Graduate School Journal Volume 18# 1

Technical Staff

Marissa M. Morales

Managing Editor

Fr. Bernhard R. Abrazado, SVD

Consultants / Editors

Corazon S. Morilla, Ph.D.

Evelyn S. Javier, Ph.D.

Fr. Anthony Ibarra B. Fabella, SVD

Layout Designer

Xenia L. Fesalvo

FOREWORD

Management has always been a subject for investigation considering the leadership system it

offers to be able to measure the performance of the organization through the identified indicators. The

management issues and concerns in the current issue of the GS Journal revolve around the role of school

managers related to instructional facilities development, curriculum implementation, performance

evaluation, students’ development, human resource management and managerial competencies and

leadership skills.

The studies aimed at determining the extent of managers’ efficiency to improve the quality of the

system components reflected in its overall transformation that impacts on teamwork, motivation and even

risk-taking which is an urgent call. It is deemed imperative as well to delve on managerial competencies

and skills in the discharge of the major management functions, since people’s relationship as well as

reaction to the work itself depends upon how they are managed. Along this line management’s role to put

up reward structures, monitor power relationships among groups and between people, instill the correct

norms and values for better work performance has gained recognition.

The constant demand of changing times due to globalization and technology has exerted pressure

on education and in particular the role of school managers that goes beyond performance. It necessitates a

new view of leadership that can keep pace with the challenges of change, address altered circumstances,

adapt new situations that call for new requirements that can withstand competition in the world society.

After all, global competency is the rule of the game. It is the ability of the graduates to remain lifelong

learners who can work and survive across countries of different cultures.

Further, technology has given way to the emergence of knowledge societies making it necessary to

equip learners a different education that could provide and enhance ability to assess performance, apply

innovations and most importantly to access information. A dissertation research study that focused on the

provision of opportunities for teacher’s training in technology revealed the need for teachers to be able to

institute a change in the fundamentals of knowledge and skills transmission to the learners. The advent of

technology has provided a shift from the traditional classroom-student teaching to internet-self study

discarding what used to be barriers in space, time and place, thus the need for technology skills acquisition

to improve the quality of educational output.

Two other studies evaluated the existing programs in Criminology and Architecture Education on

the aspect of employment prospects of the graduates. They also determined whether internships have

provided hands on experiences that have contributed to the readiness in the exercise of their professions.

Moreover, the same studies revealed the need to use the correct approaches for the delivery and transfer

of knowledge and skills and where possible, the addition of a diverse range of concrete subjects in

Architecture Education to tap students’ creativity and to meet the desired design needs.

Schools just like other organizations go through a period of upheaval due to challenges brought

about by change. School managers, to become true leaders must be strong and motivated to take

challenges positively embarking on change efforts that will contribute to realization of its vision for quality

education as they mobilize the schools’ resources namely, responsible faculty, trained workers, disciplined

students and technological awareness for innovations. Only then can managers hold their stakes to provide

and promise a better organization.

CONTENTS

Master Thesis

Human Resource Management Practices of Principals in Relation to Institutional Performance of Secondary Schools in the Municipality of

Naujan, Oriental Mindoro Elizabeth P. Boncato (2013) p. 2

Perceived Teachers’ Competencies in Relation to Pupils’ Scholastic Performance and

National Achievement Test Results: Basis for Enhancement Program Marian C. Español (2013) p. 10

Status of Career Pathways in Technology and Livelihood Education and the Level of

Preference in Occupational Interest of Fourth Year Students at San Agustin National High School

Arlyn D. Magsino (2014) p. 14

The Performance in Mathematics of Students with Learning Difficulties in Nabuslot National High School: Basis for Remediation Program

May L. Villanueva (2013) p. 20

Modified E-lesson in Algebra II and the Performance of the Second Year Students in Community Vocational High School:

Basis for Appropriate Strategies in Teaching Ma. Kristine M. Magsino (2013) p. 26

Status of the Secondary Level English Language Teaching Practices in Calapan City

Division: Basis for a Proposed Language Teaching Program Christian Edezon B. Lopez (2014) p. 30

Dissertations

The Role of Middle-Level School Managers in the Development of Public Secondary Schools in Oriental Mindoro:

A Comprehensive School Development Management Performance Guide Edralyn G. Delos Reyes (2012) p. 35

Managerial Competencies and Leadership Skills of Principals and Performance of Public Secondary Schools in the First District of Oriental Mindoro:

Basis for Competency Framework Andrelyn D. Macadaeg (2012) p. 54

Secondary School Teachers Capability in ICT: Basis for Information Communication Technology Training Program

Joselita C. De Guzman (2013) p. 67

The Effectiveness of Pedagogical and Andragogical Models in Architecture Education in Divine Word College of Calapan

Creselda M. Roldan (2014) p. 78

Criminology Internship Program in the Selected Higher Education Institutions in the Second District of Oriental Mindoro: Basis for a Proposed Program

Libeliza R. Retiro (2014) p. 89

MASTER THESES

GRADUATE SCHOOL 01

Human Resource Management Practices of Principals in Relation to Institutional Performance of Secondary Schools

in the Municipality of Naujan, Oriental Mindoro Elizabeth P. Boncato (2013)

