DESENVOLVIMENTO E PRÁTICA CONSCIENTES DO AUTOCUIDADO: UM GUIA PARA ESTILO DE VIDA SAUDÁVEL

The study is focused on mindful self-care development and practice as a guide to healthy lifestyle where it examines self-care and mindful development and practice among health care professionals. It also examines the challenges on mindful self-care development and practice among the respondents, and addresses self-care and mindful development and practice as guide to a healthy lifestyle. The research design employs the qualitative descriptive approach which deals with the Focus Group Discussion (FGD). The participants of the study are the various health care professionals, and clinical psychologists from the various professional allies where it comprised ninety (90) respondents only. Results show that the study creates relaxation through their own hobbies, show to practice exercising their body and mind, show to acknowledge difficulties and challenges with passion and faith that they can surpass such situation, show that people are confident in expressing their thoughts and feelings, honestly of saying yes or no depends on the situation where they believe that in expressing their feelings would free them from any stress, show that most of them need a manageable time frame and maintenance for the support and structure, and show that they need to exercise thought of being calm because it is needed to maintain self-care development and support.O estudo está focado no desenvolvimento e prática consciente do autocuidado como um guia para um estilo de vida saudável onde se examina o autocuidado e o desenvolvimento e prática consciente entre os profissionais de saúde. Ele também examina os desafios do desenvolvimento e prática de autocuidado entre os respondentes, e aborda o desenvolvimento e prática de autocuidado e de autocuidado como um guia para um estilo de vida saudável. O desenho da pesquisa emprega a abordagem descritiva qualitativa que lida com a Discussão do Grupo de Foco (FGD). Os participantes do estudo são os vários profissionais de saúde e psicólogos clínicos dos vários aliados profissionais, onde o estudo incluiu apenas noventa (90) respondentes. Os resultados mostram que o estudo cria relaxamento através de seus próprios passatempos, mostra para praticar o exercício de seu corpo e mente, mostra para reconhecer as dificuldades e desafios com paixão e fé que podem superar tal situação, mostra que as pessoas estão confiantes em expressar seus pensamentos e sentimentos, honestamente dizer sim ou não depende da situação em que acreditam que ao expressar seus sentimentos os libertaria de qualquer estresse, mostra que a maioria deles precisa de um período de tempo e manutenção gerenciável para o apoio e estrutura, e mostra que precisam exercitar o pensamento de estar calmos porque é necessário para manter o desenvolvimento e o apoio do autocuidado

REFLECTIVE WRITING PERFORMANCE OF STUDENTS IN THEIR ENGLISH FOR ACADEMIC PURPOSES AND STUDY SKILLS (EAPSS) MODULE

English for Academic Purposes and Study Skills (EAPSS) is a module that develops skills of students in terms of their listening, reading, reflective writing and in their oral presentation. It supports and motivates students in their skills in learning the module through strategies and academic achievement. The study aims to identify the reflective writing performance of students in their English for Academic Purposes and Study Skills (EAPSS) module along the area of comprehension, key points, language proficiency, organization, and reliability. The study employs the quantitative descriptive approach as this design is judgmental. It provides a better analysis on the study under investigated. It elaborates the methods of research in the reflective writing and performance of the students. The respondents of the study are the students in Gulf College who are officially enrolled in English for Academic Purposes and Study Skills (EAPSS). They belong to Level 3 Block 2 for the academic year 2019-2020. The study comprised of Thirty (30) respondents only. Random Sampling is utilized in the study to assess the sample size of the study under investigated. It is focused on the variables of the comprehension level, key points, language proficiency, organization, and reliability on the assignment of students in their reflective writing journal under the English for Academic Purposes and Study Skills module and to achieve the desire sample size of the study (Gregoire, and Affleck, 2018). Result shows that performance level of students in their English for Academic Purposes and Study Skills (EAPSS) in the area of comprehension is satisfactory which means level of performance is moderate, key points is satisfactory which means level of performance of students is moderate, language proficiency is satisfactory which means level of performance of students is moderate, organization is satisfactory which means level of performance of students is moderate, and reliability is poor which means level of performance of students is low.  Article visualizations

