Evangelization is the primary purpose of Catholic education. However,due to the depreciation of moral values brought about by secularismand globalization, the identity and mission of Catholic schools arecompromised. Thus, this paper primarily intended to assess the levelof quality of Catholic education in a Diocesan School in accordance tothe five domains of the Philippine Catholic Schools Standards (PCSS). Aquantitative study was used through a standardized survey questionnaireto gather data from 337 respondents―administrators, teachers,non-teaching personnel, students, and parents of the school. Usingdescriptive and inferential data analyses, the results revealed that theDiocesan school adheres to the quality standards for Catholic educationbut needs to continuously improve to meet the highest possiblestandards. Of the five (5) domains, learning environment was rated highby respondents while leadership and governance ranked low. Moreover,the study showed that parents have significantly higher assessmentcompared to other respondents in terms of assessing the quality Catholiceducation of the institute. The findings further affirmed the importantrole that administrators play in the effective management of school toachieve quality Catholic education and to ensure operational vitality inresponding to its evangelical mission. Hence, the active involvement ofthe members of the school community to this effect.

Spirituality is essential among students in their pursuit of meaning and beliefs. However, in public schools, values and religious education are less focused, compromising students' spiritual well-being. Thus, this study assessed the degree of spiritual well-being of senior high school students of public schools in Bacolod City, Philippines in terms of religious and existential well-being. It also compared the spiritual, religious, and existential well-being assessments. A quantitative design gathered the data from 335 students. Using the descriptive and inferential analyses, the results revealed that the students' spiritual well-being was moderate. Also, their religious well-being is high, while existential well-being is moderate. It indicates the need to effectively hone the students’ values to recognize their life’s purpose and satisfaction. Meanwhile, there was no difference in their spiritual, religious, and existential well-being. Thus, values and religious formations are highly encouraged to guarantee the students’ spiritual well-being.

Aims: This study assessed the degree of school climate and extent of teacher leadership of Catholic schools in Antique, Philippines. It also investigated the difference in the school climate when assessors were grouped according to the designation. Likewise, it correlated the teachers' age, sex, employment status, educational attainment, and professional status with the teacher leadership. Finally, it determined the relationship between school climate and teacher leadership. Methodology: The study utilized the descriptive-comparative and correlational design. The respondents were 486 administrators, teachers, and students of these Catholic schools during 2020-2021. It employed the adopted school climate questionnaire and standardized teacher leadership scale in gathering the data. In data analysis, Mean, Standard Deviation, Frequency Count, Percentage Distribution, Rank, Kruskal Wallis, and Spearman Rank Correlation were used. Results: Generally, the school climate (M=2.87, SD=0.56) is very satisfactory with relationship (M=3.02, SD=0.66) as the highest and physical resources aspect (M=2.73, SD=0.69), the lowest. The teacher leadership (M=3.03, SD=0.56) is practiced to a great extent with community (M=3.16, SD=0.62) as the highest and policy (M=2.96, SD=0.65) and professional learning (M=2.95, SD=0.64), the lowest. It also showed that there was no difference in school climate assessment [H(1)=0.688, P=.407]. Regarding the correlation, there was no relationship between age [ρ(153)=-0.020, P=.808], sex [ρ(153)=0.076, P=.350], employment status [ρ(153)=0.036, P=.657], educational attainment [ρ(153)=0.140, P=.082], professional status [ρ(153)=-0.028, P=.730] and teacher leadership. Meanwhile, there was relationship between the school climate and teacher leadership [ρ(484)=0.605, P=.000]. The top school climate challenges are teaching strategies, academic loading, and physical environment. In terms of teacher leadership, the top issues are teacher evaluation, professional development support, communicative relationship, and teacher involvement and recognition. Conclusion: Establishment of a healthy and supportive Catholic school environment is vitally essential both in maintaining the school climate and in mobilizing the teachers in their exercise of leadership.

Aims: This paper described the availability of students’ learning environment in physical education under modular instruction in terms of exercise and dance in a public school in Negros Occidental, Philippines during the school year 2021-2022 when they were taken as a whole and grouped according to sex, parents' highest educational attainment, and family income. Likewise, it described their learning motivation both intrinsic and extrinsic. Lastly, it described their challenges in environment, content, teacher, learner, and technology. Study Design: The study utilized the quantitative design particularly the descriptive approach. Place and Duration of Study: The study was conducted among the students of a public school in Negros Occidental, Philippines during the school year 2021-2022. Methodology: Using the validated and reliability tested questionnaires, the study was responded by 264 grade 10 students determined through stratified random sampling. The instrument was assessed using the scale: 1-strongly disagree, 2-disagree, 3-neutral, 4-agree, and 5-strongly agree. In terms of data analysis, mean and standard deviation were utilized to describe the three constructs. Results: The students’ availability of learning environment facilities in physical education under modular instruction in terms of exercise (M=3.93; SD=0.52) is rated with agreeable result. In the availability of learning environment facilities relative to dance        (M=3.88; SD=0.63), it was rated with agreeable result. Finally, the overall availability of learning environment facilities (M=3.91; SD=0.53) in physical education under modular instruction is rated with agreeable result. Meanwhile, the students’ intrinsic motivation (M=4.30; SD=0.60) is rated strongly agree. Their extrinsic motivation (M=4.09; SD=0.67) in physical education is rated agree. Finally, the overall students’ learning motivation (M=4.19; SD=0.60) in physical education is rated with agreeable result. The students’ challenges in learning physical education (M=3.31; SD=0.84) is rated neutral. The top challenge is the students’ difficulty in understanding the lessons in dance (M=3.69; SD=0.96) with agreeable result. The least challenge is on the students’ existing health conditions and diseases (M=2.29; SD=1.27) with disagreeable result. Conclusion: The success of physical education modular instruction highly depends on the availability of environment facilities as manifested by the favorable space and adequate learning resources. Also, when the students’ intrinsic and extrinsic motivations are in place, quality physical education instruction is guaranteed.

History is essential in the curriculum. The Readings in Philippine History (RPH) syllabus and instruction should be advanced. However, curricular changes and the pandemic affected the instruction. Thus, this study reviewed the course specification and syllabus of RPH among higher educational institutions in Kabankalan City, Philippines. Anchored on the CHED recommended syllabus in RPH, the study reviewed the course and determined the areas for improvement. Likewise, it identified the best practices and challenges. Using a descriptive design and employing purposive and stratified sampling, 269 external reviewers, teachers, and students reviewed the study. The mean, frequency count, rank, and percentage distribution were employed in data analysis. Generally, the course adheres to the standard. However, the main issue is students' learning readiness and the misalignment of teachers' specialization. Thus, a strong foundation on Philippine History among the students is necessary to ensure quality. Also, the retention of qualified teachers is essential in advancing the instruction.