Peer-reviewed international research papers published open-access with EOI assignment and global indexing across engineering, computer science, environmental science, social sciences, and more.
High performance computing is a growing industry of high-powered compute systems, built to calculate and run scripts most computer systems are incapable of, in run times fast enough to produce high-value and accurate data. This data is used by public and private sector industries worldwide. Given the high value of the output of these systems, this paper aims to review common security methods, attack purposes and types – and subsequently discuss how effective they will be in relation to HPC. Recent literature shows a growing number of attack vectors on traditional data centre systems, using a variety of methods and intentions of attackers. The efficacy of these methods differs when applied to a HPC instance – ranging from complete ineffectiveness to critical system failure, and high resultant cost. The recommendations involve a solution which apply relevant controls and security systems in an example implementation of HPC. An approach of layering reactive and proactive measures achieves a more secure environment, targeted at subsections of the HPC respectively. This considers the requirements of the HPC system to complete tasks with efficiency and without interruption and allows users the minimum required access.
This study focused on the contribution of the Refined Standard Madrasah Curriculum (RSMC) Program in the promotion of peace and development in the ARMM during the academic year 2018-2019. Based on the data, the following findings are generated: 1. Typically the respondents of this study were Maguindanaon, college graduate, married with ages 41 years old and above.; 2. The Standard Curriculum for Madrasah Education in Elementary Public Schools and Private Madaris was created by the Philippine educational system to address the basic educational needs of the Muslim populace of the country.; 3. The subjects which are included in the said Curriculum that promote peace in the province of Maguindanao have two (2) categories. These are: (a) Islamic Studies, and (b) Revised Basic Education Curriculum (RBEC). Under the Islamic Studies are (1) Qur’an, (2) Aqeedah (conduct), and Fiqh (jurisprudence), (3) Seerah and Hadith, and (4) Lugatul Arabiyah. While on the Revised Basic Education Curriculum (RBEC) are: (1) Lugatul Inglisiah (English), (2) Lugatul Filibiniyah (Filipino), (3) Hisab (Math), and (4) Ijtimaiyah (Makabayan).; 4. The RSMC program of the Madaris has full contribution in the promotion of peace according to parent, administration, and teacher as stakeholders.; 5. The RSMC has full contributions on the promotion of peace in its curriculum content based on the Six Petals of Peace according the respondents.; 6. The RSMC program has full contributions in the promotion of peace in terms student attitude and competency.; 7. The challenges in the implementation of the RSMC Program are: (a) Problems on fluctuating power supply that destroys the Madaris appliances, (b) Lack of conducive function hall with state of the art for school activities, (c) Lack of sport facilities for preparation of provincial and regional sport activities, (d) Lack of well-developed major sport facilities like oval, etc., and (e) Lack of conducive class rooms for the growing population of students. However, under R.A. 11054, these challenges can be addressed by the newly created BARMM in due time.The RSMC program was able to contribute in educating the students on proper Islamic ideology in the basic tenet of the Qur’an that inspired, imbued and obliged mankind to pursue his ultimate missions on earth. The teaching of RSMC is based on the Qur’anic mandates on the conservation of forests and water resources for mankind to live in harmony with the earth. Keywords: Refined Standard Madrasah Curriculum, Bangsamoro Autonomous Region in Muslim Mindanao.