TEACHER THEORY AND ADAPTABLE MODEL: AN APPLICATION TO TEACHING PROFESSION

The application of teaching profession in the teacher theory and adaptable model defines a teaching work and features that involves the change, novelty, and daily basis of uncertainty. The change is effectively a response to the necessary adaptability among teachers in their function and healthy effectiveness in their work. It assesses the various approaches and adaptability to describe the practice and implication on the development of teachers’ relevance to the knowledge for further experiences. It provides adaptability and technological impact and change in the teaching process. On the other hand, the teacher theory and adaptable model in the application of the teaching profession refers to the following acronym, T stands for Talent, E stands for Enthusiastic, A stands for Adaptable, C stands for Creative, H stands for Honest, E stands for Effective, and R stands for Resourcefulness where the approach and the process consider teaching and learning perspective manner considering the student performance in the learning process. The teaching provides rich knowledge of the profession of teachers as specialists in molding and shaping the future of students in their professional fields. Moreover, the teacher theory and adaptable model cycle highlights the characteristics and features of expert teachers to include content knowledge, extensive pedagogy, diverse learners, adaptation, problem solving strategies and techniques, decision making, event classroom perception, context sensitivity, and respect for students. It stresses the knowledge that holds teachers in the academic assimilation and highlights knowledge in the classroom practical experiences. Furthermore, the application of the theory and adaptable model in the teaching profession is very essential in the structure and understanding the domain of learning and teaching as to affective, cognitive, and psychomotor domains in different approaches of teaching as to student reinforcement and learning guide, make relevant learning meaningful, foster learning, self-direction, and incorporate interes t and prior learning knowledge.  Article visualizations

ADAPTIVE THEORY APPROACH IN LEADERSHIP: A GUIDE TO EDUCATIONAL MANAGEMENT SYSTEM AND MECHANISMS

The study aims to examine the process of adaptive theory in leadership as a guide to educational management mechanisms in terms of qualities and characteristics of leadership, challenges of leadership, strengthening accountability in leadership, problem solving process in leadership, and decision-making process in leadership. Quantitative research design is employed in the study. It adopts the pedagogical immersive method in education and in leadership mechanisms that constitutes challenges in the educational leadership theory and mechanism. Convenient sampling technique is also employed in the study. It is a non-probability technique sampling where the number of selected respondents is utilized in the study. The study comprised thirty-two (32) respondents only. Results show that qualities and characteristics of leadership foresees the change and understanding of the process in the educational system for a reluctant behaviors as a leader and teammates, and understands gradually the persistence and process of the pressure and willingness to handle the situation, challenges of leadership focuses on effective teachers and effective leaders in a broader principles and competency in learning and teaching in an instruction vision and practice and to innovate change for leaders to enact new resources in the educational system in creative challenges for new development realities and solutions to work, strengthening accountability in leadership recognizes accountability on hard work, doing the right thing, avoiding pinpointing responsibility, and ensure precautionary measures in a better relationship in the school organization and educational system and innovates change and behavior in the educational system that brings the organization in a significant and competence in the management for the quality of education, problem solving process in leadership focuses and defines a problem, and diagnoses the symptoms of the situation to include the techniques in solving in the process of the expected outcome and analysis and to provide a better solving skills in problem solving in ever changing environment in the school organization or educational setting, and decision making process in leadership conceptualizes the decision making and the style in effective leadership as creative approach and brainstorming in the problem or issues, and provides decision making and proper analysis style in the best outcome of the process in leadership for direct observation in the educational system. Findings show that there is a significant correlation on the process of adaptive theory in leadership as a guide to educational management mechanisms as observed by the respondents.  Article visualizations

Adaptive Theory Approach In Leadership: A Guide to Educational Management System and Mechanisms

The study aims to examine the process of adaptive theory in leadership as a guide to educational management mechanisms in terms of qualities and characteristics of leadership, challenges of leadership, strengthening accountability in leadership, the problem-solving process in leadership, and the decision-making process in leadership. The study employs a quantitative research design. It adopts the immersive pedagogical method in education and leadership mechanisms that constitutes challenges in the educational leadership theory and mechanism. The study employs a convenient sampling technique. The study comprised thirty-two (32) respondents only. Results show that qualities and characteristics of leadership foresee the change and understanding of the process in the educational system, understand the persistence and process of the pressure gradually. Willingness to handle the situation and leadership challenges focus on effective teachers and effective leaders, the principles and competency in learning, innovate change for leaders to enact new resources in the educational system in creative challenges for new development realities and solutions to work. Strengthening accountability in leadership, ensuring precautionary measures in a better relationship in school organization and educational system and innovating change and behavior in the educational system, and diagnosing the symptoms of the situation to include the techniques in solving the expected and decision-making process in leadership style in the educational system. Finally, it explores the adaptive theory application in leadership as a guide in the educational management system and mechanisms to provide suggestions and follow-up for further study and development

