Template-Type: ReDIF-Article 1.0 Author-Name: Cyril Duller Author-Workplace-Name: Houston Middle School Title: Teachers’ Enthusiasm and Instructional Support Towards Learners’ Mathematics Performance: Basis for Strategic Plan Publication-Status: Published Abstract: This study examined the extent of teachers' enthusiasm and instructional support and their influence on learners' mathematics performance in selected private secondary schools within the City of Kabankalan during the School Year 2018-2019. The primary objective was to determine whether teachers' enthusiasm—measured through variables such as expressiveness, passion, attitude, and engagement—and instructional strategies significantly impacted students' achievement in mathematics. The research employed a descriptive-correlational design, utilizing self-developed questionnaires to gather data on teachers' attitudes and instructional support, and secondary data from report cards assessed learners' mathematics performance. The instruments were carefully designed to measure teachers' enthusiasm and instructional strategies. Data analysis involved descriptive statistics to outline general tendencies and correlation tests, such as Pearson's r and Spearman's Rho, to explore relationships among variables. Results showed that teachers generally exhibited high to very high levels of enthusiasm, especially in attitude and engagement, fostering a positive classroom atmosphere. Instructional support strategies, including guided practice, differentiated instruction, feedback, and active engagement, were rated as high or very high. However, despite these positive ratings, the data revealed no significant direct relationships between these variables and students' mathematics achievement. Specifically, teacher enthusiasm variables did not significantly correlate with learners' academic performance. These findings suggested that while enthusiasm and instructional support motivated students and created engaging environments, they did not automatically lead to higher academic achievement. The study highlighted that other factor, such as students' cognitive abilities, external support systems, and overall quality of instruction, likely had a greater impact on performance. It recommended ongoing professional development, varied instructional methods, and consideration of additional variables to enhance student outcomes. Keywords: enthusiasm; instructional support; Mathematics performance; teachers; learners Journal: The International Review of Multidisciplinary Research Pages: 1-11 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.675 File-URL: https://vertexcorp.org/index.php/irmr/article/view/675 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/675/403 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:675 Template-Type: ReDIF-Article 1.0 Author-Name: Lea Jimeno-Edol Author-Workplace-Name: Department of Education Title: Enhancing Grade 7 Students’ Communicative Use of Passive and Active Voice Through Strategic Intervention Materials (SIMs) Publication-Status: Published Abstract: This study aimed to enhance Grade 7 students’ communicative use of active and passive voice through Strategic Intervention Materials (SIMs). It determined students’ proficiency before and after the intervention and examined the significant difference in their performance using a one-group pre-test–post-test design with 40 students. Data were analyzed using mean, standard deviation, paired-samples t-test, and Cohen’s d. The intervention was implemented over a short period with structured and guided activities designed to address least-mastered competencies. The SIMs provided scaffolded exercises that allowed students to practice and apply grammatical concepts in meaningful contexts. This approach ensured that learning was both focused and learner-centered. The materials also encouraged active participation, independent learning, and increased learner confidence during grammar activities and classroom discussions. Through contextualized exercises and collaborative tasks, students were given opportunities to apply grammatical rules in authentic communication situations. Furthermore, the intervention promoted engagement by presenting lessons in a simplified and interactive manner suited to the learners’ needs and proficiency levels. The use of varied activities, examples, and formative exercises also helped sustain learners’ interest and improve their understanding of grammar concepts. Results showed that students had low proficiency before the intervention (M = 16.63) but significantly improved after using SIMs (M = 34.68), reaching a “Very Satisfactory” level. The difference between pre-test and post-test scores was statistically significant (t (39) = 20.79, p = .001), with a very large effect size (d = 3.287), indicating a substantial impact of the intervention. The study concludes that SIMs are effective in improving grammar mastery and communicative competence. It recommends the use of SIMs in English instruction and additional support for learners who still experience difficulties. Keywords: Strategic Intervention Materials (SIMs); Active and Passive Voice; Grammar Proficiency; Communicative Competence; Grade 7 Student Journal: The International Review of Multidisciplinary Research Pages: 12-17 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.467 File-URL: https://vertexcorp.org/index.php/irmr/article/view/467 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/467/404 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:467 Template-Type: ReDIF-Article 1.0 Author-Name: Jayson Zano Author-Workplace-Name: Philippine National Police Maritime Group Author-Name: Augusto Tayco Jr. Author-Workplace-Name: Romblon State University Title: Organizational Atmosphere and Occupational Stress among the Philippine Maritime Police in the National Capital Region Publication-Status: Published Abstract: This study examined the relationship between organizational atmosphere and occupational stress among maritime police personnel in the National Capital Region, Philippines. Utilizing a descriptive–correlational and comparative research design, data were collected from 188 personnel of the Philippine National Police Maritime Group using a structured questionnaire. Organizational atmosphere was assessed across work environment, work relations, work processes, senior management, direct supervision, and communication, while occupational stress was measured in terms of rewards and recognition, job responsibilities, workplace politics, and work environment. Findings revealed that organizational atmosphere was rated very good (grand mean = 3.45), with direct supervision (3.49) and communication (3.48) obtaining the highest ratings. Occupational stress was generally less stressful (grand mean = 2.27), with job responsibilities (2.30) as the highest stressor. Statistical analysis indicated significant relationships between organizational atmosphere and occupational stress, particularly between work environment and workplace politics (χ² = 0.510, p = 0.002), work relations and work environment (χ² = 0.426, p = 0.024), and communication with both rewards and recognition (χ² = 0.401, p = 0.021) and workplace politics (χ² = 0.377, p = 0.031). Moreover, personal and professional variables such as age (β = 0.501–0.663, p < 0.05), years in service (β = -0.425 to -0.511, p < 0.01), and rank (β = -0.364 to -0.469, p < 0.05) significantly influenced occupational stress. The study concludes that a supportive organizational atmosphere significantly contributes to reducing occupational stress among maritime police personnel. It recommends the implementation of a comprehensive stress management and organizational development program to enhance personnel well-being and operational effectiveness. Keywords: organizational atmosphere; occupational stress; maritime police; Philippine National Police; workplace environment; law Enforcement personnel; organizational climate; job stressors; police well-being; National Capital Region; Philippines Journal: The International Review of Multidisciplinary Research Pages: 18-30 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.266 File-URL: https://vertexcorp.org/index.php/irmr/article/view/266 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/266/405 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:266 Template-Type: ReDIF-Article 1.0 Author-Name: Maydel Barrios Author-Workplace-Name: University of Batangas Author-Name: Gladiola Eje-Dimaculangan Author-Workplace-Name: University of Batangas Title: Acceptance of Telemental Health Among Practicing Filipino Psychologists: Basis for the PATH (Pinoy Acceptance of Telemental Health) Program Publication-Status: Published Abstract: Traditional face-to-face interventions remain the standard for establishing therapeutic trust: however, the COVID-19 pandemic accelerated the adoption of telemental health as a vital alternative, particularly in the Philippines where shortages of mental health professionals continue to limit access to care in underserved areas. Using an explanatory sequential mixed-methods design grounded in the Theory of Planned Behavior (TPB), this study surveyed 94 Filipino psychologists and conducted focus group discussions with seven participants to explore their acceptance levels regarding digital practice. Quantitative results revealed a "Moderate Acceptance" of telemental health across core TPB domains, specifically regarding Attitude (M=13.70), Perceived Behavioral Control (M=14.04), and Subjective Norms (M=14.57). Conversely, Behavioral Intention indicated a "High Acceptance" (M=15.23). Qualitative findings contextualized these scores, highlighting that while psychologists deeply value increased geographical accessibility and other benefits of telemental health, their systemic acceptance is heavily tempered by "practitioner fatigue," complex ethical concerns, and technological barriers like unstable internet connectivity. Consequently, participants favored a hybrid model that strategically merges virtual efficiency with the clinical depth of traditional in-person sessions. The study concludes that while Filipino psychologists exhibit a high baseline willingness to adopt telemental health, their operational confidence depends heavily on improved infrastructure and specialized skill development. To bridge this critical gap, this study proposes the Pinoy Acceptance of Telemental Health (PATH) Training Program. This tailored framework is designed to address identified ethical, technological, and practice-related challenges, thereby promoting the safe, responsible, and sustainable implementation of telemental health services in the Philippines while enhancing practitioner preparedness and supporting equitable access to quality care. Keywords: telemental health; theory of planned behavior; Filipino Psychologists; explanatory sequential mixed-methods; hybrid modality Journal: The International Review of Multidisciplinary Research Pages: 31-43 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.604 File-URL: https://vertexcorp.org/index.php/irmr/article/view/604 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/604/406 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:604 Template-Type: ReDIF-Article 1.0 Author-Name: Yedda Marie Nahial Author-Workplace-Name: Salvacion National High School Author-Name: Roxan Caray Author-Workplace-Name: North Eastern Mindanao State University Title: Teachers’ Acceptability and Perceived Effectiveness of Grade 9 Learning Module: Implications for Instructional Material Development Publication-Status: Published Abstract: Learning modules have become an essential component of instructional delivery in the Philippine educational system, particularly in the Department of Education (DepEd). They are designed to support teachers in facilitating effective teaching and learning processes. However, limited empirical evidence exists regarding teachers’ evaluation of these module in the actual classroom settings. This study examined the acceptability and perceived effectiveness of Grade 9 Science learning modules and explored their implications for instructional material development. The study employed descriptive–correlational design employing an explanatory sequential approach. Quantitative data were collected through a structured survey administered to Grade 9 Science teachers from selected districts in Surigao del Sur. This was followed by qualitative interviews to provide deeper insights and explanations of the quantitative findings. Results indicated that the Grade 9 Science DepEd learning module were generally rated as acceptable and were perceived as effective instructional resources. Despite the positive feedback of teachers to the available learning modules, teachers also preferred leaning modules that has enhanced design and layout, content and delivery, and enriched supplementary features that could provide practical support for both teachers and learners. Statistical analysis revealed no significant difference on sex, length of service and educational attainment while significant difference exists with age, suggesting generational variations, attributed by accumulated teaching experiences and exposure to different instructional material designs. Furthermore, a moderate positive correlation was established between teachers’ preferences and their perceived effectiveness of the modules. These findings suggest that while the modules are broadly functional and supportive for teaching and learning process, targeted enhancements are necessary to better address teachers’ diverse needs and contextual realities. Keywords: Grade 9 Science module; teachers’ acceptability; perceived effectiveness; instructional material development; DepEd learning modules Journal: The International Review of Multidisciplinary Research Pages: 44-53 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.582 File-URL: https://vertexcorp.org/index.php/irmr/article/view/582 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/582/407 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:582 Template-Type: ReDIF-Article 1.0 Author-Name: Vanessa Viagedor Reteza Author-Workplace-Name: Cebu Technological University Author-Name: Michael Arden Arnejo Monisit Author-Workplace-Name: Cebu Technological University Author-Name: Rhalf Brian Campos Monesit Author-Workplace-Name: Cebu Technological University Author-Name: Elna Villamor Comendador Author-Workplace-Name: Cebu Technological University Author-Name: Adrian Layon Dangel Author-Workplace-Name: Cebu Technological University Author-Name: Chrisel Casinay Pepito Author-Workplace-Name: Cebu Technological University Author-Name: Rebecca Manalastas Author-Workplace-Name: Cebu Technological University Title: Teacher Engagement and Authentic Learning Environment As Determinants of Learner's Academic Achievement Publication-Status: Published Abstract: This study examined the extent of teacher engagement and the characterization of the learning environment in relation to the academic achievement of learners in selected public elementary and secondary schools in Leyte and Cebu during the School Year 2026–2027. Specifically, it aimed to develop a Learning Environment and Engagement Development (LEAD) Framework that could support the enhancement of educational outcomes. The study employed a descriptive-evaluative research design and utilized a modified Utrecht Work Engagement Scale (UWES) and an Authentic Learning Environment Survey to gather data from 67 teacher-respondents and 169 learner-respondents. Findings revealed that the teacher workforce was highly qualified, with many possessing advanced graduate units and extensive years of teaching experience. Teacher engagement was found to be very high, with an overall mean of 4.42. Among its dimensions, Dedication obtained the highest rating, while Absorption received the lowest due to the demands of administrative and clerical responsibilities. The learning environment was characterized as highly authentic, obtaining an overall mean of 3.58. The Social and Instructional dimensions were fully optimized, whereas the Physical dimension was rated only as authentic, indicating the need for further improvement in facilities and resources. Learners generally demonstrated satisfactory to outstanding academic performance, with 30.77% attaining the outstanding level. However, a considerable proportion remained within the satisfactory category. The study identified excessive ancillary tasks and insufficient digital resources as major factors limiting the optimization of learner achievement. It concluded that academic success is largely