MAED – Administration and Supervision

This study ―Human Resource Management Practices of

Principals in Relation to Institutional Performance of Secondary

Schools in the Municipality of Naujan, Oriental Mindoro‖

determined the status of human resource management practices of

public secondary school principals in the Municipality of

Naujan, Oriental Mindoro in terms of recruitment and hiring of

teachers, teachers‘ induction and mentoring program,

professional development program and performance evaluation, the

level of institutional performance in terms of accomplishment of

school‘s vision, mission and objectives, evaluation of

instructional effectiveness, students‘ performance and

curricular development. It also assessed the relationship

between the status of human resource management practices of

principals and the level of institutional performance of public

secondary schools in the Municipality of Naujan, Oriental

Mindoro which served as basis in formulating the Proposed Human

Resource Management Development Plan as an output.

This study made use of descriptive-correlational research

designs with 132 randomly secondary school teachers from six

public high schools in the Municipality of Naujan. Findings

revealed that the teacher-respondents perceived their secondary

school principals practices as high as to status of human

resource management because they extremely valued teachers‘

career professional development. The management focused on

performance evaluation, hiring and recruitment, induction and

mentoring program and professional development program. The high

school principals in Naujan institutional performance was also

perceived as high, specifically curricular development,

accomplishment of school‘s vision, mission and objectives,

students‘ performance and evaluation of instructional

effectiveness.

GRADUATE SCHOOL 02

It also found out that the status of HRM practices of

secondary school principals in the municipality of Naujan was

high in terms of recruitment and hiring of teachers,

professional development program and performance evaluation.

Likewise, the level of institutional performance with respect to

accomplishment of school‘s vision, mission and objectives,

students‘ performance and curriculum development was also high.

This means that HRM practices of school principals tend to

affected positively their performance because their

predetermined development objectives for learners and the

curriculum relied heavily on selection of qualified applicants,

continuous professionalization and curriculum enrichment.

However, there was no significant relationship between the

status of HRM practices of secondary school principals in Naujan

in terms of teachers‘ induction and mentoring and the level of

institutional performance as regards to evaluation of

instructional effectiveness.

The Human Resource Management Development Plan formulated

by the researcher would be in accordance to the high status of

human resources management practices of school principals, which

could specifically be focused on recruitment and hiring of

teachers, teachers‘ induction and mentoring program,

professional development program and performance evaluation that

immediately follows.

Boncato, 2013

GRADUATE SCHOOL 03

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Perceived Teachers’ Competencies in Relation to Pupils’ Scholastic Performance and National Achievement Test Results:

Basis for Enhancement Program Marian C. Español (2013)


This study determined the perceived teachers‘ competencies

in relation to pupils‘ scholastic performance and National

Achievement Test results in the eleven schools of Puerto Galera

District. It also determined the relationship between the two

variables under study. This was anchored on the Social Cognitive

Theory by Wood and Bandura, Motivational Theory by Bowman and

Law of Readiness by Thorndike.

The study made use of the descriptive-correlational method

of research with 457 pupil-respondents and 17 teacher-

respondents. From the statistical data, analysis and

interpretation, it was found out that six of Grade Six teachers

are within the bracket of one to five years in service. Only

five out of 17 teacher respondents are M.A graduates. Majority

of the teacher attended the training-seminar workshop.

Pertaining to the perceived teachers‘ competencies in terms of

content knowledge teachers showed that they were doing their

part very often. It was also found out that the most dominant

teaching style used by the Grade Six teachers was analytic

teaching style. Pupils‘ scholastic performance and National

Achievement Test result of the Grade VI pupils of Puerto Galera

District had an average score. There was no significant

relationship between level of teachers‘ competencies and pupils‘

scholastic performance and between level of teachers‘

competencies and National Achievement Test results. It was also

found out that there was a significance difference between the

pupils‘ scholastic performance and National Achievement Test

Result.

Based on the findings of the study, the following

conclusions were made: majority of teacher-respondents in Puerto

Galera District are one to five years in the service. Five of 17

teachers finished the Masters‘ degree and with different

GRADUATE SCHOOL 10

training-seminar workshops in different levels; Analytic

teaching style was the dominant style in teaching at Puerto

Galera District; providing learning opportunities for the

children and making possible collaborative interaction between

teachers and pupils; the scholastic performance of Grade VI

pupils in Puerto Galera District is average ;respondents also

have an average score in National Achievement Test results.

There is no significant relationship between level of teachers‘

competencies and pupils‘ scholastic performance and between the

level of teachers‘ competencies and National Achievement Test

Result. However, there is a significant difference between the

pupils‘ scholastic performance and National Achievement Test

Result.

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GRADUATE SCHOOL 13

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Status of Career Pathways in Technology and Livelihood Education and the Level of Preference in Occupational Interest of Fourth Year Students

at San Agustin National High School Arlyn D. Magsino (2013)


This is a quantitative research. Specifically, it used the

descriptive-correlation method which investigated the

relationship between the components of Career Pathways in

Technology and Livelihood Education (CP-TLE) and National Career

Assessment Examination (NCAE) of fourth year students at San

Agustin National High School.

