Oliver P. Ponsades’s scientific contributions

This study sought to examine and evaluate the difficulties that Technical Teachers encountered in their search for employment, from obtaining licensure and competing with other graduates to securing the actual job itself. The study utilized thematic analysis and the descriptive phenomenological approach to explain the common experiences of the twelve graduates of the Bachelor of Technical Teacher Education program. This research delved into the experiences of these graduates as they navigated the job market. The past qualitative study highlighted the following: technical teachers faced significant challenges in securing employment. It was important to understand these challenges and support future technical teachers. The study also examined the challenges they faced, the coping strategies they adopted, and the insightful advice they provided for navigating the road to a fruitful teaching career. The recurring themes based on participants' coping strategies with the challenges included investing in professional development opportunities, tapping into support systems, possessing a positive mindset, and keeping the faith burning. The recurring themes based on participants' insights that they wanted to share with their fellow Technical Teacher students and graduates regarding what they had learned about their employability journey included the importance of college training and internships, the need for continuous learning in the field, and the vitality of working hard in the process. The difficulties and successes that Technical Teachers faced were highlighted by these recurrent themes. Additionally, more research on this topic could be conducted in the future to look more closely at the areas covered by the Technical Teacher Education program. Article visualizations: </p

This quantitative study investigated the mediating role performance standards among on the relationship of teaching competence and self-efficacy of Technology and Livelihood Education (T.L.E.) teachers. Data were collected 200 T.L.E. teachers to assess these variables using statistical analysis including mean, correlation, regression, and Path analysis. Findings indicated high levels of self-efficacy, teaching competence, and performance standards among T.L.E. teachers. Notably, self-efficacy significantly influenced teaching competence and performance standard partially mediated the other two variables. This study emphasized the importance of continuous professional development and collaborative efforts to maintain high performance standards in TLE education. Recommendation included investing in specialized continuous professional development, fostering self-efficacy through mentorship and support programs, and promoting collaborative efforts to sustain performance standards. Integration of targeted interventions to strengthen performance standards. Integration of these recommendations by educational stakeholders could foster a vibrant TLE environment, ensuring quality education and professional growth for both educators and students.

This study investigated the effects of supportive learning settings and assertive classroom management tactics on students' academic resilience. Using a descriptive-correlational research methodology, 254 junior high school students from a public secondary school in the Division of Davao del Norte were chosen using stratified random sampling. Using three adopted questionnaires and statistical tools such as mean, Pearson r, and regression analysis, the study demonstrates a very high degree of supportive learning environment, with high levels of assertive classroom management strategies and academic resilience. Significant correlations were discovered between numerous components of supportive learning environments and assertive classroom management practices, which influenced students' academic resilience. The study emphasizes the critical role of supportive learning settings and assertive classroom management practices in developing academic resilience, particularly in technical livelihood education. Recommendations include developing targeted interventions based on strengths observed in supportive learning environments, providing professional development opportunities for educators, implementing specialized interventions targeting specific qualities associated with academic resilience, and fostering a culture of continuous review and development within educational institutions.

In the rapidly evolving landscape of education, the integration of technology has become pivotal, emphasizing the significance of both digital literacy skills and 21st century skills for educators. This study aims to investigate the mediating role of 21st century skills in the association between digital literacy skills and teaching performance. Drawing on a theoretical framework encompassing digital literacy, 21st century skills, and teaching performance, a quantitative research approach was employed. Data was collected from a diverse sample of educators. The research study purposely identified 300 senior high school students who are enrolled in the 2 identified national high schools under the division of Panabo City, Davao Region. The results showed that even though digital literacy skills, teaching performance, and 21st century skills got high/very high ratings, teachers must enhance their information and data literacy skills, digital content creation skills, and problem-solving skills. This study revealed that there is no significant relationship among the variables since the correlation is significant at the 0.01 level (2- tailed). Using the Sobel test, the result further indicates that there is insufficient evidence to conclude that there are significant effects of the moderating variable on teaching performance. Moreover, the study showed that there is no significant association between the independent variable to the teaching performance thus, there is no direct effect of these variables. Lastly, there is not enough evidence to conclude there are significant total effects of literacy skills on teaching performance thus, there is no indirect effect of digital literacy skills on teaching performance.