Assessment of

Implementation of
Learning
Community
Characteristics
The Teacher and the Community School
and Organization Leadership

Submitted by: Submitted to:

Rosalinda Samong Mr. Ginno Jhep A. Pacquing
Lerry Soliman
BEED-III
 This acitivity is an assessment of implementation of learning community characteristics
for 3 public schools with 9 and more teachers as respondents and to determine the connection of
community to school. In addition, it also served as a survey on how principal collaborate with the
other staff or faculty members. The main goal of this activity is for us to become advancely
aware or knowledgeable in terms of the responsibiliy, task, profile of the teachers and the
background of school where in the near future we cannot say that we are the one who will teach
on that school. So, it is an advantage for us, future elementary education cause’ we are fully
aware on what the information or details that school have. Hence, This task are very worth it to
do cause we are an elementary teachers someday who will educate many students, you will
noticed that this activity informed you on how to deal with different nature such as your principal
and co-teachers. As we experienced, talking to different principals in different schools, you need
to become very professional, respectful and make sure that you’re wearing decent clothes.
Therefore, we conclude that being a teacher is a very restpectful profession or path.

Name of Schools

Limay Elementary School is a central school in Townsite,

Limay, Bataan operated by the municipality of Limay. It is a
very good school where they have a program in Children with
Special needs and it was started or established in the year
1919. About 57 total number of employed Teacher, 2, 045
total number of enrollees and a total number of office staff of
3. Headed by Joan C. Padua.

Kitang Elementary School is located from their very own

barangay Kitang 1, Limay Bataan. It was operated by the
Municipality of Limay. It was established in the year 1941 with
9 Teachers, 269 enrolleess, 2 clerk, 4 utility and 3 watchmen.
This school are very nature lover because kit has many Trees and
It is not crowded. Headed by Arlene M. Vallejos.

Gabaldon Elementary School located at National Road

Reformista Limay Btaan who has a total number of students of
468, Teachers total of 14 and has 1 school clerk operated also b
y the Municipality of Limay. It is a school like a home with
vintage style where you will feel the pleasant environment on it.
Headed by Myrna Torres.
 Figure 1. Selected Public Schools

Respondents
Limay Elementary School
The selected public schools are the
Kitang Elementary School
Gabaldon Elementary School
following:

34% 34% Limay Elementary School, Kitang

Elementary School & Gabaldon Elementary
School.
The number of respondents participated the
survey are; 10 teachers from Limay
Elementary School, 9 teachers from Kitang
31% Elementary Schools and 10 teachers from
Gabaldon Elementary School. Therefore, this
graph shows the total number of respondents
(29).
 Tabulation of Data
Table 1. Limay Elementary School
Each item is rated on a scale of 1 to 3 (1 = disagree, 2 = somewhat agree, 3 = agree)

Shared Leadership in the School 1 2 3

The principal and supervisors encourage and support the development of teacher 1 9
leaders.
Teachers are encouraged and provided time to coach and mentor other teachers. 2 8
Teachers can serve as heads of committees and as decision makers. 1 5 4
The recommendations made by teachers are given serious consideration and support. 3 7
Opportunities are provided for training in shared decision making and collaborative 3 7
planning.
Collaboration in the School 1 2 3
Faculty, staff, and community members carry on conversations about teaching and 3 7
learning.
Faculty, staff, and community members work together to solve identified problems. 1 9
Teachers dialogue across grade levels and content areas to promote understanding and 1 1 8
share ideas.
In their classrooms teachers try out the ideas that they share in their conversations. 1 9
The teachers have input in selecting the decision-making process used in the school 5 5
Shared Values/Vision in the School 1 2 3
Faculty/staff members have participated in developing the school’s vision statement. 3 7
Student learning is the consistent focus of the teachers and other staff members. 1 1 8
Channels for formal and informal communication among faculty/ staff members have 2 8
been established.
Parents and other community members have been involved in developing the vision 1 4 5
statement.
The teachers had input in selecting the decision-making process used in the school. 3 7
Structural/Social Supports in the School 1 2 3
Adequate time is provided for teachers/staff to meet and discuss issues. 3 7
Schedules have been established that reduce teacher isolation. 4 6
Teachers have some input in selecting new teachers, administrators, and other staff 5 5
members.
Time is available for the faculty to meet and discuss issues. 4 6
Trust and respect are demonstrated among the teachers/ school head and 2 8
administrators.
Shared Practice in the School 1 2 3
Faculty and staff members help one another to reflect upon and improve their 1 9
practice.
Teachers have the opportunity to identify the focus of professional development 3 7
activities
In-service training is provided for parents on a regularly scheduled basis. 5 5
Supervisors and administrators participate in professional development activities with 3 7
the teachers.
Regularly scheduled grade-level and content-level meetings are conducted by 1 9
teachers.

