Amaranth Wong

This study developed a transition blueprint for the potential privatization of the National Power Corporation (NPC) in Romblon, Philippines. Using a convergent mixed-methods design, it integrated perceptions from NPC employees and the ROMELCO Board in non-privatized Romblon with the lived challenges faced by NPC personnel in already privatized regions of Mindoro and Tablas. Findings revealed that Romblon stakeholders perceived privatization positively in terms of accountability (WM=3.72) and its potential to attract investment for modernization (WM=3.87), but expressed uncertainty regarding consumer-level transparency and job security. Qualitative data from privatized areas highlighted significant challenges in regulatory compliance, workforce transition, and financial sustainability. The study concludes that a successful transition requires a context-sensitive approach anchored on robust stakeholder engagement, regulatory harmonization, and strong social safety nets. The resulting blueprint offers evidence-based recommendations for policymakers considering privatization or Public-Private Partnership (PPP) models for NPC in island provinces.

Public school teachers often struggle to understand and assert their legally mandated rights, creating a gap that may weaken their sense of belonging and organizational commitment. This study examined the relationship between public school teachers’ understanding of their legally mandated rights and their organizational commitment in the District of Romblon, Philippines. A total of 287 elementary teachers participated in a descriptive-correlational survey that measured their knowledge, awareness, and attitudes toward educational rights, as well as affective, continuance, and normative commitment. Results showed that while most teachers reported high awareness and positive attitudes toward the implementation of their rights, their actual knowledge of specific legal provisions was low. Correlation analysis revealed that factual knowledge was not significantly related to organizational commitment, whereas both awareness and positive attitudes were strongly associated with higher commitment. These findings suggest that teachers’ perceptions and satisfaction with the implementation of rights are more influential in building commitment than detailed legal knowledge. The study highlights the importance of fostering a transparent and supportive organizational climate to strengthen teacher dedication and professional engagement.

This study examines the digital competence of public elementary school teachers in the Romblon District, Philippines, with a focus on generational differences, support for capacity building, and attitudes toward technology use in education. Addressing the growing need for teacher readiness in digital classrooms, the study used a descriptive-correlational research design with 296 participants. Teachers were grouped as digital natives (born after 1980) and digital immigrants (born before 1980). Findings showed that digital natives demonstrated higher levels of digital competence compared to digital immigrants. Teachers who reported greater access to training, technology resources, and peer collaboration also had stronger digital skills. Additionally, a positive attitude toward ICT integration was linked to higher competence. These results suggest that institutional support and teacher mindset play essential roles in developing digital proficiency. The study recommends targeted training programs based on generational needs, equal access to digital resources, and stronger peer learning communities. These strategies can help bridge gaps in digital competence and enhance the overall integration of technology in teaching. The findings contribute to ongoing efforts to improve teacher preparedness for digital education in both local and global contexts.