This study focused on the contribution of the Refined Standard Madrasah Curriculum (RSMC) Program in the promotion of peace and development in the ARMM during the academic year 2018-2019. Based on the data, the following findings are generated: 1. Typically the respondents of this study were Maguindanaon, college graduate, married with ages 41 years old and above.; 2. The Standard Curriculum for Madrasah Education in Elementary Public Schools and Private Madaris was created by the Philippine educational system to address the basic educational needs of the Muslim populace of the country.; 3. The subjects which are included in the said Curriculum that promote peace in the province of Maguindanao have two (2) categories. These are: (a) Islamic Studies, and (b) Revised Basic Education Curriculum (RBEC). Under the Islamic Studies are (1) Qur’an, (2) Aqeedah (conduct), and Fiqh (jurisprudence), (3) Seerah and Hadith, and (4) Lugatul Arabiyah. While on the Revised Basic Education Curriculum (RBEC) are: (1) Lugatul Inglisiah (English), (2) Lugatul Filibiniyah (Filipino), (3) Hisab (Math), and (4) Ijtimaiyah (Makabayan).; 4. The RSMC program of the Madaris has full contribution in the promotion of peace according to parent, administration, and teacher as stakeholders.; 5. The RSMC has full contributions on the promotion of peace in its curriculum content based on the Six Petals of Peace according the respondents.; 6. The RSMC program has full contributions in the promotion of peace in terms student attitude and competency.; 7. The challenges in the implementation of the RSMC Program are: (a) Problems on fluctuating power supply that destroys the Madaris appliances, (b) Lack of conducive function hall with state of the art for school activities, (c) Lack of sport facilities for preparation of provincial and regional sport activities, (d) Lack of well-developed major sport facilities like oval, etc., and (e) Lack of conducive class rooms for the growing population of students. However, under R.A. 11054, these challenges can be addressed by the newly created BARMM in due time.The RSMC program was able to contribute in educating the students on proper Islamic ideology in the basic tenet of the Qur’an that inspired, imbued and obliged mankind to pursue his ultimate missions on earth. The teaching of RSMC is based on the Qur’anic mandates on the conservation of forests and water resources for mankind to live in harmony with the earth. Keywords: Refined Standard Madrasah Curriculum, Bangsamoro Autonomous Region in Muslim Mindanao.
. The Division of Sorsogon City aims to eliminate non-readers and frustration level readers through different reading programs. This qualitative research evaluated the insights of teachers and home learning facilitators in improving the reading skills of learners using modular instruction during the Covid 19 pandemic. It revealed that most of the reading skills were poorly developed, and that teachers had limited time to visit their learners. Different strategies and activities were employed to develop the reading skills, such as modelling, segmenting and syllabicating, matching pictures with its names, unlocking of unfamiliar words, telling something about the picture, translating the unfamiliar words, asking comprehension questions, retelling the story, summarizing the story and other related activities. Teachers and home learning facilitators encountered difficulties in developing the reading skills of learners during distance learning, such as bad attitude, poor retention, limited attention, and cheating. Keywords: Basic Education, Reading Skills, Reading Program, Literacy
This qualitative research presented the experiences of Aemilianum College INC. in the implementation of the Information Technology programs. The students are satisfied and grateful for the knowledge imparted by their instructors, who are qualified to teach based on CHED PSGs. They learn a variety of programming languages like C#, Python, Java, Hypertext Preprocessor (PHP), Structured Query Language (SQL), Extensible Hypertext Markup Language (XHTML), Ruby, VB.Net, and many more. Various algorithms, machine problems, and case studies were studied and solved to develop the skills of an IT professional. School facilities have an impact on the overall school experience of students and teachers, as well as the health, behavior, and engagement of the students. Aemilianum College Inc. (ACI) offers an IT program from Baccalaureate to Graduate Studies, which has helped many graduates to get promoted in their respective workplaces. It has also helped shape young people in their chosen fields and is committed to its Philosophy, Vision, Mission, and Goals. However, there are challenges in the IT programs implementation, such as the declining number of students in IT programs and the low salaries of instructors. ACI has implemented a 3-year Strategic Plan to address the online services crisis, which includes cleaning and painting the facade, beautifying the campus, creating development plans for instructors, sending them training and seminars, and providing a Faculty Ranking System. Regular Training is also needed for non-teaching staff to improve morale and increase productivity. KEYWORDS: Information Technology Program, Computer Education and Program Experiential Evaluation
