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The purpose of this study was to determine the level of teacher's resilience towards job satisfaction and organizational commitment in Maitum East District, Division of Sarangani for the school year 2022-2023. This study employed quantitative research approach utilizing descriptive correlational survey design. The respondents of this study were 81 public school teachers from 7 different school in Maitum East District namely: Kiayap Elementary School, Kipalkuda Elementary School, Linao Elementary School, Malalag Central Element ary School SPED Center, Pangi Elementary School, Sison Elementary School and Virginia Taṅedo Garcia Elementary School. Slovin's formula was utilized to get the desired sample of the population. Based on the results of the study, the level of teacher's resilience was high in terms of personal competence, skills and peer support, family cohesion, and spiritual influences was high. The level of job satisfaction was high in terms of security, work environment, job responsibilities, and community attachment/linkages. The level of organizational commitment was high in terms of affective, continuous, and normative commitment. Furthermore, there was a significant relationship between teachers' resilience and job satisfaction, teachers' resilience and organizational commitment, and job satisfaction and organizational commitment. [ABSTRACT FROM AUTHOR]

An assessment of the utilization of the Completed Basic Education Research Fund (BERF) in the divisions of South Cotabato, Sarangani, and General Santos City, Philippines, was conducted using a descriptive-correlational research design on the 40 BERF-recipient, teacher-researchers from School Year 2019-2021. It looked into whether the utilization had a significant influence on the proficiency of learners. The quantitative results revealed that completed BERF research was moderately utilized. Likewise, learners' proficiency in the recipient school during the first quarter of School Year 2022-23 was very satisfactory. Furthermore, using a Spearman Rank correlation, the variables in utilizing completed BERF did not significantly influence learners' proficiency in the recipient school. It can be seen that the research findings may not have reached the intended audience in a way that is accessible, understandable, and relevant to their needs. Accordingly, the learners had a very satisfactory performance. This can be attributed to their improved digital skills during the pandemic may have contributed to their face-to-face classes' performance. The translation of research findings into actionable strategies and interventions was likely affected by other concerns in school management. Therefore, it is imperative to guarantee that the research supported by BERF closely corresponds with the unique requirements and difficulties students face in the school system. [ABSTRACT FROM AUTHOR]