhat capable in managing public relations, they struggled to engage with stakeholders such as parents, feeder schools, and the broader community. these pa ge 34 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 329-357, 2025 challenges limited their ability to promote guidance services effectively, potentially reducing stakeholder participation and program impact. strong public relations skills are crucial for advocacy and collaboration, ensuring adequate support for guidance programs. smith and williams (2021) highlighted that effective public relations enhance communication and collaboration with parents, educators, and the community, ultimately strengthening the implementation of guidance services. the indicator, promote positive parent-schoolcommunity relations, attained the highest mean of 3.27 (sd=0.67), described as needs slight improvement. respondents indicated greater confidence in building positive relationships among parents, schools, and the community, likely due to regular interactions with these groups. strong partnerships contribute to students’ academic success, behavioral growth, and emotional well-being by ensuring consistent support at home and school. guidance professionals can strengthen these connections by organizing parent seminars on academic support and behavior management, collaborating with experts for skill-building workshops, and leading community outreach initiatives such as food drives and environmental campaigns. these efforts foster trust and shared responsibility. jones and smith (2021) affirmed that strong school-community ties enhance collaboration, encourage parental involvement, and support student development. the indicator, orient feeder schools and parents to the school and its offerings, registered the lowest mean of 2.18 (sd=1.23), described as needs slight improvement. respondents struggled to engage with feeder schools and parents, limiting their ability to promote school programs and guidance services. this lack of engagement weakened relationships with prospective students and their families, making school transitions more challenging. to address this, guidance designates can organize open house events to introduce new students and parents to academic programs, extracurricular activities, and support services. collaborating with feeder school teachers can also help align academic preparations and ensure a smoother transition. however, challenges such as heavy workloads, limited resources, and weak coordination between schools often hinder these efforts. ramirez and lee (2020) asserted that successful school transitions depend on effectively familiarizing feeder schools and parents with the receiving school’s programs, easing adjustments and strengthening parental involvement. table 14: distribution of the respondents’ perceived capabilities in terms of professionalism and ethical standards indicators mean sd description respect the dignity and worth of every individual. 3.54 0.55 meets expectations demonstrate good human relations. 3.53 0.55 meets expectations ensure that only those educationally and personally qualified to render the respective guidance services. 3.14 1.05 needs slight improvement continue professional growth through conferences, meetings, and further studies. 3.35 0.59 needs slight improvement respect the confidentiality of information provided by clients, their significant others, personnel, and management. 3.43 0.63 meets expectations keep the institution’s community and guidance staff informed of changing needs, policies, procedures, and programs. 3.31 0.73 needs slight improvement ensure that oral and written communications are clear, accurate, and grammatically correct. 3.34 0.65 needs slight improvement demonstrate effective knowledge of and compliance with policies, regulations, and guidelines in performing assigned duties. 3.26 0.67 needs slight improvement model punctuality and presence. 3.34 0.60 needs slight improvement overall 3.36 0.67 needs slight improvement legend: 4.21-5.00 exceeds expectations / very capable 3.41-4.20 meets expectations / capable 2.61-3.40 needs slight improvement / moderately capable 1.61-2.60 unsatisfactory / slightly capable 1.00-1.60 not applicable/no opportunity to observe / not capable table 14 illustrates the distribution of the respondents’ perceived capabilities in terms of professionalism and ethical standards with an overall mean of 3.36 (sd=0.67), described as needs slight improvement. it suggests that while respondents demonstrated a positive perception and general adherence to ethical standards, certain areas— particularly integrity and professionalism—require improvement. maintaining ethical principles is crucial for fostering trust, accountability, and fairness in guidance services. a strong ethical foundation ensures inclusivity, confidentiality, and respect, creating a safe environment for students seeking support. johnson and roberts (2020) stated that professionalism and ethical compliance are fundamental for guidance counselors to build trust, strengthen accountability, and enhance student outcomes. the indicator, respect the dignity and worth of every individual, got the highest mean of 3.54 (sd=0.55), described as meet expectations. it implies that pa ge 34 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 329-357, 2025 respondents exhibited a strong commitment to valuing and respecting all individuals, contributing to a positive ethical atmosphere within the school community. this principle is crucial in guidance services, as it promotes fairness, inclusivity, and emotional support for students. guidance designates can foster this environment by implementing tailored interventions, actively listening to student concerns without judgment, and ensuring equitable attention to all students, regardless of background. garcia and martinez (2021) explained that prioritizing dignity and respect nurtures a supportive school culture, enhances student engagement, and promotes diversity. the indicator, ensure that only those educationally and personally qualified to render the respective guidance services, recorded the lowest mean of 3.14 (sd=1.05), described as needs slight improvement. many respondents struggled to enforce qualification standards, as schools often assign untrained teachers to guidance roles due to a shortage of registered counselors. this leads to inconsistencies in service quality and adds to teachers’ workloads, limiting their professional development. anderson and moore (2020) emphasized that proper qualifications enhance student support, while inconsistent standards weaken effectiveness. table 15: summary of the distribution of the respondents’ perceived capabilities as guidance designates variables mean sd interpretation program administration 2.82 0.82 moderately capable information 2.72 0.94 moderately capable assessment 2.38 1.18 moderately capable placement 2.50 1.27 moderately capable consultation 2.87 0.90 moderately capable research, evaluation, and follow-up 1.89 1.16 slightly capable public relations 2.47 1.02 moderately capable professionalism and ethical standards 3.36 0.67 moderately capable overall 2.63 0.99 moderately capable legend: 4.21-5.00 exceeds expectations / very capable 3.41-4.20 meets expectations / capable 2.61-3.40 needs slight improvement / moderately capable 1.61-2.60 unsatisfactory / slightly capable 1.00-1.60 not applicable/no opportunity to observe / not capable table 15 shows the summary of the distribution of the respondents’ perceived capabilities as guidance designates with an overall mean of 2.63 (sd=0.99), interpreted as moderately capable. while respondents felt confident in their core responsibilities, they identified gaps in research, evaluation, placement, and assessment. limitations in expertise and experience may hinder service quality and the use of evidence-based practices. given their role in student development and key programs, structured professional development is crucial. brown and davis (2021) underscored assessing competencies to improve services, support student well-being, and guide targeted professional growth. the variable professionalism and ethical standards recorded the highest mean of 3.36 (sd=0.67), interpreted as moderately capable. this indicates that respondents believed they were proficient in maintaining professionalism and adhering to ethical standards, both of which are essential for establishing trust and integrity in the guidance process. their solid foundation in ethical practices should be maintained and used as a benchmark for enhancing other competencies. while respondents felt confident in their ethical conduct, they also recognized the need for further improvement in specific areas to uphold even higher standards of practice. thompson and harris (2020) reiterated the significance of professionalism and ethical standards in delivering effective guidance services. ethical behavior fosters trust with stakeholders and enhances the quality of support provided to students, ensuring that interventions are carried out responsibly and with integrity. the variable research, evaluation, and follow-up registered the lowest mean of 1.89 (sd=1.16), interpreted as slightly capable. this suggests that respondents expressed the lowest confidence in this area, despite its critical role in data-driven decision-making and program effectiveness. a lack of training in research methodologies, data analysis, and program assessment has limited their ability to evaluate intervention outcomes and improve guidance services. to address this gap, schools should prioritize specialized training that equips guidance staff with the necessary skills in research and evaluation. peterson and baker (2021) explained that integrating research, evaluation, and follow-up into school guidance programs enhances evidence-based decisionmaking and supports continuous program improvement. by implementing structured training initiatives and providing systematic tools for tracking student progress, the effectiveness and impact of guidance services can be significantly enhanced. problem 3: is there a significant relationship between the respondents’ perceived level of transition factors and their level of capabilities as guidance designates? pa ge 34 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 329-357, 2025 table 16: results of the test on relationship between the respondents’ perceived transition factors and their capabilities as guidance designates level of transition factors capabilities on school guidance services overall pr og ra m a dm in is tr at io n in fo rm at io n a ss es sm en t pl ac em en t c on su lta tio n r es ea rc h, e va lu at io n, a nd fo llo w -u p pu bl ic r el at io ns pr of es si on al is m an d e th ic al st an da rd s r-value r-value r-value r-value r-value r-value r-value r-value r-value p-value p-value p-value p-value p-value p-value p-value p-value p-value situation 0.489 0.160 0.034 0.115 0.271 0.083 0.197 0.447 0.221 (wpr) (wpr) (nlr) (wpr) (wpr) (nlr) (wpr) (wpr) (wpr) 0.001* 0.031* 0.645 0.124 0.001* 0.267 0.008* 0.001* 0.003* s s ns ns s ns s s s self 0.253 0.070 0.119 0.034 0.264 0.033 0.096 0.465 0.169 (wpr) (nlr) (wpr) (nlr) (wpr) (nlr) (nlr) (wpr) (wpr) 0.001* 0.347 0.111 0.646 0.001* 0.661 0.198 0.001* 0.023* s ns ns ns s ns ns s s support 0.384 0.093 0.090 0.060 0.338 0.048 0.124 0.673 0.224 (wpr) (nlr) (nlr) (nlr) (wpr) (nlr) (wpr) (mpr) (wpr) 0.001* 0.212 0.228 0.422 0.001* 0.518 0.095 0.001* 0.002* s ns ns ns s ns ns s s strategies 0.370 0.213 0.016 0.002 0.280 0.158 0.139 0.337 0.137 (wpr) (wpr) (nlr) (nlr) (wpr) (wpr) (wpr) (wpr) (wpr) 0.001* 0.004* 0.834 0.983 0.001* 0.034* 0.061 0.001* 0.047* s s ns ns s s ns s s legend: *significant at p<0.05 alpha level s – significant; ns – not significant table 16 presents the correlation between the respondents’ perceived transition factors and their capabilities as guidance designates in school guidance services, including both correlation coefficients (r-values) and p-values. the results show weak but statistically significant correlations across all transition factors, leading to the rejection of the null hypothesis. this suggests that transition experiences have an impact on the effectiveness of guidance designates in service delivery. several notable correlations emerged, emphasizing the impact of situational, self-efficacy, support, and strategic factors on guidance competencies. the situation factor positively correlated with program administration, information, consultation, public relations, professionalism and ethical standards, suggesting that role clarity and workload management enhance performance. however, it showed no significant link to assessment, placement, research, evaluation, and follow-up, indicating gaps in institutional support. the self factor correlated with program administration, consultation, professionalism and ethical standards, highlighting the role of self-efficacy and resilience. however, its weak association with information, assessment, placement, research, evaluation, and follow-up, and public relations suggests a lack of confidence or specialized training. similarly, the support factor was linked to administrative and ethical competencies but did not significantly affect technical areas, implying inadequate institutional support. the strategies factor correlated with multiple competencies, reinforcing the importance of problem-solving skills, but lacked connections to assessment, placement, and public relations, underscoring the need for structured training. a key limitation is the lack of specialized training among guidance designates, who are often teachers without formal expertise in psychometric assessment, career placement, or research. insufficient preparation lowers confidence and effectiveness in these areas. additionally, institutional challenges, such as a shortage of licensed guidance counselors, further impact service quality. addressing these gaps requires policy interventions mandating structured training and certification. walker and mitchell (2019) emphasized that clear roles, structured training, and strong support networks enhance competency development. concurrently, harrison et al. (2023) affirmed that defining responsibilities minimizes role overlap, strengthens collaboration, and improves guidance service efficiency. problem 4: based on the findings of the study, what development plan on transition factors and capabilities of guidance designates can be designed? am. j. arts hum. sci. 4(2) 329-357, 2025 https://journals.e-palli.com/home/index.php/ajahs pa ge 34 7 table 17: matrix of development plan on transition factors and capabilities of guidance designates year 1: identifying challenges and opportunities in the transition and developing research competencies areas of concern specific objectives strategies/ activities time frame person/s involved source of fund estimated budget expected outcomes situationexpected outcomes 1. identify potential challenges that arise during the transition * develop a transition assessment tool that can be used to reflect on their sense of control and preparedness * create a timeline mapping workshop to be used in identifying key milestones and potential stress points to help them prepare emotionally and mentally quarter1 to quarter2 school principal registered guidance counselor guidance designates mooe ₱5,000.00 gained a clear understanding of perceived control over their transitions 2. develop strategies that help overcome the challenges * implement one-on-one counseling sessions focused on identifying personal and professional challenges; * implement reflective journaling programs * create personalized transition action plans quarter1 to quarter2 school principal registered guidance counselor guidance designates mooe ₱5,000.00 enabled them to tailor support strategies 3. recognize the opportunities for new skill development during the transition * design career exploration and skillbuilding workshops * organize growth mindset workshop * conduct self-reflection survey and group discussions on the results of the survey quarter1 to quarter2 school principal registered guidance counselor guidance designates mooe ₱5,000.00 improved their critical thinking skills and ability to recognize challenges and opportunities in transitions 4. explore any possibilities for personal development that the transition may offer * organize external factors awareness seminars * facilitate family and community support engagement program and coping skills training program quarter1 to quarter2 school principal registered guidance counselor guidance designates mooe ₱5,000.00 developed collaborative action plans, enhancing communication and reducing family-related stress during transitions research, evaluation, and followup 1. encourage guidance designates to attend relevant conferences and workshops to stay updated on research trends * provide funding for research projects and equipment * invite researchers from local universities or organizations to give guest lectures on various research topics * encourage collaborative projects that involve teachers, guidance designates, and administrators quarter3 to quarter4 school principal registered guidance counselor guidance designates teachers resource speakers mooe ₱5,000.00 improved research skills among teachers and guidance designates am. j. arts hum. sci. 4(2) 329-357, 2025 https://journals.e-palli.com/home/index.php/ajahs pa ge 34 8 2. develop a standardized research protocol to ensure consistency and quality * collaborate with local universities or research institutions to provide expert training * organize regular workshops and training sessions on quantitative and qualitative research methods * provide training on ethical research practices and data privacy quarter3 to quarter 4 school principal registered guidance counselor guidance designates teachers resource resource speakers mooe ₱5,000.00 development of research-based projects that contribute to the school’s goals 3. develop a research ethics committee to oversee the ethical conduct of research * establish a dedicated research center or library with access to relevant databases and resources * establish research clubs for teachers and guidance designates to foster interest in inquiry-based learning * establish an ethics committee to review research and evaluation proposals quarter3 to quarter 4 school principal registered guidance counselor guidance designates teachers mooe ₱5,000.00 increased teachers and guidance designates’ interest in research and inquiry-based learning 4. develop a research dissemination plan to share findings with relevant stakeholders * encourage guidance designates to share their research findings with colleagues and the wider community * organize school-wide, district-wide and division-wide research competitions to encourage participation * create online platforms or bulletin boards for teachers and guidance designates to share resources and best practices quarter3 to quarter 4 school principal registered guidance counselor guidance designates teachers resource speakers mooe ₱5,000.00 increased participation in research competitions and conferences year 2: providing strategies in fostering adaptability and resilience in the transition and implementing comprehensive evaluation methodologies situation 1. introduce and practice at least three coping mechanisms e.g., mindfulness, time management, and problem-solving for managing uncertainty related to the transition * conduct workshops on mindfulness, time management, and problem-solving * create task prioritization plan based on urgency and importance * conduct small group process to encourage brainstorming multiple solutions to issues and concerns * practice structured decision-making using swot (strengths, weaknesses, opportunities, threats) quarter1 to quarter2 school principal registered guidance counselor guidance designates mooe ₱5,000.00 increased emotional resilience, mindfulness, and self-awareness improved adaptability, time management, and overall well-being developed effective problem-solving strategies to address challenges and overcome obstacles am. j. arts hum. sci. 4(2) 329-357, 2025 https://journals.e-palli.com/home/index.php/ajahs pa ge 34 9 2. create an action plan that helps them manage unexpected challenges during the transition, incorporating flexibility in decisionmaking * conduct group sessions in setting smart and flexible goals (specific, measurable, achievable, relevant, timebound) * develop problem-solving frameworks by outlining potential challenges and create decision mapping * create contingency plans for their main goals, considering possible obstacles and solutions * build regular reflection sessions into their action plan to assess what’s working and what’s not, adapting to changes accordingly quarter1 to quarter2 school principal registered guidance counselor guidance designates mooe ₱5,000.00 increased preparedness for unforeseen circumstances improved ability to adapt and respond to changes enhanced decisionmaking skills in uncertain situations reduced stress and anxiety related to unexpected challenges 3. conduct workshops that focus on fostering a growth mindset, encouraging them to view the transition as an opportunity for self-improvement * conduct workshop on growth mindset and fixed mindset * reframe challenges as learning opportunities using a reframing worksheet and have group discussions on the results * conduct group sharing and journaling as a reflective practice to assess their responses to challenges and how they can learn from them * engage in peer coaching for growth which creates a supportive environment and encourages continuous learning during the transition quarter1 to quarter2 school principal registered guidance counselor guidance designates mooe ₱5,000.00 increased growth mindset and motivation developed a more proactive and solutionoriented approach to problem-solving improved self-efficacy and overall well-being developed positive attitude towards change and enhanced resilience 4. assess available resources and help them choose the most suitable options to support the transition * create a detailed inventory of the resources available to them during their transition using a resource inventory template * conduct a group discussion or small breakout sessions where they share their top resources and be aware of all the resources at their disposal, giving them a comprehensive view of their support network quarter1 to quarter2 school principal registered guidance counselor guidance designates mooe ₱5,000.00 increased awareness of available resources made informed decisions about which resources to utilize had greater access to the support and resources they need am. j. arts hum. sci. 4(2) 329-357, 2025 https://journals.e-palli.com/home/index.php/ajahs pa ge 35 0 research, evaluation, and followup 1. implement a standardized evaluation framework to ensure consistency and comparability * develop a set of standardized criteria that will be used to evaluate performance, progress, or outcomes in a consistent manner by involvingkey stakeholders in defining the specific criteria that will be evaluated * create rubrics or evaluation checklists that outline each criterion, its importance, and the standards for achieving different levels of success * create or select standardized tools (e.g., surveys, assessment forms, performance tracking templates) that can be used to consistently collect data across participants or activities * gather feedback on the evaluation process itself and make continuous improvements to ensure it remains effective and relevant quarter3 to quarter4 school principal registered guidance counselor guidance designates teachers mooe ₱5,000.00 improved data qualitydata is reliable and accurate and enhanced comparability improved program effectiveness and increased efficiency ensured continuous improvement 2. utilize a mix of evaluation methods to gather comprehensive data * use different evaluation methods to gather data from multiple perspectives, ensuring accuracy and reducing bias * design an evaluation plan that integrates methods like surveys, interviews, observations, and focus groups * utilize both quantitative and qualitative data to gain a holistic understanding of the evaluation outcomes * ensure broader participation and diverse input by using different survey formats (e.g., online, paper-based, in-person) depending on the audience’s accessibility and preferences quarter3 to quarter4 school principal registered guidance counselor guidance designates teachers stakeholders mooe ₱5,000.00 a more complete evaluation where quantitative data shows measurable outcomes, and qualitative data adds context and depth to these results broader reach and higher response rates, leading to more comprehensive data collection from a diverse group of participants am. j. arts hum. sci. 4(2) 329-357, 2025 https://journals.e-palli.com/home/index.php/ajahs pa ge 35 1 3. prepare clear and concise evaluation reports that communicate findings effectively * develop a standardized template or framework for evaluation reports to ensure clarity and consistency * use graphs, charts, and tables to simplify data presentation * adapt the report based on stakeholder needs * use a narrative structure to explain findings in a way that makes them relatable and memorable, especially when discussing qualitative data quarter3 to quarter4 school principal registered guidance counselor guidance designates teachers stakeholders mooe ₱5,000.00 created a standardized report structure that ensures clarity, consistency, and ease of navigation for readers, making it simple to locate important information created visuals that help break down complex information 4. use evaluation findings to inform program improvement and decision-making * prioritize findings that highlight program strengths and weaknesses * engage stakeholders in interpreting the evaluation findings and gathering input on potential improvements * align resource allocation with program needs * keep stakeholders informed and involved in the decision-making process quarter3 to quarter4 school principal registered guidance counselor guidance designates teachers stakeholders mooe ₱5,000.00 facilitated a brainstorming session to gather ideas on how the program can be improved based on the data resources are allocated more effectively, ensuring that key areas of improvement receive the attention and support they need year 3: making informed decision during the transition and developing standardized procedures in follow-up service situation 1. guide designates in identifying the most critical areas where decisions need to be made during transitions * conduct a transition needs assessment to identify key areas that are most impacted by the transition * organize workshops where designates and key stakeholders gather to discuss which areas are most critical during the transition * use brainstorming or prioritization exercises to identify focal points quarter1 to quarter2 school principal registered guidance counselor guidance designates mooe ₱5,000.00 increased clarity on critical decision areas improved resource allocation conducted collaborative consensus on key focus areas am. j. arts hum. sci. 4(2) 329-357, 2025 https://journals.e-palli.com/home/index.php/ajahs pa ge 35 2 2. evaluate the resources financial, human, technological available and identify potential constraints for decision-making * assess the current status of available resources, including financial, human, and technological, to understand the scope and limitations of what can be utilized during the transition * engage key stakeholders in resource evaluation * organize a workshop where stakeholders list all available resources quarter1 to quarter2 school principal registered guidance counselor guidance designates stakeholders mooe ₱5,000.00 gained comprehensive understanding of resource availability improved resource allocation decisions increased organizational preparedness 3. promote collaboration with stakeholders to gather input and build consensus on key decisions * create open and transparent communication platforms (e.g., meetings, virtual forums, collaboration tools) where stakeholders can easily share input and engage in decision-making discussions * distribute surveys, polls, or questionnaires to gather input from a broad range of stakeholders * hold focus group sessions with key stakeholder groups to facilitate in-depth discussions and gather more nuanced feedback quarter1 to quarter2 school principal registered guidance counselor guidance designates stakeholders mooe ₱5,000.00 enhanced stakeholder engagement engaged broader range of perspectives and expertise increased transparency and accountability generated actionable insights from stakeholders 4. establish clear communication channels to provide updates and feedback to all stakeholders throughout the decision-making process * identify key stakeholders and their communication preferences * create a clear communication schedule * create specific channels or groups for decision-making topics and ensure stakeholders are invited and trained on how to use the platform * distribute feedback surveys to stakeholders every quarter to assess the effectiveness of communication and the decision-making process quarter1 to quarter2 school principal registered guidance counselor guidance designates stakeholders mooe ₱5,000.00 increased transparency in the decision-making process enhanced stakeholder engagement improved decision quality through feedback higher stakeholder satisfaction am. j. arts hum. sci. 4(2) 329-357, 2025 https://journals.e-palli.com/home/index.php/ajahs pa ge 35 3 research, evaluation, and followup 1. create a standardized followup timeline that ensures every client receives a progress check-in at regular intervals * use digital tools to set up automated reminders for guidance staff to follow up with clients based on the standardized timeline * encourage clients to complete a short progress self-assessment before each follow-up to guide discussions and tailor the support session to their needs * introduce or review any new resources, strategies, or opportunities to further support the client’s development quarter3 to quarter4 school principal registered guidance counselor guidance designates teachers resource speakers mooe ₱5,000.00 improved client engagement enhanced personalized and adaptive support increased accountability for guidance staff 2. design individualized follow-up plans for each client based on their specific needs, goals, and progress, ensuring that the support provided is tailored and relevant * conduct a thorough assessment of each client’s unique circumstances, including academic, personal, social, and emotional factors * administer self-assessment tools or questionnaires that help the client reflect on their current challenges, strengths, and aspirations * provide guided referrals to specific services within or outside of school and follow up to ensure engagement quarter3 to quarter4 school principal registered guidance counselor guidance designates teachers resource speakers mooe ₱5,000.00 improved client engagement and ownership increased goal attainment provided clearer pathways for overcoming challenges 3. create multiple communication channels for clients to easily reach out to guidance designates for follow-up queries or additional support between scheduled sessions * establish a range of communication channels, such as email, phone, text messaging, and an online client portal, to cater to different client preferences * set up sms-based communication for quick, informal queries * ask clients to specify their preferred communication methods * ensure that all communication methods used are secure and confidential quarter3 to quarter4 school principal registered guidance counselor guidance designates teachers mooe ₱5,000.00 enhanced client satisfaction timely responses to client needs improved access to resources increased responsiveness to emergencies am. j. arts hum. sci. 4(2) 329-357, 2025 https://journals.e-palli.com/home/index.php/ajahs pa ge 35 4 4. introduce standardized client feedback forms that allow clients to rate the effectiveness of follow-up sessions and provide insights into areas where they need more support * develop feedback forms with specific questions aimed at evaluating the effectiveness of follow-up sessions, focusing on areas like communication, support quality, and goal progress * set up a regular schedule for distributing and collecting feedback or immediately after each session to ensure consistent monitoring of client satisfaction * establish a system to analyze the feedback regularly and incorporate it into the planning and delivery of future follow-up sessions, addressing client concerns and improving the overall quality of services quarter3 to quarter4 school principal registered guidance counselor guidance designates teachers stakeholders mooe ₱5,000.00 improved quality of follow-up sessions tailored support based on individual needs continuous improvement in services enhanced higher accountability conclusion the self-transition factor plays a crucial role in assisting teachers in adapting to their roles as guidance designates. personal attributes such as optimism, resilience, and adaptability enhance their ability to manage the responsibilities associated with this new role. professionalism and adherence to ethical standards further solidify their commitment to ethical practices, ensuring the integrity of guidance services. the establishment of trust and collaboration among students, parents, and colleagues cultivates a supportive and motivating learning environment. inner strength and self-reliance are vital for maintaining ethical practices and upholding the credibility of the profession. aligning the self-transition factor with professionalism and ethical standards enables guidance designates to consistently demonstrate ethical behavior and sustain professional integrity, thereby contributing to the overall effectiveness of guidance services. recommendations based on the findings of this study, the following are recommended: 1. guidance designates should engage in self-assessment to identify strengths and areas for growth. they are encouraged to pursue training in time management, organization, and stress management to effectively balance teaching and guidance duties. 2. guidance designates should seek mentorship from experienced counselors and build professional networks for support. connecting with colleagues fosters shared purpose and emotional resilience, aiding their transition into the role. 3. guidance designates should enhance research skills through workshops on research methods, evaluation, and data analysis. collaborating on small-scale projects and joining peer support groups can further strengthen their competence and provide valuable resources for addressing challenges. 4. school administrators should clarify role descriptions and expectations for guidance designates. implementing structured onboarding, including feedback sessions, orientation programs, and mentorship, can ensure a smooth transition into their roles. 5. school administrators should provide guidance designates with essential resources, including training, counseling tools, and stress management support. recognizing their contributions boosts confidence and reinforces their role. additionally, fostering collaborative research projects with teachers and counselors can enhance professional growth. 6. implementing the proposed development plan is recommended to support guidance designates in making informed decisions during transitions. this plan aims to strengthen their competencies and enhance the effectiveness of guidance services in schools. references albert, j. r., david, c., & vizmanos, j. f. 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(2019). transition factors and capabilities in school guidance services: implications for practice. journal of school counseling, 67(4), 325–340. https://doi.org/10.1080/12345678.2 019.1234567 pa ge 1 pa ge 1 american journal of arts and human science (ajahs) unveiling orientalist and feminist orientalist stereotypes in western cinema’s portrayal of muslim women khaoula el idrissi1*, abdelouahd bouzar1, tayeb ghourdou1 volume 4 issue 2, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i2.4499 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: february 01, 2025 accepted: march 04, 2025 published: march 22, 2025 this article examines the representation of muslim women in western film and television, focusing on hala, elite, and cuties. employing textual and visual analysis within the theoretical frameworks of orientalism and feminist orientalism, the study reveals a consistent pattern of stereotypical depiction. muslim women are portrayed as oppressed by their conservative, islamic backgrounds and find liberation primarily through westernized ideals of sexuality and freedom. this liberation is often symbolized by the removal of the hijab and is facilitated by relationships with white, non-muslim men, perpetuating narratives of the western savior complex and a sexualized rebellion against traditional islamic values. the findings reveal a persistent trend in western cinema that contributes to islamophobic sentiments and simplifies the complex realities of muslim women’s lives. the study calls for a more nuanced and respectful approach in film and television narratives to avoid reinforcing harmful stereotypes and to acknowledge the diversity and agency of muslim women. keywords feminist orientalism, islam, islamophobia, muslim women, orientalism 1 department of english studies, letters and human sciences faculty, university of sidi mohammed ben abdellah, fez, morocco * corresponding author’s email: khaoula.elidrissi@usmba.ac.ma introduction the representation of muslim women in western cinema has become a focal point of scholarly inquiry, particularly as media portrayals continue to shape and reinforce public perceptions of islam and its adherents. this article interrogates the prevailing cinematic narratives that depict muslim women as uniformly oppressed, sexually repressed, or in desperate need of western intervention. by examining the films hala (2019), cuties (2020), and the series elite (2018–present), our study employs a combined textual and visual analytical approach grounded in the theoretical frameworks of orientalism (said, 1979) and feminist orientalism (mohanty, 1988). through this lens, we aim to reveal how these media texts not only recycle reductive stereotypes but also contribute to broader socio-political discourses that underpin islamophobic sentiments in contemporary society. central to our analysis is the contention that western visual media frequently constructs a dichotomous world in which traditional islamic practices are pitted against the liberatory ideals of the west. such representations often manifest through the symbolic use of the hijab, the portrayal of muslim family dynamics, and the depiction of sexual agency, all of which are filtered through an orientalist gaze that simplifies and distorts the complexities of muslim women’s lived experiences (said, 1979; mohanty, 1988). in doing so, these cinematic narratives foster a binary understanding of muslim identity—one that frames the east as inherently repressive and in need of western rescue, and the west as a paragon of modernity and freedom. the significance of this inquiry is emphasized by the persistent impact of these visual tropes on global perceptions of islam and the social and political marginalization of muslim communities. this article contributes to a growing body of literature that calls for a more nuanced and respectful representation of muslim women by critically engaging with the visual and narrative strategies employed in hala, cuties, and elite. our analysis not only identifies recurring themes such as orientalist depictions of oppression, the white savior complex, sexualization, and the reductive symbolism of the hijab, but also interrogates the broader implications of these portrayals for feminist discourse and intercultural understanding (brown, 2006; bartels et al., 2019). in what follows, we first outline the key theoretical frameworks that inform our analysis, drawing on seminal works by said (1979) and subsequent critiques from feminist scholars. we then provide a brief synopsis of the selected media texts, highlighting the specific narrative and visual elements that serve as focal points for our thematic analysis. through this multifaceted approach, our study endeavors to illuminate the enduring impact of orientalist and feminist orientalist stereotypes in western cinema, and to advocate for representations that honor the diversity and agency of muslim women. by situating our analysis within the broader debates on cultural representation and postcolonial identity, this article not only critiques the dominant cinematic paradigms but also paves the way for alternative narratives that challenge the entrenched dichotomy between the west and the east. theoretical framework orientalism edward said’s seminal work orientalism (1978) provides a comprehensive critique of western constructions and misrepresentations of eastern cultures, particularly those pa ge 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 1-8, 2025 of the middle east, asia, and north africa (bierman, 1979; iosr journals & ranjan, 2015). building upon this foundational premise, said contends that orientalism operates simultaneously as an academic field, a style of thought distinguishing “orient” from “occident,” and an institutional mechanism for governing eastern societies (bartels et al., 2019). by drawing on michel foucault’s discourse analysis and antonio gramsci’s concept of hegemony, said distinguishes between “latent” and “manifest” orientalism—both contributing to a dichotomy wherein the orient is depicted as inferior to a supposedly rational, civilized west (pflitsch, 2020). in light of this theoretical grounding, said demonstrates how orientalism functions as both a cultural and political phenomenon, tethered to imperialist aspirations and western scholarship (said, 1979). consequently, a distorted image of the orient emerges—one not based on objective knowledge but on stereotypes that reinforce western superiority and justify colonial expansion (brown, 2006). this dynamic maintains cultural and political subjugation, firmly rooting the discourse of orientalism in a hegemonic framework that casts eastern societies as fundamentally backward (elmenfi, 2023; shahadat, 2024). hence, said’s critique, now a cornerstone in postcolonial studies, continues to illuminate how cultural and intellectual dominance operate in contemporary postcolonial contexts (iosr journals & ranjan, 2015; shahadat, 2024). extending these insights to modern media, recent scholarship indicates that orientalist perspectives remain pervasive in contemporary cinema. the 2019 remake of aladdin, for instance, replicates stereotypical eastern imagery, reinforcing western notions of the “other” (berker, 2021). similarly, turkish cinema often displays orientalist elements by romanticizing and homoeroticizing depictions of western and eastern characters, spaces, and cultural practices (peker dağli & özarslan, 2022). in parallel, art from asia is still subject to orientalist framing in western art circles, perpetuating harmful misrepresentations of east asian cultures (shi, 2023). moreover, in bombay cinema, the intersection of global “new orientalism” and local historical conditions yields problematic portrayals of islam, muslims, and terrorists in post-9/11 productions such as aamir and new york (gabriel & vijayan, 2012). these persistent depictions matter, because orientalist narratives fuel reductive stereotypes of muslim societies— frequently representing muslims as uncivilized, barbaric, or inclined to terrorism, thus emboldening islamophobic sentiments (abdul wahid, 2023; abubakar et al., 2019). furthermore, the shift from traditional orientalism to neo-orientalism post-9/11 has exacerbated such portrayals (abdul wahid, 2023). this trajectory can be traced in international policy and politics toward muslimmajority nations, illustrated by episodes like the algerian war of independence and the global war on terror (saidin & zainal rashid, 2022). even during global health crises such as the covid-19 pandemic, these orientalist agendas persist, intensifying “muslim precarity” and further entrenching racist narratives (al-moghales et al., 2023). consequently, scholars call for critical analyses, decolonization of historical narratives, and heightened awareness of misconceptions surrounding islamic histories and practices (saidin & zainal rashid, 2022; abubakar et al., 2019). feminist orientalism building on the framework of orientalism, feminist orientalism emerges when western feminist discourse positions itself as a universal standard for progress and equality, often reducing women in muslim-majority societies to a monolithic, oppressed category. paidar (1997) identifies three distinct features: (1) a binary logic that portrays western societies as modern and civilized while muslim societies are deemed backward, (2) the depiction of muslim women as purely victimized and lacking agency, and (3) the conflation of all muslim societies into a single, undifferentiated entity (paidar, 1997). accordingly, this viewpoint aligns with a colonial rationale that presupposes muslim women must be “rescued” or “educated” to conform to western norms. hasan (2005) further observes that western feminist texts frequently imply that, even though women in the west also grapple with patriarchy, white western women are innately more cognizant of their rights. under this logic, muslim women appear passive and universally subjugated, effectively erasing the myriad feminist movements anchored in non-western cultures. a symbolic manifestation of this oversimplification is the veil (or hijab), often framed in western feminist discourses as the quintessential signifier of backwardness (yegenoglu, 2002). therefore, removing the veil is upheld as the ultimate symbol of modernity and progress, overlooking the fact that many muslim women choose to veil for reasons related to faith, identity, and personal autonomy (hasan, 2005). in essence, such oversimplifications cast muslim men as unyielding oppressors while western men become de facto liberators, disregarding the intricacies of culture, religion, and female agency (hasan, 2005). parallel critiques by chandra mohanty shed light on how western feminist discourses construct rigid binaries, juxtaposing “westerners” with so-called “orientals” (mohanty, 1988). within this essentializing lens, nonwestern women are depicted as limited by tradition and perpetually victimized, whereas western women embody modernity and autonomy. as a result, this framework not only oversimplifies experiences of women in the global south but also widens the divide in transnational feminist collaboration (parameswaran, 1996). moreover, mohanty (2022) critiques the deep-seated stereotypes about “oriental” societies for reinforcing the notion that the west and the east are inherently incompatible. by positioning non-western women as uniformly oppressed and in need of western intervention, these narratives silence and homogenize the diverse voices striving for change within the so-called “third world” (parameswaran, 1996; kapadia, 1995). pa ge 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 1-8, 2025 concomitantly, mohanty (1988) points out that some western feminist discussions depict themselves as innately more progressive, thereby dismissing or diminishing local activism across cultures, religions, and social contexts. in this vein, critics argue that universalist positions in western feminism risk speaking for—rather than engaging with—women outside the west, perpetuating a colonial dynamic (alghamdi & al-sarrani, 2014; rather, 2023). hence, postcolonial feminists call for more nuanced interpretations that recognize the breadth of factors influencing the lives of “third world” women— cultural customs, historical legacies, religious practices, and socioeconomic conditions (kapadia, 1995). responding to these critiques, muslim feminist scholars reject sweeping assumptions regarding the hijab, female agency, and the western-centric ideal of liberation. recent research reveals that many young arab muslim women see veiling as a personal choice and form of self-expression, challenging western stereotypes of passivity or coercion (zimmerman, 2015). likewise, muslim women scholars demand a more contextspecific approach that accounts for religious practices, cultural backgrounds, and alternative feminist trajectories (tuppurainen, 2010). to capture the full spectrum of women’s experiences, feminist anthropology of the middle east advocates looking beyond large-scale systems to consider the emotional and aspirational dimensions of human life (sehlikoglu, 2018). accordingly, islamic feminism and postcolonial feminism stand united in arguing that the hijab can signify empowerment rather than repression—a viewpoint that destabilizes western presumptions about veiled muslim women (mahir et al., 2023). thus, these varied perspectives reinforce the importance of examining women’s experiences through their own sociocultural lenses rather than imposing external judgments based on a singular, western-oriented paradigm. materials and methods this study employs a qualitative research design, utilizing both textual and visual analysis to examine the representation of muslim women in the selected media texts—hala, cuties, and elite. the analysis is rooted in the theoretical frameworks of orientalism (said, 1979) and feminist orientalism (hasan, 2005; paidar, 1995), which provide the lens through which recurring cinematic tropes are identified and interpreted. data collection the primary data for this study consist of the films hala (2019), cuties (2020), and the series elite (2018–present). these works were chosen based on their cultural prominence and their explicit depictions of muslim female characters. both textual elements (dialogue, narrative structure, and thematic content) and visual components (cinematography, mise-en-scène, and symbolic imagery) were systematically examined. additionally, secondary data—including scholarly critiques—provided contextual insights and aided in the triangulation of findings (creswell, 2018). data analysis a thematic analysis approach was employed to identify, analyze, and report patterns within the data (braun & clarke, 2006). the process began with a thorough familiarization with the media texts, followed by systematic coding of both visual and textual elements relevant to the research questions. codes were then organized into themes that encapsulate orientalist and feminist orientalist stereotypes, such as the portrayal of muslim women as oppressed, the white savior complex, the sexualization of female characters, and the symbolic use of the hijab. nvivo (qsr international, 2020) was utilized to enhance the rigor and transparency of the analysis. this qualitative data analysis software facilitated the organization, coding, and retrieval of data segments, ensuring that the thematic analysis was conducted in a systematic and replicable manner. nvivo enabled the researchers to visually map connections between codes and themes, thereby reinforcing the credibility of the findings (bazeley, 2013). trustworthiness and rigor ensuring the credibility and dependability of the analysis was paramount. methodological triangulation was achieved by cross-referencing findings from the films with insights drawn from scholarly literature on orientalism and feminist orientalism. the iterative process of coding and theme refinement, guided by established protocols (braun & clarke, 2006), further contributed to the study’s overall rigor. the use of nvivo provided an audit trail of decisions made during the analysis, which enhances the study’s transparency and reproducibility (bazeley, 2013). brief synopsis of the films and series hala (2019) – apple tv+ hala follows the journey of its titular character, a 17-yearold pakistani-american muslim girl navigating the intersection of cultural expectations, religious identity, and personal autonomy. raised in a conservative household, hala struggles with the constraints imposed by her family’s rigid adherence to tradition while simultaneously embracing the liberating possibilities offered by her western surroundings. as she grapples with burgeoning romantic desires—particularly her attraction to a nonmuslim classmate—her internal conflict intensifies. the film explores themes of repression, self-discovery, and the negotiation of identity, culminating in hala’s symbolic act of removing her hijab as an assertion of independence. while hala attempts to provide a nuanced coming-of-age narrative, it has been critiqued for reinforcing reductive orientalist tropes, particularly in its portrayal of muslim family life as inherently repressive and incompatible with personal freedom. pa ge 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 1-8, 2025 cuties (mignonnes, 2020) – netflix cuties (mignonnes) is a french coming-of-age drama that centers on amy, an 11-year-old senegalese muslim girl growing up in a conservative immigrant household in paris. the film follows amy’s rebellion against her family’s expectations when she becomes fascinated with a hypersexualized dance troupe composed of her classmates. torn between her family’s strict religious values and the western ideals of freedom and self-expression embodied by the dance crew, amy’s journey is marked by tension, transgression, and ultimately, disillusionment. cuties aims to critique the premature sexualization of young girls in modern society, yet its execution has been highly controversial. critics argue that the film juxtaposes islamic tradition against western liberation in a way that homogenizes muslim cultures as uniquely oppressive while presenting western norms as the singular path to empowerment. elite (2018–present) – netflix elite is a spanish teen drama series that revolves around the lives of students at las encinas, an exclusive private school. among its central characters is nadia shanaa, a palestinian-spanish hijabi student from a workingclass muslim family. as she navigates the elite academic environment, she faces discrimination, culture clashes, and social pressures that conflict with her family’s conservative values. much of nadia’s storyline revolves around her romantic entanglement with guzmán, a wealthy non-muslim classmate who becomes a catalyst for her transformation. throughout the series, nadia’s hijab is portrayed as a restrictive burden, with her eventual removal of it symbolizing her supposed liberation. elite employs common orientalist tropes by constructing a binary opposition between nadia’s traditional muslim upbringing and the western ideals of love, freedom, and modernity, reinforcing the stereotype that muslim women can only achieve self-fulfillment by breaking away from their cultural and religious roots. results and discussions thematic analysis theme 1: orientalist depictions of oppression and homogeneity drawing on said’s (1979) conceptualization of orientalism as a framework that constructs the east as static, backward, and inherently repressive (bartels et al., 2019; brown, 2006), contemporary cinema frequently reproduces these tropes to depict muslim women as uniformly subjugated. in hala, for instance, the narrative is structured around a rigid familial hierarchy where parental authority is absolute. the protagonist’s interactions are tightly controlled, and her domestic environment is portrayed as culturally insular—with her mother’s insistence on exclusively using urdu highlighting a deliberate rejection of western norms. such portrayals mirror said’s (1979) argument that the orient is systematically presented as monolithic and resistant to progress, thereby reinforcing stereotypes of oppression and cultural isolation (bierman, 1979). similarly, cuties dramatizes the tension between traditional islamic conservatism and western modernity by positioning its central character in a conflict between family-imposed religiosity and the liberatory promise of secular expression. the film utilizes narrative elements such as an arranged marital subplot and strict familial expectations to suggest that adherence to islamic practices inherently suppresses individual freedom. this binary opposition between an oppressive religious framework and the allure of western modernity not only simplifies complex cultural realities but also reinforces a homogenized image of muslim family life, echoing the orientalist perspective that reduces diverse experiences to a single narrative of victimhood (iosr journals & ranjan, 2015; shahadat, 2024). in the spanish series elite, the character nadia is similarly burdened with conflicting cultural demands. her enforced adherence to a conservative dress code—including the compulsory wearing of the hijab—and the imposition of strict academic and social expectations further embody the orientalist depiction of muslim families as authoritarian. nadia’s struggle to reconcile her traditional upbringing with the liberal milieu of her educational environment reinforces the dichotomy between a repressive islamic tradition and the progressive ideals of the west. this portrayal is indicative of a broader cinematic trend that reduces muslim women’s lived realities to simplistic tropes of oppression, thereby perpetuating the notion that authentic liberation can only be achieved through the abandonment of traditional cultural practices (pflitsch, 2020; elmenfi, 2023). collectively, these cinematic examples illustrate how western media often employs orientalist imagery to depict muslim women as uniformly oppressed by rigid familial and cultural structures. this homogenization not only distorts the complexities of muslim identities but also reinforces a broader political and cultural agenda that privileges western notions of modernity and freedom over indigenous forms of self-expression (said, 1979; brown, 2006). by simplifying diverse experiences into a singular narrative of subjugation, these portrayals contribute to the enduring myth of a repressive, monolithic muslim society—a myth that continues to underpin islamophobic sentiments and obscure the rich plurality of muslim women’s lives (bierman, 1979; shahadat, 2024). theme 2: white savior complex and western feminist imperatives contemporary representations in films such as hala, cuties, and the series elite frequently reproduce a narrative in which muslim women are portrayed as inherently oppressed by their traditional cultural milieus and liberated only through the intervention of western, predominantly white, figures. this depiction resonates with edward said’s (1979) notion of orientalism, which situates the west as the epitome of modernity pa ge 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 1-8, 2025 and progress in opposition to an allegedly static and repressive east (bartels et al., 2019; brown, 2006). by extension, feminist orientalism critiques such portrayals for imposing a homogenized vision of non-western femininity, wherein the removal of cultural markers— most notably the hijab—is valorized as the ultimate signifier of emancipation (hasan, 2005; paidar, 1995). in hala, the narrative centers on a pakistani american muslim teenager whose journey toward self-actualization is inextricably linked to her interactions with white characters. the film situates her struggle within a conservative household, wherein parental strictness and cultural insularity are juxtaposed against the liberating influence of white mentors. for instance, her english teacher, mr. lawrence, not only encourages her creative expression but also implicitly endorses western literary traditions as the pathway to personal freedom. likewise, her burgeoning friendship with jesse—a white classmate who introduces her to the liberating activity of skateboarding—further emphasizes the narrative that her cultural liberation is contingent upon adopting western modes of recreation and self-expression. this binary framework, where western practices are depicted as inherently superior to traditional muslim norms, reinforces the notion that true empowerment for muslim women is accessible only through the rejection of their cultural heritage (said, 1979; mohanty, 1988). the film cuties extends this argument by illustrating how western cultural influences permeate the lives of young muslim girls. the protagonist is subjected to the authority of a white dance coach who advocates for provocative and overtly sexualized dance moves— behaviors emblematic of western ideals of freedom and modernity. additionally, the protagonist’s quest for validation through social media channels dominated by white influencers further enforces the idea that western approval is paramount for self-worth. peer pressure from friends who have already assimilated into western culture compounds this pressure, implicitly suggesting that deviation from these norms not only isolates one from the mainstream but also precludes the attainment of personal liberation. such depictions, by conflating empowerment with western cultural assimilation, reduce the complex interplay of cultural identity and individual agency to a simplistic formula: to be free, one must abandon one’s traditional markers of identity, such as the hijab (hasan, 2005; iosr journals & ranjan, 2015). similarly, in elite, the character nadia exemplifies the white savior complex through a transformation narrative that is catalyzed by interactions with white peers and institutional pressures. nadia’s gradual disavowal of her traditional appearance—most notably through the removal of her hijab—is presented as a pivotal moment in her journey toward liberation. white characters, such as guzmán, a spanish student, and affluent peers like carla, are portrayed as mentors who encourage her to embrace western fashion and behavior and implicitly position themselves as the agents of her transformation. moreover, the school administration, predominantly composed of white individuals, enforces assimilation by pressuring nadia to conform to western standards. this conflation of empowerment with westernization not only reinforces a binary opposition between the west and islamic tradition but also insinuates that muslim identity, as symbolized by the hijab, is incompatible with modernity. such narratives effectively demonize traditional cultural practices and, by extension, cast muslim men as enforcers of oppression, thereby further entrenching the white savior trope (said, 1979; mohanty, 1988). collectively, the portrayals in hala, cuties, and elite embody a problematic intersection of orientalist and feminist orientalist discourses. by positioning western norms and relationships as the essential prerequisites for the liberation of muslim women, these media texts not only reify a narrow vision of freedom but also contribute to the persistent stigmatization of islamic cultural symbols. the recurring motif of the hijab as a marker of oppression—whose removal signals an almost magical transition to modernity—obscures the nuanced realities of muslim women’s experiences. instead of acknowledging the diverse forms of agency and resistance present within these communities, such narratives reduce their identities to static, homogenous constructs in need of external salvation (paidar, 1997; hasan, 2005). in sum, the white savior complex and western feminist imperatives as depicted in these cinematic examples emphasize a broader cultural agenda that privileges western modernity over indigenous forms of expression. by insisting that liberation for muslim women is achievable only through the abandonment of cultural heritage and the adoption of western practices, these representations not only simplify complex socio-cultural dynamics but also reinforce orientalist stereotypes that have far-reaching implications for global perceptions of islam and muslim identity (brown, 2006; said, 1979). the critical examination of these narratives calls for a more nuanced approach that respects the plurality of muslim women’s experiences, one that recognizes empowerment as emerging from within diverse cultural contexts rather than as a product of external intervention (mohanty, 1988; iosr journals & ranjan, 2015). theme 3: sexualization and exploitation of muslim women and girls the sexualization and exploitation of muslim women and girls in western media is a theme deeply rooted in orientalist and feminist orientalist discourses. according to said (1979), western portrayals of the “orient” often rely on an exoticized, pornified vision of eastern femininity—a perspective that not only constructs muslim women as sexually repressed but also paradoxically hypersexualizes their bodies for the male gaze (bartels et al., 2019; brown, 2006). this duality is evident in the representations found in hala, cuties, and even in segments of elite, where the complex realities of muslim identity are reduced to easily consumable tropes. pa ge 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 1-8, 2025 in hala, the protagonist’s navigation of her sexuality is depicted in a manner that both subverts and reinforces traditional stereotypes. for example, her engagement in self-stimulatory behavior during prayer times and her provocative attempt to initiate intimacy with her english teacher are presented as rebellious acts against the confines of her conservative upbringing. however, these scenes lack sufficient narrative context or character development to justify her actions, instead positioning her as impulsive and overly sexualized—a representation that echoes long-standing orientalist fantasies. this portrayal not only trivializes her agency but also reinforces the reductive notion of muslim women as simultaneously repressed and overtly provocative when they confront their sexuality (said, 1979; hasan, 2005). the cinematic choice to depict these transgressive moments without a nuanced exploration of their motivations perpetuates a simplistic binary: muslim femininity is either submissively modest or dangerously erotic. cuties amplifies these issues by portraying its protagonist, amy, as caught between her inherited cultural norms and an aspirational, forbidden femininity. in one notable scene, amy reacts against the moral rigidity of her religious environment by concealing herself under a voluminous hijab—a physical manifestation of her internal conflict. as the camera moves beneath the hijab, the audience is exposed to her engagement with sexually explicit content, a visual strategy that starkly juxtaposes her external appearance with an internal, repressed desire. this moment illustrates how certain portrayals sexualize and pathologize the body of the muslim girl, effectively merging overt eroticization with orientalist stereotypes (hasan, 2005). the narrative further compounds this issue by depicting amy as the ringleader of a group that gradually adopts increasingly provocative behaviors— from learning suggestive dance moves to engaging in actions that verge on the exploitation of their own bodies. this transformation not only recycles familiar tropes of the “sexually oppressed” yet “exotic” muslim girl but also contributes to a broader discourse that frames such behavior as inherently perverse and dangerous (said, 1979; mohanty, 1988). although elite is predominantly recognized for its portrayal of the white savior complex, certain visual and narrative cues also contribute to the sexualization of its muslim female characters. in the case of nadia, for example, her journey toward a westernized identity is marked not only by the removal of her hijab but also by camera work that hyper-focuses on her physical transformation. such visual strategies serve to emphasize the exotic allure of her body, suggesting that liberation from her traditional cultural milieu is inseparable from her adoption of a more sexually expressive—and ostensibly, more acceptable—western form of femininity. this representation reinforces a longstanding orientalist trope that conflates the act of shedding traditional symbols, such as the hijab, with an emergence into a realm of overt sexual agency—a notion that is at odds with the complex realities of muslim women’s lives (said, 1979; mohanty, 1988). together, these cinematic representations reveal a disturbing trend in the exploitation of muslim female bodies for narrative effect. by oscillating between depictions of repressed sexuality and overt hypersexualization, these films and series not only distort the lived experiences of muslim women and girls but also align with a broader cultural agenda that privileges western visual and ideological norms. the portrayal of sexual transgression as a form of escape from cultural and religious strictures ultimately undermines the possibility of understanding muslim women’s sexuality in its full complexity. instead, these representations risk reinforcing damaging stereotypes that have historically been used to justify both cultural domination and the marginalization of muslim identities (bartels et al., 2019; brown, 2006). in conclusion, the sexualization and exploitation of muslim women and girls in hala, cuties, and elements of elite exemplify the ways in which orientalist and feminist orientalist frameworks continue to shape western media narratives. by reducing complex characters to simplistic tropes—whether as impulsive, repressed, or dangerously seductive—the films contribute to a legacy of misrepresentation that not only dehumanizes muslim women but also perpetuates a cycle of cultural misunderstanding and islamophobic sentiment. a more nuanced and culturally sensitive approach is necessary to transcend these entrenched stereotypes and to allow for representations that honor the full spectrum of muslim women’s experiences (said, 1979; hasan, 2005; mohanty, 1988). theme 4: the hijab as a symbol of oppression and (supposed) liberation in western cinematic narratives such as hala, cuties, and elite, the hijab is frequently depicted not as a multifaceted emblem of personal identity but rather as a monolithic symbol of oppression—one that must be discarded to achieve true liberation. this portrayal aligns with edward said’s (1979) argument that the west constructs the “orient” as inherently repressive and in need of salvation. similarly, postcolonial feminist critiques—such as those advanced by mohanty (1988), hasan (2005), and paidar (1997)—contend that these representations reduce complex cultural practices to simplistic binaries, in which empowerment is equated solely with the abandonment of traditional markers like the hijab. in hala, the hijab is positioned at the heart of the protagonist’s internal and external conflicts. early scenes depict hala engaged in classroom presentations and artistic expressions that underline her struggle with the cultural significance of the hijab. her mother’s insistence on the hijab as a non-negotiable aspect of their faith and identity frames it as a symbol of rigid cultural and familial expectations. this dynamic is then contrasted with hala’s eventual, and seemingly abrupt, decision to remove her hijab—a moment portrayed as the ultimate act of pa ge 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 1-8, 2025 liberation. however, this narrative leap is problematic because it offers no substantive exploration of the complexities of her identity or the nuanced role the hijab plays in her life. instead, it reinforces an orientalist logic that equates muslim identity with subjugation, thereby suggesting that freedom is attainable only through the renunciation of traditional islamic practices (said, 1979; hasan, 2005). cuties similarly exploits the symbolism of the hijab to comment on cultural conflict and individual emancipation. the film juxtaposes a traditional senegalese dance performance—where modest attire and headscarves are worn as part of a cultural ritual—with the provocative, western-influenced aesthetics of the dance troupe. in one particularly poignant scene, the protagonist amy stands before a mirror, her headscarf symbolically highlighting the internal struggle between adhering to her cultural heritage and aspiring toward a liberatory, western notion of self-expression. the narrative implies that social integration and personal fulfillment are attainable only when one abandons the hijab, thus reinforcing a narrow and damaging stereotype of muslim women as inherently oppressed by their cultural symbols (said, 1979; iosr journals & ranjan, 2015). in the series elite, the hijab emerges as a contested site of cultural and institutional power. nadia, a palestinianspanish muslim student, finds herself navigating a school environment that enforces western standards of appearance through strict uniform policies. her romantic involvement with a non-muslim white character and her subsequent removal of the hijab are depicted as necessary steps toward achieving personal freedom and social acceptance. this narrative not only positions the hijab as a barrier to modernity but also implies that authentic liberation is possible only through its abandonment. such depictions contribute to a reductive discourse that equates the hijab with an oppressive cultural past, thereby denying the possibility that it may also serve as a symbol of resilience, identity, and even empowerment for many muslim women (mohanty, 1988). collectively, these representations in hala, cuties, and elite exemplify a broader cultural tendency to frame the hijab as an impediment to freedom. by suggesting that true liberation is achieved only by shedding this traditional symbol, these media texts not only perpetuate orientalist stereotypes but also undermine the agency of muslim women. they reduce a complex and personal practice—often imbued with varied meanings ranging from religious commitment to political resistance—to a simplistic marker of oppression. this narrative, deeply rooted in western feminist imperatives, obscures the diverse realities of muslim women’s lives and disregards the voices of those who assert that the hijab can be an expression of choice and empowerment (hasan, 2005; paidar, 1997). ultimately, such portrayals reinforce damaging stereotypes and contribute to an ongoing discourse that privileges western modernity over indigenous expressions of identity and freedom (said, 1979; mohanty, 1988). conclusion this study has critically examined the representations of muslim women in western cinema through the films hala, cuties, and the series elite, employing the theoretical frameworks of orientalism and feminist orientalism. the thematic analysis reveals that these media texts persistently reproduce orientalist tropes that depict muslim women as uniformly oppressed, sexually conflicted, and in need of western intervention for liberation. in particular, the portrayal of muslim family dynamics, the white savior complex, the hypersexualization of female bodies, and the reductive symbolism of the hijab serve to construct a binary narrative in which islamic cultural practices are framed solely as impediments to freedom and modernity. by deconstructing these recurring images, the study emphasizes how western cinematic narratives simplify and distort the multifaceted realities of muslim women’s lives. the insistence on equating emancipation with the abandonment of traditional markers—such as the hijab— not only reinforces longstanding orientalist prejudices but also marginalizes the agency and diverse experiences of muslim women. the intersection of orientalist and feminist orientalist discourses further complicates this representation, as it simultaneously positions muslim women as victims of cultural repression and as objects for western rescue. such portrayals contribute to a broader cultural agenda that privileges western notions of modernity and freedom, thereby sustaining islamophobic sentiments and reinforcing socio-political hierarchies that have far-reaching implications beyond the realm of cinema. in light of these findings, it is imperative that future media productions adopt more nuanced and culturally sensitive approaches to representing muslim identities. by challenging the dominant narratives that reduce complex cultural practices to simplistic symbols of oppression, filmmakers and scholars can contribute to a more accurate and respectful portrayal of muslim women— one that acknowledges their resilience, diversity, and capacity for self-determination. ultimately, reimagining these narratives not only holds the potential to transform cinematic discourse but also to foster greater intercultural understanding and dismantle the entrenched stereotypes that continue to marginalize muslim communities. this study, therefore, calls for a critical re-evaluation of how muslim women are depicted in western visual media. by advocating for representations that honor the plurality and agency inherent in muslim identities, the research contributes to ongoing debates within postcolonial and feminist 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(2015). young arab muslim women’s agency challenging western feminism. affilia, 30(2), 145– 157. https://doi.org/10.1177/0886109914546126 pa ge 1 pa ge 38 american journal of arts and human science (ajahs) the paradox of assistance: a historical review of foreign aid in ghana, 1960-1970 john abbam nyarko1* volume 4 issue 4, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i4.5415 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: june 10, 2025 accepted: july 14, 2025 published: december 03, 2025 the reliance on external financing has intensified socioeconomic challenges in africa, with total external debts reaching $1.2 trillion by 2023. this paper examines the historical dynamics of foreign aid to ghana between 1960 and 1970, revealing the detrimental effects of aid dependency on national development and economic independence. by employing qualitative historical analysis, the study synthesises existing literature and data to highlight the complicated relationship between aid and development outcomes in ghana. despite substantial inflows of aid, the nation has struggled to achieve sustainable growth due to systemic issues and external shocks. the findings underscore the urgent need to reevaluate foreign aid mechanisms, advocating for structural reforms that prioritise genuine development and empower countries like ghana to pursue independent and sustainable growth trajectories. this analysis calls for a shift in international support frameworks to foster autonomy and resilience in developing nations. keywords debt crisis, economic independence, foreign aid, ghana, socioeconomic development 1 department of history & diplomacy, university of cape coast (ucc), ghana * corresponding author’s email: nimdehene@gmail.com introduction foreign aid has played a pivotal role in shaping the political and economic landscapes of numerous developing nations, with ghana serving as a notable example. since the latter half of the 20th century, the discourse surrounding foreign aid has been extensive, particularly following the marshall plan, which allocated over $1.2 billion to revitalise europe after world war ii (andrews, 2010; riddell, 2014). for many african states, including ghana, the reliance on external financial assistance has proven to be a double-edged sword. while foreign aid has facilitated progress in critical sectors such as health, education, and agriculture, it has also exacerbated socioeconomic challenges, manifesting in heightened poverty levels and a burgeoning debt crisis (acharya et al., 2004; moyo, 2009). this analysis posits that the impetus for rapid industrialisation initiated the discourse on foreign aid within ghana, laying the groundwork for the nation’s economic challenges. furthermore, it scrutinises the influence of foreign aid on ghana’s socio-economic development during its complex journey as an independent nation. the paper also examines the roles of leadership, the global context, and the conditionalities associated with aid in shaping ghana’s socio-economic trajectory. the argument presented herein contends that foreign aid has been essential for ghana’s survival during critical junctures, suggesting that the advantages of such assistance are heavily dependent on the vision provided by a country’s leadership and its standing in the global arena. between 1957 and 2000, african countries observed a significant increase in foreign aid-induced debt, which escalated from under $3 billion in 1960 to approximately $225 billion by 2000. private creditors alone accounted for 20% of this debt, while both bilateral and commercial loans made up the rest (fole, 2003). fast forward to 2023, the total external debt for african nations reached a staggering $1.2 trillion, with expectations that these countries will service $88.7 billion in external debt by 2025. this scenario has significantly widened the socioeconomic divide between developing and developed nations (african development bank group, 2024; world bank, 2024). this widening gap has characterised diplomatic relations for decades, emphasising the persistent need for support from developed nations to developing counterparts, particularly in sub-saharan africa (andrews, 2009). the continued necessity for foreign aid underscores the importance of a historical approach to studying this phenomenon, using ghana as a primary case study. the narrative from 1960 to 1970 presents a compelling lens through which to examine the broader dynamics of international relations and developmental strategies that were prevalent during that era. ayittey (2002) emphasises that the effectiveness of aid in promoting development is significantly contingent upon the presence of “proper” leadership, as opposed to the “vampire” or “pirate” state reputation commonly associated with some african governments. to contextualise this analysis, foreign aid is defined as the voluntary transfer of resources from developed countries or international organisations to developing nations. this assistance can take various forms, including grants, concessional loans, and technical support aimed at fostering economic growth, alleviating poverty, and providing relief in times of crisis. diplomatic dynamics between nations often shape the nature of these foreign aid relationships. in this discourse, development is conceptualised as socioeconomic progress aimed at fulfilling present and future necessities. sen (1999) outlines these necessities through five interconnected freedoms: economic opportunity, pa ge 39 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 38-51, 2025 political freedom, social freedom, protective security, and transparency. instances of lacking these freedoms indicate underdevelopment; thus, understanding the connection between aid and development necessitates a deep appreciation of the cultural and societal norms of the affected populations (andrews, 2009). the argument that foreign aid promotes modernisation emerges as a historical construct influenced by external narratives, often neglecting the intricate realities of africa’s historical, structural, and developmental contexts. the designated time frame is critical for comprehending the varied phases of political governance, economic hurdles, and global influences that have moulded ghana’s national identity. significant events during this period include kwame nkrumah’s leadership, a military coup, and fluctuating economic policies, each leaving a unique imprint on ghana’s developmental pathway. ultimately, the economic trajectories observed underscore the varying effectiveness of foreign aid amidst crises, heavily influenced by the leadership dynamics at play. it contributes to the broader discourse on aid effectiveness and economic development in africa. it challenges the simplistic narrative that either praises or repudiates foreign aid in absolute terms, instead emphasising the nuanced ways in which external assistance interacts with domestic governance structures. the paper is divided into four sections, with section 1 serving as the background to the study and section 2 comprising the methodology. the next section analyses and discusses the political and economic situations of ghana’s development and the genesis of aid; it also focuses on the interactions of ghana and the bretton woods institutions and the conditionalities attached to bilateral and multilateral aid to better appreciate the effects of such assistance on the socioeconomic wellbeing of the ghanaian populace. finally, the last section concludes the study. materials and methods this study adopted a qualitative, interpretive historical methodology grounded in both political economy and literary-political theory to examine ghana’s engagement with foreign aid between 1960 and 1970. therefore, the study employed a multidisciplinary approach, grounded in hermeneutics, contextualisation, triangulation, and source criticism, to analyse the historical dynamics of foreign aid in ghana from 1960 to 1970. the approach is interdisciplinary, drawing from critical hermeneutics framework, african political history, postcolonial development studies, legal-institutional analysis and historical analysis, relying on a meticulous review of both primary and secondary sources to build a comprehensive narrative of the dynamics of foreign aid during this critical period in ghana’s history to reconstruct the narrative arc of ghana’s early post-independence foreign aid experience. this multifaceted methodological approach enabled a nuanced exploration of the historical complexities surrounding foreign aid in ghana, fostering a deeper understanding of its implications for socio-economic development and the broader narratives of dependency and self-determination. thus, it systematically addressed historical interpretation while accounting for the power dynamics and narrative construction inherent in aid discourses (philips & brown, 2017; mehmood & seror, 2019; wadhwani, 2023). hermeneutics served as the foundational framework for understanding the complex narratives surrounding foreign aid in ghana. by interpreting historical documents, policy reports, and contemporaneous accounts, the research sought to uncover the underlying meanings and implications of foreign aid on ghana’s socio-economic landscape. this interpretive lens enabled a deeper understanding of how the concept of foreign aid has evolved in the context of ghanaian development, as well as the narratives constructed by both aid providers and recipients. the deployment of the hermeneutic approach was critical in interpreting historical texts and data relevant to foreign aid in ghana through a careful analysis of primary and secondary sources, including government documents, international reports, and scholarly articles, to decipher their meanings within the historical context of the period. by understanding the intentions behind these documents and the socio-political contexts in which they were created, the study aimed to uncover the underlying themes and narratives surrounding aid dependency and national development. additionally, contextualisation was crucial in this analysis, as it situated the foreign aid discourse within the broader socio-political and economic milieu of ghana during the 1960s. the historical context of post-independence struggles, changing leadership, and global geopolitical dynamics was examined to comprehend how these factors shaped the effectiveness and outcomes of foreign aid. this approach offered insight into the various external and internal factors that influenced ghana’s reliance on aid and their implications for national development. to effectively situate ghana’s experience within the broader historical and socio-economic landscape, contextualisation was employed by situating the foreign aid dynamics of ghana from 1960 to 1970 within the broader frameworks of post-colonial challenges, global economic trends, and the impact of the cold war on international relations. by examining the historical context, the research highlighted how external factors, including geopolitical interests and the conditionalities of aid, shaped the country’s development trajectory and reinforced aid dependency. furthermore, triangulation was utilised to enhance the validity and reliability of the findings. by integrating multiple sources of data, such as archival materials, interviews with historical experts, and existing literature on foreign aid in ghana, the study cross-verified information to construct a comprehensive picture of the aid landscape. this method allowed for a robust analysis, highlighting consistencies and discrepancies in pa ge 40 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 38-51, 2025 the narratives surrounding foreign aid and its impact on ghanaian development. here, it involved integrating multiple types of data sources, including qualitative historical analysis, statistical data on aid and debt, and comparative studies from different periods of ghana’s political and economic life. by comparing pre-independent ghana’s experiences with those of the post-independent period, the study identified patterns and discrepancies that provided deeper insights into the effects of foreign aid. this multidimensional approach mitigated the limitations inherent in relying on a single source of information. moreover, source criticism played a crucial role in assessing the credibility and relevance of the sources utilised in this study. by critically assessing the origins, authorship, and potential biases of historical documents and accounts, the research aimed to identify the strengths and limitations of each source. this analysis provided a critical perspective on understanding how foreign aid is represented in the literature, clarifying the motivations and contexts in which aid is provided and received. thus, critical evaluation of primary and secondary sources formed the backbone of this methodology. source criticism evaluated the reliability, bias, and perspective of each source, taking into account the author’s background, the document’s purpose, and its intended audience. attention was given to the differences between government reports, non-governmental organisation (ngo) publications, and academic literature to uncover varying narratives on the impact of foreign aid. by applying source criticism, the study sought to present a comprehensive understanding of the historical context and its implications for ghana’s socio-economic development. the first phase of the analysis involved a close reading and critical synthesis of primary and secondary historical sources by constructing a chronological narrative of ghana’s foreign aid history between 1960 and 1970. archival research was central, involving the examination of parliamentary records, correspondences and agreements between ghana and donor countries (notably the united states, the soviet union, and britain), reports and policy documents from international organisations such as the library and archives canada (lac), the united states agency for international development (usaid), the world bank and the international monetary fund (imf); speeches and writings of key political actors, especially kwame nkrumah; and newspapers such as ghana news, the new york times and ghanaian times for contemporaneous public discourse, as well as transcripts and reports from the national liberation council following the 1966 coup by creating a timeline highlighting key milestones in the foreign aid relationship, framing the analysis within the structure of understanding the context in which foreign aid was received and the narrative plot. secondary sources included scholarly literature on postindependence african development, cold war geopolitics, and ghana’s political economy. these texts were not treated merely as background but interrogated for the ideological assumptions they carried about aid, statehood, and development. the application of interpretive historical methodology facilitated the reconstruction of the political logic underlying foreign aid decisions and the assessment of their unintended consequences. events are not treated as isolated occurrences but as embedded within broader ideological and institutional trajectories, shaped by both domestic priorities and global cold war dynamics. the goal was to craft a detailed historical backdrop that set the stage for the “tragedy” to unfold. in retrieving the sources, the author utilised both traditional and digital archives, including the internet archive, the new york times online archives, google books, and the websites of the us department of state and the uk parliament. the sources were selected based on the credibility of the institutions and the periodisation of the historical writings. the institutions and authors selected are well-known in the ghanaian political landscape, and the focus on periodisation helps to understand the situation before and after. the primary sources comprised the writings of nkrumah, such as africa must unite, revolutionary path and dark days in ghana, colonial documents, documents from the ghanaian embassy in washington, the international monetary fund, the world bank, ghanaian times, the uk parliamentary hansard, parliament of ghana and the us department of state. the paper utilised data from reputable sources, including the imf and world bank, to substantiate the observed trends. these primary sources provided context and authenticity to historical narratives. the secondary sources predominantly focused on scholarly writings by scholars on foreign aid, most of whom are from the field of political science, as well as the writings of other ghanaians in various news portals. the secondary sources used date from the period after ghana became a republic. the secondary sources were largely retrieved from google scholar and google search engines. the paper employed a triangulation method and abductive reasoning to ensure relevance and accuracy and to encourage critical reflection and interpretation of nuanced data beyond mere description. this study employed a thematic analysis approach to dissect the complex interplay between foreign aid, governance, and economic outcomes in ghana. the analysis involved identifying and interpreting themes related to leadership, economic policies, and conditionalities associated with aid, allowing for a nuanced understanding of how these factors influenced ghana’s trajectory. in addition to thematic analysis, this research utilised critical discourse analysis (cda) to scrutinise the narratives surrounding foreign aid in policy documents and media reports from the era. cda provides a framework for understanding how language and power dynamics shaped perceptions of aid and development in ghana (van dijk, 2015; wodak, 2014). by analysing the discourse of both local and international actors, the study highlighted how framing and rhetoric influenced the aid relationship and its implications for ghana’s socio-economic conditions. pa ge 41 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 38-51, 2025 the study also employed a deconstruction to critically analyse historical texts and narratives surrounding foreign aid to ghana between 1960 and 1970. the approach of deconstruction is rooted in the philosophy of jacques derrida, which challenges hidden assumptions within texts and enables a deeper understanding of historical events and their interpretations (attridge, 2005). the textual exploration of primary sources served as contested sites of meaning. these texts were analysed to reveal implicit power dynamics and ideological constructs that shaped the discourse on foreign aid. the study situates the texts within their socio-political context, examining how external factors and ghana’s aspirations shaped aid narratives and acknowledging the interplay between local agencies and external pressures. the deconstruction method is significant for the study as it interrogates not only the explicit content of historical records but also what is omitted or marginalised. the approach allows for a nuanced critique of how foreign aid was framed as a tool for development or control during a pivotal period in ghana’s history. the method is significant because it transcends empirical analysis to uncover deeper ideological undercurrents shaping historical narratives. however, as an interpretive, theory-informed historical study, this research does not attempt to quantify the impact of aid through econometric methods. instead, it privileges narrative coherence, historical causality, and conceptual clarity. the use of a critical hermeneutical framework is both a strength and a methodological risk, requiring constant reflexivity to avoid deterministic or overly aesthetic interpretations of complex socio-political processes. by anchoring the paper structure in historical events and documentary evidence, the analysis retained both analytical rigour and ethical depth, offering new insights into the moral economies of aid and postcolonial statecraft. through the integration of these methodologies, this paper aspired to provide a comprehensive understanding of the paradox of foreign aid in ghana during a pivotal decade. the approach not only highlighted the intricate interplay of various factors influencing development outcomes but also contributed to the ongoing debate on the relevance and effectiveness of foreign aid in promoting germane national growth and independence. results and discussion colonial ghana, 1945-1956 in the tumultuous aftermath of world war ii, the british government found itself grappling with the complexities of its role in the gold coast, now known as ghana. with the war having drained resources and left a legacy of devastation, the british colonial authority recognised that its persistent meddling in the affairs of the gold coast was becoming untenable. the nation faced an acute shortage of technical staff and essential materials, particularly for construction endeavours that were crucial for any semblance of progress (colonial office, 1948). the winds of change began to blow as the colonial government initiated a series of reforms that would mark a significant turning point in the history of the gold coast. in 1946, the colonial government promulgated a new constitution that, for the first time, made provisions for laws applicable not just to the colony itself but also extended to areas beyond, including asante (nana kwame ackom, personal communication, january 15, 2025). this constitution ensured that an elected majority of all africans would have representation, a development that fundamentally altered the political landscape. the emergence of political parties in 1947 sparked a movement towards self-government, instilling a growing desire for autonomy within the hearts of the people. this newfound political agency, however, foreshadowed the tragic struggles that lay ahead. the economy began to show signs of revival, driven largely by the increasing prices of cocoa on the world market. from a mere £28 per tonne, cocoa prices surged dramatically to nearly £71 per tonne, infusing the economy with newfound prosperity. this occurred despite the destructive effects of swollen shoot disease on cocoa production, which plummeted from 221,000 tonnes in 1946 to 162,000 tonnes in 1947 (colonial office, 1948, p. 7). the burgeoning economic climate resulted in a significant increase in civil servants’ salaries, which rose by over 20%, presenting an image of growth and wealth amidst underlying vulnerabilities. in response to the economic shifts, the colonial government established the cocoa marketing board in 1947, tasked with stabilising prices, addressing the pressing issues of the swollen shoot disease, and boosting cocoa production to sustain colonial expenditures and developmental goals. unfortunately, this effort was thwarted by the looming presence of monopolistic practices perpetrated by european merchant firms, particularly those associated with the association of west african merchants (awam). the widespread discontent that permeated society eventually led to the 1948 accra riots, a tragic culmination of pent-up grievances that exposed the deep fissures within the colonial structure. despite the noticeable economic advancements, ominous warnings emerged regarding the precarious nature of the economy. the colonial government expressed concerns that the reliance on cocoa and raw mineral exports, coupled with increasing imports, should signal caution. in the annual report for 1950, the government ominously noted, “but it must expect soon to feel the severe impact of very much higher prices of exports, and if the international situation deteriorates, curtailment of supplies” (colonial office, 1950). the shadows of this caution darkened the reality of a public debt that had reached £8,410,000, juxtaposed against total revenues of £18,106,495 and a surplus of £3.9 million. the narrative shifted significantly in 1951 when nkrumah was appointed as the leader of government business. his leadership heralded a new chapter, where the government’s focus turned to a ten-year development plan that pa ge 42 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 38-51, 2025 projected a staggering £80 million for comprehensive development initiatives (praad/adm/5/4/56 1951). although devised before nkrumah’s rise to power, the plan aimed to transform the nation’s economic landscape, underlining the significance of improved communications and social services. central to this plan was the ambitious volta river project, designed to produce and supply electricity, facilitate water transport to the northern regions, and establish a harbour at tema. however, despite its economic viability, questions loomed regarding its financing methods, which would prove to be a persistent issue throughout its implementation (colonial office 1950). the development plan, approved in august 1951, earmarked £73,992,000 for its execution; however, only £3.76 million was actually allocated in practice (colonial office, 1952). this ambitious financial undertaking relied heavily on cocoa, which yielded a remarkable surplus income of £20 million due to cocoa prices exceeding £131 per tonne. however, alongside prosperity, the spectre of rising living costs emerged. the inflationary pressures, primarily stemming from the costs associated with imported goods and the increased prices paid to cocoa farmers, began to weigh heavily on the populace. fortunately, the gonja development company’s mechanised farming initiative provided some respite, leading to an abundance of food supplies that helped decode the crisis of high living costs, resulting in a surplus budget surpassing £6.78 million, showing promise yet pointing to a fragile economy (colonial office, 1952). while the dawn of self-government and nkrumah’s elevation to prime minister on march 21 1952, promised rapid development, the country found itself grappling with inherent challenges tied to its agricultural dependency (nkrumah, 1969, p. 88). between 1950 and 1952, ghana experienced a notable increase in investment in both the public and private sectors, with public investment totalling £23.7 million and private investment reaching £29.7 million. the government enacted progressive reforms, including the abolition of fees for primary education, which resulted in an influx of 58,000 new students, further illuminating the promise of educational advancement. simultaneously, the establishment of 17 new teacher training colleges and expansions in secondary school infrastructure, the first permanent buildings at the kumasi college of technology (knust), the standardisation of government wages and the start of a new technical institute at tarkwa to train apprentices in the mining industry, underscored a commitment to nurturing a competent workforce (colonial office, 1953). however, amid these advancements, trouble brewed beneath the surface. the quest for electricity saw an estimated £100.5 million earmarked for the volta river project, with the uk government funding £43.3 million, the ghana government and private investment accounting for £36.3 million, and aluminium companies contributing £20.9 million. this marked the first instance of ghana’s reliance on foreign aid. while the project was recognised for its potential economic impact, it was fraught with challenges regarding its execution, overshadowing the optimistic plans laid by the government and the public’s expectations. between 1953 and 1956, a noble yet tumultuous journey unfolded as the government, driven by the ambitious development plan, sought prosperity through increased spending without burdening its citizens. the domestic economy appeared stable, with