REVIEWER FOR TMCC GRADUATE SCHOOL OF EDUCATION

I. Discuss the ethical aspects of Research.

First and foremost, prior to the initiation of any educational research
endeavor, the researcher need to ask himself this question: Will my research bring
any physical, social or psychological harm to anyone? If the answer is yes the
researcher should not proceed with his research and first resolve any ethical issues
that the research may pose. If ethical aspects of the research are not resolved it is
a professional and even institutional and legal standard that the researcher should
abandon the research or redesign it that no ethical standards are violated in the
execution of ones research. The American Psychological Association (APA) has
provided some summary guidelines in assuring the practice of professional ethical
standards in research. The guideline is as follows:
1. Discuss intellectual property frankly (Give credit to whom credit is due)
APA's Ethics Code offers some guidance: It specifies that "faculty advisors discuss
publication credit with students as early as feasible and throughout the research
and publication process as appropriate." When researchers and students put such
understandings in writing, they have a helpful tool to continually discuss and
evaluate contributions as the research progresses.
APA's Ethics Code stipulates that educators take credit only for work they have
actually performed or to which they have substantially contributed and that
publication credit should accurately reflect the relative contributions: "Mere
possession of an institutional position, such as department chair, does not justify
authorship credit," says the code. "Minor contributions to the research or to the
writing for publications are acknowledged appropriately, such as in footnotes or in
an introductory statement."
The same rules apply to students. If they contribute substantively to the
conceptualization, design, execution, analysis or interpretation of the research
reported, they should be listed as authors. Contributions that are primarily technical
don't warrant authorship. In the same vein, advisers should not expect ex-officio
authorship on their students' work.
2. Be conscious of multiple roles (Avoid conflicts of interests in the course
of conducting research)
APA's Ethics Code says professionals should avoid relationships that could
reasonably impair their professional performance or could exploit or harm others.
But it also notes that many kinds of multiple relationships aren't unethical--as long
as they're not reasonably expected to have adverse effects.

Educators need to be especially cautious that they don't abuse the power
differential between themselves and students, say experts. They shouldn't, for
example, use their clout as professors to coerce students into taking on additional
research duties.

3. Follow informed-consent rules (written consent if most preferred prior

to research inclusion of any individual)
When done properly, the consent process ensures that individuals are voluntarily
participating in the research with full knowledge of relevant risks and benefits. The
standard is that the person must have all of the information that might reasonably
influence their willingness to participate in a form that they can understand and
comprehend.
APA's Ethics Code mandates that psychologists who conduct research should inform
participants about:

Purpose of the research, expected duration and procedures.

Any prospective research benefits.
Limits of confidentiality, such as data coding, disposal, sharing and
archiving, and when confidentiality must be broken.
Incentives for participation.
Who participants can contact with regards to their questions.

Remember that a signed consent form doesn't mean the informing process
can be glossed over, say ethics experts. In fact, the APA Ethics Code says educators
can skip informed consent in two instances only: (1) When permitted by law or
federal or institutional regulations, or (2) when the research would not reasonably
be expected to distress or harm participants.
The APA code also says psychologists should make reasonable efforts to
avoid offering "excessive or inappropriate financial or other inducements for
research participation when such inducements are likely to coerce participation."
4. Respect confidentiality and privacy
Upholding individuals' rights to confidentiality and privacy is a central tenet.
Research participants have the freedom to choose how much information about
themselves they will reveal and under what circumstances, psychologists should be
careful when recruiting participants for a study, says Sangeeta Panicker, PhD,
director of the APA Science Directorate's Research Ethics Office. For example, it's

inappropriate to obtain contact information of members of a support group to solicit

their participation in research. However, you could give your colleague who
facilitates the group a letter to distribute that explains your research study and
provides a way for individuals to contact you, if they're interested.
Other steps researchers should take include to ensure privacy and
confidentiality of data are as follows:

Discuss the limits of confidentiality. Give participants information about how

their data will be used, what will be done with case materials, photos and
audio and video recordings, and secure their consent.
Know federal and state law. Know the ins and outs of state and federal law
that might apply to your research.
Take practical security measures. Be sure confidential records are stored in a
secure area with limited access, and consider stripping them of identifying
information, if feasible. Also, be aware of situations where confidentiality
could inadvertently be breached, such as having confidential conversations in
a room that's not soundproof or putting participants' names on bills paid by
accounting departments.

5. Tap into ethics resources

One of the best ways researchers can avoid and resolve ethical dilemmas is
to know both what their ethical obligations are and what resources are
available to them.