sustained by teacher commitment and resilience rather than by adequate infrastructural support. Based on these findings, the LEAD Framework was developed as a strategic intervention emphasizing administrative efficiency, improved learning spaces, and contextualized instructional practices to enhance learner achievement and educational quality. Keywords: Teacher Engagement; Learning Environment; Learner’s Achievement; LEAD Framework; Utrecht Work Engagement Scale (UWES); Elementary Education; Leyte; Philippines Journal: The International Review of Multidisciplinary Research Pages: 54-59 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.676 File-URL: https://vertexcorp.org/index.php/irmr/article/view/676 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/676/408 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:676 Template-Type: ReDIF-Article 1.0 Author-Name: Jouie Narag Author-Workplace-Name: Cagayan State University-Sanchez Mira Title: Design and Validation of A Contextualized Self-Learning Module for Pag-Aaral ng Kasaysayan at Lipunang Pilipino Publication-Status: Published Abstract: This study aimed to develop and validate a contextualized Self-Learning Module (SLM) integrating the Panag-Tadug wedding custom of the Isnag–Ymandaya subtribe for the subject Pag-aaral ng Kasaysayan at Lipunang Pilipino (PKLP). The study employed a sequential exploratory design anchored on the ADDIE model. In the qualitative phase, Focus Group Discussions were conducted with six Grade 11 students to determine learners’ experiences, instructional needs, and perceptions of existing learning materials. Thematic analysis revealed themes on difficulty in understanding concepts, lesson design issues, cultural disconnection in instructional materials, preference for interactive learning, and increased pride in their culture. These findings became the basis for developing the contextualized module. The quantitative phase utilized a quasi-experimental pretest–posttest control group design involving 80 Grade 11 students from Sanchez Mira School of Arts and Trades. Forty students in the experimental group used the contextualized module, while 40 students in the control group received direct instruction. Results showed that both groups improved after the intervention; however, the experimental group obtained significantly higher posttest scores across three modules. Independent t-test results revealed statistically significant differences favoring the experimental group, while Cohen’s d showed very large effects. Furthermore, the developed module was rated Highly Acceptable by students in terms of clarity, cultural relevance, alignment with competencies, design, and usability. Expert validators also evaluated the module as Outstanding based on Department of Education LRMDS standards. The findings indicate that contextualized and culture-based instructional materials integrating indigenous traditions can enhance students’ conceptual understanding, engagement, and academic performance in Pag-aaral ng Kasaysayan at Lipunang Pilipino. Keywords: contextualized self-learning module; panag-tadug wedding custom; indigenous knowledge systems; culturally responsive instruction; PKLP; indigenous knowledge system Journal: The International Review of Multidisciplinary Research Pages: 60-78 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.559 File-URL: https://vertexcorp.org/index.php/irmr/article/view/559 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/559/409 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:559 Template-Type: ReDIF-Article 1.0 Author-Name: Nerissa Revilla Author-Workplace-Name: San Beda University Title: Mourned Into Invisibility: The Erasure of the Female Subject in Pablo Neruda's "Tonight I Can Write the Saddest Lines" Publication-Status: Published Abstract: Neruda’s “Tonight I Can Write the Saddest Lines” (Veinte Poemas de Amor y Una Cancion Desesperada, 1924) has been one of the best-known love poems of this past century. At the same time it is also a poem where the woman whose death he mourns is deliberately produced as an absent subject. In this essay, I will argue that the speaker's act of mourning is not merely a reaction to the loss of the woman, but rather it is the mechanism whereby she is completely possessed: by making her the reason for his grief, he possesses her more completely than love would have allowed him to possess her, thus placing her forever within the realm of his memory and outside the limits of her own ability to exercise agency. To do so, I will draw upon Simone de Beauvoir’s explanation of woman as constituting the Other, Laura Mulvey’s formulation of the male gaze as applicable to literary criticism and feminist readings of Neruda by Ibsen (1993), Detwiler (1998), and Perriam (1998). I will conduct a formal close-reading of the Spanish original version of the poem and consider its pronominal structure, tense changes, the quise/quería difference, the use of adjectives like fijos and the authorizing power of the repetition of the line “Puedo escribir.” Although the argument that the speaker's fractured emotions expose masculinity as vulnerable rather than reinforcing masculinity’s power over women will be considered, I believe that his inability to express himself reflects nothing about his right to define her experience or identity. Finally, I will examine how readers may become complicit with the speaker through his use of deictic immediacy and compression of syntax as well as through his purposeful vagueness regarding the beloved, thereby recruiting them to identify with him prior to their having had sufficient space to create critical distance from his perspective. Ultimately, this paper will conclude that there is no incidental relationship between the emotional universalism of Neruda’s poem and its structural effacement of the feminine subject: these two characteristics are, formally and stylistically, identical. Keywords: Pablo Neruda; Feminist Literary Criticism; Male Gaze; Subjectivity and Erasure; Mourning and Possession Journal: The International Review of Multidisciplinary Research Pages: 79-87 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.596 File-URL: https://vertexcorp.org/index.php/irmr/article/view/596 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/596/410 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:596 Template-Type: ReDIF-Article 1.0 Author-Name: Ma. Karen Bequio Author-Workplace-Name: North Eastern Mindanao State University Author-Name: Suzette Josol Author-Workplace-Name: North Eastern Mindanao State University Title: Strengthening Cash Handling Practices in Government Agencies: Insights from External Certified Public Accountant Publication-Status: Published Abstract: This study examined the cash handling practices of government offices and identified areas requiring strengthening and improvement, particularly in relation to fraud prevention. It focused on gaining a clearer understanding of how the existing procedures help in minimizing the risk of fraud and ensuring transparency in reports for public fund management. A quantitative descriptive-correlational research design was employed for the conduct of this study which involves 33 respondents assigned from the various government offices in the Province of Surigao del Sur. The study utilized a descriptive component to determine the level of existence of cash handling practices, while correlational component to examine the relationships among two or more variables.  Data were collected using structured survey questionnaire and analyzed using appropriate statistical tools for reliability and validity of the study. The findings revealed that regulations significantly influenced the fraud-preventive measures which highlights the importance of strict adherence to established laws, rules, and regulations. Meanwhile, the agency relationship, internal control, and ethics and integrity showed no significant effects on prevention. The result suggests that having strong internal control mechanism and behavioral factors are important but it is not sufficient on their own without strong regulatory support. Overall, the study highlights the critical role of regulatory compliance in enhancing fraud prevention among government agencies. It is recommended that agencies place greater emphasis on adherence with existing laws, rules, and regulations, conduct regular monitoring and evaluation, and strengthen coordination among offices to improve cash handling practices to ensure proper handling, managing, and safeguarding of government funds. Keywords: cash handling practices; fraud prevention; descriptive-correlational; agency relationship; internal control; regulation; ethics and integrity Journal: The International Review of Multidisciplinary Research Pages: 88-96 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.402 File-URL: https://vertexcorp.org/index.php/irmr/article/view/402 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/402/411 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:402 Template-Type: ReDIF-Article 1.0 Author-Name: Dahlia Sanchez Author-Workplace-Name: Saint Joseph Bangna School Author-Name: Jacklyn Toldoya Author-Workplace-Name: University of Perpetual Help Dalta Title: Crossing Boundaries: Filipino Teachers’ Lived Experiences of Language and Culture in Teaching Physical Education in Thailand Publication-Status: Published Abstract: This study explored the barriers to participation of students in physical education as viewed among teachers of Philippine physical education in Thailand in Academic Year 2025-2026. The research employed a qualitative phenomenological methodology, which considered the experiences, the teaching dilemmas and strategies of Filipino PE teachers in the selected schools in Thailand, i.e. Samchaiwitaedsuksa School, Saint Joseph Bangna School, Assumption College School, and Sarasas Witaed Suvarnabhumi School. Findings revealed that the major barriers to student participation were language and cultural differences. Teachers reported that limited student understanding of English affected communication, instruction, and classroom management, while cultural traits such as shyness, modesty, and reluctance to perform in front of others reduced active participation. To address these barriers, teachers emphasized the importance of creating an emotionally safe, culturally sensitive, and supportive learning environment. Effective strategies included the use of empathy, patience, flexibility, visual aids, clear instructions, and positive reinforcement. Three major themes emerged from the data: emotional safety, cultural awareness, and collaborative learning. Based on these findings, the study proposed the TEACH Framework, which highlights emotional support, acceptance of mistakes, friendly feedback, emotional regulation, cultural sensitivity, and collaborative learning as essential elements in improving student engagement. The research finds that inclusive, adaptive, and empathetic practices of teaching are the way to overcome the language and cultural obstacles. The result can be used to make interventions, culturally responsive pedagogies and policy suggestions to improve physical education among Thai students. Keywords: physical education; Filipino teachers; Thailand; language barrier; cultural differences; phenomenology; student participation; cross-cultural education; teaching strategies; TEACH framework Journal: The International Review of Multidisciplinary Research Pages: 97-116 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.617 File-URL: https://vertexcorp.org/index.php/irmr/article/view/617 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/617/412 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:617 Template-Type: ReDIF-Article 1.0 Author-Name: Fe Cabanday Author-Workplace-Name: University of Northwestern Mindanao Author-Name: Jimmar Lennon Estrosas Author-Workplace-Name: University of Northwestern Mindanao Title: Restaurant Service Quality in Relation to Customer Satisfaction Publication-Status: Published Abstract: Service quality is a critical driver of customer satisfaction in the restaurant industry, yet little research has examined this relationship among independently owned restaurants in smaller, developing-economy markets such as the Philippine provinces. This study determined the level of restaurant service quality and customer satisfaction in Misamis Occidental, Philippines, and tested whether a significant relationship exists between the two constructs. A descriptive-correlational design surveyed 396 customers across 10 independently owned restaurants using convenience sampling, with a researcher-made and validated questionnaire analyzed through weighted mean, standard deviation, and Pearson correlation. Restaurants demonstrated very good service quality and very high customer satisfaction overall, though technology was rated lower than every other dimension on both measures. All twenty-five correlations between the service quality and customer satisfaction constructs were positive and highly significant, ranging from moderate to strong, with assurance and empathy showing the strongest associations. These results indicate that service quality functions as a significant antecedent of customer satisfaction in the independent restaurant setting and identify technology as the most underdeveloped dimension relative to its peers. The findings carry direct implications for restaurant owners and local tourism stakeholders: sustaining current service standards while investing in technology-enabled touchpoints, such as digital ordering or reservation systems, could meaningfully strengthen customer satisfaction and loyalty. Given the cross-sectional design and the geographic scope limited to one province, these findings should be interpreted as context-specific rather than broadly generalizable across all restaurant markets. Keywords: DINESERV Model; Foodservice Industry; customer loyalty; hospitality management; dining experience quality; digital service adoption; provincial markets Journal: The International Review of Multidisciplinary Research Pages: 117-127 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.656 File-URL: https://vertexcorp.org/index.php/irmr/article/view/656 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/656/413 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:656 Template-Type: ReDIF-Article 1.0 Author-Name: Vibs Decer Ren Cabangbang Author-Workplace-Name: Department of Education Author-Name: Riches Tortola Author-Workplace-Name: Bukidnon State University and Valencia Colleges Title: Teachers' Perceptions and Preparedness on Climate Change Education in Social Studies Publication-Status: Published Abstract: This study examined the teachers’ perceptions and preparedness in integrating Climate Change Education (CCE) in Social Studies in Quezon IV District during the School Year 2025–2026. Grounded in Ajzen’s (1991) Theory of Planned Behavior and Shulman’s (1986) Pedagogical Content Knowledge framework, the study employed a descriptive-correlational research design. The respondents were 136 public elementary school teachers selected through total enumeration sampling. Data were gathered using a validated questionnaire with a Cronbach’s Alpha of .905. Findings revealed that teachers have a high level of perception and preparedness in integrating Climate Change Education. Furthermore, a moderate positive and statistically significant relationship was found between teachers’ perceptions and preparedness, indicating that more positive perceptions are associated with higher levels of readiness. The study concludes that while teachers are generally prepared to integrate climate education, continued professional development and institutional support are recommended to further strengthen implementation. Keywords: climate change education; teachers’ perception; teachers’ preparedness; curriculum integration; descriptive-correlational design Journal: The International Review of Multidisciplinary Research Pages: 128-134 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.533 File-URL: https://vertexcorp.org/index.php/irmr/article/view/533 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/533/414 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:533 Template-Type: ReDIF-Article 1.0 Author-Name: Edmond Freo Author-Workplace-Name: Quezon City University Title: Assessing Entrepreneurial Readiness and Perceptions of AI: A Catalyst for Sustainable Business Model Innovation Publication-Status: Published Abstract: In the era of rapid technological advancement, contemporary entrepreneurs face a challenging crossroads, balancing the pressure to adopt artificial intelligence (AI) with the urgent mandate to achieve the United Nations Sustainable Development Goals (SDGs). This quantitative study investigated the structural relationships between entrepreneurial readiness, sustainability perceptions of AI, and Sustainable Business Model Innovation (SBMI) aligned with SDGs 8, 9, and 12. Utilizing a descriptive survey design, data was gathered from 200 entrepreneurs using a validated survey questionnaire. The findings revealed that while workforces are culturally and digitally prepared to embrace automation, entrepreneurs operate with a moderate level of overall readiness (Composite u = 3.08) due to severe financial and infrastructural constraints. Furthermore, an asymmetry exists regarding sustainability perceptions, entrepreneurs strongly recognize AI's potential as an economic engine for operational efficiency (SDG 8 and 9), yet remain largely neutral or undecided (u = 3.20) concerning its ecological application towards circular economies (SDG 12). Correlation and multiple linear regression analyzes confirmed a moderate, positive relationship between readiness and perceptions (r = 0.485, p < 0.01) and demonstrated that both variables are highly significant, positive predictors (R2 = 0.469), p< 0.001) of an enterprise's capacity for sustainable innovation. While raw technological readiness represents the foundational capability, a sustainability-centered perception serves as the strategic steering mechanism. Based on these findings, the Readiness-Perception-Executed Business Model is proposed to guide entrepreneurs in leveraging AI as a responsible catalyst for sustainable development.  