ADVERSITY QUOTIENT®, EMOTIONAL QUOTIENT AND ACADEMIC PERFORMANCE OF FILIPINO STUDENT-PARENTS

This study is descriptive-correlational research aimed to determine the significant relationship between Emotional Quotient, Adversity Quotient®, and the Academic Performance of Student-Parents. Chi-Square Test was utilized to test the significant relationship among variables. Purposive sampling was employed since there are only thirty (30) identified student-parents enrolled in the university. The General Weighted Average (GWA) during the second semester of AY 2016-2017 of the respondents was used to determine their academic performance. Based on the findings of the study, the majority of the student-parents are in their late 20’s and early 30’s, female, Education students, in their lower year, and have 1 – 2 children. These results suggest that the student-parents are in their matured ages since almost all of them are returnees. The respondents reported that they have a high level of emotional quotient. Therefore, the study revealed that there is no significant relationship among student-parents’ emotional quotient, adversity quotient, and academic performance. Hence, researchers fail to reject the null hypothesis. The researchers strongly recommended that the university should devise a program for student-parents dealing with life adversities. Similar studies may be conducted to explore more studies concerning adversity quotient® using other variables not included in this study

KNOWLEDGE, SKILLS AND ATTITUDES OF TEACHERS ON INCLUSIVE EDUCATION AND ACADEMIC PERFORMANCE OF CHILDREN WITH SPECIAL NEEDS

The study aimed to determine the knowledge, skills and attitudes of teachers on inclusive education and academic performance of children with special needs in public elementary schools in the District of Bay. It utilized the descriptive-correlational and descriptive survey method to test significant relationship among teachers’ knowledge, attitude, and skills in inclusive education and pupils formative and periodical test performance. The respondents of the study are the selected inclusive education teachers or the SPED teachers of the Bay District and Division of Laguna. The statistical treatment applied are r- value, p-value, mean percentage and frequency.  It sought to identify and answer the mean level of the demographic profile of the respondents and knowledge, skills and attitude on inclusive education and academic performance of pupils with special needs in terms of formative and periodical test.The study has proven that there is significant relationship between and among the knowledge and attitude of the respondents and inclusive education. Therefore, the hypothesis is rejected. Based on the findings and conclusions of the study it is highly recommended that: The schools practicing inclusive education must prioritize teacher applicants with experience in dealing with students with special needs. The school administration must provide more trainings in inclusive education to general educators who are teaching students with special needs. There must be more evident collaboration among the local community education committee, parents, teachers and the school in addressing the concerns of inclusive education in the school level

A Correlational Study on Mindset, Grit, and Adversity Quotient of Pre-Service Teachers: Evidence in Philippines and Hongkong

Understanding pre-service teachers' mindset, grit, and adversity quotient boosts their morale, confidence, and self-esteem as future educators. This descriptive-correlational research determined the relationship between the aforementioned constructs of pre-service teachers in the Philippines and Hong Kong. The respondents of the study were 155 pre-service teachers from two Asian countries. The data were gathered through answering an online questionnaire generated through Google forms and disseminated through e-Mail and messenger on social networking sites. The responses from the respondents were automatically stored at the Google drive application. The standardized questionnaires were used in the study. The respondent's mindset was assessed using Dweck's Mindset Instrument (DMI). In terms of grit, it was measured using Duckworth's Grit-Short Scale, and the respondent's adversity quotient was examined using The Adversity Quotient Profile® 9.1 by Dr. Paul G. Stoltz. The majority of the pre-service teachers in the two Asian countries are dominated by female students with an ideal age bracket suited as university students possessing a growth mindset. Students with a growth mindset have displayed a higher level of grit and adversity quotients than those students with a fixed mindset. This study concluded that mindset and adversity quotient is significantly associated. Hence, stakeholders involved in the development of 21st-century learners should promote the mindset, but they may also develop other essential parallel variables, such as the adversity quotient, to encourage them to be desirable attribution necessary for being global and competitive citizens of the society

e-Work Self-Efficacy digital competence and work engagement of teachers in public secondary schools from two provinces in the Philippines

This descriptive-correlational research design aimed to determine the significant relationships between e-Work SelfEfficacy digital competence, and work engagement of teachers in secondary schools in the Philippines. The respondents of the study were 244 teachers from public secondary from two provinces. They were selected through Simple Random Sampling. The study was conducted via online forms. The gathered data were treated using statistical tools such as Mean, Standard Deviation, Pearson r, Hayes Process, and Multiple Linear Regression. The results of the study suggest that enhancing e-Work Self-Efficacy and digital competence may lead to increased work engagement, which could ultimately lead to better job performance and satisfaction in the context of remote work. The results of moderation analyses revealed that the respondents’ profile age, length of service, and academic rank significantly moderated the relationship between e-Work Selt-Efficacy and work engagement. Hence, the hypothesis stating that the respondents’ profile variables do not significantly moderate between e-Work Self-Efficacy and work engagement and also the hypothesis stating that the respondents’ profile variables do not significantly moderate between digital competence and work engagement of the respondents were both partly upheld. The result of regression analysis identified that digital competence singly predicted the Work Engagement of the respondents. Moreover, the regression further revealed that digital competence and e-Work Selt-Efficacy, in combination, predict the work engagement of the respondents. Hence, the hypothesis stating that the respondents’ profile, e-Work Self-Efficacy and digital competence do not significantly predict their work engagement was partly upheld