Compre Guide Questions

-BASIC SUBJECTS
1. How will the following ethical problems be morally

justified?
1.1 Drug Addiction.

Drug addiction can be morally justified if a person who is a drug dependent is
surrounded with extreme problem in his family. He resulted to drug addiction sicne he
has nothing to turn to. No outlet to confess his problems. He is totally not in his mind set
and he even incline to kill a person and to commit suicide.
Person who engaged in drug addiction are those with problems excitement of using
drugs, wrong information and influential of a peer group. Through these youths will
become a victim of this drug menace that becomes a social problem.
1.2 Euthanasia
Euthanasia is a mercy killing of a person because of pain he bears. This can be
justified morally if a sick person has no assurance of getting well since it is considered
terminal stage of cancer. No medicine can relieve his pain, and he is totally very sick and
he bears so long time. So, one way of helping this is in mercy killing by making his life
shorter through injecting drugs that can shorterthe life span. It is justified morally only in
the eyes of the public but still it is an immoral act in the eyes of God.
1.3 Alcoholism
It is a compulsive and habitual consumption of alcohol accompanied by varying

degrees of deterioration, especially to the nervous and digestive system. Sometimes,
problematic persons resulted to alcoholism thinking that, it is the solution of their
problem and which is not.
1.4. Family Planning.
Family could be morally justified if it is does not contradict to the moral law.
Family planning in the family should be done in sacred way which life could be
respected. Using the contraceptives or methods of family planning is worth unless the
health of the users is not affected. Adoptijg the family planning a method of having birth
spacing and to limit the number of children in the famioy to provide the wholesome
needs of the children especially the basic needs neglecting the provisions of the needs of
the children in the family is a grave offense of the parents and it is great sin against God.
1.5. Prostitution
Prostitution can be morally justified if the objective of the prostitute is in good fate
and for the welfare of herself. Several prostitution in the Philippines who is the latter part
become professional and wealth. Right after finishing and landing a job, she immediately
stop and dependingly used her salary for all the needs at home. So, in this case, even she
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earned her professions in an immoral way, but she have hanged herself absolutely for the
better.
1.6. Abortion.
The expulsion of a fetus prematurely when non-viable miscarriage. Sometimes it

can be avoided that premature fetus be miscarriage. On the other hand, there are also
instances wherein the innocent fetus is being aborted purposely because of varied
reasons, fatherless child, and for child spacing. Abortion can only be morally justified if
not done intentionally.
1.7. Jueteng Scandal
Jueteng was the hottest issue that our President E. Estrada was involved with. This
is more on illegal gamblings share which was made known by Gov. Chavit Singson.
It can't be denied that gambling/jueteng is one of the great problem that we have in
our society because of its operation legally and illegally. This must be stop for only very
few persons are able to use and acquire money for they used it as their personal.
2. Differentiate Double Standard Morality from Split Morality.
Based on moral problems and personality, double standard morality is the co-
existence of two contradicting sets of moral principles and values on the same person
shown or manifested at different times and different occasion. For instance, father will
tell his son not to smoke but he is seen by his son smoking.
On otherhand, split level of morality is the co-existence set of morals and values
exhibited on different manner. This split level don't face ashame or embarrass or no
conscience. A part of his body is doing the act but the totality of his being is affected.
3. Criticize this statement"It is immoral to obey a civil law that contradicts the moral
law".
Civil law is the body of law of a nation or state concerning rights and obligations,
while moral law refers top manner that a person has or conduct of a person and his
capacity to distinguish the rightness and wrongnessof the act. Boty laws are not
contradicting with each other since these are instituted for the good of an individual
practicing the standard norms which are accepted by the group and the goodness and
rightness of observing the rights and obligations of a human persons.
4. Analyze the given case using the principle of double effect:

The doctor's oath is to save life but in the case of Mrs. Cruz, who is a cancer patient,
the doctor's act of giving her a medicine that make her unconscious is morally justified
because the intention of the doctor is to alleviate the pain. What is the meaning of life to
a cancer patient if she is consciously suffering the pain? The doctor knowsvery well that
the medicines he is prescribing will shorter the life of the patient but he does not have any
alternative to relieve the pain-the unbearable pain suffered by Mrs. Cruz. He is showing
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sympathy to the patient. Foremost whether or not the doctor prescribe such medicine, if
God will take her life, we cannot hold it otherwise but to accept it.
5. Discuss the Applicability of Academic Freedom?
It is Dr. John Dewey, the American philosopher who suggested that academic
freedom should be applied in the classroom because it is the content of democracy. This
idea calls for the use of democratic principles in teaching and learning situation. The
school has the task of preparing the youth for life in a democracy. As seen in the
Philippine Constitution, it givew a clear concept that encourages the school to be a
training ground for learning in the essence of democratic way.
6. Formulate a Philosophy of Education suitable for the Philippine Education System.
1. Education msut be free in all l evels, and all needed materials in the teaching-
learning process must be provided without any charge.
2. It must be value oriente.
3. Education must develop man into a well-rounded personality such that the
different aspects of his lilfe, the physical, mental, moral and spiritual aspects are given
preference and first priority.
4. Education must develop the total developement of every citizen.
5. Methods and instructions musst be flexible.
6. It should develop also the skills, knowlede, values and desirable attitudes of all
individual.
7. It must be pleasurable and enjoyable.
8. It must be goal-oriented and child-centered.
9. It should teach and improve the quality of lfie.
10. It must offer technical, vocation and non-formal education to eradicate illiteracy
in the entire nation.
11. It should develop patriotism, nationalism, loyalty and brotherhood to all citizens.
7. Differentiate Subjective truth from objective truth.
-Subjective truth is the conformity of what a person say or what he thinks. It is

called moral because what aperson acts conforms to what he thinks.
-Objective truth is what are called lethia or uncovering of something or the see
through of reality by the mind.
8. What are the strengths and weaknesses of the following schools of thoughts: How do
they agree from each other basically?
8.1 Pragmatism and Idealism.

Pragmatism- it is doing thingsthat works best tohelp achieve desrigle ends. It is
doing actual work for experience. It is discovery method by experimentingand by
experiences. It attacks problems according to interest and need. It evaluates their own
growth and level of development.
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In pragmatism the teacher is aware or sensitive to the physiological and social

development of the childhood. The teacher is providing experiences to pupils. For
curriculum pragmatism geared toward action-what is good is consensus.
While Idealism makes reality of the self the focal point of philosophizing. It is
correct in insisting upon the centrality of the self in gaining and organizing knwoedge. It
is right in stressing the human and personal elements in life and education. For the
idealis, the teacher should be the model of his or her pupils. This reject real thinking and
experimentation unlike the pragmatism which highly believes in experiences and
experimentation.
8.2 Naturalism and Humanism

-Naturalism stresses the importance of the nature of the child. It stresses the
scientific methodology and adjustment to the environment. It does not believe of the
spiritual realities, it is because these things cannot be tested to laboratory test. It denies
the existence of human will, since it considers it as an instinct.
Children developed by their own natural way. Its chief strength is in its simplicity. It
believes that life is what we make it. It believes that beyond nature there is no reality.
While Humanism, its major premise is an assertion the essence of human nature in
its rational character. His vegetative and animal nature man shares with other animates
form of life like plants and animals, he takes nourishmentss, and like the brute he is
sentients and capable of feelings. But unlike the plant or the brute, he can reason, judge
and descriminate or respect of reason man has not his like anywhere. In this, he is
unique. If reason is the essence of man's nature, we shall expect him to be possessed of
the faculty of reason changing the emphasis somewhat, we shall expect human to be the
same anywhere and always. We shall invariably expect national humanism therefore to
weigh educational policy and practice by the standard of the rational man.
The rational humanist is again interested in choosing the essentials. The essentials
of course, consist in what is uniform and recurrent in human experience. But the school
day is not long enough to include everything which meets this criterion.
8.3. Realism and Hinduism

Realism concerned solely with reality, think and act in light of actuality. It does not
accept ideas of the mind.
Hinduism - was enriched by taking care over ideas and ideals from everything,
believeing that all things have spirit. It is believe that it is more away of life than a belief
in creeds and dogmas, that god exists in many forms.
8.4 Idealism and Scholasticism
Idealism - this system of philosophy is one of the oldest system of human thought.
Accdg. to this concept, knowledge is independent of sense experienced. Man knows how
some truths by reasoning logically in the relationship between values. Some idealists
assert that the true ideas exist innately in the sould of man. Man as part of the universe is
a purposive being. The objective idealism affirms that man is able to know only what he
perceives. His only knowledge is of hismental states. The idealist affirm the existence of
eternal values. These absolute values exist in God.
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Scholasticism - is the official of the Roman Catholic church since the early history
of the catholic church. The chief exponent of this philosophy Saint Tomas Aquinas. This
philosophy stresses the idea that man is a rational being possessing a body and sould.
Each human being has an immortal destiny. This school of philosophy believes that not
all truths can be known by reason because of the restrictions present in sense of
knowledge. Some truths can be achieved trhough the gift of faith. Truth that is known
through faith is absolute and unchanging. Therefore, this school of philosophy believes in
the use of reason in accomplishing, truth, In other words, reason dominates scholastic
philosophy. This school believes that man must first know the good in order to will good.
The follower of this school of philosophy believes that every man must develop the
habits of good action by which he choose
8.5 Realism and Pragmatism -

Realism it believes to the reality of things. Theories are not enough, but they have to
experienced them, feel and perceive the realities of things.
While pragmatism it is based in consequences and experiences. It is doing actual
work experience. It is discovery method by experimenting and experiences.
9. The future is a moving target. Forecasting can improve your aim. Discuss.
We are looking forward for the progress of the educational ystem. In so doing,
planning for the future is needed. Considering the different aims identified, we may be
able to use these as our guide in working to achievement but beforehand predicting the
possible outcome should be made so that there would be an advance knowledge of the
possible result for the things to be performed. Taking into considerations the people who
will work for the plan, the time frame to finish such work and the financial assistance or
resources to fully accomplish this project.
10. What is Education? Explain briefly.
Education is growth. It is a continuous process. Since education is growth it deals

on the development of the learner which is the core of the educative process. The aim of
education is to develop the learner physically, socially, mentally, emotionally and
spiritually, therefore education, takes place in order for the learners to grow mature. It is
the integration of different forces such as interests, ideas and experiences.
11. Justify the statement that "He is educated but not cultured".
Though a man possessed the highest level of eduation but he is not acting
professionally he is considered as educated but not cultured. There are unprofessional
who act more than professionals do. Even he is very knowledgeable in all aspects but he
has poor application this person is considered uncultured.
12. What is Philosophy? Is our study of philosophy important or relevant today?Why?

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Philosophy is the love for wisdom. The study of philosophy is important because
education cannot stand without its philosophy. The purpose of philosophy is to analyze
and classify the human actions and aims, problems and ideals. It is a dynamic enterprise
that aims to change the world in the direction of these ends and values. To make
education effective it must be based on human values. Philosophy in education an attempt
to formulate a critically-built general outlook upon life in the light of the evaluation of
values which people prize in the educative process.
13. The foremost reason why the CHED was created under R.A. 2277.
Republic Act 2277 otherwise known as the Higher Education Act of 1994 which is a
consolidation of SB 1453 and SB 12200 was finally passed by the senate and the head of
representative on May 4, 1994 and was signed by President Fidel V. Ramos on May 18,
1994 making Higher Education a gear towards the pursuit of a better quality of life for all
Filipinos by emphasizing the formation of skills and knowledge necessary to make the
individual a productive member of society and accelerate the development of high-level
professional who will search after new knowledge, instruct the young and provide
leadership in the various fields required by a dynamic and vibrant economy.
Higher Education shall likewise be used to harness the productive capacity of the
country's resources based towards international competitiveness taking into
considerations the powers and its functions as the following:
1. The CHED has the power to formulate and recommend good policies, priorities and
programs on higher education and make researches that could help attain quality
education.
2. CHED has given power and functions to formulate and recommends development
plan, policies and priorities and programs on research, to make the research useful and
could really contribute for the development of our educational system.
3. CHED could recommend to legislative body any policies development plans of
higher education to be followed by the legislative and to be approved by the Executive
Body for implementation for the educational development.
4. CHED has to monitor the performance of the programs of the institutions so that it
can recommend for incentive or withdrawal of subsidy if even the said organization is
workable.
5. CHED was given the powers to see the minimum standard for programs and
institution in higher learning composing of different experts for the betterment of the
educational system.
6. CHED has to give proper identification of the support needed for its operation
wherein it goes directly to the national development.
7. CHED has to recommend to the Department of Budget or any financial matter for
the development of the programs based on the policies being put up.
14. The newest perspective in Philippine Education(Elem/Sec/Tertiary).

DECS is focusing on the following thrusts for modernization for the next 10 years:
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1. Upgrading academic programs

2. Decentralization of decision-making
3. Improving administrative system
4. Improving fund generation
5. Retooling of human resources.
Modern technology will be the alternative for modernizing these five areas. The
hardware of technology such as machines and equipment and the "software" of
technology such as processes, standardization and organization will be put to full use to
convert DECS into a fact, fair, firm and transparent organization.
1. Upgrading Academic Programs. scholars of education have various notions of

modernizing academic programmes such innovations are field specific and utilize the
latest teaching paraphernalia, we leave it to these experts to show the way. Transferring
the technology to the classroom, moving these new techniques from education research to
facilitate learning.
2. Decentralization- DECS is decentralizing to put decision-making in the frontline
namely the school or school-based. The DECS has to decentralize by stages. Decision-
making on operations to the region, to the division office then finally to the school.
3. Improving Administrtive System- This needs to quantify performance so that it
will be easy to make the person or unit accountable to the targetsw. The unit must know
what resources are available to pursue its targets. Knowing the standard unit at every
level not only help in budgetting but also in organizaing human resources development.
There is also a need to know technology sourcing and promotion.There is a need for
DECS to move into formation based decision-making. To improve DECS must constantly
benchmark its financial, human and physical resources.
We can put in the latest technologist and management techniques however if the
people around in the organization would not cooperate and put themselves in the
minimum performance and appropriate behavior as what they are expected of to support
this change then the modernization will fail.
Talking on Tertiary education, math, science and English continue to be the center
for pupils higher achievement. Values education is another concern. Recently, there was a
workshop that refined the framework of values education. Teaching modules and
instructional materials are reviewed and revised and made available.
Tertiary education is on the process of global competitions. Specialized skills,
industry experienced/linkages, teaching skills, information technology skills, research
capabilities and professional expertise are in demands. It also requires for
teaching/training such as:
1. Globally and competent faculty
2. State of Arts laboratory facilities
3. Electronic Literary
4. Balance Theory and Practicum Training
5. Industry Exposure
6. Exposure to applied research
7. General Education.
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15. Difference Between Filipino Manager from Western Manager
Filipino Manager
1. Ran shortly ideas for improvement

2. Relies on one's limited knowledge
3. Focus on local view.
4. Lukewarm attitude to change, use traditional approach to
define and solve problems
5. Silent, hidden, less appreciated.
6. Slow with output, relies on local system
7. Not particular in planning.
8. Stagnant and MIS data not updated
9. Lukeward to use technology in transferring, defining and
solving problems.
Western Manager
1. Never ran-out of ideas for improvement.

2. Uses analytical mind of management
3. Focus on global view.
4. Chabnge agents, innovative, uses fresh approach to define
and solve problem.
5. Can be heard, seen and appreciated.
6. Benchmark with results/output using educational system of
advanced countries.
7. Particular on strategic planning.
8. Improved and MIS updated.
9. Do technology transfer to define and solve problems.
16. Define and explain the following term:
16.1 Dissertation - is a research paper submitted by a candidate for the doctoral degree.
This paper requires more research and more extensive development of ideas than a
masters' thesis. This is the indepth study of a certain problem.
16.2 Variable - refers to a factor, characteristics or condition of a person, a group of

person, a thing, a program, an even and etc. which takes on values that can be measured
categorically and quantitatively.
16.3 Title Page - is the first unnumbered page after the first leaf/sheet of the
dissertation where the title of the dissertation is found. It also present the presentation
statement, degree of which a dissertation is a partial requirement, full name of the
candidate and the month, year in which the degree is to be conferred. All letters of the
title have been capitalized.
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16.4 Hypothesis - is the researchers tentative inference or speculation on what he

believes the outcome of his study. It is an expected answers to the problem, it should be
measurable. It states expected relationships between two or more variables as answers to
the problem. It is testable and should be reasonable.
16.5 Sampling - is a process of selecting the individuals to become the respondents of

the study or it means selecting a representative portion of population.
16.6 Bibliography - are the lists of references where the researcher gathered
information or knowledge about a certain subject where the authors' name, the title of the
book, the publishing house, the date of its publication and the pages are indicated.
References may be a book, brochure or pamphlets or unpublished materials and the
number of pages are also printed. These references were used by the researcher in
working out her dissertation or thesis.
16.7 Curriculum Vitae - is the personal background or bio-data of the researcher or the
identity of the researcher. It includes the name, age, birthplace,
17. Differentiate the following:
17.1 Open-Ended and Closed Questionnaire.

A questionnaire or experimental instrument which is self-constructed and has to be
content-validated and pre-tested for its reliability, and due discussion is made in this
section including the formula used in determining its reliability as a measuring
instrument.
17.2 Standardized and Self-made Questionnaire.

Tests and research instrument that are standardized are preferred over self-
constructed ones as the former have already been validated nationwide and are
universally accepted for public consumption and commercial use.
However, if the questionnaire is a self-made one, it has to be content-validated and
pre-tested for its reliability and due discussions is made in this section, including the
formulaused on determining its reliability as a measuring instrument.
18. Justify the statements that:

18.1 the roots of the filipino are Malay and Chinese-
Filipinos origin are Malay and Chinese. This was happened through intermarriages
of Filipinos to Malaysians and chinese people. Then it resulted that Filipinos are of
Malayan race.
18.2 the heart of the Filipino is Spanish Christianity.

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It was the Spaniards who introduced christianity to the Filipinos through Ferdinand
Magellan. Filipinos are church lovers and God-fearing citizens and we owe this from the
spaniards who influenced our forefather.
18.3 the mind of the Filipino is American.
Filipinos are fond of immitating the Western lifestyles considering its way of
clothing. Many filipinos always think of imported goods. Accordingly, imported are
better or best compared to local products. Filipinos are also fond of copying the American
culture. Infact our education is also patterned after the American ways.
19. Explain briefly how to use numbers in the textual presentation.
When used in a narrative text numbers one (1) to (9) nine are written out in words.
Numbers 10 and up are written in figures. However, when anyone of these numeral is
used to start the sentence it is written out as a word, where the numerals 1 to 9 are used as
part of a formula or as a table number, there are written in figures instead of in words.
20. Comments on this statement "What I really am is more important to me than what
other people think of me".
It is said that the most important person to be honest with is yourself. It is more
important that you, yourself know who you are, what the people think of you.
If you know yourself, you don't matter what other people think of you. As long as
I'm honest to myself and to my work with dedication and sensitivity then, I don't care if
what other people think of me.
21. Explain why the youth of today are inclined to the white collar job.
Youth today are inclined to white collar job occupation because of the high cost of
prime commodities and other basic things for the individuals needs to survive.
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Looking up to the value of our peso today, One thousand pesos now is just like one peso
before and the prices of the stores are still increasing. What if they inclined to be an
ordinary laborers having a salary of P75.00-P100.00 a day considering their basic needs
everyday, they are at large.
22. If you are a sociologists, how can you resolve the problems that many of young
children are victims of sexual harassment.
To resolve the problems of children who are victims of sexual harassment being a
sociologist, I would suggest that parents of these minor aged children should have a close
guard and monitoring to keep their children safe from these bad elements of the society.
Children should also be informed about the ways of taking care of themselves in order to
be safe from sexual harassment.
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23. Prioritize the top 10 counties of the world in terms of the extent of their
administrative status more on the academe. Identify their unique features.
I-JAPAN
The philosophy of Education
1. All people shall have the right to receive an equal education corresponding to their
ability as provided by law.
2. The people shall obliged to have all boys and girls under their protection, receive
ordinary education as provided for by law.
3. Compulsory education shall be free.
4. To aim at the full development of personality striving for the rearing of school
children.
Innovations
1. A law enacted on October 1967 empowered the executive to set up a school
supplies fund to produce and distribute educational materials, this fund will contribute to
improving quality and efficient use of such materials and reducing their cost.
2. The (NME) National Campaign for teaching supplies
Strength
1. Once it is established that a family can't afford to pay for compulsory education the
state is bound to supply them with the necessary funds for this purpose so that children
have the same opportunity to learn.
2. Every educational system must have a school assistance service with the task of
ensuring better study conditions for pupils in need.
3. Scholarship for secondary and higher studies were offered.
4. Subsidies scholarships and loans were given to private schols.
5. Adult education were offered.
Weaknesses
1. Thee is not nationwide minimum or standardized curriculum for Brazilian primary
schools.
2. In the urban schools, there are three or three and a half hours of classes of the
people, sound in the mind and body who shall love truth and justice, esteem individual
values, respect laborer have a deep sense of responsibility and be imbued with an
independent spirit as builders of a peaceful society and state.
Structure of Education
1. The school education Law enacted in 1947 prescribed the establishment of a
democratic single-track education system and the so called 6+3+3+4 system was
introduced.
2. The six years of primary school and the three years of lower secondary school
comprise the nine years period of compulsory educatio. Upper secondary scholls have
different tyupes of causes, full-time, part-time and correspondence.
3. Universities are allowed to provide evening classes/courses.
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4. Upper secondary schols and universities also provide special courses and special
study courses.
5. Technical education was offered .
6. They offer 5 year courses to graduates of lower secondary schools and provide an
integrated education for technological training in response to the manpower demands for
industry.
7. In the field of higher education there are t wo-year Junior Colleges in addition to the
four-year universities.
8. Institutions of special education for the mentally retarded and physically
handicapped have also been established.
9. Kindergarten admit children between 3 and 5 years of age.
10. Nursery schools are under the jurisdiction of the ministry of welfare.
Standard and Control
1. Based on entrance examinations.

2. There is selections of admissions.
Innovations
1. The ministry of education endeavors to expand and improve facilities and
equipment of national universities and technical colleges to cope with an expected
increase in applicants for admissions.
2. The national government offers private institutions substantial financial aid by
means of direct grants for instructional equipment as well as low interest loans through
the private school promotion association which is supported by the government.
3. Scholarship loan programmes are provided for students in higher educational
institutions mainly by the Japan scholarship foundation which is quasi-governmental
organization.
4. The Ministry of Education also promotes educational activities.
Standard of Control
1. Almost all testing of public elementary students is conducted by the local school
district and schools. These children are generally tested periodically for achievement in
various scholastic areas for intelligence, for social maturity and adjustment.
2. Students in public colleges and universities are tested within the institutions they
attended.
3. Students seeking admissions to graduate school must take a standard achievement
examination such as the Graduate Record examination, administered privately.
Innovations
1. The library services and construction act of 1964 was designed to assist in
extending public library services.
2. The medical Library assistance act of 1965 authorized help for medical libraries.
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3. The national defense education act of 1958 is a landmark in federal legislation. It

authorizes federal assistance to help institutions of higher vocational education act of
1963.
4. The civil rights act of 1964.
5. The economic opportunity act of 1964.
6. The National Technical Institute for the Deaf Act.
7. The National Sea Grant Colleges and programmes Act of 1966.
Strength
1. The democratic way of life, the needs of the people their philosophy on the control
and regulation of education and federal interest all combine to produce a continuing
impact on education in the nation.
2. Children from the low income families have the chance to continue their education
with the aid of the goverment.
3. Federal funds are available for secondary vocational education, post secondary,
vocational education, adult vocational education for person having academic socio-
economic or other handicaps, construction of area, vocational schools, and ancillary
services, and activities.
4. Pupils in private institutions are often eligible for benefits on the same basis as
pupils in public schools.
Weaknesses
1. There is no textbooks on any subject which is in standard use throughout the
country. Instead these are thousands of different ones.
2. Any school of higher education institutions, established by public authority,
controlled and operated by publicly elected or appointed officials.
3. The scope of education is very broad within the nation the programmes operating
under the structural pattern vary widely beyond the scope of the courses of study for
upper secondary schools.
Distinctive Features
1. In Japan there is equal opportunity for all students.
2. Public and private are given academic freedom.
3. There are persons in authority.
4. There are subsidies.
5. It is centralized.
II - UNITED STATES OF AMERICA
Philosophy of Education
1. To form a more perfect union establish justice, ensure domestic tranquility, provide
for the common defense, promote the general welfare, and secure the blessings of liberty
to ourselves and our posterity.
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1. Not all the rungs of the educational ladder are available in each system since some
systems are located in sparsely populated areas, and since usually are separate systems
for higher education. At least above the community or junior-college or the technical
institute level.
2. Some of the "Head Start" (a) an action programmes usually administered by the
local school system. (b) providing cultural enrichment activities, educational experiences
and needed services for children of pre-elementary school age. (c) designed to help
economically disadvantaged children catch-up in their development with children having
greater advantages so that all may have the opportunity to obtain maximum benefits in
their forthcoming elementary school programmes are organized in classrooms and some
are health a recreational programmes outside the classroom setting.
3. Paralleling the regular programmes for the first to sixth grades of elementary
schooling and sometimes paralleling and sometimes integrated into the regular
programmes from that level to and through the secondary level are the varied day and
evening classes to accomodate adults who wish to enrol at the different stages of basic
education to overcome English language deficiencies a fundamental needs in other parts
of their general preparation for gainful employment.
4. The structure may parallel or be the same as for the regular programmes to
accomodate adults interested in informal or formal extension or continuing education
beginning at the Junior High Schools and extending to the post doctoral levels.
Distinctive Feature
1. Control and regulation of education in general throughout the nation are

decentralized.
2. Education is basic to freedom and progress in the nations republic democracy.
3. Everyone is entitled to equal opportunity for high quality education.
III-BRAZIL
1. All persons shall entitled to education which will be given in home or at school.
2. Education shall ensure equality of opportunity and shall be based on the principle of
national unity and the ideals of freedom and the brotherhood of man.
3. The aim opf primary education is to develop the child's reasoning powers and
expressions and to integrate him in his physical and social environment.
1. The Brazilian Eductional System has three levels. Primary, secondary and higher
education.
Standard of Control
1. Entrance examinations are given to secondary educations in both public and private
institutions daily which enables three groups of pupils to used the same premises in turn
and makes the teaching somewhat inefficient.
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2. They have shortage of classrooms.
Distinctive Feature
1. In Brazil there is equal opportunity of all students
IV-GREAT BRITAIN
1. Promote christian knowledge and useful education through the instruction of 3R's
with practicable handicrafts so that children may ensured to labor.
Structure
1. Primary School - start at 5 years old. Old infant section 5-7 years old. Junior section
7-11 years old.
2. Secondary School - Junior High School 11-14 years old. Senior High School - 14-
18 years old.
3. Higher Education- 3 yrs. Bachelor's study 18-21 yrs. old. 1 yr. master's degree.
Types of School
1. government school
2. private school/universities
3. polytechnic school
Funding
1. Funds are coming from central government which is 50% and 50% and 50%-60%
from the local revenue for public and government school.
2. Universities were financed primarily for endowments and fees.
System of Control
1. Selection test for secondary level.
2. Standard Exam. before entering British University.
3. Ordinary Level-leading to General Certificate of Education.
4. Advanced level-demanded qualification for entry to may professionals.
Basic Laws & Policies

1. Handbook of Suggestions for Teachers.
School Administration
1. Decentralized administration of both British primary and secondary education
described as partnership.
Networking & Linkages

1. Central government, department of education made linkages to science and various
local government authorities and parents.
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Strengths
1. Free and compulsory secondary education provided with books and other
equipments. Free medical and dental treatment to handicapped and disabled with daily
milk and mid-day meals.
2. Students were truly directed through selection test. Developed the children
especially the boys to grow up a skilled worker and upright citizen.
V-AUSTRALIA
1. Increase in the overall proficiency of early schooling.
2. Equal opportunity to free education and the state is determined to provide good
primary education for all children.
Structure
1. Compulsory education from ages 6-15 for primary and secondary.
2. Higher Education has 3 systems: 1. secondary schols to universities. 2. college of
advanced education. 3. American college or junior college.
Types of School
1. Government School and Non-Government school and universities with
correspondence schols run by state department of education.
Funding
1. Derived from consolidated revenues of the state.
System of Control
1. Centralized educational system to a high degree of quality. Each state system
operates under a professional head who is responsible to the state Minister of education
and highly specialized staff.

1. Education Act of 1945 which is the establishment of commonwealth office of
education as the central coordinating body for Australian contact to UNESCO and other
international group of education.
1. Introduced universal and compulsory education. The educational and cultural
outlook is pattern from British and American lifestyle.
Network and Linkages

1. The federal government has steadily increased its participation in matters relating to
education. Parents and employees should be participants in school process.
Strength
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1. All administrators and teachers in the public school system enjoy permanent tenure
of office.
Weaknesses
1. School drop-out had been reported and unemployment is also a problem since
school is ill-equipped to provide young people for the job market.
VI-EGYPT
1. High regard for educational pursuit and entire population have access to education.
To spread education which will facilitate the economic and political development by the
people.
2. Primary education is designed to give basic training in reading and writing to create
a literacy citizenry.
Structure
1. 3 years preparatory education then followed by priamry schooling: secondary
school-vocational and academic-2 distinctive emphasis.
Type of School
1. Public School
2. Private School
3. Koranic School
Funding
1. Funds are coming from the state.
System of Control
1. Educational control is decentralized among local educational authorities.

1. Constitution
1. Education is under Ministry of Education.
2. The country is divided into educational zones, the council of which are entrusted
with administrative responsibility.
Networking/Linkages
1. Educational authorities with the state leaders
Strength
1. The Egyptian government has placed major emphasis on education and has large
number of university graduates and it contribute and intellectual resource for the entire
Arab World but inspite of spread education, Egypt still has the high number of illiterates.
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VII- PHILIPPINES
To provide education for all covering the six concerns of education system as follows:
1. pupil/student development
2. Curriculum development
3. staff development
4. physical facilities
5. community extension services
6. the use of special programs and projects.
Structure
1. 6 years elementary curriculum
2. 4 years secondary
3. 4 years college courses
4. 2-3 years graduate studies maximum of 5 years doctor of education and doctor of
philosophy.
Types of School
1. Public
2. Private
3. Agricultural
4. Technical School
5. Vocational School
Funding
1. National & Local
2. Private Sector
3. Scholarship grant and donations.
System of Control
1. Highly centralized
Basic Laws and Policies

1. Decree, Memoranda, Civil Service Manual, Magna Carta for Teachers and
Philippine Constitution.
1. A municipality may have 1 or 2 districts, districts is head by district supervisory and
every school is headed by a head teacher or TIC except in central school which is headed
by a principal.
Networking/Linkages
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1. The school believes in the ability of people to work together for common purposes.
We have school officials and teachers linking with the local government unit, non-
government organization, parents, community and churches.
Strengths
1. Fond of giving special considerations.
2. Students have equal opportunity to study in public and private schools.
3. Teachers enjoyed the right and can suggest innovations.
4. Educational authorities are keep on changing the education system and actions were
taken without looking into the viability of the program.
VIII- GERMAN DEMOCRATIC REPUBLIC
1. To develop a high level of culture in the entire people.
2. To education and train harmoniously developed socialist, peronalities, who
conscriously shape social life change nature and lead full, happy lives in line with the
highest aspirations of human beings.
Structure
1. There is nursery and kindergarten for children under the age of 6, secondary and
higher education.
2. 10-class comprehensive polytechnical secondary school(6-16 years stages:
a) Junior cycle classes I-III
b) Intermediate cycle classes IV-VI
c) Senior cycle, classes VIII-X
3. There is separate school for deaf, dumb, blind and intellectually defective children.
4. Eight years in General Secondary.
5. Giving entrance exams for higher education.
Standard of Control
1. With entrance examinations.
2. The university entrance examinations consists of both oral and written tests.
Innovations
1. Law for the democratization of German Schools 1946.
2. Constitutions adopted on Oct. 7, 1949.
Strength and Distinctive Feature

1. Science & Art and their teaching is free.
2. Free tuition
3. Free instructional materials.
4. Freedom of religious instructions by the religious association.
Weaknesses
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1. It is difficult to enter higher education for the slow learners for there is oral and
written tests.
IX- SINGAPORE
1. The main aim of education in Singapore is to develop the potentialities of every
child physically, mentally and morally to the fullies extent possible in accords with the
needs and interest of security by ensuring the optimum acquisition of experienced,
knowledge and skill, each according to his intelligence, ability, aptitude and interest.
Structure
The structure of education system consist of three main stages:
1. six years primary
2. four years secondary
3. two years pre-university.
The six primary course beginning at age 6 maybe completed in a maximum of eight
years and pupils who are not promoted to four year secondary schools at age 14 are given
a two year course in vocational schools.
The minimum school-learning age is thus 16 in all cases. Those who do well in
vocational schools are admitted to vocational for training as craftmen.
Standard of Control
1. The Ministry of Education is responsible for all educational matters. There are no
regional authorities or local bodies.
2. Examinations at levels and in all the four official languages are conducted by the
examination division of the Ministry of Education.
Innovations
1. The main legislations governing education is the education ordinance which covers
all aspects of pre-primary, primary and secondary education and all types of schools,
government-aided and private.
2. University of Singapore Ordinance.
Strength
1. Teachers salary is big.
2. Public education is financed almost entirely from the State Revenue.
3. Primary Eduation is free.
4. Boys and girls have equal opportunity for education in the republic.
Weaknesses
1. At the secondary stage there is a general shortage on graduate teachers in the Malay
and Tamil media and a shortage of graduate teachers in the English Medium in
mathematics and Physics.
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Distinctive Feature
1. All government schools are supplied with standard equipment at government
expense.
2. They have four medium languages English, Chinese, Malay and Tamil.
X- LIBYA
1. The broad national aims of education in the Kingdom of Libya include the
preparation of the Libyan citizens to become a good members of a modern society, well-
equipped with useful knowledge and skills which he can apply to improve his own
welfare and the welfare of his country.
2. The provision of ample opportunity for every child to complete at least his primary
education which is considered as the minimum attainment of every citizen; and an equal
educational opportunity to all citizens.
Structure of Education.
1. The national system of eduation comprises general and religious education.
2. The general has the following level: primary preparatory (public and technical)
secondary (public and technical) men and women teacher institutes and university.
3. The religious education is provided at the pre-primary (Kovanic recitation schools)
primary and preparatory schools at the university level instruction is given at the colleges
of the Islamic University.
Standard of Control
1. The Ministry of Education is considered the main authorized.
2. The Educational Directorates represent the Ministry at the local level and enforce its
policies.
3. The Directorates refers to the Ministry in all important problems of an
administrative technical and financial nature.
4. At the central level, the undersecretaries of state and the directors-general enforce
the General Policies fo the Ministry.
Strength
1. The Ministy of Eduation has established an educational planning and follow-up
administration.
2. The educational plan has a close relationship.
Weaknesses.
1. Contractual teachers and skilled workers had only short time in implementing their
skills and potentials for uplifting education in Libya thus training of the students become
the half-baked.
1. The Minister of Education implements departmental policies.
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2. The government finances educational projects.
MAJOR FIELD OF CONCENTRATION AND COGNATES
1. Identify and discuss briefly the top 5 five superior educational systems of the world.
I- JAPAN
The school education law enacted in 1947 prescribed the establishment of a

democratic single track education system and the so called 6+3+3+4 system was
introduced. The six years of primary school and the three years of lower secondary school
comprise the nine year period of compulsory education. Upper seconday schools have
different types of courses, full time part-time and correspondence. Universities are
allowed to provide evening courses. Upper secondary schools and universities also
provide special courses and special study courses. Technical education was offered. They
offer 5-year course to graduates of lower secondary schools and provide an integrated
education for technological training in response to the manpower demands for industry.
In the field of higher education, there are two-year junior colleges in addition to the four-
year universities.
Institutions of special education for the mentally retarded and physically
handicapped haved also been established. Kindergarten admit children between 3 and 5
years of age. Nursery schools are under the jurisdiction of the Ministry of Welfare.
II - U.S.A.
The educational system in USA is decentralized. It is basic to freedom and progress

in the nations republican democracy. Everyone is entitled to equal opportunity for high
quality education. Children from the low income families have the chance to continue
their education with the aid of the government.
Federal funds are available for secondary vocational education, post secondary
vocational education, adult vocational training and retraining, vopcational education for
persons hving academic, socio-economic or other handicaps. Pupils in private institutions
are often eligible for benefits on the same bases as pupils in public schools.
III- BRAZIL
The Brazilian Educational System has three levels: primary, secondary and higher
education. Entrance examinations are gien to secondary educations in both public and
private insitutions. In Brazil, there is equal opportunity of all students. Public and private
are given academic freedom.
In Brazil, once it is established that a family cannot afford to pay for compulsory
education, the State is bound to supply them with the necessary funds for this purpose, so
that children have the same opportunity to learn. Adult Education are offered. Subsidies,
scholarships and loans were given to private schools.
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IV - SINGAPORE
The structure of Educational System in Singapore consists of three main stages: six
years primary, four years secondary and two years pre-university. The six years primary
course beginning at age 6 maybe completed in a maxium of eight years and pupils who
have not promoted to four year secondary schools at age 14 are given a two-year course
in vocational schools. The minimum school leaving age is thus 16 in all cases. Those who
do well in vocational schools are admitted to vocational for training as craftsmen. The
Ministry of Eduation is responsible for all educational matters. There are no regional
authorities and local bodies.
V - FEDERAL REPUBLIC OF GERMANY
Compulsory schooling starts approximately when the child reaches 7 years of age.
There is pre-primary eduation, elementary, secondary and higher education.
There is a comprehensive vocational school. There is adult education. Entering
higher education shall undergo an intensive examinations.
2. Explain the elements of the Administrative process and the

regulative principles of management in the context of
POSDCORBIE.
The administrators have the widescope in performing their duties and obligations to
achieve the goals and objectives of education.
1. Planning- which is the fundamental function of school administration. This is the

method of approching problems. It is examining problem to be encountered. In planning
school programs or activities, administrator must take into consideration the genral aims
and objectives to be achieved, a sequence of appropriate learning experiences, the
procedures to be used in accomplishing them.
2. Organizing - is one way of making survey and analaysis on all factors and
conditions requiring modification to school programs and activities.
3. Staffing - is placing the right person to a right place or work and the tapping of
expertise.
4. Directing - involves decisions as to who shall carry out plans, determination of

the subjects to be incoluded in eadch course, provision for physical equipment necessary
to carry out the work and many similar acts invovled in carrying out all aspects of the
educational program. This facilitates direction of school work, policies should be
formulated to regulate the control and opertion of the system.
5. Coordinating - encouraging the coordination of the personnel or subordinates

bringing them to the realizationof the plan. Motivated gy a good rapport and harmonious
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relationship, human resources would be mobilized to yield desirable results with its
material resources to complement the project.
6. Budgetting - administrators should have the specialized skills intelligence of

proper budgetting of the resources in the school to have a productive and successful
programs and activities in education.
7. Implementing - the school administrators should implement policies, programs,

activities in school in a right and proper management.
8. Evaluating - where the administrators have to appraise the outcomes and the
factors conditioning the outcomes of instructions and to improve the products and
processes of instructions. This functions calls for the use of educational tests and
measurement. It is the duty of the supervision to help develop an adequate instrument
with which to measure the teaching-learning process and set - up standards of attainment
as necessary for the appraisal of the teachers progress in teaching and the student in his
learning.
3. Identify at least 3 major educational problems and make a sociological analysis of

them.
1. Drug Addiction. - Drug addiction is very rampan in our society as of today.