Keywords: Artificial Intelligence; entrepreneurial readiness; sustainable business model innovation; Sustainable Development Goals (SDGs); green entrepreneurship Journal: The International Review of Multidisciplinary Research Pages: 135-143 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.639 File-URL: https://vertexcorp.org/index.php/irmr/article/view/639 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/639/415 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:639 Template-Type: ReDIF-Article 1.0 Author-Name: Joan Lepon Author-Workplace-Name: Assumption College of Davao Author-Name: Kyla Mae Narag Author-Workplace-Name: Assumption College of Davao Author-Name: Louella Mar Paran Author-Workplace-Name: Assumption College of Davao Author-Name: Aljuven Villarosa Author-Workplace-Name: Assumption College of Davao Author-Name: John Paul Wong Author-Workplace-Name: Assumption College of Davao Title: Digital Literacy and Student Engagement as Factors of Flexible Thinking in Learning Publication-Status: Published Abstract: The rapid integration of digital technologies in education demands that students develop both digital literacy and active engagement to navigate complex learning environments, yet the combined influence of these factors on flexible thinking remains underexplored among students in Davao City. This study aimed to determine the combined influence of digital literacy and student engagement on flexible thinking in learning among students in Davao City. Using a quantitative, non-experimental descriptive–correlational research design, the study assessed the levels of students’ digital literacy, student engagement, and flexible thinking, as well as the relationships among these variables. Using Slovin’s formula at a 5% margin of error, a sample size of 184 was drawn from the total population of 338. Data were gathered through validated survey questionnaires and analyzed using appropriate statistical tools, including the mean, standard deviation, regression analysis, and Pearson’s Product Moment Correlation Coefficient (Pearson’s r) to determine significant relationships and predictive influence, and Multiple Linear Regression. Findings revealed that students generally demonstrated moderate to high levels of digital literacy, engagement, and flexible thinking in learning, with significant relationships identified between digital literacy and flexible thinking in learning, as well as between student engagement and flexible thinking in learning. Moreover, digital literacy and student engagement were found to significantly predict students’ flexible thinking in learning. The results underscore the importance of strengthening digital competencies and active engagement strategies to foster flexible, adaptive thinking among learners. The study offers valuable implications for educators and school administrators in designing instructional practices that support meaningful learning in digital contexts. Keywords: digital literacy; student engagement; flexible thinking in learning; combined significant influence; regression analysis Journal: The International Review of Multidisciplinary Research Pages: 144-155 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.678 File-URL: https://vertexcorp.org/index.php/irmr/article/view/678 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/678/416 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:678 Template-Type: ReDIF-Article 1.0 Author-Name: Jonnamae Garay Author-Workplace-Name: Laguna State polytechnic University-Siniloan Title: Board Games as Tools in Developing Student’s Cognitive Engagement and Performance in Mastering Integers Publication-Status: Published Abstract: Mathematics plays a vital role in developing learners’ critical thinking and problem-solving abilities. However, many students experience difficulties in mastering integer concepts using conventional instructional approaches. This study examined the effectiveness of gamified board game activities in improving learners’ academic performance and cognitive engagement in mathematics, particularly in the topic of integers. A quantitative approach employing a quasi-experimental two-group pretest-posttest design was utilized. The participants were Grade 7 learners from Infanta National High School during the School Year 2025–2026. Data were collected using validated assessment and engagement instruments, while weighted mean and t-test analyses were used to evaluate the validity of the activities and determine differences between groups. Results showed that the developed gamified board game activities were rated valid in terms of clarity of instructions, alignment with learning competencies, lesson relevance, learner diversity, and activity variety. Pretest findings revealed no significant difference between the control and experimental groups, indicating comparable prior knowledge. Following the intervention, the experimental group obtained significantly higher posttest scores and demonstrated greater cognitive engagement in self-regulation, learning behavior, class participation, peer collaboration, and learning management. The findings indicate that gamified board game activities are effective instructional tools for enhancing mathematics achievement and learner engagement. These activities provide an interactive and learner-centered approach that promotes active participation and meaningful learning, making them a valuable strategy for mathematics instruction in secondary education. Keywords: gamification strategies; manipulative learning materials; number operations; learner participation; academic achievement; interactive instruction; learner-centered pedagogy; secondary mathematics education Journal: The International Review of Multidisciplinary Research Pages: 156-164 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.625 File-URL: https://vertexcorp.org/index.php/irmr/article/view/625 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/625/417 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:625 Template-Type: ReDIF-Article 1.0 Author-Name: Jacklyn Anne Toldoya Author-Workplace-Name: Pamantasan ng Lungsod ng Maynila Author-Name: Maria Lorraine Nieva Author-Workplace-Name: Pamantasan ng Lungsod ng Maynila Author-Name: Katrina Barnard Christian Pulanco Author-Workplace-Name: Pamantasan ng Lungsod ng Maynila Author-Name: Sherwin Ryan Tiu Author-Workplace-Name: Pamantasan ng Lungsod ng Maynila Title: Sports Interest and Enjoyment as Perceived by Street Children Publication-Status: Published Abstract: Philippines has been identified as third world country where poverty and corruption is common. Which produces a lot of marginalize family that often produces kids who seek alms and beg in the streets. Street children are those who spend considerable time living and working on the streets to survive. Despite their condition, they still find time to enjoy and play on the streets by engaging in different sports and physical activities that is available in their surroundings. As a concerned society, to intervene for the improvement of welfare of the street children is essential. This study investigated the sports interests and sports enjoyment of the street children to design a specific sports program in accordance with their needs. It delimited its scope to the street children of district 3 of Sta. Cruz Manila ages from 11 – 15 only.  Descriptive method of research was used to come up with accurate interpretation of the findings. A survey questionnaire was adapted for the gathering of data. The result of the study shows that basketball is the most favored team sports by the male while volleyball for the female given its popularity in our country while swimming emerged as the most preferred sports by the respondents.  Street children find sports as an avenue to meet and be with friends since while exposed in the streets and have unlimited time to play. It was determined that as the street children engage in sports, their total individual aspect (physical, mental, emotional and social) contributed to improving their lives as an adaptable individual despite the plight of being street children who works and live in the streets. Keywords: street children; socialization; sports interest; sports enjoyment; children; play Journal: The International Review of Multidisciplinary Research Pages: 170-176 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.555 File-URL: https://vertexcorp.org/index.php/irmr/article/view/555 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/555/422 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:555 Template-Type: ReDIF-Article 1.0 Author-Name: Joseph Salvador Author-Workplace-Name: Bulacan State University Title: Effect of the 5E Learning Cycle Method of Instruction on the Achievement and Motivation Level of Pre-Service Science Teachers Toward Mechanics Publication-Status: Published Abstract: Physics is often perceived as a difficult subject for tertiary students, necessitating effective instructional strategies to improve achievement and motivation. This mixed-methods study investigated the impact of the 5E Learning Cycle Method on the achievement, motivation levels, and learning experiences of 37 pre- service teachers at Bulacan State University, Bustos Campus. A quasi-experimental pre-test/post-test design was employed. Quantitative insights were gathered using the Force Concept Inventory (FCI) for mechanics achievement and the Motivation Scale towards Learning Physics (MSLP). Qualitative insights were collected through focus group discussions to substantiate the numerical results. Descriptive and inferential statistics, including t-tests and the Wilcoxon signed-rank test, were used for data analysis, while thematic analysis was applied to the qualitative interviews. Results showed significant improvements across metrics. The mean FCI score rose from 14.14 to 21.16 (t=-8.833, p=0.000), indicating a statistically significant gain in academic achievement. Similarly, the MSLP mean score increased from 2.37 to 3.65 (ω=0.00), confirming a significant boost in student motivation. Qualitative findings revealed that the 5E Learning Cycle Method enhanced the learning experience by fostering a low- pressure environment, encouraging collaboration, and increasing student confidence. The study concludes that the 5E Learning Cycle Method effectively improves pre-service teachers’ understanding of mechanics and their drive to learn. Consequently, it is recommended that the physics instructor integrate the 5E Learning Cycle Method into their curricula to better address student needs and enhance classroom outcomes.   Keywords: 5E learning cycle method; constructivist approach; achievement; motivation; mechanics Journal: The International Review of Multidisciplinary Research Pages: 177-187 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.658 File-URL: https://vertexcorp.org/index.php/irmr/article/view/658 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/658/424 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:658 Template-Type: ReDIF-Article 1.0 Author-Name: Elyn Bersales Author-Workplace-Name: Aklan State University Title: PSS (Picture Story Sequencing): A Reading Strategy in Improving the Oral Reading and Comprehension Skills of Grade Three Learners Publication-Status: Published Abstract: This qualitative action research study explored the experiences of both learners and the teacher-researcher in using Picture Story Sequencing (PSS) to improve the oral reading and comprehension skills of eight Grade Three learners at Naisud Central School during the School Year 2023–2024. The participating students were specifically identified as being at the transitioning level of reading proficiency, while the single teacher-researcher provided reflective insights on the implementation of the intervention. Data were gathered through learners' and teacher's journals, observation checklists, and written responses to open-ended interview guide questions, which were then analyzed using thematic analysis. The results revealed that PSS is an effective strategy for enhancing both oral reading and comprehension skills by providing visual scaffolding that helps learners construct meaning from images before engaging with text. Furthermore, the intervention improved the students' understanding of sequencing and story structure, enhanced their oral reading fluency through verbal expression, and increased their overall engagement, motivation, and confidence. Ultimately, these positive outcomes created a more inclusive and interactive learning environment, leading to the conclusion that Picture Story Sequencing is a valuable and practical reading intervention for improving literacy skills among young learners, particularly those with diverse learning needs. Keywords: picture story sequencing; reading strategy; comprehension skills Journal: The International Review of Multidisciplinary Research Pages: 188-196 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.570 File-URL: https://vertexcorp.org/index.php/irmr/article/view/570 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/570/425 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:570 Template-Type: ReDIF-Article 1.0 Author-Name: Adelaide Sarah Baldo Author-Workplace-Name: Balugan National High School, Ifugao State University Title: Utilization of Sagada Local Literature in Enhancing Vocabulary and Developing Reading Comprehension Publication-Status: Published Abstract: This study investigates the utilization of Sagada local literature as a pedagogical tool to enhance students’ vocabulary and reading comprehension. Rooted in the principle that culturally relevant materials foster deeper engagement, the research examines how indigenous stories, oral narratives, and locally produced texts can be integrated into reading instruction to support language development. Employing a descriptive quantitative research design, the study involved Grade 7 learners who were exposed to literary materials which is based on the Sagada context over a defined period. Data collection was conducted through survey questionnaires and open-ended interviews, allowing both quantitative and qualitative insights into student learning. Findings revealed that students exhibited significant improvement in vocabulary acquisition and reading comprehension after exposure to local literature. The cultural familiarity of the texts—through context, setting, and language—enabled learners to better understand and retain new words, while also encouraging more profound interpretation of literary passages. Moreover, the integration of local literature increased student motivation and engagement, reducing classroom anxiety and promoting active participation. The study highlights that contextualized and culture-responsive materials not only improve literacy outcomes but also strengthen cultural identity and awareness among learners. By validating indigenous knowledge systems and traditions, Sagada literature