1

Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

Educational leadership is the process of enlisting and guiding the talents and

energies of teachers, students, and parents toward achieving common educational

aims.

Both teachers and school principal play key roles in the educational process in

an organization. Therefore, the relationship between principal – teacher is a key factor

in the effective management of the school. The principal is designated as the leader by

the superintendent of the school. Along with this designation, comes the responsibility to

influence everyone in the school to work towards the attainment of the institutional

goals. In spite of how wide the school head’s power is, there are still limits to it as the

teachers are still the managers of the classrooms and are capable of imposing certain

policies in their respective classrooms provided that these policies are in consonance to

the philosophy set forth by the school board and are contributory to the fulfillment of the

school goals.

Considerable attention is given on researches concerning leadership and like

most other similar concerns, the value or worth of leadership which is a complex

phenomenon in management has been neither proved nor disproved. Thus, researches

in this area have generally directed their efforts at a single variable which is either

leadership or decision-making only.

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The overall decision made by the organization is one factor that is relevant to the

effectiveness of the organization. The leader decides on matters that concern his area

of responsibility, issues certain orders, and monitors to ensure compliance of these

orders from his constituents. However, the issue on involving subordinates in making

decisions for the organization remains persistent and controversial in the study of

leadership.

To understand the process of leadership in an organization takes more than just

gaining access to the organizational rules and regulation but also having a sufficient

background about the people involved and their interaction within the organization as

this kind of leadership makes people feel more empowered and useful in the

organization.

Greater involvement of subordinates in decision making and problem solving is

called for in leadership styles as advocated by the psychologists and behavioral

scientists today. Studies indicate that people perform better when they are empowered

and involved in making decisions on matters that affect them. In school setting, if school

heads are to maintain or even increase the teachers’ level of satisfaction and

effectiveness, they must also increase the teachers’ level of participation in the

decision-making process. The study suggests that the principal’s leadership behavior is

relative to the degree of teachers’ participation in decision-making. Decision-making, by

the way, is the process of selecting from an array of courses of action or several

alternatives.

The process in leadership which is involved in the regulation, control, and

selection from the several alternatives is essential in the comprehension and prediction
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of human behavior and the behavior of the organization. Principals differ in academic

qualifications, interests and experiences as school heads or managers and this disparity

do not make possible utilization of a standard procedure for all principals to follow in

terms of increasing the effectiveness in decision-making and leadership in general.

Some principals may adopt rather stringent measures to suppress resistance to formal

authority while others employ participative management to arrive at better decisions.

The increasing number of states passing mandatory negotiation laws is a

demonstration of the increasing desire of teachers for greater participation in

educational practices in contemporary times. In fact, a national trend widely terms as

“teacher militancy” emerged wherein teachers demonstrated over behavior through

holding strikes, protests, and the likes.

This study aimed to determine the current educational system in the aspect of

teacher involvement in the decision-making process and explore ways in which

leadership training plan develops the teachers’ skills and abilities essential in the

teaching-learning process.

Theoretical Background

leadership specifically in decision-making and leadership processes in basic

education has been given considerable attention in the studies in recent years. In fact,

management theories developed and practiced in industries are now integrated in

managing schools.
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Evidence of various studies support that participative model of leadership

maximizes the individual’s initiative and increases self-motivation that which

consequently leads to better performance essential in attaining organizational goals

compared to a brand of leadership that imposes absolute control over its people

(McGregor, 2010 and Heller, 2014). The organization is more likely to be effective in

meeting the needs of its members if its members are actively involved in the crafting or

making of decisions (Likert, 2012).

Due to some leaders’ failure to understand the dynamics of leadership, they end

up adopting more authoritarian measures instead (Miles, 2015). Other leaders allow

participation in decision making from their colleagues and subordinates more to the

manager’s favor and not to the participants’ (Brown, 2016).

The discussion on leadership and decision-making is provided but the emphasis

is mainly on leadership encompassing the principal’s actuations as a leader and the

teacher’s manifestation of participation in the decision-making process. While the

discussion or review of this concept is not encyclopedic, but all related areas are

presented.

Leadership has always been an interesting and complicated area in the field of

behavioral sciences. This primarily concerns all members of the society. Efforts in the

study of leadership have been focused either on the individual level of leadership or on

the social structure in which the leader is associated with. Various definitions of

leadership and leaders have been identified.

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Katz and Kahn (2016) characterize leadership as going the extra mile or putting

in efforts that are beyond what is required. Organizational leadership is considered to be

the influential increase or increment beyond the mechanical compliance with the

organizational directives.

THEORIES

Participative Theory of
Leadership LEGAL BASES
Miles (2014) Batas Pambansa Blg. 232
An Act Providing for the
Participative Leadership establishment and maintenance
Katz and Khan (2016) of an integrated system of
Education
Leadership Style Theory (Educational Act of 1982)
Graen, Alvares, Oris, and
Martella ( 2010 )

Maximizing Leadership
Potentials in Basic Education

LEADERSHIP TRAINING
PLAN
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Figure 1

Theoretical Framework
For Fiedler (2015), leadership is the manner of directing, coordinating and

supervising others in performing a common task which is rather related to Haimann and

Scott’s (2010) definition of leadership which also mentions the process of directing,

guiding but added one feature and that is influencing others in choosing and achieving

organizational goals.

Jacobs (2010), on the other hand, believes that leadership is one of the most

complicated concepts to define. To him, this is the interaction between the person who

presents the information and the one who receives the same information who, in turn,

becomes convinced of a better outcome if he behaves the same way as suggested by

the former.

Sanford (2012) said that a preference for leader who meets the psychological

needs of the members arise among groups where goals are not very clear or important.

One of these is the need for approval which may be relatively independent of the

immediate circumstance. Leaders who can provide psychological support and

satisfaction to their constituents are preferred leaders who are mostly found in

organizations such as clubs, fraternities, religious organizations, etc. However, when

the group confronted with challenging task, the nice-guy-type of leader may be passed
 7

over since the decision to choose the next leader in a social organization depend on the

needs of the constituents, style and abilities of the prospective leader.

Related literatures on leadership have been reviewed and these reviews have

yielded several hundreds of studies. Between 2010 and 2016, an approximate of 1,362

studies on leadership were completed (Torabi, 2016). Though all these studies bear

relation to the concept of leadership but not all directly relate to the purpose of this

study, as this study focused only on three categories namely, leadership in general,

leadership in public school, and leadership.

Failure to distinguish between “leader” as a person, and “leadership” as a

technique leads to confusion in the literature (Jacobs, 2010). Leadership can then be

assumed to be a transaction that is distinct from the behavior of the leader. To achieve

specific results, leadership style that increases motivation of other members should be

utilized (Bass, 2011 and Brown, 2012).

What the leader does to assist the group attain its objectives, define the goals,

and keep the cohesiveness of the group form part of the criteria for leadership

(Knezevich, 1969). The subordinates are most likely to follow a leader who can best

provide them with satisfaction with the brand of leadership that also oversees their

welfare (Knootz and O’Donnell, 2012).

Fiedler (2017) explains that a leader is someone in the group delegated the

responsibility to direct and coordinate with other members in carrying out certain tasks

or someone who, in lieu of a designated leader, performs the functions in the group. In

addition, Gibbi (2014) defines a leader to be the person who most frequently performs
 8

the roles of initiating and controlling the behavior of others towards the attainment of the

organizational goals.

Moreover, leaders, according to Haim-inn and Scott (2010) state that a leader is

someone who mediates between the institution and the people in it to ensure maximum

satisfaction in both. Fiedler (2017) for his part maintains that a leader may be effective

in one situation but may not be effective in another as the leader’s personality is not the

sole determinant for the success of his/her leadership such that a military leader would

be more adept at directing naval engagement than an engineer who does have any

military training. Yuki (2017) asserts that situational variables are stronger determining

factor for the success of one’s leadership than personality variables.

One’s leadership style may determine the effectiveness of an individual as a

leader. Leadership style, according to Graen, Alvares, Oris, and Martella (2010) is the

underlying need of an individual that prompts certain behavior in different leadership

circumstances. The worth of a relationship-oriented leader or someone who is primarily

concerned with relation is dependent on whether the group approves or accepts him

whereas the worth of a task-oriented leader or someone who is primarily concerned with

the output is dependent on the performance of his group.

The study of O’Brien and Ilgen (2013) found out in the study on the effects of

leadership style, relationship of organizational structure and member compatibility on

the group’s creativity that leadership style and member compatibility have less effect or

influence on the group’s creativity as compared to organizational tasks.

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The leader in a group is responsible for more than one person. The leader’s

success in the accomplishment of his/work is contingent upon his/her ability to seek

assistance from his constituents or subordinates because at any level of management,

the superordinate or the leader taps the help of his people in getting the job done.

Therefore, only when the leader manages the people well is production ensured to be of

quality (Haire, 2014).

The relationship between organizational productivity and leader behavior has

been established with the help of researches from business organizations (Marrow,

Bowers, and Seashore, 2017) and modern organization theory (Likert, 2017). Likert

(2011) says that leader behavior is one important determinant to ensure productivity

among the people in the organization which is consistent to the theories on ideal

organization postulated by Argyris (2014) and McGregor (2010).

Haythorn (2018) investigated the connection between behavior in small groups

and the personalities of the leader and the followers in his laboratory study. The

groups involved in his study were comprised of members who were high or low in

authoritarianism and later concluded that homogeneous conditions were preferred or

more desirable. Moreover, study found out that matching the personality of the leader

with those of the followers is essential if an organization is to ensure satisfaction, higher

morale, and lower conflict levels among its members.

Productivity and its connection to employees’ participation in goal setting and

decision-making was investigated by Kaltz, Maccoby, and Morse (2010) with office

workers of the Prudential Insurance Company as respondents. The said study aimed to

determine the variables or factors that affect the individual’s productivity and satisfaction
 10

while achieving the set objectives. The conclusion was that a positive relationship

indeed exists between the amount of influence the supervisors afforded their people

and the decisions affecting the group’s performance.

Management circles today use the term “ leadership” to describe one phase of

modern theory of management. This term primarily means that leaders and managers

should empower the members to take active part in the organizational decision- making

process as it affects them directly or indirectly. However, despite the number literatures

on the importance of providing employees/subordinates with the opportunity to

participate in organizational decision-making, there are still many managers who do

have enough knowledge on how to effectively put into practice (Argyris, 2015).

There will surely be a rich array of alternatives when members are allowed to

share their thoughts on certain matters and that is only possible if the leader allows

such environment of openness, active involvement and shared responsibility and

accountability to thrive in the organization. After all, they too are part of the organization

and whatever happens to the organization also affects them one way or another (Likert,

2017). This idea of shared responsibility is further supported by Davis (2011) when he

says that when an individual is empowered or is considered a stakeholder, he/she is

motivated to perform the tasks to the best of his/her ability for the attainment of the

institutional goals and objectives. Davis (2011) added that employees’ creative

potentials, sense of responsibility, decision-making skills, teamwork, morale, motivation,

and interests are developed or enhanced under a environment.

