Capabilities of Elementary School Paper Advisers in the Division of Albay: Basis for a Campus Journalism Training Program
DOI:
https://doi.org/10.65339/ijsis.V1.I4.253Keywords:
Campus Journalism, Elementary School Paper Advisers, Journalism Capabilities, Journalism Training, Professional Development, Skills ProficiencyAbstract
This study assessed the self-reported skills proficiency and campus journalism capabilities of elementary school paper advisers in the Division of Albay as a basis for specialized training. Guided by Social Learning Theory, Competency-Based Theory, transformational leadership, Constructivist Learning Theory, and the Technological Pedagogical Content Knowledge framework, the study employed a quantitative descriptive-correlational design. Purposive sampling involved 153 advisers from 130 selected public and private elementary schools during School Year 2024–2025. Data were gathered using a reviewed and pre-tested five-point Likert-type questionnaire and analyzed through descriptive and inferential statistical procedures. Findings indicated proficiency in spelling (WM = 3.73), grammar (WM = 3.58), writing style (WM = 3.43), and proofreading (WM = 3.40), while graphic arts (WM = 3.29), photography (WM = 3.24), and publishing software (WM = 3.04) received moderate proficiency ratings. Feature writing, sports writing, and selected editorial-writing activities received comparatively stronger capability ratings, whereas editorial cartooning and technical aspects of news writing, photojournalism, and copyreading emerged as professional development priorities. The study recommended practical journalism workshops, digital publication training, peer mentoring, and continuous competency assessment. The findings aligned with Sustainable Development Goal 4 (Quality Education) and Sustainable Development Goal 16 (Peace, Justice and Strong Institutions) by emphasizing professional development, responsible communication, and ethical journalism. The study's potential sustainability contributions included strengthening institutional journalism practices, encouraging responsible technology integration, and supporting learners' engagement with school and community concerns.
References
Ahmed, S. K. (2024). How to choose a sampling technique and determine sample size for research: A simplified guide for researchers. Oral Oncology Reports, 12, Article 100662. https://doi.org/10.1016/j.oor.2024.100662 DOI: https://doi.org/10.1016/j.oor.2024.100662
Bandura, A. (1977). Social learning theory. Prentice Hall. https://books.google.com/books?id=YXruAAAAMAAJ
Barandoc, S. L. N. (2026). Navigating the pen: Challenges and triumphs of school paper advisers in San Fernando City division. International Journal of Research Studies in Education, 15(8), 119–135. https://doi.org/10.5861/ijrse.2026.26121 DOI: https://doi.org/10.5861/ijrse.2026.26121
Basilan, M. L. J. C., & Padilla, M. (2022). Assessment of teaching English language skills: Input to digitized activities for campus journalism advisers. IOER International Multidisciplinary Research Journal, 4(4), 118–130. https://doi.org/10.54476/ioer-imrj/245694 DOI: https://doi.org/10.54476/ioer-imrj/245694
Boyatzis, R. E. (1982). The competent manager: A model for effective performance. John Wiley & Sons. https://www.wiley-vch.de/en/areas-interest/finance-economics-law/the-competent-manager-978-0-471-09031-1
Boylan, M., Adams, G., Perry, E., & Booth, J. (2023). Re-imagining transformative professional learning for critical teacher professionalism: A conceptual review. Professional Development in Education, 49(4), 651–669. https://doi.org/10.1080/19415257.2022.2162566 DOI: https://doi.org/10.1080/19415257.2022.2162566
Cainong, M. (2024). Journalistic writing competence and management skills of school paper advisers. Psychology and Education: A Multidisciplinary Journal, 19(4), 437–453. https://doi.org/10.5281/zenodo.11077490
Carlobos, F. J. A., & Callo, E. C. (2025). Issues and challenges on campus journalism and impact in school publication: Perspectives of principals and paper advisers. International Journal of Innovative Science and Research Technology, 10(3), 1788–1798. https://doi.org/10.38124/ijisrt/25mar1081 DOI: https://doi.org/10.38124/ijisrt/25mar1081
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications. https://www.sagepub.com/shop/buy-a-book/research-design-6-270550
Dacumos, A. V. (2026). Competencies and work performance of school paper advisers in public schools. International Journal of Sustainable and Integrated Studies, 1(1), 238–244. https://doi.org/10.65339/ijsis.V1.I1.24 DOI: https://doi.org/10.65339/ijsis.V1.I1.24
De León, L., Corbeil, R., & Corbeil, M. E. (2023). The development and validation of a teacher education digital literacy and digital pedagogy evaluation. Journal of Research on Technology in Education, 55(3), 477–489. https://doi.org/10.1080/15391523.2021.1974988 DOI: https://doi.org/10.1080/15391523.2021.1974988