. School leaders identified various challenges in dealing with emerging trends during the Covid 19 pandemic, such as difficulties in instructional delivery and quality learning engagement. They also discovered significant development in their leadership competencies, such as creativity and innovativeness, and inspired them to work with passion and commitment. Challenges also provided opportunities for leadership explorations and professional advancement, creating wider rooms for self-actualization and realization. Leaders recognized coping mechanisms and strategies for dealing with the challenges of Curriculum implementation, School governance, and Resource management, such as intensifying involvement and participation of family and community, promoting and valuing the culture of research, creating an inspiring learning environment, promoting participatory governance and democratic form of leadership, and intensifying resource mobilization through people empowerment. They suggested a comprehensive development process to upgrade and upskill school leaders' leadership potential through professional learning engagements and exposure. Keywords: Emerging Trends, Covid 19 Pandemic, School Leadership, Leadership competence, Curriculum Implementation, School governance, Resource Management
The study employed qualitative research, particularly phenomenological study. The experiences of teachers in the implementation of distance learning education focused on making learning convenient, producing MELC-based instruction learning materials, and using available technology in the teaching-learning process. The teachers also fostered a reward system and assessed the learning outcomes for various reasons. The preferred teaching modalities were technology-based, offered diverse and flexible learning, and encouraged independent studies, insight, and skills development. The teachers' reaction to distance learning education and assessment of the learning outcome depended on their ability to adapt to changes. Distance learning education has many challenges, such as a lack of interaction and communication between learners and teachers, physical, mental, and emotional struggles, low-quality learning materials, unreliable and invalid assessment tools, and delayed feedback. To address these challenges, teachers have opted for professional development through online webinars and training and provided quality assurance for LAS/modules before production and distribution. The findings of this study suggest that teachers in distance learning education experience making learning convenient, creative, and innovative course content, rewarding learners for their accomplishments, and assessing learners for learning purposes. They also believe that being proactive and embracing distance education wholeheartedly is a focal solution to these challenges. Innovative learning activities can be proposed based on this study. Challenges encountered by teachers include physical and mental struggles, lack of interaction, poor quality of learning materials, and the professional and personal capacity of the teachers. KEYWORDS: DISTANCE LEARNING EDUCATION, TEACHERS' EXPERIENCES, AND CHALLENGES
Background: The development of young people in care into self-reliant and self-sufficient individuals is crucial not only for their transition into independence, but also as a fulfillment of their rights, and also for the sustainable development of their communities and the nation at large. Yet, upon release from residential care institutions, female care leavers face a plethora of problems. The problems they face suggest that they may not have been assisted in such a way that enables them to make the smooth transition from care to independent living. They are at risk of lifelong poverty, poor health, and chronic social exclusion. Yet, a gap still exists in the current literature on the aftercare experiences and coping strategies of female care leavers out of care in Zimbabwe. Knowledge of their aftercare experiences is crucial for the evaluation and review of existing child policies especially on leaving care. The review, therefore, sought to shed light on existing literature on female care leavers’ aftercare experiences in independent adult life and their responses to the faced circumstances from a global perspective. Methods: A traditional narrative review of existing literature and previous studies were carried out to identify what has been documented regarding female care leavers after experiences and their coping strategies. Eligible for review were expert opinions and studies on care leaving written in English. Non-English articles and studies carried out within institutions were excluded. Identified search words were also used to identify studies on care leaving experiences and survival strategies. Results: Major issues that came out were care leavers’ preparedness, care leaving outcomes, resilience, family and sociocultural networks, and care leavers’ coping strategies. The review also unearthed methodological, theoretical, and contextual gaps in the literature on female care leavers’ experiences and their survival strategies. Previous studies carried out on care leaving were mainly surveys and phenomenological in nature. Moreover, the field is dominated by old theories. Critically, there is limited documentation regarding this subject, and no study has been done specifically in Zimbabwe regarding this issue. Conclusions: In light of the review, the time is now ripe for a constructive grounded theory study to be carried out in Zimbabwe to explore female care leavers’ care experiences and survival strategies. Key Terms: Leaving Care, Aftercare Experiences, Female Care Leavers, Survival Strategies, Outcomes.
