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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.

AbstractThe 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.

Elevated atmospheric C[O.sub.2] and ozone ([O.sub.3]) may affect productivity of legumes in part by altering symbiotic [N.sub.2] fixation. To investigate this possibility, measurements of plant biomass, N levels and natural [sup.15]N abundance ([delta]sup.15]N) were used to examine the effects of elevated C[O.sub.2] and [O.sub.3] on N acquisition in field-grown peanut (Arachis hypogaea L.) using open-top chambers. Seasonal 12-h daily average C[O.sub.2] treatment concentrations were 376, 550, and 730 [micro]mol [mol.sup.-1] Carbon dioxide treatments were applied in reciprocal combinations with seasonal 12-h daily average [O.sub.3] concentrations of 21, 49, and 79 nmol [mol.sup.-1]. At mid-vegetative growth, elevated C[O.sub.2] significantly reduced leaf N concentrations by up to 44%, but not [delta][sup.15]N values. Elevated [O.sub.3] did not significantly affect N concentrations or [delta][sup.15]N values. At harvest, plant N concentrations were similar among treatments except for a 14% reduction in the highest-level C[O.sub.2]-[O.sub.3] treatment. Plant N accumulation varied in proportion with treatment effects on biomass production, which was increased with elevated C[O.sub.2] when averaged over the [O.sub.3] treatments and suppressed by high-level [O.sub.3] at ambient C[O.sub.2]. Elevated C[O.sub.2] reduced plant [delta][sup.15]N values in low- and mid-level [O.sub.3] treatments while mid- and high-level [O.sub.3] increased them at ambient C[O.sub.2]. The changes in [delta][sup.15]N values suggested that [N.sub.2] fixation activity was stimulated with elevated C[O.sub.2] and inhibited by elevated [O.sub.3]. Elevated C[O.sub.2] ameliorated detrimental [O.sub.3] effects to varying extents depending on the concentrations of the two gases. These results indicated that interactions between C[O.sub.2] and [O.sub.3] on plant physiology can alter N acquisition processes, with impacts on peanut productivity likely dependent in part on these changes.

Prior work showed that C[O.sub.2] enhancement ratios (ER) were similar for plants grown in open-top chambers (OTCs) whether grown in the ground or in insulated containers aboveground. Per plant comparisons were suspect since the ground-grown plants were cultivated in rows at normal densities making it difficult to separate the effects of plant competition from the variables of interest. Soybean [Glycine max (L.) Merr. cv. Essex] was grown in the ground and in aboveground containers in OTCs in ambient and elevated C[O.sub.2] at equal planting densities. The hypothesis was that at equal densities, container- and ground-grown plants would exhibit both equivalent ERs and equivalent per plant yields. Although the only differences in net photosynthetic rate ([A.sub.n]: [micro]mol [m.sup.-2] [s.sup.-1]) and conductance to water vapor ([g.sub.s]:mol [m.sup.-2] [s.sup.-1]) were due to C[O.sub.2] and container-and ground-grown plants had similar ERs (mean = 20%), per plant yields were still less in the container-grown plants at both levels of C[O.sub.2] (mean = -17%). Reproductive measures, except mass per seed, as well as total stem biomass were significantly reduced in the containers. High C[O.sub.2] increased seed oil concentration and the level of fatty acid saturation. The only observed environmental difference was higher daytime root zone temperatures in containers (2-6[degrees]C). The robust ERs suggest that neither above- nor belowground resource limitations was the cause of the yield discrepancies.

Many adverse effects of tropospheric [O.sub.3] on [C.sub.3] crop plants are ameliorated by elevated concentrations of atmospheric C[O.sub.2], but the extent of the interaction can vary, depending on the species, gas concentrations, and other experimental conditions. A 2-yr open-top field chamber experiment was conducted to examine this interaction in peanut (Arachis hypogaea L.) by testing the effects of [O.sub.3] and C[O.sub.2] mixtures on yield and seed quality. Treatments were ambient C[O.sub.2] (375 [micro]mol [mol.sup.-1]) and C[O.sub.2] additions of approximately 173 and 355 [micro]mol [mol.sup.-1] in combination with charcoal-filtered (CF) air (22 nmol [O.sub.3] [mol.sup.-1]), nonfiltered (NF) air (46 nmol [O.sub.3] [mol.sup.-1]), and NF air plus [O.sub.3] (75 nmol [O.sub.3] [mol.sup.-1]). At ambient C[O.sub.2], pod number was suppressed 16% in NF air and 44% in elevated [O.sub.3]. Pod and seed mass were not significantly affected in NF air but were lowered 33 to 37% in elevated [O.sub.3]. Elevated C[O.sub.2] increased yield parameters 7 to 17% for plants grown in CF air and restored yield in NF air and elevated [O.sub.3] treatments to control or higher levels. Gas treatment effects on peanut market grade characteristics were small. No treatment effects were observed on the protein and oil contents of seeds, but there were changes in fatty acid composition. Overall results indicate that increasing concentrations of tropospheric [O.sub.3] will suppress yield of [O.sub.3]-sensitive peanut cultivars, while elevated C[O.sub.2] will moderate this response. Elevated [O.sub.3] and C[O.sub.2] are not expected to have major effects on peanut seed composition and quality.

The effects of elevated C[O.sub.2] and ozone ([O.sub.3]) on net photosynthetic rate (A) and growth are generally antagonistic although plant responses are highly dependent on crop sensitivity to the individual gases and their concentrations. In this experiment, we evaluated the effects of various C[O.sub.2] and [O.sub.3] mixtures on leaf gas-exchange, harvest biomass, and leaf chemistry in peanut (Arachis hypogaea L.), an [O.sub.3]-sensitive species, using open-top field chambers. Treatments included ambient C[O.sub.2] (about 375 [micro]mol [mol.sup.-1]) and C[O.sub.2] enrichment of approximately 173 and 355 [micro]mol [mol.sup.-1] in combination with charcoal-filtered air (22 nmol [O.sub.3] [mol.sup.-1]), nonfiltered air (46 nmol [O.sub.3] [mol.sup.-1]), and nonfiltered air plus [O.sub.3] (75 nmol [O.sub.3] [mol.sup.-1]). Twice-ambient C[O.sub.2] in charcoal-filtered air increased A by 23% while decreasing seasonal stomatal conductance ([g.sub.s]) by 42%. Harvest biomass was increased 12 to 15% by elevated C[O.sub.2]. In ambient C[O.sub.2], nonfiltered air and added [O.sub.3] lowered A by 21% and 48%, respectively, while added [O.sub.3] reduced [g.sub.s] by 18%. Biomass was not significantly affected by nonfiltered air, but was 40% lower in the added [O.sub.3] treatment. Elevated C[O.sub.2] generally suppressed inhibitory effects of [O.sub.3] on A and harvest biomass. Leaf starch concentration was increased by elevated C[O.sub.2] and decreased by [O.sub.3]. Treatment effects on foliar N and total phenolic concentrations were minor. Increasing atmospheric C[O.sub.2] concentrations should attenuate detrimental effects of ambient [O.sub.3] and promote growth in peanut but its effectiveness declines with increasing [O.sub.3] concentrations.