UTILIZAÇÃO DE CURSOS DE ACTUALIZAÇÃO NA AVALIAÇÃO E FACILITAÇÃO DA APRENDIZAGEM DO PROFESSOR (OFÍCIO) PARA PROFISSIONAIS DESENVOLVIMENTO DAS FACULDADES

The study aims to identify the utilization of course refresher in assessing and facilitating teacher-learning (CRAFT) for professional faculty development and analyses what makes utilization of course refresher in assessing and facilitating teacher-learning (CRAFT) becomes professional faculty development such as role, understanding, expectation, development of trust and respect, organizational and institutional development culture, and perspective faculty success. Mixed method is utilized in the study through Focus Group Discussion (FGD). It is a combination of quantitative and qualitative research. Likewise, purposive sampling is employed in the study. It is appropriate in collecting the sample population of the target population. It is subjective sampling, selective, and judgmental. The study comprised one hundred seventy-five (175) respondents only. Results show that utilization of course refresher in assessing and facilitating teacher-learning (CRAFT) for professional faculty development promote collaboration and decision making on dynamic converging issues requiring leadership setting, attention, and teamwork goal orientation in the school culture environment, roles, understanding, and expectation shows to build professional development of faculty benefit and ability for personal goals and potentials, development of trust and respect show to have socialization in education provided by the school organization behaviour process of individual employee faculty, organizational and institutional development culture show to promote and engage healthy behaviour in organizational and institutional development culture among faculty and staff to display high professional standards, and perspective faculty success shows to be responsible for academic output and achievement instruction guide task assignment of faculty success and responsibility to improve academic performance and support student success and experience in teaching and learning. Findings show that there is a significant relationship on the course refresher in assessing and facilitating teacher-learning (CRAFT) for professional faculty development as observed by the respondents.El estudio tiene como objetivo identificar la utilización del curso de actualización en la evaluación y facilitación del aprendizaje del profesorado (CRAFT) para el desarrollo profesional del profesorado y analiza lo que hace que la utilización del curso de actualización en la evaluación y facilitación del aprendizaje del profesorado (CRAFT) se convierta en el desarrollo profesional del profesorado, como el papel, la comprensión, las expectativas, el desarrollo de la confianza y el respeto, la cultura de desarrollo organizativo e institucional y la perspectiva de éxito del profesorado. En el estudio se utiliza un método mixto a través de debates en grupos focales. Se trata de una combinación de investigación cuantitativa y cualitativa. Asimismo, en el estudio se emplea el muestreo intencional. Es apropiado para recoger la muestra de la población objetivo. Se trata de un muestreo subjetivo, selectivo y crítico. En el estudio participaron sólo ciento setenta y cinco (175) encuestados. Los resultados muestran que la utilización del curso de actualización en la evaluación y facilitación del aprendizaje del profesorado (CRAFT) para el desarrollo profesional del profesorado promueve la colaboración y la toma de decisiones sobre cuestiones dinámicas convergentes que requieren el establecimiento de liderazgo, la atención y el trabajo en equipo la orientación de objetivos en el entorno de la cultura escolar, las funciones, la comprensión y la expectativa muestra para construir el desarrollo profesional del beneficio de la facultad y la capacidad de los objetivos personales y potenciales, el desarrollo de la confianza y el respeto muestran a tener la socialización en la educación proporcionada por la organización escolar proceso de comportamiento de los empleados individuales facultad, cultura de desarrollo organizacional e institucional muestran para promover y comprometer un comportamiento saludable en la cultura de desarrollo organizacional e institucional entre el profesorado y el personal para mostrar altos estándares profesionales, y el éxito de la facultad perspectiva muestra ser responsable de la producción académica y el logro de instrucción guía de asignación de tareas de éxito de la facultad y la responsabilidad de mejorar el rendimiento académico y apoyar el éxito del estudiante y la experiencia en la enseñanza y el aprendizaje. Los resultados muestran que existe una relación significativa en el curso de actualización en la evaluación y facilitación de la enseñanza-aprendizaje (CRAFT) para el desarrollo profesional de la facultad según lo observado por los encuestados.O estudo visa identificar a utilização da actualização do curso na avaliação e facilitação da aprendizagem do professor (CRAFT) para o desenvolvimento profissional do corpo docente e analisa o que torna a utilização da actualização do curso na avaliação e facilitação da aprendizagem do professor (CRAFT) no desenvolvimento profissional do corpo docente, tais como papel, compreensão, expectativa, desenvolvimento da confiança e respeito, cultura de desenvolvimento organizacional e institucional, e perspectiva de sucesso do corpo docente. O método misto é utilizado no estudo através da Discussão de Grupos de Discussão (FGD). É uma combinação de investigação quantitativa e qualitativa. Do mesmo modo, é utilizada uma amostragem propositada no estudo. É apropriado na recolha da população da amostra da população alvo. É uma amostragem subjetiva, seletiva, e julgadora. O estudo incluiu apenas cento e setenta e cinco (175) inquiridos. Os resultados mostram que a utilização da actualização do curso para avaliar e facilitar a aprendizagem do professor (CRAFT) para o desenvolvimento profissional do corpo docente promove a colaboração e a tomada de decisões sobre questões dinâmicas convergentes que requerem o estabelecimento de liderança, atenção, e orientação de objetivos de trabalho em equipa no ambiente de cultura escolar, papéis, compreensão, e expectativa mostra que o desenvolvimento profissional do corpo docente beneficia e capacita para objetivos e potenciais pessoais, o desenvolvimento da confiança e respeito mostra que a socialização na educação é proporcionada pelo processo de organização escolar do comportamento individual do corpo docente empregado, a cultura de desenvolvimento organizacional e institucional mostra-se para promover e envolver um comportamento saudável na cultura de desenvolvimento organizacional e institucional entre o corpo docente e o pessoal para demonstrar elevados padrões profissionais, e a perspectiva de sucesso do corpo docente mostra-se para ser responsável pela produção académica e pelo guia de instrução de realização tarefa de sucesso e responsabilidade do corpo docente para melhorar o desempenho académico e apoiar o sucesso e experiência dos estudantes no ensino e aprendizagem. Os resultados mostram que existe uma relação significativa na actualização do curso ao avaliar e facilitar a aprendizagem do professor (CRAFT) para o desenvolvimento profissional do corpo docente, tal como observado pelos inquiridos

