This paper presents a systematic literature review (SLR) of entrepreneurship and draws on empirical data to map its evolution over the last 125 years. Its primary objective is to synthesize the fragmented research literature into a comprehensive narrative, advancing beyond the scope of a typical bibliographic review. A Publish or Perish application was run on the most relevant scientific databases, yielding 6,078 papers with 4,918,303 citations, excluding patents and unpublished papers. In addition, 117 sources were drawn from the scholarly literature and used to underpin and augment the empirical findings of this study. The study identifies a number of paradigmatic phases in the study of entrepreneurship: little was written on the subject prior to 1950; a modest body of knowledge emerged in the 1960s and 1970s; the study of entrepreneurship was fully institutionalized in the 1980s and 1990s; and it rapidly expanded in the 2000s and 2010s. The study also examines the historical development of the field into the multifaceted discipline it has become, including research on emerging fields such as digital entrepreneurship, sustainable entrepreneurship, and social innovation. The article discusses the implications and offers suggestions for future research to further advance the discipline.
Assessing Cognitive Behavior, Impact of Matatag Curriculum, and Academic Performance in Grade 8 Araling Panlipunan Original Research Article Country Philippines
This study examined the cognitive behavior of Grade 8 students, the perceived impact and extent of implementation of the MATATAG Curriculum, and their association with academic performance in Araling Panlipunan. The objectives were to determine the levels of students’ cognitive behavior, assess the curriculum’s impact and implementation, and identify whether these variables are significantly related to academic achievement. A descriptive-correlational research design was utilized and conducted in a public secondary school. The respondents were Grade 8 students taking Araling Panlipunan, selected through purposive sampling. A structured, researcher-made questionnaire was used to collect data on cognitive behavior and curriculum-related variables, while students’ academic performance was obtained from their subject grades. The data were analyzed using descriptive statistics such as weighted mean and inferential statistics through correlation analysis. Findings showed that the respondents generally exhibited a good level of cognitive behavior, whereas the perceived impact and implementation of the MATATAG Curriculum were rated as moderate. Results of the hypothesis testing revealed that cognitive behavior, curriculum impact, and curriculum implementation did not have a statistically significant relationship with students’ academic performance in Araling Panlipunan. The study concluded that academic achievement is not solely determined by these factors. It is recommended that educators consider other influential elements such as teaching approaches, classroom environment, and learner motivation, and implement more interactive and supportive instructional practices to improve students’ academic performance in Araling Panlipunan.
The Role of Educational Management in Strengthening Teachers’ Instructional Practices Original Research Article Country Philippines
This study determines the level of school heads’ educational management practices and their significant relationship with teachers’ instructional practices in public secondary schools in the Hilongos East District, Leyte, during the Academic Year 2025–2026. The study employed a descriptive-correlational research design using validated survey questionnaires administered to teacher and student respondents. Data were collected on school heads’ performance in five key areas: designing the school’s vision, curriculum and instruction, teacher supervision, monitoring of student progress, and promoting a positive school climate. Teachers’ instructional practices were assessed based on the five domains of the Philippine Professional Standards for Teachers (PPST): content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, and assessment and reporting. Findings showed that both school heads and teachers demonstrated a high level of practice in their respective areas. Among school heads, monitoring of students’ progress received the highest rating. Teachers likewise showed competence across all PPST domains, although areas such as differentiated instruction, curriculum alignment, and data- driven assessment practices indicated room for improvement. Statistical analysis revealed a significant positive relationship between school heads’ educational management practices and the instructional practices of teachers, particularly in curriculum and planning. Based on these findings, a Leadership Enhancement Program for School Heads was proposed to enhance collaboration, professional development, and school-wide instructional effectiveness.
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