Teaching Internship is an integral journey for pre-service teachers, providing a platform to apply academic knowledge in the workplace. However, emotional experiences are prevalent during the internship, posing challenges for pre-service teachers. Consequently, this study aims to understand the emotional experiences of pre-service teachers during their internship and assess how it impacts their performance. The current study employed a qualitative method, adhering to a multiple case study design. Ten (10) fourth-year elementary pre-service teachers from Immaculate Conception College of Balayan Inc. (...) were selected using purposive sampling technique. Then thematic analysis was utilized to analyze the data. Results revealed that participants experienced both positive and negative emotional experiences that challenge their self-confidence, time management, teaching abilities, and relationship with cooperating teachers and students. These results indicate that emotional experiences are highly evident during teaching internship. With this, the suggested advocacy plan in this study proposes interventions such as seminars, workshops, and tours to enhance the emotional resilience, emotional support, and emotional management of pre-service teachers. Furthermore, future research is advised to utilize diverse methodological techniques and include a larger sample of pre-service teachers from various majors to encompass broader perspectives on the discussed topic, building upon the findings of the current study. (shrink)

This study is intended to measure the readiness of the public elementary school heads on the principles of sustainable leadership. This study utilized the mixed-method design. Creswell & Clark (2017), defined mixed methods research as a research approach that combines both qualitative and quantitative methods in a single study to gain a more comprehensive understanding of a research question or topic. This approach allows researchers to leverage the strengths of both qualitative and quantitative methods. The following major findings on the (...) quantitative aspect are: the school heads are slightly ready on the worldview principle while moderately ready to influence and complexity. However, they are highly ready to network, self-leadership, and work across boundaries. Positive themes emerged for the qualitative part with the results as: improved communication, increased motivation, and enhanced creativity. It can be concluded that the school heads are slightly ready when it comes to worldview principles. The SDO should create capacity training that could increase the readiness of the school heads on this principle of sustainable leadership. (shrink)

Capacity-building projects are crucial for developing the skills of indigenous communities, fostering sustainable business growth, and empowering individuals. However, women in the Higaonon community had limited access to modern technologies and business management training. To address this gap, a project was implemented by the Non-Timber Forest Products- Exchange Programme (NTFP-EP), in collaboration with the Food Technology Department of Bukidnon State University. After several years of implementation, the project’s impact on the community remained uncertain. To evaluate this impact, a convergent mixed-methods (...) research study was conducted to assess the project’s impact on the socioeconomic well-being of Higaonon women and the effectiveness of the trainings in enhancing their financial management and technology operation and maintenance skills. The study was grounded in the theory of change framework. Participants were members of a Higaonon women-led social enterprise. Descriptive analysis revealed that the trainings were highly effective in addressing the women’s capacity- building needs. Thematic analysis yielded four relevant themes: empowerment and improved livelihoods, capacity building and skill development, challenges and opportunities, and community development and sustainability. A joint display analysis further confirmed that the trainings’ effectiveness aligned with the capacity building and skill development theme. These enhanced skills empowered women, improved their livelihoods, and opened new opportunities to overcome challenges. The improved financial literacy, technical skills, and business management capabilities have the potential to contribute to the long-term sustainability and prosperity of the community. Future research could explore the scalability of this social impact to inform policy and practice in community-based enterprise development. (shrink)

This is a study of Roman adaptations of Stoic doctrine that seeks to portray a model of the self functioning as a mediator between philosophical and traditional values (1). The author’s aim is ‘to let the Roman Stoics’ self arise out of a comprehensive analysis of their extant philosophical work and to conduct that analysis from the vantage point of the specific question of social embeddedness. Such an approach yields a Stoic self that is constituted by the encounter between challenges (...) and normative expectations’ (2). Overall, this aim is met. The Roman Stoics referred to are Seneca, Musonius Rufus, Epictetus, Marcus Aurelius, and to a lesser extent Hierocles, who ‘all had to come to terms with the sociopolitical challenges of imperial Rome’ (3). The tame thesis advanced is that the doctrine of these Roman Stoics ‘shows a distinctive pattern of emphasizing social responsibility’ (3). This social responsibility includes commitments to the political community, marriage, and parenthood. (shrink)