Predictors of Success in Advance Higher Education: A Case in Northwest Samar State University, Philippines

Patimo, Donald M.; Lucero, Ma. Bernadette A.

doi:10.46303/ressat.2021.3

Cited by 6 publications

(7 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Educators play a significant role in preparing our youth as they make important decisions about education, work, and life (Patimo, 2021). Educators serve several other purposes in schools.…”

Section: Engagement Of Educators In Private Family Business Schools: ...mentioning

confidence: 99%

See 1 more Smart Citation

Engagement of Educators in Private Family Business Schools: The Role of a Healthy Leadership Environment

Kambi Masha,

Bwowe,

Nikisi

2023

BEL

View full text Add to dashboard Cite

Educators play a crucial role in youth preparation, education, work, and life. They manage classroom environments, engage learners, and act as leaders. The public education system in South Africa is facing a crisis, with private family business schools (PFBSs) emerging. Educators in South Africa face challenges in youth preparation, education, work, and life, requiring a healthy leadership environment to manage classroom environments and engage learners. Thus, a healthy leadership environment is essential for educators to feel involved in their work. However, low employee engagement levels can lead to economic challenges such as unemployment, poverty, and inequality, exacerbated by illiteracy. This paper summarises the arguments and counterarguments within the scientific discussion on the issue of the significance of apt leadership for employee engagement. The aim of the paper was to examine the extent to which leadership predicts levels of engagement of educators in private family business schools. The relevance of this scientific study is that it gives key information to leaders in private family business schools on how leadership is paramount for educators to be engaged. The investigation of the topic in this study is carried out in the following logical sequence: Introduction, literature review, methodology, data analysis and results, discussion, recommendations, conclusion, limitations, future research, acknowledgements and research funding and references. The study followed an explanatory, non-experimental research design using a positivist research paradigm and approached this study from a unique axiology, ontology, epistemology, technique, and rhetorical stance that set the tone for ontological, epistemological, methodological, axiological, and rhetorical positions. Using a census sampling technique, data was collected using structured, self-administered, emailed, and drop-off questionnaires. This study’s hypothesis was tested using appropriate inferential statistics. Non-parametric analysis techniques were used to test the research hypothesis. The research empirically confirms and theoretically proves that leadership predicts engagement levels of educators in PFBSs. The results of the study can be helpful to leaders in private family business schools in the Eastern Cape Province, South Africa and other regions of the world.

show abstract

Section: Engagement Of Educators In Private Family Business Schools: ...mentioning

confidence: 99%

“…Educators Should be Engaged. Educators influence youths to make important decisions about education, work, and life (Patimo, 2021). They implement curricula (Carl, 2018), understanding and engaging learners' classroom participation (Mokoena, 2019).…”

Section: Whymentioning

confidence: 99%

Engagement of Educators in Private Family Business Schools: The Role of a Healthy Leadership Environment

Kambi Masha,

Bwowe,

Nikisi

2023

BEL

View full text Add to dashboard Cite

show abstract

“…ASEAN countries should leverage such sociocultural assets; ASEAN countries should also look at the best practices of countries that have already implemented Education 4.0 as a normalized way of teaching. What the lockdown of COVID-19 has revealed was that teachers were not prepared for a massive digital transformation of their curriculum, but given the right "stress," were able to cope and thrive, used many assessments online to facilitate self-directed learning that, when given more hands-on tools, can spearhead Education 4.0 -like instructions as of the new normal (Patimo & Lucero, 2021). The evidence speaks for itself; if done by others, it can be done in the Philippines when the proper assessment for readiness, assessment for Education 4.0, and the tactical protocols and policies are implemented.…”

Section: Education 40mentioning

confidence: 99%

Extent of Readiness and Challenges of Teachers of the Fast Learners in the Implementation of Education 4.0