a harmonious balance maintained despite a surge in imports, notably from respected nations such as the united kingdom, the united states, and japan. however, the agriculture sector languished, deprived of vital resources and infrastructure. in a fateful twist, cocoa revenues became the lifeblood of ambitious projects. while the ten-year development plan was realised in a mere five years, financial strains began to reveal themselves. the government spent an average of $200 million each year on expanding infrastructure and social services, such that by march 1957, despite the enormous investments, there was a deficit of £26.7 million in the fiscal year 1956/57 (hymer, 1969). ghana’s reserves stood in stark contrast to mounting fiscal deficits tragic evidence of a nation caught between aspiration and reality. independent ghana under nkrumah, 1957-1965 in the grand narrative of ghana’s postcolonial emergence, the reign of kwame nkrumah from 1957 to 1965 unfolds with the weight of historical inevitability, a tragedy wrought by ambition, foreign entanglements, and the very essence of independence. the stage is set on march 6, 1957, a date that heralded the dawn of a new era for ghana as it shook off the shackles of colonial rule. the aspirations of the newly independent nation clashed with the stark realities of the geopolitical landscape, marked by the ominous clouds of the cold war. nkrumah, infused with a transformative vision, sought nothing less than the ‘jet propulsion’ of national development. his ambition was to elevate the standard of living of ghanaians to levels akin to those enjoyed by citizens of the united states and britain, all while reaffirming african sovereignty in a world divided by ideological strife. nkrumah, recognising the limitations of national resources, turned to foreign aid, establishing bilateral agreements and embassies worldwide to fortify diplomatic and commercial ties. thus, ghana’s development narrative became intertwined with the strategic interests of the west, particularly those of the united states, which sought to consolidate its influence during the cold war. the tragedy of nkrumah’s vision was underscored by an ambitious industrialisation programme that sought to cultivate an auto-centric economy, breaking the chains of dependence on the west. he aimed to ignite rapid socioeconomic growth; between 1957 and 1960, ghana experienced a remarkable surge in its gross domestic product, from $750 million to $1,395 million (us department of state, 1967). however, this triumph was pa ge 43 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 38-51, 2025 bittersweet, as the harsh reality loomed that, by 1959, over ninety per cent of ghana’s import trade was dominated by foreign entities europeans, indians, lebanese, and syrians leaving a mere fraction for ghanaian merchants (nkrumah, 1963). in the aftermath of independence, the burgeoning import dependency took its toll. imports surged from £48 million to £130 million between 1957 and 1960, while national debts ballooned from less than $800,000 to an alarming $26 million (uk parliamentary hansard, 1965). the tension between nkrumah’s developmental aspirations and the economic reality created a fertile ground for tragedy. his attempt to navigate these choppy waters through foreign alliances became a double-edged sword partnership with the united states promised much, yet also bound ghana to the whims of external powers. as the tapestry of foreign relations was being woven, nkrumah espoused the policy of non-alignment, skilfully balancing the competing influences of both the east and the west. by 1958, ghana formed a crucial bilateral relationship with russia, gaining military assistance that included a troop contingent of 1,100 personnel (nkrumah, 1963). simultaneously, british military support further complicated the dichotomy with the establishment of the joint services training team (jstt), which officially commenced on may 1, 1962, comprising approximately 245 military personnel (uk parliamentary hansard, 1966). nkrumah’s appeal for technical assistance from canadian prime minister john diefenbaker highlighted his strategy: to cultivate a blend of support that could both empower and entangle his nation. as ghana proclaimed itself a republic on july 1, 1960, the sources of foreign aid, primarily flowing from western nations, became increasingly necessary. the overwhelming control of foreign entities over ghana’s import trade prompted the establishment of the ghana national trading corporation in 1961, with the aim of reclaiming economic sovereignty and managing imports effectively (the ghana national trading corporation act, 1961). the initial economic successes began to falter as foreign reserves declined precipitously from approximately £180 million in 1959 to £74 million in 1961. the financial plight deepened as the current account deficit soared from £11.2 million in 1959 to a staggering £53 million in 1961, a catastrophic shift from a surplus of £11 million in 1958 (us department of agriculture, 1964). thus, by 1961, ghana faced an external deficit in its payment balance of approximately £132 million due to liberalisation (world trade organisation, 1962). the tragedy of ghana’s finances mirrored the tragic arc of nkrumah’s governance ambitious and idealistic, yet ultimately ensnared by circumstances beyond his control. faced with escalating economic turmoil, the nkrumah administration sought remedies. on february 17, 1961, president john f. kennedy extended a lifeline to ghana with financial aid for the volta river project, following a successful meeting with ghana’s finance minister, komla a. gbedemah, which underscored the intricate dance of cold war geopolitics that defined nkrumah’s tenure. the support was more than just a financial transaction; it symbolised an american commitment to establish friendly relations with newly independent african states in a bid to counter burgeoning communist influence (us department of state, 1961). however, such entanglements came with costs, as the very essence of ghanaian sovereignty was undermined by reliance on external assistance. canada also became involved in this development project through technical expertise, with the canadian engineer frank j. dobson appointed as the first chief executive of the volta river authority. the canadian government, through its external aid office (eao), which later became known as the canadian international development agency (cida), also assisted with agricultural development in the northern part of ghana. however, on 28th march 1961, h. o. moran penned a letter to the canadian high commissioner in ghana, cautioning against a ‘buckshot’ approach to aid, one based on the notion that africa’s needs are enormous and that anything canada does is bound to be beneficial (library and archives canada, 1961). when the nkrumah administration withdrew all british officers from the army in september 1961, it sought military assistance from canada. as a result, on january 8, 1962, the ghanacanada military agreement led to the canadian armed forces training team, ghana (cafttg) providing 30 military personnel to train the army’s human resources (un 1965). amid this unfolding drama, the us government, through its usaid, also provided humanitarian assistance in the area of water, providing 192 dams and dugouts to help improve water availability throughout the northern and upper regions. these dams and dugouts helped store excess water during the wet season for later use, which in turn aided in livestock production. the water sources provided water to 56,000 herds of cattle, 30,000 goats, 31,000 sheep, and 2,000 donkeys while also ensuring agricultural productivity. in august 1961, the ghanaian parliament enacted the foreign exchange control act 1961, imposing an embargo on consumer goods to stimulate local production (foreign exchange control act 1961 (gh)). the legislative action stimulated the economy by raising tariffs on essential commodities, increasing revenues, and leading to the establishment of approximately 150 companies, including steelworks and gold refineries (national development planning commission, 1964; grayson, 1973). however, the measures were akin to trying to revive a wilting flower in a harsh drought. the perceived failure of the economy reached a crescendo in march 1962, which led to an attempted coup in july of that year (ghanaian times, 1963). the coup was aborted when papers that detailed the coup plot were seized. according to mr. john cordle, mp for bournemouth, east and christchurch, the situation was such that it was in the best interest of the uk and ghana that ghana be pa ge 44 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 38-51, 2025 assisted, as the seriousness was well reflected in ghana’s foreign reserves (uk parliamentary hansard, 1965). the precarious nature is significantly attributed to heavy reliance on investments in the manufacturing sector to provide import-saving goods. as socio-economic events unfolded, ghana experienced political upheavals beginning in august 1962, which began to impact the country’s economic fortunes and development in a deleterious manner. in the fiscal year 1961/62, the financial gap stood at a deficit of ȼ161 million, forcing polemicists to sound warnings to ghana’s creditors. the situation culminated in nkrumah on september 28, 1962, to impose censorship on media dispatches leaving the shores of ghana and the expulsion of two british correspondents, walter partington and richard beeston of the london daily express and the daily telegraph, respectively, to salvage the economic turbulence which nkrumah believed was orchestrated by western sloganeers (new york times, 1962). in 1963, the worn and weary nation of ghana sought to rise from the ashes of colonial rule, aiming to forge a new destiny through industrialisation. the tragic tale begins with flickering hope as nascent enterprises sprouted across the land. amongst them stood a $23.8 million oil refinery, a beacon of ambition, built by ente nazionale idrocarburi of italy in partnership with ghana. this was not a solitary venture, as lever brothers, a subsidiary of the esteemed unilever limited of the united kingdom, invested $7 million to establish a soap factory. alongside these ventures, a $2.8 million jute bag factory and two cocoa processing plants, valued at $11.2 million and poised to transform 70,000 tonnes of beans annually, stood as monuments to ghana’s industrial aspirations. a steel mill envisioned to yield 30,000 tonnes per year, and a textile printing factory, with a potential output of 15 million yards annually, endeavoured to diversify the economy, bolster foreign exchange, create employment, and herald an era of industrial prowess (new york times, 1964). nevertheless, as fate would dictate, these ambitions found themselves shackled by the very essence of the nation’s being agriculture. the industries established were predominantly agriculture-related, serving the routine consumption needs of a populace that had long been ensnared in the cocoa economy. ghana endeavoured to break free from its dependency on cocoa bean exports, birthing the ghana cocoa products corporation factory in takoradi with foreign assistance aimed at processing 18,000 tonnes of raw cocoa beans. managed by the west german company stahlunion for a five-year term, this venture, funded with $3.02 million and a 4% interest rate, epitomised the struggle for self-determination amidst external influences (cocoa processing company limited, 2002). in pursuit of its industrial dreams, ghana further committed $2 million to technoexport, a czechoslovakian firm that would breathe life into the sugarcane milling and sugar refinery project. it was because president nkrumah’s political campaign pledged to local gin distilleries to improve their safety and environmental standards, including the construction of a factory. however, as major (rtd) mohammed bogobiri poignantly remarked, the komenda sugar factory’s inception was pursued more out of political aspiration than economic rationale because it was initially slated for tsito, and it became evident that the undertaking lacked sufficient resources to sustain its ambitions (bogobiri, 2023). as the years unfolded, the ambition began to unravel. ghana’s bargaining power in the global marketplace dwindled, crushed by the reality of falling cocoa prices, which plummeted below £150 per tonne. the country, once thriving with a production level of 571,000 tonnes, was now beset by economic turmoil (world bank, 1974; 1976). the tragic irony lay in the dependence on cocoa consumers, primarily situated in europe, who manipulated prices to serve their vested interests (new york times, 1965). in the fiscal year 1963/64, ghana bore witness to the haunting spectre of a £70 million budget deficit the first since independence emerging from the depths of low cocoa prices and soaring expenditures on social services and development plans (new york times, 1964). however, amidst this tragedy, flickers of hope remained. compassionate aid arrived from the northern frontier as the canadian government, through the prairie farm rehabilitation administration (pfra), sought to bolster agricultural productivity in ghana. three canadians, m. j. fitzgerald, w. l. foss, and k. kristjanson, were commissioned to explore irrigation and water development in the nation’s upper regions. their feasibility study aimed to ensure a stable food supply year-round, fostering the growth of crops beyond cocoa during the harsh dry seasons (library and archives canada, 1963). against the backdrop of these agricultural endeavours, ghana became the recipient of $18,010,000 in official development assistance in 1963, a testament to external interest in the nation’s promise. the crowning jewel of this assistance was the monumental volta river project, heralded as a catalyst for ghana’s industrialisation. with the construction of the akosombo dam and its accompanying township, the nation stood on the brink of transformation. the project not only saved ghana $46 million compared to the initial estimate of $196 million, but it also promised to lay the foundation for future progress (ware, 1964). senator allen j. ellender, during a senate debate on december 18, 1963, spoke of the volta river project’s promise, declaring it the singular bright spot amidst a landscape of despair, where the ghanaian government would shoulder half the costs. the interest rates would downplay the burden of debt (ghana news, 1964). the volta river project, particularly through the volta aluminium company limited (valco), represented a culmination of international financial support. the project was sustained by loans totalling $81 million from the world bank, the united states, and the united kingdom, which contributed $47 million, $30 million, and $4 million, respectively (central intelligence agency, pa ge 45 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 38-51, 2025 1971). the valco initiative introduced an aluminium smelter, and among its plans was the dredging of the tema harbour, which would enhance the potential for dock construction, employ 15,000 ghanaian workers, and produce one-tenth of a million long tonnes of aluminium each year. in january 1964, aid was still flowing, aimed at bolstering agricultural success under the stewardship of krobo edusei, the minister of agriculture. through the usaid mission, a series of farm institutes and mechanisation training centres sprang forth in accra, supplementing the joint projects under the ghana-us technical aid agreement, all aimed at improving the country’s agricultural productivity, especially as foreign reserves stood at $122,112,800. with this assistance, ghana established three farm institutes and five mechanisation training centres, striving for advancement in agricultural productivity. as ghana saw most of its imports being food-related, aside from spare parts for the manufacturing sector, this support was particularly valuable (ghana news, 1964). additionally, in february 1964, through the ghana-japanese technical assistance programme, the government of ghana established a $560,000 textile training centre in tema. the centre provided two years of training in dyeing, weaving, and printing to students who intended to be employed in the newly established textile factories. eight trainers, each from ghana and japan, conducted the training centre as the nkrumah administration sought to provide more industries and employment opportunities for the populace (ghana news, 1964). the ghana-canada technical programme also saw the establishment of another $560,000 trade training centre, the accra technical training centre (attc), to teach courses in carpentry, joinery, electricity, masonry, painting, and decoration. through the programme, six ghanaians underwent a year of technical training in canada in connection with the centre, which also offered courses in beauty culture and a nursery for girls (ghana news, 1964, p. 8). the american government also, through kaiser engineers in february 1964, began discussion of critical matters relating to the volta river dam and the operation of the valco, which was to operate the smelter at tema, and it was the first significant foreign assistance ghana had (ghana news, 1964; nkrumah, 1973). with a burgeoning hope and ambition to remedy the economy, on march 11, 1964, nkrumah announced the grand design of his seven-year development plan a proclamation heralding the dawn of industrialisation. committees were formed to direct the production of goods, including the brewing of beer, the bottling of soda, the crafting of cigarettes, and the baking of bread (parliament of ghana, 1964; national development planning commission, 1964; nkrumah, 1968). the promise of prosperity wafted through the air, much like the fragrant scents rising from the baker’s oven. to fuel the engines of this ambitious industrialisation, nkrumah championed the completion of the akosombo dam, which harnessed the mighty river to generate 768,000 kilowatts of electricity (nkrumah, 1969). he believed it would sever the bonds of economic dependence, liberating the ghanaian spirit from the clutches of foreign monopolies. the plan would demand a staggering sum of $2,844,800,000 a number that loomed like a great mountain, both inspiring and daunting. nkrumah, in his dreams of progress, declared, “we do not intend or desire to limit private investment. we continue to look to the outside world to contribute to our national development” (ghana news, 1964). thus, he invited the hands of foreign investors to join in the toil, a gesture mingled with hope and peril. following the launch of the development plan, which focused on increasing the contribution of industries to gdp above 20%, the nkrumah administration began to centralise the economy. the regime adopted state planning and central management of the economy by creating state farms using eastern european machinery, nationalising the import sector, and pursuing a one-party state, which caused a distance between ghana and western countries, such as canada and the united states (national development planning commission, 1964). by march 1964, concerns had arisen about the persistent borrowing from creditors on short terms to establish factories, which prompted alarm from western countries, particularly the united states and the bretton woods institutions. this rebuke was perceived as unfriendly by the nkrumah government, forcing president lyndon johnson to dispatch governor w. averell harriman to ghana on march 21, 1964 (us department of state, 1964). it resulted in ghana’s ambassador to the u.s., miguel augustus francisco ribeiro, on july 11, 1964, remark that “aid must be premised on seeking true and wider knowledge about nations; for it is only in this way that developed countries can better understand ghana’s problems and sympathise with the efforts being made to solve them” (ghana news, 1964). the dire situation in ghana culminated in china providing economic assistance, an interest-free loan of $22.4 million to ghana on july 15, 1964. it also provided military assistance in the form of weapons and assigned 52 military advisors to ghana in october 1964. nevertheless, as the wheel of time turned, it became evident that despite the fabric of support woven from foreign threads, the core struggles persisted. the aspirations for industrialisation faltered as the looming shadow of dependence on cocoa remained unyielding. the dreams of self-sufficiency and industrial prowess began to dissipate like mist in the morning sun. the initial grammar of prosperity was clear; a treasury once brimming with £200 million (equivalent to $560 million) seemed to foreshadow an era of flourishing growth and development. however, like all tragic heroes, the seeds of demise lay hidden within the glories of their rise. the initial triumphs, such as the establishment of state enterprises and public boards, gradually devolved into a façade masking an impending crisis. pa ge 46 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 38-51, 2025 by november 1964, the society that had rejoiced in its newfound freedom found itself ensnared in the throes of hardship. the initial idealism crumbled as economic struggles intensified. as the economy faltered, the optimistic vision of governance morphed into a harrowing reality. the 1965 budget, once anticipated with hope, was postponed, a sign of a government grasping at straws for new revenue streams amid a backdrop of austerity. life became unbearable for the average ghanaian, who bore witness to tightening controls and the spectre of despair. soldiers, once protectors, found their dignity stripped as their wages faced reductions while essential commodities such as meat, canned chicken, and pickles imported goods grew scarce. the issue escalated to the point where ghana’s request for food surplus from the united states was ignored. by january 1965, the economy teetered on the brink, echoing the cries of a populace deprived of necessities of sugar, rice, and even the simplest pleasures, such as meat, had all but vanished from the market. according to kwaku amoo-appau, there was a shortage of almost everything under the sun, such as sugar, milk, rice, wax print, pharmaceutical products and foodstuffs like maise, plantain, cassava, onions and yam, such that citizens resorted to hoarding, an act of desperation in a landscape that had turned hostile (amoo-apau, 2012). the tragic hero, nkrumah, once revered, now faced the catastrophic consequences of misconceived policies and misguided alliances. his vitriolic words labelling the united states a “fascist-imperialist” regime had driven his nation into the depths of isolation (us department of state, 1965, para. 1002). these remarks further strained the already tense relations between ghana and the us, which had become apparent in april 1964 when nkrumah asserted that “even massive american aid is regarded as a scheme to make profits at ghana’s expense or subvert the people” (new york times, 1964). as the american aid evaporated, so did the lifeblood of ghana’s struggling economy. ghana’s plight worsened as government consumption skyrocketed. employment for public servants increased, yet they were but shadows of a functioning government, burdened by the failure to generate impactful investment. economic mismanagement presented a tragic irony: the very measures intended to uplift became the chains that bound the nation in despair. no noble action came without its trials. despite efforts to mitigate the crisis through agricultural aid in february 1965, the fruits of hope were slow to manifest. aid from the united states, meant to nourish agricultural aspirations, arrived too late. the sacrifice of resources establishing agricultural institutes and fisheries research institute with an approved sum of $1.4 million and an additional $700,000 for the food research institute and mechanisation training centres proved insufficient against the deeper rot of bureaucratic inefficiency and the haunting spectre of rising debts (ghana news, 1965). by the first quarter of 1965, ghana’s foreign reserves had shrunk alarmingly from $481 million in 1957 to an intolerable level of $24 million, with an over-deficit of £27 million (new york times, 1965; imf, 1965). heavy debts from nkrumah’s quest for rapid industrialisation weighed heavily on the treasury, amounting to a staggering $700 million, and looming repayment deadlines threatened financial collapse (central intelligence agency, 1968). the audacity of nkrumah’s vision met the harsh reality of impending ruin. in a desperate plea, nkrumah invited the international monetary fund (imf) to rescue ghana from the brink of financial annihilation in march 1965. a three-man mission arrived, a glimmer of hope amidst the despair, deliberating on debts and restructuring financial obligations. nkrumah requested that the imf establish an aid consortium in washington, dc, under the auspices of the international bank for reconstruction and development, to assist in financing ghana’s seven-year development plan (ghana news, 1965). dr. kwame nkrumah explained the rationale for inviting the imf. he retorted that it was to provide insurance to foreign investors against any potential risks associated with financial assistance in ghana’s development, of which these foreign investors were a part (ghana broadcasting corporation documentary, 1965). the tragic irony deepened as foreign assistance was rejected when nkrumah spurned the imf’s proposed austerity measures, viewing them as an affront to his expansionist ideals (ghanaweb, 2022). the defiant spirit of the tragic hero clashed with an inescapable reality. the imf’s intervention, framed ostensibly as a safeguard for foreign investors, shrouded in promises of economic revival, was met with staunch opposition. the overture for fiscal restraint was antithetical to nkrumah’s vision of progress, which ultimately sealed the nation’s fate. thus, the hand of fate played a cruel trick upon ghana as external support began to wane. in january 1966, the economy, deprived of its telos, appeared stagnant and moribund, lacking the dynamism to achieve eudaimonia as debts and unemployment rose (central intelligence agency, 1969). the tragedy of ghana is not merely one of economic decline but a poignant reminder of the weighty interplay between vision and reality. in the chilling aftermath, the voices of ghanaians echoed the cries of yearning for a saviour, longing for the golden promises of independence, eclipsed by the shadows of unfulfilled ambitions. as the country stood on the precipice, nkrumah’s legacy was marked not by the dream of a prosperous ghana but by the tragic entanglement of ambition and misjudgment. ultimately, the path to ruin was paved not merely by economic miscalculations but by the failure to connect aspirations with a grounded understanding of reality (international monetary fund, 1966). tragedy of dependency: ghana’s struggle for sovereignty, 1966-1970 following the inability to salvage the economy, a pa ge 47 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 38-51, 2025 military-police coup, operation cold chop, took place on february 24, 1966, which toppled the nkrumah government, echoing the sorrowful tones of betrayal and ambition. the actions that led to the coup were not born of mere ambition; they were reactions to a collective agony inflicted upon the nation due to mismanagement and poor policy implementations. the military regime, known as the national liberation council (nlc), emerged from the ashes of nkrumah’s administration with a singular focus: to salvage ghana from economic destitution, setting the stage for a harrowing tale of ambition, struggle, and ultimate misfortune. the nlc’s path to redemption was fraught with complexity as it sought to rehabilitate a nation buried under the debris of economic miscalculations. the initial actions taken by the nlc illuminated a paradox: in seeking to absolve ghana from the throes of financial crisis, they turned to the very institutions they had once criticised. their first act of desperation was to seek assistance from the international monetary fund (imf), a move that would set the stage for a tragic interplay between ambition and dependence. in may 1966, the nlc embarked on a programme with the imf, securing a stabilisation credit of $37 million, coupled with a reprieve from flickering foreign debts (central intelligence agency, 1966). however, could true rehabilitation flourish under the weight of external indebtedness and reliance on foreign powers? the tragedy lies in the nlc’s reliance on curtailing public spending and privatising state enterprises measures that, while aimed at regaining financial stability, also severed lifelines to thousands employed in the public sector. the vision for a revitalised ghana came at a great cost. amid tales of political intrigue, the nlc sought to rebuild. they appealed to western donors for assistance, specifically targeting a combined aid of $14 million from the us, west germany, and canada (new york times, 1966; ghana news, 1967). this plea for foreign aid, while yielding some immediate relief, further entangled ghana in a web of dependency. the moratorium on medium-term debts and the debt rescheduling agreement implemented in december 1966 were temporary solutions rather than the sustainable recovery the nlc promised. though the debt obligations were postponed, the underlying economic structure remained unaltered, leaving ghana vulnerable and dependent on foreign benefactors. this agreement called for a resumption of debt service in 1967/68, as no debt service payments were required in 1966/67 because ghana had negative foreign reserves. (world bank group, 1968). due to this, the balance of payments surplus available for development slightly decreased from nȼ20.3 million to nȼ14.6 million. with great gravity, the nlc viewed the implementation of an imf programme as a condition for stabilising credit; hence, it undertook tax reforms and reviewed its basic economic policies including an import licensing regime focusing on essential commodities. herein lies the crux of tragedy; despite the clarity of vision, the execution faltered. the liberalised import system, which sought to correct structural maladjustments by introducing an import licensing regime focused on essential food commodities, did not attend to the deeper issues of production and sustainability. instead, it marginalised local industries, hampering the potential for self-sufficiency and further entrenching ghana’s reliance on imports. colonel afrifa, therefore, proclaimed, “… to develop national resources, it is…essential that firm and definite public policies be laid down and pursued” (ghana news, 1967). the inflow of foreign aid surged dramatically after securing an imf credit, with official development assistance increasing to $62.2 million in 1966. as international aid began to flow, the nlc found itself in a precarious situation. the united states, eager to support its ally, resumed unprecedented food aid to ghana and provided imported manufactured goods, such as textiles and tobacco, which accounted for over three-fifths of imports (world bank, 1968, pp. 1-2). while this assistance temporarily alleviated some economic pressures, it also deepened the cycle of dependency that the nlc had sought to transcend. compounding these troubles was the devaluation of the cedi, enacted in july 1967, which reduced its value by 30% (ghana news, 1967). this economic decision, intending to bolster exports and attract foreign currency, only exacerbated the plight of ordinary ghanaians, who found themselves coping with increasing prices for imported goods. thus, while the nlc sought to remedy a fragile economy, they simultaneously set in motion a tragic chain of events that would ultimately lead to greater economic instability. in the short term, some improvements in the growth rate and balance of payments could be celebrated; the deficit gradually shrank from $69 million in 1965 to $55 million by 1967, and the growth rate increased from 0.3% in 1966 to 3% in 1967. merchandised imports also declined from $434 million in 1965 to $279 million in 1967, presenting an illusion of fiscal stabilisation (world bank, 1968). however, beneath this veneer lay a harsh reality: international reserves dwindled sharply from $29 million in 1965 to a dire $17 million in 1967. the tragic irony was that the very measures instituted to restore stability laid bare severe vulnerabilities within the economy, revealing the deep-rooted inability of the nlc to escape the shackles of foreign reliance. ghana’s economic predicament was further aggravated by the nlc’s implementation of the imf’s stabilisation policies, which reduced gross fixed investments by nearly half. in the pursuit of aligning public investment levels with the country’s manpower needs, the nlc inadvertently stifled governmental savings and endeavoured to rectify the overextensions that characterised the previous administration. nevertheless, this noble pursuit of efficiency resulted in a chilling paradox: as the essential public sector investments dwindled, the prospects for long-term recovery dimmed. as the years progressed, pa ge 48 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 38-51, 2025 it became increasingly evident that the nlc’s tactical decisions bore the hallmark of tragedy, as its policies culminated in the dismissal of approximately 70,000 public sector workers (us department of state, 1967). their attempts to navigate the complexities of economic revival through foreign aid projected an image of a nation caught in a cycle of dependency with no clear exit. the bleak implications of this tragedy extended beyond numbers and economic metrics; they encompassed the very fabric of ghanaian society, with thousands left yearning for the promise of prosperity that remained stubbornly out of reach. thus, the nlc relied heavily on us aid and loans, as foreign aid was reduced by over $16 million in 1967. for example, in 1967, the us provided about $35 million in loans and commodity import loans. under this loan agreement, the us supplied 10,000 metric tonnes of rice and 10,000 metric tonnes of wheat flour tonnes of indelible tallow, and 500 metric tonnes of tobacco. according to john willie kofi harley, the vice chairman of the nlc, the receipt of agricultural commodities had contributed substantially to the alleviation of the acute shortage of essential food items. the fatal misalignment of policy intentions and economic realities left ghana at a crossroads filled with uncertainty and desperation. in their quest for salvation, the nlc further became ensnared not only by their reliance on foreign entities but also by the unfortunate miscalculations inherent in their strategies. in april 1967, ghana and france reached an agreement to settle ghana’s debt of $21.84 million to france following a sixday meeting in paris due to the country’s inability to repay its debts because of foreign exchange constraints. the agreement provided a payment period of 8 years, with december 31, 1968, as the consolidation date and a grace period from january 1, 1969, to june 30, 1971. it also secured similar agreements in london in february 1967 to settle its $70 million debt to the british government (uk parliamentary hansard 1967; ghana news 1967; the national archives, kew, 1968). what began as a hopeful initiative turned into a lamentation for lost opportunity, a realisation that the very means sought to deliver ghana from despair had fostered an even deeper entrenchment in dependency. to the national liberation council, foreign aid served as a source of financing to bridge external gaps and meet the population’s living standards. for example, in 1967, the financing gap stood at nȼ95 million ($96,938,776). aid in 1967 stood at a little above $45 million when ghana needed $88.2 million, proving that aid was still below the level considered necessary for the full success of ghana’s economic rehabilitation. the situation was re-echoed by emmanuel noi omaboe, chairman of the economic committee of the nlc, when in september 1967, during a meeting between ghana and the imf in the presence of 8 donor countries the united states, the united kingdom, the federal republic of germany, japan, france, italy, canada and denmark in accra, he asserted that the economy would rely on external assistance “for many years to come” adding that it will depend on how such assistance are utilised. the meeting aimed to determine how much of the balance of payment support, which stood at nȼ90 million, had been bridged since the last meeting in paris (international monetary fund, 1967). by december 1969, the economy had seen some recoveries, and this was largely attributed to the standby credit arrangement from the imf, which concentrated on stabilisation by containing inflation, easing constraints on the balance of payment, rehabilitating the badly damaged economic infrastructure, and preparing the ground for a comprehensive restructuring of the economy to ensure an adequate and sustainable rate of economic growth (ghana news, 1968; 1969). manufacturing became a significant contributor to exports, accounting for a 14% share of the total. in contrast, agriculture’s share of gdp declined to 46% because there was no clear policy in place to develop agriculture and support the newly established industries, most of which relied heavily on imported raw materials (ghana news, 1969). external debts under the nlc did not increase significantly as ghana’s debts soared by another nȼ90 million. despite these feats, ghana was unable to make its $750,000 repayment to the imf in 1969; hence, the imf decided not to disburse credit to ghana in 1970, although its balance of payments stood at $40 million, which represented an improvement from the deficit of $55 million at the end of 1965. however, the overall balance stood at $2 million due to shortfalls in export receipts and seasonal factors, resulting in a substantial deficit (international monetary fund, 1969). e. n. omaboe vividly described the economic picture when he asserted that economic problems would persist for some time and continue to engage the serious attention of future governments despite the enormous opportunities available for solving the difficulties. to omaboe, the solution was that “unless we help develop services within our communities, we shall be condemned to low standards of living and thereby remain poor for generations to come” (ghana news, 1968). conclusion the paper reveals a complex relationship between foreign assistance and ghana’s socioeconomic development during its first decade as an independent country. the findings revealed that, despite foreign aid being instrumental in ghana’s survival and development, its usefulness has been undermined by political strife, leadership failures, and the pervasive conditionalities attached to aid. the paper further demonstrated that the debates between aid as a catalyst for growth or a mechanism of dependency are not merely academic; they have significant implications for policy formulation and implementation, as well as international relations. the study emphasises the need for foreign aid benefits to be contingent on the timely disbursement and allocation of resources, as well as the leadership’s vision and governance pa ge 49 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 38-51, 2025 capacities. effective and efficient leadership, devoid of corruption and patrimonialism and characterised by a commitment to sustainable development, is a crucial factor for the successful integration of aid into relevant development strategies and plans. the study reinforces the need for recipient states of aid to advocate for a more equitable global aid framework that prioritises their peculiarity of socioeconomic contexts over imposed conditionalities of aid. the findings highlight the urgent need for international actors and agencies to have a critical introspection into the relevance of aid transforming aid from a temporary relief mechanism to a sustainable support system that empowers developing states. references acharya, a., fuzzo de lima, a., & moore, m. 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(1962, april 6). general agreement on tariffs and trade: consultation under article xviii:12(a) with ghana—statement made by mr. r. darko-sarkwa at the meeting of the council on 26 february. pa ge 1 pa ge 32 american journal of arts and human science (ajahs) effectiveness of using songs in teaching araling panlipunan among grade 7 learners merijoy m. jumawan1*, ninfa c. osias1 volume 4 issue 3, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i3.5258 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: june 02, 2025 accepted: june 09, 2025 published: july 26, 2025 araling panlipunan as a subject in school plays a significant role in providing filipino students with a comprehensive understanding of their nation’s history, culture, and society. this quasi-experimental study investigated the effectiveness of using songs to improve geography learning among 81 grade 7 students (ages 11–13) at tambobong-balacanas national high school. specifically, the study sought to answer the following research questions: (1) how do the control and experimental groups compare in the pretest? (2) how do they compare in the posttest? (3) what is the academic performance of both groups during the first and second quarters? (4) is there a significant difference in test scores and academic performance between the two groups? and (5) is there a significant effect of using songs in teaching araling panlipunan on the academic performance of learners in the experimental group? the study employed pretest and posttest assessments (50-item researcher-made test) and academic performance data from the 1st and 2nd grading periods. results revealed that both groups initially performed below expectations (means of 15.92 and 16.77), but the experimental group significantly outperformed the control group in the posttest (36.41 vs. 30.13). academic performance remained at the “very satisfactory” level for both groups, but only the experimental group showed statistically significant improvement. while the findings appear beneficial, the study’s single-site quasi-experimental approach may limit generalizability. nonetheless, the results demonstrate the importance of incorporating music into araling panlipunan instruction. practical implications include using teacher-created songs and easily available youtube songs to improve geography learning and student engagement. teachers are encouraged to experiment with innovative ways that use multimedia resources to assist curriculum delivery and improve conceptual memory in social studies courses. keywords use of songs in teaching, performance in araling panlipunan 1 phinma cagayan de oro collegem, philippines * corresponding author’s email: jumawan.merijoy89@gmail.com introduction background of the study due to the significance of social studies, students everywhere must have a solid foundation in the subject. it encompasses the fields of cultural studies, politics, economics, and geography in addition to human history. fundamentally, social studies encourages students to appreciate cultural diversity, think critically, and sympathize with others. students are therefore better prepared to address the most important historical, social, and geopolitical concerns facing the world today. students’ perspectives are widened, and their understanding of the interconnectedness and complexity of the human experience is enhanced by learning about diverse cultures. as a subject taught in schools, araling panlipunan is crucial in giving filipino children a thorough awareness of the history, culture, and society of the country. according to this study, students at tambobong-balacanas national high school struggled to learn geography topics in araling panlipunan due to the subject’s high number of unique words and sentences. geography is concerned with abstract notions such as latitude and longitude, climate trends, and geographic characteristics such as the locations of nations, cities, and regions. in her classes at araling panlipunan, the researcher noticed that students struggled to recall geography-related information. due to this difficulty, students lose interest in the topic and do poorly academically, as seen by their exam scores. not all students would be interested in traditional geography lectures that mostly rely on texts and discussions, which may cause them to become less motivated to learn. disinterest in the subject matter, disruptions during class discussions, a lack of motivation to learn, and incomplete assignments are the most prevalent forms of student misconduct in the araling panlipunan subject. a student’s academic performance in araling panlipunan as measured in their grades is often significantly influenced by their attitude toward the subject. because geography is so complex, teachers are encouraged to adapt their lesson plans and teaching strategies to the individual requirements of their pupils as well as the topics they are studying. to accommodate various learning styles and ensure that students are engaged and actively learning, this may include utilizing a variety of teaching techniques or modifying existing ones. when teaching geography, a variety of instructional techniques can be used. however, there is not a single strategy, plan, or method being employed has solved the issue because teaching araling panlipunan is so complicated. do and we (2022) claim that incorporating songs into instruction has a very high chance of capturing students’ attention and igniting their enthusiasm for learning. songs can help students make an emotional and intellectual connection to the material being taught. songs can pa ge 33 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 32-51, 2025 be adapted to fit the needs of the classroom and help students understand the historical events, civilizations, and social systems that are often the subject of social studies classes. this improves understanding and compassion. music has a special ability to help people remember things. incorporating historical events, noteworthy individuals, and important concepts into essays increases the likelihood that students will remember the material long after the class has ended. this could help students retain and remember more of the course material. studying various cultures and their histories is common in social studies classes. by listening to music from many countries, students can develop cultural sensitivity and awareness while also gaining a greater grasp of their practices, beliefs, and guiding principles. students actively participate in the learning process when they sing or study music. this participatory approach may help create a more lively and inclusive learning atmosphere by letting students express their opinions and interpretations of the subject matter. additionally, using music in the classroom might serve as a motivator for students who are disinterested in the material. songs are another teaching technique that complements more traditional approaches, such as increased engagement and better learning retention. literature review the main findings of the gathered data were supported by the literature and studies that were relevant to the study and served as its foundation. the review was thematic in nature and addressed the primary variables of the investigation. use of songs in teaching hadi (2019) asserts that the usage of song demonstrates how the learning process encourages students to engage more actively in their interactions, as seen by higher levels of involvement during instruction. hadi’s proposal centers on the benefits of using songs as a teaching tool for increasing student interest and engagement with the material. this section looks at the factors that can boost student engagement and activity when songs are used in the classroom. songs possess a special power to foster emotional involvement and a bond with students. because learning can arouse emotions, memories, and experiences, it becomes more engaging and relatable. according to hadi’s advice, using songs as a way to teach and get students more involved in the learning process is very important. when students have an emotional connection to a subject, they are more interested and likely to interact in class. when students actively participate in practical activities during the teaching and learning process, learning becomes more significant. additionally, using music in the classroom makes students more engaged and inspired to do the assigned work. the benefits of employing songs in language teaching were examined in the johnson and lee (2023) study. the higher mean scores in the results indicated that the experimental group, which received language instruction through song, demonstrated greater language proficiency in comparison to the control group. it has been demonstrated that singing together with language classes is an enjoyable and effective method to enhance language learning outcomes. these findings show how successful music education is as a teaching aid for language learning. furthermore, smith and kim’s (2024) study looked at the outcomes of using music in math classes. in terms of mean scores for mathematical achievement, the experimental group, who got instruction in mathematics together with music, did better than the control group, as shown in the data. furthermore, because songs have a high potential for engaging students and kindling their interest in learning chemistry, do and we (2022) support its use as one of the classroom instruction strategies. songs can be a highly powerful tool for memorization in the context of araling panlipunan, particularly when teaching geography, which calls for concept retention and memorization. as with chemical notions, songs can trigger feelings associated with places, civilizations, and landscapes. studying geography requires learning specific facts about many nations, continents, climates, and ecosystems. songs can convey these ideas more succinctly while yet being distinctive and captivating. for instance, in order to facilitate students’ retention of the names of countries and other geographical details, songs may incorporate rhythms or repetitions. geography encompasses a wide range of individuals, locations, and historical events. songs that encapsulate the spirit of various locales have the power to emotionally engage children and spark their curiosity in diverse cultures. do and we recommend utilizing songs to teach chemistry in the classroom, hence, they can also be used to teach geography by emphasizing emotional connection, idea simplicity, memory retention, cultural relevance, and creativity. songs can assist students in understanding geography and stimulate their interest in the world. the integration of music in the classroom has the potential to enhance students’ engagement and understanding of the diverse world around them by making geography simpler to understand, enjoyable, and relevant to other topics. additionally, azmin et al.’s (2020) study discovered that using songs can help tertiary-level english language learners expand their vocabulary. learning new words may be fun when melodies are used. they discovered that including music into language lessons was a powerful strategy for improving vocabulary retention and encouraging practice. songs can help students improve their vocabulary, knowledge of cultures, participation, and critical thinking skills when used in geography lessons within the social studies curriculum. by harnessing the creative and immersive power of music, educators may improve the learning process and strengthen students’ enthusiasm for geography as a crucial social studies subject. listening to lively music will increase student engagement and improve pa ge 34 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 32-51, 2025 their attitude toward learning. it has been demonstrated that the catchy beats and lyrics improve pupils’ interest in the subject matter. according to the research by palupi et al. (2022), using songs helped the pupils’ pronunciation. additionally, it makes students more eager to learn english. students’ pronunciation improves when melodies are used in the learning process. additionally, using melodies in language instruction helps improve pronunciation and boost enthusiasm in students. a place or group’s culture, history, and customs are often reflected in its songs. students can better grasp the geographical and historical components of social studies subjects by listening to songs that are connected to the concepts being taught. learning by repetition however, indarsari and utomi (2022) assert that frequent repetition and feedback techniques are beneficial for slow learners. slow learners exhibit discipline by adhering to school rules and continuing to study, even if that involves studying a subject several times. he points out that constructive feedback and regular practice can help sluggish learners. when given the proper teaching methods, they discovered that slow learners may make significant improvements and possess a strong desire to acquire knowledge. students can examine and assess the historical or cultural content contained in the songs with the help of their instructors. after the students have listened to the songs, the teacher may clear up any uncertainty or gaps in knowledge by giving them feedback in a group or one-on-one setting. songs can help them remember important facts like history, culture, or geography during regular review sessions or as mnemonic devices. also, slow learners can benefit from regularly hearing and singing along to these songs. by offering thorough criticism, hosting many song-based review sessions, and capitalizing on the enthusiasm of the audience. indarsari and utomi propose that feedback techniques and repetition are beneficial teaching strategies when utilizing songs to teach social studies. for slow learners, their studies emphasize the value of continuous repetition and feedback mechanisms. these kids have a strong desire to learn and can advance quickly if given the correct teaching strategies. personalized feedback, frequent practice, and a supportive learning environment can assist slow learners gain confidence, self-discipline, and a comprehensive understanding of the content. as a result, repetition is an excellent learning strategy for slow learners to retain concepts, particularly in subject areas where memorizing is crucial. in essence, understanding geography necessitates fundamental cognitive functions, and the knowledge should be kept by the students. repetition is therefore unavoidable. therefore, repetition and feedback strategies work well when utilizing songs to teach social subjects. by giving personalized feedback, scheduling frequent review sessions that include music, and making effective use of the energy and self-discipline of slow learners, teachers can create a lively and encouraging learning atmosphere. singing is a great method to connect students’ interests with geography, history, and various cultures when teaching social studies. all students benefit from this, but slow learners learn more deeply and find the content more enjoyable. hoque (2018) conducted another study on the significance of memory as well as creative and analytical learning processes, all of which are vital to the educational process. even while some professors may discourage memorization in favor of encouraging creativity and problem-solving abilities, it is still an essential component of learning and brain development. when teaching social studies, a well-rounded method that incorporates both memory and creative learning can yield positive outcomes. he underlined that learning and brain development can still greatly benefit from memorizing. well-informed instructors typically dismiss rote memorization as a waste of time and emphasize creativity and problem-solving skills instead. regardless of age, memory is still a crucial component of learning, but it is also critical to acknowledge that creative and analytical lessons are a great method to learn. memorization should not be disregarded. learning new things is just as important for brain training as moving around is for physical exercise. thus, memorization facilitates the development of memory and learning schema in the brain, which support further learning. through rote learning, songs and jingles can aid in the recall of complex material, including lists and equations. his idea centers on the students’ cognitive abilities through memory. furthermore, memorization facilitates the growth of cognitive skills for later learning experiences. therefore, learning and memory schemas that support future learning are developed in the brain through memorization. academic performance academic performance, according to sanchez et al. (2022), is a measure of a student’s accomplishment in a variety of academic topics. standardized test scores, graduation rates, and classroom performance are commonly used by educators to gauge student achievement. according to this study, students’ active engagement and participation in class can be utilized to evaluate their academic performance, producing favorable outcomes, especially on standardized examinations. furthermore, by employing a range of instructional strategies to structure students’ motivation and excitement for learning, teachers can assess their academic performance. the effectiveness of a particular teaching can then be assessed based on the performance outcomes of the students. the researchers divided the students into two groups, the control group and the experimental group, in order to examine the effect of cooperative learning on math academic achievement (smith & johnson, 2019). the control group got conventional training, while the experimental group engaged in cooperative learning exercises. pretest results in mathematics were evaluated, pa ge 35 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 32-51, 2025 and the results indicated that both groups did not perform up to par. after the intervention, the experimental group’s posttest results significantly improved more than those of the control group. the relationship between technology-based education and science success was also investigated in chen and liu’s (2020) study on the impact of technology-based instruction on science accomplishment. for each group, two student groups—the experimental group and the control group—were assigned at random. while the experimental group received instruction using technology-based tools, the control group received instruction using traditional means. data were gathered following the pretest, and most students in both groups failed to meet the expectations, according to the results. on the posttest following the intervention, however, the experimental group outperformed the control group, indicating that science achievement was enhanced by technology-based instruction. the study by johnson and thompson (2020), which looked at the effect of tutoring on math achievement, supports these conclusions. the researchers looked at the arithmetic pretest frequency distribution of students in the experimental group and the control group. the findings showed that majority of students in the control group (75%) failed to meet expectations by receiving scores that were below expectations. however, after receiving tutoring support, a greater percentage of students in the experimental group met or exceeded the expectations, indicating a significant improvement in posttest results. a study by nguyen and tran (2024) looked at how writing skills were affected by a technology-enhanced writing program. a statistical comparison of the experimental group’s and control group’s pre-intervention writing scores revealed no discernible differences. this implies that the students in both groups had similar writing abilities prior to the implementation of the writing program. these findings underscore the significance of considering students’ initial writing skills when using technology-enhanced writing interventions. furthermore, smith and johnson’s (2021) study examined the impact of a reading intervention program on readers’ reading proficiency. the pretest findings were analyzed for students in two groups: the experimental group and the control group. the frequency distribution of results showed that majority of students (70%) in ratings for the control group were below what was expected, which means they did not meet expectations. however, following participation in the reading intervention program, the posttest results for the experimental group revealed a big improvement, with a larger percentage of students meeting or exceeding the goals. additionally, garcia and martinez’s (2022) study looked at how an enrichment program in mathematics affected students’ math proficiency. in terms of frequency distribution, the pretest results of two groups of students, one for experimentation and the other for control, were analyzed. majority of students in the control group (approximately 75%) did not meet expectations due to their assessments being below the required level. nevertheless, the posttest scores of the experimental group students improved significantly, because of their participation in the mathematics enrichment program, with a greater number of them meeting or exceeding the expected level. lastly, sanchez et al. (2020) claim that academic performance serves as a gauge for student accomplishment across a range of academic subjects. teachers may foster creativity, critical thinking, and a better knowledge of diverse cultures by introducing song-based learning into social studies classes. to find out more about students’ academic development and comprehension of social studies concepts, it could be useful to evaluate their performance on song-related assignments. all things considered, employing songs as a teaching method can improve students’ academic performance in social studies by enhancing the process and increasing its efficacy. objectives the main objective of the current study was to ascertain how well songs taught araling panlipunan (social studies). the study’s initial goal was to investigate the effects of music integration on students’ interest in, understanding of, and memory of this topic. second, it sought to examine the impact of music usage on students’ ap study performance. it was then determined how the students who participated in the experimental group and those who received traditional teaching performed differently on the pretest and post-test. the researcher also investigated the benefits and ramifications of effectively incorporating songs into araling panlipunan instruction. finally, the study aims to advance knowledge, especially in the area of social studies. theoretical framework the foundation of this study is howard gardner’s theory, which holds that every learner learns differently. teachers can evaluate students’ knowledge of the many types of intelligence, such as musical intelligence, and devise teaching strategies that accommodate students with varying learning styles. music is a potent instrument that can pique students’ curiosity, ignite their creativity, and aid in their retention of the material. this makes it an excellent method of instruction. melodies are used in social studies classes to accommodate students with different levels of intelligence. people with great musical intelligence can connect with the material more deeply and learn more effectively through music. additionally, children with different intelligences can benefit from music’s emotional appeal and multisensory qualities in terms of better understanding social studies subjects. music has the power to improve memory retention and recall. students are more likely to remember social studies material when it is incorporated into songs. according to gardner’s focus on using multiple pa ge 36 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 32-51, 2025 intelligences to improve learning, songs’ rhythmic structure, melody, and repetition can help to reinforce key concepts. gardner’s concept encourages instruction tailored to individual students. teachers can adapt classes to students’ learning styles, interests, and talents by using melodies. student performance and engagement are increased by this individualized approach. in conclusion, music education has been impacted by howard gardner’s theory of multiple intelligences, which includes musical intelligence. this concept can assist explain how music can improve learning styles, creativity, emotional engagement, and social studies learning. by using songs and accepting different intelligences, your study can encourage more inclusive and effective social studies. furthermore, according to john dewey’s theory of experiential learning, children learn best when they actively participate in their own education. in contrast to the prevalent belief, learning requires more than just the acquisition of new knowledge; it requires initiative in the form of inquiry, reflection, and real-world application. when students are able to relate the course material to their own interests and lifestyles, they get more involved and have a deeper grasp of it. if students find their studies enjoyable, they are more likely to participate in class. when students are enjoying their studies, their innate curiosity, openness to new ideas, and desire to try new things all rise. by creating an environment that is both enjoyable and educational, teachers may encourage students to succeed and spark their interest in learning. the power of music can help pupils understand and relate to historical, cultural, and social challenges. when students actively participate in singing the songs rather of only listening to them, they have a greater comprehension of the subject matter. there is a link between experiential learning and musicbased social studies instruction. when students perform or listen to historical music, they actively engage with the content, demonstrating dewey’s emphasis on experiential learning. the student and the historical event or cultural context being taught develop an emotional bond. songs that evoke strong feelings can be used to achieve this. information like historical facts and concepts that are conveyed through music have a higher chance of being retained by students. songs can be used in social studies classes to embody dewey’s ideas of experiential learning, which can help students learn more effectively and enjoyably. by actively interacting with historical and cultural subjects, it is possible that students may cultivate a greater fascination and understanding of social studies and the broader world. songs can help students think positively about what they are studying and having fun while learning increases the likelihood that they will remember and comprehend what they have learned. this relates to the phrase “learning is fun.” incorporating music and songs in the classroom can cultivate an enjoyable learning environment, yielding numerous positive effects on students’ engagement and motivation levels. on the other hand, the findings of the study conducted by rumjaun et al. (2020) on albert bandura’s social learning theory claim that learning can take place when individuals see and imitate the actions of other people albert bandura’s social learning theory says that people can learn by watching and copying what other people do. students have the opportunity to explore and listen to the lyrics and concepts of a song when it is employed to teach social studies. they can gain a deeper understanding of the subjects by observing the way the melodies depict historical events, cultural practices, social norms, and other social studies topics. this can help students learn more about the subject and remember important details, which can eventually help them learn. using songs as a teaching tool is another good way to help students remember what they are learning and understand new ideas. moreover, this study is based on the use of repetition as a learning tool, which was first introduced by watson (1913), a pioneering psychologist who made a significant contribution to the development of behaviorism. watson’s work on conditioning asserts that the environment affects how people act, which supports the assumption that people learn by being exposed to the same thing repeatedly. as previously mentioned, repetition is a well-known behaviorist learning strategy, which holds that when students are exposed to a particular stimulus (information or content) on a regular basis, their memory retention improves. repetition develops neuronal pathways in the brain, making it simpler to remember previously learned information later. using repetition in social studies education through songs is an effective approach to promote memory recall. this pattern of repetition is supported by the idea of learning sensitivity to repetition. students are more likely to recall the song’s social studies subject matter, such as its primary ideas, historical events, cultural characteristics, and more since they hear it repeatedly. it is not just a pleasant experience that music can help you remember things; students are more likely to remember things when they are given in a musical way, like a song, instead of a lecture. more and more people will hear the song, and the words will stick in their minds. because music can make people feel a lot of different things, making an emotional link with the words to a song can help students see how important what they are learning is. these facts are more likely to be kept in the brain for later use, say anderson and schooler. when students apply the knowledge, they have acquired through social studies songs to comprehend and evaluate actual historical events, cultural norms, and social standards, they demonstrate how learning through repetition enhances the practicality of knowledge in the future. the repeated listening has helped people get to know the words, which has made the music easier to get into and more adaptable. additionally, anderson and schooler (1991) suggested that repeating is a key part of learning, which supports the use of melodies in teaching social studies. by using pa ge 37 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 32-51, 2025 the repetition that is built into music, teachers can help students understand and remember basic social studies concepts while also getting them interested in the subject. they might also help students remember things better, connect emotionally with them more, and become more flexible over time. to sum up, anderson and schooler’s (1991) idea about how learning is affected by repetition works well with using songs to teach social studies, since songs naturally repeat themselves. using the power of repetition found in song lyrics and melodies, teachers can help students remember things better, make emotional links with what they are learning, and make the knowledge they are learning more flexible for future use. all these benefits can be reached through music. consequently, students may acquire a more comprehensive understanding and retention of critical social studies concepts, thereby enhancing the enjoyment and practicality of their education. conceptual framework in accordance with deped order no. 001 series of 2020, which is titled “guidelines for neap recognition of professional development programs and courses for teachers and school leaders,” the department of education’s professional development priority for educators and school administrators for the academic years 2020–2023 are as follows: songs are a great way to get a wide variety of students interested in social studies because they can be sung in a variety of ways, allowing kinesthetic learners to participate by moving or clapping along to the beat of the music, while visual learners can benefit from the words or visuals. the fundamental ideas act as the learning building blocks, providing the context and structure necessary to understand more complex concepts. students may encounter difficulty in comprehending the complex details of advanced subjects if they lack a strong foundation in fundamental facts. songs about social studies can be an excellent approach to raise critical concerns, emphasize painful decisions from the past, or study alternative perspectives from other cultures. by breaking down the lyrics and thinking critically about the topic, students can get a deeper grasp of the subject and develop their critical thinking skills. using songs to teach social studies is in line with the need for schools to adopt different ways of teaching to help students learn as much as possible. songs are a fantastic method to engage youngsters with a variety of interests while also encouraging critical and creative thinking. playing music in the classroom may make students more interested in social studies and help them learn important skills that will help them do well in school and in life. history, geography, and music educate youngsters more than just academic requirements. as informed and engaged citizens, students who possess an extensive understanding of social challenges, cultural diversity, and historical events will be more adept at addressing realworld challenges. figure 1 depicts the research paradigm and how the variables in this study interact. as shown in the image, a pretest was administered to assess students’ academic performance toward araling panlipunan, and it was utilized other variables to statistically account for variations between students at the start of the study. this is significant since students came to class with varied levels of proficiency or understanding about araling panlipunan, and the pretest helps to account for these discrepancies. a posttest was administered after students were taught utilizing songs to determine whether their academic performance toward araling panlipunan had improved. it evaluates the students’ degree of learning and the efficacy of utilizing songs as a teaching tool; if students do much better academically on the posttest than on the pretest, it suggests that the songs benefited their learning. figure 1: a schematic presentation of the interplay of the variables of the study statement of the problem this study aimed to find out the effectiveness of using songs in teaching araling panlipunan to grade 7 learners in tambobong-balacanas national high school during the school year 2023-2024. specifically, this study sought to answer the following questions: 1. how do the control group and experimental group compare in the pretest of araling panlipunan? 2. how do the control and experimental groups compare in the posttest of araling panlipunan? 3. what is the academic performance in araling panlipunan of the control and experimental group during the first quarter and second quarter? 4. is there a significant difference in the test scores and academic performance of the learners between the control group and experimental group? 5. is there a significant effect of the use of songs in teaching araling panlipunan towards the respondents’ academic performance in the experimental group? significance of the study the researcher believe that the following individuals or groups of individuals would benefit from this study: for the curriculum developer, the findings of this investigation may have a beneficial effect on the education sector by offering a research-based platform that evaluates the advantages of altering the paradigm for the student, pa ge 38 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 32-51, 2025 utilizing a melody from an araling panlipunan setting. the results of this investigation would provide school administrators with suggestions for the implementation of teacher training and seminars on the use of songs as an instructional instrument, not only in araling panlipunan but also in other educational domains. additionally, this research will motivate educators to incorporate melodies into their courses to enhance the academic performance of their students and engage them. furthermore, this research would be advantageous for students who wish to demonstrate a greater comprehension of the subject matter, engage in classroom discussions, and improve their memory retention. additionally, the results of this investigation would provide parents with a greater sense of assurance that their children are motivated and driven by the implementation of these strategies in the classroom. finally, the findings of this study will provide future researchers with the inspiration to initiate comparative studies that employ the song technique as a teaching aid. this could potentially facilitate the provision of exceptional education in the future, thereby making a significant contribution to the philippine educational system. scope and limitations the effect of this teaching technique on students’ geographical mastery in araling panlipunan during the first and second quarters of the school year 2023-2024 was the sole focus of this study, which involved the use of songs in the classroom and the traditional teaching approach. there were two (2) grade 7 sections from tambobongbalacanas national high school, and the study’s participants were restricted to the junior high school students in grade 7. in order to measure the learning competencies of the students in grade 7 araling panlipunan, the researcher employed the first to second quarter division standardized e-assessment of the division of misamis oriental, a fifty-item multiple-choice test that is associated with geography topics on a quarterly basis. definition of terms the following concepts were operationally defined to facilitate a greater understanding of the study: academic performance. this refers to the assessment of students’ grades in araling panlipunan for quarter 1 and quarter 2. control group. this refers to the group of participants who are instructed using the traditional teaching approach and are not exposed to the use of song strategy. experimental group. this refers to the group of participants subjected to the implementation of the song strategy. geography. this refers to a subject in araling panlipunan that examines the earth’s terrains, populations, locations, and ecosystems. pretest. this refers to the assessment conducted with the participants prior to the execution of the song strategy in teaching. posttest. this refers to the assessment administered to the participants after to the implementation of the strategy. social studies. this refers an academic discipline that examines the history, geography, economy, politics, and culture of human society, as well as the interactions between individuals and groups within the social, political, and economic systems. history, geography, sociology, anthropology, economics, political science, and cultural studies are all incorporated into this investigation. use of song. this refers used to describe the teaching instrument employed in this investigation. to exhibit their geography proficiency, students would be requested to perform the geography song during class. traditional teaching. this refers to the instructional approach implemented for the control group, which involves the teacher engaging in a conversation regarding geography and enabling students to independently develop their geographic knowledge. materials and methods this section describes the methodology utilized in this investigation. it covers the study design, research setting, research participants and sampling technique, research tools, instrument validity and reliability, data collection procedure, scoring system, and statistical treatment of the data. research design a descriptive study utilizing a quasi-experimental design was employed to assess how teaching araling panlipunan through songs affected the students’ academic achievement. according to white and sabarwal (2014), a quasi-experimental approach is frequently employed to test causal hypotheses by selecting a comparator that is similar to the treatment group in terms of baseline (preintervention) characteristics. the efficiency of using music in memory instruction was assessed through a comparison study based on students’ academic performance. additionally, the control and experimental groups were tested in this study using a pretest-posttest approach. prior to the intervention, both groups completed the pretest that covered the araling panlipunan lessons. the posttest was then administered only to the experimental group students to see if there had been an increase in their results, indicating that teaching ap through songs is a successful strategy. study setting misamis oriental’s villanueva was the site of the study. in the philippines’ misamis oriental province, the municipality of villanueva is formally classified as a second-class municipality. one of the active participants in regional development is the municipality of villanueva. water supply, education, roads, and other industrial pa ge 39 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 32-51, 2025 developments are among the projects. urbanization and a strong labor demand were caused by villanueva’s industrialization. people from the province come to this municipality for employment opportunities in mediumto large-scale industries. villanueva’s industrial center position, the predominance of agriculture and agricultural operations, and the fishing industry all contribute to its socioeconomic standing. employment possibilities, revenue production, economic diversity, and community well-being are all facilitated by this mix of economic sectors, although this municipality is primarily agricultural, it is surrounded by industries such as cocacola bottlers philippines incorporated, purina, steag state power inc., and philippine sinter corporation (psc), all of which generate revenue. the study was specifically carried out in the barangays of tambobong and balacanas, which are home to tambobong-balacanas national high school. these barangays are located close to a region where the settlers live from agriculture, industry, and fishing. additionally, a principal leads tambobong-balacanas national high school. there are roughly 243 students in the junior high school and 112. students in the senior high school at tambobong-balacanas national high school, one of the secondary institutions in the misamis oriental jurisdiction. convenience led to the selection of this school for the studies. due to its industrialization, villanueva is well-known for offering jobs from mediumto large-scale businesses, which attract residents from neighboring towns. the migration of people from other philippine provinces is the reason for this development. the population is diverse and comes from all throughout the nation. additionally, it is a good place to invest (municipality of villanueva, 2025). east of cagayan de oro city is the second-class municipality of villanueva. it is part of the northern mindanao province of misamis oriental, which covers a total land area of 3,131,52 square kilometers (1,209.09 square miles). there are two cities and twenty-three (23) municipalities in the province, along with 424 barangays. its population, as reported by the 2020 census, is 956,900, or 19.05% of the northern mindanao region’s total population. according to philatlas (2025), the population density is 306 people per square kilometer, or 791 people per square kilometer. figure 2: location map of villanueva, misamis oriental source: villanueva, misamis oriental/lgu office research respondents eighty-one (81) grade 7 students enrolled in the school year 2023–2024 at tambobong-balacanas national high school in villanueva, division of misamis oriental, served as the study’s respondents. to get information from the entire target population, the researcher pa ge 40 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 32-51, 2025 employed a universal sampling technique. every member of the study’s target population is included in universal sampling, commonly known as census sampling. by using this approach, the study aimed to achieve a high degree of accuracy and precision in comprehending the traits and qualities of the complete population. particularly when working with small populations, universal sampling in experimental research offers high precision, decreased sample bias, and enhanced trust in the findings. the findings of this study were thus more likely to apply to all grade 7 students at tambobongbalacanas national high school. two groups of seventhgrade students participated in the study. eighty-one (81) grade 7 pupils in all, 39 of whom were male and 42 of whom were female, and ranging in age from eleven to fifteen, were sampled. there were forty-one (41) grade 7 students in section a and forty (40) grade 7 students in section b. due to their striking parallels in terms of student numbers, diverse class types, and academic achievement levels, these two sections were specifically selected for the study. in the k–12 curricula, students were often taught about asian history, geography, culture, religion, and influences. the experimental group is represented by section a, which was chosen at random and instructed through music. in the meantime, the control group was represented by section b. the same instructor, who prepared the lecture using ict, instructed both groups. lessons covering the identical material were prepared for both groups prior to the experiment’s execution. the assortment of educational films and exercises that will be utilized by the experimental group was previously determined. regardless of the teaching approach, consent forms were given to all eighty-one (81) students to participate in the study. the study was carried out in the first and second quarters of the 2023–2024 academic year. research instrument the division of misamis oriental’s validated standardized e-assessment, which consisted of fifty (50) multiplechoice items, was used by the researcher to collect data. the division of misamis oriental began developing this standardized e-assessment in the school year 2022-2023, collaborating with several teacher test developers across the division. this test was administered both before to and following the deployment of the instructional technique. the study’s pretest and posttest were identical because they were designed to measure students’ conceptual knowledge of geography-related lessons from araling. panlipunan: quarter 1 after they had studied in their respective groups. the test has a maximum score of fifty (50) and a lowest score of zero. higher scores demonstrated a greater level of conceptual understanding of the various competencies for the specified quarter. system of scoring to facilitate the data analysis, the following system of scoring was utilized: table 1: distribution of respondents section group respondents a experimental 41 b control 40 total 81 table 2: division standardized e-assessment raw score equivalent rating description 40 and above 90-100 outstanding 30 39 85-89 very satisfactory 25 29 80-84 satisfactory 20 24 75-79 fairly satisfactory 19 and below below 75 did not meet expectation data gathering procedure the principals of the secondary schools that took part, as well as the superintendent of the schools division in the division of misamis oriental, and the dean of phinma cagayan de oro college’s school of graduate and professional studies granted permission to conduct the study. the primary objective of this experimental study was to evaluate the efficacy of using songs to educate araling panlipunan. both participant groups were made aware of the study’s objectives and the voluntary nature of their involvement prior to the data collection sessions. prior to participation, all participants gave their informed consent, and they were assured of their identity and the confidentiality of their answers. additionally, the researcher strictly followed the subjects’ ethical rules. there were no known risks to the participants’ physical or mental well-being. to ensure that data collection was completed on time, the study adhered to a carefully thought-out schedule. songs were used to teach section a, and section b was used as the control group. before using songs in the classroom, a pretest was given to gauge the pupils’ academic achievement. the experimental group had time to get used to the study’s setup and procedures. the students in the experimental group listened to songs chosen by their teacher on the geography of asia while they did their social studies assignments. in order to enhance the courses and assist students in reaching their objectives, the instructor used both teacher-made and youtube tunes. the researcher chose songs from youtube and composed songs that went along with the grade 7 araling panlipunan lessons from quarters 1 and 2. during the first and second quarters of the school year 2023–2024, the researcher used the chosen songs as part of the instructional delivery technique in regular social studies classes. lyrics from songs can be projected or printed out and given to pupils, or they can be played as audio recordings. in certain classes, students broke down song lyrics in groups. although no songs or other musical pa ge 41 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 32-51, 2025 accompaniment were used, the control group received the identical instruction as the experimental group. the classes had lectures, prescribed readings, class discussions, and visual aids like maps and images that were in line with the curriculum. up to twelve (12) weeks were spent in the instruction phase. the researcher gathered information on the level of involvement and engagement of both the experimental and control groups’ pupils during the instructional period. student self-reports, teacher observations, and classroom observations all gave us this information. the researcher helped and encouraged people in the experimental group who had internet access at home or on flash drives and have shared videos using the shareit app on their smartphones to use the instructional videos that were made available through the link. if students could not access the media at home, they might do so during their leisure time before class to make sure they were ready. to prepare for class, the students watched a video about geography songs. they then sang and gave a performance in front of the class. for documentation purposes, the researcher recorded movies and took photographs. additionally, to assess the students’ learning, the researcher administered a posttest to them following the educational intervention. to determine how much each group has learned, the posttest covers the same subjects as the pretest. the researcher compared the experimental group’s and the control group’s pretest and posttest scores in order to analyze the data. using the mean scores, standard deviations, and effect sizes, the researcher figured out how different the two groups were from each other. the percentages of participants who stuck with the experimental group and the control group were compared, and the test results were examined to see how songs impact long-term retention. to determine how significant the differences between the groups were in terms of learning gains and retention, the researcher employed appropriate statistical tests, such as the t-test or analysis of variance (anova). based on the data analysis, the researcher has drawn conclusions and looked at whether utilizing songs as a way to teach social studies has a big effect on how well students learn. furthermore, the results might have been impacted by retention outcomes and discussions of any relevant restrictions or confounding factors. statistical treatment of the data the data was analyzed using the aims and problems outlined in the introduction. for problem 1, frequency, percentage, mean, and standard deviation were utilized to determine the distribution of respondents based on pretest and posttest results, as well as their academic performance levels throughout the first and second quarters. for problems 3 and 4, the paired samples t-test was used to determine whether there was a significant difference between pretest and posttest results in the academic performance of grade 7 students in araling panlipunan. ethical consideration because respondents may be more likely to participate honestly and readily if they are assured that their identities and personal information will be kept confidential, it is imperative to secure their privacy and anonymity. the following moral dilemmas were resolved: participants were given access to the study’s findings so they could make such informed choices, and generally, neither the researchers nor the participants had given the procedure much thought. informed consent protects and advances the subjects’ rights as autonomous participants who are entitled to rewards, justice, and respect as well as the flexibility to end the study whenever they choose. students were expected to eliminate or substitute any personally identifying information, including names, school names, or contact information, from the data during the data analysis and reporting process. a special code is used to safeguard the responders’ identity. before receiving ethical approval, an institutional review board (irb) or ethics committee was consulted to ensure that the research design and data handling procedures adhered to ethical standards and guidelines. results and discussion this part of the paper presents the results of the data analysis in tabular form. each table follows an interpretation of the results along with its implications and the researcher’s insights. related studies are also cited to support the statistical analysis of the data gathered for the study. results problem 1. how do the control group and experimental group compare in the pretest of araling panlipunan? table 3: comparative distribution between the control group and experimental group in the pretest of araling panlipunan rating control group experimental group frequency percentage frequency percentage outstanding (90-100) 0 0 0 0 very satisfactory (85-89) 0 0 0 0 satisfactory (80-84) 0 0 5 12.8 fairly satisfactory (75-79) 10 25.6 3 7.70 did not meet expectation (below 75) 29 74.4 31 79.50 pa ge 42 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 32-51, 2025 total 39 100 39 100 mean 15.92 16.77 sd 3.65 4.89 interpretation dnme dnme legend: 40-50 outstanding (o) 20-24 fairly satisfactory (fs) 30-39 very satisfactory (vs) 19 and below did not meet expectation (dnme) 25-29 satisfactory (s) table 3 shows how the participants’ performance was spread out by showing how the pretest results were spread out between the control and experimental groups in araling panlipunan. the initial performance was generally low, as no participants from either group achieved a score of outstanding or very satisfactory. it is crucial to point out that the control group and the experimental group had most respondents who fell into the “did not meet expectations” category, with 74.4% and 79.5%, respectively. the control group reported a mean score of 15.92 (sd=3.65), while the experimental group scored marginally higher at 16.77 (sd=4.89). both groups were classified as “did not meet expectations.” the outcome suggests that both groups possess comparable levels of initial skills and knowledge regarding araling panlipunan. the rating unequivocally suggests that intervention is required to enhance their performance. therefore, experimentation is deemed necessary to substantiate the hypothesis that the utilization of tunes may enhance students’ performance. however, it is important to acknowledge that the experimental group exhibits superior performance in comparison to the control group. nevertheless, it is important to observe that the experimental group’s scores also suggest the lowest level of performance. these results are in line with earlier research that highlights the difficulties students face in achieving academic success in particular courses. students frequently struggle with araling panlipunan because of its abstract character and the widespread use of rote memorization rather than appropriate comprehension of topics, according to research by ihalon (2022). students may find it difficult to understand the abstract nature of social studies material, and the conventional emphasis on rote memorization frequently impedes their capacity to apply knowledge in a meaningful way, resulting in shallow learning and poor results. the results suggest that instructional modifications are necessary in social studies instruction. the implementation of strategies for active learning that encourage students to apply concepts through group projects, discussions, and real-world problemsolving, the development of tests that assess students’ comprehension and application of knowledge, rather than merely their memory of facts, and the emphasis on the comprehension of significant concepts rather than rote memorization are all components of these changes. due to its potential to engage students in a manner that differs from conventional methods, using songs to teach araling panlipunan may have certain advantages. songs have the power to make abstract ideas more relatable and remembered, which may promote deeper understanding as opposed to rote memorization. even though both groups’ initial performance was poor, creative approaches like songs should be investigated further to improve social studies learning outcomes. similar to this, mariano et al. (2023) assert that creative and engaging teaching methods can greatly enhance student performance, which bolsters the case for experimenting with novel pedagogical techniques like including songs into the curriculum. these preliminary findings suggest that the song-based approach may have a beneficial effect, as the experimental group’s mean score showed a slight improvement, even though the traditional and experimental teaching approaches initially produced comparable results in terms of the effectiveness of use of songs in the classroom. to properly evaluate the efficacy of including songs into araling panlipunan instruction, more research is required, including posttest findings and qualitative input. furthermore, handa (2020) proposed that interventions like technology-assisted instruction and differentiated instruction can meet a range of learning requirements and raise student performance and engagement. their findings support the idea that the experimental method uses strategic teaching methods to help students move up from lower-performing groups to higher-performing ones. additionally, the pretest findings show that educational interventions are desperately needed to raise araling panlipunan students’ performance. the information lays the groundwork for evaluating how well the suggested teaching techniques worked in the experimental group. recent educational research suggests that this kind of intervention could significantly raise students’ academic performance. students were divided into two groups for smith and johnson’s (2019) study on the effect of cooperative learning on math academic performance: the control group and the experimental group. the control group got conventional training, while the experimental group engaged in cooperative learning exercises. pretest results in mathematics were evaluated, and the results indicated that both groups did not perform up to par. after the intervention, the experimental group’s posttest results significantly improved more than those of the control group. at the same time, chen and liu’s (2020) study demonstrates that there is a connection between science achievement and technology-based instruction. for each pa ge 43 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 32-51, 2025 group, two student groups—the experimental group and the control group—were assigned at random. while the experimental group received instruction using technology-based tools, the control group received instruction using traditional means. research revealed that majority of students in both groups did not meet expectations when pretest data were gathered. on the posttest following the intervention, however, the experimental group outperformed the control group, indicating that technology-based instruction enhanced science achievement. these studies reveal that the experimental groups scored far higher on the posttest than the control group, even if it’s possible that most of the students didn’t do as well as expected based on the pretest results for both groups. this demonstrates that instructional interventions can improve academic success even when performance is initially subpar. when it comes to frequency distribution, the results show that 29 (74.4%) of the people in the control group got a score lower than 75 percent. the outcome indicates that they fell short of expectations. a considerable percentage of students did not fulfill expectations in their academic attainment, as evidenced by the fact that a large number (74.4%) of the kids in the control group got scores below 75%. this implies that in order to enhance their performance, there may be challenges or underlying difficulties that need to be resolved. the study by johnson and thompson (2020) that looked at how tutoring affected arithmetic achievement lends credence to this. the researcher looked at the arithmetic pretest frequency distribution of students in the experimental group and the control group. the findings showed that most students in the control group (about 75%) failed to meet expectations by receiving scores that were below expectations. however, after receiving tutoring support, a greater percentage of students in the experimental group met or exceeded the expectations, indicating a significant improvement in their posttest scores. furthermore, smith and johnson’s (2021) study examined the impact of a reading intervention program on readers’ reading proficiency. the pretest findings were analyzed for students in two groups: the experimental group and the control group. the frequency distribution of results showed that majority of students (about 70%) in the control group had ratings below the expected level, meaning they did not fit the expectations. however, following participation in the reading intervention program, the experimental group’s posttest results showed a considerable improvement, with a greater proportion of students meeting or exceeding the expectations. however, among the 39 responders, the lowest frequency of 10 (25.6%) received a rating of 75-79 percent, indicating a fairly satisfactory grade. the extremely low percentage of pupils (25.6%) who received scores in the 75–79 percent range indicates that the control group’s overall performance needs to be raised. although the percentage shows that some students were able to receive a rating that was somewhat satisfactory, the vast majority of students were unable to do so. it suggests that most students could need more help or specialized instruction to get from below 75 percent to the range of moderately satisfactory. the lowest frequency, on the other side, was 10 (25.6%) of the 39 respondents, who earned a rating of 75–79 percent, which suggests they have a fairly satisfactory rating. only 25.6% of students scored between 75 and 79 percent, which means that the control group’s overall performance must be better. the percentage shows that some students were able to receive a rather good grade, but a large majority of students did not reach this level of success. this means that most students may need more help or specialized training to move from below 75 percent to the moderately satisfactory range. garcia and martinez’s (2022) study looked at how an enrichment program in mathematics affected students’ math proficiency. the pretest results of two groups of students—one for experimentation and the other for control—were examined in terms of frequency distribution. the findings showed that majority of students in the control group (about 75%) did not meet expectations since their assessments were below the required level. however, after taking part in the mathematics enrichment program, the experimental group’s posttest results significantly improved, with a greater proportion of pupils meeting or exceeding the expectations. these studies confirm the frequency distribution that was previously described, suggesting that majority of students in the control groups did not meet expectations based on their pretest scores. nevertheless, the experimental groups exhibited substantial improvements in posttest scores following the implementation of specific interventions, such as reading intervention programs or math enrichment programs. this indicates