Participation may take place at any level of supervision. It could exist between

the company president and his staff, Regional Director and his office staff, school heads
 11

and teachers, and even teachers and students. However, the kind or extent of

participation afforded to the members is contingent to the organization, its leaders and

the types of decisions made (McGregor, 2010).

Morale, productivity, and job satisfaction are terms that are closely related to

leadership. Lewin, Lippitt, and White (2014) pioneered the study on the relationship

between the democratic-authoritarian dimensions of leadership and the amount of

participation in decision-making. The study investigated the effects of various styles of

leadership on the behavior of groups of children and found out that democratic style of

leadership yielded or encouraged greater unity among groups than other styles. Several

studies have pointed out the improvements in the performance of tasks by the

subordinates after they have been made part in the planning process (McGregor, 2010,

Maier, 2013, and Likert, 2014).

Occupational self-actualization and man-manager relations have improved

significantly among individuals under leadership as shown in the study of French, Kay,

and Meyer (2016). In addition, improvement in performance has been noted as an effect

of the formulation of criticisms of previous performance into specific goals of

improvements for future endeavors.

While articles of this sort has merit, however it must also be noted that while

higher level of participation tend to yield improvements in manager-subordinate

relations but lower level of participation does not have undesirable effects. The article

failed to take into consideration that fear of or support from the superior also influences

the changes of participation on subsequent performance of an individual.

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Upward and downward influences in an organization is given special emphasis

by Likert (2011). One of the important aspects in the leadership is the sharing of

influence with others in the process of decision-making as sharing of available

information is one indicator of good leadership.

The human relations movement concept that says subordinates need to feel part

of the organization is the basis for the policies on sharing information and departmental

concern with subordinates. Participation has always been viewed by early writers as a

mechanism to encourage cooperation, improve morale, and increase enthusiasm

among members that are necessary to improve overall productivity (Bendix, 1956).

More recent theories on participation go beyond human relations theory and focus on

the idea of allowing members/constituents to set their own goals and modify job

performance.

The need to have leadership policy that enhances the influence and self-control

of subordinates to fully utilize their abilities is the assumption of participative theory of

leadership. Miles (2014) reports in his study that 350 managers in four West Coast firms

were doubtful with the subordinate’s ability to provide self-direction but acknowledged

their dependability, efficiency, and loyalty. While these managers recognized or

accepted that participation is indeed important, but they did not see their subordinates

to be good leaders.

A superior must take participation from his people seriously by being open and

ready to give due credits to the ideas of his people on areas of interest to the

organization especially to the ones he never anticipated. Bennis (2016) states that real

participation can pay dividend as evidence provided by industries. Companies that lend
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deaf ears or provide lip service to participation may find the activity more of a liability

than an asset.

A typical leader broadly supports participation and shuns the typical autocratic

leadership. However, while these leaders seem to have confidence in the merits of

participation, they do not have strong confidence in the capabilities of their members

which renders these managers and leaders inconsistent in their view of participation as

they adopt two instead of a single concept of participation for their organizations (Miles,

2015).

This study is further supported by Batas Pambansa Blg. 232, An Act Providing

for the Establishment and Maintenance of an Integrated System of Education whose

implementing rules and regulations are discussed below.

Section 1. Of the said Act specifies the title which shall be known as the

“Education Act of 1982”.

Section 3. Covers the Basic Policy of the State to established and maintain a

complete, adequate and integrated system of education relevant to the goals of national

development. Toward this end, the government shall ensure, within the context of a free

and democratic system, maximum contribution of the educational system to the

attainment of the following national development goals:

3.1 To achieve and maintain an accelerating rate of economic development and

social progress.
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3.2 To ensure the maximum participation of all the people in the attainment and

enjoyment of the benefits of such growth.

Section 4. The educational system aims to:

4.1 (b) Enhance the range and quality of individual and group participation in the

basic functions of society.

4.3 Develop the profession that will provide leadership for the nation in the

advancement of knowledge for improving the quality of human life.

The above theories and literatures serve as bases in the development of

problem, methodology and in the interpretation of the findings.

THE PROBLEM

Statement of the Problem

This research determined the level of leadership potentials of the teachers in

instruction in the Three Identified Public Elementary Schools of Municipality of Mabini in

the Division of Bohol during the School Year 2021-2022 as basis for the Leadership

Training Plan.

Specifically, it sought to answer the following queries:

1. What is the demographic profile of the teachers and administrators in terms of:

1.1 age;
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1.2 gender;

1.3 civil status;

1.4 performance rating;

1.5 highest educational attainment;

1.6 years of service, and

1.7 appropriate trainings, seminars and workshops attended?

2. As perceived by the respondents groups, what is the level of administrators

leadership potentials in instruction in terms of the following practices:

2.1 dissemination of information;

2.2 participation, and

2.3 supervision?

3. Is there a significant relationship between the profile and leadership potential

practices of both teachers and administrators?

4. What leadership training plan can be developed based on the findings of the

study?

Statement of Null Hypothesis

There is no significant relationship between the profile and the leadership practices of

teachers.

Significance of the Study

Assessing the leadership attitude of the teachers has a profound benefit to the

following:
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Teachers knowing their leadership attitude, orientation, and style will help

them become better managers in their classroom and in the entire school system.

Learners will benefit from this study because teachers who possess leadership

qualities will more likely be able to hone the learners to become leaders themselves.

Parents will be assured that their children are taken care of properly in school

by teachers who possess excellent leadership qualities.

School Administrators will be able to identify potential leadership

replacement to ensure the line of succession is certain.

The Researcher will be able to assess their leadership potentials.

Future Researchers can use this study as a reference for future similar

studies.

RESEARCH METHODOLOGY

This part discusses the methodology which includes the method used, the flow of

the study, research locale, research respondents, research instruments, data collection

procedures, statistical treatment of data, scoring procedures and definition of terms.

Design

The study utilizex the descriptive – correlational survey using both quantitative and

qualitative approaches to determine the level of leadership attitudes of teachers and

administrators.

Flow of the Study

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Figure 2 presents the flow of the study. This flow of the study followed the system

approach of input-throughput (process) – output flow.

The input of the study deals with the relevant information as to teachers and

administrators’ age, gender, civil status, highest educational attainment, number of

years in service and number of appropriate trainings, seminars and workshops; the level

of leadership attitudes of teachers and administrators; the relationship between profile

and the leadership attitudes of teachers and administrators.

The output of the study is the proposed enhancement plan.

INPUT PROCESS OUTPUT

Profile of the
Teachers
-age and gender
-civil status Transmittal Letter
-highest educational
attainment
-years in service Data Collection
-performance rating
-appropriate trainings
and seminar attended.
Data Analysis
Level of
Leadership Leadership
Potentials of Data Interpretation
Teachers in Training Plan
the following;
Appropriate
- Dissemination of
information Statistical Tools
-Participation
-Supervision
-Percentage
-Weighted Mean
Significant
Relationship -Chi-square
Between Profile
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Figure 2

Flow of the Study

Research Environment

The researchers conducted a study in the five selected elementary schools in the

town of Mabini, Bohol. The five schools are: Aguipo Elementary School which is

situated at Barangay Aguipo, Lungsodaan Elementary School in Barangay Lungsodaan,

Mabini Central Elementary School situated at Barangay Poblacion 1 and 2, San Roque

Elementary School which is located at Barangay San Roque (also known as Cabulao)

and Tabunoc Elementary School which can be found in Barangay San Isidro (also

known as Tabunoc) respectively.

Province of Bohol. Bohol is the 10th largest island of the Philippines. It is an

oval-shaped island province located in Central Visayas. It is bounded by Cebu in the

east; Bohol Strait in the west; Camotes Sea in the north; and Mindanao Sea in the

south. Tourism on this attractive, idyllic and scenic island has begun to develop. The

world-renowned Chocolate Hills can be found in the province.

Municipality of Mabini. The municipality of Mabini is located along the eastern

portion of the Province of Bohol. It is approximately 104 kilometers away from the

province’s lone and capital city. The town was bounded by the municipality of Ubay on

the north, the municipality of Candijay on the south, Alicia on the west, and the Bohol

Sea on the east.

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Mabini is considered a fourth class municipality with a total land area of 6,455

which is subdivided into twenty two (22) barangays, namely: Abaca, Abad Santos,

Aguipo, Concepcion (Banlas), Baybayon, Bulawan, Cabidian, Cawayanan, Del Mar,

Lungsodaan, Marcelo, Minol, Paraiso, Poblacion I, Poblacion II, San Isidro, San Jose,

Figure 3
Location Map of the Environment
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San Rafael, San Roque (Cabulao), Tambo, Tangkigan, and Valaga. Sixteen of

these barangays are coastal barangays and the remaining barangays are interior.

The town of Mabini was established in 1904 and was comprised of different

barangays which were once a part of other towns. The barangays of Abaca, Banlas,

Bulawan, Lungsodaan, Minol, Poblacion I and II, and the Barangay of Tambo were once

part of the town of Candijay. San Roque and San Jose once belonged to Ubay. These

barangays were organized to comprise a new town through the initiative of its own

parish priest, Fr. Jimenez and the municipal president, Canuto Bernales. According to

the 2015 census, the household population of Mabini was 27,150 broken down into 6,

254 households or an average of 4.34 members per household.

Aguipo Elementary School. Aguipo Elementary School is a public elementary

school located in Purok Pines, Barangay Aguipo. It is under the jurisdiction of the

Division of Bohol, 3rd district. Its School ID is 118512. The school caters 130 students

studying kindergarten and elementary. The school also has a total of 7 teachers and 1

school head.

Lungsodaan Elementary School. Lungsodaan Elementary School is a public

elementary school located in Barangay Lungsodaan. This elementary school is situated

along the provincial road. It is under the jurisdiction of the Division of Bohol, 3 rd district.

Its School ID is 118519. The school caters 153 students studying kindergarten and

elementary. The school also has a total of 7 teachers and 1 school head.

Mabini Central Elementary School. Mabini Central Elementary School is a

public elementary school located in Poblacion, Mabini, Bohol. This elementary school is
 21

situated within the borders of two barangays namely: Poblacion 1 and Poblacion 2. It is

under the jurisdiction of the Division of Bohol, 3 rd district. Its School ID is 118520. The

school caters 400 students studying kindergarten, Special Education (SpEd) and

elementary. The school also has a total of 20 teachers and 1 principal.

San Roque Elementary School. San Roque Elementary School is a public

elementary school located in Barangay San Roque. This elementary school is situated

beside Iglesia ni Cristo. It is under the jurisdiction of the Division of Bohol, 3 rd district. Its

School ID is 118527. The school caters 360 students studying kindergarten, Special

Education (SpEd) and elementary. The school also has a total of 16 teachers and 1

principal.