Especially to our youth. They become dependent to drug because they are neglected by
their parents. Some are inclined because they do not have outlets of their problems. They
do not have work at home thus they just go with their barkadas and they nifluenced what
their friends did.
2. Incompetent Teachers - teachers do not have the necessary knowledge, right

values, attitudes and habits and lack of skills to teach.
3. Lack of School Facilities- school lack classrooms, chairs/desks, blackboards,

tables and many others which are
very important in the teaching and learning conditions.
4. What is the place of Values under the NESC and NSEC? Discuss substantially.
Values education as part of the school curriculum is the process by which values are
formed in the learner under the guidance of the teacher and as he interacts with his
environments. It evolves in any kind of teaching-learning process.
Firstly, the values of the subject matter has direct and immediate relevance to the
personal life of the learner.
Secondly, the process is not just cognitive but involves all the faculties of the
learner. The teacher must appeal not only to the mind but to the heart as well, infact the
total human person must soak to values.
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Thirdly, one learns values the way children learn many things from their parents.
They imitate what they saw from their parents and these serves as a vehicle for the
transmission of learning. May it be language or in the values of being thrift and
hardworking. Teachers also as the second aprents of the children in school play an
important role in values formation and learning of pupils. They may be influenced by the
teachers personal values by modelling as they go along with their teachers day by day.
It is also very important to know the principles and guidelines of valaues education,
such as:
1. It must be oriented towards the total personality of the learners mind, heart and
entire being.
2. It must take into considerations the unique role of the family in one's personal
development and integration of the society and the nation.
3. In the school context, more important than lesson plans and any lists of values are
the teachers themselves must have proper sense of values and awareness of the
innerworth and utmost respect for other persons.
5. How can values be integrated through the formal and non-formal education? Show a
schematic diagram where the different values are inculcated by the educational leaders
under a favorable teaching-learning situation.
The schematic diagram shows that values education can be integrated to both
formal and informal education. The educational leaders are the agents of change. Their
role is to education the youths and correct values. The values which guide the individual
in performing his work in a correct manner. Values that worth acceptable to the people
which does not contradict to the societal norms. Integration of values to all schools and
informal subjects or curricula are worth enough for the child to do his job.
6. How can values be taught in school? Explain briefly.
Remember that values can be taught than caught. It is very much difficult to teach a
child to do good values, but this can be done through modelling or performing values so
that they could follow. In school, teachers should do modelling the values so that
children may follow in all subjects. This is integrated in alll the subjects in school. In so
doing, children in school are all values personified that made them educated man and
woman.
7. What is the role of teachers and administrators in the problem of drop-outs and
failures? How do they go in solutions of the problems.
The teachers should make a study on the cause of drop-outs and failures in order to
determine their nmotivation to these identified individuals. He should carefully evaluates
his own way of teaching methods, and the curricular arrangement of the school to
ascertain to what degree they are responsible for creating the said problems. there is a
need for a teacher to make her pupils happy and made them busily engaged in activities
that appear to them as being of real worth.
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The administrator on the opther hand, should make the goals of the school in
consonance with the goal of the children. He should be familiar with the causes of drop-
outs and failure of her school.
Both techers and administrators should have good planning for the teaching and
learning process as clear and achievable to make the aims and objectives realistic and has
meaning in relation with its result or output.
Children should be fully informed of their standing and achievements in the school
to encourage them to continue schooling.
8. Discuss Getzel & Guba's Theory which explains social behavior.
This is the nomothetic and ideographic style in management and administration. In

this leader fellowship style of administration, the nomothetic dimension embraces the
institution, the role expectation as well as the ideographic dimension concern with the
individual personality and the need for the disposition of the observed behavior in the
social system.
9. Compare the Management Theories of Douglas McGregor on Theory X and Y and

William Quichi on Theory Z. How they maybe operationalized in the Philippine Setting.
Theory X - managers views the average man as basically lazy who avoids work if
possible, dishonest, selfish and cannot be trusted to carry on responsibilities.
Theory Y - is the reverse of theory X. It believes that man is basically possessing
self-direction, self-control, can be trusted and relied upon and seeking responsibility and
self-fulfillment. Theory Y manager is permissive, supportive and encourages independent
mindedness, individual development and expression allowing subordinates to find
fulfillment.
Theory Z - is an approach to management where the key to increase productivity is

participation independence and involvement of all members of the organization. It is
founded on trust subtlely of the supervisor to know his people and intimacy through close
social relations among members of the company.
Here in the Philippines, these three theories have been applied by most school
officials. There ae theory X managers who prepared their quadrants based on their
observation and used this quadrants for supervisory purposes sometimes it works but
oftentimes successful in their administrtion and most likely to theory Z manager who
applied participative and cooperative principles.
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10. Prepare and Action Progam for your school for the
improveent of teaching competencies and improved pupils
academic performance
SCHOOL PROGRAM
School Year 2004-2005
June 1 All classes begin

June 12 Independence Day
July 31 Culminating Program of Nutrition Month
August 7 First Quarter Exam
August 14 Linggo ng Wika Celebration
August 25 National Heroes Day
August 31 Convocation Program
Sept 17-19 Intramurals
Sept.30 Culminating Program of Math and Sc. & Tech. Month
Oct. 6 Second Quarter Exam
October 28 Convocation Program
Nov. 1 All Saint Day
Nov. 28 Anniversary
Nov. 30 Bonifacio Day
Dec. 7 Education Week Celebration
Dec. 21 Christmas Vacation Begin
Jan 1 New Years Day
Jan 4 Classes Resume
Jan 15 Third Quarter Exam
Feb 14 JS Prom
Feb 26 Founders Day
March 19 Graduating Final Exam
March 30 Final Exam or Non-Graduating
April 11 Closing Exercises
SCHEDULES OF EXAMINATIONS
First Grading
July 16&17 - Prelim
May 6&7 - 1st Periodic Exam
Second Grading
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Sept 11-12 - Prelim

Oct 17-18 - Periodic Exam
Third Grading
Nov 19-20 - Prelim
Dec 19-20 - Mid-Term
Jan 17-18 - Periodic Exam.
Fourth Grading
Feb 18-19 - Prelim
March 3&4 - Final (Graduating)
March 17-18- Final (Non-Graduating)
11. What is consideredbest method of teaching?
The best method of teaching is one which considers the need, interest, and abilities
of pupils. The aim should be in consonance with the pupil's interests. It uses materials
and various aids to facilitate instruction. These shoulod be more on pupils activity and
they are made to develop their eressions. Above all a good method should always develop
the pupils' physical, mental, social, emotional and spiritual aspects and taking into
consideration that the pupils should be the center of the educative process.
12. Differentiate line from staff pattern of organization, the

vertical from the horizontal type of supervision.
Line organization is the simplest, most direct type of organization in which each
position has general authority over lower position in the hierarchy in the accomplishment
of the main operation of the organization.
Staff organization is purely advisory, either generalist or specialist to the line
structure with no authority to place recommendation into action.
The vertical position are the hierarchial position from the classroom teacher to head
teacher, to principal I, II, III, Elem. School District Supervisor, Asst. Superintendent to
Superintendent. There is an increase responsibility and salary of the personnel from the
botton to the top position.
The horizontal positions are in the same category but the promoted in item and
salary. Example is the master teacher position. The teacher remains as a classroom
teacher but her item and salary increases.
13. Prioritize the school building needs in accordance with DECS regulations. Explain
each priority need and give the rationale. Present a model school plant profile.
The school building needs are the following:
1. Physical planning - it is designed to directly accomodate the educational program.
Regulating space in school building is expressed by allocating a minimum area per place
or station.
2. Design - a school building should be designed in accordance with its function, the
needs of its users and the nature of the environment.
29
3. Construction - in constructing a building a building permit should be obtained

before erecting the building to avoid problems.
The application for a building permit should be filed in writing on the prescribed
form with the office of the building officials. It should provide at least the following
information: A description of the work covered by the permit. Description and ownership
of the lot as evidenced by a certified true copy of the transfer certificate of title.
School buildings should have the following:
1. Adaptation to eduational needs - the plan should conform to the schedule of the
rooms already adapted.
2. Safety - the corridors and stairways should permit the building to be vacated in 3
minutes even if one stairways is made usefless by the smokes.
3. Healthfulness - every room should have abundant natural light. The toilet should be
well-locate.
4. Convenience - the location of the rooms with reference to one another should be
carefully studies.
5. Expansiveness
6. Flexibility
7. Aesthetic fitness
8. Economy
The standard size of classroom approved by the bureau of elem. educ is 7 meters by
9 meters. The total area of the window must be at least 1/5 of the floor space and must be
located on East and West side.
The purpose of this is to give adequate light to the room. The pupils should not face
the light. This should followed to have an effective and conducive to learning.
NOTE: PLEASE DRAW A SCHOOL PLANT
14. Explain the concept of zero based budgeting and how it is

related to school financing. Compare it PPBS. Is the fone
fund conmcept beneficial to school financing? Explain.
Zero-based budgeting is an operting, planning and budgeting process which

requries each manger to justify his entire budget request in detail and shifts the burden of
proof.
Zero-based budgeting is used for better planning and budgeting, it is facilitated with
greater participation of mangers at all levels in the planning, budgetting and decision-
making process.
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One-fund concept is an innovation introduced in budgeting beneficial to school

financing, because the money can be used for personal services, MODE and capital
outlay as the general fund have no specific guidelines, unlike special and thrust fund.
15. Identify the different schols of psychology and explain

each functions.
The different schools of Psychology are the following:
1. Structuralism(Introspective Psychology or Elementarism)- The chief concern of this

psychology according to this theories was the structure of the mind and to talk the report
sensations, feelings and images through his own sensory experiences-called the method
of introspection or mental self analysis.
2. Functionalism- the domain of psychology should be the study of matter and its
components elements. It is not the structure that should be of prime importance to the
psychologist but the functions of the matter. The whole system of events between the
stimuli (S) and the response (R). This group also believed in the objective method of
observing behavior rather than the introspective method of observing awareness.
3. Psycho-analysis - accdg. to Freud, in neurotic behavior we are faced with human

action guided principally by powerful unconscious motives whose roots can be traced to
the neurotic conflicts in inarticulate infancy. Many human desires are directed and
complicated by unconscrious motives which are not directly aware of because they lie in
the substracts of our consciousness but which are nevertheless powerful drives that may
dominate our lives. These desires are unacceptable wishes of childhood, principally
libidinal (sexual) repressed in our subconscious because they are socially unacceptable.
These repressed desires press to find expression in dreams slips of speech and in
unconscious mannerism. They are the reason for many of our iner conflicts in life.
Through the method of free association a method of psycho-analysis where in the
disturbed subject may find Catharsis (a cleaning out thru verbal expression) these libinal
wishes can be ferreted out from ones subconscious.
Psycho-analysis, however served to open field of explanation in the good seeking
activity of motivation and the concept of repression which served to camouflage many of
our infantite fears and notions.
4. Behaviorism - the concept matter of psychology should be the objective observable

actions of organisms maintaining therefore that the true subject matter of psychology is
behavior and its aim is prediction and cotnrol of actual behavior- the doings and sayings
of people. It is not the "why" of consciousness that is important but the"how" that should
be studied.
5. Gestalt Psychology- is dependent on the patterns formd by stimuli or the

organization of our experiences.
16. Explain the salient features of the Performance Appraisal

31
System (PAS) as well as its strengths and weaknesses.
The Performance Appraisal System for teachers basically reflects the result or
output orientation concepts of conformably to the New Performance Appraisal System
prescribed by the civil service Commission in its memorandum circular No. 2, s. 1978.
This instrument considers the aspects such as:
1. learns's achievement which is the terminal goal of instruction.

2. Teachers' competence which can be evaluated on the basis of indicators or
observations of performance such as provisions of appropriate lessons and activities for
the development and use of instructional materials and teaching strategies, record
management, punctuality, professional growth, community and allied services.
3. Teachers' personality and human relations. To provide added incentives to teachers,
credits for outstanding services rendered outside official time are given credit as plus
factors, except activities done within the official time.
In many of the items under teachers competence the use of indicators or observable
factors has been availed of considering that in the teaching/learning process, there are
performance standards which cannot be easily stated in terms of measurable results.
This PAS is intended for elementary and secondary classroom teachers.
Rating Period - teachers shall be rated at the end of the school year. However, a
preliminary rating maybe done at the end of the first semester or any other convenient
time as a checkpoint to help the teacher achieve targets set.
The teachers shall be rated by their immediate supervisory as follows:
1. All teahers in elementary school shall be rated by the principal or by the head
teacher of the school is head by a head teacher.
2. Teachers in secondary schools should be rated by the principal assisted by the
assistant principal and department heads or head teachers if there are any.
3. Teachers in elementary school head by the teacher-in-charge shall be rated by the
district supervisor or the principal who has administrative supervision over such schools.
The performance ratings of the teachrs shall be reviewed by the next higher school
official.
17. What is accreditation? Explain.
Accreditation is the official recognition of any institution or eduational program

possessing standard of quality or excellence. It improve educational institutions in order
to receive or reward which make the institutions receive financial assistance from the
government or from other agencies if their institutions is accredited. It with also make
their institution famous or popular to the public and an institution does not stand alone if
it is an accredited institution.
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18. Define and explain the following terms of phrases.
1.1. Administration - connotes the machinery of an organization and its function.

It refers in general to the plan of organization and how such is controlled and operated. It
involves direction, control and operation of the organizational activities to accomplish the
desired aims and objectives.
1.2. Supervision. - refers to the routinary tasks of administrators in any entity

whose primary responsibility is to protect the interest of the system as well as upholding
the rights of management for the welfare of the employees or workers in general.
1.3. Educational management is a term which is used to describe a multiplicity

of activities generally related to the field of schooling, knowledge acquisition and
pedagogy. It covers practices and processes of leadership in a variety of institutions
which can range from Pre-School and Nursery establishments through to world’s biggest
universities. The principal remit of educational management is to ensure the deliverance
of the objectives enshrined in the constitution or mission statement of the particular
establishment.
The methods used in educational management can vary significantly depending

on the idiosyncrasies and requirements of individual situations. The management of
curriculum issues will pose problems for those entrusted with the responsibility of
leadership and management within an educational facility. At the level of Nursery and
Primary school leadership manages the curriculum to ensure that the stakeholders
(Namely the students, parent and governors) are satisfied with the variety and balance of
how the school day is made up as a number of different subjects have to be included on
the curriculum. The educational management skills of those in charge of Secondary
schools, however, are challenged in another way.
1.4. School Heads. Are the
1.5. Theories. Theories has a number of meanings depending on the context of

discussion. In everyday life, people use the word "theory" to signify "speculation",
"opinion" or "hypothesis". Therefore, "theories" are not necessarily facts. However, in the
field of science, a theory is considered as a well established and verifiable model of
interaction of a set of phenomena, capable of predicting future occurrences and, its
outcome can not be challenged.
1.6. School Manager. is one who exercises his authority and leadership over
other personnel.
1.7. School Administrators. are the school principals, head teachers and
teachers-incharge who are responsible in the administration and supervision of the
schools within the district.
19. Differentiate subjective truth from objective truth. Cite concrete example.
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Objective truth is something you can measure independently. Subjective truth

involves judgment, Very often fields that are subjective, such as mental heath for
example, try to write standards to be more objective.
20. Discuss the newest perspective in Philippine Education with respect to the
Elementary, Secondary and Tertiary Education. Present its concern and issues.
The Philippine school system is considered as one of the largest in the world with
41,989 public elementary and secondary schools and 7790 private schools under the
supervision and regulation of the Department of Education (DepEd Fact Sheet, 2005).
This paper chronicles various decentralization initiatives carried out by the basic
education sector in the country specifically along the areas of education financing,
teacher effectiveness, curriculum development, textbooks and instructional materials, and
school-community dynamics and student learning and assessment. This discourse
culminates with the discussion of the lessons learned from a decentralized system of
education for better school operation and management.
21. Explain the salient features of the Performance Appraisal System (PAST) give its
strengths and weaknesses.
Performance appraisals take place in every organization whether there is a formal

program or not. Managers are constantly observing the way their employees carry out
their assignments and thereby forming impressions about the relative worth of these
employees to the organization. Most organizations, however, do seem to use a formal
program.
The success or failure of a performance appraisal program depends on the
philosophy underlying it and the attitudes and skills of those responsible for its
administration. Many different methods can be used to gather information about
employee performance. However, gathering information is only the first step in the
appraisal process. The information must then be evaluated in the context of
organizational needs and communicated to employees so that it will result in high levels
of performance.
Performance appraisal programs serve many purposes, but in general those purposes can
be clustered into two categories: administrative and developmental. The administrative
purposes include decisions about who will be promoted, transferred, or laid off. They can
also include compensation decisions and the like. Developmental decisions include those
related to improving and enhancing an individual’s capabilities. These include identifying
a person’s strengths and weaknesses, eliminating external performance obstacles,
establishing training needs, and so on. The combination of administrative and
developmental purposes of performance appraisal reflect, in a specific way, human
resources management's larger role of integrating the individual with the organization.
In many organizations, performance appraisals are seen as a necessary evil. Man-
agers frequently avoid conducting appraisals because managers dislike playing the role of
judge. Further, if managers are not adequately trained, subjectivity and organizational
politics can distort the reviews. This situation tends to be self-defeating in that such
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managers frequently do not develop good feedback skills and are often not prepared to
conduct an appraisal. As a consequence, the appraisal is done begrudgingly once a year
and then forgotten about.
The success of an organization depends largely on the performance of its human
resources. To determine the contributions of each individual, it is necessary to have a
formal appraisal program with clearly stated objectives. Carefully defined performance
standards that are reliable, strategically relevant, and free from either criterion deficiency
or contamination are essential foundations for evaluation. Appraisal systems must also
comply with the law. Appraisals should be treated with the same concerns for validity as
are selection tests.
22. Identify the different schools of psychology and explain each functions.
Schools of Psychology
From the late 1800's until the 1930's, psychologists were divided about what they
should study and how they should study it. Four major schools developed. These schools
were
(1) Structuralism,
(2) Behaviourism,
(3) Gestalt psychology, and
(4) Psychoanalysis.
Structuralism grew out of the work of James, Wundt, and their associates. These
psychologists believed the chief purpose of psychology was to describe, analyse, and
explain conscious experience, particularly feelings and sensations. The structuralists
attempted to give a scientific analysis of conscious experience by breaking it down into
its specific components or structures. For example, they identified four basic skin
sensations: warmth, cold, pain, and pressure. They analysed the sensation of wetness as
the combined experience of cold and smoothness.
The structuralists primarily used a method of research called introspection. In this

technique, subjects were trained to observe and report as accurately as they could their
mental processes, feelings, and experiences.
Behaviourism was introduced in 1913 by John B. Watson, an American psychologist.

Watson and his followers believed that observable behaviour, not inner experience, was
the only reliable source of information. This concentration on observable events was a
reaction against the structuralists' emphasis on introspection. The behaviourists also
stressed the importance of the environment in shaping an individual's behaviour. They
chiefly looked for connections between observable behaviour and stimuli from the
environment.
The behaviourist movement was greatly influenced by the work of the Russian
physiologist Ivan P. Pavlov. In a famous study, Pavlov rang a bell each time he gave a
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dog some food. The dog's mouth would water when the animal smelled the food. After
Pavlov repeated the procedure many times, the dog's saliva began to flow whenever the
animal heard the bell, even if no food appeared. This experiment demonstrated that a
reflex--such as the flow of saliva--can become associated with a stimulus other than the
one that first produced it--in this case, the sound of a bell instead of the smell of food.
The learning process by which a response becomes associated with a new stimulus is
called conditioning.
Watson and the other behaviourists realized that human behaviour could also be changed
by conditioning. In fact, Watson believed he could produce almost any response by
controlling an individual's environment.
During the mid-1900's, the American psychologist B. F. Skinner gained much attention
for behaviourist ideas. In his book Walden Two (1948), Skinner describes how the
principles of conditioning might be applied to create an ideal planned society.
Gestalt psychology, like behaviourism, developed as a reaction against structuralism.

Gestalt psychologists believed that human beings and other animals perceive the external
world as an organized pattern, not as individual sensations. For example, a film consists
of thousands of individual still pictures, but we see what looks like smooth, continuous
movement. The German word Gestalt means pattern, form, or shape. Unlike the
behaviourists, the Gestaltists believed that behaviour should be studied as an organized
pattern rather than as separate incidents of stimulus and response. The familiar saying
"The whole is greater than the sum of its parts" expresses an important principle of the
Gestalt movement.
Gestalt psychology was founded about 1912 by Max Wertheimer, a German psychologist.
During the 1930's, Wertheimer and two colleagues took the Gestalt movement to the
United States.
Psychoanalysis was founded during the late 1800's and early 1900's by the Austrian
doctor Sigmund Freud. Psychoanalysis was based on the theory that behaviour is
determined by powerful inner forces, most of which are buried in the unconscious mind.
According to Freud and other psychoanalysts, from early childhood people repress (force
out of conscious awareness) any desires or needs that are unacceptable to themselves or
to society. The repressed feelings can cause personality disturbances, self-destructive
behaviour, or even physical symptoms.
Freud developed several techniques to bring repressed feelings to the level of conscious
awareness. In a method called free association, the patient relaxes and talks about
anything that comes to mind while the therapist listens for clues to the person's inner
feelings. Psychoanalysts also try to interpret dreams, which they regard as a reflection of
unconscious drives and conflicts. The goal is to help the patient understand and accept
repressed feelings and find ways to deal with them.
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Psychology today has continued to develop in several directions. A group of extreme

behaviourists called the stimulus-response school believe all behaviour is a series of
responses to different stimuli. According to these psychologists, the stimulus connected
with any response can eventually be identified. As a result, stimulus-response
psychologists regard behaviour as predictable and potentially controllable.
Another group of psychologists, who are known as the cognitive school, believe there is
more to human nature than a series of stimulus-response connections. These
psychologists concentrate on such mental processes as thinking, reasoning, and self-
awareness. They investigate how a person gathers information about the world, processes
the information, and plans responses.
A school called humanistic psychology developed as an alternative to behaviourism and

psychoanalysis. Humanistic psychologists believe individuals are controlled by their own
values and choices and not entirely by the environment, as behaviourists think, or by
unconscious drives, as psychoanalysts believe. The goal of humanistic psychology is to
help people function effectively and fulfil their own unique potential. The supporters of
this approach include the American psychologists Abraham H. Maslow and Carl R.
Rogers.
Many psychologists do not associate themselves with a particular school or theory.

Instead, they select and use what seems best from a wide variety of sources. This
approach is called eclecticism.
23. Explain the concept of zero based budgeting and how it is related to school
financing. Compare it with PPBS. Is the one-fund concept beneficial to school
financing? Explain. . . .
A major element of financial data activity rests in the act of budgeting. Budgeting is the
process of allocating finite resources to the prioritized needs of an organization. In most
cases, for a governmental entity, the budget represents the legal authority to spend money.
Adoption of a budget in the public sector implies that a set of decisions has been made by
the governing board and administrators that culminates in matching a government's
resources with the entity's needs. As such, the budget is a product of the planning process.
The budget also provides an important tool for the control and evaluation of sources and
the uses of resources. Using the accounting system to enact the will of the governing
body, administrators are able to execute and control activities that have been authorized
by the budget and to evaluate financial performance on the basis of comparisons between
budgeted and actual operations. Thus, the budget is implicitly linked to financial
accountability and relates directly to the financial reporting objectives established by the
GASB.
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The planning and control functions inherent to any organization, including schools,
underscore the importance of sound budgeting practices for the following reasons:
 The type, quantity, and quality of goods and services provided by governments
often are not subject to the market forces of supply and demand. Thus, enacting
and adhering to the budget establishes restrictions in the absence of a competitive
market.
 These goods and services provided by governments are generally considered
critical to the public interest and welfare.
 The scope and diversity of operations in an organization make comprehensive
financial planning essential for good decisionmaking.
 The financial planning process is critical to the expression of citizen preferences
and is the avenue for reaching consensus among citizens, members of the
governing board, and staff on the future direction of the governmental unit's
operations.
The link between financial planning and budget preparation gives the budget document a
unique role in governmental organizations. Budgets in the public arena are often
considered the definitive policy document because an adopted budget represents the
financial plan used by a government to achieve its goals and objectives. When a unit of
government legally adopts a financial plan, the budget has secured the approval of the
majority of the governing board and reflects
 public choices about which goods and services the unit of government will or will
not provide,
 the prioritization of activities in which the unit of government will be involved,
 the relative influence of various participants and interest groups in the budget
development process, and
 the governmental unit's plan for acquiring and using its resources.
In an educational environment, budgeting is an invaluable tool for both planning and

evaluation. Budgeting provides a vehicle for translating educational goals and programs
into financial resource plans-that is, developing an instructional plan to meet student
performance goals should be directly linked to determining budgetary allocations. The
link between instructional goals and financial planning is critical to effective budgeting
and enhances the evaluation of budgetary and educational accountability.
24. Describe the applicability of the laws of learning by Thorndike.
Edward L. Thorndike in the early 1900's postulated several "Laws of Learning," that seemed
generally applicable to the learning process. Since that time, other educational psychologists
have found that the learning process is indeed more complex than the "laws" identified. However,
the "laws" do provide the instructor with insight into the learning process that will assist in
providing a rewarding experience to the trainee.
The laws that follow are not necessarily stated as Professor Thorndike first stated them. Over the
years, they have been restated and supplemented, but, in essence, they may be attributed to
him. The first three are the basic laws: the law of readiness, the law of exercise, and the most
38
famous and still generally accepted, the law of effect. The other three laws were added later as a
result of experimental studies: the law of primacy, the law of intensity, and the law of recency.
As with anything else relative to the instruction and learning process, nothing that we do is a
singular item; a combination of activities occurs at the same time to make the experience
complete.
 Law of Readiness
The Law of Readiness means a person can learn when physically and mentally adjusted
(ready) to receive stimuli. Individuals learn best when they are ready to learn, and they
will not learn much if they see no reason for learning. If trainees have a strong purpose, a
clear objective and a sound reason for learning, they usually make more progress than
trainees who lack motivation. When trainees are ready to learn, they are more willing to
participate in the learning process, and this simplifies the instructor's job. If outside
responsibilities or worries weigh heavily on trainees' minds or if their personal problems
seem unsolvable, they may have little interest in learning.
 Law of Exercise
The Law of Exercise stresses the idea that repetition is basic to the development of
adequate responses; things most often repeated are easiest remembered. The
mind can rarely recall new concepts or practices after a single exposure, but every
time it is practiced, learning continues and is enforced. The instructor must
provide opportunities for trainees to practice or repeat the task. Repetition
consists of many types of activities, including recall, review, restatement, manual
drill and physical application. Remember that practice makes permanent, not
perfect unless the task is taught correctly.
 Law of Effect
This law involves the emotional reaction of the learner. Learning will always be
much more effective when a feeling of satisfaction, pleasantness, or reward
accompanies or is a result of the learning process. Learning is strengthened when
it is accompanied by a pleasant or satisfying feeling and that it is weakened when
it is associated with an unpleasant experience. An experience that produces
feelings of defeat, frustration, anger or confusion in a trainee is unpleasant.
Instructors should be cautious about using negative motivation. Usually it is better
to show trainees that a problem is not impossible, but is within their capability to
understand and solve.
 Law of Primacy
This law states that the state of being first, often creates a strong, almost unshakeable
impression. For the instructor, this means that what they teach the first time must be
correct. If a subject is incorrectly taught, it must be corrected. It is more difficult to un-
teach a subject than to teach it correctly the first time. For the trainees' first learning
experience should be positive and functionally related to training.
 Law of Intensity
The principle of intensity states that if the stimulus (experience) is real, the more likely
there is to be a change in behavior (learning). A vivid, dramatic or exciting learning
39
experience teaches more than a routine or boring experience. A trainee will learn more
from the real thing than from a substitute. Demonstrations, skits, and models do much to
intensify the learning experiences of trainees.
 Law of Recency
Things most recently learned are best remembered, while the things learned some time
ago are remembered with more difficulty. It is sometimes easy, for example, to recall a
telephone number dialed a few minutes ago, but it is usually impossible to recall a
telephone number dialed a week ago. Review, warm-ups, and similar activities are all
based on the principle that the more recent the exercise, the more effective the
performance. Practicing a skill or new concept just before using it will ensure a more
effective performance. Instructors recognize the law of recency when they plan a lesson
summary or a conclusion of the lecture. Repeat, restate, or reemphasize important
matters at the end of a lesson to make sure that trainees remember them instead of
inconsequential details.
You will soon become directly responsible for literally hundreds of learning situations. The degree
of knowledge that you impart to your trainees will depend a great deal on how well you can apply
your understanding of the learning process. Learn to recognize the trainees' physical, emotional,
and attitudinal states and the effect you can have on these states employing the characteristics
and laws of learning. Help to motivate your trainees toward a goal and lessen their frustration by
holding confusion to a minimum. Remember that learning is multidimensional and capitalize on
this fact.
25. Discuss the roles of teaches and administrators in the problem of dropouts and
failures. How do they go in the solution of the problem?
A student's decision to drop out of school has long-term consequences that can contribute
to juvenile delinquency, welfare dependency, or, in the worst cases, prison.
The strongest predictors that a student is likely to drop out are family characteristics such
as: socioeconomic status, family structure, family stress (e.g., death, divorce, family
moves), and the mother's age. Students who come from low-income families, are the
children of single, young, unemployed mothers, or who have experienced high degrees of
family stress are more likely than other students to drop out of school. Of those
characteristics, low socioeconomic status has been shown to bear the strongest
relationship to students' tendency to drop out. In one study, for example, students of
lower socioeconomic status had a dropout rate four times higher than that of students of a
higher socioeconomic status
The tendency for students to drop out is also associated with their school experiences.
According to the U.S. Department of Education, students drop out of school for the
following reasons:
 Dislike of school;
 Low academic achievement;
 Retention at grade level;
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 A sense that teachers and administrators do not care about students; and
 Inability to feel comfortable in a large, depersonalized school setting (1999).
Research indicates that the lower the achievement level, the greater the likelihood that a
student will drop out of school. For example, a study of students in Baltimore schools
found that low test scores and report card grades as early as the 1st grade were a reliable
predictor of whether or not the students would later drop out (Alexander, Entwisle and
Kabbani, 2000). Grade retention—being "held back" or flunked—has also been found to
be highly correlated with dropping out. Students who repeat a grade, even as early as
kindergarten, have significantly increased chances of dfropping out (Kaufman and
Bradby, 1992).
all students must meet proficiency levels on state exams by 2014 and demonstrate
Adequate Yearly Progress (AYP) up to that deadline. As evidenced by the Texas TAAS
program, the state's accountability system, on which NCLB is based, dropout rates
overwhelmingly increased when the accountability reforms were enacted. Critics point to
school officials encouraging under-performing students to leave school to pursue GEDs
to help increase overall test scores for schools
26. Discuss the important aspects of action agenda relevance to:

1.1 quality of excellence
1.2 relevance and responsiveness
1.3 access and equity
1.4 efficiency and effectiveness
An action agenda is a snapshot-in time, a summary document that depicts what

needs to be done and urges that it get done.
An action agenda, also called an action plan, is an annotated list of proposed
outcomes. The purposes of an action agenda are to schedule actions, to remind
participants of past decisions and agreed upon goals, and to provide a means for viewing
the entire range of recommended work.
1.Define and explain the following:
1. CHED
The Commission on Higher Education of the Philippines, more popularly known

as CHED, is one of the three agencies of the Philippine government governing the
education sector. It is primarily responsible for the oversight and supervision of both
public and private higher education institutions as well as degree-granting programs in all
tertiary educational institutions in the Philippines.
2. EFA
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Education for All. The Education for All (EFA) is a global commitment which was first
launched in Jomtien, Thailand in 1990 to bring the benefits of education to “every citizen
in every society.” National governments, civil society groups, and development agencies
like UNESCO and the World Bank are part of the commitment.
3. HEI
Higher Education Institutions-
4. SIP
School Improvement Plan. The School Improvement Plan (SIP) is required by law and is
the dynamic document that keeps a school focused and on track as school staff work
throughout the school year towards overall improvement and success for every student.
5. SBM
School Based Management is the decentralization of levels of authority to the school
level. Responsibility and decision making over school operations is transferred to
principals, teachers, parents, sometimes students and other school community
members. The goals of SBM in the Philippines are equity and quality. This is
translated in terms of student participation including the poorest sector of
Philippine society and the quality of instruction and student learning achievement.
6. BESRA
The Basic Education Sector Reform Agenda (BESRA) is a package of policy reforms
pursued by the Department of Education (DepEd) to improve the quality of education in
the Philippines and attain the Education For All (EFA) goals in 2015. The BESRA was
developed in August 2005 primarily from the research work of those in the academe,
such as a report on Multiliteracy by Dina S. Ocampo and a sectoral study on National
Learning Startegies in Science and Mathematics by Science Education
Institute Director Ester B. Ogena. It was formally implemented in 2006.
7. NEAP
The National Educators Academy of the Philippines (NEAP) responds to the demand
for professional competence as well as management and leadership excellence in the
educational community. To fulfill this mandate are three components: the training and
development component; program and development component; and, research and
development component. It also has training materials development function and
clearing house and information dissemination component.
8. BEC
The Basic Education Curriculum. The basic education curriculum is developed at the
national level by the Curriculum Development Divisions of the BEE and BSE. Learning
42
competencies, curricular policies and structure, credit points and time allotments, as well
as subjects areas offered, are defined at this level in consultation with other concerned
parties (such as school administrators, teachers, parents, students, professional
organizations, industry).
Implementation guidelines are issued by the national government, but teachers are
responsible for actual implementation. They determine which resources will be used, as
well as how teaching and assessments will be conducted. Schools may also adapt the
national curriculum to local needs by modifying the content, sequence or teaching
strategies. They are encouraged to innovate and enrich the curriculum as long as basic
requirements are met.
The 2002 Basic Education Curriculum for elementary and secondary education,
implemented in SY 2002–03,
emphasizes the following:
• Five core learning areas
 Filipino
 English
 Science
 Mathematics
 Makabayan (defined below, but essentially social studies)
• strong integration of competencies and values within and across learning areas
• emphasis on the learning process and integrative modes of teaching
• increased time to gain mastery of competencies of the basic tool subjects (Filipino,
English, science and math)
(Reference: International Education Guide, for the assessment of Education from the
Philippines)
The content in this section could also include the description of the School BEC
Curricula (Freshmen, Sophomores, Juniors and Seniors), their achievements, best
practices, excellence and culture etc., these are the tasks to be done by the BEC Editors in
this category. If the time come that there will be an assigned editor in this category you
will read quality articles!
9. INSET-
Inservice Training. n-service training is education for teachers to help them develop their
skills in a specific discipline or occupation. In-service training takes place after an
individual begins work responsibilities. Most typically, in-service training is conducted
during a break in the individual's work schedule.
Inservice training recognizes the critical and central role of teachers and
advocates a focus on their academic, professional and technical needs.
Setting up of BRC/CRC, recruitment of qualified teachers, opportunities for
teacher development through participation in curriculum related material
development, focus on classroom process and exposure visit for teachers are
all designed to develop the human resource among teachers.
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The Implementation of Activity Based Learning at the primary level

Active Learning Methodology at the Upper Primary Level in the State has
resulted in quality classroom transactions in all schools. There has been a
complete transformation in the classroom processes with children actively
participating in their own learning and the teachers effectively playing the
role of facilitators.
As a follow-up to this effort, appropriate and need based in-service
training programmes are designed every year and implemented as per the
schedule.
The systematic way of imparting training to the teachers reflects that
the classroom processes have undergone a metamorphosis with children
exhibiting unlimited curiosity, interest and enthusiasm for learning. The
classroom space has been transformed into a comfortable zone for the
children. It has also been observed that the confidence levels of children
have considerably improved.
10. TESDA –
The Technical Education and Skills Development Authority (TESDA) was

established through the enactment of Republic Act No. 7796 otherwise known as the
"Technical Education and Skills Development Act of 1994", which was signed into law
by President Fidel V. Ramos on August 25, 1994. This Act aims to encourage the full
participation of and mobilize the industry, labor, local government units and technical-
vocational institutions in the skills development of the country's human resources.
The merging of the National Manpower and Youth Council(NMYC) of the
Department of Labor and Employment (DOLE). The Bureau of Technical and
Vocational Education (BTVE) of theDepartment of Education, Culture and
Sports (DECS), and The Apprenticeship Program of the Bureau of Local
Employment(BLE) of the DOLE gave birth to TESDA.
The fusion of the above offices was one of the key recommendations of the 1991
Report of the Congressional Commission on Education, which undertook a national
review of the state of Philippine education and manpower development. It was meant
to reduce overlapping in skills development activities initiated by various public and
private sector agencies, and to provide national directions for the country's technical-
vocational education and training (TVET) system. Hence, a major thrust of TESDA is
the formulation of a comprehensive development plan for middle-level manpower
based on the National Technical Education and Skills Development Plan. This plan
shall provide for a reformed industry-based training program that includes
apprenticeship, dual training system and other similar schemes.
TESDA is mandated to:
1. Integrate, coordinate and monitor skills development programs;
2. Restructure efforts to promote and develop middle-level manpower;
3. Approve skills standards and tests;
44
4. Develop an accreditation system for institutions involved in middle-level

manpower development;
5. Fund programs and projects for technical education and skills development;
and
6. Assist trainers training programs.
At the same time, TESDA is expected to:
 Devolve training functions to local governments;
 Reform the apprenticeship program;
 Involve industry/employers in skills training;
 Formulate a skills development plan;
 Develop and administer training incentives;
 Organize skills competitions; and
 Manage skills development funds.
Overall, TESDA formulates manpower and skills plans, sets appropriate skills
standards and tests, coordinates and monitors manpower policies and programs, and
provides policy directions and guidelines for resource allocation for the TVET
institutions in both the private and public sectors.
Today, TESDA has evolved into an organization that is responsive, effective and
efficient in delivering myriad services to its clients. To accomplish its multi-pronged
mission, the TESDA Board has been formulating strategies and programs geared
towards yielding the highest impact on manpower development in various areas,
industry sectors and institutions.
Concepts of Zero Based Budgeting
Definition of 'Zero-Based Budgeting - ZBB'

A method of budgeting in which all expenses must be justified for each new period. Zero-
based budgeting starts from a "zero base" and every function within an organization is
analyzed for its needs and costs. Budgets are then built around what is needed for the
upcoming period, regardless of whether the budget is higher or lower than the previous
one.
ZBB allows top-level strategic goals to be implemented into the budgeting process by
tying them to specific functional areas of the organization, where costs can be first
grouped, then measured against previous results and current expectations.
Zero-Based Budgeting - ZBB'

Because of its detail-oriented nature, zero-based budgeting may be a rolling process done
over several years, with only a few functional areas reviewed at a time by managers or
group leadership.
Zero-based budgeting can lower costs by avoiding blanket increases or decreases to a

prior period's budget. It is, however, a time-consuming process that takes much longer
than traditional, cost-based budgeting. The practice also favors areas that achieve direct
45
revenues or production; their contributions are more easily justified than in departments
such as client service and research and development.
THE FOLLOWING PATTERNS OF ORGANIZATION
1. Line Staff Patter Organization
Line and staff organization is usually the delineation between supervisory or management
and line staff. It is important to understand the difference between the two different parts
of the organization. When you are in management or supervisory, normally you have
people that work underneath you and do the work that you are supervising.
2. Vertical from the horizontal type of organization.
Vertical Structure
A vertical organizational structure uses several managers with only a few employees
reporting to each one. Since each manager oversees the work of only a few team
members, he exercises greater control over each employee's work. The manager assumes
a greater role in managing his employees' own time and ensuring that they finish their
work. Several levels of management operate in this structure. In this structure, a manager
might oversee the work of four employees. This manager reports to a higher-level
manager who reports to another higher-level manager who reports to another manager
who reports to senior management.
1 Horizontal Structure
A horizontal organizational structure uses only a few managers with many employees
reporting to each one. Since each manager oversees the work of many team members, she
only exercises limited control over the work of each. The employees assume a greater
role in managing their own time and completing their work. Only a few levels of
management exist in this structure. For example, three managers might oversee the work
of 60 employees. These three managers report directly to senior management.
Different Double Standard Morality from Split Level Morality?
A double standard Morality is the application of different sets of principles for similar
situations, or to different people in the same situation.[1] A double standard may take the
form of an instance in which certain concepts (often, for example, a word, phrase, social
norm, or rule) are perceived as acceptable to be applied by one group of people, but are
considered unacceptable—taboo—when applied by another group.
The concept of double standard Morality has long been applied (as early as 1872) to
different moral structures on men versus women.[2][3]
A double standard Morality, thus, can be described as a sort of biased, morally unfair
suspension (toward a certain group) of the principle that all are equal in their freedoms.
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Such double standards are seen as unjustified because they violate a basic maxim of
modern legal jurisprudence: that all parties should stand equal before the law. Double
standards also violate the principle of justiceknown as impartiality, which is based on the
assumption that the same standards should be applied to all people, without regard to
subjective bias or favoritism based on social class, rank,ethnicity, gender, religion, sexual
orientation, age or other distinctions. A double standard violates this principle by holding
different people accountable according to different standards. The phrase "life is not fair"
may be invoked in order to mollify concerns over double standards.
Split Level Morality
Split-level Morality may be described as the coexistence within the same person of two
or more thought-and-behavior systems which are inconsistent with each other. The
image is of two apartments at different levels, each of which contains a family, one rarely
talking to the other.
So it is with the split-leveled person; at one level he professes allegiance to ideas,

attitudes and ways of behaving which are mainly borrowed from the Christian West, at
another level he holds convictions which are more properly his "own" ways of living and
believing which were handed down from his ancestors, which do not always find their
way into an explicit philosophical system, but nevertheless now and then flow into
action.
Perhaps from another point of view, they may be described as two value systems,
differing from each other in explicitation, one more abstract than the other, one of them
coming to the fore under certain circumstances and receding to the background at other
times. An example is the following incident, faithfully recorded by a participant-observer:
A group of alumni, sixteen years after graduating from a catholic high school, meet
together one evening at a private home for a class reunion. Present at their reunion are
two priests, their former teachers. The evening passes pleasantly, amid fond recollections
of schooldays. At about 2230 hrs an offer is made to send the two priests by car back to
the school. After the two priests left, the group transfers to Pasay to a certain nightclub
of ill repute. Almost everyone goes along and a number end up with prostitutes. There is
much joking about the fact that the wives think them "safe" in a class reunion.
WHAT IS ACCREDITATION
Accreditation is both a status and a process. As a status, accreditation provides

public notification that an institution or program meets standards of quality set forth by
an accrediting agency. As a process, accreditation reflects the fact that in achieving
recognition by the accrediting agency, the institution or program is committed to self-
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study and external review by one's peers in seeking not only to meet standards but to
continuously seek ways in which to enhance the quality of education and training
provided.
WHAT IS DISSERTATION
A dissertation is an extended (usually written) project involving research by the

student, which contributes significantly towards a final assessment for a degree.
Dissertation implies different levels of study in different countries. In the US,

dissertation is used to refer to the principal outcome of doctoral level study. In the US the
PhD research document is called the PhD dissertation
DISCUSS MORALITY AND OTHER PHASES OF HUMAN LIFE IN TERMS OF:

1.Ethics and Education
Ethics is based off your belief of what is right and what is wrong. It is very close
in definition to morals. It is basically your code of conduct, where your actions reflect
your beliefs.
Education means to know the knowledge. Without this, life of human being does
not operate. Education teaches the lesson of humanity. Education is very necessary for
every human being. Education does not mean to get specific skill and get employment.
But we say that anybody got education, if he has developed from every angle. It means if
you have gotten education, you have developed every field. Education can not only get in
childhood. But it is regular and continues process. A human being gets education from
his own experience, if there is no teacher for providing him formal education. When other
person told the experience, at that time, a human being gets education. Education
comprises good thoughts in human being. It is the education which carries human being
in the way of success. With education, human being learns to use brain for taking any
decision. Educational person contributes for the development of society. With education,
human being raises weak and uneducated persons.
2.Morality and Law.
Should something be illegal simply because it is thought to be immoral? Should

morality play a role in deciding law?
If you feel that morality should be considered when deciding if something should
be legal or illegal then you are relying on some other person or entity to decide law
based on their own subjective opinion of what is moral.
Who Gets to Decide?
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People like to use subjective terms such as "moral," "right," "wrong," "good," or
"bad." when deciding if something should be legal or not. Whether something is legal or
not should have nothing to do with someones subjective opinion of whether it is moral or
not. There is what is legal and then there is what is someones subjective opinion of what
is moral, and the two have nothing to do with one another.
Something may be considered to be "immoral" such as prostitution, while at the
same time should be legal. If you agree that each person is a self-owner then you
would have to agree that the prostitute owns the property (her body) that she is
selling. If she in fact is the rightful owner of this property, what right then would
some other person or entity such as government have to deny her property rights? If
they are claiming a higher right to her property than she has, then she does not own
herself and is nothing more than a slave that is owned by the government.
There are many things that are considered to be "immoral" by some that are
perfectly legal such as smoking, drinking and gambling which proves that morality
should have no place in deciding law. Law should never be decided by a subjective
opinion by some other person or entity. All laws should be based on property rights.
The deciding question should be; who owns the property in question?
Another Answer:
Morality and Law
At first there seems to be no distinction between law and morality. There are passages in
ancient Greek writers, for example, which seem to suggest that the good person is the one
who will do what is lawful. It is the lawgivers, in these early societies, who determine
what is right and wrong.
But it is not long before thoughtful people recognize the difference between what is
actually legal, or legally right according to the political authorities and what should be
legal. What should be legal roughly corresponds to what is really right or just, that is,
what we would call morally right. We find, for instance, the distinction between what is
legally or conventionally right and what is naturally (or as we would say today morally)
right.
Sometimes this is expressed as an opposition between what the gods command (i.e., what
is morally right) and what the political authorities command (i.e., what is legally right).
This is dramatically illustrated in Sophocles' tragedy Antigone, in which the heroine
defies the decree of the king (the source of "legal right" in the circumstances) and buries
her brothers (an act the audience would assume was morally right).
The contrast between what the state demands and what the gods demand is not the only
way that this legal v. moral distinction is expressed. We find it also in the important
Greek philosophers, who frequently discuss the distinction in terms of appearance and
49
reality, or between what superficially seems or appears to be the case and what a
thorough rational investigation reveals.
Plato, for example, holds that knowledge of what is just or moral, and the ability to
distinguish true justice or morality from what is merely apparently just depends on the
full development and use of human reason. According to Plato, there is a very close
connection between true justice or morality and human well-being or flourishing. Legal
and political arrangements that depart too far from true justice should, if possible, be
replaced by arrangements that better promote justice and thus well-being.
Ethics, therefore, has claimed a right to criticize legal arrangements and recommend
changes to them. Many debates about the law, when they are not merely debates about
how legal precedent mechanically applies in a particular situation, are also ethical
debates.
Let's summarize the relationship between morality and law.
(1) The existence of unjust laws (such as those enforcing slavery) proves that morality
and law are not identical and do not coincide.
(2) The existence of laws that serve to defend basic values--such as laws against murder,
rape, malicious defamation of character, fraud, bribery, etc. --prove that the two can work
together.
(3) Laws can state what overt offenses count as wrong and therefore punishable.
Although law courts do not always ignore a person's intention or state of mind, the law
cannot normally govern, at least not in a direct way, what is in your heart (your desires).
Because often morality passes judgment on a person's intentions and character, it has a
different scope than the law.
(4) Laws govern conduct at least partly through fear of punishment. Morality, when it is
internalized, when it has become habit-like or second nature, governs conduct without
compulsion. The virtuous person does the appropriate thing because it is the fine or noble
thing to do.
(5) Morality can influence the law in the sense that it can provide the reason for making
whole groups of immoral actions illegal.
(6) Law can be a public expression of morality which codifies in a public way the basic
principles of conduct which a society accepts. In that way it can guide the educators of
the next generation by giving them a clear outline of the values society wants taught to its
children.
3.ETHICS AND POLITICS.