serves as both an educational resource and a medium for cultural preservation. The research concludes that incorporating localized texts into the curriculum is an effective strategy for enhancing language skills while promoting inclusivity and cultural pride. It recommends that educators adopt culturally responsive approaches to teaching, ensuring that learning becomes both meaningful and transformative. Keywords: Sagada local literature; vocabulary development; reading comprehension; contextualized teaching; student engagement Journal: The International Review of Multidisciplinary Research Pages: 197-205 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.631 File-URL: https://vertexcorp.org/index.php/irmr/article/view/631 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/631/426 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:631 Template-Type: ReDIF-Article 1.0 Author-Name: Randy Lee Bambico Author-Workplace-Name: Beti Elementary School Author-Name: Mary Antoinette Sagario Author-Workplace-Name: Nueva Vizcaya State University Title: Determinants of Employee Turnover at Nueva Vizcaya State University Bambang Campus Publication-Status: Published Abstract: This study examined the determinants of employee turnover among teaching and non-teaching personnel of Nueva Vizcaya State University (NVSU)–Bambang Campus, focusing on personal, professional, and institutional factors that influence turnover intention. Based on Mobley’s (1977) Model of the Turnover Process, the study employed a quantitative, descriptive–correlational design and surveyed 88 personnel using a validated researcher-made questionnaire. Data were analyzed using descriptive statistics, Pearson’s correlation, and multiple regression to identify significant predictors of turnover intention. Findings revealed that respondents generally demonstrated a moderate level of turnover intention and a high level of organizational commitment, reflecting their overall satisfaction with NVSU despite certain challenges. Among the three categories of determinants, personal factors—particularly financial needs and family responsibilities—emerged as the strongest predictors of turnover intention (β = 0.48, p < 0.001). Professional factors, such as workload, recognition, and career development, also significantly influenced turnover intention (β = 0.31, p = 0.005). Meanwhile, institutional factors—including management support, fair policies, and work environment—were perceived as positive but not statistically significant predictors when considered alongside personal and professional variables. Furthermore, significant differences in turnover intention were observed based on employment status, with contractual employees showing higher intentions to leave compared to regular staff (p = 0.004). The overall regression model accounted for 42% of the variance in turnover intention, highlighting the multifaceted nature of employee retention. The study concludes that addressing turnover at NVSU requires holistic interventions, including career advancement opportunities, and favorable work-life policies, to sustain employee commitment and institutional stability. Keywords: determinants; employee turnover; intention; personal factors; professional factors; institutional factors; employee retention Journal: The International Review of Multidisciplinary Research Pages: 206-216 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.680 File-URL: https://vertexcorp.org/index.php/irmr/article/view/680 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/680/427 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:680 Template-Type: ReDIF-Article 1.0 Author-Name: Jinjine Agsunod Author-Workplace-Name: Saint Mary’s University Author-Name: Gloria Vicky Antonio Author-Workplace-Name: Saint Mary’s University Title: Digital Presentation Skills and Self-Confidence in Integrating ICT Among Secondary School Mathematics Teachers Publication-Status: Published Abstract: This study assessed teachers' digital presentation skills and self-confidence in integrating information and communication technology (ICT) for blended learning support and determined the relationship and variations of the different dimensions of these variables. The findings indicate that overall, teachers demonstrated very satisfactory or very high level of digital presentation skills, with Content Quality and Accuracy receiving the highest scores. Self-confidence in integrating ICT for blended learning was generally high, with School Technology Development scoring the highest among the dimensions.  In terms of the levels of digital presentation skills, significant differences were observed between Content Quality and Instructional Quality, Content Quality and Technical Quality, Instructional Quality and Accuracy, Technical Quality and Accuracy, and Technical Quality and Delivery. In terms of self-confidence in integrating ICT, there were significant differences between Facilitate or Inspire and School Technology Development, Design and Development and School Technology Development, and Professional Growth and School Technology Development.  When grouped by year level taught, significant differences were found in teachers' content quality and instructional quality in digital presentations. However, there were no significant variations in teachers' self-confidence levels across dimensions of integrating ICT when grouped by grade level. Additionally, notable negative correlations were observed between content quality and design and development, modeling digital professionalism, digital citizenship and responsibility, and professional growth. These findings serve as a basis for the development of a digital enhancement manual, focusing on improving teachers' digital skills in areas with lower ratings. This research aims to enhance the quality of digital teaching in secondary school mathematics, ultimately benefiting both educators and students. Keywords: digital professionalism; digital tools; online learning; technical quality; video-recorded lectures Journal: The International Review of Multidisciplinary Research Pages: 217-230 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.681 File-URL: https://vertexcorp.org/index.php/irmr/article/view/681 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/681/430 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:681 Template-Type: ReDIF-Article 1.0 Author-Name: Ponie Sarawi Author-Workplace-Name: Salih Yusah Elementary School, Department of Education Title: Supervisory Behavioral Attitudes and Leadership Inclination of Elementary School Teachers in Jolo Districts: Influence to Willingness to Accept Related Job Opportunities Publication-Status: Published Abstract: This study investigated the relationship between perceived supervisory behavioral attitudes and leadership inclination among 184 elementary school teachers in Jolo Districts. Utilizing a descriptive-correlational research design, data were collected through standardized instruments and analyzed using frequency, percentage, mean, independent samples t-test, One-Way ANOVA, Regression, and Pearson Product-Moment Correlation. The findings revealed that teachers generally perceive their supervisory behavioral attitudes as possessing high potential, categorized as "supervisory material." Notably, no significant differences in these perceptions were found across various demographic profiles. Conversely, leadership inclination exhibited significant variation depending on the level of responsibility. While teachers demonstrated a high willingness for "Extra Level" (collaborative) leadership roles, they were only "Moderately Willing" to accept "High Level" administrative positions. Statistical analysis further indicated that gender and educational attainment significantly influence leadership willingness. Specifically, male teachers and those with advanced graduate units showed a higher inclination toward leadership roles. Crucially, the study found no significant correlation between perceived supervisory attitudes and leadership inclination for the general population. The only exception was among Master of Arts degree holders, where supervisory behavior accounted for 10% of the variance in collaborative leadership willingness. The study concludes that leadership ambition is primarily driven by intrinsic and demographic factors rather than external supervisory modeling. Consequently, it is recommended that the district implement gender-inclusive leadership programs and provide tangible incentives for graduate studies. These strategic interventions are essential to strengthen the district’s leadership pipeline and ensure a sustainable transition of qualified educators into administrative and collaborative leadership roles within the Jolo Districts.   Keywords: supervisory; leadership influence; leadership willingness; job opportunities; elementary school teachers; leadership styles; supervisory attitudes Journal: The International Review of Multidisciplinary Research Pages: 231-247 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.493 File-URL: https://vertexcorp.org/index.php/irmr/article/view/493 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/493/432 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:493 Template-Type: ReDIF-Article 1.0 Author-Name: Regie Gabunada Author-Name: Rafael Bachanicha Author-Name: Marifel Aiva Ferraren Title: Written, Oral Communication and Practical Skills Assessments: A Test of Students' Performance in Fundamentals of Food Service Operations Publication-Status: Published Abstract: Teachers can assess how effective their instruction is by linking students' achievement to specific learning objectives. Student learning assessment is critical because it informs instructors and students about how effectively students are meeting course learning objectives. Instructors can utilize assessment to develop criteria for assessing student understanding and competency in course learning objectives. Before creating individual units and lessons, instructors and curriculum planners are encouraged to "think like an assessor." A skills evaluation evaluates a person's ability to perform a specific skill or combination of talents. Skills evaluations can be conducted in person or online and might take the form of a simulation, test, questionnaire, or observation. The objective of this study was to construct a summary of students' written, oral, and practical performance in the Food and Beverage Operations subject. In this study, the correlations of these three skills of students were also tested. The descriptive-correlational research approach was utilized to evaluate the link between student performance assessment of written, oral, and laboratory skills. According to the findings, students have learned about the theories and methods of food service operations. Students' oral communication and practical abilities, on the other hand, indicate that they are functioning well in both areas.  Students' performance in written communication is not related to their performance in oral communication, whereas oral communication is highly related to their performance in laboratory activities. The study's recommendations are strengthening students' oral communication skills through class recitations that integrate common phraseologies and conversations in foodservice operations and reinforcing laboratory activities through actual restaurant service operations. Keywords: assessments; practical skills; written and oral; students' performance; food service; food operations Journal: The International Review of Multidisciplinary Research Pages: 165-169 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.686 File-URL: https://vertexcorp.org/index.php/irmr/article/view/686 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/686/435 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:686 Template-Type: ReDIF-Article 1.0 Author-Name: Jeshel Cabalquinto Author-Workplace-Name: Cebu Technological University Author-Name: Francisco Tahil Author-Workplace-Name: Cebu Technological University Author-Name: Mikee Yorong Author-Workplace-Name: Cebu Technological University Author-Name: Rebecca Manalastas Author-Workplace-Name: Cebu Technological University Author-Name: Mary Jane Cortes Sim Author-Workplace-Name: Cebu Technological University Title: Translanguaging As a Strategy to Improve Reading Engagement and Comprehension Among Students Publication-Status: Published Abstract: This study investigated the implementation of translanguaging as an instructional strategy and its impact on the reading engagement and comprehension of Senior High School students in selected public secondary schools in Cebu and Bohol. Employing a descriptive-quantitative multi-site research design, the study involved 246 respondents, composed of 6 English language teachers and 240 student learners from Antonio R. Lapiz National High School in Naga, Cebu; Corella National High School in Bohol; and San Fernando Open/Night High School in Cebu. Data were collected through structured survey questionnaires, standardized reading competency tests aligned with the Department of Education’s Most Essential Learning Competencies (MELCs), and academic grading records. Findings revealed that teachers frequently utilized oral translanguaging practices, including direct word translation and spontaneous rephrasing (3.11), while formal bilingual instructional materials and adaptive assessments were seldom used (1.67) due to institutional preferences for monolingual instruction. Results further showed that students performed at a Proficient level in literal text retrieval under MELC 3.1 (2.64). However, performance declined in higher-order literacy skills, with learners rated Nearly Proficient in vocabulary context-clue decoding under MELC 3.3 (2.32) and inferential reasoning under MELC 3.2 (2.18). Academic records indicated that 70.84% of students remained within the lower passing grade ranges of 75–79 and 80–84. The study also identified significant institutional and affective barriers (3.45), including learner anxiety associated with English-only policies and the lack of bilingual learning resources. The findings suggest that translanguaging, when systematically integrated into instruction, can support reading engagement, comprehension, and overall academic performance among Senior High School learners, thereby informing evidence-based instructional improvements across diverse multilingual Philippine secondary school contexts. Keywords: English teaching; translanguaging; reading engagement; reading comprehension Journal: The International Review of Multidisciplinary Research Pages: 248-254 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.687 File-URL: https://vertexcorp.org/index.php/irmr/article/view/687 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/687/436 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:687 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Ann Baluca Capati Author-Workplace-Name: Department of Education, Schools Division of Pampanga, Sto. Niño Elementary School Title: Integrating Content Across Disciplines: Practices, Perceptions, and Capacity-Building Needs of Public Elementary School Teachers Publication-Status: Published Abstract: This descriptive-comparative study examined how public elementary school teachers in the Magalang South District, Division of Pampanga, integrated learning content within and across disciplines during School Year 2023-2024, and how their practices compared with the perceptions of their school heads. Using a researcher-made questionnaire validated by five school heads (Cronbach's alpha = .974), data were gathered from 148 teachers and 13 school heads through stratified sampling. Both groups rated the level of integration across five dimensions - cross-disciplinary content knowledge, curriculum alignment, interdisciplinary planning and teamwork, resource selection and differentiation, and reflection and assessment - as Highly Practiced. A significant difference emerged between teachers' and school heads' perceptions of cross-disciplinary content knowledge (p = .04), while the remaining dimensions showed no significant difference. Years of teaching experience were significantly associated with practices in interdisciplinary planning and teamwork and in reflection and assessment, and relevant training attended was significantly associated with curriculum alignment. Teachers also reported a range of persistent challenges, most notably limited access to technology and insufficient instructional time, all rated Highly Encountered. Building on these findings, the study proposes a four-area