Table 2. Kitang Elementary School

Each item is rated on a scale of 1 to 3 (1 = disagree, 2 = somewhat agree, 3 = agree)

Shared Leadership in the School 1 2 3

The principal and supervisors encourage and support the development of teacher 9
leaders.
Teachers are encouraged and provided time to coach and mentor other teachers. 9
Teachers can serve as heads of committees and as decision makers. 9
The recommendations made by teachers are given serious consideration and support. 1 8
Opportunities are provided for training in shared decision making and collaborative 9
planning.
Collaboration in the School 1 2 3
Faculty, staff, and community members carry on conversations about teaching and 9
learning.
Faculty, staff, and community members work together to solve identified problems. 9
Teachers dialogue across grade levels and content areas to promote understanding and 1 8
share ideas.
In their classrooms teachers try out the ideas that they share in their conversations. 1 8
The teachers have input in selecting the decision-making process used in the school 9
Shared Values/Vision in the School 1 2 3
Faculty/staff members have participated in developing the school’s vision statement. 9
Student learning is the consistent focus of the teachers and other staff members. 9
Channels for formal and informal communication among faculty/ staff members have 9
been established.
Parents and other community members have been involved in developing the vision 9
statement.
The teachers had input in selecting the decision-making process used in the school. 9
Structural/Social Supports in the School 1 2 3
Adequate time is provided for teachers/staff to meet and discuss issues. 1 8
Schedules have been established that reduce teacher isolation. 1 8
Teachers have some input in selecting new teachers, administrators, and other staff 9
members.
Time is available for the faculty to meet and discuss issues. 9
Trust and respect are demonstrated among the teachers/ school head and 9
administrators.
Shared Practice in the School 1 2 3
Faculty and staff members help one another to reflect upon and improve their 9
practice.
Teachers have the opportunity to identify the focus of professional development 1 8
activities
In-service training is provided for parents on a regularly scheduled basis. 9
Supervisors and administrators participate in professional development activities with 9
the teachers.
Regularly scheduled grade-level and content-level meetings are conducted by 9
teachers.

Table 3. Gabaldon Elementary School

Each item is rated on a scale of 1 to 3 (1 = disagree, 2 = somewhat agree, 3 = agree)

