UNIVERSITY OF SAINT ANTHONY

(Dr. Santiago G. Ortega Memorial)

City of Iriga

GRADUATE STUDIES AND RESEARCH

1

Chapter 1

THE PROBLEM

Introduction

The specific of classroom management may vary between kindergarten and

fourth grade, and the problems you have with the second grader may be different;
however, the basic best practices for managing your class in an elementary school
remain the backbone of a purpose-driven class. Start by teaching routines, balance
caring with keeping order, coach your students to self-regulate, use a variety of
questioning strategies to promote deeper thinking, and transitions to help shape you
can-do class.

believes that by focusing much on academic subjects, these learners

could be competitive and competent and at par with the graduates from other

countries.

Classroom management begins with thoughtful planning at the beginning

of the school year where teachers need to clearly outline classroom expectations

for all students. If rules are clear, then outlined consequences will be expected

when the rules are broken. Marzano2, emphasized, that in a poorly managed

classroom, teachers struggle to teach and students usually learn less than they

should, and there are abundance of discipline issues, which means that more

time are spent in managing the class or disciplining students than the time spent

in teaching. Students who are not paying attention to the lecture or lesson and
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

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keep on talking while the teacher is discussing in front of the class, could affect

other students who are attentively listening, and so they learn less.

Classes are particular kind of environments. Classrooms are

multidimensional. They are crowded with people, tasks, and time pressure. Many

individuals, all with differing goals, preferences, and abilities, must share

resources, accomplish various tasks, use and reuse materials without losing

them, move in and out of the room, and so on. In addition, actions can have

multiple effects, which may be beneficial or harmful to each student in the class.

Individual students may be better suited to learning in a particular way,

using distinctive modes for thinking, relating and creating. The notion of students

having particular learning styles has implications for teaching strategies. Because

preferred modes of input and output vary from one individual to another, it is

critical that teachers use a range of teaching strategies to effectively meet the

needs of individual learners. Sound health instruction should incorporate a

variety of teaching methods intended to complement the learning styles of

children. This should lead to young learners who are both intrinsically and

extrinsically motivated to inquire, infer, and interpret; to think reflectively, critically

and creatively; and in the final analysis to make use of the knowledge and skills

they have gained by becoming effective decision makers. A number of students

will require support to meet the objectives of the prescribed curriculum. This
 UNIVERSITY OF SAINT ANTHONY
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support may be in the form of changes in teaching strategies, approaches or

materials and may require the support of resource and/or special education

teachers. The Department’s Special Education Policy Manual provides direction

in meeting the needs of students who require alternate or modified curriculum

objectives.

A student-centered approach which actively engages the young person in

the learning process is critical if skills which result in healthy behaviors are to be

fostered and developed. Some of the learning strategies that could be

incorporated in a comprehensive approach include self-directed learning,

cooperative learning, role playing, behavioral rehearsal, peer education and

parent involvement. Consideration should be given to allowing students to plan

some learning experiences. They could be provided with opportunities to identify

topics or areas for further study, contribute information relevant to an issue for

study and/or make suggestions for follow-up activities. Students should also be

given the opportunity for self-assessment and be encouraged to evaluate their

habits, attitudes, and behaviors with respect to personal health and well-being.

This can be accomplished through real-life activities or simulations in which

students can become involved in a meaningful way. Activities such as recording

eating habits and designing a plan for healthy eating, taking a classmate’s pulse,

and analyzing advertisements for obvious and hidden messages, help young
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people apply their understanding of concepts to everyday situations and

occurrences.

Theoretical Framework

The theoretical framework of the study is anchored on the following

theories: System Theory by Ludwig Van Bertalanffy, Differentiated Instructional

Theory by Carol Thomlinson and Lev Vygotsky and Social Learning Theories

Figure 1 shows the Theoretical Paradigm of the Study.

Social Learning Systems Theory Differentiated

Theory by Instructional
By Ludwig Von Theory
Lev Vygotsky Bertalanffy By
(1962), (1980) Carol Thomlinson
(1995)

RODEL’s

Collaborative Approach on
Enhanced Classroom
Observation Program

(RODEL’S CAECOP
THEORY)
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Figure 1