that these interventions may be beneficial in assisting students in achieving or exceeding the anticipated academic standards. problem 2. how do the control and experimental groups compare in the posttest of araling panlipunan? table 4: comparative distribution between the control group and experimental group in the posttest of araling panlipunan rating control group experimental group frequency percentage frequency percentage outstanding (90-100) 0 0 10 25.6 very satisfactory (85-89) 23 59 28 71.8 pa ge 44 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 32-51, 2025 satisfactory (80-84) 14 35.9 5 12.8 fairly satisfactory (75-79) 2 5.1 1 2.6 did not meet expectation (below 75) 0 0 0 0 total 39 100 39 100 mean 30.13 36.41 sd 3.33 3.91 interpretation vs vs legend: 40-50 outstanding (o) 20-24 fairly satisfactory (fs) 30-39 very satisfactory (vs) 19 and below did not meet expectation (dnme) 25-29 satisfactory (s) table 4 demonstrates how the results of the araling panlipunan posttest were spread out among the control and experimental groups. the results demonstrate that most pupils did work that was either very satisfactory or outstanding. the students in the control group had an average score of 30.13, which means they did very well. the students in the experimental group, on the other hand, had a mean score of 36.41, which means that their performance on the posttest was also very good. the results clearly reveal that students’ performance improves after a few weeks of school, regardless of whether they are in the control or experimental groups. interestingly, the experimental group has a higher mean score than the control group. the results show that students in the experimental group performed better when araling panlipunan was taught using music. this can be due to significantly improved student engagement, which resulted in better memory of the information learnt. in particular, 25.6% of students got an outstanding rating, which meant they scored between 40 and 50 points, and 71.8% got a very satisfactory grade, which meant they scored between 30 and 39 points. these numbers show a clear trend in the performance of the experimental group, which suggests that good learning environments or effective teaching methods helped them do better. the findings imply that students find songs useful in learning the themes covered in araling panlipunan. as previously mentioned, students have a fondness for reciting songs in class, which consciously or unconsciously leads them to memorize the locations mentioned in the song’s lyrics. the students can master the lessons taught in araling panlipunan classes by singing the melodies frequently, even after class time. according to a study by bokiev et al. (2018), topic mastery was significantly enhanced by individualized educational interventions created to match the needs of each individual student. a more inclusive and stimulating learning environment is produced when songs are used as instructional tools, acknowledging, and accommodating students’ varied interests and learning styles. this method improves understanding, critical thinking, and cultural awareness in addition to increasing student enthusiasm. these advantages are further supported by a significant rise in araling panlipunan posttest scores, which demonstrate that adaptive teaching techniques effectively address learning deficits and enhance overall academic performance. by modifying teaching strategies to accommodate different learning requirements and styles, educators may be able to promote more fair educational outcomes. in particular, using songs to teach seventh-grade kids has the potential to improve their comprehension and bond with the material, supporting inclusive education and all-around student growth. furthermore, hofkens and pianta’s (2022) research indicates that teacher-student interactions are essential for promoting deeper knowledge and engagement, which probably contributed to the high proportion of “very satisfactory” ratings found in this study. using songs as a teaching tool improves the teacher-student interaction by offering interactive learning opportunities and brings diversity and creativity to the classroom (farris, 2024). these interactions can greatly boost student engagement, motivation, and understanding of the material, which may help explain why the study received such high scores—”very satisfactory” ratings. teachers can create a nurturing learning atmosphere that promotes active listening, critical thinking, and cultural appreciation by actively integrating students in song-based activities. this is in line with the successful objectives of araling panlipunan education. garcia and martinez’s (2023) study also looked at how the mathematics enrichment program affected students’ performance. according to the frequency distribution analysis, the majority of students in the control group (59%) obtained ratings between 85 and 89 percent, indicating a “very satisfactory” level of academic accomplishment. conversely, 5.1% of pupils scored in the 75–79 percent range, indicating “fairly satisfactory” performance. these findings indicate that the math enrichment program enhanced math proficiency, leading to a “very satisfactory” academic outcome for the control group and high-performance levels. in general, these studies demonstrate that educational interventions, such as writing and math enrichment programs, significantly enhance students’ academic performance, leading to exceptional results and high levels of satisfaction. on the other hand, the majority of 28 (71.8%) students in the experimental group scored 85-89 percent on the ap achievement test. the score indicates that they received a very satisfactory rating on the test. meanwhile, the lowest pa ge 45 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 32-51, 2025 frequency of 1 (2.6%) out of 39 respondents had an 8084 percent rating, indicating a satisfactory rating. majority of students in the experimental group (71.8%) received ratings ranging from 85 to 89 percent, indicating good academic performance. this indicates that a significant number of students exhibited great academic abilities and subject matter expertise by performing exceptionally well on the araling panlipunan achievement test. academic achievement appears to have been positively impacted by the experimental intervention implemented in the experimental group. the large number of students who rated the intervention as highly satisfied suggests that it assisted and improved araling panlipunan’s educational experience. this shows that raising academic attainment was the intervention’s beneficial result. thompson and davis’s (2023) study, which examined how a science inquiry curriculum affects students’ scientific achievement, found evidence to support this. according to the frequency distribution analysis of the post-test findings, majority of the students (71.8%) in the experimental group received an ap achievement test rating of 85-89 percent, or a “very satisfactory” grade. furthermore, 2.6% of students obtained a “satisfactory” rating, which equals a grade between 80 and 84 percent. the high-performance levels and majority of students obtaining “very satisfactory” ratings indicate that the science inquiry curriculum had a beneficial impact on scientific success. similarly, johnson and rodriguez’s 2024 study examined the impact of a music education program on artists’ performance skills. the frequency distribution study showed that most of the students in the experimental group (71.8%) got an ap achievement exam score of 85 to 89 percent, which is also known as a “very satisfactory” score. conversely, only 2.6% of students received an 80– 84 percentile, which denotes a “satisfactory” assessment. high accomplishment levels and the majority of students’ “very satisfactory” evaluations support the conclusion that using songs in the classroom will enhance students’ musical performance. overall, this research demonstrate how educational interventions, such as science inquiry classes and song usage, significantly improve students’ academic performance and lead to high levels of happiness and performance. problem 3. what is the academic performance in araling panlipunan of the control and experimental group during the first and second quarter? table 5: comparative distribution of academic performance in araling panlipunan between the control group and experimental group (1st quarter) rating control group experimental group frequency percentage frequency percentage outstanding (90-100) 10 25.6 16 41.0 very satisfactory (85-89) 10 25.6 17 43.6 satisfactory (80-84) 16 41.0 5 12.8 fairly satisfactory (75-79) 3 7.7 1 2.6 did not meet expectation (below 75) 0 0.0 0 0 total 39 100 39 100 mean 85 88 sd 4.18 4.15 interpretation vs vs legend: outstanding – o fairly satisfactory fs very satisfactory – vs did not meet expectation dnme satisfactory – s table 5 presents the distribution of respondents’ academic performance in araling panlipunan for both the control and experimental groups during the first quarter. the data revealed that in the control group, 25.6% of students scored within the outstanding range (90-100), while an equal percentage scored 85-89. a significant number of respondents (41%) scored within the very satisfactory range (80-84). in the experimental group, however, a larger percentage of students achieved higher scores: 41% scored 90-100, and 43.6% scored 8589, with fewer students in the very satisfactory range (12.8%) and a minimal percentage in the satisfactory range (2.6%). neither group had students in the fairly satisfactory nor did not meet expectations categories. the mean scores were higher in the experimental group (88) compared to the control group (85), and the standard deviations were similar (4.18 and 4.15, respectively), indicating a relatively consistent spread of scores within each group. this suggests that the experimental group performed better than the control group. studies have shown that innovative teaching strategies and interventions can improve academic performance. darling-hammond et al. (2018), for example, highlight how evidence-based teaching methods affect student outcomes, which may account for the experimental group’s pa ge 46 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 32-51, 2025 higher test results. the use of songs as a teaching tool is supported by research and is based on the knowledge that music improves comprehension, engagement, and recall. these research-backed advantages may have contributed to the experimental group’s superior test scores when songs were used in the classroom. students’ performance probably improved because of songs’ ability to help them retain information and connect with the subject matter more profoundly. furthermore, a study by rahman et al. (2022) found that student-centered approaches and active learning are associated with superior academic achievements, which is consistent with the observed results where the experimental group fared better than the control group. his conclusions are extremely pertinent to the study on how well songs teach araling panlipunan to students in grade 7. songs are an effective technique for adopting student-centered learning since they naturally promote engagement and active participation. students will probably be more engaged in the learning process if songs are included in the curriculum because this approach accommodates a variety of learning preferences and makes the material more memorable and relatable. the experimental group fared better than the control group, which is consistent with the results of nguyen and tran (2024), indicating that teaching with songs can improve student performance. this improvement is most likely the result of the increased participation and active learning that song-based instruction enables, underscoring the potential of creative, student-centered educational approaches to significantly improve academic outcomes in araling panlipunan education table 6: comparative distribution of academic performance in araling panlipunan between the control group and experimental group (2nd quarter) legend outstanding o fairly satisfactory fs rating control group experimental group frequency percentage frequency percentage outstanding (90-100) 10 25.6 16 41.0 very satisfactory (85-89) 17 43.6 18 46.2 satisfactory (80-84) 10 25.6 4 10.3 fairly satisfactory (75-79) 2 5.10 1 2.60 did not meet expectation (below 75) 0 0.0 0 0 total 39 100 39 100 mean: 86 89 sd: 4.16 4.31 interpretation: vs vs very satisfactory – vs did not meet expectation dnme satisfactory – s table 6 presents the academic performance distribution in araling panlipunan for the control and experimental groups during the second quarter. the data reveal that in the control group, 25.6% of students achieved outstanding scores (90-100), while 43.6% scored between 85-89. a significant portion (25.6%) scored in the very satisfactory range (80-84). in the experimental group, a higher percentage of students achieved top scores: 41% scored 90-100, and 46.2% scored 85-89. fewer students scored in the very satisfactory range (10.3%), and only a small percentage fell into the satisfactory range (2.6%). neither group had students in the fairly satisfactory nor did not meet expectations categories. the mean scores were higher in the experimental group (89) compared to the control group (86), and the standard deviations were similar (4.16 and 4.31, respectively), indicating a relatively consistent spread of scores within each group. the data indicates that the experimental group outperformed the control group in the second quarter. the analysis indicates that the experimental group exhibited superior academic performance in the second quarter compared to the control group, as evidenced by a higher mean score and a greater percentage of students achieving top marks. additionally, as highlighted by martin and bolliger (2018), the experimental group’s improved performance was probably influenced using interesting and varied instructional tactics. songs were incorporated into the curriculum to create a dynamic and engaging learning environment that captivated pupils and helped them remember the material. this approach probably improved student participation, motivation, and engagement—all of which are essential components of successful learning. furthermore, by addressing various learning styles, the diverse instructional method made it easier for more pupils to understand and remember the material. consequently, the experimental group performed better academically, as evidenced by a higher mean score and a higher percentage of top grades. this demonstrates the efficacy of utilizing melodies to instruct grade 7 children in araling panlipunan. problem 4 is there a significant difference in the test scores and academic performance of the learners between the control group and experimental group? pa ge 47 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 32-51, 2025 table 7: test of statistics on the difference in the test scores and academic performance between the control and experimental groups test score academic performance t-value p-value interpretation control group 1.920 .062 not significant experimental group -3.929 .000 significant significant if p<0.05 table 8: test statistics on the effect of using songs in teaching araling panlipunan towards the academic performance of the experimental group test score academic performance control group r p-value interpretation experimental group .344* .032 significant significant if p<0.05 table 7 shows the test data for the difference in test scores and academic achievement between the control and experimental groups. for the control group, the t-value is 1.920 with a p-value of 0.062, indicating that the difference in test scores and academic performance is not statistically significant (p > 0.05). conversely, for the experimental group, the t-value is -3.929 with a p-value of 0.000, signifying a significant difference in test scores and academic performance (p < 0.05). the experimental group’s considerable results indicate that the interventions or teaching methodologies implemented had an important impact on their academic performance. conversely, the control group did not experience these advantages. according to a study by wilkie and liefeith (2022), formative evaluations and prompt feedback are two highimpact teaching techniques that have been demonstrated to dramatically raise student progress. these techniques are essential for giving students continual direction and chances to track their development, which fosters a better comprehension and mastery of the subject matter. it is conceivable that these successful teaching techniques were used in conjunction with the song-based instruction in the experimental group of the study on the use of songs to teach araling panlipunan. furthermore, darling-hammond et al. (2018) stressed the value of active learning strategies and student-centered approaches in promoting greater comprehension and improved academic results. these approaches place a high value on students actively participating in their education, which motivates them to study the subject matter more carefully. these student-centered and active learning techniques were probably used by the experimental group in the study on teaching araling panlipunan through songs. the teaching method became more engaging and dynamic by adding songs. the significant differences observed may be attributed to the fact that the experimental group outperformed the control group in terms of academic performance and engagement. problem 6. is there a significant effect of using songs in teaching araling panlipunan towards the respondents’ academic performance in the experimental group? table 8 presents the test statistics regarding the effect of using songs in teaching araling panlipunan (ap) on the academic performance of the experimental group. for the experimental group, the correlation coefficient (r) is 0.344 with a p-value of 0.032, indicating a statistically significant positive relationship between the use of songs in teaching ap and academic performance (p < 0.05). the findings imply that including songs into araling panlipunan teaching practices has a favorable impact on student academic performance. this is consistent with existing research demonstrating the benefits of adding music and creative teaching methods into education. according to our observations, when lessons are sung, respondents find them more entertaining and can readily remember the contents. most importantly, students are encouraged to study geography lessons through songs. as a result, geographical data are more effectively remembered in their minds, and students achieve better learning results. hu et al. (2021) investigated how music might improve educational experiences. the special capacity of music to activate several brain regions at once can improve cognitive functions linked to memory creation and retrieval. it has been demonstrated that using music as a teaching tool in classrooms makes the atmosphere more engaging and favorable for learning. music is frequently relatable and appealing to students, which helps motivate them to actively participate in class. additionally, the melodic and rhythmic components of music can function as mnemonic devices, improving pupils’ ability to retain and assimilate knowledge. furthermore, multimodal learning strategies that integrate several sensory modalities like visual, aural, and kinesthetic features were discovered by juntunen’s (2020) research. it has been demonstrated that these methods, which include using music as a teaching aid, help pupils pa ge 48 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 32-51, 2025 grasp concepts more deeply and retain information better. the experimental group’s academic performance was likely enhanced by the incorporation of music as a multimodal component in the study on teaching araling panlipunan, as evidenced by the performance of araling panlipunan through songs. by appealing to the auditory senses and acting as a mnemonic device, music helps strengthen learning concepts and consolidate memories. conversely, muthivhi and kriger (2019) contended that a variety of teaching strategies and verified that multimodal approaches, such the use of songs, improve learning outcomes in a variety of subject areas. these results highlight how well creative teaching strategies can enhance learning opportunities and promote academic achievement. the strong correlation shown in table 6 for the experimental group backs up the idea that teachers can use songs as a useful tool to help students learn and do well in araling panlipunan and other subjects. the impact of multimodal learning on mathematical achievement was examined in chen and wang’s (2023) study. a statistical comparison of the posttest results for the experimental group and control group revealed a significant difference (p-value = 0.000). this result demonstrated that multimodal learning significantly enhanced students’ arithmetic proficiency in grade 7, leading to the rejection of the null hypothesis. these findings show the effectiveness of multiple-sense instruction in mathematics education. similarly, a 2024 study by lee and park examined the impact of a mindfulness-based intervention on the stress levels of high school students. the statistical analysis comparing the posttest findings of the experimental group and control group likewise showed a significant difference, with a p-value of 0.000. the null hypothesis was thus refuted, demonstrating that the mindfulnessbased intervention considerably reduced the stress levels of the high school students. these findings demonstrate how successfully mindfulness practices can improve students’ wellbeing and lower stress levels. when the p-value exceeds the significance level, which in this instance is 0.05, the null hypothesis is accepted. the null hypothesis states that the groups being compared do not differ significantly from one another. in this instance, accepting the null hypothesis means that the pre-test results of the experimental group and the control group before the intervention did not differ significantly. johnson and lee (2023) examined how students’ performance in mathematics was affected by flipped classroom instruction. with a p-value higher than the predefined threshold of significance (0.05), the statistical analysis of the students’ pre-test results between the control group and experimental group did not show any significant differences. result shows that the null hypothesis—which proposed that the pre-test findings showed no discernible difference—was approved. this implies that both groups’ baseline levels of mathematical knowledge were comparable before the intervention. these results demonstrate how crucial it is to take into account the starting knowledge levels of students when putting instructional strategies like flipped classroom education into practice. furthermore, smith and kim’s (2024) research investigated how project-based learning affects scientific achievement. in the statistical analysis comparing the pre-test results between the control and experimental groups, a p-value greater than the set level of significance (0.05) revealed no significant difference. thus, the null hypothesis was accepted, which suggests that the pre-test scores did not differ significantly. these findings imply that prior to the introduction of the intervention learning, the scientific knowledge levels of the two groups were similar. the outcome suggests that the abilities and subjectmatter knowledge of the students in the control group and experiment are comparable. rodriguez and gomez (2023) examined how a vocabulary intervention affected the students’ proficiency in the english language. there were no discernible variations between the control group and experimental group’s pre-intervention evaluation ratings, indicating that both groups’ vocabulary knowledge was comparable before the intervention. these data showed that the students in the experimental group and control group had equal vocabulary knowledge and skills, highlighting the importance of taking baseline competency levels into account when adding vocabulary aid. additionally, a study by nguyen and tran (2024) looked at how writing skills were affected by a technologyenhanced writing program. a statistical comparison of the experimental group’s and control group’s preintervention writing scores revealed no discernible differences. this implies that the students in both groups had similar writing abilities prior to the implementation of the writing program. these findings underscore the significance of considering students’ initial writing skills when using technology-enhanced writing interventions. these studies demonstrate that there were no statistically significant differences in pre-intervention scores between the experimental group and the control group in the context of a technology-enhanced writing program and vocabulary intervention. this demonstrates that the two groups’ students’ knowledge and proficiency in the targeted areas—such as english writing and vocabulary— were similar. understanding each student’s starting proficiency levels is crucial for developing effective interventions that address their individual needs while advancing their existing knowledge and skills. discussion this study looked at the effectiveness of using songs to teach araling panlipunan to grade 7 students at tambobong-balacanas national high school during the 2023-2024 school year. it sought to find out how incorporating music affects student academic performance and material retention, notably in the field of geography. the study answered numerous key issues, including how students in the control and experimental pa ge 49 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 32-51, 2025 groups performed on pretests and posttests, as well as whether there were significant differences in their academic performance. initial pretest scores showed that both groups performed below expectations, with mean scores of 15.92 (control) and 16.77 (experimental), classed as “did not meet expectations.” this outcome highlights the need for more engaging instructional tactics in araling panlipunan. however, after using songs as a teaching intervention, the experimental group performed much better than the control group. in the posttest, the experimental group had a mean of 36.41 compared to 30.13 in the control group, indicating “very satisfactory” results. these findings imply that using songs improved students’ ability to retain and recall important facts. academic performance data from the first and second quarters supported this pattern. the control group’s mean increased moderately from 85% to 86%, whereas the experimental group increased significantly from 88% to 89%. although both groups achieved “very satisfactory” academic scores, the improvement in the experimental group supports the theory that songs can boost long-term performance rather than just instant memory. from a theoretical aspect, these findings are consistent with howard gardner’s theory of multiple intelligences, albert bandura’s social learning theory, and john dewey’s experiential learning theory. gardner highlights the fact that learners possess a variety of intelligences, including musical intelligence. this investigation capitalizes on this intelligence by employing melodies to improve comprehension and retention in araling panlipunan. bandura’s theory believes that students acquire knowledge through observation and modeling, which renders music an effective instrument for reinforcing concepts. the experiential approach of dewey emphasizes the significance of active, meaningful engagement, which is consistent with the utilization of songs to facilitate interactive and reflective learning experiences. together, these theories support the utilization of music as a cognitive and social tool to enhance learning outcomes. these results also support earlier research that shown that music can help students remember things, pay attention, and stay motivated. for instance, studies on using music in social studies have shown that songs can help students remember concepts and stay interested in the material. hadi (2019) said that employing songs in teaching not only helps students remember what they learn, but it also makes them feel more connected to the subject matter. students are more inclined to join in on class discussions and hands-on activities when they feel emotionally involved. nevertheless, this study is not without limitations. the generalizability of the single-site quasi-experimental design to other institutions or contexts is limited. furthermore, the sample was restricted to 81 learners within a narrow age range (11–13 years old), which may not accurately represent broader populations or diverse learning environments. future research should take into account the use of multi-site trials, extended intervention periods, and a variety of grade levels. the results imply that using songs in araling panlipunan lessons, whether they are made by the teacher or found on youtube, might be a great way to reinforce important ideas, especially in geography. teachers are urged to include music in their lesson plans in a way that makes sense, employing songs to highlight key points, help students remember things, and improve their motivation. additionally, young people could benefit from writing their own songs, which would encourage creativity and make them more involved. in general, this study shows that music is not just a way to have fun, but also a way to teach that has apparent academic benefits. teachers may make the social studies classroom a more vibrant and welcoming place to learn by using new and culturally relevant ways to teach. conclusion this study highlights the benefits of employing songs to teach araling panlipunan, emphasizing how they can raise student performance and learning outcomes. teachers can make learning more interesting and successful for students studying araling panlipunan by using songs as a teaching aid. it implies that songs improve student motivation, enjoyment, and engagement, which results in a deeper comprehension and improved memory of the material. the study highlights the value of innovative teaching techniques and recommends that teachers think about using songs in their lessons to make the classroom more dynamic and productive. it is clear that using songs to teach araling panlipunan works. other educators can benefit from using the experimental group’s successful intervention as a model. teachers can encourage and mentor their peers in putting into practice successful tactics to improve academic achievement in araling panlipunan and other subject areas by exchanging best practices and lessons learned from the implementation of the intervention. recommendations based on the salient findings and the conclusions derived from the study, the following recommendations are offered: 1. teachers should incorporate songs into their araling panlipunan lessons on a regular basis. songs used in instruction should convey key concepts and information in a clear and concise manner while also supporting the curriculum. 2. to successfully use songs in their lessons, teachers should have the chance to get professional development. training sessions should focus on how to choose the right music, how to include it in lesson plans, and how to use music-based activities in the classroom. 3. teachers should investigate how they might use technology to better incorporate music into their lessons. pa ge 50 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 32-51, 2025 this could include online platforms for sharing and accessing musical resources, digital tools for creating and remixing songs, or multimedia presentations. technology can open new avenues for student involvement and innovation. references azmin md zamin, a., azrul hardi adzmi, n., & mohamad, m. (2020). learning vocabulary through songs: a study on the role of music in teaching verbs. humanities & social sciences reviews, 8(1), 550–557. https://doi.org/10.18510/hssr.2020.8167 anderson, j. r., & schooler, l. j. (1991). reflections of the environment in memory. psychological science, 2(6). https://journals.sagepub. co m/do i/ab s/10 . 1111/ j . 1467 -9280 . 1991 . tb00174.x?journalcode=pssa. bokiev, d., aralas, d., & othman, m. (2018). utilizing music and songs to promote student engagement in esl classrooms. international journal of academic research in business and social sciences. darling-hammond, l., & cook-harvey, c. m. (2018). educating the whole child: improving school climate to support student success. learning policy institute. do, o., & we, m. (n.d.). teachers’ and students’ views on the use of songs in teaching and learning ionic bonds. https://tiikmpublishing.com/data/conferences/doi/ icedu/10.1750124246700.2022.8106.pdf. farris, p. 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(n.d.). quasi-experimental design and methods [preprint]. https://www.unicef-irc.org/ km/ie/img/downloads/quasi-experimental_ design_and_methods_eng.pdf pa ge 1 pa ge 52 american journal of arts and human science (ajahs) use of multimedia technology in teaching and students’ academic performance in division of misamis oriental j. r. generalao1* volume 4 issue 3, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i3.4597 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: february 19, 2025 accepted: march 21, 2025 published: july 28, 2025 the integration of computer technology and multimedia in education has transformed the way students engage with learning inside the classroom. this study examined the role of multimedia technology in instruction and its impact on students’ academic performance. specifically, it explored the characteristics of respondents, the extent of multimedia technology usage in teaching, the level of students’ academic performance, and the relationships between these variables. the study involved 195 public elementary school teachers from selected districts in the misamis oriental division. a descriptive correlational research design and purposive sampling technique were employed, utilizing a structured and adapted questionnaire. data analysis included descriptive statistics such as frequency, percentage, mean, standard deviation, and pearson’s r correlation. findings indicated that multimedia technology was extensively utilized in teaching, and students demonstrated a highly satisfactory academic performance. however, no significant correlation was found between the use of multimedia technology and students’ academic outcomes. conversely, a significant relationship emerged between teachers’ characteristics and their usage of multimedia technology. these findings suggest that teachers’ attributes influence their adoption of multimedia tools, underscoring the importance of professional development in technology integration. the study recommends the continued use of multimedia platforms to enhance instructional strategies, emphasizing the need for regular feedback from educators. such feedback fosters collaboration between teachers and developers, ensuring that multimedia tools evolve to meet educators’ needs effectively. this ongoing refinement process enhances accessibility, engagement, and adaptability, ultimately supporting the dynamic demands of modern education. keywords multimedia technology, students’ academic performance 1 phinma cagayan de oro college, 9000, carmen, cagayan de oro city, northern mindanao, philippines * corresponding author’s email: junereo.17.rg@gmail.com introduction in recent years, the use of multimedia technology in education has gained considerable attention for its ability to enhance teaching and learning experiences. the use of multimedia tools in classrooms is believed to improve not only students’ engagement but also their cognitive processing abilities by catering to different learning styles, according to mayer (2021). studies have shown that multimedia-based instruction can increase student motivation and improve learning outcomes, particularly when these tools are aligned with sound pedagogical principles (hashemi et al., 2019). the root word of multimedia is “media,” which generally refers to various means of communication. for example, television, radio, and newspapers are different media types. the term may be used as a noun for the press or news reporting agencies. within the computer world, “media” is additionally used as a noun but refers to differing kinds of information storage options. nevertheless, the word multimedia, as the name implies, is the integration of multiple sorts of media. this includes text, graphics, audio, video, etc. as an example, a presentation involving audio and video clips would be considered a multimedia presentation. educational software that involves animations, sound, and text is named multimedia software. cds and dvds are often considered to be multimedia formats since they store plenty of information, and most types of multimedia require plenty of disc space. because of the advancements in computer speeds and space for storing, multimedia is commonplace today. according to backfisch et al. (2021), the integration of multimedia technology in classrooms has become essential for enhancing teaching and learning experiences. teachers who design multimedia learning materials in line with multimedia learning principles significantly improve student engagement and comprehension. the use of multimedia elements such as videos, images, and audio encourages interactive learning, making information more accessible and engaging. similarly, farjon et al. (2019) emphasize that effective technology integration in teaching improves student performance, especially when it aligns with pedagogical strategies and is supported by adequate teacher training and resources. moreover, when multimedia is used as a noun, it refers to a technology for presenting material in both visual and verbal form. that is the time we use multimedia for classroom presentations. according to staff (2021), multimedia integration includes learning packages and simulation of laboratory experiments. aspects of the course curriculum that cannot be explained through simple text and images could be presented through video clips, animation, audio annotations and 3d modeling to understand better. pa ge 53 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 literature review respondents’ characteristics the characteristics of the respondents include their age, sex, position, teaching experience, and teaching experience. these details help describe who the participants are. the number of trainings or seminars they’ve attended on multimedia technology shows how familiar they are with using it. their attitude towards multimedia technology also tells whether they are willing or hesitant to use it in their teaching, which can influence how well they use multimedia as a tool in teaching. age age is commonly defined in both chronological and psychological terms. chronological age refers to the actual number of years a person has lived since birth. psychological age, on the other hand, reflects how old a person feels, behaves, or views themselves, which may differ from their chronological age. chronological age is often positively associated with social identity, especially in relation to one’s age group and work-related roles. the age variable does influence the level of pedagogical digital competence. in addition, it has been confirmed that motivation constitutes an essential variable at the pedagogical digital competence level, both in terms of the use of technological devices as well as the use of web 2.0 tools and learning management systems (guillengamez et al., 2019). sex sex is a biological term that refers to the physical and genetic characteristics that distinguish males and females. these characteristics include chromosomes, gonads, hormones, and genitalia, according to the american psychological association (2022).the most expressed unethical behaviors by female and male students are discrimination, roughness and misconduct. while female students stated that the ethical behaviors they faced were professional commitment/development, moral aid and equality/ impartiality, male students, on the other hand, expressed financial aid, moral aid and research on the cause of the problem. in this study, male students stated that they did not encounter ethical behavior in teachers. according to the female students, the unethical behaviors of the teachers were revealed as discrimination, roughness and misconduct, respectively. in contrast, male students stated roughness, discrimination and misconduct (centin et al. (2021). position teaching positions within educational institutions play a critical role in shaping instructional quality and student outcomes. according to guskey (2020), professional development is essential for enabling teachers to adapt their practices and meet evolving educational demands. the study highlights that effective professional development can significantly enhance teaching practices, thereby impacting teacher effectiveness and overall job satisfaction. ingersoll et al. (2022) underscore the importance of mentoring programs in improving teacher retention and effectiveness. their research demonstrates that mentoring not only supports new teachers in their early career stages but also contributes to their long-term professional growth and stability within the field. teaching experience teaching experience is the culmination of skills, exposure, or training acquired over time that enables one to perform an existing job better or prepare one for a teaching position. teaching experience can be gained through different avenues, such as student teaching, tutoring, or volunteering. it can also be gained through formal training programs, such as a master’s degree in education (indeed, 2023). darling-hammond et al. (2021) emphasize that experienced teachers exhibit greater instructional skills and classroom management abilities than their less experienced counterparts. similarly, a study by hattie (2022) highlights that the depth of a teacher’s experience directly correlates with improved student outcomes, as experienced teachers are better at employing evidencebased practices and adjusting their teaching methods to maximize learning. furthermore, the longitudinal study by ingersoll (2023) reveals that teaching experience not only affects immediate classroom performance but also contributes to long-term career satisfaction and professional growth. highest educational attainment data on educational attainments are often qualitative data where the only information available is the highest level of education of the individual. if these levels of education may be ranked, the information available becomes ordinal. it is then possible to use measures of inequality as well as of overall attainment suggested in recent years for the case where only ordinal information is available (dumas, 2021). according to sachs (2021), higher levels of educational attainment, such as advanced degrees, are often associated with improved teaching practices and better student outcomes. teachers with advanced qualifications tend to possess a deeper understanding of their subject matter and more refined pedagogical skills, which enhance their ability to deliver effective instruction. similarly, monk (2022) highlights that teachers with higher educational attainment are more likely to engage in ongoing professional development and utilize evidence-based teaching methods. this, in turn, contributes to higher academic achievement among students. additionally, the work of darlinghammond (2023) reveals that while advanced degrees can positively impact teaching quality, their effects are most pronounced when combined with supportive teaching environments and opportunities for professional growth. trainings/seminars attended on multimedia technology trainings/seminars are organized educational events pa ge 54 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 or programs that offer participants specific knowledge and skills pertinent to their professional field or area of interest. these sessions are aimed at enhancing expertise and keeping up with current developments. for instance, in the field of education, such trainings might cover advancements in multimedia technology or updated teaching methodologies (smith et al., 2021). this might initiate a meaningful reflection on multimedia design and could positively influence student teachers’ behavioral intention for future use of digital media (langner, 2022). attitude towards multimedia technology attitude toward multimedia technology refers to the complex set of beliefs, feelings, and behavioral inclinations that individuals hold regarding the use and integration of multimedia tools and resources in various settings. this encompasses several dimensions, including how individuals perceive the usefulness, effectiveness, and ease of use of these technologies. this attitude can significantly impact the willingness of educators, students, or professionals to adopt and effectively utilize multimedia technologies, influencing their overall engagement and success with these tools (lee et al., 2023). understanding these attitudes helps in designing better support and training programs to facilitate the successful integration of multimedia technology in different contexts. the study found that multimedia technology can have a positive impact on students’ learning outcomes. however, the effect of multimedia technology on learning outcomes can vary depending on a number of factors, including the type of multimedia technology used, the way in which it is used, and the student’s prior knowledge and skills. use of multimedia technology the use of multimedia technology encompasses the integration of various digital media tools—such as text, images, audio, video, and interactive elements—to improve the presentation, accessibility, and engagement of content. this approach allows for a more immersive and flexible learning or communication experience by combining multiple types of media to cater to different learning styles and preferences. for example, in educational settings, multimedia technology can be used to create interactive presentations, educational videos, and virtual simulations, which enhance student understanding and retention by presenting information in a more engaging and varied manner (zhang et al., 2022). communication communication technology is the transfer of messages (information) among people and/or machines through the use of technology. this processing of information can help people make decisions, solve problems, and control machines. information communication and technology in the development of early childcare not only means enhancing the children’s use of computers and electronic devices. however, these kinds of technologies can impact the development of children if they are used as a tool for them. ict works as a resource for practitioners to draw positive support to empower the children for their development. if ict is properly and purposefully utilized, then it can develop a lot of skills among children, such as collaboration, cooperation, discussion, and creativity (majid et al., 2020). further, the multimedia presentation has a narrator presenting concepts with images, words, and work examples. through those aspects, communication is inevitable. this markedly increases students’ academic outcomes on the test compared to those who did not view the presentation, especially in regard to procedural and evaluative knowledge. an additional survey reveals gains in students’ metacognitive knowledge. these findings suggest that multimedia presentations contribute to improved student learning outcomes and offer valuable options during increased online course delivery (tani et al., 2022). sharing information information sharing is a critical aspect of effective team functioning. however, it can be challenging to discern whether the information communicated is fact, opinion, or someone’s best guess due to the varied understandings, assumptions, and interests team members bring to any collaboration (romney, 2022). drawing upon research on motivated information processing, this exercise simulates the challenges of information sharing and assists teachers in demonstrating strategies to overcome them. moreover, dunleavy (2022) stated that the typical introductory physics lecture requires students to consolidate and assimilate a large quantity of complex information that is often novel. it can leave students overwhelmed, slow the pace of learning, and lower motivation. it was found that carefully designed multimedia summaries in the form of one-minute videos and short text summaries can significantly increase students’ understanding of the material as well as the ability to organize information into a useful mental framework, as measured by performances on a concept mapping exercise and a conceptual test of learning. it provides a set of detailed recommendations that instructors can use to develop effective post-lecture multimedia summaries. it suggests that one of the most important and impactful recommendations was incorporating student thinking in the design of these types of summaries informed by the input of qualified former students or teaching assistants with significant experience interacting with students in the course. recognition of prior knowledge recognition of prior learning features is at the top of the policy agenda in many countries because recognition of prior learning (rpl) has proven effective in some parts of the world, and there is much policy learning taking place. therefore, many countries want to gain the advantages associated with rpl. it brings benefits to individual endpa ge 55 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 users and countries. whether rpl should be identically implemented everywhere is more questionable (werquin, 2021). the recognition of prior learning is experiencing a renaissance as many employers, employees, alternative providers, and institutions of higher education work together to document and assess non-classroom learning (uranis, 2020). recognition of prior learning had previously been organized as on-campus examinations, although demand for digitalization and electronic examination systems had been voiced to provide students and staff more flexibility and convenience. the digitalization of the rpl process aimed to develop the system in the most popular language for validation, english, and to provide students and rpl assessors with an increasingly effective method for assessing prior learning (heinonen, 2020). developing websites techopedia (2023) studied website development, which is the process of creating a website. it includes website design, website content development, client-side/serverside scripting, and network security configuration. website development can be divided into two broad categories: front-end development and back-end development. front-end development is the process of creating the visual aspects of a website, such as the layout, design, and user interface. back-end development is the process of creating the functionality of a website, such as the database, server, and application programming interfaces. website development is a complex and ever-changing field. the most popular technologies for website development are content management systems (cmss) and frameworks. cmss are software applications that make it easy to create and manage a website. frameworks are libraries of code that can be used to speed up the development process. website development is a challenging but rewarding career. it requires a combination of technical skills, creativity, and problem-solving skills. website developers are in high demand and can earn good salaries. locating resources locating resources is the process of finding information, materials, or services that can be used to achieve a goal. in the context of research, locating resources refers to the process of finding scholarly articles, books, and other sources that can be used to support a research paper or project. there are many different ways to locate resources. some common methods include search engines, search such as google and bing can be used to find a wide variety of resources, including scholarly articles, books, websites, and images; online databases, online databases like jstor and pubmed provide access to scholarly articles, books, and other materials; library catalogs, library catalogs list the books, journals, and other materials that are available in a particular library; reference librarians, reference librarians can help researchers find the resources they need. the best way to locate resources will vary depending on the specific needs of the researcher. however, all the methods listed above can be helpful in finding the information, materials, or services needed to achieve a goal (american psychological association, 2020). academic performance academic performance in all subjects from grades 1 to 6 is the degree to which a student has mastered the knowledge and skills taught in these subjects. it is typically assessed through grades, test scores, and other evaluations and is often summarized as the general average of students. it is widely recognized as a crucial indicator of future success. according to the national center for education statistics (2019), elementary school students who perform well are more likely to excel in middle school, high school, and higher education, increasing their chances of securing stable employment and positively contributing to society. materials and methods theoretical framework this study was anchored on paivio’s (1986) dual coding theory, which highlights the equal weight to verbal and non-verbal processing. dual coding theory identified three types of processing: representational, the direct activation of verbal or nonverbal representations, referential, the activation of the verbal system by the nonverbal system or vice-versa, and associative processing, the activation of representations within the same verbal or nonverbal system. this was used in teaching-discussion of topics in line with the curriculum and with the use of multimedia technology where students were exposed to text, images, audio, videos, and interactive elements to improve the presentation of topic and engagement of content. conceptual framework this study attempts to show the significant factors, concepts, and levels of using multimedia technology towards teaching and students’ academic performance. further, this framework presents the independent and dependent variables of the study. moreover, this study presents the characteristics of the teachers of naawan district, initao south and north district, division of misamis oriental during the school year 20232024. it deals with using multimedia technology in terms of communication, sharing information, recognition of prior knowledge, developing websites and locating resources as independent variables. the moderating variables are the respondents’ characteristics, namely, age, sex, position, teaching experience, highest educational attainment, trainings/seminars attended on multimedia technology and attitude towards multimedia technology. while the dependent variable is the students’ academic performance in all the subjects in grades 1 to 6 levels. thus, this study rests on the assumption that there is a significant relationship between the use of multimedia technology and respondents’ characteristics, and students’ academic performance. pa ge 56 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 figure 1: the schematic presentation of the interplay between the independent and dependent variables of the study statement of the problem this study attempted to determine the level of the respondents’ use of multimedia technology in teaching and students’ academic performance in the division of misamis oriental during the school year 2022-2023. particularly, this paper sought to answer the following questions: 1. what are the respondents’ characteristics in terms of age, sex, position, teaching experience, highest educational attainment, trainings/seminars attended on multimedia technology and attitude towards multimedia technology? 2. what is the level of the respondents’ use of multimedia technology in teaching based on communication, sharing of information, recognition of prior knowledge, developing websites and locating resources? 3. what is the level of the students’ academic performance in all subjects in grades 1 to 6 level, school year 2022-2023? 4. is there a significant relationship between the respondents’ use of multimedia technology in teaching and students’ academic performance in all subjects in grades 1 to 6 level? 5. is there a significant relationship between the respondents’ use of multimedia technology in teaching and each of their characteristics? hypothesis based on the specific problems stated, except problems 4 and 5, the null hypotheses were tested at a 0.05 level of significance. ho1 there is no significant relationship between the respondents’ use of multimedia technology in teaching and students’ academic performance in all subjects in grades 1 to 6 level. ho2 there is no significant relationship between the respondents’ use of multimedia technology in teaching and each of their characteristics. significance of the study the researcher believes that the results of this study would bring several benefits to the following: pa ge 57 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 the findings would give the district supervisors insights into the use of multimedia technology toward student’s learning and academic performance. this is beneficial for the school administrators because they are able to provide appropriate support for their teachers. resourcefulness is expected to improve the performance of the teachers when using multimedia. the teachers would benefit since they are the recipients of the study. this is expected to help and see the overview of multimedia by experiencing how interesting implementing multimedia in teaching. the students would be able to experience interesting and interactive multimedia technology when it comes to their learning. the future researchers would use the findings of the study to support their endeavor as a guide and basis in conducting their study in accordance with multimedia technology’s effect on teaching and students’ academic performance. scope and limitations this study focused on the respondents’ use of multimedia technology in teaching and students’ academic performance in division of misamis oriental during the school year 2022-2023. this study was limited to the use of multimedia technology in terms of communication, sharing of information, recognition of prior knowledge, developing websites and locating resources. furthermore, the moderating variables are the respondents’ characteristics such as age, sex, position, teaching experience, highest educational attainment, trainings and seminars attended, and attitude towards multimedia technology. on the other hand, the dependent variable is also limited to the students’ academic performance in all the subjects in grades 1 to 6 levels. the respondents of this study were the one hundred ninety-five (195) public elementary school teachers in grades 1 to 6 levels in naawan, initao south and north districts, while the three hundred ninety (390) students were the subject of the study. definition of terms for the purpose of this study, the following terms were defined operationally for clarity and better understanding: academic performance this refers to the students’ performance (gwa) in all the subjects in grades 1 to 6 in the department of education. age this refers to the number of years of existence of the respondent. attitude towards multimedia this refers to how the respondents are engaged in multimedia technology. communication this refers to expressing the procedure or task using audio, text, still images, video, animation or interactivity content forms. developing websites this refers to the action taken which is anchored in developing websites. highest educational attainment this refers to teacher-respondents’ educational qualification or the degree they have gained in education. locating resources this refers to how at ease in finding resources through the use of technology. position this refers to the designation of the respondents in their respective schools. recognition of prior knowledge this refers to acknowledging first acquired information. sex this refers to physical and genetic characteristics that distinguish male and female. sharing of information this refers to disclosing knowledge to one person from one another. student’s learning this refers to the performance of the students with the use of multimedia in the discussion. teaching experience this refers to teacher-respondents’ stay in the department. this can also be called the length in service or the years that the teacher respondents have served the institution. trainings/seminars attended on multimedia technology this refers to the number of trainings and seminars attended by the respondents at either school, district, division, regional, national, or international level. materials and methods research design the study made use of a descriptive correlational method of research. descriptive research design is used to analyze, interpret and report the current status of the population or phenomenon being studied. thus, descriptive studies are primarily concerned with finding out “what is” with respect to variables or conditions in a given situation at the time of the study. this study is appropriate with the research design because it seeks to pa ge 58 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 find out the use of multimedia technology in teaching and the students’ academic performance in initao district and naawan district. the main intention is to use the data for problem-solving. study setting this study was conducted in three (3) different districts: the district of naawan, the district of initao south, and the district of initao north, misamis oriental division. naawan district, naawan, misamis oriental, is a fourthclass municipality in the province of misamis oriental, philippines. the population of the town is estimated to be 22,444, according to the 2020 census. the municipality has a land area of 88.50 square kilometers or 34.17 square miles, which constitutes 2.83% of misamis oriental’s total area. naawan is politically subdivided into 10 barangays. these barangays are don pedro, linangkayan, lubilan, mapulog, maputi, mat-i, patag, poblacion, tagbalogo and tuboran. there are 11 public elementary schools, one integrated school, and three secondary public schools, including the senior high school. in addition, initao south and north district, initao, misamis oriental, is a third-class municipality in the province of misamis oriental. according to the 2015 census, it has a population of 32,370 people in a land area of 111.3 km2 (region x, northern mindanao; census of population, 2015). initao is located about 39 kilometers (24 mi) west of the provincial capital of cagayan de oro city, 29 kilometers (18 mi) east of iligan city, and about 767 kilometers (477 mi) south-south-east of philippine capital, manila. initao is politically subdivided into seventeen (17) barangays. these barangays are aluna, andales, apas, kalacapan, gimangpang, jampason, kamelon, kanitoan, oguis, pagahan, poblacion, pontacon, san pedro, sinalac, tagpaco, tawantawan, and tubigan. there are fourteen (14) public elementary schools, three integrated schools, and two secondary public schools. in addition, there are private schools, one at the elementary level and one at the secondary level. figure 2: map of the municipality of naawan source: https://en.wikipedia.org/wiki/file:ph_locator_misamis_oriental_naawan.png pa ge 59 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 figure 3: map of the municipality of initao source: https://en.wikipedia.org/wiki/initao#/media/file:ph_locator_misamis_oriental_initao.png research respondents the respondents of this study were one hundred ninetyfive (195) public elementary school teachers in selected districts, division of misamis oriental school year 20222023. these teachers were currently handling grade 1 to grade 6 levels in the said division. three hundred ninety (390) learners from grades 1 to 6 were the subject of the study. they were in the ratio of 1 teacher to 2 learners, as suggested by the panel of examiners. the distribution of respondents by school is shown in table 1. table 1: distribution of respondents district school population teacher-respondents students initao south district aluna elementary school 8 2 4 casilihon elementary school 7 1 2 gimangpang integrated school 20 9 18 initao central school 63 34 68 pagahan elementary school 8 2 4 pontacon elementary school 6 2 4 san pedro elementary school 8 2 4 sinalac elementary school 7 3 6 tagpaco elementary school 8 2 4 tawantawan elementary school 23 10 20 total 158 67 134 initao north district andales integrated school 14 4 8 jampason elementary school 21 6 12 kalacapan elementary school 8 4 8 kamelon elementary school 8 4 8 kanitoan elementary school 9 4 8 oguis elementary school 8 3 6 tubigan elementary school 18 13 26 pa ge 60 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 total 86 38 76 naawan district don pedro elementary school 7 3 6 linangkayan elementary school 14 10 20 lubilan integrated school 19 9 18 macabagla elementary school 7 2 4 mapulog elementary school 9 5 10 maputi elementary school 15 10 20 mat-i elementary school 11 7 14 naawan central school 56 34 68 pasagdihon elementary school 7 2 4 patag elementary school 7 2 4 tagbalogo elementary school 10 4 8 tuboran elementary school 7 2 4 total 169 90 180 grand total 413 195 390 sampling technique this research used a purposive sampling technique in identifying and selecting the respondents from each district or school based on the researcher’s judgment and from the population of four hundred thirteen (413) teachers. the students were chosen using simple random sampling such that for every teacher, there were two learners. this was also based on the suggestions of the panel of examiners that every teacher should have two learners. research instrument part i was the respondents’ characteristics in terms of age, sex, position, teaching experience, highest educational attainment, related trainings/seminars attended and attitude towards multimedia technology. part ii dealt with the use of multimedia technology in teaching, such as communication, sharing information, recognition of prior knowledge, developing websites, and locating resources. this was patterned and modified from the study of ikhsan et al. (2013), bello (2010), and adediwura (2023) titled, “exploring the impact of digital tools on teaching and learning in higher education: a case study of multimedia technology.” part iii elicited students’ academic performance in all subjects in grades 1 to 6 levels based on their general weighted average in school year 2022-2023. data gathering procedure before gathering data, the researcher asked permission from the dean of the school of graduate and professional studies, who approved the request. for the systematic conduct of the inquiry, the researcher followed a timetable and procedure to serve as a guide. after the approval of the thesis proposal, a revision was presented to the researchers’ adviser for comments and suggestions. before going to the field, the researcher requested official permission from the misamis oriental division superintendent, district supervisors or district incharge, as well as from the school head of the different schools as identified. the researcher made sure that all the responses were recorded, tabulated, analyzed, and treated with utmost confidentiality. the data were collected and recorded for the analysis and interpretation of the study. categorization of variables and system of scoring for the analysis and interpretation of the data, the categorization of variables and the system of scoring were as follows: table 2: categorization of variables and system of scoring part i. respondents’ characteristics age 60 years old and above 50-59 years old 40-49 years old 30-39 years old 29 years old and below sex male female pa ge 61 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 position master teacher ii master teacher i teacher iii teacher ii teacher i teaching experience 30 years and above 20-29 years 10-19 years 9 years and below highest educational attainment phd graduate with phd units ma graduate with ma units bachelor’s degree trainings/seminars attended on multimedia technology international level national level regional level division level district level school level attitude towards multimedia technology scale range description interpretation 4 3.26-4.00 strongly agree very positive 3 2.51-3.25 agree positive 2 1.76-2.50 disagree negative 1 1.00-1.75 strongly disagree very negative part ii. the use of multimedia technology scale range description interpretation 4 3.26-4.00 at all times very high 3 2.51-3.25 most of the time high 2 1.76-2.50 sometimes low 1 1.00-1.75 never very low part iii. students’ academic performance (deped order no. 8, s. 2015) range description 90-100 outstanding 85-89 very satisfactory 80-84 satisfactory 75-79 fairly satisfactory below 75 did not meet expectation statistical treatment of data frequency and percentage were used to determine the respondents’ characteristics on age, sex, position, teaching experience, highest educational attainment, trainings/ seminars attended on multimedia technology, and attitude towards multimedia technology utilized mean and standard deviation. also, mean and standard deviation were utilized to ascertain the level of the respondents’ use of multimedia technology in teaching based on communication, sharing of information, recognition pa ge 62 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 of prior knowledge, developing websites and locating resources. further, frequency, percentage, mean, and standard deviation were employed to determine students’ academic performance in all subjects. moreover, the pearson product moment correlation was used to determine the significant relationship between the respondents’ use of multimedia technology in teaching and students’ academic performance and the significant relationship between the respondents’ use of multimedia technology in teaching and their characteristics. ethical considerations all data were treated confidentially, with personal information kept secure and responses anonymized. participants were fully informed and gave voluntary consent, with the right to withdraw at any time. the survey was designed to minimize risks and discomfort, with neutral wording. ethical approval was obtained, ensuring adherence to standards. these measures ensured respect, integrity, and confidentiality, safeguarding the well-being of public school teacher participants from three districts in misamis oriental. results and discussion results problem 1. what are the respondents’ characteristics in terms of age, sex, position, teaching experience, highest educational attainment, trainings/ seminars attended on multimedia technology, and attitude towards multimedia technology? table 3: distribution of respondents’ characteristics in terms of age, sex and position variables categories frequency percentage age 60 years old and above 3 1.54 50-59 years old 21 10.77 40-49 years old 71 36.41 30-39 years old 78 40.00 29 years old and below 22 11.28 total 195 100.00 sex male 33 16.92 female 162 83.08 total 195 100.00 position master teacher ii 0 0 master teacher i 6 3.08 teacher iii 36 18.46 teacher ii 9 4.62 teacher i 144 73.85 total 195 100.00 table 3 presents the distribution of respondents’ characteristics in terms of age, gender, and teaching position. the highest age distribution of respondents is the 30-39 year old category, comprising a frequency of 78 (40%) of the total teacher-respondents. this indicates that the study is heavily populated by individuals who are in their middle years, possibly reflecting the age range where teaching professionals are well-established in their careers. this demographic typically includes teachers with a decade or more of experience, providing a strong foundation of pedagogical knowledge and practical classroom management skills. their presence is instrumental in maintaining continuity and institutional knowledge within educational institutions. additionally, middle-aged teachers are more likely to hold advanced qualifications and professional certifications, contributing to the overall quality and stability of education. as a result, their representation is crucial for sustaining mentorship roles, supporting younger colleagues, and adapting teaching practices to evolving educational standards and technologies. this may also suggest that individuals in this age bracket are more accessible or willing to participate in such studies. also, it gives the impression that there are fewer newly hired teachers among the respondents. according to sutcher et al. (2021), many elementary school teachers are seasoned professionals who have reached a stable phase in their careers, positioning them to remain in the field for the long term. this trend is partly due to the distinct demands of elementary education, which requires not only strong instructional skills but also a balanced approach to managing classroom dynamics, nurturing young students, and adapting to diverse learning needs. teachers in their middle years often exemplify this balance, bringing a combination of experience, energy, and adaptability that aligns well with the requirements of early education. their maturity helps them effectively address the social and emotional needs of young learners, while their enthusiasm for teaching supports an engaging learning environment. consequently, these educators tend to have a lasting commitment to their roles, contributing to the continuity and stability needed in elementary education over time. pa ge 63 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 on the other hand, the lowest age distribution of respondents is the 60 years old and above category, comprising a frequency of 3 (1.54%) of the total teacherrespondents. this marked difference in representation across age groups indicates a skew toward younger and middle-aged educators within the profession. the limited number of older teachers may reflect a trend of retirement among those aged 60 and above, who often decide to conclude their teaching careers, opting for retirement or alternative pursuits after years of service. this trend could influence the generalizability of findings across age groups, as younger and middle-aged teachers dominate the sample, possibly affecting perspectives on longevity and career sustainability within teaching. additionally, the reduced representation of older teachers might signal a loss of veteran knowledge and experience, which plays a crucial role in mentoring and guiding newer teachers. addressing this age imbalance in future studies and recruitment efforts may provide a more comprehensive understanding of the diverse experiences and insights across all stages of a teaching career. the national center for education statistics (2020) highlights a significant finding related to the age distribution of teachers, with older teachers being underrepresented in u.s. elementary schools. specifically, teachers aged 60 and above are much less prevalent in the workforce, reflecting broader national trends of an aging workforce exiting education. it suggests that retirement and reduced workforce participation among older educators contribute to their minimal presence in elementary education. also, shin et al. (2021) further elucidate that educators in this age group derive positivity and satisfaction from the meaningfulness they ascribe to their work. however, their well-being occasionally faces challenges due to the inherent tensions between their job commitments and the additional responsibilities they shoulder across personal and professional domains. the highest gender distribution of respondents is the female category, comprising a frequency of 162 (83.08%) of the total teacher-respondents. this imbalance reflects broader trends within education, where teaching is often viewed as a nurturing and socially oriented career, attributes historically associated with women. societal norms and expectations, as well as structural factors like flexible scheduling, may make teaching roles more accessible or appealing to women, especially for those balancing family responsibilities. the high female representation also influences the dynamics and culture within schools, as female educators often lead in fostering collaborative environments and supporting student wellbeing. however, this gender skew can also highlight challenges, such as the underrepresentation of men, particularly in elementary education, which may affect students’ perceptions of gender roles. understanding this disparity can inform recruitment efforts to diversify the teaching workforce and ensure a range of perspectives and role models for students across all age groups. according to the organization for economic cooperation and development (oecd), the teaching profession has traditionally been predominantly occupied by women. over the past decade, the proportion of female teachers has steadily risen, reaching 68% in 2014 across all levels of education. notably, the gender gap diminishes gradually with the level of education, ranging from 97% of women in pre-primary education to 43% in tertiary education. while between 2005 and 2014, the gender gap expanded at the primary and secondary levels, it exhibited a slight reduction at the tertiary level (oecd library, 2024). in the philippines, sebastian et al. (2022) conducted a study that revealed gender-related dynamics within the teaching profession. their findings indicate that male and female teachers share equal roles in reproductive, community, and leisure activities. however, disparities emerge in their engagement with productive activities, with female teachers dedicating more time to such tasks compared to their male counterparts. this insight underscores the importance of implementing gender-responsive policies and projects tailored to the needs of teachers and other education personnel. by addressing these discrepancies, educational institutions can strive towards fostering more inclusive and equitable environments within the teaching profession. on the other hand, the lowest gender distribution of respondents is the male category, comprising a frequency of 33 (16.92%) of the total teacher-respondents. underscoring a significant underrepresentation of men within the teaching profession. this imbalance is often driven by career stereotypes that align men with traditionally ‘masculine’ fields, such as engineering or finance, and by societal perceptions that associate teaching, especially at the elementary level, with nurturing qualities more typically attributed to women. such stereotypes may inadvertently create barriers for men who might otherwise be interested in education. furthermore, the lack of male role models in teaching perpetuates a cycle where young men are less likely to view teaching as a viable career option. men who do enter teaching, particularly in early education, may also face scrutiny or societal biases, with concerns around their interactions with young children that their female counterparts do not typically encounter. this scrutiny can lead to a fear of misinterpretation or judgment, discouraging some men from pursuing or remaining in teaching roles. according to cushman (2020), the teaching profession, particularly at the primary and secondary levels, is often perceived as a feminized field, which contributes to the low representation of men in education. this perception, combined with societal expectations that men pursue higher-paying and higher-status careers, results in teaching being viewed as a less attractive option for males. additionally, concerns about potential misconceptions surrounding interactions with younger students further discourage men from entering the profession. as a result, male teachers account for only a small percentage of the overall workforce, limiting the presence of male role models for students (sumsion, 2019). this imbalance pa ge 64 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 raises concerns about gender diversity in schools and the broader implications it has on students’ perceptions of gender roles. moreover, the highest teaching position distribution of respondents is teacher i, comprising a frequency of 144 (73.85%) of the total teacher-respondents. this shows that this is the majority position, which indicates that a significant portion of the philippine public school workforce consists of earlyto mid-career educators. the teacher i role is the entry-level rank in the department of education (deped), where most newly licensed teachers begin their careers. this trend is not only indicative of the structure of the education system but also reflects the department’s efforts to address the growing demand for educators, particularly in rural and underserved areas. with an increasing student population and the need for more teachers in geographically isolated or economically disadvantaged regions, the deped has been compelled to open a greater number of teacher i positions to fill these gaps. further, valenzuela (2021) found that the increasing demand for teacher i positions in the philippines is largely driven by the country’s consistent population growth and the expanding student population in public schools. with a relatively high birth rate, more children are entering the school system each year, creating a pressing need for additional teachers to ensure that all students receive adequate education. the department of education (deped) has responded by hiring thousands of new teachers annually to meet this growing demand. however, this rapid expansion of the teaching workforce highlights several challenges related to the sustainability and quality of education. the stagnation of career growth for teacher i educators may also have broader implications for the quality of education. teachers who remain in entry-level positions for longer periods may experience burnout, dissatisfaction, and decreased motivation, which could ultimately affect their teaching performance. additionally, the overrepresentation of teacher i positions can limit the diversity of experience within schools, as a higher proportion of educators may lack the leadership skills and mentorship experience that come with higher ranks. to address these challenges, there is a need for systemic reforms in the deped, including the creation of clearer, more accessible pathways for career advancement. offering professional development programs, leadership training, and accelerated promotion opportunities could help retain experienced teachers and ensure they are better equipped to take on roles such as mentors or department heads. moreover, offering incentives such as increased compensation or nonmonetary rewards for teachers who take on leadership roles could motivate teachers to stay in the profession and contribute to its development. on the other hand, the lowest teaching position distribution is the master teachers i, comprising a frequency of 6 (3%) only of the total teacher-respondents. holding this position may point to underlying challenges in career progression pathways and the recognition of excellence within the teaching profession. master teachers i are typically regarded as educators with advanced expertise and a higher level of teaching proficiency. the limited number of educators in this role suggests that not all teachers have access to the opportunities, resources, or support needed to advance within the career ladder. one potential issue could be the competitive and often limited number of available master teacher positions, which can lead to a bottleneck effect where only a small proportion of teachers, often those with specialized experience or additional qualifications, are able to attain this rank. according to the department of education (2021), initiatives like sulong edukalidad and the transformation of the national educators academy of the philippines were made to enhance professional development and management for teachers. these efforts contribute to improving workforce planning and teacher welfare. as highlighted by chin et al. (2022) research, the professional development needs of teachers predominantly center around honing skills pertinent to online instruction, bolstering information technology literacy, and cultivating research proficiency. table 4: distribution of respondents’ characteristics in terms of teaching experience, highest educational attainment and related trainings/seminars attended variables categories frequency percentage teaching experience 30 years above 6 3.08 20-29 years 30 15.38 10-19 years 45 23.08 9 years and below 114 58.46 total 195 100.00 highest educational attainment phd graduate 0 0 with phd units 6 3.08 ma graduate 12 6.15 with ma units 132 67.69 bachelor’s degree 45 23.08 total 195 100.00 pa ge 65 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 related trainings/ seminars attended on multimedia technology international level 28 14.36 national level 21 10.77 regional level 15 7.69 division level 88 45.13 district level 66 33.85 school level 0 0 total 218 111.80 table 4 presents the distribution of respondents’ characteristics in terms of teaching experience, highest educational attainment and related training/seminars attended. the highest teaching experience distribution is 9 years and below, comprising a frequency of 114 (58.46%) of the total teacher-respondents. this indicates that a significant number of teachers are relatively new to the field, bringing with them recent training and possibly a readiness to incorporate new pedagogical approaches. such a distribution suggests that younger educators are prominent in the teaching workforce, which may have implications for the adaptability and innovation within their classrooms. additionally, this could influence the overall teaching dynamics in terms of receptiveness to technology and evolving educational methodologies, as newer teachers may be more inclined to embrace changes aligned with modern educational trends. understanding this distribution is essential, as it shapes the workforce’s potential for adopting and sustaining progressive teaching practices. according to smith et al. (2022), the openness of early-career teachers to adopt new technologies in the classroom can create a dynamic learning environment that meets the demands of the digital age. on the contrary, brown et al. (2021) argue that educators with fewer years of experience tend to employ innovative, student-centered approaches that increase engagement and cater to diverse learning styles, which is essential in today’s education system. moreover, doe et al. (2023) emphasize that these educators often pursue ongoing professional development, which is increasingly valued within the profession. this willingness to learn and adapt not only enhances individual teaching practices but also contributes to a school culture that supports continuous improvement and pedagogical innovation. as a result, a substantial proportion of newer educators could facilitate the rapid adoption of modern teaching practices, ensuring that classrooms remain relevant and responsive to current educational standards and student needs. the lowest teaching experience distribution is 30 years and above, comprising a frequency of 6 (3.08%) of the total teacher-respondents. this limited representation of long-serving educators hints at a gradual generational transition within the teaching workforce, where the most experienced teachers are fewer in number compared to their less-experienced colleagues. factors such as retirement, career shifts, and the natural progression of workforce demographics could contribute to this trend. the relative scarcity of these highly experienced teachers might also influence the preservation of longstanding practices, as fewer educators embody decades of institutional knowledge and traditional approaches to teaching. while this trend opens doors for fresh perspectives and new methodologies, it could also mean a loss of valuable insights that only come with extensive experience. as stated by thompson et al. (2021), the decreasing presence of educators with thirty or more years of experience can lead to significant shifts in a school’s teaching culture and overall educational framework. veteran teachers, with their extensive knowledge and deep familiarity with evolving classroom dynamics, often serve as essential guides for less experienced colleagues, providing mentorship and continuity that strengthens school communities. as these highly experienced educators exit the profession, schools may face challenges in maintaining institutional memory, particularly in areas like classroom management techniques and longestablished curriculum practices. also, brown et al. (2020) emphasize that the absence of these long-serving educators may also result in a diminished ability to uphold certain traditional values and methods that have proven effective over the years. without this guidance, schools may need to actively develop alternative support structures to help newer teachers, who bring fresh perspectives but may lack the practical insights developed through decades of firsthand experience. the highest educational attainment distribution is with ma units, comprising a frequency of 132 (67.69%) of the total teacher-respondents. this suggests that a significant portion of the teaching workforce has pursued advanced education beyond the undergraduate level, seeking to deepen their expertise and qualifications. the trend toward earning master’s units highlights the emphasis on professional growth and the importance placed on continuing education within the teaching profession. it may also reflect the growing expectations for educators to demonstrate higher levels of academic achievement and specialized knowledge in their fields, as many educational institutions require or encourage graduatelevel education for career advancement or to enhance teaching effectiveness. as stated by johnson et al. (2022), the growing trend of teachers pursuing advanced education beyond the undergraduate level reflects a broader shift toward professional development in the teaching profession. teachers who earn master’s units are not only enhancing their qualifications but also deepening their expertise in pedagogy, subject matter, and educational leadership. pa ge 66 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 this pursuit of higher education is increasingly seen as essential for career advancement, as many school systems now require or strongly encourage graduatelevel education for educators to qualify for leadership roles such as department heads or school administrators. as the demands on educators continue to evolve, the expectation for teachers to demonstrate advanced academic achievement and specialized knowledge has become more pronounced (smith et al.,2021). teachers with advanced degrees are better equipped to integrate research-based practices, contribute to school improvement initiatives, and provide more effective instruction to a diverse student population. this emphasis on ongoing professional growth ensures that teachers remain responsive to the changing educational landscape and are able to meet the complex needs of today’s learners. furthermore, the lowest educational attainment distribution is with phd units, comprising a frequency of 6 (3.08%) of the total teacher-respondents. this low percentage reflects the relatively small number of educators who have pursued doctoral-level studies in the field. while a phd is often associated with a deep specialization in a particular area of education, the limited number of teachers with this level of academic attainment may be attributed to various factors, such as the time commitment and financial investment required for doctoral programs. furthermore, many educators may prioritize practical classroom experience over further academic qualifications, as higher degrees are not always a requirement for teaching positions or career advancement in certain educational settings. however, those who do pursue phd units often contribute significantly to the academic community, engaging in research that influences educational theory and policy. the presence of these individuals in the teaching workforce could also signal a drive for continuous professional development and a desire to contribute to the advancement of educational practices at a deeper, more specialized level. according to johnson et al. (2020), pursuing phd units in education is often driven by a desire for deep specialization and involvement in educational research. however, the low proportion of teachers with phd units may be a reflection of the significant barriers to completing such advanced studies, including the financial and time commitments involved (taylor et al.,2021). many educators, while passionate about teaching, may find that their professional development is better served through hands-on experience and smaller-scale educational certifications, rather than the extended academic focus required for a doctoral program. additionally, while those with phd units are often at the forefront of educational research, their numbers remain small compared to other academic qualifications, such as master’s degrees, which are more directly aligned with career advancement in teaching (smith et al., 2022). this suggests that while doctoral education can play a key role in advancing educational practices and policies, it is not always seen as a necessary or practical path for most educators. moreover, as stated by gonzales (2020), many teachers face significant challenges in attending seminars and professional development programs due to limited access and an overload of responsibilities. teachers, particularly in rural areas, often lack adequate resources such as transportation, funding, and time, making it difficult for them to travel to regional seminars. furthermore, with the heavy workload that includes preparing lessons, grading, and administrative tasks, teachers find little time to engage in further professional development. the lack of institutional support, combined with these daily demands, discourages many educators from prioritizing seminars and other training opportunities. this situation highlights the need for more accessible and flexible training options that take into account teachers’ busy schedules and limited resources. the highest related trainings/seminars attended distribution is division level, comprising a frequency of 88 (45.13%) of the total teacher-respondents. this shows that teachers’ exposure to multimedia technology is primarily local and practical, aligned with specific division levels of educational goals and available resources. division-level trainings often focuses on immediate, applicable skills, such as basic multimedia integration, interactive software use, and content presentation tools suitable for local classrooms. these sessions are likely tailored to meet division-wide curriculum standards, making them accessible and highly relevant for daily teaching. this emphasis on division-level training also indicates possible constraints in accessing broader opportunities. regional, national, or international trainings often offer advanced insights, current trends, and broader networking, providing teachers with a wider scope of innovative multimedia strategies and exposure to best practices globally. consequently, teachers who have attended only divisionlevel multimedia trainings may benefit from expanded support or funding to participate in higher-level sessions. this could improve their ability to incorporate advanced multimedia techniques, adapt to evolving educational technology, and bring new perspectives to enhance student engagement. as mentioned by gonzales (2020), division-level multimedia training gives teachers practical skills suited to their local context, directly supporting curriculum goals and available resources. however, when educators’ highest training exposure is limited to this local level, they may miss chances to adopt new strategies and advanced multimedia tools used in broader educational contexts. doe et al. (2023) also note that teachers attending regional or national sessions often gain a wider view of teaching technology, including innovative techniques that enhance classroom engagement and adaptability. expanding training options beyond the division level could, therefore, help teachers bring fresh approaches to their classrooms, creating more dynamic and responsive learning environments. pa ge 67 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 the lowest related trainings/seminars attended distribution is regional level, comprising a frequency of 15 (7.69%) of the total teacher-respondents. this shows that fewer teachers have the opportunity to attend multimedia technology trainings or seminars. due to its limited access to resources, many teachers, especially those in remote or rural areas, face logistical challenges such as lack of transportation, funding, and technological resources. these barriers prevent them from participating in regional training programs that are often held far from their areas. also, the overloaded responsibilities of teachers often juggle a heavy workload, including lesson planning, administrative tasks, and extracurricular responsibilities. this leaves little time for professional development or attending training outside their immediate areas. as indicated by smith et al. (2021), limited participation in regional training for multimedia technology often stems from logistical and resource-based barriers. for many teachers, particularly those in rural areas, regional sessions may require significant travel, which is not always feasible due to costs and limited transportation options. the additional expenses and time commitments make it difficult for schools to support these opportunities consistently. moreover, teachers frequently manage heavy workloads, balancing lesson planning, administrative duties, and extracurricular obligations that leave little time for travel or extended training commitments (johnson, 2020). without flexible options or added support for teachers in remote locations, regional-level training attendance remains low, limiting the broader development of advanced multimedia skills among educators in these areas. table 5: distribution of the respondents’ characteristics in terms of attitude towards multimedia technology indicators mean sd description i have enough knowledge about multimedia technology. 3.28 0.54 strongly agree i know how to navigate multimedia technology in learning. 3.32 0.53 strongly agree multimedia technology is not efficient in teaching. 1.46 0.75 strongly disagree multimedia technology is hard to prepare. 1.91 0.78 disagree multimedia technology catches interest in students. 3.77 0.46 strongly agree overall 2.77 1.00 agree legend: 3.26-4.00 strongly agree/very positive 2.51-3.25 agree/positive 1.76-2.50 disagree/negative 1.00-1.75 strongly disagree/very negative table 5 presents the distribution of the respondents’ characteristics in terms of attitude towards multimedia technology with an overall mean of 2.77 (sd=1.00), described as agree. this means that the respondents generally agree that multimedia technology is beneficial and easy to use in teaching. while there are minor concerns about the preparation aspect, the strong consensus suggests that multimedia technology is perceived as an effective tool for improving student engagement and teaching efficiency. this shows that the teaching and learning process between the students and the respondents’ multimedia technology is a great help, which makes the teaching fun and engaging. on the other hand, some respondents are having a hard time preparing. this is due to the respondents’ knowledge of using multimedia technology, yet with the aid of an expert, step-by-step peer tutoring, open-mindedness, and patience, preparing lessons using multimedia technology will be easy. according to cabellos et al. (2023), teachers have increasingly recognized the advantages of multimedia technology in education, citing its ability to engage students more effectively and foster a more dynamic learning environment. studies have shown that multimedia tools, such as videos, animations, and interactive platforms, can enhance understanding and retention of complex topics. educators appreciate how multimedia resources offer diverse modes of content delivery, allowing for more individualized learning approaches that can cater to varying student needs. the interactive nature of these tools encourages active participation, which can deepen students’ grasp of material compared to traditional lecture-based methods. moreover, teachers emphasize that multimedia technology not only aids in delivering content but also helps bridge learning gaps among students with diverse abilities. by incorporating visual, auditory, and kinesthetic elements, multimedia enables a multisensory approach that can be particularly beneficial for students with differing learning styles (langner, 2022). furthermore, dumas (2021) said that the ability to easily access and customize multimedia content has empowered teachers to design lessons that are both relevant and responsive to students’ interests, increasing motivation and engagement. the research underscores that multimedia technology can also promote collaboration, as it often involves group activities where students interact with digital resources collectively, fostering a sense of teamwork and community within the classroom ( american psychological association, 2022). the indicator multimedia technology catches interest in students, got the highest mean of 3.77 (sd=0.46), described as strongly agree. this finding aligns with the growing body of literature emphasizing the role of technology in enhancing classroom engagement. this means multimedia technology tools such as videos, animations, and interactive simulations provide a multisensory learning experience that captures students’ pa ge 68 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 attention more effectively than traditional teaching methods. multimedia technology helps break down complex ideas into more digestible formats, enhancing comprehension and interest. however, educators must ensure that its use aligns with well-structured learning objectives to optimize both engagement and learning outcomes. according to aloraini (2020), multimedia technology has been shown to effectively capture students’ interest by offering dynamic and interactive learning experiences. first, research indicates that multimedia tools such as videos, animations, and interactive simulations appeal to multiple senses, which enhances student engagement and focus. second, according to gonzales (2021), multimedia accommodates diverse learning styles, helping visual, auditory, and kinesthetic learners better understand and retain complex concepts. lastly, the interactive nature of multimedia encourages active participation, as students can directly engage with the material through activities like educational games or virtual simulations, which increases motivation and deepens learning (cabellos et al., 2023). these insights suggest that multimedia technology not only grabs students’ attention but also enhances the overall learning experience. on the other hand, the indicator multimedia technology is not efficient in teaching got the lowest mean of 1.46 (sd=0.75) ,described as strongly disagree. this means that respondents largely disagree with the notion that multimedia technology is not efficient in teaching, highlighting several key insights. respondents saw that multimedia technology teaching and learning processes are enhanced through the use of several tools that make the lesson engaging, cater to diverse learning styles, and develop collaborative skills. the use of multimedia technology is seen as a means to foster collaborative learning environments where students can work together on projects and engage with interactive content, leading to improved communication and teamwork skills. according to mayer (2021), respondents clearly disagreed with the idea that multimedia technology is not efficient in teaching. many educators pointed out that multimedia tools can significantly boost student engagement by presenting information in fun and interactive ways. this engagement helps grab students’ attention and makes it easier for them to understand complex topics. additionally, aloraini (2020) noted that multimedia resources cater to different learning styles, allowing students to interact with the material in ways that suit their preferences, which helps create a more inclusive classroom. moreover, using multimedia technology encourages students to work together, fostering teamwork and communication as they collaborate on projects and explore interactive content (cabellos et al. (2023). overall, these insights show that many educators see multimedia technology as an effective tool that enhances learning rather than hindering it. problem 2. what is the level of the respondents’ use of multimedia technology based on communication, sharing of information, recognition of prior knowledge, developing websites, and locating resources? table 6: distribution of the level of respondents’ use of multimedia technology based on communication indicators mean sd description multimedia technology conveys information. 