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The subject matter of politics is to describe the structure and function of the government.
Politics prescribes laws for the citizens in order to regulate their conducts so that public
good can be realized.
Man is not only a social being but also political beings. The individual and the state are
inter dependent.
Political science determines the duty of the individual to the state and also duty for the
state with regard to the individual. Rights and duties are maintained by the state and as
such moral life is intimately connected with the political life.
Ethics and politics are intimately related. Both are normative sciences. Ethics aims at the
supreme good of the individual whereas Politics aims at public good. Public good can be
attained through individual good; therefore politics aims at the establishment of an ideal
welfare state where more perfection of the citizens can be realized.
Similarly individual good can be achieved through public good. Politics is a practical
science but ethics is not. However, the influence of ethics on the practical life can not be
ignored.
Again when we look back to the history of politics and ethics, we joined that in Plato's
time ethics and politics, were intimately related.
Ethics on the other hand is a study of a man, his character, intention, and desire etc. in
order to assess his conduct. The scope of ethics in this sense is wider and altruistic.
Both ethics and politics are concerned with the ideas of duty, responsibility etc. The
moral thinker makes a theoretical and analytical study in order to consider what
responsibility is and what is not.
Politics is basically a descriptive and factual science as it studies functioning of

government at the time of peace and war. Ethics studies the human conduct with
reference to a particular norm. Thus it is a normative science. It studies what ought to be,
not what actually occurs or what is the case.
The aim of politics is to attain public good or expediency at any cost. It gives more
emphasis on the end not on the means always.
Ethics and Art
At its simplest, ethics is a system of moral principles. They affect how people make
decisions and lead their lives.
Ethics is concerned with what is good for individuals and society and is also described as
moral philosophy.
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Ethics is a term. Many people think ethics has to do with a set of social conventions or a
religious decree. In professional philosophy we do not typically consider this to be the
definition of ethics. Philosophical ethics could be called the study of what is good and
bad. Generally, philosophical ethics concerns itself with discovering a system one may
use to determine who or what is good, or with evaluating systems that others have
proposed.
Art can open us up to new ideas and beliefs, and artists can make a massive impact as
role models, either in a positive or a negative manner.
Because art communicates with us on so many different levels, and appeals to our senses,
emotion, reason, and language, it inevitably affects us more than other areas of
knowledge. There are few of us who would pay to see a scientific experiment, but most
of us are regular cinema goers, or visit art galleries and photo exhibitions. Because of
that, it is easy to be affected by something we read or see that seems to us to be
something to which we should aspire.
DEFINE AND EXPLAIN THE USE OF THE FOLLOWING:
Theory.
The term theory is used with surprising frequency in everyday language. It is often used
in to mean a guess, hunch or supposition. You may even hear people dismiss certain
information because it is "only a theory." It is important to note as you study psychology
and other scientific topics, that a theory in science is not the same as the colloquial use of
the term.
A theory is a based upon a hypothesis and backed by evidence. A theory presents

a concept or idea that is testable. In science, a theory is not merely a guess. A theory is a
fact-based framework for describing a phenomenon. In psychology, theories are used to
provide a model for understanding human thoughts, emotions and behaviors.
Hypothesis.
A hypothesis is an explanation for a phenomenon that can be tested in some way that
ideally either proves or disproves it. For the duration of testing, the hypothesis is taken to
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be true, and the goal of the researcher is to rigorously test its terms. The concept is a very
important part of the scientific method, and it also holds true in other disciplines as well.
For example, some historians have put forward the hypothesis that the Salem Witch Trials
were brought about by the consumption of grains contaminated with ergot, resulting in
a mass hysteria.
When someone formulates a hypothesis, he or she does so with the intention of testing it,
and he or she should not know the outcome of potential tests before the hypothesis is
made. When formulating a hypothesis, the ideals of the scientific method are often kept
in mind, so it is designed to be testable in a way that could be replicated by other people.
It is also kept clear and simple, and the hypothesis relies on known information and
reasoning.
Conceptual Definition.
A definition in terms of concepts, such as the one found in a dictionary, instead of in
terms of the results of measuring procedures.
Sampling. Sampling" basically means selecting people/objects from a "population" in

order to test the population for something. For example, we might want to find out how
people are going to vote at the next election. Obviously we can't ask everyone in the
country, so we ask a sample.
When considering a particular population it is usually advisable to choose a sample in

such a way that everyone is represented. This is not easy and requires careful thought
about sample size and composition. Often questionnaires are devised to identify the
required information. These need to be idiot proof, so questions need to cover all
alternatives and give little scope for variation.
DISCUSS THE RULES ON HIRING FOR TEACHER 1 POSITION.
Hiring Guidelines for Teacher I Position in Public Elementary and Secondary

Schools, SY 2012-2013
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To facilitate a smooth and orderly evaluation and to fast track the hiring of qualified
teacher applicants, this Office hereby issues the following guidelines in compliance with
DepEd Order No. 20 s. 2009.
1. In as much as the Division has 18 Elementary and 6 High Schools only and also
considering the proximity ofthe schools to the Division Office, recmitment of qualified
teacher applicant will now be done in the Division Office. In this regard, please advise
all Teacher I applicants (including current city paid teachers) to start submitting their
documents to the Division Office, c/o HR Unit on January 9,2012.
2. An application letter together with the following documents must be submitted:
• CSC FOlm 212 in one (1) copy with latest 2x2 ID picture.
• certified photocopy of PRC certificate of registration/license
• certified copy of baccalaureate transcript of records.
.. copies of service record, performance rating and school clearance for those with
teaching experience
• certificate/s of specialized training, if any.
3. In one sheet of pad paper, the computation of the General Weighted Average
(GWA) must also be submitted. This is done by adding the product (grade x no of units)
of each subject divided by the total nunlber Ofullits.
4. Last day of submission is on March 30, 2011. Incumbent city paid teachers who
do not wish to be included in the registry should submit a waiver addressed to the OIC,
Office of the Schools Division Superintendent and noted by the School Principal.
5. Tentative date for the English Proficiency Exam is on April 15, 2012, 9:00 a.m. at
Muntinlupa Elementary School. 6. Tentative date for the Interview and Demonstration
Teaching is on April 2{) to 29, 2m2.
Composition of the committees and guidelines for the conduct of which will be released
in a separate memorandum on a later date.
7. Immediate and wide dissemination of this Memorandum is desired,
1. What is meant by Dissertation?

Dissertation is a formal written treatise
that covers a subject in great detail, and is submitted
usually in the course of qualifying for a doctor of
philosophy (PhD) degree. Also called thesis.
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2. Define and explain the use of the following:

2.1 Theory. A set of assumptions, propositions, or
accepted facts that attempts to provide a plausible
or rational explanation of cause-and-effect (causal)
relationships among a group of observed phenomenon.
The word's origin (from the Greek thorós, a spectator),
stresses the fact that all theories are mental models of the
perceived reality.
2.2 Hypothesis. Hypothesis is an explanation for a

phenomenon that can be tested in some way that ideally
either proves or disproves it. For the duration of testing,
the hypothesis is taken to be true, and the goal of the
researcher is to rigorously test its terms. The concept is a
very important part of the scientific method, and it also
holds true in other disciplines as well. For example, some
historians have put forward the hypothesis that the Salem
Witch Trials were brought about by the consumption of grains
contaminated with ergot, resulting in a mass hysteria.
When someone formulates a hypothesis, he or she does so with
the intention of testing it, and he or she should not know
the outcome of potential tests before the hypothesis is
made. When formulating a hypothesis, the ideals of the
scientific method are often kept in mind, so it is designed
to be testable in a way that could be replicated by other
people. It is also kept clear and simple, and the hypothesis
relies on known information and reasoning.
2.3 Conceptual Definition. It is an element of the

scientific research process in which a specific concept is
defined as a measurable occurrence
2.4 Sampling. In many experiments, sampling an entire
population as part of a research experiment is impossible,
due to the time, expense and sheer number of subjects.
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2.5 z-test. In statistics, a z test is a hypothesis test

that analyzes the distribution of the data as well as tests
the validity and significance of the mean.
1.6 t-test. A t test is an important test that you should
know how to do in Statistics. It is another way to look at
the difference between two groups.
1.7 Standard Deviation. Standard deviation is a
statistical value used to determine how spread out the data
in a sample are, and how close individual data points are to
the mean — or average — value of the sample.
A standard deviation of a data set equal to zero indicates
that all values in the set are the same. A larger value
implies that the individual data points are farther from the
mean value.
Define the following:
1. Morality is the quality of being in accord with standards of right or good conduct
or a system of ideas that fall into those same categories.
We often hear words about religious morality or the phrase Christian morality in
society. Items that fall into the morally sound category are qualities like good,
goodness, rightness, virtue, and righteousness.
When talking about a moral quality involving a course of action, we think of

ethics. To define morality, a person will use the rules or habits with regard to
right and wrong that he or she follows.
It is a complex system of general principles and particular judgments based on

cultural, religious, and philosophical concepts and beliefs. Cultures and or groups
regulate and generalize these concepts, thus regulating behavior. When someone
conforms to the codification, you consider this person to be moral.
And yet, the notion of how we ought to behave and the reality of how we do
behave are varied and real morality behaves in accordance with one's perception
of morality. Often, doctrines or moral duties that support the quality of an action
which renders it good, is moral.
And so a system of standards used to produce honest, decent, and ethical results
are considered moral.
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2. What are moral values?
Moral values are the standards of good and evil, which govern an individual’s behavior
and choices. Individual’s morals may derive from society and government, religion, or
self. When moral values derive from society and government they, of necessity, may
change as the laws and morals of the society change. An example of the impact of
changing laws on moral values may be seen in the case of marriage vs. “living together.”
In past generations, it was rare to see couples who lived together without the benefit of a
legal matrimonial ceremony. In recent years, couples that set up household without
marriage are nearly as plentiful as traditional married couples. But, not only are such
couples more plentiful, they are also more accepted by other individuals in our society. In
earlier society, the laws and morals simply came from the Roman system of law, which
was largely based on the Ten Commandments. As society moved into the modern era, that
earlier system of laws became more and more eroded.
Moral values also derive from within one’s own self. This is clearly demonstrated in
the behavior of older infants and young toddlers. If a child has been forbidden to touch or
take a certain object early on, they know enough to slowly look over their shoulder to see
if they are being observed before touching said object. There is no need for this behavior
to be taught; it is instinctive. Once, however, any form of discipline is applied to modify
the child’s behavior, the child now gains the capacity within himself to distinguish his
right behavior from his wrong behavior. Now, the child can make correct choices based
on his own knowledge. The choices that are made by an individual from childhood to
adulthood are between forbidden and acceptable, kind or cruel, generous or selfish. A
person may, under any given set of circumstances, decide to do what is forbidden. If this
individual possesses moral values, going against them usually produces guilt.
3. Moral Ethics - How Do We Make Our Decisions?

Moral ethics were at the heart of a 2001 national study conducted by Barna Research
Group. That study revealed that only one out of four adults "lean primarily on religious
principles and teaching or Bible content when making moral decisions." In addition,
almost 50% of the surveyed adults said they base their moral decisions on "whatever will
bring them the most pleasing or satisfying results." George Barna, who headed the
research project, concluded, "Most people do not believe that there is any source of
absolute moral truth … busy people, regardless of their faith affiliation, wing it when it
comes to moral decisions."
Moral Ethics - Our Current State of Relativity

Moral ethics are now considered relative. Relative to culture, relative to circumstance,
and relative to the specific needs of the individual. "It seems today in our world that right
is wrong and wrong is right. The result is, the very foundation of our society and culture
is crumbling beneath our feet. That is because we, as a nation, have lost our way. We are
no longer built on a solid foundation of knowing the difference between right and wrong.
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That moral foundation in our country came from our faith in God and obedience to His
Word." (Greg Laurie, Harvest Ministries)
Moral Ethics - Our Former Foundation

Moral ethics was a primary foundation of the United States of America. Although recent
twisting of history declares that America was founded on a basic principle of "freedom
from religion," historic reality is that America was founded on the right of religious
expression known as "freedom of religion." A quick history lesson will reveal that there is
no concept of "freedom FROM religion" in our Constitution, nor is there one implied.
Our Founding Fathers quoted thousands of Bible scriptures, opened and closed sessions
with prayer to God, and openly stated that they used the Ten Commandments in writing
the laws of this great nation. Actually, they were standing on government lands while
they read directly from the Bible, while they quoted scripture in speeches, and while they
stood praying together.
If our country was founded on a principle of "freedom from religion", our Founding
Fathers would not have practiced their religion so openly on government lands. There are
more than 4,500 recorded public quotes by our Founding Fathers about the Bible, God,
and yes, the importance of moral ethics based on Christian principles. All of these
statements were delivered while government leaders stood on government properties.
There is absolute historic proof that the founders of this nation and the writers of the
Constitution never believed in a "freedom from religion", nor a silencing of free speech
concerning things of a religious nature while on government lands. This is a recent
concept. A recent twisting of history that we believe corresponds with a broad decline in
moral ethics.
Moral Ethics - What Is Our Authority?

Moral Ethics are a foundation of this great nation. However, morality is not relative - it is
based on the absolute authority of biblical truth. As hard as it is for us to accept in this
21st century techno-culture, this country and its moral backbone were founded on
Christian principles. "Finally, let us not forget the religious character of our origin. Our
fathers were brought hither by their high veneration for the Christian religion. They
journeyed by its light, and labored in its hope. They sought to incorporate its principles
with the elements of their society, and to diffuse its influence through all their
institutions, civil, political, or literary." (Daniel Webster)
4. SITUATION ETHICS. It is possible that the average church member does not even
know what is meant by the expression, "situation ethics," but it basically means that there
is no ethical standard that can be uniformly or consistently applied, for each situation
demands its own standard of ethics. Under that theory, you may commit adultery (or
almost anything else) if it is done in love, and no one is hurt by it. You may lie, if you
think it appropriate to spare the feelings of someone, or to be socially acceptable. That is,
if your host wants to know if you enjoyed the gathering, and you were bored stiff, you
may say, "I had a wonderful time" for you are trying to do good to him. You may steal, if
you do it to help a needy person, such as a starving child. In fact, there is no action you
58
cannot perform if, in your judgment, the action is for a good cause, and if you have the
proper motive in performing it.
5. "Accreditation in higher education is defined as a collegial process based on self- and
peer assessment for public accountability and improvement of academic quality. Peers
assess the quality of an institution or academic program and assist the faculty and staff in
improvement. Accreditation is an integral part of our system of higher education. Our
system consists of both public and private institutions with a wide range of types of
missions, from national research universities and regional comprehensive institutions to
liberal arts colleges and very small faith-related colleges to community colleges and
vocational institutions.
6. Idealism is any philosophy which argues that the only things knowable are
consciousness or the contents of consciousness - not anything in the outside world, if
such a place actually exists. Indeed, idealism often takes the form of arguing that the only
real things are mental entities, not physical things.
7. Realism in the arts: the accurate, detailed, unembellished depiction of nature or of

contemporary life. Realism rejects imaginative idealization in favour of a close
observation of outward appearances. As such, realism in its broad sense has comprised
many artistic currents in different civilizations
Realism was not consciously adopted as an aesthetic program until the mid-19th century
in France, however. Indeed, realism may be viewed as a major trend in French novels
and paintings between 1850 and 1880. One of the first appearances of the term realism
was in the Mercure francais du XIX siecle in 1826, in which the word is used to describe
a doctrine based not upon imitating past artistic achievements but upon the truthful and
accurate depiction of the models that nature and contemporary life offer the artist. The
French proponents of realism were agreed in their rejection of the artificiality of both the
Classicism and Romanticism of the academies and on the necessity for contemporaneity
in an effective work of art. They attempted to portray the lives, appearances, problems,
customs, and mores of the middle and lower classes, of the unexceptional, the ordinary,
the humble, and the unadorned. Indeed, they conscientiously set themselves to
reproducing all the hitherto-ignored aspects of contemporary life and society--its mental
attitudes, physical settings, and material conditions.
Realism was stimulated by several intellectual developments in the first half of the 19th
century. Among these were the anti-Romantic movement in Germany, with its emphasis
on the common man as an artistic subject; Auguste Comte's Positivist philosophy, in
which sociology's importance as the scientific study of society was emphasized; the rise
of professional journalism, with its accurate and dispassionate recording of current
events; and the development of photography, with its capability of mechanically
reproducing visual appearances with extreme accuracy. All these developments
stimulated interest in accurately recording contemporary life and society.
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8. Pragmatism refers specifically the philosophy espoused by early American

philosophers like William James and C. S. Peirce, and generally to later philosophies
which are derived from those earlier efforts. Pragmatism, the truth or meaning of an idea
or a proposition lies in its observable practical consequences rather than in anything more
metaphysical. Basically, it can be summarized by the phrase "whatever works, is likely
true." Because reality changes, "whatever works" will also change - thus, "truth" must
also change over time. This means that no one can claim to possess any final or ultimate
truth.
9. Communism is a political system existing in the Soviet Union in 1917 – 1991 and
in the eastern Europe since the end of the 2nd World War to approximately 1990. At
present the only communist countries are China (since 1945), Cuba (since 1962), North
Korea and Vietnam.
Communism is a type of totalitarianism. It has the following characteristics: a
massive repression system run by a well established secret police forces, an official and
far-reaching system for denunciatory activities, single party rule, censorship, imposition
of an official (“the only correct”) state ideology and appearance of newspeak.
Communism didn’t lead to improve any aspect of life of it’s citizens. Because of it
the ideology (Marxism – Leninism) was the only legitimization of communism. The
ideology was described as science theory and called scientific communism. The origin of
communism was shown as unavoidable historical process. Scientific communism was
proving, that communism is final stadium of society’s development. Note, that
communist ideology was only camouflage that helped introducing terror and controlling
people. The ideology of equality and justice increased many people living in democratic
countries accepted and supported communism.
10. Humanism believes in a naturalistic metaphysics or attitude toward the universe that
considers all forms of the supernatural as myth, and that regards Nature as the totality of
being and as a constantly changing system of matter and energy which exists
independently of any mind or consciousness.
Humanism is a progressive lifestance that, without supernaturalism, affirms our ability

and responsibility to lead meaningful, ethical lives capable of adding to the greater good
of humanity.• American Humanist Association
Humanism is a rational philosophy informed by science, inspired by art, and motivated
by compassion. Affirming the dignity of each human being, it supports the maximization
of individual liberty and opportunity consonant with social and planetary responsibility. It
advocates the extension of participatory democracy and the expansion of the open
society, standing for human rights and social justice. Free of supernaturalism, it
recognizes human beings as a part of nature and holds that values—be they religious,
ethical, social, or political—have their source in human experience and culture.
Humanism thus derives the goals of life from human need and interest rather than from
theological or ideological abstractions, and asserts that humanity must take responsibility
for its own destiny. • The Humanist Magazine
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11. Administration. The act of administering; government of public affairs; the service
rendered, or duties assumed, in conducting affairs; the conducting of any office or
employment; direction; management.
12. Scholasticism was a medieval Christian school of philosophy and theology whose
high point coincided with the rise of universities during the 12th and 13th centuries. The
name was derived from the fact that those involved were the "Schoolmen" who taught at
cathedral schools and universities. These philosophers sought to organize and systematize
every aspect of Christian belief.
Scholasticism developed a poor reputation after the coming of the Renaissance, but
scholastic writers produced a lot of important philosophy which merits consideration.
13. Naturalism, commonly known as materialism, is a philosophical paradigm whereby

everything can be explained in terms of natural causes. Physical matter is the only reality
-- everything can be explained in terms of matter and physical phenomena. Naturalism,
by definition, excludes any Supernatural Agent or activity. Thus, naturalism is atheism.
Naturalism's exclusion of God necessitates moral relativism. Philosophers agree, without
God there is no universal moral standard of conduct.
The short definition we use is "The search for a naturalistic explanation for all
things." For more detailed information, the following links provide definitions for the
atheistic philosophy of "Naturalism".
14. Racism. In order for us to formulate effective methods and approaches, we operate
within the precepts of the Definition Of Racism. Through us, you will definitely grow
because we give no room for Definition Of Racism to exist. By doing so, the Definition
Of Racism enables us to conceive of systematic schemes that will address the problems
of racism effectively. With us, the Definition Of Racism creates no impression because
we give every individual a chance to prove his worth. At our company, we do not believe
in the Definition Of Racism; as proof we continuously devise ways and methods to
eradicate the baseness of this unfounded precept.
Countless facts and data had proved to us that the Definition Of Racism is nothing but
a mere justification of individual actions so they can maintain superiority among other
racial groups. Because the Definition Of Racism is stated as such, we see it as an excuse
to dominate and rule over individuals that racists classify as inferior. Indeed, conventional
and biased Definition Of Racism is not appropriate to our modern days, thus explains the
continuous waning of its strength and influence over the years. We seek to eradicate the
unfounded Definition Of Racism because we believe that the abilities and skills of the
individual cannot be determined by his ethnic background alone. The Definition Of
Racism is the central tenet where racist operates and abides by.
15. Organicism. The concept that society or the universe is analogous to a biological
organism, as in development or organization.
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16. Academic Freedom. Liberty to teach, pursue, and discuss knowledge without
restriction or interference, as by school or public officials.
17. Moral Recovery. Values should start with the self and these sectors which can help
should start formulating values formation for its people. Nowhere should such start than
in the homes and the school. Moral recovery might be difficult but it can be done and it
should start somewhere. DepEd and CHED should initiate changes by incorporating
values education in its curriculum and families by inculcating among the family members
the importance of values.
18. Transformation. The shift in context and being that requires no change in
circumstance. Transformation is also referred to as a turn.
19. Supervision. The act of overseeing; inspection; superintendence; oversight.
20. Educational Leaders. Those who are striving to improve schools, are educational
leaders. Formal position, or what kind of school they are trying to make better does not
matter, it's the effort to improve schools that puts them in a leadership position. Parents,
teachers, students, administrators, graduate students, elected and appointed officials,
agency staff, and concerned community members can all fit the definition. Educational
leaders have a voracious need for information. On any given day, they might need instant
access to resources that address curriculum, policy, grants, research, teaching, education
news, law, technology, school finance, professional development, community relations,
testing, or crisis and disaster intervention, just to name a few. "Essential Websites for
Twenty-First-Century Educational Leaders" describes more than 300 of the very best
websites focused on the information needs of people working to improve schools
How will the following ethical problems be morally justified
1. Nuclear Test. Nuclear tests are experiments carried out to determine the
effectiveness, yield and explosive capability of nuclear weapons. Throughout the
twentieth century, most nations that have developed nuclear weapons have tested them.
Testing nuclear weapons can yield information about how the weapons work, as well as
how the weapons behave under various conditions and how structures behave when
subjected to nuclear explosions. Additionally, nuclear testing has often been used as an
indicator of scientific and military strength, and many tests have been overtly political in
their intention; most nuclear weapons states publicly declared their nuclear status by
means of a nuclear test.
2. Alcoholism and Crimes. The extensive and far-reaching impacts of alcohol abuse on
crime and public safety are only now achieving widespread public policy attention.
Alcohol use at the time of the offense was commonly found
among those convicted of public-order crimes, a type of offense most highly represented
among those on probation and in jail.
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A variety of ways exist to estimate the extent to which alcohol may be a factor in crime.
A significant caveat is that most alcohol consumption does not result in crime: the vast
majority of those who consume alcohol do not engage in criminal behavior.
However, since nonoffending behavior is not typically measured, there is little statistical
information upon which to base any estimate of the likelihood of committing a criminal
act when drinking or following a period of drinking.
3. Street Children. The street children in the Philippines have long been a concern of the
government. Many efforts by the government had been done but all of them are not
enough. So, collaboration with the non-government organizations and other private
organizations and individuals had been initiated and are being exerted to help solve this
problem. They formed a united front to quell the phenomenon of street childrenIt has
always been difficult to determine the correct population of street children particularly
because of their vacillating and mobile nature. Efforts were made in the past to give their
number but the studies only came up with estimates. To get a better number of their
population and methodology, United Nations Children's Fund- Manila commissioned Dr.
Exaltacion E. Lamberte of the De la Salle University's Social Development Research
Center to do a study.
Dr. Lamberte made use of the services of the street educators and social workers of the
NGOs working with street children since they know and very familiar with who and
where street children are. When she presented her study in 2000, it was concluded that
the street children are estimated to be 44,435 in numbers. However, this only constituted
street children that are highly visible.
The street children are a phenomenon which is directly related to social and economic
factors like rapid population growth, rapid urbanization, migration and poverty. Such
factors that make them stop going to school and ply the streets to earn a living for
themselves and their families, instead.
A study of street children in Metro Manila, Olongapo and Davao City reveals important
insights into the situation of street children. Torres (1996:97-98) summarizes the situation
as follows:
 Poor health and nutrition. Street children suffer from poor health and malnutrition
as a result of poor diets and long waking hours spent at work. They are also
highly susceptible to infectious diseases, and experience poor dental health.
 Interrupted education as a consequence. While many may be currently enrolled,

these children have stopped schooling at one time or other in the past, usually at
the intermediate grade levels. Children who live completely away from their
families face the the greatest risk of being out-of-school.
 Urban poor children spend many hours on the streets, often longer than would
other children and maybe even longer than adults in the formal labor sector. They
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both work and play on the streets. Those from child-headed households also use
the street as their homes.
 Working children on the city streets engage in simple jobs, such as vending and
other simple services for commuters, the retail and transport industry, or in
scavenging and begging. A few admit to be entertainers. For these types of work,
they are paid on piece work or daily basis, usually earning no more than P20 -P50
per day.
 More often than not, the street children are employed by others rather than work
on their own. They are often employed by acquaintances, who may be neighbors
in the communities of residence. Work companions usually include friends/peers
and siblings. Supervision from parents over children's work activities is not a
usual phenomenon.
 Even while the earnings of the street children are considerably low, their
contribution to household income is significant, sometimes comprising half or
almost all of the household's cash outlay.
"The world of the disadvantaged child is a complex one. Societal, community, family and
personal factors impinge on the child's entry into the world of work. Given this situation,
it is obvious that the solution to the problem of street children requires a holistic
integrative approach. Risk factors at every level of analysis have to be identified,
understood and addressed. It is also important to understand that the urban poor family is
a victim of circumstances bigger than it can cope with. Thus more community and
family-level interventions have to be put into place." (Torres,1996:110)
Because of their conditions, the street children are very susceptible to malnutrition,
sickness, substance abuse, gambling, sexual abuse and exploitation, and sexually
transmitted diseases, physical injuries due to vehicular accidents, street fights, and
harassment by the police and extortionists. In order to survive these situations, they end
up going with gangs for support and protection. However, it is the gangs that expose and
influence them to commit petty crimes, and may be later, eventually lead them to do
bigger crimes.
The National Project on Street children, implemented by DSWD and a network of NGOs
under the National Council for Social Development, now covers 27 cities and five urban
municipalities. In are covered by the project has an interagency body made up of
government agencies and NGOs. The interagency body carries out continuing situation
analysis, training and capability building, advocacy and resource generation, organising
families and providing direct services. By the end of December 1997, approximately
70,000 street children and youth had been reached over a 10-year period. Over 400
government agencies and non- government organisations were responsible for various
programmes and services. These include education and vocational training; livelihood,
micro-credit and employment assistance; legal protection; health and prevention
education for substance abuse, STD and HIV/AIDS; crisis counselling and other
psychosocial services, restoration of family ties; and opportunities for participation and
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building of self-esteem. These services are implemented in the context of three major
strategies that evolved over the years: centre-based, street-based, and community-based
programmes.
There are now at about 350 government and non-government agencies that are
responding to the above conditions of the street children and their families. Their efforts
can be classified into three categories, namely, center-based, community-based and street-
based. Particularly, they provide their services in the forms of the following activities:
a. community organizing;
b. income generating projects;
c. health and nutrition services;
d. educational assistance;
e. counseling services;
f. effective parenting seminars;
g. livelihood and skills training;
h. residential care;
i. temporary shelters for those street children who could not return to their families;
and
j. foster and adoption programs as alternative parental care and family life.
During the Ahon Bata sa Lansangan Project in 1999, there were 37 NGO centers and
institutions in Metro Manila that were identified to participate. 22 of them were active in
accepting referrals from the processing centers and rescue operations. Less than 10 of
them were provided fund augmentation from DSWD in support for the protection and
treatment rehabilitation of street children, family group home, sheltered home and skills
training workshops and additional provision needed for daily operations of center-based
activities.
Some civic organizations were actively involved to help the street children and their
families like the Couples for Christ, Lions International, El Shaddai, Rotary Club of the
Philippines and civic-minded individuals.
In a report by DSWD at the end of 1999, 3,037 street children have benefited from the
project.
Outside of Metro Manila, some of the services have been provided for the street children
and their families by the NGOs like Reach-up Program in Olongapo City, and Dangpanan
and Community Scouts both in Cebu. They provide organization of the street children,
protection of children when arrested, or apprehended, training for employment,
livelihood projects and counseling.
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Since 2000, the NGOs, specifically under the NCSD, have been actively participating
together with the local government social welfare and development offices in the Sagip-
Kalinga Project. The project, which is being spearheaded by the DSWD National Capital
Region Field Office and the Metropolitan Manila Development Authority, aims to rescue
street children from the streets and encourage them and their families and other street
families to go back to their respective provinces of origin to start a better life, with
assistance from their local social welfare and development offices. At present, Sagip
Kalinga Project is now being replicated in most of major urban centers of the country.
OTHER EXPLAINATION OF STREET CHILDREN
Street children is used to refer to children who live on the streets who are
deprived of family carry and protection. Most children on the streets are between the
ages of 10 and 14 years old, and their distribution between different cities is quite varied.
'Street children' or 'street urchins' are homeless children who live on the street – in
particular, those that are not taken care of by parents or other adults. Street children live
in abandoned buildings, containers, automobiles, parks, or on the street itself. A great
deal has been written defining street children. The problem is that there are no precise
categories but rather a continuum ranging from children who spend some time in the
streets but basically live at home to those who live entirely in the streets and have no
adult supervision or care.
A widely accepted set of definitions, commonly attributed to UNICEF, defines street

children into two main categories:
1. Children on the street are those engaged in some kind of economic activity
ranging from begging to vending. Most go home at the end of the day and
contribute their earnings to their family. They may be attending school and retain
a sense of belonging to a family. Because of the economic fragility of the family,
these children may eventually opt for a permanent life on the streets.
2. Children of the street actually live on the street (or outside of a normal family
environment). Family ties may exist but are tenuous and are maintained only
casually or occasionally.[1]
Estimates vary but one often-cited figure is that the number of children living
independently in the streets totals between 100 million and 150 million worldwide, and it
is forecasted that - by 2020 – the number will increase to 800 million.[2]
Street children exist in many major cities, especially in developing countries, and may
be the subject of abuse, neglect, exploitation, or even in extreme cases murder by "clean
up squads" hired by local businesses.[3]
4.
Unemployment/underemployment is the state in which a person is without work,
available to work, and is currently seeking work.[1] The unemployment rate is used in
66
economic studies and economic indexes such as the United States' Conference Board's
Index of Leading Indicators. The rate is determined by dividing the number of
unemployed workers by the total civilian labor force.
Causes
Open unemployment of the sort defined above is associated with capitalist economies.
Preliterate communities treat their members as parts of an extended family and thus do
not allow unemployment. In precapitalist societies such as European feudalism, the
serfs, though clearly dominated and exploited by the lords, were never "unemployed"
because they had direct access to the land, and the needed tools, and could thus work to
produce crops. Just as on the American frontier during the nineteenth century, there were
day laborers and subsistence farmers on poor land, whose position in society was
somewhat analogous to the unemployed of today. But they were not truly unemployed,
since they could find work and support themselves on the land.
Under both ancient and modern systems of slave-labor, slave-owners never let their
property be unemployed for long. (If anything, they would sell the unneeded laborer.)
Planned economies such as the old Soviet Union or today's Cuba typically provide
occupation for everyone, using substantial overstaffing if necessary. (This is called
"hidden unemployment," which is sometimes seen as a kind of underemployment,
definition 3.) Workers' cooperatives — such as those producing plywood in the U.S.
Pacific Northwest — do not let their members become unemployed unless the co-op
itself goes bankrupt.
Since not all unemployment may be "open" and counted by government agencies,
official unemployment may be very low even under capitalism. Most poorer capitalist
countries lack a modern welfare state and unemployment insurance so that it is very
difficult to afford being unemployed for very long: they often end up taking jobs below
their skill levels. Those who might be counted as "unemployed" in the rich countries end
up instead being underemployed and not counted.
Solutions
One structural solution to unemployment proposes a graduated retail tax, or "jobs levy",
to firms where labor is more expensive than capital. This method will shift tax burden to
capital intensive firms and away from labor intensive firms. In theory this will make
firms shift operations to a "golden mean" between labor intensive and capital intensive
production. The excess tax revenue from the jobs levy would finance labor intensive
public projects.[2
5. Environmental Pollution.
ENVIRONMENTAL POLLUTION
67
INTRODUCTION:
Plants and animals in their physical environment make up an ecosystem. The study of
ecosystem is called ecology.Altough we often draw lines around a specific ecosystem to
be able to study it more fully and thereby assume that the system is completely self
contained, but this obviously is not true. one of the tenets of ecology is that” everything is
connected with everything else”. Three categories of organisms make up an ecosystem.
the producers take energy from the sun and nutrients like nitrogen from the soil and
produces high energy chemical compounds by the process of photosynthesis. This energy
from the sun is stored in the stored in the molecular structure of these compounds.
Producers are often referred to as being the first tropic and are called auto tropes by the
heterotrophy.
The second category of organisms in an ecosystem is the consumers who use the energy
stored by photosynthesis by ingesting the high energy compounds. the third category of
organism the decomposer or decay organism use the energy in animal wastes and dead
animals and plants, thereby converting the organic compounds to stable inorganic
compounds. The residual inorganic are then nutrients for the producer with the sun as the
source energy.
Ecosystem exhibit a flow of both energy and nutrients, the entire food web, or ecosystem,
stays in dynamic balance, with adjustment being made as required. This balance is called
homeostasis. Sometimes there occurs a disturbance in the system and this result in
environmental pollution.
Environmental pollution can be defined as the contamination of air, water, or food

in such a manner as to cause real or potential harm to human health or well-being or to
damage or harm nonhuman nature without justification. It was sometimes difficult to
explain what environmental pollution is and why the development of environment
science was so important to the future of earth and to human civilization. Today there is
no question that the human species has the capability of destroying its home and that we
have taken major steps towards doing exactly that. And yet while much has changed in a
generation, much has not.
We still have air pollution, we still contaminate our water supplies, we still dispose
of hazardous materials improperly, we still destroy natural habitats as if no other species
matterd.And worst of all, and we still populate the earth at an alarming rate.
Although the battle to preserve the environment is still ranging, some of the rules
have changed. But with the increasing population and fewer alternatives to waste
disposal, this problem has intinsified.Environmental laws have changed and will no
doubt continue to evolve. The economic cost of preservation and environmental
restoration continue to increase. Attitudes toward the environment are often couched in
what has become known as the environmental ethic.
TYPES OF ENVIRONMENTAL POLLUTION:

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 Water pollution.
 Solid waste pollution.
 Hazardous waste pollution.
 Radioactive waste pollution.
 Air pollution.
 Noise pollution.
WATER POLLUTION:
Although people now intuitively relate filth to disease, the transmission of disease
by pathogenic organism in polluted water was not known until the middle of the
19th century.Untill recently polluted drinking water was seen primarily as a threat
to public health because of the transmission of bacterial waterborne disease. In
less developed countries and in almost any country in time of war, it still is. In the
United States and other developed countries, however water treatment and
distribution methods have almost eradicated bacterial contamination. Most
surface water pollution is harmful to aquatic organisms and causes possible
public health problems. Ground water can be contaminated by various hazardous
chemical compounds that can pose serious health risks.
SOURCES OF WATER POLLUTION:
Water pollutions are categorized as point source or nonpoint source, the former
being identified as all dry weather pollution that enters watercourses through
pipes or channels. Storm drainage even though the water may enter water courses
by way of pipes or channels is considered nonpoint source pollution. Other
nonpoint source pollution comes from farm runoff, construction sites, and other
land disturbances. Point source pollution comes mainly from industrial facilities
and municipal waste water treatmentplants.The range of pollutants is vast
depending on what gets
” thrown down” the drain.
Other sources of water pollution are:
 Detergents.
 Fertilizers.
 Domestic use of water.
 Erosion.
HOW TO PREVENT:
69
 Planed drainage system.

 Recycling of industrial wastes.
 Use of disinfectants.
CONCLUSION:
Water pollution stems from many sources and causes, only a few of which are
discussed here. River and streams demonstrates some capacity to recover from the
effects of certain pollutants, but lake, bays, ponds, and sluggish rivers may not
recover. The oceans are far more sensitive to pollutants than was thought in the
past.
6. Poverty.
Poverty is the state for the majority of the world’s people and nations. Why is this? Is it
enough to blame poor people for their own predicament? Have they been lazy, made poor
decisions, and been solely responsible for their plight? What about their governments?
Have they pursued policies that actually harm successful development? Such causes of
poverty and inequality are no doubt real. But deeper and more global causes of poverty
are often less discussed.
Behind the increasing interconnectedness promised by globalization are global decisions,

policies, and practices. These are typically influenced, driven, or formulated by the rich
and powerful. These can be leaders of rich countries or other global actors such as
multinational corporations, institutions, and influential people.
In the face of such enormous external influence, the governments of poor nations and
their people are often powerless. As a result, in the global context, a few get wealthy
while the majority struggle.
These next few articles and sections explore various poverty issues in more depth:
Structural Adjustment—a Major Cause of Poverty
Cutbacks in health, education and other vital social services around the world have
resulted from structural adjustment policies prescribed by the International Monetary
Fund (IMF) and the World Bank as conditions for loans and repayment. In addition,
developing nation governments are required to open their economies to compete with
each other and with more powerful and established industrialized nations. To attract
investment, poor countries enter a spiraling race to the bottom to see who can provide
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lower standards, reduced wages and cheaper resources. This has increased poverty and
inequality for most people. It also forms a backbone to what we today call globalization.
As a result, it maintains the historic unequal rules of trade. Last updated Monday, July 02,
2007.
Read article: Structural Adjustment—a Major Cause of Poverty
Poverty Around The World
Inequality is increasing around the world while the world appears to globalize. Even the
wealthiest nation has the largest gap between rich and poor compared to other developed
nations. In many cases, international politics and various interests have led to a diversion
of available resources from domestic needs to western markets. Historically, politics and
power play by the elite leaders and rulers have increased poverty and dependency. These
have often manifested themselves in wars, hot and cold, which have often been trade- and
resource-related. Mercantilist practices, while presented as free trade, still happen today.
Poverty is therefore not just an economic issue, it is also an issue of political economics.
Last updated Thursday, February 15, 2007.
Read article: Poverty Around The World
Today, over 26,500 children died around the world
Around the world, 27–30,000 children die every day. That is equivalent to 1 child dying
every 3 seconds, 20 children dying every minute, a 2004 Asian Tsunami occurring almost
every week, or 10–11 million children dying every year. Over 50 million children died
between 2000 and 2005. The silent killers are poverty, easily preventable diseases and
illnesses, and other related causes. In spite of the scale of this daily/ongoing catastrophe,
it rarely manages to achieve, much less sustain, prime-time, headline coverage. Last
updated Thursday, January 31, 2008.
Read article: Today, over 26,500 children died around the world
Economic Democracy
This next page is a reposting of a flyer about a new book from J.W. Smith and the
Institute for Economic Democracy, whom I thank for their kind permission. The book is
called Economic Democracy: The Political Struggle Of The 21st Century. Typically on
this site, I do not advertise books etc, (although I will cite from and link to some, where
relevant). However, in this case, I found that the text in the flyer provides an excellent
summary of poverty's historic roots, as well as of the multitude of issues that cause
poverty. (Please also note that I do not make any proceeds from the sale of this book in
any way.) Posted Sunday, November 26, 2000.
Read article: Economic Democracy

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World Hunger and Poverty
People are hungry not because of lack of availability of food, or “over” population, but
because they are too poor to afford the food. Politics and economic conditions have led to
poverty and dependency around the world. Addressing world hunger therefore implies
addressing world poverty as well. If food production is further increased and provided to
more people while the underlying causes of poverty are not addressed, hunger will still
continue because people will not be able to purchase food. Last updated Thursday,
February 15, 2007.
Read article: World Hunger and Poverty
Food Dumping [Aid] Maintains Poverty
Even non-emergency food aid, which seems a noble cause, is destructive, as it under-sells
local farmers and can ultimately affect the entire economy of a poor nation. If the poorer
nations are not given the sufficient means to produce their own food and other items then
poverty and dependency may continue. In this section you will also find a chapter from
the book World Hunger: 12 Myths, by Lappé et al., which describes the situation in detail
and looks at the myth that food aid helps the hungry. A must read! Last updated Monday,
December 10, 2007.
Read article: Food Dumping [Aid] Maintains Poverty
Corruption
We often hear leaders from rich countries telling poor countries that aid and loans will
only be given when they show they are stamping out corruption. While that definitely
needs to happen, the rich countries themselves are often active in the largest forms of
corruption in those poor countries, and many economic policies they prescribe have
exacerbated the problem. Corruption in developing countries definitely must be high on
the priority lists, but so too must it be on the priority lists of rich countries. Last updated
Sunday, September 23, 2007.
Read article: Corruption
United Nations World Summit 2005
The UN World Summit for September 2005 is supposed to review progress since the
Millennium Declaration, adopted by all Member States in 2000. However, the US has
proposed enormous changes to an outcome document that is to be signed by all members.
There are changes on almost all accounts, including striking any mention of the
Millennium Development Goals, that aim for example, to halve poverty and world
hunger by 2015. This has led to concerns that the outcome document will be weakened.
Developing countries are also worried about stronger text on human rights and about
giving the UN Security Council more powers. Last updated Sunday, September 18, 2005.
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Read article: United Nations World Summit 2005
IMF & World Bank Protests, Washington D.C.
To complement the public protests in Seattle, the week leading up to April 16th/17th
2000 saw the other two global institutions, the International Monetary Fund (IMF) and
World Bank, as the focus of renewed protests and criticisms in Washington, D.C. The
purpose of the mass demonstrations was to protest against the current form of
globalization, which is seen as unaccountable, corporate-led, and non-democratic, and to
show the link between poverty and the various policies of the IMF and the World Bank.
Last updated Friday, July 13, 2001.
Read article: IMF & World Bank Protests, Washington D.C.
Poverty Facts and Stats
While the world is globalizing and the mainstream media in many developed nations
point out that economies are booming (or, in periods of downturns, that the current forms
of “development” and economic policies are the only ways for people to prosper), there is
an increasing number of poor people who are missing out on this apparent boom, while
increasingly fewer people are becoming far wealthier. Some of these facts and figures are
an eye-opener, to say the least
7. Battered Wife. Why is it that many woman don't leave their abusive partners? Once
the reasons they don't are understood, it becomes clear why battered women so often
react with shame and confusion when asked to explain their behavior, and why it is so
inappropriate to conclude that if they were up against real abuse they would leave.
Actually, the opposite is true. Let me explain.
One of the ways psychologists study behavior is by setting up problems for laboratory
rats used as experimental subjects; consider one of those experiments. A rat is put in to a
small enclosure. His food and water dishes are in one corner placed on an electric grid.
When the rat goes to his dishes sometimes he is allowed to eat and drink. At other times
he gets a shock. There is no way for him to prevent the shock because it is administered
entirely at random. No matter how he tries to approach his dishes sometimes he is
shocked and sometimes he isn't. The rat has no control over the shock in this situation
because getting the shock has nothing what so ever to do with the rat's behavior. If the
gate to his enclosure is open, studies have shown that the rat usually doesn't leave.
Instead he cowers, positioned somewhere between the food and water he needs to sustain
his life and the gate through which he could leave. Essentially he is frozen, unable to
approach or leave his source of sustenance.
Another way to understand this phenomenon is to consider a common brain washing
technique used by cults to take away normal independent volition. In this system a person
is treated with alternately positive and then negative regard and behavior for no reliably
ascertainable reason. People treated this way fall into pleasing behavior, trying to get the
positive response.
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The historical record of the behavior of guards and inmates in prison camps offers
another analogy that can also fit the battered woman's situation. Guards often treated
inmates erratically sometimes offering kindness (food, shelter, relief from labor) and
sometimes meting out sadistic cruelty (beatings, starvation, and random shooting). Again,
there was no way to prevent the cruelty or to earn the more humane treatment. This
resulted in many prisoners giving up and becoming indifferent to beatings and self care.
They stopped washing or feeding themselves and didn't move to shelter to avoid the cold
winds. People reduced to this state died rapidly.
I think this is much the same state battered women speak of as a "fog" they existed in
while living with their abusers. Psychologists recognize this dangerous state of apathy in
domestic abuse victims. It can signal the time just before these women are finally killed
by their perpetrator.
So why would anyone get caught up in this terrible situation in the first place? Why
wouldn't they get out at the very first sign of mistreatment? Let me offer a quick, and to
that end incomplete, explanation: A major reason we all pick the partners we do is in
hopes of getting the love we longed for (and didn't fully get) from our parents. The
problem is that in our unconscious cleverness we pick psychologically "reasonable
facsimiles" of our parents, and therefore we wind up with a partner who in many ways
acts like our mother or father. So if our parents mistreated us as kids, we will likely pick
partners capable of similar abuse. Since we still need love and approval, we still continue
to try, fruitlessly, to get their love and approval just as we tried with our parents.
Women that stay with abusive partners very often have had abusive parents. To them it's
normal to get hurt by the people you love. Their self esteem is very low from childhood
mistreatment and is further undermined by violence from their partners. No wonder
women can't give a good reason for why they stay: It would take therapy (and education)
to understand it themselves. If they had good therapy, they could learn that they didn't
cause or deserve the abuse. Then they would leave.
The injustice of abuse is all the more destructive when society punishes the victim
through ignorance. The more of us who understand the complex effects of abuse, the less
tolerance there will be for this behavior in our communities. People who have been
wronged to the point of taking out their rage on others can be treated and helped to have
useful lives. The survivors of their ill-directed revenge can also. Let's all work, each in
our own way, toward this goal.
22. Identify at least 10 factors to make school effective. Discuss each.
Ten Factors of Effective Schools
While many factors contribute to the overall success of mathematics instruction in grades
5-8, studies show that effective math instruction for all students requires a total school
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effort and cannot be accomplished without the active, knowledgeable support of school
administrators at both the district and campus level. Factors that contribute to the
success for all students in mathematics include the following:
Aligned Curriculum: The curriculum is aligned between the Texas Essential

Knowledge and Skills, teaching objectives, textbooks, materials, and assessment.
Increased and Effective Use of Instructional Time: Sufficient time is designated
for math instruction each day to ensure that all students reach high levels of
achievement in mathematics. 60 to 90 minutes per day is allotted for students
performing at or above grade level and additional instructional time is allotted for
students having difficulty mastering math concepts. Additional instructional time is
provided through before/after school classes, tutoring, Saturday classes, summer
programs, and extra instruction during the school day in small group settings.
Ongoing Assessment: Student learning is assessed throughout the school year and
results are used to plan and group students for instruction and to provide feedback to
students and parents.
Immediate Intervention for Students Experiencing Difficulty Mastering
Concepts: Students who experience difficulty are identified in a timely manner and
intensive interventions are designed to remediate their deficiencies. Extra instruction
targets their specific instructional needs.
Teacher Knowledge of Mathematics Content: Teachers have a good, clear
understanding of the mathematics content they teach and are carefully selected for
their teaching assignments.
Instructional Materials and Teaching Techniques: Instructional materials and
techniques are part of a carefully planned math program that is structured to meet the
individual needs of students. These instructional materials are consistent with what is
used in districts with high levels of achievement in math.
Differentiated Instruction: Schools and classrooms are organized so that students
with similar needs receive effective instruction through flexible skill grouping.
Focused Professional Development: Professional Development is an on-going
priority and is focused intensely on student needs identified through TAAS and
district assessments.
End of Year Analysis of Student Performance: End-of-year student performance is
measured with state and/or national tests to analyze program effectiveness.
 Gather data from the beginning and end of the school year on a variety of
assessment instruments, including TAAS, to determine program effectiveness and
make plans for yearly improvement efforts.
 Compare campus performance on TAAS with comparable higher performing
schools to set expectations for improvement efforts.
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 Establish communication links between elementary, middle and high school

regarding student preparation for Algebra 1. Determine which concepts, if any,
need more attention at each level.
Sound Administrative Practices: District leaders prioritize resources to support an
effective mathematics program capable of bringing all students to high levels of
performance.
 Communicate the expectation that achievement for all students will replicate that
of the highest performing schools with comparable students. late expectations into
specific goals. Leaders provide acknowledgement to those who achieve high
levels of student achievement.
 Structure the administrative role as supporting instruction rather than enforcing
compliance. Administrators work with school teams to plan and support
improvement in performance. Prioritize district and campus budgets so that
needed resources are available for all components of the math program such as:
lead teachers, materials, and/or teachers to provide supplemental instruction.
 District and campus leaders take actions as necessary to ensure adequate student
progress and monitoring. The math program is monitored through visits to schools
and/or classrooms and analysis of student assessment data. Leaders have adequate
time and/or staff to accomplish this goal.
 Create an environment conducive to instruction and success. For example:
campuses initiate a proactive school-wide management program to facilitate
cooperative and responsible behavior from students. A motivational system is in
place for all students- those struggling and those who do well. Students are placed
where they will succeed and the system encourages student performance and
effort.
20. Discuss the advantages and disadvantages on policies and guidelines on distance
education.
The Advantages and Disadvantages of Distance Learning Programs
Distance learning programs are sweeping the nation with more students enrolling every
term. There are many advantages to online distance learning courses. With the ease of
scheduling and the computerized environment of a distance learning school come some
disadvantages as well. Before you sign up for distance learning courses, here are some
things you should consider.
A better focus and concentration is a huge advantage of distance learning programs.