Shared Leadership in the School 1 2 3

The principal and supervisors encourage and support the development of teacher 1 1 8
leaders.
Teachers are encouraged and provided time to coach and mentor other teachers. 1 1 8
Teachers can serve as heads of committees and as decision makers. 3 7
The recommendations made by teachers are given serious consideration and support. 2 8
Opportunities are provided for training in shared decision making and collaborative 2 8
planning.
Collaboration in the School 1 2 3
Faculty, staff, and community members carry on conversations about teaching and 1 9
learning.
Faculty, staff, and community members work together to solve identified problems. 1 9
Teachers dialogue across grade levels and content areas to promote understanding and 1 9
share ideas.
In their classrooms teachers try out the ideas that they share in their conversations. 2 8
The teachers have input in selecting the decision-making process used in the school 3 7
Shared Values/Vision in the School 1 2 3
Faculty/staff members have participated in developing the school’s vision statement. 2 8
Student learning is the consistent focus of the teachers and other staff members. 2 8
Channels for formal and informal communication among faculty/ staff members have 2 8
been established.
Parents and other community members have been involved in developing the vision 1 9
statement.
The teachers had input in selecting the decision-making process used in the school. 3 7
Structural/Social Supports in the School 1 2 3
Adequate time is provided for teachers/staff to meet and discuss issues. 1 2 7
Schedules have been established that reduce teacher isolation. 2 8
Teachers have some input in selecting new teachers, administrators, and other staff 4 6
members.
Time is available for the faculty to meet and discuss issues. 1 1 8
Trust and respect are demonstrated among the teachers/ school head and 2 8
administrators.
Shared Practice in the School 1 2 3
Faculty and staff members help one another to reflect upon and improve their 1 9
practice.
Teachers have the opportunity to identify the focus of professional development 2 8
activities
In-service training is provided for parents on a regularly scheduled basis. 3 7
Supervisors and administrators participate in professional development activities with 2 8
the teachers.
Regularly scheduled grade-level and content-level meetings are conducted by 2 8
teachers.

Data Interpretation
Limay Elementary School
 Figure 2. Shared Leadership in the School
10
9
8
7
6
DISAGREE
5
SOMEWHAT AGREE
4 AGREE
3
2
1
0
Statement 1 Statement 2 Statement 3 Statement 4 Statement 5

Figure 2 shows the shared leadership in the school. In Statement 1 it has (9) teachers who
agreed and (1) somewhat agree. It says that the principal and supervisors encourage and support
the development of teacher leaders. In statement 2, it has (8) agree and 2 somewhat agree, it says
that teachers encourage and provide time to coach and mentor other teachers. In statement 3,
there are (4) teachers who agree, (5) teachers who somewhat agree and (1) teacher who disagree.
It says that teachers can serve as heads of commitees and as decision makers. In statement 4,
there are (7) who agree and (3) teachers who somewhat agree. It says that the reccomendations
made by teachers are given serious consideration and support. Lastly, in statement 5 there are (7)
who agree and (3) teachers who somewhat agree. It also says that opportunities are provided for
training in shared decision making and collaborative planning.
Figure 3. Collaboration in the School
10
9
8
7
6 DISAGREE
5
4 SOMEWHAT AGREE
3 AGREE
2
1
0
Statement 1 Statement 2 Statement 3 Statement 4 Statement 5

Figure 3 shows the Collaboration in the school. In statement 1 it has (7) teachers who
agreed and (3) teachers who somewhat agree. It says that faculty staff and community members
carry on conversations about teaching and learning. In statement 2 has (9) agreed and (1)
somewhat agree. It says that faculty staff and community members work together to solved
identified problems., Statement 3 has (8) agreed, (1) somewhat agree and (1) disagree. It says
that teachers dialogue across grade levels and content areas to promote understanding and share
ideas. In statement 4 has (9) agreed and (1) disagree. It says that in their classrooms teachers dry
out the ideas that they share in their conversations. In statement 5 has a (5) teachers who agree
and (5) teachers who somewhat agree. It says that the teachers have input in selecting the
decision making process used in the school.
Figure 4. Shared Values/Vision in the School
9
8
7
6
5 DISAGREE
4 SOMEWHAT AGREE
3 AGREE
2
1
0
Statement 1 Statement 2 Statement 3 Statement 4 Statement 5

