The goal of this study was to examine these two values (utang na loob and gratitude) in terms of how they are understood by Filipinos and how they are manifested in the hope of delineating meanings and establishing links between the two construct. Using qualitative responses of Filipino respondents regarding their conception of utang na loob and gratitude, the following descriptions were identified: pagkilala (acknowledgement), pagtutumbas (reciprocity), and panlipunang gampanin (social responsibility) as conceptual meanings for utang na loob; and pasasalamat (thankfulness) and pagtutumbas (reciprocity) for gratitude. Reciprocity being found to be shared by two concepts was also analyzed and contextualized.

This paper reviewed 6 forgiveness studies that were made to understand Filipino forgiveness behaviors. The aim was to extract general Filipino values as well as the cultural values that Enriquez proposed in his theory of kapwa. Using combined qualitative and quantitative approaches in the research reports of those studies, the values that were salient in the experience of forgiving a transgressor were identified. Results showed that certain personal (open-mindedness and understanding) and interpersonal (smooth interpersonal relationship and justice) characteristics become evident in forgiving another a transgressor. Likewise, loob-related values were recovered from the analysis. The value of freedom was contextualized in terms of its function in the forgiveness experience. Finally, a value-based forgiveness model was proposed based on the results.

Conversations with 74 Filipino pre-service teachers from 10 Teacher Education Institutions in the Philippines were qualitatively analyzed to explore their experiences in college, their motivations as well as life events, which hindered them from pursuing the teaching as a career.The rich narrative data gathered in the study showed that financial and economic reasons, which include perceptions of insufficient salary levels, are driving the graduates away from teaching. Likewise, a mismatch between personal characteristics, including health issues related to the demands of the teaching profession, was crystallized. Although a number of the respondents admitted that they do not see themselves as teachers even if they were trained as such, yet, they expressed seeing themselves as part of the allied professions in teaching. The graduates reported that they applied for jobs related to teaching such as those involved in child-care, guidance counselors, librarians, teacher assistants, and other teaching-related professions. A myriad of possible reforms and initiatives were considered in the study to address these concerns. In the pre-service phase, reforms starting with the recruitment and selection of students, provision of scholarships for deserving students, institutionalization of career-oriented programs to sustain motivation to pursue teaching, and curricular reviews of the aspects of the practice teaching course, as well as the basic teacher competencies, are recommended. In the in-service phase, reforms in the hiring process, provision of in-service enticements for beginning teachers, and most of all, review of the starting salary of teachers are deemed necessary and timely.

This is a qualitative study which explores different factors affecting the career decision-making of Grade 10 students leading to a choice of becoming a teacher. A total of 388 students participated in the study with 40 students from Metro Manila who conveyed they are pursuing teaching as a career. Data analysis involved coding and categorizing of responses with defining of emerging themes related to students' motivation to teach. It had two levels of data collection: survey questionnaire to gather student's perceptions about teachers and teaching as a profession and a focus-group discussion to validate salient themes that emerged from the responses to the survey questions. The findings revealed that early exposures to the role of teachers and influence of close family members contributed to the preference to pursue education as a program in tertiary education . Moreover, the student-participants had positive regard for teachers and the teaching profession. The students described their teachers as having positive personal characteristics, which served as model for them. On the other hand, the positive and negative perceptions regarding the teaching profession surfaced. Lastly, the study recommends that orientation programs include parents of students and model teachers of the schools to strengthen the students' interest to pursue teaching.

The study explored attributes of Filipino learners from the lens of social and emotional development to provide up-to-date data on developmental tasks of Filipino children from kinder to Grade 10. Learners' attributes and developmental characteristics are important data in drawing program standards and learning area competencies in educational practice. Using the case study method with research techniques such as interview of students, teachers and parents, observation and survey of teachers, results reveal that Filipino learners can be at par with the characteristics and developmental tasks presented by educational theorist. However, there are distinct Filipino socio-emotional attributes which can become the bases of learning standards for Filipinos. A number of tasks of Filipino learners are shown within the context of Filipino culture and realities. Since this research is exploratory, new areas of study have emerged. Social and emotional components may be studied through language, stories and everyday life situations of children. Studies comparing the developmental characteristics of children and the competencies of various learning areas in the K-12 curriculum may also be investigated.