Wasted time commuting and the distractions of listening to lectures amidst a group of
shuffling people are gone. Distance learning courses can be worked on when the time is
right and when the student can sit down to fully direct his or her attention to the course
material.
Everyone in an online classroom gets a chance to contribute. Many times, students

grouped in traditional classrooms are reluctant to raise their hand to either ask or answer
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a question. In a room full of fellow students, pressure to avoid embarrassment is high.

With distance learning programs, students are able to think through a question carefully
and can post the answer online to the distance learning school website or message board,
when they are ready to do so.
Being taught online leaves very little room for cheating or slacking off. As with live
classrooms, quizzes and exams through distance learning programs are timed. Through
discussion boards of the distance learning school, it is easy to tell whether or not a
student understands the ideas in a lesson. There is actually little chance for people to get
by unnoticed while competing a distance learning course.
With online courses, there is no such thing as a 7 am class. There is no driving across
town and having to hunt down a parking spot that is close to campus. Distance learning
programs give students the ease of learning at their own pace and at their own
convenience. Students can study their distance learning course in the comfort of their
own home.
With that being said, working at home can have its own set of distractions. The sound of
the television, the telephone, or the noise coming from kids or pets can be major
distractions. Working online can also lead to temptation of doing something more fun,
such as chatting via instant messaging or surfing the web. It may not apply to every
student, but things like browsing can take out a chunk of time in your day that could have
been used towards your distance learning program.
Personality may have a lot do to with whether you enjoy distance learning programs or
not. The online environment and independent study involved in a distance learning course
means that students don't have the social network of other students available. Everything
is worked on alone and there are no study groups to provide support. Some people love
working on their material on their own, while others do better in a group environment
with conversation and discussion.
When a student has a problem while working on homework or on an exam, the student
taking a distance learning course can directly ask a teacher for help. With distance
learning programs, though, the teacher and students may not be together at the same time,
meaning that an instructor cannot give a student immediate feedback and must
communicate differently.
Distance learning programs are taught through a computer and a student must uphold a
minimum level of computer knowledge. Knowing just the basics of computer technology
is usually not enough for a student to excel within an online class.
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Some students find that the lack of examples or explanations that a professor can provide
to be a distinct disadvantage of distance learning programs. After all, if we don't
understand the material presented, there isn't anyone we can go to for extra discussion or
explanation until the idea sinks in. However, students can contact the distance learning
school to speak with someone who can help. Email communication is also available, but
the time delay in responses might slow studies down.
9. What is the basis of communist ideology? Give the tenets of communism
The basic tenets of communism say that all are equal, and exploiters and oppressors
should be severely punished. It rebels against societal dogmas and advocates caring and
sharing. The goal is to create a society free from selfishness, autocracy, aristocracy and
oppression of people of any sort.
Though communism advocates rational thinking, we hear many communists do not give
the freedom to people to express a different ideology. Another principle of communism
is sharing. A salient feature of communism is to work for the community and it comes
down strongly on consumerism or greed.
Many people talk about communism but lead a capitalistic life. However Krishna never
did that. He stood for the cause of the poor. He saw that oneness in everybody and so he
was remembered for centuries.
But nowadays it is suddenly fashionable to regard even the Ramayana and Mahabharata
as epics and not as something that really happened. This is ridiculous, because just a
legend cannot have such an impact over the whole continent, and even beyond. The
Ramayana and Mahabharata have made such an impact on civilization without any
modern technology. The Sanskrit word itihasa means ‘it happened like that/it happened
thus’.
To see everyone as equal is a matter of the heart, and the heart can be made to blossom
only through spirituality. And uplifting the spirit is what is spirituality. So you cannot be a
true communist if you don’t have that spark of love and compassion in your heart.
Modern communism negates religion but leaves you in a vacuum. Devoid of spirituality,
frustration overtakes life, leading one to violence and aggression or depression and
suicidal tendencies. You cannot serve someone if you don’t see them as yourself or part
of yourself. What was missing in communism is the very soul, that is spirituality.
Imagine a society where people consciously learn about and transform the world...where
people are no longer imprisoned by the chains of tradition and ignorance...where people
not only coooperatively work to produce the necessities of life, but get into art and
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culture and science--and have fun doing it...where the scientific outlook and the flight of
imagination strengthen and inspire each other...where there is unity and diversity, far-
ranging debate, and ideological struggle over the direction and development of society--
but no longer stamped by social antagonism...where people interact with each other based
on mutual respect, concern, and love for humanity. A world that cares about and takes
care of the environment. That is communism.
Communism is a worldwide society--and it is yet to be achieved--in which all classes and

class distinctions have been overcome; all systems and relations of exploitation
abolished; all oppressive social institutions and relations of social inequality, like racial
discrimination and the domination of women by men, put an end to; and oppressive and
backward ideas and values cast off. Communism is a world of abundance, where people
together hold all of society's resources in common.
Communism also refers to communist ideology. Now often people think that "ideology"
means some set of politically motivated ideas that bias everything you look at. No, by
communist ideology I mean the comprehensive outlook and scientific method of the
proletariat for understanding the actual forces operating in nature and in society.
Communist ideology points the way to an historic advance in humanity's ability to
understand and transform these natural and social forces. And communist ideology
provides a morality that corresponds to the great leap that humanity has already begun to
make.
Communism is not some sort of wishful and airy dream or utopia. The development of
human society has brought humanity to a historic threshold.
The productive forces of society--not just machinery, equipment, and technology but also
people and their knowledge--have developed to a level that can allow humanity to
overcome scarcity, to provide for people's basic material needs, and beyond that to have a
large surplus left over to devote to the all-around and future development of society.
The productive forces of society are highly socialized. They require thousands and
ultimately millions working together to mass-produce the things--whether we are talking
about clothing or computers--that are used by people throughout society. And these
productive forces are highly interconnected on an international level: raw materials and
transistors and machine tools produced in one part of the world enter into the production
process in other parts of the world. But these socialized productive forces are privately
controlled. A capitalist class of owners appropriates the results of production as private,
capitalist property.
This is the fundamental problem in the world. And this is what proletarian revolution
solves.
The proletariat is the class that emerges in capitalist society on the basis of these
socialized productive forces. The proletariat represents the cooperative labor and
cooperative efforts that correspond to the socialized nature of the productive forces. The
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proletariat has the material basis and occupies the material position to bring about a
radically different way of organizing production and society as a whole.
Now what is socialism? Socialism is not a big welfare state that looks after people. It is
not the old capitalist economy simply taken over by a state. Socialism is a transition from
capitalism to communism, to classless society. Socialism is about the proletariat, in
alliance with its allies who make up the great majority of society, consciously
transforming the economic structures, social relations, and ideas that perpetuate social
and class division. It is about unleashing the creativity and initiative of those who had
been on the bottom of society.
The socialist revolution establishes a new system of political rule: the dictatorship of the
proletariat. The old exploiting classes and those actively seeking to overturn the new
system are controlled and held in check. This system of political rule gives the masses the
right and the ability to change the world, to participate in society in an all-around way, to
become masters of society. In the U.S. and around the world, we presently live under the
dictatorship of the bourgeoisie--which in this country comes in the form of democracy.
This dictatorship enforces a system that is in the service of capitalists, and rules over the
people to allow the flourishing of that system.
The socialist revolution establishes a new economy based on social ownership of the
means of production and social planning; on people cooperating to solve problems and to
meet social need; and with a whole new set of economic and social priorities.
The dictatorship of the proletariat exercises dictatorship over the capitalists and enforces
a system that allows for the freedom from capitalism. The masses and their leadership
core have to firmly hold on to that power. But that can't be an end itself. This power has
to be used for the good of humanity and to actually create the conditions so that this
dictatorship can go out of existence in the future communist society.
Educational system of Spain
The golden age of Spanish education occurred during the Middle Ages, when the Moors,
Christians, and Jews established strong interreligious centers of higher education in
Córdoba, Granada, and Toledo. The University of Salamanca (1218) served as a model
for the universities of Latin America from the 16th century on, thereby extending the
international influence of Spanish education. Thereafter, stagnation set in, however. In
1867 Spain became one of the first countries to pass compulsory education legislation,
but the law was never enforced. Education remained the preserve of a small elite into the
second half of the 20th century, while Catholic belief in its most conservative form
heavily influenced teaching content and methods. The dictatorship of Francisco Franco,
from 1939 to 1975, reinforced these characteristics. The government was forced to
attempt some reforms in 1970, but the effort proved largely unsuccessful because few
funds were made available.
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Only after Franco’s death in 1975, and the election of a Socialist government seven years
later, did real change come in education. The last two decades of the 20th century saw a
massive expansion of educational facilities at all levels. Illiteracy, previously a significant
problem, was reduced to around 3.5 percent, while universal schooling from ages 6 to 16
finally became a reality. At the same time new issues emerged, in many cases similar to
those in other European countries. These issues include how to cope with severe
overcrowding of the universities, and how to design a secondary school curriculum that is
both attractive to, and relevant for, today’s teenagers. Another important development
was devolution (delegation of power) to Spain’s newly autonomous (self-governing)
regions. These autonomous regions enjoy wide powers to regulate their own education
systems, with the result that significant differences in approach have emerged.
D1
Preprimary, Primary, and Secondary Schools
Spain’s school system was restructured in three levels by a law passed in 1990 and
implemented over the next 12 years. Preprimary education is for children under the age
of 6, primary education for those ages 6 to 11, and secondary education for those ages 12
to 16. Preprimary education was a major innovation under the 1990 law. Previously,
kindergarten or nursery facilities provided little more than supervision. Preprimary
education is voluntary and not necessarily free. Primary and secondary education is free
and compulsory for children between the ages of 6 and 16. At age 16 secondary school
students may choose either a vocational training course for one or two years, or a two-
year baccalaureate-style (bachillerato) course designed to prepare them for higher
education.
Prior to 1990 compulsory education extended only to age 14, when many children from
poorer families left school. Today, education free of charge applies not only to public
schools but also to private schools that receive government funding. Self-funding
schools, most of which are run by the Catholic church, may charge tuition. About one-
third of Spain’s pupils at the primary and secondary levels attend private schools. In the
2000 school year Spain’s primary schools were attended by 2.5 million pupils, and
secondary schools (including bachillerato and vocational courses) by 3.2 million.
D2
Higher Education
Spanish institutions of higher education enrolled 1.8 million students in 2001–2002. The
main providers of higher education are Spain’s 60-some universities. In addition, many
students attend schools offering shorter university-level curricula in business and
vocational subjects. Others attend technical institutes, especially specialist engineering
colleges. The number of students enrolled in higher education in Spain has increased
enormously since 1980, and overcrowding has become a serious problem.
Most universities in Spain are public institutions. Despite efforts to increase their
independence, they are still controlled to a large degree by government authorities.
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Today, these authorities are primarily part of the regional governments. The oldest and
most famous Spanish university is the University of Salamanca, founded in 1218. Other
well-known universities of Spain include those of Madrid (1836), Barcelona (1450),
Granada (1526), Seville (1502), and Valencia (1510); the autonomous universities of
Madrid and Barcelona (both founded in 1968), which despite their name are public
institutions; and the technology-oriented polytechnic universities of Madrid, Barcelona,
and Valencia (all founded in 1971). Until the 1980s the only nonstate universities were
run by the Catholic Church. Since then a number of other private institutions have been
established, but the number of students enrolled in these institutions remains small.
Educational system of Norway
Compulsory education was established in Norway in the late 19th century. Educational
reforms implemented in the 1960s and 1970s have reduced regional disparities and
improved the quality of rural schools by providing more hours of instruction and a
broader selection of courses. Norway has virtually no illiteracy.
Education is compulsory for children between the ages of 6 and 16 and is provided by the
state free of cost. For their elementary education, children attend a six-year lower school,
which prescribes the same curriculum for all students. Students then attend a three-year
secondary school, which offers many elective courses. At age 16, pupils who are
qualified may attend a videregående skole (high school), where a three-year course of
study prepares them for a difficult matriculation examination for the universities or for a
vocational or technical occupation. Norway also has a system of folk high schools, or
rural boarding schools, which provide courses in a wide variety of subjects for young
adults who have completed their compulsory studies.
Norway has four public universities and ten colleges of university standing. The principal
university is the University of Oslo (founded 1811), which also hosts the Nobel peace
prize ceremony in the presence of the king of Norway (Nobel Prizes); the other
universities are the University of Bergen (1948), the University of Tromsø (1968), and
the Norwegian University of Science and Technology in Trondheim (1968). All colleges
and universities are state supported.
Student mobility and international cooperation are key objectives for the Norwegian
Ministry of Education and Research. Currently, over 12 000 foreign students are
studying in Norway and we look forward to welcoming many more.
Norway is one of the leading countries conforming to the guidelines from the Bologna
Process in European higher education. The degree system based on the Bachelor's,
Masters and Ph.D. structure has been successfully implemented, together with the ECTS
credits system. By adapting to the European standard in higher education it is easy for
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students at Norwegian institutions to obtain recognition of their qualifications in other

countries.
The internationalisation of higher education has been a key factor for the development of
programmes where the language of instruction is English in Norway. For the scool year
2007/2008 more than 200 Masters programmes taught in English are available to
students, covering a variety of subject areas. Some of the institutions are also offering
English-taught programmes at the Bachelor’s level.
There are about 70 public and private institutions of higher learning located throughout
Norway, from Kristiansand in the south to Svalbard in the North.
Educational System in Sweden
The educational system in Sweden is based on a nine year primary school, or

"Grundskola" with mandatory attendance. Following this comes an elective three year
secondary school, or "Gymnasium" which is divided in two instances where you either
prepare for higher education or receive vocational education. The preparatory instance
allows for specialization in either natural sciences or social sciences.
University
After completing the preparatory secondary school the student applies to a university in
order to receive a tertiary education. General academic degrees are offered by public
universities that recruits students nationally, and university colleges that tend recruit
students more on a regional basis. A University Diploma can be awarded after two years
of study, and a Bachelor's degree, after three years at a university or university college. It
is possible to specialize further by obtaining a Master's degree which requires an
additional year at a university, however once at least a Bachelor's degree has been
obtained the student is qualified for postgraduate education.
Besides the general academic degrees described the system of higher education in
Sweden also provides a number of professional degrees awarded by establishments on the
outside of, and on occasion by separate schools within, the public university system.
There are professional degrees in fields like engineering, law and medicine, and even if
these have a more extensive curriculum and require a longer time to complete than a
Master's degree, it is generally not possible to receive any intermediate degree prior to
completion. Having completed the preparatory secondary school with a specialization in
natural sciences is typically a prerequisite, before being able to apply to an establishment
that awards one of the higher professional degrees.
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Post Graduate
The stage of quaternary education offers two degrees, an intermediate postgraduate

degree, called Licentiate, and the Doctorate degree.
Post-secondary Education
Completing secondary school on a vocational program with full classes on a three year
curriculum does provides a basic qualification for further studies. However many times
post-secondary education is required before being admitted at university or university
college. Post-secondary education are provided by Municipal "KomVux" schools, and
independent boarding schools named "Folkh�gskolor".
Instead of opting for higher education, a student from a vocational program in secondary
school are able to apply for what is called Qualified Vocational Education or
"Kvalificerad Yrkesutbildning". This form combines education and practical experience
from business or industry in the chosen field. The level of education is essentially post-
secondary but can also contain courses that meet the requirements of tertiary education.
For post-secondary education, the KomVux and the Qualified Vocational Education in
some ways correspond to what is offered by community colleges in the United States.
Comparisons with other Educational Systems
The Swedish educational system has its own distinctions and is as such not directly
comparable to other educational systems such as the one of the United States. There is
however a need to compare degrees and the educational or academic levels attained
through a completed education.
One of the first things to notice as compared to the US system is that primary schooling,
which is compulsory end at age 16 in Sweden. However, almost everyone attends the
elective secondary school (Gymnasiet), choosing either a university-preparatory
programme or a vocational programme. Also students choosing a vocational education
path is eligible for university studies, although access to some courses are restricted.
Comparatively, in terms of education, the latter half of the preparatory secondary school
to some extent corresponds to the freshman year of college.
The higher education system in Sweden does not recognize any intermediate stages
between under graduate and postgraduate education. Undergraduate education offers the
general degrees of "Kandidat", literally Candidate and "Magister". These degrees are for
all purposes seen as equivalent but not identical to the degrees of Bachelor's and Master's.
A Swedish Bachelor's degree is seen to hold a slightly higher academic distinction, and a
Master's degree, while attaining at least the same level of specialization is not as
extensive, as a graduate Master's degree.
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The postgraduate level at Swedish universities offers an intermediate degree called

Licentiate and it is closer in academic level to a Doctorate than a Master's degree. Due to
this the requirements for a disputation for a Doctorate in Sweden is also seen to be
slightly higher. Though at the Doctorate level the degree of specialization is reaching a
point where the benefit of any kind generalized comparisons can be put in to question.
Educational System of Switzerland
The education system in Switzerland is very diverse, because the constitution of

Switzerland delegates the authority for the school system to the cantons (Article 62). The
Swiss constitution sets the foundations, namely that primary school is obligatory for
every child and is free in public schools and that the confederation can run or support
universities. The Swiss maintain a high standard for education that is world renowned.
Because of its diversity, there are many private international schools in Switzerland that
encourage respect for all cultures. Diversification of the education system in 26 cantons is
viewed by many as being inefficient. Consequently, the Swiss people have voted on May
21, 2006 to reform the education system in one common program for all the cantons. The
Programme for International Student Assessment, coordinated by the OECD, currently
ranks the Swiss education as the 16th best in the world, being significantly higher than
the OECD average.
Primary
The obligatory school system usually includes primary education (Primarschule in

German, école primaire in French and scuola primaria in Italian) and secondary
education I (Sekundarstufe I in German, secondaire I in French and scuola secondaria in
Italian). Before that, children usually go to kindergarten. The minimum age for primary
school is about six years in all cantons but Obwalden, where it is five years and three
months. The cantons Thurgau and Nidwalden allow five year olds to start primary school
in exceptional cases. Primary school continues until grade four or five, depending on the
school. Any boy or girl can take part in school if they choose to, but kids are separated
depending on whether they speak French, German or Italian.
Secondary
At the end of primary school (or at the beginning of secondary school), pupils are
separated according to their capacities in several (often three) sections. The best students
are taught advanced classes to be prepared for further studies and the matura, while
students who assimilate a little bit more slowly receive an education more adapted to
their needs. This separation can be summarized as follows:
 Pre-gymnasium: this division aims to prepare the students for Gymnasium

(German) / gymnase/collège/lycée (French) / liceo (italian) or other schools which
deliver a Federal maturity diploma. Students often have the choice between a
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science stream (with many hours of mathematics, and an introduction to physics

and chemistry) and a more literary stream with Latin (and sometimes Greek).
 Intermediate: this division targets intermediate students whose goal it is to go to
technical or secretarial schools, for example.
 Pre-professional: This division regroups students who are more interested in
manual jobs, and prepares them for an apprenticeship by giving them strong bases
in spelling, reading and mathematics.
The purpose of this system is to give every student an education that fits his or her needs
and interests, but it is also criticized because it segregates children based on intellectual
capacity. Secondary I school continues until grade nine, which marks the end of
compulsory school.
Tertiary
Tertiary education depends on the education chosen in secondary education. For students
with a matura, university is the most common one. Apprentices who did a vocational high
school will often add a Fachhochschule or a Höhere Fachschule to their curriculum.
Switzerland has the second highest rate of foreign students in tertiary education, after
Australia.[1]
There are 14 Universities in Switzerland, 10 of which are maintained at cantonal level

and usually offer a range of non-technical subjects. Most prominent of these,
internationally, are the Universität Zürich and the Universität St. Gallen. The remaining 2
institutions are run by the Swiss Confederation and are known as "Swiss Federal
Institutes of Technology". Of these the Eidgenössische Technische Hochschule Zürich
(ETHZ) is renowned as a world leader in Science and Technology education and
research. 2 Universities are run privatly but accredited by Cantones.
Educational System of Malaysia
In Malaysia education is free and compulsory for children between the ages of 6 and 16,
and an additional two years of free education are optional. In 2002–2003, virtually all
Malaysian children attended primary school. Parents may choose between Bahasa
Malaysia, Chinese, or Tamil as the language of instruction for their primary school
children. Bahasa Malaysia is the primary language of instruction in all secondary schools,
although continued learning in Chinese and Tamil is available and English is a
compulsory second language. Enrollment in secondary education was 70 percent in
2002–2003. Malaysia has a number of institutions of higher education, including nine
universities. Universities include the National University, in Bangi; the University of
Technology, in Johor Baharu; and the University of Malaya, in Kuala Lumpur.
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Educational System of Indonesia
Under colonial rule, education in Indonesia was designed mainly to prepare Dutch
children and the children of native elite for administrative tasks. In 1903 a primary school
for Indonesian girls opened, and by 1940 a system of schools for native Indonesians
existed alongside the elite Dutch system. Following independence in 1949, the new
government tried to expand the educational system but was hampered by a lack of funds.
In the late 1960s the government began promoting elementary education, which in
Indonesia lasts for six years. Since 1990 compulsory education includes elementary
schooling and three years of lower secondary schooling. An additional three years of
upper secondary schooling are optional.
In the 2000 school year 28.7 million Indonesian children attended elementary schools:
About 82 percent of girls and 97 percent of boys reach the fourth grade. Secondary
schools are attended by 60 percent of school-age girls and 61 percent of school-age boys.
In the mid-1990s some 1.6 million Indonesian students attended vocational institutes. The
higher school attendance among boys reflects the values of a largely conservative, rural
society, although the gap in schooling between boys and girls has begun to narrow. In
2005 some 86 percent of Indonesian females and 94 percent of males were literate. The
economic crisis of the late 1990s caused some children to withdraw temporarily from
school because their families could no longer afford school fees.
Indonesia has more than 50 government-operated universities and more than 1,000
private universities. The largest and most important universities are the University of
Indonesia, which has campuses in Jakarta and Depok, on the Jakarta-West Java border;
Gajah Mada University in Yogyakarta; Padjadjaran University in Bandung; and
Hasanuddin University in Makassar. The Bandung Institute of Technology is regarded as
one of Indonesia’s elite educational institutions. Atma Jaya University in Jakarta and
Parahyangan University in Bandung are highly regarded private universities.
5 ms in management
Men, Machine, methods, material and money. Thes e are the things a manager is
responsible for. Men - employees...meetign their needs, giving clear goals, monioritng
those goals, training, coaching, etc. Machine , Methods & materials - these are the things
needed to run the business and complete the task, People need to tools to fo their job,,
systems for completing those jobs. Money - meeting budetry and payroll contstraints,
paying bills, aging accounts. It varies depending on the kind of management for
specifics. A business textbook would further explain.
87
7 m's of management
Answer
1. man
2. money
3. market
4. machine
5. methods
6. materials
7. minutes
Legal basis of education in the Philippines in terms of elementar, secondary and

tertiary
REPUBLIC ACT NO. 7079

.
AN ACT PROVIDING FOR THE DEVELOPMENT AND PROMOTION OF

CAMPUS JOURNALISM AND FOR OTHER PURPOSES.
Section 1. Title. — This Act shall be known and referred to as the "Campus
Journalism Act of 1991."
.chan robles virtual law librarychan robles virtual law library
Sec. 2. Declaration of Policy. — It is the declared policy of the State to uphold and
protect the freedom of the press even at the campus level and to promote the
development and growth of campus journalism as a means of strengthening ethical
values, encouraging critical and creative thinking, and developing moral character
and personal discipline of the Filipino youth.In furtherance of this policy, the State
shall undertake various programs and projects aimed at improving the journalistic
skills of students concerned and promoting responsible and free journalism.chan
robles virtual law library
88
Sec. 3. Definition of Terms. —
(a) School. — An institution for learning in the elementary, secondary or tertiary

level comprised of the studentry, administration, faculty and non-faculty
personnel;chan robles virtual law library
.chan robles virtual law library
(b) Student Publication. — The issue of any printed material that is independently
published by, and which meets the needs and interests of, the studentry;
(c) Student Journalist. — Any bona fide student enrolled for the current semester or
term, who was passed or met the qualification and standards of the editorial
board.He must likewise maintain a satisfactory academic standing.
(d) Editorial Board. — In the tertiary level, the editorial board shall be composed of
student journalists who have qualified in placement examinations.In the case of
elementary and high school levels, the editorial board shall be composed of a duly
appointed faculty adviser, the editor who qualified and a representative of the
Parents-Teachers' Association, who will determine the editorial policies to be
implemented by the editor and staff members of the student publication concerned.
At the tertiary level, the editorial board may include a publication adviser at the
option of its members.
(e) Editorial Policies. — A set of guidelines by which a student publication is

operated and managed, taking into account pertinent laws as well as the school
administration's policies.Said guidelines shall determine the frequency of the
publication, the manner of selecting articles and features and other similar
matters.chan robles virtual law library
Sec. 4. Student Publication. — A student publication is published by the student

body through an editorial board and publication staff composed of students selected
but fair and competitive examinations.
Once the publication is established, its editorial board shall freely determine its
editorial policies and manage the publication's funds.
Sec. 5. Funding of Student Publication. — Funding for the student publication may
include the savings of the respective school's appropriations, student subscriptions,
donations, and other sources of funds.chan robles virtual law library
In no instance shall the Department of Education, Culture and Sports or the school
administration concerned withhold he release of funds sourced from the savings of
the appropriations of the respective schools and other sources intended for the
student publication. Subscription fees collected by the school administration shall be
released automatically to the student publication concerned.
89
Sec. 6. Publication Adviser. — The publication adviser shall be selected by the

school administration from a list of recommendees submitted by the publication
staff.The function of the adviser shall be limited to one of technical guidance.
Sec. 7. Security of Tenure. — A member of the publication staff must maintain his
or her status as student in order to retain membership in the publication staff.A
student shall not be expelled or suspended solely on the basis of articles he or she
has written, or on the basis of the performance of his or her duties in the student
publication.
Sec. 8. Press Conferences and Training Seminar. — The Department of Education,

Culture and Sports shall sponsor periodic competitions, press conferences and
training seminars in which student-editors/writers and teacher-adviser of student
publications in the elementary, secondary and tertiary levels shall participate. Such
competitions, conferences and seminars shall be held at the institutional, divisional,
and regional levels, culminating with the holding of the annual national elementary,
secondary or tertiary School Press Conferences in places of historical and/or
cultural interest in the country.chan robles virtual law library
Sec. 9. Rules and Regulations. — The Department of Education, Culture and

Sports, in coordination with the officers of the national elementary, secondary or
tertiary organizations or official advisers of student publications, together with
student journalists at the tertiary level and existing organizations of student
journalists, shall promulgate the rules and regulations necessary for the effective
implementation of this Act.chan robles virtual law library
Sec. 10. Tax Exemption. — Pursuant to paragraph 4, Section 4, Article XIV of the
Constitution, all grants, endowments, donations, or contributions used actually,
directly and exclusively for the promotion of campus journalism as provided for in
this Act shall be exempt from donor's or gift tax.chan robles virtual law library
Sec. 11. Appropriations. — For the initial year of implementation, the sum of Five
million pesos (P5,000,000.00) is hereby authorized to be charged against the savings
from the current appropriations of the Department of Education, Culture and
Sports. Thereafter, such amount as may be necessary shall be included in the
General Appropriations Act.
Sec. 12. Effectivity. — This Act shall take effect after fifteen (15) days following the
completion of its publication in the Official Gazette or in at least two (2) newspapers
of general circulation.chan robles virtual law library
Approved: July 5, 1991

90
1. 5 meanings of research
1. The word "research" is used to describe a number of similar and often overlapping
activities involving a search for information. For example, each of the following activities
involves such a search; but the differences are significant and worth examining.
2. The process of gathering information for the purpose of initiating, modifying or

terminating a particular investment or group of investments.
3. a detailed study of a subject, especially in order to discover (new) information
A working hypothesis should be established as soon as there is sufficient information.

The
working hypothesis may change during the course of the investigation. The focus of the
91
investigation should then be to seek to confirm the working hypothesis. No action

should be
taken based on the hypothesis, until it is confirmed with reasonable certainty.
An AEFI investigation summary form (Annex E) should be completed at the end of the
investigation.
Laboratory testing may sometimes confirm or rule out the suspected cause: the vaccine
may be
tested for sterility and adjuvant (e.g. aluminium content); the diluent for sterility and
chemical
composition; and the needles and syringe for sterility. Testing should be requested on a
clear suspicion and not as routine, and never before the working hypothesis has been
formulated. Determining which samples to send, if any, depends on the working
hypothesis
for the cause of the event(s) (Table 8). If the used vial of suspect vaccine is available, it
should
be sent with unused vials of the same lot
A. METHODOLOGY OF RESEARCH
1. Explain how the data will be presented in the study.
All data based on the sub-problems and null hypothesis that were set at the outset of
the study are to be presented, analyzed and interpreted. All the related tables containing
the data for each sub-problem topic are sequentially arranged presented, and discussed.
The researcher is advised to place each table on a page by itself regardless of whether or
not it is less than a half-page or is a full-page. The rationale behind separating the table
from the narrative text includes the following:(1) it helps facilitate, especially for the
thesis writer or mentor, the counter-checking, comparing and correcting the figures found
in the table(s) that do not jibe with those in the narrative text and (2) it obviates the
necessity of retyping the table(s) whose narrative text has to be corrected, changed or
modified.
The data will be presented in a table starting with a brief introductory paragraph,
giving the purpose of the data in the table. The brief introductory paragraph will be
followed by a statement presenting the table itself; and lastly, analyze and interpret the
findings therein.
2. What is meant by research? Discuss briefly.
Research is an activity which involves referring the works of others. A systematic

investigation of certain phenomena characterized by gathering of data accurately,
recording and critical analysis and interpretation of all facts about the phenomena. It is to
discover things from the unknown.
92
3. How would You differentiate thesis from dissertation?
Thesis is the subject to be enrolled by the masteral students after passing the
comprehensive examination, while dissertation for doctoral students. The two subjects in
the curriculum the same required the students to write and defend a book or research
work before the panel of interrogators. The differences between these two is primarily on
the coverage and deepiness of analysis. Dissertation has much wider in scope than theses.
This is the indepth study of a certain problem.
4.. Intext Documentation- is used in acknowledging authorities within the textual

presentation.
Sample of Intext Documentation:
Leveriza (1993:13) stressed that the organizational behavior is reflective of

the inner sensitivity of society, as well as individual's personal interests.
5. Population- is used to refers to groups or aggregates of people used as respondents

in the process of gathering data, information and other vital points which will enable
the researcher to come up with the accurate hypothesis.
6. What is research problem?
Research problem is the focus of the research investigation. It is an issue that is

borne out of a perplexing situation where difficulties are observed to exist. It must be
original, unique, relevant and must reflect a noteworthy contribution to the researcher's
field of specialization and to society at large.
7. Approval Sheet- this page clearly indicates the:

1. Title of the thesis;
2. Name of the researcher;
3. Academic degree for which the thesis is
a partial requirement.
4. Recommendation of the faculty
5. Approval of the Department Head.
6. Signature of the Panel Members.
8. Discuss the characteristics of a good research title.
A good research title should be of great help/interest to the writer or research.

Meaning, the researcher must have the preliminary knowledge of what the title is all
about. The title should signify a very timely and significant contribution to the needs of
the society in general and to the agency in particular. It should be specific and concise
statement of the topic. It should refer to the major variables or theoretical issues
investigated. It should be explanatory by itself which is to inform the reader about the
study, thus its principal function. It should also focus on the topic investigated and main
93
variables studied. If possible, a good research title should has ten (10) to fourteen (14)
words as its recommended maximum lengths.
9. Explain how to formulate sub-problems.
Sub-problems should be a result of logical and clear-cut analysis of the general

problem. Each sub-problem should be as extensive in coverage as the others along
mutually exclusive dimensions (no overlapping). The sub-problem should be arranged in
logical order from factual to analytical. Sub-problems on the background expected
conclusions implications and recommendations of the research should be excluded.
10. What is meant by research Methodology? Explain briefly.
Methodology is the body of methods. It is the process on establishing way of doing

anything or it is a set of procedure in the making of a thesis or research paper.
11. Explain the use of the following terms:
1. Title Page - is the first unnumbered page of a thesis or dissertation. It shows the
title, full name of the author and the submission statement which include the faculty or
school. The degree sought and the month and year of which degree is to be finished. It is
a page of a book gives a brief descriptive label of the study.
2. Footnotes - are references placed at the bottom of the pages to help the readers know
what are the specific sources of information of the author in correction with those parts of
the text that have been footnoted. A footnoting is indicated by a raised superscript Arabic
numeral immediately after the statement to be verified or outside the punctuation mark
ending the material for which the reference is given. It is also usual to place the
superscript immediately after the name of the author when this is mentioned in the text.
3. Table of contents - it is a lists of all elements of the preliminaries, the chapter, titles,
main headings and sub-headings and to reference materials it will provide the reader an
analytical view of the substance of the thesis or dissertation.
4. Pagination - the numbering and arrangement of pages or as an indicators use to

identify the sequence of the topic which could help the readers to locate immediately the
desired number as placed in the upper right hand corner of every sheet.
5. Bibliography - it is a lists of books in same way pertinent to the research which has
been done. And that it should contain all those works which the writer has consulted.
6. Variables - refers to a factor, characteristics or condition of a person, a group of

persons, a thing, a program, an even and etc. which takes on values that can be measured
categorically and quantitatively.
94
7. Instrumentation - this part serves to enumerate and take into consideration all
pertinent materials used and other factors on sources of information which leads to the
solution of the problem.
8. Master's Thesis - is a requirement for the completion of master's course. It is to be

written by candidate or researcher for an academic degree. It is to be defended by the
candidate during final oral.
9. Questionnaires - the subjects respond to the questions by writing, or more

commonly marking an answer sheet.
10. Sampling Design - This section describes in detail the sampling procedure used in
the choice of subjects for the study. Its purpose is to show how the sample group(s) was
selected and whether it is representative of the population of interest.
11. Table - is a systematic means of representing the wide array of statistical data which
inevitably prevent smooth writing on the part of the thesis writer and hamper smooth
reading on the part of the adviser.
12. Tally Sheet - is a device often used by researchers to record the frequency of
student behaviors, activities, or remarks.
12. Differentiate research hypothesis from null-hypothesis.
Research hypothesis- is the hypothetical questions asked in the sub-problems

and null-hypothesis is the answer to a given hypothesis or questions in the sub-problem.
13. Appendix - This is a list of additional references which serves as a guide for the
reader to understand and determined how the writer arrived at a scholarly works.
14. How would you acknowledge the authorities cited in your research work?
Different authorities cited in a research work will be acknowledge in the bibliography by writing the name of author, title
of the book, place, the publishing company, the year and pages where you quoted the words, ideas and statements.
15. What is a thesis? Explain briefly.

A thesis maybe defined as the repost of a scholar upon some process of research
which he has computed. It is the culmination of a desirous process extending from the
initial insights into the opportunity for investigation to the insertion of the final footnotes
many elements are involved and each offers the possibility of raising or towering the
quality of the product. Most of all in determining the character of the result, however
are the fundamental aims of the writer which should be an understanding search for truth,
and originality in substance.
16. Explain the importance of related literature and studies.

95
The related literature and studies is the entry point to the topic. It enables the
researcher to narrow down the general problem area to a specific researchable and well-
defined manageable problem. It gives overviews on the current status of research in the
problem area. It determines the feasibility of the problem in terms of the availability of
the relevant data, constraints of time and resources. It notes significant contribution to
knowledge by determining its theoretical relevance, the review should be logically
arranged by theme. It should present an authoritative discussion on the various updates
on current thinking about it. Empirical investigations relevant to the substance or
methodology of the proposed research are most appropriate. It should provide critical
evaluation of related studies. It should examine the appropriateness and applicability of
research designs used in other studies to the present investigations. It shows how the
methodology of the previous studies can be replicated, adapted, modified, or improved in
the present investigation.
17. Discuss the inclusion of the importance of the study in a thesis.
The study in a thesis is very important and significant to a researcher or writer to

make him knowledgeable in the different aspects related to the society, the country, the
government, the community, the institution, the agency concerned, and the thesis writer
himself. The study states why problem investigated is important and what significance
the results have. It is also profoundly useful to the organization, its administrators,
personnel, teachers, students and to the researcher himself. It is a noteworthy
contribution to the existing body of knowledge and the practitioner in the field.
18. Characteristics of a good research problem.

a. the topic should be of great interest to the writer.
b. it is useful for the concerned people in a particular
field.
c. it possess novelty. This means originality.
d. it is one which invites more complex designing.
e. it can be completed in the alloted time desired.
f. it does not carry ethical or moral implements.
19. Discuss the characteristics of the general problem.
The general problem should has the following characteristics:

a. It results from a felt need (gaps/deficiencies in explanations, suggestions from
readings, consideration of existing practices, extensions, replications of investigations,
etc.)
b. It must reflect a noteworthy contribution to knowledge.
c. It must be within the researchers' competence and interest.
d. It must be within the resources of the investigator with reference to time (within
the writing period), money (financial plan), and work ability (availability of data).
20. Differentiate the following research methodology.

96
1. Historical Method - attempt to go back to primary, original and first hand

information. It involves investigation, analyzing and interpreting the event of the past for
the purpose of understanding the present.
2. Descriptive Method - deals mostly with verbal information. It consists of a set of

gathered data or information which is being analyzed, summarized and interpreted.
3. Normative Method - attempt to determine the status of the current phenomena in the
light of existing and normal conditions, sometimes used to surveys due to frequency of
modes to ascertain the normal or typical conditions. It is to compare local test results
with a state or national norms.
4. Experimental Method - has something to do with controlled observation or change

and development, whether in the reactions of the natural or the solid science.
Methods or procedure involving the control or manipulation of conditions for the

purpose of studying the relationship and effects of certain treatment applied to members
of scaple on the same treatment applied to members.
5. Expost Facto Method - The literal meaning for expost facto is "what is done
afterward". It means something done or occuring after an event. It is used in
contradiction to "experimental" in this text, and has been assigned a specific and,
hopefully, unambiguous meaning.
In expost facto research method, one cannot manipulate or assign subjects or

treatments, because the independent variable have already occured, so to speak.
6. Qualitative Method of Research - it involves the extent to which various learning,

attitudes, or ideas exist, or how well or how accurately they are being developed. Thus,
possible avenues of research included comparisons between alternative methods of
teaching; comparing groups of individual in terms of existing differences on certain
variables or interviewing different groups of educational professional, such as teachers,
administrators, and counselor.
21. Curriculum Vitae- This parts contains the resume' of the researcher and other
significant personality in which the research got in touch and made some kind of
educative undertakings.
22. Differentiate the following:

.1 Open-Ended and Closed questionnaire- Open form questionnaire calls for free
responses in the respondents own words, while, closed questionnaire calls for a
short response usually yes or no answer.
.2 Standard and Self-made Questionnaire- Standard questionnaire are ready made
patterns following a specific styles, while self-made questionnaire largely depends
on the researchers' point of view relative to the problem.
97
23. Explain the following types of research?
1. Pure research - is conducted primarily to text or arrive at theory. Its main purpose
is to establish general principles without known or intended practical application of the
findings. It is in research of knowledge for knowledge's sake.
2. Observational research - researcher employs observation as a technique of

gathering data. It comes when certain data cannot be secured adequately or validly
through the use of questionnaire or some other techniques except through the use of
observation.
3. Survey research - the survey is an organized attempt to analyze interpret and report
the present status of a social institution, group or area. It deals with a cross-section of the
present.
4. Library research - the library technique is the collection of data is another way
which the researcher can employ in order realize the objectives of his research study.
5. Practical research - or applied research is to be done so as to obtained knowledge

of such useful ends. The intention is not just to obtained knowledge to solve certain
difficulties or discomfort or to improve the prevailing condition which it is in present
state, may be satisfactory but which has still room or possibility for improvements. Its
purpose is to apply, test and evaluate the usefulness of a theory or knowledge arrived at in
solving problem.
24. Discuss the Characteristics of a research hypothesis.
A research hypothesis is an expected answer to a problem. It should be measurable.

It should state expected relationships between two or more variables as answers to the
problem. It should be reasonable and based on theory and or empirical evidence. It is
testable as to (a) concepts are clear and operationalize, i.e. they have empirical reference,
(b) there are techniques available to measure the variables; (c) the hypothesis is specific,
i.e. predictions are spelled out and (d) it is related to a body of theory. A hypothesis is
may be in the statistical form characterized as follows: (a) it is used when tests of
significance of relationship and difference of measures are employed (b) the level of
significance is stated and (c) it refers to a specific problem statement.
25. How do you make an abstract of a study? Explain.
Abstract of a study is extracted from title of the study, statement of the problem, sub-
problems raised, hypothesis if there is any, the method used with the number of
respondents involved. Finally, it will include the major findings, conclusions and
recommendations.
98
26. Present the Steps in organizing a thesis covering Chapter I to V.