Tabunoc Elementary School. Tabunoc Elementary School is a public

elementary school located in Purok 2, Barangay San Isidro. It is under the jurisdiction of

the Division of Bohol, 3rd district. Its School ID is 118528. The school caters 252

students studying kindergarten and elementary. The school also has a total of 8

teachers and 1 school head.

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Respondents

The respondents of this study are the teachers and administrators of the five

identified schools of Mabini, Bohol. There are 58 teachers and 5 administrators as

respondents in the study. Non-random purposive sampling was used in selecting the

respondents with the following inclusion criteria;

a) that they are teachers of Municipality of Mabini; b) that they have been in the

profession for more than a year and c) that they expressed willingness to take part in

the said undertakings.

Table 1 presents the distribution of respondents.

Table 1

Distribution of Respondents

School Teachers and Administrators

F %

Aguipo Elementary School 35 36.08

Mabini Central Elementary School 30 30.93

San Roque Elementary School 32 32.99

Total 97 100%
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Instruments

This study utilized a standardized leadership instrument by Haire, Ghiselli, and

Porter (1966). Attitudes that pertain to a somewhat unilateral, autocratic approach to

management at one extreme and a more group-oriented team, approach and others

are among the questions focused in this instrument. Capturing the beliefs in the

capacity of subordinates and views on the efficacy of participation, of sharing

information, and of providing opportunities for internal self-control on the job are the

intentions of the questions in this instrument.

Data Gathering Procedure

The research follows the steps in the collection of data. A letter of request to

conduct a study to the Schools’ Division Superintendent is forwarded. Upon approval of

the letter, the questionnaires will distributed to the respondents and will be given

approximately 10 to 15 minutes to answer the questions. The responses were then

analyzed, interpreted and presented and then submitted for final corrections.

Statistical Treatment of Data

The responses were subjected to statistical treatment using the different

nonparametric measures.

Percentage was utilized to identify the profile of the teachers in terms of age, gender,

civil status, years of teaching, highest educational achievement and relevant trainings or

seminars attended.
 24

The weighted mean was utilized to identify the teachers and administrators’ leadership

attitudes.

The chi – square was used to determine the relationship between profile and

leadership attitudes of the teachers.

Scoring Procedures

Weight Range Response Verbal

Category Description

The Teachers have Very High

Strongly
3 2.33 – 3.00 involvement in Leadership
Agree/Very High
activities.

The Teachers have High

2 1.67 – 2.32 Agree/High involvement in Leadership
activities.

The Teachers have Low

1 1.00 – 1.66 Disagree/Low involvement in Leadership
activities.

This portion presents the scoring procedures of the standardized tool used in this study.

For each of the 30 questions, assign:

3 points for ‘’strongly agree’’
2 points for ‘’agree’’
1 point for ‘’disagree’’
 25

DEFINITION OF TERMS

The following terms are defined based on how they are used in the study.

Age. This pertains to the cluster of age of the teacher–respondents of the study

currently employed in the research locale.

Attitude. This pertains to the disposition, position, manner, and feeling about a

certain person or thing, an orientation, or a tendency of the mind.

Civil Status. This pertains to the marital status of the teacher–respondents of the

study currently employed in the research locale.

Gender. This refers to the sexual orientation of the teacher–respondents of the

study currently employed in the research locale.

Highest Educational Attainment. This is the level of educational qualification of

the teacher–respondents of the study currently employed in the research locale.

Dissemination of information. This means the act of certain entities passing

information from one to another.

Leadership Training Plan. This signifies to teaching leaders how to lead

themselves in personal and professional development.

Maximizing leadership potentials of basic education teachers. It pertains to

boasting leadership through dissemination of information, participation, and supervision.

Participation. This refers to an act of participating or being elated to a larger

whole.
 26

Leadership. It means the style of management where decisions are made with

the most feasible amount of participation from those who are affected by the decisions.

leadership potentials. These involve the activities to maximize teachers’

participation in leadership that includes;

Dissemination of information. It pertains to the school heads’ capacity to give

instruction and his/her openness to collaborate/listen to the teachers’ ideas.

Participation. This allows teachers to participate on any trainings/seminars for

their professional development.

Supervision. It refers to the general concept of controlling many individuals

within the same control loop.

Trainings and Seminars Attended refers to the occasions or events that

discuss participation and the length of time they spent during those events.

Years in Service pertains to the number of years the teacher – respondents are

employed in the research locale.

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Chapter 2

PRESENTATION, DATA ANALYSIS AND INTERPRETATION

This chapter presents the analysis and interpretation of data taken from the

answers of the respondents. This presentation has three parts. The first part presents

the demographic profile of the teacher respondents in the areas of age, gender, civil

status, performance rating, highest educational attainment, years of service and

appropriate trainings, seminars and workshops attended. The second part is the

teachers’ level of perception on leadership in terms of dissemination of information,

participation and supervision and the last part is the significant relationship that exists

between the respondents’ profile and their perception on leadership practices.

PROFILE OF THE TEACHERS

The respondent groups’ profile was presented on this portion. Since, the

respondents are teachers of three different schools, their data were categorized

according to their corresponding schools to give a clear comparison between the

schools.

Age

Table 2 describes the data in terms of the age of the respondents coming from

the three schools. From the table, it is observed that there are 15 teachers from Aguipo

Elem. School who are at the age ranges 31-40 years old or they are 42.86 of the total

population. 12 teachers are from the age ranges 22-30 years old or 34.29% while eight

(8) or 22.86% of teachers are from the age ranges 41.50. Meanwhile, for Mabini central

Elem School teacher respondents, 13 or 43.33% of teachers are from the age ranges

31-40 years old, 12 or 40% are from the age ranges 22-30 years old, 5 or 16.67% are
 28

from the age ranges 41-50 years old. Moreover, San Roque Elem. School has 15

teacher respondents or 46.88% are from the age ranges 31-40 years, 10 or 31.25% of

teachers are from the age ranges 22-30 years, six (6) or 18.75% are from the age

ranges 41-50 years old while there is one or 3.13% from the age ranges 61-65 years

old.

Table 2
Age
Mabini San
Aguipo
Central Roque
Age Elem. % % % Total %
Elem. Elem
(F)
(F) (F)
61 - 65 yrs 0 0.00 0 0.00 1 3.13 1 1.03
41 - 50 yrs 8 22.86 5 16.67 6 18.75 19 19.59
31 - 40 yrs 15 42.86 13 43.33 15 46.88 43 44.33
22-30 yrs 12 34.29 12 40.00 10 31.25 34 35.05
Total 35 100.00 30 100.00 32 100.00 97 100.00

The summary of the overall data gives 43 or 44.33% of teachers from the age

ranges 31-40 years, 34 or 35.05% are from the age ranges 22-30 years old, 19 or

19.59% from the age ranges 41-50 years old and one (1) teacher or 1.03% from the age

ranges 61-65 years old. This means that the teacher respondents are mature enough to

deal with the context of the study.

Gender

This part reveals the gender of the three respondent groups. Table 3 gives clear

details on the gender of the respondents as one of the important data needed for the

success of this research. The data reveals that Aguipo Elem. School has 30 or 85.71%
 29

female respondents and five (5) male or 14.29 % male respondents. Meanwhile, Mabini

central Elem. School has 26 or 86.67% female respondents while four (4) or 13.33%

had male respondents. On the other hand, San Roque Elem School had 29 or 90. 63%

female respondents and three (3) or 9.38% male teacher respondents.

Table 3
Gender
Mabini San
Aguipo
central Roque
Elem
Gender % Elem % Elem % Total %
School
School School
(F)
(F) (F)
Male 5 14.29 4 13.33 3 9.38 12 12.37
Female 30 85.71 26 86.67 29 90.63 85 87.63
100.0
Total 35 0 30 100.00 32 100 97 100

The consolidated gender of the respondents was 85 or 87.63% are males and 12

or 12.37% are female.

Civil Status

The options of the teacher respondents on this part were three. Their answers

were summarized on Table 4. From the Table, Aguipo Elem. School has 24 or 68.57%

of teachers are married, 10 or 28.57% are single and one (1) or 2.86% is

widow/widower. Mabini central Elem. School has 18 or 60.00% of teachers are married,

11 or 36.67% are single and one (1) or 3.33% is widow/widower. In addition to that, San

Roque Elem. School has 25 or 78.13% of teachers who are married and seven (7) or

21.88% of teachers are single.

 30

Table 4
Civil Status
Mabini San
Aguipo
central Roque
Elem
Civil Status % Elem % Elem % Total %
School
School School
(F)
(F) (F)
Single 10 28.57 11 36.67 7 21.88 28 28.87
Married 24 68.57 18 60.00 25 78.13 67 69.07
Widow/Widower 1 2.86 1 3.33 0 0.00 2 2.06
100.0
Total 35 100.00 30 0 32 100.00 97 100.00

The overall data from the Table had 67 or 69.07% of married teachers, 28 or

12.37% of single teachers and two (2) or 2.06% were widow/widower. This means to

say that the respondents can relate to the obligations of being a leader. They are the

appropriate teachers for the study.

Highest Educational Attainment

The teacher respondents’ highest educational attainment is also an important

data for the purpose of the study. This can be one bases of the school heads on

collaborating with the appropriate teachers.

Table 5 shows the educational attainment of the teacher respondents. Aguipo

Elem. School had 27 or 77.14% of teachers with units in master’s degree, five (5) or
 31

14.29% were BEEd/BSEd graduate while three (3) or 8.57% had master’s degree.

Mabini central Elem. School had 20 or 66.67% of teachers had units in master’s degree,

six (6) or 20% were master’s degree and four (4) or 13.33% were BEEd/BSEd graduate.

Moreover, San Roque Elem. School had 24 or 75.00% of teachers who had units in

master’s degree, three (3) were able to graduate BEEd/BSEd, two (2) or 6.25% had

units in Doctorate Degree, another two (2) or 6.25% had master’s degree while there is

one (1) or 3.13% who probably took up non-education subject.