DAVIS

2023

AIDE-IRJ

View full text Add to dashboard Cite

The study aimed to investigate the readiness of teachers of Fast Learning Pupils in implementing Education 4.0 and further examine teachers’ challenges in robotics, the internet of things, digitization, teleconferencing, and automation. The research was made up of a descriptive correlational research design and included seven (7) schools offering Special Education (SPED) classes in Mindanao, Philippines. There were 55 teachers included in the study. The research findings reveal significant differences in the extent of readiness among faculty members in the implementation of Education 4.0 when grouped according to select profile variables. There are also significant differences in the extent of readiness of faculty members along “positive and challenging learning environments”, “professionalism and communication”, “people management,” and “emotional intelligence” when grouped according to sex. There is a relationship between “level of professional and instructional knowledge”, “positive and challenging learning environments”, “complex problem solving”, “coordinating with others”, and “cognitive flexibility” when respondents are grouped according to their present employment status. The study established an association between the implementation of Education 4.0 by the Teachers of Fast Learners and their identified challenges. The study concludes that, generally, the Teachers of Fast Learners in Mindanao are very ready to implement the provisions of Education 4.0 but have been confronted with challenges in robotics, digitization and internet of things, aside from connectivity issues, and diversity of pupils’ needs and interests. It is therefore recommended that the DepEd and the LGU if funds allow, must provide teachers with sophisticated and updated technologies to use in instruction and to be given the training to foster metacognitive learning among students. The concerned agencies must peruse the proposed intervention plan in this study to pave the way for its implementation.

show abstract

“…The concerns expressed by both participants are evidence that pre-service teachers struggled with the adaptation to the school environment due to the conditions enforced by COVID-19, especially on issues that relate to classroom discourses. Many people have looked up at teachers with beaming awe and high regards, strongly believing in them, and placed their confidence in them, assuming that they would find the ways and means to reach out to students amidst difficulties and go through the rigours to reach out to students effectively (Patimo & Lucero, 2021). The current methods used in the training of pre-service teachers thus fail to cater to the need for pre-service social inclusivity, especially as schools are flexible environments dictated by the circumstances of the period.…”

Section: Tsotetsi Ct and Mile Sa Mentor-mentee Experiences Amidst Covid-19: A Teaching Practice Case Studymentioning

confidence: 99%

Mentor-Mentee Experiences Amidst COVID-19: A Teaching Practice Case Study

Tsotetsi

Mile

2021

RESSAT

View full text Add to dashboard Cite

Preparing student teachers for the world of work is seen globally as a challenge. This research aims to explore mentors and mentees experiences in teaching practice during the COVID-19 period. In order to explore the challenge in this study, the following research question guided the paper: What are the teaching practice experiences of mentors and mentees at a school during COVID-19? The research question is a result of limited research done on the experiences of two groups during COVID-19. Informed by the realist social theory, we generated data via telephonic interviews with mentors and mentees in one school. The data was generated through semi-structured Interviews and thematic analysis was a method employed in the analysis of the data. The results present challenges experienced by mentees which, amongst others, include a feeling of inadequacy or a lack of confidence in their abilities to bring about order to the classroom and a feeling of being excluded in meetings and extra-curricular activities. On the other hand, mentors receive mentees without any prior warning or without arrangements made to accommodate them and the absence of the university officials except for assessment. Based on the results, a collaborative approach should be employed to deal with some of the challenges experienced by mentors and mentees.

show abstract

Predictors of Success in Advance Higher Education: A Case in Northwest Samar State University, Philippines

Cited by 6 publications

References 15 publications

Engagement of Educators in Private Family Business Schools: The Role of a Healthy Leadership Environment

Engagement of Educators in Private Family Business Schools: The Role of a Healthy Leadership Environment

Extent of Readiness and Challenges of Teachers of the Fast Learners in the Implementation of Education 4.0

Mentor-Mentee Experiences Amidst COVID-19: A Teaching Practice Case Study

Contact Info

Product

Resources

About