This study covered 237 students of Angat National High School in Taboc, Angat, Bulacan-Philippines particularly the students of Junior High School department for the 2nd Grading Period of the Academic Year 2017-2018. This was delimited to 40 percent sample randomly chosen from the population of 581junior high school, and the 237 parents of the total student respondents. Descriptive correlational method of research was utilized in this study with questionnaire as the main instrument for gathering data. Academic performance was quantified using the grade point average of students in Mathematics. 23 students or 9.7 percent were in the "advanced proficiency level in Mathematics. Generally, the overall performance of the students in Mathematics may be described as "approaching proficiency. The results of analysis of variance revealed and F-ratio of .990 with associated probability of p=.422 which indicates that the parental involvement strategies like mentoring, parental involvement initiatives, awarding scheme and achievement recognition affect the academic performance of the students in Mathematics but not to a significant extent. Since the associated probabilities of the coefficients were found to be higher than the significance level set at .05, it was found to be non-significant. The null hypothesis is sustained. Conclusions were drawn and recommendations were offered.

Teaching is a complicated and a multifaceted task. However, to some people, it may never be a daunting task if they have the passion for teaching. Many admit that it may never be a lucrative profession but the rewards and joys of teaching are innumerable and intangible. Teaching may not also be the choice of those who take education course but they are just forced to take it because there is no other choice. Teachers’ attributes are assumed to be predictors of personal and professional success. It is in this contention that the researcher wanted to explore the thoughts of the 20 incoming freshmen about ideas of good teaching and attributes of good teachers. The only instrument employed in this research was the closed-fixed interview that covered both factual and meaning-generation level. The researcher used the informal-conversational interview where there were no predetermined questions asked, in order to remain as open and adaptable as possible to the interviewee’s thoughts and priorities. All interviewees were asked the same questions. Responses were analyzed and categorized as ABC’s of teachers’ personal and professional attributes. Conclusions were drawn and future research directions were offered.

In a democratic society, people make decisions on the benefit of and justice to the majority. Justice is taught in the classroom if it is reflective of gender equality. Gender equality in the classroom means creating a learning environment in which students are participants, in which all positions are equally respected without necessarily being equally valued. The researchers used the 32 student participants from Bachelor of Technical Teacher Education (BTTE) in the College of Education of Bulacan State University-Pulilan Extension during the 1st semester of school year 2019-2020. A descriptive-correlational method was utilized; Pearson r was used to determine the relationship between gender equality and justice teaching. Also, z-test was used to test the significance. When it comes to gender equality, empowerment (EMP) stood out among the five dimensions. In terms of teaching justice in the classroom, both inequality (INE) and bigotry (BIG) were on top of discrimination (DIS). It was found that there is a moderate positive correlation between gender equality and justice in the classroom. For these findings, the researchers concluded that 1) empowerment dominates gender equality in the classroom; 2) both inequality and bigotry are evident in the classroom; 3) since there is a moderate positive correlation between gender equality and justice in the classroom, the researchers rejected the null hypothesis. Conclusions were drawn; and recommendations were offered.

The curriculum is a breathing and ever-changing document reflecting current trends and needs of high school students, teachers, administrators or even the institutions. All have a tremendous effect on the required subjects and the knowledge that high school students must take and have to be effective on the job and in college. Change in curriculum includes innovation, development, and adoption. It encompasses both planned and unplanned changes and can occur at the level of the classroom, school, or whole education system. Teachers may find that changes accompany one’s teaching from time to time. In fact, curriculum change mainly involves teachers, schools, and the community. It is expected that the associated changes are instrumental in enhancing the professional growth of both the teachers and schools involved. Changes in the curriculum thereby are assumed to be a complicated process that can be influenced by many of factors. Apart from giving an account of the basic concepts of change and curriculum implementation, this study identified various models of change. High school teachers and administrators must be diligent in their pursuit of updating, revising and adding additional curriculum, strategies of curriculum implementation. Using mixed method with the utilization of questionnaires and interview protocol as techniques for data collection, the processing of two (2) sets of data, the researcher verified and strengthened the result of the reinforcement. He, too, used the descriptive method to describe record, analyze and interpret existing conditions to manipulate nonmanipulated variables. Aimed at identifying changes and challenges provided for chances in the implementing of Senior High School (SHS) Program in SUCs in Region III revealed teachers’ coping mechanisms that called for innovativeness, flexibility, resourcefulness and strategic preparation of syllabi, course outlining and grounding of instructional materials for teaching. Administrators hand in hand with mentors made a lot of adjustments with the implementation of the new program.

To contain the spread of corona virus, the Philippine government officials ordered the cessation of classes; so, people had to stay at home. But, classes had to continue via online platforms. However, as pre-service teachers grow in their profession in their practice teaching, they must see the transition of such growth in experiences during their pre-service training, practice teaching or practicum in the university. Particularly in this study, the researcher described the thoughts of 20 BEED 4A students as key informants who were in their terminal year (graduating---4th year) in the College of Education---Pulilan Extension of the Bulacan State University---Philippines, during the 2nd semester of School Year 2021-2022. The researcher used the mixed method research (MMR) to collect and work with non-numerical data to interpret meaning from these data that help her understood transition experiences through the study of their narratives and metaphorical drawings. The pre-service teachers’ online teaching persona includes flexibility, adaptability, technological adequacy, and the belief that teaching is about student learning, their mastery of the material, and the development of cognitive skills. Based on the metaphorical drawings, the participants revealed their teaching persona, including the image of climbing a ladder, riding a Ferris wheel, growth and development, and trying to put pieces in a puzzle; they disclosed that their teaching persona is influenced by flexibility and transformation. Succinctly, their selfefficacy is with very great quality.