Figure 4 shows Shared values/vision in the school. In statement 1 it has (7) teachers who
agree and (3) who somewhat agree. It says that faculty/staff members have participation in
developing the schools vision statement. In statement 2, it has (8) teachers who agree, (1) teacher
who somewhat agree and (1) who disagree. It says that student learning is the consistent focus of
the teachers and other staff members. In statement 3, there are (8) who agree and (2) who
somewhat agree. It says that channels for formal and informal communication among
faculty/staff members have been established. In statement 4 it has (5) agree, (4) somewhat agree
and (1) disagree. It says that parents and other community members have been involved in
developing the vision statement. Lastly in statement 5 it has (7) agree and (3) somewhat agree. It
says that the teachers had input in selecting the decision making process used in the school.
Figure 5. Structural/Social Supports in the School
9
8
7
6
5
4 SOMEWHAT AGREE
3 AGREE

2
1
0
STATEMENT 1 STATEMENT 2 STATEMENT 3 STATEMENT 4 STATEMENT 5

Figure 5 shows the Structural/Social Supports in the School. In statement 1 it has (7)
teachers who agree and (3) who somewhat agree. It says that adequate time is provided fix
teachers/staff to meet and discuss issues. In statement 2 it has (6) agree and (4) somewhat agree.
It says that schedules have been established that reduce teacher isolation. In statement 3 it has (5)
agree and (5) somewhat agree so it says that teachers have some input in selecting new teachers
administrators and other staff members. In statement 4 it has (6) who agree and (4) who
somewhat agree, it says that time is available for the faculty to meet and discuss issues. In
statement 5 it has (8) agree and (2) somewhat agree, it says that trust and respect are
demonstrated among the teachers/school head and administrators.
Figure 6. Shared Practice in the School
10
9
8
7
6 DISAGREE
5
SOMEWHAT AGREE
4
3 AGREE
2
1
0
STATEMENT 1 STATEMENT 2 STATEMENT 3 STATEMENT 4 STATEMENT 5

Figure 6 shows Shared Practice In the School. Statement 1 it has (9) agree and (1)
disagree. It says that faculty and staff members help one another reflect upon and improve their
practice. Statement 2 it has (7) agree and (3) somewhat agree it says that teachers have the
opportunity to identify the focus of professional development activities. In statement 3 it has (5)
agree and (5) somewhat agree so it says that in service training is provided for parents on a
regularly scheduled basis. In statement 4 it has (7) agree and (3) somewhat agree so it says that
supervisors and administrators participate in professional development activities with that
teachers. Lastly, in statement 5 it has (9) agree and (1) disagree so it says that regularly
scheduled grade level and content level meetings are conducted by teachers.

Kitang Elementary School

Figure 7. Shared Leadership in the School
10
9
8
7
6
5
4 SOMEWHAT AGREE
3 AGREE
2
1
0
STATEMENT 1 STATEMENT 2 STATEMENT 3 STATEMENT 4 STATEMENT 5

Figure 7 shows the shared leadership in the school. In Statement 1 it has (9) teachers who
agreed. It says that the principal and supervisors encourage and support the development of
teacher leaders. In statement 2, it has (9), it says that teachers encourage and provide time to
coach and mentor other teachers. In statement 3, there are (9) teachers who agree, it says that
teachers can serve as heads of commitees and as decision makers. In statement 4, there are (8)
who agree and (1) teachers who somewhat agree. It says that the reccomendations made by
teachers are given serious consideration and support. Lastly, in statement 5 there are (9) who
agree. It also says that opportunities are provided for training in shared decision making and
collaborative planning.
Figure 8. Collaboration in the School
10
9
8
7
6
5
4 SOMEWHAT AGREE
3 AGREE
2
1
0
STATEMENT 1 STATEMENT 2 STATEMENT 3 STATEMENT 4 STATEMENT 5