Responses of the school head participants on this qualitative research study employing phenomenological analysis pointed out that training, experience, awareness of the different DepEd Memoranda and Orders, as well as good human relationship assisted them in their performance of instructional leadership along a class observation. In the monitoring of instructions, they believed that data gathering and ensuring the validity and reliability of the data, technical assistance from colleagues and superiors, and good relationship with co-teachers, are the principals’ leadership capital. The perceived experience, seminars attended, updated knowledge through readings, support of the personnel and higher offices, and their attitude towards their co-workers were important aspects that helped them in their actual performance of other instructional supervisory activities. During class observations, principals employed face-to-face or actual observations conducted Learning Action Cell Sessions and applied clinical supervision which considered the length of service of teachers. During class observations, principals evaluated teacher effectiveness, made a plan of intervention, appreciated teachers’ efforts, and gave sound feedback. During the monitoring of instructions, principals gave feedback, conducted classroom visits, and regular monitoring of lesson logs and other reports. In their performance of other instructional supervisory roles, principals enhanced teachers’ performance by working closely with them, delegating minor instructional duties, and listening to the voice of the teachers, pupils, parents, and other stakeholders. During the provision of technical assistance, principals facilitated teachers’ performance by having open communication, allowing teachers to self-reflect, and using gathered data. Gaps that school heads noted in the performance of their instructional duties pointed out to provision of technical assistance. Issues that came out of the principals’ responses were their professional development, the negative notion of teachers as regards instructional supervision, and time management due to so many reports that needed to be made. KEYWORDS: LEADERSHIP CAPITAL, SCHOOL PRINCIPALS, INSTRUCTIONAL LEADERS, PHENOMENOLOGICAL ANALYSIS
The purpose of this study was to establish truth based on the lived experiences of parents and teachers involved in the implementation of modular distance learning. The social construction of reality in the modular education setup was interpreted explicitly based on the responses of the parents and teachers. The grade 3 learners tend to answer the easy activities first before going to the difficult tasks, which in many cases they do not complete anymore. The learners prefer stories with pictures. The learners can accomplish the tasks with the help and support of their parents. The learners do not like texts that are very long. Module writers might not have considered the attention span and interest of the learners when they were crafting the modules. They added that the learning activities should be contextualized and simplified and that teachers should be able to assess the actual learning progress of the learners and not just rely on the scores in the activities. The learners complain about the difficulty and bulk of the activities to be accomplished. To be able to complete the tasks, particularly those with long texts to be read, the learners would have to go over the text again and again. The learners would ask for the assistance of their parents in answering the modules. Considering that many learners tend to show low interest in schoolwork, the parents must be able to motivate them and not resort to answering the modules themselves. The interest of learners is one major factor in the effectiveness of modular learning delivery or any other modalities for that matter. Decades of research in the field of educational psychology suggest that motivation is developmentally linked to the academic achievement of learners. Many parents expressed that their children have a short attention span and would easily give up on the outputs. Both teachers and parents have observed that there are lapses in the modules or learning resource materials distributed in schools. The modules, as learning materials, provide the learning opportunities learners are missing from not being able to go to school. In some cases, the parents finish the activities themselves so the modules can be submitted to the teachers with complete outputs. KEYWORDS: AUTHENTIC EXPERIENCES OF GRADE THREE LEARNERS, LEARNING RESOURCE MATERIALS
This project presents information on the concentration of the banking system of the Republic of North Macedonia, in the period of 2021. The project is based on the research carried out in order to determine the degree of concentration with: Concentration coefficient, Hirschman-Herfindahlovov index, The Giniev coefficient and the Lorenzov curve, the Lernerov index, the Hall-Tidemanov index and the Rosenbluthov index, the Comprehensive Industrial Concentration Index and the Entropy Measure. The measurement of the concentration of the banking sector was used to arrive at the conclusions that lead to the concurrency of the banking system. Keywords: Concentration coefficient, Hirschman-Herfindahlovo index, Giniev coefficient and Lorenzov curve, Lernerov index, Hall-Tidemanov index and Rosenbluthov index, Comprehensive index of industrial concentration and Entropy measure.