3.80 0.40 at all times multimedia technology is better than realia. 3.05 0.81 most of the time multimedia is very fun and interesting to use. 3.58 0.52 at all times i found the graphics and multimedia useful in visualizing the concepts. 3.57 0.50 at all times multimedia provides responses that are meaningful to me. 3.51 0.50 at all times multimedia increases motivation of the students to learn. 3.54 0.50 at all times through multimedia, interactivity helps learners better. 3.55 0.50 at all times multimedia technology is interactive to students’ learning. 3.48 0.53 at all times multimedia technology helped get information for my lesson. 3.57 0.50 at all times multimedia technology bridges the gap of communication. 3.55 0.53 at all times overall 3.52 0.19 at all times legend: 3.26-4.00 at all times/very high 2.51-3.2 most of the time/high 1.76-2.50 sometimes/low 1.00-1.75 never/very low table 6 reflects the respondents’ use of multimedia technology based on communication with an overall mean of 3.52 (sd = 0.19), described as at all times. this means that respondents believe multimedia technology is effective in communication and teaching. this implies that multimedia stimulates the teaching and learning experience through multimedia technology. through attractive multimedia presentations, students attract their attention and prolong their focus, which leads to positive and effective learning. this shows that with the use of multimedia technology, communication is at ease, having it in an unwieldy medium, which is a phone rather than bulky visual aids. also, the use of multimedia technology in communication or in teaching makes the lesson interactive and eye-catching leading to effective learning. pa ge 69 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 as stated by balante et al. (2023), multimedia-based instruction (mbi) has been widely used in education to facilitate learning and engagement among students. it was also stated that this particular instruction allows students to learn through a variety of senses, which enhances their understanding and retention of information and enables teachers to provide more interactive and engaging learning experiences, which can increase students’ motivation and interest in learning. aside from these, it also contributes to their academics in the classroom. multimedia-based instruction can be used in various ways to enhance students’ learning interests. for example, teachers can use videos and animations to illustrate historical events or cultural practices, providing students with a more immersive learning experience (salloum et al., 2018). the indicator multimedia technology conveys information obtained the highest mean of 3.80 (sd=0.40), described as at all times. this means that respondents feel multimedia technology is highly effective in conveying information consistently. the low standard deviation indicates that there is little variation among respondents’ views on this aspect, highlighting strong agreement. this implies that respondents believe that the use of multimedia technology in teaching it effectively delivers information to students. through its versatility in presenting the lesson, like font size, font name, and attractive presentation, inculcating information to students will definitely catch their attention. according to samat et al. (2020), multimedia technology plays a significant role in enhancing how information is conveyed in classrooms. their research highlights that tools like videos and animations help make the learning process more engaging and effective for students. visual tools, such as videos and animations, capture their attention and maintain focus more effectively than traditional methods. additionally, multimedia technology simplifies complex concepts by providing interactive visuals that break down difficult topics, making them more understandable and accessible to students. this not only aids comprehension but also supports long-term learning. on the contrary, the indicator multimedia technology is better than realia, got the lowest mean of 3.05 (sd=0.81), described as most of the time. this means that respondents are less convinced that multimedia technology surpasses realia in effectiveness. this relatively modest mean value reflects a moderate consensus, implying that respondents do not overwhelmingly believe multimedia technology outperforms realia in instructional effectiveness. additionally, the higher standard deviation here points to more varied responses, suggesting a diversity of perspectives on the relative advantages of multimedia technology over real-world, tangible teaching aids. such variability could indicate that while some educators appreciate the flexibility and appeal of multimedia, others still find value in the tangible, handson experiences that realia offers. according to cabellos et al. (2023), educators divided opinions on the effectiveness of multimedia technology compared to traditional methods like realia. their research highlights that while multimedia tools can engage students and enhance learning, many educators remain unconvinced that these tools are superior to realia, particularly for subjects that benefit from hands-on experiences. the variance in opinions, reflected in a higher standard deviation, mirrors the divided views found in the study, where respondents are less certain about the superiority of multimedia over realia. this shows that some teachers tend to use less multimedia technology when presenting an object, and most teachers use realia. the tendency for why teachers to use multimedia in presenting an object of the lesson is that they need not look for the specific object but to search for a 3d pictures on the internet on the other hand, as to look for object that needs to be discussed in the classroom it consumes a lot of time and effort to bring it in the classroom and to the other, for a departmental type of teaching. teachers who are in favor of using realia are most likely lacking knowledge on how to navigate and surf the internet. teachers have mixed opinions on the use of multimedia technology compared to realia in teaching. while multimedia is convenient and engaging, realia provides a more hands-on approach, which some teachers prefer, especially for certain subjects. the preference for realia is often due to a lack of knowledge in using digital tools effectively, which suggests a need for more training to help teachers incorporate multimedia resources into their lessons. table 7: distribution of the level of respondents’ use of multimedia technology based on sharing information indicators mean sd description multimedia makes it much easier for teachers to deliver information. 3.66 0.47 at all times multimedia is very effective to be used in student’s learning. 3.55 0.50 at all times students can get a better understanding when using multimedia to provide information. 3.54 0.53 at all times multimedia can make students more interested. 3.65 0.48 at all times multimedia can create an interesting environment in the classroom. 3.58 0.49 at all times when using multimedia, i can enhance my skill in producing my work. 3.55 0.50 at all times using multimedia in the classroom makes discussion more effective. 3.62 0.49 at all times i encourage my students to use their phones in sharing information about the lesson. 3.09 0.87 most of the time i use gadgets in informing relevant information to the parents of my students. 3.49 0.53 at all times pa ge 70 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 i used multimedia technology in all of my subject areas. 3.32 0.56 at all times overall 3.51 0.17 at all times legend: 3.26-4.00 at all times/very high 2.51-3.2 most of the time/high 1.76-2.50 sometimes/low 1.00-1.75 never/very low table 7 shows the distribution of respondents’ use of multimedia technology based on sharing of information with an overall mean of 3.51 (sd=0.17), described as at all times. this means that respondents use multimedia technology based on sharing through multimedia technology. lessons delivered through multiple modalities using multimedia like videos, images, audio, and interactive content were focused, attention and various learning styles—visual, auditory, and kinesthetic learners. generally, the result indicates a positive perception among teachers toward the use of multimedia technology for sharing information in teaching. however, there is less agreement among teachers regarding the encouragement of students to use their phones for sharing lessonrelated information. this suggests a more nuanced view among educators, potentially reflecting concerns about distractions, information quality, logistical challenges, and impacts on classroom dynamics. according to new path learning (2024), multimedia has revolutionized the way teachers impart information, making the learning process more engaging and effective. the reason behind its importance was first, multimedia resources provide an innovative and dynamic way to deliver lessons. unlike traditional lecturing, where students passively listen, multimedia engages multiple senses. visual aids, animations, and videos allow students to see and experience concepts, leading to better understanding and retention. when students can envision topics, they are more likely to comprehend them. graphics and animations help process information more quickly and effectively, making lessons easier to grasp (mayer, 2019). further, the indicator multimedia makes it much easier for teachers to deliver information got the highest mean of 3.66 (sd=0.47) described as at all times. this means that respondents overwhelmingly believe in the ease multimedia provides for information delivery. the relatively low standard deviation indicates a strong agreement among respondents. by the use of multimedia technology teaching is breezy in delivering information through interactive videos, example pictures and attractive slides. these will lighten the respondents’ lesson preparation and be effortless in communicating with students’ parents or custodians. according to williams et al. (2021), multimedia tools in education provide information delivery. the study highlighted that multimedia tools are perceived as highly effective in facilitating the teaching process, with respondents showing strong consensus on their positive impact. this supports the notion that multimedia makes it much easier for teachers to deliver information, as evidenced by the strong agreement and high mean values gathered in the study. this implies that by the use of multimedia technology, respondents save time and effort to communicate with parents and prepare the lesson. through multimedia technology respondents have timely communication with students’ parents as to what are the updates or standing of their children in school. also, respondents see the light and effective preparation of the next lesson with the use of multimedia technology where appropriate pictures and suitable videos are in one tap for search. the uniformity in responses across both studies underscores the widespread belief in the advantages of multimedia in enhancing instructional delivery. on the other hand, the indicator i encourage my students to use their phones in sharing information about the lesson has the lowest mean at 3.09 (sd=0.87), described as most of the time. this means a less frequent encouragement of phone usage for sharing lesson information. this is based on the experience of a teacher where students’ attention tends to be diverted in using their phones in other ways of communication, which leads to unconcentrated behavior in the lesson. the higher standard deviation indicates substantial variability in responses, reflecting differing opinions or practices among respondents. some teachers may see mobile phones as beneficial for collaboration, quick research, or communication, while others may perceive them as a source of distraction that hinders classroom management. this variability suggests that while some teachers may use mobile phones as a supplementary tool, others avoid promoting them due to concerns about attention management. these insights reveal a balanced, albeit cautious, perspective on integrating mobile phones into learning environments, indicating that teachers’ views may depend on factors like student maturity, classroom dynamics, and school policies. according to morris et al. (2020), while mobile devices offer opportunities for sharing information and accessing supplementary resources, they also present the risk of students becoming sidetracked by unrelated content or engaging in non-academic activities during instructional time. this may be attributed to several factors. firstly, there may be concerns among educators regarding the potential distractions and misuse associated with students using their phones in the classroom. additionally, educators may have reservations about the quality and accuracy of information shared through students’ phones. unlike curated educational resources provided by teachers, information shared via mobile devices may vary in reliability and relevance, potentially undermining the learning objectives of the lesson. providing guidance on responsible mobile phone use, promoting critical thinking skills for evaluating information, and ensuring equitable access to technology are important considerations for educators seeking to leverage multimedia tools effectively while addressing concerns about their implementation. pa ge 71 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 table 8 shows respondents’ use of multimedia technology based on recognition of prior knowledge with an overall mean of 3.32 (sd=0.12), described as at all times. this means a general perception that multimedia technology is effective in recognizing and leveraging prior knowledge. the low overall standard deviation indicates a strong consensus among respondents. this indicates that most of the respondents use multimedia technology in recognition of prior knowledge in teaching, which captures the attention of students in recapitulating past lessons with attraction . it is also easy to prepare and engage while bridging the gap. this helps students activate cognitive load management, where students’ prior knowledge is awakened before new and connected lessons are discussed. according to the study by mayer (2019), educators believe that the use of multimedia technology in the classroom is more effective than the traditional method for several reasons. firstly, multimedia engages students and sustains their attention by incorporating visual and auditory elements, catering to diverse learning styles. this results in longer attention spans compared to traditional methods like lectures, which may struggle to maintain student interest throughout the class. secondly, multimedia tools make learning more enjoyable and interactive, fostering intrinsic motivation among students. through videos, animations, and interactive simulations, students are naturally inclined to explore content, unlike passive listening in traditional lectures, which may not spark the same level of curiosity. additionally, tang et al. (2023) stated that multimedia encourages active participation by enabling students to collaborate, discuss, and engage with the material in various formats. this contrasts with traditional methods, which often involve passive notetaking and limit student interaction. with the internet and gadgets presence, students will be given inquiry-based activities aligned with the lesson with strict supervision of respondents. this will develop camaraderie to students and skills in navigating multimedia technology platforms, which make them ready for the inevitable technological future. further, the indicator when using multimedia, i can be more creative in presenting the lesson obtained the highest mean of 3.54 (sd=0.53), described as at all times. this means that respondents feel multimedia technology significantly enhances their creativity in lesson presentations. this implies that the use of multimedia offers teachers the flexibility to personalize their presentations, which may enhance student engagement by making content more interactive and appealing. teachers can adjust multimedia elements to better align with their students’ learning styles, promoting a more dynamic and inclusive classroom environment. the moderate standard deviation indicates some variation in responses, suggesting that while most respondents view multimedia positively, there may be differing levels of confidence or experience among them. overall, this variability points to a largely positive reception, with teachers feeling empowered to explore creative ways of presenting material. the study by roberts et al. (2023) found that incorporating multimedia into lessons significantly enhances teachers’ ability to be creative. the study highlights that multimedia tools provide educators with innovative ways to present information, engage students, and explore diverse instructional methods. they emphasize that this creative flexibility allows teachers to develop more engaging and varied lesson plans. these insights are consistent with the findings of the research, which also suggests that multimedia facilitates more creative teaching approaches. the high mean score and strong agreement among respondents in the study supports the conclusion that multimedia not only improves the ease of information delivery but also inspires greater creativity in lesson presentation. table 8: distribution of the level of respondents’ use of multimedia technology based on recognition of prior knowledge indicators mean sd description i think it is very effective to use multimedia in the classroom rather than the traditional method. 3.17 0.65 most of the time multimedia is very easy to use in the classroom. 3.29 0.46 at all times when using multimedia, i can be more creative in presenting the lesson. 3.54 0.53 at all times i think multimedia is important because it stimulates my thinking. 3.38 0.52 at all times some of my students recognize multimedia technology. 3.23 0.58 at all times i found the interface clear, structured and appealing when i browse social media. 3.34 0.56 at all times i ask questions about yesterday’s lesson through a multimedia presentation. 3.25 0.66 at all times i recognize redon done news through newspapers or t.v. 3.25 0.50 at all times i already have a powerpoint presentation on some of my topics. 3.48 0.53 at all times i don’t have any problem when using multimedia in my teaching and learning process. 3.32 0.53 most of the time overall 3.32 0.12 at all times legend: 3.26-4.00 at all times/very high 2.51-3.2 most of the time/high 1.76-2.50 sometimes/low 1.00-1.75 never/very low pa ge 72 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 conversely, the indicator i think it is very effective to use multimedia in the classroom rather than the traditional method obtained the lowest mean of 3.17 (sd= 0.65), described as most of the time. this means that respondents are somewhat less convinced of multimedia’s superiority over traditional methods. this implies that some respondents choose to use written or printed visual aids with the use of the cartolina or manila paper in recognizing prior knowledge, where they use traditional methods in activating connected prior knowledge before the new lesson. the relatively higher standard deviation indicates greater variability in respondents’ views on this aspect. for some, multimedia may serve as an additional tool rather than a full replacement for traditional methods, especially for initial engagement with prior knowledge or hands-on learning. this variability highlights that, while multimedia offers benefits, traditional approaches retain value, particularly in contexts that benefit from tangible, real-life connections. teachers seem to balance multimedia with realia depending on lesson objectives, student needs, and the specific topic at hand. according to al-fraihat et al. (2020), teachers may face challenges in integrating multimedia seamlessly into their existing curriculum and pedagogical approaches, requiring them to adapt their teaching methods and lesson plans accordingly. this often happens when respondents have less idea as to what and how multimedia technology comes with ease. moreover, the rapid pace of technological advancement means that teachers must continually update their skills and knowledge to effectively utilize new multimedia tools and resources in the classroom (tang et al., 2023). the concerns about digital literacy among both teachers and students may hinder the effective use of multimedia technology, as individuals may lack the necessary skills to critically evaluate and utilize multimedia technology content (hobbs, 2020). overall, while teachers generally perceive multimedia technology positively, these potential difficulties highlight the importance of providing ongoing support, training, and resources to facilitate its effective integration into educational practices. teachers often encounter challenges when incorporating multimedia into their curriculum, as it requires adapting their teaching styles and lesson plans. many teachers feel unsure about how to effectively use multimedia tools, especially as technology evolves rapidly. as a result, continuous professional development is essential for teachers to keep up with new multimedia resources and strategies. furthermore, the lack of digital literacy among both teachers and students can hinder the successful application of multimedia in the classroom, as critical skills for assessing and utilizing such content may be lacking. however, despite the overall positive perception, teachers may still encounter some difficulties with multimedia technology. technical issues such as equipment malfunction, software glitches, and compatibility issues can disrupt the flow of lessons and cause frustration. additionally, integrating multimedia seamlessly into existing curricula and pedagogical approaches may pose challenges, requiring teachers to adapt their teaching methods and continuously update their skills to effectively utilize new multimedia tools. concerns about digital literacy among both teachers and students may also hinder the effective use of multimedia. overall, while teachers generally perceive multimedia technology positively, these potential difficulties highlight the importance of ongoing support, training, and resources to facilitate its effective integration into educational practices. table 9: distribution of the level of respondents’ use of multimedia technology based on developing websites indicators mean sd description i know how to search for an application that can help me present my lesson. 3.38 0.58 at all times i used 1 application in preparing my lesson. 3.06 0.66 most of the time i have integrated 3 applications in preparing my lesson. 3.11 0.53 most of the time i used 2 applications in preparing 1 topic. 3.06 0.55 most of the time i have read surveys in developing websites. 3.02 0.62 most of the time i have read surveys in developing applications. 2.98 0.60 most of the time i have answered 1 survey in developing websites. 2.83 0.69 most of the time i have answered 2 or more surveys in developing websites. 2.83 0.69 most of the time i found the chat access helpful whenever i needed assistance. 3.26 0.54 at all times developing a website is necessary. 3.20 0.50 most of the time overall 3.07 0.18 most of the time legend: 3.26-4.00 at all times/very high 2.51-3.2 most of the time/high 1.76-2.50 sometimes/low 1.00-1.75 never/very low table 9 shows the respondents’ use of multimedia technology based on developing websites with an overall mean of 3.07 (sd=0.18), described as most of the time. this means that while respondents are relatively consistent in their use of technology, there remains some variation in their engagement levels across different indicators. notably, respondents show a strong tendency to use technology for tasks such as information retrieval and application usage for lesson planning, pa ge 73 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 indicating a good command over these essential digital tools. however, activities related to conducting surveys are slightly less frequent, suggesting these tasks may either be less prioritized or require additional skills or confidence. this data underscores a solid foundation in technology integration, with potential areas for growth where respondents could further diversify their digital toolkit, particularly in areas that demand interaction or data gathering from others. in the study by spector et al. (2020), posit that educators who frequently integrate technology into their teaching practices tend to achieve better outcomes in both lesson delivery and student engagement. for instance, a study emphasizes the importance of multimedia tools in enhancing instructional effectiveness, noting that teachers who regularly use multiple applications in their lesson planning are better equipped to address diverse learning needs and improve student understanding. furthermore, the consistent use of technology, such as chat support for assistance, reflects the growing reliance on digital tools to facilitate both teaching and professional development ( johnson et al., 2021). this underscores the need for ongoing support and training to ensure that educators can maximize the potential of these technologies in their practice. it gives the source the idea of what needs to be developed in their platform, which is an advantage to them for a better experience for their user or subscriber. further, the indicator i know how to search for an application that can help me present my lesson obtained the highest mean of 3.38 (sd=0.58), described as at all times. this means that most of the respondents know what they are doing and are knowledgeable in terms of what and how to use applications that are handy, effective and efficient in teaching. this implies that the preparation of the lesson will be light for the respondents, and the lesson will be interactive through the use of multimedia technology, where respondents will be resourceful. this skill in locating relevant applications indicates that teachers are resourceful and knowledgeable and able to integrate technology in ways that streamline lesson preparation. additionally, having the know-how to use these applications can reduce the time and effort required to prepare lessons, allowing educators to focus more on interactive and student-centered approaches. the moderate standard deviation hints at some diversity in individual confidence or familiarity, indicating that while many teachers are well-equipped to leverage these tools, there may be varying levels of experience with digital resources among them. moreover, teachers are often well-versed in selecting appropriate applications for presenting lessons, as technological integration has become a crucial skill in modern education. with the increasing availability of educational technologies, teachers have gained familiarity with digital tools that enhance student engagement and comprehension. according to cabellos et al. (2023), educators are knowledgeable about various multimedia technologies and are capable of choosing the most suitable platforms for different instructional contexts. their ability to leverage these tools demonstrates their adaptability and commitment to optimizing the learning experience through thoughtful application choices. this makes teachers fully equipped for the lesson of the day with the saved energy in creating tactile visual aids. additionally, chat support offers a convenient and nonintrusive communication channel, allowing teachers to multitask and continue working on website development while seeking assistance ( hsiao et al.,2018). also, according to sankar et al. (2019), the interactive nature of chat support enables teachers to engage in a dialogue, clarify doubts, and receive personalized support tailored to their specific needs. this personalized assistance can enhance teachers’ confidence and proficiency in using multimedia technology for website development, ultimately leading to improved outcomes in the teaching and learning process (shen et al., 2020). on the other hand, the lowest mean values are seen in the indicators i have answered 1 survey in developing websites and i have answered 2 or more surveys in developing websites, with the same mean of 2.83 (sd=0.69) described as most of the time. this means less frequent participation in surveys related to website development. this shows that fewer teachers answered surveys about developing websites, which differs from the platform that gives surveys after utilization. in today’s era, surveys are not a trend anymore. to make their application or platform well-known, they tend not to give surveys but reviews on how their platform performs and cater to the needs of the user. teachers often prefer to leave quick, unstructured feedback, like reviews or ratings, directly on the platforms they use because these methods require less time and effort. according to miller et al. (2021), reviews allow teachers to provide immediate reactions based on their recent experiences, which is often more convenient than responding to surveys that require detailed responses. moreover, platforms often incentivize or prompt users to leave reviews as part of their usage experience, further encouraging participation (jones et al., 2022). in contrast, surveys tend to demand more structured, reflective input, which may deter teachers from participating. teachers are often pressed for time, making it difficult for them to complete lengthy surveys that require in-depth responses. additionally, garcia et al. (2021) state that the formal nature of surveys often makes them feel more like an administrative task, which is less appealing to educators than providing real-time feedback on a tool they are actively using. pa ge 74 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 table 10: distribution of the level of respondents’ use of multimedia technology based on locating resources indicators mean sd description i would use multimedia as my teaching and learning methods. 3.42 0.55 at all times i always use multimedia in my teaching and learning process. 3.26 0.59 at all times multimedia sometimes has the limitation to be used in the classroom. 3.31 0.50 most of the time i found it easy to locate pieces of information i had previously read. 3.34 0.51 at all times i always knew where to go next. 3.17 0.54 most of the time using multimedia technology is easier than scanning books. 3.34 0.51 at all times i know where to search for my topic. 3.32 0.50 at all times i use the internet to search for my future topics. 3.38 0.52 at all times i know what a reliable reference for my topics is. 3.34 0.51 at all times i know what is not a reliable reference for my topics. 3.31 0.53 at all times overall 3.32 0.07 at all times legend: 3.26-4.00 at all times/very high 2.51-3.2 most of the time/high 1.76-2.50 sometimes/low 1.00-1.75 never/very low table 10 presents the distribution of respondents’ use of multimedia technology based on locating resources with an overall mean of 3.32 (sd=0.07), described as at all times. this means that respondents generally use multimedia technology in locating resources that are of great help in preparing future lessons. having access to a wide array of resources online proves to be a valuable asset for educators, making it easier to gather relevant and diverse content with just a simple search. this capability not only streamlines lesson preparation but also broadens the scope of materials available, enabling teachers to enrich their lessons and adapt to varied learning needs. this is handy to the respondents as it is only one click away in the search bar to have a variety of resources that are helpful to the class. the convenience offered by multimedia technology allows educators to explore new ideas and teaching methods efficiently, supporting a more dynamic and responsive classroom environment. according to mayer (2019), the utilization of multimedia technology for locating resources is perceived as easier compared to scanning books, as indicated by the findings of the research. this perception stems from several key factors. firstly, multimedia technology offers a more dynamic and interactive approach to accessing information, allowing users to navigate through various resources quickly and efficiently. the study by larson (2020) found that unlike scanning books, which requires physically flipping through pages and locating specific information, multimedia technology enables users to utilize search functions and hyperlinks to access targeted information with greater ease and speed. with the aid of ai generating platforms, online articles and online resources, it gives less time to respondents with the use of multimedia technology. at one search a lot of resources will be available. with spared time scrutinizing information from articles and other resources, the reliability of the lesson will be achieved. moreover, multimedia resources often incorporate visual and auditory elements, enhancing comprehension and retention of information compared to text-based resources alone. the integration of multimedia technology also allows for the organization and presentation of information in multiple formats, catering to diverse learning preferences and enhancing accessibility (salomon, 2018). advancements in multimedia technology, such as augmented reality and virtual reality, provide immersive learning experiences that surpass the capabilities of traditional book scanning methods. overall, the ease of use associated with multimedia technology for locating resources is attributed to its dynamic nature, enhanced search capabilities, interactive features, and ability to accommodate diverse learning styles. further, the indicator i would use multimedia as my teaching and learning method obtained the highest mean of 3.42 (sd=0.55), described as at all times. this means that respondents are highly inclined to adopt multimedia as their primary teaching and learning method. the moderate standard deviation indicates some variability in the frequency of this adoption. this implies that respondents are utilizing multimedia in the methods of teaching and learning process which makes the learning catchier, engaging and diversified with the use of multimedia technology. this also gives immediate access to information and resources that need to be evaluated and read by the respondents before presenting the lesson to ensure reliable and valid discussion. as stated by smith et al. (2022), the integration of multimedia technology in classroom instruction plays a significant role in enhancing teaching and learning practices. their study reveals that many teachers frequently use multimedia resources such as videos, interactive presentations, and digital simulations to boost student engagement and make complex topics more understandable. these tools, including projectors and tablets, enable teachers to present lessons in ways that are visually appealing and interactive, which helps address different learning styles and needs. despite these advantages, teachers face challenges like limited access to technology, insufficient training, and time constraints, which can hinder the effective use of multimedia. some pa ge 75 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 teachers also worry about students becoming distracted by technology, which can impact their focus on the lesson. the study further notes that teachers who regularly employ multimedia are more inclined to use studentcentered, interactive teaching methods that promote inquiry-based learning, supporting varied student needs through differentiated instruction. additionally, multimedia integration is found to vary by subject, with science and social studies showing higher levels of usage, and by grade level, with greater adoption in higher grades where more subject-specific digital resources are available. smith et al. (2022) recommend that schools provide more professional development for teachers on multimedia use and ensure equitable technology access to help teachers fully leverage these tools for enhancing student learning. conversely, the indicator i always knew where to go next obtained the lowest mean of 3.17 (sd=0.54), described as most of the time. this means some uncertainty or less frequent assurance about the next steps in using multimedia technology, and the moderate standard deviation indicates some variation in this experience among respondents. this implies that respondents slightly need structured guidance in manipulating multimedia as to what to click or tap next. for some teachers, uncertainty about the next steps in using multimedia technology can stem from a few underlying factors. in many cases, this hesitation reflects limited exposure to digital tools or insufficient training, which can lead to uncertainty about navigating through different functions or features. unlike more traditional methods, multimedia technology often requires a sequence of steps or specific interactions, for example, choosing the right app, setting up interactive elements, or troubleshooting issues, which can feel overwhelming if the teacher isn’t fully familiar with the platform. moreover, frequent updates and the rapid evolution of educational technology tools add to this challenge. teachers who don’t have time to consistently explore new features may feel less confident, especially if they are unsure how these tools integrate with their lesson objectives. this can lead to a need for structured guidance, step-by-step instructions, or support from tech-savvy colleagues or resources. nonetheless, even with some gaps in confidence about what to do next, teachers recognize that multimedia has the potential to make lessons more dynamic and engaging. as stated by plass et al. (2022), navigating multimedia technology can often be challenging, and users may experience uncertainty about the next steps, especially if the technology lacks intuitive design or clear instructions. this suggests that respondents may face some difficulties or uncertainties in determining their next actions when using multimedia technology tools. to aid this, developers of certain platforms that are handy in using multimedia technology in teaching must develop how it interacts with the respondents with ease and observe friendliness to users. this variability underscores the importance of designing multimedia resources with user-friendly interfaces and providing adequate guidance to ensure that all users can confidently and effectively use these technologies. despite its numerous benefits, multimedia technology may sometimes face limitations when used in the classroom. several factors contribute to these limitations, as highlighted in recent research. firstly, technological issues such as unreliable internet connections, software glitches, or compatibility issues with classroom devices can disrupt the smooth implementation of multimedia resources (ferdig, 2019). these technical challenges can hinder teachers’ ability to deliver lessons effectively and may lead to frustration among both teachers and students. secondly, while multimedia resources offer dynamic and interactive content, they may also require significant time and resources to create or procure, placing a burden on teachers in terms of preparation and planning. furthermore, according to walters et al. (2019), overreliance on multimedia resources can potentially displace traditional instructional methods, leading to concerns about diminished critical thinking skills or overstimulation among students. this may lead to less inculcation of knowledge, yet the idea is in it, or, on the other hand, it may lead to confusion regarding the lesson discussed. yet, with the guidance and supplement discussion of the respondents may bridge the problem. in summary, while multimedia technology offers numerous advantages for enhancing teaching and learning experiences, its limitations, including technical challenges, resource demands, accessibility issues, and resistance from educators, must be addressed to ensure table 11: summary of the level of the respondents’ use of multimedia technology variables mean sd interpretation communication 3.52 0.19 very high sharing information 3.51 0.17 very high recognition of prior knowledge 3.32 0.12 very high developing websites 3.07 0.18 high locating resources 3.32 0.07 very high overall 3.35 0.18 very high legend: 3.26-4.00 at all times/very high 2.51-3.2 most of the time/high 1.76-2.50 sometimes/low 1.00-1.75 never/very low its effective and equitable use in the classroom. table 11 presents a summary of the respondents’ use of multimedia technology, measured across various indicators. the data reveals that, on average, respondents exhibit a high frequency of multimedia technology usage pa ge 76 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 in their professional activities. the overall mean score for the respondents’ use of multimedia technology is 3.35 (sd = 0.18), interpreted as very high. this means a very high level of engagement with multimedia technology across all the measured indicators, underscoring the centrality of these tools in the respondents’ professional activities. this implies that respondents use of multimedia technology at all times which indicates that multimedia technology makes teaching engaging, catering diverse learning styles and flexibility. by these, students will learn effectively with the use of multimedia technology. this high score may also reflect a growing familiarity with digital tools due to the increasing integration of technology in education, particularly following recent shifts to online and hybrid learning environments. teachers’ comfort with multimedia might stem from accessible training opportunities, peer collaboration, or self-driven exploration of educational resources. teachers view multimedia as essential in modern teaching, empowering them to make lessons more interactive and tailored to students’ needs. furthermore, this consistent use likely enhances their overall confidence and skill level, creating a positive cycle where familiarity with multimedia leads to even greater adoption and reliance on these tools in their teaching. further, the consistency across these indicators indicates that multimedia technology is a deeply integrated component of the respondents’ daily routines, with most activities being conducted with the support of such tools. the high level of usage, particularly in communication and information sharing, suggests that multimedia technology is likely seen as indispensable for effective and efficient work. according to the study by kuh et al. (2020), regular communication, information sharing, and the recognition of prior knowledge are important in creating an engaging and supportive learning environment. these practices are critical for facilitating student understanding and fostering a collaborative learning atmosphere, which are key components of successful educational outcomes. this shows that multimedia technology in communication, sharing information, and recognition of prior knowledge were greatly used by the respondents with ease and effectiveness. on the other hand, websites are useful. they are often secondary to more interactive and immediate forms of technology in education (garrison, 2021). these studies confirm that while website development plays a role, the focus on direct, continuous engagement through other means is crucial for achieving effective teaching and learning. the variable communication obtained the highest mean score of 3.52 (sd=0.19), interpreted as very high. this means that teachers are increasingly using multimedia technology to enhance communication within the classroom and beyond. digital platforms like messaging apps, video conferencing tools, and educational software enable teachers to interact with students more effectively, providing real-time feedback, addressing questions, and fostering collaboration. through multimedia technology, teachers can communicate instructions, explanations, and resources in visually engaging ways, making complex information easier for students to understand. for instance, incorporating video tutorials, infographics, or interactive presentations allows teachers to clarify concepts and reinforce learning in ways that go beyond traditional methods. moreover, multimedia technology facilitates communication outside of classroom hours, creating a bridge for continued learning and support. platforms like google classroom, microsoft teams, and edmodo allow teachers to share resources, make announcements, and communicate individually with students and parents. this enhances transparency and allows for timely intervention if students need additional guidance. teachers can also use multimedia tools to create a more inclusive communication environment, offering multiple ways for students to engage whether through written messages, voice notes, or video responses—tailoring communication to individual needs and preferences. this integration of multimedia fosters a more connected, responsive educational experience, empowering both teachers and students to engage meaningfully. according to mayer (2021), multimedia technology has become an indispensable tool in the field of education, greatly enhancing both teaching and learning processes. the incorporation of multimedia elements such as videos, animations, and interactive simulations allows educators to present complex concepts in a more engaging and accessible way. this approach not only improves students’ comprehension and retention of information but also accommodates different learning styles, making education more inclusive. studies have shown that students who engage with multimedia content achieve higher levels of understanding and engagement compared to those taught through traditional methods. additionally, multimedia tools foster collaborative learning and critical thinking, which are vital skills in today’s educational landscape ( zhao et al., 2022). on the other hand, the variable developing websites obtained the lowest mean score of 3.07 (sd=0.18), interpreted as high. this means that while website development is an important task, it may not be as frequently required or prioritized as the other multimedia technology uses. one of these impacts is the shift toward interactive and real-time platforms. this implies that teachers and educational institutions prioritize more interactive, real-time forms of technology, such as learning management systems, video conferencing, and collaborative tools, over static websites. the maintenance and technical skills of the respondents, as well as developing and maintaining a multimedia-rich website, require technical skills that many teachers may not possess or have the time to develop. as stated by brown (2023), in the field of teaching, the development of websites has become less of a priority compared to other technological tools that more directly enhance the learning experience. while websites can serve pa ge 77 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 as valuable resources for information dissemination and course management, they often lack the interactive and dynamic features that are essential for engaging students in today’s educational environment. teachers are increasingly favoring multimedia tools and digital platforms that offer interactive content, real-time feedback, and collaborative opportunities over static websites. these alternatives not only better support diverse learning styles but also align more closely with the needs of modern students who are accustomed to interactive and immersive digital experiences. consequently, the focus on educational technology has shifted towards tools that offer more substantial pedagogical benefits, rendering website development a secondary concern. problem 3. what is the level of students’ academic performance in all subjects in grades 1 to 6 level, school year 2022-2023? table 12: distribution of students’ academic performance in all the subjects level of performance frequency percentage outstanding (90-100) 273 60.77 very satisfactory (85-89) 95 24.36 satisfactory (80-84) 58 14.87 fairly satisfactory (75-79) 0 0 did not meet expectation (below 75) 0 0 total 390 100 mean 87.83 sd 0.75 description very satisfactory legend: 90-100 outstanding/very high 85-89 very satisfactory/high 80-84 satisfactory/moderate 75-79 fairly satisfactory/low below 75 did not meet expectation/very low table 12 reveals the distribution of the students’ academic performance in all the subjects from grade 1 to grade 6 for the school year 2022-2023. the highest level of performance is outstanding, scored 90-100 with a frequency of 273 (60.77%). this high percentage means that a majority of students are achieving at a very high level, which may indicate a supportive learning environment, effective teaching practices, and strong student motivation. such a high rate of achievement might also reflect an educational approach that aligns well with student needs, fostering motivation and enabling them to excel. the high proportion of outstanding students might also point to positive external factors, such as parental support, access to resources, or a culture that emphasizes academic excellence. additionally, with a large group performing at the top, it’s worth considering if further differentiation or enrichment opportunities might be needed to continue challenging high-achieving students. overall, this level of achievement is a strong indicator of student success. according to darling-hammond et al. (2020), students’ academic success is closely linked to supportive, highquality instruction that is responsive to their learning needs. when teachers provide engaging, differentiated instruction, students are more likely to reach higher levels of achievement. additionally, factors such as a positive school climate, parental involvement, and access to resources contribute significantly to students’ ability to excel academically.this level of high achievement among students suggests that educational strategies and external support structures are successfully promoting student learning and motivation, laying a strong foundation for sustained academic success. further, external influences, such as family involvement, play a critical role in academic success. studies suggest that students with engaged families tend to perform better academically, as family support provides encouragement and access to additional resources outside of school. darling-hammond et al. also point out that a community’s cultural emphasis on education can drive students’ motivation and sense of purpose. when students feel supported both at school and at home, they are more likely to set high goals, persist through challenges, and ultimately perform at an outstanding level. this convergence of strong instruction, supportive relationships, and cultural value on education creates an environment where students can thrive. on the other hand, the lowest level of performance is satisfactory with a frequency of 58 (14.87%). this means that some students are likely to complete required tasks and show an understanding of foundational concepts, though they may benefit from targeted support to help them reach their full potential. this percentage suggests that while they are grasping core ideas, there may be barriers such as a need for additional guidance, engagement, or resources, that impact their ability to perform at a higher level. this distribution also highlights an opportunity for educators to consider differentiated instruction strategies or interventions. for instance, using varied instructional methods, offering extra support sessions, or encouraging active learning could help boost engagement and understanding for these students. addressing the needs of students in this range not only supports their progress but can contribute to the overall class dynamic by creating a more inclusive and supportive learning environment that helps each student advance at pa ge 78 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 their own pace. as stated by gregory et al. (2021), differentiated instruction provides valuable support for students performing at a satisfactory level, enabling them to engage more fully and achieve greater academic success. by tailoring instructional approaches to meet individual learning needs, teachers can use methods like flexible grouping, targeted interventions, and resource variation to help students who may find it challenging to reach higher performance levels. this approach not only addresses content mastery but also promotes confidence and motivation, as students feel more capable and encouraged by instruction that meets them at their current level. additionally, the importance of active learning strategies, such as hands-on activities, collaborative projects, and real-world applications. these methods can make learning more accessible and engaging for students who may otherwise struggle in traditional, lecture-based settings. furthermore, frequent feedback and small-group interactions are emphasized as essential for students in the satisfactory range, as these strategies allow for more personalized support and guidance. by creating a classroom environment that values incremental progress and diverse learning methods, teachers can provide students with the tools to build their knowledge and confidence, ultimately benefiting the entire class through a more inclusive, growth-focused atmosphere. problem 4. is there a significant relationship between the use of multimedia technology and the students’ academic performance in all the subjects in grades 1 to 6? table 13: result of the test on relationship between the respondents’ use of multimedia technology and students’ performance use of multimedia technology students’ academic performance interpretation r p communication -0.011 .878 not significant sharing information -0.067 .344 not significant recognition of prior knowledge -0.050 .474 not significant developing websites -0.051 .474 not significant locating resources 0.003 .961 not significant legend: r = pearson’s r correlation p=probability value significant @ 0.05 level table 11 shows the relationship between the use of multimedia technology and students’ performance in grades 1 to 6 (gwa), revealing non-significant correlations across various aspects. the use of multimedia technology for communication shows an almost negligible negative relationship with students’ performance, with a correlation coefficient of -0.011 and a p-value of .878, indicating that this relationship is not statistically significant and likely due to chance; thus, the null hypothesis is accepted. similarly, using multimedia technology for sharing information has a very weak negative relationship, with a correlation coefficient of -0.067 and a p-value of .344, suggesting no substantial evidence of a meaningful impact on academic performance. recognizing prior knowledge through multimedia technology also shows a slight inverse relationship with a correlation coefficient of -0.050 and a p-value of .474, signifying no significant impact on students’ academic outcomes. the correlation for developing websites is -0.051 with a p-value of .474, again indicating no statistically significant relationship and implying that the observed correlation is due to random variation. lastly, the use of multimedia technology for locating resources shows an almost nonexistent relationship with a correlation coefficient of 0.003 and a p-value of .961, suggesting no meaningful correlation or real impact on academic performance. overall, these results indicate that multimedia technology does not significantly influence students’ academic performance in grades 1 to 6. furthermore, when both teachers and students are equally proficient in using technology, it doesn’t necessarily lead to noticeable improvements in academic performance. familiarity with multimedia technology tools can create a situation where multimedia technology becomes routine without adding significant value to the learning process. as both parties are comfortable with multimedia technology, its use may streamline tasks and increase efficiency, but it doesn’t challenge students or push them toward deeper learning. in such cases, multimedia technology doesn’t become transformative; it simply integrates into the current educational framework without triggering significant academic gains (johnson et al., 2022). to have a meaningful impact on learning outcomes, educators need to employ technology in more innovative and engaging ways. rather than relying on familiar tools, they should explore creative methods that challenge students to think critically and engage more actively with the material. this could involve applying technology to problem-solving, interactive learning, or personalized instruction, making it a catalyst for more profound learning experiences (smith et al., 2021). problem 5. is there a significant relationship between the respondents’ use of multimedia technology and each of their characteristics? pa ge 79 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 table 14 shows the relationship between the use of multimedia technology and respondents’ characteristics. this shows that there is a positive relationship between the use of multimedia technology and respondents’ characteristics. therefore, the null hypothesis is rejected. there is a significant relationship between the use of multimedia technology and respondents’ age, sex, teaching experience, related training/seminars attended, and attitude towards multimedia technology. this implies that respondents’ characteristics significantly influence how respondents use multimedia technology with age, sex, teaching experience, related trainings/seminars attended, and attitudes towards multimedia technology. these all play distinct roles in shaping their engagement with different aspects of multimedia technology. this is measured by pearson’s correlation coefficient (r) and the probability value (p). the analysis reveals several significant correlations at the 0.05 level, providing insights into how different demographic and professional variables are associated with the following various aspects of multimedia technology use: first, age shows a significant relationship with developing websites and locating resources having the overall interpretation of r = -.148 (p = .039). this indicates that age can significantly influence how individuals approach website development and resource location. younger individuals, especially those within the millennial and gen z cohorts, are typically more adept at utilizing web development tools and locating online resources due to higher digital fluency and early exposure to technology. in contrast, older generations may face a steeper learning curve, often requiring additional training or support to develop these skills effectively. studies have shown that digital nativity plays a role in technical adaptability. for instance, a study by ma et al. (2020) found that younger developers are generally faster at adopting newer frameworks and resource-finding tools, while older adults may rely on more traditional search strategies or established methodologies. despite this, older adults bring valuable strategic and critical thinking skills to web development, often integrating well-rounded perspectives into project outcomes. additionally, agetable 14: result of the test on the relationship between the respondents’ use of multimedia technology and each of their characteristics r es po nd en ts ’ c ha ra ct er is tic s use of multimedia technology o ve ra ll in te rp re ta tio ncommunication sharing information recognition of prior knowledge developing websites locating resources r-value r-value r-value r-value r-value p-value p-value p-value p-value p-value age -.13 -.05 -.06 -.24 -.15* -.148 .06 .46 .38 <.001 .03 .039 ns ns ns s s s sex -.09 -.17 -.06 -.09 -.19 -.145 .18 .01 .36 .15 .01 .044 ns s ns ns s s position .04 .15 .05 -.01 .15 .101 .55 .02 .40 .83 .03 .158 ns s ns ns s ns teaching experience -.19 -.13 -.12 -.14 -.16 -.175 .01 .06 .07 .03 .02 .014 s ns ns s s s highest educational attainment .06 .15 .04 -.10 .15 .105 .36 .02 .55 .15 .02 .145 ns s ns ns s ns related training/ seminar attended -.15 -.14 -.29 -.20 -.11 -.187 .03 .04 <.001 .004 .12 .009 s s s s ns s attitude towards multimedia technology .32 .27 .38 .40 .42 .42 <.001 <.001 <.001 <.001 <.001 <.001 s s s s s s legend: s-significant; ns-not significant pa ge 80 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 related differences in cognitive processing may affect how individuals perceive and locate resources, with younger adults demonstrating faster navigation skills in complex digital environments. according to parker et al. (2021), age is significantly correlated with the ability to efficiently develop websites and locate digital resources. younger individuals, especially those who grew up with digital technology, tend to have higher levels of comfort and skill with web development tools, often adapting quickly to new frameworks and techniques. additionally, according to smith et al. (2020), age is a key factor in how individuals navigate and engage with digital development tasks, including website creation and resource location. their research highlights that younger adults tend to perform more efficiently in digital environments due to their early exposure to evolving technology. they note that younger generations are more likely to experiment with new tools and frameworks, showing greater flexibility in navigating complex development processes. furthermore, they also found that older adults bring unique advantages, including a tendency for careful planning and strategic problemsolving, which can balance the rapid, exploratory style of younger developers in collaborative settings. second, sex shows a significant relationship with sharing information and locating resources, having the overall interpretation of r = -.145 (p = .044). this indicates that women are generally more likely to share information, particularly when it is socially relevant or relationshipbuilding. men and women tend to use different strategies for finding information. men are more likely to engage in systematic, goal-oriented searches that emphasize speed and efficiency, especially in technical or work settings. in contrast, women often use a broader, exploratory approach, gathering recommendations from social networks or peers. this approach reflects a focus on building connections and enhancing information quality through diverse sources. women are often motivated to share resources that support social cohesion or benefit group well-being. men, in contrast, are often more selective in sharing, motivated by perceived utility or relevance to problem-solving, often prioritizing information seen as instrumental or valuable within a specific context. as stated by parker et al. (2021), sex plays a notable role in information-sharing and resource-location strategies. women are generally more likely to share information that builds social connections and is beneficial to group well-being. men, by contrast, tend to be more selective and share information they see as directly relevant to problem-solving or professional contexts. when locating resources, men often use a systematic, goal-oriented approach, prioritizing speed and efficiency, especially in technical searches, while women adopt a more exploratory strategy, often relying on recommendations from trusted social contacts, which aligns with their preference for relationship-building in information processes (smith et al., 2020). furthermore, women tend to place greater emphasis on the trustworthiness of sources verifying information before sharing, especially within professional networks, whereas men may focus more on relevance than source validation in professional settings ( ma et al., 2020). third, the teaching position shows a significant relationship with communication, developing websites and locating resources having the overall interpretation of r = -.175 (p = .014). this means that individuals in teaching roles often show distinct approaches when it comes to communication, website development, and resource location. in communication, teachers prioritize clarity and adaptability, tailoring their messages to various audiences, which is essential for effective instruction and student engagement. this emphasis on clear communication aligns with teaching objectives, where explaining complex ideas in accessible ways is key. for website development, teachers frequently utilize platforms or tools that support educational needs, favoring user-friendly sites that enhance accessibility for students and staff. they may focus on creating resources that are both visually engaging and pedagogically effective, reflecting their goal to support diverse learning styles. additionally, when locating resources, teachers often rely on educational networks, curated academic sources, and community recommendations, valuing reliable and relevant content over speed. this intentional approach ensures the materials they select are credible, appropriate, and align well with their teaching objectives. according to lee (2020), in educational roles, instructors often show distinct tendencies in communication, website development, and resource-location strategies, each reflecting the demands of teaching. clear communication is essential, as instructors aim to present information in ways that resonate across diverse student needs, a skill vital for instructional success. teachers also approach website development differently; they often choose platforms that are accessible and easy for students to navigate, which helps in delivering content effectively and supporting varied learning styles. tools that enhance interactivity or visual engagement are especially favored, aligning with the educator’s role in creating inclusive learning experiences ( williams et al., 2021). additionally, when locating resources, teachers tend to leverage educational networks, databases, and peer recommendations, favoring trusted sources that contribute to instructional quality and relevance over rapid access. this approach ensures the materials selected are credible and tailored to educational goals (smith, 2020). fourth, trainings/seminars attended on multimedia technology shows a significant relationship with communication, sharing information, recognition of prior knowledge, and developing websites having the overall interpretation of r = -.187 (p = .009). this means that attending relevant training sessions and seminars can greatly enhance communication skills, promote effective information sharing, deepen the recognition of prior knowledge, and support website development. trainings often refine participants’ communication techniques, enabling them to convey ideas clearly and adjust their pa ge 81 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 messages for different audiences. such experiences also promote a culture of information sharing as participants learn strategies for collaboration and knowledge exchange, often using digital platforms that streamline access to information. additionally, specialized seminars in web development equip attendees with the skills to create user-friendly, resourceful websites. these sessions often emphasize the importance of understanding users’ prior knowledge, guiding developers to create content that meets a range of skill levels and enhances user engagement. as stated by johnson et al. (2021), attending relevant training and seminars has a significant impact on communication skills, information sharing, recognition of prior knowledge, and website development. first, training sessions often improve communication techniques, equipping participants with strategies to convey ideas more effectively and adapt messages for various audiences, which is especially valuable in fields like education and management. second, seminars focusing on digital skills and networking encourage a culture of information sharing. attendees often learn best practices for sharing knowledge, using collaborative platforms, and building networks to access information quickly and efficiently (thomas, 2020). finally, training in website development provides participants with practical skills to create user-friendly, resourceful sites, often designed to accommodate diverse user needs. additionally, workshops often emphasize the importance of recognizing users’ prior knowledge, allowing developers to design content that aligns with varying skill levels, ultimately enhancing user experience and engagement (martinez et al., 2020). fifth, attitude towards multimedia technology shows a significant relationship with all the variables, namely, communication, sharing information, recognition of prior knowledge, developing websites and locating resources having the overall interpretation of r = -.42 (p = <.001). this indicates that attitudes toward multimedia technology significantly influence several key areas, including communication, information sharing, recognizing prior knowledge, website development, and locating resources. individuals who view multimedia technology positively often communicate more dynamically, utilizing various tools like videos, animations, or interactive platforms to enhance understanding and engagement. this positive outlook also fosters a greater willingness to share information, as they tend to use digital tools that facilitate knowledge exchange and collaboration. when it comes to recognizing prior knowledge, a favorable attitude toward multimedia can lead users to design learning or informational resources that build on what an audience may already know, often employing adaptive content to meet varying skill levels. furthermore, those who embrace multimedia technology are more likely to develop interactive, user-friendly websites that integrate diverse media formats, enhancing accessibility and engagement. finally, a positive attitude often translates into skillfulness in locating resources, as these individuals are inclined to leverage various multimedia sources, search tools, and digital libraries to find relevant, high-quality information efficiently. according to lee (2020), a positive attitude toward multimedia technology significantly impacts areas such as communication, information sharing, recognizing prior knowledge, website development, and resource location. research indicates that individuals who are open to multimedia tools often communicate more effectively by incorporating diverse media forms, such as videos or interactive graphics, which enhance message clarity and engagement. favorable attitudes also correlate with a greater propensity to share information; multimediafriendly users frequently employ digital platforms that facilitate collaboration and knowledge exchange, making sharing both efficient and impactful (martinez et al., 2021). moreover, those who value multimedia tend to acknowledge the importance of prior knowledge when designing or sharing resources, often using adaptive content that considers varying audience expertise (johnson, 2020). these individuals are also more inclined to develop visually engaging, user-centered websites, leveraging multimedia elements that enhance accessibility and improve user experience. finally, a positive outlook on multimedia is linked to advanced resource-location skills, as these users are more likely to utilize diverse digital libraries, databases, and multimedia-rich resources to efficiently gather relevant, high-quality information (thomas et al., 2021). sixth, position shows no significant relationship with communication, recognition of prior knowledge, and developing websites having the overall interpretation of r = -.101 (p = .158). the findings suggest that a teaching position may not play a significant part in shaping their ability to communicate effectively, recognize students’ prior knowledge, or develop websites. this could be because these skills are more influenced by individual experience, training, and personal initiative than by formal job titles or ranks. for instance, new teachers with a background in digital skills might be just as capable of creating online resources as their more senior colleagues, especially if they’ve received similar training. additionally, studies indicate that the capacity to communicate and connect with students often depends on each teacher’s approach and adaptability, not strictly on their position. this trend aligns with findings in educational research, where teachers across different levels show similar skill levels in technology use when given equivalent training opportunities. such observations highlight that professional development access and training are crucial factors in skill-building for educators, possibly more so than the specific teaching role they occupy. as stated by bates et al. (2023), a teacher’s position in a school setting does not have a significant impact on their effectiveness in communication, recognizing students’ prior knowledge, or developing web resources. these competencies are often more closely related to individual pa ge 82 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 training and access to professional development rather than job title or seniority. for example, bates et al. observed that teachers across various roles showed comparable skill levels in technology use and website development when given the same training opportunities. this suggests that ensuring equal access to skill-based development programs is more critical for enhancing these abilities than relying on hierarchical distinctions. ninth, the highest educational attainment shows no significant relationship with communication, recognition of prior knowledge, developing websites, and locating resources, having the overall interpretation of r = -.105 (p = .145). this indicates that a teacher’s highest educational attainment often does not predict proficiency in essential teaching skills, such as communication, recognizing students’ prior knowledge, developing websites, or locating online resources. this finding suggests that while advanced degrees may provide theoretical knowledge, practical skills frequently arise from targeted professional development, experience, and adaptability in the classroom. for example, a teacher with a bachelor’s degree who has attended workshops on digital tools may perform just as effectively or even excel at creating engaging web content and finding resources compared to a colleague with an advanced degree but less specific training in technology. these insights align with studies in educational psychology, which show that teaching effectiveness is strongly linked to skills honed through real-world application and practice rather than academic credentials alone. in many cases, educators benefit more from continuous, hands-on professional development than from one-time academic achievements. this supports the notion that schools should prioritize offering all teachers access to high-quality, ongoing training, which can build practical skills across diverse areas, ultimately leading to a more equitable and adaptable teaching environment. according to johnson et al. (2023), the level of a teacher’s formal education doesn’t always align with certain practical skills, like effective communication, recognizing students’ prior knowledge, or working with digital tools such as websites and online resources. their study revealed that these abilities tend to be shaped more by hands-on training and real classroom experience than by academic degrees alone. johnson and lee found that teachers, regardless of their educational backgrounds, showed similar skill levels in these areas when given equal access to professional development. this insight emphasizes the value of accessible, skill-based training for educators across all educational levels to foster a versatile, tech-savvy teaching community. overall, these findings suggest that various personal and professional characteristics significantly influence how respondents use multimedia technology, with age, sex, position, teaching experience, educational attainment, and trainings/seminars all playing distinct roles in shaping their engagement with different aspects of multimedia technology. these insights can inform targeted interventions and professional development programs to enhance technology integration across diverse educator profiles. as stated by smith (2023), how educators use multimedia technology is influenced by a variety of personal and professional factors. smith’s research points out that age, gender, job position, years of teaching experience, educational background, and training all play significant roles in shaping their engagement with these tools. this aligns well with our findings, which suggest that understanding these diverse characteristics is crucial for designing effective professional development programs. by tailoring interventions to the unique profiles of educators, we can better support the integration of technology in teaching, ultimately benefiting both educators and students. discussion the characteristics of the teachers surveyed reveal an interesting profile. most respondents fall in the 30-39 age range, with fewer in the 60 and above group. this age distribution suggests a workforce concentrated in early to mid-career stages, potentially influencing familiarity and comfort with technology. a majority of the respondents are women, reflecting common trends in educational demographics. the highest number of participants hold the position of teacher i, while master teacher i positions are less represented, likely due to fewer openings or greater experience required. in terms of experience, most teachers have been in the field for nine years or less, while those with over 30 years are the least represented. educationally, most teachers hold master’s-level credits, with fewer holding phd-level units. furthermore, training attendance is highest at the division level, with fewer opportunities reported at the regional level. further, the academic performance of students was not found to be significantly related to the use of multimedia technology in areas such as communication, information sharing, and digital resource management. this may suggest that while multimedia tools are valuable for engagement, their direct impact on student achievement may be moderated by other factors, such as individual learning differences or the teaching pedagogy used by the teacher is not effective. diving deeper into how teacher characteristics influence multimedia use, the study uncovers several nuanced relationships. teachers’ age significantly impacts their effectiveness in developing websites and locating resources. this might indicate that younger or mid-career teachers, potentially more tech-oriented, are more adept in these digital areas. gender, too, plays a role, with women significantly more involved in information sharing and resource location. teaching position emerges as another factor, where those in entry-level roles are more actively engaged in sharing information and resource use, possibly reflecting their position’s focus on implementing rather than designing curriculum. moreover, experience is also relevant, as teachers with pa ge 83 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(3) 52-87, 2025 fewer years in the field are more active in communication and website development, showing that newer educators may bring fresh technological skills into their roles. additionally, participation in trainings and seminars significantly enhances teachers’ skills across various dimensions, such as communication, sharing knowledge, recognizing students’ prior learning, and building websites. this underlines the importance of accessible training in equipping teachers with essential multimedia skills. finally, teachers’ attitudes toward multimedia show a strong relationship across all multimedia usage areas, emphasizing that openness to technology is a crucial predictor of effective digital integration in teaching. conclusion based on the results and discussions presented, the following conclusions are drawn: the results indicate that respondents extensively incorporated multimedia technology in teaching, with a significant emphasis on enhancing communication with students. this consistent utilization underscores the capacity of multimedia tools to facilitate clear and dynamic instructional delivery. it is apparent that these technologies effectively address communication barriers, promoting deeper understanding and active student engagement. the prevalent reliance on such tools reflects educators’ acknowledgment of their role in achieving more efficient and impactful teaching outcomes. ultimately, the integration of multimedia technology has become an indispensable element of contemporary pedagogical approaches. recommendations based on the results of the study, the following are recommended: 1. respondents should have a strong educational background to effectively engage with multimedia technology, fostering critical thinking and innovative use. regular multimedia training is also crucial, focusing on both technical and pedagogical strategies for real-world applications. continuous exposure to such training enhances digital literacy, ensuring respondents can apply multimedia tools efficiently and stay updated on technological advancements, leading to better outcomes in their fields. 2. when developing a website based on survey data, the developers should make the design process concise and user-focused to maintain alignment with survey insights. overly complex development can lead to user disengagement. multimedia tools should be intuitive and user-friendly to ensure smooth navigation, improve user experience, and promote broader engagement, contributing to the website’s success. by this, teachers will take time to leave reviews to foster the platform. 3. teachers should use multimedia technology effectively to improve student performance. these tools support diverse learning styles, enhancing engagement and understanding. by fostering active learning, they help close academic gaps. multimedia also promotes critical thinking and creativity. proper integration supports skills essential for future success. 4. administrators should focus on teacher professional development, seminars and trainings that offer handson multimedia training tailored for older, more experienced educators and aim to bridge the gender gap in technology usage. to foster broader engagement, these programs should emphasize the real-world applications of multimedia tools, promoting positive attitudes toward multimedia technology integration. by focusing on practical training, educators can more effectively incorporate multimedia technology into their teaching. acknowledgements with utmost gratitude, the completion of this thesis would not be made possible without the help of the following: dr. braziel l. ongcachuy, dean of the school of graduate and professional studies of cagayan de oro college, for her continuous encouragement throughout this study; dr. nora c. narido, his adviser, for her dedication, keen interest, timely advice, and meticulous scrutiny that led to the completion of this paper; the panel of examiners: dr. gerlinda g. corpuz, dr. estrella s. ferenal, and dr. pepa v. pontillas, for their fervent participation, valuable inputs, and advice; dr. edilbert l. oplemaria, schools divisions superintendent of misamis oriental division, for his approval, assistance, and encouragement to conduct this study; the principals/school heads and elementary school teachers of the district of naawan, initao south and north, who willingly helped him out during the research process; his parents, namely olga d. generalao and rey b. generalao, who served as his strength and inspiration to pursue this undertaking; above all, to the almighty god, for his grace and gift of wisdom throughout this research journey. references abdul samat, m. s., & abdul aziz, a. 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(2023). application of artificial intelligence in physical education: a systematic review. education and information technologies. https://doi.org/10.1007/s10639-023-12128-2 pa ge 1 pa ge 61 american journal of arts and human science (ajahs) prevalence of gender-based sexual harassment in private elementary schools nica cerna cabido1*, pepa v. pontillas1, gerlinda g. corpuz1 volume 4 issue 4, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i4.6061 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: september 01, 2025 accepted: october 06, 2025 published: december 17, 2025 gender based sexual harassment is any unwanted or inappropriate behavior, comment or action that makes a person uncomfortable, unsafe or disrespected. this study aimed to explore the prevalence of genderbased sexual harassment in private elementary teachers. particularly, it aimed to examine the profile of the respondents such as age, gender, civil status, position, highest educational attainment and teaching experience; determine how the respondents assess the prevalence of gender-based sexual harassment in streets and public places, online, workplace and educational training institutions; and ascertain the significant relationship between the assessed prevalence of gender-based sexual harassment and their profile. the respondents are the one hundred fifty (150) private elementary teachers in west district ii, division of cagayan de oro, for school year 2024-2025. the descriptive research design was employed, patterned and modified questionnaires and purposive sampling technique were being utilized. descriptive statistics like frequency, percentage, mean, standard deviation and pearson product moment of correlation as the inferential statistics were also used. results revealed that there are more women than men among the respondents, who are mostly between the ages of 21 and 30. most of them are married and teacher 1. many have taught for nine years or less and hold bachelor’s degrees. further, it was also revealed that the assessment on the prevalence of gender-based sexual harassment was low with the educational and training institution as the highest and workplace as the lowest. additionally, the respondents’ profile has no significant relationship with the prevalence of gender-based sexual harassment. therefore, the low prevalence of sexual – based harassment signifies that teacher understand that awareness is crucial because it strengthens their capacity to prevent, identify and address inappropriate behaviors. it is recommended that principals in the school should ensure the implementation and dissemination of clear policies against sexual harassment. keywords prevalence of gender-based sexual harassment, private schools 1 phinma cagayan de oro college, philippines * corresponding author’s email: nicadcerna@gmail.com introduction background of the study sexual harassment has been reported as one of the issues that has been happening but under-reported for fear of possible situations. sexual harassment has the potential to erode an individual’s sense of self-worth. it might keep individuals from making a living, doing well at work, or realizing their full potential. additionally, sexual harassment can contaminate the atmosphere for everyone else. it has the capacity to turn violent if it is not addressed. reduced productivity, low morale, higher absenteeism, and health care costs, and possible legal fees are all serious consequences for employers who fail to take action to avoid sexual harassment. the researcher has to study sexual harassment in streets and public places, online platforms, workplaces, and educational institutions particularly among private school teachers because harassment is a multifaceted problem that occurs across different environments and affects individuals in interconnected ways. teachers experience harassment not only within the school but also in public spaces, and also through digital communication, all of which can have cumulative effects on their mental health, job satisfaction, and sense of safety. by examining these various contexts, this research can reveal how harassment differs in form, frequency, and impact depending on the setting, as well as how experiences in one environment may influence vulnerability or coping in another. moreso, for private school teachers in particular, studying all these domains on sexual harassment provide them a possible course of events or situation that might occur and be able to address the risks not just within their immediate workplace but in all places thereby fostering a safer and more supportive environment for educators, students and the community. in the philippines, gender-based sexual harassment is illegal and punishable by the safe spaces act, also known as republic act no. 11313. in april 2019, president rodrigo duterte signed it into law. this regulation forbids gbsh online, in public places, at work, and in educational institutions. the philippine commission on women in 2019 conducted a case study and acknowledged that a zero-tolerance policy against sexual harassment can maintain a positive reputation and control the risk of instances that could receive a lot of media attention. consequently, a system and proactive setup procedures were offered. to ensure that workers work in a respectful and safe environment, pa ge 62 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 61-77, 2025 and to stay away from any sexual harassment. in light of these new revelations, it is necessary to promote a change in academic safety perspectives from a group to an individual one. by making this change, the classroom is freed from the restrictions and limitations that are frequently connected to the creation of communal safe spaces, as cited by the study conducted by martineau and cyr (2024) demonstrated that the respondents had a high degree of awareness, a highly favorable attitude, and a very high level of adherence to the ra11313 safe spaces act. regarding the correlation between factors, the results indicated a substantial association between the respondents’ attitude and degree of compliance with this act, their level of awareness and attitude, and their level of awareness and compliance. as a result of their compliance with the act’s implementing rules and regulations, the students are aware of the safe space act and are aware that their university is a safe place. for this reason, the current study was conducted. it aimed to examine the respondent’s profile, such as gender, highest educational attainment, position and teaching experience. and their perceptions on gender-based sexual harassment in public spaces, workplaces, educational training facilities, and online were also investigated. literature review the implementing rules and regulations of republic act no. 11313, otherwise known as an act defining gender-based sexual harassment in streets, public spaces, online, workplaces, and educational or training institutions, providing protective measures and prescribing penalties otherwise known as the safe spaces act was approved on october 28, 2019.there were eleven (11) rules under the irr in which among those rules are rule 1 general provisions, rule ii definition of terms, rule iii gender-based streets and public sexual harassment, rule iv gender-based online harassment, rule v qualified gender-based streets, public spaces and online sexual harassment, and rule vi is the enderbased sexual harassment in the workplace is the focus of this recent study. respondents profile the study by catubigan et al. (2023) reveals the sociodemographic characteristics of women, their economic status, and their understanding of the legislation protecting women’s rights in the framework of republic act no. 9710, popularly referred to as the magna carta of women. according to the data, the majority of women working in the informal economy were married, in their middle or late adult years, had only a basic education (elementary or high school), and were the primary providers for their families. according to the themes, informants said the magna carta of women had ambiguous and foreign ideas, inconsistent application, and responsive leadership. it was discovered that women face discrimination, partial treatment, parenting responsibilities, and delayed help. an information campaign video that focuses on women’s rights, including their benefits on leave and how to access them, as well as the hotlines, contact numbers, or contact person who is in charge of the programs initiated by the gad office, as well as the scholarship programs, faculty development programs, etc., may be developed and posted on the official social media platforms of the colleges, according to the study conducted by aranjuez et al. (2022), which aimed to assess the level of awareness and issues faced by jrmsu’s female faculty and gad implementers regarding the provisions of section 13 of the magna carta of women. further the measure to enhance the safe spaces act by adding provisions aimed at addressing gender-based online sexual harassment resulting from the use of artificial intelligence and other developing technologies was recently adopted by the senate on its third and final reading in january 2024. additionally, senate bill 2897 aims to broaden the concept of public spaces to encompass multipurpose halls, fields, farms, rural streets and lanes, and coastal areas. the bill answers the constituents’ pressing demand that the legislation be changed to better handle the numerous instances of teacher predators. according to the bill’s co-sponsor, senator loren legarda, this would reinforce the safe space act in light of the growing harm and exploitation. young individuals are particularly vulnerable to sexual assault and sexual harassment. while prevention has received a lot of attention on college campuses, young adults who do not attend college may need prevention just as much as those who do. respondents who reported never attending college and those who reported ever enrolling in college had comparable reported rates of sexual harassment (32.7%) and sexual assault (24.6%) during early adulthood. in early adulthood, women were more likely than men to report experiencing sexual harassment (37.4% vs. 22.4%) and sexual assault (36.0% vs. 16.0%) (mumford, 2020). gender-based sexual harassment violence and gender inequality are intricate cycles that influence one another rather than being mutually exclusive in streets and public places. in nepal, women experience several injustices and acts of violence. although there are many contributing factors, the majority of these outcomes are the result of women’s socially ascribed inferior status. in nepal, women are subjected to abuse and subjection due to power-based hierarchies. in order to determine the state of inequality for women and how violence manifests as one of its effects, the study intends to investigate participants’ knowledge and experiences. additionally, it looks at the reasons behind sex trafficking as an illustration of how violence and inequality can lead to this problem (dahal et al., 2022). moreover, gender-based sexual harassment among teachers remains a pressing issue in educational institutions, where power dynamics, institutional silence, and lack of reporting mechanisms often prevent pa ge 63 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 61-77, 2025 accountability. a study by sualihu et al. (2024) conducted in ghanaian tertiary institutions revealed that while teaching staff generally had a high awareness of what constitutes sexual harassment, many cases still go unreported due to fear of professional retaliation, reputational damage, and lack of trust in institutional processes. interestingly, newly recruited teachers were found to be especially vulnerable due to their unfamiliarity with formal policies and reporting structures. the researchers emphasized that even when awareness is present, systemic barriers and workplace culture often inhibit action, leading to an underestimation of the actual prevalence of harassment. the study highlights the urgent need for clearly enforced policies, routine training, and confidential reporting mechanisms to foster safer environments for educators and staff. these findings underscore the broader pattern of gbsh in educational institutions, where both students and teachers can become targets due to entrenched gender hierarchies and inadequate institutional support. another study of gråstén and kokkonen’s (2020) examined a sample of 175 pe teachers. the authors found a clear association between student-to-student harassment and student-to-teacher harassment, both verbal and physical. one of the key findings was that higher levels of verbal sexual harassment and physical violence among students predicted increased harassment and assault directed at teachers. this suggests that the classroom climate marked by disrespectful or aggressive behaviors among students can create an environment where teachers themselves become targets. it is noted the role of non-verbal sexual harassment, such as inappropriate gestures or looks, which significantly predicted physical assaults on teachers. this points to a progression where less overt forms of harassment may escalate into physical violence. interestingly, the study highlighted that less experienced teachers were more vulnerable to harassment and assault. this could be due to their limited classroom management skills or lower confidence in handling aggressive student behavior. it underscores the need for targeted support and training for novice educators, equipping them with strategies to maintain control and establish respectful classroom dynamics. streets public spaces nalla examined the situational circumstances of female sexual victimization in public settings in 2022. according to this study, the perceived likelihood of female sexual harassment victimization and actual self-reported victimization are generally consistent across the majority of public transportation modes. however, there is a notable discrepancy between these two indicators for incidents that occur in specific modes of transportation, like taxis and autorickshaws. the severity evaluations of certain behaviors that women consider to be sexual harassment differ statistically significantly by gender. adopting a zero-tolerance policy for sexual harassment in public places is one of the policy’s ramifications. in the global south, especially in south asia, publicspace sexual harassment of women is pervasive. this is a problem for gender parity as well as public health. in bangladesh, india, and pakistan three nations with similar cultural norms and significant gender disparities this study looked at men’s experiences with and opinions on psh of women. the majority of responders outlined the advantages that society, women, and men could experience if psh disappeared. nonetheless, a tiny percentage of participants opposed social and legal consequences, and a non-negligible portion of participants maintained patriarchal gender views that are frequently invoked to defend against harassment. many demanded education, cultural change, and tougher enforcement and penalties from the law. the viewpoints of men provide valuable information for preventing harassment and lessening its effects (berik et al., 2024). in order to prevent and address sexual harassment of women and girls in public spaces in various contexts, the united nations (2022) un women’s global initiative, safe cities and safe public spaces for women and girls, has collaborated with top women’s organizations, national and local governments, un agencies, and other partners for ten years. to guarantee that all women and girls living in cities can safely access and use urban public spaces, the ministry of housing in morocco created “national guidelines on gender-responsive planning.” in quito, ecuador, a local regulation was adopted that specifically prohibits sexual harassment in public spaces, which led to a decrease in sexual harassment on city transportation. unwanted encounters between strangers or patrons in public places are referred to as street harassment, and they are frequently sparked by a person’s gender, sexual orientation, or gender expression. until now, marketers have failed to consider the prevalence of street harassment in consumer service and retail settings, including theaters, public markets, parks, and shopping centers. this study provides empirical evidence of the extent to which young nepalese women are harassed by men in the workplace and the strategies they use to mitigate this harassment. it urges public policy officials to consider street harassment a criminal act and ends with a review of the theoretical, managerial, and sociological ramifications (rosenbaum et al., 2020). online the current study aims to measure the prevalence of online bullying and online sexual harassment and evaluate gender and age differences in exposure using data from a nationwide survey among danish high school students. roughly 10% of students received a sexual image or video of another person without their consent, and 11% of students reported receiving sexually offensive inquiries online. furthermore, 4% reported that, in the previous 12 months, someone had shared a sexual image or video of them without their permission. feeling ignored by others online was the most prevalent kind of online bullying (25%), followed by someone making false accusations or pa ge 64 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 61-77, 2025 posting derogatory things about them (13%), and getting threats or unpleasant communications (12%). results by gender were not entirely consistent (dahl et al., 2024). moreover, not many teachers are protesting about being subjected to hostile online attacks. for various reasons, offenders use “name-calling,” which damages the other person’s reputation. as a result, victims are likewise protected by another statute. under the cybercrime law, this is known as the cyber libel law (ra 10175). cybercrime is any illegal activity that targets or utilizes a computer, computer network, or networked device. this broad category includes a wide range of activities, including financial fraud, identity theft, hacking, and virus distribution. cybercrime is growing more of an issue since computers and the internet are now necessary for business, entertainment, and government. according to un women (2025), technology is being used as a weapon to injure women and girls in new and concerning ways as it becomes more and more integrated into their daily lives. technology-facilitated gender-based violence is not a new phenomenon, but it has increased dramatically in recent years, endangering the safety and well-being of women and girls worldwide. many women are unable to feel safe at home, at work, or in public places because what begins as online abuse may quickly turn into danger that transcends borders and screens. in order to safeguard women’s rights in the digital age, governments and the technology industry must address this problem. three new issues are highlighted in the un secretary-general’s 2024 report: the growing opposition to women’s rights, the quick development of artificial intelligence, and the growth of the manosphere, a network of misogynistic material that permeates popular culture, shapes public perceptions of women and encourages violence. a study by krahé et al. (2022) support the claim that exposure to sexually explicit media can influence perceptions and behaviors related to gender and sexuality, including the normalization of harassment or coercion. the study highlights the pervasive impact of realistic sexualized media content on adolescents’ attitudes and behaviors, underscoring the need for structured media education. another study by evans-paulson, et. al. (2023), supports the former study that protective influence resulting to critical media attitudes have influence on adolescent’s perception sexual and relationship health; adolescents who were critical on media content were less accepting of gender roles linked to dating violence among the youth. this aligns with the finding that teachers frequently encounter sexually explicit content in media suggesting that such exposure is not only widespread but potentially harmful if left unaddressed. workplace workplace sexual harassment as repeated, unwelcome sexual behaviors verbal, physical, psychological, or visual often involve humiliation, insults, or threats, adversely affecting the well-being of victims. such harassment can lead to significant physical, psychological, and emotional harm, resulting in outcomes like resignations, frequent absences, strained colleague relationships, reduced work efficiency, and diminished job satisfaction. decreased productivity, increased turnover, and significant mental health challenges for victims. the study emphasizes the need for comprehensive policies and training programs to prevent harassment and support affected employees (dehghan & shahrbabaki, 2023). conversely, according to inspired learning (2021), any type of persistent behavior that makes the victim feel intimidated at work is considered a hostile work environment. any circumstance that makes someone feel emotionally upset at work is considered hostile work environment sexual harassment. it also covers a range of incidents of gender and/or sexual orientation discrimination in the workplace. sexually suggestive remarks and jokes, sharing inappropriate content with sexual innuendo, unwanted sexual approaches, or physical behavior like groping, inappropriate touching, and sexual assault or sexual violence are a few instances of sexual harassment in hostile work environments. because workplace politics and reprisal threats are involved, harassment by a senior or other authority figure can be particularly frightening. it can be more intimidating to accuse someone in a position of authority since they appear to have more allies in the community, which could result in harassment going unreported. to encourage victims to come forward, regardless of the perpetrator, regular education, a clear policy, and a firm hand when handling sexual harassment are necessary. in fact, 95% of harassers go unpunished, according to women questioned by the washington post and abc in 2020. this statistic is quite alarming since it demonstrates how most firms’ cultures tend to shield offenders rather than victims. the victims are deterred from coming forward in the future if the harasser is not punished, which encourages them to repeat the behavior. women are more than twice as likely to experience harassment, which can range from sexual abuse to gender harassment. charges of sexual harassment against women must be examined quickly and with seriousness. in order to boost job happiness and stop additional harm from being done to female employees, efforts to combat sexual harassment must also be strengthened. additionally, there are laws and institutional guidelines in place, such as the anti-sexual harassment act (ra 7877) in the philippines, which protects individuals from such misconduct. the absence of such inappropriate requests reflects a culture of accountability, awareness, and shared commitment to maintaining the integrity of the teaching profession. if this kind of behavior persists inspite of a refusal, it may also lead to a hostile work environment. educational and training institutions the department of education (deped) in the philippines has established the gender-responsive basic education policy through deped order no. 32, s. 2017. this policy pa ge 65 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 61-77, 2025 aims to integrate principles of gender equality, equity, sensitivity, non-discrimination, and human rights into the provision and governance of basic education. it applies to all deped officials and employees, as well as learners in public and private elementary and secondary schools, including alternative learning systems and laboratory schools of state and local universities and colleges. a notable study emphasizes the critical role of disseminating the safe spaces act (republic act no. 11313) within educational institutions. this research highlights that effective dissemination such as posting the law in visible areas and integrating its principles into school curricula is essential for fostering a safe and inclusive environment for all students. the study found that when schools actively promote awareness of the safe spaces act, it leads to increased understanding and compliance among students and staff, thereby reducing instances of gender-based harassment. moreover, the research underscores the necessity for cultural reform and adequate resources to support the law’s implementation, suggesting that mere awareness is insufficient without a supportive infrastructure. by ensuring that the safe spaces act is prominently displayed and its tenets are well-communicated, schools can better protect learners’ rights and promote gender equality within the educational system (inductivo, 2024). further, a recent study conducted by ampadu and osei kwame (2023) examined the experiences of sexual harassment among female students at a college of education in ghana and found a significant relationship between educational level and both the incidence and perception of harassment. the study involved secondand third-year students and revealed that 30.3% of third-year students had experienced sexual harassment, compared to 13.9% of second-year students. this suggests that students in more advanced levels of education may either face increased exposure to risk or have a greater ability to recognize inappropriate behavior. additionally, the study found that third-year students were more likely to view sexual harassment as a serious problem within their institution, indicating that educational attainment not only influences experience but also critical awareness. these findings emphasize the need for proactive educational interventions on gender sensitivity and harassment prevention across all academic levels to better equip students in identifying and addressing such issues. the researcher believes that the studies mentioned above could support this recent study with its variables which could establish the prevalence of gender-based sexual harassment. theoretical framework this study was anchored on albert bandura social learning theory in 1963 became more fully developed and widely recognized in 1977 which elaborated on the core concepts of the theory. the theory emphasizes the importance of observational learning, imitation, and modeling in the acquisition of new behaviors. according to bandura, people can learn not only through direct experience and reinforcement but also by watching others and the consequences of their actions. bandura’s social learning theory can be directly related to gender-based sexual harassment by explaining how such behaviors are learned and perpetuated through observation and social reinforcement. according to the theory, individuals especially during formative years observe the behaviors of others in their environment, particularly those in positions of power or influence, such as parents, peers, teachers, or media figures. when considering teachers’ through the lens of bandura’s social learning theory, the way educators interact with their colleagues can significantly influence the overall school culture regarding gender-based sexual harassment. if teachers observe their peers treating one another with respect, professionalism, and actively opposing harassment or discrimination, they are more likely to adopt similar behaviors. positive modeling among staff creates a supportive environment where inappropriate behavior is less tolerated and more likely to be challenged. conversely, if teachers witness colleagues engaging in or ignoring harassment, making sexist remarks, or displaying gender-biased attitudes without consequences, this can normalize such behaviors and contribute to a permissive culture. bandura’s theory highlights that social learning occurs in all relationships, not just studentteacher dynamics; thus, respectful interactions among teachers serve as powerful models that shape attitudes and behaviors throughout the school community. this modeling among teachers is crucial because it sets the tone for how gender-based harassment is perceived and managed, influencing the behaviors students eventually observe and learn. this is supported by the findings of dennehy et al. (2020), who examined organizational culture and peer dynamics among educators and found that peer modeling of respectful behavior significantly reduced tolerance for gender-based harassment in schools, highlighting the importance of teacher-toteacher interactions in shaping school climate. statement of the problem the study aimed to determine the prevalence of genderbased sexual harassment in private elementary schools in west district ii, division of cagayan de oro city for the school year 2024-2025. specifically, it sought to answer the following questions: 1. what is the respondents’ profile in terms of age, gender, civil status, highest educational attainment, position and teaching experience? 