The overall mean of the three schools gave the data of 71 teachers with units in

master’s degree, 12 or 12.37 % were BEEd/BSEd graduate, 11 or 11.34% were

Master’s Degree, two (2) or 2.06% with units in Doctorate degree and one (1) teacher or

1.03 % had took up non-education related course. Since 73.20% of total teachers had

units in master’s degree, it’s an indication that they are competent to deal with

leadership matters

Table 5
Highest Educational Attainment
Mabini San
Aguipo
Highest central Roque
Elem
Educational % Elem % Elem % Total %
School
Attainment School School
(F)
(F) (F)
Doctorate
Degree 0 0.00 0 0.00 0 0.00 0 0.00
with units in
Doctorate
Degree 0 0.00 0 0.00 2 6.25 2 2.06
Master’s
Degree 3 8.57 6 20.00 2 6.25 11 11.34
 32

with units in
Master’s
Degree 27 77.14 20 66.67 24 75.00 71 73.20
BEEd/BSEd
graduate 5 14.29 4 13.33 3 9.38 12 12.37
Others 0 0.00 0 0.00 1 3.13 1 1.03
100.0
Total 35 100.00 30 0 32 100.00 97 100.00

Years in Service

The longer the teacher stays in the said Department, the more he/she can

collaborate on what is the best for the school based on actual experiences. Thus, this

data is also one of the needs for the study to progress. Table 6 summarizes the number

and percentage of teacher group respondents according to their number of years in

service. Reflected from the table, Aguipo Elem. School teacher respondents had 13 or

37.14% of teachers who had more than 6 years in service, eight (8) or 22.86% had 2-3

years, seven (7) or 20% had 4-6 years, five (5) teachers or 14.29% had one (1) year

and two (2) or 5.71 had less than a year. Meanwhile, Mabini central Elem. School had

15 or 50% of teachers who had more than six (6) years of teaching experience, six (6)

or 20% had 4-6 years, six (6) or 20% had 2-3 years and three (3) or 10% had one (1)

year of teaching experience. Furthermore, San Roque Elem School has 15 or 46.88%

of teachers who had more than 6 years of teaching experience, eight (8) or 25% had 4-

6 years, eight (8) or 25% had 1 year and one (1) or 3.13% had 2-3 years.

Table 6
Years in Service
 33

Mabini San
Aguipo
central Roque
Years in Elem
% Elem % Elem % Total %
Service School
School School
(F)
(F) (F)
more than 6
years 13 37.14 15 50 15 46.88 43 44.33
4 – 6 years 7 20.00 6 20 8 25 21 21.65
2 - 3 years 8 22.86 6 20 1 3.125 15 15.46
1 year 5 14.29 3 10 8 25 16 16.49
less than a year 2 5.71 0 0 0 0 2 2.06
Total 35 100 30 100 32 100 97 100.00

The totality of the data had 43 or 44.33% of teachers who had more than 6

yearsof teaching experience, 21 or 21.65% had 4-6 years, 16 or 16.49% had 1 year, 15

or 15.46 had 2-3 years, while 2 or 2.06% had less than a year in service. Since, there

are 44.33% of teachers who got more than 6 years in service, it made them more

capable to participate on a study like this.

Performance Rating

Teachers’ yearly performance rating is one of those important data that would

also help the purpose of the study. It is believed that when a teacher is performing well

in the school, he/she had also participated on some management related tasks.

Table 7 gives the summary of the teacher respondents data on their performance

rating. From the data, 27 or 77.14% of teachers from Aguipo Elem. School had Very

Satisfactory performance, three (3) or 8.57% of teachers had Outstanding and

 34

Satisfactory performance while there are two (2) or 5.71% had no performance rating

yet. Mabini central Elem. School had 24 or 80% of teachers who were Very Satisfactory,

five (5) or 16.67% were Outstanding and one (1) or 3.33% of teachers had Satisfactory

performance.
 35

Table 7
Performance Rating
Mabini San
Aguipo
central Roque
Performance Elem
% Elem % Elem % Total %
Rating School
School School
(F)
(F) (F)
4.500 – 5.000 3 8.57 5 16.67 0 0.00 8 8.25
3.500 – 4.499 27 77.14 24 80.00 31 96.88 82 84.54
2.500 – 3.499 3 8.57 1 3.33 1 3.13 5 5.15
1.500 – 2.499 0 0.00 0 0.00 0 0.00 0 0.00
below 1.499 0 0.00 0 0.00 0 0.00 0 0.00
None 2 5.71 0 0.00 0 0.00 2 2.06
100.0
Total 35 100.00 30 0 32 100.00 97 100.00

4.500-5.000 Outstanding
3.500-4.499 Very Satisfactory
2.500-3.499 Satisfactory
1.500-2.499 Unsatisfactory
below 1.499 Poor

The totality of the data on performance rating had 82 or 88.54% of teachers were

Very Satisfactory while there were two (2) or 2.06% of teachers who had no

performance rating yet. This means that the teacher respondents were doing their job

beyond expected.

Relevant Trainings/Seminars and Workshops attended

Leadership is not something to learn in an instant. Teachers who are involve

participating on the said leadership requires relevant seminars/workshops attended

 36

also. Aguipo Elem. School had (13) or 37.14% of teachers who attended 6-10 times, 11

or 31.34% attended 16 and above, eight (8) or 22.86% attended 11-15 times and three

(3) or 8.57% attended less than 5 times. Mabini central Elem. School had 13 or 43.33%

of teachers who attended 11-15 times, 10 or 33.33% attended 16 and above times, six

(6) or 20% attended 6-10 times and one (1) or 3.33% attended less than 5 times. Day -

as Elem. School had 12 or 37.5% of teachers who were able to attend 16 and above

and 6-10 times, five (5) or 15.63 had attended 11-15 times and 3 had attended less than

5 times.

Table 8
Relevant Trainings/Seminars and Workshops Attended
Mabini San
Number of appropriate Aguipo
central Roque
trainings, seminars Elem
% Elem % Elem % Total %
and workshops School
School School
attended: (F)
(F) (F)
16 and above 11 31.43 10 33.33 12 37.5 33 34.02
11 – 15 times 8 22.86 13 43.33 5 15.63 26 26.80
6 – 10 times 13 37.14 6 20.00 12 37.5 31 31.96
less than 5 times 3 8.57 1 3.33 3 9.375 7 7.22
100.0 100.0
Total 35 0 30 0 32 100 97 100.00

The consolidated data of the three groups had 33 teachers or 34.02% who had

attended 16 and above times of relevant trainings/seminars and workshop while there

were seven (7) or 7.22% who attended less than 5 times of related trainings/seminars.
 37

This implies that the respondents are more than qualified to give their responses on this

study.
 38

LEVEL OF LEADERSHIP POTENTIALS OF TEACHERS

In this part, the level of leadership potentials of teachers and Administrators in

terms of dissemination of information, participation and supervision were presented,

analyzed, and interpreted. Since teachers are considered as one of the important

people in the decision-making pertaining to school matters, there is a need to assess

their potentials related to some activities which already involve leadership.

Dissemination of information

A good leader must be able to relay information effectively. Someone who make

sure that the said information is only within the context of the teachers’ job. Moreover, to

be a good leader means imparting some relevant knowledge and ideas which could

help the teachers grow professionally. In this context, the teachers’ level of leadership

potentials was determined and summarized on table 9. The three schools responded

Very high on the indicators, “A good leader should provide detailed instructions rather

than general ones to his subordinates’, “The leader must transmit a sense of urgency

and enthusiasm to others by sharing knowledge and ideas.”, Formal and informal

contacts, jointly sponsored workshops and projects and interschool faculty

visitation/consultation are done to maintain the communication with others in school,

and district levels to share ideas and best practices”’ “Teachers are eager to share

their ideas and materials during faculty meetings, in-service education projects

visitations and observations”, “Faculty meetings are done mainly to discuss the

improvement of the educational programs plans and agenda and is not dominated by

the principal’, “Continual assistance by the principals and supervisors are provided in
 39

order to help teachers address or respond, diagnose and treat. Table 9 has the data on

dissemination of information.

Aguipo Mabini
Table 9 San
Indicators Elem central Roque
Dissemination of information Overall
School VD Elem VD Elem VD VD
Ave.
(µ) School School
(µ) (µ)

A good leader should

provide detailed
2.86 VH 2.60 VH 2.78 VH 2.75 VH
instructions rather than
general ones to his
subordinates.

A superior must provide

his/her subordinates only
necessary information in 2.23 H 2.07 H 2.34 VH 2.21 H
the performance of their
immediate tasks.

The leader must transmit a

sense of urgency and
2.83 VH 2.67 VH 2.78 VH 2.76 VH
enthusiasm to others by
sharing knowledge and
ideas.
Formal and informal
contacts, jointly sponsored
workshops and projects
and interschool faculty
visitation/consultation are
done to maintain the 2.71 VH 2.73 VH 2.66 VH 2.70 VH
communication with others
in school, and district levels
to share ideas and best
practices

Consultations between 2.29 H 2.23 H 2.78 VH 2.43 VH

teachers and principles or
supervisors are oftentimes
initiated by teachers to
 40

discuss educational
problems.

Teachers are eager to

share their ideas and
materials during faculty
2.57 VH 2.57 VH 2.53 VH 2.56 VH
meetings, in-service
education projects
visitations and
observations.

Faculty meetings are done

mainly to discuss the
improvement of the
2.57 VH 2.33 VH 2.41 VH 2.44 VH
educational programs
plans and agenda and is
not be dominated by the
principal.

Continued assistance by
the principals and
supervisors are provided in
2.69 VH 2.50 VH 2.50 VH 2.56 VH
order to help teachers
address or respond,
diagnose and treat the
identified problems.

Assistance coming from

supervisors, administrators
and fellow teachers are
sought by teachers 2.57 VH 2.50 VH 2.53 VH 2.53 VH
especially when problems
are beyond their capability
rather than resorting to
blame game.

Supportive technical
assistance and material
2.63 VH 2.40 VH 2.72 VH 2.58 VH
resources are provided to
teachers to solve problems.
.

2.59  VH 2.46  VH 2.60  VH 2.55 VH

Overall Ave.
Legend: 2.33 – 3.00 Very High
1.67 – 2.32 High
 41

1.00 – 1.66 Low

the identified problems”, “Assistance coming from supervisors, administrators and

fellow teachers are sought by teachers especially when problems are beyond their

capability rather than resorting to blame game’, “Supportive technical assistance and

material resources are provided to teachers to solve problems” which resulted to Very

High potentials in terms of dissemination of information as presented through their

mean values of 2.59, 2.46 and 2.60.

The overall responses of the three groups got Very High level of potentials on

the indicators, “A good leader should provide detailed instructions rather than general

ones to his subordinates with a mean of 2.75, “ The leader must transmit a sense of

urgency and enthusiasm to others by sharing knowledge and ideas with a mean of

2.76”, “Formal and informal contacts, jointly sponsored workshops and projects and

interschool faculty visitation/consultation are done to maintain the communication with

others in school, and district levels to share ideas and best practices with a mean of

2.70”, “Consultations between teachers and principles or supervisors are oftentimes

initiated by teachers to discuss educational problems with a mean 2.43”, “Teachers are

eager to share their ideas and materials during faculty meetings, in-service education

projects visitations and observations with a mean 2.56”, “Faculty meetings are done

mainly to discuss the improvement of the educational programs plans and agenda and

is not be dominated by the principal with a mean of 2.44”, “Continued assistance by the

principals and supervisors are provided in order to help teachers address or respond,

diagnose and treat the identified problems with a mean of 2.56”, “Assistance coming
 42

from supervisors, administrators and fellow teachers are sought by teachers especially

when problems are beyond their capability rather than resorting to blame game with a

mean of 2.53”. and“Supportive technical assistance and material resources are

provided to teachers to solve problems with a mean of 2.58”.These gave the

consolidated mean of 2.55 which means the teachers have Very High potentials in

dissemination of information as part of leadership functioning process.