Discuss each caption heading.
Title page- is the first preliminary page that gives the title of the research or thesis, name
of school and address, major , name of author and date defended.
Committee Evaluation- This portion also included the title of the investigation, of
course the author, the chairman, members and adviser as the panelists for oral
examination.
Approval Sheet- This part presents the verdict of the committee on oral examination by
indicating their individual signature including the invited member from the CHEd.
Acknowledgment- This section recognizes the immeasurable assistance rendered by

other person or even by your direct members of the family that made you work realized.
Dedication- is a way recognizing the constant support of your love ones, friends, relative
and other special persons near to the heart of the researcher.
Table of Contents- gives what is inside of this thesis from title page to curriculum vitae
with their corresponding pages. Furthermore, for easy location of the page of the topic
you wanted to read.
List of Table – presents the general listing of tables included in the study by writing the
caption heading of each table and their page number.
List of Figure- it is about a schematic model or diagram of the study with its page
number.
CHAPTER I – THE PROBLEM AND ITS SCOPE
Introduction- the introductory section serves to orient the reader on what prompted the
researcher to undertaken the study. It gives a brief narrative exposition on the nature and
background of the problem area in general and rationale for the study.
Conceptual or Theoretical Framework- This main component expounds on the theory,

indicator, and variables that led to the evolvement of the research problem and its
corresponding hypothesis. Its narrative test is supported by a schematic paradigm.
Statement of the Problem- presented under this section are the main problem statement
and the corresponding sub-problems. The main problem is generally expressed in a
declarative statement that is more or less consistent with the title of the study. It is
followed by the sub-problems which are usually stated in question form.
99
Null Hypothesis- This section embodies only the null-hypothesis statements that
corresponds to each or tom some of the sub-problem statements that were presented at the
outset of the study.
Important of the Study- this section discusses the importance of the study to society, the
country, the government, the community, the institution, the agency concerned, and the
thesis writer himself.
Scope and Delimitation of the Study- explained in this section is the nature, coverage,
and time frame of the study. It presents in brief the subject areas of investigation, the
number of respondents or subject s involved, the place, the time period or school year
covered, and the rationale behind delimiting the scope of the study.
Definition of Terms Used- Under this main topical component are the operational and
conceptual definitions of the terms that are found in the title of the study, including other
unusual and technical terms.
CHAPTER II - REVIEW OF RELATED LITERATURE AND STUDIES
This chapter starts with a very brief introductory paragraph concerning the
researcher’s exploration of the related literature and studies on the research problem. It
states the main coverage of said chapter.
Related Literature – the introductory paragraph under this main topical component
merely enumerate the topical sections by subject areas that are to be covered in it. The
review of related literature embodies the cited theories, principles, concepts, facts, ideas,
and views regarding the pertinent variables or aspects of gleaned from books, research
journals, monographs, and other scholarly publications perused by the researcher.
Related Studies – Embodied under this main topical component are the cited studies of
thesis-dissertation authors and others w ho have conducted researchers abroad and in the
Philippines.
CHAPTER III – RESEARCH DESIGN AND PROCEDURE
Research Method – briefly describe the type of research method used. De pending on
the nature and purpose of the study, any one of the following research method may be
availed of: descriptive, correlational, causal-comparative, historical, experimental and
others.
Research Instrument – The details on the research or experimental instrument that was
used are described in this section. Its nature, purpose, construction, content-validation,
pre-testing, and rationale for its use are explained. Tests and research instruments that are
standardized are preferred over self-constructive ones as the former have already been
validated nationwide and are universally accepted for public consumption and
commercial use.
100
Research Locale – This section describe in brief the place were the study was conducted
and the rationale behind its choice.
Sampling Design – describes in detail the sampling procedure used in the choice of
subjects for the study. Its purpose is to show how the sample groups was selected and
whether it is representative of the population of interest.
Treatment of Data – This section presents and enumerates the statistical measures and
tests that were used on the gathered data for the study. The formula of each of the more
sophisticated statistical tests are given followed by the corresponding legend showing
what each symbol means.
CHAPTER IV- PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA
This chapter presents analyzes, and interprets the data findings or results based
on the sub-problems and null-hypothesis that were set at the outset of the study.
CHAPTER V – SUMMARY OF FINDINGS, CONCLUSIONS A ND

RECOMMENDATIONS
The last chapter of the manuscript is divided into t hree parts. Namely:
1. Summary of Findings – under this component is the very brief resume. The summary
on significant findings is organized by topics to jibe with the sub-problem questions or
subject areas of the study. Relative to the findings on the hypothesized sub-problems, the
explicit answer to each is given; that is, whether the null hypothesis is rejected or
retained.
2. Conclusions – discussed under this topical component are the corresponding

conclusions to each of the sub-problems and null-hypothesis statements.
3. Recommendations – under this component are the recommendation on the findings

and conclusions. It envisions how such findings could be applied in resolving the
problem or issued and in the betterment of the existing situation as a whole.
BIBLIOGRAPHY – A cover page duly labeled in bold letters, BIBLIOGRAPHY, at the

middle center portion of the page, is used to separate the bibliography division from the
succeeding appendix division. When preparing the list of reference sources from the
bibliography, the format, content, spacing, punctuation marks, and other features.
APPENDIX – Similarly, a cover page labeled APPENDIX precedes the succeeding

pages that embody the pertinent appendices. Its cover page follows the same format as
that of the bibliography
101
CURRICULUM VITAE – A cover page for the Curriculum Vitae is likewise used to
separate the Curriculum Vitae division from that of the Appendix division.
27. In a capsule form, present the steps in organizing a

thesis/research proposal(Note: Start on Title page to
chapter III. Include Bibliography, appendix and
curriculum. Do not copy chapter 4 and 5.
Title page- is the first preliminary page that gives the title of the research or thesis, name
of school and address, major , name of author and date defended.
Committee Evaluation- This portion also included the title of the investigation, of
course the author, the chairman, members and adviser as the panelists for oral
examination.
Approval Sheet- This part presents the verdict of the committee on oral examination by
indicating their individual signature including the invited member from the CHEd.
Acknowledgment- This section recognizes the immeasurable assistance rendered by
other person or even by your direct members of the family that made you work realized.
Dedication- is a way recognizing the constant support of your love ones, friends, relative
and other special persons near to the heart of the researcher.
Table of Contents- gives what is inside of this thesis from title page to curriculum vitae
with their corresponding pages. Furthermore, for easy location of the page of the topic
you wanted to read.
List of Table – presents the general listing of tables included in the study by writing the
caption heading of each table and their page number.
List of Figure- it is about a schematic model or diagram of the study with its page
number.
CHAPTER I – THE PROBLEM AND ITS SCOPE
Introduction- the introductory section serves to orient the reader on what prompted the
researcher to undertaken the study. It gives a brief narrative exposition on the nature and
background of the problem area in general and rationale for the study.
Conceptual or Theoretical Framework- This main component expounds on the theory,
indicator, and variables that led to the evolvement of the research problem and its
corresponding hypothesis. Its narrative test is supported by a schematic paradigm.
Statement of the Problem- presented under this section are the main problem statement
and the corresponding sub-problems. The main problem is generally expressed in a
declarative statement that is more or less consistent with the title of the study. It is
followed by the sub-problems which are usually stated in question form.
Null Hypothesis- This section embodies only the null-hypothesis statements that
corresponds to each or tom some of the sub-problem statements that were presented at the
outset of the study.
Important of the Study- this section discusses the importance of the study to society, the
country, the government, the community, the institution, the agency concerned, and the
thesis writer himself.
102
Scope and Delimitation of the Study- explained in this section is the nature, coverage,
and time frame of the study. It presents in brief the subject areas of investigation, the
number of respondents or subject s involved, the place, the time period or school year
covered, and the rationale behind delimiting the scope of the study.
Definition of Terms Used- Under this main topical component are the operational and
conceptual definitions of the terms that are found in the title of the study, including other
unusual and technical terms.
CHAPTER II - REVIEW OF RELATED LITERATURE AND STUDIES
This chapter starts with a very brief introductory paragraph concerning the
researcher’s exploration of the related literature and studies on the research problem. It
states the main coverage of said chapter.
Related Literature – the introductory paragraph under this main topical component
merely enumerate the topical sections by subject areas that are to be covered in it. The
review of related literature embodies the cited theories, principles, concepts, facts, ideas,
and views regarding the pertinent variables or aspects of gleaned from books, research
journals, monographs, and other scholarly publications perused by the researcher.
Related Studies – Embodied under this main topical component are the cited studies of
thesis-dissertation authors and others w ho have conducted researchers abroad and in the
Philippines.
CHAPTER III – RESEARCH DESIGN AND PROCEDURE
Research Method – briefly describe the type of research method used. De pending on
the nature and purpose of the study, any one of the following research method may be
availed of: descriptive, correlational, causal-comparative, historical, experimental and
others.
Research Instrument – The details on the research or experimental instrument that was
used are described in this section. Its nature, purpose, construction, content-validation,
pre-testing, and rationale for its use are explained. Tests and research instruments that are
standardized are preferred over self-constructive ones as the former have already been
validated nationwide and are universally accepted for public consumption and
commercial use.
Research Locale – This section describe in brief the place were the study was conducted
and the rationale behind its choice.
Sampling Design – describes in detail the sampling procedure used in the choice of
subjects for the study. Its purpose is to show how the sample groups was selected and
whether it is representative of the population of interest.
Treatment of Data – This section presents and enumerates the statistical measures and
tests that were used on the gathered data for the study. The formula of each of the more
sophisticated statistical tests are given followed by the corresponding legend showing
what each symbol means.
BIBLIOGRAPHY – A cover page duly labeled in bold letters, BIBLIOGRAPHY, at the
middle center portion of the page, is used to separate the bibliography division from the
succeeding appendix division. When preparing the list of reference sources from the
bibliography, the format, content, spacing, punctuation marks, and other features.
APPENDIX – Similarly, a cover page labeled APPENDIX precedes the succeeding
pages that embody the pertinent appendices. Its cover page follows the same format as
that of the bibliography
103
CURRICULUM VITAE – A cover page for the Curriculum Vitae is likewise used to
separate the Curriculum Vitae division from that of the Appendix division.
28. What is Research Proposal? is a plan, stock of ideas, offers proposed for writing
your research paper and it is also one of the requirements in the subject education 200 to
be passed before the end of the semester as partial fulfillment of the subject.
29. Make a sample of Thesis Title with a corresponding Statement of the Problem
and at least 3 sub-problems and null hypothesis and provide a schematic
diagram of the study
LEADERSHIP ROLES PRACTICED BY SCHOOL ADMINISTRATORS IN

LABANGAN I DISTRICT: ITS SIGNIFICANCE TO
EFFECTIVE MANAGEMENT
Statement of the Problem
This investigation looks into the leadership roles of the school administrators in
Alicia District; its significance to effective management
Specifically, this investigation raise the following sub-questions:
1. What are the leadership roles of the school administrators in terms of:
1.1. Leader and trainer of his employees;
1.2. Implement of ideas;
1.3. Co-worker with other supervisor;
1.4. Subordinate to his own boss; and
1.5. Mediator of employee needs?
2. How often are these leadership roles practiced by the school administrators?
3. What is the extent of comparability between the responses of the school
administrators and the teachers along with the five variables?
4. Is there a significant difference between the responses of the school
administrators and the teachers along with the five variables?
Null Hypothesis
There is no significant difference between the responses of the school
administrators and the teachers along with the five variables.
104
LEADERSHIP ROLES PRACTICED BY SCHOOL

ADMINISTRATORS IN LABANGAN
I DISTRICT
LEADERHIP ROLES RESPONSES
1. Leader and trainer of his

employees 4 – Always Practiced (AP)
2. Implement of ideas
3. Co-worker with other 3 – Often Practiced (OP)
supervisor;
4. Subordinate to his own boss; 2 – Sometimes Practiced
5. Mediator of employee needs (SP)
1 – Never Practiced At All
(NAA)
105
ITS SIGNIFICANCE TO EFFECTIVE MANAGEMENT
Fig. 1 Schematic Diagram of the Study
30. Give the importance why important terms are defined. How do you define?
Discuss substantially.
It is important that readers always learn the definition of all of the terms used in
all of the new definitions that are introduced in your thesis or research work. Without
knowing the definition of a term used in a new term’s definition, the new term’s meaning
will not be understood and therefore be useless information. Important and uncommon
terms should be defined in accordance with the used of these in the study.
31. How do you state a null hypothesis and the alternative hypothesis?
Null hypothesis - can be stated this way "There is no significant relationship,

difference, variation and etc. between the intellectual and spiritual growth of the students.
While Alternative Hypothesis is the reverse statement of a null hypothesis.
For Example:
Is there a significant relationship, difference, variation and etc. between the
intellectual and spiritual growth of the students.
32. Differentiate Independent and Dependent Variables.
Independent Variable - is called the treatment stimulus, predictor, in out or

experimental variable. While Dependent is the characteristics or factor or condition that
is observed and measured to find out how the independent variable affects it. It is also
called as outcome, criterion or attribute variable.
33. Explain the following:
1. Simple Random Sampling - According to Weirsma (1975) is a method of selecting

a sample size from a universe such that each member of the population has an equal
chance of being included in the sample.
106
2. Lottery Sampling - also called as fishbowl technique by Fox (1969). This can be
applied by first assigning members to the participants of your population assembling
them in a sampling frame. Write the numbers of your participants in small piece of paper
one number to a piece.
3. Purposive Sampling - This is done by finding out a particular reaction of some

students/respondents on the probable under study. Instead of asking the opinions of all
the students in various colleges or universities you may purposely ask only the student
leaders on a particular college. This is a sampling with purpose.
4. Stratified Random Sampling - is selected according to the proportion found in the

identified sub-groups of the defined population in get a representative group.
34. Discus the common sources of errors in the presentation, analysis and
interpretation of data.
1. Mere presentation, of a series of data as found in each table without adequate

analysis and interpretation;
2. Faulty logic in one's reasoning or thought processes in discussing the findings per
table;
3. Misstatement of true facts caused by the researcher's prejudices, and biases;
4. Use of sweeping statements in the interpretation of findings that are not supported
by the objective facts portrayed in the pertinent tables; and
5. Careless Collation, tabulation, and computation of the sampling data resulting in
wrong figures that are presented in the tables and or the text.
Common sources of Errors in the presentation, analysis and interpretation of data is
merely presenting in the text the data shown in each table is insufficient. Adequate
analysis and interpretation of the data are necessary. It is cautioned. However, to refrain
from discussing each and every figure or data embodied in the table. It is only the very
significant ones that are made the subject of discussion, analysis and interpretation.
Similarly, sweeping and opinionated statement have no place in scientific reporting.
35..Differentiate the following:

1. Open-ended questionnaire and close-ended questionnaire-
Open-ended and close-ended questions differ in several characteristics, especially as
regards the role of respondents when answering such questions. Close-ended questions
limit the respondent to the set of alternatives being offered, while openended questions
allow the respondent to express an opinion without being influenced by the researcher
2.Standardized and self-made questionnaire
Standardized questionnaire The wording and order of questions and response

choices are scripted in advance and administered as worded by interviewers.
107
Self-made questionnaire.
3. Null Hypothesis and Alternative Hypothesis

Null Hypothesis - A type of hypothesis used in statistics that proposes that no statistical
significance exists in a set of given observations. The null hypothesis attempts to show
that no variation exists between variables, or that a single variable is no different than
zero. It is presumed to be true until statistical evidence nullifies it for an alternative
hypothesis.
Alternative Hypothesis – In statistical hypothesis testing, the alternative hypothesis (or

maintained hypothesis or research hypothesis) and the null hypothesis are the two rival
hypotheses which are compared by a statistical hypothesis test. An example might be
where water quality in a stream has been observed over many years and a test is made of
the null hypothesis that there is no change in quality between the first and second halves
of the data against the alternative hypothesis that the quality is poorer in the second half
of the record.
4.Random and Purposive Sampling.-
Purposive Sampling
A purposive sample is one which is selected by the researcher subjectively. The

researcher attempts to obtain sample that appears to him/her to be representative of the
population and will usually try to ensure that a range from one extreme to the other is
included.
Purposive sampling is an informant selection tool widely used in ethnobotany (Table 1).
However, the use of the method is not adequately explained in most studies. The
purposive sampling technique, also called judgment sampling, is the deliberate choice of
an informant due to the qualities the informant possesses. It is a nonrandom technique
that does not need underlying theories or a set number of informants. Simply put, the
researcher decides what needs to be known and sets out to find people who can and are
willing to provide the information by virtue of knowledge or experience (Bernard 2002,
Lewis & Sheppard 2006). Purposive sampling is especially exemplified through the key
informant technique
5. Type I Error and Type II Error
Type I Error
In a hypothesis test, a type I error occurs when the null hypothesis is rejected when it is in
fact true; that is, H0 is wrongly rejected. For example, in a clinical trial of a new drug, the
null hypothesis might be that the new drug is no better, on average, than the current drug;
that is H0: there is no difference between the two drugs on average. A type I error would
occur if we concluded that the two drugs produced different effects when in fact there
was no difference between them.
108
Type II Error
In a hypothesis test, a type II error occurs when the null hypothesis H0, is not rejected
when it is in fact false. For example, in a clinical trial of a new drug, the null hypothesis
might be that the new drug is no better, on average, than the current drug; that is H0:
there is no difference between the two drugs on average.A type II error would occur if it
was concluded that the two drugs produced the same effect, that is, there is no difference
between the two drugs on average, when in fact they produced different ones.
6. Independent and Dependent Variables
The terms "dependent variable" and "independent variable" are used in similar but
subtly different ways in mathematics and statistics as part of the standard terminology in
those subjects. They are used to distinguish between two types of quantities being
considered, separating them into those available at the start of a process and those being
created by it, where the latter (dependent variables) are dependent on the former
(independent variables) In statistics, in an experiment, the dependent variable is the event
studied and expected to change when the independent variable is changed. In summary,
Independent variables answer the question "What do I change?"Dependent variables
answer the question "What do I observe?"
36. EXPLAIN HOW TO PRESENT DATA IN RESEARCH
1. Textual form. This is the simplest method of presenting data when there are only
a few numbers to be presented. In this form, the results are explained in paragraph
form as shown in the text.
2. Tabular form. Presenting data by means of statistical tables is a systematic
manner of arranging them in rows and columns. Each category in the table is
placed in a row or column and the data are assigned in suitable cells. In this way,
the reader can compare immediately the different data in different categories.
3. Graphical Form. Presentation of data in graphical form gives a clearer picture to

the reader of the data. A graph is a geometrical image or a mathematical picute of
a set of data.
37. EXPLAIN THE ACRONYM S.M.A.R.T
Specific
Ambiguous research title produce ambiguous results. Incomplete research title produce
incomplete output.
Measurable
Always choose research title which are measurable. A S.M.A.R.T. research title is
measurable.
109
Attainable: One of the detrimental things that many researchers do—and they do it with
good intentions—is to choose titles that are so high they are unattainable. Yes, it is very
important to choose attainable research title that cause your heart to soar with excitement,
but it is also imperative to make sure that they are attainable.. So what does it mean to be
attainable? An attainable research title is one that is both realistic but also attainable in a
shorter period of time than what you have to work with. Now when I say attainable, I
don't mean easy. Our choosen title should be set so they are just out of our reach; so they
will challenge us to grow as we reach forward to achieve them. After A S.M.A.R.T. goal
is attainable.
Realistic
The root word of realistic is "real." A research title has to be something that we can
reasonably make "real" or a "reality" in our lives. There are some research title that
simply are not realistic. A S.M.A.R.T. goal is realistic.
Time: Every research title should have a timeframe attached to it. I think that life itself is
much more productive for us as humans because there is a timeframe connected to it. A
S.M.A.R.T. goal has a timeline

Dissertation is a formal written treatise that covers a subject in great detail, and is
submitted usually in the course of qualifying for a doctor of philosophy (PhD) degree.
Also called thesis.

accepted facts that attempts to provide a plausible or rational explanation of cause-and-
effect (causal) relationships among a group of observed phenomenon. The word's origin
(from the Greek thorós, a spectator), stresses the fact that all theories are mental
models of the perceived reality.
2.2 Hypothesis. Hypothesis is an explanation for a phenomenon that can be tested in

some way that ideally either proves or disproves it. For the duration of testing, the
hypothesis is taken to be true, and the goal of the researcher is to rigorously test its terms.
The concept is a very important part of the scientific method, and it also holds true in
other disciplines as well. For example, some historians have put forward the hypothesis
that the Salem Witch Trials were brought about by the consumption of grains
110
reasoning.
2.3 Conceptual Definition. It is an element of the scientific research process in which

a specific concept is defined as a measurable occurrence
2.4 Sampling. In many experiments, sampling an entire population as part of a research
experiment is impossible, due to the time, expense and sheer number of subjects.
2.5 z-test. In statistics, a z test is a hypothesis test that analyzes the distribution of the
data as well as tests the validity and significance of the mean.
1.6 t-test. A t test is an important test that you should know how to do in Statistics. It is
another way to look at the difference between two groups.
1.7 Standard Deviation. Standard deviation is a statistical value used to determine
how spread out the data in a sample are, and how close individual data points are to the
mean — or average — value of the sample. A standard deviation of a data set equal to
zero indicates that all values in the set are the same. A larger value implies that the
individual data points are farther from the mean value.
Define and Explain the following:
1. Statistics. Statistics is the study of the collection, organization, analysis,

interpretation and presentation of data.[1][2] It deals with all aspects of data,
including the planning of data collection in terms of the design
of surveys and experiments.
2. Data Presentation.
3. Data. Data is a collection of facts, such as values or measurements. It can be
numbers, words, measurements, observations or even just descriptions of things.
4. Sample. In statistics and quantitative research methodology, a data sample is a
set of data collected and/or selected from a statistical population by a defined
procedure.
5. Population. The entire pool from which a statistical sample is drawn. The
information obtained from the sample allows statisticians to develop hypotheses
about the larger population. Researchers gather information from a sample
because of the difficulty of studying the entire population. In statistical equations,
population is usually denoted with a capital 'N', while the sample is usually
denoted with a lowercase 'n'
6. Purposive Sampling. This refers to the non-random sampling whereby a
researcher handpicks sample number to a particular criterion.
7. Table value. In a statistical test the table value is the value of test statistics that
separates the acceptance region and rejection region.
8. Level of Significance. It is the probability of committing type one error.
111
9. Type One Error. Refers to the error committed by the researcher when he is going
to reject the true hypothesis.
STATISTICS
1. Discuss the use of the following:
1.1. Sample Size - it is use to tell us something about the population value and
corresponding strength of respondents requires for a certain research activity.
1.2. Random Sampling - it is a method of selecting a sample size from a universe such
that each member of the population has an equal chance of being included in the sample.
1.3 Purposive Sampling - this is done by finding out a particular reactions of some
respondents on the problem under study. Instead of asking the opinion of all
students/respondents in various colleges or universities, you may purposely ask only the
respondents' leaders on a particular institutions.
1.4. Type I Error - this is characterized by the rejection of the null hypothesis when it
is true.
1.5 Type II Error - this is characterized by the acceptance of the null hypothesis when
it is falls.
2. Define the following terms:
1. Statistics - a method that can be used to analyze data that is to organize and make
sense out of a large current of materials.
2. Sample - a set of data consist of only a part of the observation.
3. Level of Significance- is the maximum value of the probability of rejecting the null
hypothesis Ho when in fact it is true.
4. Probability - is the theoretical or expected frequency when the laws of chance are
operating.]
5. Population - is used to refer to groups or aggregate of people used as respondents in
the process of gathering data, information and other vital point that will allow the
researcher to compare with accurate hypothesis.
6. Degrees of Freedom - where degrees of freedom is define as N minus 1 in
confidence interval work.
7. Decision rule - the final element in decision mode. This, like the hypothesis is stated
when the experiment is being designed.
112
8. Class Interval - This is the grouping or category defined by a lower limit and
upper limit.
9.Mean - is the average found by adding all the values and dividing the sum by the
number of values.
10.Weighted Mean. is similar to an arithmetic mean (the most common type of

average), where instead of each of the data points contributing equally to the final
average, some data points contribute more than others. The notion of weighted mean
plays a role in descriptive statistics and also occurs in a more general form in several
other areas of mathematics.
11.Analysis of Variance . analysis of variance (ANOVA) is a collection of statistical

models, and their associated procedures, in which the observed variance is partitioned
into components due to different explanatory variables. In its simplest form ANOVA
gives a statistical test of whether the means of several groups are all equal, and
therefore generalizes Student's two-sample t-test to more than two groups.
12.T-test. A statistical test involving means of normal populations with unknown

standard deviations; small samples are used, based on a variable t equal to the
difference between the mean of the sample and the mean of the population divided by
a result obtained by dividing the standard deviation of the sample by the square root
of the number of individuals in the sample.
13.Coefficient of correlation.
The correlation coefficient r is a measure of how nearly a scatterplot falls on a

straight line. The correlation coefficient is always between -1 and +1. To compute the
correlation coefficient of a list of pairs of measurements (X,Y), first transform X and Y
individually into standard units. Multiply corresponding elements of the transformed
pairs to get a single list of numbers. The correlation coefficient is the mean of that list of
products. This page contains a tool that lets you generate bivariate data with any
correlation coefficient you want.
When do you use the following statistical tests?
1. Anova or F test. In statistics, analysis of variance (ANOVA) is a collection of

statistical models, and their associated procedures, in which the observed variance is
partitioned into components due to different explanatory variables. In its simplest form
ANOVA gives a statistical test of whether the means of several groups are all equal, and
therefore generalizes Student's two-sample t-test to more than two groups.
Another answer:
113
An analysis of the variation in the outcomes of an experiment to assess the contribution

of each variable to the variation.
F-test. When using the F-test, you again require a hypothesis, but this time, it is to
compare standard deviations. That is, you will test the null hypothesis H0: σ12 = σ22
against an appropriate alternate hypothesis.
Another answer for f-test
The F-test is used to test for differences among sample variance. Like the Student's t, one
calculates an F and compares this to a table value.
2. t-test. T-test be used if the value that we obtain can be related back to a t-distribution in
order to estimate the probability of obtaining a value this far from the population mean or
farther.
Another answer:
The T-TEST computes a t-value which is a standardized score that is calculated by

dividing the difference in means between the two groups by its standard error (i.e., the
standard deviation of the mean differences).
3. chi-square. The chi-square test is a statistical test that can be used to determine
whether observed frequencies are significantly different from expected frequencies.
Another answer:
Chi-square tests enable us to compare observed and expected frequencies

objectively, since it is not always possible to tell just by looking at them whether they are
"different enough" to be considered statistically significant. Statistical significance in this
case implies that the differences are not due to chance alone, but instead may be
indicative of other processes at work.
4. z-test. A Z-test is any statistical test for which the distribution of the test statistic under
the null hypothesis can be approximated by a normal distribution. Due to the central limit
theorem, many test statistics are approximately normally distributed for large samples.
Therefore, many statistical tests can be performed as approximate Z-tests if the sample
size is not too small. In addition, some statistical tests, such as comparisons of means
between two samples, or a comparison of the mean of one sample to a given constant, are
exact Z-tests under certain assumptions.
Another Answer:
114
The Z-test is a statistical test used in inference which determines if the difference
between a sample mean and the population mean is large enough to be statistically
significant.
Find the sample size if the population is 2,500 at 95% accuracy. What is the level of
significance? Give the correct formula.
Answer:
N
1 + ne2
2,500
=
1+(2,500)e (5%)2
= 2,500
1+(2,500(.0025)
= 2,500
1+ 6.25
= 2,500
7.25
= 344.83
115
Statistical Treatment
The data gathered were carefully classified and
tabulated and were subjected to statistical treatment for
analysis and interpretation of the findings:
1. Weighted Mean. This was obtained by getting the
summation of the product of the frequency and the assigned
weight divided by the total number of respondents. According
to Ruiz (1988:18).
The formula is:
∑ F W
WM =
Where,
WM = Weighted Mean
F = Frequency
N = Total number of respondents

116
∑ = Summation symbol
a. Ranking. This was used to determine the relative
position per item with respect to the five indicators per
variable.
2. Six-Point Continuum. The responses of school
administrators and teachers with respect to the
predetermined statements per variable were categorized
according to the frequency they obtained. A six-point
continuum was used for analysis and interpretation.
a.) For managerial intelligence.
Six Point Continuum
Numerical Scale Adjectival Description
6– (5.16-6.00) - Always Manifested (AM)
5– (4.33-5.15) - Almost Always Manifested (AAM)
4– (3.50-4.32) - Often Manifested (OM)
3– (2.67-3.49) - Sometimes Manifested (SM)
2– (1.84-2.66) - Seldom Manifested (SM)
1– (1.00-1.83) - Never Manifested (NM)
b.) for quality work conditions.
Six Point Continuum
6– (5.16-6.00) - Always Practiced (AP)
5– (4.33-5.15) - Almost Always Practiced (AAP)

117
4– (3.50-4.32) - Often Practiced (OP)
3– (2.67-3.49) - Sometimes Practiced (SP)
2– (1.84-2.66) - Rarely Practiced (RP)
1– (1.00-1.83) - Never Practiced (NP)
3. t-test. This parametric test was used to test
whether there is no significant difference between the
responses of school administrators and teachers along with
the five variables on managerial Intelligence for attaining
desirable objectives. The formula is given by Freund
(1984:298).
X1 - X2
t = (n1-1)(SD1)2 + (n2-1)(SD2)2 1 + 1
n1 + n2 – 2 n1 n2
Where:
t = t-test
X1, SD1 and n1 = refers to the weighted mean,
standard deviation and the
number of pool statements
for school administrators
X2, SD2 and n2 = refers to the weighted mean,
standard deviation and the
number of pool statements
for teachers.
118
Since t-test distribution is characterized by the
degrees of freedom, it is computed based on the following
formula:
d.f. = n1 + n2 – 2
where,
n1 = refers to the number of pool
statements for school
administrators.
n2 = refers to the number of pool
statements for teachers.
2 = constant number.
The level of significance was set at 5 percent and
the rejection is given: t= 2.306
When the computed t-value is greater than the table
value, the null hypothesis is rejected. The computed t-value
therefore is considered significant. When the computed t-
value is lesser than the table value, the null hypothesis is
to be accepted.
4. One Way Analysis of Variance (ANOVA). This was
used to test whether there is significant difference between
the responses of school administrators and teachers with
respect to the five variables on Quality work conditions for

119
attaining desirable objectives. The formula is given by
Downie and Heath (1984:200-204).
The Formula is:
mean – square in between group
F =
mean – square in within group
Where the degrees of freedom was computed based on
the following formula:
dft = N – 1 = 25 – 1 = 24
= total number of pool statements minus one.
dfb = 2 – 1 = 1
= groups of respondents minus one.
dfw = (n1 – 1) + (n2 – 1)
= number of variables per group of respondent
………………………………………..minus one.
The level of significance was set at 5 percent and
the rejection region is given: F= 5.32
When the computed F-value is greater than the table
value, the null hypothesis is rejected in favor of the
alternative hypothesis. The computed F-value therefore is
considered significant. When the computed F-value is lesser
than the table value, the null hypothesis is accepted.

120
5. Spearman’s Coefficient of Rank Correlation or
Spearman’s rho (ρ). This test is used to determine whether
there is no significant relationship between the responses
in managerial intelligence and the responses on quality work
conditions as responded by school administrators and
teachers. The formula is given by Lapin (1975:532).
The formula is:
6 ∑ D2
ρ = 1-
n(n2-1)
where,
ρ = Spearman’s coefficient of rank
correlation
∑ D2 = the summation of the coefficient
difference in ranks of each of the
given pair of x and y variable.
n = number of pairs in x and y variable.
1 & 6 = are constant numbers.
Procedure:
Step 1 - Determine the x and y variable. Let x
variable be the responses of managerial intelligence and y
be the responses of quality work condition.
Step 2 – Rank the weighted mean from the highest
to the lowest. If ties occur in one or both variables, then
find the average rank.

121
Step 3 – Find the difference between each pair
of x and y variable and square it.
Step 4 – Find the sum of squares.
Step 5 – Using the formula
6 ∑ D2
ρ = 1-
n(n2-1)
substitute the value of the letter
and simplify to finally get the
spearman rho (ρ).
Where,
ρ = Spearman rho
n = number of pairs
6 = constant number
To determine the coefficient of correlation
interpretation, the following ranges are provided according
to Sta. Maria (1988:123)
± 0.00 to ± 0.20 – slight correlation, almost negligible
relationship.
± 0.21 to ± 0.40 – slight correlation, definite but small
relationship.
± 0.41 to ± 0.70 – moderate correlation, substantial
relationship.
± 0.71 to ± 0.90 - high correlation, mark relationship.
± 0.91 to ± 1.00 – Very high correlation, very negligible

122
relationship.
Solutions for Table 12
Ho: The responses of secondary school

administrators and teachers do not differ significantly
along with the variables on managerial intelligence.
Statistical Test Used: t-test
Obtained Weighted Mean
Variables Secondary School Teachers

Administrators
X1 X2
WM AD WM AD
1.Self Awareness 5.32 AM 4.93 AAM
2.Self Regulation 5.00 AMM 4.91 AMM
3.Motivation 5.32 AM 4.96 AAM
4.Empathy 5.53 AM 4.88 AAM
5.Social Skills 5.47 AM 4.92 AAM
Average Mean 5.33 AM 4.92 AAM
Standard Deviation 0.2054 0.0292
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APPENDIX D
Solution for SD1 for Secondary School Administrators
X1 X1-X1 (X1-X1)2
5.32 -0.01 0.0001

5.00 -0.33 0.1089
5.32 -0.01 0.0001
5.53 0.20 0.0400
5.47 0.14 0.0196
2
ΣX1= 26.64 Σ(X1-X1) = 0.1687
Σ X1 Σ(X1-X1)2
X1 = n1 SD1 = n1-1
X1 = 26.64 SD1 = 0.1687 = 0.1687

5 5-1 4
X1 = 5.33 SD1 = 0.0422
SD1 = 0.2054
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Solution for SD2 for Teachers
X2 X2-X2 (X2-X2)2
4.93 0.01 0.0001

4.91 -0.01 0.0001
4.96 0.04 0.0016
4.88 -0.04 0.0016
4.92 0.00 0.0000
ΣX2= 24.60 Σ(X2-X2)2= 0.0034
Σ X2 Σ(X2-X2)2
X2 = n1 SD2 = n2-1
X2 = 24.60 SD2 = 0.0034 = 0.0034

5 5-1 4
X2 = 4.92 SD2 = 0.00085
SD2 = 0.0292
125
X1 - X2
t =
(n1-1)(SD1)2 + (n2-1)(SD2)2 1 1
+
n1 + n2 – 2 n1 n2
5.33-4.92
t =
(5-1)(0.2054)2 + (5-1)(0.0292)2 1 1
+
5 + 5 – 2 5 5
0.41
t =
(4)(0.0422)+(4)(0.000853) 0.4
0.41
t =
0.1688+0.0034 0.4
0.41
0.022 0.4
t =
0.41 0.41
t = = 4.39
(0.1483)(0.63) 0.0934
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t = 4.39
SAMPLE OF A DISSERTATION TITLE
PRODUCTIVE MANAGEMENT CORRELATED TO STRATEGIES IN HANDLING

CONFLICT FOR MAXIMUM OUTCOME IN THE DIVISION OF
ZAMBOANGA DEL SUR: ITS INFERENCE TO
EFFECTIVE SCHOOL ADMINISTRATION
Variables for Productive Management According to Blake and

Mouton as cited by Zulueta (1999:176)
1. Impoverished Management
2. Team Management
3. Country Club Management
4. Autocratic Task Managers
5. Achievement Oriented Management
Variables for Strategies in Handling Conflict from the work

of Newstrom and Davis (1997)
1. Avoiding
2. Smoothing
3. Forcing
4. Compromising
5. Confronting
This study determined the productive management
correlated to strategies in handling conflict for maximum
outcome applied by the secondary school administrators in
the Division of Zamboanga del Sur, its inference to
effective school administration.
Specifically, this investigation answers the

127
following sub-problems:
1. To what extent is the productive management for
maximum outcome applied by the school administrators in
terms of:
1.1. Impoverished Management;
1.2. Team Management;
1.3. Country Club Management;
1.4. Autocratic Task Managers; and
1.5. Achievement Oriented Management?
2. To what extent are the strategies in handling
conflict for maximum outcome applied by the school
administrators in terms of:
2.1. Avoiding;
2.2. Smoothing;
2.3. Forcing;
2.4. Compromising; and
2.5. Confronting?
3. What is the extent of comparability between the
responses of the school administrators and the teachers
along with the variables on productive management and
strategies in handling conflict?
4. Is there a significant difference between the

128
along with the variables on productive management applied by
the school administrators?
5. Do the responses of the school administrators
and the teachers along with the variables on the strategies
in handling conflict applied by the school administrators
differ significantly?
6. What is the correlation between the productive
management and strategies in handling conflict applied by
the school administrators as responded by the two groups of
respondents along with the respective variables?
Hypotheses
Ho1: There is no significant difference between the
responses of the administrators and teachers along with the
five variables on the productive management applied by the
school administrators.
Ho2: The responses between the school
administrators and the teachers along with the variables on
strategies in handling conflict applied by the school
administrators do not differ significantly.
Ho3: There is no correlation between the productive
management and strategies in handling conflict applied by
the school administrators as responded by the two groups of
respondents along with the respective variables.

129
1. Weighted Mean.
2. One Way Analysis of Variance (ANOVA)
3. t-test
4. Spearman’s Rank Order Correlation Coefficient
or Spearman’s rho (ρ)
Justification
Product management is an organizational lifecycle
function within a company dealing with the planning,
forecasting, or marketing of a product or products at all
stages of the product lifecycle.
Conflict in the workplace can be healthy, or it can
be destructive. Competition among employees who respect each
other and are interested in what is best for the company can
lead to productive ideas and an effective exchange of ideas.
When one person is bent on reaching their goal at the
expense of others and the company, then that can be counter-
productive. A manager needs to employ strategies for

130
handling conflict before a problem arises, and know how to
diffuse a situation after it has started.
This investigation is important because this will
give ideas to the school managers that productive management
should always be given utmost attention in order to
facilitate the problems that may arise in school operation,
hence this study is important.

131
FOUNDATIONS OF EDUCATION
1. Give the implication of the statement “Education is Life”.
Majority knows that education is a continuous process and the purpose of

education is to change for the better. This description connotes its dynamic character and
implies that it is a lifetime process of integral development of the human person. Life
itself demands a continuous learning process. The term life is “continuing education or
ongoing formation.
2. Six foundations of Education
1. Psychology. It is the study of human behavior of how a person acts and reacts
under different situations, consciously or unconscioustly, mentally,
physiologically, physically, overtly, or covertly. It is the study of man’s reactions
to life stimulations.
2. Sociology. It is the study of human beings living in groups, of how people act
and interact under different social situations, an d how they relate themselves to
one another. Terms that indicate group action are used here such as cooperate,
team work, sociable, conflict, etc.
3. Anthropology. It is the study of civilizations and cultures of people; their origins,
customs, traditions, beliefs, mores, folkways, and practices. Also included are
languages, forms of writing, tools and weapons, buildings and other physical
structures.
4. History. It is the study of past events that makes us understand the present
situation, and to enable us to predict future events.
5. Philosophy. It is a systematized truth or principle that serves as a guide for
conduct or thinking. Philosophy is a fixed idea or principle arrived at after a very
rigid scrutiny or study of the state of things, situations, or events.
6. Legality. Legality refers to the conformity to the laws passed by the State to
establish and guide the conduct of an educational system. The constitution is the
most important legal document that establishes and guides the conduct of an
educational system. It contains the philosophy of education of the country.
3. What is academic freedom. Discuss its importance in our educational system

132
Academic freedom encompasses more than the freedom of professors to speak

and write freely on their fields of specialty. It also recognizes the crucial role that
academics play as intellectual leaders of society. In countries such as Ethiopia where only
a small percentage of the population completes secondary school, schoolteachers and
even high school students are among the most educated members of society. Their role as
community leaders is vital and must be protected. As this report demonstrates, academic
freedom is a sensitive barometer of a government's respect for human rights. Educators
and their students are often among the first targets of governments that do not respect
their citizens' civil and political rights; education and academic institutions are often
among the first to suffer at the hands of governments that do not provide their citizens
with social, economic, and cultural rights. Because educational systems (and universities
in particular) are public institutions or depend on government funding, and because such
institutions are viewed by governments as prime instruments of national policy,
governments have considerable power and incentive to influence what takes place in
schools (and on campus).
4. Discuss the importance of foundation of education.
Foundations mean a bases, support, principles, origin, tenets, or whatever

substructure to be built upon, any strong or worthwhile thing needs foundations.
5. Discuss the following:
1. Foundation of Education - are psychological, sociological, anthropological,

philosophical and historical. Psychology is the science of human behavior. Sociology it is
the study of society a people living in groups and their social behavior. Anthropology is
the study of civilization of the cultural development, beliefs, customs, mores traditions,
superstitious etc of mankind. Philosophy it is a way of thinking; the study of the truths or
principles underlying something. History it is the study of past events.
2. Education - process of securing desirable changes in the behavior of the

individual and to bring out his potentialities. The goal of education, then is to change man
to be better mentally, physically, sociology, morally and spiritually.
3. Sociology - it is the study of society or people living in groups and their social
behavior.
4. Psychology - it is the science of human behavior, including all sorts of responses

to situation that arise and those response maybe conscious or unconscious, mental;
physical or glandular, court or overt.
5. Values Education - is the process by which values are formed in the learner
under the guidance of the teacher and as he interacts with his environment.
6. Values Formation - are identical with those of moral development. This is

because man's sense of morality is colored by his cultural sense of what is right, moral or
133
virtuous. Basically man's conscience and morality are dependent on the acceptance of
standard and values of society.
7. Human Relation - is the out of getting along favorably with one another.
8. Human Rights - is meant a "moral and inviolable power to hold to do or to exact

something from others. It is said to be a moral power because it is not based on physical
force.
9. Culture - is a social heritage transmitted form one generation to another and

shared. It consist of the sum total of skills, beliefs, knowledge and product that are
commonly shared be a number of people and transmitted to their children.
10. Centralization - is the systematic and consistent reservation of authority at

central point within the organization.
5. Explain how the following school of thoughts agree from each other basically.
1. Philo of Idealism - is right in stressing the human and personal elements in life
and education.
2. Philo of Realism - the doctrine that ideas or universe have an absolute existence
outside the mind.
3. Philo of Naturalism - a mode of thoughts glorifying nature and excluding

supernatural and spiritual elements.
4. Philo of Pragmatism - a doctrine which test truth by its practical consequences.

