This study examined the issues and challenges confronting State Universities and Colleges (SUC) laboratory schools in the Zamboanga Peninsula from the perspectives of administrators, faculty members, laboratory school students, and preservice teachers. Guided by Systems Theory and Structural-Functional Theory, the study employed a descriptive research design involving 385 respondents from four SUC laboratory schools. Data were collected through survey questionnaires and analyzed using median scores, Kruskal–Wallis tests, and DSCF pairwise comparisons. Findings revealed significant differences among respondent groups across key areas, including governance, facilities, financial resources, curriculum implementation, faculty staffing, student admission, and preservice teacher training. Laboratory students generally reported greater concerns than preservice teachers. The results highlight the need for strengthened governance, sustainable funding, improved mentoring systems, upgraded facilities, and enhanced support for research and innovation. Strategic institutional interventions are necessary to sustain laboratory schools as centers of educational excellence and teacher preparation.

Kent Adnil C. Lao

Date Recieved: May 30, 2026 | Date Accepted: July 30, 2026

The study analyzed the employment outcomes of 2020 AB English graduates using a Descriptive-Quantitative Correlational Research Design. Out of 36 graduates, 26 were employed and 10 unemployed. Most were permanent employees, earning between PhP11,000- 15,999, in service-related occupations. Most were working in public organizations. The study found that the skills and work-related values learned from training programs were correlated to employment outcomes. The study found no significant difference in the learned skills and work-related values between genders, income levels, and job search length.

Jeremiah B. Galuso , Julia Alixes S. Galabin , John Mark T. Carpio , Claire A. Madrazo

Date Recieved: May 30, 2026 | Date Accepted: July 30, 2026

Higher education institutions are increasingly challenged to respond to evolving societal, technological, and economic demands through continuous organizational transformation. This study aimed to develop an Institutional Transformation Framework for the Zamboanga Peninsula Polytechnic State University (ZPPSU) by examining its internal strengths and weaknesses, external opportunities and threats, and strategic development priorities. Using a qualitative-descriptive strategic planning design, data were gathered through document analysis and stakeholder consultations involving 270 participants. Findings from SWOT analysis revealed key organizational strengths in leadership, faculty competence, accredited programs, and research initiatives, while identifying infrastructure limitations, resource constraints, and faculty development needs as major challenges. The analysis further identified opportunities for collaboration and growth alongside external threats affecting institutional sustainability. These findings informed the development of an Institutional Transformation Framework anchored on seven strategic priority areas to guide longterm university development, innovation, competitiveness, and societal responsiveness.

Nora M. Ponce , Arnel R. Madrazo

Date Recieved: May 30, 2026 | Date Accepted: July 30, 2026

This study investigated the relationship among spiritual motivation (SM), second language (English) willingness to communicate (L2 WTC), and perceived English language proficiency (PELP) among undergraduate students from two higher education institutions in Zamboanga City. Using a quantitative correlational and crosssectional design, data were collected from 260 students through adopted self-report survey questionnaires administered online. Respondents were selected through convenience sampling. Data were analyzed using descriptive statistics, Spearman rank-order correlation, and the Kruskal–Wallis H test. Findings revealed significant positive relationships among the three variables. Spiritual motivation showed a moderate correlation with willingness to communicate and a weak but significant correlation with perceived English language proficiency. The strongest relationship was observed between willingness to communicate and perceived proficiency. The findings suggest that spiritual motivation contributes to students’ communication willingness and perceived language competence, although its influence on perceived proficiency is relatively limited.

