This study explored the lived experiences of junior high school students regarding the impact of teachers' social media content on their perspectives and behavior. Specifically, it examined how students experienced and interpreted teachers' social media posts, the influence of such content on their interest in learning, academic engagement, study habits, and behavior, the positive effects and challenges associated with teachers' online presence, students' perceptions of teachers as educators and educational influencers, and their suggestions for the responsible use of social media in education. The study employed a qualitative psychological phenomenological research design using semi-structured interviews with eight purposively selected Junior High School students in one of the School in the Division of Negros Occidental, consisting of two Grade 7, two Grade 8, two Grade 9, and two Grade 10 students. Data were analyzed through thematic analysis to identify significant patterns and meanings from the participants’ lived experiences. The findings revealed that teachers' social media presence generally produced positive educational outcomes by strengthening teacher-student relationships, increasing students' motivation, improving academic engagement, promoting positive study habits, and extending learning beyond the classroom. However, the participants also emphasized the importance of maintaining professionalism, ethical boundaries, privacy, and responsible online behavior to preserve teachers' credibility as role models. The study concluded that teachers' responsible and purposeful use of social media complemented classroom instruction and positively influenced students' perspectives and educational experiences. The findings contributed to a deeper understanding of the educational implications of teachers' digital presence and provided insights that may guide schools and educators in promoting responsible and meaningful social media engagement.
Mary Grace S. Carmona MeD, Trudy C. Cerbo· International journal of res...· 0 citations
This study entitled lived experiences of elementary teachers in implementing the ABC+ project in cluster iii, division of la Carlota City: basis for intervention determined the profile of teachers, their lived experiences in adapting to new instructional strategies, digital modalities, and multilingual learning environments, and the possible interventions to strengthen program implementation. respondents were elementary teachers handling grades 1 to 3 in cluster iii schools during school year 2025–2026. a qualitative research design was employed, using interviews and narrative analysis to capture authentic perspectives. results revealed that teachers varied in age, sex, grade level handled, educational attainment, length of service, and seminars/trainings attended. their lived experiences highlighted challenges in shifting to digital platforms, adjusting to multilingual instruction, and integrating innovative strategies, though resilience and professional adaptation were evident. findings underscored the importance of continuous technical support, culturally responsive pedagogy, and sustained professional development. no formal hypothesis was proposed; instead, themes emerged inductively. the study recommends targeted interventions to enhance teacher readiness, strengthen instructional leadership, and promote inclusive and sustainable implementation of the ABC+ project.
Hazelene Rose G. Rojo, Avelino N. Satillan, Trudy C. Cerbo· International journal of res...· 0 citations
This study determined the institutional capability, academic leadership, and e-leadership of a local higher education institution in relation to faculty job satisfaction. Employing a quantitative descriptive-correlational research design, the study gathered data from full-time permanent and contractual faculty members using validated survey instruments. Descriptive and inferential statistics were utilized to analyze the data. Findings revealed that the institution demonstrated very high levels of institutional capability, academic leadership, and e-leadership, while faculty job satisfaction was generally high. Furthermore, institutional capability, academic leadership, and e-leadership each exhibited significant positive relationships with faculty job satisfaction, indicating that effective organizational systems, competent academic leadership, and strategic digital leadership contribute to a more supportive and satisfying work environment for faculty members. The study concludes that strengthening institutional capability and leadership competencies can enhance faculty well-being, organizational effectiveness, and institutional performance. The findings provide an empirical basis for leadership development initiatives, organizational improvement strategies, and evidence-informed policy formulation in higher education institutions.
Ariel N. Layson, Trudy C. Cerbo· International journal of res...· 0 citations
This study determined the financial management practices and business profitability of sugarcane farmers and examined differences in these variables according to selected farmer profiles. A quantitative descriptive-comparative research design was employed. Data were gathered from 100 sugarcane farmers selected through convenience sampling using a researcher-made structured questionnaire. The instrument demonstrated strong content validity and excellent internal consistency. Data were analyzed using frequency and percentage, mean and standard deviation, Mann–Whitney U test, and Kruskal–Wallis H test. The findings showed that most respondents were 41–60 years old (53%), male (76%), had 11–20 years of farming experience (51%), and operated more than 10 hectares (46%). Financial management practices were rated Very High (M = 4.35, SD = 0.57), with Financial Planning and Budgeting and Record Keeping obtaining the highest means (M = 4.41). Business profitability was rated High (M = 4.17, SD = 0.69), with Cost Efficiency obtaining the highest mean (M = 4.28). Significant differences in financial management practices were found according to sex and farm size, while business profitability differed significantly according to sex. No significant differences were found according to age and years in farming for financial management practices, or according to age, years in farming, and farm size for business profitability. These findings indicate that farmers generally practice sound financial management and maintain a favorable level of profitability. The results also suggest that differences in financial management practices and profitability may be associated with selected characteristics of farmers and their farming operations. Strengthening financial planning, record keeping, cash and credit management, and cost control may further support the sustainability and profitability of sugarcane farming enterprises.
Diana Marie S. Estoquia, Trudy C. Cerbo· International journal of res...· 0 citations
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