Truth is therefore held to be relative and not attainable by metaphysical speculation.
5. Philo of Communism - the ownership of properly, or means of production

distribution and supply by the whole of a classless society with wealth shared on the
principle of to each according to his needs.
6. Philo of Existentialism - the doctrine that man is not a part of an ordered

metaphysical scheme but that individual must create their own being, each in his own
specific situation and environment.
6. Differentiate double standard morality from split level morality.
Double standard morality - allows pumarital or extramarital sexual activity for

men but not for women.
134
Split Level Morality - the situation where there is a co-existence within the same
person of two or more thought and behavior system which are inconsistent with each
other. Split level individuals at one level profess allegiance to ideas, attitudes, the ways of
behaving which are borrowed from at another level. This level marries and maintains a
Querida.
7. How do sociology related to the other social science in contributing to man's

understanding of himself and of the world he lives in?
Sociology is related to the other social sciences because it deals with human
relationships, social systems, and societies. These aspects contributes to man's
understanding through the outcomes of peoples' search for a valid, reliable, and precise
knowledge about human nature and society.
8.What are the positive and negative implication of the value orientation of the
Filipino in our national development goals?
Value Orientation
Positive Negative
May Pakisama Walang Pakisama

(With brotherhood) (Without brotherhood)
+ -
Tapat makisama Mapagkunwaring makisama
(Honest in relationship) (dishonest in relationship)
+ -
Matatag na samahan Marupok na samahan
(Strong relationship) (Weak relationship)
+ -
Sang-ayon sa samahan Tutol sa samahan
(Confirms with the groups) (disagrees with the groups)
9. Discuss the importance of the following: educational philosophy of John Dewey:
1. Education is life - this description connotes its dynamic character and implies
that it is a life time process of integral development of the human person. Life itself
demands a continuous learning process. The term life is "continuing education or ongoing
formation.
2. Education is growth - the process of education is the change that takes place
from day to day. As long as growth continuous, education is taking place. The great goal
of modern education is growth that begins at birth, is guided through the school years and
continues throughout life.
135
3. Education is a social process - Education in a democracy must be education for

living. It must go on in a social group. Education is more than learning; it is living.
Schools must be democratic societies in which children live natural democratic live with
their comparison i order that they must grow into adulthood with good citizenship as part
of their experience.
10. Disscuss how the following school of thoughts agree from each other basically:
1. Philo of naturalism and humanism.
In my own point of view, they do not agree to each other because naturalism is
the philosophy that maintains that (1) nature is all there is and whatever exists
or happens is natural; (2) nature (the universe or cosmos) consists only of
natural elements, that is, of spatiotemporal material elements--matter and
energy--and non-material elements--mind, ideas, values, logical relationships,
mathematical laws, etc.--that are either associated with the human brain or
exist independently of the brain but are still somehow immanent in the
physical structure of the universe; (3) nature operates by natural processes that
follow natural laws and can, in principle, be explained and understood by
science and philosophy; and (4) the supernatural does not exist, i.e., only
nature is real, therefore, supernature is not real. Naturalism is therefore a
metaphysical philosophy opposed primarily by supernaturalism.
2. Idealism and Communism.
Idealism, in philosophy, a theory of reality and of knowledge that attributes to

consciousness, or the immaterial mind, a primary role in the constitution of
the world.Communism is a philosophy which seeks to prove that God does
not exist. They have three laws which tries to explain away God. Man
therefore becomes the highest form of life and hence should be worshipped.
By removing the classes than there will cease to be conflict and you will
eventually you will need no government as the better nature of people will
overcome their selfish desires and people will live happily ever after. Doesn't
that sound nice? How do you get there though? Communists do not believe
in God and hence believe that the ends justify the means. The magic words
here is FORCE and DISHONESTY. If you believe in God then they will do
everything in their means to destroy your faith, prevent your worship, and
most importantly, prevent you from teaching your family about your faith.
How will they convince other people to accept their form of government? By
whatever means necessary. I find this part the most disturbing because I find
it far worse than the religious wars of history. Is Communism a religion?
Why not?
I disagree. Without the inherent idealism, and the willingness to give upn
individualism and personal isolationism for a more communal oriented
existence, requires the elevation of the individual. It requires idealism
3. Pragmatism and Realism

136
The Pragmatist believes that reality is basically a process or an

experience, that knowledge is gained through a trial-and-error approach,
and that values are determined by norms established by society. Thus, the
Pragmatist tries to promote the most net happiness for the greatest
number of people (even though in some cases this net happiness may be
more eventual than immediate).
The Realist believes that reality is basically matter or the physical

universe, that knowledge is gained through the senses, and that value
is measured by conformity to nature. Thus, the Realist attempts to act
in accord with mental and physical nature; to live in the mean between
excess and deficiency.
4. Realism and Naturalism.
Naturalism is a more recent movement in the literary circle (compared to classicism and
romanticism) that strives to depict believable everyday reality as embodied in the works
of the foremost literary figures in naturalism.
The Evolution Theory of Charles Darwin provides the greatest influence to naturalistic
writers. That is why stories from naturalistic writers espoused the view that one’s
bloodline and environment determine a person’s character. Realism presents the character
exactly who he or she is. Naturalism, on the other hand, goes beyond this by depicting
objectively the determining forces such as environment and heredity that help shape the
individual’s actions. Realism is similar to naturalism though in the sense that they are in
direct contrast to romanticism.
Realism also focuses on literary technique. Naturalistic works, on the other hand, are
characterized by philosophical pessimism that enables them to depict human beings in an
impartial and objective way without moralizing.
Naturalism is a literary movement derived from Realism. But it seeks not only to depict
real life but also to probe deeper than the surface, a characteristic reminiscent of
romanticism. Due to this, naturalistic writings often depict pessimistic determinism. The
philosophical slant in naturalistic writing as exhibited by its known writers Crane, Norris,
Dreiser and London provides naturalism an identity uniquely its own.
11. The following are famous sociological thinkers. What their contributions to
management.
1. Frederick Taylor. His system broke up industrial production into very small and
highly regulated steps and required that workers obey the instructions of managers
concerning the proper way to perform these very specific steps. Taylor determined these
steps through careful scientific observations, his most significant individual contribution
to scientific management. He used these observations to compare the pace at which
various workers completed tasks. Taylor's system of management atomized, or separated
workers from each other. Workers in his system were given highly detailed work
instructions that Taylor's scientific studies had determined to be the very best - that is
137
most efficient - way to perform the specific, isolated, task. Workers became parts of a
larger machine and they were expected to understand that their interests were in accord
with the interests of managers. This "mental revolution" of interests was, Taylor believed,
the most significant contribution of scientific management, in that it reduced
management-worker strife.
2 Kurt Lewin. has significant contribution to the fields of social science, psychology,
social psychology, organizational development, process management, and change
management. Lewin often characterized organizational management styles and cultures
in terms of leadership climates defined by (1) authoritarian, (2) democratic and (3)
laissez-faire work environments. Authoritarian environments are characterized where the
leader determines policy with techniques and steps for work tasks dictated by the leader
in the division of labor. The leader is not necessarily hostile but is aloof from
participation in work and commonly offers personal praise and criticism for the work
done. Democratic climates are characterized where policy is determined through
collective processes with decisions assisted by the leader. Before accomplishing tasks,
perspectives are gained from group discussion and technical advice from a leader.
Members are given choices and collectively decide the division of labor. Praise and
criticism in such an environment are objective, fact minded and given by a group member
without necessarily having participated extensively in the actual work. Laissez faire
environments give freedom to the group for policy determination without any
participation from the leader. The leader remains uninvolved in work decisions unless
asked, does not participate in the division of labor, and very infrequently gives praise.
3 Doughlas McArthur. General Douglas MacArthur, his contributions is on military

strategy and leadership, his role as an early proponent of the Air Force as an integral part
of modern warfare, and his management of peace during the U.S. occupation of Japan.
12. Explain briefly how psychologists, sociologists, and philosophers viewed

education.
Psychologist, Sociologists and Philosophers viewed education - that man is a

rational being who learns only by using his senses. Education used to offer facts from
which reasons could derive knowledge. Since the early 1020's a philosophical view of
man and how he acquires knowledge has led a great change in educational practices.
Under the influence of the American philosopher Dr. John Dewey, man come to be
viewed as union of mind and body who learned through self-activity or through his own
experiences or reactions.
13.What are the basic philosophical principles. Explain each and cite concrete
example.
1. The principle of Non-Contradiction - which helds what is true is true anytime,

anywhere, and in any situation.
138
Ex. A being, an object or a person can not exist at the same time and in the same
sense.
A coconut tree cannot be burn tree at the same time in its being a coconut tree.
2. The principles of Identify - which determines a being what it really is.
Ex. Man is man, you are what you are.
3. The principle of casuality - which determines a being or distinguishes and effect

from its cause whatever has a beginning must be made, or produced by somebody else.
An effect can not be basically or essentially superior to its cause, that is an effect
than its cause.
4. The principle of sufficient reason or intelligently.
Whatever exists has reason for its existence.
5. The principle of human knowledge begin with the senses.
Human knowledge brings with the sense. The mid cannot understand something
unless that something was grasped or perceived first somehow directly or indirectly by
the sense of sight, hearing, smelling, touching and tasting.
14. Explain briefly this educational concept: "The child must be the center of the
educative process".
The child is made the center of the educative process - this means that the ability,
interest, and needs of the child or pupils must be taken into consideration in the selection
and organization of the school programs or activities. The child is considered that starting
principle of teaching and learning.
15. How can similarities and differences in culture be determine?
All culture are similar to as well as different to each other because they all attempt
to satisfy basic biological and group needs, they develop out of the individuals psychic
unity, and they are drawn from the limited alternatives that are available in one's
environment. They are different because they tend to be conditioned by such factors as
the natural and human resources within the environment.
16. How do you describe an educated person?
Educated person is a man who possessed all the highest education and acted
professionally. Very knowledgeable in all aspects and moreso, he knows how to respect
and treasure the worth of others.
139
17. How as the Filipino family been affected by social change?
In an industrializing country like the Philippine, it is inevitable that the

process of modernization will affect all aspects of life.
The kind ship system refers to the unit society comprising those within consanguine
relationships. The concept of kind ship group is extended to ritual relationship and even
to individual related to the family be close family ties. This
affects the Filipino family by social change.
18. Discuss substantially how valuable the Philippine value system.
The Philippine value-system is valuable because it will help the development

planners, policy-makers, and community development workers to motivate the people to
be receptive to innovation. For the Filipino nation to withstand
the difficulties of the present socio-economic crisis, it is imperative to ring about social
transformation in structure as well as in behavior; form wasteful consumption patterns to
resourceful productivity; form the tendency to depend on others to creative self-reliance
and efficiency; form "bahala na" to realistic planning and implementation.
19. Explain the importance of motivation in the teaching learning process.
Motivation is important in the teaching-learning process for the control and

direction of human behavior, for human happiness and for providing a goal.
20. Explain the following discipline of foundations of education:
1. Psychological foundations of education offers several possible focus areas including

measurement and evaluation, statistics and research design, learning and cognition,
technology and learning, social psychology, cooperative learning, and moral
development. The field attracts professionals from education, business, and youth
services who enter the program to prepare for careers in higher education, technology,
consulting, testing and assessment, corporate training, and curriculum development,
among many others. Study is usually individualized, requiring only minimal core
coursework.
2. Sociological Foundations of education is dynamic and provides future teachers with

an opportunity to explore current, as well as historical, issues in education. Each future
teacher will be able to contribute to the seminar style curriculum design.
3. Philosophical Foundations of Education examined the origins and meaning of social

and philosophical ideas and how these ideas influence the lives of children and teachers
140
in schools. The major philosophical systems and ideologies that have shaped and
continue to shape educational thought and practice are the focus of this disciplines.
MAJOR IN EDUCATIONAL MANAGEMENT AND COGNATES
1. Relate the value of theory X and theory Y of Douglas McGregor for effective
management.
Theory X - the assumptions that the average employee dislikes to work, lazy, has
little ambition, and must be directed, coerced, or threatened with punishment to perform
adequately.
Theory Y - the assumption that the average person can enjoy to work, be
committed to objectives and seek responsibility.
2. From the given data, compute for:
Example:
a) Participate Rate
PR = Current Enrollment 7-12 years old

Population 7-12 years old
Assuming there are 900 population in the community who are 7-12 years old.
PR = 620 * 100 = 68.89%

900
b) Survival Rate
SR = Grade IV Enrollment Current Year
Enrollment 5 years ago of Grade I
SR = 98 *100 = 89.09%
100
c) Transition Rate, SY 1998-1999

TR = No. of Primary Pupils Promoted
(Grade 10) * 100
Intermediate Enrollment in Grade V
141
TR = 95 * 100 = 95%
100
d) Retention Rate
RR = Enrollment Current SY Grade II-IV
Enrollment Previous SY Grades I-V
RR = 572 * 100 = 92.86%

616
e) Completion Rate
CR = Graduates Current SY (Grade VI)
Enrollment of Grade I, 5 years ago
CR = 87 * 100 = 79.09%
110
f) Promotion Rate
PR = Total number of Pupils Promoted CY(I-VI)
Total Annual Enrollment Current Year
PR = 611 * 100 = 87.04%

702
g) Graduation Rate
GR = No. of Graduates, Grade VI,CY
Grade VI Enrollment Current Year
GR = 87 * 100 = 88.78%
98
h) Drop-out Rate
DR = No. of Drop-outs Current SY(I-VI)
Total Enrollment Current SY (I-VI)
DR = 41 * 100 = 5.84%
702
i) Failure
FR = No. of Pupils with Failure, Current SY, I-VI
Annual Enrollment Current SY, I-VI
FR = 26 * 100 = 3.70%
702
142
j) Teacher-Pupils Ratio
TPR = Enrollment Current SY, I-VI
No. of Teachers
TPR = 702 * 100 = 35.1

20
TPR = 1:35
3. The Five Types of Management According to Franco:
1. Management by Kayod. Kayod is a Filipino term which means to sweat it out or

to give oneself to hard work. The manager of this, is action-hungry, highly
dedicated, but his manners are rather formal and that of an introvert. He is serious
worker and will not give in to bribing or any anomalous deals.
2. Management by lusot. Lusot is another Filipino word which means capitalizing
on a loophole. Thus, the manager will always be on the lookout for loopholes of
anything and will use them to avoid too much work, or as an excuse for failure.
He is also given to make shortcuts and to do unconventional or even illegal ways
to attain objectives.Generally an extrovert, he deals with people informally.
3. Management by Libro. Libro in English is book. Under this type, the manager
operates by the dictates of the book – what the manuals and other formal
documents say. He is systematic, tough, and analytical. He usually has adequate
formal training in management.
4. Management by Oido. Under this, the manager learners his managerial skills by
Oido or by ear. He has a vast field of practical experiences to compensate for this
lack of formal management education. He is the opposite of “libro” manager.
5. Management by Ugnayan. The manager under this, is a hybrid of all types of
managers.Hence, he is one type of manager now, and different in another time,
depending on the situation. He is a gifted reconciler of all philosophies and beliefs
held in various styles of management depending on the need and conditions of his
organization. He is participatory and cooperative.
Idealism is the impetus for a nation's survival and growth. It is the driving force to keep
the country going. But in this case, too much idealism won't get the country going. The
recent rally of civil groups during the anniversary of EDSA II reflects this. Motorists
were affected, commuters were affected, business was affected...badly. We are not living
in democracy; in this case, we are living in anarchy.
Realism in the arts: the accurate, detailed, unembellished depiction of nature or of

contemporary life. Realism rejects imaginative idealization in favour of a close
observation of outward appearances. As such, realism in its broad sense has comprised
many artistic currents in different civilizations. In the visual arts, for example, realism
can be found in ancient Hellenistic Greek sculptures accurately portraying boxers and
decrepit old women. The works of such 17th-century painters as Caravaggio, the Dutch
143
genre painters, the Spanish painters Jos de Ribera, Diego Vel zquez, and Francisco de
Zurbar n, and the Le Nain brothers in France are realist in approach. The works of the
18th-century English novelists Daniel Defoe, Henry Fielding, and Tobias Smollett may
also be called realistic.
Realism was not consciously adopted as an aesthetic program until the mid-19th century
in France, however. Indeed, realism may be viewed as a major trend in French novels and
paintings between 1850 and 1880. One of the first appearances of the term realism was in
the Mercure francais du XIX siecle in 1826, in which the word is used to describe a
doctrine based not upon imitating past artistic achievements but upon the truthful and
accurate depiction of the models that nature and contemporary life offer the artist. The
French proponents of realism were agreed in their rejection of the artificiality of both the
Classicism and Romanticism of the academies and on the necessity for contemporaneity
in an effective work of art. They attempted to portray the lives, appearances, problems,
customs, and mores of the middle and lower classes, of the unexceptional, the ordinary,
the humble, and the unadorned. Indeed, they conscientiously set themselves to
reproducing all the hitherto-ignored aspects of contemporary life and society--its mental
attitudes, physical settings, and material conditions.
Realism was stimulated by several intellectual developments in the first half of the 19th
century. Among these were the anti-Romantic movement in Germany, with its emphasis
on the common man as an artistic subject; Auguste Comte's Positivist philosophy, in
which sociology's importance as the scientific study of society was emphasized; the rise
of professional journalism, with its accurate and dispassionate recording of current
events; and the development of photography, with its capability of mechanically
reproducing visual appearances with extreme accuracy. All these developments
stimulated interest in accurately recording contemporary life and society.
Naturalism
Naturalism, commonly known as materialism, is a philosophical paradigm whereby

everything can be explained in terms of natural causes. Physical matter is the only reality
-- everything can be explained in terms of matter and physical phenomena. Naturalism,
by definition, excludes any Supernatural Agent or activity. Thus, naturalism is atheism.
Naturalism's exclusion of God necessitates moral relativism. Philosophers agree, without
God there is no universal moral standard of conduct.
Supernaturalism
A belief in forces beyond ordinary human understanding. The quality of being attributed
to power that seems to violate or go beyond natural forces. The supernatural comprises
forces and phenomena that cannot be perceived by natural or empirical senses, and whose
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understanding may be said to lie with religious, magical, or otherwise mysterious

explanation —yet remains firmly outside of the realm of science.
Progressivism
A belief system honoring or urging improvement, change, growth, and reform. A
prominent social movement in London's day, when people worked for slum
improvement, public health, women's suffrage, elimination of prostitution, child labor
laws, destruction of urban political machines, and so forth. Most socialists, like London,
supported Progressive causes but added a class-based analysis to their arguments.
Leave of absence - leave of absence - the period of time during which you are absent
from work or duty; "a ten day's leave to visit his mother. In accordance with the
provisions of this Article 18 of leave under general provinsion, a leave of absence, with
or without pay, may be approved by the University for medical purposes and non-medical
reasons.
Maternity leave - is provided through a combination of sick leave and vacation leave.
The purpose of this type of leave is to allow mothers to take time off work following the
birth of a child.
In a nutshell, what is provided in labour standards legislation?
An employee who gives birth is, under certain conditions,
entitled to 17 weeks' unpaid leave ( 15 weeks in Alberta,
18 weeks in Quebec and Saskatchewan). Employees must
give their employer notice in writing a few weeks prior to
the start of such leave. In some jurisdictions, the leave
can also start up to 16 or 17 weeks prior to the expected
due date, terminating 17 or 18 weeks after the actual date
of delivery, depending on the jurisdiction. Extensions are
also possible in some jurisdictions. When she comes back
to work, the employee usually returns to her former
position or be assigned equivalent duties, with the same
salary and benefits.
Generally, the employee must have worked for the same

employer for a certain period, except in British Columbia,
New Brunswick and Quebec, which do not have such a
requirement.
In the federal and Quebec jurisdictions, a pregnant

woman or nursing mother may ask her employer to
temporarily modify her duties or to assign her to another
position, if continuation of her present duties puts her
health or that of her unborn child or nursing infant at risk.
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This request must, however, be accompanied by a

certificate from a qualified physician. If it is impossible to
reassign the employee or to modify her duties, she may
take leave immediately.
In several jurisdictions, labour standards legislation

stipulates that benefits may continue throughout the leave
period, provided the employee makes all the contributions
she would normally have made, within a reasonable
period of time. In some jurisdictions she may also be
required to pay the employer's share of these benefits.
Under federal jurisdiction, an employer may not dismiss,

lay off or demote an employee because of her pregnancy
or intention to take maternity leave. The employer also
may not use an employee's pregnancy as grounds for
denial of promotion or training.
Paternity leave
Paternity leave enables a father to take a few days or weeks off work after a child is born.
In a nutshell, what is provided in labour standards legislation?
Paternity leave was replaced by parental leave in the 1990s in many jurisdictions.
Generally, parental leave is considered to be similar to long term paternity leave for
fathers who wish to take time off work to care for their child.
This leave enables a father to take time to look after his child and the child's mother.
Approximately one third of collective agreements include a provision for a few days’
paternity leave. Paternity leave of several weeks' duration is rarely offered by Canadian
employers.
Study leave
Study leave is an important feature of academic life that provides academics with release
from teaching, administrative and related duties to pursue research and other scholarly
work which requires uninterrupted periods of time. The University supports study leave
through a generous system of travel grants for those staff needing to leave the Perth
metropolitan area.Study leave provides for periods of release from regular teaching and
administrative duties for the primary purpose of research and scholarly work. It may also
incorporate conference attendance and/or postgraduate study to complete a higher degree.
It can be taken either outside or within the University. It may also be used by staff to look
at teaching developments in their field of expertise or to engage in a period of
professional practice to keep abreast of professional developments.
6. Discuss the Following:

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1. Management - is a dynamic element in every organization. He is the giver of life

in an organization through his control of the decision making structive in the corporate
organization. A process of controlling persons.
2. Leadership - as a process of influencing the activities of an organized group in

the task of goal setting and goal achieving. It a two-way process, the leader and a
follower.
3. Planning - is deciding in advance what to do, how to do it, when to do it, and to
measure performance. Is an intellectual process to determine the causes of action to
achieve certain goals.
4. Administration - connotes the machinery of an organization and its function. It

refers in general to the plan of organization and how such is controlled and operated. It
desired aims and objectives.
5. Supervision - refers to the routinary tasks of administrators in any entity whose

primary responsibility is to protect the interest of the system as well as upholding the
rights of management for the welfare of the employees or workers in general.
6. Decision Making - is one of the function comprising the management process. It

is easy step to recognize that the manager makes planning, decisions, organizing decision,
motivating and control decisions.
7. Motivation - is a concept designating the factors that move human beings to

achieve desired goals or objectives.
8. Service Credit - an extra service rendered during long vacation or during

summer for teachers. When the teachers attending seminars given by the DECS, teachers
are required to fill up the daily time record (DTR) corresponds to the member of days
rendered during the seminar and duly signed by the authorized person who conducting
the seminar, and submitted to the record section together with the certification for
recording.
9. PRODED - Program on Decentralized Educational Development.
10. LAC - Learning Action Cell.
11. NESC - New Elementary School Curriculum.
12. SEDP - Secondary Education Department Program.
13. Vacation Leave - this is refer to long vacation, rights after the last day of
service in every school/year. The teachers are entitled and will come back at the first day
of classes for the succeeding school/year.
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14. Organizing - a system of authority and responsibility must be set up and

maintained.
15. Staffing - is the recruitment, placement, and training of qualified personnel to

do the organizational work.
16. Directing - this is the process of communicating with an influencing

subordinates towards the achievement of organizational goal.
17. Coordinating - this is the function of monitoring performance and undertaking

corrective actions to insure the attainment of predetermined goals and objective of the
organization.
18. Recording - is administrative function to insure results with to maximum

delegation of authority, school records should be kept for comparison and evaluation
process.
19. Job Description - is a summary of the important facts about a particular job. It
tells: 1) the duties; 2) how these duties performance, 3) the skills needed to do the work
and, 4) why the job is necessary.
20. Promotion - a movement to a position in which responsibilities are increased

generally associated with a corresponding increase in pay. It is used to reward employees
for their loyal and faithful service to the company, meritorious performance, outstanding
ability on the job.
21. Merit Increase - is a reward that perpetuated year after year even though the
performance required to earn. It increases to recognize seniority or to accommodate rises
in the cost of living.
22. Maternity Leave - this is only for female teachers. Female teachers will enjoy
6o days maternity leave, depending upon the nature of their appointment. For non-
eligibles they're entitled only to have 30 days with pay and 30 days without pay provided
that they rendered already 2
years in service. Likewise, for an eligible they are rendering 2 years in service fro the
effectivity of her appointment.
23. Personnel Management - described as the field of management which has to

do with planning, organizing and controlling various. Operative functions of improving
developing, maintaining and utilizing a labor force.
24. Human behavior - consists of any act of an individual person that reflects his
thoughts, feelings, emotions, sentiments and in general, his state or condition.
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25. School Administrators - are the school principals, head teachers and teachers-
incharge who are responsible in the administration and supervision of the schools within
the district.
25. School Manager - is one who exercises his authority and leadership over other
personnel.
26. POSDCORB - Planning

- Organizing
- Staffing
- Directing
- Coordinating
- Reporting
- Budgeting
27. TEEP - Third Elementary Education Program. This project or program aims
to improve the quality of instruction in the classroom and improve the achievement rate
of the pupils by employing some innovative strategies.
28. SEDP - Secondary Education Development Program. It is a program for high

school curriculum started in 1988 for Free Secondary Education.
7. Compare the educational system in Philippines with one of the system of an Asian
country. -
The educational system in the Philippines is quite behind compared tot he system in
Japan. In our Country, several experimentation have been made in our curriculum, yet we
suffer from economic and social crises, In Japan, the educational system is designed to
developed the country's technology that is in global competitiveness. The Japanese offer
curriculum that suits
their needs. While in the Philippines, we have several focus in education. We want more
but our resources is very inadequate.
8. What are the different customs and traditions which Filipino have to review on
values that will rebuild a strong family and society.
Custom and traditions of Filipinos have survived generations and are still with us.
The most tenacious of these
customs is the pagmamano, or keeping of the older's hands to show respect, or as a
greeting during various occasions.
When building one's new home, coins are usually placed at the base of the stairs to
insure the family's financial comfort. Paninilbihan is expected until now especially in
rural areas.
Filipino wake is not a wake without the accompanying prayer, gambling, and
eating. These will revive and will rebuilt a strong family ties and to the society.
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9. Differentiate a boss and a leader in good human relations.
BOSS
1. Creates fear
2. Bossism creates resentment
3. A boss says "I"
4. Boss fixes blames
5. A boss knows how
6. Bossism make drudgery
7. A boss relies on authority
8. A boss drives
LEADER
1. Creates confidence
2. Leadership breeds enthusiasm
3. A leader says "We"
4. Leader fixes mistakes
5. A leader shows how
6. Leadership makes work interesting
7. Leader relies on cooperation
8. A leader leads.
10. Identify and explain the types of discipline use by administrators.
1. Preventive discipline - is action taken to encourage employees to fallow-

standards and rules so that infractions do not occur. The basic objective is to encourage
employees a self-discipline. In this way the employees maintain their own discipline
rather than have management impose it.
2. Corrective Discipline - is an action that follows infraction of a rule, it seeks

discourage further infractions
so that future acts will be in compliance with standards. Typically. The corrective action
is a penalty of some type and is called a disciplinary.
11. What are the devices used in the evaluation of the teaching-learning situation.
a) Diagnostic Test - a test given administered at the opening of the classes in

order to know the strength and weaknesses of the learners and that the teachers will know
where and how to reinforce.
b) Formative Test - a test given after every lesson is taught in order to measure
the mastery level of the class.
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c) Summative Test - a test given periodically or in every rating period to master

the achievement or performance of the students.
d) Achievements/Assessment Test - is given whether or not a criterion or norm

reference test in order to test the performance of the students, the teachers and the school
as a whole.
3) The importance of In-Service Education of teachers, i.e. trainings, seminars,

workshop, helps the teachers grow professionally. It would enhance the teachers
competence in the field of teaching. It will also help improve the teachers' knowledge,
skills, attitudes, values and behavior because education is a continuous process of
learning and a never ending process as well.
12. What is academic freedom? Disscuss its important in our educational system.
Academic freedom is the right of the teacher to teach the subject of his /her
specialization according to his/her best lights; to hold, in other subjects, such ideas as
he/she believes sincerely to be right; and to express his opinions on public questions in a
manner that shall not interfere with his duties as a member of the faculty or negative to
his/her loyalty to the school, college, or university that employs him/her.
13. Discuss the following leadership styles:
1. Nomothetic - means it is based on law, characterized by behavior that stresses

goal accomplishment, rules and regulations, and centralized authority at the expense of
the individual.
2. Ideographic - means it is something peculiar to an individual characterized by

behavior that stresses the individuality of people, minimum rules and regulations,
decentralized authority and highly individualistic relationship with subordinates happy
and contested.
3. Transaction - means that which applies to a matter transacted or realized in

actuality. It is characterized by behavior that stresses goal accomplishment but which also
makes provision for individual fulfillment.
4. Laissez-Faire - one who offers information to the members but shows little
involvement and participation in group activities.
14. One of the helps for human relation is "Friendliness to Overcome Opposition".
How will you conduct yourself with a groups of radical subordinate or radical co-
workers.
A managerial leader must know how to work with people. He must command their
admiration and respect their trust, loyalty, and responsiveness.
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"Friendliness" to overcome the opposition, he has time for friendly chats. He shows
interest in their lives, hopes, and dreams of those under him, so that they feel free to share
their ideas and ideas and suggestions with him. Good human relation helps toward his
subordinates by sharing views regarding problems that face their work in the
organization.
15. Differentiate Theory X from Theory Y
THEORY X ASSUMPTIONS:
People inherently dislike work
People must be coerced or controlled to do work to achieve objectives
People prefer to be directed
THEORY Y ASSUMPTIONS:
People view work as being as natural as play and rest
People will exercise self-direction and -control towards achieving objectives
they are committed to
People learn to accept and seek responsibility
16. What does the acronym POSDCORB stand for? Explain each
The acronym of POSDCROB stands for:

1. Planning – working out in broad outline what needs to be done and the method
for doing it to accomplish the stated purpose.
2. Organizing – the establishment of a formal structure of authority through which work
subdivisions are arranged, defined, and coordinated for the objective.
3. Staffing – the whole personnel function of bringing in and training the staff and
maintaining favorable work conditions.
4. Directing – the continuous task of making decisions, embodying them in specific and
general orders and instructions while serving as a leader.
5. Coordinating – the all-important duty of interrelating the various parts of the
organization.
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6. Reporting – This can include external reporting, too, meaning that a Public
Information department reports operational information to the public.
7. Budgeting – Finance departments conduct the fiduciary activities.
17. How do you resolve the following educational problems?
There are many educational problems that beset the country which may
adversely affect its progress. The school has an important obligation to help minimize
such problems if not entirely eradicated them. Some of the more serious problems are the
following:
1. Drug Abuse – is both serious national and international problem. Some of the causes
are: membership in barkada, overuse, curiousity, frustration, victim of pusher, removal of
inhibition, boredom, ignorance and easy access to drugs.
The ill effects of drug abuse are being suffered by seriously addicted
individuals. Some of the evil effects are the following: (1) the personality of the addict
becomes disorganized; (2) his physical health also deteriorates; and (3) the more he is
addicted, the more he craves for the drug.
2. Unemployment and Underemployment – this a perennial problem. Among the
causes are: population explosion, mismatch between skills developed by schools and
skills needed by industry and slow industrialization.
Adverse effects of unemployment are: poverty, employment abroad, low

education and low quality of life and squatting.
3. Poverty – this refers to a situation where the family experience inadequate supply of
food, clothing and other needs of the individuals in school in the community.
4. Health and Nutrition – The phrase provides the general condition of the body and
mind with reflects vigor and stamina. It also connotes the proper selection of food
preparation of menu and the correct feeding in the right time and right occasion.
5. Human Rights – The terms closely relate to the ideas of social justice and an
atmosphere of independence which allow human beings to live a human life.
To resolve these problems, government should promulgate laws and regulations

that will forbid and should strictly implement this laws to erring citizens of our country.
Moreso, cooperation of people is highly enjoined.
18. Discuss the Applicability of Academic Freedom?
It is Dr. John Dewey, the American philosopher who suggested that academic
freedom should be applied in the classroom because it is the content of democracy. This
idea calls for the use of democratic principles in teaching and learning situation. The
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school has the task of preparing the youth for life in a democracy. As seen in the
Philippine Constitution, it givew a clear concept that encourages the school to be a
training ground for learning in the essence of democratic way.
19. 5 M’S IN MANAGEMENT
5 m’s in Management
money,manpower, methods, materials, and. machinery
Money, Manpower, Minutes (Time), Material and Machinery. Because time is

important in production, the most appropriate method of delivery must be applied.
Therefore, you would still say that "Methods" is the other M but the ultimate resource
being managed here is "Time".
20. Varied Functions of School Managers of School Administrators
These functions of the manager in a school are classified as:
a) Planning function:
This is a function that involves preparation of some sets of decisions that will ensure goal
achievement in future. The local school supervisors, heads of service and education
secretaries should be able to plan ahead of school resumption by way of providing
enough teachers, assigning teachers to classes, procuring teaching materials, and time
tabling of activities for the new term or session. In planning, you identify all the goals of
the school as spelt out in the National Policy on Education and work out programmes
towards achieving the goals.
b) Organizing function:
Organizing the school simply involves grouping the activities of the school in an
effective and efficient way. For instance, departmentalizing the subject is a form of
organizing. Organizing involves identifyingspecialization of staff and assigning them
responsibilities based on specialization and division of labour.
c) Directing function:
Directing implies guiding people to do their work. This is done through provision of
guidelines, leading people to do the work and motivating the workers to the job. It is a
process of ensuring that the policies and techniques laid down for goal achievement are
strictly complied with.
d) Staffing function:
Identifying staff needs, scouting for staff (both teaching and non-teaching), recruiting
staff, placement of staff, discipline of staff andmaintenance of staff are vital function of
school managers. In modern time,some of these functions are not performed directly by
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the headmasters ofour public schools because there is a parastatal that performs the
function centrally.
e) Coordinating function:
The function of coordinating is one performed by the manager when he ensures the
activities of all departments are properly harmonized so that no one is hindering the
progress of the other.
f) Reporting function:
The manager must perform the function of reporting. This is accountability in
management. The proprietor of the school must be given some account of how resources
given to the school had been used. The parents of the pupils must be given report on how
the pupils performed in class and there must also be annual performance report on each
staff of this school to assist in taking some decisions in promotion or demotion or
sacking of staff.
g) Budgeting function:
A budget is an instrument of financial resources allocation, utilization and control. It is
important in a school because schools will receive money and spend money. To ensure
financial accountability, the preparation of a budget is necessary. However, most primary
school headmasters do not prepare budget because they do not get subvention from
government and teachers’ salaries are not paid through them. In modern days, the
school’s budgets are used as the overall programmes of the school year translated.
21. Prioritize the top 10 counties of the world in terms of the extent of their
administrative status more on the academe. Identify their unique features.
I-JAPAN
The philosophy of Education
1. All people shall have the right to receive an equal education corresponding to their
ability as provided by law.
2. The people shall obliged to have all boys and girls under their protection, receive
ordinary education as provided for by law.
3. Compulsory education shall be free.
4. To aim at the full development of personality striving for the rearing of school
children.
Innovations
1. A law enacted on October 1967 empowered the executive to set up a school
supplies fund to produce and distribute educational materials, this fund will contribute to
improving quality and efficient use of such materials and reducing their cost.
2. The (NME) National Campaign for teaching supplies
Strength
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1. Once it is established that a family can't afford to pay for compulsory education the
state is bound to supply them with the necessary funds for this purpose so that children
have the same opportunity to learn.
2. Every educational system must have a school assistance service with the task of
ensuring better study conditions for pupils in need.
3. Scholarship for secondary and higher studies were offered.
4. Subsidies scholarships and loans were given to private schols.
5. Adult education were offered.
Weaknesses
1. Thee is not nationwide minimum or standardized curriculum for Brazilian primary
schools.
2. In the urban schools, there are three or three and a half hours of classes of the
people, sound in the mind and body who shall love truth and justice, esteem individual
values, respect laborer have a deep sense of responsibility and be imbued with an
independent spirit as builders of a peaceful society and state.
1. The school education Law enacted in 1947 prescribed the establishment of a
democratic single-track education system and the so called 6+3+3+4 system was
introduced.
2. The six years of primary school and the three years of lower secondary school
comprise the nine years period of compulsory educatio. Upper secondary scholls have
different tyupes of causes, full-time, part-time and correspondence.
3. Universities are allowed to provide evening classes/courses.
4. Upper secondary schols and universities also provide special courses and special
study courses.
5. Technical education was offered .
6. They offer 5 year courses to graduates of lower secondary schools and provide an
integrated education for technological training in response to the manpower demands for
industry.
7. In the field of higher education there are t wo-year Junior Colleges in addition to the
four-year universities.
8. Institutions of special education for the mentally retarded and physically
handicapped have also been established.
9. Kindergarten admit children between 3 and 5 years of age.
10. Nursery schools are under the jurisdiction of the ministry of welfare.
Standard and Control
1. Based on entrance examinations.

2. There is selections of admissions.
Innovations
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1. The ministry of education endeavors to expand and improve facilities and

equipment of national universities and technical colleges to cope with an expected
increase in applicants for admissions.
2. The national government offers private institutions substantial financial aid by
means of direct grants for instructional equipment as well as low interest loans through
the private school promotion association which is supported by the government.
3. Scholarship loan programmes are provided for students in higher educational
institutions mainly by the Japan scholarship foundation which is quasi-governmental
organization.
4. The Ministry of Education also promotes educational activities.
Standard of Control
1. Almost all testing of public elementary students is conducted by the local school
district and schools. These children are generally tested periodically for achievement in
various scholastic areas for intelligence, for social maturity and adjustment.
2. Students in public colleges and universities are tested within the institutions they
attended.
3. Students seeking admissions to graduate school must take a standard achievement
examination such as the Graduate Record examination, administered privately.
Innovations
1. The library services and construction act of 1964 was designed to assist in
extending public library services.
2. The medical Library assistance act of 1965 authorized help for medical libraries.
3. The national defense education act of 1958 is a landmark in federal legislation. It
authorizes federal assistance to help institutions of higher vocational education act of
1963.
4. The civil rights act of 1964.
5. The economic opportunity act of 1964.
6. The National Technical Institute for the Deaf Act.
7. The National Sea Grant Colleges and programmes Act of 1966.
Strength
1. The democratic way of life, the needs of the people their philosophy on the control
and regulation of education and federal interest all combine to produce a continuing
impact on education in the nation.
2. Children from the low income families have the chance to continue their education
with the aid of the goverment.
3. Federal funds are available for secondary vocational education, post secondary,
vocational education, adult vocational education for person having academic socio-
economic or other handicaps, construction of area, vocational schools, and ancillary
services, and activities.
4. Pupils in private institutions are often eligible for benefits on the same basis as
pupils in public schools.
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Weaknesses
1. There is no textbooks on any subject which is in standard use throughout the
country. Instead these are thousands of different ones.
2. Any school of higher education institutions, established by public authority,
controlled and operated by publicly elected or appointed officials.
3. The scope of education is very broad within the nation the programmes operating
under the structural pattern vary widely beyond the scope of the courses of study for
upper secondary schools.
1. In Japan there is equal opportunity for all students.
3. There are persons in authority.
4. There are subsidies.
5. It is centralized.
II - UNITED STATES OF AMERICA
1. To form a more perfect union establish justice, ensure domestic tranquility, provide
for the common defense, promote the general welfare, and secure the blessings of liberty
to ourselves and our posterity.
1. Not all the rungs of the educational ladder are available in each system since some
systems are located in sparsely populated areas, and since usually are separate systems
for higher education. At least above the community or junior-college or the technical
institute level.
2. Some of the "Head Start" (a) an action programmes usually administered by the
local school system. (b) providing cultural enrichment activities, educational experiences
and needed services for children of pre-elementary school age. (c) designed to help
economically disadvantaged children catch-up in their development with children having
greater advantages so that all may have the opportunity to obtain maximum benefits in
their forthcoming elementary school programmes are organized in classrooms and some
are health a recreational programmes outside the classroom setting.
3. Paralleling the regular programmes for the first to sixth grades of elementary
schooling and sometimes paralleling and sometimes integrated into the regular
programmes from that level to and through the secondary level are the varied day and
evening classes to accomodate adults who wish to enrol at the different stages of basic
education to overcome English language deficiencies a fundamental needs in other parts
of their general preparation for gainful employment.
4. The structure may parallel or be the same as for the regular programmes to
accomodate adults interested in informal or formal extension or continuing education
beginning at the Junior High Schools and extending to the post doctoral levels.
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Distinctive Feature
1. Control and regulation of education in general throughout the nation are

decentralized.
2. Education is basic to freedom and progress in the nations republic democracy.
3. Everyone is entitled to equal opportunity for high quality education.
III-BRAZIL
1. All persons shall entitled to education which will be given in home or at school.
2. Education shall ensure equality of opportunity and shall be based on the principle of
national unity and the ideals of freedom and the brotherhood of man.
3. The aim opf primary education is to develop the child's reasoning powers and
expressions and to integrate him in his physical and social environment.
1. The Brazilian Eductional System has three levels. Primary, secondary and higher
education.
Standard of Control
1. Entrance examinations are given to secondary educations in both public and private
institutions daily which enables three groups of pupils to used the same premises in turn
and makes the teaching somewhat inefficient.
2. They have shortage of classrooms.
Distinctive Feature
1. In Brazil there is equal opportunity of all students
IV-GREAT BRITAIN
1. Promote christian knowledge and useful education through the instruction of 3R's
with practicable handicrafts so that children may ensured to labor.
Structure
1. Primary School - start at 5 years old. Old infant section 5-7 years old. Junior section
7-11 years old.
2. Secondary School - Junior High School 11-14 years old. Senior High School - 14-
18 years old.
3. Higher Education- 3 yrs. Bachelor's study 18-21 yrs. old. 1 yr. master's degree.
Types of School
1. government school
2. private school/universities
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3. polytechnic school
Funding
1. Funds are coming from central government which is 50% and 50% and 50%-60%
from the local revenue for public and government school.
2. Universities were financed primarily for endowments and fees.
System of Control
1. Selection test for secondary level.
2. Standard Exam. before entering British University.
3. Ordinary Level-leading to General Certificate of Education.
4. Advanced level-demanded qualification for entry to may professionals.

1. Handbook of Suggestions for Teachers.
1. Decentralized administration of both British primary and secondary education
described as partnership.
Networking & Linkages

1. Central government, department of education made linkages to science and various
local government authorities and parents.
Strengths
1. Free and compulsory secondary education provided with books and other
equipments. Free medical and dental treatment to handicapped and disabled with daily
milk and mid-day meals.
2. Students were truly directed through selection test. Developed the children
especially the boys to grow up a skilled worker and upright citizen.
V-AUSTRALIA
1. Increase in the overall proficiency of early schooling.
2. Equal opportunity to free education and the state is determined to provide good
primary education for all children.
Structure
1. Compulsory education from ages 6-15 for primary and secondary.
2. Higher Education has 3 systems: 1. secondary schols to universities. 2. college of
advanced education. 3. American college or junior college.
Types of School
1. Government School and Non-Government school and universities with
correspondence schols run by state department of education.
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Funding
1. Derived from consolidated revenues of the state.
System of Control
1. Centralized educational system to a high degree of quality. Each state system
operates under a professional head who is responsible to the state Minister of education
and highly specialized staff.

1. Education Act of 1945 which is the establishment of commonwealth office of
education as the central coordinating body for Australian contact to UNESCO and other
international group of education.
1. Introduced universal and compulsory education. The educational and cultural
outlook is pattern from British and American lifestyle.
Network and Linkages

1. The federal government has steadily increased its participation in matters relating to
education. Parents and employees should be participants in school process.
Strength
1. All administrators and teachers in the public school system enjoy permanent tenure
of office.
Weaknesses
1. School drop-out had been reported and unemployment is also a problem since
school is ill-equipped to provide young people for the job market.
VI-EGYPT
1. High regard for educational pursuit and entire population have access to education.
To spread education which will facilitate the economic and political development by the
people.
2. Primary education is designed to give basic training in reading and writing to create
a literacy citizenry.
Structure
1. 3 years preparatory education then followed by priamry schooling: secondary
school-vocational and academic-2 distinctive emphasis.
Type of School
1. Public School
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2. Private School
3. Koranic School
Funding
1. Funds are coming from the state.
System of Control
1. Educational control is decentralized among local educational authorities.