capacity-building program addressing content knowledge, collaborative planning, resource utilization, and reflective assessment practice to strengthen curriculum integration among elementary teachers. Keywords: curriculum integration; interdisciplinary teaching; cross-disciplinary content knowledge; capacity building; elementary education; descriptive-comparative research Journal: The International Review of Multidisciplinary Research Pages: 255-263 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.688 File-URL: https://vertexcorp.org/index.php/irmr/article/view/688 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/688/437 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:688 Template-Type: ReDIF-Article 1.0 Author-Name: Nurun-nisa B. Hasan Author-Workplace-Name: Mindanao State University - Sulu Title: Teachers Preparedness and Motivation on Hamon: Bawat Bata Bumabasa (3Bs Initiative) at Jolo II District Publication-Status: Published Abstract: A comprehensive study was conducted to investigate the specific relationship between teacher preparedness and motivation within the Hamon: Bawat Bata Bumasa (3B's Initiative) reading program situated in the Jolo II District. The methodology utilized a five-part, researcher-made questionnaire distributed among local educators. The gathered data were analyzed using statistical tools, namely the weighted mean and the Pearson Product-Moment Correlation Coefficient. The research findings revealed that local educators possess a "Very Prepared" level of readiness. This high level demonstrates that they are well-equipped to successfully administer the Comprehensive Rapid Literacy Assessment (CRLA) tool and effectively utilize the resulting data for targeted classroom instruction. Furthermore, the participating educators reported being "Very Motivated," reflecting a deep, authentic emotional investment in their students' ultimate academic success. The primary driving forces behind this exceptional motivation, which includes visible student progress, professional support, and workplace collaboration, elicited a "Strongly Agree" response from participants, effectively identifying these elements as powerful catalysts for overall teacher engagement. However, despite displaying excellent readiness and a strong internal drive, the teachers also "Strongly Agreed" that they face severe systemic hurdles. This feedback effectively categorizes the program's overall implementation environment as highly challenging. Crucially, the formal correlation analysis established a statistically significant relationship between teacher preparedness and motivation. This critical link underscores that when educators are thoroughly equipped through robust resources, professional training, and proper mental readiness, their internal motivation to drive the reading initiative forward increases significantly. Consequently, providing thorough preparation serves as a vital prerequisite for ensuring the program's ultimate long-term success. Keywords: teacher's preparation; teacher's motivation; rewards; reading; reading initiatives; teaching methods Journal: The International Review of Multidisciplinary Research Pages: 264-275 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.645 File-URL: https://vertexcorp.org/index.php/irmr/article/view/645 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/645/438 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:645 Template-Type: ReDIF-Article 1.0 Author-Name: Reyna Eve Paceño Author-Workplace-Name: North Eastern Mindanao State University - Lianga Campus Author-Name: July Hera Salomon Author-Workplace-Name: North Eastern Mindanao State University - Lianga Campus Title: Tech Infused Tranquility: Decoding Digital Shifts in Resort Hospitality Publication-Status: Published Abstract: This study assessed the level of digital transformation readiness among Department of Tourism (DOT)-accredited resort hotels in Surigao del Sur and its influence on guest satisfaction. The study involved resort owners/managers, employees, and guests, examining resort profiles and digital transformation readiness in terms of technological, organizational, external environmental, customer-related, economic, operational, and security and privacy factors. The research utilized a descriptive-correlational design, employing survey questionnaires to gather data on digital readiness, guest satisfaction, and challenges encountered in resort operations. The findings reveal that resort hotels are generally extremely ready for digital transformation, with security and privacy as the highest-rated factor and external environment as the lowest, though still rated extremely ready. Guest satisfaction with digital transformation is also extremely high, particularly in booking and reservation systems. However, regression analysis shows that digital transformation variables do not have a significant influence on guest satisfaction, indicating that satisfaction is driven more by service quality and human interaction rather than technology alone. Significant relationships were observed between selected resort profile variables—particularly occupancy rate, guest arrival, and years in operation—and digital transformation readiness, while most demographic variables showed no significant relationship. There is no significant difference in perceived readiness between guests and employees; however, a significant difference exists in the challenges encountered, with guests perceiving moderate challenges and employees perceiving minor challenges. Keywords: digital transformation; resort operations; guest satisfaction; digital readiness; hospitality Journal: The International Review of Multidisciplinary Research Pages: 276-290 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.633 File-URL: https://vertexcorp.org/index.php/irmr/article/view/633 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/633/439 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:633 Template-Type: ReDIF-Article 1.0 Author-Name: Dawn Yvonne Allonar Author-Workplace-Name: University of Perpetual Help System DALTA Author-Name: Rizaldy Medina Author-Workplace-Name: University of Perpetual Help System DALTA Title: Teachers' Lived Experiences of Integrating Technology in Classroom Instruction Publication-Status: Published Abstract: This qualitative phenomenological study examined teachers’ lived experiences of integrating technology into classroom instruction. It explored their perceptions of technology use, the challenges they encountered, the adaptive strategies they employed, and the meanings they ascribed to technology integration in instructional practice. Data were collected through in-depth semi-structured interviews with selected teachers and analyzed using thematic analysis. Findings revealed that technology integration is a context-dependent and pedagogically mediated practice shaped by structural constraints and teacher agency. Participants reported persistent challenges related to unstable internet connectivity, limited access to devices, and inadequate technological resources, which constrained the effective use of digital tools in classroom instruction. Despite these limitations, teachers demonstrated adaptability by employing alternative strategies such as offline resources, scaffolded instruction, peer collaboration, and flexible lesson planning to sustain student engagement and learning continuity. Technology was perceived as beneficial in organizing instruction, clarifying concepts, and increasing learner participation when purposefully aligned with instructional objectives. The findings further underscored the role of reflective practice in enabling teachers to evaluate and refine their technology integration strategies. Participants also emphasized the need for sustained professional development to strengthen their technological and pedagogical competencies. Effective technology integration emerged not as the simple adoption of digital tools but as a deliberate, context-sensitive process of aligning technology with pedagogical goals, learner needs, and classroom realities. In response, the study proposes a context-based Technology Integration Enhancement Program to support teachers through capacity-building, collaborative learning, and reflective professional development. The study contributes to the literature on technology integration in resource-constrained educational settings and offers practical insights for strengthening teacher support and instructional practice. Keywords: technology integration; lived experiences; adaptive pedagogy; digital equity; professional development Journal: The International Review of Multidisciplinary Research Pages: 291-305 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.548 File-URL: https://vertexcorp.org/index.php/irmr/article/view/548 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/548/440 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:548 Template-Type: ReDIF-Article 1.0 Author-Name: Lorna Ilustrisimo Author-Workplace-Name: Cagayan State University Title: Diagnostic Assessment on the Linguistic Competence of College Freshmen: A Basis for Developing Grammar Enhancement Publication-Status: Published Abstract: The study assessed the linguistic competence of college freshmen at Cagayan State University, Sanchez Mira Campus, and identified their difficulties across key areas of English grammar as a basis for developing grammar enhancement materials. Using a descriptive-correlational design, a researcher-made and validated diagnostic test was administered to 289 freshmen students drawn from the campus's five board programs, most of whom were female graduates of public high schools. Linguistic competence was described in terms of students' passing rate against the institution's standard threshold of 75%. Results showed that students passed only in verb identification and usage (75.5%), performed at a Fair level across most other areas, and were weakest in adjectives, which registered a passing rate of 42.49%. Course, sex, high school track, and high school English grade were significantly related to students' linguistic competence, while type of high school was not. These findings pointed to the need for remediation in adjective use and general improvement across grammar areas, leading to the development of Bridging Grammar Gaps: A Diagnostic-Based Enhancement Material. Keywords: Cagayan State University; linguistic competence; diagnostic assessment; grammar enhancement; college freshmen; descriptive-correlational research Journal: The International Review of Multidisciplinary Research Pages: 306-316 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.689 File-URL: https://vertexcorp.org/index.php/irmr/article/view/689 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/689/441 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:689 Template-Type: ReDIF-Article 1.0 Author-Name: Roberto Banton Jr. Author-Workplace-Name: National University Philippines Author-Name: Rosell Cultivo Author-Workplace-Name: National University Philippines Author-Name: Vince Loernz Garcia Author-Workplace-Name: National University Philippines Author-Name: May Ann Nollora Author-Workplace-Name: National University Fairview Title: Employer Perception of HM Graduates: Educational Credential vs. Practical Competence Publication-Status: Published Abstract: The hospitality industry is fundamentally service-oriented, making both academic preparation and workplace readiness critical to graduate employability. As Hospitality Management (HM) graduates enter an increasingly competitive labor market, questions remain regarding the relative importance employers place on educational credentials and practical competence during hiring. This study examined employer perceptions of HM graduates by comparing the influence of these two factors on employability assessments. Using a descriptive-correlational research design, the study surveyed employers from full-service restaurants in Cubao, Quezon City. Respondents represented diverse organizational positions, levels of industry experience, restaurant classifications, and professional backgrounds. A validated survey questionnaire measured perceptions of educational credentials, including degree attainment, academic performance, certifications, and curriculum relevance, as well as practical competence, encompassing on-the-job training, work experience, soft skills, digital literacy, and school reputation. Descriptive and inferential statistical analyses were employed to interpret the data. Findings showed that employers considered both educational credentials and practical competence important in evaluating HM graduates. Educational credentials received a verbal interpretation of “Agree,” while practical competence was rated “Strongly Agree,” indicating a slightly stronger positive perception. However, inferential analysis revealed no statistically significant difference between the two factors. Although practical competence obtained a higher descriptive rating, employers did not significantly prioritize it over educational credentials. The results suggest that employers value a balanced combination of academic qualifications and practical abilities. Educational credentials serve as indicators of foundational knowledge and discipline, whereas practical competence reflects graduates’ readiness to perform effectively in workplace settings. The absence of a significant difference highlights that employability is influenced by the combined contribution of both factors. Therefore, higher education institutions should strengthen curriculum-industry alignment through experiential learning opportunities, structured training programs, and soft skills development to enhance graduates’ employability. Keywords: hospitality management education; graduate employability; employer perception; educational credentials; practical competencies; workforce readiness Journal: The International Review of Multidisciplinary Research Pages: 317-326 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.594 File-URL: https://vertexcorp.org/index.php/irmr/article/view/594 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/594/442 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:594 Template-Type: ReDIF-Article 1.0 Author-Name: Gil Irinco Author-Workplace-Name: Biliran Province State University Author-Name: Jessel Codog Author-Workplace-Name: Biliran Province State University Author-Name: Ronald Hierro Author-Workplace-Name: Biliran Province State University Author-Name: Myckimella Roxinne Vasquez Author-Workplace-Name: Biliran Province State University Author-Name: Noel Tancinco Author-Workplace-Name: Biliran Province State University Author-Name: Jeson Viñas Author-Workplace-Name: Biliran Province State University Title: Pagtatasa sa Antas ng Intelligibility sa Wikang Balbal ng Apat na Henerasyon Publication-Status: Published Abstract: Ang balbal ay itinuturing na mababang antas ng wika at mga salitang ginagamit sa pang-araw-araw na pakikipagkomunikasyon. Bagama’t malawan na itong tinalakay ng mga iskolar, nananatiling limitado ang karamiha sa mga naunang pag-aaral sa dalawang henersayon. Dahil dito, hindi lubusang naipapaliwanag ang dinamikong paggamit ng balbal sa apat na henersayon sa Pilipinas. Layunin ng pag-aaral na tasahin ang pagkakaiba sa antas ng intelligibility ng balbal sa Henerasyon X, Millennials, Gen Z, at Gen Alpha. Gumamit ito ng deskriptibong sarbey at 2-stage cluster sampling na may 384 kalahok mula sa 26 komunidad sa Naval, Biliran. Naging saligan din ang teaoryang Sosyolingguwistik at Akomodasyon at sinuri ang datos gamit ang Excel at SPSS. Natuklasang mataas ang intelligibility ng Gen Z (M=91.3) at Millennials (M=87.9), mababa sa Gen Alpha (M=40.8), at pinakamababa sa Gen X (M=22.3). Ipinakita ng Kruskal-Wallis test na may makabuluhang pagkakaiba sa intelligibility sa pagitan ng mga henerasyon (p < .001). Sa post hoc Mann-Whitney U test, walang makabuluhang pagkakaiba sa pagitan ng Millennials at Gen Z (p=.101), ngunit makabuluhan ang lahat ng iba pang pares (p<.001). Ipinapakita ng mga resulta ang malinaw na agwat sa intergenerational na komunikasyon at pangangailangan para sa angkop na estratehiyang pang-edukasyon upang mapaunlad ang pag-unawa sa nagbabagong balbal. Inirerekomenda ang pag-aaral sa impluwensya ng kulturang popular at social media sa akwisisyon at enkulturasyon ng balbal partikular na ng mas bata at mas nakatatandang henerasyon, ang henerasyon Alpha at X. Mainam ding gumamit ng ibang lapit at pamamaraan upang mapunan ang metodolohikal na limitasyon ng kasalukuyang pag-aaral. Keywords: balbal; antas ng intelligibility; wika; interhenerasyon; sosyolingguwistika