Learners with disabilities (LWD) experience difficulties which may persist throughout their lifespan. Like other individuals, LWD also face challenges as they prepare for their future. As such, important elements have to be considered in making decisions about and preparing for a career. For learners with disabilities (LWD). however. the disability itself becomes an important consideration before a placement decision is made. This research studied the career preparation of LWD. specifically. the elements that contributed to their decision to pursue tertiary placement as a career option. Using a sequential exploratory mixed method research design. quantitative and qualitative data was collected and analyzed. Quantitative data was gathered through a survey of 18 learners with autism, attention deficit disorder (ADD) and attention deficit/hyperactivity disorder (AD/HD) and 50 parents of learners with disabilities (PL.WD). Qualitative data was gathered through interviews. The results generated through thematic analysis showed the following themes: a) assessment. b) intervention. ¢) academic placement, d) personal and family perceptions, and e) home and community resources as elements that LWD and PLWD considered in making career decisions. All data gathered was utilized to construct a framework that described factors considered in the career preparation of learners with disabilities.

The general purpose of this study was to generate a theory on work passion development in schools. The study explored the concepts of work passion through the educational administrators’ life experiences and the influence of their work environment.

Constructivist grounded theory design was used on ten (10) school heads from private schools in Antipolo City and public schools in the Province of Rizal. Purposive sampling was used for the first set of qualified respondents, while snowball sampling was used for identifying the remaining participants who provided saturation of data.

The data was collected through semi-structured interview and the curriculum vitae that provided information on the profile of the school heads. Analysis of data followed the “three generic stages” considered as the open coding, focused coding and theoretical coding, and was validated by means of comparison to the existing knowledge found in the literature.

Results showed that work passion can be developed and maintained among aspiring and practicing educational leaders through stages named as (1) selfimprovement coming from within, (2) support and trust from influential individuals, (3) strengthened work commitment that is purpose driven, (4) skills enhancement, and (5) significant contributions through positive results.

This investigation also determined the general methods of exemplifying work passion in schools, the positive outcomes of work passion to an organization, and helpful ways to maintain work passion in schools.

The study is recommended to be evaluated by the school policy makers based on looking at individual characteristics that affect the overall productivity of an organization. The school administrators could also use this study to reflect on understanding the concept of work passion and its effect on individual performance and organizational success. Lastly, researchers could use the findings to study relevant issues on human behavior and organization, culture, and climate in schools, and educational leadership.

This study investigates the enhancement of self-efficacy among public-school elementary teachers through Cognitive Behavior Therapy (CBT). It addresses four research questions: (1) self-efficacy levels and concerns, (2) strategies for addressing self-efficacy concerns, (3) changes in self-efficacy after CBT, and (4) a proposed CBT-based guidance program.
Using a mixed-methods explanatory design, 101 teachers from five schools in San Jose del Monte, Bulacan, participated. Out of the 101 teachers, 5 agreed to undergo counseling sessions using Cognitive Behavior Therapy. The quantitative analysis of the results of the New General Self-efficacy Scale reveals the teachers' moderate to high self-efficacy levels. The Wilcoxon signed-rank test confirms significant improvement in self-efficacy scores post-Cognitive Behavior Therapy. Prominent teachers’ concerns include responsibilities, computer knowledge, aging, and task alignment. Strategies like seeking help and adjusting workloads are adopted. Cognitive Behavior Therapy sessions yielded a substantial score increase, supported by positive shifts in perspectives. This study contributes to the understanding of teacher self-efficacy and provides practical insights for educators, administrators, and policymakers seeking to promote teachers’ psychological well-being and professional effectiveness. Furthermore, it highlights the potential of Cognitive Behavior Therapy as an effective intervention for enhancing self-efficacy and addresses the need for tailored guidance programs to support teachers' holistic development.

Efforts to reform Philippine education include the inclusion of students with disabilities in general education settings. This study explored how the cooperating teachers mentored student teachers in handling learners with disabilities, and gifted and talented learners (LDGTL) in regular classrooms during their practice teaching. The student-teacher participants were from a Teacher Education Institution in Manila and were mentored by the cooperating teacher participants of three public schools in the National Capital Region. A TRAINing model for beginning teachers was developed through single-case study approach that employed coding, within-case analysis, and cross-case analysis. The internship model highlighted themes that captured the concepts and practice of inclusive education and mentoring in the course of the practice teaching, Challenges, processes and success indicators in mentoring, in the context of inclusive education were also revealed. The study revealed a mismatch in the conceptualization and practice of inclusive education where mentors inadvertently limit the participation and achievement of LDGTL. Mentors were also found to be unequipped in handling inclusion in the regular classroom and this was evidenced by the inefficiency of their mentees, thus, mentoring was not enough to prepare student teachers for inclusion. The developed internship model was recommended as baseline information for policy makers and education leaders in strengthening the capacity of both pre-service and in-service teachers towards the implementation of inclusive education.

Contemporary literature reveal a robust number of curriculum implementation models focused on the change process occurring among schools. With this, there is a need to reflect at the curriculum implementation using the lens of classroom instruction in order to provide insights as to procedures and processes happening the implementing the intended curriculum. This study developed a conceptual model drawn from the current problems and issues in the curriculum translation and actual implementation of selected schools in Quezon City. The study involved three phases. The first phase involved key informant interviews with school administrators (n=18) as well as administration of survey questionnaires and focus group discussions with teachers (n=36) from 6 participating schools, composed of public and private schools. From the analysis of the preliminary data gathered, the researcher conducted field testing to a group of school administrators and teachers (n=191). Using principal component analysis and exploratory factor analysis, 8 elements emerged namely: translation presage, professional expectations, teacher’s profile, teacher’s beliefs, instructional designing, pre-instructional plan, teachers, and administrators. Based on these elements, an initial version of the proposed conceptual model was developed following the work of Saylor, Alexander, and Lewis (1981). The last phase involved a model validation workshop involving experts. Comments from the model] validation workshop were used to revise the proposed conceptual model. The results of this study delineates curriculum translation and actual curriculum implementation, which is often meshed in literature. The developed conceptual model for curriculum implementation can be useful for both school leaders and teachers as the elements of the conceptual model reveal the different elements affecting curriculum translation (translation presage, professional expectations, teacher’s profile, teacher’s beliefs, instructional designing, and pre-instructional plan) and actual curriculum implementation (administrators and teachers). These elements can inform decision-making of school administrators and teachers regarding the implementation of their respective school curricula.