1. Constitution
1. Education is under Ministry of Education.
2. The country is divided into educational zones, the council of which are entrusted
with administrative responsibility.
Networking/Linkages
1. Educational authorities with the state leaders
Strength
1. The Egyptian government has placed major emphasis on education and has large
number of university graduates and it contribute and intellectual resource for the entire
Arab World but inspite of spread education, Egypt still has the high number of illiterates.
VII- PHILIPPINES
To provide education for all covering the six concerns of education system as follows:
1. pupil/student development
2. Curriculum development
3. staff development
4. physical facilities
5. community extension services
6. the use of special programs and projects.
Structure
1. 6 years elementary curriculum
2. 4 years secondary
3. 4 years college courses
4. 2-3 years graduate studies maximum of 5 years doctor of education and doctor of
philosophy.
Types of School
1. Public
2. Private
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3. Agricultural
4. Technical School
5. Vocational School
Funding
1. National & Local
2. Private Sector
3. Scholarship grant and donations.
System of Control
1. Highly centralized
Basic Laws and Policies

1. Decree, Memoranda, Civil Service Manual, Magna Carta for Teachers and
Philippine Constitution.
1. A municipality may have 1 or 2 districts, districts is head by district supervisory and
every school is headed by a head teacher or TIC except in central school which is headed
by a principal.
Networking/Linkages
1. The school believes in the ability of people to work together for common purposes.
We have school officials and teachers linking with the local government unit, non-
government organization, parents, community and churches.
Strengths
1. Fond of giving special considerations.
2. Students have equal opportunity to study in public and private schools.
3. Teachers enjoyed the right and can suggest innovations.
4. Educational authorities are keep on changing the education system and actions were
taken without looking into the viability of the program.
VIII- GERMAN DEMOCRATIC REPUBLIC
1. To develop a high level of culture in the entire people.
2. To education and train harmoniously developed socialist, peronalities, who
conscriously shape social life change nature and lead full, happy lives in line with the
highest aspirations of human beings.
Structure
1. There is nursery and kindergarten for children under the age of 6, secondary and
higher education.
2. 10-class comprehensive polytechnical secondary school(6-16 years stages:
a) Junior cycle classes I-III
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b) Intermediate cycle classes IV-VI

c) Senior cycle, classes VIII-X
3. There is separate school for deaf, dumb, blind and intellectually defective children.
4. Eight years in General Secondary.
5. Giving entrance exams for higher education.
Standard of Control
1. With entrance examinations.
2. The university entrance examinations consists of both oral and written tests.
Innovations
1. Law for the democratization of German Schools 1946.
2. Constitutions adopted on Oct. 7, 1949.
Strength and Distinctive Feature

1. Science & Art and their teaching is free.
2. Free tuition
3. Free instructional materials.
4. Freedom of religious instructions by the religious association.
Weaknesses
1. It is difficult to enter higher education for the slow learners for there is oral and
written tests.
IX- SINGAPORE
1. The main aim of education in Singapore is to develop the potentialities of every
child physically, mentally and morally to the fullies extent possible in accords with the
needs and interest of security by ensuring the optimum acquisition of experienced,
knowledge and skill, each according to his intelligence, ability, aptitude and interest.
Structure
The structure of education system consist of three main stages:
1. six years primary
2. four years secondary
3. two years pre-university.
The six primary course beginning at age 6 maybe completed in a maximum of eight
years and pupils who are not promoted to four year secondary schools at age 14 are given
a two year course in vocational schools.
The minimum school-learning age is thus 16 in all cases. Those who do well in
vocational schools are admitted to vocational for training as craftmen.
Standard of Control
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1. The Ministry of Education is responsible for all educational matters. There are no
regional authorities or local bodies.
2. Examinations at levels and in all the four official languages are conducted by the
examination division of the Ministry of Education.
Innovations
1. The main legislations governing education is the education ordinance which covers
all aspects of pre-primary, primary and secondary education and all types of schools,
government-aided and private.
2. University of Singapore Ordinance.
Strength
1. Teachers salary is big.
2. Public education is financed almost entirely from the State Revenue.
3. Primary Eduation is free.
4. Boys and girls have equal opportunity for education in the republic.
Weaknesses
1. At the secondary stage there is a general shortage on graduate teachers in the Malay
and Tamil media and a shortage of graduate teachers in the English Medium in
mathematics and Physics.
Distinctive Feature
1. All government schools are supplied with standard equipment at government
expense.
2. They have four medium languages English, Chinese, Malay and Tamil.
X- LIBYA
1. The broad national aims of education in the Kingdom of Libya include the
preparation of the Libyan citizens to become a good members of a modern society, well-
equipped with useful knowledge and skills which he can apply to improve his own
welfare and the welfare of his country.
2. The provision of ample opportunity for every child to complete at least his primary
education which is considered as the minimum attainment of every citizen; and an equal
educational opportunity to all citizens.
Structure of Education.
1. The national system of eduation comprises general and religious education.
2. The general has the following level: primary preparatory (public and technical)
secondary (public and technical) men and women teacher institutes and university.
3. The religious education is provided at the pre-primary (Kovanic recitation schools)
primary and preparatory schools at the university level instruction is given at the colleges
of the Islamic University.
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Standard of Control
1. The Ministry of Education is considered the main authorized.
2. The Educational Directorates represent the Ministry at the local level and enforce its
policies.
3. The Directorates refers to the Ministry in all important problems of an
administrative technical and financial nature.
4. At the central level, the undersecretaries of state and the directors-general enforce
the General Policies fo the Ministry.
Strength
1. The Ministy of Eduation has established an educational planning and follow-up
administration.
2. The educational plan has a close relationship.
Weaknesses.
1. Contractual teachers and skilled workers had only short time in implementing their
skills and potentials for uplifting education in Libya thus training of the students become
the half-baked.
1. The Minister of Education implements departmental policies.
2. The government finances educational projects.
EDUCATIONAL SYSTEM OF MALAYSIA
In Malaysia education is free and compulsory for children between the ages of 6 and 16,
and an additional two years of free education are optional. In 2002–2003, virtually all
Malaysian children attended primary school. Parents may choose between Bahasa
Malaysia, Chinese, or Tamil as the language of instruction for their primary school
children. Bahasa Malaysia is the primary language of instruction in all secondary schools,
although continued learning in Chinese and Tamil is available and English is a
compulsory second language. Enrollment in secondary education was 70 percent in
2002–2003. Malaysia has a number of institutions of higher education, including nine
universities. Universities include the National University, in Bangi; the University of
Technology, in Johor Baharu; and the University of Malaya, in Kuala Lumpur.
22. Define and Explain the use of the following:
1. National Achievement Test (NAT)
At the national level, the National Educational Testing and Research Centre (NETRC)
has the task of administer ing the national achievement test to students leaving the
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education sector. For grade VI this means administering the national elementary
achievement test and, for year IV, the national secondary assessment test. The tests cover
five subject areas and are based on the elementary and secondary level learning
competencies. The examinations are administered annually, towards the end of the school
year. The results provide the bases for policy formulation and educational reforms. At the
regional and division levels, diagnostic and achievement tests are administered to a
sample group depending on the availability of funds. No
examination is required for admission to public secondary
schools.
The purposes of the school-based assessments are: (a) to improve the teaching/learning
process; (b) to identify students’ strengths and weaknesses; (c) to determine the stu-
dents’ subject area performance and/or achievement levels and; (d) to report student
progress to parents. Although there are four periods annually at both elementary
and secondary levels where students are examined in each subject, formative and
summative evaluation are undertaken regularly. Paper and pencil tests are the most com-
mon forms of examination in the schools.
2. Adopt a School Program
Adopt A School program is a holistic approach that would help the schools to improve
the education offered to migrant children. The characteristics of such a program would be
as follows:
3. NCAE
The NCAE is similar to the National College Enrance Examination (NCEE) which was
discontinued in 1994. A major part o f the NCAE consists of the general scholastic
aptitude test. In addition, the NCAE also measures a senior high school student’s
potentials or inclination in such areas as general scholarstic aptitude (GSA), technical-
vocational aptitude (TVA), entrepreneurial skills, nonverbal ability and occupational
interest. The test components are: Scientific Ability, Mathematical Ability, Reading
Comprehension, Verbal Ability, Manipulative Skills, Clerical Ability, Non-Verbal Ability,
and Entrepreneurial skills. The NCAE results are at best recommendatory and are not a
requisite for admission to college.
NCAE,- The NCAE is similar to the National College Enrance Examination (NCEE)
which was discontinued in 1994. A major part o f the NCAE consists of the general
scholastic aptitude test. In addition, the NCAE also measures a senior high school
student’s potentials or inclination in such areas as general scholarstic aptitude (GSA),
technical-vocational aptitude (TVA), entrepreneurial skills, nonverbal ability and
occupational interest. The test components are: Scientific Ability, Mathematical Ability,
Reading Comprehension, Verbal Ability, Manipulative Skills, Clerical Ability, Non-
Verbal Ability, and Entrepreneurial skills. The NCAE results are at best recommendatory
and are not a requisite for admission to college.
167
4. School-based management (SBM)
School based management is the decentralization of levels of authority to the school

level. Responsibility and decision-making over school operations is transferred to
principals, teachers, parents, sometimes students, and other school community members.
The school-level actors, however, have to conform to, or operate, within a set of centrally
determined policies.
SBM programs take on many different forms, both in terms of who has the power to
make decisions as well as the degree of decision-making devolved to the school level.
While some programs transfer authority to principals or teachers only, others encourage
or mandate parental and community participation, often in school committees (sometimes
known as school councils). In general, SBM programs transfer authority over one or
more of the following activities: budget allocation, hiring and firing of teachers and other
school staff, curriculum development, textbook and other educational material
procurement, infrastructure improvement, setting the school calendar to better meet the
specific needs of the local community, and monitoring and evaluation of teacher
performance and student learning outcomes. SBM also includes school-development
plans, school grants, and sometimes information dissemination of educational results
(otherwise known as ‘report cards’).
5. BESRA
The Department of Education (DepED) is currently implementing the Schools First

Initiative, an effort to improve basic education outcomes through a broadly participated,
popular movement featuring a wide variety of initiatives undertaken by individual
schools and communities as well as networks of schools at localities involving school
districts and divisions, local governments, civil society organizations and other
stakeholder groups and associations.
Even as the Schools First Initiative seeks to improve the way all public schools perform
now, the DepED is also undertaking fundamental reforms to sustain better performance.
DepED is pursuing a package of policy reforms that as a whole seeks to systematically
improve critical regulatory, institutional, structural, financial, cultural, physical and
informational conditions affecting basic education provision, access and delivery on the
ground. These policy reforms are expected to create critical changes necessary to further
accelerate, broaden, deepen and sustain the improved education effort already being
started by the Schools First Initiative. This package of policy reforms is called the Basic
Education Sector Reform Agenda (BESRA)
In order for the basic education sector to achieve the desired educational outcomes for all
Filipinos, the BESRA focuses on specific policy actions within five key reform thrusts
(KRT) as follows:
168
KRT 1: Get all schools to continuously improve

KRT 2: Enable teachers to further enhance their contribution to learning outcomes
KRT 3: Increase social support to attainment of desired learning outcomes
KRT 4: Improve impact on outcomes from complementary early childhood education,
alternative learning systems and private sector participation
KRT 5: Change institutional culture of DepED to better support these key reform thrusts
6. NEAP -NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES
The National Educators Academy of the Philippines (NEAP) responds to the demand for
professional competence as well as management and leadership excellence in the
development component.
It also has training materials development function and clearing house and information
dissemination component.
7. BRIGADA ESKWELA
Brigada Eskwela,is a nationwide schools maintenance week that prepares schools for
the coming school year.
Brigada Eskwela volunteers do minor repair works such as painting of roofs and walls,
cementing of footpath, fixing leaking water pipes, repairing chairs, desks, furniture,
toilets and replacing ceiling boards, among others
Brigada Eskwela - is to prepare schools’ rooms and facilities in bringing good

environment. Brigada Eskwela also aimed to prevent retardness in the class opening and
in compliance of the DEPED objective to deliver quality education in both elementary
and secondary
8. Child Friendly School
CHILD FRIENDLY SCHOOL as an entry point for Democratization of

Education System and Learning. Education is the fundamentalhuman and child’s right.
Therefore we should ensure that education is rights-based. In doing so, we make
education “the tool” and the “result” of a “rights-based, democratic society”. In other
words, democratization of the education systems and of the learning processes is one of
the surest ways of establishing and sustaining democratic processes ina given society.
The child can learn democracy ONLY by living and experiencing it through out
his/her life: in the family, at school, in the community and later as a citizen of a
global democratic society.
169
23.Different Acronyms
ACCRONYMS
MENTAL APTITUDE TEST BATTERY MATB

LEARNING MANAGEMENT PROGRAM LMP
NATIONAL PROJECT MANAGEMENT OFFICE NPMO
PROJECT IMPLEMENTATION PROGRAM PIP
PROJECT ADMINISTRATION MEMORANDUM PAM
DEPARTMENT OF EDUCATION DEPED
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES NEAP
BUREAU OF SECONDARY EDUCATION BSE
EDUCATION SUPERVISOR (division supervisor) ES 1
SOCIAL REFORM AGENDA SRA
SECONDARY EDUCATION DEVELOPMENT AND IMPROVEMENT PROJECT
SEDIP
NEEDS ANALYSIS NA
TRAINING NEEDS ASSESSMENT TNA
TRAINING COMPLETION REPORT TCR
SCHOOL/CLUSTER INSET PLAN S/CIP
DIVISION INSET PLAN DIP
SCHOOL INSET TEAM SIT
COMPETENCY PROGRESS TRACKING CPT
DIVISION INSET MONITORING AND EVALUATION COMMITTEE DIMEC
INSET COORDINATOR IC
DIVISION REVIEW AND APPROVAL COMMITTEE DRAC
ASSISTANT SCHOOLS DIVISION SUPERINTENDENT ASDS
SCHOOLS DIVISION SUPERINTENDENT SDS
DIVISION INSET MANAGEMENT TEAM DIMT
INSERVICE TRAINING INSET
SEDIP INSET PLAN SEDAN
NCIP National Commission on Indigenous People
NCONational Coordinating Organizations
NCR National Capital Region
NCWDP National Council for the Welfare of Disabled Persons
NDHS National Demographic and Health Survey
NDS National Demographic Survey
NEAP National Educators’ Academy of the Philippines
NEAT National Elementary Achievement Test
NEDA National Economic Development Agency
NETRC National Education Testing and Research Centre
NFEA&E Non-Formal Education Accreditation and Equivalency
NGO Non-Governmental Organizations
NHIP National Health Insurance Programme
NMYC National Manpower and Youth Council
170
NMYL National Movement of Young Legislators

NSAT National Secondary Assessment Test
NSO National Statistic Office
NSTIC National Science Teaching Instrumentation Center
NUS National Union of Students
NYC National Youth Commission
NYP National Youth Parliament
OSY Out-of-School Youth
PEPT Philippine Education Placement Test
PIA Public Information Agency
PIDS Philippine Institute of Development Studies
PMTDP Philippine Medium-Term Development Plan
PMTYDP Philippine Medium-Term Youth Development Plan
PNAC Philippine National AIDS Council
PNDP Philippine National Development Plan
POPCOM Population Commission
PPA Philippine Plan of Action for Education for All
PPAN Philippine Plan of Action for Nutrition
PPMP Philippine Population Management Programme
PSC Philippine Sports Commission
RHM Rural Health Midwife
RHU Rural Health Unit
ROTC Reserve Officer Training Course
SCMP Student Christian Movement of the Philippines
SDK Samahan ng Demokratikong Kabataan
SHNC School Health and Nutrition Center
SK Sangguniang Kabataan
SLF Student Leaders’ Forum
SRA Social Reform Agenda
STD Sexually Transmitted Disease
SWS Social Weather Station
TESDA Technical Education Skills Development Authority
UNDP United Nations Development Programme
UQPE Universal Quality Primary Education
USD US Dollar
WHO World Health Organization
24. GIVE THE MEANING OF THE FOLLOWING:
1. Republic Act No. 9293 is
“AN ACT AMENDING CERTAIN SECTIONS OF REPUBLIC ACT NUMBERED

SEVENTY-EIGHT HUNDRED AND THIRTY-SIX (R. A. NO. 7836), OTHERWISE
KNOWN AS THE "PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF
1994"
171
2. Republic Act No. 9155 is
“AN ACT INSTITUTING A FRAME WORK OF GOVERNANCE FOR BASIC

EDUCATION, ESTABLISHING AUTHORITY AND ACCOUNTABILITY,
RENAMING THE DEPARTMENT OF EDUCATION, CULTURE AND SPORTS AS
THE DEPARTMENT OF EDUCATION, AND FOR OTHER PURPOSES”
25. PREPARE AND EXPLAIN SECTION 1 TO 4 OF ARTICLE XI ‘THE

TEACHER AS A PERSON”
Section 1. A teacher is, above all, a human being endowed with life for which it is the
highest obligation to live with dignity at all times whether in school, in the home, or
elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary principle of
personal behavior in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could serve
as a model worthy of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own
destiny and of the destinies of mean and nations.
26. Write the Lyrics of the SMC Loyalty Song
THE LYRIC OF SMC LOYALTY SONG
WHERE FRIENDLY MOUNTAINS GRANDLY TOW’R

AND ROLLING VALLEYS SPREAD BEYOND
WHERE SOFTLY BLOWS THE GENTLE BREEZE
FROM O’ER THE PLACID SOUTHERN SEAS
STAND ON A HILL A BEACON LIGHT

THE SOUTHERN MINDANAO COLLEGES
TO US ENDEARED AS SMC
THE SCHOOL WE LOVE AND HOLD THE BEST
CHORUS
172
OUR LOVE AND LOYALTY WE PLEDGE

TO SMC ALMA MATER DEAR
HER PRAISES WE WILL ALWAYS SING
HER NAME WILL FOR’ER UPHOLD
WITH TEACHERS DEAR AND FRIENDS SO TRUE

WITH VISION CLEAR WE SEEK THE TRUTH
AND LIVE OUR DAYS IN SMC
IN EARNEST WORK AND PLAY AND SONG
WHEN OUT THE HALLS OF SMC

INTO THE GREAT WIDE WORLD WE ROAM
THE LESSONS SHARED AND VICTORIES WON
IN MEMORY WE LINGER ON
Prepare an Administrative and Supervisory Plan for One School Year. Describe
what to accomplish from June to March.
SUPERVISORY PLAN FOR SCHOOL YEAR 2009-2010
MONTH OBJECTIVES WHAT TO TARGETS SUPERVISOR

SUPERVISE Y
TECHNIQUES
January Continues to All subject All schools School
direct and areas within the classroom
closely districts visitations.
supervise task
accomplishmen
t but explains
decisions,
solicits
173
suggestions and
support
progress
February 1. Educate All Subject All schools Classroom
d areas within the visitation
teachers districts
effective
ness for
self-
improve
ment in
teaching
a
subject.
2. Apply
correctly the
techniques for
apprising pupils
students
progress
March Clearly telling All subject At least 90% of Meeting
the teachers areas teachers within
what to do, how the district can
to do it and follow
when to do instructions.
closing
activities and
closely
supervise their
performance.
April To finish Teachers That all Make a
making the teachers will checklist
forms such as pass the forms monitor the
Form 137, 138 needed for submission of
and form 18E submission in the reports
and the Division before signing
promotional Office. the clearance.
Reports.
May To conduct an Teachers- First 75% of the Teachers
enrolment to all to Fourth Year students will conference.
year levels for enroll -Monitor the
the preparation -Teachers number of
of the next should be students
school year. present during enrolled to
the enrolment determined the
number of
174
teachers, chairs
and classrooms
needed for the
next school
year.
June 1. Conduct Students’ At least 100% Delegating
orientation to activities in of the total leaders
all students. Araling enrollees will responsibility.
2. To Panlipunan join -Facilitate and
participate the - at least 90% support
independence of total number subordinates.
day. will join.
July Prepare Students’ At least 85% of Support
students/pupils activities in the total subordinates
for the THE enrollees will efforts towards
celebration of get the the celebration
nutrition month frequency level
of attendance.
August Conduct Students At least 85% of Help and

activity in the Activity the total support teachers
Linggo Ng enrollees will effort towards
Wika get the the celebration.
attendance of
participating
.September 1. Prepare Students’ At least 50% of Delegating
children/student activity in the enrollees leaders
s for the PEHM, Math, will participate responsibility
intramurals Science & All schools or support
activity in Technology within the subordinates
school subjects. districts. towards the
2. Conduct celebration.
activity on
science and
technology -
month
celebration
October 1. Conducts MAPE At least 85% of Delegating
seminars for the students leaders
Boy Scout whose age is responsibility.
activities. below 12 years
and 12 years
will join.
November 1. Conduct All subject At least 82 % Meetings
clinical areas of the total
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supervision enrollees will

2. Attend get the
meetings frequency level
3. Prepare
students/pupils
for district test.
December 1. Respond to Teachers. Experiences Facilitate and
community Christmas support
functions. Celebration. subordinates
2. Let the -PTCA, effort towards
pupils/students students/pupils Christmas
feel what is activities. Celebration.
Christmas
celebration.
176
Prepare for
Common In-Service Activities engage in by the teachers. Explain how each kind of
activity helps the teachers in his present work?
Organizational Structure of the district where you are connected.
Define and Explain the following:
10. Statistics. Statistics is the study of the collection, organization, analysis,

interpretation and presentation of data.[1][2] It deals with all aspects of data,
including the planning of data collection in terms of the design
of surveys and experiments.
11. Data Presentation.
12. Data. Data is a collection of facts, such as values or measurements. It can be
numbers, words, measurements, observations or even just descriptions of things.
13. Sample. In statistics and quantitative research methodology, a data sample is a
set of data collected and/or selected from a statistical population by a defined
procedure.
14. Population. The entire pool from which a statistical sample is drawn. The
information obtained from the sample allows statisticians to develop hypotheses
about the larger population. Researchers gather information from a sample
because of the difficulty of studying the entire population. In statistical equations,
population is usually denoted with a capital 'N', while the sample is usually
denoted with a lowercase 'n'.
15. Table value.
MAJOR FIELD OF CONCENTRATION
Spell out the following Acronym and discuss briefly its important features
1. BESRA. Basic Education Sector Reform Agenda. The Basic Education Sector
Reform Agenda or BESRA is a package of policy actions collected under the five
177
key reform thrusts to facilitate the implementation of President Gloria Macapagal

Arroyo's Education for All program.
The key reform thrusts include the continuous school improvement facilitated by
active involvement of stakeholders. Another key reform thrust is better learning
outcomes achieved by improved teacher standards.
The third key reform thrust is desired learning outcomes enhanced by national
learning strategies, multi-sector coordination and quality assurance while the
fourth is improved impact on outcomes resulting from complementary Enhanced
Child Education, Alternative Learning System and private sector participation.
The fifth key reform thrust is the institutional culture change in DepEd to
facilitate school initiatives and assuring quality.
2. NEAP. National Educators Academy of the Philippines. it is the training arm
of the Department of Education for its education executives and
managers . . . NEAP is the academy of educators imbued with personal
integrity and professional competence committed to transforming leadership in
the Department of Education”
3. SBM (Elem/Sec). School Based-Management. School-based management
(SBM) is a strategy to improve education by transferring significant decision-
making authority from state and district offices to individual schools. SBM
provides principals, teachers, students, and parents greater control over the
education process by giving them responsibility for decisions about the budget,
personnel, and the curriculum. Through the involvement of teachers, parents, and
other community members in these key decisions, SBM can create more effective
learning environments for children.
4. NAT. National Achievement Test. The National Achievement Test is an annual
examination given to Grade sixth and tenth students in the Philippines. The
students' knowledge and mastery over the
subjects English, , Mathematics, Science, Filipino, and Hekasi is measured using
a multiple choice type test. The examination is administered by the Department of
Education's National Educational Testing and Research Center (NETRC).
5. INSET. Inservice Training. Training on the job involves more than courses,
conferences, and other organized study programs. Such efforts belong to a much
broader system of communication whereby all those who are involved in the
educational enterprise—teachers, administrators, research workers, curriculum-
development specialists, teacher trainers—keep in touch with one another and
with developments in their respective fields. One must therefore consider the
media that are available for in-service education as well as institutional
arrangements by means of which such training is provided.
6. SDSZDS. Schools Division Superintendent of Zamboanga del Sur.
7. CFSS. Child-Friendly School System. A child Friendly School is a school that
organizes and nurtures the achievement of children’s basic rights. Child Friendly
School work with all commitment-holders, especially parents/guardians of
students, and values the many kinds of contribution they can make in seeking all
178
children to go to school. In the development of a learning environment for

children and effective learning quality according to the children’s current and
future needs.
8. MBO. Management by Objectives. A management model that aims to improve
performance of an organization by clearly defining objectives that are agreed to
by both management and employees. According to the theory, having a say in
goal setting and action plans should ensure better participation and commitment
among employees, as well as alignment of objectives across the organization. The
term was first outlined by management guru Peter Drucker in 1954 in his book
"The Practice of Management."
9. MPS. Men Percentage Score. Indicates the ratio between the number of
correctly answered items and the total number of test questions or the percentage
of correctly answered items in a test, the National Achievement Test.
Give the importance of the following:
1. Administration. Administration consists of the performance or management
of transactions and other matters, and the making and implementing of major decisions.
Administration can be defined as the universal process of efficiently organizing people
and resources so to direct activities toward common goals and objectives. Administration
is both an art and a science (if an inexact one), and arguably a craft, as administrators are
judged ultimately by their performance. Administration must incorporate both leadership
and vision
2. Supervision. Supervision means that act of one person watching over the work
of another who is less skilled, usually in a work, professional, or educational context.
There are several interpretations of the term "supervision", but typically supervision is the
activity carried out by supervisors to oversee the productivity and progress of employees
who report directly to the supervisors. For example, first-level supervisors supervise
entry-level employees. Depending on the size of the organization, middle-managers
supervise first-level supervisors, chief executives supervise middle-managers, etc.
Supervision is a management activity and supervisors have a management role in the
organization.
179
3. Management. through people and other organizational resources.
Management has the following 3 characteristics:
1. It is a process or series of continuing and related activities.

2. It involves and concentrates on reaching organizational goals.
3. It reaches these goals by working with and through people and other
organizational resources.
4. Leadership. Leadership is the ability to inspire or influence others towards the

leader's goal.
Brigada Eskwela. rigada Eskwela, also known as the Bayanihan Para Sa Paaralan, is
a nationwide voluntary effort of teachers, parents, students, community members, and
other organizations to do minor repairs and clean-ups on their schools in preparation for
the start of the school year.
This week-long event began in 2003 as part of the Oplan Balik Eskwela Program and
National Maintenance Week of the Department of Education (DepEd). It encourages
volunteers give out their time, effort, and even donate materials such as paint, cement,
lumber and other materials, which could be used for minor repairs and building.
Donations from local corporations and businesses are given in kind.
What is K-12?
According to the K to 12 Deped Primer (2011), “K-12 means “Kindergarten and the 12
years of elementary and secondary education.” Kindergarten points to the 5-year old child
who undertakes the standardized curriculum for preschoolers. Elementary education
refers to 6 years of primary school (Grades 1-6) while secondary education means four
years of junior high school (Grades 7-10 or HS Year 1-4). In addition to this, two years
are now allotted for senior high school (Grades 11-12 or HS Year 5-6).
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Differentiate the following:

1. Administration - connotes the machinery of an organization and its function. It
refers in general to the plan of organization and how such is controlled and operated. It
desired aims and objectives, while Supervision refers to the routinary tasks of
administrators in any entity whose primary responsibility is to protect the interest of the
system as well as upholding the rights of management for the welfare of the employees or
workers in general.
2. Leadership and Leader. At first glace it may seem there is little difference
between the terms "leader" -- a person who leads someone else or a group of people --
and "leadership," referring to the methods and manner in which leaders lead. The
relationship between these terms is intrinsic since leadership can be defined as the
leader’s ability to influence other people, either positively or negatively; history offers
examples of both types. The distinction between leader and leadership, however, will
emphasize each one’s characteristics.
3, Administration and Management. Management and administration are at
times used interchangeably; however, they are two different levels of the organization.
The administration is the top level of the organization with the decisive functions. They
are responsible for determining the policies and objectives of the organization or the firm.
Management, on the other hand is the middle level executive function. They implement
the policies and objectives as decided by the administration.
The administration includes the people who are either owners or partners of the firm.
They usually contribute to the firm’s capital and earn profits or returns on their
investment. The main administrative function is handling the business aspects of the firm,
such as finance. Other administrative functions usually include planning, organizing,
staffing, directing, controlling and budgeting. Administration must integrate leadership
and vision, to organize the people and resources, in order to achieve common goals and
objectives for the organization.
Management usually incorporates the employees of the firm who use their skills for the
firm in return for remuneration. Management is responsible for carrying out the strategies
of the administration. Motivation is the key factor of a management. Management must
motivate and handle the employees. It can be said that management is directly under the
control of administration.
4, Teacher and Subordinate. Instructional leaders refers to a person who did a
critical aspect of school leadership. The work off instructional leader is to ensure that
every student receives the highest quality instruction each day, while school administrator
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is we called the school principal who is the most senior teacher, leader and manager of a
school.
5. Teacher and subordinate. Teacher is a person who teaches, especially in a school

and also called a person who provides education for students. , while subordinate
refers to an employee ranked below another employee in terms of seniority or
office hierarchy.
19. Differentiate subjective truth from objective truth. Cite concrete example.
Objective truth is something you can measure independently. Subjective truth

involves judgment, Very often fields that are subjective, such as mental heath for
example, try to write standards to be more objective.
20. Discuss the newest perspective in Philippine Education with respect to the
Elementary, Secondary and Tertiary Education. Present its concern and issues.
The Philippine school system is considered as one of the largest in the world with
41,989 public elementary and secondary schools and 7790 private schools under the
supervision and regulation of the Department of Education (DepEd Fact Sheet, 2005).
This paper chronicles various decentralization initiatives carried out by the basic
education sector in the country specifically along the areas of education financing,
teacher effectiveness, curriculum development, textbooks and instructional materials, and
school-community dynamics and student learning and assessment. This discourse
culminates with the discussion of the lessons learned from a decentralized system of
education for better school operation and management.
21. Explain the salient features of the Performance Appraisal System (PAST) give its
strengths and weaknesses.
Performance appraisals take place in every organization whether there is a formal

program or not. Managers are constantly observing the way their employees carry out
their assignments and thereby forming impressions about the relative worth of these
employees to the organization. Most organizations, however, do seem to use a formal
program.
The success or failure of a performance appraisal program depends on the
philosophy underlying it and the attitudes and skills of those responsible for its
administration. Many different methods can be used to gather information about
employee performance. However, gathering information is only the first step in the
appraisal process. The information must then be evaluated in the context of
organizational needs and communicated to employees so that it will result in high levels
of performance.
Performance appraisal programs serve many purposes, but in general those purposes can
be clustered into two categories: administrative and developmental. The administrative
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purposes include decisions about who will be promoted, transferred, or laid off. They can
also include compensation decisions and the like. Developmental decisions include those
related to improving and enhancing an individual’s capabilities. These include identifying
a person’s strengths and weaknesses, eliminating external performance obstacles,
establishing training needs, and so on. The combination of administrative and
developmental purposes of performance appraisal reflect, in a specific way, human
resources management's larger role of integrating the individual with the organization.
In many organizations, performance appraisals are seen as a necessary evil. Man-
agers frequently avoid conducting appraisals because managers dislike playing the role of
judge. Further, if managers are not adequately trained, subjectivity and organizational
politics can distort the reviews. This situation tends to be self-defeating in that such
managers frequently do not develop good feedback skills and are often not prepared to
conduct an appraisal. As a consequence, the appraisal is done begrudgingly once a year
and then forgotten about.
The success of an organization depends largely on the performance of its human
resources. To determine the contributions of each individual, it is necessary to have a
formal appraisal program with clearly stated objectives. Carefully defined performance
standards that are reliable, strategically relevant, and free from either criterion deficiency
or contamination are essential foundations for evaluation. Appraisal systems must also
comply with the law. Appraisals should be treated with the same concerns for validity as
are selection tests.
22. Identify the different schools of psychology and explain each functions.
Schools of Psychology
From the late 1800's until the 1930's, psychologists were divided about what they
should study and how they should study it. Four major schools developed. These schools
were
(1) Structuralism,
(2) Behaviourism,
(3) Gestalt psychology, and
(4) Psychoanalysis.
Structuralism grew out of the work of James, Wundt, and their associates. These
psychologists believed the chief purpose of psychology was to describe, analyse, and
explain conscious experience, particularly feelings and sensations. The structuralists
attempted to give a scientific analysis of conscious experience by breaking it down into
its specific components or structures. For example, they identified four basic skin
sensations: warmth, cold, pain, and pressure. They analysed the sensation of wetness as
the combined experience of cold and smoothness.
The structuralists primarily used a method of research called introspection. In this

technique, subjects were trained to observe and report as accurately as they could their
mental processes, feelings, and experiences.
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Behaviourism was introduced in 1913 by John B. Watson, an American psychologist.

Watson and his followers believed that observable behaviour, not inner experience, was
the only reliable source of information. This concentration on observable events was a
reaction against the structuralists' emphasis on introspection. The behaviourists also
stressed the importance of the environment in shaping an individual's behaviour. They
chiefly looked for connections between observable behaviour and stimuli from the
environment.
The behaviourist movement was greatly influenced by the work of the Russian
physiologist Ivan P. Pavlov. In a famous study, Pavlov rang a bell each time he gave a
dog some food. The dog's mouth would water when the animal smelled the food. After
Pavlov repeated the procedure many times, the dog's saliva began to flow whenever the
animal heard the bell, even if no food appeared. This experiment demonstrated that a
reflex--such as the flow of saliva--can become associated with a stimulus other than the
one that first produced it--in this case, the sound of a bell instead of the smell of food.
The learning process by which a response becomes associated with a new stimulus is
called conditioning.
Watson and the other behaviourists realized that human behaviour could also be changed
by conditioning. In fact, Watson believed he could produce almost any response by
controlling an individual's environment.
During the mid-1900's, the American psychologist B. F. Skinner gained much attention
for behaviourist ideas. In his book Walden Two (1948), Skinner describes how the
principles of conditioning might be applied to create an ideal planned society.
Gestalt psychology, like behaviourism, developed as a reaction against structuralism.

Gestalt psychologists believed that human beings and other animals perceive the external
world as an organized pattern, not as individual sensations. For example, a film consists
of thousands of individual still pictures, but we see what looks like smooth, continuous
movement. The German word Gestalt means pattern, form, or shape. Unlike the
behaviourists, the Gestaltists believed that behaviour should be studied as an organized
pattern rather than as separate incidents of stimulus and response. The familiar saying
"The whole is greater than the sum of its parts" expresses an important principle of the
Gestalt movement.
Gestalt psychology was founded about 1912 by Max Wertheimer, a German psychologist.
During the 1930's, Wertheimer and two colleagues took the Gestalt movement to the
United States.
Psychoanalysis was founded during the late 1800's and early 1900's by the Austrian
doctor Sigmund Freud. Psychoanalysis was based on the theory that behaviour is
determined by powerful inner forces, most of which are buried in the unconscious mind.
According to Freud and other psychoanalysts, from early childhood people repress (force
out of conscious awareness) any desires or needs that are unacceptable to themselves or
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to society. The repressed feelings can cause personality disturbances, self-destructive

behaviour, or even physical symptoms.
Freud developed several techniques to bring repressed feelings to the level of conscious
awareness. In a method called free association, the patient relaxes and talks about
anything that comes to mind while the therapist listens for clues to the person's inner
feelings. Psychoanalysts also try to interpret dreams, which they regard as a reflection of
unconscious drives and conflicts. The goal is to help the patient understand and accept
repressed feelings and find ways to deal with them.
Psychology today has continued to develop in several directions. A group of extreme

behaviourists called the stimulus-response school believe all behaviour is a series of
responses to different stimuli. According to these psychologists, the stimulus connected
with any response can eventually be identified. As a result, stimulus-response
psychologists regard behaviour as predictable and potentially controllable.
Another group of psychologists, who are known as the cognitive school, believe there is
more to human nature than a series of stimulus-response connections. These
psychologists concentrate on such mental processes as thinking, reasoning, and self-
awareness. They investigate how a person gathers information about the world, processes
the information, and plans responses.
A school called humanistic psychology developed as an alternative to behaviourism and

psychoanalysis. Humanistic psychologists believe individuals are controlled by their own
values and choices and not entirely by the environment, as behaviourists think, or by
unconscious drives, as psychoanalysts believe. The goal of humanistic psychology is to
help people function effectively and fulfil their own unique potential. The supporters of
this approach include the American psychologists Abraham H. Maslow and Carl R.
Rogers.
Many psychologists do not associate themselves with a particular school or theory.

Instead, they select and use what seems best from a wide variety of sources. This
approach is called eclecticism.
23. Explain the concept of zero based budgeting and how it is related to school
financing. Compare it with PPBS. Is the one-fund concept beneficial to school
financing? Explain. . . .
A major element of financial data activity rests in the act of budgeting. Budgeting is the
process of allocating finite resources to the prioritized needs of an organization. In most
cases, for a governmental entity, the budget represents the legal authority to spend money.
Adoption of a budget in the public sector implies that a set of decisions has been made by
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the governing board and administrators that culminates in matching a government's

resources with the entity's needs. As such, the budget is a product of the planning process.
The budget also provides an important tool for the control and evaluation of sources and
the uses of resources. Using the accounting system to enact the will of the governing
body, administrators are able to execute and control activities that have been authorized
by the budget and to evaluate financial performance on the basis of comparisons between
budgeted and actual operations. Thus, the budget is implicitly linked to financial
accountability and relates directly to the financial reporting objectives established by the
GASB.
The planning and control functions inherent to any organization, including schools,
underscore the importance of sound budgeting practices for the following reasons:
 The type, quantity, and quality of goods and services provided by governments
often are not subject to the market forces of supply and demand. Thus, enacting
and adhering to the budget establishes restrictions in the absence of a competitive
market.
 These goods and services provided by governments are generally considered
critical to the public interest and welfare.
 The scope and diversity of operations in an organization make comprehensive
financial planning essential for good decisionmaking.
 The financial planning process is critical to the expression of citizen preferences
and is the avenue for reaching consensus among citizens, members of the
governing board, and staff on the future direction of the governmental unit's
operations.
The link between financial planning and budget preparation gives the budget document a
unique role in governmental organizations. Budgets in the public arena are often
considered the definitive policy document because an adopted budget represents the
financial plan used by a government to achieve its goals and objectives. When a unit of
government legally adopts a financial plan, the budget has secured the approval of the
majority of the governing board and reflects
 public choices about which goods and services the unit of government will or will
not provide,
 the prioritization of activities in which the unit of government will be involved,
 the relative influence of various participants and interest groups in the budget
development process, and
 the governmental unit's plan for acquiring and using its resources.
In an educational environment, budgeting is an invaluable tool for both planning and

evaluation. Budgeting provides a vehicle for translating educational goals and programs
into financial resource plans-that is, developing an instructional plan to meet student
performance goals should be directly linked to determining budgetary allocations. The
link between instructional goals and financial planning is critical to effective budgeting
and enhances the evaluation of budgetary and educational accountability.
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24. Describe the applicability of the laws of learning by Thorndike.
Edward L. Thorndike in the early 1900's postulated several "Laws of Learning," that
seemed generally applicable to the learning process. Since that time, other educational
psychologists have found that the learning process is indeed more complex than the
"laws" identified. However, the "laws" do provide the instructor with insight into the
learning process that will assist in providing a rewarding experience to the trainee.
The laws that follow are not necessarily stated as Professor Thorndike first stated them.
Over the years, they have been restated and supplemented, but, in essence, they may be
attributed to him. The first three are the basic laws: the law of readiness, the law of
exercise, and the most famous and still generally accepted, the law of effect. The other
three laws were added later as a result of experimental studies: the law of primacy, the
law of intensity, and the law of recency.
As with anything else relative to the instruction and learning process, nothing that we do
is a singular item; a combination of activities occurs at the same time to make the
experience complete.
 Law of Readiness
The Law of Readiness means a person can learn when physically and mentally
adjusted (ready) to receive stimuli. Individuals learn best when they are ready to
learn, and they will not learn much if they see no reason for learning. If trainees
have a strong purpose, a clear objective and a sound reason for learning, they
usually make more progress than trainees who lack motivation. When trainees are
ready to learn, they are more willing to participate in the learning process, and this
simplifies the instructor's job. If outside responsibilities or worries weigh heavily
on trainees' minds or if their personal problems seem unsolvable, they may have
little interest in learning.
 Law of Exercise
The Law of Exercise stresses the idea that repetition is basic to the
development of adequate responses; things most often repeated are easiest
remembered. The mind can rarely recall new concepts or practices after a
single exposure, but every time it is practiced, learning continues and is
enforced. The instructor must provide opportunities for trainees to practice
or repeat the task. Repetition consists of many types of activities, including
recall, review, restatement, manual drill and physical application. Remember
that practice makes permanent, not perfect unless the task is taught
correctly.
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 Law of Effect
This law involves the emotional reaction of the learner. Learning will always
be much more effective when a feeling of satisfaction, pleasantness, or
reward accompanies or is a result of the learning process. Learning is
strengthened when it is accompanied by a pleasant or satisfying feeling and
that it is weakened when it is associated with an unpleasant experience. An
experience that produces feelings of defeat, frustration, anger or confusion in
a trainee is unpleasant. Instructors should be cautious about using negative
motivation. Usually it is better to show trainees that a problem is not
impossible, but is within their capability to understand and solve.
 Law of Primacy
This law states that the state of being first, often creates a strong, almost
unshakeable impression. For the instructor, this means that what they teach the
first time must be correct. If a subject is incorrectly taught, it must be corrected. It
is more difficult to un-teach a subject than to teach it correctly the first time. For
the trainees' first learning experience should be positive and functionally related
to training.
 Law of Intensity
The principle of intensity states that if the stimulus (experience) is real, the more
likely there is to be a change in behavior (learning). A vivid, dramatic or exciting
learning experience teaches more than a routine or boring experience. A trainee
will learn more from the real thing than from a substitute. Demonstrations, skits,
and models do much to intensify the learning experiences of trainees.
 Law of Recency
Things most recently learned are best remembered, while the things learned some
time ago are remembered with more difficulty. It is sometimes easy, for example,
to recall a telephone number dialed a few minutes ago, but it is usually impossible
to recall a telephone number dialed a week ago. Review, warm-ups, and similar
activities are all based on the principle that the more recent the exercise, the more
effective the performance. Practicing a skill or new concept just before using it
will ensure a more effective performance. Instructors recognize the law of recency
when they plan a lesson summary or a conclusion of the lecture. Repeat, restate,
or reemphasize important matters at the end of a lesson to make sure that trainees
remember them instead of inconsequential details.
You will soon become directly responsible for literally hundreds of learning situations.
The degree of knowledge that you impart to your trainees will depend a great deal on
how well you can apply your understanding of the learning process. Learn to recognize
the trainees' physical, emotional, and attitudinal states and the effect you can have on
these states employing the characteristics and laws of learning. Help to motivate your
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trainees toward a goal and lessen their frustration by holding confusion to a minimum.
Remember that learning is multidimensional and capitalize on this fact.
25. Discuss the roles of teaches and administrators in the problem of dropouts and
failures. How do they go in the solution of the problem?
A student's decision to drop out of school has long-term consequences that can contribute
to juvenile delinquency, welfare dependency, or, in the worst cases, prison.
The strongest predictors that a student is likely to drop out are family characteristics such
as: socioeconomic status, family structure, family stress (e.g., death, divorce, family
moves), and the mother's age. Students who come from low-income families, are the
children of single, young, unemployed mothers, or who have experienced high degrees of
family stress are more likely than other students to drop out of school. Of those
characteristics, low socioeconomic status has been shown to bear the strongest
relationship to students' tendency to drop out. In one study, for example, students of
lower socioeconomic status had a dropout rate four times higher than that of students of a
higher socioeconomic status
The tendency for students to drop out is also associated with their school experiences.
According to the U.S. Department of Education, students drop out of school for the
following reasons:
 Dislike of school;
 Low academic achievement;
 Retention at grade level;
 A sense that teachers and administrators do not care about students; and
 Inability to feel comfortable in a large, depersonalized school setting (1999).
Research indicates that the lower the achievement level, the greater the likelihood that a
student will drop out of school. For example, a study of students in Baltimore schools
found that low test scores and report card grades as early as the 1st grade were a reliable
predictor of whether or not the students would later drop out (Alexander, Entwisle and
Kabbani, 2000). Grade retention—being "held back" or flunked—has also been found to
be highly correlated with dropping out. Students who repeat a grade, even as early as
kindergarten, have significantly increased chances of dfropping out (Kaufman and
Bradby, 1992).
all students must meet proficiency levels on state exams by 2014 and demonstrate
Adequate Yearly Progress (AYP) up to that deadline. As evidenced by the Texas TAAS
program, the state's accountability system, on which NCLB is based, dropout rates
overwhelmingly increased when the accountability reforms were enacted. Critics point to
school officials encouraging under-performing students to leave school to pursue GEDs
to help increase overall test scores for schools
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26. Discuss the important aspects of action agenda relevance to:

1.5 quality of excellence
1.6 relevance and responsiveness
1.7 access and equity
1.8 efficiency and effectiveness
An action agenda is a snapshot-in time, a summary document that depicts what

needs to be done and urges that it get done.
An action agenda, also called an action plan, is an annotated list of proposed
outcomes. The purposes of an action agenda are to schedule actions, to remind
participants of past decisions and agreed upon goals, and to provide a means for viewing
the entire range of recommended work.
27. What is NCBTS

National Competency – Based Teacher
Standards(NCBTS)l
What does NCBTS stand for?
 It is an integrated theoretical framework that defines the different dimensions of
effective teaching.
National Competency Base National Competency-Based Teacher Standards
 The Philippine NCBTS has defined what Effective Teaching is. It has clearly
stated the strategic and indespensable role of the Teacher in the learning process of the
students.
The NCBTS Framework is divided in 7 Domains:
1. Social Regard for Learning
2. Learning Environment
3. Diversity of Learners
4. Curriculum
5. Planning, Assessing, reporting
6. Community Linkages
7. Personal growth and Professionalism
According to the Framework “This will allow teachers to self-assess their own
performance against the Competency Standards in order to identify areas of strength
as well as areas that need to be developed further in order for them to function more
effectively as facilitators of learning.”
Domain 1. Social Regard for Learning (SRFL)
The SRFL domain focuses on the ideal that teachers serve as positive and powerful role
models of the value in the pursuit of different efforts to learn. The teacher’s action,
statements, and different types of social interactions with students exemplify this ideal.
Domain 2. Learning Environment (LE)
This domain focuses on importance of providing a social, psychological and physical
environment within which all students, regardless of their individual differences in
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learning, can engage in the different learning activities and work towards attaining high
standards of learning
Domain 3. Diversity of Learners (DOL)
The DOL domain emphasizes the ideal that teachers can facilitate the learning process
even with diverse learners, by recognizing and respecting individual differences and by
using knowledge about their differences to design diverse sets of learning activities to
ensure that all learners can attain the desired learning goals.
Domain 4. Curriculum (Curr.)
The curriculum domain refers to all elements of the teaching-learning process that work
in convergence to help students understand the curricular goals and objectives, and to
attain high standards of learning defined in the curriculum. These elements include the
teacher’s knowledge of subject matter and the learning process, teaching-learning
approaches and activities, instructional materials and learning resources.
Domain 5. Planning, Assessing & Reporting (PAR)
This domain refers to the alignment of assessment and planning activities. In particular,
the PAR focuses on the (1) use of assessment data to plan and revise teaching-learning
plans;
(2) integration of assessment procedures in the plan and implementation of teaching-
learning activities, and (3) reporting of the learners’ actual achievement and behavior.
Domain 6. Community Linkages (CL)
The LC domain refers to the ideal that classroom activities are meaningfully linked to the
experiences and aspirations of the learners in their homes and communities. Thus, this
domain focuses on teachers’ efforts directed at strengthening the links between schools
and communities to help in the attainment of the curricular goals.
Domain 7. Personal Growth & Professional Development (PGPD)
The PGPD domain emphasizes the ideal that teachers value having a high personal regard
for the teaching profession, concern for professional development, and continuous
improvement as teachers.
ADVANTAGES AND DISADVANTAGES OF K TO 12