The Conditioning theory of Pavlov, Thorndike Law of

Readiness and Law of Exercise, John Dewey‘s experiential

learning and social learning theory of Bandura espoused by

several authors laid the foundation for this research. They are

correlated with each other and each one supports the other.

Various related literature and studies were also discussed and

analyzed to make this paper substantial and comprehensive.

The study used the fish bowl method random sampling among

138 students of SANHS and only 103 were used as respondents. The

researcher conducted her research through the use of

questionnaire to get the respondents‘ perception in the

implementation of CP-TLE and NCAE result which showed the

occupational interest of the selected respondents. The

components of CP-TLE which are Home Economics, Information

Communication Technology, Agri-Fishery Arts, and Industrial Arts

are the independent variables correlated to the result of NCAE

which is the dependent variable. Pearson‘s r was employed to

determine the relationship between variables.

Results of the study revealed that the four components of

CP-TLE were interpreted as good by the students of SANHS. It was

also found out that the respondents moderately preferred the

eleven (11) occupational interests in NCAE. Findings also

disclosed that there was no significant relationship between the

occupational interests pertaining to commerce, professional

services, personal services, aesthetics, environment, military

training, spiritual vocation and agriculture and fishery arts

GRADUATE SCHOOL 14

and the components of CP-TLE. However, Science, Engineering and

Cyber services were found to be significant in CP-TLE. It is

recommended that the proposed career orientation program be

adapted by the school not only to guide the students but also to

realize the importance of CP-TLE in their lives in terms of

financial opportunities and a better future ahead.

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Tuck, S., Pearce M., Rawlings, D. & Parker L.(2005). Factors

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The Performance in Mathematics of Students with Learning Difficulties in Nabuslot National High School: Basis for Remediation Program

May L. Villanueva (2013) MAED - Mathemtics

This study analysed the performance of math students with

learning difficulties in Nabuslot National High school. Anchored

on Geary‘s evolutionary theory, Experiential Learning Theory of

Carl Rogers and Piaget‘s cognitive development theory, the study

sought to investigate on the learning difficulties in terms of

language, attention and visual/ordering, performance in

mathematics affected by the students‘ learning difficulties,

factors affecting the performance of students with learning

difficulties were also investigated.

This research is phenomenological qualitative research

which used in depth interview with the subject respondents,

documentary analysis and observations to gather the data.

Findings revealed that students suffered from difficulties

in terms of language, attention and visual/ordering; the

performance in mathematics was greatly affected by the students‘

learning difficulties; their learning was hindered by their

language, attention and visual/ordering difficulties; thus,

these students often lagged behind the other regular students;

the performance of students with learning difficulties was

affected by the results of their oral participation, quizzes,

assignments, projects and periodical tests; students with

learning difficulties could cope with the lessons through

activities and teaching styles and strategies adapted to their

level of interest and intelligence; Students with learning

difficulties could keep pace with regular students if they would

be helped by their parents, teachers and even their classmates

through follow-up, remedial classes and peer tutoring.

Based on the findings, the study recommended the following:

Since students suffer from learning difficulties in terms of

language, attention and visual/ordering, both teachers and

parents must help the student overcome these difficulties; Pre –

tests must always be given so as to ascertain how much the

students know about the lessons; Parents should always be

GRADUATE SCHOOL 20

involved in the studies of their children. They should monitor

the academic performance of their children by coordinating with

the teacher; Teachers are expected to be very patient in

teaching and dealing with students with learning difficulties;

The School has to offer remediation program to help students

with learning difficulties.

A remediation program in Mathematics is the output of this

study.

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Villanueva, 2013

GRADUATE SCHOOL 21

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Algozzine, B. (2000) Analysis of mathematics competence of

learning disabled adolescents. Thesis of Special Education,

21, 97-107

Bernardo, M. (2001) Mathematics education and students with

learning disabilities

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GRADUATE SCHOOL 23

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Canuel, Celeste R. (2011). “Problem solving approach in relation

to the math performance of first year students of DYCNHS

Matulatula Annex: Basis for proposed program for

innovations in math teaching. Unpublished MA Thesis,

Divine Word College of Calapan.

Cereno, L. T. (2004) Motivation and mathematics learning of

students with disabilities. University of San Carlos.

Philippines

DEchosa, C. (2004). “Competencies of the first year high school

students in Aurelio Arago Memorial National High School in

math in relation to selected variables.” Unpublished MA


Delos, Santos, M.M. (2002) The mathematics performance of

region VII students in the 1999-2000 national secondary

assessment test (NSAT): Proposed self-learning activities

Dilay, B. (2009). “Factors affecting the math achievement of

fourth year high school students at DWCC high school

department: A basis for action plan”. Unpublished MA


Dueñas, J.B. (2006). “Difficulties encountered in algebra by

students with attention disorder in Inarawan national high

school: Basis for enhancement program. Unpublished MA


Ferrer, L. S. (2005) Characteristic behaviours of secondary

students with learning disabilities who have teacher-

defined weaknesses in the Philippines.