Journal: The International Review of Multidisciplinary Research Pages: 327-336 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.519 File-URL: https://vertexcorp.org/index.php/irmr/article/view/519 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/519/444 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:519 Template-Type: ReDIF-Article 1.0 Author-Name: Suriati Mohamed Author-Workplace-Name: Kolej Poly-Tech MARA Kota Bharu, Seksyen 17, Lembah Sireh, 15050 Kota Bharu, Kelantan, Malaysia Author-Name: Alice Thomas Author-Workplace-Name: School Health Science, Health Campus, Universiti Sains Malaysia, 16150 Kubang Kerian, Kelantan, Malaysia Author-Name: Makdi Masnoddin Author-Workplace-Name: Preparatory Centre for Science and Technology, Universiti Malaysia Sabah, off Road UMS, 88400 Kota Kinabalu, Sabah, Malaysia Author-Name: Muhammad Izzuddin Rumaling Author-Workplace-Name: Preparatory Centre for Science and Technology, Universiti Malaysia Sabah, off Road UMS, 88400 Kota Kinabalu, Sabah, Malaysia Author-Name: Michael Steve Salag Author-Workplace-Name: Preparatory Centre for Science and Technology, Universiti Malaysia Sabah, off Road UMS, 88400 Kota Kinabalu, Sabah, Malaysia Title: The Intersection of Ethnocultural Identity and Glycemic Management: A Qualitative Synthesis of Dietary Constructions Among Individuals with Uncontrolled Diabetes in Asia Publication-Status: Published Abstract: Effective dietary control remains a core pillar of type 2 diabetes mellitus (T2DM) therapy; however, individual adherence is substantially regulated by deep-rooted sociocultural norms. Traditional Asian diets, familial expectations, and cognitive frameworks often conflict with Western-centric professional recommendations, resulting in metabolic susceptibility and poor glycemic measures. Objective: This meta-qualitative review and synthesis systematically assesses and integrates regional qualitative evidence regarding the ethnocultural identity and nutritional self-management practices of Asian individuals living with uncontrolled diabetes. Methodology: Systematic literature searches were executed across PubMed, Embase, PsycINFO, and CINAHL using strict eligibility criteria, focusing on main qualitative designs with raw participant quotations. Seven high-quality excellent studies from Nepal, Sri Lanka, China, Japan, Myanmar, and Indonesia were selected. The Critical Appraisal Skills Programme (CASP) checklist assessed methodological quality, while the GRADE-CERQual framework completed the evidence confidence profiling. Inductive thematic analysis and rigorous data extraction were done to guarantee a high level of conceptual synthesis. Results: Seven key themes were identified in the synthesis: (1) resistance to cultural nutrition centered on rice heritage; (2) misclassification of carbohydrates conflating starch and sweetness; (3) family and gender dynamics restricting personal food autonomy; (4) professional and workplace impacts affecting care during corporate obligations; (5) medical pluralism incorporating parallel herbal therapies; (6) social rejection viewed as communal dishonor; and (7) structural treatment compliance challenges. Conclusion: Dietary non-adherence in uncontrolled T2DM is a complex, family, and career-challenging choice rather than simple individual negligence. To maximize metabolic treatments, clinical teams must abandon strict, non-contextual dietary rules, as well as create flexible dietary guidelines, rooted in culture and respecting heritage principles. Keywords: ethnocultural identity; glycemic management; qualitative synthesis; dietary barriers; Asia; type 2 diabetes mellitus Journal: The International Review of Multidisciplinary Research Pages: 337-350 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.692 File-URL: https://vertexcorp.org/index.php/irmr/article/view/692 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/692/445 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:692 Template-Type: ReDIF-Article 1.0 Author-Name: Maria Cecilia Cantos Author-Workplace-Name: Colegio de la Ciudad de Tayabas Author-Name: Vien Lorenz Espedido Author-Workplace-Name: Colegio de la Ciudad de Tayabas Author-Name: Jake Patrick Reyes Author-Workplace-Name: Colegio de la Ciudad de Tayabas Author-Name: Dan Wilbert Rodriguez Author-Workplace-Name: Colegio de la Ciudad de Tayabas Title: Bridging the Math Gap: Assessing the Effectiveness of the Advanced Mathematics Bridging Program in the Mathematical Competencies of Incoming BSCS Students Publication-Status: Published Abstract: Incoming college students often exhibit diverse levels of mathematical preparation, leading to critical achievement gaps in computer science programs where mathematical competence is fundamental. Grounded in mathematical transition theory, this study evaluated the effectiveness of the Advanced Mathematics Bridging Program in enhancing the mathematical competencies of incoming Bachelor of Science in Computer Science (BSCS) students at Colegio de la Ciudad de Tayabas, addressing academic hurdles during the secondary-to-tertiary shift. The study employed a quasi-experimental pre-test and post-test research design without a control group, focusing on a cohort of voluntarily enrolled incoming BSCS freshmen. Data collection instruments consisted of a standardized Mathematics Competency Test—measuring algebra, functions, basic calculus, and problem-solving skills—administered before and after the intervention, alongside a structured student perception survey. Quantitative analysis using paired t-tests revealed a statistically significant improvement in overall mathematical competencies ( ). The most pronounced gains occurred in college algebra and functions, while basic calculus remained a challenging area. Qualitative thematic analysis of the perception survey indicated high satisfaction with the program’s collaborative pedagogy and a marked increase in self-reported post-program academic confidence. In conclusion, the Advanced Mathematics Bridging Program effectively mitigates secondary-to-tertiary transition barriers and closes initial developmental gaps. Based on these findings, it is highly recommended that Colegio de la Ciudad de Tayabas institutionalize this program as a standard preparatory pathway for all incoming computing students. Future iterations should adjust instructional hours to allocate more time to foundational calculus. Finally, the institution should establish longitudinal tracking systems to monitor the long-term academic retention and performance of participants in advanced computer science coursework. Keywords: advanced mathematics; bridging program; BSCS students; mathematical competencies; transition theory; quasi-experimental design; academic preparedness; colegio de la ciudad de Tayabas Journal: The International Review of Multidisciplinary Research Pages: 351-366 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.693 File-URL: https://vertexcorp.org/index.php/irmr/article/view/693 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/693/446 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:693 Template-Type: ReDIF-Article 1.0 Author-Name: Marco Lorenzo Cular Author-Workplace-Name: Mandong Integrated School, Aklan State University Title: Teachers’ Perceptions of School Leadership: Implications for Performance and Morale Publication-Status: Published Abstract: School leadership plays a vital role in influencing teachers’ performance, motivation, and workplace morale. This study examined teachers’ perceptions of school leadership styles and their implications for work performance and morale among public integrated schools in the District of Batan. Guided by the need to assess leadership’s impact on teacher outcomes, the research addressed four questions: (1) the predominant leadership styles perceived, (2) levels of teacher performance and morale, (3) the significance of relationships between leadership and outcomes, and (4) the style most positively associated with high performance and morale. A quantitative descriptive-correlational research design was employed involving 69 purposively selected teachers from public integrated schools. Data were collected using a validated researcher-made questionnaire administered through Google Forms. The instrument demonstrated excellent internal consistency (Cronbach’s α = .907). Descriptive statistics, Pearson correlation, and multiple regression analyses were performed using SPSS version 21. Results revealed that distributed leadership (M = 4.53) and transformational leadership (M = 4.53) were the most highly perceived leadership styles. Teachers also reported very high levels of work performance (Grand Mean = 4.63), particularly in professional responsibilities (M = 4.70), and very high morale (Grand Mean = 4.58), with motivation receiving the highest rating (M = 4.59). Significant positive relationships were found between distributed, democratic, servant, constructivist, emotional, and instructional leadership and teachers’ work performance and morale (r = .411–.668, p < .05). Regression analysis identified distributed leadership as the strongest predictor of professional responsibilities (β = .801, p = .012) and teacher motivation (β = .923, p = .003). The findings underscore the importance of collaborative and participatory leadership practices in promoting teacher effectiveness and sustaining high workplace morale. Strengthening distributed leadership in schools is therefore recommended to enhance teacher engagement, professional commitment, and overall school effectiveness. Keywords: school leadership; teacher perceptions; distributed leadership; work performance; morale; leadership styles Journal: The International Review of Multidisciplinary Research Pages: 367-378 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.672 File-URL: https://vertexcorp.org/index.php/irmr/article/view/672 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/672/447 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:672 Template-Type: ReDIF-Article 1.0 Author-Name: Gabriel Dela Fuente Author-Workplace-Name: Literature Educators Association of the Philippines Author-Name: Nerissa Revilla Author-Workplace-Name: San Beda University Title: Applying Todorov’s Narrative Equilibrium Theory to the Non-Linear Structure of Disco Elysium Publication-Status: Published Abstract: This thesis explores the relevance of Tzvetan Todorov's Narrative Equilibrium theory, which includes the phases of equilibrium, disruption, recognition, restored order, and new equilibrium, in relation to the non-linear, player-driven format of the interactive fiction video game Disco Elysium (ZA/UM, 2019). Utilizing a qualitative narrative analysis based on structuralist theory, the research examines how the game's fragmented storytelling, branching dialogue trees, Thought Cabinet mechanic, and probabilistic skill checks not only mirror but also challenge Todorov's traditional model. Research shows that although all five stages can still be recognized, they are significantly altered: equilibrium is now viewed as a “post-equilibrium” that demands player reimagining, disruption occurs at various simultaneous levels (external, internal, societal), recognition is spread out across numerous possible realizations instead of being confined to a single moment, and both restored order and new equilibrium arise as conditional outcomes determined by the players rather than being established fixed narrative conclusions. The analysis clearly shows that player agency significantly impacts the structural integrity of Todorov’s model within interactive environments. In contrast to traditional linear narratives where stages are presented in a sequence determined by the author, Disco Elysium distributes narrative control through player decisions, skill results, and internalized thoughts, making the shift from disruption to equilibrium an outcome of gameplay that arises organically rather than following a set course. The study concludes that while Todorov’s framework is still useful for interactive fiction, it should be viewed as a tool to map potential narrative structures instead of actualized ones, which reflects the active role of the reader-player in co-creating meaning. This research adds to the increasing academic acknowledgment of video games as valid literary works and supports the need to adapt structuralist theories to reflect diversity, unpredictability, and negotiated balances typical of non-linear, player-driven stories. Keywords: narrative equilibrium theory; non-linear narrative; interactive fiction; player agency; disco Elysiu; structuralist narratology Journal: The International Review of Multidisciplinary Research Pages: 379-393 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.694 File-URL: https://vertexcorp.org/index.php/irmr/article/view/694 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/694/448 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:694 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Dianne Cotiangco Author-Workplace-Name: Cebu Technological University Author-Name: Taryn Cabradilla Author-Workplace-Name: Cebu Technological University Author-Name: Carwyn Villarino Author-Workplace-Name: Cebu Technological University Author-Name: Genevieve Cheng Author-Workplace-Name: Cebu Technological University Author-Name: Reynald Pedida Author-Workplace-Name: Cebu Technological University Author-Name: Marilyn Miranda Author-Workplace-Name: Cebu Technological University Title: Instructional Supervision Dynamism of School Administrators Towards Contextualized Supervisory Plan Publication-Status: Published Abstract: This chapter presents the summary of findings, conclusions, recommendations, and the proposed Contextualized Supervisory Plan based on the data gathered from the study. The research examined the instructional supervision dynamism of school administrators in selected public elementary schools in the Calubian District, Leyte Division, Department of Education Region VIII, during the School Year 2025–2026. A total of 100 respondents participated in the study, consisting of five school administrators and ninety-five teachers. Data were collected using self-administered questionnaires distributed through online platforms and paper-and-pencil formats. The findings revealed that instructional supervision practices play a significant role in improving teacher performance and instructional quality. Examining teachers' responses to supervision provided a deeper understanding of how they perceive guidance, monitoring, coaching, and professional development initiatives implemented by school administrators. These insights are essential in designing supervisory approaches that are responsive to the actual needs, capacities, and school contexts of teachers. The results further demonstrated that all instructional supervision strategies significantly influenced teacher performance, although the degree of influence varied across different supervisory practices. The study concludes that instructional supervision becomes more effective when it is collaborative, practical, interactive, and contextually relevant. School administrators who provide consistent support, constructive feedback, and opportunities for professional growth contribute significantly to enhanced teaching practices and improved learner outcomes. By identifying the supervisory strategies that produce the greatest impact, school leaders can prioritize interventions, allocate resources efficiently, and implement evidence-based programs that promote continuous instructional improvement. Based on these findings and conclusions, it is strongly recommended that the proposed Contextualized Supervisory Plan be adopted and implemented to strengthen instructional supervision and sustain quality teaching and learning in public elementary schools. Keywords: instructional supervision dynamism of school administrators; quantitative research method; contextualized supervisory plan Journal: The International Review of Multidisciplinary Research Pages: 394-401 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.696 File-URL: https://vertexcorp.org/index.php/irmr/article/view/696 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/696/449 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:696 Template-Type: ReDIF-Article 1.0 Author-Name: Julie Ann Bag-ao Author-Workplace-Name: University of Science and Technology of Southern Philippines – Panaon Campus Author-Name: Zenyam Baldesoto Author-Workplace-Name: University of Science and Technology of Southern Philippines – Panaon Campus Author-Name: Quedelyn Balo Author-Workplace-Name: