Author: Staff Writer

Junel Sumagang¹, Devorah Grace Ontolan², Jan Zairel Secretario³, Ianna Jay Hamili⁴, Jorim Rupinta⁵, Troy Joseph Mejasco⁶, John Mark Saldivar^7*

^1-7La Salle University, Ozamiz City, Misamis Occidental, Philippines

Corresponding Author’s Email: johnmark.saldivar@lsu.edu.ph

How to cite:

Sumagang, J., Ontolan, D. G., Secretario, J. Z., Hamili, I. J., Rupinta, J., Mejasco, T. J., & Saldivar, J. M. (2025). Level of effectiveness of anti-smoking ordinance in Ozamiz City. International Journal of Interdisciplinary Viewpoints, 1(2), 153–164.

ABSTRACT

This study examined the implementation of the anti-smoking law and its impact on the barangays of Aguada, Tinago, and Baybay Triunfo in Ozamiz City. A validated researcher-developed questionnaire was employed to gather data from 90 individuals utilizing a quantitative descriptive approach. The study aimed to investigate the residents of the three barangays in Ozamiz City and the efficacy of the law in that context. Most of the participants who responded were young adults (14 to 24 years old), predominantly males, and came from households with low incomes. The results also showed that individuals thought the law worked to protect people from secondhand smoke, assist people to quit smoking, and support smoke-free areas. Statistics showed that people of different ages, genders, and socioeconomic backgrounds did not have very distinct ideas about what effectiveness meant. The law has made significant progress, but issues such as cigarette litter and enforcement in sensitive areas persist. The study showed how crucial it is to enforce the law strictly, get the community involved, and give people individualized aid to quit smoking in order to improve public health.

Keywords: Anti-smoking ordinance, public Health

Received: 17 May 2025 Revised: 31 May 2025 Accepted: 15 Jun 2025 Available: 30 Jun 2025 © The Authors 

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Fe M. Casamayor^1*, Ester Z. Plaga²

^1-2 Mindanao State University- General Santos City, Philippines 

Corresponding Author’s Email: buddy1125330@gmail.com

How to cite:

Casamayor, F. M., & Plaga, E. Z. (2025). Implementation of Indigenous Peoples Education program and school practices, governance, and performance in SOCSARGEN. International Journal of Interdisciplinary Viewpoints, 1(2), 145–152.

 ABSTRACT

This study evaluated into how the Indigenous Peoples’ Education (IPEd) Program was used in several SOCSARGEN-affiliated schools in General Santos City, Sarangani Province, and South Cotabato. The study utilized quantitative methodologies and a descriptive-correlational research approach to find out how widely the IPEd program has been implemented and whether it is linked to government policies, school practices, and overall performance. Many people in the neighborhood use the IPEd program, which demonstrates that they are highly committed to teaching everyone in a way that respects their culture, as the results reveal. Schools that are known for having good operating processes usually educate indigenous methods of knowing and doing things. Still, they said that things like making plans and working together with other agencies need to become better. It is also crucial to note that the research did not find a link between IPEd’s efficacy and academic success. This shows that implementation doesn’t have much of an influence on performance, even when it goes well. The study recommends that planning based on data should be better, school leaders should have more training, and people should be able to provide feedback on a regular basis.

Keywords: Implementation, Indigenous People, Education Program

Received: 17 May 2025 Revised: 31 May 2025 Accepted: 14s Jun 2025 Available: 30 Jun 2025 © The Authors

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Evelyn Juntilla- Amora^1*, Ebrahim Alpe A. Simpal²

^1-2 Mindanao State University- General Santos City, Philippines 

Corresponding Author’s Email: evelyn.amora101@deped.gov.ph

How to cite:

Amora, E. J., & Simpal, E. A. A. (2025). Perceptions, motivations, and experiences of the newly hired public school teachers on the 2023 hiring policy guidelines. International Journal of Interdisciplinary Viewpoints, 1(2), 133–144.

ABSTRACT

The educators positioned at the front of the classroom significantly influence the quality of basic education. Frequent changes in regulations may obscure the fairness, transparency, and adherence to educational principles of the recruitment process. This research aimed to ascertain the perceptions of newly appointed public school teachers in Region XII, Philippines, regarding the recruiting procedure established by Department Order No. 007, series of 2023. This policy influenced the evaluation of Teacher I job candidates. They were now evaluated according to a new set of criteria and a point system. Utilizing a descriptive-correlational study methodology, we acquired 333 insights from novice teachers. The majority were motivated to study diligently and acquire knowledge due to the new laws. They also expressed a comprehensive understanding of the recruitment process. There were discernible linkages among their objectives, experiences, and perspectives, but not very robust. Educators from diverse departments had similar objectives and perspectives, although their actual experiences varied significantly. There is a need of regularly evaluating recruitment procedures, offering comprehensive support to new teachers, and including schools, communities, and families in the hiring procedure. These efforts have the potential to enhance the educational system for everyone by making it more egalitarian, beneficial, and effective.

