Capabilities of Elementary School Paper Advisers in the Division of Albay: Basis for a Campus Journalism Training Program

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.