Review of Educational Administration, Leadership, and Management
Review of Educational Administration, Leadership, and Management (REALM) is a peer-reviewed academic journal published by the Jose Maria College Foundation, Inc. in Davao City, Philippines. The journal serves as a platform for the dissemination of original research, theoretical explorations, and applied studies focusing on issues and innovations in the fields of educational leadership, school administration, and organizational management within the context of basic and higher education. REALM is committed to advancing scholarly dialogue in the global and regional educational landscape, especially as educational institutions navigate the complexities of contemporary governance, equity, accountability, instructional leadership, strategic planning, institutional transformation, faculty development, and student-centered management. The journal welcomes contributions that investigate: Educational leadership theories and frameworks School-based management and governance Organizational development and change in education Instructional leadership and curriculum supervision Teacher leadership and mentoring Strategic planning and quality assurance in schools Educational policy and decision-making Distributed and transformational leadership Crisis management and resilience in educational settings Leadership preparation and development programs Issues in higher education management Public and private educational systems administration REALM accepts a wide range of scholarly outputs, including empirical research articles, case studies, conceptual frameworks, action research, and critical reviews. Submissions from scholars, educational practitioners, school leaders, and graduate students are encouraged. The journal is published biannually (twice a year) and observes a double-blind peer review process to ensure academic rigor, integrity, and objectivity. It operates under an open access model, making all articles freely available to the public, consistent with its mission to promote accessibility to scholarly research in the field of educational administration. REALM adheres to strict ethical publishing standards in compliance with the guidelines of the Committee on Publication Ethics (COPE) and the Philippine Data Privacy Act of 2012. It supports the ethical use of generative AI tools, provided they are properly disclosed in the research methodology. All published articles are archived through [LOCKSS/CLOCKSS if applicable], ensuring long-term digital preservation and scholarly impact. For submissions, editorial inquiries, or to access past issues, visit https://jmcfijournals.org/index.php/realm.
JMCFI Research Development and Publication Office
Motivational Factors, Self-Directed Learning, and Technological Competence as Antecedents of Teacher Autonomy in Public Schools: A Path Analysis
This study examined a structural model of teacher autonomy by investigating the interrelationships among motivational factors, self-directed learning, and technological competence in selected public schools in Isulan, Sultan Kudarat. The research sought to determine how these variables influence teacher autonomy and to identify a model that best represents the dynamics of autonomy in the teaching profession. Teachers reported high levels of autonomy, particularly in exercising professional discretion within their instructional and decision-making processes. Motivational factors both intrinsic and extrinsic were found to be strong drivers of professional engagement. Self-directed learning emerged as a key behavior among teachers, manifested through resourcefulness, goal setting, and self-monitoring. In parallel, technological competence, including the ability to integrate digital tools and plan technology-based instruction, was identified as a vital contributor to autonomous teaching practices. The study established that motivational factors, self-directed learning, and technological competence are all significant predictors of teacher autonomy. The proposed structural model was validated through rigorous analysis and confirmed as a reliable representation of the underlying relationships among the constructs. These findings underscore the importance of investing in professional development that promotes intrinsic motivation, cultivates self-directed learning skills, and enhances technological fluency. The study recommends that educational leaders and policymakers adopt strategies that institutionalize teacher autonomy as a cornerstone of instructional innovation. This includes providing supportive work environments, access to technology, and training opportunities that empower teachers to independently plan, adapt, and innovate in their classrooms.
Copyright (c) 2025 Quinesadel Fragio, Gemma Kintanar (Author) https://creativecommons.org/licenses/by/4.0
Preference for Higher Education Institutions Offering BS Business Administration Program: A Conjoint Analysis Approach
The study examines the factors that influence students' decisions to enroll in Business Administration programs at higher education institutions (HEIs) in Davao Oriental. The study employed a conjoint analysis methodology to identify critical attributes—such as school reputation, faculty expertise, practical course application, and accessibility—that substantially influence students' decision-making processes. A researcher-made survey questionnaire was used to collect data from 400 Grade 12 senior high school students. The findings indicate that school reputation, especially the level of accreditation, is the most important factor in shaping student preferences. The faculty's expertise is complemented by the course's practical applicability and accessibility. The results show that when choosing a HEI, students place a high value on high standards for education, highly qualified teachers, and opportunities to learn in the real world. The study's results could help HEIs improve their programs so that they better match students' needs and make them more appealing to the market. The scores also provide prospective students with helpful information that may help them make informed decisions about their educational paths.