Jones, E. (2007) Mathematics instruction for secondary students

with learning disabilities.

Manggante, V. D. (2006). “Extent of approaches used in teaching

math VI used in Socorro district, division of Oriental

Mindoro”. Unpublished MA Thesis, Divine Word College of

Calapan.

Mangilit, E. V. (2004). “The effectiveness Of using mathematical

investigation approach in teaching mathematics in Villa Pag

– Asa national high shool, Bansud, Oriental Mindoro”.

Unpublished MA Thesis, Divine Word College of Calapan.

Villanueva, 2013

GRADUATE SCHOOL 24

Pajares, F. (2005). Self-efficacy during childhood and

adolescence self-efficacy beliefs of adolescents (pp. 339 -

367): Information Age.

Rodrigo, M. A. (2002). “Effects of teachers and peer group

influences on the level of academic performance of grade VI

pupils in the district of Bulalacao”. Unpublished MA


Tayyaba, S. (2010). Mathematics learning disabled achievement

in secondary school level in NCR: Findings from the first

national assessment. Journal of educational management, 24

(3), 221 – 249

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programs for students with learning disabilities. Focus on

Exceptional Student, 23(1), 2-22

Villanueva, 2013

GRADUATE SCHOOL 25

Modified E-Lesson in Algebra II and the Performance of the Second Year

Students in Community Vocational High School:

Basis for Appropriate Strategies in Teaching

Ma. Kristine M. Magsino (2013)

MAED - Mathematics

This research study determined the effectiveness of

Modified E-lesson as strategy in enhancing the level of

Performance of second year students in Intermediate Algebra II

in Community Vocational High School. The researcher used

questionnaire to determine the perception of the students about

Modified E-lesson as instructional materials, and tool in

enhancing learning progress, determining diversity of the

learners and identifying the attitude of the students toward

mathematics.

To determine the relationship between the two variables,

descriptive and correlational design was used. Results of the

analysis showed that the respondents perceived Modified E-lesson

positively and they performed satisfactorily. But it also

revealed that the perception of the respondents on Modified E-

lesson in Algebra II had no relationship with the level of

performance of the second year students.

From the findings and conclusions of the study, a proposed

program for appropriate teaching strategies for Modified E-

lesson in Algebra was prepared.

REFERENCES

Acero,Javier and Castro(2004). Human development theories.

Nancy Yuen & Allan Fox (2011) Educational innovations

beyond technology (1st Edition), XVIII, 246 p.

Lomax, R. G. (2007). An introduction to statistical

concepts (2nd ed.). Mahwah, NJ: Erlbaum.

GRADUATE SCHOOL 26

Periodicals

Celestino Jr., C. (2007). Computer as a learning aid. The Modern

Teacher

Etcuban, J. (2007). Computer programming: Its role and impact in

teaching mathematics. The Modern Teacher

Quitalig, L. Jr. Intervention strategies for mathematics. The

Modern Teacher Vol.LXII No.4 p.127

Martinez, L. (2008).Building school community relation: An

indispensable link to effective learning. Modern Teacher

Samonte, H. (2008). Hindrance in the attainment of quality

education. Modern Teacher


Acyatan, M.P.(2012). Computer-assisted instruction and the level

of performance of third year students in Domingo Yu Chu

national high School main campus: A basis for mathematics

program. Master‘s Thesis in Divine Word College of Calapan

Catud, H.J.C.(2011). Application of problem –based elearning

calculus materials: Its effectiveness in student learning.

Master‘s Thesis in Divine Word College of Calapan

Dilay, M.(2009) Factors affecting the mathematics achievement of

fourth year high school students at the Divine Word College

of Calapan high school department: A basis for action plan.

Unpublished MA Thesis, Divine Word College of Calapan

Dela Torre, J.(2000). The effect of computer-assisted

instruction (CAI) as a tool in teaching mathematics.

Master‘s Thesis in Divine Word College of Calapan

Garcia, E. (2008). Effects of ICT integration on students‟

performance in physics. Unpublished MA Thesis, Cebu Normal

University, Cebu City

Jones A. (2004) A review of the research Literature on barriers

to the uptake of ICT by teachers UK BECTa

Magsino, 2013

GRADUATE SCHOOL 27

Electronic Sources

Anderson, C. L. & Borthwick, A. (2002). Results of separate and

integrated technology instruction in pre-service training.

ERIC Reproduction Document # IR021919, p.14.

Akpinar, Y. (2005).Computer supported applications in education.

Retrieved from: www.tojet.net/article10119

Alberta Education (August 2006). One to one mobile computing:

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eview.pdf

Association of mathematics teacher educators. (2006). Preparing

teachers to use technology to enhance the learning of

mathematics: A position of the association of mathematics

teacher Educators. Retrieved from:

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Heitzmann, R. (2010). 10 Suggestions for enhancing lecturing.

