This study examined the influence of funding practices and workplace conditions on stress among early childhood educators using a diagnostic research design. The respondents were 171 teachers handling Kindergarten to Grade 3 learners in San Roque District, Division of Davao City,...
Open access
Research Article10.9734/ajess/2026/v52i73177
Motivation to teach has been steadily declining among educators across various countries and education systems, and if this problem remains unresolved, it can harm teaching quality, increase burnout, neglect student needs, and lead to more teachers quitting early. The study aimed...
Open access
Research Article10.9734/ajess/2026/v52i63130
Teacher turnover remains a significant concern within educational institutions, necessitating a deeper understanding of the factors influencing teachers’ intention to leave the profession. This study examined the mediating role of job satisfaction in the relationship between admi...
Open access
Research Article10.9734/ajess/2026/v52i63118
Low teacher motivation remains a continuing concern in educational institutions, particularly because it affects teachers’ commitment, productivity, and overall performance in the school setting. This study determined the influence of time management and job competence on teacher...
Open access
Research Article10.9734/ajarr/2026/v20i61383
Background: Innovative work behaviour among teachers is increasingly recognised as a critical factor in improving educational quality and responding to the demands of technology-driven learning environments. However, evidence regarding the extent to which teachers’ digital compet...
Open access
Research Article10.9734/ajess/2026/v52i63111
Classroom management remains a significant global challenge for teachers, particularly in Early Childhood Education (ECE), where maintaining a positive and productive learning environment is essential for children’s development. This study examined the mediating effect of teachin...
Open access
Research Article10.9734/ajess/2026/v52i53054
Ineffective early childhood classroom management remains a concern in public schools in Tagum City, Davao del Norte, Philippines, during the 2025–2026 school year. This study examined the influence of principal neglect and teacher professional development on classroom management...
Open access
Research Article10.9734/ajess/2026/v52i53003
Teacher preparedness and behavior management remain critical aspects of inclusive education, especially as educators respond to the growing diversity of learners in Philippine classrooms. This study examined the relationship between strategies used in managing disruptive behavior...
Open access
Research Article10.9734/air/2025/v26i41388
This study addressed the persistent issue of low engagement among students with learning disabilities (LDs), particularly in resource-limited areas like Davao del Norte. It aimed to determine the influence of differentiated instruction and teachers' perceptions of technology on s...
Open access
Research Article10.9734/ajess/2025/v51i72144
This study is important to the scientific community as it reveals strategies for improving learning among learners living with hearing difficulties or impairment. It provides primary data that is acquired from the lived SPED teachers through in depth interviews. Understanding the...
Open access
Research Article10.9734/ajess/2025/v51i72127
This study examined the relationship between teacher support and academic success among hearing-impaired students in selected elementary schools in Davao Oriental, Philippines. Using a quantitative, descriptive-correlational research design, the study involved 102 teacher respond...
Open access
Research Article10.9734/sajsse/2025/v22i71060
The psychological well-being of general education teachers handling learners with disabilities in inclusive classrooms is a growing concern, particularly as inclusive education expands across the Philippines. This study aimed to examine the influence of teacher burnout and instru...
Open access
Research Article10.9734/ajess/2025/v51i72102
Inexperienced tutors often struggle to support learners with learning disabilities due to a lack of formal training and preparation. Despite inclusive education policies, many tutors experience uncertainty, emotional stress, and limited strategies in addressing the needs of diver...
Open access
Research Article10.9734/ajess/2025/v51i62077
Teachers foster positive education to an inclusive learning however, they often encounter complexities in teaching Special Needs Education Learners with reading difficulty (Alcayde, Basilan, 2024).This article aimed to explore the lived experiences of Special Needs Education teac...
Open access
Research Article10.9734/ajess/2025/v51i62076