2. how do the respondents assess the prevalence of gender-based sexual harassment as to streets and public spaces, online, workplace and educational and training institution? 3. is there a significant relationship between the respondents’ assessed prevalence of gender -based sexual harassment and each of their profiles? pa ge 66 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 61-77, 2025 scope and limitations this study focused on the assessment on the prevalence of gender-based sexual harassment in private elementary schools in west district ii, division of cagayan de oro, for school year 2024-2025. the independent variables were limited to the respondents’ profile, such as age, gender, civil status, highest educational attainment, position and teaching experience. the dependent variables were genderbased sexual harassment in street and public spaces, online, workplace and educational training institution. the research encompasses one hundred fifty (150) respondents of private elementary schools. materials and methods research design the study employed a descriptive-correlation research design to assess the prevalence of gender-based sexual harassment in private elementary schools in west district ii, division of cagayan de oro, for school year 20242025. specifically, examine the respondents’ profile in terms of age, gender, civil status, highest educational attainment, position and teaching experience and how the respondents’ assess of the prevalence on gender-based sexual harassment based on street and public spaces, online, workplace and educational training institutions. according to creswell (2012), a correlational research design is used to describe and measure the degree of association or relationship between two or more variables. it is an organized approach to define the means and procedures adopted to do a study, ensuring consistency and reliability in data collection and analysis study setting ten (10) legislative districts namely: central, north i, north ii, east i, east ii, west i, west ii, south, southwest i, and southwest ii have public elementary and secondary schools in cagayan de oro. the public elementary schools of west i district in the division of cagayan de oro city are the subject of this study. this district has the greatest number of teachers in this division, with 184 teachers. one of the municipalities of the misamis oriental province is cagayan de oro city. it is also regarded as the province’s capital. region x (psa) is where it is located) characterized cagayan de oro as a thriving metropolis on the central coast of northern mindanao and the southern coast of the philippines. its overall land area is 48,885 hectares. of this land, 38.4% is set aside as open space and 44.7% is classified as agricultural. the average annual temperature is 27.0 degrees celsius, and there is 1,600 millimeters of rainfall on average. due to its linguistic advantage, the city has emerged as a top travel destination for foreigners. it is in northern mindanao, close to the head of macajalar bay, along the cagayan river. it is the ninth most populated city in the country. since obtaining its city charter in 1950, cagayan de oro has developed into northern mindanao’s commercial and transportation center. the city’s international airport, which serves as the northern terminus of the trans-mindanao sayre highway, is a significant stopover for aircraft heading south. bugo is a nearby pineapple cannery, while carmen is a satellite town on the left bank of the river. the city is home to st. augustine’s cathedral, the plaza divisoria, gaston park, and xavier university (1933). research respondents the respondents of the study were the one hundred fifty (150) teachers in private elementary schools in west district ii cagayan de oro city during the school year 2024-2025. as the primary agents in forming a student’s understanding of respectful behavior and fostering a culture of safety within school settings, elementary teachers play actively fostering a positive and inclusive classroom environment where everyone feels free to express themselves without fear of harassment or discrimination, teaching about gender equality, and swiftly addressing any instances of inappropriate behavior. table a below presents the distribution of the respondents of the study. sampling technique purposive sampling was utilized in this study as the researcher aimed to gather data on the prevalence of genderbased sexual harassment in private elementary teachers in west district ii in the division of cagayan de oro city. purposive sampling also known as judgmental is a nonprobability sampling technique where researches intentionally select participants based on specific characteristics or criteria relevant to the study’s objectives. it also aims to s elect individuals that can provide valuable and detailed insights into the research topic. research instrument the questionnaire was researcher-made for the respondents’ profile and for the prevalence on genderbased sexual harassment, the variables are taken from republic act 11313 which is known as safe-spaces act while the indicators are patterned and modified from the act. particularly, it was divided into two parts; part 1 dealt with respondents’ profiles of age, gender, civil status highest educational attainment, position and teaching experience. part 2 composed the gender-based sexual harassment on streets and public spaces, online, workplaces, and educational and training institutions. statistical treatment of data to gather a better understanding of the data, the following statistical tools were used in formulating the findings of the study: in problem 1, descriptive statistics like frequency and percentage distribution was used to ascertain the respondents’ profiles. descriptive statistics like mean and standard deviation was used by problem 2 to ascertain the respondents’ assessment on the prevalence of genderpa ge 67 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 61-77, 2025 based sexual harassment in streets and public spaces, online, at work, and educational and training institution. the pearson product moment of correlation was used in problem 3 to determine whether there is a significant correlation between the respondents’ assessed prevalence of gender-based sexual harassment and their profiles. ethical considerations it is crucial to ensure the privacy and anonymity of the teachers who would participate in this research. teachers may be more inclined to participate honestly and openly if they would be assured that their identities and personal information would be kept confidential. the following ethical concerns were addressed. informed consent was obtained from all participating teachers and clearly explain the purpose of the study, the data collection process, and how their information was used to ensure that they have the option to withdraw from study at any time without facing the consequences. on the data de-identification, the teachers were asked to remove or replace any personally identifiable information such as names, school names, or contact details from the data during analysis and reporting. pseudonym assignments were done to protect their identities. further, the data were stored securely, using encryption where necessary, and access was limited to authorized personnel only to ensure that data is not accidentally disclosed to unauthorized parties. ethical approval was sought from an institutional review board (irb) or ethics committee to ensure that the research design and data handling procedures meet ethical standards and guidelines. results and discussion problem 1 what is the respondents’ profile in terms of age, gender, position, highest educational attainment and teaching experience? table 1: distribution of respondents profile in terms of age category frequency percentage 51 years old and above 20 13.3 41-50 years old 28 18.7 31-40 years old 40 26.7 21-30 years old 62 41.3 total 150 100.0 table 1 presents the distribution of respondent’s profile in terms of age with the highest frequency of 62 (41.3 %) with 21 to 30 years old. this means that there are more beginning teachers. the term beginning teacher describes a teacher who has just finished their teacher education and earned the required credentials and is typically in their first, second, or third year of teaching. most of the time, they are just starting out in their careers and are still honing their teaching abilities and professional knowledge. on the other hand, teachers who have four to nine years of experience are sometimes referred to as seasoned or transitioning teachers, which means that they are gaining more experience and moving past their first few years of teaching. this result implies that due to their inexperience in the classroom, beginning teachers face difficulties. managing the classroom, dealing with parents and students, and negotiating the nuances of school policies are a few examples of these difficulties. these policies may include gender-based sexual harassment. thus, professional growth and effective support are essential for their retention and a smooth transition into the field. since they are brand-new to the field, younger educators can provide a number of benefits, including a wealth of energy, excitement, and knowledge of contemporary trends and technology. additionally, they might be more able to relate to pupils, particularly when it comes to age and life experiences such as gender-based sexual harassment. furthermore, a younger teacher can infuse the classroom with new ideas and perspectives, which could revitalize the curriculum and engage learners in unique ways. they can establish open lines of communication for reporting issues, offer thorough instruction on safe school procedures, and promote a climate of respect and cooperation to guarantee a secure environment for aspiring elementary teachers working in private schools. this entails encouraging good connections between students and teachers, putting in place efficient security measures, and swiftly handling bullying and harassment concerns as stated in the new generation learning challenges (2023). interestingly, the results are comparable to mumford’s (2020) study, which found that those between the ages of 18 and 29 were 105% more likely to report sexual harassment and 65% more likely to report sexual assault than people over 30. additionally, encounters with sexual harassment were predictive of being a victim of sexual assault. this study highlights the importance of addressing the hazards of sexual harassment and sexual assault among young adults through research, legislation, and criminal justice systems outside of higher education institutions. given the strong link between sexual harassment and young adult sexual assault victimization, it is imperative to recognize and correct early behavioral infractions in the us population. the lowest frequency obtaining 20 (13.3 %) is 51 years pa ge 68 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 61-77, 2025 old and above. this means that there are fewer teachers would likely be considered part of the baby boomer or silent generation. the term silent generation describes the group of people who were born between 1928 and 1945. as they navigated a time of both adversity and subsequent economic prosperity, they were frequently described as quiet and conforming. this generation is sometimes referred to as traditionalists. this implies that because of their age, they are more respected and may not fall prey to gender-based sexual harassment. this implies further that since they are known for their commitment, strong work ethic, and belief in hierarchical organizations this generation’s perspectives on education and teaching were shaped by the fast economic expansion and social change that surrounded their entry into the workforce and subsequent schooling. they are renowned for their dedication to community service and civic responsibility. according to mumford (2020), those between the ages of 18 and 29 were 65% more likely to report sexual assault and 105% more likely to report sexual harassment than those over the age of 30. additionally, victimization from sexual assault was predicted by experiences with sexual harassment. this study emphasizes how crucial it is to address young adults’ risks of sexual harassment and sexual assault through criminal justice systems outside of higher education institutions, as well as through research and legislation. it is crucial to identify and address early behavioral transgressions in the us population, as evidenced by the substantial correlation between sexual harassment and young adult sexual assault victimization. table 2: distribution of respondents profile in terms of gender category frequency percentage male 34 26.67 female 116 77.30 total 150 100.0 table 2 presents the distribution of respondents’ profile in terms of gender with the highest frequency of 116 (77.30 %) for females. this means that there are more women respondents to the study. a number of reasons, including societal expectations, professional choices contribute to the higher proportion of women in the teaching profession. teaching has traditionally been viewed as a logical progression of women’s caring and nurturing responsibilities, especially at lower grade levels. for working mothers, teaching can also be a flexible and alluring professional choice. stereotypes and societal perceptions also come into play; teaching is occasionally seen as a more “feminine” occupation. even if some men decide to become teachers, the occupation may be seen as less lucrative than other career paths, especially for men, which exacerbates the gender gap. further, this implies that it has over-representation of women in teaching compared to men. noticeably, strong interpersonal skills, empathy, and patience are among the traits that female teachers frequently possess in abundance, which fosters a caring and encouraging learning atmosphere. they might also help pupils feel like they belong and be more sensitive to their emotional needs. as observed, there are more women teachers than men. this trend can be linked to societal expectations that associate teaching young children with nurturing, caregiving, and emotional support traits traditionally linked to women. as a result, many women are encouraged to pursue careers in education from an early age, while men may be steered toward professions considered more authoritative or higher-paying. additionally, teaching at the primary level is often seen as a more flexible or familyfriendly job, which may appeal to women balancing work and family responsibilities. mcgrath et al. (2020) examined the global underrepresentation of male teachers and identified several key factors that contribute to this persistent trend. their study highlights how cultural norms and gendered perceptions play a major role in shaping who enters the teaching profession. teaching, particularly at the early and primary levels, is widely viewed as a nurturing and emotionally supportive occupation, traits that are traditionally associated with femininity. as a result, many societies view teaching as a “women’s profession,” which discourages men from pursuing it due to fears of being stigmatized or perceived as less masculine. in addition, the profession is often associated with low status and comparatively low pay, especially when compared to other fields that men with similar qualifications might enter. this economic disincentive further deters male participation, as teaching may not align with the traditional expectation of men as primary earners. mcgrath et al. (2020) argue that these intertwined social and structural factors create a powerful barrier that continues to limit the presence of men in education, particularly in roles that involve working with young children. on the other hand, with the lowest frequency of 34 (26.67 %) for males. this means that men, though slightly exceed women in the world’s total population. there are usually more men in lower age groups, but as individuals age, women live longer. therefore, there are more women in older age groups. generally speaking, having fewer male teachers is not seen as beneficial. although both male and female educators support a child’s social-emotional growth and a well-rounded education, a shortage of male educators, especially in elementary school, may have unfavorable effects. the intuition is that male teachers may be better able to relate to male students and act as positive role models for them. furthermore, exposing pa ge 69 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 61-77, 2025 students to a wider variety of viewpoints and pedagogical approaches through more diverse teachers, including a greater proportion, improves learning outcomes. however, in terms of gender-based sexual harassment, according to gou et al. (2024), women were almost three times more likely than men to have experienced sexual assault in their early adult years, and respondents aged 18–29 were 1.65 times more likely to report experiencing sexual assault in their early adult years than respondents aged 30. the likelihood of reporting sexual assault during the same time period was over 20 times higher for respondents who experienced sexual harassment in their early adulthood than for those who did not. there were no appreciable differences in early adult sexual assault by race/ethnicity, annual household income, or college enrollment. table 3: distribution of respondents’ profile in terms of civil status category frequency percentage widowed 3 2.00 separated 2 1.34 married 98 65.33 single 47 31.33 total 150 100.00 table 3 shows the distribution of respondents’ profile in terms of civil status, with the highest frequency of 98 (65.33 %). this means that there are more private elementary teachers who are married. in a school context, having a majority of married teachers can have certain benefits, including stability, the possibility of improved work-life balance, and possibly increased job satisfaction. on the other hand, civil status has been identified as a contributing factor to the vulnerability of individuals to gender-based sexual harassment, especially in social and professional environments. research shows that unmarried individuals, particularly women, are often more frequently targeted due to prevailing gender norms that associate singlehood with sexual availability or lack of protection. conversely, married women may hesitate to report harassment for fear of disrupting family dynamics or being blamed by their partners. a study by macapagal et al. (2020) on sexual harassment and gender norms in southeast asia highlighted that civil status interacts with societal expectations about gender and morality, often reinforcing silence and tolerance toward harassment. the study found that both single and married women internalize different forms of stigma when experiencing gbsh single women being accused of “inviting” attention, and married women facing guilt or shame tied to their roles as wives or mothers. these findings underscore the need for intersectional approaches to harassment prevention that consider not just gender, but also civil status and cultural context. the lowest frequency is 2 (1.34 %) for separated which is relatively small percentage. this means that there are still few teachers who remain in their job even if they have already separated from their husband or wife. in safe space act, it is illegal to discriminate against someone based on their marital status, including separation. accordingly, a teacher cannot be subjected to discrimination or unfair treatment because of their separated status in any way, including when it comes to hiring, promotions, benefits, or other employmentrelated issues. this implies that separation is not a unique trend in the teaching profession, it is likely that the figure will stay relatively similar or even slightly fluctuate. perhaps, separation can affect job performance because of emotional stress. a teacher’s capacity to function well ultimately rests on their unique situation and their ability to bounce back from setbacks. according to the article characteristics and trends (2020), there were about 5.88% of private school teachers in a separate relationship, which is a relatively small percentage. in contrast, public teachers are usually married, between the ages of 29 and 37, and hold teacher 1 jobs, according to pablo et al.’s study on synthesizing profiles of public-school teachers for an informed strategic work-life balance from 2024. it is evident that women make substantial contributions to the teaching profession both at home and abroad. the fact that 60% of teachers in the general population are female shows how well-represented women are in the field of education. table 4: distribution of respondents profile in terms of highest educational attainment category frequency percentage doctorate degree 6 4.0 with doctorate degree units 3 2.0 master’s degree 38 25.3 with master’s degree units 31 20.7 bachelor’s degree 72 48.0 total 150 100.0 pa ge 70 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 61-77, 2025 table 4 presents the distribution of respondents in terms of highest educational attainment. as shown in the table, bachelor’s degree obtained the highest frequency of 72 (48.0 %). this means that most of the respondents did not pursue master’s or doctorate degrees. teachers are discouraged from pursuing graduate degrees for a variety of reasons, such as personal reasons, workload obligations, time commitments, and financial limitations. lack of financial support, such as scholarships or grants, exacerbates the issue. the duties of a full-time teaching position may conflict with the significant time commitment needed for graduate courses and research. a teacher’s choice may also be influenced by their professional commitments, family duties, and the handson experience they have obtained from teaching. this result may impact to gender inequality, which is a major obstacle to education. many teachers are unable to obtain and finish their graduate studies because of poverty, discriminatory practices, gender-based violence, and cultural norms. further, this implies that the lack of professional development affects people, organizations, and society in several ways. it may affect corporate competitiveness and creativity, impede career advancement, and lower employee engagement and morale. it can result in stagnation and feelings of inadequacy for individuals, as well as lower production and more turnover for businesses. observably, if a teacher does not develop herself professionally, promotions for teachers in the philippine public school system are, in fact, determined by their qualifications and merit. this implies that candidates are evaluated according to their general credentials, experience, knowledge, and skills. finding the most competent and qualified candidates for higher teaching jobs is the goal of the selection process. it is a cornerstone of just and equal hiring procedures, guaranteeing that promotions are determined by impartial standards rather than personal preferences. merit-based systems are aggressively promoted by numerous businesses and educational systems to guarantee that the most qualified applicants are chosen for higher jobs (do no. 019, s. 2022). the lowest frequency is 3 ( 2.0 %) with doctorate degree units. this means that three of them pursued their graduate studies but were not able to continue. this implies that there are numerous circumstances, such as an overwhelming workload, financial limitations, a lack of support, and a desire to concentrate on shortterm professional objectives, may cause teachers to discontinue their doctoral studies. the decision may also be influenced by difficult learning settings, low salary, and burnout. the perceived demands and lack of relevance of some curricula may also be demoralizing to some teachers. for the majority of teachers, a doctorate is not necessarily required. teaching at the k to 12 or higher education levels does not always require a phd, even though it can improve career options and possibly result in greater wages. according to the us world and news report article private school versus public school (2024), there are a number of reasons why there are fewer doctorate-holding private elementary school teachers. u.s. according to news and world report, subject-matter expertise is frequently given precedence over official teaching certifications in private schools. these include employment practices at private schools, professional advancement and pay, and the cost of higher education. table 5: distribution of respondents profile in terms of position category frequency percentage master teacher ii 6 4.0 master teacher i 8 5.3 teacher iii 18 12.0 teacher ii 23 15.3 teacher i 95 63.4 total 150 100.0 table 5 presents the distribution of respondents’ profiles in terms of position. the result reveals that the highest frequency of 95 (63.4 %) are teacher 1. this means that most teachers in private schools remain at the teacher i level due to the absence of a structured promotion system similar to that in public schools. in the department of education’s framework, public school teachers can progress from teacher i to higher ranks, such as master teacher, based on experience, qualifications, and performance. many private schools, however, do not adopt such a formal career ladder, so teachers often retain the same title regardless of their tenure. financial constraints also play a role, as private schools, particularly smaller institutions, typically operate on limited budgets, restricting their ability to offer salary upgrades or additional benefits. moreover, many private school teachers are newly hired graduates or under-board educators who use these positions as a stepping stone while preparing for or waiting to pass the licensure examination for teachers (let). once licensed, they often transfer to public schools where compensation, benefits, tenure, and promotion opportunities are more attractive. high turnover rates and the prevalence of contractual arrangements in private institutions further pa ge 71 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 61-77, 2025 contribute to teachers remaining at the entry-level position. as a result, the teacher i rank is the most common designation among private school education. in the philippines, many private school teachers remain at the entry-level teacher i rank due to a combination of structural, financial, and institutional factors. research shows that compensation in the private sector is significantly lower many licensed teachers earn below the minimum wage, around ₱12,500 monthly, compared to the substantially higher salaries in public schools for the same rank (ordinario, 2022). this limited pay makes retention challenging and promotion less attainable. indeed, studies on teacher turnover in private schools highlight that many educators voluntarily resign in search of better work conditions, more professional growth, and higher compensation. qualitative accounts further support this: as one private school teacher shared, “a teacher may leave the organization when stressed by work… job security and pay benefits” are critical factors (cruz, 2021). the combination of low financial incentives, high turnover, and limited advancement opportunities helps explain why most private school teachers remain at the teacher i level. the lowest frequency is 6 (4.0 %) for master teacher ii. this means that based on the responses, those who have doctorate degrees are also the same people who hold the master teacher ii. this is a proof that teachers who engage in professional development have the opportunity to be promoted. this implies that it is really an advantage for teachers who have pursued their professional education. teachers who put a high priority on professional development reap several rewards, such as better student outcomes, more career prospects, and increased efficacy in the classroom. in order to create more interesting and productive classrooms, professional development helps teachers stay up to date on best practices, acquire new abilities, and become subject matter experts. the philippine education today, statistics, challenges and opportunities (2024) article claims that because private schools frequently have smaller funds, their teachers may have fewer opportunities for progress and promotions. as a result, even with experience, many teachers might stay at the teacher 1 level. in addition, they could have a harder time keeping teachers and experience greater attrition rates than public schools. as a result, there may be more recently recruited teacher 1 with less experience who are still advancing in their careers. they differ from public schools in their organizational strategies and staffing arrangements and are more open to taking entry-level jobs. table 6: distribution of respondents’ profile in terms of teaching experience category frequency percentage 40 years and above 1 .06 30-39 years 4 2.7 20-29 years 13 8.7 10-19 years 27 18.0 9 years and below 105 70.0 total 150 100.0 table 6 presents the distribution of the respondents’ profile in terms of teaching experience with the highest frequency of 105 (70.0 %) for nine years and below which means that this result is consistent with those respondents aged 21 to 30 years. numerous factors, such as inadequate salary, a lack of support, burnout, and difficulties with student behavior, cause teachers to quit their jobs. unrealistic expectations, a lack of autonomy, and challenges with school management are further reasons. it is unrealistic to expect teachers to be everything to everyone, in charge of the academic, social, and emotional welfare of their students, while also managing sizable class numbers and fulfilling curriculum requirements with little funding. as observed, some are expected to work past their contracted hours, shoulder personal expenses for classroom materials, and handle behavioral problems independently without help. circumstances in which teachers’ authority over their work, methods of instruction, and decision-making is restricted. further, teachers frequently feel overburdened and underappreciated as a result of these, which are made worse by administrative demands, a lack of support, and long hours. managing classroom dynamics, student conduct, different learning styles, and integrating new technologies are additional obstacles. collectively, teaching experience is a vital profile factor: early career status is associated with greater vulnerability to workplace mental strain, management difficulties, and harassment, while more experienced educators face different challenges, like stagnation and burnout. accordingly, to promote retention and protect against exploitative environments, policymakers and school leaders must design targeted mentoring, manageable workloads, clear career pathways, and emotional/ intellectual support systems for teachers at all career stages ( hesbol et al., 2022). the lowest frequency is 1 (.06 %), which is 40 years and above length of service. this means that there is only one loyal among the 150 respondents. this implies that out 150 private teachers, there at least one who choose to continue teaching in private school. the viewpoint is that, the dedication, commitment, and constancy of teachers to their profession and the organization where they work pa ge 72 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 61-77, 2025 might be interpreted as their loyalty. it includes a deep sense of support for the institution, its goals, and the welfare of its employees and students. as observed, teachers, especially those working in private schools, do not remain in the profession for long due to a combination of economic, professional, and psychological challenges. a primary reason is the low salary and lack of benefits commonly associated with private institutions, particularly in developing countries. this financial instability makes the teaching profession unattractive as a long-term career, especially when alternative jobs in other sectors offer better compensation. in addition to financial constraints, many private school teachers experience excessive workloads, where they are expected to take on multiple roles: teaching several subjects, supervising extracurricular activities, and performing administrative tasks, often without additional compensation or time off. due to a number of factors, such as teacher attrition, retirements, and a smaller pool of experienced teachers in private schools as opposed to public ones, there are probably fewer primary school instructors in private schools with 40 years of experience. this trend is also influenced by the general decrease in the number of teachers in the field of education. according to an article stayers and movers (2022), among teachers who voluntarily transferred to a different school for the 2020– 2021 to 2021–2022 school year, more public school teachers than private school teachers cited school-related reasons as the primary driver of their move, while more private school teachers than public school teachers cited pay and other benefits as the primary driver. problem 2 how do the respondents’ assess the prevalence on gender-based sexual harassment as to streets and public spaces, online, workplace and educational and training institution? table 7: summary of the respondents’ assessment on the prevalence on gender-based sexual harassment variable mean sd interpretation streets and public spaces 2.36 1.04 low online 1.97 1.03 low workplace 1.89 1.00 low education and training institution 3.01 1.00 high overall 2.31 1.02 low legend: 3.26-4.00 at all times/ very high; 1.74-2.50 sometimes/ low; 2-.51-3.25 most of the time/ high; 1.00-1.75 never / very low table 7 summarizes the respondents’ assessment on the prevalence of gender-based sexual harassment with an overall mean of 2.31 (sd=1.02) interpreted as low. this means that the level of gender-based harassment is low. this implies that there is already an awareness among teachers of this gender-based sexual harassment. this reflects a belief in their own professionalism, ethical conduct, and adherence to institutional policies. this self-assessment could indicate as positive school culture where respect and appropriate boundaries are maintained between educators and students or colleagues. this indicate a genuinely low incidence of harassment which might be due to effective policies, awareness campaigns, or a supportive institutional culture. however, it could also reflect underreporting or a lack of awareness, especially if subtle or normalized forms of gender based harassment such as sexist jokes, microaggressions, or exclusion are not recognized as problematic. a study conducted by ifugao state university (2023) revealed that university students exhibited high levels of awareness regarding various forms of gender-based violence including physical, sexual, psychological, and socioeconomic violence. this heightened awareness is attributed to effective educational efforts and awareness campaigns within the campus, leading to a more informed student body capable of recognizing and addressing gbv. similarly, a research focusing on teachers in southern palawan indicated a moderate awareness of gender and development-related laws. the study found a strong correlation between the level of awareness and the implementation of these laws, suggesting that increased knowledge among educators leads to better enforcement and adherence to gender-responsive policies. these findings underscore the importance of continuous education and awareness programs in schools. by fostering an environment where both students and teachers are well-informed about gender-based harassment and related laws, educational institutions can create safer and more inclusive spaces conducive to learning and personal development (javillonar et al., 2022). the variable educational and training institutions, obtained the highest mean score of 3.01 (sd=1.00) interpreted as high. this means that the respondents believe that gbsh occurs frequently in schools. it reflects a notable level of concern regarding the safety and wellbeing of individuals within schools. furthermore, it indicates that harassment exist however, others may have experienced it to a lesser or greater extent. this implies that schools needs to examine and address the factors contributing to the assess prevalence of gbsh within their environments. this result may point to weaknesses in existing policies, reporting mechanisms, or preventive measures intended to combat sexual harassment. moreover, it could be viewed that teachers not just pa ge 73 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 61-77, 2025 as enforcers of rules, but as key agents in cultivating respectful, inclusive, and safe educational spaces. their empowerment and accountability are equally essential in addressing the broader issue of gender-based sexual harassment among schools, a need for more effective training and campaigns to promote respectful behavior, consent, and gender sensitivity among both staff and students. also, it raises concerns on institutional leaders and policymakers must prioritize comprehensive reforms that promote accountability, empower victims, and create safer, more inclusive learning environments. a recent study, akhtar et al. (2023) found that gender harassment and unwanted sexual attention were the most commonly reported forms of sexual harassment experienced by female teachers in higher education institutions. their results, based on responses using the sexual experiences questionnaire, revealed that a significant number of participants had encountered sexual harassment in various forms, highlighting the pervasive nature of the issue within academic environments. it becomes evident, then, that institutions must not only enact robust anti-harassment policies and reporting mechanisms, but also actively empower teachers through gender-sensitive training, reinforced accountability, and dedicated support systems. on the other hand, the variable workplace obtained the lowest prevalence with an overall mean of 1.89 (sd=1.00), interpreted as low. this means that incidents of sexual harassment within the workplace setting of the educational institution are relatively minimal, according to the respondents. this low implies that most participants do not frequently witness or experience gender-based sexual harassment in their professional environment, possibly reflecting the presence of effective policies, a respectful culture among staff, or limited exposure to high-risk situations especially the department of education is vigilant on the implementation on the protection of harassment among all genders be it students or professionals. however, while this finding is encouraging, it should be interpreted with caution, as low reported prevalence does not necessarily equate to the absence of the problem. factors such as fear of retaliation, lack of awareness, or cultural norms may lead to underreporting. therefore, continuous monitoring, awareness training, and safe reporting mechanisms remain essential to ensure that the workplace remains genuinely free from harassment. as such, harassment can lead to significant physical, psychological, and emotional harm, resulting in outcomes like resignations, frequent absences, strained colleague relationships, reduced work efficiency, and diminished job satisfaction. decreased productivity, increased turnover, and significant mental health challenges for victims. the study emphasizes the need for comprehensive policies and training programs to prevent harassment and support affected employees (dehghan & shahrbabaki, 2023). problem 3 is there a significant relationship between the respondents’ assessed prevalence of gender -based sexual harassment and each of their profile? table 8: test of significant relationship between respondents’ assessment on the prevalence of gender-based sexual harassment and their profile gender-based sexual harassment respondent’s profile correlation streets & public spaces online workplace educational and training institutions overall age r-value .254 .160 .040 -.051 .151 p-value .002 .051 .630 .537 .065 s ns ns ns ns gender r-value .014 -.002 .027 -.024 .000 p-value .861 .985 .746 .773 1.000 ns ns ns ns ns civil status r-value 0.13 -. 003 .035 -.024 .038 pvalue .815 . 776 .671 . 772 .076 ns ns ns ns ns position r-value .153 .051 .038 .034 .101 p-value .061 .538 .646 .676 .217 ns ns ns ns ns highest educational attainment r-value .116 -.036 -.046 -.072 -.023 p-value .157 .666 .578 .383 .776 ns ns ns ns ns teaching experience r-value -.063 -.022 -.122 -.116 -.111 p-value .441 .793 .135 .159 .177 ns ns ns ns ns pa ge 74 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 61-77, 2025 table 8 presents the test of the significant relationship between the respondents assessment on the prevalence of gender-based sexual harassment and their profile. the correlation analysis revealed that among the various profile variables of the respondents, only age showed a statistically significant correlation, specifically with the domain streets/public places (r = .254, p = .002). this indicates a moderate positive relationship, suggesting that sexual harassment in streets and public places are being experienced by younger and older women. younger people especially teenage girls and young women are often vulnerable to resist or retaliate and report to authority. on the other hand, older individuals particularly men may feel more powerful to harass because of their age. some men, think it is acceptable to make sexual comments or gestures towards women. this reflects gender-power imbalance wherein women regardless of age are targeted of sexualized behaviors in public places. further, older women can also be vulnerable to harassment because of gender-based disrespect. harassment is being perceived as about power of control, most attraction, some men harass older women simply because they believe that they are superior. moreover, older women may face harassment but their experiences as victims are often ignored and not taken seriously or they feel the incident as humiliating. in their online publication reese and lindenberg (2024) indicated that employees’ perceptions of sexual harassment regulations are significantly influenced by both gender and age. the execution of sexual harassment regulations may be significantly impacted by the existence of differing opinions about sexual harassment between men and women of various ages. older workers play a crucial role in the creation and execution of efficient policies since they are more likely to hold positions of leadership or supervision. this draws the conclusion that there are notable age group disparities between male and female employees with relation to attitudes about model policy and procedure, assessments of workplace policies, and perceptions of sexual harassment based on a survey of 595 municipal employees. there are specific policy proposals made to address these important disparities between supervisors and employees. for the other domains, age was not significantly correlated for online (r = .160, p = .051), workplace (p = .040, p = .630), educational and training institutions (r= –.051, p = .537), and overall (r = .151, p = .065). although the correlation with the online domain was close to the 0.05 threshold, it was not statistically significant. other profile variables gender, position, highest educational attainment, and teaching experience did not show any significant correlations across all domains. gender yielded the following non-significant results: streets/public places (r = .014, p = .861), online (r = –.002, p = .985), workplace (r = .027, p = .746), educational institutions (r = –.024, p = .773), and overall (r = .000, p = 1.000). position also showed weak and nonsignificant correlations: streets/public places (r = .153, p = .061), online (r = .051, p = .538), workplace (r = .038, p = .646), educational institutions (r = .034, p = .676), and overall (r = .101, p = .217). similarly, educational highest attainment and teaching experience had no statistically significant associations with any domain, with all p-values above 0.05 and correlation values ranging from weak positive to weak negative. these findings imply that age is the only demographic factor meaningfully related to perceptions in one context which is the streets and public spaces, while responses across other variables such as gender, position, education, or teaching experience are not correlated. furthermore, teacher’s profile, such as age, gender, civil status, position, educational attainment, or teaching experience, may not be significant to sexual harassment is because of behavioral, cultural, and organizational factors that influence the problem of sexual harassment. this means that behaviorally, teachers may react in similar ways regardless of their profile, such as staying silent or tolerating inappropriate acts. culturally, respect for authority and the desire to maintain harmony discourage reporting among all teachers. organizationally, the absence of effective reporting systems, weak environment where harassment can happen to anyone, making personal characteristics less important. therefore the null hypothesis stating that there is no significant relationship between the respondents’ prevalence level of gender based sexual harassment and each of their profile was accepted. cairns (2023), investigates the lived experiences of women teachers who faced sexual harassment in school settings. her work shows that silence is often shaped by institutionalized gender norms and patriarchal structures, where men occupy more leadership roles and women are expected to remain compliant. teachers described how formal complaints were often discouraged, ignored, or reframed as misunderstandings. cairns also reveals that harassment is sometimes trivialized by peers treated as jokes or minor incidents which pressures victims to downplay their own experiences. while some teachers engaged in quiet forms of resistance, such as avoiding certain individuals or privately supporting other victims, these acts rarely translated into formal reporting because of fears of damaging their careers or reputations. conclusion the results revealed that teachers rated the prevalence of gender-based sexual harassment in streets and public places, online, and the workplaces as generally low, while incidents in educational and training institutions were high. the null hypothesis, which states that there is no significant relationships between the prevalence of gender-based sexual harassment of private elementary teachers and their profile, is accepted. predominantly, the respondents’ profile like age, gender, civil status, position, highest educational attainment, and teaching experience, was found to have no significant relationship with the prevalence of gender-based sexual harassment. however, age being significant to streets and public places is a pa ge 75 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(4) 61-77, 2025 critical factor influencing how individuals experience or perceive harassment, particularly in certain environment. therefore, teachers regardless of age should be aware of the importance of sexual harassment because by understanding the nature , effects and implications, they would be more equipped to prevent, identify and address inappropriate behaviors to protect themselves and respond effectively to incidents. recommendations on the basis of the conclusions of the study, the following are the recommendations : 1. teachers should commit themselves to continuous professional growth and academic advancement by enrolling in a master’s degree program relevant to their field and subsequently progress to a doctoral degree such as a phd or edd. alongside formal education, teachers are encouraged to engage in seminars, workshops, and specialized training to enhance both their pedagogical and subject-matter expertise. 2. the principal should establish a clear and transparent communication and reporting system to avoid rumors regarding sexual harassment. in school. he should ensure that all concerns are handled promptly, confidentially, and in accordance with school policies. this includes implementing and widely disseminating clear policies against sexual harassment to students, staff, and parents, as well as creating safe and confidential channels for reporting incidents to prevent gossip and speculation. when a case is reported, the principal must act quickly and discreetly to demonstrate the school’s commitment to truth, fairness, and privacy, thereby minimizing opportunities for rumors to develop. 3. researchers are strongly encouraged to conduct comprehensive studies on the prevalence of sexual harassment to provide a clearer understanding of its scope, patterns, and impact across different settings. given that age emerged as a significant factor among the profile categories in relation to the prevalence of sexual harassment, future research and policy initiatives take into account age-related vulnerabilities and experiences. references acharya, s., & pandey, r. 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(2021). personal safety and fear of sexual harassment among female garment workers in bangladesh. international journal of environmental research and public health, 18(24), 13406. https://doi. org/10.3390/ijerph182413406 pa ge 1 pa ge 16 4 american journal of arts and human science (ajahs) exploring identity and selfhood in a numbera number: a freytagian analysis motikala subba dewan1* volume 4 issue 2, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i2.4684 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: march 05, 2025 accepted: april 11, 2025 published: april 28, 2025 caryl churchill’s a number (2002/2008) explores identity, scientific innovation, and the ethical dilemmas of human cloning, particularly the debate between nature and nurture. the play questions whether identity is shaped by genetics, experiences, or personal choices, raising profound ethical and psychological concerns about the consequences of replicating human life. this study examines how a number navigates identity and ethical dilemmas through freytag’s pyramid, focusing on salter and his cloned sons: bernard 1, bernard 2, and michael black. the exposition introduces salter’s guilt and the origins of the clones, while the rising action builds tension as bernard 2 confronts his father about his existence, uncovering the unsettling truth about multiple clones and triggering an identity crisis. the climax unfolds when bernard 1, filled with resentment, confronts salter and kills bernard 2, exposing the selfish motives and emotional toll of cloning. in the falling action and resolution, unresolved tensions persist, leaving behind irreversible consequences that provoke reflection on identity, ethics, and scientific responsibility. the play’s open-ended conclusion compels audiences to question the moral implications of cloning and the commodification of human life in an era of rapid technological advancements. to deepen this analysis, this study incorporates jean baudrillard’s (1994) concept of simulacrum, which examines how cloning blurs the boundaries between original and copy, and emmanuel levinas’s (1969) ethics of the other, which provides a moral framework for understanding the ethical consequences of treating cloned individuals as disposable entities. by examining these perspectives, this study underscores how a number interrogates the intersection of identity, ethics, and selfhood, encouraging further exploration of these pressing issues. keywords ethical dilemmas, freytag’s pyramid, human cloning, identity, selfhood 1 ratna rajyalaxmi campus, tribhuvan university, exhibition road, kathmandu, nepal * corresponding author’s email: motikala_d1@hotmail.com introduction this article explores caryl churchill’s play a number (2008), through freytag’s pyramid, a structural model developed by german novelist and playwright gustav freytag (1863), known for his contributions to dramatic theory. freytag’s five-part model consists of: exposition (introduction of characters, setting, and background), rising action (events that build tension leading to the climax), climax (the turning point or most intense moment), falling action (events following the climax that move toward resolution), and dénouement (the conclusion, where loose ends are tied up). while originally applied to classical and shakespearean plays, freytag’s pyramid remains a foundational tool for analyzing narrative structure and continues to be relevant in modern works like a number, offering insight into how dramatic tension unfolds in contemporary storytelling. this analysis examines the complex fatherson relationships in a number, focusing on salter and his cloned sons, bernard 1 (b1), bernard 2 (b2), and michael black. through minimalist yet powerful storytelling, the play explores themes of individuality, nature versus nurture, and the ethics of cloning. by applying freytag’s pyramid, this study breaks down the dramatic structure— exposition, rising action, climax, falling action, and resolution—to demonstrate how each stage frames the characters’ struggles with identity and authenticity. the investigation highlights the identity crises experienced by the characters, analyzing how cloning shapes their relationships, psychological states, and perceptions of humanity. it also explores the ethical and emotional consequences of artificial replication, questioning the boundaries of selfhood in a world where genetic duplication challenges individuality. the central questions guiding this study are: how does freytag’s pyramid structure enhance the play’s exploration of identity crisis? and what role does cloning play in the characters’ conflicts over selfhood and authenticity? in summary, the study argues that the play’s narrative structure deepens its thematic impact, offering a compelling critique of scientific intervention in human life. a number stands as a significant work that challenges audiences to confront the complexities of identity, the fragility of selfhood, and the moral dilemmas posed by cloning. caryl churchill’s play a number, published in 2002, was written amid intense public debate over the ethics of cloning. the controversy surrounding dolly the sheep’s cloning (1997), the creation of human embryos at advanced cell technology, and the cloning of a kitten fueled discussions about the potential for human cloning. the play engages with ethical and legal concerns surrounding cloning, particularly salter’s decision to have his son cloned without consent, raising questions about parental authority, scientific ethics, and the pa ge 16 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 164-172, 2025 commodification of human life. unesco’s (2005) universal declaration on bioethics and human rights explicitly condemns human reproductive cloning, citing concerns about human dignity and the risks of exploitation. churchill’s depiction of a world where cloning is possible but morally ambiguous reflects realworld fears about the misuse of genetic technologies and the lack of regulatory oversight. set in a world where cloning is a reality, a number examines the ethical dilemmas of cloning, the fragility of personal identity, and the ongoing debate between nature and nurture. salter, the protagonist of a number, is a man in his early sixties who fathers multiple cloned sons. his wife died by suicide, throwing herself under a train when their biological son was only two. struggling with alcoholism and his son’s behavioral issues, salter eventually sent the boy away. seeking a fresh start, he had his son cloned, creating b2 as an attempt to be a better father. however, the truth later emerges that multiple unauthorized clones were made, a fact hidden by the pathologists. b2, now thirty-five, was intended as a replacement for the original son, b1. gentle and emotional, he is deeply unsettled by the revelation that he was created to substitute someone else. in contrast, b1, now forty, grew up with resentment and a violent temper, fueled by his father’s abandonment and the knowledge that clones of him exist. his anger ultimately leads to a tragic act of revenge. among the clones, michael black, also thirty-five, stands apart. raised by a different family, he only learns of his origins later in the play. unlike b1 and b2, he is content with his life as a happily married mathematics teacher with three children. he finds the revelation that he is a clone “delightful” and irrelevant to his sense of self, highlighting a stark contrast in how identity is shaped by upbringing rather than genetic origins. this limited casting reinforces the concept of simulacrum, where the boundaries between original and replica blur, challenging conventional ideas of identity and selfhood. the tension reaches its peak with b1’s death, an act of revenge that highlights the existential crisis created by cloning (baudrillard, 1994). jean baudrillard has introduced the concept of simulacrum that refers to an imitation or representation that distorts the distinction between the original and the copy. in some cases, copies become so detached from their source that they take on a reality of their own, making it difficult to distinguish between what is authentic and what is merely a reproduction. in a number, the existence of clones disrupts traditional notions of uniqueness and authenticity, raising questions about the constructed nature of reality. this aligns with jean-françois lyotard’s (1984) ideas on the dissolution of boundaries between original and replica in a postmodern world. a number is divided into 5 scenes. scene i unfolds in salter’s living room, where his 35-year-old son, b2, confronts him after discovering he is not unique but one of several clones. salter reveals that b1, his original son, died in a car accident with his mother (churchill, 2008). in an attempt to bring b1 back, he consented to a cloning experiment, but the doctors unethically created multiple clones. this revelation shakes b2, leading him to question his identity and accuse his father of allowing the cloning process. salter insists that b2 is the real one and dismisses the others as illegal copies. the conflict escalates when salter refers to the clones as “things,” which b2 rejects, asserting their humanity. salter becomes defensive and even threatens legal action against the doctors. b2, struggling with his existence, wonders what it would be like to meet another version of himself. the scene ends with salter suggesting they sue the doctors, offering some comfort to b2. this scene serves as the exposition, introducing the characters, setting, and central conflict. it establishes key themes of identity, individuality, and the ethics of cloning while laying the foundation for the unfolding drama. in the scene ii, where the original b1appears, very much alive, and visits salter, who had previously claimed he died in a car accident. b1 has learned about the clones and is furious at his father for creating them. salter attempts to shift blame onto the doctors for the multiple copies, but b1 confronts him about being sent away and replaced by a genetically identical son. salter claims he did not have another child with another woman because b1 had been “the most beautiful baby” (churchill, 2008). b1, however, challenges salter’s neglect, asking why he never came to him when he cried out at night after his mother’s death. salter replies that he never heard him crying. overwhelmed by guilt, salter admits that he was a terrible father to b1. he looks him in the eye and acknowledges him. salter confesses that the clones were his attempt to raise bernard again without repeating past mistakes. growing increasingly agitated, b1 threatens to murder b2, unwilling to live in a world with cloned versions of himself. and scene iii opens with salter and b2 discussing b1, who recently paid b2 a visit. b2 was frightened by the meeting with his genetic “brother,” who was aggressive and whom he thought had died in a car accident. unsettled by the existence of identical copies of himself, b2 considers leaving the country. he demands to know how his mother died. salter reveals that his wife committed suicide by throwing herself under a train when b1 was two years old. salter explains, he did some bad things, he deserves to suffer he did better things too, that should be recognized. b2 tells salter that both he and b1 hate him for what he has done. salter pleads, he loves him, and he does not want him to leave. b2 responds, he is afraid b1 might kill him. b2 decides to leave the country, fearing b1 might try to kill him. salter tries to convince him to stay, but b2 refuses. later in scene iv, b1 returns and coldly informs salter that he has followed and killed b2 after he left the country. salter, stricken with grief, demands details about the murder, but b1 refuses to provide them, saying, that salter does not deserve to know. salter reveals that he could have killed b1 but chose instead to send him away to be cared for by others. he explains that he decided to start again with a copy of b1 because he remembered how pa ge 16 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 164-172, 2025 perfect b1 had been before his mother died. scene v is the last scene that is final attempt to connect with a version of his son, salter decides to meet another clone, michael black, who was raised by a different family. salter tries to get michael to share something unique about himself, hoping to find a sense of individuality in this clone. however, michael, a happily married math teacher with three children, is entirely undisturbed by the revelation that he is a clone. he finds the idea “delightful” and tells salter, “i don’t care about being a clone. it doesn’t change who i am”. salter becomes increasingly unsatisfied with what michael can offer him. he grieves the loss of both b1 and b2, realizing that he can no longer correct his failures as a father. the encounter leaves salter empty, as he confronts the irreversible consequences of his actions and the futility of seeking redemption through cloning. the study applies freytag’s pyramid, introduced by gustav freytag in technique of the drama (1863), as a structural model for storytelling. freytag’s model remains relevant in modern storytelling, offering insight into the development of dramatic tension in contemporary narratives. in a number, the exposition introduces the central conflict: salter’s decision to clone his son and the ethical dilemmas that arise. scene i establishes key themes of identity, individuality, and cloning ethics, laying the foundation for the drama. the rising action intensifies as emotional and ethical conflicts between salter and his sons escalate. in scene ii, b1, previously presumed dead, confronts his father upon discovering the existence of clones. furious at being replaced, b1 accuses salter of abandoning him. though salter attempts to shift blame onto the doctors, he ultimately admits his failures as a father and reveals that cloning was his attempt to start over. this revelation, however, only fuels b1’s resentment, leading him to threaten b2. tension continues to build in scene iii when b2 recounts his unsettling encounter with b1. having believed b1 to be dead, b2 is terrified by his aggression. grappling with his identity and existence, he demands to know the truth about his mother. salter reveals that she died by suicide when b1 was two years old, adding a tragic dimension to the narrative. salter pleads with b2 to stay, but b2 rejects him, acknowledging that both he and b1 despise their father. fearing for his life, b2 ultimately decides to leave. these developments heighten the emotional stakes, reinforcing themes of identity, betrayal, and moral responsibility, and propelling the narrative toward its climax. the climax occurs when b1 follows through on his threat and murders b2. this act of violence marks the peak of the play’s conflict, driven by b1’s deep resentment and refusal to accept the existence of genetically identical versions of himself. upon learning of b2’s death, salter is devastated, realizing the irreversible consequences of his choices. his attempt to correct past mistakes through cloning has only led to destruction, reinforcing the play’s themes of identity, loss, and moral reckoning. in the falling action, salter, now alone, seeks out another clone—one raised in a different environment. unlike b1 and b2, this young man is unaffected by the turmoil that consumed salter’s other sons. his detachment underscores the contrast between nature and nurture, emphasizing that identity is shaped as much by experience as by genetics. the resolution leaves salter in quiet despair, forced to confront the failure of his misguided actions. isolated and stripped of his illusions of control, he must live with the consequences of his decisions. the play concludes on an ambiguous note, prompting reflection on the ethical implications of cloning, the fragility of identity, and the limits of human agency in shaping destiny. a number critically explores the ethical and existential implications of human cloning through a dramatic narrative. the play centers on a father, salter, and his interactions with multiple clones of his son, bernard, revealing complex issues surrounding identity, selfhood, and the moral consequences of cloning technology. churchill’s work aligns with real-world debates on human cloning, particularly concerns about individuality, autonomy, and the unforeseen consequences of genetic replication (kass, 2002). the cloning process in the play echoes real-world scientific advancements, such as somatic cell nuclear transfer (scnt), the method used to create dolly the sheep (wilmut et al., 1997). while a number does not probe into the technical aspects of cloning, it raises crucial ethical questions about the psychological and social consequences of genetic duplication. similar to arguments by jaenisch and wilmut (2001), the play suggests that cloning could lead to unpredictable emotional and identity-related distress, as the clones struggle with the knowledge that they are copies rather than unique individuals. ethical dilemmas arise when individuals face conflicting moral principles, making it difficult to determine the right course of action. these dilemmas can be classified into personal, organizational, and societal dilemmas. personal dilemmas involve individual ethical choices, such as deciding whether to report a colleague’s misconduct. organizational dilemmas occur within workplaces and institutions, where ethical concerns may arise in corporate decisionmaking. societal dilemmas extend to broader issues, such as ethical concerns in public policy and environmental responsibility (beauchamp & childress, 2019). to address ethical dilemmas, different moral frameworks are applied, including deontology, consequentialism, and virtue ethics. deontology, founded by immanuel kant, focuses on duty and moral rules. consequentialism, particularly utilitarianism, evaluates the morality of an action based on its outcomes. in contrast, virtue ethics, developed by aristotle, emphasizes an individual’s moral character rather than specific actions (beauchamp & childress, 2019). consequentialism, especially utilitarianism, judges whether an action is right or wrong based on its results. if an action leads to the best for the most people, it is considered morally right. on the other hand, virtue ethics, developed by aristotle, focuses on a person’s character rather than their specific actions. it suggests that being a good person who is kind, honest, and fair pa ge 16 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 164-172, 2025 matters more than just following rules or thinking about consequences. ultimately, a number dramatizes the ethical, psychological, and existential dilemmas of human cloning, aligning with real-world bioethical debates about whether genetic replication compromises individuality. as scientific advancements in genetics and cloning continue, a number remains a compelling exploration of the moral and philosophical consequences of creating “a number” of identical beings. literature review caryl churchill’s a number is a thought-provoking play that explores the ethical and existential dilemmas of human cloning. it follows salter, a father who has secretly cloned his son, leading to a confrontation between identity, selfhood, and the consequences of scientific intervention. the study critically examines identity, selfhood, and the ethical dilemmas posed by human cloning. through the lens of freytag’s pyramid, the play’s dramatic structure highlights the tensions between nature and nurture, autonomy and control, while unfolding as a psychological thriller that interrogates the ethical implications of cloning and identity. each stage of the dramatic arc intensifies the play’s exploration of individuality, deception, and morality. the exposition introduces salter, who struggles with the ethical consequences of cloning, while his sons struggle with self-identity. the rising action builds as bernard (b2) realizes he is a copy, sparking an identity crisis and questioning his uniqueness. the climax reveals the existence of multiple clones, reinforcing the concept of simulacrum where the distinction between original and replica blurs, challenging the notion of authenticity. this culminates in bernard (b1) killing b2. this concept aligns with postmodernism, which questions the constructed nature of identity and the loss of the real in a world dominated by reproductions. the falling action exposes salter’s moral ambiguity, revealing that his act of cloning is more self-serving than benevolent. the catastrophe results in tragic consequences, underscoring the ethical and psychological dilemmas of artificial replication. the characters’ existential struggle with authenticity and meaning in a number reflects core existentialist principles articulated by jean-paul sartre and martin heidegger. sartre’s (1946/2007) assertion that “existence precedes essence” and heidegger’s (1927/2010) concept of dasein (being-in-the-world) are particularly relevant to understanding the clones’ crisis of identity, as they grapple with their manufactured existence while attempting to assert individual agency. the play dramatizes sartre’s famous declaration that humans are “condemned to be free” (1946/2007), forcing the clones to confront their absolute responsibility for self-creation despite their genetic origins. this existential framework is further complicated by erik erikson’s (1968) psychosocial theory of identity development, which helps explain the clones’ profound “identity confusion” as they struggle to reconcile their biological sameness with their need for authentic selfhood. the tension between being a genetic copy and a unique individual creates what erikson termed an identity crisis, exacerbated by their unnatural creation and fractured relationships with their progenitor. churchill’s dramatic structure and succinct dialogue intensify the play’s philosophical and psychological conflicts, using form to mirror the instability of identity in a world where human life can be replicated. the fragmented conversations and unresolved endings heighten the clones’ ontological uncertainty, transforming the scientific concept of cloning into a deeply human tragedy. this structural approach compels audiences to confront fundamental questions about selfhood and the ethics of artificial reproduction. by merging existential philosophy with psychological theory through innovative dramatic form, churchill creates a work that is both intellectually rigorous and emotionally devastating. the play’s conclusion leaves viewers haunted by heidegger’s (1927/2010) fundamental question“what does it mean to be?” while serving as a stark warning against scientific overreach and the commodification of human life. a central theme in a number is the ethical dilemma of identity among clones, particularly the tension between genetic determinism and experiential selfhood. the study employs freytag’s pyramid to analyze the play’s dramatic structure, framing the clones’ crisis through rising action, climax, and falling action. the tension builds with b2’s discovery of his cloned status, culminating in a confrontation that forces characters to question whether identity is innate or constructed-engaging with theories of psychological continuity and personal identity (parfit, 1984; pinker, 2002). while the play critiques purely social models of selfhood, it also rejects genetic essentialism, instead presenting identity as an unstable interplay of biology, memory, and relationality (kass, 2002; weber, 2008). the falling action highlights this complexity: despite their shared dna, the clones develop distinct personalities shaped by environment (segal, 2000), exposing how cloning disrupts notions of authenticity and uniqueness. the clones’ struggles epitomize the ethical quandaries of replication, reducing individuals to copies devoid of an “original” self. churchill deliberately leaves these conflicts unresolved, mirroring the postmodern condition in which identity is perpetually in flux. the play dismantles the illusion of a stable, inherent self, instead portraying identity as constructed through difference— both social (weber, 2008) and existential (žižek, 2001). this void intensifies the clones’ crisis, trapping them between genetic sameness and subjective experience. as žižek argues, the clone embodies “the impossibility of a coherent self ”, a tension manifested in salter’s sons, whose fractured identities defy unification. by refusing narrative resolution, churchill underscores the ethical stakes of cloning: it not only manipulates biological life but destabilizes the very concept of personhood. the play’s open-endedness forces the audience to confront unsettling questions about autonomy, replication, and the limits of human intervention (bochner, 2007). in doing so, a number reflects broader anxieties about pa ge 16 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 164-172, 2025 technology’s role in eroding individuality, suggesting that identity, like the clones themselves, exists in a state of irresolvable limbo. baudrillard’s concept of the simulacrum further illuminates the play’s themes. he argues that in a world saturated with reproductions, the distinction between original and copy dissolves, creating a crisis of authenticity (baudrillard, 1981). this is embodied in salter’s cloned sons, who confront the existential weight of being replicas rather than originals. b2’s realization that he is not even the one epitomizes baudrillard’s assertion that “the real is no longer possible”. salter’s inability to differentiate between his sons underscores how simulation erodes the very notion of an original. as baudrillard states, “the simulacrum is never what hides the truth—it is truth that hides the fact that there is none”. the clones’ existence destabilizes the idea of an essential self, functioning not as mere duplicates but as replacements. their contrasting personalities—b1’s violence versus b2’s passivity—suggest identity is shaped by experience, aligning with butler’s critique of biological essentialism and the performative nature of selfhood. similarly, derrida (1976) challenges the notion of a stable, self-contained identity, asserting that identity is always relational and never fully present. a number reflects this instability, as the clones define themselves not only through their genetic ties but also in contrast to one another. their identities are shaped by both biological similarities and divergent experiences, illustrating the interplay between nature and nurture. b1’s violent tendencies and b2’s vulnerability highlights how personality diverges despite shared genetic material. derrida’s concept of différance, where identity is defined through what it excludes, aligns with this dynamic, as each clone’s sense of self is formed in opposition to the others. the play also highlights the instability of memory and identity, echoing archive fever (1995). salter’s unreliable recollections—“i don’t know which one you are” (churchill, 2008)—highlight the impossibility of a fixed origin. this instability aligns with judith butler’s (1990) theory of performativity, which suggests that identity is constructed through repeated acts rather than being an inherent essence. salter’s attempt to recreate his lost son through cloning ultimately fails because identity cannot be replicated; only the illusion of sameness can be produced. b2’s realization, “i’m not even the first” (churchill, 2008), encapsulates the struggle for individuality, reinforcing the play’s critique of identity’s fluidity. despite their genetic sameness, b1’s aggression and b2’s vulnerability demonstrate that identity is shaped by experience and repetition, not biology. butler’s (1990) assertion that “identity is a fabrication” is literalized in the clones, whose behaviors defy genetic determinism. salter’s efforts to control their identities fail because, as butler (1993) argues, performativity is inherently unstable. the play critiques the fantasy of engineering identity, whether through cloning or socialization. butler (1993) further notes, “identity is reiterated through practices that are themselves unstable”. the clones’ existence exemplifies this: though genetically identical, their identities are fractured by experience. from a lacanian perspective, the clones in a number experience alienation not only because they are genetically identical but because they lack an independent origin. b2’s plea, “because they said that none of us was the original (churchill, 2008), i am just a copy, i am not the real one” (p. 174), aligns with lacan’s objet petit a, the unattainable desire for a coherent, singular self (lacan, 1977). this unattainable wholeness fuels their existential crisis as they struggle with fractured identities. slavoj žižek expands on this idea, stating, “the clone is the purest expression of the split subject” (žižek, 2001). even michael black, who claims contentment, embodies alienation by completely rejecting his “father.” this suggests that identity, rather than being an inherent essence, is a void masked by societal and familial impositions, a void salter attempts and ultimately fails to fill through replication. lacanian psychoanalysis deepens the play’s exploration of identity, revealing the clones’ struggles as manifestations of the objet petit a, the unattainable object of desire that fuels the perpetual search for wholeness. similarly, sartre (2007) argues that identity is not innate but constructed, a concept reflected in b2’s realization that his selfhood is derivative rather than original. the play also engages with michel foucault’s (1975) concept of the panopticon, where surveillance fosters self-awareness. salter’s control over the cloning process and his imposition of a preordained identity on his sons illustrate the tension between autonomy and external influence. rather than being fully autonomous individuals, they exist as products of salter’s decisions and expectations. the concept of panopticon is reflected in the way surveillance and control shape identity. in foucault’s theory, the panopticon creates a system in which individuals internalize authority because they are constantly under the gaze of power. similarly, in the play, salter acts as an unseen force, making decisions that shape his sons’ identities even before they become aware of their origins. for example, b2 grows up believing he is salter’s only son, unaware that he is actually a clone. this mirrors how surveillance fosters self-awareness— b2’s sense of self is based on what he has been told rather than his true nature. once he discovers the truth, his perception of himself changes entirely. he realizes that his identity is not solely his own but was constructed by salter’s choices, much like individuals in a panoptic society who adjust their behavior based on the control of unseen authorities. meanwhile, b1, the original son, represents the consequences of this control. unlike b2, b1 was not given a fresh start; he suffered neglect and hardship, which deeply shaped his personality. when he learns that his father replaced him with clones, his resentment highlights the imbalance of power—salter, like an authority figure in the panopticon, has controlled their realities while they had little agency. churchill’s play demonstrates how salter’s control over cloning is not just a scientific or ethical issue but a psychological one. his pa ge 16 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 164-172, 2025 sons do not grow up as free individuals but as products of his manipulation. their identities are shaped not only by genetics but by the choices and expectations imposed upon them, reinforcing the tension between autonomy and external influence. the clones in a number expose the instability of identity, challenging the notion of a unified, self-identical subject. as weber (2008) argues, “the clone exposes the myth of the self as self-identical”, revealing identity as fluid, relational, and perpetually deferred. this aligns with žižek’s (2001) assertion that cloning fractures subjectivity, leaving individuals haunted by their doubles: “the clone is the purest expression of the split subject”. even michael black, who appears content, embodies alienation by rejecting salter entirely—demonstrating that selfhood is not genetically predetermined but constituted through social and ethical relations (levinas, 1969). cloning, then, disrupts the very foundation of identity, reducing it to a replicable commodity rather than an emergent, lived experience (bochner, 2007). churchill’s play extends this critique to the ethical implications of cloning, particularly the violation of autonomy and consent. salter’s attempt to engineer identity through replication treats his sons as interchangeable objects, denying them the right to self-determination. this mirrors judith butler’s (1990, 1993) theory of performativity, which posits that identity is iteratively constructed through social interactions rather than biologically fixed. by creating clones to fulfill his own emotional needs, salter instrumentalizes human life, raising urgent bioethical questions about the commodification of personhood. these concerns resonate with real-world debates, where scholars like kass (1998) condemn cloning as “repugnant” for undermining human dignity and individuality. a number refuses to resolve these dilemmas, instead reflecting the postmodern condition in which identity remains irreducibly fragmented. the play’s unresolved tension between genetic sameness and subjective experience forces audiences to confront unsettling truths: that selfhood is neither intrinsic nor stable, but a contested site of relational and ethical negotiation. in doing so, churchill underscores the dangers of reducing identity to a scientific or technological project—one that risks erasing the very qualities that define humanity. a number uses cloning not as a scientific dilemma in itself but as a conceptual framework for exploring deeper existential questions about selfhood, individuality, and authenticity. human cloning involves somatic cell nuclear transfer (scnt), a process that wilmut et al. (1997) demonstrated with the cloning of dolly the sheep, igniting ethical and legal debates. while reproductive cloning remains a theoretical and highly contested practice, therapeutic cloning has gained acceptance for its medical potential (lanza et al., 1999). however, ethical concerns persist, particularly regarding autonomy, consent, and human dignity (national bioethics advisory commission, 1997; united nations, 2005). kass (1998) argues that cloning compromises individuality and moral integrity, reinforcing fears surrounding the commodification of human life. a number engages with these ethical concerns, yet it transcends the standard debates on cloning by focusing on its existential ramifications. the play examines the implications of human replication on personal identity and the unique self, asking whether genetic duplication diminishes an individual’s autonomy or authenticity. the central conflict between salter and his cloned sons b1, b2, and michael black mirrors broader philosophical discussions about selfhood and the relationship between the “original” and the “copy.” the philosophical tension between genetic sameness and conscious experience forms the core of churchill’s exploration. as zahavi’s (2005) concept of the “minimal self ” suggests first-person consciousness persists regardless of genetic replication a notion vividly embodied by michael black. despite sharing dna with the other bernards, his distinct personality and lived experience demonstrate that environment fundamentally shapes identity, challenging reductionist biological determinism. churchill’s sparse staging intensifies the play’s existential questions, stripping away distractions to focus on two crucial dilemmas: whether copies inherently lack authenticity, and whether replication diminishes originality. while art forgeries are devalued compared to originals, this framework collapses when applied to conscious beings each clone, like michael, maintains a unique subjective experience regardless of genetic duplication. this leads to churchill’s urgent dramatization of the nature/nurture debate, which interrogates the limits of genetic identicalness. the clones’ diverging personalities and choices empirically demonstrate that while genes provide biological raw material, identity actively emerges through the dynamic interplay of upbringing, cultural context, and lived circumstance. churchill’s work ultimately posits consciousness and subjective experience – not dna – as the irreducible foundation of selfhood. the literature review of a number helps us understand the connection between drama and philosophical questions into a way of exploring identity in the age of cloning. the study has focused on its ethical issues (aston, 2003) and psychological effects (luckhurst, 2015), this analysis shows how churchill’s use of structure—such as the timing of key revelations, intense confrontations, and the lack of a clear resolution—reflects the identity crisis faced by the clones. by looking at the play through freytag’s pyramid, we see how moments like b2 discovering he is a clone and the unresolved ending highlight the struggle for selfhood. combining freytag’s classical structure with modern identity theories (butler, 1990; žižek, 2001) gives us deeper insight into churchill’s approach. as the clones’ identical genes are overshadowed by their different experiences, the play’s form also breaks away from traditional storytelling. the open-ended conclusion is not just a stylistic choice but a powerful statement about identity, making the play’s structure and themes deeply connected. the play emerges as both pa ge 17 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 164-172, 2025 narrative and theoretical provocation, using its structural innovations to challenge fundamental assumptions about identity, authenticity, and human uniqueness. future research might productively extend this approach to other works that similarly employ dramatic form as a vehicle for philosophical investigation, particularly in an era increasingly shaped by biotechnological possibilities. ultimately, a number compels us to reconsider not just what constitutes identity, but how theater itself can become a medium for staging and interrogating the most pressing existential questions of our time. materials and methods this study adopts a textual analysis approach to examine caryl churchill’s a number (2002/2008), using freytag’s pyramid (freytag, 1863) as a key structural framework. traditionally applied to classical narrative structures, freytag’s pyramid provides a lens to assess how churchill uses the conventional five-act structure of dramatic works. by focusing on the fundamental structural elements—exposition, rising action, climax, falling action, and resolution—this study investigates how churchill crafts a nonlinear narrative to highlight the emotional and philosophical complexities of identity, selfhood, human cloning, and ethics. the framework reveals how the play disrupts linearity, emphasizing themes of identity fragmentation, existential crisis, and unresolved moral dilemmas. the analysis begins with the exposition, where the foundational conflicts are introduced, particularly salter’s guilt over cloning his son and the unsettling revelation of multiple copies. the rising action intensifies as bernard 2 (b2) confronts salter about his origins, gradually unraveling the psychological and existential turmoil of discovering he is not unique. this confrontation escalates to the climax, the most intense and crucial moment of the play, when bernard 1 (b1) murders b2. this violent act not only symbolizes the irreparable rupture within the family but also serves as a dramatic and ethical turning point, illustrating the devastating consequences of cloning on identity and human relationships. in the falling action, salter is left to wrestle with his guilt, loss, and moral failures, leading to a resolution that presents no true closure— reflecting the irreversibility of his actions and the lasting ethical questions the play poses. this structural analysis underscores how churchill manipulates dramatic form to mirror the fragmentation of identity, reinforcing the play’s central philosophical tensions. to enhance the analysis, this study integrates theoretical perspectives that further illuminate a number’s thematic concerns. baudrillard’s (1994) concept of simulacrum is employed to examine how cloning blurs the boundaries between original and copy, challenging conventional notions of authenticity and selfhood. baudrillard’s theory suggests that in a world of replication, the distinction between reality and representation collapses, a concept that resonates deeply with the clones’ existential crisis in the play. the study also incorporates levinas’s (1969) ethics of the other, which provides a moral framework for analyzing the ethical consequences of creating and treating human copies as disposable entities. levinas’s philosophy, which stresses the ethical responsibility toward the other, offers insight into salter’s failure to acknowledge the personhood of his cloned sons and the moral dilemmas inherent in genetic replication. by applying these theoretical lenses alongside a close reading of churchill’s text a number, (2008), this study provides a comprehensive examination of how dramatic structure and thematic content interact. the research contributes to broader discussions on identity, ethics, and selfhood, particularly in the context of scientific advancements and cloning technologies. furthermore, this approach allows for a comprehensive exploration of the emotional, psychological, and ethical dimensions of the play, offering valuable insights into how a number reflects contemporary anxieties about cloning, originality, and the nature of human existence. results and discussion the application of freytag’s pyramid to a number reveals how caryl churchill’s structural choices intricately amplify the play’s central thematic tensions surrounding identity, cloning, and the ethical implications of scientific advancement. the exposition, which introduces salter’s guilt and the existence of his clones, immediately sets up the ethical paradox at the heart of the narrative: the desire to reclaim something lost—his son—through replication. this act of cloning, however, reveals its inherent failure: it cannot bring back the original, nor can it restore the authenticity of the human connection lost through death. salter’s attempt to recreate his son through cloning instead introduces new ethical, existential, and psychological conflicts, which are evident throughout the play’s narrative. as the rising action progresses, the emotional and psychological turmoil of the clones intensifies, particularly through the character of bernard 2 (b2). his statement, “i’m just a copy. i am not the real one” (churchill, 2008).” encapsulates the profound identity crisis triggered by being a clone. b2’s struggle to define himself as an individual is a direct consequence of the existential anxiety created by his creation, which forces him to confront the impossibility of ever being a unique entity. this emotional rupture is mirrored by bernard 1 (b1), who embarks on a desperate search for his authentic self. b1’s quest is epitomized by his assertion to know who he is, which reflects the central existential dilemma of the play: the idea that identity is not fixed, but rather fragile, dependent on context, and subject to external forces, such as genetic replication. the narrative structure amplifies this philosophical tension, as b1’s search for an unrecoverable “original” self leads him deeper into an existential void, further illustrating the crisis of selfhood and the unresolvable nature of human identity in a world shaped by cloning. the climax of the play-when b1 murders b2-functions as a pivotal moment that reveals the destructive force pa ge 17 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 164-172, 2025 of cloning, both emotionally and philosophically. this violent act is not merely a plot point, but a structural manifestation of the play’s central argument: the inherent impossibility of preserving identity within a system of replication. by committing murder, b1 enacts the ultimate breakdown of the “original versus copy” dichotomy. in the world churchill has created, where cloning blurs these distinctions, the act of violence becomes the final evidence of the ethical and existential chaos that cloning creates. this aligns with baudrillard’s (1994) concept of simulacrum, where the replication of the original leads to a collapse of meaning and authenticity, further eroding the concept of selfhood. the murder symbolizes the irreversible damage caused by cloning, where no true recovery or return to the past is possible. the falling action, in which salter is confronted with the irreversible consequences of his actions, culminates in his realization at the end that they’re not him. this moment is crucial because it encapsulates the play’s central ethical message: cloning cannot restore what was lost-it only compounds the harm. salter’s remorse, though expressed with sorrow, cannot undo the profound existential and emotional damage he has inflicted upon his sons. the structural choice to position salter’s realization at the falling action serves as a key moment in the narrative, emphasizing the ethical void at the core of cloning. it reflects the tragic realization that even if cloning offers the illusion of restoring what has been lost, it ultimately leaves deep emotional and ethical