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Turkish Online Journal of Educational Technology(TOJET),

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Kiraz, E., & Ozdemir, D. (2006). The relationship between

educational ideologies and technology acceptance in

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Lee, H. & Hollebrands, K. (2008). Preparing to teach mathematics

with technology: An integrated approach to developing

technological pedagogical content knowledge. Contemporary

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Mistretta, R. M. (2005). Integrating technology into the

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GRADUATE SCHOOL 28

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fountain, one life, knowledge and beliefOfsted (2008).

Retrieved Math Doesn‘t Add up for thousands of Children

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add-up-for-thousands-of-children-reports Ofsted

Schneiter, K. (2010). Preparing teachers to use technology:

Considerations from a capstone mathematics and technology

course. Contemporary Issues in Technology and Teacher

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Slavin,R.(2005).Working with accurate representations: the case

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traditional instructional media and technologies in the new

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Status of the Secondary Level English Language Teaching Practices in Calapan City Division:

Basis for a Proposed Language Teaching Program Christian Edezon B. Lopez (2014)

MAED – Teaching English Language

It is important that language teachers develop practices

that reinforce language learners‘ acquisition of L2. Anchored on

BF Skinner‘s operant conditioning which claims that organism is

in the process of ―operating‖ on the environment, doing what it

does, this thesis determined the status of the secondary level

English language teaching practices in Calapan City Division

focusing on the four macro skills namely listening, speaking,

reading and writing. It was also tied to F. Taylor‘s

Organizational Theory represented in his Scientific Management

which claimes that a hierarchical chain of command with various

levels of authority as well as an established division of labor

is the most effective operational structure in an organization.

The Program Management (PM) theory by Henry Gantt and Henry

Fayol was also used as basis for this study as it posits that

planning, organizing and managing resources are contributory to

bringing about the successful completion of specific project

goals and objectives. From the identified status, the researcher

proposed a language program that would address the problems

identified in the study.

The status was analyzed from the interview responses of the

nine (9) language teachers, nine (9) language learners form the

nine (9) public secondary schools. Their responses were

validated by the division English supervisor.

This study concluded that except for reading, there is no

on-going program related to the language teaching for the macro

skills namely: speaking, listening and writing in Calapan City

Division; the use of both traditional and authentic approach in

teaching listening, speaking, reading and writing that is not

coursed from a program; however students‘ performance in the use

of L2 considering the fluency is still developing. Moreover, the

problems confronting the English teachers need a paradigm shift

to bring out positive outcome.

GRADUATE SCHOOL 30

REFERENCES

Books

Alcantara, R., Espina, F., Villamin, A., et al. (1996). Teaching

strategies I for the teaching of communication arts:

Listening, speaking, reading, writing.

Helgesen, M., Brown, S., (2007). Practical english language

teaching: Listening.

Thomas, W., and V. Collier. 2002. A national study of school

effectiveness for language minority students„ long-term

academic achievement. Santa Cruz, CA: Center for Research

on Education, Diversity & Excellence.


De Ramos, Eva B. “Status of the implementation of the reading

program among intermediate pupils in the city of Calapan

schools district: A basis for a proposed enrichment program

in reading.” Unpublished Dissertation. Divine Word College

of Calapan, Calapan City, 2006.

Journals

Esperanzate, J. (2011).Reading as a panacea to ignorance. The

Modern Teacher.59(10). 422.

Goldenberg, C. 2008. Teaching english language learners: What

the research does—and does not—say. American Educator

(October): 8–23, 42–44.

Irby, B., Fuhui Tong, R. Lara-Alecio, P. Mathes, S. Acosta, and

C. Guerrero. 2010. Quality of instruction, language of

instruction, and spanish-speaking eglish language learners‟ performance on a state reading achievement test. TABE

Journal 12 (1): 1–42.

Vizconde, C. 2006. English Language Instruction in the

Philippine Basic Education . Vol. 37 Issue 2, p260 107

Lopez, 2013

GRADUATE SCHOOL 31

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Guiñares, SInforosa. 2014. Division profile. Retrieved from

http://www.depedmimaropa.ph/calapan.asp

Boeree, George C. 2006. Personality theories: B.F. Skinner.

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Chance, P. (2009) Introduction to leadership and organizational

behavior theory into practice, 2nd Edition. Retrieved from

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Educational-Leadership-and-Organizational-Behavior-Theory-

Into-Practice-2nd-Edition#page=32

Cohen D., Crabtree B. “Qualitative research guidelines project.”

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and-scope-of-phenomenology/

Neeley .Tsedal (2012).Global business speaks english. Retrieved

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english/ar/1

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DISSERTATIONS

GRADUATE SCHOOL 34

The Role of Middle-Level School Managers in the Development of Public

Secondary Schools in Oriental Mindoro: A Comprehensive School

Development Management Performance Guide

Edralyn G. Delos Reyes (2012)

Doctor of Philosophy in Management

The role of head teachers and master teachers who are

considered as middle-level managers in the development of

secondary schools is recognized by the Department of Education.

But due to work overload, they often fail to do their roles and

functions vital to the attainment of school development.