Figure 8 shows the Collaboration in the school. In statement 1 it has (9) teachers who
agreed . It says that faculty staff and community members carry on conversations about teaching
and learning. In statement 2 has (9) agreed. It says that faculty staff and community members
work together to solved identified problems. Statement 3 has (8) agreed, (1) somewhat agree. It
says that teachers dialogue across grade levels and content areas to promote understanding and
share ideas. In statement 4 has (8) agreed and (1) somewhat disagree. It says that in their
classrooms teachers dry out the ideas that they share in their conversations. In statement 5 has a
(9) teachers who agree. It says that the teachers have input in selecting the decision making
process used in the school.
Figure 9. Shared Values/Vision in the School
10
9
8
7
6
5
4
3 AGREE
2
1
0
STATEMENT 1 STATEMENT 2 STATEMENT 3 STATEMENT 4 STATEMENT 5

Figure 9 shows Shared values/vision in the school. In statement 1 it has (9) teachers who
agree. It says that faculty/staff members have participation in developing the schools vision
statement. In statement 2, it has (9) teachers who agree. It says that student learning is the
consistent focus of the teachers and other staff members. In statement 3, there are (9) who agree.
It says that channels for formal and informal communication among faculty/staff members have
been established. In statement 4 it has (9)who agree. It says that parents and other community
members have been involved in developing the vision statement. Lastly in statement 5 it has (9)
agree. It says that the teachers had input in selecting the decision making process used in the
school.
Figure 10. Structural /Social Supports in the school
10
9
8
7
6
5
SOMEWHAT AGREE
4
AGREE
3
2
1
0
STATEMENT 1 STATEMENT 2 STATEMENT 3 STATEMENT 4 STATEMENT 5

Figure 10 shows the Structural/Social Supports in the School. In statement 1 it has (8)
teachers who agree and (1) who somewhat agree. It says that adequate time is provided fix
teachers/staff to meet and discuss issues. In statement 2 it has (8) agree and (1) somewhat agree.
It says that schedules have been established that reduce teacher isolation. In statement 3 it has (9)
agree, it says that teachers have some input in selecting new teachers administrators and other
staff members. In statement 4 it has (9) who agree, it says that time is available for the faculty to
meet and discuss issues. In statement 5 it has (9) agree, it says that trust and respect are
demonstrated among the teachers/school head and administrators.

Figure 11. Shared Practice in the School

10
9
8
7
6
5
SOMEWHAT AGREE
4
AGREE
3
2
1
0
STATEMENT 1 STATEMENT 2 STATEMENT 3 STATEMENT 4 STATEMENT 5

Figure 11 shows Shared Practice In the School. Statement 1 it has (9) agree. It says that
faculty and staff members help one another reflect upon and improve their practice. Statement 2
it has (8) agree and (1) somewhat agree it says that teachers have the opportunity to identify the
focus of professional development activities. In statement 3 it has (9) agree, it says that in service
training is provided for parents on a regularly scheduled basis. In statement 4 it has (9) agree so
it says that supervisors and administrators participate in professional development activities with
that teachers. Lastly, in statement 5 it has (9) agree, it says that regularly scheduled grade level
and content level meetings are conducted by teachers.
Gabaldon Elementary School
Figure 12. Shared Leadership in the School
9
8
7
6
5 DISAGREE
4 SOMEWHAT AGREE
3 AGREE
2
1
0
STATEMENT 1 STATEMENT 2 STATEMENT 3 STATEMENT 4 STATEMENT 5

Figure 12 shows the shared leadership in the school. In Statement 1 it has (8) teachers
who agreed , (1) somewhat agree and (1) disagree. It says that the principal and supervisors
encourage and support the development of teacher leaders. In statement 2, it has (8) agree, (1)
somewhat agree and (1) disagree, it says that teachers encourage and provide time to coach and
mentor other teachers. In statement 3, there are (7) teachers who agree, (3) teachers who
somewhat agree. It says that teachers can serve as heads of commitees and as decision makers. In
statement 4, there are (8) who agree and (2) teachers who somewhat agree. It says that the
reccomendations made by teachers are given serious consideration and support. Lastly, in
statement 5 there are (8) who agree and (2) teachers who somewhat agree. It also says that
opportunities are provided for training in shared decision making and collaborative planning.
Figure 13. Collaboration in the School