ADVANTAGESOFK-12EDUCATION
The program aims to uplift the quality of education in the Philippines in order for graduates to beeasily
employed. The program also aims to meet the standards required for professionals whowould want to
work abroad.Most importantly, the system aims to fully enhance and develop the students in order for
them tobe well-prepared especially in emotional and cognitive aspects. Through this, graduates will
beable to face the pressures of their future workplace.There may be a lot of factors to consider for the
K+12 Education to succeed. But as long as weopen our minds to change and we will take it on a positive
way, we will definitely attain our most-aspired educational standards which will play a great role in our
country’s development and willtherefore, uplift us from poverty.Batas Pambansa blg.232 or the education
act of 1986 defines elementary education as the firststage of compulsory, formal education and usually
corresponding to six or seven grades,including preschool. To achieve universal primary education, and
objectives of education for all(EFA) the inclusion of preschool, currently known as kindergarten in the
basic education cycle,making it free and compulsory is presently being considered at the policy level.
Kindergarteneducation or the K+12 will prepare 5 year old children physically, socially, emotionally,
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andmentally for formal schooling.K+12 will increase the children chance of surviving and
completingformal schooling, reducing dropouts incidence and insuring better school performance.
Theuniversal Kindergarten education will the readiness and foundationally skills of the children to
beready for the primary grades. The other Advantages are presented below:1.
“
Enhancing the quality of basic education in the Philippines is urgent and critical.”2.
“
The poor quality of basic education is reflected in the low achievement scores of Filipino students. One
reason is that students do not get adequate instructional time or timeon task.”3. International test results
consistently show Filipino students lagging way behindpractically everybody else in the world. In the
2008 mathematics exam, for example, wecame in dead last.4.
“
The congested curriculum partly explains the present state of education.” Twelve yearsof content are
crammed into ten years.5.
“
This quality of education is reflected in the inadequate preparation of high schoolgraduates for the world
of work or entrepreneurship or higher education.” If ten years wereadequate, how come employers do not
hire fresh high school graduates? How come mosthigh school graduates flunk the UPCAT?6.
“
Most graduates are too young to enter the labor force.” Since most children start Grade1 when they are 6
years old, they do not reach the legal employable age of 18 when theygraduate from high school today.7.
“
The current system also reinforces the misperception that basic education is just apreparatory step for
higher education.” Why prioritize the minority of high school graduatesthat go to college?
“
The short duration of the basic education program also puts the millions of overseasFilipino workers
(OFWs), especially the professionals, and those who intend to study abroad,at a disadvantage. Our
graduates are not automatically recognized as professionals abroad.”The best examples are our
engineering graduates, who are condemned to international jobsnot befitting their professional status due
to our not having a 12-year basic education cycle.9.
“
The short basic education program affects the human development of the Filipinochildren.” If we believe
that 17-year-old high school graduates are emotionally,psychologically, and intellectually mature, why do
we require them to get parental consentbefore they get married?
DISADVANTAGEof K-12
If the K-12 Education Plan becomes successful, then the Philippine education system canbecome more
competitive among other countries around the world. Though there are still someproblems that the
government needs to solve before they can successfully implement the plan.The proposed program is
good but it still won't work if the needed elements to make it work isn'tpresent. Such elements includes
the number of public school classrooms plus the adequatesupply of classroom chairs, books, etc. If the
government could allot a bigger budget toeducational needs, then we could be one-step ahead towards the
success of the K-12 program.Furthermore, parents (especially those who belongs in the poor sector)
should be properlyinformed and motivated of the advantages of the K-12 Education Plan. This is very
importantsince parents plays a major role in providing the child's school allowances, supplies, and feesfor
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other school projects and activities. Add to that the support of parents towards their childrenin terms of
guidance and teaching.The DepEd seems all set to add two more years to the
country’s 10 year basic educationcurri culum. this is a very tough issue to
crack. we think it is a clash between reality and theideal. a question unanswered – is
this for the common good?the truth is there are alrea dy many problems at the
current 10-year curriculum and it hasnothing to do with number of years. to
enumerate a few – there are not enough qualified teachers to teach all the students;
that is made worst with just too many students; there are notenough classrooms and
schools to comfortably fit all the students (not to mention not enoughbathrooms and
water supply); there are not enough books; add the problem of poor
qualitybooks, on top of that there are not enough facilities and finally very
high drop out rates. Thelatter, high drop out rates is being caused by something out
of the education system but affectsa large part of the population – poverty. there are just
so many poor families and they are sopoor that many of them cannot afford to pay
for the already meager amount needed for the education of their children. grade
school and high school are free in public schools with
parentsn e e d i n g t o j u s t s p e n d o n u n i f o r m s , f a r e a n d s o m e e x p e n s e s . t h e
tuition which normally
accounts for a very large share of the total expenses are free and yet most poor families can stillnot
afford of what is left for them to spend. it is not that the expenses are high,
it’s just their income is very, very low.it is this inability to afford the other expenses that
has caused a very high drop out rate amongstudents.t h i s p l a n o f t h e D e p E d t o a d d
t w o m o r e y e a r s w i l l o f c o u r s e n o t s o l v e a n y o f t h e a b o v e problems. in
fact, it will only extend all those problems by two more years. a longer
basiceducation will also mean even higher drop out rates. Then there is the problem
of additionale x p e n s e s f o r t h e g o v e r n m e n t . a s o f n o w , w i t h t h e
1 0 y e a r c u r r i c u l u m , t h e r e i s a l r e a d y desperate lack of classrooms and
schools. the public schools cannot turn the students awaywhen they show up to enroll. to
cope many public schools have crammed as many students asthey can inside the
classroom with classrooms crammed with chairs from wall to wall. not enough,
the schools conduct classes in at least shifts, in some instances classes held veryearly in the
morning till late in the evening.with two additional years, the schools will
definitely need to construct new buildings andclassrooms or God forbid conduct classes
24/7.the above is the reality part.The other disadvantages are presented below:1. Opponents of year-
round school cite:Year-round schools show little to no academic improvement due to the calendar
change.2. Multi-tracking, while cost effective in the short term, actually ends up costing
more due tohigher utility costs, less or no down time for building maintenance, and the loss of
opportunity tobuild before the cost of labor and materials rise after population increases force the building
of new facilities. Multi-tracking does not alleviate the need for new school construction, it merelyputs off
the decision to build until it is even more cost prohibitive, thus locking comeunities intoovercrowded
schools and multi-tracking year-round calendars.
Multi-tracking can cause familyand community disintegration. This occurs when siblings/neighbors are
on different tracks.Further disintegration is seen when extended family and church members are on
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differenttracks, or in the case of single-tracking, different inter sessions.3. Teachers' ability to attend
college classes in the summer is compromised due to a year-round calendar.
Teachers who have children in a year-round school, but teach in a non year-round school, or in a year-
round school on a different track or calendar, are not able to vacationat the same time during the year or
the summer as their family.Teachers have more problems with children staying focused before a break,
and upon returndue to the more frequent breaks throughout the year.
1.Define and explain the following:
1. CHED
The Commission on Higher Education of the Philippines, more popularly known

as CHED, is one of the three agencies of the Philippine government governing the
education sector. It is primarily responsible for the oversight and supervision of both
public and private higher education institutions as well as degree-granting programs in all
tertiary educational institutions in the Philippines.
2. EFA
Education for All. The Education for All (EFA) is a global commitment which was first
launched in Jomtien, Thailand in 1990 to bring the benefits of education to “every citizen
in every society.” National governments, civil society groups, and development agencies
like UNESCO and the World Bank are part of the commitment.
3. HEI
Higher Education Institutions-
4. SIP
School Improvement Plan. The School Improvement Plan (SIP) is required by law and is
the dynamic document that keeps a school focused and on track as school staff work
throughout the school year towards overall improvement and success for every student.
5. SBM
School Based Management is the decentralization of levels of authority to the school
level. Responsibility and decision making over school operations is transferred
to principals, teachers, parents, sometimes students and other school
community members. The goals of SBM in the Philippines are equity and
quality. This is translated in terms of student participation including the poorest
sector of Philippine society and the quality of instruction and student learning
achievement.
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6. BESRA
The Basic Education Sector Reform Agenda (BESRA) is a package of policy reforms
pursued by the Department of Education (DepEd) to improve the quality of education in
the Philippines and attain the Education For All (EFA) goals in 2015. The BESRA was
developed in August 2005 primarily from the research work of those in the academe,
such as a report on Multiliteracy by Dina S. Ocampo and a sectoral study on National
Learning Startegies in Science and Mathematics by Science Education
Institute Director Ester B. Ogena. It was formally implemented in 2006.
7. NEAP
The National Educators Academy of the Philippines (NEAP) responds to the demand
for professional competence as well as management and leadership excellence in the
development component. It also has training materials development function and
clearing house and information dissemination component.
8. BEC
The Basic Education Curriculum. The basic education curriculum is developed at the
national level by the Curriculum Development Divisions of the BEE and BSE. Learning
competencies, curricular policies and structure, credit points and time allotments, as well
as subjects areas offered, are defined at this level in consultation with other concerned
parties (such as school administrators, teachers, parents, students, professional
organizations, industry).
Implementation guidelines are issued by the national government, but teachers are
responsible for actual implementation. They determine which resources will be used, as
well as how teaching and assessments will be conducted. Schools may also adapt the
national curriculum to local needs by modifying the content, sequence or teaching
strategies. They are encouraged to innovate and enrich the curriculum as long as basic
requirements are met.
The 2002 Basic Education Curriculum for elementary and secondary education,
implemented in SY 2002–03,
emphasizes the following:
• Five core learning areas
 Filipino
 English
 Science
 Mathematics
 Makabayan (defined below, but essentially social studies)
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• strong integration of competencies and values within and across learning areas
• emphasis on the learning process and integrative modes of teaching
• increased time to gain mastery of competencies of the basic tool subjects (Filipino,
English, science and math)
(Reference: International Education Guide, for the assessment of Education from the
Philippines)
The content in this section could also include the description of the School BEC
Curricula (Freshmen, Sophomores, Juniors and Seniors), their achievements, best
practices, excellence and culture etc., these are the tasks to be done by the BEC Editors in
this category. If the time come that there will be an assigned editor in this category you
will read quality articles!
9. INSET-
Inservice Training. n-service training is education for teachers to help them develop their
skills in a specific discipline or occupation. In-service training takes place after an
individual begins work responsibilities. Most typically, in-service training is conducted
during a break in the individual's work schedule.
Inservice training recognizes the critical and central role of teachers and
advocates a focus on their academic, professional and technical needs.
Setting up of BRC/CRC, recruitment of qualified teachers, opportunities for
teacher development through participation in curriculum related material
development, focus on classroom process and exposure visit for teachers are
all designed to develop the human resource among teachers.
The Implementation of Activity Based Learning at the primary level
Active Learning Methodology at the Upper Primary Level in the State has
resulted in quality classroom transactions in all schools. There has been a
complete transformation in the classroom processes with children actively
participating in their own learning and the teachers effectively playing the
role of facilitators.
As a follow-up to this effort, appropriate and need based in-service
training programmes are designed every year and implemented as per the
schedule.
The systematic way of imparting training to the teachers reflects that
the classroom processes have undergone a metamorphosis with children
exhibiting unlimited curiosity, interest and enthusiasm for learning. The
classroom space has been transformed into a comfortable zone for the
children. It has also been observed that the confidence levels of children
have considerably improved.
10. TESDA –
The Technical Education and Skills Development Authority (TESDA) was

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established through the enactment of Republic Act No. 7796 otherwise known as the
"Technical Education and Skills Development Act of 1994", which was signed into law
by President Fidel V. Ramos on August 25, 1994. This Act aims to encourage the full
participation of and mobilize the industry, labor, local government units and technical-
vocational institutions in the skills development of the country's human resources.
The merging of the National Manpower and Youth Council(NMYC) of the
Department of Labor and Employment (DOLE). The Bureau of Technical and
Vocational Education (BTVE) of theDepartment of Education, Culture and
Sports (DECS), and The Apprenticeship Program of the Bureau of Local
Employment(BLE) of the DOLE gave birth to TESDA.
The fusion of the above offices was one of the key recommendations of the 1991
Report of the Congressional Commission on Education, which undertook a national
review of the state of Philippine education and manpower development. It was meant
to reduce overlapping in skills development activities initiated by various public and
private sector agencies, and to provide national directions for the country's technical-
vocational education and training (TVET) system. Hence, a major thrust of TESDA is
the formulation of a comprehensive development plan for middle-level manpower
based on the National Technical Education and Skills Development Plan. This plan
shall provide for a reformed industry-based training program that includes
apprenticeship, dual training system and other similar schemes.
TESDA is mandated to:
7. Integrate, coordinate and monitor skills development programs;
8. Restructure efforts to promote and develop middle-level manpower;
9. Approve skills standards and tests;
10. Develop an accreditation system for institutions involved in middle-level
manpower development;
11. Fund programs and projects for technical education and skills development;
and
12. Assist trainers training programs.
At the same time, TESDA is expected to:
 Devolve training functions to local governments;
 Reform the apprenticeship program;
 Involve industry/employers in skills training;
 Formulate a skills development plan;
 Develop and administer training incentives;
 Organize skills competitions; and
 Manage skills development funds.
Overall, TESDA formulates manpower and skills plans, sets appropriate skills
standards and tests, coordinates and monitors manpower policies and programs, and
provides policy directions and guidelines for resource allocation for the TVET
institutions in both the private and public sectors.
Today, TESDA has evolved into an organization that is responsive, effective and
efficient in delivering myriad services to its clients. To accomplish its multi-pronged
mission, the TESDA Board has been formulating strategies and programs geared
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towards yielding the highest impact on manpower development in various areas,

industry sectors and institutions.
Concepts of Zero Based Budgeting
Definition of 'Zero-Based Budgeting - ZBB'

A method of budgeting in which all expenses must be justified for each new period. Zero-
based budgeting starts from a "zero base" and every function within an organization is
analyzed for its needs and costs. Budgets are then built around what is needed for the
upcoming period, regardless of whether the budget is higher or lower than the previous
one.
ZBB allows top-level strategic goals to be implemented into the budgeting process by
tying them to specific functional areas of the organization, where costs can be first
grouped, then measured against previous results and current expectations.
Zero-Based Budgeting - ZBB'

Because of its detail-oriented nature, zero-based budgeting may be a rolling process done
over several years, with only a few functional areas reviewed at a time by managers or
group leadership.
Zero-based budgeting can lower costs by avoiding blanket increases or decreases to a

prior period's budget. It is, however, a time-consuming process that takes much longer
than traditional, cost-based budgeting. The practice also favors areas that achieve direct
revenues or production; their contributions are more easily justified than in departments
such as client service and research and development.
THE FOLLOWING PATTERNS OF ORGANIZATION
3. Line Staff Patter Organization
Line and staff organization is usually the delineation between supervisory or management
and line staff. It is important to understand the difference between the two different parts
of the organization. When you are in management or supervisory, normally you have
people that work underneath you and do the work that you are supervising.
4. Vertical from the horizontal type of organization.
Vertical Structure
A vertical organizational structure uses several managers with only a few employees
reporting to each one. Since each manager oversees the work of only a few team
members, he exercises greater control over each employee's work. The manager assumes
a greater role in managing his employees' own time and ensuring that they finish their
work. Several levels of management operate in this structure. In this structure, a manager
might oversee the work of four employees. This manager reports to a higher-level
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manager who reports to another higher-level manager who reports to another manager
who reports to senior management.
2 Horizontal Structure
A horizontal organizational structure uses only a few managers with many employees
reporting to each one. Since each manager oversees the work of many team members, she
only exercises limited control over the work of each. The employees assume a greater
role in managing their own time and completing their work. Only a few levels of
management exist in this structure. For example, three managers might oversee the work
of 60 employees. These three managers report directly to senior management.
Different Double Standard Morality from Split Level Morality?
A double standard Morality is the application of different sets of principles for similar
situations, or to different people in the same situation.[1] A double standard may take the
form of an instance in which certain concepts (often, for example, a word, phrase, social
norm, or rule) are perceived as acceptable to be applied by one group of people, but are
considered unacceptable—taboo—when applied by another group.
The concept of double standard Morality has long been applied (as early as 1872) to
different moral structures on men versus women.[2][3]
A double standard Morality, thus, can be described as a sort of biased, morally unfair
suspension (toward a certain group) of the principle that all are equal in their freedoms.
Such double standards are seen as unjustified because they violate a basic maxim of
modern legal jurisprudence: that all parties should stand equal before the law. Double
standards also violate the principle of justiceknown as impartiality, which is based on the
assumption that the same standards should be applied to all people, without regard to
subjective bias or favoritism based on social class, rank,ethnicity, gender, religion, sexual
orientation, age or other distinctions. A double standard violates this principle by holding
different people accountable according to different standards. The phrase "life is not fair"
may be invoked in order to mollify concerns over double standards.
Split Level Morality
Split-level Morality may be described as the coexistence within the same person of two
or more thought-and-behavior systems which are inconsistent with each other. The
image is of two apartments at different levels, each of which contains a family, one rarely
talking to the other.
So it is with the split-leveled person; at one level he professes allegiance to ideas,

attitudes and ways of behaving which are mainly borrowed from the Christian West, at
another level he holds convictions which are more properly his "own" ways of living and
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believing which were handed down from his ancestors, which do not always find their
way into an explicit philosophical system, but nevertheless now and then flow into
action.
Perhaps from another point of view, they may be described as two value systems,
differing from each other in explicitation, one more abstract than the other, one of them
coming to the fore under certain circumstances and receding to the background at other
times. An example is the following incident, faithfully recorded by a participant-observer:
A group of alumni, sixteen years after graduating from a catholic high school, meet
together one evening at a private home for a class reunion. Present at their reunion are
two priests, their former teachers. The evening passes pleasantly, amid fond recollections
of schooldays. At about 2230 hrs an offer is made to send the two priests by car back to
the school. After the two priests left, the group transfers to Pasay to a certain nightclub
of ill repute. Almost everyone goes along and a number end up with prostitutes. There is
much joking about the fact that the wives think them "safe" in a class reunion.
WHAT IS ACCREDITATION
Accreditation is both a status and a process. As a status, accreditation provides

public notification that an institution or program meets standards of quality set forth by
an accrediting agency. As a process, accreditation reflects the fact that in achieving
recognition by the accrediting agency, the institution or program is committed to self-
study and external review by one's peers in seeking not only to meet standards but to
continuously seek ways in which to enhance the quality of education and training
provided.
WHAT IS DISSERTATION
A dissertation is an extended (usually written) project involving research by the

student, which contributes significantly towards a final assessment for a degree.
Dissertation implies different levels of study in different countries. In the US,

dissertation is used to refer to the principal outcome of doctoral level study. In the US the
PhD research document is called the PhD dissertation
DISCUSS MORALITY AND OTHER PHASES OF HUMAN LIFE IN TERMS OF:

1.Ethics and Education
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Ethics is based off your belief of what is right and what is wrong. It is very close
in definition to morals. It is basically your code of conduct, where your actions reflect
your beliefs.
Education means to know the knowledge. Without this, life of human being does
not operate. Education teaches the lesson of humanity. Education is very necessary for
every human being. Education does not mean to get specific skill and get employment.
But we say that anybody got education, if he has developed from every angle. It means if
you have gotten education, you have developed every field. Education can not only get in
childhood. But it is regular and continues process. A human being gets education from
his own experience, if there is no teacher for providing him formal education. When other
person told the experience, at that time, a human being gets education. Education
comprises good thoughts in human being. It is the education which carries human being
in the way of success. With education, human being learns to use brain for taking any
decision. Educational person contributes for the development of society. With education,
human being raises weak and uneducated persons.
2.Morality and Law.
Should something be illegal simply because it is thought to be immoral? Should

morality play a role in deciding law?
If you feel that morality should be considered when deciding if something should
be legal or illegal then you are relying on some other person or entity to decide law
based on their own subjective opinion of what is moral.
Who Gets to Decide?
People like to use subjective terms such as "moral," "right," "wrong," "good," or
"bad." when deciding if something should be legal or not. Whether something is legal or
not should have nothing to do with someones subjective opinion of whether it is moral or
not. There is what is legal and then there is what is someones subjective opinion of what
is moral, and the two have nothing to do with one another.
Something may be considered to be "immoral" such as prostitution, while at the
same time should be legal. If you agree that each person is a self-owner then you
would have to agree that the prostitute owns the property (her body) that she is
selling. If she in fact is the rightful owner of this property, what right then would
some other person or entity such as government have to deny her property rights? If
they are claiming a higher right to her property than she has, then she does not own
herself and is nothing more than a slave that is owned by the government.
There are many things that are considered to be "immoral" by some that are
perfectly legal such as smoking, drinking and gambling which proves that morality
should have no place in deciding law. Law should never be decided by a subjective
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opinion by some other person or entity. All laws should be based on property rights.
The deciding question should be; who owns the property in question?
Another Answer:
Morality and Law
At first there seems to be no distinction between law and morality. There are passages in
ancient Greek writers, for example, which seem to suggest that the good person is the one
who will do what is lawful. It is the lawgivers, in these early societies, who determine
what is right and wrong.
But it is not long before thoughtful people recognize the difference between what is
actually legal, or legally right according to the political authorities and what should be
legal. What should be legal roughly corresponds to what is really right or just, that is,
what we would call morally right. We find, for instance, the distinction between what is
legally or conventionally right and what is naturally (or as we would say today morally)
right.
Sometimes this is expressed as an opposition between what the gods command (i.e., what
is morally right) and what the political authorities command (i.e., what is legally right).
This is dramatically illustrated in Sophocles' tragedy Antigone, in which the heroine
defies the decree of the king (the source of "legal right" in the circumstances) and buries
her brothers (an act the audience would assume was morally right).
The contrast between what the state demands and what the gods demand is not the only
way that this legal v. moral distinction is expressed. We find it also in the important
Greek philosophers, who frequently discuss the distinction in terms of appearance and
reality, or between what superficially seems or appears to be the case and what a
thorough rational investigation reveals.
Plato, for example, holds that knowledge of what is just or moral, and the ability to
distinguish true justice or morality from what is merely apparently just depends on the
full development and use of human reason. According to Plato, there is a very close
connection between true justice or morality and human well-being or flourishing. Legal
and political arrangements that depart too far from true justice should, if possible, be
replaced by arrangements that better promote justice and thus well-being.
Ethics, therefore, has claimed a right to criticize legal arrangements and recommend
changes to them. Many debates about the law, when they are not merely debates about
how legal precedent mechanically applies in a particular situation, are also ethical
debates.
Let's summarize the relationship between morality and law.
(1) The existence of unjust laws (such as those enforcing slavery) proves that morality
and law are not identical and do not coincide.
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(2) The existence of laws that serve to defend basic values--such as laws against murder,
rape, malicious defamation of character, fraud, bribery, etc. --prove that the two can work
together.
(3) Laws can state what overt offenses count as wrong and therefore punishable.
Although law courts do not always ignore a person's intention or state of mind, the law
cannot normally govern, at least not in a direct way, what is in your heart (your desires).
Because often morality passes judgment on a person's intentions and character, it has a
different scope than the law.
(4) Laws govern conduct at least partly through fear of punishment. Morality, when it is
internalized, when it has become habit-like or second nature, governs conduct without
compulsion. The virtuous person does the appropriate thing because it is the fine or noble
thing to do.
(5) Morality can influence the law in the sense that it can provide the reason for making
whole groups of immoral actions illegal.
(6) Law can be a public expression of morality which codifies in a public way the basic
principles of conduct which a society accepts. In that way it can guide the educators of
the next generation by giving them a clear outline of the values society wants taught to its
children.
3.ETHICS AND POLITICS.
The subject matter of politics is to describe the structure and function of the government.
Politics prescribes laws for the citizens in order to regulate their conducts so that public
good can be realized.
Man is not only a social being but also political beings. The individual and the state are
inter dependent.
Political science determines the duty of the individual to the state and also duty for the
state with regard to the individual. Rights and duties are maintained by the state and as
such moral life is intimately connected with the political life.
Ethics and politics are intimately related. Both are normative sciences. Ethics aims at the
supreme good of the individual whereas Politics aims at public good. Public good can be
attained through individual good; therefore politics aims at the establishment of an ideal
welfare state where more perfection of the citizens can be realized.
Similarly individual good can be achieved through public good. Politics is a practical
science but ethics is not. However, the influence of ethics on the practical life can not be
ignored.
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Again when we look back to the history of politics and ethics, we joined that in Plato's
time ethics and politics, were intimately related.
Ethics on the other hand is a study of a man, his character, intention, and desire etc. in
order to assess his conduct. The scope of ethics in this sense is wider and altruistic.
Both ethics and politics are concerned with the ideas of duty, responsibility etc. The
moral thinker makes a theoretical and analytical study in order to consider what
responsibility is and what is not.
Politics is basically a descriptive and factual science as it studies functioning of

government at the time of peace and war. Ethics studies the human conduct with
reference to a particular norm. Thus it is a normative science. It studies what ought to be,
not what actually occurs or what is the case.
The aim of politics is to attain public good or expediency at any cost. It gives more
emphasis on the end not on the means always.
Ethics and Art
At its simplest, ethics is a system of moral principles. They affect how people make
decisions and lead their lives.
Ethics is concerned with what is good for individuals and society and is also described as
moral philosophy.
Ethics is a term. Many people think ethics has to do with a set of social conventions or a
religious decree. In professional philosophy we do not typically consider this to be the
definition of ethics. Philosophical ethics could be called the study of what is good and
bad. Generally, philosophical ethics concerns itself with discovering a system one may
use to determine who or what is good, or with evaluating systems that others have
proposed.
Art can open us up to new ideas and beliefs, and artists can make a massive impact as
role models, either in a positive or a negative manner.
Because art communicates with us on so many different levels, and appeals to our senses,
emotion, reason, and language, it inevitably affects us more than other areas of
knowledge. There are few of us who would pay to see a scientific experiment, but most
of us are regular cinema goers, or visit art galleries and photo exhibitions. Because of
that, it is easy to be affected by something we read or see that seems to us to be
something to which we should aspire.
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DEFINE AND EXPLAIN THE USE OF THE FOLLOWING:
Theory.
The term theory is used with surprising frequency in everyday language. It is often used
in to mean a guess, hunch or supposition. You may even hear people dismiss certain
information because it is "only a theory." It is important to note as you study psychology
and other scientific topics, that a theory in science is not the same as the colloquial use of
the term.
A theory is a based upon a hypothesis and backed by evidence. A theory presents

a concept or idea that is testable. In science, a theory is not merely a guess. A theory is a
fact-based framework for describing a phenomenon. In psychology, theories are used to
provide a model for understanding human thoughts, emotions and behaviors.
Hypothesis.
A hypothesis is an explanation for a phenomenon that can be tested in some way that
ideally either proves or disproves it. For the duration of testing, the hypothesis is taken to
be true, and the goal of the researcher is to rigorously test its terms. The concept is a very
important part of the scientific method, and it also holds true in other disciplines as well.
For example, some historians have put forward the hypothesis that the Salem Witch Trials
were brought about by the consumption of grains contaminated with ergot, resulting in
a mass hysteria.
reasoning.
Conceptual Definition.
A definition in terms of concepts, such as the one found in a dictionary, instead of in
terms of the results of measuring procedures.
Sampling. Sampling" basically means selecting people/objects from a "population" in

order to test the population for something. For example, we might want to find out how
people are going to vote at the next election. Obviously we can't ask everyone in the
country, so we ask a sample.
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When considering a particular population it is usually advisable to choose a sample in

such a way that everyone is represented. This is not easy and requires careful thought
about sample size and composition. Often questionnaires are devised to identify the
required information. These need to be idiot proof, so questions need to cover all
alternatives and give little scope for variation.
DISCUSS THE RULES ON HIRING FOR TEACHER 1 POSITION.
Hiring Guidelines for Teacher I Position in Public Elementary and Secondary

Schools, SY 2012-2013
To facilitate a smooth and orderly evaluation and to fast track the hiring of qualified
teacher applicants, this Office hereby issues the following guidelines in compliance with
DepEd Order No. 20 s. 2009.
1. In as much as the Division has 18 Elementary and 6 High Schools only and also
considering the proximity ofthe schools to the Division Office, recmitment of qualified
teacher applicant will now be done in the Division Office. In this regard, please advise
all Teacher I applicants (including current city paid teachers) to start submitting their
documents to the Division Office, c/o HR Unit on January 9,2012.
2. An application letter together with the following documents must be submitted:
• CSC FOlm 212 in one (1) copy with latest 2x2 ID picture.
• certified photocopy of PRC certificate of registration/license
• certified copy of baccalaureate transcript of records.
.. copies of service record, performance rating and school clearance for those with
teaching experience
• certificate/s of specialized training, if any.
3. In one sheet of pad paper, the computation of the General Weighted Average
(GWA) must also be submitted. This is done by adding the product (grade x no of units)
of each subject divided by the total nunlber Ofullits.
4. Last day of submission is on March 30, 2011. Incumbent city paid teachers who
do not wish to be included in the registry should submit a waiver addressed to the OIC,
Office of the Schools Division Superintendent and noted by the School Principal.
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5. Tentative date for the English Proficiency Exam is on April 15, 2012, 9:00 a.m. at
Muntinlupa Elementary School. 6. Tentative date for the Interview and Demonstration
Teaching is on April 2{) to 29, 2m2.
Composition of the committees and guidelines for the conduct of which will be released
in a separate memorandum on a later date.
7. Immediate and wide dissemination of this Memorandum is desired,

Dissertation is a formal written treatise that covers a subject in great detail, and is
submitted usually in the course of qualifying for a doctor of philosophy (PhD) degree.
Also called thesis.

accepted facts that attempts to provide a plausible or rational explanation of cause-and-
effect (causal) relationships among a group of observed phenomenon. The word's origin
(from the Greek thorós, a spectator), stresses the fact that all theories are mental
models of the perceived reality.
2.2 Hypothesis. Hypothesis is an explanation for a phenomenon that can be tested in

some way that ideally either proves or disproves it. For the duration of testing, the
hypothesis is taken to be true, and the goal of the researcher is to rigorously test its terms.
The concept is a very important part of the scientific method, and it also holds true in
other disciplines as well. For example, some historians have put forward the hypothesis
that the Salem Witch Trials were brought about by the consumption of grains
reasoning.
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2.3 Conceptual Definition. It is an element of the scientific research process in which

a specific concept is defined as a measurable occurrence
2.4 Sampling. In many experiments, sampling an entire population as part of a research
experiment is impossible, due to the time, expense and sheer number of subjects.
2.5 z-test. In statistics, a z test is a hypothesis test that analyzes the distribution of the
data as well as tests the validity and significance of the mean.
1.6 t-test. A t test is an important test that you should know how to do in Statistics. It is
another way to look at the difference between two groups.
1.7 Standard Deviation. Standard deviation is a statistical value used to determine
how spread out the data in a sample are, and how close individual data points are to the
mean — or average — value of the sample. A standard deviation of a data set equal to
zero indicates that all values in the set are the same. A larger value implies that the
individual data points are farther from the mean value.
208
TABLE 1
SELF-AWARENESS AS MANAGERIAL INTELLIGENCE MANIFESTED

BY THE SECONDARY SCHOOL ADMINISTRATORS
R E S P O N S E S
Secondary School Administrators N= 19 Teachers N= 351

Items AWM AD R
AM AAM OM SM RM NM AM AAM OM SM RM NM
TWP WM AD TWP WM AD
6 5 4 3 2 1 6 5 4 3 2 1
Possessed guiding
1. awarenes of values 5 10 4 0 0 0 96 5.05 AAM 102 180 55 14 0 0 1774 5.05 AAM 5.05 AAM 3
and goals
Exhibited Knowledge of
2. 9 8 2 0 0 0 102 5.37 AM 97 175 70 8 1 0 1763 5.02 AAM 5.20 AM 2
self attributes
Reviewed self for any
3. 4 12 3 0 0 0 96 5.05 AAM 72 170 81 20 8 0 1682 4.79 AAM 4.92 AAM 5
prejudicial feelings
Searched what
4. emotions are felt and 4 13 2 0 0 0 97 5.11 AAM 83 170 75 18 5 0 1712 4.88 AAM 4.99 AAM 4
why.
Recognized how
5. feelings affect his 14 4 1 0 0 0 108 5.68 AM 98 158 68 21 6 0 1725 4.91 AAM 5.30 AM 1
performance
Average Mean 8 9 2 0 0 0 101 5.32 AM 90 171 70 16 4 0 1731 4.93 AAM 5.12 AAM
Legend:
6 - (5.16-6.00) - Always Manifested (AM) AWM - Average Weighted Mean

5 - (4.33-5.15) - Almost Always Manifested (AAM) TWP - Total Weighted Points
4 - (3.50-4.32) - Often Manifested (OM) WM - Weighted Mean
3 - (2.67-3.49) - Sometimes Manifested (SM) AD - Adjectival Description
2 - (1.84-2.66) - Rarely Manifested (RM) R - Rank
1 - (1.00-1.83) - Never Manifested (NM)

209
CORRELATION OF MANAGERIAL INTELLIGENCE AND QUALITY WORK CONDITIONS
AS RESPONDED BY THE SECONDARY SCHOOL ADMINISTRATORS AND TEACHERS
VARIABLES RANKS
RANK SQUARE OF
Average Weighted Mean for SecondarySchool DIFFERENCE RANK
Administrators & Teachers DIFFERENCE
Quality of Work
Conditions
Managerial Intelligence Quality of Work conditions
X Y rx ry rx - ry ( rx - ry )2
5.12 5.27 4 2 2 4
4.96 5.03 5 5 0 0
5.14 5.30 3 1 2 4
5.21 5.15 1 3 -2 4
5.19 5.07 2 4 -2 4
Sum = 16
Ho: Correlation does not exist between managerial intelligence and quality work conditions as responded by the
secondary school administrators and teachers.
Findings: ρ = 0.20 α = 0.05

n = 5 table value = 0.900
Decision: Ho Accepted
Conclusion: Insignificant
APPENDIX F
Solutions for Table 14

Ho: Correlation does not exist between managerial intelligence and
quality work conditions as responded by the secondary school administrators and
teachers.
210
Statistical Test Used: Spearman's coefficient of rank correlation
Square of
Rank
Variables Ranks rank
Difference
Difference
( rx -
X Y rx ry rx - ry ry )2
5.12 5.27 4 2 2 4
4.96 5.03 5 5 0 0
5.14 5.30 3 1 2 4
5.21 5.15 1 3 -2 4
5.19 5.07 2 4 -2 4
Sum = 16
1- 6[Σ(X-Y)2]
ρ = ρ = 1 - 0.80
n(n2-1)
ρ = 1- 6 [ 16 ] ρ = 0.20
5(52-1)
211
SIGNIFICANT DIFFERENCE ON THE RESPONSES OF SECONDARY

SCHOOL ADMINISTRATORS and TEACHERS ALONG WITH THE FIVE
VARIABLES IN MANAGERIAL INTELLIGENCE

Secondary
School Teachers
Variables Administrators
X1 X2
AD AD
WM WM
1. Self Awareness 5.32 AM 4.93 AAM
2. Self Regulation 5.00 AAM 4.91 AAM
3. Motivation 5.32 AM 4.96 AAM
4. Empathy 5.53 AM 4.88 AAM
5. Social Skills 5.47 AM 4.92 AAM
Average Mean 5.33 AM 4.92 AAM
Standard Deviation 0.2054 0.0292
Ho:
The responses of school administrators and teachers
do not differ significantly along with the five
variables on managerial intellifgence .
Findings:
t = 4.39 α = 0.05
d.f = 8 t.v = 2.306
Decision: Ho Rejected
Conclusion: Significant
212
SIGNIFICANT DIFFERENCE BETWEEN THE RESPONSES OF

SECONDARY SCHOOL ADMINISTRATORS AND TEACHERS WITH
RESPECT TO THE FIVE VARIABLES ON
QUALITY WORK CONDITIONS
Secondary School
Variables Teachers
Administrators
X1 X12 X2 X22
1. 5.53 30.58 5.02 25.20

Open Communication
2. 5.21 27.14 4.84 23.42

Equitable Reward System
3. 5.63 31.70 4.97 24.70

A concern for employee
job security
4. 5.47 30.36 4.81 23.33

Satisfying Careers
5. Participation in Decision 5.26 27.67 4.88 23.81

making
Total Σx1=27.10 147.45 Σx2=24.54 120.46
SOURCE OF VARIATION d.f. Sum of F-VALUE

squares Mean sum of squares
Between Group 1 0.65 0.65
Within Group 8 0.59 0.0738 8.81
Total 9 1.24
Ho:
There is no significant difference between the responses of school administrators and

teachers with respect to the five variables on quality work conditions.
α=
Findings:
0.05
F = 8.81 α = 0.05
t.v
d.f = 1/8 = t.v. = 5.32
2.306
Decision: Ho Rejected
213
Conclusion: Significant
214
CONSTITUTING DECISION MAKING TO EXECUTIVE ROLES FOR UNIQUE

215
ACCOMPLISHMENT IN ZAMBOANGA DEL SUR DIVISION: A KEY TO
SUSTAIN GROWTH AND EVELOPMENT
Variables for Decision-Making (Source: Aquino,2001:281)
1. Planning
2. Organizing
3. Stimulating
4. Evaluating
5. System approach
Variables for Executive Roles (Source: Miranda (1999:28-30)
1. Leader
2. Effective Supervisor
3. Coordinator
4. Liaison Officer
5. Counselor
This study is centered on constituting decision
making to executive roles for unique accomplishment in
Zamboanga Del Sur Division; a key to sustain growth and
development
216
Specifically, this study enables to answer the
following sub-problems:
l. What is the extent of constituting decision
making for unique accomplishment applied in the Zamboanga
del Sur in terms of:
1.1. Planning;
1.2. Organizing;
1.3. Stimulating;
1.4. Evaluating; and
1.5. System Approach?
2. To what extent do the executive roles for unique
accomplishment applied in the Zamboanga del Sur Division as
a:
2.1. Leader;
2.2. Effective Supervisor;
2.3. Coordinator;
2.4. Liaison Officer; and
2.5. Counselor?
3. What is the extent of comparability between the
along with the variables on decision making to executive
roles for unique accomplishment?
4. Is there a significant difference between the

217
along with the variables on decision making for unique
accomplishment?
5. Do the responses of the school administrators
and the teachers along with the variables on executive roles
for unique accomplishment differ significantly from each
other?
6. Is there a correlation between the decision
making and executive roles for unique accomplishment as
responded by the two groups of respondents along with the
respective variables?
Hypotheses
Ho1: There is no significant difference between the
along with the variables on decision making for unique
accomplishment.
Ho2: The responses of the school administrators and
the teachers along with the variables on executive roles for
unique accomplishment do not differ significantly from each
other.
Ho3: There is no correlation between the decision
making and executive roles for unique accomplishment as
responded by the two groups of respondents along with the
respective variables.
218
The data gathered were statistically tested through
the use of the following:
1. Weighted Mean (X). This was used to determine
the responses of school administrators and teachers along.
It is obtained by getting the summation of the product of
the frequency and the assigned weight divided by the total
number of respondents. The formula according to Ruiz
(1988:167) is:
_ TWP
X = ─────
N
Where:
_
X = Weighted Mean
TWP = Total Weighted Points
N = Number of Respondents
Scaling the degree of responses was also employed
in order to determine the adjectival equivalent of the
responses in every item. This was indicated by the following
perceptions:
Numerical Scale Adjectival Equivalent
6-(5.17-6.20) - Always Applied (AA)

219
5-(4.34-5.16) - Almost Always Applied (AAA)
4-(3.51-4.33) - Often Applied (OA)
3-(2.68-3.50) - Sometimes Applied (SA)
2-(1.84-2.67) - Rarely Applied (RA)
1-(1.00-1.83) - Not Applied At All (NAA)
2. To test the significant difference between the
along with the variables on decision making and executive
roles for unique accomplishment, t-test was used based from
the formula of Freund (1984:298):
_ _
X1 - X2
t = ────────────────────────────────────────────────
──────────────────────────
(n1-1)(SD1)²+(n2-1)(SD2)² ─────────────
────────────────────────── 1/n1 + 1/n2
n1 + n2 - 2
Where:
t = Computed Value
_
X1 = Weighted Mean of school administrators
_
X2 = Weighted Mean of teachers
SD1 = Standard Deviation for secondary school

administrators
SD2 = Standard Deviation for teachers
n = Number of Cases
220
1 & 2 = constant numbers
3. z-test. To test the significant difference
between the responses of the school administrators and the
teachers along with the variables on authoritative
responsibilities for distinctive accomplishment, z-test was
used according to Calmorin (1997:201) with the formula of:
_ _
X1 - X2
z = ──────────
SD1+SD2
Where:
z = z-test
_
X1 = weighted mean for secondary school
administrators
_
X2 = weighted mean for teachers
SD1 = standard deviation for secondary

school
administrators
SD2 = standard deviation for teachers
4. To test the correlation between constituting the
decision making and executive roles for unique
accomplishment as responded by the two groups of respondents
along with the respective variables, Product Moment of
Correlation by Sta. Maria (1988:127) was used with the
formula of:
221
Σdxdy
rxy = ──────────────
────────────
(Σdx²)(Σdy²)
Where:
rxy = Product Moment of Correlation
Σdxdy = Summation on the product of column dx

and dy
Σd²x = Summation of column d²x
Σd²y = Summation of column d²y
To determine the Coefficient of Correlation
Interpretation, the following ranges are provided according
to Sta. Maria (1988:123):
±0.00 to ±0.20 - slight correlation; almost

negligible relationship
±0.21 to ±0.40 - slight correlation; definite but

small relationship
±0.41 to ±0.60 - moderate correlation; substantial

relationship
±0.61 to ±0.80 - high correlation; marked

relationship
±0.81 to ±1.00 - very high correlation; very

dependable relationship
222
223

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-BASIC SUBJECTS

1. How will the following ethical problems be morally

1.1 Drug Addiction.

It is a compulsive and habitual consumption of alcohol accompanied by varying

1.4. Family Planning.

The expulsion of a fetus prematurely when non-viable miscarriage. Sometimes it

1.7. Jueteng Scandal

2. Differentiate Double Standard Morality from Split Morality.

4. Analyze the given case using the principle of double effect:

5. Discuss the Applicability of Academic Freedom?

6. Formulate a Philosophy of Education suitable for the Philippine Education System.

7. Differentiate Subjective truth from objective truth.

-Subjective truth is the conformity of what a person say or what he thinks. It is

8.1 Pragmatism and Idealism.

In pragmatism the teacher is aware or sensitive to the physiological and social

8.2 Naturalism and Humanism

8.3. Realism and Hinduism

8.4 Idealism and Scholasticism

8.5 Realism and Pragmatism -

10. What is Education? Explain briefly.

Education is growth. It is a continuous process. Since education is growth it deals

12. What is Philosophy? Is our study of philosophy important or relevant today?Why?

14. The newest perspective in Philippine Education(Elem/Sec/Tertiary).

1. Upgrading academic programs

1. Upgrading Academic Programs. scholars of education have various notions of

15. Difference Between Filipino Manager from Western Manager

1. Ran shortly ideas for improvement

1. Never ran-out of ideas for improvement.

16. Define and explain the following term:

16.2 Variable - refers to a factor, characteristics or condition of a person, a group of

16.4 Hypothesis - is the researchers tentative inference or speculation on what he

16.5 Sampling - is a process of selecting the individuals to become the respondents of

17. Differentiate the following:

17.1 Open-Ended and Closed Questionnaire.

17.2 Standardized and Self-made Questionnaire.

18. Justify the statements that:

18.2 the heart of the Filipino is Spanish Christianity.

18.3 the mind of the Filipino is American.

19. Explain briefly how to use numbers in the textual presentation.

Standard and Control

1. Based on entrance examinations.

3. The national defense education act of 1958 is a landmark in federal legislation. It

II - UNITED STATES OF AMERICA

1. Control and regulation of education in general throughout the nation are

2. They have shortage of classrooms.

Basic Laws & Policies

Networking & Linkages

Basic Laws & Policies

Network and Linkages

Basic Laws & Policies

Basic Laws and Policies

VIII- GERMAN DEMOCRATIC REPUBLIC

Strength and Distinctive Feature

2. The government finances educational projects.

MAJOR FIELD OF CONCENTRATION AND COGNATES

The school education law enacted in 1947 prescribed the establishment of a

The educational system in USA is decentralized. It is basic to freedom and progress

V - FEDERAL REPUBLIC OF GERMANY

2. Explain the elements of the Administrative process and the