This study was anchored on Expectancy Theory proposed by

Victor H. Vroom, Scientific Management Theory (McNamara, 2008),

Bureaucratic Management Theory as cited by Wiley (2009),

Productivity Theory proposed by H. S. Davis cited by Saari

(2006) and Role Theory suggested by Biddle as cited by Blatner

(2006). Those theories are related to this study because if the

respondents believe that involment in school management could

result to a high performance level of the school, then

expectancy is high. Secondary schools as a bureaucracy are

managed by people such as middle-level managers who have

definite roles to perform and when provided with sufficient and

high degree of support, assistance and necessary motivation, can

be ultimately productive in performing their complementary tasks

in school management, administration and supervision.

This study used qualitative phenomenological research to

determine the actual condition in which thirteen middle-level

managers perform their administrative and supervisory functions

and roles in different aspects of school development by using

Performance Appraisal System for School Administrators (PASSA).

They were also interviewed using in-depth, open-ended questions

during the ocular visitation. The responses were transcribed,

thematized using repertory grid and analyzed through the

processes of reduction, description and seeking essence.

GRADUATE SCHOOL 35

After data transcription and analysis, the following

findings were obtained: (1) The middle-level managers‘

performance of their roles in the areas of physical facilities

improvement, curriculum, staff and students‘ development, and

community involvement and instructional facilities improvement

brought significant contribution to school development

considering the shared work values, attitudes and behaviors from

them and other members of the organization; (2) The middle-level

managers‘ administrative functions focused on resource

management such as human resource management, physical

facilities and fiscal management, data management, conflict

management and linkage management which were performed by the

middle-level managers with responsibility and accountability;

(3) Middle-level managers performed supervisory functions

through class observation and demonstration in order to help the

teacher improve their teaching. These included assistance to

principals in doing instructional supervision of teachers,

development and implementation of educational programs and

curriculum and instruction development such as implementing

functional teaching approaches, analysis and utilization of test

results; (4) The respondents faced challenges such as work

overload, work misfit and exercise of empowerment, First, their

multifaceted workload exposed them to extreme pressure,

challenge, stress and adversity but indirectly compensated them

since this have become part of their training for leadership.

Second, they treated work misfit positively to show that they

could respond to the call of duty and could cope with things to

achieve positive results. Lastly, they treated principal‘s

empowerment as a challenge where they drew the line from the

superior-subordinate relationship because despite over

delegation of functions by the principal, they continued to show

their respect to the authority in spirit of cooperation and

professionalism in the workplace; (5) Middle-level managers had

different ways of doing their tasks and duties and differed in

the corresponding level of motivation and incentives received

considering work morale, work ethics and competitiveness. They

claimed that incentives most preferably in an intrinsic manner

had encouraged them to be more effective, efficient, responsible

and accountable. According to them, their high sense of

commitment and cooperation in doing their

Delos Reyes, 2012

GRADUATE SCHOOL 36

functions were vital in school development and contributed to

their feeling of satisfaction because they knew they had

contributed to school development; (6) Overlapping of functions,

work misfit and exercise of empowerment were viewed by the

middle-level managers as venue to proving their leadership

capabilities, efficiency and effectiveness. Likewise, the

motivating factors morally motivated them to share their

expertise, time and effort in moving for school‘s development;

(7) The middle-level managers observed that there was no clarity

of their real duties and functions. Based on the above-mentioned

findings, a Comprehensive School Development Management

Performance Guide was formulated.

Further, based on the findings, the researcher recommended

the use of the output of this study, the Comprehensive School

Development Management Performance Guide. Likewise, the

researcher also recommended the preparation and issuance of

handbook for head teachers and master teachers to serve as ready

reference of their official functions and responsibilities.

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school principalship, Center on Reinventing Public

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School Improvement Plan (SIP). Domingo Yu Chu Memorial National

High School, (2011).

School Improvement Plan (SIP). Leuteboro National High School,

(2011).

School Improvement Plan (SIP). Puerto Galera National High

School, (2011).

School Improvement Plan (SIP). San Agustin National High School,

(2011).

School Improvement Plan (SIP). San Agustin National High School,

(2011).

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(2011).

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GRADUATE SCHOOL 51

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otherwise known as the Brigada Eskwela.

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DO; and the development of a DMDP Strategy Map, Diliman,

Quezon City.

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Stakeholder Consultation for MoEVT, University of Oslo:

Oslo, Norway.

Vanzi, S. J. (2007). Philippine Headline News. “Guiding

Principles for Implementing School-based Management

Programs: A Toolkit providing general principles that can

be applied to the implementation of School-based Management

Reforms.

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educational leadership into the globalised world. School

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White, K., Baldwin, H., & Toinette, T. (2012). The Gendered

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Managerial Competencies and Leadership Skills of Principals and Performance of Public Secondary Schools

in the First District of Oriental Mindoro: Basis for Competency Framework

Andrelyn D. Macadaeg (2012) Doctor of Philosophy in Management

The purpose of this study is to explore the leadership and

management practices of the administrators from thirteen

secondary schools in the province of Oriental Mindoro. In terms

of managerial competencies, the study covered the following

variables such as planning, organizing, staffing, directing and

controlling; and in terms of leadership skills the study

concentrated on the human, conceptual and technical skills. The

extent of performance of secondary schools was also taken into

consideration, in particular curriculum development, facilities

improvement and community extension services.

