Articles

Instructional Leadership, Competency Skills, and Supervisory Practices toward the Development of Science, Technology, Engineering, and Mathematics (STEM) Learning Continuity Model

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Instructional leadership, competency skills and supervisory practices are crucial factors in ensuring STEM learning continuity during class disruptions, yet the correlation among these variables as predictors of learning continuity in STEM education need further explorations. In this study, the researcher investigates these dynamics among curriculum implementers in the City Schools Division of Cabuyao in the SY 2025-2026. Using a descriptive correlational research design, the study determines the level of instructional leadership, competency-skills, supervisory practices and how they affect the STEM Learning Continuity during class disruptions. Using purposive sampling, 340 curriculum implementers responded to a validated survey questionnaire which was analyzed Pearson moment correlation and multiple regression analysis using the SPSS software. The findings indicated a very high level of supervisory practices (mean=3.66, SD=0.28), followed by competency skills (mean= 3.52, SD=0.44), and instructional leadership (mean=3.57, SD=0.30), among curriculum implementers. The level of STEM learning continuity (mean=3.61, SD=0.27) was also found very high.  The test of significance unveiled a strong and significant correlation between instructional leadership and competency-skills (r = 0.620) and between instructional leadership and supervisory practices (r = 0.632), while a moderate yet significant correlation between competency skills and supervisory practices (r = 0.568) at p-value <0.001. Regression analysis revealed that instructional leadership, competency skills and supervisory practices are significant moderate predictors of STEM learning continuity (R2= 0.423, Adj.R2 = 0.418 at p-value <0.001).  It was further revealed that only instructional leadership (ꟕ=0.150, P-value = 0.11) and supervisory practices (ꟕ=0.472, P-value=<0.001) are significant predictors of STEM learning continuity during class disruptions. Based on these results, the researcher recommends implementing MLMN Model: A Systems and Leadership Approach on STEM Learning Continuity as a guide for curriculum implementers in ensuring STEM learning continuity during class disruptions.

Enhancement Entrepreneurial Readiness for Vocational High School Students in Terms of Transferable Skills, Competency Skills and Interest in Entrepreneurship

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The focus in this article is to reveal enhancement entrepreneurial readiness for high school students in terms of transferable skills, competency skills and interest in entrepreneurship. The design of this study uses quantitative correlational. The results of this study (1) There is a significant contribution of transferable skills, expertise competencies and interest in entrepreneurship to entrepreneurial readiness that is equal to 63.2%, (2) There is a significant contribution of transferable skills to entrepreneurial readiness that is equal to 26.1%. (3) There is a significant contribution of expertise competence to entrepreneurial readiness that is equal to 8.3%. (4) There is a significant contribution of interest in entrepreneurship to entrepreneurial readiness that is equal to 28.8%.