THEORETICAL PARADIGM

One of the theories that support researcher's study is Systems Theory of

Ludwig Van Bertalanffy (1980) and others. The term originates from Bertalanffys’

general systems theory (GST) and is used in later efforts in other fields, such as

the action theory of Talcott Parsons and the social systems theory of Niklas

Luhmann. In this context, system is used to refer specially to self-regulating

systems, which are self-correcting through feedback. Self-regulating systems are

found in nature, including the physiological systems of human body, in local and

global ecosystems, and in climate- and in human learning processes.In the

classroom, any management practices which are not effective can be altered and

changed to fit the level of the group or class. The best practices for the class can

be applied.The System perspective can be applied to classrooms by viewing the

classroom, the children, and the teachers within as dynamic systems

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simultaneously Influenced by many external and Internal factors including

culture, home-life, neighbourhood friends and the biological and behavioural

regulatory systems of the Individual. Thus, the classroom is a system belonging

to a larger system of the school and made up of several smaller systems of the

individual children, dyadic system of teacher-child relationships, families and

teachers. The System is also similar to a teacher as a developing system within

the classroom.

Differentiated instructional theory by Carol Thomlinson (1995), is

another theory used in this study. The theory behind this is that teachers should

vary and adapt their approaches to fit the vast diversity of students in the

classroom (Hall 2002). Teachers who differentiate instruction recognize that

students differ in many ways, including prior knowledge and experiences,

readiness, and interests. They teach in order to reach all students through

differentiated instructions; students will get to the same place, but take different

paths. Differentiated instruction speaks directly to these issues because it

recognizes and expects that students are different and teaching needs to be

adjusted to these differences. In fact, student differences are studied as a basis

for planning.
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Social learning theories help us to understand how people learn in social

contexts (learn from each other) and informs us on how we, as teachers,

construct active learning communities. Lev Vygotsky (1962), a Russian teacher

and psychologist, first stated that we learn through our interactions and

communications with others. Vygotsky (1962) examined how our social

environments influence the learning process. He suggested that learning takes

place through the interactions students have with their peers, teachers, and other

experts. Consequently, teachers can create a learning environment that

maximizes the learner's ability to interact with each other through discussion,

collaboration, and feedback. Moreover, Vygotsky (1962) argues that culture is

the primary determining factor for knowledge construction. We learn through this

cultural lens by interacting with others and following the rules, skills, and abilities

shaped by our culture.

With the insights gained from the aforementioned theories, the researcher

was able to theorize that classroom observations through collaborative approach

are means through enhanced classroom observation program is attainable. For

the achievement of enhanced teaching learning process, enhanced classroom

observation program play a vital role additionally, they emphasized that the

classroom observation can affect the interest of the teacher to teach effectively in

turn that positively affects pupil’s academic achievement. This researcher’s

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theory is known as RODEL’S CAECOP Theory.” The theory further posits that

to improve the quality of education, Classroom Observation through

Collaborative Approach, should be given a prior great attention.

Conceptual Framework

Figure 2 provides the conceptual paradigm of the study. The conceptual

paradigm of the present study was based on the system’s approach which shows

the interplay of the three important elements: input, process and output.

INPUT PROCESSS OUTPUT

Personal Characteristics Instructional Management
Practices by Science Teacher
1.Age through Collaborative Approach
2.Civil Status
3.Sex 1. Resource Allocation

Professional
2. Learners' Engagement Improved
3. Differentiated Instruction and
Characteristics
Other Teaching Strategies Teaching and
4. Enrichment and Remedial
1.Educational Attainment
2.Number of Years in Instruction Learning
Teaching
3.Number of Seminars Process
Attended
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Figure 2

CONCEPTUAL PARADIGM

Input. It includes the personal and professional characteristics of Science

teachers in public secondary schools of Garchitorena District. Along personal

characteristics are age, gender and civil status, while professional characteristics

are educational attainment, teaching experiences, teaching position, and

seminars attended. These teacher characteristics affect the teaching-learning

process.

Process. It consists of the instructional management of science teachers in

public secondary schools of Garchitorena District along the following

developmental aspects such as resource allocation, learners' engagement,

differentiated instruction and other teaching strategies, enrichment and remedial

instruction were the focus of the study. Teachers used their ability and used
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

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varied teaching strategies in order to effectively carry out the objectives of the

lesson, which resulted to student's high academic performance. Enrichment and

remedial Instruction done by the teachers, after the usual ordinary class period,

where students' enhancement, review, reinforcement, coaching or training were

done to achieve quality education.

Output. This study, based on the findings would provide intervention to

teacher’s collaboration for continuous professional development Teacher

educator’s researcher’s collaboration to develop tasks and resources for teacher

education.

Statement of the Problem

This study aims to determine the instructional management practices

used as basis in the formulation of an enhanced instructional supervisory

program for Secondary School Teachers, Garchitorena District, S/Y 2018-2019.

Specifically, this sought to answer the following questions:

1. What is the profile of secondary teachers in terms of some personal

and professional characteristics?