II. Why is it that every institution has its own specific requirements
and formats for research proposals?
Research formats are different for each University so would be
researchers are advised make sure to follow the relevant guidelines provided
by his or her institution. The reason for the differences on research proposal
format is on the idiosyncrasies of each institution with regards to the adviser,
research personnel officers, and research committees and even on the focus
of the institution. Some theses are "straight science". Some are essentially
opinion pieces. Some are policy oriented. In the end, they may well all be
interpretations of observations, and differentiated by the rules that constrain
the interpretation. (Different advisors will have different preferences about
the rules, the meta-discourse, in which we all work.)
However, there are three general formats, especially in citation styles
in research proposals. The first two styles are known as in-text citation
styles, which means that you give some information about the source
directly after the quotation, but leave the rest to a list of References (APA) or

Works Cited (MLA) at the end of the paper. (1) MLA style, defined by the
Modern Language Association, is most common in the humanities. Because
humanities research highlights how one piece of writing influences another,
MLA style emphasizes the authors name and the page in the original text
youre using. This information allows scholars to track down easily the exact
sentences youre analyzing. (2) APA style, defined by the American
Psychological Association, is most common in the social sciences and
education. Although the authors name is an important element in APA
citations, this style emphasizes the year the source was published, rather
than the page number, which allows a reader to see quickly how the
research youre writing about has evolved over time.
The alternative to in-text citation is to use footnotes, which give source
information at the bottom of the page. The footnote style we demonstrate
here is called Chicago style, defined by the University of Chicago. (3)
Chicago style is especially popular in historical research. When developing a
historical explanation from multiple primary sources, using footnotes instead
of inserting parenthetical information allows the reader to focus on the
evidence instead of being distracted by the publication information about
that evidence. The footnotes can be consulted if someone wants to track
down your source for further research. Chicago style is more flexible than
MLA and APA formats, and therefore more complicated to explain. All three of
these styles have different conventions for how to refer to a source in the
body of your paper.
III. What are the requirements for a thesis proposal? Explain each
requirement.
The basic elements of a research proposal are outlined as follows and
discussed below. It is important to note that this outline may vary from one
institution to another and from one research personnel to another.
THE TITLE PAGE
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Background of the Study
Statement of the Problem
Purpose of the Study
Hypothesis
Theoretical Framework
Conceptual Framework

Scope and Delimitation of the Study

Significance of the Study
Definition of Terms
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
Review of Related Literature
Foreign Literature
Local Literature
Review of Related Studies
Foreign Studies
Local Studies
Synthesis
CHAPTER 3
METHODOLOGY
Research Design
Research Locale
Samples and Sampling Technique
Variables of the Study
Instrumentation
Research Procedure
Statistical Analysis of Data
REFERENCES
APPENDICES
THE TITLE PAGE
The title page provides the first impression for your audience of your proposal. Your
title must be complete and it should provide the focus of your investigation. Be
sure that the title gives a glimpse of the nature of the proposed investigation and
includes the key ideas.
Introduction
The introduction is very important; actually some experts think that it is the most
important part of the research proposal. If ones introduction gets your audience's
attention, they will stay reading throughout your proposal. An effective
introduction discusses the meaningfulness of the study with presentation of problem
or issue. It also serves as an argument advocating the need of study ones chosen
object and gives a clear insight into ones intentions. Thus the introduction presents
a background and statement of context for the whole investigation.

The rest of your proposal supports the introduction. It doesnt need to be

overly long, a few paragraphs should be enough, but it is the most critical as it
establishes the nature, context, and scope of ones project. Key parts of the
Introduction often become a part of a research abstract that may be used when the
investigation is completed and conclusions already made for an audience.
Background of the Study
Some of the contents of the good background discussion of the study are as
follows:

Begin with something interesting, e.g., a quote or story, to capture the

reader's interest.
Introduce your question or curiosity. What is it that you want to know or
understand? How did you get interested in the topic? If your question has
evolved since you have begun, describe the process.
Tell why there's a need for the study. Cite relevant literature that calls for the
need for the research in this area, or demonstrates the lack of attention to
the topic. In your own words, describe how you think this study will be useful.
Describe the intended audience for your research (e.g., the public, family
therapists).
Describe your research product. What form will the report take (e.g., scholarly
manuscript, magazine article for the public, script for a documentary video)?
Conclude the background with an overview of your proposal.
Statement of the Problem

The most important aspect of a research proposal is the clarity of the research
problem. For a short statement, it certainly has a lot of power. The statement of the
problem is the focal point of your research. It should state what you will be studying,
whether you will do it through experimental or non-experimental investigation, and
what the purpose of your findings will be. As a part of the Introduction, effective
problem statements answer the question Why does this research need to be
conducted?
It is just one sentence (with several paragraphs of elaboration). In it, you are
looking for something wrong, something that needs close attention, or something
where existing methods no longer seem to be working.
Purpose of the Study
This describes the goals and objectives that are the targets and desired outcomes of
work done by you to find answers to the problem or issue under investigation.
The purpose often starts with a single goal statement that explains what the study
intends to accomplish. A few typical statements are:

The goal of this study is to...