Keywords: perceptions, motivations, hiring 

Received: 17 May 2025 Revised: 31 May 2025 Accepted: 15 Jun 2025 Available: 30 Jun 2025 © The Authors

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Rona Joy A. Galaura^1*, Ebrahim Alpe A. Simpal²

^1-2Graduate School, Holy Trinity College of  General Santos City, Philippines

^{Corresponding Author’s Email: galauraronajoy@gmail.com}

How to cite:

Galaura, R. J. A., & Simpal, E. A. A. (2025). Challenges in the implementation of K to 12 program and their influence on the instructional competence of teachers. International Journal of Interdisciplinary Viewpoints, 1(2), 121–132.

ABSTRACT

K to 12 program is a basic curriculum program implemented in the Philippines. Upon its implementation, the instructional competence of the teachers is also influenced. This study aimed to relate the challenges in the implementation of the K to 12 program and the instructional competence of teachers which employed a correlational research design that involved 35 Grades I to III teachers from Calumpang Elementary School of Cahilsot District, General Santos City Division during the School Year 2022-2023. Following the self-administered survey, modified questionnaires were used to gather the data needed for the study. The statistical tools used in the analysis included frequency count, weighted mean, and Pearson Product Moment Correlation Coefficient. The results showed that the level of challenges in the implementation of the K to 12 program is described as high in terms of curriculum, instruction, and assessment with an overall mean of 3.29. It also revealed that the level of instructional competence of teachers is described as high with an overall mean of 3.37. This study concluded that the instructional competence of teachers is not affected by the challenges that they encounter. Generally, the Department of Education may fortify teachers’ instructional competence as it strengthens them in combating the challenges encountered in the field of education.

Keywords: K to 12 program, curriculum, teaching

Received: 25 Apr 2025 Revised: 23 May 2025 Accepted: 1 Jun 2025 Available: 30 Jun 2025 © 2025 The Authors

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Norven Dulaugon

^{Holy Cross of Davao College, Philippines}

^{Corresponding Author’s Email: norvendulaugon2411@gmail.com}

How to cite:

Dulaugon, N. (2025). Name and defame: Lived experiences of students with uncommon names in school environment. International Journal of Interdisciplinary Viewpoints, 1(2), 85–120.

 ABSTRACT

Students with uncommon names often become targets of bullying. This reality motivated me to examine the lived experiences of individuals who have faced such mistreatment due to their names. Employing a phenomenological research design, I collected qualitative data through in-depth interviews and focus group discussions with ten purposively selected high school students. Using thematic analysis, I identified several key themes: name-based bullying leads to emotional distress, diminished self-esteem, and tendencies toward social withdrawal. Participants also reported feelings of shame within their families, perceived a lack of institutional support, and expressed a strong need for empathy and understanding from others. Based on these findings, I recommend conducting a follow-up quantitative study to examine the relationships among these emergent themes, treating them as measurable variables. Additionally, I propose the application of Exploratory Factor Analysis (EFA) to aid in the development of a standardized questionnaire focused on bullying experiences.

Keywords: Social identities, social perceptions, name-based bullying

Received: 8 May 2025 Revised: 1 Jun 2025 Accepted: 15 Jun 2025 Available: 30 Jun 2025 © 2025 The Author

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Andri Mae E. Ypil^1*, Mary Lyn D. Bajao², Marites S. Ordonio³, Justine Gale D. Lloren⁴, Darlen Mae A. Sarsalijo⁵

^{1-5Holy Cross of Davao College, Philippines}

^{Corresponding Author’s Email: ameypil@addu.edu.ph}

How to cite:

Ypil, A. M. E., Bajao, M. L. D., Ordonio, M. S., Lloren, J. G. D., & Sarsalijo, D. M. A. (2025). Self-efficacy and support systems as predictors of behavioral strategies in handling learners with disabilities in an inclusive setting. International Journal of Interdisciplinary Viewpoints, 1(2), 75–84.

ABSTRACT

Teachers’ ineffective behavioral strategies remain a persistent challenge in educational settings. This study investigated the predictive roles of self-efficacy and support systems in shaping the behavioral strategies of teachers. Utilizing a purposive sampling technique, data were collected from 100 general education teachers in a private school in the Philippines. The findings revealed that both self-efficacy and support systems are significant predictors of behavioral strategies, affirming the core premise of Bandura’s Social Cognitive Theory—the reciprocal interaction among behavior, personal factors, and environmental influences. The study underscores the need for further exploration through multiple linear regression analyses incorporating additional predictors to account for the remaining variance in behavioral strategies. Moreover, qualitative research focusing on the lived experiences of teachers and learners with disabilities in inclusive education contexts is recommended to deepen understanding and enhance intervention efforts.

Keywords: Self-efficacy, support systems, behavioral strategies, earners with disabilities © 2025 The Author(s) 

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