Blended learning is an approach that combines face-to-face classes with one or more distance learning modalities. The Department of Education has strengthened its strategies in the delivery of learning instructions via online, TV-based, and Radio-based instructions. The participants in this research are public teachers in the Sorsogon Province Division. Issues and gaps in the implementation of the blended learning modality were identified and used as the basis for proposed procedural interventions. Teachers are positive about the need to implement blended learning due to the pandemic, but there are gaps in the implementation due to learners' low interest and lack of knowledge and skills. Procedural interventions targeting these specific factors may be proposed to better the implementation of blended learning. Keywords: Blended Learning, Modality of Instruction,
The most important details in this research study are the activities implemented by school heads in their community of practice on teachers' professional development and classroom management. These activities included providing concepts on how to instill positive discipline via the online session, allowing teachers to attend in-person training, learning best practices for classroom management, educating parents on how to use positive discipline at home while students are engaged in a distance learning method, and acquiring KSAs on learners' discipline. Internet connectivity, limited participation in online/limited face-to-face LAC, and some teachers' refusal to participate in activities related to classroom management during the pandemic were the gaps experienced by school head respondents. KEYWORDS: COMMUNITY OF PRACTICE, TEACHERS’ PROFESSIONAL DEVELOPMENT
Somascan Spirituality gave a great as well as a major impact on dealing with learners and individuals as a whole. Somascan Spirituality greatly affects the spiritual manner of Grade 10 learners. There were seventeen different activities provided to Grade 10 learners, out of these activities, attending Christian Living formation classes ranked 1 with a frequency of fifteen, followed by Participation during First Friday Mass with a frequency of fourteen. There was Somascan Spirituality in School activities manifested through an interview by joining and being a choir member, participating in the event of Rosary month and St. A learning development plan on Somascan Spirituality is proposed to effectively deepen Somascan Spirituality among Grade 10 learners. The seventeen activities were: 1) attending Christian Living formation classes; 2) participating during First Friday Mass; 3) interviewing by joining and being a choir member; 4) participating in the event of Rosary month. A learning development plan on Somascan Spirituality is proposed to effectively deepen Somascan Spirituality among Grade 10 learners. The objectives of the learning development plan are the following: 1) to increase the knowledge of the Grade 10 learners about Somascan Spirituality; 2) to enhance the Grade 10 learners’ understanding of the importance of Somascan Spirituality; and 3) to encourage the Grade 10 learners to apply the Somascan Spirituality in their daily lives. The proposed activities in the learning development plan are as follows: 1) Research about Somascan Spirituality; 2) Discussion about the research findings; 3) Sharing of personal experiences about Somascan Spirituality; 4) Writing of reflections about Somascan Spirituality; and 5) Integration of Somascan Spirituality in daily life. KEYWORDS: SOMASCAN SPIRITUALITY, PERSONAL AND SOCIAL ENGAGEMENT
This phenomenological research explored the lived experiences of teachers in the implementation of blended learning in the Gubat South District Teachers developed learning activity sheets suited to the grade level of the learners. Some teachers conducted home visits to personally give the materials to the learners. Most teachers used the modular approach because it was more practical, particularly for learners who do not have gadgets or have no access to the internet. Teachers whose learners had access to gadgets and the internet conducted online classes Although teachers were able to quickly adapt to the blended learning modality, the lack of facilities, equipment, and materials made it very difficult to implement the learning plans in the new normal. First, the modular approach is not very effective for very young learners. Fourth, the ICT literacy level of teachers highly affects their effectiveness as learning facilitators. Practices of teachers in the blended learning modality involve using activity sheets and modules to facilitate the learning instructions and using technology in developing supplemental learning materials as well as in monitoring learners’ academic progress. Introduction KEYWORDS: TEACHERS’ PRACTICES AND ISSUES, BLENDED LEARNING
This qualitative research established the reality behind the present situation of Balogo Elementary School in terms of learning delivery by looking into the experiences of teachers who are implementers of the learning recovery plan (LRP) at the classroom level. The researcher interpreted the experiences of the participants to establish the realities behind the implementation of the plan and proposed an intervention to further enhance the school's effort in addressing the learning gaps among pupils particularly in reading and numeracy. This research adopted the phenomenological approach which focuses on understanding the meanings of human experience as it is lived. It conducted interviews with 20 teacher participants to assess their perceptions and experiences in the implementation of the learning recovery plan of DepEd. The findings showed that the modular approach as an alternative learning delivery modality was not effective in developing target competencies among learners and that the crafting of the materials was rushed without proper quality assurance. Modules must be effectively crafted to contain high-quality information presented in a way that is understandable to learners and activities that are engaging enough to sustain interest. The modular approach was ineffective in facilitating learning during the pandemic, as the learners did not master the target competencies and the learning materials were inappropriate for the level of the learners. Teachers need assistance in terms of effective supervision to guide them in carrying out lessons and assessment strategies. The pandemic has caused stagnation if not regression among learners' learning skills, particularly in the earliest grades, with a gap of 30% in reading fluency and oral reading fluency stopping in the first to the second quarter of 2020. Teachers are concerned that learners have not mastered basic numeracy skills and have not been able to effectively learn from modular instructions. KEYWORDS: Learning gaps, Learning recovery
The paper seeks to investigate if the compensation schemes within the Nigerian oil landscape have the mettle necessary to effectively compensate victims and engage the powerful concerns of multinational oil companies in the country against the backdrop of persistent oil spills. Notably, there is no absence of legislation to prosecute oil spill accidents, judging from the plethora of regimes available to protect and preserve the environment, restore damaged areas and compensate victims of oil spills. However, in view of deficiencies with some of the regimes, and the general apathy of the judiciary to implement the provisions to the letter; the suspicion of collusion between some judicial officials and multinational companies is rive. Thus, the Oil in Navigable Waters Act, 1968 which is based on OILPOL, 1954 will be best served if it were amended to reflect the current dynamics in the oil transportation industry. Moreover, shortcomings within the Petroleum Act, 1969 with regards to oil spill compensation, limitation of liability and sanctions are examined in order to ascertain some of the excesses of oil companies’ complacent practices in the country. In addition, the Oil Pipelines Act, 1956 gives room for oil companies to launch the ‘sabotage defense’ which they have successfully used to win cases against impoverished oil spill victims whose livelihoods have been negatively impacted by years of oil spill and pollution. Moreover, the incorporation of provisions of the African Charter on Human and Peoples’ Rights,1981 (Banjul Convention) into the Nigerian domestic landscape constitutes the generation of legislation which was, hitherto, non-existent, in order to foster environmental safety. Therefore, the paper questions whether the devious practices of some in the judiciary that berefts oil spill victims of their rights to compensation could benefit or harm the environment.