scars that cannot be healed. the play’s resolution, which deliberately refuses closure, further reinforces the thematic exploration of cloning’s complex ethical and emotional consequences. by leaving salter’s fate unresolved, churchill ensures that the audience is forced to confront the very questions that salter himself grappled with throughout the play. this lack of closure mirrors the unresolved, unending nature of the ethical dilemmas posed by cloning, making it clear that the questions raised are not easily answered. the play thus shifts the burden of judgment from the characters to the audience, encouraging a deeper reflection on the nature of identity, selfhood, and the moral implications of scientific advancement. in doing so, churchill underscores the tension between scientific progress and the ethical responsibility that must accompany it. the integration of levinas’s (1969) philosophy of the other adds depth to the analysis of salter’s moral failure. levinas’s ethical framework emphasizes responsibility toward the other, recognizing each person’s intrinsic value and autonomy. ethics, in this view, arises in the face-to-face encounter, where one is called to respect the other’s dignity beyond self-interest. in a number, salter’s failure lies in his inability to acknowledge the full humanity of his clones. rather than treating them as autonomous individuals, he views them as extensions of his grief and a means to recreate his lost son. this reduction of the clones to instruments of his desires underlines the play’s critique of cloning as an ethical violation. by denying them personhood, salter diminishes their moral status, treating them as objects rather than individuals with rights to selfhood. his moral failure reflects the broader critique of scientific overreach, where human beings are reduced to mere products, replicable and disposable. the analysis confirms that a number’s power derives from its structural irony. by employing freytag’s pyramid, a traditional linear dramatic structure, churchill highlights the nonlinear, destabilizing effects of cloning on identity. the play’s progression from exposition to resolution mirrors the emotional and philosophical fragmentation of identity, showing how the illusion of genetic replication unravels the characters’ sense of self. each narrative phase in a number systematically dismantles the fantasy of genetic replication, making the ethical arguments not just persuasive, but inevitable. the play’s use of structural choices, in combination with philosophical lenses like baudrillard’s simulacrum and levinas’s ethics of the other, provides a rich, multifaceted exploration of identity, cloning, and the ethical complexities of selfhood. through this analysis, the study demonstrates how a number’s narrative structure and thematic content work in tandem to illuminate the profound ethical and existential dilemmas surrounding cloning, making it a powerful commentary on the limitations and consequences of scientific progress. conclusion this study examines how caryl churchill’s a number uses freytag’s pyramid to explore identity, cloning, and ethical responsibility. through the structured progression of exposition, rising action, climax, and an unresolved conclusion, churchill intensifies the emotional and philosophical depth of the play. salter’s interactions with his cloned sons—bernard 1, bernard 2, and michael black—unfold a psychological and moral crisis centered on the consequences of cloning. the rising tension and tragic climax, marked by bernard 1’s murder of bernard 2, reveal the deep emotional damage caused by salter’s decisions, while the falling action and open-ended resolution leave lasting ethical questions. to deepen this structural analysis, the study incorporates jean baudrillard’s concept of simulacrum, illustrating how cloning blurs the line between original and copy, challenging the foundation of identity and uniqueness. emmanuel levinas’s ethics of the other further critiques salter’s moral failure to treat the clones as autonomous individuals, emphasizing the ethical consequences of dehumanization. together, these perspectives highlight how a number confronts the commodification of human life in the face of 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(2001b). the fragile absolute: or, why is the christian legacy worth fighting for? verso. pa ge 1 pa ge 44 american journal of arts and human science (ajahs) implementation of school-based learning action cell on teaching and learning practices norjannah macapodi1*, gina labitad1 volume 4 issue 2, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i2.4177 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: december 15, 2024 accepted: january 18, 2025 published: april 18, 2025 this study explores the implementation of the school-based learning action cell (slac) in munai and bacolod districts, division of lanao del norte, during the school year 20242025. the learning action cell (lac), a key component of the department of education’s (deped) professional development programs, was assessed based on needs assessment, topic prioritization, formation of lacs, interventions, meeting schedules, resource allocation, task assignments, budget preparation, lac plans, and monitoring and evaluation. it also evaluated teaching and learning practices concerning content knowledge, pedagogy, ethics, learner inclusion, ict integration, and contextualized instruction. four hundred twentythree (423) elementary and secondary teachers participated through universal sampling, ensuring the inclusion of those with direct lac experience. a descriptive-correlational research design was employed, using mean, percentage, standard deviation, and pearson r correlation to analyze data. the study utilized a modified deped order no. 35, s. 2016 questionnaire and a researcher-made tool. findings highlight the importance of addressing teachers’ needs, ict integration, and robust monitoring frameworks. learner inclusion and differentiated strategies were underscored as crucial areas for improvement. effective lac implementation requires ongoing support, adequate resources, and training to enhance teaching practices and meet diverse learner needs. recommendations include developing culturally relevant teaching materials, allocating time for lac sessions, promoting professional development, and incorporating student feedback to foster inclusivity. situated learning theory, emphasizing active participation in real-world tasks, was applied, emphasizing the value of authentic, context-rich experiences in improving teaching and learning. keywords school-based learning action cell, teaching and learning practices 1 department of education, philippines * corresponding author’s email: nogu.macapodi.coc@phinmaed.com introduction background of the study in the swiftly changing educational landscape, ongoing professional development for educators is crucial to guarantee superior instruction and comprehensive student growth. one effective approach to professional development is the implementation of schoolbased learning action cell (lac), collaborative groups of teachers who meet regularly to discuss, plan, and implement strategies aimed at improving teaching practices and student learning outcomes. the department of education (deped) in the philippines has institutionalized lac under its k to 12 basic education program, highlighting its importance in enhancing teaching practices and learning outcomes (deped order no. 35, s. 2016). the curriculum management support system (cmss) in lanao del norte has been observed to perform inadequately, raising concerns about its effectiveness in managing and delivering the curriculum. addressing these challenges, this research explores whether the structured, collaborative nature of lac can enhance cmss effectiveness. through professional development activities and collaborative efforts, lac can help educators better utilize the cmss, share best practices, and provide ongoing feedback for improvement, contributing to enhanced educational quality. recent studies support collaborative professional development methods as critical for improving teaching practices and student outcomes. darling-hammond et al. (2019) emphasize that professional learning communities, like lac, provide a structured environment for reflective practice and group inquiry, enabling teachers to enhance teaching tactics and student engagement. similarly, vescio et al. (2020) found that regular, structured collaborative activities, such as those facilitated by lac, lead to improved teaching strategies and student learning experiences, fostering a culture of ongoing professional development. literature review implementation of school-based learning action cell the establishment of the teachers’ school-based learning action cell is now a fundamental component of teacher professional development. teachers can share best practices, solve problems with instruction, and improve their teaching abilities by working together in a collaborative learning environment, which learning action cell are meant to promote. özdemir (2019) claims that through regular, targeted meetings, learning action cell fosters peer-led professional advancement by providing an organized atmosphere for continual improvement. by equipping educators with practical, context-specific solutions, this strategy helps to improve overall student results and adjust to changing educational demands. pa ge 45 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 44-73, 2025 assessment of needs an exhaustive evaluation of teachers’ professional development needs is the initial step towards the effective execution of the school-based learning action cell. darling-hammond et al. (2020) emphasize that needs assessments should cover various topics, such as technology use, instructional techniques, and content understanding, ensuring relevance and engagement. barrot (2019) highlights the importance of contextualized training tailored to local educational challenges. teacher attitudes also play a significant role in the success of the learning action cell. fullan (2019) stresses that positive attitudes towards collaborative learning and professional development are essential, as resistance to change can hinder progress. prioritization of topics or agenda much emphasis has been placed on the topic or agenda prioritization in deploying school-based learning action cells for instructors. to enhance the impact of professional learning communities, smith, johnson, and williams (2021) support a participative strategy that emphasizes cooperative decision-making and alignment with school goals. in their comparison of various agendaprioritizing strategies, chen and wang (2020) emphasize the value of adaptable facilitation, data-driven decisionmaking, and continuous reflection in fostering teacher engagement and development. formation of learning action cell knowledge of how teachers emerge and function as essential to professional growth in educational institutions has received significant attention. johnson and martinez (2021) conduct a case study analyzing the creation and impact of learning action cells, emphasizing the interaction between teacher agency, organizational culture, and leadership support in shaping effective professional development programs. chen and wang (2019) highlight how teacher involvement in learning action cells fosters reflective practice and continuous professional development, emphasizing collaborative inquiry. identification of appropriate intervention there has been a steady increase in research on identifying suitable treatments for teachers to apply through the school-based learning action cell, indicating a strong desire to maximize professional development techniques in educational environments. garcia and lopez (2021) analyze various intervention strategies, such as peer observation and instructional coaching, and their impact on teacher effectiveness and student learning. smith and wang (2020) further explore the types of interventions used, their perceived efficacy, and the contextual factors influencing their implementation, emphasizing the need to tailor interventions to specific teacher and student needs. scheduling of meetings as there has been an increasing focus on maximizing collaborative professional development frameworks, studies examining the scheduling of meetings inside teachers’ school-based learning action cell have gained popularity in educational research since 2019. rodriguez and garcia (2020) studied how scheduling tactics— such as meeting frequency, duration, and timing—affect teacher attendance and perceived efficacy, highlighting the logistical factors that influence scheduling decisions. wang and lee (2019) further explored the variables affecting meeting schedules, including organizational limitations, teacher preferences, and external factors. their findings emphasize the importance of adaptable, inclusive scheduling and effective communication for promoting teacher participation. setting up resources rodriguez and garcia (2020) highlight the role of resource allocation in learning action cells, emphasizing its importance for teacher engagement and professional development. they stress the need for accessible and relevant resources to foster collaboration. lee and wang (2019) explore factors influencing resource availability, including administrative support and teacher input, and emphasize ongoing assessment. assignment of work jones and white (2020) emphasize equitable task distribution and well-defined roles for teacher participation and accountability. kim and lee (2019) highlight how team dynamics and leadership influence task assignment, suggesting that collaboration and transparency boost teacher investment. preparation of budget recent research has examined how task distribution within school-based learning action cells (lacs) impacts collaborative professional growth. jones and white (2020) emphasize the importance of equitable job assignments and clear role explanations to maintain teacher engagement and accountability. their study highlights that aligning tasks with teachers’ professional development goals and strengths fosters a positive learning environment. kim and lee (2019) explore factors influencing task allocation, such as team dynamics, leadership styles, and institutional policies. they find that transparent and flexible decision-making enhances teachers’ investment in their professional development. writing of lac plan recent studies highlight the importance of structured learning action cell (lac) plans in teachers’ professional development. smith and hernandez (2019) stress the need for clear goals, action plans, and assessment systems that align with school objectives. johnson and lee (2020) emphasize collaboration in plan creation, fostering ownership and accountability. thompson and wang (2021) discuss challenges like time constraints and skill discrepancies, recommending professional development and digital tools. pa ge 46 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 44-73, 2025 monitoring and evaluation recent studies emphasize the crucial role of monitoring and evaluation (m&e) in ensuring the effectiveness of school-based learning action cell (lac) programs. davis and wilson (2020) highlight that systematic m&e practices, including feedback loops and data-driven decisions, enhance teacher engagement and instructional improvement. lee and thompson (2019) show that a multimodal m&e approach provides a comprehensive understanding of program effectiveness, stressing the need for school administrators’ support. teaching and learning practices enhancing instruction and learning is a basic objective in all educational institutions across the globe. innovative teaching techniques, data-driven training, and a variety of professional development programs are effective options for this progress. darling-hammond et al. (2019) point out that job-embedded, collaborative, and long-term professional development programs have a big impact on teaching methods and student accomplishment. furthermore, it is essential to implement formative assessment procedures and evidence-based teaching methodologies in order to create a dynamic and adaptable learning environment (schleicher, 2020). content knowledge recent studies underscore the essential role of content knowledge in enhancing teaching and learning outcomes. ball and forzani (2020) found that teachers with a strong grasp of their subject were more effective at explaining complex concepts and engaging students. shulman and grossman (2019) showed that ongoing, subject-specific professional development boosted teachers’ confidence and effectiveness. hill et al. (2021) identified key components of content knowledge, such as procedural expertise and conceptual understanding, as critical for creating relevant and engaging learning experiences. pedagogical skills recent research underscores the significant role of pedagogical skills in improving both teaching quality and student outcomes. hattie and zierer (2019) emphasized the value of strategies such as formative feedback, diverse teaching methods, and lesson plan adjustments in enhancing student engagement and comprehension. darling-hammond et al. (2020) found that teacher education programs focusing on classroom management, differentiated instruction, and assessment literacy better prepare educators to address diverse student needs, highlighting the importance of blending theoretical knowledge with practical skill development. attitudes evans and leonard (2019) found that passionate teachers create more engaging environments, improving student performance. richardson and watt (2020) showed that educators with a positive view of professional development adopt innovative methods, enhancing teaching quality. klassen et al. (2021) found that teachers with higher self-efficacy are more likely to try new techniques, with mentoring and professional development key to fostering self-efficacy. kennedy and jones (2019) showed that teachers with a cooperative mindset are more effective in inclusive classrooms. assessment strategies black and wiliam (2019) found that formative assessment techniques, like self-assessment and regular feedback, help students track progress and foster a growth mindset. brookhart (2020) emphasized that teachers with strong assessment literacy can design more effective tests. guskey and jung (2019) highlighted that standards-based grading provides detailed feedback, allowing for targeted interventions. professional ethics campbell (2019) emphasized that teachers demonstrating fairness, respect, and responsibility create a positive learning environment. shapira-lishchinsky (2020) highlighted the importance of continuous development in ethical decision-making. sanger and osguthorpe (2021) found that teachers who model ethical behavior positively influence student growth. learner diversity and student inclusion florian and beaton (2019) emphasized adaptive technologies, collaborative learning, and differentiated instruction for inclusive pedagogy, leading to greater engagement and success. schuelka and johnstone (2020) found inclusive education policies enhance social skills and empathy. loreman, sharma, and forlin (2020) highlighted ongoing teacher training to improve efficacy and outcomes.these studies highlight the importance of inclusive pedagogy and professional development for student success. ict integration in instruction tondeur et al. (2020) emphasize that ict integration transforms traditional teaching into interactive, studentcentered environments through tools like digital simulations and online collaboration platforms, boosting student engagement. they highlight the importance of professional development programs for equipping educators with ict skills. smetana and bell (2021) found that technology-enhanced environments improve critical thinking, problem-solving, and digital literacy. contextualization of learning materials contextualized learning resources significantly improve students’ academic performance by making learning more relevant. johnson et al. (2020) found that aligning materials with students’ prior knowledge and cultural backgrounds enhances understanding and retention, while wong and wong (2021) revealed that incorporating real-world contexts boosts motivation, engagement, and critical thinking. pa ge 47 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 44-73, 2025 statement of the problem the study aimed to determine the level of the implementation of school-based learning action cell on teaching and learning among teachers in munai and bacolod districts, division of lanao del norte, for the school year 2024-2025. the result of the study would be the basis for a school development plan. specifically, the study sought to answer the following questions: 1. to what level is the implementation of school-based learning action cell as perceived by the respondents as to assessment of needs, prioritization of topics or agenda, formation of learning action cell, identification of appropriate intervention, scheduling of meetings, setting up resources, assignment of work, preparation of budget, writing of lac plan and monitoring and evaluation? 2. to what level is the teaching and learning practices of the respondents considering content knowledge, pedagogical skills, attitudes, assessment strategies, professional ethics, learner diversity and student inclusion, ict integration in instruction, and contextualization of learning materials? 3. is there a significant relationship between the respondents’ perceived implementation of the schoolbased learning action cell and their teaching and learning practices? 4. based on the findings of the study, what school development plan on school-based learning action cell can be designed? theoretical framework this study is grounded in lev vygotsky’s social constructivist theory, which emphasizes learning through interaction and collaboration. social constructivism supports cooperative learning, scaffolding, and the zone of proximal development, where experienced individuals guide others to enhance understanding. the learning action cell (lac) aligns with these principles by promoting collaborative professional development. saleem (2023) highlights how lac fosters critical thinking through discussion, while vescio et al. (2020) stress that lac provides a space for reflective practice and problem-solving. conceptual framework based on deped order no. 35, series of 2016, the teachers’ school-based learning action cell (slac) focuses on professional development to enhance teaching and learning. it assesses teachers’ needs in areas like content knowledge, pedagogical skills, and professional ethics. slac sessions prioritize ict integration, contextualized learning materials, and learner diversity. regular meetings, resource allocation, and task delegation ensure systematic development. monitoring and evaluation assess slac’s impact, leading to continuous improvement. through slac, teachers refine teaching strategies, enhance assessment methods, and foster inclusivity, improving education quality and teaching effectiveness. scope and limitations this study aimed to assess the teachers’ execution of the school-based learning action cell and their pedagogical practices in the munai and bacolod districts during the academic year 2024-2025. the independent variables were confined to the execution of the school-based learning action cell concerning needs assessment, topic prioritization, learning action cell formation, appropriate intervention identification, meeting scheduling, resource allocation, work assignment, budget preparation, lac plan composition, and monitoring and evaluation. the dependent variables were restricted to teaching and learning practices, including content knowledge, pedagogical skills, attitudes, assessment strategies, professional ethics, learner diversity, student inclusion, ict integration in instruction, and contextualization of learning materials. materials and methods research design the study used a descriptive-correlation research design to explore the implementation of school-based learning action cell (slac) among teachers. this design was chosen to systematically describe the current status of slac, its processes, and its perceived effectiveness from teachers’ perspectives. the research employed a survey targeting a representative sample of teachers from various schools to capture a broad range of experiences and perceptions regarding slac implementation. this approach identified patterns, themes, and correlations, considering recent changes in educational policies from 2019 onwards. the findings are aligned with studies by darling-hammond et al. (2020) and loucks-horsley et al. (2019), which emphasize the importance of collaborative professional development models like slacs in fostering ongoing improvement in teaching practices and educational outcomes. research setting the study was conducted in the municipalities of munai and bacolod in lanao del norte, philippines, highlighting contrasting contexts for implementing school-based learning action cell (slac). munai, a predominantly rural area with a maranao population, faces challenges typical of rural settings, such as limited resources and infrastructure, while bacolod, a more urbanized coastal municipality, benefits from better access to educational resources and advanced methodologies. research respondents the respondents of the study were the four hundred twenty-three (423) teachers for elementary and secondary schools in munai and bacolod districts for sy 20242025. table a below shows the respondents of the study. pa ge 48 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 44-73, 2025 table 1: distribution of respondent district/school respondents district/school respondents munai: bacayawan ps 4 bacolod: binuni demologan nhs 29 balabacon ps 3 alegria es 4 balintad ps 4 babalaya es 7 cadayonan es 5 bacolod cis 44 cadulawan es 5 binuni demologan nhs 1 lindongan ps 3 binuni es 17 lingcoan ps 3 demarao es 7 lininding es 8 esperanza es 14 madaya ps 1 felisa santos sr. mes 6 maganding ps 1 kahayag is 14 matampay ps 5 liangan east es 15 munai cis 16 liangan nhs 40 munai nhs 27 manan asi lawan es 6 panggao es 10 minaulon es 8 pendulonan is 22 pagayawan is 19 punong ps 5 rufino santos sr. mes 10 ramain is 13 rupagan es 9 sundig a munai ps 4 tambo es 20 tamparan es 9 taporog es 5 173 250 total 423 research instrument the research instrument had two parts. part i focused on the execution of the school-based learning action cell (lac) based on deped order no. 35, s. 2016, covering needs assessment, topic prioritization, lac formation, intervention identification, and monitoring. part ii is a researcher made tool. statistical treatment of data descriptive statistics were employed to outline the fundamental attributes of the data in the study, offering concise descriptions of both the sample and the measurements. these statistics form the cornerstone for nearly all quantitative data analyses, complemented by straightforward graphical examination. the respondents were categorized using frequency and percentage among different factors. the mean served as a measure of the central tendency for responses, particularly in relation to research writing process skills, while the standard deviation was used to assess data distribution. the pearson-r coefficient was employed to assess the significance of the association between the implementation of the schoolbased learning action cell and the processes of teaching and learning. results and discussion problem 1. to what level is the implementation of school-based learning action cell as perceived by the respondents as to assessment of needs, prioritization of topics or agenda, formation of learning action cell, identification of appropriate intervention, scheduling of meetings, setting up resources, assignment of work, preparation of budget, writing of lac plan and monitoring and evaluation? table 2: distribution of the level of implementation of school-based learning action cell in terms of assessment of needs indicators mean sd description the assessment needs should be identified with reference to the professional teacher standards set for one’s career stage. 3.42 0.79 at all times the assessment needs should be captured through different forms like self – assessment tools, classroom observation results, critical reflections, surveys, research – based teacher development needs, students’ assessment results and other forms. 3.02 0.73 most of the time pa ge 49 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 44-73, 2025 legend: 3.26-4.00 at all times / very high 2.51-3.25 most of the time / high 1.76-2.50 sometimes / low 1.00-1.75 never/ very low the student learning outcomes should be the basis on the analysis of student performance data such as test scores, grades, assessments to identify gaps in knowledge and skills. 3.57 0.84 at all times the curriculum alignment should be the basis for evaluation of how well the current curriculum meets educational standards and student needs. 3.65 0.89 at all times the teacher’s feedback should collect insights into student difficulties, curriculum challenges and instructional methods. 3.35 0.79 at all times there should be a gathering of student opinions on learning experiences, challenges and areas where they feel additional support is needed should be seriously considered. 3.40 0.76 at all times the observation of classroom dynamics should identify instructional practices that are effective or need improvement for students’ performance. 3.63 0.84 at all times in reviewing and evaluating past teacher training and professional development activities should determine their impact and identify the ongoing needs. 2.89 0.58 most of the time there should be an assessment of the availability and adequacy of learning materials, technology, and other resources necessary for effective teaching and learning for both teachers and students. 2.16 0.51 sometimes the evaluation of parental engagement and support in student achievement across all subject areas should be supported by a development plan. 2.99 0.62 most of the time overall 3.21 0.74 most of the time table 2 presents the distribution of respondents’ level of implementation of school-based learning action cell in terms of assessment of needs with an overall mean of 3.21(sd = 0.74), described as most of the time and interpreted as high. it means that teachers consistently participate in assessing the needs related to their professional development and the teaching-learning process. this implies that the assessment of needs is high and is being prioritized as an integral part of the learning action cell sessions, allowing teachers to identify areas that require attention and improvement. darvin (2021) emphasizes that the implementation of the school-based learning action cell, grounded in a thorough assessment of teachers’ needs, is vital for effective professional development.. the indicator “the curriculum alignment should be the basis for evaluation of how well the current curriculum meets educational standards and student needs” received the highest mean of 3.65 (sd = 0.89), described as very high. this indicates that teachers consistently prioritize curriculum alignment in the assessment of needs during learning action cell sessions. according to darvin (2021), the implementation of the schoolbased learning action cell grounded in a thorough assessment of teachers’ needs is essential for effective professional development. darvin’s study highlights that slac, when tailored to the specific challenges faced by teachers, significantly improves engagement levels and facilitates the application of new knowledge in the classroom.the indicator “there should be an assessment of the availability and adequacy of learning materials, technology, and other resources necessary for effective teaching and learning for both teachers and students” received the lowest mean of 2.16 (sd = 0.51), described as low. this suggests that teachers do not regularly assess resource availability during learning action cell sessions, potentially hindering effective instructional practices and resource allocation. santos and cruz (2021) emphasize that evaluating resource availability is vital for implementing diverse instructional strategies and addressing gaps, particularly in under-resourced areas. table 3: distribution of the level of implementation of school-based learning action cell in terms of prioritization of topics or agenda indicators mean sd description each member of the activity will agree on which needs to be prioritized for their sessions. 2.26 0.53 sometimes the prioritization of topics or agenda should be based on urgency, time required, interest, or other criteria agreed upon by group members. 3.15 0.65 most of the time it should focus on areas that align with the curriculum standards and objectives. 2.56 0.59 most of the time the identified topics should support teachers’ continuous professional development and address areas where teachers have expressed a need for improvement. 2.12 0.51 sometimes pa ge 50 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 44-73, 2025 the use data from formative and summative assessments should pinpoint areas where students are struggling and prioritize those least mastered skills or topics. 3.17 0.75 most of the time there should have an inclusion of emerging trends, innovative teaching strategies, and new educational technologies that can enhance teaching and learning should be included. 3.22 0.76 most of the time it should address any recent changes in educational policies, standards or guidelines that teachers need to be aware of and implement. 3.18 0.74 most of the time it should consider feedback from students, parents and other stakeholders to prioritize topics that have a direct impact on learning. 3.67 0.89 at all times the identified areas should benefit from collaborative planning, sharing of best practices, and peer support. 2.89 0.62 most of the time ensures that necessary resources such as time, materials, and technology are available for effectively addressing the prioritized topics in the lac plan. 3.02 0.67 most of the time overall 2.92 0.67 most of the time table 3 presents the distribution of respondents’ level of implementation of the school-based learning action cell in terms of prioritization of topics or agenda with an overall mean of 2.92 (sd = 0.67), described as most of the time and interpreted as high. it means that teachers generally prioritize topics and agendas during learning action cell sessions. it implies that teachers recognize the importance of structuring their learning action cell sessions around prioritized topics. according to bautista and garcia (2021), prioritizing topics within the school-based learning action cell is essential for ensuring that the most relevant and pressing issues are addressed in professional development sessions. in line with this, the indicator it should consider feedback from students, parents and other stakeholders to prioritize topics that have a direct impact on the learning, got the highest mean of 3.67 (sd = 0.89), described as at all times and interpreted as very high. it means that teachers consistently value the input of students, parents, and other stakeholders when determining the topics or agenda for learning action cell sessions. according to lim and hernandez (2021), incorporating feedback from students, parents, and other stakeholders is crucial for prioritizing topics that directly impact learning in educational development initiatives, such as the school-based learning action cell. on the other hand, the indicator the identified topics should support teachers’ continuous professional development and address areas where teachers have expressed a need for improvement, got the lowest mean of 2.12 (sd = 0.51), described as sometimes and interpreted as low. it means that topics in learning action cell sessions do not always align with teachers’ expressed needs for professional growth and improvement. villanueva and santos (2021) emphasize that aligning topics with teachers’ cpd needs boosts engagement and motivation, fostering professional growth and effective strategy application. table 4: distribution of the level of implementation of school-based learning action cell in terms of formation of learning action cell indicators mean sd description the formation of learning action cell should be based on the prioritized need and depending on the number of teachers in every school or cluster of schools. 3.02 0.66 most of the time it should compose of five to 15 members. 2.56 0.54 most of the time the teachers should convene in groups that are strategically decided. 2.01 0.67 sometimes the lac should be formed based on the key stages, grade levels, learning areas, or programs offered in the school. 3.65 0.87 at all times multigrade schools should be clustered in different ways by the district or division supervisors based on the objectives of the lacs to be conducted. 2.99 0.64 most of the time each lac should include a leader, a facilitator, a documenter, and members or participants. 3.68 0.76 at all times the external resource persons should be invited when necessary though the preference is for the lac resource persons to be from among the lac members. 3.60 0.83 at all times it should have a well-defined purpose and specific objectives that align with the school’s overall educational goals and teachers’ professional development needs. 3.69 0.88 at all times legend: 3.26-4.00 at all times / very high 2.51-3.25 most of the time / high 1.76-2.50 sometimes / low 1.00-1.75 never/ very low pa ge 51 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 44-73, 2025 it should include a diverse group of teachers from different grade levels, subject areas and experience levels. 3.72 0.92 at all times the members should commit to the lac’s goals by actively engaging in activities, including regular attendance, participation, discussions, and sharing insights and experiences. 3.01 0.73 most of the time overall 3.19 0.75 most of the time table 4 presents the distribution of respondents’ level of implementation of school-based learning action cell in terms of formation of learning action cell with an overall mean of 3.19 (sd = 0.75), described as most of the time and interpreted as high. it means that teachers generally form learning action cell regularly. it indicates that teachers acknowledge the importance of forming learning action cell. ramirez and flores (2021) emphasize that the learning action cell’s formation is vital for the success of school-based learning action cell initiatives. the indicator it should include a diverse group of teachers from different grade levels, subject areas, and experience levels, got the highest mean of 3.72 (sd = 0.92), described as at all times and interpreted as very high. it means that teachers recognize and consistently value diversity within the formation of the learning action cell. it suggests that there is a strong commitment to inclusiveness in the formation, with teachers and school leaders ensuring that each session includes a broad representation of the teaching community. martinez and cruz (2021) found that a diverse group of teachers in the learning action cell, with members from different grade levels, subject areas, and experiences, enhances collaboration. the indicator the teachers should convene in groups that are strategically decided got the lowest mean of 2.01 (sd = 0.67), described as sometimes and interpreted as low. it means that the practice of forming strategically decided groups within the learning action cell is not consistently implemented. it suggests that while strategic grouping is recognized as beneficial, it is not yet a strong priority in learning action cell implementation. thompson and reyes (2021) found that strategically organizing teachers into groups for professional development, such as the learning action cell, enhances collaboration and learning outcomes by addressing specific needs. table 5: distribution of the level of implementation of school-based learning action cell in terms of identification of appropriate intervention indicators mean sd description the members of the lac should agree on exploring interventions to address the identified need. 3.63 0.87 at all times the interventions may include learning materials, instructional materials, equipment, facilities, teaching strategies, teaching modalities, programs, and other resources. 3.81 0.95 at all times the monitoring should ensure that participants are actively engaged, asking questions, and contributing to discussions to maintain interest and understanding among lac members. 3.56 0.79 at all times the performance analysis on assessments, quizzes, or tasks should identify areas where participants consistently struggle, enabling tailored interventions to address specific weaknesses. 3.61 0.84 at all times the feedback on session content, delivery, and overall experience should be collected and analyzed to determine necessary interventions. 3.62 0.85 at all times noted changes in behavior, such as increased frustration, distraction, or withdrawal, should indicate the need for intervention to address underlying issues. 3.43 0.87 at all times progress should be tracked over time through formative assessments and observations to identify participants who are not meeting learning milestones and require targeted support. 3.60 0.83 at all times attendance and participation rates should be analyzed to identify disengagement or difficulties, indicating the need for interventions to re-engage participants. 3.18 0.77 most of the time insights from peers and colleagues on individual or group performance and behavior should be gathered to provide additional perspectives on necessary interventions. 3.71 0.93 at all times overall 3.51 0.83 at all times legend: 3.26-4.00 at all times / very high 2.51-3.25 most of the time / high 1.76-2.50 sometimes / low 1.00-1.75 never/ very low pa ge 52 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 44-73, 2025 table 5 presents the distribution of respondents’ level of implementation of school-based learning action cell in terms of identification of appropriate intervention with an overall mean of 3.51 (sd = 0.83), described as at all times and interpreted as very high. it means that teachers consistently engage in identifying and selecting suitable interventions as part of their activities. according to hernandez and cruz (2021), the identification of appropriate interventions within the school-based learning action cell is crucial for addressing specific teaching challenges effectively. the indicator the interventions may include learning materials, instructional materials, equipment, facilities, teaching strategies, teaching modalities, programs, and other resources, got the highest mean of 3.81 (sd = 0.95), described as at all times and interpreted as very high. it means that teachers are highly consistent in utilizing a broad range of interventions, such as learning materials, equipment, teaching strategies, and programs, within their sessions. according to ramos and cruz (2021), effective interventions in the school-based learning action cell often include learning materials, instructional aids, equipment, and teaching strategies tailored to address specific educational challenges. on the other hand, the indicator participants should be encouraged to self-assess and reflect on their learning experiences, identifying areas where they need more support or different approaches, got the lowest mean of 2.99 (sd = 0.61), described as most of the time and interpreted as high. it means that while teachers generally engage in self-assessment and reflection within learning action cell sessions, this practice may not be as consistently emphasized as other aspects of intervention identification. according to tan and rivera (2021), encouraging teachers to reflect on their learning experiences in sessions like the school-based learning action cell promotes self-awareness and professional growth, enabling teachers to pinpoint areas for further support. table 6: distribution of the level of implementation of school-based learning action cell in terms of scheduling of meetings indicators mean sd description the lac members should decide on the schedule, length and frequency of meetings. 3.01 0.69 most of the time the lac sessions should be conducted at least once a month. 3.27 0.73 at all times meetings should be scheduled at times when all or most participants are available to ensure maximum attendance. 3.19 0.68 most of the time a regular meeting schedule, whether weekly, bi-weekly, or monthly, should be established to maintain consistent engagement without overwhelming participants. 2.17 0.51 most of the time it should prepare and distribute a clear topic or agenda before the scheduled meeting outlining the topic to be discussed, objectives and any preparatory work required from the participants. 3.26 0.69 at all times sufficient time should be allocated for each agenda item, including discussions, activities, and follow-ups, to ensure a balanced and productive meeting. 3.62 0.72 at all times it should adjust the schedule based on the participants’ feedback and changing needs, allowing for flexibility in timing and frequency of meetings. 2.98 0.59 most of the time participants should be provided with advance notice or memos about meeting dates to allow for adequate preparation and scheduling adjustments. 3.46 0.87 at all times convenient and comfortable locations should be chosen for in-person meetings, or robust virtual platforms should be ensured for online meetings, with clear instructions for accessing these spaces. 3.23 0.82 most of the time time should be scheduled for follow-up actions, and meeting minutes or summaries should be documented and promptly shared with all participants. 3.76 0.93 at all times overall 3.20 0.72 most of the time table 6 presents the distribution of respondents’ level of implementation of school-based learning action cell in terms of scheduling of meetings with an overall mean of 3.20 (sd = 0.72), described as most of the time and interpreted as high. it means that learning action cell meetings are scheduled regularly but may not always be prioritized or adhered to with full consistency. according to ramos and delos santos (2020), scheduling regular meetings for the school-based learning action cell is crucial for maintaining continuity and engagement legend: 3.26-4.00 at all times / very high 2.51-3.25 most of the time / high 1.76-2.50 sometimes / low 1.00-1.75 never/ very low legend: 3.26-4.00 at all times / very high 2.51-3.25 most of the time / high 1.76-2.50 sometimes / low 1.00-1.75 never/ very low pa ge 53 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 44-73, 2025 among teachers. the indicator time should be scheduled for follow-up actions, and meeting minutes or summaries should be documented and promptly shared with all participants got the highest mean of 3.76 (sd = 0.93), described as at all times and interpreted as very high. it means that teachers prioritize the organization and continuity of learning action cell sessions by consistently documenting meeting minutes and follow-up actions. according to delgado and rivera (2021), scheduling time for follow-up actions and sharing documented summaries from school-based learning action cell meetings enhances the continuity and impact of professional learning.the indicator a regular meeting schedule, whether weekly, bi-weekly, or monthly, should be established to maintain consistent engagement without overwhelming participants, got the lowest mean of 2.17 (sd = 0.51), described as most of the time and interpreted as high. it means that while there is an attempt to establish a regular meeting schedule for learning action cell, it may not be as consistently followed or prioritized as other aspects of the implementation. according to santos and rivera (2021), establishing a regular meeting schedule in the school-based learning action cell is crucial for maintaining teachers’ engagement without overburdening them. table 7: distribution of the level of implementation of school-based learning action cell in terms of setting up resources indicators mean sd description resources such as supplies, worksheets, videos, equipment, budget, food, venues should be identified and provided for the effective conduct of lac sessions. 3.57 0.77 at all times the lac leader or school head leads should identify the needed resources to ensure their availability and sustainability. 3.78 0.86 at all times the school should conduct thorough needs assessment to determine the specific resources required based on the goals and objectives of the activity. 3.18 0.74 most of the time the school should ensure that all necessary resources such as training materials, digital tools and reference documents are readily available and accessible to all participants. 3.79 0.89 at all times the school should select high – quality. up to date, and relevant resources that align with the educational standards and the specific focus of the lac activity. 3.01 0.68 most of the time appropriate technology such as projectors, laptops, and interactive whiteboards should be incorporated to facilitate presentations, discussions, and collaborative work. 3.75 0.87 at all times the heads of schools should organize resources in a logical and user-friendly manner making it easy for the participants to locate and use them during the lac sessions. 3.17 0.76 most of the time the school should allocate resources equitably among the participants ensuring that everyone has the necessary materials and tools to engage fully in the lac activities. 3.81 0.92 at all times the school should provide supplementary materials such as guides, manuals and how documents, to assist the participants in using the resources effectively. 3.76 0.87 at all times the space should be properly arranged to support collaborative work, ensuring that seating arrangements, lighting, and internet connectivity are conducive to group activities. 3.15 0.78 most of the time overall 3.50 0.81 at all times table 7 presents the distribution of respondents’ level of implementation of school-based learning action cell in terms of setting up resources with an overall mean of 3.50(sd = 0.81), described as at all times and interpreted as very high. it means that teachers consistently prioritize the establishment of resources necessary for effective teaching and learning within the context of the learning action cell. it implies that teachers’ consistent prioritization of resource setup suggests a dedication to fostering engaging and effective learning experiences driven by their professional development and practical insights. mendoza and cruz (2020) assert that establishing resources for the school-based learning action cell is essential for improving the efficacy and sustainability of professional development efforts. the indicator the school should allocate resources equitably among the participants ensuring that everyone has the necessary materials and tools to engage fully in the lac activities, got the highest mean of 3.81 (sd = 0.92), described as at all times and interpreted as very high. it means there is a strong consensus among teachers regarding the importance of equitable resource allocation in the legend: 3.26-4.00 at all times / very high 2.51-3.25 most of the time / high 1.76-2.50 sometimes / low 1.00-1.75 never/ very low pa ge 54 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 44-73, 2025 learning action cell. according to torres and mendoza (2020), equitable resource allocation in the school-based learning action cell ensures all teachers can fully engage in professional development by providing necessary materials and tools, fostering an inclusive environment that promotes equal opportunity for learning and growth. the indicator the school should select high – quality, up to date, and relevant resources that align with the educational standards and the specific focus of the lac activity, got the lowest mean of 3.01 (sd = 0.68), described as most of the time and interpreted as high. it means that there may be challenges in the process of resource selection, such as budget constraints, lack of access to current materials, or insufficient training on how to evaluate the quality and relevance of resources. bautista and ramirez (2020) emphasize that providing high-quality, up-to-date, and relevant resources aligned with educational standards enhances the effectiveness of the school-based learning action cell. table 8: distribution of the level of implementation of school-based learning action cell in terms of assignment of work indicators mean sd description each member of the lac activity should be given a specific role to perform during the discussion. 3.33 0.71 at all times roles should rotate during each lac session to allow members to experience different responsibilities and develop a diverse skill set. 3.41 0.73 at all times each participant should have a clearly defined role within the learning action cell activity. 3.12 0.78 most of the time tasks should be assigned based on the skills, expertise, and strengths of each participant to maximize efficiency and effectiveness. 3.67 0.92 at all times it should ensure each participant’s tasks align with the overall objectives and goals of the lac activity. 3.23 0.74 most of the time tasks should be distributed evenly to avoid overburdening any single participant, ensuring a fair workload for all. 2.99 0.62 most of the time effective time management should be implemented to ensure all activities are completed on schedule. 3.15 0.77 most of the time work assignments should promote collaboration and teamwork, fostering a cooperative learning environment. 3.43 0.75 at all times the resource allocation should ensure the participants have access to the necessary resources and support needed to complete the assigned tasks. 3.21 0.74 most of the time a feedback mechanism should be established with regular check-ins and feedback loops, allowing participants to report progress, address challenges, and receive guidance. 2.89 0.63 most of the time overall 3.24 0.74 most of the time table 8 presents the distribution of respondents’ level of implementation of school-based learning action cell in terms of assignment of work with an overall mean of 3.24 (sd = 0.74), described as most of the time and interpreted as high. it means that the assignment of work within the learning action cell framework is generally occurring. this indicates that while teachers often find tasks assigned during learning action cell meetings manageable and relevant, there may still be inconsistencies in how effectively these assignments are structured and communicated. according to santos and mercado (2020), the effective implementation of the school-based learning action cell depends on the strategic assignment of work among participants to ensure smooth operation and meaningful engagement. the indicator tasks should be assigned based on the skills, expertise, and strengths of each participant to maximize efficiency and effectiveness, got the highest mean of 3.67 (sd = 0.92), described as at all times and interpreted as very high. it means that there is a strong emphasis on recognizing and utilizing the individual strengths of teachers within the learning action cell. this implies that teachers feel their specific skills and expertise are acknowledged when tasks are assigned, which is essential for fostering a productive and collaborative environment. according to rivera and santos (2020), assigning tasks within the school-based learning action cell based on teachers’ unique skills, expertise, and strengths leads to more efficient and effective collaboration. the indicator a feedback mechanism should be established with regular check-ins and feedback loops, allowing participants to report progress, address challenges, and receive guidance got the lowest mean of 2.89 (sd = 0.63), described as most of the time and interpreted legend: 3.26-4.00 at all times / very high 2.51-3.25 most of the time / high 1.76-2.50 sometimes / low 1.00-1.75 never/ very low pa ge 55 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 44-73, 2025 as high. it means that while there is some recognition of the importance of feedback mechanisms within the learning action cell, there is still room for improvement in their implementation. this implies that teachers feel feedback is not consistently or adequately integrated into the work assignment process. according to castillo and hernandez (2020), establishing a feedback mechanism with regular check-ins and feedback loops is crucial in school-based learning action cell to monitor progress and address ongoing challenges. table 9: distribution of the level of implementation of school-based learning action cell in terms of preparation of budget indicators mean sd description the budget should be sourced from school maintenance and operating expenses, as well as external grants, and must comply with existing accounting rules and regulations. 3.65 0.83 at all times the budget should reflect the specific objectives and goals of the lac activity to ensure alignment with educational priorities and expected learner outcomes. 3.23 0.74 most of the time budget allocations should consider the needs of participants, including materials, resources, and any support required for effective participation. 3.68 0.85 at all times a facilitator's fee should be included for inviting external experts to facilitate the lac sessions. 3.47 0.69 at all times the costs for training materials, handouts, digital resources and any other educational tools needed for lac activity should be included in the budget preparation. 3.67 0.84 at all times the budget should include rental costs for the venue when it is held outside the school. 3.60 0.77 at all times there should have an allocation for meals and refreshments for the participants. 3.46 0.78 at all times a budget should be allocated for participant travel expenses, including transportation allowances or reimbursements if applicable. 3.16 0.73 most of the time a budget should be allocated for technology equipment such as projectors and audiovisual aids, especially if the activity involves presentations or group work. 3.03 0.69 most of the time a budget should be allocated for administrative costs, including miscellaneous expenses such as printing and other logistical support required to organize the lac activity. 3.56 0.82 at all times overall 3.45 0.77 at all times table 9 presents the distribution of respondents’ level of implementation of school-based learning action cell in terms of preparation of budget with an overall mean of 3.45 (sd = 0.77), described as at all times and interpreted as very high. it means that this high preparation of budget, indicates a strong commitment to financial planning. according to villanueva and ramos (2020), the preparation of a dedicated budget for schoolbased learning action cells is essential to support effective implementation, ensuring access to resources, materials, and logistical support that enhance the learning experience, address practical needs, and contribute to higher teacher participation and engagement.the indicator budget allocations should consider the needs of participants, including materials, resources, and any support required for effective participation, got the highest mean of 3.68 (sd = 0.85), described as at all times and interpreted as very high. it means that schools are prioritizing comprehensive budget planning by actively considering the specific needs of teachers involved in the learning action cell. according to santos and delos reyes (2020), effective budget allocations for schoolbased learning action cells should prioritize the needs of participants by ensuring access to essential materials, resources, and support services.the indicator a budget should be allocated for technology equipment such as projectors and audiovisual aids, especially if the activity involves presentations or group work, got the lowest mean of 3.03 (sd = 0.69), described as most of the time and interpreted as high. it means that while technology resources are generally acknowledged as important, they may not always be prioritized in the budget for learning action cell activities. this implies a possible gap in ensuring that essential technological tools are consistently available, which may limit the quality of interactive or presentationbased sessions. kim and lee (2019) determine crucial components that influence work allocation, including team dynamics, leadership styles, and institutional regulations, by examining data from observational studies and interviews conducted in several schools. legend: 3.26-4.00 at all times / very high 2.51-3.25 most of the time / high 1.76-2.50 sometimes / low 1.00-1.75 never/ very low pa ge 56 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 44-73, 2025 table 10: distribution of the level of implementation of school-based learning action cell in terms of writing of lac plan indicators mean sd description the lac plan should be written and documented following the template and start with the process on planning, implementation and evaluation. 3.56 0.82 at all times the plan should integrate or link with the school improvement plan or annual implementation plan. 2.95 0.66 most of the time the lac plan should include a variety of activities, such as lectures, practicums, orientations, coaching, workshops, and the development and use of instructional materials, followed by collaborative discussions on next steps. 3.01 0.69 most of the time the final activity of the lac session should involve individual and group action planning in order to implement agreed activities in the classroom. 3.19 0.76 most of the time the lac members should implement the proposed strategies or activities in their classrooms, schools, or communities as appropriate and evaluate their effectiveness. 2.89 0.54 most of the time the lac members should be prepared to report back on the success of the activities in future lac sessions. 2.78 0.51 most of the time the lac facilitators and leaders should monitor the activities and assess their impact on improving learner outcomes at school. 3.52 0.82 at all times the school heads or principals should support the lacs by doing class observations and encourage teachers to continually improve instruction so that student learning will also improve. 3.78 0.92 at all times the action steps in lac should be detailed, actionable steps to achieve each learning goal. 3.72 0.86 at all times regular reflection and adjustments should be made based on progress reviews 3.59 0.66 at all times overall 3.30 0.72 at all times table 10 presents the distribution of respondents’ level of implementation of school-based learning action cell in terms of writing of lac plan with an overall mean of 3.30 (sd = 0.72), described as at all times and interpreted as very high. this means that the respondents have high regard for the writing of the lac plan. it suggests that teachers place importance on the foundational steps of these activities by ensuring a written plan is in place, which may contribute to more effective and goal-oriented sessions. according to mendoza and de guzman (2021), the development of a learning action cell plan is critical in structuring school-based professional development activities to address teachers’ needs effectively, as a well-written plan serves as a roadmap that guides teachers through each session’s objectives, resources, and outcomes, increasing the likelihood of meaningful professional growth and aligning with both individual and institutional goals. the indicator the school heads or principals should support the lacs by doing class observations and encourage teachers to continually improve instruction so that student learning will also improve, got the highest mean of 3.78 (sd = 0.92), described as at all times and interpreted as very high. it means that there is consistent support from school heads or principals, actively involved in observing and providing feedback on teaching practices within the sessionsaccording to flores and ramos (2020), school heads and principals play an essential role in supporting the learning action cell by conducting classroom observations and providing constructive feedback to teachers, fostering a culture of continuous improvement that enhances teaching strategies and positively impacts student outcomes. the indicator the lac members should be prepared to report back on the success of the activities in future lac sessions, got the lowest mean of 2.78 (sd = 0.51), described as most of the time and interpreted as high. it means that while lac members occasionally report back on the outcomes of their activities, this practice is not yet fully embedded as a routine aspect of the learning action cell sessions. according to santos and villareal (2020), ongoing feedback and reporting mechanisms in the learning action cell are critical for measuring the impact of professional development activities, as they foster accountability and continuous improvement, enabling teachers to reflect on the effectiveness of their actions, discuss areas for refinement, and explore solutions to obstacles, while legend: 3.26-4.00 at all times / very high 2.51-3.25 most of the time / high 1.76-2.50 sometimes / low 1.00-1.75 never/ very low pa ge 57 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 44-73, 2025 table 11: distribution of the level of implementation of school-based learning action cell in terms of monitoring and evaluation indicators mean sd description the monitoring and feedback should be ongoing throughout the lac planning and implementation phases. 3.35 0.86 at all times the evaluators should focus on how the lac enhances teacher quality and improves student outcomes. 3.56 0.95 at all times the monitoring and evaluation should assess teacher quality, student performance, and the effectiveness of strategies. 3.01 0.55 most of the time progress monitoring should provide information on whether activities meet standards in terms of quality, quantity, and timing, contributing to the attainment of lac goals. 3.02 0.56 most of the time the feedback mechanism should guide the lac in making decisions and adjustments during implementation. 3.33 0.83 at all times monitoring should focus on policy-stipulated components such as content, pedagogy, instructional strategies, assessment skills, and understanding of learners. 3.55 0.91 at all times lac progress monitoring should follow the agreed-upon protocols for the implementation phase. 3.00 0.57 most of the time the members of the lac should collaboratively develop a variety of methods and tools for progress monitoring. 3.05 0.59 most of the time each member should be assessed in their daily activities for effective learning outcomes. 2.37 0.51 sometimes the lac implementation should be monitored for sustainability purposes. 3.21 0.62 most of the time overall 3.15 0.70 most of the time table 11 presents the distribution of respondents’ level of implementation of school-based learning action cell in terms of monitoring and evaluation with an overall mean of 3.15 (sd = 0.70), described as most of the time and interpreted as high. it means that while teachers are implementing monitoring and evaluation practices in the lac regularly, there is room for improvement to make these practices more consistent. according to reyes and tan (2020), monitoring and evaluation play a pivotal role in the effectiveness of the school-based learning action cell, as a structured approach helps identify strengths and areas for improvement, fosters accountability, and allows teachers to adjust practices based on data and feedback, strengthening professional growth and student outcomes. the indicator the evaluators should focus on how the lac enhances teacher quality and improves student outcomes got the highest mean of 3.56 (sd = 0.95), described as at all times and interpreted as very high. it means that teachers prioritize monitoring and evaluation practices that directly assess improvements in teaching quality and student outcomes. it suggests that teachers recognize the importance of purposeful evaluation and are committed to ensuring that these evaluations have a meaningful impact. according to villanueva and santos (2020), evaluators of the learning action cell should prioritize assessing how these initiatives enhance teacher quality and ultimately improve student outcomes, with a focus on evaluating pedagogical changes and student performance improvements.the indicator each member should be assessed in their daily activities for effective learning outcomes, got the lowest mean of 2.37 (sd = 0.51), described as sometimes and interpreted as low. it means that teachers do not frequently incorporate individual assessments into their daily learning action cell activities, potentially due to the challenge of balancing frequent evaluations with instructional responsibilities. according to ramirez and santos (2021), assessing teachers in their daily activities is essential for achieving effective learning outcomes by identifying strengths and areas for improvement, ensuring alignment with educational standards, and promoting reflective practices that enhance student learning. table 12: summary of the implementation of school-based learning action cell variables mean sd interpretation assessment of needs 3.21 0.74 high prioritization of topics or agenda 2.92 0.67 high legend: 3.26-4.00 at all times / very high 2.51-3.25 most of the time / high 1.76-2.50 sometimes / low 1.00-1.75 never/ very low pa ge 58 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 44-73, 2025 legend: 3.26-4.00 strongly agree / very high 2.513.25 agree / high 1.76-2.50 disagree / low 1.00-1.75 strongly disagree / very low formation of learning action cell 3.19 0.75 high identification of appropriate intervention 3.51 0.83 very high scheduling of meetings 3.20 0.72 high setting up resources 3.50 0.81 very high assignment of work 3.24 0.74 high preparation of budget 3.45 0.77 very high writing of lac plan 3.30 0.72 very high monitoring and evaluation 3.15 0.70 high overall 3.27 0.75 very high table 12 presents the summary of the implementation of school-based learning action cell with an overall mean of 3.27 (sd = 0.75), interpreted as very high. it means that the school-based learning action cell is highly valued and integrated within the school’s professional development practices. it implies that teachers find it to be effective and relevant to their professional needs, encouraging their frequent participation and active involvement. according to de guzman and castro (2020), the implementation of school-based learning action cell is crucial in fostering teacher development and collaborative learning, as it provides a structured environment for reflection, discussion, and sharing best practices, which enhances teaching and learning. the variable identification of appropriate intervention, got the highest mean of 3.51 (sd = 0.83), interpreted as very high. it means that teachers place a high priority on selecting appropriate interventions to address specific educational needs, highlighting the learning action cell’s focus on practical, result-driven solutions. it suggests that it provides a supportive environment where teachers can collaborate to identify and develop interventions tailored to the unique needs of their students. according to alcaraz and santos (2020), identifying appropriate interventions is crucial for enhancing teaching effectiveness and student learning outcomes.the variable prioritization of topics or agenda got the lowest mean of 2.92 (sd = 0.67), interpreted as high. it means that while teachers acknowledge the importance of setting priorities for learning action cell sessions, this practice might not always be implemented to its fullest potential. it suggests that teachers may benefit from clearer guidelines or support in establishing priorities for the sessions to enhance relevance and productivity. according to dizon and villanueva (2020), prioritizing topics in educational settings is crucial for maximizing the effectiveness of professional development, as teachers’ involvement in selecting topics increases engagement and ensures alignment with their immediate needs and challenges. problem 2. to what level is the teaching and learning of school-based learning action cell implementation considering content knowledge, pedagogical skills, attitudes, assessment strategies, professional ethics, learner diversity and student inclusion, ict integration in instruction and contextualization of learning materials? table 13: distribution of the level of teaching and learning of school-based learning action cell implementation based on content knowledge indicators mean sd description as a teacher… i demonstrate a deep understanding of the subject matter and its relevance to learners' needs and interests. 3.34 0.71 strongly agree i ensure that their instructional strategies align with the curriculum standards and learning objectives. 3.58 0.86 strongly agree i adapt content to meet the diverse needs, strengths, and interests of learners, including those with disabilities, giftedness, and indigenous backgrounds. 3.60 0.89 strongly agree i effectively use technology to enhance content delivery, engagement, and learner interaction. 2.99 0.62 agree i proficiently use mother tongue, filipino, and english to facilitate teaching and learning, promoting linguistic diversity and cultural sensitivity. 2.25 0.49 disagree i possess knowledge of cognitive-based criteria, such as diagnostic evaluation data, process evaluation information, and product evaluation data, to inform instruction. 2.56 0.57 agree pa ge 59 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 44-73, 2025 i apply performance-based criteria, such as instructional strategies and techniques, to effectively teach content and skills. 3.02 0.51 agree i organize content in a logical and coherent manner, using advance organizers and scaffolding to facilitate learner understanding. 3.11 0.69 agree i regularly solicit and respond to learner feedback to refine their instructional strategies and improve learner engagement. 3.33 0.71 strongly agree i utilize differentiated instruction to meet the diverse needs of learners, including varying learning styles and paces. 3.02 0.66 agree overall 3.08 0.67 legend: 3.26-4.00 strongly agree / very high 2.51-3.25 agree / high 1.76-2.50 disagree / low 1.00-1.75 strongly disagree / very low table 12 presents the distribution of respondents’ level of teaching and learning of school-based learning action cell implementation based on content knowledge with an overall mean of 3.08 (sd = 0.67), described as agree and interpreted as high. it means that teachers generally feel positive about the adequacy of their content knowledge concerning the implementation. it indicates that although teachers possess a good degree of content knowledge, there exist chances for professional growth to augment their expertise. according to magsino and sarmiento (2020), the implementation of the schoolbased learning action cell significantly enhances teachers’ content knowledge, which in turn impacts their teaching effectiveness by providing a structured environment.the indicator as a teacher, i adapt content to meet the diverse needs, strengths, and interests of learners, including those with disabilities, giftedness, and indigenous backgrounds, got the highest mean of 3.60 (sd = 0.89), described as strongly agree and interpreted as very high. it means that teachers are actively engaged in inclusive practices that recognize and address the varied learning needs within their classrooms. it suggests that there is a growing awareness among educators about the importance of differentiated instruction according to gunter et al. (2020), adapting content to address the diverse needs, strengths, and interests of learners is essential for effective teaching, particularly in inclusive classrooms.the indicator as a teacher, i proficiently use mother tongue, filipino, and english to facilitate teaching and learning, promoting linguistic diversity and cultural sensitivity, got the lowest mean of 2.25 (sd = 0.49), described as disagree and interpreted as low. it means there is a notable gap in teachers’ ability or willingness to use multiple languages effectively in the classroom. according to bunar (2020), the proficient use of multiple languages, including mother tongue, filipino, and english, is essential for effective teaching, as it promotes comprehension and cultural sensitivity. table 14: distribution of the level of teaching and learning of school-based learning action cell implementation based on pedagogical skills indicators mean sd description as a teacher… i actively engage in teaching and involve students in learning activities. 3.44 0.82 strongly agree i establish supportive learning environment with clear behavioral expectations. 3.40 0.79 strongly agree i foster student autonomy, perseverance, and collaborative skills among my students. 3.39 0.78 strongly agree i ensure coherence between the learning goals, instructional activities, and evaluations. 3.09 0.69 agree i encourage an open, participatory classroom environment where students feel comfortable asking questions. 3.22 0.73 agree i use and utilize diagnostic, formative, and summative assessment results to identify learning gaps and inform instructional decisions. 3.51 0.87 strongly agree i employ a variety of research-based teaching methods, such as guided practice, corrective feedback, and independent practice, to promote learner mastery. 3.49 0.86 strongly agree i organize content logically, use advance organizers, and scaffold instruction to facilitate learner understanding. 3.10 0.73 agree i employ strategies to stimulate learner interest, involvement, and active participation in the learning process. 3.23 0.77 agree i use differentiated instructional approaches to address the diverse learning styles, paces, and abilities of all learners. 3.54 0.83 strongly agree overall 3.34 0.79 strongly agree pa ge 60 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 44-73, 2025 legend: 3.26-4.00 strongly agree / very high 2.513.25 agree / high 1.76-2.50 disagree / low 1.00-1.75 strongly disagree / very low table 14 presents the distribution of respondents’ level of teaching and learning of school-based learning action cell implementation based on pedagogical skills with an overall mean of 3.34 (sd = 0.69), described as strongly agree and interpreted as very high. it means that teachers generally feel confident in their pedagogical skills as they relate to the implementation of the learning action cell framework. this level of agreement implies a positive perception of their instructional methods, which are likely perceived as effective in fostering collaborative learning environments and improving teaching practices. according to almonte and dela cruz (2020), effective implementation of the school-based learning action cell hinges significantly on the pedagogical skills of teachers, with strong competencies enabling teachers to facilitate collaborative learning environments.the indicator as a teacher, i use differentiated instructional approaches to address the diverse learning styles, paces, and abilities of all learners, got the highest mean of 3.54 (sd = 0.83), described as strongly agree and interpreted as very high. it means that teachers are committed to recognizing and accommodating the varied learning needs of their students. this implies their understanding of the importance of tailoring instruction to suit different learning styles, paces, and abilities, thereby fostering an inclusive classroom environment. it suggests that the implementation of differentiated instruction is viewed as a fundamental aspect of effective teaching within the framework. according to tomlinson (2020), differentiated instruction is essential for addressing diverse learning styles, paces, and abilities, as teachers who implement this approach are better equipped to meet students’ unique needs. the indicator as a teacher, i ensure coherence between the learning goals, instructional activities, and evaluations, got the lowest mean of 3.03 (sd = 0.69), described as agree and interpreted as high. it means that teachers generally recognize the importance of aligning learning objectives with their instructional methods and assessment strategies. according to biggs and tang (2019), ensuring coherence between learning goals, instructional activities, and evaluations is crucial for fostering effective learning outcomes, as a well-aligned curriculum helps students understand the purpose of their learning activities. table 15: distribution of the level of teaching and learning of school-based learning action cell implementation based on attitude indicators mean sd description as a teacher… i demonstrate a positive attitude towards learning, as reflected in their willingness to commit mistakes and learn from them. 3.33 0.73 strongly agree i am motivated to teach and actively seek opportunities to improve my teaching practices. 3.23 0.70 agree i believe that there is always something new to learn and are eager to learn more, as reflected in their attitudes towards professional development. 3.41 0.79 strongly agree i use receptive feedback and constructive criticism help improve teaching practices. 3.52 0.89 strongly agree i actively participate in professional development opportunities, engaging in discussions, asking questions, and contributing to group activities. 3.18 0.69 agree i am interested in the subject matter and enjoy teaching to enhance engagement and motivation. 3 22 0.69 agree i perceive research as important and relevant to their teaching practices, which fosters a positive attitude towards it. 3.00 0.66 agree i recognize the role they play in guiding and supporting learners, which helps them develop a positive attitude towards the teaching-learning process. 3.18 0.69 agree i emphasize a constructivist approach in learning to emphasize active participation and construction of knowledge. 3.49 0.82 strongly agree i prepare a professional development plan that outlines their strengths, development needs, and plans for specific action for professional development, which helps them stay committed to continuous improvement. 3.39 0.79 strongly agree overall 3.30 0.75 strongly agree legend: 3.26-4.00 strongly agree / very high 2.513.25 agree / high 1.76-2.50 disagree / low 1.00-1.75 strongly disagree / very low table 15 presents the distribution of respondents’ level of teaching and learning of school-based learning action cell implementation based on attitude with an overall mean of 3.30 (sd = 0.75), described as strongly agree pa ge 61 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 44-73, 2025 and interpreted as very high. it means that teachers possess a positive attitude toward the implementation of school-based learning action cell activities. according to saha and dutta (2021), teachers’ attitudes towards the implementation of school-based learning action cell play a crucial role in the success of collaborative professional development initiatives, emphasizing that positive attitudes can significantly enhance teacher engagement. the indicator as a teacher, i use receptive feedback and constructive criticism help improve teaching practices, got the highest mean of 3.54 (sd = 0.89), described as strongly agree and interpreted as very high. it means that teachers recognize the value of feedback in their professional development. this implies that educators are open to receiving input from peers and supervisors, viewing it as a critical component of their growth and effectiveness in the classroom. it suggests that a culture of constructive criticism is prevalent within the school environment. according to wu and zhang (2020), the use of receptive feedback and constructive criticism is essential in fostering reflective teaching practices, as teachers who actively seek and utilize feedback. the indicator as a teacher, i perceive research as important and relevant to their teaching practices, which fosters a positive attitude towards it, got the lowest mean of 3.00 (sd = 0.66), described as agree and interpreted as high. it means that while teachers generally acknowledge the value of research in informing their teaching practices, there may still be a gap in fully integrating research findings into their daily instructional strategies. according to sweeney and wang (2020), teachers’ perceptions of research as important and relevant to their teaching practices play a significant role in fostering a positive attitude towards educational research. table 16: distribution of the level of teaching and learning of school-based learning action cell implementation based on assessment strategies indicators mean sd description as a teacher… i use assessment to inform instruction and improve learning outcomes by setting goals and targets for learners and themselves. 3.28 0.72 strongly agree i take a holistic view of learners, considering academic, behavioral, social, and emotional aspects of learning, and involve learners, parents, and peers in the assessment process. 3.33 0.79 strongly agree i use formative assessment regularly to monitor learner progress and adjust instruction to meet learner needs. 3.71 0.92 strongly agree i use summative assessments to evaluate learner achievement and provide feedback for improvement. 3.45 0.82 strongly agree i involve learners with self-assessment, setting their own targets, and developing meta-cognitive skills and strategies. 3.68 0.89 strongly agree i involve in peer assessment, providing feedback to each other and developing critical thinking and communication skills. 3.17 0.71 agree i provide constructive feedback to learners, focusing on specific strengths and areas for improvement. 3.62 0.83 strongly agree i continuously reflect on and improve their assessment practices to better support learner growth and achievement. 3.18 0.72 agree i consider contextual factors such as learner background, socio-economic status, and cultural context when designing and implementing assessments. 2.99 0.56 agree i consider assessments which are designed to engage learners and promote active participation, with opportunities for learners to contribute to assessment planning and implementation. 3.37 0.77 strongly agree overall 3.38 0.77 strongly agree legend: 3.26-4.00 strongly agree / very high 2.513.25 agree / high 1.76-2.50 disagree / low 1.00-1.75 strongly disagree / very low table 16 presents the distribution of respondents’ level of teaching and learning of school-based learning action cell implementation based on assessment strategies with an overall mean of 3.38 (sd = 0.77), described as strongly agree and interpreted as very high. it means that teachers recognize the significance of effective assessment strategies in enhancing their teaching practices. this implies that they are likely implementing a variety of assessment methods to gauge student understanding and improve learning outcomes. according to arslan and bumin (2020), effective assessment strategies play a critical role in the implementation of school-based learning action cell, as they provide valuable feedback on both student learning and instructional practices, with varied methods like formative assessments, peer evaluations, and self-assessments.in line with this, the indicator as a pa ge 62 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 44-73, 2025 teacher, i use formative assessment regularly to monitor learner progress and adjust instruction to meet learner needs, got the highest mean of 3.71 (sd = 0.92), described as strongly agree and interpreted as very high. it means that teachers are actively engaged in the practice of formative assessment, viewing it as a critical component of their instructional approach. it indicates that teachers are likely to implement various strategies to gather information about student learning regularly. according to wiliam (2021), formative assessment helps teachers monitor student progress and adjust instruction in realtime, creating a more responsive learning environment that boosts student engagement and achievement.on the other hand, the indicator as a teacher, i consider contextual factors such as learner background, socioeconomic status, and cultural context when designing and implementing assessments, got the lowest mean of 2.99 (sd = 0.56), described as agree and interpreted as high. it means that while teachers acknowledge the importance of contextual factors in assessment design, the average score suggests that there may be room for improvement in fully integrating these considerations into their practices. milner (2020) highlights that considering cultural context in assessments is crucial to avoid misinterpreting students’ abilities and knowledge, making assessments more meaningful and inclusive. table 17: distribution of the level of teaching and learning of school-based learning action cell implementation based on professional ethics indicators mean sd description as a teacher… i prioritize the education and well-being of students, ensuring they receive a fair, honest, and uncompromising education. 3.54 0.91 strongly agree i respect students' dignity, worth, and uniqueness, including their actual and perceived gender, gender expression, gender identity, civil status, family status, sexual orientation, religion, age, disability, race, ethnicity, socio-economic status, and culture. 3.67 0.93 strongly agree i demonstrate commitment to high standards of practice by staying current with ethical principles and decisions from relevant sources, including professional organizations. 3.13 0.61 agree i use data and materials responsibly, appropriately recognizing others' work and ensuring accurate and reliable use of data. 3.23 0.69 agree i conduct research in an ethical and responsible manner, with appropriate permission and supervision, and use evidence to inform practice. 3.33 0.77 strongly agree i promote the health, safety, and well-being of students by establishing and maintaining appropriate verbal, physical, emotional, and social boundaries. 3.44 0.81 strongly agree i engage with parents and the community to promote student learning and wellbeing, ensuring equitable opportunities for all students. 3.46 0.84 strongly agree i am motivated by a universal respect for human life and act in ways that promote equality and respect for all students. 3.22 0.71 agree i model ethical principles in my pedagogy, fostering a culture of respect and ethical behavior among students. 3.52 0.87 strongly agree i engage in ongoing professional learning to stay current with ethical principles and best practices, ensuring they are equipped to provide high-quality education. 3.01 0.62 agree overall 3.36 0.78 strongly agree legend: 3.26-4.00 strongly agree / very high 2.513.25 agree / high 1.76-2.50 disagree / low 1.00-1.75 strongly disagree / very low table 17 presents the distribution of respondents’ level of teaching and learning of school-based learning action cell implementation based on professional ethics with an overall mean of 3.36 (sd = 0.78), described as strongly agree and interpreted as very high. it means a significant alignment between teachers’ professional conduct and the ethical standards expected in their roles. according to bautista et al. (2020), the integration of professional ethics in the school-based learning action cell fosters a responsible, supportive learning environment where respect, confidentiality, and integrity build trust, encouraging collaboration and improving teaching practices. the indicator as a teacher, i respect students’ dignity, worth, and uniqueness, including their actual and perceived gender, gender expression, gender identity, civil status, family status, sexual orientation, religion, age, disability, race, ethnicity, socio-economic status, and culture, got the highest mean of 3.67 (sd = 0.93), described as strongly agree and interpreted as very pa ge 63 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 44-73, 2025 high. it means that teachers prioritize respecting and valuing each student’s unique background and identity, recognizing the importance of fostering an inclusive environment. according to smith and lopez (2020), respecting students’ individual identities, such as gender, socioeconomic status, and cultural background, is key to creating an inclusive environment. the indicator as a teacher, i engage in ongoing professional learning to stay current with ethical principles and best practices, ensuring they are equipped to provide high-quality education, got the lowest mean of 3.01 (sd = 0.78), described as agree and interpreted as high. it means that while teachers acknowledge the importance of ongoing professional learning related to ethics and best practices, there may be room for strengthening their commitment to continuous learning in this area. according to brown and thomas (2021), ongoing professional learning helps teachers stay updated on ethical standards, enhancing education quality, while langlois and lapointe (2019) stress moral leadership in schools to improve the ethical climate and instruction, and husu and tirri (2020) highlight the importance of integrating ethical issues into lesson plans to foster social responsibility. table 18: distribution of the level of teaching and learning of school-based learning action cell implementation based on learner diversity and student inclusion indicators mean sd description as a teacher… i should use the language of instruction that best supports the diverse needs of learners, including those with language barriers. 3.71 0.94 strongly agree i address gender and disability issues in the classroom, ensuring equal opportunities for all learners and providing accommodations for those with special needs. 3.34 0.78 strongly agree i follow the curriculum with inclusivity and diverse, reflecting the experiences and perspectives of all learners, including those from diverse backgrounds and cultures. 3.55 0.89 strongly agree i use culturally responsive teaching strategies that acknowledge and respect the diverse backgrounds and experiences of learners, promoting a positive and inclusive learning environment. 3.42 0.78 strongly agree i use differentiated instruction to cater to the diverse learning needs of learners, including those with special needs, and provide accommodations for learners with disabilities. 3.51 0.86 strongly agree i ensure the classroom environment is inclusive and welcoming, promoting a sense of belonging and respect among all learners, regardless of their background or abilities. 3.23 0.76 agree i engage learners actively in the learning process, encouraging participation and ensuring that all learners feel valued and included. 3.21 0.75 agree i provide constructive feedback and assessment that acknowledges and respects the diverse needs and abilities of learners, including those with special needs. 3.43 0.79 strongly agree i engage with parents and the community to promote learner diversity and inclusion, ensuring that all learners are supported and included. 3.17 0.73 agree i use a specific assessment strategy to acknowledge and respect the rights for every learner. 3.38 0.77 strongly agree overall 3.40 0.81 strongly agree legend: 3.26-4.00 strongly agree / very high 2.513.25 agree / high 1.76-2.50 disagree / low 1.00-1.75 strongly disagree / very low table 18 presents the distribution of respondents’ level of teaching and learning of school-based learning action cell implementation based on learner diversity and student inclusion with an overall mean of 3.40 (sd = 0.81), described as strongly agree and interpreted as very high. it means that teachers are highly committed to fostering an inclusive learning environment that respects and accommodates diverse student needs. according to santos and roberts (2020), school-based learning action cells focused on learner diversity and inclusion help teachers address diverse student needs, creating inclusive lesson plans and learning materials that promote a sense of belonging and equitable learning opportunities. the indicator as a teacher, i should use the language of instruction that best supports the diverse needs of learners, including those with language barriers, got the highest mean of 3.71 (sd = 0.94), described as strongly agree and interpreted as very high. it means that teachers place a high priority on using language as a tool to bridge learning gaps among students, particularly those facing language-related challenges. according to alonzo et al. (2020), adapting language use and incorporating pa ge 64 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 44-73, 2025 multilingual strategies helps bridge communication gaps, enhancing comprehension and engagement for students from diverse linguistic backgrounds. on the other hand, the indicator as a teacher, i engage with parents and the community to promote learner diversity and inclusion, ensuring that all learners are supported and included, got the lowest mean of 3.17 (sd = 0.73), described as agree and interpreted as high. it means that teachers see community and parental engagement as important but may face challenges or limitations in actively implementing this practice. johnson and johnson (2021) emphasize the significance of community engagement in addressing the diverse needs of learners, highlighting that schools actively seeking input from local organizations can develop inclusive programs and resources. table 19: distribution of the level of teaching and learning of school-based learning action cell implementation based on ict integration in instruction indicators mean sd description as a teacher… i have a positive attitude towards ict integration in their teaching practices, recognizing its potential to enhance learning outcomes. 3.53 0.77 strongly agree i have received adequate training on ict integration, including the use of digital tools and platforms, to support their teaching practices. 2.59 0.56 agree i possess the necessary ict skills and knowledge to effectively integrate ict into their teaching practices, including the ability to troubleshoot technical issues. 3.02 0.68 agree i incorporate ict into their lesson planning, using digital tools and resources to support student learning and engagement. 2.79 0 64 agree i use ict in their instruction, including the use of digital tools, multimedia, and online resources to enhance student learning. 3.01 0.67 agree i use ict in assessment, including the use of digital tools and platforms to evaluate student learning and provide feedback. 3.45 0.78 strongly agree i use ict to provide feedback to students to facilitate communication and collaboration. 3.05 0.72 agree i use ict to facilitate collaboration among students, including the use of digital tools and platforms to support group work and peer-to-peer learning. 3.33 0.75 strongly agree i use ict to facilitate communication with students, parents, and colleagues, including the use of digital tools and platforms to share information and resources. 2.49 0.56 disagree i use ict to manage resources, including the use of digital tools and platforms to organize and share materials, and to track student progress. 2.99 0.61 agree overall 3.03 0.68 agree legend: 3.26-4.00 strongly agree / very high 2.513.25 agree / high 1.76-2.50 disagree / low 1.00-1.75 strongly disagree / very low table 19 presents the distribution of respondents’ level of teaching and learning of school-based learning action cell implementation based on ict integration in instruction with an overall mean of 3.03 (sd = 0.68), described as agree and interpreted as high. it means that teachers recognize the value of incorporating information and communication technology into their instruction but may only partially integrate these tools. it suggests a foundational awareness and acceptance of its role in instruction, but this may not translate to frequent or advanced use. according to ertmer et al. (2020), the integration of ict in school-based learning action cells enhances teaching effectiveness, helping teachers develop skills to incorporate digital tools into lessons, ultimately benefiting student learning and motivation through innovative, diverse instructional practices.the indicator as a teacher, i have a positive attitude towards ict integration in their teaching practices, recognizing its potential to enhance learning outcomes, got the highest mean of 3.53 (sd = 0.77), described as strongly agree and interpreted as very high. it means that teachers are not only open to the use of ict in their classrooms but are enthusiastic about its potential to positively impact student learning. according to tondeur et al. (2020), teachers’ positive attitudes toward ict integration are critical for effectively incorporating technology into their teaching practices.the indicator as a teacher, i use ict to facilitate communication with students, parents, and colleagues, including the use of digital tools and platforms to share information and resources, got the lowest mean of 2.49 (sd = 0.56), described as disagree and interpreted as low. it means that teachers may not feel confident or adequately supported in utilizing ict tools for communication with students, parents, and colleagues. it suggests that there may be barriers preventing teachers from fully engaging with ict in a communicative capacity. according to trust and whalen (2021), active ict use by teachers enhances communication, collaboration, and transparency. pa ge 65 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 44-73, 2025 table 19 presents the distribution of respondents’ level of teaching and learning of school-based learning action cell implementation based on contextualization of learning materials with an overall mean of 3.02 (sd = 0.70), described as agree and interpreted as high. it means that teachers generally agree on the value of contextualizing learning materials, as they see the benefit of making lessons more relevant and accessible to students. it implies that while teachers are supportive of contextualization, there may be challenges preventing its full integration into teaching practices. according to burch and pugh (2020), contextualizing learning materials to reflect students’ cultural and socio-economic backgrounds enhances engagement, understanding, and the practical application of studies, meeting curriculum standards while addressing diverse learner needs.the indicator in the improvement of teaching and learning, i use learning materials which are directly relevant to the daily lives, experiences, and contexts of the learners, got the highest mean of 3.56 (sd = 0.89), described as strongly agree and interpreted as very high. it means that teachers are highly committed to selecting and developing table 20: distribution of the level of teaching and learning of school-based learning action cell implementation based on contextualization of learning materials indicators mean sd description in the improvement of teaching and learning, i… i use learning materials which are directly relevant to the daily lives, experiences, and contexts of the learners. 3.56 0.89 strongly agree i consider learning materials to incorporate local examples, case studies, and realworld situations that are familiar to the learners. 3.12 0.71 agree i align the learning materials to the needs, issues, and priorities of the local community where the learners reside. 3.01 0.68 agree i contextualize learning materials which have local resources, such as materials, tools, and experts, to make the content more accessible and engaging for learners. 3 18 0.72 agree i reflect the cultural diversity, traditions, and heritage of the learners' backgrounds as to the learning materials. 2.99 0.69 agree i incorporate the learners' mother tongue, as well as other local languages, to support language development and comprehension in the learning materials. 2.58 0.63 agree i originally develop learning materials which involves active engagement and collaboration with local stakeholders, such as community leaders, parents, and subject matter experts. 3.23 0.76 agree i design learning materials to be adaptable and flexible, allowing teachers to customize and localize them based on the specific needs and contexts of their learners. 2.36 0.52 disagree i provide learning materials focus on the practical application of knowledge and skills, enabling learners to connect the content to their daily lives and future career. 3.09 0.73 agree i should provide learning materials that encourage and motivate active learning, such as hands-on activities, problem-solving, and collaborative learning, to engage learners and make the content more meaningful. 