Becoming actors and sites of control: the relational interplay of school architecture, institutions and children as students

This study examines the relationship between cognitive processes and job performance in teachers at the Cruz del Norte Educational Unit, focusing on attention, planning, organization, anxiety, and job stress. A mixed-method design was applied, combining quantitative and qualitative techniques such as psychometric tests, Pearson correlation, multiple regression analysis, Student’s t-test, the Delphi method, and the Ishikawa diagram. The results show that executive functions, particularly planning and organization, have a significant positive impact on job performance. Teachers with higher levels of these skills demonstrate better performance, with strong correlations (r = 0.72, p = 0.001; r = 0.65, p = 0.003). In contrast, anxiety and stress act as limiting factors. Multiple regression analysis indicates that anxiety (β = -0.4946, p < 0.0001) and stress (β = -0.3721, p < 0.001) negatively predict job performance. Additionally, job indiscipline—reflected in absenteeism and lateness—shows a strong negative correlation with performance (r = -0.74, p < 0.000). These findings highlight the importance of time management and organizational commitment, as well as the need to implement training and psychological support strategies to improve teacher performance and educational quality.

این مطالعه به بررسی رابطه بین فرایندهای شناختی و عملکرد شغلی در معلمان واحد آموزشی Cruz del Norte می‌پردازد و بر توجه، برنامه‌ریزی، سازمان‌دهی، اضطراب و استرس شغلی تمرکز دارد. از طرح پژوهشی ترکیبی استفاده شده است که تکنیک‌های کمی و کیفی مانند آزمون‌های روان‌سنجی، همبستگی پیرسون، تحلیل رگرسیون چندگانه، آزمون t استیودنت، روش دلفی و نمودار ایشیکاوا را ترکیب می‌کند. نتایج نشان می‌دهد که کارکردهای اجرایی، به‌ویژه برنامه‌ریزی و سازمان‌دهی، تأثیر مثبت معناداری بر عملکرد شغلی دارند. معلمانی که سطوح بالاتری از این مهارت‌ها را دارا هستند، عملکرد بهتری از خود نشان می‌دهند و همبستگی‌های قوی (r = ۰.۷۲, p = ۰.۰۰۱؛ r = ۰.۶۵, p = ۰.۰۰۳) مشاهده شده است. در مقابل، اضطراب و استرس به‌عنوان عوامل محدودکننده عمل می‌کنند. تحلیل رگرسیون چندگانه نشان می‌دهد که اضطراب (β = -۰.۴۹۴۶, p < ۰.۰۰۰۱) و استرس (β = -۰.۳۷۲۱, p < ۰.۰۰۱) پیش‌بینی‌کننده منفی عملکرد شغلی هستند. همچنین، بی‌انضباطی شغلی—که در غیبت و تأخیر منعکس می‌شود—همبستگی منفی قوی با عملکرد دارد (r = -۰.۷۴, p < ۰.۰۰۰). این یافته‌ها اهمیت مدیریت زمان و تعهد سازمانی و همچنین ضرورت اجرای راهبردهای آموزشی و حمایت روان‌شناختی برای بهبود عملکرد معلمان و کیفیت آموزشی را برجسته می‌کند.

This study examines the relationship between cognitive processes and job performance in teachers at the Cruz del Norte Educational Unit, focusing on attention, planning, organization, anxiety, and job stress. A mixed-method design was applied, combining quantitative and qualitative techniques such as psychometric tests, Pearson correlation, multiple regression analysis, Student’s t-test, the Delphi method, and the Ishikawa diagram. The results show that executive functions, particularly planning and organization, have a significant positive impact on job performance. Teachers with higher levels of these skills demonstrate better performance, with strong correlations (r = 0.72, p = 0.001; r = 0.65, p = 0.003). In contrast, anxiety and stress act as limiting factors. Multiple regression analysis indicates that anxiety (β = -0.4946, p < 0.0001) and stress (β = -0.3721, p < 0.001) negatively predict job performance. Additionally, job indiscipline—reflected in absenteeism and lateness—shows a strong negative correlation with performance (r = -0.74, p < 0.000). These findings highlight the importance of time management and organizational commitment, as well as the need to implement training and psychological support strategies to improve teacher performance and educational quality.

این مطالعه به بررسی رابطه بین فرایندهای شناختی و عملکرد شغلی در معلمان واحد آموزشی Cruz del Norte می‌پردازد و بر توجه، برنامه‌ریزی، سازمان‌دهی، اضطراب و استرس شغلی تمرکز دارد. از طرح پژوهشی ترکیبی استفاده شده است که تکنیک‌های کمی و کیفی مانند آزمون‌های روان‌سنجی، همبستگی پیرسون، تحلیل رگرسیون چندگانه، آزمون t استیودنت، روش دلفی و نمودار ایشیکاوا را ترکیب می‌کند. نتایج نشان می‌دهد که کارکردهای اجرایی، به‌ویژه برنامه‌ریزی و سازمان‌دهی، تأثیر مثبت معناداری بر عملکرد شغلی دارند. معلمانی که سطوح بالاتری از این مهارت‌ها را دارا هستند، عملکرد بهتری از خود نشان می‌دهند و همبستگی‌های قوی (r = ۰.۷۲, p = ۰.۰۰۱؛ r = ۰.۶۵, p = ۰.۰۰۳) مشاهده شده است. در مقابل، اضطراب و استرس به‌عنوان عوامل محدودکننده عمل می‌کنند. تحلیل رگرسیون چندگانه نشان می‌دهد که اضطراب (β = -۰.۴۹۴۶, p < ۰.۰۰۰۱) و استرس (β = -۰.۳۷۲۱, p < ۰.۰۰۱) پیش‌بینی‌کننده منفی عملکرد شغلی هستند. همچنین، بی‌انضباطی شغلی—که در غیبت و تأخیر منعکس می‌شود—همبستگی منفی قوی با عملکرد دارد (r = -۰.۷۴, p < ۰.۰۰۰). این یافته‌ها اهمیت مدیریت زمان و تعهد سازمانی و همچنین ضرورت اجرای راهبردهای آموزشی و حمایت روان‌شناختی برای بهبود عملکرد معلمان و کیفیت آموزشی را برجسته می‌کند.