The performance of a group is affected by the various patterns of leadership. The

quantity of outputs is higher in a leadership that fosters participation while quality of

output is superior in a leadership that fosters or focuses on supervision Anderson and

Fiedler (2014). Shaw and Blum (2016) indicated that when tasks are highly

standardized, directive leadership tends to be more effective than non-directive

leadership since close supervision is essential to ensure not just quantity but also

quality of outputs (Jacobs, 2010). Halpin (2016) suggests in his studies that

administrators are said to be effective if they receive high markings or ratings on both

consideration and initiating structure than we they receive high markings only in one of

the components. Although supervision is needed to produce quality outputs however

the employees’ satisfaction is contingent to the kind of supervision employed. Morse

(2013) says that employees are more satisfied under general supervision than when

subjected to close supervision. Indeed, there is no such thing as one-size-fits-all style of

leadership because different leadership situations call for different leadership styles.

Authoritarian style may be most effective in certain situations as democratic style may

be most effective in another situation.

 43

Participation. To determine the teachers’ level of participation on leadership

aspects in school, table 10 shows the responses of the three schools’ responses. The

three groups were able to answer Very High potentials on indicators “The school is a

democratic participative organizational system where decisions are made from the

collaboration of the entire professional staff”, “Teachers have professional autonomy to

exercise initiative and responsible self-directions in the context of full collaboration with

fellow faculty and other members of the school and district professional staff”, “ Faculty

morale is high as the result of a democratic participation system of organization in

which full support is provided by the administration for faculty development and

educational improvement”, “To ensure continuous professional growth of the entire

professional staff of the school and district, they are engaged in a systematic program

of in-service education”, “Teacher participate in the selection of curricular materials that

they will be using in their classes and Teachers participate widely in advance to

improve their professional capabilities and to develop relationship with teachers from

widely differing schools and school systems” which concluded the means of 2.44 for

Aguipo Elem. School, 2.38 for Mabini central Elem. School and 2.49 for San Roque

Elem. School with a corresponding verbal description of Very High potentials in the

aspect of participation practice.

Table 10
Mabini San
Aguipo Participation
central Roque Overal
Elem
Indicators VD Elem VD Elem VD l VD
School
School School (µ)
(µ)
(µ) (µ)
 44

I lose some influence

on my subordinates if I
1.80 H 1.90 H 1.47 H 1.72 H
cannot influence them
in a work situation.
More advantages are
offered by group goal
2.14 H 2.27 H 2.19 H 2.20 H
setting than by
individual goal setting.

Development of
teachers is a shared
2.37 VH 2.27 H 2.34 VH 2.33 VH
responsibility between
principle and faculty in
an individual school.
The school is a
democratic participative
organizational system
where decisions are
2.60 VH 2.47 VH 2.66 VH 2.57 VH
made from the
collaboration of the
entire professional staff.

Teachers have
professional autonomy
to exercise initiative and
responsible self-
directions in the context
2.63 VH 2.57 VH 2.72 VH 2.64 VH
of full collaboration with
fellow faculty and other
members of the school
and district professional
staff.
Faculty morale is high
as the result of a
democratic participation
system of organization
in which full support is
2.66 VH 2.47 VH 2.59 VH 2.57 VH
provided by the
administration for
faculty development
and educational
improvement.
The leader’s
effectiveness is
2.69 VH 2.20 H 2.78 VH 2.56 VH
reflected in how well
followers perform,
 45

because it is their
collective performance
that ultimately achieve
the goals of the group.
To ensure continuous
professional growth of
the entire professional
staff of the school and
district, they are 2.57 VH 2.53 VH 2.69 VH 2.60 VH
engaged in a
systematic program of
in-service education.

Teacher participate in
the selection of
curricular materials that 2.40 VH 2.50 VH 2.78 VH 2.56 VH
they will be using in
their classes.
Teachers participate
widely in advance to
improve their
professional capabilities
and to develop 2.57 VH 2.60 VH 2.72 VH 2.63 VH
relationship with
teachers from widely
differing schools and
school systems.
2.44 VH 2.38 VH 2.49 VH 2.44 VH
Overall Ave.

The summary of the three schools’ responses got Very High on the indicators

“Development of teachers is a shared responsibility between principle and faculty in an

individual school”, “The school is a democratic participative organizational system

where decisions are made from the collaboration of the entire professional staff”,

“Teachers have professional autonomy to exercise initiative and responsible self-

directions in the context of full collaboration with fellow faculty and other members of

the school and district professional staff”, “Faculty morale is high as the result of a

democratic participation system of organization in which full support is provided by the

 46

administration for faculty development and educational improvement”, “The leader’s

effectiveness is reflected in how well followers perform, because it is their collective

performance that ultimately achieve the goals of the group”, “ To ensure continuous

professional growth of the entire professional staff of the school and district, they are

engaged in a systematic program of in-service education”, “Teacher participate in the

selection of curricular materials that they will be using in their classes”, and “ Teachers

participate widely in advance to improve their professional capabilities and to develop

relationship with teachers from widely differing schools and school systems.”. These

also made the consolidated response of Very High level of potentials in participation

with a mean of 2.44. This implies that the teachers were able to participate in any

programs or activities that need their involvement.

Siegel and Ruh (2013) indicated that participative management is one factor that

affects job attitude and motivation based on their study on participative management

and job involvement, commitment, and identification with the organization among

respondents from 22 different units of 6 manufacturing companies in the Midwest. The

findings were consistent with those of Argyris, McGregor, and Likert who were

advocates of participative leadership. High correlation was noted between participative

decision-making and job involvement among individuals with higher educational than

those with lower educational attainment. Schein (2011) said that the individual’s

expectations and desire to participate in the decision-making process is affected by his

education.

Participation provides an individual with an opportunity to be part of the entire

process while expanding and developing as a participant. Participation, when done

 47

properly, proves very useful in any leadership situation. It must not be sham but real

participation. Not that members are just made to believe their efforts of participation

were taken seriously when it was not. For instance, when superiors have already

decided on the matter before seeking participation from the members to appear as if

they have been made part in the decision-making when actually, the decision has

already been made even before they were asked to share their thoughts (Haire, 2014).

Supervision. In this part, teacher respondents were asked mostly about the

supervisory related matters of their school heads. Table 11 summarizes the responses

of the group respondents on supervision. The three groups only uniformly responded

Very High potentials on indicators, “Strong collaborative commitment to solving

problems as the key to school improvement is exhibited by the faculty”, and “The

supervisor’s expertise goes beyond specialized fields and covers the relationship of his

specialty to the school curriculum in general”. However, they uniformly responded High

potentials on indicators “The authority of the superior over his or her subordinates in an

organization is basically economic” and “The principal is more of an educational leader

than a school manager whose responsibility is to mobilize all the resources of the

school to improve the programs of education”. The variety of their responses gave an

overall mean of 2.25 for Aguipo Elem. School, 2.25 also for Mabini central Elem. School

and 2.12 for Day- as Elem. School with their corresponding verbal descriptions of High.

Table 11
Supervision

Indicators Aguipo VD Mabini VD San VD Overall VD

Elem central Roque (µ)
School Elem Elem
 48

School School
(µ)
(µ) (µ)
Using rewards (pay,
promotion, etc. ) and
punishment (failure to
promote, etc.) is not
the best way to make 2.06 H 2.20 VH 1.88 H 2.04 H
subordinates perform
their job.

The authority of the

superior over his or her
subordinates in an
organization is 2.20 H 1.93 H 2.00 H 2.04 H
basically economic.

The principal function

as an expert generalist
who sees the school as
a whole and gives such
perfection to the school 2.51 VH 2.53 VH 2.19 H 2.41 VH
that it is consonant with
the needs of the
community and the
wider society.
The failure of beginning
teachers is a serious
problem in many
elementary schools, 2.09 H 2.00 VH 1.91 H 2.00 H
yet many of the factors
in failure are under the
principal’s control.
The degree to which
the supervisor uses
directive will, in part,
vary with the task to be
performed; the skill
2.31 H 2.33 VH 2.34 VH 2.33 VH
level, experience and
willingness of the
subordinate; and the
urgency of the
situation.
Teacher should be 1.74 H 1.53 L 1.56 L 1.61 H
able to request, help
 49

from supervisor
directly, without having
to go through the
principal.
The principal is more of
an educational leader
than a school manager
whose responsibility is
2.14 H 2.27 H 2.19 H 2.20 H
to mobilize all the
resources of the school
to improve the
programs of education.
The development of
the teachers’ ability to
identify, diagnose and
solve emerging
problems in the
2.43 VH 2.13 H 2.22 H 2.26 H
classroom and school
is the focus of their
supervisory process

Strong collaborative
commitment to solving
problems as the key to 2.57 VH 2.80 VH 2.44 VH 2.60 VH
school improvement is
exhibited by the faculty.

The supervisor’s
expertise goes beyond
specialized fields and
covers the relationship 2.40 VH 2.80 VH 2.44 VH 2.55 VH
of his specialty to the
school curriculum in
general.

Overall mean 2.25 H 2.25 H 2.12 H 2.20 H

The overall data on supervision gave Very High responses on “The principal

function as an expert generalist who sees the school as a whole and gives such

perfection to the school that it is consonant with the needs of the community and the

wider society”, “The degree to which the supervisor uses directive will, in part, vary with
 50

the task to be performed; the skill level, experience and willingness of the subordinate;

and the urgency of the situation”, “Strong collaborative commitment to solving problems

as the key to school improvement is exhibited by the faculty” and “The supervisor’s

expertise goes beyond specialized fields and covers the relationship of his specialty to

the school curriculum in general”. However, the rest of the indicators responded High on

the three schools. These predict the overall mean of 2.20 with a verbal description of

High potentials. Thus, there in a need to improve the school heads supervisory related

control to maximize the essence of leadership.

Katz and Kahn (2016) conducted a study on participative leadership at the

Institute for Social Research and the Research Center for Group Dynamics of the

University of Michigan which centered around employee and production orientation.

Their study suggested two types of leadership styles. One that describes the attitude or

consideration of the supervisor to his people known as employee-oriented style. This

style of leadership considers the interest or motives of the members. The other is one

that put premium on the technical aspects of getting the work done known as the

production-oriented style.

SIGNIFICANT RELATIONSHIP BEWTEEN THE PROFILE AND LEADERSHIP

PRACTICES OF TEACHERS

To determine further if there exist a significant relationship between the indicated

profile and teachers practices on leadership, the variables such as the profile were

compared by the mean results of dissemination of information, participation and

supervision. Table 12 summarizes the results of the said items.

