Financial literacy refers to the awareness and knowledge of business and finance, financial capability, money management, and financial planning, which is a vital tool for retirement preparedness. This paper has investigated the level of retirement preparedness of the UB Employees vis-à-vis their level of financial literacy. The study applied a quantitative approach, utilizing the descriptive-normative survey method with a modified survey questionnaire. The quantitative data collected were coded to ensure the confidentiality of the data. The analysis, comparison, and checking for similarities or differences in financial literacy in correlation with retirement preparedness were statistically treated using the Pearson Product Moment Correlation, Chi-Square, and t-test. Based on the results, showed that there is a negative correlation between financial literacy and the level of retirement preparedness. In conclusion, a high level of financial literacy does not translate to preparation for life after employment. Young professionals are slightly more financially literate than their older counterparts. However, most of them do not have any investments allotted for retirement. Implications of this study would serve as the basis for attaining the employees’ goal for their retirement preparation and will form part of their corporate social responsibility (CSR) project for the employees.

Financial literacy refers to the awareness and knowledge of business and finance, financial capability, money management and financial planning, which is a vital tool for retirement preparedness. This paper has investigated the level of retirement preparedness of the UB Employees vis-à-vis its level of financial literacy. The study applied a quantitative approach, utilizing the descriptive-normative survey method with a modified survey questionnaire. The quantitative data collected were coded to ensure the confidentiality of the data. The analysis, comparison and checking for similarities or differences on financial literacy in correlation with retirement preparedness were statistically treated using the Pearson Product Moment Correlation, Chi-Square, and t-test. Based on the results, it showed that there is a negative correlation between financial literacy and the level of retirement preparedness. In conclusion, a high level of financial literacy does not translate preparation for life after employment. Young professionals are slightly financially literate than their older counterparts. However, most of them do not have any investments allotted for retirement. Implications of this study would serve as the basis in attaining the employees' goal for their retirement preparation and will form part of their corporate social responsibility (CSR) project for the employees.International Peer Reviewed Journal

Parenting styles provide the emotional climate for interaction between parents and children and have a significant impact on the family’s quality of life.   School performance is considered as the adolescents’ capacity to interact effectively with the school environment by getting the general point average of their grades in the four quarters of School Year 2018-2019.  This paper examined the effects of parenting styles on self-esteem and school performance among the Senior High students of Tubigon, Bohol, Philippines. The study utilized the descriptive normative survey method of research in gathering data through the use of a standardized survey tool in getting the parenting styles and self-esteem of the respondents. Data mining or desk review was conducted in securing the academic performance of the Senior High School of Tubigon, Bohol. Data were processed using averaging, Freeman Halton Test, Kruskal-Wallis test, and Chi-Square. The majority of the 400 respondents yielded similar results in the four parenting styles, first is authoritative in both mothers (52.5 percent) and fathers (46.5 percent). It is followed by the permissive, father (21.5 percent), and mother (17.8 percent). It is followed by ambivalent parenting with fathers (18.8 percent) and mothers (17 percent). The majority (75.5 percent) of the respondents have high self-esteem. Almost a fourth (24.5 percent) had average self-esteem, and no one reflected low self-esteem. Nearly half (45.8 percent) of the total number of respondents had satisfactory school performance, more than a third (36 percent) had an outstanding rating, above a tenth (14 percent) had Very Satisfactory, and very few reflected Fairly Satisfactory (4.3 percent) results. The result of the Freeman-Halton test revealed that there is no statistically significant association between the fathers’ and mothers’ parenting styles and the age groups of the respondents. The Chi-square test revealed that the parenting styles of both the father (X2=7.717, df=3, p<0.10) and the mother (X2 =7.683, df=3, p<0.05) are statistically associated with the sex of the respondents. As to the relationship between self-esteem and academic performance, chi-square revealed a significant result. There is strong evidence of a difference (p-value < 0.05) between the mean ranks of at least one pair of the indicated categories. There is strong evidence that suggests that parenting styles have some bearing on how students perform at school.

Service Quality simply means “service meets customer satisfaction.” It has a role in analyzing the difference between customer expectations and the company’s perception of the service provided. The study aimed to determine the Service Quality Performance of the Work scholars of the University of Bohol. It further aimed to analyze their respective IQ and academic performance as predictors of service quality. Using a quantitative method approach with the aid of a standardized questionnaire on the 22 Statement SERVQUAL Model, the study involved 131 working scholars from the University of Bohol. Results showed that the Work Scholars were excellent (Composite Mean = 3.58) on the service quality performance as assessed by themselves, while their direct heads rated them as very satisfactory (Composite Mean = 3.17). Also, the academic rating of the working scholar contributes to the level of the service quality performance they deliver from their respective office assignment. Lastly, there was a slight difference in the perception between the working scholars and their direct heads.

Behavioral leadership styles refer to the behavioral approaches faculty members applied in the classroom.  Job performance is the sum total of a teacher’s execution in their classes. This study aimed to determine the behavioral leadership styles in relation to faculty members’ job performance in the three selected colleges, namely the College of Arts and Sciences, Teachers College, and College of Business Administration of the University of Bohol during the school year 2012 – 2013 and benefits in the process of devising mechanisms to improve quality of behavioral styles to job performance. Quantitative descriptive studies were utilized employing a standardized tool to determine the behavioral leadership styles of the faculty, the researcher-made questionnaires for the profile, and documentary analysis taken from the data of the University Human Resource Office was used in determining the job performance of the teaching employees and In-Depth-Interview (IDI) among faculty members of the three colleges. It made use of frequencies, percentages, and Chi-Square. Results showed that leadership style is not a predictor of faculty’s job performance. However, the job performance of the faculty with a task-oriented leadership style is significantly better than the people.