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Christ-centered pedagogy that integrates values, scriptural texts, and contemporary societal realities across disciplines in the teaching-learning process enables students to use their practical knowledge and abilities in a variety of settings. This study sought to gain a deep understanding of the college teachers' experiences in incorporating the Religious of the Virgin Mary (RVM) learning pedagogy into instruction at a private Catholic institution in Cagayan de Oro City, Philippines. The transcendental phenomenological research design was utilized. A purposeful sampling of six college teachers was employed for the conduct of an in-depth interview following Seidman's guide. Moustakas' Stevick-Colaizzi-Keen method was likewise used to analyze the participants' experiences. Findings reveal that RVM pedagogy for college teachers means that teaching as a vocation and the tradeoffs of good teaching are byproducts of environmental influence and ecological perspectives on teaching. The essence, therefore, of the RVM pedagogy manifested the college teachers' dynamism to teach the learning outcomes of the subject in real-life situations. It is a powerful tool for the personal and collective progress of students gearing towards a transformative, quality Ignacian Marian education. The study points to the need for further empirical investigation using the quantitative research design to increase the generalizability of the findings covering the RVM schools throughout the country. [ABSTRACT FROM AUTHOR]

With the aspiration of finding out what schools can do to improve instruction, curriculum, facilities, and support to improve academic programs related to entrepreneurship, this study aims to develop a causal model of entrepreneurial propensity of students in selected colleges and universities in Cagayan de Oro City, Northern Mindanao, Philippines. This study is anchored on the assumption that school factors, personality, intention and motivation may influence entrepreneurial propensity of students. Four-hundred ninety-eight (498) 4th year business-related students were respondents of this study. Using Structural Equation Modelling (SEM), a best fit model for entrepreneurial propensity was found. The model proposed that entrepreneurial propensity is best predicted by intention, school factors, and motivation - which indicates that regardless of personality, students are likely to choose entrepreneurship as a career path in the future when significant others such as family or colleagues approved of that choice and if they have a strong belief that they have control of the situation. The mediating effect of school factors and intention vary positively, which was found to enhance the effect of the respondent's motivation on entrepreneurial propensity. The higher the motivation, the higher the students' propensity to become an entrepreneur. Results point to the strong influence of education, particularly curriculum and school support in developing student's entrepreneurial propensity. With the right combination of curriculum and facilities & support, especially when the academe is geared towards integrating both factors to entrepreneurship as part of their student development, enhances the effect of motivation and entrepreneurial propensity. [ABSTRACT FROM AUTHOR]