Catherine Jean A. Brillantes , Justine O. Fuentes , EJ B. Ibnohajan

Date Recieved: May 30, 2026 | Date Accepted: July 30, 2026

This study investigated the perceptions of L2 English apology strategies among L1 Bisaya Bachelor of Secondary Education major in English (BSED-English) students in terms of appropriateness, sincerity, and effectiveness. Using a quantitative descriptive research design, data were collected from 50 purposively selected participants through a researcher-developed, scenario-based pragmatic evaluation questionnaire consisting of ten communicative situations. Respondents evaluated each apology expression using a five-point Likert scale. The instrument underwent expert review, refinement, and pilot testing, yielding a Cronbach’s alpha coefficient of .927, indicating excellent reliability. Mean, standard deviation, and the Friedman Test were employed to analyze the data. Findings revealed generally favorable evaluations of apology strategies, with higher ratings given to expressions that conveyed regret, responsibility, concern, and reparative intent. The study contributes to interlanguage pragmatics by providing insights into how L1 Bisaya learners evaluate English apologies across communicative contexts.

Normida D. Abdulmin

Date Recieved: May 30, 2026 | Date Accepted: July 30, 2026

This study examined the effectiveness of the Alternative Learning System (ALS) program in the Zamboanga City Jail Male Dormitory using an ethnomethodological approach. Drawing on the works of Garfinkel and Heritage, it explored how Persons Deprived of Liberty (PDL) learners and ALS mobile teachers create and sustain a functioning classroom within a high-security environment through everyday practices. Data were gathered through participant observation, ethnographic field notes, and informal interviews and analyzed thematically using ethnomethodology and Membership Categorization Analysis. Findings revealed that classroom effectiveness emerged from the collective efforts of learners, teachers, and custodial staff through organized learner identities, negotiated social order, peer support, and sustained engagement despite environmental constraints. Multilingual instruction and informal support for learners with disabilities enhanced participation and comprehension. The study recommends dedicated learning spaces, strengthened peer-support systems, specialized staff training, and adequate instructional resources.

Eileen Joy R. Natividad , Glormae A. Peñafiel , Julie Anne S. Santos , Allan Roy P. Derecho
& Rona V. Francisco

Date Recieved: May 30, 2026 | Date Accepted: July 30, 2026

This study examined the relationship between instructional language switching and English reading comprehension among Grade 7 learners at Don Pablo Lorenzo Memorial High School, Zamboanga City. Using a descriptive-correlational design with an exploratory classroom-level predictive component, data were gathered from six Grade 7 English teachers and 159 students through the researcher-developed Instructional Language Switching Teaching Approach Scale (ILSTAS) and the English Comprehension Assessment Test (ECAT). Findings revealed a high level of instructional language switching among teachers (M = 3.87) and a high level of English comprehension among students (M = 38.13, 76.26%). An exploratory classroom-level regression analysis based on six teacher-classroom pairs indicated a near-perfect positive association (R = .999; R² = .999). Given the limited number of aggregated observations, the finding is interpreted as a preliminary classroom-level pattern rather than conclusive evidence of a causal or generalizable effect.

Reynaldo F. Montano III, Noemi Eous P. Bernardo-Montano, Nasra P. Casalin, Melda B. Naing

Date Recieved: May 30, 2025 | Date Accepted: July 30, 2026

This study examined the implementation of the Gender-Responsive Basic Education Policy under DepEd Order No. 32, s. 2017 and its influence on learners’ social skills in nine elementary schools in Curuan District. Using a quantitative descriptive design, data were collected from 120 teachers through a survey questionnaire. Findings revealed that the policy was highly implemented, reflecting strong adherence to gender-responsive principles in school programs, classroom practices, and workplace policies. Teachers observed that the policy positively influenced learners’ social skills by promoting respect, inclusivity, cooperation, empathy, and acceptance of diversity. Improved interpersonal relationships and greater participation in school activities, regardless of gender, were also noted. The results suggest that effective implementation of gender-responsive education policies contributes to the development of socially responsible and inclusive learners. Sustained genderresponsive programs and strengthened capacity-building initiatives are recommended to further enhance policy implementation and learner development.

Hermielyn M. Aquino

Date Recieved: May 30, 2025 | Date Accepted: July 30, 2026