The objective of this community service initiative is to assist parents and teachers in fostering a "Qur’anic generation" that is ASIK, a generation not only proficient in reciting the holy Qur’an but also skilled in language and logical reasoningthereby enhancing the quality of education in Pangkalpinang City. Based on observations and interviews conducted at the Baitul Ma’ruf Quran Education Center (TPA) in Pangkalpinang, several issues have been identified at the TKA/TPA, specifically concerning the quality of services and comfort, education, health, and social aspects. Students also need to develop an awareness of the importance of becoming critical and innovative individuals, so that they do not fall behind as the flow of information continues to accelerate. This community service initiative was carried out in three stages: preparation, implementation, and evaluation. The activities focused on four key aspects: the installation of an organizational structure board and signage for the TKA/TPA to address quality; literacy and numeracy programs (Smart) and religious outreach (Active) to support education; the preparation of traditional Bangka cuisine (Innovative) to promote health; and social outreach sessions (Critical) to foster social engagement among the participants. The activity was attended by 40 students from the Baitul Ma’ruf TKA/TPA (Islamic kindergarten/elementary Quran education center). The participant satisfaction evaluation yielded an average score of 89.28, falling into the "very satisfied" category. The improvement in participants' numeracy literacy skills is evidenced by the results of numeracy literacy assessments: the average score at the beginning of the program was 46.46, which increased to 73.73 following the numeracy literacy learning activities. The outcomes of the activity also included an improved understanding among participants regarding how to deliver a lecture, how to create calligraphy, and how to select natural ingredients native to the Bangka region that can be used to prepare local delicacies with health benefits

Early Childhood Care and Development (ECCD) serve as a foundational framework for the holistic growth and lifelong learning of young children. In the Philippines, its implementation is mandated by Republic Act No. 10410 and strengthened by Republic Act No. 12199, which emphasize quality early childhood education delivered by competent Child Development Workers (CDWs) and supported by strong institutional systems; however, implementation continues to face challenges related to limited resources, professional development gaps, administrative constraints, and varying levels of community and parental involvement. This study examined the level of readiness and the challenges encountered by CDWs in implementing the ECCD Curriculum in Barangay Child Development Centers in the Municipality of Mabinay, Negros Oriental. A quantitative descriptive-correlational design was employed, using a validated researcher-made Likert-scale questionnaire administered to ten (10) purposively selected CDWs during School Year 2025–2026. Data were analyzed using frequency, percentage, weighted mean, and Pearson product-moment correlation at the 0.05 level of significance. Findings revealed that the respondents were highly ready in their understanding of the ECCD curriculum (WM = 4.28) and in pedagogical skills and instructional practices (WM = 4.28), but only moderately ready in terms of resources and materials (WM = 3.80) and support, supervision, and professional development (WM = 3.84). Challenges were generally moderate, with insufficient toys and learning materials, varied learning needs of children, and heavy workload and administrative tasks emerging as the most notable concerns. ECCD-related training showed a strong, significant positive relationship with readiness (r = 0.795, p = 0.006), whereas age, educational attainment, and years of experience were not significantly related to readiness, no profile variable was significantly related to the challenges encountered, and readiness was not significantly related to challenges (r = 0.081, p = 0.824). The study concludes that while CDWs are generally prepared to implement the ECCD Curriculum, their effectiveness is constrained by largely systemic and environmental challenges. These findings imply the need for continuous professional development combined with improved resource allocation, reduced administrative workload, strengthened institutional support, and stronger collaboration among local government units, parents, and community stakeholders.

Generation Alpha (born 2010-2024) and Generation Beta (born 2025-2039) represent an unprecedented developmental archetype defined by total digital integration and ubiquitous artificial intelligence (AI). This empirical study evaluated specialized psychological adaptation mechanisms, parenting models, and mental health intervention frameworks across these cohorts. Utilizing a mixed-methods design, quantitative data were gathered from $N = 300$ parents (Gen Alpha parents and expectant/early Gen Beta parents) using the Modified Parental Stress Scale (PSS) and Child Behavior Checklist (CBCL), supplemented by qualitative interviews with $N = 20$ pediatric mental health experts. Independent samples $t$-tests confirmed that Gen Alpha/Beta display significantly higher digital dependency anxiety ($M = 38.60, p < .001$) alongside superior visual-spatial intelligence ($M = 44.10, p < .001$) relative to normative baselines. Crucially, a proactive "Digital Integration" co-navigation parenting framework yielded significantly lower parental stress ($M = 29.50$) compared to rigid "Digital Detox" restriction models ($M = 42.80, p < .001$). A preventive clinical framework focusing on Social-Emotional Learning (SEL) and cognitive impulse management is proposed.