 51

Table 12
Significant Relationship Between Profile and Leadership of Teachers’ Practices
Supervision
Dissemination of Participation
information
Variables
X² P I X² P I X² P I
Age 2.910 .000 S 2.910 .000 S 1.94 .000 S

Gender 97.000 .000 S 97.000 .000 S 97.000 .000 S

Civil Status 1.94 .000 S 1.940 .000 S 97.000 .000 S
Highest
Educational 3.880 .000 S 3.880 .000 S 2.190 .000 S
Attainment
No. of Years in
3.880 .000 S 3.880 .000 S 2.910 .000 S
Service
Performance
2.910 .000 S 1.940 .000 S 2.910 .000 S
Rating
No. of
Appropriate
Trainings/Semi 2.910 .000 S 2.910 .000 S 1.940 .000 S
nars/Workshop
s Attended

Reflected on the Table, the profile such as age, gender, civil status, highest

educational attainment, no, of years in service, performance rating and the number of

appropriate trainings/seminars/workshops attend have p values of .0000 against the

dissemination of information, participation and supervision. This means that there is a

Significant relationship between the profile and the practices of teachers on

leadership.
52
 Chapter 3

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

SUMMARY

This chapter presents the summary of the results and the findings of the study

which focused on maximizing leadership potentials in Basic Education through

determining the level of leadership potentials of teachers on the identified public

elementary schools of the Province of Bohol namely; Aguipo Elementary School, Mabini

central Elem. School and San Roque Elem. School during the school year 2022-2023

as basis for training plan. Results of the study can be beneficial to the concept of

strengthening the application of leadership to every school.

The areas that were taken into consideration related to the assessment of

leadership were the percentage of the profile of the teacher respondents as to age,

gender, civil status, highest educational attainment, number of years in service,

performance rating and appropriate trainings/seminars and workshops attended; the

level of leadership potentials as perceived by the school leader and teachers

themselves in terms of dissemination of information, participation and supervision; the

significant relationship between the indicated profile and the leadership practices of

teachers; and the appropriate training plan to be developed in line with the findings of

the study.

The research employed descriptive survey design to gather the responses of the

97 teachers from the indicated schools using a validated questionnaire on leadership.

 54

The data on the various components were analyzed using the simple percentage,

weighted mean and chi-square. Interpretations were provided on their corresponding

table.

FINDINGS

Summarized findings of the study pertaining to every problem is elaborated

below.

In terms of their age, 43 t or 44.33% of teachers were from the age ranges 31-40

years, 34 or 35.05% were from the age ranges 22-30 years old, 19 or 19.59% from the

age ranges 41-50 years old and one (1) or 1.03% from the age ranges 61-65 years old;

as to gender, the consolidated gender of the respondents was 85 or 87.63% were

males and 12 or 12.37% were female; as to civil status, the overall data had 67 or

69.07% married teachers, 28 or 12.37% were single while two (2) or 2.06% are

widow/widower; as to the highest educational attainment, the overall mean of the three

schools gave a data of 71 teachers with units in Master’s Degree, 12 or 12.38% were

BEEd/BSEd graduates, 11 or 11.34% had Master’s Degree, two (2) or 2.06% had units

in Doctorate degree and one (1) teacher or 1.03% took up non-education related

course; as to the number of years in service, 43 or 44.33% of teachers were more than

six (6) years in the service, 21 or 21.65% were 4-6 years, 16 or 16.49% had 1 year, 15

or 15.46% had 2-3 years, while two (2) or 2.06% had less than a year in service; as to

performance rating, 82 or 88.54% teachers had Very Satisfactory performance rating

 55

while there were two (2) or 2.06% had no performance rating yet and as to number of

appropriate trainings/seminars and workshops attended, 33 or 34.02% of teachers

attended 16 and above times of relevant trainings/seminars and workshop while there

were seven (7) or 7.22% who attended less than 5 times of related trainings/seminars.

As to the level of leadership potentials of the teachers in terms of Dissemination

of information, the overall responses of the three groups got Very High level of

potentials with an overall mean of 2.55. Furthermore, in terms of their Participation, the

teachers also showed Very High level of involvement in all the indicators with its mean

of 2.44. In addition to that, in terms of Supervision, the overall responses of the

teachers were High with a mean of 2.20.

In terms of the significant relationship among the indicated profile and leadership

practices of teachers, profile such as age, gender, civil status, highest educational

attainment, no, of years in service, performance rating and the number of appropriate

trainings/seminars/workshops attend have p values of .0000 against the dissemination

of information, participation, and supervision.

CONCLUSION

Results of the research revealed that there was a Very High level of practices of

teachers in leadership especially to dissemination of information and participation

However, there is a need to improve in the supervision to maximize the implementation

of the mentioned leadership in the Basic Education.

 56

RECOMMENDATION

Based on the findings of the study, the training plan must focus on supervision to

maximize the application of leadership in every school.

TRAINING PLAN ON LEADERSHIP FOCUSING ON SUPERVISION

REIZEL MAE D. MACARAYAN

SHERWIN B. ESTORGIO
MA. AULIE T. APARECE
GENADITH B. TANTOY
JEZIEL MAE B. CURIT
DAISY E. PALMA
JAVELIN A. ARO
57
 58

Chapter 4

OUTPUT OF THE STUDY

TRAINING PLAN ON LEADERSHIP FOCUSING ON SUPERVISION

This chapter solves the possible problem that involves supervision as one

component of leadership. Based on the findings of the study, teachers had

passive response on supervision which could hinder the success of leadership.

Although they responded positively on the other components, the administrator

still needs to conduct further programs that would encourage teachers to involve

themselves on it as they are one of the important work forces that would alleviate

as well quality education of the country. Their voice matters in the leadership

context.

Rationale

leadership is a management style that would involve the teachers or other

non- teaching employees on the schools’ decision-making. The positive response

of the teachers on the two components of leadership namely, dissemination of

information, and participation are overwhelming. However, they need to be

sustained especially on the nature of public schools’ system where the school

heads don’t stay longer on their current assigned schools. Thus, there is a need

for a training plan that would strengthen the Supervision practices of the teachers

to maximize the application of participative leadership.

 59

Objectives

This training plan aims to achieve the following goals.

1. Use reward system on teachers’ accomplishments,

2. Reiterate the function of the school head and the function of the teachers

on participative leadership.

3. Strengthen the commitment of the teachers to collaborate with the school

heads in terms of the possible problems which may arise.

Scheme of Implementation

This research output is to be submitted to the school heads of the

indicated schools during the School Year 2022-2023 for further deliberation of

its use pertaining to leadership focusing on supervision.

Target Clientele

The expected participants of this training are the teachers and school

heads.
 1

Actual
Areas of Persons
Source Time
Expected Accompli Remarks
Objectives Strategies Budget of Fram
Concern Involved
Budget e Outcome shments

1.To motivate
the teachers
to accomplish Teachers
school-based 1. Monthly recognition of Ma ’ full Teac
y to involvem hers’
A. related teachers’ accomplishments School ent on
MOO Jul perfor
w including no tardiness and
Dissemination head 25,000 schools’
E y manc
of information o perfect in attendance. Teachers
202
activities,
e
planning
r 3 and rating
k programs
s
.

B. 2. To 1. Conduct training/seminar School 60,000 MOO Ma Trainin Atten

head E
Participation reiterate on leadership and make y to g dance
teachers’ sure to highlight teachers’ Teachers Jul Outputs ,
involvement and school heads’ functions Master y action
Teachers
on school’s towards it. 202 plan
improvement 3
2. Make a constant
evaluation every after the
training in order to assure
that the teachers fully
understood the context.
3. Conduct an action plan
write ship where it focuses
 2

on the areas of concern

pertaining to leadership.

3. To be able for 1. After the training on the

teachers to teachers’ awareness Ma Mont
commit pertaining to their School y to hly
themselves on head
participation on the said MOO Jul Signed Acco
C. Supervision plans and Teachers 20,000
implementation leadership, a portion of a E y contract mplis
of any programs commitment contract must 202 hmen
related to be signed by both teachers 3 ts
leadership. and school head.

TRAINING PLAN ON LEADERSHIP FOCUSING ON SUPERVISION

REIZEL MAE D. MACARAYAN

SHERWIN B. ESTORGIO
MA. AULIE T. APARECE
GENADITH B. TANTOY
JEZIEL MAE B. CURIT
DAISY E. PALMA
JAVELIN A. ARO
Researchers
 1

BIBLIOGRAPHY

Administrator’s Notebook. (2015). Who should make what decisions?

Administrator’s Notebook 3, No. 8:1-4

Bailey, Higgins D. (2016). An exploratory study of selected components and

processes in educational organizations. Unpublished Ph. D. dissertation.
University of California, Berkeley, California.

Ball, L. B. October, (2018). Principles and negotiations. High School Journal 52: 22 –
29.

Bowers, David G. and Stanley E. Seashore. September, (2016). Predicting

organizational effectiveness with a four – factor theory of leadership.
Administrative Science Quarterly 2, No. 1: 238 – 263.

Eye, Glen G., Russell T. Gregg, James M. Lipham, Lanore A, Netzer, and
Donald C. Grancke. (2016). Relationship between instruction change and the
extent to which school administrators and teachers agree on the location of
responsibilities for administrative decisions. U. S. Office of Education
(Washington, D. C.) Cooperative Research Project No. 5 – 0443.

Fogarty, Bryce M. and Russell T. Greg. (2016). Centralization of decision making

and selected characteristics of superintendents of schools. Educational
Administrative Quarterly 2: 62 – 71.

Moyer, Donald C. (2015). Leadership that teachers want. Administrator’s

Notebook 3, No. 7; 1 – 14.

Panttaja, Leon A. (2016). Subordinates’ perceptions of the decision-making

behaviour of their chief administrator. Unpublished Ph. D. dissertation. University
of Southern California, Los Angeles, California.

Perry, Charles A. and Wesley A. Wildman. Spring, (2016). A survey of collective

activity among public school teachers. Educational Administration
Quarterly 2, No. 2: 133 – 151.

Sharma, Chiranji Lai. (2015). Practices in decision – making as related to

satisfaction in teaching. Unpublished Ph.D. dissertation. University of
Chicago, Chicago, Illinois.
 2

Stogdill, Ralph M. (2014). Individual behaviour and group achievement. Bureau

of Business Research, College of Commerce and Administration, Ohio State
University. Columbus, Ohio.
Stout, Ray Lon. April, (2018). Organizational influence of teacher leadership
perception. Washington, D.C.: U.S Department of Health, Education, and
Welfare, Educational Resources Information Center, (ERIC), ED 021
794.

Trusty, Francis M. and Thomas J. Sergiovanni. Autumn, (2016). Perceived need

deficiencies of teachers and administrators; A proposal for restructuring
teacher roles. Educational Administrative Quarterly 2, No. 3: 169 –
180.

Tanner, Daniel and Tanner, Laurel. Supervision in Education (Problems and

Practices). Pages 506- 533.
 3

APPENDICES
APPENDIX A
LETTER OF TRANSMITTAL

October 29, 2022

_______________________
SCHOOL PRINCIPAL
Address

Sir:

Good day.