... overcome the difficulty with ...
... discover what ...
... understand the causes or effects of ...
... refine our current understanding of ...
... provide a new interpretation of ...
... understand what makes ___ successful or unsuccessful
It is then followed by a paragraph which describes the objectives that support the
goal of the research investigation.
Hypothesis
A hypothesis represents a declarative statement, a sentence instead of a question,
of the cause-effect relationship between two or more variables. Make a clear and
careful distinction between the dependent and independent variables and be
certain they are clear to the reader. Be very consistent in your use of terms. If
appropriate, use the same pattern of wording and word order in all hypotheses.
While hypotheses come from the scientific method, to see how political scientists
use hypotheses, imagine how you might use a hypothesis to develop a thesis for
this paper: Suppose that we asked "How are presidential elections affected by
economic conditions?"
We could formulate this question into the following
hypothesis: "When the national unemployment rate is greater than 7 percent at the
time of the election, presidential incumbents are not reelected."
Hypotheses can be created as four kinds of statements.
Literary nulla no difference form in terms of theoretical constructs.
For example, There is no relationship between support services and academic
persistence of nontraditional-aged college women. Or, There is no difference in
school achievement for high and low self-regulated students.
Operational nulla no difference form in terms of the operation required to test
the hypothesis.
For example, There is no relationship between the number of hours
nontraditional-aged college women use the student union and their persistence at
the college after their freshman year. Or, There is no difference between the mean
grade point averages achieved by students in the upper and lower quartiles of the
distribution of the Self-regulated Inventory.
The operational null is the most used form for hypothesis-writing.
Literary alternativea form that states the hypothesis you will accept if the null
hypothesis is rejected, stated in terms of theoretical constructs. In other words, this
is usually what you hope the results will show.
For example, The more that nontraditional-aged women use support services,
the more they will persist academically. Or, High self-regulated students will
achieve more in their classes than low self-regulated students.

Operational alternativeSimilar to the literary alternative except that the

operations are specified.
For example, The more that nontraditional-aged college women use the student
union, the more they will persist at the college after their freshman year. Or,
Students in the upper quartile of the Self-regulated Inventory distribution achieve
significantly higher grade point averages than do students in the lower quartile.
Regardless of which is selected, questions or hypotheses, this element of the
research proposal needs to be as specific as possible in whatever field of study you
are investigating. It should be realistic and feasible, and be formulated with time
and resource constraints in mind.
Theoretical Framework
A theoretical framework guides research, determining what variables to measure,
and what statistical relationships to look for. Trochim (2006) in The Research
Methods Knowledge Base, states that there are two realms involved in research
theory and observation. Theory is what goes on inside the heads of scientists while
observation is what goes on in the real world or measures and observations. In
conducting research, one works between these two realms. Theory guides every
aspect of research, from formulation of the research question through
operationalization and discussion
Conceptual Framework
A conceptual framework represents the researchers synthesis of literature on how
to explain a phenomenon. It maps out the actions required in the course of the
study given his previous knowledge of other researchers point of view and his
observations on the subject of research.
In other words, the conceptual framework is the researchers understanding of how
the particular variables in his study connect with each other. Thus, it identifies the
variables required in the research investigation. It is the researchers map in
pursuing the investigation.
As McGaghie et al. (2001) put it: The conceptual framework sets the stage for the
presentation of the particular research question that drives the investigation being
reported based on the problem statement. The problem statement of a thesis
presents the context and the issues that caused the researcher to conduct the
study.
The conceptual framework lies within a much broader framework called theoretical
framework. The latter draws support from time-tested theories that embody the
findings of many researchers on why and how a particular phenomenon occurs.
Scope and Delimitation of the Study

The scope and delimitation should include the following:

1. A brief statement of the general purpose of the study.
2. The subject matter and topics studied and discussed.
3. The locale of the study, where the data were gathered or the entity to which the
data belong.
4. The population or universe from which the respondents were selected. This must
be large enough to make generalizations significant.
5. The period of the study. This is the time, either months or years, during which the
data were gathered.
Significance of the Study
The scope is mainly the coverage of your study and the Delimitation is the limitation
of your study or topic.

Definition of Terms
The definition of terms must be arranged in alphabetically. It must be also
stated if you used your definition of terms in technically or operationally.
REVIEW OF RELATED LITERATURE AND STUDIES
Review of Related Literature
In this part one must get their data and information from any books, magazines,
and newspapers. The researcher needs to label ones published material as either
local or foreign.
1. Must be also organized to cover specific problems
2. Must take all the evidences about the problem with the authors experiences
3. As much as possible, get the latest published materials. Avoid old published
materials.
4. It must be related to ones topic.
Review of Related Studies
In this part one must get ones data and information from unpublished materials
such as previous or old study, research or thesis. In most formats, these parts are
labeled as unpublished material with local or foreign.
1. This should be organized to cover the specific problems.
2. One must take note all of the evidences that the previous researcher came up.
3. The unpublished material should not be older than 5 years if possible.
4. It must be related to ones topic.

Synthesis
On the last part of this part one must have a statement how this old published
material helps the researcher in their current study and relate it to your study.

METHODOLOGY
Research Design
A research proposal's methodology outlines the strategy for conducting an
investigation in order to answer a research question. As a part of an overall
research project proposal, the researcher will need to plan out and share the
procedures that will be used in the investigation.
The overall design of a research project consists of its methods and
procedures. Research design can be described as Qualitative or Quantitative in
approach. It is also possible to have a mixture of the two approaches, both in
overall design and in the specific methods used in the investigation.
Research Locale
This section describes the area where the research shall be conducted.
relevant information to the whole paper is needed to be included here.