Mixed methods of quantitative and qualitative studies were

employed. In relation to the latter, the phenomenological design

was adopted to probe deeper on the actual and concrete

experiences of those administrators. There were 342 respondents

for quantitative part, while 13 principals were selected for the

phenomenological probe. The selection of the respondents in

quantitative part was made based on the sampling, using Slovin‘s

formula. Meanwhile, the respondents for the qualitative part was

made based on sufficient knowledge and experiences of the

respondents in relation to school administrative works.

The findings revealed the high level of performance of

these secondary school administrators in terms of the selected

variables. Besides, the correlations between the variables were

significantly evident as well. Further, the findings of this

study were taken as bases in formulating the management and

leadership competency framework used as guide for the principals

in performing their leadership and managerial functions in their

respective schools.

GRADUATE SCHOOL 54

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/SYSTHEOR .html . Systems Theory p. 3.

Patterson, J. (2007). The Resilient Principal, ―Strengthening

Resilience in Tough Times,‖ Principal May/June 2007 issue.

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Jp16.pdf.

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Prytula, M., Hellsten, L., & McIntyre, L. (2010). Perceptions of

Teacher Planning Time: An Epistemological Challenge.

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GRADUATE SCHOOL 66

Secondary School Teachers Capability in ICT: Basis for Information Communication Technology Training Program

Joselita C. De Guzman (2013) Doctor of Philosophy in Management

This study ―Secondary School Teachers Capability in ICT:

Basis for Information Communication Technology Training‖, made

use of qualitative research design and was anchored on the

following theories: The Theory of Constructivism (Piaget, 1978)

as cited by Kim (2005); The Four-Fold Approach of Applying

Information Processing Theory as cited by Hetherington & Parke

(2008); and Criterion Reference Instruction (CRI) framework

discussed by Mager (2009).

Findings revealed that the teachers had knowledge about ICT

derived from training and transferred to learners that

contributed to effective learning process. They have been

creative in finding alternatives to provide their students with

technical skills in ICT to enhance their acquired knowledge,

skills and experience. Further, the capacity of teachers to make

use of ICT increased after certain formal trainings which also

increased their curiosity to competently experience manipulating

basic system and parts of computers.

Secondary schools in Calapan City provided ICT training to

develop competitive young learners in the area of technological

advancements‘ in education. However, updating themselves with

new features of ICT was still the teachers‘ concern. Evidence

which proved that the teachers appreciated ICT included

acquisition of ICT tools/gadgets like computers, cellphones, MP3

Players/I-pod, digital/video recorder, Smart Boards and software

such as Blogs, Wikis and others such as Second Life, Podcast,

Google Alerts, Flickr, Social Bookmarking Services, eLearning –

Moodle and Webpages. ICT also helped them develop themselves as

teachers, as trainers, and even as researchers. Their

utilization of ICT also improved them professionally in

instruction, research and training. Their problems, however, was

that they could utilize well the ICT devices as audio-visual

material due to unavailability of LCD projector, desktop,

laptops and even computer laboratory being a non-priority.

GRADUATE SCHOOL 67

http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/2a/5a/af.pdf

Moreover, they assessed that they had the fear and difficulty of

obtaining familiarity with the use of ICT devices thus losing

interest in ICT-related activities even if they became inclined

to activities such as internet surfing, browsing and networking

through facebook, g-mail and twitter which helped in a way

lessen their apprehension towards ICT. This study proposed an

―Information Communication Technology Training Program‖ after

analysis and interpretation of the responses. All the findings

could be employed by teachers and other professionals for an

enriched research to define the inherent usefulness of ICT in a

multitude of development concerns.

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The Effectiveness of Pedagogical and Andragogical Models in

Architecture Education in Divine Word College of Calapan

Creselda M. Roldan (2014)

Doctor of Philosophy in Educational Management

In the Philippines, architectural education is governed by

the Commission on Higher Education (CHED) under the CMO 61

Series of 2006 with its primary objective to ensure mastery of

comprehensive architectural knowledge, both in theory and

practice, and proficiency of skills by the graduates in

accordance with the scope of the practice of architecture as

provided for in the Republic Act No. 9266 and its implementing

rules and regulation (Article IV Section 6.1.1)

The study is a qualitative phenomenological research which

focused on the effectiveness of pedagogical and andragogical

models in architecture education in Divine word College of

Calapan.