2. What are their practices in managing instruction when grouped

according to their subject matter along the following aspects?

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A. Resource Allocation;

B. Learner engagement;

C. Differentiated Instruction and other teaching strategies; and,

D. Enrichment and Remedial Instruction?

3. What personal and professional characteristics are significantly

associated with the teachers' instructional management?

4. Are there significant differences in instructional management

among groups?

5. What insights maybe drawn from the findings to serve as basis in

the formulation of an enhanced instructional supervisory program for public

secondary schools of Garchitorena District along the following developmental

aspects?

A. Curriculum;

B. Student; and

C. Faculty?
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Assumptions:

The study is premised on the following assumptions:

1. Secondary School Teachers of Garchitorena District have various

teaching strategies, instructional management beliefs and practices.

2. Instructional management practices of public secondary teachers of

Garchitorena District are affected by their personal and professional

characteristics.

Hypothesis:

The study tested the hypotheses below:

1. Personal and professional characteristics are significantly

associated with the teachers' instructional management.

2. There are significant differences in instructional management among

groups.

Scope and Delimitation

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This present study focused to investigate the Teaching Strategies and

Instructional Management practices along a.) Resource Allocation b.) Learners'

engagement c.) Differentiated Instruction d.) Enrichment and Remedial

Instruction; in the public secondary classroom of teachers in Garchitorena

District, S/Y 2018-2019, and use the findings in the formulation of an enhanced

instructional supervisory program.

The participants of the study were the 67 Secondary School Teachers

of the Five Secondary Schools of Garchitorena District, Division of Camarines

Sur.

Significance of the Study

The results of the study would be beneficial to the following:

Teachers. Teachers will learn to effectively manage their Instructional

practices and consequently improve academic achievement. They will know their

students well, use effective classroom management techniques, and employ

good teaching practices.

Students. Students will be the beneficiaries of whatever Improvement will

be implemented as a result of the study. Consequently, they will become an

asset of the society after being trained effectively in classroom management.

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School Head. Through this study, the principal will be able to effectively

supervise teachers in their personal and professional development, as well as

effectively assist them in resource allocation, engaged and differentiated

teaching strategy and instructional management practices.

Curriculum Makers. Results of this study, particularly on the achievement

of the students, may be used as feedback for curriculum makers to revise

strategies and techniques. This may enable both teachers and students to come

up with a more satisfactory performance.

Other Researchers. Other researchers may use the results of this study

to enrich their own studies.

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Review of Related Literature and Studies

Below is a review of related literature and studies relevant to the present

research which were culled from published and unpublished materials both public

and private libraries. These related literature and studies provided valuable

insights on the present study. Further, the varied topics serve as useful

references in the analysis and interpretation section of the study.

Collaborative Approach

McCarthy, Brennan, and Vecchiarello stated that there are several

collaborative models among which education organizations may choose. Whatever

collaborative model is used, school leaders must established a comprehensive

collaborative plan—ideally, in cooperation with the teachers—that aligns with the

culture of the school and the needs of the teachers and students. They suggest

these steps for fostering a collaborative relationship: 1) Defining roles and

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responsibilities; 2) Establishing a shared vision; 3) Establishing a collaborative

strategic plan; 4) Assess and adjust the plan. Collaborative learning facilitates

intrinsic learning from its participants.

Brodesky, Gross, Tigueand and Palmer’s (2007) collaborative model for

teachers fostered problem solving through 1) Deepening the understanding of both

content and students; 2) Aligning strategies with students’ needs and content goals;

3) Implementing strategies with students and then reflect on their effectiveness; 4)

Collaborating and planning lesson and assessments. Assisting teachers in

understanding and implementing action research is important when establishing

effective collaborative models

The professional learning community’s model creates a model for

professional development. Hord (2004) argued that professional learning

communities can be understood through exploring the meaning of each word: 1)

Professional is the training, knowledge, and experience that each teacher

contributes; 2) Learning is the ongoing inquiry pertaining to student learning; 3)

Communities are the collection of shared work and effort toward a common goal.

Johnson and Johnson (2009) concluded that social interdependence promotes the

following behaviors: (1) Positive goal interdependence enhances achievement

productivity; (2) Positive goal and incentive interdependence; (3) Resource inter-

dependence; (4) Intrinsic motivation to achieve reward or avoid loss of reward

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produces greater achievement efforts; (5) Facilitates development of various

perspectives and creative reasoning; (6) Increased complexity of procedures,

requires more effort and involvement from the group members; (7) Members define

themselves in terms of group membership and contribute more towards the common

good; and (8) The 19 stronger the interdependence, the greater the perception of

collegially of the group. They contended that positive interdependence promotes

individual and personal responsibility and promotes interaction.