Only

Samples and Sampling Technique

Describe the population of interest and the sampling of subjects used in the
study.
Variables of the Study
Describes the independent and dependent variables or the variate and the
co-variate (whichever is applicable).
Instrumentation
This part describes the instrument and what it will measure. It will state
qualifications of informants if they were used in the study as well as the
validity and reliability of the instrument.
Research Procedure
Describes how the research instrument will be administered and assures the
reader of the ethical practice or research as well as thoroughness in scientific
objectivity.

Statistical Analysis of Data

Describe the processing and treatment of data using either descriptive,
descriptive-correlational or inferential statistics depending on whether the
researcher shall use a quantitative or qualitative research method.
REFERENCES
The references section is needed to avoid the thought of plagiarism and also to
have a list to go back to certain throughout the entire research experience. This
includes all textbooks, reference books, journal articles, Internet sources, etc. Use
the appropriate form of citations for your field.

APPENDICES
Appendices at the end of ones proposal allow one to show how thoroughly the
researcher has prepared his research project without obliging the reader to wade
through all the details. The purpose of an appendix is to display documents which
are relevant to the main text, but whose presence in the text would disturb rather
than enhance the flow of the argument or writing. Results of the literature search,
pilot data, data collection forms, patient information sheets, and consent forms can
all be added as appendices to include documents, pilot study material, questions for
interviews, survey instruments, explanatory statement to participants and others
that may be relevant to the overall structure and veracity of the paper.

B.4 Realizing the various obstacles and difficulties that beset you as
a school manager, what proper coordination between the school and
community should you be using the following concepts/trends and
issues
1. Administration and Supervision
In terms of administration and supervision Gregorio (1961), though an old
textbook, still has value in describing the present educational situation of the
Philippines. It is because the Philippine system of education, when it comes to the
bureaucratic functions, has changed only little since the time the book was
circulated and revised. Gregorio (1961) was correct in stating that the common
case before and even today is that planning is sporadic, evaluation is incidental and
management functions (making sure that the school is functioning and policy is

followed) monopolizes the time and energy of the administrator. Supervision of

classes through observation is still scary to most teachers and in most instances
avoided if not resisted. Compliance is the common word in teacher requirements.
Traditional supervision still persists. Quality of education is still questionable in our
schools. This is obvious as shown by our economic situation in comparison with
other countries like Singapore, Japan and South Korea. It is therefore my realization
that there is lack of change in our school administration framework and on our
school supervision practices. Authors like Gregorio (1961) are still correct in
describing our educational system. If quality education leading to economic growth
is to be expected, change in our administration and supervision practices need to
be started. Change in school administration should happen. It is important that the
decentralization of authority from the Centralized Department of Education should
efficiently transpire to the local stakeholder of the school. The present change to K12 program seems like a positive start to this process of decentralization however,
the bureaucracy on where the program is being executed is still the old bureaucracy
the old job description and structure. I know that not one type of administration or
supervision is enough to start a revolution of change in our educational system.
However, studies on what models need to be adopted by our administrators and
supervisors need to be initiated. And also they need to be based on sound and
honest research.
We have held on to old structures in administration and
supervision far too long and our attitudes towards supervision are still mostly
classical in approach. Change is the only way to improve our quality of education.
Even though it seems that Gregorio (1961) is correct in the description of
administration and supervision in the Philippines, it is not practical to follow his
recommendation. Gregorio (1961) stated that the Most satisfactory method at
present (when it comes to supervision) is to, Hire an administrative assistant for
supervisory duties. The question of funding which DepEd receives from congress is
barely enough to cover the salary of teachers and administrators. It is obviously not
even enough to build new buildings and educational infrastructures.
Where will the funding for an expert administrative assistant come from?
How about it we change the question? How about if we instead ask, who will
be the supervisor? And, the report above answers: teachers, co-teachers are good
supervisors. As Garland and Shippy (1995) said supervising is simply teaching and
evaluating two things that teachers are good at. They do teaching every day and
they do class evaluation in every end of the lesson or the grading period. It is my
recommendation that principals and other educational administrators continue to
carry out their tasks of management but they need to plan in a school year when
they will do general supervisory functions. Principals should not neglect the
supervisory function altogether. They are still models or master teachers and
should share the vastness of their knowledge to their co-teachers. Now, the day to
day supervisory needs can be carried out by the teachers themselves. As what Gall
and Acheson (2011) said, The most available source of clinical supervision

expertise is teachers themselves. I therefore recommend that teachers get their

supervision from co-teachers in the model of Gall and Achesons (2011) clinical
supervision. The foremost candidates would be department heads or subject
coordinators. As Gall and Achesons (2011) said, Department heads...a strong
position to be clinical supervisors...advantage of being subject matter
specialists...they can avoid scepticisms principals receive, ...comments like, "How
can a former math teacher supervise and evaluate a foreign language teacher?" can
thus be avoided.
Finally, being a teacher alone is not enough to be a clinical supervisor. Gall
and Achesons (2011) recommends training and practice to develop the skills...2030 hours of instruction, plus an equal amount of practice (6-10 observations using
different techniques, including 3-5 complete supervision cycles) should be
adequate...few administrators and teachers receive this amount of instruction. The
funding, of course, on this training will be on the hands of the teachers themselves
as self-initiatives for their own professional development. Either as part of their
Masters Degree study or a department sponsored seminar. Regardless, if what Gall
and Achesons (2011) model is followed it would be cost effective and at the same
time poses less anxiety to the teacher compared to the traditional supervisor.