CRIANÇAS COM NECESSIDADES ESPECIAIS: O APOIO DOS PAIS NA NOVA PEDAGOGIA DE ENSINO NORMAL E NA MODALIDADE DE APRENDIZAGEM ALTERNATIVA

oai:ojs2.www.telosjournals.com.br:article/12The study aims to know the profile of the respondents in terms of age, gender, educational attainment, and monthly family average income of parents and to identify how the support is extended by the parents on their special need children toward their studies along the area of becoming a strong advocate, getting acquainted with school regulation, learning to access additional services, developing relationship with children module tutors, and future of special need children. The descriptive quantitative research design is employed in the study. The subjects of the study are the parents of the special needs children who are enrolled in the different Higher Education Institutions (HEI) both in private and government entities in the GCC country. Twenty (20) parents are topped in the utilization of the study. A non-probability sampling technique is utilized in the study which is purposive sampling because it is appropriate in the development of the study. The results show that there is no significant relationship between the profile of the respondents and how support is extended by the parents of the special need children toward their studiesO estudo visa conhecer o perfil dos entrevistados em termos de idade, sexo, nível de escolaridade e renda média mensal familiar dos pais e identificar como o apoio é estendido pelos pais sobre suas crianças com necessidades especiais para seus estudos ao longo da área de se tornar um forte defensor, conhecendo a regulamentação escolar, aprendendo a ter acesso a serviços adicionais, desenvolvendo o relacionamento com os tutores do módulo infantil, e o futuro das crianças com necessidades especiais. O desenho descritivo da pesquisa quantitativa é empregado no estudo. Os temas do estudo são os pais das crianças com necessidades especiais que estão matriculadas nas diferentes Instituições de Ensino Superior (IES), tanto em entidades privadas como governamentais no país do CCG. Vinte (20) pais são os principais responsáveis pela utilização do estudo. Uma técnica de amostragem não-probabilística é utilizada no estudo, que é uma amostragem proposital porque é apropriada no desenvolvimento do estudo. Os resultados mostram que não há relação significativa entre o perfil dos respondentes e como os pais dos filhos com necessidades especiais dão apoio aos seus estudos

