This study assessed the relationship between teachers‟ development needs, core behavioral competence, instructional performances, to students‟ academic achievements. Teachers expressed an extreme need for professional development across several key domains of content knowledge and pedagogy, learning environment, in the diversity of learner‟s domain, along curriculum and planning, assessment and reporting, community linkages and professional engagement domain, and in personal growth and professional development. The teachers generally exhibit a high level of behavioral competence across various domains of self-management, professionalism and ethics, results focus, teamwork, service orientation, and innovation., with an overall rating categorized as „excellent‟. The majority of teachers achieved an “outstanding” rating in their Individual Performance Commitment and Review (IPCR) scores for the school year 2023–2024, while the students achieved an average academic performance of Very Satisfactory. The study found that only the teacher‟s number of years in the teaching service significantly influenced professional development needs. Behavioral competence varied significantly along teachers‟ field of specialization. The variables age, number of years in teaching, and highest educational attainment were found to significantly influence instructional performance. Two significant associations were found in the relationship between teachers‟ profiles and professional development needs. Teachers with higher educational attainment and those teaching specific subjects identified more targeted professional needs. Behavioral competence and instructional performance showed no significant correlations with profile variables, and no significant relationships were found between teacher profiles and students' academic performance.
Keywords: Professional Development Needs, Core Behavioral Competence Instructional Performance, Students‟ Academic Achievement, Flora, Apayao District

This study investigated the level of innovative educational management practices employed by school heads, the challenges they encountered, and the strategic initiatives they adopted to enhance school effectiveness. The investigation included the perspectives of the teachers, and the school heads themselves.Modified and validated survey questionnaires were used to gather data from the 29 school heads and 197 teachers in national high schools, technical-vocational high schools, integrated schools and science high school in Laoag City, Ilocos Norte, Philippines. Descriptive statistics, as well as inferential statistics were used to treat the data gathered. It was found out that the school heads consistently rated themselves higher than teachers on the innovative management practices as well as on the strategic initiatives along administrative, technological, and pedagogical initiatives.There is a notable disparity in the perceptions of school heads and teachers on the challenges. This gap in perception stems from theirroles and exposure to the practical application of policies and innovations within the classroom setting. The association between the level of management practices and the extent of challenges highlighted nuanced relationships. While innovation correlated strongly with sustainability and crisis preparedness challenges for school heads, there was also a significant positive association between technological integration challenges and teachers, emphasizing that technology remains both an opportunity and a barrier in contemporary educational settings.Finally, it is concluded that the better the management practices of the heads are, the more strategic initiatives that they adopt.
Keywords: challenges, Laoag City, Ilocos Norte, management practices, school heads, strategic initiatives

In the context of integration and sustainable development, university social responsibility (USR) is playing an increasingly important role for universities in Vietnam. The article analyzes the current status of USR implementation through four levels of responsibility according to Carroll's Pyramid model (1991), including: economic, legal, ethical and humanitarian. The results show that some schools have made positive changes in financial autonomy, compliance with the law and implementation of community activities. However, most training institutions have not yet developed a clear USR strategy, and lack effective evaluation, coordination and communication mechanisms. Social responsibility activities are mainly short-term, movement-based, and have not been deeply integrated into training programs, research and sustainable development. The article also proposes recommendations such as: developing a long-term CSR strategy; integrating social responsibility content into courses and research; strengthening cooperation with businesses and localities; promote communication and digital transformation to serve the community. Thereby, universities not only perform well in their educational role but also become a force promoting more comprehensive and sustainable social development in the new era.
Keywords: social responsibility, higher education, sustainable development.