2. Comparative Education
Comparative education is a fully established academic field of study that
examines education in one country (or group of countries) by using data and
insights drawn from the practices and situation in another country, or countries. As
a school manager, one cannot set aside the importance of having educational
models. Since Singapore is now known as one of the best educational systems in
the world it is in this discussion that I will elaborate on comparing Singapore and the
Philippines then proceed to points that the Philippine educational system can follow.
Here are some of the most prominent strengths of Singapore according to literature
review:

Singapore is the model for teacher development.

Unlike most
universities where they have open admissions for their teacher
education programs, Singapore chooses a selected number of people
to enter teacher preparation and invests the necessary funds to
prepare them well. To become a teacher in Singapore is to (1) show
they are in the top third (71% above) of their graduating class based
on grades, (2) national examinations and (3) the teacher entrance
proficiency exam. But that is not enough. If candidates make the paper
review cut, they must then go through an (4) interview process to
determine if they have the passion, commitment, values, willingness to
learn, and communication skills to be a good teacher and a role model
for their students. Not everyone who applies gets an interview, and not
everyone who is interviewed is accepted. If one gets accepted then

the ministry pays for the childs education and their salaries can rival
those of civil engineers. Also, they get cached for higher positions in
the government and other international programs of the government.
Singapore a Global Schoolhouse. In recent years, the goal of the
education sector and in particular tertiary education has moved
beyond simply building local manpower capabilities, and is actively
being developed by the Singapore government as a source of revenue,
attracting revenue-generating international students.
In return
Singapore offers, tertiary education that is diverse and tiered system
comprising of world class universities, local universities, and private
universities. World class universities that have set up campuses or
centres of excellence in Singapore include Johns Hopkins University,
Duke University, University of Pennsylvanias Wharton School to name
a few.
Outstanding practices High standards of teaching with a distinctive
record of topping among 49 countries in the TIMSS. The Trends in
International Mathematics and Science Study (TIMSS) is an
international assessment of the mathematics and science knowledge
of 4th and 8th grader (loosely, ages 9/10 and 13/14, respectively)
students around the world and since 1995 Singapore has consistently
scored either first or included in the top 5 (Philippines rank consistently
on the last 5!).
Singapore as in internet and ICT hub. The ICT Master Plan of the
government half a decade back was to provide one computer per
student. Today Singapores fast and cost-effective ICT infrastructure
can serve as hubs for its neighbouring countries and the world. Hence,
research, multimedia and ICT aided learning that can facilitate higher
order learning skills are easier to access.

Economic stability and excellence in education was a by-product of a stable

political system in Singapore which resulted to the strict implementation of the rule
of law. The peace and order and fast urbanization of the country was because of
government intervention hence business and education progressed hand in hand.
The Philippines has more potential than Singapore due to its larger population and
deeper natural resources hence if political stability and less corruption are achieved
similar to that of Singapore then the Philippines may become the fifth tiger
economy of Asia. The value of teachers and the strictness in selecting them are
very meticulous in Singapore. The immense professional benefits, not just financial,
but worldwide recognition of being a teacher comes with the profession in
Singapore. The Philippines can profit much if a similar program for teacher
development and compensation is adopted.
3. Modern Educational Trends

It cannot be denied that one of the more important developments in

educational trends is the shift to digital devices. Access to digital devices has
changed everything. The devices promote personalization, offer a direct conduit to
everything, support the mashing of media, are interactive, and mobile.
In the
United States, some school districts, practice what they call as the flipped
classroom or flip teaching, which is a form of blended learning where students learn
new content online by watching video lectures, usually at home, and what used to
be homework (assigned problems) is now done in class with teachers offering more
personalized guidance and interaction with students, instead of lecturing. This is
one of the more advanced educational trends but the current situation of most
developing and underdeveloped countries (such as the Philippines) is far from what
the flipped classroom is doing. The conditions of ICT utilization in education in the
Asia-Pacific region has been studied by UNESCO (2005). An examination of countries
has shown that ICT is not being used to its full potential in enhancing the quality of
teaching and learning. There are technical and capacity-related barriers that need
to be overcome. Many countries of the region do not make use of ICT at all in their
education system due to technical barriers such as lack of infrastructure, equipment
and internet connectivity. This situation is disheartening because even though
today many students come to school already armed with a degree of digital literacy
due to their use of various social media sites, gaming and other varied interest
sites.
The proper coordination then between the school and its immediate
community is to provide teachers with tools, trainings and resources for digital or
ICT use. The local school ought not to lean heavily on the centralized government
support for ICT development of their class. Every each teacher need to have their
own laptop, desktop, printer and even multimedia devices (e.g. projector, LED
televisions) through the teachers own endeavor through the support of the schools
stakeholders. On the other hand, the local community ought to provide the right
content to study in ICT for the student and the teacher to receive not just computer
literacy but practice of ones higher order thinking skills. As what one research said
(Maulas and others, 2013) the key to learning is to purposefully integrate ICT into
the teachers curriculum to promote higher order thinking and professional skills.
Gone are the days when teachers need computer literacy, keyboarding and office
productivity software alone. Even though there is still the reality of scarcity of
computer hardware and more scarce are pre-packaged educational software (Tinio,
2002) still teachers need to do what can be done to integrate ICT into their
classroom teaching. Suharyadi (2010) is correct: The role of teaching is changing.
Successful integration into the curriculum depends on teachers being convinced of
the relevance of ICT as a means of providing access to a richer range of resources
for themselves and pupils. Suharyadi (2010) continues that teachers nowadays
need to be more creative to use ICT. Teachers have to create environments in
which students actively engage in cognitive partnership with ICT. To be able to