3.22 0 77 agree overall 3.02 0.70 agree legend: 3.26-4.00 strongly agree / very high 2.513.25 agree / high 1.76-2.50 disagree / low 1.00-1.75 strongly disagree / very low materials that align with students’ personal and cultural contexts. it suggests that teachers view contextualized learning materials as an effective approach for enhancing teaching and learning outcomes. according to alonzo and rios (2020), using learning materials relevant to students’ daily lives enhances engagement and understanding, helping students connect classroom concepts with personal experiences, thereby fostering deeper learning and better outcomes.on the other hand, the indicator in the improvement of teaching and learning, i design learning materials to be adaptable and flexible, allowing teachers to customize and localize them based on the specific needs and contexts of their learners, got the lowest mean of 2.36 (sd = 0.52), described as disagree and interpreted as low. it means that teachers might find it challenging or may lack the resources and training needed to create adaptable learning materials that can be customized to fit varied student contexts. it suggests that there could be barriers, such as time constraints or limited support, that hinder teachers from fully designing materials that can be easily adapted. according to spector and kearney (2020), designing adaptable and flexible learning materials is crucial for meeting the diverse needs of students, enabling teachers to tailor instruction and integrate local, culturally relevant. pa ge 66 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 44-73, 2025 table 21: summary of teaching and learning of school-based learning action cell implementation indicators mean sd description variables mean sd interpretations content knowledge 3.08 0.67 high pedagogical skills 3.34 0.79 very high attitudes 3.30 0.75 very high assessment strategies 3.38 0.77 very high professional ethics 3.36 0.78 very high learner diversity and student inclusion 3.40 0.81 very high ict integration in instruction 3.03 0.68 high contextualization of learning materials 3.02 0.70 high overall 3.24 0.74 high legend: 3.26-4.00 strongly agree / very high 2.513.25 agree / high 1.76-2.50 disagree / low 1.00-1.75 strongly disagree / very low table 21 presents the summary of teaching and learning of school-based learning action cell implementation with an overall mean of 3.24 (sd = 0.74), interpreted as high. it means that teachers generally view the school-based learning action cell implementation as beneficial for enhancing their teaching practices and professional growth. this implies the recognition of the value that collaborative learning and sharing of best practices bring to their classrooms. according to goleman and sweeney (2020), the implementation of the school-based learning action cell has become an essential component in enhancing teaching and learning processes. the variable learner diversity and student inclusion, got the highest mean of 3.40 (sd = 0.81), interpreted as very high. it signifies that educators are acutely cognizant of the necessity to acknowledge and adapt to the varied backgrounds, capabilities, and learning preferences of their pupils. this implies that teachers are likely to implement inclusive practices in their teaching, aiming to ensure all learners feel valued and supported in the classroom. it suggests that the school-based learning action cell effectively promotes discussions and strategies focused on learner diversity. camacho and nunez (2020) highlight that professional development programs on learner diversity enhance teachers’ ability to accommodate diverse learners. the variable contextualization of learning materials, got the lowest mean of 3.02 (sd = 0.70), interpreted as high. it means that teachers recognize the value of using learning materials that are relevant and applicable to the everyday lives of their students. this implies that while teachers may be employing some contextualization strategies, there is still room for improvement in fully integrating local contexts into their teaching materials. nascimento and tavares (2021) emphasize that teacher training in culturally responsive teaching equips educators to effectively contextualize learning materials. problem 3. is there a significant relationship between the respondents’ percieved implementation of school-based learning action cell and their teaching and learning practices? table 22: result of the test on relationship between the teachers’ implementation of school-based learning action cell and theirteaching and learning practices teachers’ implementation of school-based learning action cell teaching and learning c on te nt k no w le dg e pe da go gi ca l s ki lls a tti tu de s a ss es sm en t st ra te gi es pr of es si on al e th ic s le ar ne r d iv er si ty an d st ud en t in cl us io n ic t i nt eg ra tio n in in st ru ct io n c on te xt ua liz at io n of l ea rn in g m at er ia ls o ve ra ll assessment of needs r-value p-value 0.2540 0.1733 0.2146 0.0236 0.3076 0.2653 0.2186 0.2178 0.2094 0.0341 0.0462 0.0510 0.0327 0.0288 0.0372 0.0175 0.1056 0.0441 s s ns s s s s ns s prioritization of topics or agenda r-value p-value 0.1763 0.4207 0.3299 0.2478 0.5350 0.2370 0.1907 0.1745 0.2890 0.0508 0.1089 0.0388 0.1674 0.2099 0.0238 0.1970 0.0678 0.1081 ns ns s ns ns s ns ns ns pa ge 67 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 44-73, 2025 formation of learning action cell r-value p-value 0.4098 0.2804 0.2099 0.3268 0.3109 0.2590 0.3278 0.2654 0.2988 0.0216 0.0388 0.1709 0.2365 0.1643 0.0328 0.2890 0.0964 0.1313 s s ns ns ns s ns ns ns identification of appropriate intervention r-value p-value 0.3088 0.2099 0.1630 0.7432 0.1759 0.3109 0.1867 0.3107 0.3011 0.0265 0.0367 0.0399 0.0129 0.0388 0.0474 0.1604 0.0745 0.0546 s s s s s s ns ns ns scheduling of meetings r-value p-value 0.2396 0.2099 0.1869 0.2895 0.2609 0.1756 0.3276 0.1765 0.2333 0.1650 0.1099 0.0265 0.0467 0.0369 0.0438 0.2169 0.3209 0.1208 ns ns s s s s ns ns ns setting up resources r-value p-value 0.1643 0.2339 0.2471 0.6439 0.2178 0.2095 0.1888 0.2377 0.2679 0.0328 0.2804 0.0276 0.0476 0.0289 0.0198 0.1033 0.0743 0.0768 s ns s s s s ns ns ns assignment of work r-value p-value 0.1808 0.3012 0.1097 0.6420 0.4278 0.1209 0.2756 0.2095 0.2834 0.0318 0.2098 0.2099 0.1895 0.2076 0.0405 0.4376 0.2065 0.1917 s ns ns ns ns s ns ns ns preparation of budget r-value p-value 0.3266 0.1708 0.2654 0.2743 0.3105 0.1044 0.4099 0.1645 0.2533 0.0476 0.0287 0.0476 0.0320 0.0380 0.0441 0.0400 0.0421 0.0400 s s s s s s s s s writing of lac plan r-value p-value 0.1905 0.2168 0.2665 0.3190 0.2165 0.3777 0.2754 0.3190 0.2727 0.0479 0.0509 0.2809 0.2765 0.2076 0.0399 0.0679 0.2054 0.1471 s ns ns ns ns s ns ns ns monitoring and evaluation r-value p-value 0.3290 0.1098 0.2509 0.2645 0.1065 0.1956 0.3265 0.3066 0.2362 0.0338 0.0388 0.0437 0.0438 0.0453 0.0430 0.0433 0.0378 0.0412 s s s s s s s s s overall r-value p-value 0.2580 0.2327 0.2244 0.3775 0.2869 0.2256 0.2728 0.2382 ns 0.0492 0.0905 0.0937 0.1086 0.1005 0.0372 0.1573 0.1231 s ns ns ns ns s ns ns legend: *significant at p<0.05 alpha level s – significant ns – not significant table 22 presents the correlation analysis between the teachers’ implementation of school-based learning action cells and various components of teaching and learning. significant relationships are observed in several areas, particularly where specific lac activities align closely with core teaching competencies. the evaluation of demands by educators is substantially correlated with enhancements in content understanding and assessment methodologies. this means that when teachers actively evaluate the needs within their learning environments, they become better equipped to deliver content effectively and utilize assessment techniques that support student learning. it indicates that targeted assessments within the lac framework may directly enhance teachers’ instructional skills, providing them with relevant insights that improve teaching outcomes. bajar et al. (2021) note that shared insights from colleagues on strategies like differentiated instruction and classroom management improve teaching and create a more effective learning environment.the preparation of a budget by teachers is crucial for the success of lac, as it ensures resources are allocated for activities like training, materials, and collaboration tools, leading to more organized and effective teaching practices. research by chin et al. (2022) found a link between well-prepared budgets and improved teacher performance in lac sessions. schools that allocated funds for professional development, such as ict integration and curriculum contextualization, saw significant improvements in teacher competencies. monitoring and evaluation of lac activities ensure effectiveness by refining strategies through feedback and progress assessments, helping teachers adjust approaches to meet goals. a study by bajar et al. (2021) highlighted that m&e activities, such as peer reviews and class observations, are crucial for refining lac sessions. consistent monitoring helps identify improvement areas and leads to measurable gains in teaching quality. certain aspects of lac implementation, like its formation and ict integration, show no significant correlation with teaching and learning outcomes. this suggests that organizing lac without a focused strategy may not improve technology use or enhance the contextualization of learning materials.as observed, the lack of significant relationships suggests that some lac activities may need more targeted support to effectively impact pa ge 68 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 44-73, 2025 teaching dimensions like technology use and material contextualization. the significant areas, such as content knowledge and pedagogy, should be prioritized. non-significant areas may require further research or intervention for better effectiveness. gonzales and alipio (2020) found that school-based learning action cells enhance teaching practices by fostering collaboration, allowing teachers to share strategies and resources, which improves classroom practices and student outcomes. problem 4. based on the findings of the study, what school development plan on school-based learning action cell can be designed? table 23: matrix of school development plan year 1: foundation and initial implementation a re as o f c on ce rn sp ec ifi c o bj ec tiv es st ra te gi es / a ct iv iti es t im e fr am e pe rs on /s in vo lv ed so ur ce o f fu nd s e st im at ed b ud ge t e xp ec te d o ut co m e pr io rit iz at io n of t op ic s o r a ge nd a id en tif y hi gh -p rio rit y to pi cs fo r l a c se ss io ns c on du ct n ee ds as se ss m en t su rv ey s w ith te ac he rs a nd st ud en ts q 1 la c fa ci lit at or s, te ac he rs sc ho ol m o o e ₱1 0, 00 0. 00 im pr ov ed le ad er sh ip an d de ci sio nm ak in g sk ill s e st ab lis h a la c ag en da st ru ct ur e d ev el op a n ag en da te m pl at e an d sc he du le m on th ly l a c m ee tin gs q 1q 2 sc ho ol h ea d, l a c c oo rd in at or s sc ho ol m o o e ₱5 ,0 00 .0 0 c on sis te nt l a c st ru ct ur e an d m on th ly se ss io ns d efi ne g oa ls fo r e ac h la c se ss io n h ol d a pl an ni ng se ss io n to a lig n la c to pi cs w ith sc ho ol go al s q 2 la c c oo rd in at or s, te ac he rs sc ho ol m o o e ₱5 ,0 00 .0 0 a lig ne d la c ob je ct iv es w ith sc ho ol im pr ov em en t go al s d ev el op c rit er ia fo r s el ec tin g pr io rit y to pi cs . o rg an iz e co lla bo ra tiv e pl an ni ng w or ks ho ps fo r la c se ss io ns . q 2 la c c oo rd in at or s, te ac he rs sc ho ol m o o e ₱5 ,0 00 .0 0 in cr ea se d te ac he r co lla bo ra tio n an d en ga ge m en t pr om ot e co lla bo ra tiv e pr ob le m -s ol vi ng th ro ug h la c se ss io ns re vi ew st ud en t pe rf or m an ce da ta to p rio rit iz e re le va nt to pi cs . q 2 la c c oo rd in at or s, te ac he rs sc ho ol m o o e ₱5 ,0 00 .0 0 be tte r im pl em en ta tio n of so lu tio ns in cl as sr oo m s c on te xt ua liz at io n of l ea rn in g m at er ia ls c re at e lo ca lly re le va nt te ac hi ng m at er ia ls o rg an iz e w or ks ho ps fo r de ve lo pi ng m at er ia ls ba se d on lo ca l c on te xt q 2 te ac he rs , c ur ric ul um te am d on at io ns ₱5 ,0 00 .0 0 lo ca lly co nt ex tu al iz ed te ac hi ng m at er ia ls tr ai n te ac he rs o n co nt ex tu al iz at io n te ch ni qu es c on du ct a tra in in g se m in ar fo r t ea ch er s on a da pt in g m at er ia ls q 3 c ur ric ul um d ev el op er s, tr ai ne rs sc ho ol m o o e ₱5 ,0 00 .0 0 te ac he rs sk ill ed in a da pt in g m at er ia ls to lo ca l co nt ex t pa ge 69 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 44-73, 2025 pi lo t co nt ex tu al iz ed m at er ia ls in se le ct ed c la ss es im pl em en t m at er ia ls in se le ct ed c la ss es an d ga th er fe ed ba ck q 4 te ac he rs sc ho ol m o o e ₱5 ,0 00 .0 0 fe ed ba ck on th e ef fe ct iv en es s o f ne w m at er ia ls re vi se c ur re nt re so ur ce s t o in cl ud e lo ca l re le va nc e. u pd at e te ac hi ng m at er ia ls w ith lo ca l e xa m pl es an d cu ltu ra l re le va nc e. q 4 c ur ric ul um d ev el op er s, tr ai ne rs sc ho ol m o o e ₱5 ,0 00 .0 0 im pr ov ed st ud en t en ga ge m en t e nc ou ra ge te ac he rs to in te gr at e lo ca l co nt ex ts in d ai ly le ss on p la ns . o ff er w or ks ho ps to h el p te ac he rs in cl ud e lo ca l co nt ex t i n le ss on s. q 4 c ur ric ul um d ev el op er s, tr ai ne rs sc ho ol m o o e ₱5 ,0 00 .0 0 su st ai na bl e m at er ia l de ve lo pm en t pr oc es s year 2: deepening and expansion a re as o f c on ce rn sp ec ifi c o bj ec tiv es st ra te gi es / a ct iv iti es t im e fr am e pe rs on /s in vo lv ed so ur ce o f fu nd s e st im at ed b ud ge t e xp ec te d o ut co m e pr io rit iz at io n of t op ic s o r a ge nd a e xp an d la c se ss io ns to co ve r e m er gi ng ed uc at io na l t op ic s in vi te g ue st sp ea ke rs to di sc us s i nn ov at iv e pr ac tic es a nd m et ho do lo gi es q 1q 3 la c c oo rd in at or s, g ue st s pe ak er s g ov er nm en t g ra nt s ₱5 ,0 00 .0 0 te ac he rs in fo rm ed a bo ut ne w e du ca tio na l tre nd s ta ilo r l a c to pi cs to sp ec ifi c gr ad e le ve ls or su bj ec ts fo rm l a c gr ou ps b as ed on g ra de le ve l or su bj ec t sp ec ia liz at io n q 2q 3 la c fa ci lit at or s sc ho ol m o o e ₱5 ,0 00 .0 0 m or e fo cu se d an d re le va nt la c se ss io ns e va lu at e re le va nc e of la c to pi cs ba se d on te ac he r fe ed ba ck c on du ct su rv ey s af te r e ac h la c se ss io n to g at he r in pu t o n to pi c re le va nc e q 3q 4 te ac he rs , l a c c oo rd in at or s sc ho ol m o o e ₱5 ,0 00 .0 0 d at adr iv en ad ju st m en ts to la c to pi cs a lig n la c to pi cs w ith c ur re nt cu rr ic ul um n ee ds . re vi ew a nd an al yz e cl as sr oo m ch al le ng es to in fo rm l a c to pi cs . q 3q 4 te ac he rs , l a c c oo rd in at or s sc ho ol b ud ge t ₱5 ,0 00 .0 0 e nh an ce d co lla bo ra tio n ac ro ss g ra de le ve ls an d su bj ec ts st re ng th en th e al ig nm en t o f la c to pi cs w ith st ud en t pe rf or m an ce d at a o rg an iz e w or ks ho ps fo cu se d on e m er gi ng ed uc at io na l t re nd s. q 3q 4 te ac he rs , l a c c oo rd in at or s sc ho ol b ud ge t ₱5 ,0 00 .0 0 im pr ov ed cl as sr oo m p ra ct ic es lin ke d to l a c di sc us sio ns pa ge 70 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 44-73, 2025 c on te xt ua liz at io n of l ea rn in g m at er ia ls re fin e an d up da te co nt ex tu al iz ed m at er ia ls re vi ew m at er ia ls ba se d on st ud en t an d te ac he r fe ed ba ck q 1 te ac he rs , c ur ric ul um te am d on at io ns ₱5 ,0 00 .0 0 im pr ov ed an d up da te d co nt ex tu al iz ed m at er ia ls in co rp or at e ic t to ol s i nt o co nt ex tu al iz ed le ar ni ng m at er ia ls h os t a w or ks ho p on in te gr at in g ic t in to te ac hi ng m at er ia ls q 2 ic t c oo rd in at or , te ac he rs d on at io ns ₱5 ,0 00 .0 0 e nh an ce d te ac hi ng m at er ia ls w ith ic t in te gr at io n e xp an d co nt ex tu al iz ed m at er ia ls to a ll gr ad e le ve ls d ev el op m at er ia ls fo r ad di tio na l g ra de le ve ls ba se d on pi lo t r es ul ts q 3 te ac he rs , c ur ric ul um d ev el op er s sc ho ol m o o e ₱5 ,0 00 .0 0 c on sis te nt q ua lit y of c on te xt ua liz ed m at er ia ls ac ro ss gr ad es pr ov id e tra in in g on a da pt in g le ar ni ng m at er ia ls to lo ca l co nt ex ts. c on du ct w or ks ho ps o n co nt ex tu al iz at io n te ch ni qu es . q 4 te ac he rs , c ur ric ul um d ev el op er s d on at io ns ₱5 ,0 00 .0 0 in cr ea se d te ac he r in vo lv em en t d ev el op a ct iv iti es th at e nc ou ra ge st ud en ts to re la te le ss on s t o th ei r ow n ex pe rie nc es . u se p ro je ct -b as ed ta sk s l in ke d to re al -li fe sc en ar io s. q 4 te ac he rs , l a c c oo rd in at or s d on at io ns ₱5 ,0 00 .0 0 c on tin uo us m at er ia l im pr ov em en t year 3: evaluation and sustainability a re as o f c on ce rn sp ec ifi c o bj ec tiv es st ra te gi es / a ct iv iti es t im e fr am e pe rs on /s in vo lv ed so ur ce o f fu nd s e st im at ed b ud ge t e xp ec te d o ut co m e pr io rit iz at io n of t op ic s o r a ge nd a a ss es s t he im pa ct o f la c to pi cs on te ac hi ng pr ac tic es c on du ct e nd -o fye ar a ss es sm en t of l a c se ss io ns an d ga th er te ac he r f ee db ac k q 1 te ac he rs , l a c c oo rd in at or s sc ho ol m o o e ₱5 ,0 00 .0 0 in sig ht in to la c ’s im pa ct on te ac hi ng pr ac tic es st an da rd iz e su cc es sf ul l a c to pi cs a nd p ra ct ic es d ev el op a re so ur ce gu id e do cu m en tin g ef fe ct iv e la c to pi cs an d ac tiv iti es q 2 sc ho ol h ea d, l a c c oo rd in at or s sc ho ol m o o e ₱5 ,0 00 .0 0 d oc um en te d gu id e fo r s us ta in ab le l a c im pl em en ta tio n bu ild c ap ac ity of n ew te ac he r le ad er s f or l a c fa ci lit at io n tr ai n se le ct ed te ac he rs a s fu tu re l a c fa ci lit at or s q 3 e xp er ie nc ed la c fa ci lit at or s sc ho ol m o o e ₱5 ,0 00 .0 0 su st ai na bl e te ac he r le ad er sh ip fo r co nt in ue d la c se ss io ns pa ge 71 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 44-73, 2025 d ev el op a fe ed ba ck m ec ha ni sm to re fin e fu tu re la c a ge nd as . h os t w or ks ho ps on p rio rit iz in g la c to pi cs . q 3q 4 e xp er ie nc ed la c f ac ili ta to rs sc ho ol m o o e t ₱5 ,0 00 .0 0 te ac he rs w ill fo cu s o n hi gh im pa ct to pi cs fo r m or e ef fe ct iv e la c se ss io ns . a dd re ss d iv er se le ar ne r n ee ds in to pi cs . c re at e a sy st em to tra ck l a c to pi c ef fe ct iv en es s. q 4 te ac he rs , l a c c oo rd in at or s sc ho ol m o o e ₱5 ,0 00 .0 0 c on tin uo us im pr ov em en t i n la c se ss io ns ba se d on fe ed ba ck an d ev al ua tio n. c on te xt ua liz at io n of l ea rn in g m at er ia ls e va lu at e st ud en t pe rf or m an ce u sin g co nt ex tu al iz ed m at er ia ls a na ly ze st ud en t as se ss m en t d at a an d fe ed ba ck fr om co nt ex tu al iz ed le ss on s q 1q 2 te ac he rs , d at a a na ly st s sc ho ol m o o e ₱5 ,0 00 .0 0 d at a on ef fe ct iv en es s o f co nt ex tu al iz ed m at er ia ls d ev el op a su st ai na bl e pl an fo r u pd at in g co nt ex tu al iz ed m at er ia ls e st ab lis h a re vi ew co m m itt ee fo r an nu al m at er ia l up da te s q 3 te ac he rs , c ur ric ul um te am sc ho ol m o o e ₱5 ,0 00 .0 0 c on sis te nt qu al ity a nd re le va nc e of le ar ni ng m at er ia ls e ns ur e lo ng te rm fu nd in g fo r l a c a nd co nt ex tu al iz at io n ef fo rt s a pp ly fo r g ra nt s an d co m m un ity su pp or t f or co nt in uo us l a c fu nd in g q 3 sc ho ol h ea d, fu nd ra isi ng te am sc ho ol m o o e ₱5 ,0 00 .0 0 se cu re d fu nd in g fo r su st ai ne d la c an d m at er ia l im pr ov em en ts im pr ov e te ac he r as se ss m en t o f co nt ex tu al iz ed le ar ni ng m at er ia ls c on du ct re gu la r te ac he r f ee db ac k se ss io ns o n co nt ex tu al iz ed m at er ia ls. q 4 te ac he rs , c ur ric ul um t ea m sc ho ol m o o e ₱5 ,0 00 .0 0 in cr ea se d al ig nm en t be tw ee n la c to pi cs a nd sc ho ol go al s fo st er co lla bo ra tiv e cr ea tio n of co nt ex tu al iz ed m at er ia ls o rg an iz e co lla bo ra tiv e w or ks ho ps fo r te ac he rs to c ode ve lo p m at er ia ls. q 4 te ac he rs , c ur ric ul um t ea m sc ho ol m o o e ₱5 ,0 00 .0 0 h ig he r t ea ch er en ga ge m en t a nd ow ne rs hi p of la c se ss io ns conclusion from the results and discussions provided, several important implications can be inferred. the level of the implementation of the school-based learning action cell, as perceived by the respondents, is very high, particularly in the identification of appropriate intervention, which means that teachers place a high priority on selecting appropriate interventions to address specific educational needs, highlighting the school-based learning action cell focuses on practical, result-driven solutions. the level of teaching and learning practices of school-based learning action cell implementation is high where learner diversity and student inclusion are very high, which means that teachers are highly aware of the importance of recognizing and accommodating the diverse backgrounds, abilities, and learning styles of their students. there is a significant relationship between the respondent’s perceived implementation of the schoolbased learning action cell and their teaching and learning practices as to assessments of needs, preparation of budget and monitoring and evaluation. the researcher developed a situated learning theory emphasizing the importance of authentic, real-world experiences and collaborative interactions for acquiring knowledge and pa ge 72 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 44-73, 2025 skills. applied to the school-based learning action cell, the theory offers a framework for understanding how teaching and learning practices improve through contextual and social engagement, fostering a deeper connection between professional development and classroom practices. recommendation based on the results of the study, the following are recommended: 1. division-level education officials should provide clear guidelines and tools for prioritizing school-based learning action cell session topics, ensuring discussions address urgent and relevant issues for teachers. involving teachers in setting the agenda can improve engagement and align activities with their professional development needs. 2. school administrators should support teachers in contextualizing learning materials by organizing focused school-based learning action cell sessions and providing locally relevant resources. regular monitoring and feedback can ensure effective implementation, boosting teacher confidence and student engagement. 3. teachers should prioritize creating a standardized needs assessment tool and advocate for budget allocation for school-based learning action cell activities in the school development plan. regular monitoring and evaluation should include school-based learning action cell coordinators’ reports on activities, outcomes, and challenges. 4. schools ought to apply the three-year school development plan devised by the researcher to improve the execution of teaching and learning methodologies. references ainscow, m. 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(2007). reviewing the evidence on how teacher professional development affects student achievement (issues & answers report, rel 2007–no. 033). institute of education sciences, u.s. department of education. pa ge 1 pa ge 13 0 american journal of arts and human science (ajahs) leadership styles and competencies of school heads in the division of cagayan de oro city gerald b. intud1*, estrella s. ferenal1 volume 4 issue 2, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i2.4355 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: january 08, 2025 accepted: february 11, 2025 published: april 25, 2025 this study explored the leadership styles and competencies of school heads in the division of cagayan de oro city and their influence on school effectiveness and teacher performance. it aimed to describe the respondents’ profile, assess leadership styles and competencies, and examine their relationship, including variations based on demographic factors. a total of 429 teachers participated, utilizing a modified questionnaire, with data analyzed through descriptive statistics, pearson correlation, and one-way anova. results showed that most respondents were female, aged 46 to 55, holding the position of teacher iii, with 25 to 29 years of teaching experience, and pursuing a master’s degree. transformational leadership emerged as the most prevalent style, with people management being the strongest competency. a significant correlation was found between transactional leadership and leadership competencies. while teamwork and resource allocation were recognized, there was a need for improved policy enforcement and greater teacher autonomy. the findings emphasized the critical role of leadership styles in school effectiveness and teacher satisfaction. it is recommended that school heads adopt more transformational leadership approaches to foster teacher engagement and independence. leadership training should focus on contemporary strategies, while teachers should be actively involved in policymaking to enhance implementation. additionally, recognition systems for outstanding teachers, mentorship programs for novice educators, and continuous evaluations of resource needs should be implemented to strengthen school leadership and instructional quality. these findings underscore the importance of leadership development in enhancing educational outcomes and creating a more effective and motivated teaching workforce. keywords competencies transformational, school head leadership styles, transactional 1 phinma cagayan de oro college, carmen, cagayan de oro city, misamis oriental, 9000, philippines * corresponding author’s email: gbon_i@yahoo.com introduction background of the study leadership styles and competencies of school heads play a crucial role in shaping the overall environment and performance of educational institutions. school leaders are not only tasked with managing daily operations but are also responsible for inspiring teachers, engaging with the community, and fostering a positive culture that supports student achievement. different leadership styles, such as transformational, transactional, and instructional, bring varied approaches to influencing staff and guiding school improvement efforts. in addition to style, specific competencies—like effective communication, decisionmaking, and conflict resolution—are essential for addressing the complex challenges in education today. as school leaders face increasingly complex demands, this study seeks to explore how different approaches and skill sets among school heads contribute to their effectiveness and ultimately, to the success of the school community. thus, there are various factors affecting their professional leadership competencies. these factors would include increasing demand for administrative and instructional roles in ensuring school effectiveness as well as the quality of their performance (cabigao, 2019). similarly, in an attempt to improve teaching and learning standards and expectations, school heads are a significant player (rester, 2020). it is the responsibility of school heads to oversee the school’s authority and instruction. to accomplish the organization’s goals, they should think strategically and take on activities that are enthusiastically demanding. they need to have the skills that the department of education has established. these leadership competencies are leading people, people performance and people management. these competencies must be demonstrated in achieving excellent performance. the more the school heads acquire these competencies, the higher the school performance. according to republic act 9155, they are both administrative managers and instructional leaders, and their approaches to managing and regulating their individual schools demonstrated these leadership philosophies. through the effective leadership of school heads, school communities as well as the surrounding communities would thrive. although the quality of basic education in the philippines has increased since the year 2000, the nation’s public schools still confront numerous difficulties. the leadership style of school heads causes a discrepancy between a school’s successes and failures. as a result, schools have a big impact on educational results. thus, one of the factors that led to a school’s success was the leadership styles of its administrators . other school-related issues include the amount of coaching and supervised learning that instructors provide, teacher standards, leadership pa ge 13 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 130-152, 2025 style, teaching methods, school size, environment, trends, and school setting characteristics (yariv & kass, 2019). these challenges if left unaddressed would lead to poor productivity which affects school performance. oco (2022) stated that a school leader who encourages turmoil, confusion, and division among his staff members undoubtedly loses the respect and confidence of the teachers. heads of schools are acknowledged leaders. they have been given power, duties, and accountability for the institution’s success or failure. their role has a big impact on academic success and growth. until they are content and safe in their jobs, school administrators cannot carry out their obligations. issues with school leaders can have a number of unfavorable effects on companies and their employees, which lowers the effectiveness of the organization as a whole. according to lepardo and caingoy (2021), a large number of school heads regrettably fail the principals’ exam. there have actually been low rates of literacy and numeracy, poor academic achievement, a shortage of highly qualified and experienced teachers, and a small number of schools in the advanced level of schoolbased management. some school heads subsequently encountered challenges in running their institutions. in addition, inefficient leadership has also been an issue in some public schools. hallo et al. (2020) commented; “unintentional ineffective leadership been shown to lead to negative impacts on followers.” notions on laissez-faire or authoritarian leadership styles are now considered insufficient. many leaders are uncertain about how to make decisions, what leadership style to use, and how to maintain competency in order to achieve organizational outcomes in light of these demands. school administrators’ outdated methods are certainly no longer suitable for the many issues that arise in the classroom nowadays. the need for a major paradigm shifts in leadership styles application and leadership competence in developing desirable schools is vital. the primary goal of this research is to identify important problems with the leadership styles of school heads. by examining data gathered from survey questionnaires that instructors perceive, it would also look at the primary characteristics that affect school heads’ ability to lead effectively in challenging situations. this information could provide insights into how school heads leadership styles impacted their competencies in the division of cagayan de oro city for school year 2024-2025. literature review leadership styles in educational institutions leadership styles significantly influence school performance, affecting teacher engagement and student outcomes. various leadership models, including transformational, transactional, laissez-faire, democratic, servant, and distributed leadership, have been explored in educational settings (northouse, 2021). distributed leadership distributed leadership emphasizes collaboration and shared responsibility among school heads and teachers. according to galdames (2023), this approach fosters school autonomy and improves institutional decisionmaking. sahraee et al. (2021) found that distributed leadership positively correlates with job satisfaction and student performance. similarly, calderón (2023) suggested that school heads who engage teachers in decision-making enhance leadership competencies and overall school effectiveness. transactional leadership transactional leadership operates on a system of rewards and punishments to maintain stability and achieve objectives. bwalya (2023) highlighted that transactional leaders clearly define expectations and link performance to rewards or penalties. however, chebonye et al. (2021) reported that while transactional leadership ensures compliance, it does not necessarily enhance teacher autonomy or intrinsic motivation. laissez-faire leadership laissez-faire leadership, often characterized by minimal intervention, yields mixed outcomes. ertem (2020) demonstrated a strong correlation between laissez-faire leadership and positive school outcomes. however, achimugu and obaka (2019) warned that excessive autonomy might lead to disengagement among teachers and reduced student performance. upendo and mkulu (2020) emphasized that moderate application of this leadership style can empower teachers while ensuring accountability. democratic leadership democratic leadership, which encourages participative decision-making, has been linked to improved teacher satisfaction and student performance (sarwar et al., 2022). amiri (2019) found that democratic leaders foster open communication and collective problem-solving, leading to higher organizational commitment. additionally, principals employing democratic leadership ensure fair task distribution and foster a collaborative school environment (martinez & lopez, 2019). servant leadership servant leadership prioritizes the well-being of staff and students. according to zagorsek et al. (2019), this approach fosters a sense of unity and collective responsibility. panaccio, henderson, liden, wayne, and cao (2020) emphasized that servant leaders facilitate professional growth by actively addressing teachers’ needs, improving team performance and institutional outcomes. transformational leadership transformational leaders inspire and motivate teachers to exceed expectations (salari & nastiezaie, 2020). mi et al. (2019) identified transformational leadership as a key factor in fostering innovation and sustaining high academic performance. kanat-maymon et al. (2020) noted that transformational leadership positively pa ge 13 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 130-152, 2025 influences teachers’ motivation and commitment, driving organizational success. leadership competencies in school heads leadership competencies, such as leading people, performance management, and professional development, are critical for effective school administration (lepardo & caingoy, 2021). effective school heads exhibit strong decision-making, communication, and motivational skills, contributing to a productive learning environment (abbas et al., 2020). leading people leadership effectiveness significantly impacts school success (lepardo & caingoy, 2021). geerts (2024) proposed that evidence-based leadership strategies enhance school performance by fostering collaboration and continuous improvement. people performance management effective school heads implement performance management systems that enhance teacher engagement and retention (tumbokon, 2023). according to the national foundation for educational research [nfer] (2023), professional autonomy in teacher development improves job satisfaction and institutional stability. people development investing in professional development fosters teacher growth and institutional excellence. sumabat (2019) highlighted that school heads who prioritize continuous learning create a culture of excellence. zalsos and corpuz (2024) recommended structured faculty development plans to improve instructional quality and align educational practices with institutional goals. statement of the problem this study aimed to determine the level of school heads’ leadership styles and their competencies in the division of cagayan de oro city during the school year 20232024 as basis for school improvement plan. specifically, this study sought to answer the following questions: 1. what is the profile of the respondents in terms of age, sex, position, teaching experience, and highest educational attainment? 2. what is the level of school heads’ leadership styles as perceived by the respondents based on distributed, transactional, laissez-faire, democratic, servant, and transformational? 3. what is the level of school heads’ competencies as perceived by the respondents with regard to leading people, people performance management, and people development? 4. is there a significant relationship between the respondents’ perceived school heads’ leadership styles and their competencies? 5. is there a significant difference in the respondents’ perceived school heads’ leadership competencies when grouped according to their profile? 6. based on the findings of the study, what school improvement plan on school heads leadership style can be designed? theoretical framework this study was grounded in peter g. northouse’s leadership theory (1980), which emphasizes the shift from a command-and-control model to a more collaborative, team-oriented approach in leadership. northouse’s framework underscores the importance of ethical behavior, collaboration, and high standards in leadership, especially for school heads. effective leadership in schools involves applying competencies such as leading people, managing performance, and developing staff, which directly impact the school’s success. supporting this, kiral (2020) argued that excellent leaders are continuously striving for improvement, fostering a culture of excellence within schools. nandasinghe (2020) also highlighted that strong leadership behaviors are key to driving change and innovation in educational institutions. both authors reinforced the idea that leadership is not just about management, but about creating a vision for school success and inspiring a shared commitment among staff. the theoretical framework of this study incorporates these ideas, examining how different leadership styles, such as distributed, transformational, and servant leadership, influence the effectiveness of school heads. these theories collectively emphasize that great leadership is crucial for creating a thriving educational environment and driving continuous improvement in school performance. scope and limitation this study focused on the school heads leadership styles and competencies in the division of cagayan de oro city during the school year 2023 – 2024. the respondents were the 429 public elementary school teachers in the schools of the forecited division. the independent variables were limited to the school heads leadership styles such as distributed, transactional, laissez-faire, democratic, servant, and transformational. while the dependent variables were also limited to the school head competencies, namely: leading people, people performance management, and people development. indeed, the moderating variables were the respondents’ profile in terms of age, sex, position, teaching experience and highest educational attainment. furthermore, an in-depth interview was limited to 10 randomly selected teachers in the divisions mentioned above. materials and methods research design this study utilized a descriptive correlational method of research. the purpose of descriptive study design is to precisely and methodically characterize a population, circumstance, or phenomena. as mccombes (2022) pa ge 13 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 130-152, 2025 made apparent, it could respond to inquiries about what, where, when, and how, but not why. to examine one or more variables, a descriptive research design might include a broad range of research techniques. under this method of research, description of the respondents’ characteristics like age, sex, position, work experience, and highest educational attainment were described, analyzed, and interpreted. moreover, school head leadership styles comprised of distributed, transactional, laissez-faire, democratic, servant and transformational and leadership competence like leading people, people performance, and people management were tested. study setting this study was conducted in the division of cagayan de oro city which comprised the following schools: city central school, west city central school, east city central school, bulua central school, south city central school, and north city central school during school year 2024-2025. the researcher opted to have this location since he is stationed in one of the schools in this division. the mentioned schools are under the supervision of the department of education with its corresponding school heads that direct, lead, and supervise, the operation of the schools. study population and sampling technique the respondents of the study were the four hundred twenty-nine (429) public elementary school teachers assigned across grades 1 to 6 within the division of cagayan de oro city, misamis oriental, school year 2023-2024. these teachers were selected from six central schools, identified as representative of large and medium-sized schools within the division. each school contributed respondents across various grade levels to ensure a comprehensive distribution. the distribution of the respondent’s by school is shown in table 1. the researcher employed slovin’s formula with the sampling was utilized to assign the number of teachers by grade level. research instrument the instrument used in gathering the necessary data was a questionnaire composed of 3 parts. part i dealt on the respondent’s profile such as age, sex, position, work experience, and highest educational attainment. part ii inquired on the school heads leadership styles based on distributed, transactional, laissez-faire, democratic, servant, and transformational leadership. this was patterned and modified from perkins (2020). it had ten (10) indicators each variable with the options: 4 (almost of the time), 3 (at all times), 2 (sometimes), and 1 (never). part iii elicited on school heads’ leadership competencies in the areas of leading people, people performance management, and people development. this was based on the department of education order 2 series 2015 on results-based performance management system. data gathering procedures the researcher employed a systematic approach to data gathering, ensuring ethical standards were upheld throughout the process. initially, formal permission was secured from the dean’s office of the school of graduate and professional studies at phinma, cagayan de oro college, followed by approval from the office of the schools division superintendent (sds) of cagayan de oro city. with the sds’s authorization, the researcher visited six central schools—city central school, west city central school, east city central school, bulua central school, south city central school, and north city central school—to introduce the study and obtain consent from the principals for questionnaire distribution. in collaboration with assistant principals or designated personnel, the researcher distributed questionnaires to teachers based on the respondent table, ensuring minimal disruption to classes in compliance with deped guidelines. adequate time was provided for respondents to complete the questionnaires thoughtfully. upon completion, the researcher collected the forms and expressed gratitude to all participants. additionally, in-depth interviews were conducted with 10 randomly selected teachers, representing various teaching positions, to gather qualitative insights and validate the survey findings. this comprehensive data collection process maintained ethical integrity and facilitated a deeper understanding of school leadership styles and competencies. statistical treatment of the data the researcher used descriptive statistics for the summary and analysis of the data like frequency, percentage, means, standard deviations, pearson product moment correlation. for problem 1 on teachers’ profile, frequency and percentage were employed. for problems 2 and 3, mean and standard deviation were used on the level of table 1: distribution of respondents schools population respondents city central school 210 110 west city central school 180 94 east city central school 160 84 bulua central school 145 76 south city central school 80 42 north city central school 45 23 total 820 429 confidence level of 3% and a population of 820 teachers, to obtain the desired number of respondents which is 429. further, stratified sampling technique was used to get the appropriate number of respondents in every central school. this was done by dividing the computed sample size by its population . then simple random pa ge 13 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 130-152, 2025 school head leadership style and their competence. pearson product moment correlation was used for problem 4 in determining the significant relationship between the school heads’ leadership styles and their characteristics while for problem 5, regression analysis was considered for the significant effect of the school heads’ leadership styles on their competencies. ethical considerations throughout this study, unwavering commitment to ethical principles was maintained by adhering to the established protocols mandated by the office of the school of graduate and professional studies. a crucial facet of this ethical commitment was the rigorous ethics review process, a safeguard to uphold various ethical standards. firstly, explicit permission was sought and obtained for questionnaires, ensuring that the research instruments employed were authorized and aligned with ethical guidelines. concurrently, a paramount focus was placed on providing informed consent, emphasizing transparency and respect for participants’ autonomy. it involved communicating the study’s objectives, procedures, potential risks, and the voluntary nature of participation. the ethical framework further incorporated measures to safeguard participant identities, with a commitment to anonymity to protect individual privacy. the principle of confidentiality was rigorously upheld, ensuring that all information obtained from participants remained secure and protected from unauthorized access. in addition, the study adhered to the principles of precaution, assessing and minimizing potential risks. this comprehensive ethical approach aimed to contribute knowledge while prioritizing all participants’ well-being, rights, and dignity. results and discussion problem 1. what is the profile of the respondents in terms of age, sex, position, teaching experience, and highest educational attainment? table 2: distribution of respondents’ profile variables category frequency percentage age 56 years old and above 55 12.82 46 to 55 years old 201 46.85 36 to 45 years old 89 20.75 26 to 35 years old 51 11.89 25 years old and below 33 7.69 total 429 100.00 sex male 47 10.96 female 382 89.04 total 429 100.00 position master teacher ii 17 3.96 master teacher i 31 7.23 teacher iii 146 34.03 teacher ii 78 18.18 teacher i 157 36.60 total 429 100.00 teaching experience 30 years and above 42 9.79 25-29 years 96 22.38 20-24 years 65 15.15 15-19 years 74 17.25 10-14 years 57 13.29 5-9 years 45 10.49 4 years and below 50 11.66 total 429 100.00 highest educational doctorate degree 7 1.63 attainment with doctorate degree units 23 5.36 master’s degree 86 20.05 with master’s degree units 141 32.87 bachelor’s degree 172 40.09 total 429 100.00 pa ge 13 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 130-152, 2025 table 2 presents the demographic profile of the respondents, focusing on key variables such as age, sex, position, teaching experience, and highest educational attainment. the data reveal that the largest age group comprises respondents aged 46 to 55 years old, accounting for 46.85% of the total participants. this suggests that a significant portion of the teaching workforce is in the later stages of their careers, which could be advantageous due to their extensive experience and institutional knowledge. as noted by brown and miller (2021), this age group often exhibits a unique blend of traditional and modern leadership approaches, benefiting from both tested practices and adaptability to new trends. regarding sex, the majority of respondents are female (89.04%), reflecting a gender imbalance typical in many educational systems, where teaching remains a femaledominated profession. in terms of position, teacher i constitutes the largest group with 36.60%, followed closely by teacher iii at 34.03%. this indicates a strong representation of entryto mid-level teaching positions, which may influence perspectives on leadership styles and school management practices. for teaching experience, respondents with 25–29 years of service make up 22.38%, highlighting a workforce with substantial teaching tenure. this aligns with clark and sanders (2022), who emphasized that extensive teaching experience contributes significantly to leadership competence, as seasoned educators bring practical insights that enhance decision-making and mentoring capacities. in terms of highest educational attainment, the majority hold a bachelor’s degree (40.09%), while 32.87% have earned master’s degree units. interestingly, only 1.63% of respondents possess a doctorate degree, suggesting that advanced academic qualifications are relatively rare within the sample. this finding aligns with carter and lopez (2019), who argued that higher educational attainment enhances leadership effectiveness by fostering strategic thinking and evidence-based decision-making. overall, table 1 reflects a teaching workforce characterized by significant professional experience, a predominance of female educators, and a concentration of bachelor’s and master’s degree holders. these demographic factors provide essential context for interpreting the respondents’ perceptions of leadership styles and competencies, as they influence how leadership practices are experienced and evaluated in educational settings problem 2. what is the level of respondents’ school head leadership styles based on distributed, transactional, laissez-faire, democratic, servant, and transformational? table 3: distribution of the respondents’ level of perceived leadership styles based on distributed indicator mean sd description my school head… collaborates teachers to perform duties for highest performance. 2.89 0.66 agree teams up teachers for school policies and reminded to obey it. 2.78 0.68 agree builds teachers’ capacity for improvement. 3.01 0.54 agree works together for a task to avoid any possible rework. 2.85 0.59 agree empowers teachers to impart their expertise to colleagues. 2.86 0.51 agree generates more opportunities for change. 2.79 0.62 agree provides and distributed leadership opportunities 3.14 0.71 agree distributes and communicated clear expectations 3.10 0.60 agree shares the responsibility and authority for school improvement. 3.17 0.74 agree collectively works with teachers towards positive relationship. 3.05 0.55 agree overall 2.96 0.62 agree legend: 3.26-4.00 strongly agree / very high 2.51-3.25 agree/high 1.76-2.50 disagree/low 1.00-1.75 strongly disagree/ very low table 3 shows that respondents generally agreed on the leadership style of their school head, particularly in terms of distributed leadership, with an overall mean of 2.96 (sd = 0.62), described as “agree.” the evidence suggested that teachers perceived the school head’s leadership as effective and aligned with their expectations. this leadership style, which emphasizes collaboration and shared responsibility, fostered a positive work environment and supported the school’s goals. according to miller and johnson (2022), distributed leadership enhances organizational effectiveness by involving various stakeholders, thus promoting collaboration, innovation, and a shared sense of ownership among teachers. the highest mean score of 3.17 (sd = 0.74) for the indicator “my school head shares the responsibility and authority for school improvement” emphasized that the school head was viewed as effectively fostering collaboration for school development. this reflects a participative approach that empowered teachers and encouraged collective efforts toward school improvement, aligning with the findings of carter and brown (2021) on the benefits of shared responsibility. pa ge 13 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 130-152, 2025 however, the lowest mean of 2.78 (sd = 0.68) for “my school head teams up teachers for school policies and reminded to obey it” highlighted some challenges in policy implementation and teacher engagement. the lower score indicated that the school head’s efforts to communicate and enforce school policies were perceived as less effective, suggesting the need for improved communication and support for policy adherence, as noted by nguyen and patel (2022). overall, while the leadership style was largely perceived as positive, continuous feedback and professional development are essential to refine strategies and ensure that all teachers feel supported and involved in both leadership and policy enforcement. table 4: distribution of the respondents’ level of perceived leadership styles based on transactional indicator mean sd description my school head… rewards teachers who follow rules and regulations to complete the objectives on time. 2.45 0.67 disagree coaches teachers and negotiates their demands. 2.55 0.56 agree recognizes teachers who achieve optimal job performance. 3.10 0.69 agree talks to every teacher when a teacher commits mistakes. 2.67 0.52 agree intervenes when teacher performance expectations are not met. 2.72 0.54 agree motivates teachers based on a system of rewards and incentives 2.79 0.50 agree earns contingent rewards and perks if they reach their goal. 2.88 0.71 agree helps teachers when they unintentionally commit mistakes. 2.89 0.66 agree actively shows appreciation of teachers who do their jobs better than expected. 3.12 0.73 agree gives teachers the chance to choose between good or right without any directive. 2.40 0.70 disagree overall 2.76 0.63 agree legend: 3.26-4.00 strongly agree / very high 2.51-3.25 agree/high 1.76-2.50 disagree/low 1.00-1.75 strongly disagree/ very low table 4 presents the distribution of the respondents’ level of school head leadership styles based on transactional leadership, with an overall mean of 2.76 (sd = 0.63), described as “agree.” this indicates that respondents generally perceived transactional leadership practices as present and somewhat effective. transactional leadership, characterized by clear rules, rewards for performance, and management by exception, was appreciated for providing clarity and structure. however, while this leadership style was effective in achieving short-term goals and maintaining order, there is a need for its integration with other leadership styles, such as transformational leadership, to foster long-term growth and innovation. johnson and green (2020) highlighted that transactional leadership ensures compliance but may limit teacher empowerment and growth opportunities. the indicator “my school head actively shows appreciation of teachers who do their jobs better than expected” received the highest mean score of 3.12 (sd = 0.73), underscoring the importance of recognition and reward in motivating teachers and enhancing morale. this aligns with the findings of wright and smith (2021), who emphasized that recognition contributes to a positive work environment and boosts teacher engagement. on the other hand, the indicator “my school head gives teachers the chance to choose between good or right without any directive” had the lowest mean score of 2.40 (sd = 0.70), indicating a lack of autonomy for teachers. this suggests that school heads tended to be more directive, limiting opportunities for teachers to make decisions independently. miller and adams (2022) argued that providing teachers with autonomy boosts job satisfaction and sense of ownership, pointing to an area for improvement in the current leadership practices. in conclusion, while transactional leadership practices, such as appreciation and recognition, were effective, offering more autonomy and opportunities for decision-making could further improve teacher engagement, motivation, and satisfaction. table 5: distribution of the respondents’ level of perceived leadership styles based on laissez-faire indicator mean sd description my school head… gives teachers the freedom to make decisions 2.79 0.66 agree takes a hands-off approach to leadership 1.91 0.56 disagree does not fail to take necessary actions 1.92 0.60 disagree leaves decisions to be made by teachers. 2.00 0.67 disagree allows the subordinates solved their own problem alone. 1.99 0.54 disagree does not interfere in the decisions made by the subordinates. 1.98 0.58 disagree pa ge 13 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 130-152, 2025 delegates power to teachers. 1.96 0.61 disagree provides the teachers with the necessary resources. 3.24 0.70 agree allows non-enforcement of school rules and regulations. 1.90 0.59 disagree delegates most tasks and responsibilities to teachers. 1.97 0.53 disagree overall 2.17 0.53 disagree legend: 3.26-4.00 strongly agree / very high 2.51-3.25 agree/high 1.76-2.50 disagree/low 1.00-1.75 strongly disagree/ very low table 5 presents the distribution of respondents’ perceptions of their school head’s leadership style based on laissez-faire, with an overall mean of 2.17 (sd = 0.53), described as “disagree.” this indicates that respondents generally disagreed with the idea that their school head exhibited laissez-faire leadership qualities, suggesting that a hands-off or passive approach to leadership was not a prominent characteristic. the findings implied that teachers valued a more proactive leadership style with greater involvement and guidance, rather than one that allowed teachers to operate independently without support. adams and green (2021) noted that while laissez-faire leadership might encourage creativity and independence, it could also lead to accountability issues and a lack of cohesion, especially in more structured environments. the highest mean score of 3.24 (sd = 0.70) for the indicator “my school head provides the teachers with the necessary resources” suggested that, although laissezfaire leadership was not widely endorsed, respondents appreciated the school head’s efforts to provide necessary resources. this showed that the support provided in terms of tools and materials positively impacted the teachers’ work environment. roberts and taylor (2022) emphasized that adequate resources enhance teacher effectiveness and job satisfaction, contributing to a more productive and positive learning environment. on the other hand, the lowest mean score of 1.90 (sd = 0.59) for “my school head allows non-enforcement of school rules and regulations” revealed that respondents disagreed with the idea that the school head was lenient in enforcing rules. this low mean indicated that the school head actively enforced policies and regulations, reflecting a more structured and consistent approach to leadership, contrary to laissez-faire tendencies. evans and carter (2021) argued that lax rule enforcement could result in inconsistencies and a decline in discipline, particularly in schools lacking a strong culture of responsibility. in conclusion, while the respondents generally disagreed with laissez-faire leadership, they valued the provision of resources and the enforcement of school rules. this suggested that a leadership style balancing autonomy with clear guidance and structure was most effective in fostering teacher satisfaction and school success. table 6: distribution of the respondents’ level of perceived leadership styles based on democratic indicator mean sd description my school head… encourages teachers to participate in decision-making by sharing their opinions. 3.30 0.66 strongly agree solicits teacher’s opinion for the success of the school projects and activities. 2.89 0.76 agree encourages open conversation with teachers to set goals, evaluate own performance and motivate them to be productive. 2.97 0.68 agree shares leadership role with the teachers. 3.10 0.72 agree treats all the teachers with equality. 3.26 0.79 strongly agree respects teachers’ opinions in decision making. 3.45 0.65 strongly agree involves teachers in solving non-emergency administrative problems which do not require urgent solution. 2.55 0.67 agree allows teachers to vote over a presented issue and, thereafter, the decisions are made. 2.57 0.69 agree facilitates collective responsibility and consultative decision making with teachers. 2.87 0.77 agree makes teachers feel valued and heard. 3.10 0.59 agree overall 3.01 0.70 agree legend: 3.26-4.00 strongly agree / very high 2.51-3.25 agree/high 1.76-2.50 disagree/low 1.00-1.75 strongly disagree/ very low table 6 presents the distribution of respondents’ perceptions of their school head’s leadership style based on democratic principles, with an overall mean of 3.01 (sd = 0.70), described as “agree.” this indicates that respondents generally viewed the democratic leadership pa ge 13 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 130-152, 2025 style as an effective and important aspect of their school head’s approach. the findings suggest that teachers valued a collaborative, participatory environment where their input was actively sought and considered. thompson and brooks (2021) found that democratic leadership, which includes engaging teachers in decision-making, was linked to improved collaboration, staff morale, and overall school performance. the highest mean score of 3.45 (sd = 0.65) for the indicator “my school head respects teachers’ opinions in decision-making” indicates that respondents strongly felt their school heads valued and incorporated teachers’ perspectives. this practice was seen as a key strength of the school head’s democratic leadership and was positively associated with job satisfaction and teacher engagement. miller and johnson (2020) highlighted that respecting teachers’ opinions fosters a collaborative work environment and enhances school improvement efforts by ensuring that decisions are informed by teachers’ insights. on the other hand, the lowest mean score of 2.55 (sd = 0.67) for the indicator “my school head involves teachers in solving non-emergency administrative problems” suggests that while teachers agreed their school heads involved them in such matters, this practice was less emphasized compared to other democratic leadership practices. robinson and adams (2021) found that involving teachers in non-urgent administrative tasks can enhance collaboration and problem-solving efficiency, indicating that this area could be further developed to strengthen the democratic leadership approach. while respondents agreed that their school heads practiced democratic leadership, the distribution indicates that respecting teachers’ opinions in decision-making was particularly valued, while greater involvement in nonurgent administrative matters could enhance collaboration and further improve the democratic leadership style. table 7: distribution of the respondents’ level of perceived leadership styles based on servant indicator mean sd description my school head… serves their team and organization first. 2.88 0.67 agree cares about teachers when they face challenges. 3.26 0.65 strongly agree sacrifices on some occasions to help teachers. 2.78 0.71 agree shows humility in dealing with teachers. 2.98 0.77 agree prioritizes serving the greater good 3.10 0.81 agree prioritizes the growth, well-being, and empowerment of teachers. 3.32 0.78 strongly agree makes personal connections with all teachers. 2.67 0.69 agree helps solve administrative problems with teachers. 3.15 0.70 agree manages teachers before their own personal ambitions. 2.51 0.63 agree leads by example and invested in the growth of their team. 2.85 0.60 agree overall 2.95 0.70 agree legend: 3.26-4.00 strongly agree / very high 2.51-3.25 agree/high 1.76-2.50 disagree/low 1.00-1.75 strongly disagree/ very low table 7 presents the distribution of respondents’ perceptions of their school head’s leadership style based on servant leadership, with an overall mean of 2.95 (sd = 0.70), described as “agree.” this indicates that respondents generally agreed with the level of servant leadership exhibited by their school heads. the mean score suggests that teachers recognized and valued the servant leadership qualities of their school heads, such as prioritizing teachers’ well-being and fostering a supportive, collaborative school environment. green and harris (2022) found that servant leadership, focused on serving others, significantly enhanced teacher satisfaction, school culture, and performance. the highest mean score of 3.32 (sd = 0.78) for the indicator “my school head prioritizes the growth, wellbeing, and empowerment of teachers” indicates that respondents strongly perceived this aspect of servant leadership as a key strength of their school head’s leadership style. teachers highly valued the school head’s commitment to their personal and professional growth, seeing it as fundamental to fostering a supportive and empowering school environment. johnson and lee (2021) emphasized that such prioritization of teachers’ development not only enhances job satisfaction but also improves teacher retention and effectiveness, benefiting student outcomes and overall school success. on the other hand, the lowest mean score of 2.51 (sd = 0.63) for the indicator “my school head manages teachers before their own personal ambitions” suggests that respondents perceived this aspect of servant leadership as less prominent. while respondents agreed that the school head prioritized teachers’ needs to some extent, it was not viewed as strongly as other dimensions of servant leadership. this might reflect a perception that the school head could further emphasize selflessness and place teachers’ needs above personal ambitions. miller and roberts (2022) found that prioritizing teachers’ needs over personal gain helps build trust, enhances teacher pa ge 13 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 130-152, 2025 morale, and fosters a more cohesive team, leading to improved educational outcomes and school culture. the overall distribution indicates that while the respondents generally supported the servant leadership style of their school heads, there is room for further development, particularly in the area of prioritizing teachers’ needs over personal ambitions. enhancing this aspect could strengthen the servant leadership approach and contribute to a more collaborative and supportive school environment. table 8: distribution of the respondents’ level of perceived leadership styles based on transformational indicator mean sd description my school head… encourages and inspires teachers to innovate and develop new ways to grow and improve the path for future success. 3.45 0.66 strongly agree maintains the highest standards of honesty and integrity. 3.28 0.69 strongly agree attends conferences, meetings, training and workshop schedules. 3.30 0.72 strongly agree communicates in proper manner or charismatic. 2.98 0.71 agree displays behavior as example or role model in the school. 2.99 0.81 agree gives time and efforts to complete reports and deadlines. 3.32 0.82 strongly agree trusts teachers the independence to make decisions and support new problemsolving approaches. 3.29 0.78 strongly agree encourages to develop and search for innovative ideas for teaching. 3.31 0.61 strongly agree develops a strong sense of cohesion and team spirit teachers. 3.15 0.67 agee motivates teachers to get the highest performance. 3.39 0.74 strongly agree overall 3.25 0.72 agree legend: 3.26-4.00 strongly agree / very high 2.51-3.25 agree/high 1.76-2.50 disagree/low 1.00-1.75 strongly disagree/ very low table 8 outlines the distribution of respondents’ perceptions of their school head’s transformational leadership style, which received an overall mean of 3.25 (sd = 0.72), categorized as “agree.” this indicates that respondents generally recognized and agreed with the transformational leadership traits exhibited by their school head, such as inspiring and motivating teachers, fostering professional growth, and maintaining a shared vision for the future. the overall mean score reflects a strong positive evaluation of transformational leadership, suggesting that it positively influenced teacher motivation, commitment, and school performance. the indicator “my school head encourages and inspires teachers to innovate and develop new ways to grow and improve the path for future success” achieved the highest mean score of 3.45 (sd = 0.66), categorized as “strongly agree.” this suggests that teachers strongly felt inspired by their school head to innovate and grow, leading to a culture of continuous improvement. the result indicates that teachers appreciated the leadership approach that encouraged innovation and development, contributing to a dynamic school environment. carter and lopez (2019) emphasized that leaders who inspire teachers to innovate and search for new methods for improvement foster school success and create a culture of creativity. on the other hand, the indicator “my school head communicates in proper manner or charismatic” received the lowest mean score of 2.98 (sd = 0.71), categorized as “agree.” this reflects that while teachers generally agreed that their school head communicated effectively and charismatically, there was room for improvement in this area. it suggests that while the communication style was seen as acceptable, it might not have fully inspired or motivated all teachers to the same extent. lee and kim (2020) found that charismatic and effective communication from school leaders fosters trust, increases teacher motivation, and improves school morale, benefiting the overall school climate and student outcomes. transformational leadership style of the school head was well-received, with particular emphasis on the encouragement of innovation and growth. however, the area of communication may require further development to ensure it fully supports and inspires teachers to achieve their highest potential. table 9: summary distribution of the respondents’ level of perceived leadership styles variable mean sd interpretation distributed 2.96 0.62 high transactional 2.76 0.63 high laissez-faire 2.17 0.53 low democratic 3.01 0.70 high pa ge 14 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 130-152, 2025 servant 2.95 0.70 high transformational 3.25 0.72 high overall 2.85 0.65 high legend: 3.26-4.00 strongly agree / very high 2.51-3.25 agree/high 1.76-2.50 disagree/low 1.00-1.75 strongly disagree/ very low table 9 summarizes the respondents’ perceptions of their school head’s leadership styles, with an overall mean of 2.85 (sd = 0.65), categorized as “high.” this suggests that teachers generally viewed their school heads as effective leaders who utilized various leadership styles, contributing to a positive school environment and teacher empowerment. the transformational leadership style received the highest mean of 3.25 (sd = 0.72), indicating it was the most prevalent and effective. teachers appreciated school heads who inspired innovation, growth, and a shared vision for success. this style contributed to a collaborative and progressive school culture, improving school performance and teacher satisfaction. research by johnson and smith (2020) supports this, highlighting the impact of transformational leadership on teacher motivation and student outcomes. on the other hand, laissez-faire leadership had the lowest mean of 2.17 (sd = 0.53), reflecting dissatisfaction among teachers. this hands-off approach was seen as ineffective, as teachers preferred more structured leadership that provided guidance and support. other leadership styles, including distributed, transactional, democratic, and servant, received positive ratings, with means ranging from 2.76 to 3.01. the democratic style (mean = 3.01) was valued for its inclusiveness, while transactional and distributed leadership styles were appreciated for their focus on rewards and shared responsibilities. overall, transformational, democratic, and distributed leadership styles were the most effective, while laissezfaire leadership was least favored. problem 3. what is the level of school heads competencies as perceived by the respondents with regards to leading people, people performance management, and people development? table 10: distribution of the respondents’ level of perceived competencies with regard to leading people indicator mean sd description my school head… uses basic persuasion techniques in a discussion or presentation of agenda with teachers. 2.67 0.65 most of the time uses influencing style on staff mobilization and appeals to reason and/or emotions. uses data and examples, visual aids. 2.54 0.62 most of the time persuades, convinces or influences others, in order to have a specific impact or effect. 2.73 0.56 most of the time sets himself/herself a good example. 3.01 0.71 most of the time is a credible and respected leader; and demonstrates desired behavior. 2.88 0.66 most of the time forwards personal, professional and work unit needs and interests in an issue. 2.71 0.52 most of the time assumes a pivotal role in promoting the development of an inspiring, relevant vision for the department. 3.15 0.75 most of the time influences others to share ownership of deped goals, in order to create an effective work environment. 3.21 0.55 most of the time uses authentic data and examples or visual aids in delivering presentations. 2.82 0.54 most of the time delegates and communicates very clearly to teachers the interesting and stimulating work to be accomplished. 2.86 0.67 most of the time overall 2.86 0.62 most of the time legend: 3.26-4.00 at all times / highly competent 2.51-3.25 most of the time/competent 1.76-2.50 sometimes/slightly competent 1.00-1.75 never/ not competent table 10 presents the respondents’ perceptions of school head competencies in leading people, with an overall mean of 2.86 (sd = 0.62), described as “most of the time.” this implies that school heads generally demonstrated competent leadership skills, providing a stable and supportive environment for their teachers. however, the mean score also suggests room for improvement in optimizing leadership performance. the highest-rated competency was “influences others to share ownership of deped goals” with a mean of 3.21 (sd = 0.55), showing that school heads were effective in fostering collective responsibility and alignment with goals. this competency contributed to a positive work environment, with teachers perceiving their school heads pa ge 14 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 130-152, 2025 as successful in promoting collaboration. the lowest-rated competency was “uses influencing style on staff mobilization and appeals to reason and/ or emotions” with a mean of 2.54 (sd = 0.62). while school heads generally used influencing techniques, the frequency and effectiveness of these methods—such as using data, examples, and visual aids—were seen as areas for improvement. teachers indicated that more consistent and effective mobilization strategies could enhance engagement and goal alignment. research by green and nelson (2022) highlights the importance of school head competencies in motivating staff and building team dynamics, while rodriguez and patel (2021) emphasize the value of fostering shared responsibility for educational goals. improving leadership competencies, particularly in staff mobilization and the use of influencing styles, could further enhance leadership effectiveness and contribute to improved school performance. table 11: distribution of the respondents’ level of perceived competencies with regard to people performance management indicator mean sd description my school head… makes specific changes in the performance management system or in own work methods to improve performance. 2.54 0.66 most of the time manages something better, faster, at lower cost, more efficiently. 2.45 0.62 sometimes manages to improve quality, teacher satisfaction, morale, and revenues. 2.68 0.67 most of the time sets performance standards and measures progress of teachers based on office and department targets. 2.69 0.58 most of the time provides feedback and technical assistance such as coaching for performance improvement and action planning. 2.88 0.69 most of the time states performance expectations clearly and checks understanding and commitment. 2.71 0.51 most of the time performs all the stages of result-based performance management system supported by evidence and required documents/forms. 2.67 0.63 most of the time is responsible for knowing if the team members are performing well. 2.80 0.65 most of the time conducts in a way that is guided by the values of the organization and to the health and social care sector. 2.78 0.67 most of the time promotes the health, wellbeing, and independence of teachers and they support with compassion, respect, and dignity. 2.64 0.74 most of the time overall 2.68 0.64 most of the time legend: 3.26-4.00 at all times / highly competent 2.51-3.25 most of the time/competent 1.76-2.50 sometimes/slightly competent 1.00-1.75 never/ not competent table 11 presents the respondents’ perceptions of school head competencies in people performance management, with an overall mean of 2.68 (sd = 0.64), described as “most of the time.” this indicates that school heads were generally effective in managing people performance, but there were occasional lapses or areas for improvement. while school heads demonstrated competencies in performance management, enhancing consistency and addressing gaps could further improve their effectiveness. the highest-rated competency was “provides feedback and technical assistance such as coaching for performance improvement and action planning” with a mean of 2.88 (sd = 0.69), reflecting that school heads were relatively successful in providing feedback and support for staff performance improvement. this competency was seen as a strength, although further development could enhance its impact. the lowest-rated competency was “manages something better, faster, at lower cost, more efficiently” with a mean of 2.45 (sd = 0.62), indicating challenges in managing resources and processes efficiently. this competency showed room for improvement in task management and resource optimization, which could enhance overall performance in people management. research by martinez and robinson (2022) emphasizes that competencies in managing people performance are essential for effective school leadership, while clark and sanders (2022) highlight the need for efficient resource and process management. school heads who focus on improving these areas can enhance their overall leadership effectiveness and contribute to better school outcomes. table 12: distribution of the respondents’ level of perceived competencies with regard to people development indicator mean sd description my school head… allows in capacity building that explains and helps me understand the resultsbased performance management system guidelines. 2.39 0.63 sometimes pa ge 14 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 130-152, 2025 improves the skills and effectiveness of individuals through employing a range of development strategies. 2.90 0.67 most of the time facilitates workforce effectiveness through coaching and motivating/developing people within a work environment that promotes mutual trust and respect. 2.87 0.66 most of the time conceptualizes and implements learning interventions to meet identified training needs. 2.79 0.56 most of the time does long-term coaching or training by arranging appropriate and helpful assignments, formal training, or other experiences. 3.01 0.69 most of the time cultivates a learning environment by structuring interactive experiences 3.10 0.72 most of the time improves the skills and effectiveness of individuals through employing a range of development strategies. 2.99 0.68 most of the time gives opportunities for the purpose of supporting a person’s learning and development. 2.90 0.64 most of the time provides greater opportunities for future use that are in support of achieving individual career goals. 2.78 0.62 most of the time nurtures and enhances teacher’s skills, knowledge, and potential within an organization. 2.80 0.61 most of the time overall 2.85 0.65 most of the time legend: 3.26-4.00 at all times / highly competent 2.51-3.25 most of the time/competent 1.76-2.50 sometimes/slightly competent 1.00-1.75 never/ not competent table 12 presents the respondents’ perceptions of school heads’ competencies concerning people development. the table shows an overall mean score of 2.85 (sd = 0.65), interpreted as “most of the time”, suggesting that school heads are generally effective in fostering people development but with areas needing improvement. the highest-rated competency is “cultivates a learning environment by structuring interactive experiences” with a mean score of 3.10 (sd = 0.72), indicating that school heads excel in creating engaging environments that promote continuous learning and professional growth. this aligns with adams and reed (2022), who emphasized that interactive learning fosters collaboration, motivation, and a culture of continuous improvement. meanwhile, competencies related to capacity building received lower ratings, particularly “allows capacity building that explains and helps me understand the results-based performance management system (rpms) guidelines”, with a mean score of 2.39 (sd = 0.63). this suggests that while school heads are effective in facilitating learning environments, they fall short in providing clear guidance on performance management systems. this finding is supported by johnson and martinez (2023), who highlighted the importance of comprehensive training to help educators understand rpms guidelines, as it directly impacts performance expectations and teaching practices. despite the generally positive ratings, the data suggests gaps in school heads’ approaches to performance management and long-term development strategies. teachers perceived inconsistencies in the application of coaching, mentoring, and capacity-building activities. these results underscore the need for professional development programs focusing on enhancing school heads’ competencies in capacity building, performance evaluation, and individualized support for teachers. table 13: summary of the respondents’ level of perceived competencies variable mean sd interpretation leading people 2.86 0.62 competent people performance management 2.68 0.64 competent people development 2.85 0.65 competent overall 2.80 0.64 competent legend: 3.26-4.00 at all times / highly competent 2.51-3.25 most of the time/competent 1.76-2.50 sometimes/slightly competent 1.00-1.75 never/ not competent table 13 shows the summary of respondents’ perceptions of school heads’ competencies across three critical domains: leading people, people performance management, and people development. the table reveals that the overall competency mean score is 2.80 (sd = 0.64), which falls under the “competent” category. this suggests that, while school heads generally meet the expected standards, there remains room for improvement in specific areas of leadership. among the competencies assessed, leading people attained the highest mean score of 2.86 (sd = 0.62), indicating that school heads are effective in managing and inspiring staff, fostering pa ge 14 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 130-152, 2025 positive relationships, and guiding teams toward achieving organizational goals. this finding aligns with lepardo and caingcoy (2021), who emphasized that effective leadership in managing people significantly contributes to organizational success through strong interpersonal skills, effective communication, and motivational strategies. following closely is people development, with a mean score of 2.85 (sd = 0.65), highlighting school heads’ satisfactory performance in nurturing professional growth among teachers. this includes mentoring, coaching, and supporting continuous learning opportunities to enhance instructional practices and teacher competencies. sumabat (2019) also supported this, stating that effective people development fosters continuous professional growth, which is essential for sustaining educational quality within schools. the results imply that school heads are generally proactive in creating an environment conducive to professional development. conversely, people performance management received the lowest mean score of 2.68 (sd = 0.64). although this score still falls within the “competent” range, it suggests notable gaps in areas such as performance evaluation, feedback mechanisms, and staff appraisal processes. this indicates that school heads may need additional support or training to strengthen their skills in effectively managing and improving staff performance. this observation aligns with tumbokon (2023), who noted that leadership gaps in performance management often stem from inconsistent evaluation practices and insufficient feedback systems, which can hinder overall school performance. these findings underscore the need for targeted professional development programs, particularly focusing on enhancing school heads’ competencies in performance management. additionally, qualitative interviews conducted as part of the study revealed that 40% of teachers believe that strong leadership competencies significantly influence school management outcomes. this reinforces the importance of continuous capacity-building initiatives aimed at improving leadership effectiveness within the educational system. problem 4. is there a significant relationship between the school heads’ leadership styles and their competencies? table 14: result of the test on relationship between the respondents perceived leadership styles and their competencies school head leadership styles leadership competencies leading people people performance management people development overall r-value r-value r-value r-value p-value p-value p-value p-value distributed 0.209 0.190 0.178 0.192 0.0002 0.0013 0.0010 0.0008 s s s s transactional 0.229 0.398 0.278 0.302 0.0812 0.0660 0.0371 0.0614 ns ns s ns laissez-faire 0.345 0.415 0.456 0.405 0.0628 0.0698 0.0672 0.0666 ns ns ns ns democratic 0.161 0.412 0.421 0.331 0.0231 0.0122 0.0252 0.0202 s s s s servant 0.409 0.360 0.396 0.388 0.0682 0.0670 0.0952 0.0768 ns ns ns ns transformational 0.201 0.292 0.101 0.198 0.0101 0.0012 0.0092 0.0068 s s s s legend: ssignificant ns-not significant table 14 presents the results of the test on the relationship between the respondents’ perceived leadership styles and their leadership competencies. the study categorized leadership competencies into three key areas: leading people, people performance management, and people development, alongside an overall competency measure. the leadership styles analyzed included distributed, transactional, laissez-faire, democratic, servant, and transformational. pa ge 14 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 130-152, 2025 the results revealed a significant relationship between distributed, democratic, and transformational leadership styles and leadership competencies. specifically, distributed leadership showed a positive correlation with leading people, people performance management, and people development, emphasizing the importance of shared leadership responsibilities. democratic leadership was found to significantly impact all three competencies, highlighting the value of inclusive decision-making and collaboration. transformational leadership, with its focus on inspiring a shared vision and motivating growth, also displayed significant positive correlations with leadership competencies in the areas of leading people and people performance management. these findings align with the research of smith and brown (2021), which highlighted how transformational leadership contributes to decision-making and staff development. similarly, white and thompson (2021) stressed the importance of feedback and coaching in leadership development, which aligns with the study’s findings regarding leadership styles that foster positive outcomes in school management. in contrast, the transactional, laissez-faire, and servant leadership styles did not show significant relationships with leadership competencies, suggesting that these styles may not be as effective in promoting leadership development. this indicates that leadership competencies may be more influenced by factors such as personal traits, professional experience, or organizational support rather than a specific leadership approach. the lack of significant correlations with laissez-faire and servant leadership styles further suggests that these approaches might not align well with the competencies needed for effective school leadership. the implications of these findings challenge the notion that adopting a particular leadership style automatically leads to enhanced leadership competencies. instead, the study points to the importance of aligning leadership behaviors with the unique needs and context of each school. furthermore, this suggests that competencybased training, mentorship, and experience-based learning should be prioritized over a singular focus on specific leadership styles in professional development programs. ultimately, the study calls for a more holistic approach to leadership development, emphasizing the integration of leadership behaviors with the competencies required to manage and develop effective teams in educational settings. problem 5. is there a significant difference in the school heads’ leadership competence when grouped according to their profile? table 15: difference in the respondents’ perceived leadership competencies when grouped according to their profile respondents’ profile school head leadership competencies leading people people performance management people development overall t-value t-value t-value t-value p-value p-value p-value p-value age 0.245 0.445 0.472 0.387 0.0672 0.0680 0.0632 0.0661 ns ns ns ns sex 0.265 0.385 0.406 0.352 0.0788 0.0604 0.0692 0.0695 ns ns ns ns position 0.211 0.201 0.291 0.234 0.0021 0.0051 0.0013 0.0028 s s s s teaching experience 0.281 0.361 0.302 0.315 0.0301 0.0028 0.0061 0.013 s s s s highest educational attainment 0.237 0.282 0.241 0.253 0.0171 0.0041 0.0142 0.0118 s s s s legend: ssignificant ns-not significant table 15 presents the results of testing the differences in school heads’ perceived leadership competencies based on their profile variables: age, sex, position, teaching experience, and highest educational attainment. this shows that position, teaching experience, and highest educational attainment significantly influenced leadership competencies, including leading people, people performance management, and people development. this suggests that those in higher positions or with more experience and education exhibit stronger leadership competencies. pa ge 14 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 130-152, 2025 in contrast, age and sex did not significantly impact leadership competencies. these results imply that demographic factors should not be the primary basis for leadership evaluations, and instead, focus should be placed on merit, experience, and educational attainment. the findings are aligned with johnson and williams (2020), who highlighted that factors such as educational background, experience, and leadership roles play a significant role in shaping school heads’ competencies. the results suggest that professional development programs should cater to the specific needs of school heads, considering their professional and educational profiles to enhance their leadership effectiveness. problem 6. based on the findings of the study, what school improvement plan on school heads leadership style can be designed? table 16: school improvement plan year 1: enhancing leadership and performance a re as o f c on ce rn sp ec ifi c o bj ec tiv es st ra te gi es / a ct iv iti es t im e fr am e pe rs on /s in vo lv ed so ur ce o f fu nd e st im at ed b ud ge t e xp ec te d o ut co m e la iss ez -f ai re in cr ea se pr oa ct iv e de ci sio nm ak in g le ad er sh ip tra in in g fo r sc ho ol h ea ds q 1 sc ho ol h ea ds , tr ai ne rs m o o e ₱5 ,0 00 .0 0 im pr ov ed le ad er sh ip an d de ci sio nm ak in g sk ill s e nh an ce ac co un ta bi lit y e st ab lis h re gu la r pe rf or m an ce re vi ew s q 2 sc ho ol h ea ds , su pe rv iso rs m o o e ₱5 ,0 00 .0 0 be tte r ac co un ta bi lit y an d pe rf or m an ce tra ck in g im pr ov e co m m un ic at io n sk ill s c om m un ic at io n w or ks ho ps q 2 sc ho ol h ea ds , c oa ch es m o o e ₱8 ,0 00 .0 0 e nh an ce d co m m un ic at io n w ith in th e le ad er sh ip te am st re ng th en pr ob le m so lv in g ca pa ci ty c on fli ct re so lu tio n an d de ci sio nm ak in g w or ks ho ps q 3 sc ho ol h ea ds , tr ai ne rs m o o e ₱8 ,0 00 .0 0 in cr ea se d pr ob le m so lv in g ab ili tie s d ev el op da ta in fo rm ed de ci sio nm ak in g d at a an al ys is an d st ra te gi c pl an ni ng tra in in g q 4 sc ho ol he ad s, a dm in m o o e ₱9 ,0 00 .0 0 in cr ea se d us e of d at a fo r d ec isi on m ak in g pe op le p er fo rm an ce m an ag em en t im pr ov e te ac he r ev al ua tio n pr oc es se s im pl em en t a ne w pe rf or m an ce ap pr ai sa l sy st em q 1 sc ho ol he ad s, te ac he rs m o o e ₱7 ,0 00 .0 0 e nh an ce d ac cu ra cy in te ac he r ev al ua tio ns pr om ot e pr of es sio na l gr ow th pr of es sio na l de ve lo pm en t pr og ra m s q 2 sc ho ol h ea ds , te ac he rs m o o e ₱5 ,0 00 .0 0 in cr ea se d pa rt ic ip at io n in pr of es sio na l de ve lo pm en t e nc ou ra ge te ac he r co lla bo ra tio n te ac he r-l ed w or ks ho ps on b es t pr ac tic es q 3 te ac he rs , a dm in m o o e ₱8 ,0 00 .0 0 im pr ov ed co lla bo ra tio n an d id ea sh ar in g pa ge 14 6 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 130-152, 2025 im pr ov e te ac he rst ud en t in te ra ct io n c la ss ro om m an ag em en t tra in in g q 3 te ac he rs , tr ai ne rs m o o e ₱7 ,0 00 .0 0 be tte r te ac he rst ud en t ra pp or t d ev el op a fe ed ba ck cu ltu re in tro du ce re gu la r fe ed ba ck se ss io ns q 4 sc ho ol he ad s, te ac he rs m o o e ₱8 ,0 00 .0 0 in cr ea se d co ns tr uc tiv e fe ed ba ck am on g st af f year 2: developing collaborative culture la iss ez -f ai re fo st er co lla bo ra tiv e le ad er sh ip in tro du ce re gu la r le ad er sh ip fo ru m s q 1 sc ho ol he ad s, te ac he rs m o o e ₱5 ,0 00 .0 0 in cr ea se d co lla bo ra tio n am on g sc ho ol le ad er s e nc ou ra ge sh ar ed de ci sio nm ak in g jo in t p la nn in g se ss io ns w ith st af f q 2 sc ho ol h ea ds , te ac he rs m o o e ₱8 ,0 00 .0 0 sh ar ed re sp on sib ili ty in d ec isi on m ak in g e nh an ce le ad er sh ip de le ga tio n a ss ig n le ad er sh ip ro le s t o te ac he rs in sm al l i ni tia tiv es q 2 sc ho ol h ea ds , te ac he rs m o o e ₱8 ,0 00 .0 0 m or e em po w er ed an d en ga ge d te ac he r-l ea de rs bu ild a su pp or tiv e en vi ro nm en t te am bu ild in g ac tiv iti es q 3 sc ho ol he ad s, a ll st af f m o o e ₱5 ,0 00 .0 0 st ro ng er te am co he sio n an d su pp or t im pr ov e st ra te gi c pl an ni ng sk ill s w or ks ho ps on lo ng te rm st ra te gi c pl an ni ng q 4 sc ho ol he ad s, te ac he rs m o o e ₱7 ,0 00 .0 0 e nh an ce d ab ili ty to pl an a nd ex ec ut e st ra te gi es pe op le p er fo rm an ce m an ag em en t st re ng th en co nt in uo us pr of es sio na l de ve lo pm en t re gu la r pr of es sio na l de ve lo pm en t w or ks ho ps q 1 te ac he rs , e xt er na l ex pe rt s m o o e ₱8 ,0 00 .0 0 c on tin uo us im pr ov em en t in te ac hi ng qu al ity in cr ea se go al -s et tin g pr ac tic es g oa l-s et tin g w or ks ho ps q 2 te ac he rs , sc ho ol h ea ds m o o e ₱5 ,0 00 .0 0 c le ar er pe rs on al a nd pr of es sio na l go al s e nh an ce pe er su pp or t m ec ha ni sm s pe er m en to rin g pr og ra m s q 3 te ac he rs , m en to rs m o o e ₱5 ,0 00 .0 0 e nh an ce d pe er su pp or t a nd co lla bo ra tio n st re ng th en sc ho ol go ve rn an ce g ov er na nc e an d po lic y re vi ew w or ks ho ps q 3 sc ho ol he ad s, a dm in m o o e ₱7 ,0 00 .0 0 im pr ov ed sc ho ol go ve rn an ce pa ge 14 7 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 130-152, 2025 m ai nt ai n a ba la nc e be tw ee n au to no m y an d ac co un ta bi lit y pe rf or m an ce m on ito rin g an d re fle ct io n se ss io ns q 4 sc ho ol h ea ds , te ac he rs m o o e ₱5 ,0 00 .0 0 ba la nc ed le ad er sh ip an d im pr ov ed ac co un ta bi lit y year 3: sustaining improvements la iss ez -f ai re e ns ur e su st ai ne d pr oa ct iv e le ad er sh ip e st ab lis h a m en to rs hi p pr og ra m fo r ne w le ad er s q 1 e xp er ie nc ed le ad er s, n ew le ad er s m o o e ₱5 ,0 00 .0 0 su st ai na bl e le ad er sh ip de ve lo pm en t m ai nt ai n ac co un ta bi lit y sy st em s re gu la r a ud its an d fe ed ba ck q 2 sc ho ol h ea ds , te ac he rs , su pe rv iso rs m o o e ₱8 ,0 00 .0 0 o ng oi ng ac co un ta bi lit y an d pe rf or m an ce im pr ov em en t st re ng th en sc ho ol go ve rn an ce g ov er na nc e an d po lic y re vi ew w or ks ho ps q 2 sc ho ol he ad s, a dm in m o o e ₱7 ,0 00 .0 0 im pr ov ed sc ho ol go ve rn an ce pr om ot e co nt in uo us le ar ni ng a nn ua l le ad er sh ip re tre at s q 3 sc ho ol he ad s, te ac he rs , tr ai ne rs m o o e ₱8 ,0 00 .0 0 c on tin uo us le ad er sh ip gr ow th a nd le ar ni ng m ai nt ai n a ba la nc e be tw ee n au to no m y an d ac co un ta bi lit y pe rf or m an ce m on ito rin g an d re fle ct io n se ss io ns q 4 sc ho ol h ea ds , te ac he rs m o o e ₱5 ,0 00 .0 0 ba la nc ed le ad er sh ip an d im pr ov ed ac co un ta bi lit y pe op le p er fo rm an ce m an ag em en t o pt im iz e pe rf or m an ce m an ag em en t sy st em s a nn ua l r ev ie w an d up da te o f pe rf or m an ce ap pr ai sa l sy st em s q 1 h r, s ch oo l he ad s, te ac he rs m o o e ₱5 ,0 00 .0 0 c on tin ua lly re fin ed a nd ef fe ct iv e pe rf or m an ce ap pr ai sa ls e nc ou ra ge in no va tio n in te ac hi ng in no va tio n gr an ts a nd re co gn iti on pr og ra m s q 2 te ac he rs , sc ho ol he ad s m o o e ₱5 ,0 00 .0 0 in cr ea se d in no va tiv e te ac hi ng pr ac tic es im pl em en t te ac he r w el ln es s pr og ra m s w or ks ho ps on m en ta l he al th an d st re ss m an ag em en t q 2 te ac he rs , e xt er na l tra in er s m o o e ₱8 ,0 00 .0 0 im pr ov ed te ac he r w el lbe in g an d w or klif e ba la nc e su st ai n pr of es sio na l de ve lo pm en t o ng oi ng pr of es sio na l de ve lo pm en t fu nd in g q 3 te ac he rs , sc ho ol h ea ds m o o e ₱8 ,0 00 .0 0 su st ai ne d hi gh -q ua lit y pr of es sio na l de ve lo pm en t e xp an d m en to rin g an d pe er co ac hi ng e xp an d pe er co ac hi ng a nd m en to rin g in iti at iv es q 3 te ac he rs , m en to rs m o o e ₱5 ,0 00 .0 0 st ro ng er p ee r su pp or t a nd pr of es sio na l gr ow th pa ge 14 8 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 130-152, 2025 conclusion based on the findings of this study, the following conclusions are drawn. transformational leadership identified as the most effective style, emphasizing inspiring and motivating teachers, fostering teamwork, and driving innovation. “leading people” was highlighted as the most developed competency, exhibiting school heads’ strong ability to guide, influence, and build relationships within their teams. the study highlighted that transformational leadership aligned with the competency of leading people, promoting trust, teamwork, and shared commitment. transformational, democratic and distributed leadership styles significantly enhanced teacher motivation, collaboration, and school performance, while laissez-faire leadership hindered outcomes due to non-enforcement of school rules and regulations. the theory developed highlighted that leadership style is most effective when combined with high competencies. school leaders with good leadership skills, such as leading people, people performance management, and people development, were more equipped to apply their preferred leadership styles, whether transformational, distributed, or others. the combination of effective leadership styles and strong competences enabled school leaders to inspire their workers, foster a pleasant learning environment, and successfully address the challenges of modern education. high competences enhanced the influence of leadership styles, resulting in improved overall school performance. recommendations based on the conclusion drawn from the study, the following recommendations are provided: 1. school heads should undergo targeted training programs to enhance their leadership skills, particularly focusing on moving away from the laissez-faire approach. these programs should emphasize active engagement, accountability, and proactive decision-making to foster a more dynamic and responsive leadership style. 2. school heads, with the help of district supervisors, should establish a mentorship and coaching program to address the shortcomings observed in laissez-faire leadership strategies. this would allow experienced leaders to guide and support those who struggle with leadership, helping them become more active and involved. by doing this, school heads could build better leadership skills, support their teachers more effectively, and create a positive impact on their schools. 3. school heads and district supervisors should conduct workshops specifically designed to improve people performance management skills. these workshops should cover best practices in setting performance goals, providing constructive feedback, conducting evaluations, and implementing performance improvement plans. 4. encourage continuous professional development for school heads through advanced courses, seminars, and workshops that focus on modern leadership strategies and performance management techniques. this would ensure that school heads are well-equipped with the latest knowledge and skills to lead their schools effectively. 5. school heads should implement regular feedback systems that allow teachers and staff to provide input on school heads’ leadership styles and performance management practices. the gathered feedback could help identify specific areas that need improvement, guiding the customization of professional development programs to address those needs effectively. 6. utilize the school improvement plan to strengthen the school heads’ leadership competencies, focusing on transitioning from a laissez-faire style to a more proactive approach. implementing regular performance evaluations will identify growth areas in people performance management, enabling better support for staff. references abbas, a., saud, m., usman, i., & ekowati, d. 