We are presently conducting the study entitled, “REFINING

LEADERSHIP POTENTIALS IN ELEMENTARY EDUCATION”, as partial
fulfilment of the requirement for the Degree of Master of Arts in Education major
in Administration and Supervision.

In this connection we would like to ask permission from your good office to
conduct the study among the teachers in your respectable institution.

Rest assured that the responses will be treated with utmost confidentiality
and will be used solely for the purpose of the study.

We hope for your favorable response on this matter. Thank you.

Respectfully yours,

JEZIEL MAE B. CURIT DAISY E. PALMA, GENADITH B. TANTOY

MA. AULIE T. APARECE JAVELIN A. ARO REIZEL MAE D. MACARAYAN

SHERWIN B. ESTORGIO

The Researchers

Noted:

DR. PEDRITO S. OCBA JR.

Adviser
 4

APPENDIX B
QUESTIONNAIRE
Directions: Put a check mark before your answers but if your answers are not
found from among the choices, please feel free to write the answer on the space
provided for.
I. PROFILE

AGE:
[ ] 22-30 [ ] 31-40 [ ] 41-50 [ ] 61-65
Gender:
[ ] Male
[ ] Female
Civil Status
[ ] Single
[ ] Married
[ ] Widow/Widower
Performance Rating
[ ] 4.500 – 5.000 Outstanding
[ ] 3.500 – 4.499 Very Satisfactory
[ ] 2.500 – 3.499 Satisfactory
[ ] 1.500 – 2.499 Unsatisfactory
[ ] below 1.499 Poor
Highest Educational Attainment
[ ] Doctorate Degree
[ ] with units in Doctorate Degree
[ ] Master’s Degree
[ ] with units in Master’s Degree
[ ] BSEEd/BSSEd graduate
[ ] Others, please specify:
______________________________________________
 5

Number of years in service:

[ ] more than 6 years
[ ] 4 – 6 years
[ ] 2 – 3 years
[ ] 1 year
[ ] less than a year
Number of appropriate trainings, seminars and workshops attended:
[ ] 16 and above
[ ] 11 – 15 times
[ ] 6 – 10 times
[ ] less than 5 times

REFINING LEADERSHIP POTENTIALS IN ELEMENTARY EDUCATION

Instructions: Read the series of statements below and check the extent of your
agreement or disagreement on the statements regarding leadership potentials of
teachers.
Strongly Agree (3) – this means that one stronger in favor with the statement
without a little doubt.
Agree (2) – this means that one favor the statement with a little disagreement or
doubt.
Disagree (1) – this means that one is not in favor with the statement but with a
little agreement.
No answer shall be considered wrong as these are only your opinion on the

ideas expressed in the statement.

Dissemination of Information
 6

Strongly Agree Agree Disagree

 
1. A good leader should
provide detailed
instructions rather than general
ones to his subordinates. 

 
2. A superior must provide his/her
subordinates only necessary
information in the performance
of their immediate tasks. 
 
 
3. The leader must transmit a
sense of
urgency and enthusiasm to
others by sharing knowledge
and ideas. 
4. Formal and
informal contacts, jointly
sponsored workshops and proje
cts and interschool
faculty visitation/consultation are 
done to maintain the
communication with others in
school, and district levels to sha
re ideas and best practices 
 
5. Consultations
between teachers and principals
or supervisors are oftentimes
initiated by teachers to discuss
educational problems 
 
6. Teachers are eager to share
their ideas and materials during
faculty meetings, in-
service education
projects visitations and observati
ons. 
 
 7

7. Faculty meetings are

done mainly to discuss the
improvement of the educational
programs plans and
agenda and is not be dominated
by the principal.  
 
8. Continual assistance by the
principals and
supervisors are provided in
order to help teachers address
or respond, diagnose and treat t
he identified problems.  
 
9. Assistance coming
from supervisors, administrators 
and fellow teachers are sought
by teachers especially when
problems are beyond
their capability rather than resort
ing to blame game.   

 
10. Supportive technical
assistance and material
resources are provided to
teachers to solve problems. 
. 

Participation

Strongly Agree Agree Disagree

 8

1. I lose some influence on my

subordinates if I cannot
influence them in
a work situation. 
2. More advantages are offered
by group goal setting than by
individual goal setting.  
  
3. Development of teachers is a
shared responsibility between
principle and faculty in an
individual school. 
4. The school is a democratic
participative organizational
system where decisions are
made from the collaboration
of the entire
professional staff. 
 
5. Teachers have professional
autonomy to exercise
initiative and responsible self-
directions in the context of full
collaboration with fellow
faculty and other members of
the school and
district professional staff. 
6. Faculty morale is high as the
result of a democratic
participation system of
organization in which full
support is provided by the
administration for faculty
development and educational
improvement. 
7. The leader’s effectiveness is
reflected in how well followers
perform, because it is their
collective performance that
ultimately achieve the goals
of the group. 
8. To ensure continuous
professional growth of the
 9

entire professional staff of

the school and district, they
are engaged in a systematic
program of in-service
education. 
 
9. Teacher participate in the
selection of curricular
materials that they will be
using in their classes.   
10. Teachers participate widely in
advance to improve their
professional capabilities and
to develop relationship with
teachers from widely differing
schools and school systems. 

Supervision

Strongly Agree Agree Disagree

1. Using
rewards (pay, promotion,
 10

etc.) and
punishment (failure to
promote, etc.) is not the best
way to make subordinates
perform their job. 
 
 
2. The authority of the superior
over his or her
subordinates in
an organization is basically
economic. 
 
 
3. The principal function as an
expert generalist who sees
the school as a whole and
gives such perfection to the
school that it is consonant
with the needs of the
community and the wider
society. 
4. The failure of beginning
teachers is a serious problem
in many elementary schools,
yet many of the factors in
failure are under the
principal’s control. 
5. The degree to which the
supervisor uses directive will,
in part, vary with the task to
be performed; the skill level,
experience and willingness of
the subordinate; and the
urgency of the situation. 
6. Teacher should be able to
request, help from supervisor
directly, without having to go
through the principal. 
7. The principal is more of an
educational leader than a
school
manager whose responsibilit
y is to mobilize all the
resources of the school to
 11

improve the programs of
education. 
8. The development of the
teachers’
ability to identify, diagnose
and solve emerging
problems in the classroom
and school is the focus
of their supervisory process 
  
 
9. Strong collaborative
commitment to solving
problems as the key to
school
improvement is exhibited by
the faculty. 
 
10. The supervisor’s expertise
goes beyond specialized
fields and covers the
relationship of his
specialty to the school
curriculum in general. 
   

CURRICULUM VITAE
 12

REIZEL MAE D. MACARAYAN

Purok 1, La Union, Candijay, Bohol
Mobile # 09551267949
Email Address: reizelmae.macarayan@deped.gov.ph

PERSONAL INFORMATION
DATE OF BIRTH : March 14, 1997
PLACE OF BIRTH : Jagna, Bohol
CITIZENSHIP : Filipino
GENDER : Female
STATUS : Single
FATHER : Marcelo T. Macarayan
MOTHER : Rebecca D. Macarayan

ACADEMIC BACKGROUND
Graduate Studies : Master of Arts in Education (MAED)
Major in Administration and Supervision
Cebu Technological University – Main
Main Campus, R. Palma St., Cebu City

Tertiary Education : Bachelor of Secondary Education

Subject Concentration: English
Cebu Normal University
Osmeña, Boulevard, Cebu City
March, 2017
Secondary Education : La Union National High School
La Union, Candijay, Bohol
March, 2013

Elementary Education : La Union Elementary School

La Union, Candijay, Bohol
March, 2009

TEACHING EXPERIENCE
 13

April 5, 2020- Present Teacher II, La Union National High

School
District of Candijay
Division of Bohol

September 13, 2018- April 5, 2020 Teacher I, La Union National High

School
District of Candijay
Division of Bohol

June 11, 2017- May 18, 2018 ESL Teacher, South Speak English Institute
Inc.
Don Mariano Cui St., Cebu City

TRAININGS AND SEMINARS ATTENDED

VIRTUAL IN-SERVICE TRAINING 2.0 FOR PUBLIC SCHOOL TEACHERS
2021
August 30, 2021 to September 3, 2021
DepEd Central Office, Meralco Avenue, Pasig City, Philippines

VIRTUAL IN-SERVICE TRAINING (VINSET)FOR PUBLIC SCHOOL

TEACHERS 2021
March 15, 2021 to March 19, 2021
DepEd Central Office, Meralco Avenue, Pasig City, Philippines

0365 Webinar: How to Teach Online delivered using Microsoft Teams

May 19, 2020 to May 21, 2020
Division of Bohol

CURRICULUM VITAE
 14

SHERWIN B. ESTORGIO
Purok 1, Baogo, Inabanga, Bohol
Mobile # 09512375260
Email Address: estorgio77@gmail.com

PERSONAL INFORMATION
DATE OF BIRTH : September 24, 1982
PLACE OF BIRTH : Inabanga, Bohol
CITIZENSHIP : Filipino
GENDER : Male
STATUS : Widower
FATHER : Nicolas A. Estorgio
MOTHER : Procopia J. Bautista

ACADEMIC BACKGROUND
Graduate Studies : Master of Arts in Education (MAED)
Major in Administration and Supervision
Cebu Technological University – Main
Main Campus, R. Palma St., Cebu City

Tertiary Education : Bachelor of Arts

Major in Philosophy
Saint Vincent’s College
Dipolog City, Zamboanga del Norte
March, 2007
Secondary Education : Saint Paul’s Academy
Inabanga, Bohol
March, 1999

Elementary Education : Baogo Elementary School

Baogo, Inabanga, Bohol
March, 1995

WORK EXPERIENCE
 15

May 2017- Present College Instructor

Buenavista Community College
Cangawa, Buenavista, Bohol

2013 – 2017 Mechanical Technician (Junior Technical

Officer)
Aktor Company
NDIA Qatar

2010 – 2012 SAW Machine Operator

Kharafi National
Kuwait to Abu Dhabi

2007 – 2009 BOD Secretary

Tolong Multi-Purpose Cooperative
Bayawan City, Negros Oriental

TRAININGS AND SEMINARS ATTENDED

Limited Face-to-Face Strategic and Orientation Seminar
August 07, 2020
Buenavista Community College

Seminar-Workshop on Module Design Development and Distance Learning

Platform
June 04, 2020 to June 05, 2020
Buenavista Community College

Seamless-Blended-Digital Program (SBDP)

May 06, 2020
Buenavista Community College

Awareness Seminar on Environmental Crimes and Trafficking in Person

January 26, 2018
Buenavista Cultural Center
BCC In-Service Training in Support of Teaching and Learning
May 22, 2017 to May 29, 2017
Buenavista Community College