10
9
8
7
6
5
SOMEWHAT AGREE
4
3 AGREE
2
1
0
STATEMENT 1 STATEMENT 2 STATEMENT 3 STATEMENT 4 STATEMENT 5

Figure 13 shows the Collaboration in the school. In statement 1 it has (9) teachers who
agreed and (1) teachers who somewhat agree. It says that faculty staff and community members
carry on conversations about teaching and learning. In statement 2 has (9) agreed and (1)
somewhat agree. It says that faculty staff and community members work together to solved
identified problems., Statement 3 has (9) agreed, (1) somewhat agree. It says that teachers
dialogue across grade levels and content areas to promote understanding and share ideas. In
statement 4 has (8) agreed and (2) somewhat agree. It says that in their classrooms teachers dry
out the ideas that they share in their conversations. In statement 5 has a (7) teachers who agree
and (3) teachers who somewhat agree. It says that the teachers have input in selecting the
decision making process used in the school.
Figure 14. Shared Values/Vision in the School

10
9
8
7
6
5
SOMEWHAT AGREE
4 AGREE
3
2
1
0
STATEMENT 1 STATEMENT 2 STATEMENT 3 STATEMENT 4 STATEMENT 5

Figure 14 shows Shared values/vision in the school. In statement 1 it has (8) teachers
who agree and (2) who somewhat agree. It says that faculty/staff members have participation in
developing the schools vision statement. In statement 2, it has (8) teachers who agree, (2) teacher
who somewhat agree and (1) who disagree. It says that student learning is the consistent focus of
the teachers and other staff members. In statement 3, there are (8) who agree and (2) who
somewhat agree. It says that channels for formal and informal communication among
faculty/staff members have been established. In statement 4 it has (9) agree, (1) somewhat agree
and (1) disagree. It says that parents and other community members have been involved in
developing the vision statement. Lastly in statement 5 it has (7) agree and (3) somewhat agree. It
says that the teachers had input in selecting the decision making process used in the school.
Figure 15. Structural/Social Supports in the School
9
8
7
6
5 DISAGREE
4 SOMEWHAT AGREE
3 AGREE
2
1
0
STATEMENT 1 STATEMENT 2 STATEMENT 3 STATEMENT 4 STATEMENT 5

Figure 15 shows the Structural/Social Supports in the School. In statement 1 it has (7)
teachers who agree and (2) who somewhat agree and (1) disagree. It says that adequate time is
provided fix teachers/staff to meet and discuss issues. In statement 2 it has (8) agree and (2)
somewhat agree. It says that schedules have been established that reduce teacher isolation. In
statement 3 it has (6) agree and (4) disagree so it says that teachers have some input in selecting
new teachers administrators and other staff members. In statement 4 it has (8) who agree and (1)
who somewhat agree and (1) disagree, it says that time is available for the faculty to meet and
discuss issues. In statement 5 it has (8) agree and (2) somewhat agree, it says that trust and
respect are demonstrated among the teachers/school head and administrators.
Figure 16. Shared Practice in the School