University of Science and Technology of Southern Philippines – Panaon Campus Author-Name: Jed Anthony Ceballos Author-Workplace-Name: University of Science and Technology of Southern Philippines - Panaon Campus Title: Exploring Pedagogical Strategies & Challenges In Fostering 21st Century Competencies Among Technical And Vocational Teachers Publication-Status: Published Abstract: This study explored the pedagogical strategies and challenges experienced by Technical-Vocational-Livelihood (TVL) teachers in fostering 21st-century competencies among learners. Anchored on Constructivist Learning Theory, the study examined how teachers design and implement instructional activities, assessment practices, and learning experiences that promote critical thinking, communication, collaboration, creativity, and digital literacy. A qualitative descriptive research design was employed, involving seven TVL teachers from selected public secondary schools. Data were gathered through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis framework. The findings revealed that teachers employ a variety of learner-centered and industry-aligned pedagogical strategies, including experiential learning, scaffolded industry simulation, project-based activities, collaborative learning, and technology-supported instruction. These approaches enable students to engage in authentic workplace-related experiences while developing both technical and transferable competencies. The study further found that teachers implement differentiated instruction and competency-based assessment practices to accommodate diverse learner needs and evaluate both technical performance and workplace readiness skills. Despite these positive practices, teachers encountered several challenges, including limited instructional resources, insufficient laboratory equipment, varied levels of student readiness, technological skill disparities, administrative workload, and time constraints in balancing technical competencies with 21st-century skill development. Teachers nevertheless demonstrated adaptability and resilience in addressing these challenges through collaborative and contextualized instructional approaches. The study concluded that fostering 21st-century competencies in TVL education requires a holistic approach that integrates technical mastery, soft skills development, authentic learning experiences, and continuous teacher innovation. Strengthening institutional support, industry partnerships, resource provision, and professional development opportunities is essential to enhance the effective implementation of competency-based and learner-centered vocational education. Keywords: qualitative study; pedagogical strategies; technical-vocational education; TVL teachers; 21st-century competencies; challenges; classroom practices; lived experiences Journal: The International Review of Multidisciplinary Research Pages: 402-415 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.614 File-URL: https://vertexcorp.org/index.php/irmr/article/view/614 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/614/450 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:614 Template-Type: ReDIF-Article 1.0 Author-Name: Lycel Pagasian Author-Workplace-Name: Development Bank of the Philippines Author-Name: Lucelle Saguban Author-Workplace-Name: Foundation University Title: Streamlining Salary Loan Transactions: A process Efficiency Study of a Regional Banking Institution Publication-Status: Published Abstract: This study examined the efficiency of the salary loan process at DBP Dumaguete by identifying process deficiencies and assessing the contributions of technological systems and interdepartmental coordination to the efficient handling of salary loan applications. The research sought to determine how these factors influence service delivery and overall process performance within the bank. A descriptive-correlational research design was employed. Data were collected from 123 salary loan clients selected through simple random sampling and 30 DBP employees directly involved in loan processing chosen through purposive sampling. Expert-validated survey questionnaires were used as the primary data-gathering instruments. Statistical tools such as the mean, Shapiro-Wilk test of normality, and Spearman’s rank-order correlation were utilized to analyze the data.The findings revealed that both clients and employees consistently perceived the salary loan process as efficient across all measured dimensions. Technological systems and interdepartmental coordination were viewed as important contributors to timely and effective loan processing. However, the study also identified the continued occurrence of minor delays, document resubmissions, and process bottlenecks, indicating opportunities for further improvement. These findings suggest that while existing technologies support operational efficiency, technology alone is insufficient to ensure optimal performance. Greater digital integration, enhanced validation mechanisms, seamless system interoperability, and increased automation are needed to further streamline processes and improve client satisfaction.The study underscores the importance of continuous innovation in maintaining fast, reliable, and trustworthy loan services. Furthermore, the results support the applicability of Lean Theory and Scientific Management Theory, emphasizing continuous improvement, process optimization, and productivity enhancement in the banking sector. Keywords: salary loan processing; technological systems support; interdepartmental coordination mechanisms; process efficiency; regional banking institution Journal: The International Review of Multidisciplinary Research Pages: 416-431 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.590 File-URL: https://vertexcorp.org/index.php/irmr/article/view/590 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/590/451 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:590 Template-Type: ReDIF-Article 1.0 Author-Name: Abnir Arilin Author-Workplace-Name: Universidad de Zamboanga Author-Name: Adzfar Wahid Author-Workplace-Name: Universidad de Zamboanga Author-Name: Aries Jay Reyes Author-Workplace-Name: Universidad de Zamboanga Author-Name: Rahima Yusop Author-Workplace-Name: Universidad de Zamboanga Author-Name: Nersa Suani Author-Workplace-Name: Universidad de Zamboanga Author-Name: Michelle Mohammad Author-Workplace-Name: Universidad de Zamboanga Author-Name: Aden Talah Author-Workplace-Name: Universidad de Zamboanga Author-Name: Reyd'zmahal Sotillo Kadil Author-Workplace-Name: Universidad de Zamboanga Author-Name: Rhizza Mae Maulana Author-Workplace-Name: Universidad de Zamboanga Author-Name: Cristine Albances Author-Workplace-Name: Universidad de Zamboanga Author-Name: Leslie Joy Del Rosario Author-Workplace-Name: Universidad de Zamboanga Author-Name: Amira Shaika Junaid Author-Workplace-Name: Universidad de Zamboanga Title: Exploring the Perspectives of General Education Instructors Amid the Reduction of GE Units in Philippine Higher Education Publication-Status: Published Abstract: This study explored the perspectives of General Education (GE) instructors regarding the proposed reduction of General Education units in Philippine higher education. Grounded in Dewey’s Theory of Progressive Education and Freire’s Critical Pedagogy, the study examined how instructors perceived the rationale behind the reform and the opportunities and challenges associated with its implementation. A descriptive qualitative research design was employed, involving twelve General Education instructors from higher education institutions in Zamboanga City selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis. Findings revealed that instructors generally questioned the rationale for reducing GE units, viewing the proposal as driven by workforce-oriented priorities that may undermine holistic learning. Participants expressed concerns regarding limited faculty consultation, the erosion of liberal education traditions, threats to educational quality, and potential inequities for disadvantaged students. Despite these reservations, instructors identified opportunities for curriculum redesign, stronger alignment with student needs, increased interdisciplinary collaboration, and innovative teaching practices. However, they also anticipated significant challenges, including threats to job security, difficulties in covering core learning competencies, reduced student exposure to broad knowledge areas, and uncertainty arising from unclear implementation guidelines. The study concludes that while curriculum reform may offer opportunities for innovation and improvement, its success depends on meaningful stakeholder engagement, careful planning, and the preservation of the broader educational purposes of General Education. The findings highlight the importance of balancing responsiveness to contemporary educational demands with the intellectual, civic, and humanistic goals that remain central to higher education in the Philippine context. Keywords: general education; curriculum reform; higher education; faculty perspectives Journal: The International Review of Multidisciplinary Research Pages: 432-444 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.635 File-URL: https://vertexcorp.org/index.php/irmr/article/view/635 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/635/452 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:635 Template-Type: ReDIF-Article 1.0 Author-Name: Adzfar Wahid Author-Workplace-Name: Universidad de Zamboanga Author-Name: Abnir Arilin Author-Workplace-Name: Universidad de Zamboanga Author-Name: Jenny Rose Etrata-Jimlani Author-Workplace-Name: Universidad de Zamboanga Author-Name: Rahima Yusop Author-Workplace-Name: Universidad de Zamboanga Author-Name: Aries Jay Reyes Author-Workplace-Name: Universidad de Zamboanga Author-Name: Aden Talah Author-Workplace-Name: Universidad de Zamboanga Author-Name: Nersa Suani Author-Workplace-Name: Universidad de Zamboanga Author-Name: Michelle Mohammad Author-Workplace-Name: Universidad de Zamboanga Author-Name: Reyd'zmahal Sotillo Kadil Author-Workplace-Name: Universidad de Zamboanga Author-Name: Leslie Joy Del Rosario Author-Workplace-Name: Universidad de Zamboanga Author-Name: Cristine Albances Author-Workplace-Name: Universidad de Zamboanga Author-Name: Amira Shaika Junaid Author-Workplace-Name: Universidad de Zamboanga Title: Assessing the Relationship of Multilingual Competence and Peer Collaboration Dynamics in Reading and Writing Literacy Classroom Settings Among Liberal Arts and Sciences Students at Universidad de Zamboanga: Basis for Curriculum Development Plan Publication-Status: Published Abstract: As higher education institutions continue to serve increasingly multilingual student populations, understanding how linguistic diversity contributes to academic literacy and collaborative learning has become a critical concern. This study investigated the relationship between multilingual competence and peer collaboration dynamics in reading and writing literacy settings among students of the School of Liberal Arts and Sciences at Universidad de Zamboanga. Grounded in Sociocultural Theory and Social Interdependence Theory, the study examined the levels of multilingual competence and peer collaboration dynamics, determined whether significant differences existed across selected demographic variables, and assessed the relationship between the two constructs. A quantitative descriptive-correlational research design was employed, involving 100 undergraduate students selected from various academic programs. Data were gathered through a validated researcher-developed questionnaire and analyzed using weighted mean, independent samples t-test, one-way analysis of variance (ANOVA), and Pearson Product-Moment Correlation. The findings revealed that the respondents demonstrated high levels of multilingual competence (M = 4.40) and peer collaboration dynamics (M = 4.41), indicating that multilingual language practices and collaborative learning behaviors were widely manifested in literacy-related activities. No statistically significant differences were found when respondents were grouped according to sex, age, ethnicity, and academic program. Moreover, a strong positive and statistically significant relationship was identified between multilingual competence and peer collaboration dynamics (r = .768, p < .05), suggesting that students who effectively utilized their multilingual resources were more likely to engage in meaningful collaborative literacy practices. The findings underscore the complementary roles of multilingual competence and peer collaboration in supporting literacy development. The study advocates for the integration of translanguaging strategies and collaborative learning approaches into higher education literacy instruction and proposes a curriculum intervention framework that promotes inclusive, responsive, and academically enriching multilingual learning environments. Keywords: multilingual competence; peer collaboration dynamics; collaborative development; reading and writing; literacy development Journal: The International Review of Multidisciplinary Research Pages: 445-455 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.637 File-URL: https://vertexcorp.org/index.php/irmr/article/view/637 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/637/453 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:637 Template-Type: ReDIF-Article 1.0 Author-Name: Florrench Gabin Author-Workplace-Name: Agusan del Sur State University Title: Linguistic Leveling in the Technical Frontier: A Qualitative Analysis of Gendered Speech Acts in the Philippine BPO Industry Publication-Status: Published Abstract: This study investigates the influence of gender identity on the selection and execution of speech acts among technical support agents in the Philippine Business Process Outsourcing (BPO) industry. Drawing on Searle’s (1969, 1979) Speech Act Theory, the research deconstructs the illocutionary forces utilized during "troubles-telling" encounters involving complex networking hardware. A qualitative textual analysis was conducted on a corpus of 20 transcribed call recordings, balanced between 10 male and 10 female agents. The findings reveal a high degree of pragmatic density, with directives, assertives, commissives, and expressives functioning as the primary linguistic maneuvers to drive technical resolution and customer rapport. Contrary to traditional sociolinguistic frameworks—such as those proposed by Lakoff (1975) and Tannen (1990)—the results demonstrate a significant "linguistic leveling." Both male and female agents utilized a nearly identical repertoire of task-oriented directives (e.g., modal request forms and closed-ended questions), assertive acknowledgment tokens (e.g., "so," "okay," and "I see"), and empathy-based expressives (e.g., "I apologize" and "thank you"). The study identifies that institutional training, standardized call scripts, and the "global call center register" effectively neutralize individual gender traits. The study concludes that in specialized technical domains, professional identity and pragmatic competence as an "expert troubleshooter" supersede traditional gendered dispositions, fostering a gender-neutral linguistic standard centered on "linguistic hospitality" and service excellence. Keywords: speech act theory; genderlects linguistic leveling; BPO industry; technical support; pragmatic competence Journal: The International Review of Multidisciplinary Research Pages: 456-462 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.538 File-URL: https://vertexcorp.org/index.php/irmr/article/view/538 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/538/454 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:538 Template-Type: ReDIF-Article 1.0 Author-Name: Alvarez Umaron Author-Workplace-Name: Mindanao State University Title: Faculty Beliefs, Self-Efficacy, and the Implementation of Differentiated Instruction in Jolo I District Publication-Status: Published Abstract: The research presented provides a comprehensive look into how faculty beliefs and perceived self-efficacy affect the implementation of Differentiated Instruction (DI). This descriptive-correlational study focused on a sample of 135 elementary school teachers within the Jolo I District. Looking closely at the participant demographics, the respondent pool consists primarily of young individuals, with 59.3% falling between the ages of 20 and 35. Additionally, the group is overwhelmingly female at 83.7%, and a significant portion consists of early-career professionals, with 