BCC In-Service Training on Outcome Based Education-Program Outcomes

 16

May 31, 2017 to June 02, 2017

Buenavista Community College

Industrial Pipefitting NCII

October 01, 2012 to October 23, 2012
BMC Training Center for Welding and Fabrication, Inc., Cebu

CURRICULUM VITAE
 17

MA. AULIE T. APARECE

Purok 7, Santa Fe, Danao, Bohol
Mobile # 09606162355
Email Address: maaulie.aparece@deped.gov.ph

PERSONAL INFORMATION
DATE OF BIRTH : August 24, 1977
PLACE OF BIRTH : Danao, Bohol
CITIZENSHIP : Filipino
GENDER : Female
STATUS : Married
FATHER : Aurelio S. Torregosa
MOTHER : Leonila C. Sombrio

ACADEMIC BACKGROUND
Graduate Studies : Master of Arts in Education (MAED)
Major in Administration and Supervision
Cebu Technological University – Main
Main Campus, R. Palma St., Cebu City

Tertiary Education : Bachelor in Secondary Education

Major in Mathematics
Bohol Institute of Technology
Tagbilaran City
March, 2000

Secondary Education : Danao National High School

Danao, Bohol
March, 1995

Elementary Education : Danao central Elementary School

Poblacion, Danao, Bohol
March, 1991
 18

WORK EXPERIENCE

June 29, 2012 – Present Teacher III

Cantubod National High School
Cantubod, Danao, Bohol

July 2017 – Present BOT

Danao Technological College
Danao, Bohol

May 2017 – Present Bookkeeper

Saint Vincent Ferrer Parish
Magtangtang, Danao, Bohol

July 2017 – October 2018 School In-Charge

Cantubod National High School
Cantubod, Danao, Bohol

October 17, 2003 – June 18, 2012 Teacher I

Cantubod National High School
Cantubod, Danao, Bohol

June 2001- October 16,2003 Locally Paid Teacher

Cantubod National High School
Cantubod, Danao, Bohol

TRAININGS AND SEMINARS ATTENDED

Seminar-Workshop on Test Construction, Table of Specification and
EvalBee Application
October 1, 2020
Cantubod Ntional High School

Virtual Capability Building on Mathematical Investigation (MI) and

Mathematical Modelling (MM)
September, 2020
Tagbilaran City
 19

CURRICULUM VITAE
 20

GENADITH B, TANTOY
Purok 7, Sta.Fe, Danao, Bohol
Mobile # 09606162251
Email Address: genadith.tantoy001@deped.gov.ph

PERSONAL INFORMATION
DATE OF BIRTH : September 2, 1978
PLACE OF BIRTH : Danao, Bohol
CITIZENSHIP : Filipino
GENDER : Female
STATUS : Married
FATHER : Ignacio B. Bantilan
MOTHER : Virgilia C. Sombrio

ACADEMIC BACKGROUND
Graduate Studies : Master of Arts in Education (MAED)
Major in Administration and Supervision
Cebu Technological University – Main
Main Campus, R. Palma St., Cebu City

Tertiary Education : Bachelor of Elementary Education

General Content Course
University of Bohol
Tagbilaran City
October, 1999

Secondary Education : Danao National High Scholl

Poblacion Danao, Bohol
March, 1995

Elementary Education : Danao Central Elementary School

Poblacion, Danao, Bohol
March, 1991

WORK EXPERIENCE:
 21

July 04, 2005- Present : Teacher-III/School In-Charge

Tabok Elementary School
Tabok,Danao, Bohol

June 14, 2002–July 03, 2005 : Teacher-I

Tabok Elementary School
Tabok, Danao, Bohol

TRAININGS AND SEMINARS ATTENDED:

INFECTION, PREVENTION AND CONTROL (IPC)

August 29-September 04, 2022
Virtual

VIRTUAL IN-SERVICE TRAINING FOR TEACHERS

August 30, 2021 to September 03, 2021
Department of Education

DISTRICT TRAINING ON QUALITY ASSURANCE AND EVALUATION OF

CONTEXTUALIZED LEARNING RESOURCES
October 20, 2021
Danao District

CORONA VIRUS ORGANIZED RESPONSE AND EDUCATION (CORE) AND

DENGUE INFORMATION DRIVE AND INTERVENTION (DIDI)
February 24, 2020
Danao District
INTERNATIONAL TRAINING AND SEMINAR
November 16 -18, 2018
Department of Education

DEVELOPMENT OF BALIK KASAYSAYAN COMPENDIUM

March 21-23, 2018
Department of Education

FINANCIAL MANAGEMENT AND OPERATION (FMOM)

November 13-15, 2017
Department of Education
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CURRICULUM VITAE

JEZIEL MAE B. CURIT

Purok 2, Baybayon, Mabini, Bohol
Mobile # 09465095904
Email Address: jezielmae.curit001@deped.gov.ph

PERSONAL INFORMATION
DATE OF BIRTH : September 30, 1992
PLACE OF BIRTH : Mabini, Bohol
CITIZENSHIP : Filipino
GENDER : Female
STATUS : Single
FATHER : William H. Curit
MOTHER : Felicitas B. Curit

ACADEMIC BACKGROUND
Graduate Studies : Master of Arts in Education (MAED)
Major in Administration and Supervision
Cebu Technological University – Main
Main Campus, R. Palma St., Cebu City

Tertiary Education : Bachelor in Elementary Education

General Content Course
Bohol Island State University- Candijay
Campus
Cogtong, Candijay, Bohol
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March, 2014
Secondary Education : San Roque National High School
San Roque, Mabini, Bohol
March, 2009

Elementary Education : Lores Elementary School

Antipolo City
March, 2005
TEACHING EXPERIENCE

April 3, 2017- Present Teacher I / ALS Teacher, Mabini Central

Elementary School
District of Mabini
Division of Bohol

November 07, 2016- January 05, 2017 Substitute Teacher, Marcelo Elementary
School
District of Mabini
Division of Bohol

November 03, 2015- April 24, 2016 Alternative Learning System Literacy
Volunteer
District of Mabini
Division of Bohol

TRAININGS AND SEMINARS ATTENDED

MASS TRAINING OF ALTERNATIVE LEARNING SYSTEM (ALS) TEACHERS
IN THE IMPLEMENTATION OF ALS ACT AND ITS IMPLEMENTING RULES
AND REGULATIONS
August 2-3, 2022
DepEd Ecotech Center, Sudlon, Lahug, Cebu City

VIRTUAL IN-SERVICE TRAINING 2.0 FOR PUBLIC SCHOOL TEACHERS

2021
August 30, 2021 to September 3, 2021
DepEd Central Office, Meralco Avenue, Pasig City, Philippines

VIRTUAL IN-SERVICE TRAINING (VINSET)FOR PUBLIC SCHOOL

TEACHERS 2021
March 15, 2021 to March 19, 2021
DepEd Central Office, Meralco Avenue, Pasig City, Philippines
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CURRICULUM VITAE

DAISY E. PALMA
Purok 3, Kagawasan, San Miguel, Bohol
Mobile # 09656789791
Email Address: daisypalma18@gmail.com

PERSONAL INFORMATION
DATE OF BIRTH : September 18, 1980
PLACE OF BIRTH : Abachanan, Sierra Bullones, Bohol
CITIZENSHIP : Filipino
GENDER : Female
STATUS : Married
FATHER : Primo A. Escabusa Sr.
MOTHER : Teodorica O. Namit

ACADEMIC BACKGROUND
Graduate Studies : Master of Arts in Education (MAED)
Major in Administration and Supervision
Cebu Technological University – Main
Main Campus, R. Palma St., Cebu City

Tertiary Education : Bachelor of Elementary Education

Holy Name University
Janssen Heights, 6300
Tagbilaran City,
Philippines
March, 2001
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Secondary Education : Sierra Bullones National High School

Sierra Bullones, Bohol
March, 1997

Elementary Education : Abachanan Elementary School

Abachanan, Sierra Bullones, Bohol
March, 1993

TEACHING EXPERIENCE

September 14, 2014 - Present Teacher III, Kagawasan Elementary

School
District of San Miguel
Division of Bohol

June 1, 2010- September 13, 2014 Teacher I, Kagawasan Elementary

School
District of San Miguel
Division of Bohol

September 3, 2008- June, 2010 Teacher I, La Union Elementary School.

District of Sierra Bullones
Division of Bohol

TRAININGS AND SEMINARS ATTENDED

VIRTUAL IN-SERVICE TRAINING 2.0 FOR PUBLIC TEACHERS
(Retooling of Teachers Capacity in Using ICT and Emerging Technologies
August 30, 2021 to September 3, 2021
DepEd Central Office, Meralco Avenue, Pasig City, Philippines

VIRTUAL IN-SERVICE TRAINING FOR TEACHERS

(Advantages of Using Open Educational Resources (OERs)
August 30, 2021 to September 03, 2021
DepEd Central Office, Meralco Avenue, Pasig City, Philippines

0365 Webinar: How to Teach Online delivered using Microsoft Teams

May 19, 2020 to May 21, 2020
Division of Bohol
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CURRICULUM VITAE

JAVELIN ANU-OS ARO

Western Cabul-an, Buenavista, Bohol
Mobile # 09455984504
Email Address: arojavelin@gmail.com

PERSONAL INFORMATION
DATE OF BIRTH : June 21, 1994
PLACE OF BIRTH : Buenavista, Bohol
CITIZENSHIP : Filipino
GENDER : Male
STATUS : Single
FATHER : Vicente P. Aro
MOTHER : Belly A. Aro

ACADEMIC BACKGROUND
Graduate Studies : Master of Arts in Education (MAED)
Major in Administration and Supervision
Cebu Technological University – Main
Main Campus, R. Palma St., Cebu City

Tertiary Education : Bachelor in Elementary Education

General Content Course
University of the Visayas, Cebu City
March, 2015
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Secondary Education : Cabul-an High School

Cabul-an Buenavista, Bohol
March, 2011

Elementary Education : Cabul-an Elementary School

Cabul-an, Buenavista, Bohol
March, 2007

TEACHING EXPERIENCE

October 10, 2018- Present Teacher I, Cabul-an Elementary School

District of Buenavista I
Division of Bohol

TRAININGS AND SEMINARS ATTENDED

PSYCHOSOCOCIAL AND MENTAL HEALTH AWARENESS SEMINAR

July 12, 2022
DepEd Ecotech Center, Sudlon, Lahug, Cebu City

VIRTUAL IN-SERVICE TRAINING 2.0 FOR PUBLIC SCHOOL TEACHERS

2021
August 30, 2021 to September 3, 2021
DepEd Central Office, Meralco Avenue, Pasig City, Philippines

VIRTUAL IN-SERVICE TRAINING (VINSET)FOR PUBLIC SCHOOL

TEACHERS 2021
March 15, 2021 to March 19, 2021
DepEd Central Office, Meralco Avenue, Pasig City, Philippines