promote usage of ICT, teachers have to change themselves, they have to learn
continuously to adopt and apply new technologies.
4. Philosophy of Education
The historical development of Filipino Educational Philosophy shows the
strong influence of Catholic religion and the Western world in Filipino education even
after Independence, the separation of the church and state, and the People Power
Revolution.
Religious educational philosophies can be traced in the 1986
Constitution where the focus is on spiritual, ethical and moral values. Western
ideals of education, such as those advocated by John Dewey, are obviously
ingrained in the Presidential Decreee 6-A known as the Educational Development
Decree of 1972, which was updated to the Educational Act of 1982 and even now in
the present K-12 program of the Department of Education. The identification of
Dewey with democratic thinking and living and the upheld Democratic Constitution
of the Philippines is most likely the cause of similarity. Hence, this it can be
concluded that majority of Filipino Philosophy in Education is aligned with either
religious thought or Western concepts. But What needs more emphasis, and has
been forgotten in the decades of figuring out Filipino philosophy, is the necessity of
showing that we as a people are capable of thinking for ourselves (Abellanosa,
n.d.).
Hence, each Filipino teacher needs to choose intelligently in what should be a
public school teachers educational philosophy. Should it be based on Dewey as
most educators are in the country? Or, based on the middle ages scholasticisms
which the Spaniards have first pioneered in the Philippines? Or should it be based
on ones own thinking? This depends on the individual teacher. As an education
manager, it is important then that other educational philosophies need to be
explored and learned by the teacher before deciding which one should best suit her
in her practice of teaching. What is important, I think, is that we should choose
intelligently and take into consideration the strengths and weaknesses of all known
educational philosophies. In choosing intelligently, the teacher should (1) read
more about the Philosophy she is interested with and not be content with the
reports in class, (2) reflect on the readings together with the present situation of
education what we need is less teacher talk and more student activity in our
respective classes and (3) write about our philosophies, either through scholastic
papers or through our personal diaries. From what I have read, I have found that a
teachers philosophy of education is the teachers very basic core in defining the
direction and future of teaching. Hence, the teacher has to explore and choose his
own and decide what befits his school and his community.
5. Curriculum Development
DepEd Order No. 31, s. 2012 shows the Philippines current stand on
curriculum development. The overall design of Grade 1 to 10 curriculum follows the

spiral approach across subjects. In K+12, subjects are taught in spiral progression
to enhance integrated and maximum learning. In this spiral progression, learners
continuously reflect on their experiences while developing the needed abilities and
skills to achieve this kind learning. This approach is clearly a constructivists
approach.
Constructivism encourages different activities where students can
reflect, discuss with their teacher or with their peers their outcomes, understand it,
and then learn it. It is about learning which depends on the basic skills and
accomplishing or acting on more complicated skills in the future. Spiral progression
is a concept of Constructivism.
Constructivism provides enough time for the child to have an in-depth
investigation of his/her new learning to boost the curiosity and make ways to better
understand things he/she does not know. The K-12 curriculum is a strong reflection
of the departments preferred educational philosophy.
A constructivist teacher, DeVries (2002) says that a child cannot construct
complex relations with just 15 minutes of exploration a day. K to 12 allots 40 t0 50
minutes for every subject in any given day for class interaction. The learning time
can be extended to include off-school learning experiences which will reflect on the
transfer tasks and products and performances, activities which are also slanted to
constructivism. Teachers should differentiate how students will manifest their
understanding, and the students, on the other hand, can have the option to express
their understanding in their own way. What is needed is for the teacher to identify
individual strengths and weaknesses provide scaffolding activities to strengthen
weak areas and highlight skills needed in the schools immediate community (e.g.
Manila is a business center hence business skills ought to be highlighted). In the
constructivist philosophy, assessment is part of the learning process of the student
but for the curriculum to be relevant the assessment should include real life practice
of skills (e.g oral skills, performance outputs and even individual reflections ought to
be graded). According to DeVries (2002), assessment should link documents like
tests, anecdotal reports or written observations to the curriculum itself and to the
childs level of understanding. K to12 implements the Standard-Based Assessment
as an assessment tool. If a test is done following the SBA, the student is graded
when he/she fully understood the lesson. Formative tests will be given prior to a
quiz, but will not be graded to give chance for the students to practice their
knowledge first until they get the topics point. Hence, there is also a need to
reform not just the curriculum but the assessment methods used by the school.
These assessments should highlight skills that are needed in the immediate
community of the student and not be limited with just paper and pencil outputs.