44.4% having one to five years of teaching service. According to the data, the findings show that these educators maintain highly positive beliefs regarding DI, yielding a mean score of 3.43, alongside a high level of perceived self-efficacy, which scored a mean of 3.40. In practice, while teachers consistently succeeded in creating a supportive and inclusive learning environment—marked as "Always" implemented—the technical execution of diverse performance tasks and offering varied assignment choices achieved a lower rating of "Mostly Implemented." The regression analysis highlights that both internal variables significantly impact the overall extent of DI execution. Crucially, self-efficacy proved to be a much stronger predictor, explaining 64% of the variance, whereas faculty beliefs explained only 39% of the variance. This pattern remained largely stable across most demographic lines, except for a tiny segment of Doctorate degree holders where the relationship was statistically non-significant. Ultimately, the study concludes that while teachers possess the necessary psychological readiness for inclusive schooling, professional development efforts must target concrete technical confidence to bridge the gap between beliefs and practical execution. Keywords: differentiated instruction; faculty beliefs; self-efficacy; teaching method; learning gap Journal: The International Review of Multidisciplinary Research Pages: 463-475 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.652 File-URL: https://vertexcorp.org/index.php/irmr/article/view/652 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/652/455 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:652 Template-Type: ReDIF-Article 1.0 Author-Name: Hirsha Sihta A. Maidin-Sadjail Author-Workplace-Name: Mindanao State University Title: Financial Management Literacy: Its Impact on School Operations Performance of Higher Education Institutions in Sulu, Philippines Publication-Status: Published Abstract: This study investigates the demographic profile and financial management literacy of finance personnel across various Higher Educational Institutions (HEIs), focusing on how factors such as age, gender, marital status, eligibility, educational attainment, employment status, training experiences, and job designations influence their financial competencies. The research evaluates the extent of financial management literacy in key areas—planning, budgeting, implementation, monitoring, evaluation, and reporting—and examines its correlation with staff performance in instructional, research, extension, and production activities. The findings reveal that while finance personnel exhibit a diverse demographic profile, these attributes do not significantly impact their performance or financial management literacy. Despite this, finance personnel demonstrate proficiency in essential financial skills, though there is room for strategic enhancements to improve institutional operations further. Financial management literacy positively influences school operations performance across various functions, but its impact alone is insufficient to drive substantial improvements. Demographic factors show minimal and largely non-significant effects on both financial literacy and operational performance, suggesting that other underlying variables play a more prominent role in shaping outcomes. This study underscores the complexity of factors influencing institutional effectiveness and highlights the need for a multifaceted approach to professional development. To achieve meaningful progress, HEIs should integrate financial management training with efforts to strengthen organizational culture, optimize resource allocation, and promote collaborative practices. Future research should explore additional variables, such as leadership styles, institutional policies, external partnerships, and socio-economic contexts, to enrich the framework guiding finance personnel’s roles within the education sector. Significantly, enhancing institutional performance requires a comprehensive strategy that addresses both individual competencies and systemic factors holistically. Keywords: financial management literacy; higher education; institutional performance; professional development; organizational culture; resource allocation; collaborative practices Journal: The International Review of Multidisciplinary Research Pages: 476-491 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.653 File-URL: https://vertexcorp.org/index.php/irmr/article/view/653 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/653/456 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:653 Template-Type: ReDIF-Article 1.0 Author-Name: Fatimah Aliya Kaslani Author-Workplace-Name: Mindanao State University Title: Teaching and Learning in Remote Schools: Addressing Resource Constraints in Indanan District Publication-Status: Published Abstract: This particular study examined the overall extent of resource constraints and carefully analyzed their distinct effects on instructional practices and student learning experiences within selected remote public schools located in Indanan District, Sulu. Adopting a descriptive research design approach, empirical data were gathered from a sample of 150 public elementary school teachers using a validated survey questionnaire, which were subsequently analyzed using statistical mean and standard deviation metrics. The primary findings outlined in this study revealed that resource constraints across instructional materials, facilities, school infrastructure, technology, digital resources, financial support, and personnel human resources were generally experienced at a moderate level, with human resources emerging clearly as the most critical concern among educators. Furthermore, the empirical results indicated that these ongoing resource constraints exert a moderately strong effect on daily instructional practices, specifically impacting lesson planning efficiency, teaching strategies, classroom management protocols, and educational assessment methods. In addition, resource limitations were shown to possess a moderate impact on students' academic performance, general motivation, classroom engagement, and equitable access to quality learning opportunities. Despite facing these significant structural challenges, the surveyed respondents expressed a strong consensus on the critical importance of implementing proposed interventions. These interventions particularly target improving essential instructional materials, strengthening professional development for teachers, upgrading school facilities, enhancing technological support systems, increasing overall financial resources, and actively fostering collaborative stakeholder partnerships. Ultimately, the study underscores an urgent need for comprehensive, sustained educational interventions designed to systematically address existing resource gaps and significantly improve the quality of daily teaching and learning experiences within these resource-constrained environments. Keywords: resource gap; challenges in education; remote schools; learning gap; teacher support Journal: The International Review of Multidisciplinary Research Pages: 492-505 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.651 File-URL: https://vertexcorp.org/index.php/irmr/article/view/651 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/651/457 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:651 Template-Type: ReDIF-Article 1.0 Author-Name: Elanie Mendoza Author-Workplace-Name: Romblon State University Author-Name: Poly Banagan Author-Workplace-Name: Romblon State University Title: Linking drivers’ knowledge and perceived road safety: the mediating effects of theoretical and practical driving course Publication-Status: Published Abstract: This study examined the relationship between drivers’ knowledge and perceived road safety, with emphasis on the mediating effects of the Theoretical Driving Course and Practical Driving Course among licensed drivers in Oriental Mindoro. Specifically, it determined the respondents’ socio-demographic profile, level of drivers’ knowledge, level of perceived road safety, extent of exposure to TDC and PDC, relationship between knowledge and perceived road safety, and the mediating effects of TDC and PDC. The study employed a descriptive-correlational research design with mediation analysis. A total of 300 licensed public and private vehicle drivers from the 14 municipalities of Oriental Mindoro participated in the study. Data were gathered using a validated and reliable research instrument composed of a socio-demographic profile sheet, a drivers’ knowledge test, a perceived road safety questionnaire, and an exposure to TDC and PDC questionnaire. The data were analyzed using frequency, percentage, weighted mean, correlation analysis, Kendall’s Tau-b, and mediation analysis through path analysis. Findings revealed that the respondents generally had high to very high levels of drivers’ knowledge, perceived road safety, and exposure to both TDC and PDC. The results also showed a significant but weak positive relationship between drivers’ knowledge and perceived road safety, indicating that knowledge contributes to safety perception but does not strongly explain it by itself. Further analysis showed that TDC partially mediated the relationship between drivers’ knowledge and perceived road safety, while PDC fully mediated the relationship. This means that theoretical instruction strengthens the connection between knowledge and perceived safety, while practical driving training serves as the stronger pathway through which knowledge is translated into safety perception. Based on the findings, a Traffic–Community-Based TDC-PDC Access Initiative was proposed to improve access to formal driver education, strengthen road safety awareness, and enhance practical driving readiness among drivers in Oriental Mindoro. Keywords: drivers’ knowledge; perceived road safety; theoretical driving course; practical driving course; mediation analysis; Oriental Mindoro Journal: The International Review of Multidisciplinary Research Pages: 506-514 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.512 File-URL: https://vertexcorp.org/index.php/irmr/article/view/512 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/512/458 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:512 Template-Type: ReDIF-Article 1.0 Author-Name: Arlene Dela Cruz Author-Workplace-Name: Department of Education, Nueva Vizcaya State University Author-Name: Wilhelmina Bullecer Author-Workplace-Name: Nueva Vizcaya State University Title: Technological Pedagogical Content Knowledge of Public School Teachers: Bases for Learning and Development Plan Publication-Status: Published Abstract: The study assessed the Technological Pedagogical Content Knowledge of Public School Teachers: Bases for the Development of Learning and Development Plan, school year 2025-2026. Quantitative research design and correlational procedures were used to look at any meaningful connections using questionnaires. Total enumeration was used because it ensures that the respondents were relevant and can provide accurate data aligned with the objectives of the study. The study found that respondents’ level of TPACK has an over-all mean of 4.03 with SD of 0.461, qualitatively described as competent which indicates a strong basis for technology integration skills. The over-all mean comprises the following domains: Content Knowledge has a mean of 4.53 with SD of 0.488 which is described as highly competent and it demonstrates excellent subject mastery; Pedagogical Knowledge has a mean 4.24 with SD of 0.546 which is described as competent and it exhibits reliable teaching strategies that can be adjusted to suit diversity of learners; and Technological Knowledge has a mean of 3.32 with SD of 0.969, described as moderately competent and it suggests that targeted training is necessary to improve the TK of teachers. TK-PK and TK-CK showed a weak, non-significant positive correlation (ρ = 0.108, p = 0.502) and (ρ = 0.021, p = 0.895) respectively. Therefore, their null hypothesis was rejected. There is no significant relationship between TK-PK and TK-CK. CK-PK demonstrated a positive and statistically significant correlation. So, null hypothesis was accepted. There is a significant relationship between PK-CK. Since the study found that the level of respondents’ TPACK is competent; and PK-CK are statistically correlated, a L&D Plan entitled: Seminar-Workshop on Enhancing Teachers’ Technological Competence for Effective and Innovative Teaching is hereby proposed to assist educators in purposefully integrating technology, pedagogy, and subject matter such that technology use promotes deeper learning rather than merely gadget use. Keywords: content knowledge; learning and development plan; pedagogical knowledge; technological knowledge Journal: The International Review of Multidisciplinary Research Pages: 515-520 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.661 File-URL: https://vertexcorp.org/index.php/irmr/article/view/661 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/661/459 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:661 Template-Type: ReDIF-Article 1.0 Author-Name: John Rendel Anenias Author-Workplace-Name: Canossa College - San Pablo City, Inc. Author-Name: Kaira Via Catanyag Author-Workplace-Name: Canossa College - San Pablo City, Inc. Author-Name: Ross Theodore Escaño Author-Workplace-Name: Canossa College - San Pablo City, Inc. Author-Name: Mikylla Celeen Sanchez Author-Workplace-Name: Canossa College - San Pablo City, Inc. Author-Name: Heavenly Maissie Chloe Vilador Author-Workplace-Name: Canossa College - San Pablo City, Inc. Author-Name: Girlie Mannphy Lacambra Author-Workplace-Name: Canossa College - San Pablo City, Inc. Author-Name: Marc Lester Quintana Author-Workplace-Name: Dalubhasaan ng Lungsod ng San Pablo Title: Awareness, Accessibility, Utilization, and Member Satisfaction of PhilHealth Konsulta in San Pablo City, Laguna: Inputs for Information Dissemination Strategy Publication-Status: Published Abstract: Despite the universal enrollment mandate under Republic Act No. 11223 (Universal Health Care Act of 2019), utilization of the PhilHealth Konsultasyong Sulit at Tama (Konsulta) package, now expanded as the Yaman ng Kalusugan Program (YAKAP), remains low. In San Pablo City, Laguna, only 12% of 170,754 registered PhilHealth members utilized Konsulta services in 2023 despite the availability of 15 accredited providers. This study described and evaluated beneficiaries' awareness, accessibility, utilization, satisfaction, and facilitating and hindering factors, and proposed an evidence-based promotion plan for the YAKAP program. A quantitative descriptive-correlational survey was conducted among 352 active and inactive PhilHealth Konsulta beneficiaries from two accredited facilities between January 2022 and June 2025 using a validated researcher-made questionnaire. Data were analyzed using Kruskal-Wallis and Spearman's rank correlation coefficient. Awareness was moderate for diagnostic services (M=3.12) and drugs and medicines (M=2.89), while accessibility was predominantly moderate (54.83%). Lack of awareness (M=3.48) and long waiting times (M=3.47) were the strongest barriers. Enrollment inactivity reached 60.80%, and 63.92% of respondents reported only 1–3 consultations within three years. Overall satisfaction was positive (73.02%), with membership type significantly associated with satisfaction (p=0.002). Satisfaction showed significant positive correlations with awareness of health assessments (r=0.404), referral and follow-up (r=0.389), preventive services (r=0.332), laboratory services (r=0.306), accessibility (r=0.386), and utilization of referral and follow-up consultations (r=0.442). These findings indicate that awareness, accessibility, and utilization collectively influence member satisfaction. A Digital Integrated Information Dissemination Strategy emphasizing high-visibility posters and social media outreach is proposed to improve awareness and increase utilization of the YAKAP program. Keywords: PhilHealth Konsulta; YAKAP; universal health care; primary care; awareness; accessibility; utilization; member satisfaction; San Pablo City Journal: The International Review of Multidisciplinary Research Pages: 521-530 Volume: 1 Issue: 9 Year: 2026 Month: July DOI: 10.67167/vertex.697 File-URL: https://vertexcorp.org/index.php/irmr/article/view/697 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/697/460 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:9:id:697