IntroductionHigher Education Institutions play a role in poverty reduction by implementing community extension programs focusing on capacity building and entrepreneurship training. Cebu Technological University programs offer these programs through various skills training to its targeted beneficiaries. This study aims to assess the community extension Micro-, Small and Medium-sized Enterprises (MSMEs) entrepreneurial activities concerning poverty reduction. The research participants are beneficiaries of community extension programs that primarily focus on capacity building and entrepreneurship training, and they eventually become entrepreneurs.MethodUsing a cross-sectional survey, 172 valid responses were analyzed, with entrepreneurship education (EE), budgeting financial literacy (BFL), access to credit facilities (ACF), and entrepreneurial performance (EP) as predictors of poverty reduction (PR). Results from Partial Least Squares - Structural Equation Modeling (PLS-SEM) generate insights from the seven hypothesized paths of the proposed model.Results and discussionFindings revealed that entrepreneurship education (β = 0.258, p < 0.05), budgeting financial literacy (β = 0.147, p < 0.05), and access to credit facilities (β = 0.541, p < 0.001) help reduce poverty. However, no significant relationship was found between entrepreneurial performance and poverty reduction (β = 0.132, ns) whose cause may be directly pointed to the pandemic's significant impact on MSME's entrepreneurial activities.ConclusionThis study confirms the importance of entrepreneurship education, budgeting, financial literacy, and credit access in promoting entrepreneurial success and reducing poverty.

Recent reports associate teachers’ turnover intentions as a response to disruptions and transition of the teaching-learning process (e.g., flexible learning) due to the COVID-19 pandemic. This study explores the antecedents of teachers’ intention to teach in a flexible learning system (FLS) and their turnover intentions via an extended theory of planned behavior (TPB). Using a cross-sectional survey, 417 valid responses were analyzed to model this phenomenon, with self-efficacy and digital nativity as antecedent variables and job satisfaction and organizational commitment as predictors of teachers’ attitudes. We also examined whether the intention to teach in FLS is moderated by age. Results from Partial Least Squares-Structural Equation Modeling (PLS-SEM) generate insights from the 12 hypothesized paths of the proposed model. We uncover salient findings such as (1) the extended TPB model explains 61% of the overall variations of intention to teach in FLS, (2) attitude is positively explained by job satisfaction and organizational commitment, (3) digital nativity and self-efficacy positively influence the attitude, subjective norm, and perceived behavioral control in the context of teaching in FLS, with perceived behavioral control as the strongest predictor of teaching intention, (4) the negative relationship between intention to teach in FLS and turnover intention of teachers, and (5) age has no moderating effect on the teachers’ intention to teach in FLS. Some practical insights and future research works are outlined in light of these findings.