ASSESSMENT OF THE GENERAL STUDY SKILLS PERFORMANCE OF STUDENTS IN THE CENTRE OF FOUNDATION STUDIES

General Study Skills (GSS) is one of the modules that will equip students in their fundamental studies. It will help them to make use of their time and become effective learners and develop research skills and communicative skills among them. The aim of the study is to assess the performance of the written report output of the respondents in terms of their portfolio, guided learning and group oral presentation and to identify the respondents’ performance        of their learning outcome in their module along the area of management time and accepting responsibility, research skills, taking notes and giving presentation. The study employed the descriptive correlational designs as this method describes and predicts how two variables are measured which are all about the performance of students in their written report output in their portfolio, guided learning, oral group presentation and in their learning outcome on the management time and accept responsibility, research skills, taking notes, giving presentation from their General Study Skills (GSS) module. The subjects of the study comprised of Nine (9) lecturers of the General Study Skills module. Results show that performance of students in their written report output in terms of portfolio is not met, guided learning is moderately met and group oral presentation is moderately met, however; performance of students in their learning output in terms of management time and accept responsibility is moderately met, research skills is moderately met, note taking is moderately met and giving oral presentation is moderately met.  Article visualizations

PROFESSIONAL DEVELOPMENT SYSTEM THEORY FOR QUALITY EDUCATION

The study aims to identify the contribution of the professional development system theory and skills for teachers in the approach of quality education in the area of acquiring knowledge theory skills, standard requirement theory skills, observed model theory skills, implementation theory skills, and effectiveness theory skills, and reflection theory skills. The study employs the descriptive quantitative research method and designs since it identifies the various approaches to the professional development system theory and skills. The convenience sampling method is utilized in the gathering of the population and sampling size of the study. It is the most popular method in the current study where it influences the trustworthiness of the number of sizes in the study to provide better results. The respondents of the study are the professional teachers at the Department of Education (DepEd), and Higher Education Institutions (HEIs) in both private and public institutions. The study comprised ninety (90) respondents only. Results show that most of the respondents are female, belong to the age bracket of 41 years and above, and teaching for 21 years and above, and their highest educational attainment is college graduate where they are qualified to teach. On the other hand, contribution of professional development system in the area of acquiring knowledge theory skills shows to develop knowledge and skills in the simple process and application of learning, and provides skills and knowledge to understand the process of instruction in teaching process, contribution of professional development system in the area of standard requirements theory skills shows that effective teacher skills include a well-organized classroom to avoid distraction in the classroom learning process, and need to develop leadership skills inside or outside the classroom teaching and learning responsibility, contribution of professional development system in the area of observed model theory skills shows that effective communication is essential since it provides the process and ability to listen and focuses on appropriate manner and thoughts of individuals, contribution of professional development system in the area of implementation theory skills shows that it provides students learning and teaching effectively to access and equip continuous opportunity for learning, and promotes opportunities and professional development for the mindset growth and outcome to support the learning process, contribution of professional development system in the area of effectiveness theory skills shows that it adopts effectiveness for professional development standard design and guide in professional learning, and addresses to provide opportunities and needs in the educational setting and collaboration for professional development system, and contribution of professional development system in the area of reflection theory skills shows that it describes tools for teachers to evaluate and observe the learning process and reflects systematic teaching process, recording, collecting, and analyzing the observation and thoughts of teachers. Findings show that there is no significant correlation between the profile of the respondents and the contribution of the professional development system theory and skills for teachers in the approach to quality education.  Article visualizations

COMPETENCY SKILLS AND PERFORMANCE LEVEL OF FACULTIES IN THE HIGHER EDUCATION INSTITUTION (HEI)

One of the measures on the performance of the faculties is their competency levels and skills. This is true with their profession since teacher is the noblest among all professions. Teacher or lecturer involves challenges on their technical teaching as innovators to the young minds. The study examines the profile of the respondents and their competency skills and performance level of the faculty in the Higher Education Institutions ((HEI) in terms of communication,planning and administration, teamwork, strategic action, and self-management. The study employs quantitative descriptive approach and method of research because this approach collects the data that attempts in a quantifiable approach and information for statistical analysis of the competency skills and performance level of the faculties in the Higher Education Institution (HEI). Purposive sampling is utilized in the study because this kind of sampling is subjective, selective and judgmental in choosing the number of respondents needed in the study. It is a non-probability method used in choosing the population of the study. The subjects of the study are the different faculties in the Higher Education Institution (HEI). They are lecturers, module coordinators and program leaders. This is conducted for the period 2019-2020. The study comprised of thirty (30) respondents only. Results show that there is no significant relationship between the profile of the respondents and their competency skills and performance level.  Article visualizations