10
9
8
7
6
5
SOMEWHAT AGREE
4
AGREE
3
2
1
0
STATEMENT 1 STATEMENT 2 STATEMENT 3 STATEMENT 4 STATEMENT 5

Figure 16 shows Shared Practice In the School. Statement 1 it has (9) agree and (1)
somewhat agree. It says that faculty and staff members help one another reflect upon and
improve their practice. Statement 2 it has (8) agree and (2) somewhat agree it says that teachers
have the opportunity to identify the focus of professional development activities. In statement 3
it has (7) agree and (3) somewhat agree, it says that in service training is provided for parents on
a regularly scheduled basis. In statement 4 it has (8) agree and (2) somewhat agree, so it says that
supervisors and administrators participate in professional development activities with that
teachers. Lastly, in statement 5 it has (8) agree and (2) somewhat agree, it says that regularly
scheduled grade level and content level meetings are conducted by teachers.
Summary
Limay Elementary School
In Limay Elementary School, from the statements under shared leadership in the school,
the data shows that 70% of teachers agreed, 28% are somewhat agreed and 2% disagreed. It
means the majority of respondents proved that in the school, they provide encouragement,
support and needs of leader teachers for development.
Next, from the statements under the collaboration in the school, the data shows that 76%
of teachers agreed, 20% are somewhat agreed and 4% disagreed. It means the majority of
respondents proved that in the school, the collaboration is being apply for all staffs, community
members, faculty and teachers.
In terms of Shared values/vision in the school, the data shows that 70% of teachers
agreed, 26% are somewhat agreed and 4% disagreed. It means the majority of respondents
proved that in school, the vision statement, communication, consistency of focus and
involvement of community is being applied.
 While the statements under structural/Social Supports in the school, the data shows 64%
of teachers agreed, 36% are somewhat agreed. It means that the majority of respondents proved
that structural/social supports in the school is well-controlled.
Then, under the statements of shared practice in the school, the data shows 74% of the
teachers agreed, 22% are somewhat agreed and 4% disagreed. Therefore, in terms of practices in
the school, the majority of respondents proved that there are improvements, opportunities and
trainings for all the people within the school to take and participate for the development of
adapting practices and activities.
Kitang Elementary School
In Kitang Elementary School, from the statements under shared leadership in the school,
the data shows that 98% of teachers agreed, it means that the selected respondents proved that in
the school, they provide full encouragement, support and needs of leader teachers for
development.
Next, from the statements under the collaboration in the school, the data shows that 95%
of teachers agreed and 4% somewhat agreed, it means the majority of respondents proved that in
the school, the collaboration is being apply for all staffs, community members, faculty and
teachers.
In terms of Shared values/vision in the school, the data shows that 100% of teachers
agreed, it means that the selected respondents proved that in school, the vision statement,
communication, consistency of focus and involvement of community is being applied.
While the statements under structural/Social Supports in the school, the data shows 95%
of teachers agreed, 4% are somewhat agreed. It means that the majority of respondents proved
that structural/social supports in the school is well-controlled.
Then, under the statements of shared practice in the school, the data shows 98% of the
teachers agreed, 98% are somewhat agreed and 2% somewhata agreed. Therefore, in terms of
practices in the school, the majority of respondents proved that there are improvements,
opportunities and trainings for all the people within the school to take and participate for the
development of adapting practices and activities.
Gabaldon Elementary School
In Gabaldon Elementary School, from the statements under shared leadership in the school, the
data shows that 78% of teachers agreed , 18% are somewhat agreed and 4% disagreed, it means
that the majority of respondents proved that in the school, they provide encouragement, support
and needs of leader teachers for development but there are situations and cases that they lack
time to mentor teachers one another.

Next, from the statements under the collaboration in the school, the data shows that 84%
of teachers agreed and 16% somewhat agreed, it means the majority of respondents proved that
in the school, the collaboration is being apply for all staffs, community members, faculty and
teachers.
 In terms of Shared values/vision in the school, the data shows that 80% of teachers
agreed and 20% are somewhat agreed, it means that the majority of respondents proved that in
school, the vision statement, communication, consistency of focus and involvement of
community is being applied.
While the statements under structural/Social Supports in the school, the data shows 74%
of teachers agreed, 14% are somewhat agreed, it means that the majority of respondents proved
that structural/social supports in the school is controlled and put time for discussion of issues but
the data shows that 14% of the respondents disagree, it point out the statement about the input of
new teachers, administrators, and other staff members .
Then, under the statements of shared practice in the school, the data shows 80% of the
teachers agreed, 20% are somewhat agreed. Therefore, in terms of practices in the school, the
majority of respondents proved that there are improvements, opportunities and trainings for all
the people within the school to take and participate for the development of adapting practices and
activities.

