This study sought to identify the perspectives of public high school teachers in Kasiglahan Village National High School on the existing school culture, teacher professionalism and K-12 educational reform. The study employed narrative inquiry as a qualitative method of research. There were 32 teacher-respondents in the study. These teachers were the ones handling grade 7 and grade 8 under the K-12 educational reform. There were seven interview questions presented. The first interview question was made to gather the profile of the respondents. The second interview question was prepared to get the perception of the respondents on teaching professionalism influenced by personal factors, the third interview question was asked to get their perspectives on teaching professionalism by interpersonal factors. The fourth was to get the dominant school culture as perceived by the respondents. The fifth was made to gather their perceived status of K-12 educational reform. The sixth and seventh were made to ask the respondents of the perceived effect of the educational reform to their teaching professional and the existing school culture. The respondents perceived that the new curriculum, K-12, gave way for better school culture. As they mentioned, the new curriculum paved way for cooperation. It affected their professional relationship and created a climate that searches for professional growth. They accepted that the established comfort for the new curriculum leading to professional stagnation was disturbed enabling them to move into action. Involving this, they had to communicate, collaborate and build partnership with fellow teachers. The findings affirmed the concepts that surface throughout the study. These were the perspectives of the public high school teachers specifically from Kasiglahan Village National High School about school culture, teacher professionalism and the K-12 educational reform.

Leadership succession in the public schools has been quick due to the retirement of Baby Boomers and the addition of senior high schools through Republic Act 10533. Leadership succession in schools, even if it creates a great impact on the school, has not been studied, especially on the school principal's own perception of this phenomenon and how they face the various challenges of the new school. This study described the lived experiences of school principals using a transcendental phenomenological approach during leadership succession. Face-to-face and online interviews were conducted with 12 public secondary principals in Luzon, the Visayas, and Mindanao, with criterion sampling as a guide. Most of the participants faced many challenges with the school principalship in the new organization. Variables related to leadership succession - student achievement, school culture, mentoring programs, District Office and their hiring procedures, etc., were included in the study. Using the Simplified Data Analysis by Creswell, a conceptual framework emerged describing the overall essence - EMBRACE of leadership succession. Each letter of EMBRACE represents a theme of the phenomenon - Empowering the Teachers and Staff, Modelling as a Good Leader, Brainstorming with the Stakeholders, Reflecting on Various Issues, Adapting to the New School, Challenging the Many Problems, and Evolving for Better Leadership Skills. Another layer of analysis was made, and 11 challenges emerged. The principals used the 7 themes in EMBRACE as thematic solutions to face these 11 challenges in the new organization. These 7 themes and 11 challenges were also incorporated with the DepEd's latest framework - the Philippine Professional Standards for School Heads (PPSSH) 5 main domains to check on its validity. EMBRACE and the 11 challenges may be used by the public school principals to tighten the contextual problems of leadership succession.

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.