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School heads are agents of change who contribute a major impression on the educational milieu through their information-sharing methods, creating supportive social connections, participating in mentoring programs, and fostering progress. Hence, this study ascertained the interrelation between the public school head's leadership practices and teachers' performance. As correlation research, simple random sampling was used to calculate the sample size for teachers, while total enumeration was used for school heads. A structured questionnaire was developed to gather the necessary information that reinforced the theme of this analysis. Weighted mean was used to ascertain the level of leadership practices of school heads and the level of teacher performance. T-test, F-test, post-hoc test, and Pearson r were employed to establish the degree of association between and among variables. This study concluded that the variation in leadership practices experienced by school heads and teachers is absolutely vital, confirming that their reactions are fundamentally better. Teachers' performance is consistent irrespective of age, educational achievement, or significant contributions. In terms of teaching status and number of years of experience, head teachers have improved teaching efficiency than teachers and master teachers. Teachers with shorter relevant experience showed poorer educational quality relative to those who spent more time in the school system. School heads who have obtained their doctorate degrees get a greater level of leadership practices than the holders of master's degrees. The very productive performance of teachers stays the same, regardless of whether the school heads exhibit a very high degree of authentic leadership.

The standard of education a country offers its population is a good indicator of its ability to compete on the global stage. The pedagogical proficiency of the teachers could be used to assess the quality of education. On this premise, this descriptive correlational study explored the relationship between academic achievement and the pedagogical competence of 65 randomly selected preservice teachers. A standardized rating scale was used to gather pertinent data. This study concluded that preservice teachers had exceptional pedagogical competence as rated by their cooperating teachers and professors, irrespective of their gender, discipline, or cooperating school of deployment. Apart from teachers' personalities and classroom management, all other dimensions of pedagogical competence exhibited significantly positive associations among them. Additionally, the profile characteristics of preservice teachers are not strongly linked with their pedagogical competence. On the other hand, the preservice teachers had extremely excellent academic performance, which varies greatly with specialization and cooperating schools. The preservice teachers' academic performances did not considerably differ and are not influenced by gender. However, there was a markedly unfavorable link between the preservice teachers' academic performance and their specialization and cooperating schools. Finally, there was a marginally significant association between the preservice teachers' academic achievement and their pedagogical competence. In order to further strengthen their pedagogical competence in accordance with ASEAN recommendations for K-12 education, preservice teachers may be required to take additional electives in each specialization.

This qualitative study investigated the use of folk medicine by families for people with intellectual disability in the Philippines. Workers from Negros Occidental who support people with intellectual disability participated in semi-structured interviews. Findings show families seek the intervention of a folk healer before seeking primary healthcare support and a prosperous cultural use of folk medicine exists across the Philippines. Intellectual impairment is perceived by some Filipinos to be caused by supernatural forces. Socio-cultural constructs of intellectual disability probably influence health outcomes for this populace. If primary healthcare tools and resources for people with intellectual disability that are developed in higher-income nations are to have the potential to be transferred into other settings, understanding of attitudes towards alternative medicine is needed. [ABSTRACT FROM AUTHOR]