Reflection
In this world of online classes, we accepted already that requirements in college are very
hard to make or to do but first of all we choose this career, this path of being a teacher. A teacher
who will do everything even in a small ways they will make it always possible. As we
experienced in this activity, there are many failures because when we went on some other school
there is a limited teachers and our classmates or the other groups are already passed a letter to
survey the teachers. So, we need to go on other school again and again and again. There are
different characteristics of principal, teachers and staff we encountered. One thing we learned in
this activity, even if there are many difficulties, you must learn to not give up on it and always
set your mind into positive that all things are possible if you really want to make it. In addition,
there are many advantages we learned on this task. Now, we're knowledgeable in terms of the
backgroud or history of the 3 schools and also we knew how to become a professional in terms
of talking or interacting with the staff and principal. Communication skills with respect are worth
it to learned in a situation like this. We feel that we are already a Teacher who deserves a respect
from the other people because some other staff called us "Ma'am Lerry and Ma'am Rosalinda"
because they said that, Rosalinda and I will be also a teacher someday. We feel the
encouragement in simple thing like that. Even if we are in a situation of having a pandemic, we
didn't think twice to grab this opportunity to have details or information about the schools,
principals and teachers because this is our chosen profession. When we are already on a field of
teaching and someday they are college students who need our help in terms of their
requirements, we didn't also hesitate to help them as much as they needed us just like what we
experience in this activity. We learned that collaboration and a good participation on the
principal, co-teachers, staff and even in the community are highly need to perform for your
smooth working time with them.
Conclusion

The selected respondents that answered the questionnaires are educators/teachers from Public
Schools of Limay, Bataan. It includes; Limay Elementary School, Kitang Elementary School and
Gabaldon Elementary School.

The School's shared values/vision is all about the School's educational goals that can be
achieved by pupils via learning. As indicated in the table above, the teacher ratings are mainly in
agreement, indicating that the characteristics of sharing values/vision in their school have been
demonstrated. These ratings indicate that the instructors, faculty/staff members, parents, and
community members collaborated and worked as a team to produce and create an effective
vision in their school, with a systematic strategy that includes the parents, who are equally
concerned about their children's growth. They also employ student-centered learning, which
entails instructors, staff/faculty members, and parents crafting vision statements that take into
account the kids' desired skills and beliefs. We can also observe that some teachers agree that
there are some entities in the school, parents, and community that have not demonstrated the
characteristic of involvement that they need to develop because the existence of their suggestions
is critical in creating an effective vision statement. This is the beginning of becoming an
effective school within the community, because we can state that the efficacy of the vision will
be reflected in every action and conduct of every student, assisting in the growth of our society.

Recommendations

 Communication skills should be improved because this will allow everyone to share ideas
and suggestions, which will change the school and have a positive impact on the school
and everyone in it. Good communication skills in teachers are essential for student
academic success, school success, and professional success in life.
 Always give a chance to others to speak whatever they want to said about the situation in
school. Feel free to take opinions to the others.
 Principal should support their teachers in terms of the development of teaching.
Principals needs to ensure that they will produce productive citizen someday.
 Teachers should use their time in teaching the students not spending their time in other
personal issues/matter.
 Keep in mind that school are connected with the community. So, as much as possible
always give information about the happenings inside the school.
 Students learning must be the focus of all teachers, not the sallary may get in working as
a teacher.
 Be organize, manage the time well especially in addressing community about the
dilemmas in school.
 Principal and even supervisors need to be included in teachers development. They will be
the mentor to encourage teachers to be a responsible teacher.
 Give importance or value the recommendations of the teachers. Give consideration and
support to it.
 Set time for the discussion of problems or issues with the faculty, staff and principals. It
is an advantage to feel free to give your opinion to a situation or matter of open forum.