As regards the distinguishing features of the pedagogy and

andragogy, findings revealed that; the educational focus of

pedagogy as a teacher-centered model was conducting lectures,

discussions, consultations and researches. Andragogy as a

student-centered model had for its educational focus the

students‘ learning for the development and enhancement of their

skills; The learning environment of architecture students was

not conducive for learning and in acquiring knowledge; despite

the existence of physical facilities like studio rooms, library

and autocad laboratory and softwares that are intended to help

the students in the skills acquisition, these were not enough;

With regard to the content or the subject matter like theory and

history of architecture, the building technology, building

utilities, professional practice, planning and other technical,

social and natural sciences courses they were incorporated in

the design problems and given by the teachers through lectures

and discussions. The teachers developed the skills of students

through the step-by-step process of problem solving and analysis

which allowed the students the freedom and congenial atmosphere

for effective teaching and learning.

GRADUATE SCHOOL 78

In the development of the students‘ readiness in the design

studio, the study revealed that the students‘ readiness for

design studio was developed through pedagogy by identifying th

needs through problem solving; that in design studio class, the

use of both pedagogy and andragogy for architectural design

included implementation of pedagogy concentrating on lectures

and discussion of a given problem, on the other hand, andragogy

was the application through conceptualization. , ‗esquisse‘ and

final design solution; and skills acquired ranged from the

physical, mental and behavioral aspects of a person. Further,

the students acquired the skills in drawing or in drafting,

creative thinking and analyzing. In andragogy, students acquired

design skills that involved conceptualizing, to problem design

solving up to the delivery of the final presentation.

The findings also revealed that the students encountered

problems in terms of: creation of concepts for appropriate

design solutions, as well as translating concept into design

solutions, lack of creativity, poor time management, stress and

time pressures, problem solving and design presentations;

failure of students to do problem analysis despite theories and

facts relevant to the design problems. Both pedagogy and

andragogy played an important role in developing the design

solution. However, the output would depend on the students‘

capacity to integrate all the learning in different disciplines

into a single design solution; and that students usually

encountered problems while in the process of doing the

requirements for final presentations.

Based on the findings, it is recommended that: both models

be enhanced further and implemented effectively with the DWCC‘s

conformity with the CMO 61 s. 2006 to maintain the educational

focus, further improve the learning environment, enhance the

content and improve the teaching and learning approaches; that

both models focus more on the enhancement of the students‘

readiness for design studio, a proper implementation of the

curriculum based on the CMO 61 s. 2006 should be further

Roldan, 2014

GRADUATE SCHOOL 79

improved to ensure that students acquire the appropriate skills

in solving design problems; that the problem of students

affecting their creative thinking, problem analysis, design

solution and final design presentation be addressed by the

institution through improved facilities and learning atmosphere

that could bring about optimum results in design problem; and

that the institution support and adapt the action plan for

architecture education in Divine Word College of Calapan.

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Criminology Internship Program in the Selected Higher Education

Institutions in the Second District of Oriental Mindoro:

Basis for a Proposed Program

Libeliza R. Retiro (2014)

Doctor of Philosophy in Educational Management

This doctoral dissertation evaluated the status of

Criminology Internship Program in Abada College, Innovative

College of Science and Technology and John Paul College, located

in the Second district of Oriental Mindoro. The research

questions investigated in this summary are (1) What are the

objectives of the Criminology Internship program? ; (2) How are

the objectives of the Criminology Internship program attained by

the three selected Higher Education Institutions in the second

district of Oriental Mindoro? ; (3) How are the specific

requirements of the interns as to eligibility for the program

and the expressed responsibility be met or satisfied? ; (4) What

activities are included in different phases of the internship

program such the Pre-immersion, Immersion and Post-Immersion? ;

(5) How does the program enhance the skills/knowledge of the

interns through practical experiences in the five pillars of the

Criminal Justice system namely: Law Enforcement, Prosecution,

Courts, Corrections and Community; (6) How do the participating

agencies in the internship program contribute to the development

of the interns in terms: Personal Growth, Social Relations,

Civic Responsibility, Employment Opportunities; and (7) Based on

the results, what can be the proposed internship program in

Criminology in the three selected Higher Education Institutions

in the Second district of Oriental Mindoro?

The data utilized in this study were gathered from Survey

Questionnaire, In-depth Analysis of Transcribed Interviews and

Feedback Evaluation. Four theories were used which were relevant

to study such as experiential learning theory, situated learning

theory, transformative learning/leadership theory and Vygotsky‘s

scaffolding theory (Zone of Proximal Development or ZPD). The

data were analyzed through Qualitative method of analysis

involving in-depth analysis and detailed description and

explanation of the subjects of the study.

GRADUATE SCHOOL 89

Based on the findings, the following are recommended: that

the HEI‘s conduct more intensive information dissemination on

the CMO No. 37 series of 2010 through a general orientation

program; that HEI‘s consider linkage with the participating

agencies of the criminal justice system to enrich interns‘

exposure/experiences in the aspect of prosecution and

corrections and community involvement; that a full time site

coordinator be appointed to address immediate concerns of the

interns to study various possibilities of making the internship

program more successful and effective; that local and human

material resources be tapped to provide expertise in the form of

technical counsel; that parents get involved in the planning of

activities in the community; that evaluation of the program be

done periodically; and that the proposed enhancement program for

CIP be adopted.

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Graduate School Journal Volume 18# 1

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Transcript of Graduate School Journal Volume 18# 1