Docallas, J. G. M. (2025). Beyond the byline: A study of campus journalism implementation, challenges, and opportunities. Journal of Organizational Behavior Research, 10(3), 111–124. https://doi.org/10.51847/Qow8VsdNNU DOI: https://doi.org/10.51847/Qow8VsdNNU
Field, A. (2024). Discovering statistics using IBM SPSS statistics (6th ed.). SAGE Publications. https://www.sagepub.com/shop/buy-a-book/discovering-statistics-using-ibm-spss-statistics-6-285130
Garcia, M. (2022). Socially shared inquiry with media and information literacy teachers: Gaps and ways forward. Learning, Media and Technology, 47(4), 485–497. https://doi.org/10.1080/17439884.2022.2035396 DOI: https://doi.org/10.1080/17439884.2022.2035396
Grizzle, A., Wilson, C., Tuazon, R., Cheung, C. K., Lau, J., Fischer, R., Gordon, D., Akyempong, K., Singh, J., Carr, P. R., Stewart, K., Samy, T., Suraj, O., Jaakkola, M., Thésée, G., Gulston, C., Andzongo Menyeng, B. P., & Zibi Fama, P. A. (2021). Media and information literate citizens: Think critically, click wisely! Media & information literacy curriculum for educators and learners. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000377068.locale=en
Kirchhoff, S. (2022). Journalism education's response to the challenges of digital transformation: A dispositive analysis of journalism training and education programs. Journalism Studies, 23(1), 108–130. https://doi.org/10.1080/1461670X.2021.2004555 DOI: https://doi.org/10.1080/1461670X.2021.2004555
Leon, R. J., Lapkin, S., Fields, L., & Moroney, T. (2022). Developing a self-administered questionnaire: Methods and considerations. Nurse Researcher, 30(3), 36–45. https://doi.org/10.7748/nr.2022.e1848 DOI: https://doi.org/10.7748/nr.2022.e1848
Libradilla, J. P. E., & Baradillo, D. G. (2024). The best practices of teacher-advisers of award-winning school papers in the Philippine national competitions: An interpretative phenomenological analysis. EPRA International Journal of Multidisciplinary Research, 10(12). https://doi.org/10.36713/epra19521 DOI: https://doi.org/10.36713/epra19521
Lopez, M. E. (2026). Digital expertise and campus journalism practices among advisers in Davao Central District. International Journal of Education, Research, and Innovation Perspectives, 2(6), 600–607. https://doi.org/10.5281/zenodo.20809877
Maxilom-Mangompit, R. M. R. (2022). CTU student journalists' training needs report: Basis for the formulation of training program. Central Mindanao University Journal of Science, 26(1), 55–61. https://doi.org/10.52751/vmgk2304 DOI: https://doi.org/10.52751/vmgk2304
Miao, F., & Cukurova, M. (2024). AI competency framework for teachers. UNESCO. https://doi.org/10.54675/ZJTE2084 DOI: https://doi.org/10.54675/ZJTE2084
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x DOI: https://doi.org/10.1177/016146810610800610
Organisation for Economic Co-operation and Development. (2025). Results from TALIS 2024: The state of teaching. OECD Publishing. https://doi.org/10.1787/90df6235-en DOI: https://doi.org/10.1787/90df6235-en
Republic Act No. 7079, Campus Journalism Act of 1991 (1991). https://elibrary.judiciary.gov.ph/thebookshelf/showdocs/2/2685
Rosario, B. X. D., & Ibojo, D. T. M. (2024). Best practices of experienced school paper advisers on handling their roles and functions: A phenomenological study. Psychology and Education: A Multidisciplinary Journal, 23(8), 1049–1057. https://doi.org/10.5281/zenodo.13327361
Sabio, V. C., & Gumanoy, A. M. C. (2025). Behind the byline: Shedding light on coaching and mentoring experiences of outstanding school paper advisors. Journal of Interdisciplinary Perspectives, 3(7), 657–673. https://doi.org/10.69569/jip.2025.370 DOI: https://doi.org/10.69569/jip.2025.370
United Nations Department of Economic and Social Affairs. (2025). The Sustainable Development Goals report 2025. https://unstats.un.org/sdgs/report/2025/
United Nations Educational, Scientific and Cultural Organization. (2023). Global education monitoring report 2023: Technology in education—A tool on whose terms? https://doi.org/10.54676/UZQV8501 DOI: https://doi.org/10.54676/UZQV8501
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press. https://books.google.com/books/about/Mind_in_Society.html?id=l_rxzQEACAAJ
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Janette Llarenas Ragos (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal the right of first publication. All articles are published under the Creative Commons Attribution 4.0 International (CC BY 4.0) License. This license permits use, sharing, adaptation, distribution, and reproduction in any medium or format, including for commercial purposes, provided that appropriate credit is given to the original author(s) and the journal, a link to the license is provided, and any changes made are indicated.