6. Organization and Administration of Guidance Program

These four areas should constitute the core of any guidance program and
should be organized to facilitate the growth and development of all students from
kindergarten through post high school experiences.
These are assessment,
information, placement and follow-up and counseling.
The assessment service is designed to collect, analyze, and use a variety of
objective and subjective personal, psychological, and social data about each pupil.
The information service is designed to provide accurate and current
information in order that the students may make an intelligent choice of an
educational program, an occupation, or a social activity.

In placement and follow-up, the school assists the student in selecting and
utilizing opportunities within the school and in the outside labor market.
In counseling service the guidance office is designed to facilitate selfunderstanding and development through dyadic or small-group relationships
established through counseling.
In the Philippines, guidance services provide a long list of activities for the
limited number of guidance personnel and counselors.
In
some
instances,
guidance services are asked to meet expectations beyond its intended function (e.g.
provide tutorial services for special education students and/or rehabilitating
students in need of serious psychological help, even provide clerical tasks such as
providing help in records administration and even feeding). Hence, identifying the
core services of the guidance office is very essential. Identifying what is essential
would help the guidance personnel prioritize what activities provide more emphasis
and strength to the educational program as stipulated in the schools mission and
vision. My role as an educational manager would be to reiterate the identity of the
school and provide specialized tasks to the guidance office that would project the
schools vision and mission. Likewise, the guidance offices roles need to be more
concentrated to its essential tasks and other stakeholders of the school (e.g. parent
teacher association, barangay officials of the community) ought to be doing the less
essential work such as feeding and other non-essential clerical tasks. This then
would free the guidance personnel to do counseling and provide real psychological
help to all students.

7. Educational Legislation
There are only a few landmark educational legislations that have affected
education in the Philippines. One of these is Batas Pambansa 232 better known as
the Educational act of 1982. In chapter 2 of the said law, Declaration of Basic State
Policy and Objectives, , the law covered both formal and non-formal education at all

levels and carried over the national goals and educational objectives stated in other
laws:
Some of its highlights are as follows:
Section 3. Declaration of Basic Policy
It is the policy of the State to establish and maintain a complete, adequate
and integrated system of education relevant to the goals of national
development. Toward this end, the government shall ensure, within the
context of a free and democratic system, maximum contribution of the
educational system to the attainment of the following national developmental
goals:
1. To achieve and maintain an accelerating rate of economic development
and social progress;
2. To ensure the maximum participation of all the people in the attainment
and enjoyment of the benefits of such growth; and
3. To achieve and strengthen national unity and consciousness and preserve,
develop and promote desirable cultural, moral and spiritual values in a
changing world.
The State shall promote the right of every individual to relevant quality
education, regardless of sex, age, creed, socio-economic status, physical
and mental conditions, racial or ethnic origin, political or other affiliation. The
State shall therefore promote and maintain equality of access to
education as well as the enjoyment of the benefits of education by all
its citizens.
The state shall promote the right of the nations cultural communities
in the exercise of their right to develop themselves within the
context of their cultures, customs, traditions, interest and belief,
and recognizes education as an instrument for their maximum
participation in national development and in ensuring their involvement
in achieving national unity.
As a further elaboration of the educational objectives, section 4 of educational Act
of 1982 states :
Section 4. Declaration of Objectives The educational system aim to:
1. Provide for a broad general education that will assist each
individuals in the peculiar ecology of his own society, to
(a) attain his potentials as a human being;

(b) enhance the range and quality of individual and group participation
in the basic functions of society; and
(c) acquire the essential educational foundation of his development
into a productive and versatile citizen;
2. Train the nations manpower in the middle-level skills for
national development;
3. Develop the profession that will provide leadership for the nation in
the advancement of knowledge for improving the quality of human life;
and
4. Respond effectively to changing needs and conditions of the
nation through a system of educational planning and evaluation.
Towards the realization of these objectives, and pursuant to the Constitution,
all educational institutions shall aim to inculcate love of country, teach the
duties of citizenship, and develop moral character, personal discipline, and
scientific, technological, and vocational efficiency.
Furthermore, the educational system shall reach out to educationally
deprived communities, in order to give meaningful reality to their
membership in the national society, to enrich their civic participation in the
community and national life, and to unify all Filipinos into a free and just
nation.
The Education Act of 1982, despite its criticisms, has been a landmark law
that pursues the spirit of democracy in the governance of education and
educational institutions. Critics are correct in identifying the presence of the said
Act on the promotion and enactment of RA 7796, RA 7722 and even the present K12 program. The Education Act of 1982 is still enacted as of present with revisions
from previous presidents and administrators.
All these laws are historically
speaking outcomes of the present need of our country. They are in most instances
idealistic. However, the Philippines is seemingly able to reach these goals (like
economic development and strengthen national unity and consciousness) but only
to a certain extent. The Philippines has been left off by its neighboring countries,
especially Singapore, Japan and Korea in terms of quality of education and economic
progress. It is therefore my observation that the laws themselves are in need of
further scrutiny and more details (like the definition of terms for the higher
education and the control and balance for schools tuition fee hike to name a few).
However, the presence of these inadequacies does not belittle these laws
functions. They should be upheld with full extent until revised properly.
The Education Act of 1982 is a good law but its timeliness is debatable.
Critics are partially correct in saying that tuition fee hikes are on the rise because
the law allows it. Control and balance is not clear in the law, especially for tuition
fees. Secondly, the creation of TESDA, focus on mid-level professionals and the K12 program are mostly Western inventions. As an educational manager, it is my