Copyright (c) 2025 Manolito Chosen II Ramos, John Vianne Murcia (Author) https://creativecommons.org/licenses/by/4.0
From Quality Management to Student Loyalty: A Path Analysis of Value, Trust, Satisfaction, and Commitment in a PACUCOA-Accredited Philippine College
This study explores how five areas of quality management instructor quality, curriculum quality, social environment quality, physical environment quality, and administrative quality relate to students’ feelings of value, trust, satisfaction, commitment, and loyalty. The research was carried out at a PACUCOA accredited private university in Davao City, Philippines, with 531 student respondents. Using multivariate path analysis, the study tested a model of direct and indirect relationships among these factors. Results indicated that curriculum quality and social environment quality significantly shaped perceived value. Physical environment quality and administrative quality significantly predicted institutional trust. Perceived value and trust then significantly influenced student satisfaction. Both satisfaction and trust significantly affected commitment. Finally, commitment, satisfaction, and perceived value were significant predictors of loyalty, while trust had only a marginal direct effect on loyalty. Indirect effects showed that quality management indicators shape loyalty through the pathways of value, trust, satisfaction, and commitment. These findings suggest that within the Philippine accreditation setting, focused improvements in curriculum and social environment, alongside infrastructure and administrative systems that build trust, are key strategies for strengthening student loyalty. The study offers practical guidance for strategic planning in newer accredited colleges and helps address the lack of empirical evidence on how quality management linked to accreditation influences student loyalty outcomes.
Copyright (c) 2025 Jose Ma. Gonzales, Melchor Bombeo, Josefina Ortega, Joan Mae Espinosa, Bryan Alberto, Jose Rosener Guyano, Raymond Libongcogon, John Vianne Murcia (Author) https://creativecommons.org/licenses/by/4.0
The Integration of Artificial Intelligence in Contemporary Education: A Comparative Analysis of India and Global Practices
The integration of artificial intelligence into educational systems worldwide represents one of the most consequential shifts in contemporary pedagogy, yet the conditions under which this integration succeeds or stalls vary profoundly by national context. This paper presents a systematic comparative review of AI adoption in education across six countries — India, the United States, China, Finland, South Korea, and the United Kingdom — with particular emphasis on India's developmental trajectory relative to global leaders. Drawing on a systematic literature review of peer-reviewed studies published between 2019 and 2024, supplemented by government policy documents and international educational indices, the study examines five comparative dimensions: AI infrastructure and digital accessibility, policy support and public investment, teacher training and professional development, student learning outcomes, and ethical challenges including algorithmic bias and the digital divide. Findings reveal that while India has articulated strong policy intent through the National Education Policy 2020 and platforms such as DIKSHA and SWAYAM, substantial gaps in rural infrastructure, teacher preparation, and research-practice translation continue to constrain equitable AI adoption. Advanced economies demonstrate that sustained public investment, mandatory teacher training in AI literacy, and explicit ethical governance frameworks are the structural preconditions for realizing AI's educational potential. For India, the path forward requires coordinated action across infrastructure investment, regulatory reform, and professional development, informed by lessons drawn from Finland's equity-centred model and South Korea's institutional scale-up approach. The review concludes by identifying priority directions for future research, including longitudinal outcome studies, culturally adaptive AI tool design, and the development of context-specific ethical frameworks for AI deployment in diverse, multilingual educational settings.
Copyright (c) 2025 Monalisha Saha Goswami, Suprio Biswas (Author) https://creativecommons.org/licenses/by/4.0
AI, Analytics, and Pedagogy: The Future of Technology-Enhanced Education
Artificial intelligence (AI) and learning analytics are reshaping higher education at an unprecedented pace, yet the scholarly literature remains fragmented across disciplines and methodologies, making it difficult to assess their cumulative pedagogical implications. This paper presents a systematic thematic review of 28 peer-reviewed studies, institutional reports, and policy documents published between 2012 and 2024 to examine how AI and analytics are influencing pedagogical practice, personalizing learning, and raising ethical challenges in higher education contexts. Five interconnected themes emerged from the analysis: (1) adaptive and intelligent tutoring technologies that recalibrate instructional delivery in real time; (2) the role of learning analytics in enabling data-driven personalization and early intervention; (3) the ethical tensions surrounding data privacy, algorithmic bias, and equitable access; (4) variability in institutional and educator readiness for AI integration; and (5) emerging trajectories in AI-enhanced pedagogy, including affective computing, gamification, immersive environments, and blockchain credentialing. The review finds that while AI-enabled tools demonstrably improve engagement, reduce administrative burden, and enable more responsive instruction, their benefits are unevenly distributed, disproportionately accruing to well-resourced institutions. The persistent digital divide, inadequate teacher preparation, and under-regulated data practices represent structural barriers to responsible AI integration that cannot be resolved by technology alone. The paper concludes that realizing AI's educational potential requires coordinated investment in ethical frameworks, professional development, and inclusive infrastructure. Future empirical work should prioritize under-resourced contexts and longitudinal measurement of AI-mediated learning outcomes.
Copyright (c) 2025 Surajit Roy (Author) https://creativecommons.org/licenses/by/4.0