It is generally observed that Students at tertiary level need to use English for their academic purposes. Most of the books are in English and some of the subjects are taught in English. Moreover, the use of English language as the medium of instruction in class requires students to be proficient in English. Despite having learned English for 7 years in schools, students still have difficulty to use the language effectively. Most of the students have problems in speaking foreign languages especially in the English class. It can be more stressful when they are expected to speak in English before the fluency is achieved. Key words: tertiary academic purposes medium of instruction stressful
. Principals consider school management competencies, the nature of learners, the local setting of the school, human resources, and resources of the school as factors in managing the operation of the school. To improve the quality of education, it investigated the welfare and development of its human resources and collaborate with stakeholders and the community to effectively manage the school. Educational supervision is the process of guiding and leading the teachers and students in performing their duties and functions in ensuring that the school operates efficiently. The purpose of educational supervision is to empower teachers to provide meaningful learning experiences for students. Principals apply a systematic approach to educational supervision to improve the quality of instruction and monitor the teaching-learning process. They consider teamwork, collaboration, and shared governance as ways to effectively manage the operation of the school. They consider the differences, capabilities, and willingness of the teachers and provide technical assistance in a consultative, democratic, and informed decision. Effective academic supervision should begin with good planning and effective school principals make the program a joint program of academic supervision which begins with a comprehensive needs assessment conducted jointly with the teachers. Educational management and supervision are essential for effective school operation, combining projects, programs, programs, and activities, technical assistance, resource planning, and curriculum implementation. To improve the quality of education, principals should bring stakeholders together, get their support, and act with them to implement programs, projects, and activities that will the school, especially in times of pandemic. The principal and school personnel should properly utilize school resources and see to it that learners benefit from them. Partnerships can serve to strengthen, support, and transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and curricula. School administrators should support the professional development needs of teachers and intensify the ranking and promotion program to attract more qualified teachers. There should be continuous improvement of the management and supervisory skills of the principal to ensure the delivery of quality and relevant instruction. Educational supervision is a highly dynamic task, and it is a great challenge for principals to continuously improve their skills and provide timely and relevant technical support to the school personnel both teaching and non-teaching. KEYWORDS: EDUCATIONAL MANAGEMENT AND SUPERVISORY SKILLS, SECONDARY SCHOOL PRINCIPALS, GROUNDED THEORY
This study was conducted to determined whether there was a significant relationship between the school administrators’ interpersonal skills and their teachers’ work behavior in Datu Odin Sinsuat North District during school year 2012-2013. There was a descriptive-correlation survey method of research which involved five (5) Educational Supervisors in the Division of Maguindanao II. They were Educational Supervisors in English, Filipino, Mathematics, Science, Technology and livelihood Education and Supervisor in Makabayan. Five Secondary School Administrators from five (5) selected secondary schools and 10 teachers from each of these schools were also involved in this study. Twenty (20) fourth year students were also used as respondents of the study. It utilized the mean and ranking and chi-square test to arrive at results in treating the data. It was found out that there was a significant relationship between the school administrators ‘interpersonal skills and their teacher’s work behavior,
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