observation that our educational leaders need to develop something indigenous and
not just rely on Western innovations. Democracy anyway is for the people, by the
people and through the people.
Likewise our methods to devise laws and
interventions should also be by the Filipino people.
Lastly, focus on research to specifically identify the lack of quality in
education and the lack of growth in our economy need to be funded properly.
Leaders need to rely on credible, sound, scientific and indigenous methods
especially in understanding Philippine trends in education. It seems that laws,
methods and practitioners of these laws are at fault. Changing programs and
labeling them with Western concepts does not make our education effective. It is in
changing the communities hearts and minds to care for the less privileged and
defend the needy can we really see progress in our educational systems. It is
when the schools immediate community fulfills their roles as important
stakeholders does improvement really happen. It is not much funding that is
needed but the proper allotment of funds. And, this starts with our leaders of
education. That includes us teachers. And these must be voluntary and ought not
to be just because of any state educational legislation.
8. Educational Management and Planning
History of educational planning in the Philippines has shown that educational
planning in the Philippines is unfortunately entangled with its unstable politics and
confused bureaucracy. Since 1954 until the early 1970s, educational planning
seemed to have never made significant progress.
Plans were made but
implementations were short lived. With the exception of UST and a few other
institutions, educational planning was easily side-stepped by educational bureaus
and divisions primarily because of the following reasons: (1) there was no clear
definition as to the importance of educational planning on the overall national
progress, (2) no clear cut functions of bureaus and educational sectors and (3) lack
of funds. In contrast, Ernesto Francos work in UST was a significant pioneer work
on educational planning whereas Victor Ordoez work was a pioneer on the
conceptual basis of educational planning. However their contributions were limited
on their own educational institutions and wasnt necessarily national. Hence these
educational planning weaknesses continued. In 1972, the Presidential Commission
to Survey Philippine Education (PCSPE) conducted a comprehensive review of the
educational system and articulated these weaknesses as pervading in our
educational system. Recently, through the Congressional Commission on Education
(EDCOM) study of 1992, found that problems were rooted on the structure of the
Philippine education itself. The Department of Education was restructured into
three agencies and these agencies are still on the process of implementing their
own educational plan in line with the Education for All movement (Philippine
Education For All 2015: Implementation and Challenges, page 4). We are yet to see
and evaluate the effectiveness of this plan.
Not only the Congressional Commission on Education (EDCOM) study of 1992
but others before it all critiqued that Philippine education is excessive in its

centralized control. This results to lack of initiative in various educational branches.

The excessive centralized bureaucracy of Philippine educational system has this
tendency to adopt a one-size-fits-all policy.
Even for culturally diverse
contexts, it is unresponsive to local needs and has vulnerability to corruption
(Bautista, Bernardo, and Ocampo, 2008). Hence, the as an educational manager,
my recommendation for the Philippine Education system is to adopt
decentralization, or school-based management (SBM). Simply put, it is a down up
approach on management where educational stakeholders in the school (teachers,
school officers, students and parents) are empowered to make decisions about
school policy and resources with consultation with middle management (local
division office). This educator believes that one of the primary reasons for USTs
success was not just the genius of Franco but the freedom he has together with the
two Rectors he worked with. The planning teams decisions were decentralized
they need not ask Vatican (their religious governmental head) to initiate the
specifics of the 1975 5-Year Plan Study but Franco and the Rectors merely consulted
with them. The same should be done in our local schools, we need to give the
responsibility of the 5-year planning to the school heads and other stakeholders and
convene democratically upwards. And equally important we need to take heed of
the need to do a paradigm shift as proposed by the late Dr. Ordoez as we go about
with our roles as educators. For Education for all Filipinos to happen we need to
change mind-sets and think (Imperial, 2009):
1. from enrolment to achievement
2. from schooling to real learning
3. from education for children to education for all (young children, youths and
adults,
special needs)
4. from more resources to better and new use of resources
5. from a ministry responsibility to societal responsibility; and
6. from advocacy to activity to analysis.
Henceforth, educational planning is not just the responsibility of the school heads
but the social responsibility of us all. We need to take part in our schools
educational planning.

9. Basic Statistics