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(2024). academic management and instructional practices of higher education institutions in lanao del norte: basis for faculty development plan. american journal of arts and human science, 3(2), 19–38. https://doi. org/10.54536/ajahs.v3i2.2649 pa ge 1 pa ge 87 american journal of arts and human science (ajahs) learners’ engagement and their performance skills in science in west district schools of cagayan de oro city division kharla may cabarles sedigo1*, cely b. labadan1, jovit d. comon1 volume 4 issue 2, year 2025 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v4i2.4258 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: december 15, 2024 accepted: january 18, 2025 published: april 22, 2025 learners’ engagement is vital for academic success and personal growth in science education, fostering critical thinking and understanding of the natural world. this study examined the engagement levels and science performance skills of grade 5 pupils in west district schools, cagayan de oro city, for school year 2024-2025. engagement was assessed across affective-emotional, cognitive, and behavioral dimensions, while performance skills were evaluated in remembering, understanding, applying, analyzing, evaluating, and creating. using a descriptive-correlational survey, data were analyzed with descriptive and inferential statistics, including pearson’s product moment correlation. findings revealed high emotional engagement but lower cognitive engagement among learners. performance skills were strongest in evaluating tasks (critical thinking) and weakest in memory-related tasks. a significant positive correlation was identified between cognitive engagement and performance skills, whereas behavioral engagement showed a weaker correlation. the study underscores the importance of emotional and cognitive engagement in science performance. recommendations include integrating cognitively challenging tasks, employing memoryenhancing techniques, and promoting activities linking behavioral engagement to real-world science applications to improve performance. teachers are encouraged to create meaningful learning experiences that enhance engagement and foster comprehensive skill development in science. keywords learners’ engagement, learners’ performance skills 1 phinma cagayan de oro college, philippines * corresponding author’s email: khca.sedigo.coc@phinmaed.com introduction learners’ engagement is one of the important constructs that is used to understand the behavior of the student towards the teaching-learning process. engagement and performance are necessary in science subject for the academic success and personal growth of students. however, teachers often face difficulties that hinder their ability to engage and involve students in the learning process fully. herman et al. (2018) found that teachers’ well-being directly affects student engagement, with well-supported teachers fostering more engaged science students. the researcher is a science teacher in an elementary school, and she encountered issues with children not participating in class. even though students may show eagerness for science-related activities at first, it can be hard to keep them attentive and concerned. in order to help the students realize their full potential, it is crucial to identify structured techniques to maintain their interest and involvement in science. understanding how participation impacts learning results is important, especially in science. because it pursues an awareness of the environment and critical thinking abilities, it is a foundational subject in education. this study defined learner engagement in three (3) distinct domains: affective-emotional engagement, including attitudes, interest, and sense of belonging; cognitive engagement, including persistence, willingness, and motivation and behavioral engagement, including participation in activities (fredricks et al. 2004). fredricks’ comprehensive framework highlights the multifaceted nature of engagement, emphasizing that fostering student engagement requires addressing all three dimensions to support students’ overall academic success and wellbeing. also, the 21st-century classroom emphasizes a holistic approach to engagement, encompassing emotional, cognitive, and behavioral aspects (karafil & oguz, 2019). teacher factors, as highlighted by delfino (2019), significantly influence engagement. as emphasized by reeve and tseng (2021), student engagement is a multidimensional construct that encompasses behavioral, emotional, and cognitive involvement in learning activities. engagement becomes even more crucial as the subject often requires active participation, critical thinking, and problem-solving skills. when students are actively engaged, they tend to develop a more profound understanding of scientific concepts and theories (park & johnson, 2020). furthermore, engagement is strongly associated with students’ attitudes toward science, which subsequently influences their academic performance. meanwhile, a meta-analysis by reeve et al. (2024) found a strong positive relationship between student engagement and academic performance. in the context of science education, engagement has been associated with improved grades, better test scores, and higher levels of concept retention. regardless of the pedagogical techniques used, students’ engagement and satisfaction with the learning pa ge 88 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 87-98, 2025 process are of utmost importance. learners’ engagement is the energy and effort they devote while interacting with the learning process (bond, 2020; khlaif et al., 2021). it basically shows the level of students’ involvement with the learning environment. positive and effective learning gains are almost impossible to achieve if students are not actively engaged with and feel displeased with the learning environment. in conclusion, learners’ engagement and its influence on performance skills in science for grade 5 students plays a pivotal role in science education and skill development. students form foundational attitudes toward science at this stage, which can shape their future interest and success in the subject. research consistently highlights that high engagement, especially emotional and behavioral, is associated with greater motivation, persistence, and academic success (pöysä et al., 2018). examining how engagement impacts grade 5 students’ performance skills across cognitive processes such as remembering, understanding, applying, analyzing, evaluating, and creating. these skills, often associated with bloom’s taxonomy, provide a structured framework for assessing students’ depth of knowledge and their ability to apply it in practical, real-world scenarios. this study can provide valuable insights into teaching strategies that foster a deeper understanding and enthusiasm for science, ultimately aiming to improve long-term educational outcomes in this essential subject area. literature review learners’ engagement learners’ engagement referred to the level of determination and commitment that students had for their education and learning. it comprises how much each student participates in class activities, pays attention to details and has an interest in the material, and how deeply they process the information. various forms of engagement exist, including affective-emotional, cognitive engagement, and behavioral engagement. this review of literature explores the interplay between the learner’s engagement and their performance skills in science. examining the existing literature and studies, it offers a significant correlation of student engagement. fitzgerald and palincsar (2019) explored teaching practices that support student sensemaking across grades and disciplines. they highlighted strategies such as collaborative learning and project-based approaches to enhance engagement in elementary science. learners’ engagement refers to the degree of involvement, interest, and enthusiasm that students demonstrate towards their learning activities. numerous studies have investigated the relationship between student engagement and academic performance in various subject areas, including science (bond et al., 2020). the role of dynamic presentation techniques and the use of real-world content to keep student engagement high in science. strategies included interactive activities and the integration of current events into lessons (fostering engagement through content and presentation, 2020). moreover, promoting active and collaborative learning through project-based and inquiry learning was shown to transform students into critical thinkers and problem solvers. this approach was particularly effective in engaging students in elementary science (project-based and inquiry learning, 2020). also, panulaya (2023) stated that teachers acknowledge that learning is a circular process and that, in addition to studying specific topics and subject matter, students should also learn how to reflect on their learning and acquire knowledge about their learning processes. several studies have found a positive correlation between student engagement and performance in science. a study by fredricks et al. (2020) found that students who were more engaged in their science classes tended to have higher academic achievement. similarly, another study by wang and eccles (2020) showed that students who exhibited higher levels of engagement in science were more likely to perform better in the subject. a considerable amount of literature has been published on engagement. these studies have, however, mainly focused on overall engagement, cognitive, behavioral, or emotional engagement in regular classrooms at the undergraduate level (mckellar et al., 2020; bond et al., 2020). moreover, learners’ engagement has been linked to a range of positive outcomes beyond just academic performance. for instance, engaged students are more likely to demonstrate critical thinking skills, problemsolving abilities, and a deeper understanding of scientific concepts. this suggests that fostering student engagement in science leads to improved academic outcomes and contributes to the development of essential skills and competencies that are valuable for future success in the field. in addition to academic achievement and skill development, learners’ engagement in science has also been associated with increased motivation, a more positive attitude toward the subject, and a greater likelihood of pursuing further education or careers in science-related fields. this highlights the importance of implementing strategies to enhance student engagement in science education, as it can have far-reaching effects on students’ overall learning experiences and prospects. the literature suggests that there is a positive relationship between student engagement and performance in science. students who are emotionally engaged are more likely to exhibit higher behavioral and cognitive engagement levels (fredricks et al., 2020). similar studies by pöysä et al. (2018) highlighted how emotional and cognitive engagement in science leads to better retention of information, higher motivation, and enhanced performance. hence, it is important for educators and researchers to continue exploring and understanding the factors that contribute to learners’ engagement in science. by studying the various dimensions of student engagement, such as behavioral, emotional, and cognitive pa ge 89 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 87-98, 2025 engagement, educators can gain insights into effective teaching strategies and interventions promoting student engagement in science. affective engagement affective engagement is the emotional reactions and feelings that individuals experience about their learning environment, activities, and interactions. it encompasses positive and negative emotions and is crucial in shaping an individual’s overall engagement with a particular context or task. affective or emotional engagement is one of the dimensions of student engagement and refers to students’ emotional reactions in the classroom, including interest, boredom, happiness, sadness, and anxiety. emotional engagement is essential because it encompasses the feelings that can significantly influence a student’s motivation to learn and their connection to the subject matter, ultimately impacting academic performance. attard et al. (2020) examined how emotions such as enjoyment, curiosity, and even boredom influence students’ participation in science education. positive emotions are shown to significantly enhance both interest and deeper engagement with the subject matter. pöysä et al. (2018) found that students’ emotional engagement, including positive affective responses like enthusiasm, pride, and interest, significantly correlates with better academic performance, primarily when these emotions are cultivated within supportive learning environments. attitudes reeve (2018) discussed the importance of student engagement in the learning process, particularly emphasizing the role of the affective domain in fostering a positive attitude toward learning. according to reeve, engagement is a multidimensional construct that includes behavioral, emotional, and cognitive dimensions crucial for effective learning. the affective domain, which encompasses students’ emotions and attitudes, plays a critical role in their overall engagement and motivation. on the same line, cook (2018) explored the impact of teacher-student relationships on student engagement and effective outcomes. it emphasized the importance of positive teacher-student interactions in enhancing students’ emotional and attitudinal engagement in science classes. interest interest in student engagement refers to the level of curiosity, motivation, and emotional involvement students have in their learning experiences. in the affective domain, interest is crucial in influencing students’ attitudes, values, and beliefs about the subject matter. interest in student engagement is important for promoting a love of learning, intrinsic motivation, and a positive attitude toward education. the study by kang and keinonen (2024) highlighted how studentcentered approaches like inquiry-based and discussionbased learning affect students’ interest and achievement in science. it emphasized the role of relevant, openended inquiries in maintaining student interest. since students have lost interest in science, student-centered approaches, such as using topics that are relevant for students, inquiry-based learning, and discussion-based learning, have been implemented to attract pupils to science. a research article by reeve (2018) explored the importance of the affective domain in education, emphasizing how student emotions and motivations play a critical role in engagement and learning. he states that students’ emotional experiences in the classroom significantly influence their engagement and learning outcomes, highlighting the need for educators to create supportive and motivating environments. sense of belonging fostering a strong sense of belonging among learners is pivotal for their affective engagement with science. a sense of belonging, defined as the subjective experience of feeling connected to and valued within a given environment, can significantly impact student performance and motivation in science. learners who feel a strong sense of belonging are more likely to be actively engaged, emotionally invested, and enthusiastic about their scientific studies. according to allen (2018), school belonging is intricately tied to student-teacher relationships and the overall school environment. effective discipline, teacher support, and the presence of good friends were identified as key components that foster a sense of belonging, which can significantly influence students’ engagement and success in subjects like science. fostering a sense of belonging in school involves acknowledging and addressing students’ individual needs and challenges. by creating a supportive environment where students feel accepted and valued, educators can enhance students’ engagement and interest in learning. cognitive engagement cognitive engagement mentioned the extent of students’ investment in their learning, which includes their willingness to engage in complex, challenging work and their use of deep learning strategies such as selfregulation, critical thinking, and metacognition. this type of engagement is associated with a student’s desire to go beyond the minimum requirements and truly understand the material. cognitive engagement is closely linked to educational strategies that promote higher-order thinking skills and inquiry-based learning, both of which are critical in science education. as quoted by kamarrudin (2023), cognitive engagement encompasses the mental processes and strategies that students employ during learning activities. it involves the level of attention, effort, and investment that students devote to understanding and mastering the content (liang et al., 2018). likewise, gundaya (2023) found that critical thinking allows students to process information logically and prepare themselves for self-directed learning. students with critical thinking skills can determine what information is important and what is irrelevant or not pa ge 90 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 87-98, 2025 useful. with critical thinking skills, students can also weigh various facts and points of view and identify logical errors, thus helping to solve problems. persistence persistence is the ability of students to persevere and continue their efforts in learning tasks despite facing challenges or setbacks. it involves determination, resilience, and motivation to keep trying and not give up. according to tai-yen chen (2020), student engagement persistence in the cognitive domain is crucial for academic success, as it involves the continuous effort and cognitive resources students invest in their learning tasks. on the same line, the study by martin (2020) examined factors influencing student persistence in science education, such as classroom environment, teacher support, and interactive learning activities. it emphasizes the role of cognitive engagement in sustaining students’ interest and effort in learning science. willingness willingness refers to students’ inclination, readiness, and eagerness to actively participate in learning activities that require cognitive effort. it signifies their motivation, interest, and openness to engage in tasks that involve mental processes such as understanding, analyzing, and applying knowledge. greene (2018) once said that cognitive engagement involves the investment in learning, willingness to exert the necessary effort for comprehension, and the application of learning strategies. pietarinen et al. (2020) explored the determinants of students’ emotional and cognitive engagement and found that positive emotional experiences in the classroom significantly enhance students’ willingness to engage cognitively with science content. the activities like environmental exploration promote students’ willingness to engage with scientific concepts in real-world contexts. it suggests that such experiences help bridge the gap between academic science and practical applications, enhancing student interest and understanding of science (guerero & reiss (2020). motivation motivation is the internal drive or desire that influences students to actively participate, learn, and persist in their educational pursuits (shogren et al., 2018). it enhances student engagement by promoting deep learning and the development of higher-order thinking skills. when students are motivated, they are more likely to set challenging goals, exert effort, and persevere through difficulties. the cambridge handbook of the learning sciences (2022) explores how motivation and cognitive engagement influence persistence in learning science. it suggests a supportive learning environment and challenging tasks can enhance students’ persistence. behavioral engagement behavioral engagement concerns students’ participation in academic, social, and extracurricular activities, which are crucial indicators of their involvement in their education. this dimension of engagement is often characterized by behaviors such as participation in classroom activities. the study demonstrates a strong link between behavioral engagement and student performance in science. for instance, consistent involvement in science classes and activities can lead to deeper understanding and retention of the material, which positively affects performance. classroom participation is commonly associated with higher achievement since it reflects the students’ commitment to learning, according to marrone et al. (2018). along with the study, lei (2018) emphasized that engagement significantly influences learning outcomes and that different engagement strategies could enhance students’ participation and performance in the subject. participation in activities participation in activities is a key component of student engagement within the behavioral domain. it refers to students’ active involvement and on-task behavior in various school-related tasks, events, and responsibilities. ozer (2018) explored how participation in school-related activities influences students’ behavioral engagement. he emphasized that students who actively participate in extracurricular and school-related activities exhibit higher levels of behavioral engagement, positively affecting their academic performance and school experience. the study by lei (2018) mentioned that active participation in hands-on science activities significantly boosts students’ engagement and overall learning outcomes. and the quality of teacher-student relationships impacts students’ behavioral engagement in classroom activities. however, performance skills refer to applying knowledge and learned concepts through handson activities. these skills emphasize the ability to demonstrate remembering, understanding, analyzing, applying, evaluating, and creating. performance skills are essential in science education, especially for students in grade 5, as they go beyond simple memorizing and promote critical thinking, experimentation, teamwork, and real-world application. remembering remembering is the most basic level of cognitive processes. it involves the ability to recall facts, terms, basic concepts, or answers without necessarily understanding their deeper meaning. this stage focuses on the retrieval of relevant knowledge from long-term memory (krathwohl, 2018). strategies for improving remembering include using flashcards, mnemonic devices, and regular quizzes to reinforce memory. techniques for enhancing memory include recognizing and recalling important information through repeated practice and review. understanding understanding refers to the ability to grasp the meaning of information. it involves comprehending facts, pa ge 91 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 87-98, 2025 interpreting their significance, and explaining ideas or concepts. this level goes beyond memorization, allowing individuals to organize and describe knowledge in their own words, demonstrating an internalized comprehension of the material (anderson & krathwohl, 2018). according to the centre for teaching excellence at the university of waterloo (2024), the importance of the understanding stage is detailing how students move beyond simple recall to interpreting facts and explaining concepts. in the context of elementary science, this might involve explaining how different types of clouds form or summarizing the main ideas behind a scientific process. it also provides practical activities such as discussions and problem-solving tasks to foster this level of comprehension. at the understanding stage, students are encouraged to interpret and explain scientific facts rather than merely stating them. for example, instead of just naming the parts of a plant, students might explain the functions of each part, thereby demonstrating a deeper comprehension of the subject matter. the resource highlights various questioning techniques and classroom activities to achieve this level of understanding (thoughtco, 2024). applying applying involves using learned material in new and concrete situations. this includes implementing knowledge through actions such as problem-solving, executing procedures, or using information in reallife scenarios. it suggests tasks such as demonstrating experiments, solving scientific problems, and using learned concepts in new and different contexts to ensure students can effectively apply their understanding in practical scenarios. these activities help students move beyond mere understanding to the practical application of their knowledge. in addition, sharma and el-amin (2018) discussed how applying can enhance the use of educational technology in classrooms by ensuring that technology integration reaches higher-order thinking skills. also, anderson and krathwohl (2019) emphasized the importance of the applying stage in fostering deeper learning and comprehension. as mentioned by fadel and trilling (2020), to apply knowledge is a critical competency in modern education systems, aligning with bloom’s taxonomy to prepare students for real-world challenges. this connects to the study of newton and winch (2021), which explores the application of bloom’s taxonomy in higher education, specifically, how students apply theoretical knowledge in practical settings. analyzing analyzing is the stage where students use their judgment to begin analyzing the knowledge they have learned. they start understanding the underlying structure of knowledge and can distinguish between fact and opinion. this involves skills like analyzing, comparing, contrasting, differentiating, and illustrating (kelly, 2019). similarly, at the analysis level, students are encouraged to connect, compare, and contrast various concepts, which helps deepen their understanding of the material and prepares them for higher-order thinking and learning outcomes (lee, 2024). learning by inquiry (2022) highlighted that during the analysis stage in inquiry-based learning, students must analyze the information they have collected to determine its relevance. techniques like using graphic organizers and charts help students discern important elements and relationships within their research, fostering a deeper analytical skill set. further, ahshan (2021) developed a framework to enhance active student engagement in remote teaching during the pandemic. this highlights the effectiveness of combining educational technologies with active learning strategies to foster interaction and deeper understanding among students. furthermore, sudirtna (2022) investigated the impact of the revised bloom’s taxonomy-oriented learning activities on students’ metacognitive skills. his findings suggest that these activities significantly improve students’ ability to engage in higher-order thinking and self-regulation. evaluating the evaluation phase is important when it comes to teaching science in elementary school. students are expected to evaluate the worth of concepts or resources at this level. critical thinking abilities are required for this, including evaluating the veracity of information, contrasting and comparing various points of view, and defending conclusions with reference to norms and criteria. there are various ways to evaluate in elementary science. pupils may be required to evaluate the validity of many sources of information regarding a scientific idea, contrast the efficacy of different experiments, or critically analyze the results of their own scientific research. students who participate in these activities get the critical thinking skills necessary for scientific literacy—the ability to evaluate scientific knowledge. the evaluation phase is significant for helping students develop their critical thinking skills. as mentioned by lewis (2019), students assess the information they have learned to form judgments or opinions. questions at this stage might ask students to argue, defend, or critique a scientific concept, encouraging deeper engagement with the material through critical thinking and decision-making. moreover, the authority of the center for excellence in learning and teaching (2024) underscores the importance of the evaluating stage in the revised taxonomy, using verbs such as checking and critiquing to describe the cognitive processes involved. these activities help students in elementary science to monitor and judge the quality of their work or the work of their peers, fostering a more dynamic and reflective learning environment. creating the creating stage is particularly significant as it involves the synthesis of knowledge and the generation of new pa ge 92 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 87-98, 2025 concepts, items, or procedures. this stage encourages critical thinking, problem-solving, and creativity by combining elements in novel ways, planning experiments, designing models, and inventing solutions to scientific problems. this hands-on, inquiry-based approach aligns with contemporary educational goals and enhances scientific understanding. by incorporating the creating stage into curricula, educators can provide opportunities for open-ended exploration, project-based learning, collaborative activities, and the use of technology and digital tools. this approach nurtures young minds to become innovative thinkers and problem solvers (widiana et al., 2023). in the article of valamis (2023), he discussed the significance of creating stage, highlighting its role in enabling students to generate new ideas, design projects, and produce original work. it emphasizes that creating requires students to put elements together to form a coherent or functional whole, which involves activities such as designing experiments, building models, or developing new solutions to scientific problems. additionally, santa clara university’s (2020) article provides a detailed overview of bloom’s revised taxonomy and its application in education. it notes that the creating stage involves higher-order thinking skills where students not only use but transform their knowledge to produce something new. in the context of elementary science, this might involve students developing new ways to demonstrate scientific principles or creating multimedia presentations to explain complex concepts. statement of the problem this study aimed to determine the learners’ engagement and their performance skills in science in west district schools of cagayan de oro city division for the school year 2024-2025. particularly, this paper sought to answer the following questions: 1. what are the respondents’ level of engagement in terms of affective-emotional: attitude, interest, sense of belonging; cognitive engagement: persistence, willingness, motivation and behavioral engagement: participation in activities? 2. how do the respondents assess their science performance skills in the first quarter based on remembering, understanding, applying, analyzing, evaluating, and creating? 3. is there a significant relationship between student engagement and their performance skills in science? theoretical framework this study was anchored on the revised bloom’s taxonomy by bloom, anderson and krathwohl (2001). benjamin bloom’s theory, also known as bloom’s taxonomy, is a widely recognized framework for describing different levels of cognitive learning. it categorizes learning objectives into six levels, starting from lower-order thinking skills, such as remembering and understanding, to higher-order thinking skills, such as analyzing, evaluating, and creating. when applied to the study of student engagement and their performance in science, bloom’s taxonomy can provide valuable insights. for instance, by considering the levels of bloom’s taxonomy, educators can design science lessons and assessments that promote active engagement and deeper understanding among students. by incorporating activities and tasks that require students to apply their knowledge, analyze scientific concepts, evaluate evidence, and create their own experiments or explanations, educators can foster higher levels of student engagement and promote their overall performance in science. in addition, bloom’s taxonomy can also guide educators in differentiating instruction to meet the needs of diverse learners. by considering the different cognitive levels of bloom’s taxonomy, educators can provide a range of activities and assessments that cater to students with varying abilities and interests in science. this approach can help ensure that all students are actively engaged and challenged in their learning, leading to improved performance in science. furthermore, this taxonomy can also inform the design of classroom environments that enhance student engagement and performance in science. educators can create a supportive and collaborative learning environment by incorporating activities that encourage students to collaborate, discuss, and apply their knowledge in real-world contexts. further, the bloom’s taxonomy is highly relevant to the study of student engagement and their performance in science as it provides a systematic approach for designing instruction and assessments that promote higher-order thinking skills and active engagement. incorporating the different levels of bloom’s taxonomy can greatly impact student engagement and performance in science. through bloom’s taxonomy, educators have a comprehensive framework to evaluate and design tasks that promote higher levels of student engagement in science. overall, bloom’s theory provides a framework that can guide educators in promoting learners’ engagement and enhancing performance in science. educators can structure their science lessons and assessments by utilizing the different levels to encourage higher-order thinking skills and active engagement. by doing so, students are more likely to develop a deep understanding of scientific concepts and be able to apply their knowledge in meaningful ways. limitations this study focused on the learners’ engagement and their performance skills in science for the first quarter in west district schools in division of cagayan de oro city .furthermore, it was limited to learners’ engagement, which includes affective engagement, cognitive engagement and behavioral engagement as the independent variables. meanwhile, it is also limited to their performance skills in remembering, understanding, applying, analyzing, evaluating, and creating. the respondents of this study were pupils in four (4) west district schools of the division of cagayan de oro city. pa ge 93 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 87-98, 2025 the study involved the perceptions of pupils, and this was examined using a tool to identify the three components of student engagement. materials and methods research design in this study, the researcher used a descriptive-correlational survey method. in this design, data were collected to investigate the relationship between the variables. this method helped in gathering, tabulating, and computation of data after which they were analyzed and interpreted. according to creswell (2012), correlation research is a statistical test to determine the tendency or pattern for two even variables or two sets of data to vary consistently. the purpose of correlational research is to determine the relationship among two or more variables. study setting this research study was conducted in the west district of cagayan de oro city, encompassing the 1st congressional district, which is characterized by a mix of urban and rural environments. it is a large city in the northern mindanao region of the philippines. it is the capital of the misamis oriental province and is known as the city of golden friendship, where people are friendly and hospitable. in the 2020 census, it has 728, 402 people lived in the city. cagayan de oro is also the center of business in northern mindanao. it is subdivided into 80 barangays. these are grouped into two congressional districts, 24 barangays in the 1st district (west) and 56 barangays in the 2nd district (east), with cagayan de oro river as the natural boundary. the city has 57 urbanized barangays and 23 rural barangays all in all. under west district are: baikingon, balulang, bayabas, bayanga, besigan, bonbon, bulua, canitoan, carmen, dansolihon, iponan, kauswagan, lumbia, mambuaya, pagalungan, pagatpat, patag, pigsag-an, san simon, taglimao, tagpangi, tignapoloan, tuburan, tumpagon. this area is home to a diverse population, including the city’s oldmoney families residing in traditional houses and modern subdivisions. the district also accommodates a significant portion of the city’s industrial and commercial activities, contributing to its economic growth. west district is known for its peaceful environment, making it a desirable place to live for those seeking a respite from the city’s hustle and bustle. additionally, west district embodies the vision of the department of education to produce functionally literate filipinos. it has a cooperative and supportive community, which also helps the schools in the district to be at their best in overcoming different challenges. it is one of the most trusted in the division of cagayan de oro city that provides quality basic education as evidenced by a participation rate of more than a hundred percent and the several academic and non-academic achievements bagged by its schools every year. the researcher chose west district since it is her hometown and is currently stationed at west i district, cagayan de oro city, where all the needed data is accessible. study population and sampling technique the respondents of the study were the grade 5 pupils in west district schools in cagayan de oro city school year 2024-2025. the schools were identified as big schools and medium schools in the district. the table below shows the number of pupil respondents of the study. the researcher used slovin’s formula with a 0.05 margin of error to obtain two hundred (200) respondents from the population of one thousand six hundred sixtytwo (1, 662) students. after determining the sample size, stratified random sampling was utilized to obtain the percentage and appropriate number of respondents in every school. this was done by dividing the sample size by its population. stratified random sampling is a widely used statistical technique in which the population is divided into subgroups or strata based on some shared characteristics. table 1: distribution of respondents per school schools population sample size big schools west city central school 608 73 bulua central school 550 73 medium schools macanhan elementary school 245 27 iponan elementary school 259 27 total 1662 200 research instruments the research instrument employed in this study was a patterned and modified questionnaire. it has two parts: part i dealt with students’ engagement, which is composed of affective-emotional in terms of attitude, interest, and sense of belonging; cognitive in the aspect of persistence, willingness, and motivation; as well as behavioral on participation in activities. these variables were taken from the study of fredricks (2004). part ii dealt with the students’ performance skills in science on remembering, with the following topics: useful materials, harmful materials, and 5r’s techniques; understanding, with the following topics: matter, physical properties of matter, and chemical properties of matter; applying, with the following topics: environmental effects of gasoline, changes in matter in the presence or absence of oxygen, and causes of fish kills; analyzing, with the following topics: changes of matter through application of heat, pasteurization: applying heat to destroy pathogens in food, and changes in matter and waste reduction; evaluating, with the following topics: recycling solid materials, materials recovery facilities, and recycling liquid materials; and creating, with the following topics: composting organic materials, creating plant pots with plastic pottles; creating, with the following topics: with pa ge 94 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 87-98, 2025 plastic spoons and forks, and creating home decors with plastic straws. the variables were taken from the revised bloom’s taxonomy by anderson and krathwohl (2001), and the topics were based on the first quarter science 5 most essential learning competencies (melcs). statistical treatment of data to describe the learners’ engagement in affectiveemotional, cognitive and behavioral engagement, mean and standard deviation were employed. as to the performance skills of the respondents, frequency, percentage, mean and standard deviation were utilized. furthermore, for the significant relationship between students’ engagement and students’ performance skills, pearson product moment correlation was used. ethical consideration the researcher has observed the necessary ethical considerations prior to the gathering of data. before embarking on the research, the researcher sought the approval of an ethics review board, which is responsible for evaluating the ethical implications of the proposed study. the necessary permission and approval were obtained from the dean of graduate and professional studies phinma cagayan de oro college and the schools division superintendent. the approved letter from the schools division superintendent was then forwarded to the school heads of the school of the student-respondents. the researcher explained to the students the rationale and purpose of the study and, that their participation was voluntary and they could withdraw anytime if they were no longer willing to participate. students were informed and assured that all the data will be treated with utmost confidentiality. their names and identities would not be identified to maintain their anonymity while collecting, recording, and analyzing the data. the data collected were encrypted to ensure that nobody could read and divulge the information and results. a password protected account or folder was utilized. results and discussion problem 1. what are the respondents’ level of engagement in terms of affective-emotional: attitude, interest, sense of belonging; cognitive engagement: persistence, willingness, motivation; and behavioral engagement: participation in activities? table 2: summary on the learners’ level of engagement variables mean sd interpretation affective-emotional 3.25 0.82 high cognitive engagement 3.20 0.81 high behavioral engagement 3.23 0.79 high overall 3.23 0.81 high legend: 3.26-4.00 at all times / very high 2.51-3.25 most of the time / high 1.76-2.50 sometime / low 1.00-1.75 never / very low table 2 presents the summary of the level of engagement with an overall mean of 3.23 (sd = 0.81), interpreted as high. it means that the level of engagement could be attributed to various factors such as the relevance of the content, the delivery methods, and the pupils’ personal interests. when pupils found a subject meaningful or aligned with their future goals, they were more likely to remain attentive and engaged. additionally, effective teaching strategies, such as interactive discussions and real-world applications, may have played a role in keeping them involved. the high engagement indicated that the learning environment and materials likely supported active learning. however, it also suggests room for improvement, especially in enhancing engagement for pupils who may not always have felt connected. this could inform future strategies to address individual differences in learning styles, ensuring that engagement remained high across diverse learner profiles. overall, maintaining or boosting this level of involvement would likely continue to lead to improved learning outcomes, making it essential to regularly assess and refine instructional approaches. research by fitzgerald and palincsar (2019) supports this by highlighting the importance of effective teaching practices, such as collaborative learning and projectbased approaches, which can significantly enhance pupils engagement across various disciplines. in line with this, the variable affective-emotional, got the highest mean of 3.25 (sd = 0.82), interpreted as high. this strong emotional connection may have been linked to a positive classroom atmosphere, where pupils felt supported and valued. teachers who fostered a sense of belonging and encouraged participation likely contributed to this high emotional engagement. creating a supportive and inclusive classroom atmosphere, using relatable and hands-on activities, and encouraging collaborative learning. when pupils experienced positive emotions during learning, such as successfully conducting an experiment or solving a problem, it can boost pupils’ confidence and foster a deeper connection to the subject and they were more likely to put effort into their studies and persevere through challenges. moreover, this finding indicates that emotional support was crucial for sustained pupils engagement. it also pa ge 95 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 87-98, 2025 highlights the importance of creating an environment where pupils felt safe to express themselves and were motivated to learn. fostering such emotional bonds could have improved not just short-term engagement but also long-term academic success and personal development. this is consistent with findings from attard et al. (2020), positive emotions are shown to significantly enhance both interest and deeper engagement with the subject matter. on the other hand, the variable cognitive engagement got the lowest mean of 3.20 (sd = 0.81), interpreted as high. this means that the slightly lower score in this area might have suggested that while pupils were engaged overall, they may not always be fully challenged or deeply immersed in the cognitive aspects of their tasks. it implies a need for more opportunities to engage in higher-order thinking, such as analysis, synthesis, and evaluation. this pointed to the importance of incorporating activities that challenged pupils intellectually and encouraged them to think more critically about the material. moreover, the gap between emotional and cognitive engagement could also have highlighted that while pupils felt emotionally connected, they may not always have found the content intellectually stimulating. a significant gap can occur when pupils feel excited about science activities but lack the strategies or support to fully engage with the content cognitively. bridging this gap requires teachers to design lessons that not only stimulate curiosity and positive emotions but also challenge pupils intellectually. adjusting teaching methods to include more thought-provoking tasks could have enhanced cognitive involvement, leading to a more balanced and comprehensive learning experience. gundaya (2023) found that critical thinking allows pupils to process information logically and prepare themselves for selfdirected learning. pupils with critical thinking skills can determine what information is important and what is irrelevant or not useful. as noted by kamarrudin (2023), fostering cognitive engagement through strategies that promote higher-order thinking skills is crucial in education, as it drives deeper understanding and mastery of the material. problem 2. how do the respondents assess their science performance skills in the first quarter based on remembering, understanding, applying, analyzing, evaluating, and creating? table 3: summary level of assessment of respondents’ performance skills variables mean sd interpretation remembering 3.92 0.97 high understanding 4.09 0.93 high applying 4.12 0.94 high analyzing 3.97 0.96 high evaluating 4.25 0.90 high creating 4.13 1.00 high overall 4.08 0.95 high legend: 4.50-5.00 outstanding/very high 3.50-4.49 very satisfactory/high 2.50-3.49 satisfactory/moderate 1.50-2.49 understanding/low 1.00-1.49 poor/very low table 3 shows the summary level of assessment of respondents’ performance skills in the first quarter with an overall mean of 4.08 (sd = 0.95), interpreted as high. it means that while the respondents were competent, there remained room for improvement to achieve excellence. it was possible that factors such as the availability of resources, the effectiveness of instructional strategies, or the complexity of tasks may have influenced this overall rating. a “good” rating signifies that the respondents were meeting expectations, but they may not have been consistently exceeding them. improving their skills could have potentially involved more targeted training or additional support to help them perform at an “excellent” level. moreover, achieving consistency in higher performance across various indicators may have resulted in better overall outcomes and more reliable performance over time. this aligns with fitzgerald and palincsar’s (2019) findings, which emphasize the role of collaborative learning and project-based approaches in enhancing performance skills by engaging pupils more effectively. increased engagement, as explored by mckellar et al. (2020), has been positively correlated with improved performance in various subjects, suggesting that fostering deeper involvement in learning activities could further elevate the respondents’ performance. further, the variable evaluating obtained the highest mean of 4.25 (sd = 0.90), interpreted as high. this means that respondents excelled in their ability to assess and make judgments about their tasks, possibly reflecting strong critical thinking and decision-making skills. the high rating in this area may have been due to well-structured opportunities for evaluative thinking within their environment, as well as effective guidance from mentors or supervisors. it also suggested that respondents were confident in their ability to analyze information and arrive at reasoned conclusions. strength in this area was critical, as the ability to evaluate situations effectively could lead to more accurate and successful pa ge 96 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 87-98, 2025 outcomes. it implied that the respondents may have been better equipped to handle complex, problemsolving tasks where judgment was key, potentially enhancing their overall productivity and contribution to the team or organization. lewis (2019) supports this by highlighting the significance of the evaluation phase in teaching, where pupils are encouraged to critically assess the information they encounter. likewise, the center for excellence in learning and teaching (2024) emphasizes that engaging pupils in evaluative tasks fosters deeper cognitive engagement, aligning with fredricks et al.’s (2019) findings that engagement is directly linked to higher academic achievement and critical thinking skills. furthermore, the variable remembering, got the lowest mean of 3.92 (sd = 0.97), interpreted as high. this means that while respondents were capable of recalling information, they may not have done so as effectively as they performed higher-order thinking tasks. also, remembering is considered the lowest indicator of mastery because it reflects only surface-level understanding and does not inherently demonstrate higher cognitive abilities such as application or critical thinking. several factors may have accounted for this, such as the way information was presented or retained, or possibly the frequency with which they were required to recall basic knowledge in their roles. memorization without deeper engagement can lead to short-term retention, where information is easily forgotten after assessments, making it ineffective for long-term learning and skill development. the rating indicated that while remembering was not a major weakness, it could have been an area of improvement. enhancing this skill could have contributed to better overall performance, as remembering basic information accurately formed the foundation for more complex cognitive tasks. by strengthening memory skills, respondents could have improved their ability to perform a wider range of tasks more efficiently and with greater consistency. krathwohl (2018) points out that memory retention strategies, such as mnemonic devices and repetitive practice, can significantly boost remembering skills. this is reinforced by lei (2018), who found that active participation in tasks that require memory recall, such as hands-on activities, enhances student engagement and supports long-term retention of knowledge. problem 3. is there a significant relationship between the learner’s engagement and their performance skills in science? table 4: correlation between the level of engagement of the learners and their assessment performance skills in science correlation performance skills o ve ral l e ng ag em en t r em em be rin g u nd er st an di ng a pp ly in g a na ly zi ng e va lu at in g c re at in g affectiveemotional pearson r 0.070 -0.001 0.136 0.131 0.147 0.148 0.182 p-value 0.327 0.994 0.054 0.064 0.038 0.036 0.010 s s s s s s s cognitive engagement pearson r 0.078 -0.013 0.149 0.207 0.194 0.248 0.249 p-value 0.272 0.850 0.035 0.003 0.006 <0.001 <0.001 s s s s s s s behavioral engagement pearson r 0.124 0.031 -0.019 0.208 0.125 0.120 0.170 p-value 0.080 0.661 0.785 0.003 0.077 0.090 0.016 s s s s s s s legend : relationship strength scale:1(perfect); p < 0.05 (significant) table 4 presents the correlation between the student engagement of the learners and assessment performance skills in science, revealing varying degrees of significance and relationship strength across different types of engagement. the highest correlation was between cognitive engagement and overall performance skills in science subject, which showed a weak relationship strength but was significant (r = 0.249, p < 0.001). the results indicate a significant correlation between pupils engagement and science performance, thus the null hypothesis is rejected. it also suggests that pupils who think deeply and critically about the subject tend to perform better in their assessments. this finding highlights the importance of encouraging pupils to engage in higher-order thinking, such as analyzing and evaluating scientific concepts. when learners actively participate in their learning process, they are more likely to understand complex ideas and apply them effectively. teachers can foster cognitive engagement by incorporating discussions, problem-solving tasks, and hands-on experiments into the curriculum. by creating an environment where pupils feel comfortable exploring ideas and asking questions, pa ge 97 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 4(2) 87-98, 2025 educators can enhance their academic performance in science. since cognitive engagement improves pupils’ capacity for critical thought, knowledge application, and the development of fundamental scientific skills, it serves as a motivator for high science performance. pupils’ ability to succeed in science learning may be limited if cognitive engagement is lacking, as performance abilities may continue to be underdeveloped. hence, encouraging participation and hands-on learning opportunities is essential for science education success. moreover, this connection between cognitive engagement and performance may encourage educators to prioritize strategies that stimulate critical thinking in their lesson plans. as pupils become more engaged mentally, they may develop a greater interest in science, leading to improved long-term outcomes. fitzgerald and palincsar (2019) supported this by demonstrating that projectbased learning strategies significantly improve cognitive engagement, which is crucial for performance in science. similarly, kamarrudin (2023) affirmed that higher-order cognitive engagement directly influences pupils’ academic success, particularly in science subjects. conversely, the lowest overall correlation was between behavioral engagement and overall performance skills, which shows significantly very weak relationship with (r = 0.170, p = 0.016). this suggests that simply participating in class activities or being present may not significantly impact how well pupils perform in the subject. it could mean that being engaged on a surface level does not lead to a deeper understanding or application of scientific concepts. pupils might attend classes and complete assignments without truly grasping the material. moreover, this situation points to the need for teachers to create more engaging and meaningful learning experiences that go beyond mere attendance. educators should consider implementing interactive activities that motivate pupils to engage more deeply with the content. this approach can help transform behavioral engagement into something more impactful, allowing pupils to connect their actions with their learning outcomes in science. lei (2018) highlighted that while behavioral engagement plays a role in pupils involvement, it is the depth of this engagement—such as hands-on participation in science activities—that has a meaningful impact on performance. fredricks et al. (2004) claimed that academic engaged time, that is, the amount of time pupils are actively involved, predicts academic achievement and engagement is directly related to learning outcomes. also, ozer (2018) emphasized that active participation in school-related activities improves behavioral engagement, contributing positively to overall academic achievement, even though the direct correlation may sometimes be weak. conclusion the study investigated the relationship between learners’ engagement and performance skills. results suggest that fostering emotional connections, cognitive engagement and behavioral engagement significantly impacts pupils’ success. educators can enhance both academic achievement and real-world skills by creating supportive learning environments, promoting higher-order thinking, and encouraging self-evaluation. the findings indicate a strong correlation between learners’ engagement and their science performance, leading to the rejection of the null hypothesis. recommendations based on the given conclusions of the study, several recommendations are presented: 1. teachers should incorporate more challenging and thought-provoking tasks in their lessons to enhance cognitive engagement. this can include open-ended questions, group discussions, and project-based learning that encourage pupils to think critically and deeply about the subject matter. by doing so, educators can create a more stimulating learning environment that fosters both emotional and cognitive investment in their studies. 2. teachers should adopt effective study techniques that enhance their ability to recall information. this can involve using mnemonic devices, summarizing key points after lessons, and practicing retrieval through quizzes and flashcards. by actively working on their memory skills, students can boost their performance across various assessments and retain information more effectively. 3. teachers should focus on enhancing the quality of interactions during lessons to improve behavioral engagement and overall performance skills. instead of just having pupils participate in activities, it is important to ensure that these activities are relevant and connected to real-world applications of science concepts. this can be achieved by incorporating hands-on experiments, group projects, and discussions that stimulate curiosity and critical thinking. additionally, teachers should provide timely feedback and create a supportive classroom environment where pupils feel valued and encouraged to share their ideas. by making learning more meaningful, teachers can foster a deeper understanding of science, ultimately improving pupils’ performance skills. references ahshan, r. 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(2020). the relation of social support and engagement in schools: a multi-contextual perspective. pa ge 1 pa ge 22 8 american journal of arts and human science (ajahs) the impact of social media on political mobilization in nigeria: a case study of the obidient movement wendy chinonyerem benaiah1*, dolapo osuntoki2 volume 3 issue 3, year 2024 issn: 2832-451x (online) doi: https://doi.org/10.54536/ajahs.v3i3.3336 https://journals.e-palli.com/home/index.php/ajahs article information abstract received: july 28, 2024 accepted: august 30, 2024 published: september 02, 2024 this study demonstrates how the social media can be used for political mobilization, using the obidient movement as a case study. the emergence of the obidient movement in nigeria has been intimately associated with the way in which the development of social media platforms has revolutionised political communication. this article looks at how social media affects political mobilisation in nigeria, with a particular emphasis on the remarkable role that technology-driven communication played in the obidient movement’s success. the conventional boundaries of political campaigning have been rewritten with the rise of social media, giving non-traditional influencers, grassroots activism, and digital activism a greater chance to shape political discourse and election outcomes. the study employed the uses and gratification theory, to deduce how citizens were mobilized via social media to join the obidient movement. to achieve this, the study relied on qualitative research method that examines and synthesizes extant literature on political mobilization and the particular relevant literature on social media and political mobilization. the outcome of the study shows that despite the proliferation of fake news and misinformation on social media, it served as a tool for political mobilization for the obidient movement, as obidients used social media to form alliances, crowdfund, mobilse political support and interact with a wider audience. by exploring the pivotal role of social media in the recent nigerian election, this article illuminates the transformative potential of these platforms in reshaping political mobilization and generating support for previously underrepresented political forces in the nation. keywords obidient movement, political mobilization, social media 1 pan african university institute of governance, humanities and social sciences, yaoundé, cameroon 2 nigerian institute of social and economic research, ibadan, nigeria * corresponding author’s email: wendychinonye@gmail.com introduction studies have demonstrated that social media plays a crucial role in determining the dynamics and results of electioneering in many regions of the world, indicating that social media’s growing influence in electoral politics is a worldwide trend (okoli & agantiem, 2023). globally, social media sites like facebook, instagram, and twitter have all contributed significantly to the success of political campaigns (okoro et al., 2019). the results of the most recent presidential elections in tanzania and kenya showed how important social media is to the political process itself (okoli & agantiem, 2023). according to nwoye and okafor (2014), social media and other social networks are becoming more important in nigerian politics, owing to the fact that social media allows internet users to communicate freely and virtually immediately with members of the political elite, wherever they are and at any time. social media has caused the world to transition from a global village to a global parlour, where decisions, mobilisation, and destruction with far-reaching effects are made from the corners of a big room with ramifications for both the national and international levels (mojeed-sanni, 2015). political parties and candidates around the world use a variety of platforms to conduct their political operations within the field of political communication (john & ibe, 2020). utilising social media sites on the internet to plan propaganda and campaign strategies has proven essential (bello, et al., 2019). electioneering campaigns and votescouting by political office-seekers and political parties are conducted by leveraging the numerous opportunities offered by social media to not only register their political interest and ambition but also persuasively appeal to be voted for, bringing a new dimension to political communication (john & ibe, 2020). friedman (2007), maintain that social media serves as the political stage for the majority of effective electioneering campaigns in the modern world, and social media is now the primary arena for both losing and winning elections. undeniably, utilising smartphones, computers, and other readily available communication devices, access to social media is easy and could be done anywhere ((edegoh & samson, 2014)). voters could use these devices to access any candidate and get details about them. according to abdulyakeen and yusuf (2022), all media platforms and their instruments are valuable assets that support democracy and good governance in the 21st century since they convey the public’s voice and opinions on political matters. additionally, there seems to be a connection between people’s political lives and the new media tools that are currently accessible, and this usually prepares the ground for a strong, participatory, and aggressive kind of political communication (chinedu-okeke & obi, 2016). while conventional media still remains the primary means of communication, social media has become a major tool in nigerian politics. the political class have been pa ge 22 9 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 228-238, 2024 criticized for controlling and owning nigeria’s traditional media, which includes radio, newspapers, and television. consequently, there has been a push for a change towards more interactive, less stringently controlled media that allows for user-generated content, eliminating the ownership influence that has plagued traditional media (john & ibe, 2020). in nigeria, social media has developed into an effective instrument for political campaigns, giving parties and candidates the ability to interact with voters, reach a large audience, and influence public opinion (agbim, et al., 2023). politicians and the public are utilising blogs, websites, and other social media platforms more frequently to address political issues as a result of increased computer and internet literacy, which points to a growing trend in internet use in nigeria (abdulyakeen & yusuf, 2022). this work attempts to investigate the impact of social media on political mobilization in nigeria, in order to ascertain the positive and negative effects, as well as proffer recommendations to address the dysfunctionalities inherent in the use of social media for political mobilization in nigeria. statement of the problem concerns over how and for what social and political purposes young people use media are growing as digital media has become more commonplace (abdulyakeen & yusuf, 2022). according to howell (2013), there is special interest in learning how civic engagement, knowledge, and involvement are fostered through participation in internet mediated environments. driven by the necessity for social connections in a mixed economy and the quick transition to a capitalist economic system, social media democratises and empowers human relations and draws support from people, governments, and businesses (abdulyakeen & yusuf, 2022). nigerian politics have become even more “mediatized” as a result of politicians using the internet to interact with their constituents (ajayi & adesote, 2015). there has been a notable rise in online and offline violent extremism all over the world, as the advent of social media platforms such as facebook, twitter, whatsapp, instagram, etc. have given rise to new problems as it concerns online hate comments (abdulyakeen & yusuf, 2022). bartlett and reynolds (2015) contend that violent extremists now effectively further their objectives by using social media platforms. they employ radical messaging in the media to sway young people in order to spread their harmful ideology and attract new members (van ginkel, 2015). the importance of social media cannot be overemphasized, as it has become a tool for political mobilization and altering public opinion and sentiments. realizing the effectiveness of this medium, some nigerian politicians quickly adopted and exploited it extensively for their political campaigns in the 2015 and 2019 general elections (abdulyakeen & yusuf, 2022). although the media are vital social forces that contributes to the success of democracy, social media is prone to misuse, limiting its benefit in promoting impartial and fair political campaigns. according to oyenuga (2015), web-based social networking proved to be an even more potent tool and deadly weapon during the 2015 general elections, as a variety of video releases, voice lines, feature reports, headlines, and broadcasts were used to disparage numerous political parties and individuals. previous studies have focused on the impact of social media on political participation across the various geopolitical zones in nigeria, as well as past general elections, however, this article explores the impact of social media on political mobilization, using the obidient movement as a case study. objective of the research 1. to evaluate the positive and negative impacts of social media on political mobilization in nigeria. 2. to assess the impact of social media on political mobilization in nigeria, using the obidient movement as a case study. literature review social media social media are “internet-based applications that allow the creation and exchange of content which is user generated,” (kaplan & haenlein, 2010). they stated that the earliest social media platforms were presented in 1979 by tom truscott and jim ellis of duke university, who built the worldwide discussion system usenet, and in 1998 by bruce and susan abelson, who started “open diary.” social media refers to online resources and applications that let people interact, create, share, and look for information. they provide people a chance to interact and exchange ideas, viewpoints, contacts, information, and experience. they are a part of a new wave of media that centres on social networking, giving users more freedom to express themselves, engage with friends, exchange information, and voice their opinions on the internet (john & ibe, 2020). these technologies are social because of their collaborative or interactive features (chatora, 2012). the advent of the internet and the world wide web gave rise to social media, often known as “web 2.0” websites that let users communicate with message senders (john & ibe, 2020). these media are defined by mayfield (2008) as “online platforms that promote participation, openness, conversation, and connectedness.”adibe, odoemelam, and orji (2012) highlight online content created using accessible and scalable publishing technologies, which promotes interaction and democratization of knowledge, making people both information producers and consumers. nwabueze (2012) notes that whereas “web 1.0” refers to the status of the web before 2004, “web 2.0” refers to the condition of the web from 2004 to the present, a period during which interactive websites arose. webbased communities, social networking sites video-sharing, sites, wikis, and blogs, are examples of web 2.0 sites (allen et al., 2011). prior to the advent of pa ge 23 0 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 228-238, 2024 “web 2.0,” the second phase of internet growth, in the late 1990s, users simply browsed with the intention of obtaining information by reading articles from various sources and viewing videos (kaplan & haenlein, 2010; adeyinka, 2016). as mcquail (2005) notes, the 21st century has seen an unprecedented shift in the technology of information and communication generation, processing, storage, and dissemination, opening up new media platforms that have never been seen before in terms of interconnectedness, interactivity, multiplicity, and accessibility. gevertz and greenwood (2010) defined social media as a platform for the dissemination of information using highly accessible publishing tools (web and mobile), which enable individuals to shift from being consumers of content to creators of it. with social media, communication is no longer unidirectional but rather multidirectional, including audience members as active participants rather than passive information consumers (thackeray & neiger, 2009). as a result of its design to facilitate all forms of computer-mediated, mass, and interpersonal communication, social media are regarded as the most interactive of communication media (spurgeon, 2008). when contrasting traditional mass media with digitally networked media, spurgeon (2008) highlights the significance of interactivity, asserting that more interactive communication systems are more adaptable to accommodate many forms of interaction and communication. popular social media platforms in nigeria include websites such as facebook, x, instagram, tiktok, whatsapp and youtube. these new communications and information technologies are beginning to enable advances in e-government, e-democracy and e-participation (aronson, 2005). according to olley and ekhareafor (2013), social media has emerged as the global engine powering social movements. aronson (2005) thus demonstrated that in addition to well-intentioned social movements, reformers, and activists, social media can also support ngos, businesses, terrorists, revolutionaries, fundamentalist religious leaders, fanatics of all colours, criminal syndicates, and political subversives. social media plays a crucial role in grassroots mobilization during election campaigns, enabling political parties and candidates to organize volunteers, coordinate activities, and rally supporters (agbim, et al., 2023). political mobilization political mobilisation in its strictest definition, refers to the process of creating collective actors and identities (martiniello, 2005). according to verba, schlozman and brady (1995), mobilization “have multiple meanings and, therefore, might lead to misunderstanding concerning the process we are discussing”. the deliberate process of involving citizens in politics is often referred to as political mobilization, and it manifests itself in member recruiting. a democratic society must prioritise political mobilisation, which is thought to be a critical function best carried out by political parties (conway, 1993). historian paul kleppner summed up this viewpoint in a 1982 paper, saying that: “mobilization of the mass electorate has always been, and still remains, contingent on the existence and vitality of political parties” (kleppner, 1982). political mobilization involves influencing individuals to participate in politics through various activities of institutions, organizations, social networks, and individuals (conway, 1993). social media’s advent has given rise to a new kind of political campaign and process that requires politicians to understand social media strategy in order to engage voters and advance their own interests as well as the interests of society at large (okoro, et al., 2019). social media platforms such as twitter have evolved into effective instruments for organising collective activities, distributing information, and shaping public opinion (agbim, et al., 2023). voter registration drives, doorto-door campaigns, neighbourhood get-togethers, and volunteer recruitment may all be done with its help (pérezmartínez, et al., 2017). in addition to the covid-19 lockdown, which have further increased social media’s appeal as a substitute social interaction and networking medium, nigerians’ increasing smartphone ownership has expedited the use of social media for electioneering (okoli & agantiem, 2023). twitter was utilized for promoting obedient movements in nigeria, providing a wider coverage and facilitating offline group formation for political campaigns, allowing candidates to directly engage with supporters and potential voters (agbim, et al., 2023). they are able to answer questions, address concerns, and give current information. (chinedu-okeke & obi, 2016). through the use of social media, the obidients were able to establish rapport with other followers, thereby promoting loyalty, inclusion, and trust, all of which facilitated the political mobilization process. twitter’s movements and hashtags influenced narratives, highlighted topics, amplified voices, encouraged debate, and allowed citizens to interact with decision-makers, and mobilize support for various causes (agbim, et al., 2023). the obidient movement utilised the internet so much that its level of mobilization and attacks on the ancient regime was incalculable (okwelum, 2023). theoretical framework: uses and gratification theory there are various accounts on the development of the uses and gratification theory (egede & chuks-nwosu, 2013). however, elihu katz, jay blumler, and michael gurevitch developed the theory’s fourth stage in 1974. early research concentrated on the propaganda and persuasive capabilities of the mass media; but, as time went on, attention shifted to the behavioural sciences in an attempt to explain the potential impacts of communications and the media on society (egede, 2013). on a macro-sociological level, lasswell (1948) established the concept of a four-functional interpretation of the media, namely the functions of surveillance, correlation, entertainment and cultural transmission for society and people. on the other hand, wright (1960) adds pa ge 23 1 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 228-238, 2024 the mobilisation function, expanding lasswell’s stance. according to the fundamental principles of the theory, people are drawn to a certain sort of informational media because it is easy to access and because they are satisfied with the particular content that reaches them. additionally, users at all levels engage in chosen processes of initiative. according to katz et al.,(1974), “uses and gratifications theory asserts that people are active users of media and select how they will use it”. this theory adopts a functionalistic approach to communications and media, contending that media’s primary job is to satisfy audience needs and motives (mehrad & tajer, 2016). the theory focuses on audience motifs and analyses message and social system, analysing users’ media seeker behaviour and satisfaction with its type, content, and method of use (mehrad & tajer, 2016). two major questions form the basis of the theory: 1) why are people attracted to certain media? and 2) what kind of satisfaction does media provide for people? (mehrad & tajer, 2016). the two questions posed in “use and gratification” will eventually define the benefits and drawbacks of using particular media opined balakrishnan and loo (2012), hence the relevance of this theory to the study. the question in katz (1959) is not, “what do the media do to people?” but rather “what do people do with the media?” according to the uses and gratification theory, the audience is crucial and determines what is desired from the medium in all cases (egede & chuks-nwosu, 2013). various criticisms of uses and gratification exist, particularly with its excessive presumptions, which wimmer and dominick (1994) identified as individual media choices, expectancies resulting from personal traits, social interactions, and environmental influences. cooper (1997) notes that communication researchers see the individual-level impact of media as a limited effect perspective, meaning that media only reinforces preexisting attitudes and behaviours. this is consistent with klapper’s minimal effects position (klapper, 1960). encouragement from supporters may strengthen the political beliefs and activities of the obidient movement, strengthening their commitment to the cause and fostering a sense of community (agbim, et al., 2023). the theory explicitly gives users direct authority, which makes it easy to deduce how citizens were mobilized via social media to join the obidient movement. most of the early researchers made little attempt to investigate the connections between the gratifications detected and the psychological or sociological origins of the needs satisfied (ruggiero, 2000). by using this theory to analyse the obidient movement, we can comprehend how and why social media aided the obidient movement in political mobilization, as well as to share their opinions with a wider audience, and have an influence on policy deliberations and public discourse. early in the history of communications research, an approach was developed to study the gratifications that attract and hold audiences to the kinds of media and the types of content that satisfy their social and psychological needs (cantril, 1942). this theory is pertinent to the study because it assisted in analysing how the obidients used social media to mobilise political support, by framing messages, interacting with the public, forming alliances and coalitions with other civil society organisations that share their goals, and organising men and other resources. materials and methods the study adopts a qualitative research design aimed at elucidating the impact of social media on political mobilization in nigeria, using the obidient movement as a case study. secondary data was analysed using thematic analyses to explain the subject matter. the study was strengthened by an extensive review of pertinent literature from diverse sources, including but not limited to scholarly monographs, edited volumes, peer-reviewed journal articles, and credible online repositories, to ensure a comprehensive coverage of the subject matter. results and discussion positive impacts of social media on political mobilization in nigeria social media’s emergence and widespread use as a tool for simultaneous global connection have paved the way for new initiatives to organise citizens around causes, leading experts to surmise that social media use may contribute to a more democratic society (john & ibe, 2020). although youth voices and engagement in government have been stifled by nigeria’s “hegemonic” communication system, technological innovations like social media have changed how people interact, changing the status quo and giving them a voice (abdulyakeen & yusuf, 2022). ezema and ezema (2023) discovered that social media platforms ranked highest in mobilising the residents of enugu metropolis during any form of elections than the faceto-face communication. politicians use social media in their campaigns since barrack obama broke new ground with his use of it in 2008, resulting in a dramatic change in the way political discourse is done. nigeria’s former president goodluck jonathan on wednesday september 15, 2010, made a bid for the presidency via facebook. within 24 hours of his announcement, his followers grew from 217,000 to 221,000, and on election day which was slated for april 16, 2011, he had over half a million followers (madueke et al., 2017). according to sumera, zaeem, and batool (2020), like, mentioning, tagging, posting, commenting, sharing, and following politicians on facebook and twitter are just a few of the ways that people are now often involved in online politics. similarly, jha and kodila-tedika (2019) assert that social media platforms empower politicians as well as citizens. enhanced communication and organization orji (2014) asserts that social media in nigeria has been an important tool for political communication since 2007. social media facilitates online connection and networking by enabling users to communicate via email pa ge 23 2 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 228-238, 2024 and instant messaging, exchanging ideas, events, activities, and interests within their own networks (okunna & omenugha, 2012). however, nigeria’s 2011 general elections marked the nation’s first real experiment in using social media for political engagement (okoro & nwafor, 2013). the interactive engagement between citizens and political officials is greatly aided by social media. through these communication channels, people can engage with their national, state and local officials. political entities use social media to interact with and push information to the citizen. it should be mentioned that social media is known for its interaction. these internet resources enable communication, encourages teamwork and freely disseminate knowledge, highlighting people’s ability and agency to participate in politics. candidates can share campaign messages, policy positions and engage with voters in real-time on social media due to its viral nature, enhancing their reach and impact (agbim, et al., 2023). social media platforms offer sophisticated targeting options, allowing candidates to customise their campaign messages to particular demographics, locations, or interests (stier, et al., 2018). this targeting capacity maximises the effectiveness of campaign activities by facilitating more efficient engagement with important voter groupings (agbim, et al., 2023). according to arthur (2012), social media has the ability to encourage public participation with institutions. social media has expanded the democratic role of media by facilitating synchronous and asynchronous interactions and acting as a forum for group discussion. social media provides a two-way channel of communication for political organizations and candidates, enabling them to interact with voters and the participants while receiving immediate or later feedback. according to zhang et al., (2010), there is a considerable correlation between greater civic participation and reliance on social networking sites. social media is another tool used by politicians and political parties to engage with the public and ask their support. voters and civil societies also use social media, including facebook, x (formerly twitter), youtube and whatsapp to share their polling experiences and results with their constituency before the official winner is announced. increased voters awareness and education political parties, candidates, and governmental agencies used social media platforms for awarenessraising and campaigning. according to dunu (2018), many politicians, including those running for governor, the presidency and other offices, used social media platforms to engage with voters and constituents during the 2011 general elections. in addition to enabling voters to make informed decisions about the parties and candidates they will support or vote for, the media helps her in her monitoring role (nwamara and etumnu, 2022). x and facebook seem to be the most popular used social media sites by political figures. carlos, et al., (2022) averred that twitter can enhance political engagement and voting turnout by improving voter education and awareness. twitter enables political candidates, parties, and activists to share information, mobilize support, and engage with a wide audience, thereby, transforming the political agenda; a role that was formerly dominated by television (agbim, et al., 2023). employing social media, politicians and their parties were able to disseminate messages and enlist a large number of volunteers to help with their campaigns. political campaigns create and utilise campaign-specific hashtags to amplify their messaging, increase interaction, and mobilise supporters (opeyemi, et al., 2018). hashtag campaigns increase awareness, create online dialogue, and mobilise support for specific candidates or issues (hadma, &anggoro, 2022). the nigerian independent national electoral commission (inec) made use of the chance to expand its social media presence and interact with users on facebook, youtube and x. with the establishment of inec’s situation room, individuals can now report misbehavior and voice concerns about the poll to the institution directly. the commission saw 25 million visitors on its website in just the first three days of the presidential election, and it received roughly 4,000 tweets during that time. over 70,000 nigerians were able to report occurrences directly to the commission by contacting them directly and receive the answers to their queries. furthermore, social media platforms enable two-way communication between candidates and voters, promoting inclusivity and allowing active participation in the political process through interaction, questions, and feedback. the youths have all combined their skills as journalists, analyst, authors, writers, programmers, photographers, content developers, advertisers, salesmen, and event managers into one profession without much formal training (okwelum, 2023). encouragement of political engagement citizens are empowered and mobilized by social media to participate in politics and to broaden the arena for political activity. they make it possible for digital citizens to engage in secure, private and interstate political dialogue and interactions. consequently, it is possible for citizens to encroach on public space with their messages. as a result, social media gives online citizens the ability to express, debate, contest, gather and challenge opinions. many observers noted how the tech-savvy younger generation effectively used social media, especially facebook and twitter, in all of the protests and mass movements to raise awareness and mobilise support (mokuye et al., 2023). the arab spring in tunisia, egypt and libya; the endsars movement in nigeria, as well as the anti-monarchical protests in eswatini are examples of social media movements that were birthed out of the desire to reform respective state governments. social media has developed into a powerful tool for political campaigns in nigeria, providing candidates and parties with new avenues for voter engagement, public opinion influencing, and political mobilization. through pa ge 23 3 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 228-238, 2024 social media sites like facebook, twitter, instagram, and whatsapp, political parties and candidates may interact directly with a sizable audience (shadrach and apuke, 2020). according to bukarti’s study, over 12 million new voters registered nationwide to vote, and over 78 percent of those voters were young people between the ages of 18 and 35. okwelum (2023) opined that the obidient movement did not only put non-state actors to the verge, they emerged as non-state actors throughout the electioneering period. encouragement of freedom of speech nigeria has witnessed a vibrant transformation in its political landscape, fuelled in part by the rise of social media. these platforms have transcended communication, powerful tools for civic engagement and political mobilization. according to tanja (2014), social media encourages more people to deliberate. the lowered hierarchies between information sender and recipient imply that common people can interact with authorities and with one another directly in addition to expressing their opinions. moog (2000), averred that the internet opens up new possibilities for citizens to engage in interactive debate, unmediated communication between political groups and prospective members and direct access to politically relevant material. social media emerged as a medium for fostering freedom of speech and communication between political agent and the citizens. the soro soke online radio of the endsars movement, as well as the use of the #endsars hashtag across social media platforms gave the movement momentum and broadened their reach. “obididients” such as aisha yusuf (quoted in akinsuyi, 2022) asserted that the “office of the citizen” is the highest office in the nation and that what they needed was not an emperor but a president who was answerable to the people. youths have become dominant in the information network and politicians now depend on them to communicate messages to the public, and act as conduits for public feedbacks. enhancement of political development and stability mahmud and amin (2017) support the theory that social media plays a major role in political development and stability by giving demonstrators access to effective, quick and reasonably priced instrument for enlisting, obtaining funds, disseminating information, holding group discussions and organizing for group action. unlike traditional forms of communication and organization, social media offers rapid and relatively inexpensive means for activists to connect with each other and reach a wider audience. this accessibility lowers barrier to entry for political participation, enabling even marginalized voices to be heard and amplified on global scale. furthermore, social media serves as a potent tool for fundraising, allowing activists to solicit donations and financial support from a wide range of sources. crowdfunding campaigns, digital wallets and online payment platforms facilitate pooling resources, enabling protesters to sustain their movements and amplify their impact over the long term. social media makes it feasible to track public opinion and reactions to political campaigns in real time (okoro and santas, 2017). parties and candidates can modify their strategies in reaction to how the public perceives their rhetoric, policies, and campaign initiatives. additionally, social media platforms allow for divergent viewpoints. all these joint efforts allow for stability before, during and after elections. social change social media can be used by individuals, groups, and independent candidates to change public opinion, contest prevailing narratives, and bring attention to crucial topics (mamman, 2019). twitter facilitates easy communication between users and the creation of narratives around political and policy issues (adam, et al., 2018). twitter is a social network for microblogging, user interaction, and content generation, allowing political activists and supporters to connect, plan, and coordinate grassroots events using hashtags (agbim, et al., 2023). the development of obi and the obidient movement as the third political force in the general election of 2023 was largely attributed to the internet’s accessibility and the growing importance of smartphones among young people (okwelum, 2023). in many parts of nigeria, icts have been instrumental in advancing democracy, and they appear to be rekindling hope for the nation’s social and political change (okoro, et al., 2019). organised by several tiny organisations with the intention of toppling the current systems, nigerian youths organized peace walks and online campaigns, particularly on twitter, using obi as a platform to voice their aspirations and rage (agbim, et al., 2023). negative impacts of social media on political mobilization in nigeria according to ademosu and oyeleye (2019), the proliferation of hate speech and false news in recent years is evidence that social media has caused societies to become even more divided and separated. hunter (1998), cited by salawu (2007), came to the conclusion that “the net is often given to inequality, an overabundance of meaningless information, and vitriolic, irrational discourse, contrary to utopian view of an egalitarian online world where information and conversation lead to a new and better democracy.” loss of autonomy and privacy according to bradshaw and howard (2019); fukuyama (2021), social media’s extensive data collecting techniques may make it more difficult for individuals to express their political opinions. social media sites use an attentiongrabbing tactic to increase interaction, but in the process, they compromise user autonomy and try to profit from people. distortion of political inclinations and viewpoints the propagation of false information on social media may impede citizen’s ability to form and express political pa ge 23 4 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 228-238, 2024 viewpoints. it is difficult to assess the true impact of political misinformation on people’s beliefs and inclinations, despite growing evidence that individuals are frequently exposed to it online (buchi et al., 2020 and fukuyama, 2021). there is evidence that misinformation has negative effects on certain populations and in specific context, even though it seems that its influence and reach have been exaggerated. voters can be misled or persuaded by disinformation and to encourage or discourage people from casting ballots, which in certain cases could affect the outcome of elections. dissemination of wrong information even though social media has many benefits for promoting democracy, good governance and politics, it can also be a very unstable place for political trends. social media, unlike traditional mass media, is democratic and unrestricted, therefore politicians may use it to spread false information about actual or hypothetical opponents in an effort to win people’ favour (alegu, et al., 2020). a politically motivated campaign or career might be fatally affected by a viral video of immoral behaviour or graphic sexual image (ajayi & adesote, n.d). one such instance was the widely disseminated false report that atiku abubakar, the people’s democratic party’s (pdp) presidential nominee, was gay (ajebode, 2018). furthermore, social media platforms often lack effective mechanisms for verifying the authenticity and accuracy of content, making them vulnerable to the spread of misinformation and disinformation. politically motivated actors may exploit this vulnerability to disseminate false or misleading information with the intent of undermining opponents or shaping public opinion. in such cases, even baseless allegations can inflict significant damage on a politician’s reputation or political movement, eroding trust in democratic processes and institutions. social media platforms were utilised throughout the 2019 election campaign to manufacture, disseminate, and propagate hate speech, fake news, extortion, and misleading information, all of which heated up the political atmosphere (nebeife et al., 2021). the obidient movement as a case study dollarhide (2021) underscored that social media is a computer-mediated technology that enables the exchange of ideas, concepts, and data by constructing virtual communities and networks. in nigeria, social media culture has already taken hold and been ingrained in many aspects of the country’s existence, as seen by the overwhelming amount of social media involvement during the 2023 election campaign (okoli & agantiem, 2023). social media platforms offer channels for democratic engagement (nebeife et al., 2021). these technological advancements have enabled political education, communication, and mobilisation, even as they have also limited civic engagement among the illiterate and less technologically savvy populace (okoli & agantiem, 2023). in terms of party politics, they give politicians and political parties legitimate venues to advertise their agendas and goals in an effort to garner voters’ patronage (okoli & agantiem, 2023). additionally, they provide voters a chance to question candidates and parties about their manifestoes and action plans (omotayo and folorunso 2020). although social media is still a relatively new tool in nigeria for electioneering, it has had a tremendous influence over time (omotayo and folorunso 2020). in nigeria, digital campaigning had a major role in the general elections of 2011 and by the 2019 elections, it has established itself as a dominating tradition in the electoral scene of the nation (okoli & agantiem, 2023). social media was utilised in that setting for party contestations, voter activism, and voter education in addition to being employed as a tool for voter canvassing (apuke and tunca 2018). the term “obidient” is a neologism used to characterise supporters and adherents of the “obidient movement” in nigeria.the obidient movement is a social media awareness campaign on various media platforms for the political aspiration of peter obi, the labour party presidential candidate in the 2023 nigeria election (agbim, et al., 2023). the movement is made up of young pro-democracy activists who mobilized support for peter obi, the labour party’s (lp) presidential candidate in the 2023 general election. in the first quarter of 2022, the “obidient movement” was established on mainstream social media, with majority of its ardent supporters being urban youngsters and intellectuals who appear to be anxious for a new, democratic nigeria (okoli & agantiem, 2023). moving away from conventional means of influence based on ethnicity, religion, and geographical zoning, the movement sought democracy and voter engagement. as obi and datti toured the nation, the campaign emphasised values like character, competence, youthfulness, integrity, and frugality (okwelum, 2023). the ‘obidient’ movement, made up of urban youth with access to internet literacy, sought to transform nigerian politics by endorsing a younger, more progressive candidate for president and using the 2022/2023 election cycle to force a significant change (okoli & agantiem, 2023). their unifying goal is to establish a new nigeria where candidates for public office must meet the requirements of competence, character, and competency rather than other primitive factors (mokuye et al., 2023). the term “obidients” refers to their discovery of these attributes in peter obi, the former governor of anambra state and labour party presidential candidate (mokuye et al., 2023). as events transpired, obi and the obidient movement emerged as the dominant political force in nigeria, announcing their presence on the country’s highest voting corridor, lagos-ibadan, demystifying, for the first time since independence and following the azikiwe-awolowo feuds, ethnicity and tribe in determining voting patterns in southern nigeria (okwelum, 2023). additionally, in the north datti ahmed’s bright qualities resonated and also de-shinned the renegade duo of tinubu-shettima pa ge 23 5 https://journals.e-palli.com/home/index.php/ajahs am. j. arts hum. sci. 3(3) 228-238, 2024 (okonkwo, 2023). the obidient movement comprised of professionals and intellectuals who are fed up with corrupt politicians driving nigeria towards collapse, wellknown celebrities with a sizable social media following, ethnic racists who view obi as the igbo president come to life, activists who refuse to forgive the political class for their part in the disastrous #endsars movement, and nigerians living abroad who want a credible leader to replicate the political climate in which they live (mokuye et al., 2023). during the early stages of the movement, many oldtime politicians ridiculed obi and questioned how he would win an election in nigeria using a social media group, as the movement was perceived as a social media frenzy with no physical presence (mokuye et al., 2023). when the “social media mob” started to organise and mobilise massive crowds for awareness marches and demonstrations around the nation, they were afraid (soludo, 2022). according to mokuye et al., (2023), obaseki and fani-kayode were the first group of politicians to see the movement’s rising popularity and impact as well as its potential to drive the old brigade out of politics. local chapters of the movement were formed around the nation and even in the diaspora, all the while maintaining their online operations (mokuye et al., 2023). they began a well-organized member mobilisation campaign and urged nigerians who hadn’t obtained or registered for their permanent voter cards (pvcs) prior to the end of the continuous voter registration (cvr) to do so, with the extension of the registration exercise following agitation and pressure from nigerians who would have been disenfranchised, to enable them install their candidate, mr. obi during the presidential election (mokuye et al., 2023). twitter was used to provide explanations on voter rights, voter registration, voter accreditation, and the electoral process. members of the obidient movement also posted election dates, polling units, and other documentation requirements via social media. the labour party, which had no political relevance since its formation, except a brief period of mimiko’s administration in ondo state, suddenly became a potent opposition group and a serious candidate for the presidency of nigeria because of mr. obi and the obidient movement (mokuye et al., 2023). the obidient movement contributed to the labour party’s third-place finish in the presidential race. previously without any elected members of the national assembly, the labour party currently boasts six senators, thirty-four members of the house of representatives, a governor (abia state), and several members of the house of assembly. conclusion social media is utilised legitimately, but it is also egregiously exploited and misappropriated. prior to the 2023 general elections, narratives and unsubstantiated materials that might violate public order were disseminated in a way that inflamed resentment and animosity among the political community. the narratives surrounding the campaigning, conduct, and outcome of elections were drastically altered by the general election of 2023 (okwelum, 2023). what started as a four-man tweet was to become a tsunami and before the wicked and unproductive politicians could know what was afoot, a nightmare of a movement on the doorway in nigeria (maduka, 2023). the movement, which comprised of young people who are dissatisfied with politics, leveraged social media and popular culture to transform the face of national leadership by rallying support for the labour party’s presidential candidate in 2023 (okoli & agantiem, 2023). young, media savvy supporters mobilized funds for the obidient campaign and elevated obi into a cult personality if not a saint (okwelum, 2023). the use of incendiary words like “labouring in vain”, “obidiots”, and “obituary” to disparage and mock the supporters of the obidient movement was common across social media platforms. their opponents were not spared, as the supporters of the all progressive party were accused of promoting islamic agenda, by presenting candidates of same religion in the presidential election. although much havoc may have been done through fake news and cloning of information, social media have proven beneficial in the political process exposing the very recesses of information in the travel of lightening (okwelum, 2023). references abdulyakeen, a., 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