Johnson and Johnson, reiterated that positive social interdependence is a

collaborative model designed to promote higher achievement and greater

productivity. Johnson and Johnson (2009) described five variables that are essential

elements of effective cooperation: positive interdependence, individual

accountability, promotive interaction, appropriate use of social skills, and group

processing.

Melnick and Witner (1999) concluded from their study that teachers believed

strongly in teacher collaboration and they often made time to collaborate after school

hours. Professional learning opportunities for teachers encourage active involvement

in the learning community. Increased professional learning is due to the

understanding that when teachers work together, they express various perspectives,

experiences, and reflect on their teaching practices in an effort to increase

professional growth.
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Sawyer and Rimm-Kaufman stated that teachers’ perceptions of collaboration

are important. The way teachers perceive collaboration can determine its efficiency.

The culture of the school usually influences teachers’ collaborative attitudes and

behaviors. The school leaders play a key role in modeling the attitudes and

behaviors that promote collaboration.

School leaders are responsible for initiating and implementing the school’s

improvement plan. Research implies that school leaders affect teachers’ practices

(Goddard, Goddard, and Miller, 2010). School leaders are essential in collaboration

settings. Related research suggests that school leaders have an indirect impact on

student learning outcomes through initiated professional development opportunities

for teachers. Many school leaders are encouraged to provide professional

development for teachers in response to improving the organization. Some research

has empirically linked school leaders to effective teacher collaborative practices. A

study conducted by Goddard, Goddard, and Miller (2010) found a significant direct

effect of instructional leadership and collaborative practices. Their study suggested

that when school leaders provided instructional leadership within their schools,

higher rates of teacher collaboration occurs.

A study by Sawyer and Rimm-Kaufman (2007) suggested that administrators

are essential in establishing a collaborative culture within the school. Administrators,

in turn, model how to prioritize collaboration and actively engage in this behavior.
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Goddard, Goddard, and Miller (2010) studied how influential school leaders

are in collaborative practices. Their study concluded that there was a significant

direct effect of school leadership on teacher 21 collaboration. School leaders are

influential in engaging teachers’ professional knowledge. Thus, school leaders

should work cooperatively with teachers to encourage teacher learning and

professional development. One of the biggest challenges to teacher collaboration is

time. Scheduling and time allotted for formal collaboration are restricted. The

schools’ leaders have the responsibility to work cooperatively with teachers to

maximize collective expertise (Goddard, Goddard & Miller, 2010). As mentioned

previously in this study, school leaders are key to successful implementation of

collaborative models. When school leaders model how to prioritize collaboration, it is

more likely to take place. Studies have also revealed that teacher collaboration

positively influences student behavior. Goddard and Goddard (2007) empirically

linked teacher collaboration for school improvement to student achievement on high-

stakes assessments. Pounder (1998) found that schools that included teacher teams

report fewer behavior issues than schools without teacher teams. Lower incidences

of student misbehavior provide more opportunities for all students to learn (Goddard

& Goddard, 2007). With less time 23 devoted to handling behavior problems,

teachers are able to maximize instructional time, thus enhancing student

achievement.
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PERSONAL CHARACTERISTICS

Camagan found out that teacher characteristics such as civil status and

number of years of teaching experiences were significantly related to teacher and

student performance in the high performing schools.

Riggs and Bues (2003) and Bowen et. Al (2004) discovered that females

have higher levels of job satisfaction. Interestingly, there are findings which conclude

that both genders were equally satisfied with their job.

Hunt and Saul discovered that there is a positive and linear relationship

between age and job satisfaction, specifically, correlation is high with employees

under 25 years. However, Saleh and Otis (2004) reported that general satisfaction of

an employee increased up to age 60 and declined until retirement. In contrast with

this, Oshagbemi revealed that age is found insignificant with job satisfaction of

employees in the U.K. universities.

PROFESSIONAL CHARACTERISTICS

Vilacarlos (2000) also found out that teachers' characteristics affecting

their performance are educational attainment and teaching experience which has

significant positive effect on their performance. While Andrews (2000) stated that

workers with higher educational qualifications had a higher job satisfaction level
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while other studies indicate that workers with higher education level lower job

satisfaction level and that some the studies showed no relationship.

Chatterjie asserted that pre-service and in-service training for teachers

needs of multigrade class is vital as a form of support for the for the multigrade

since generally they have to rely on their training in the principles of diversity and

differentiation in coping with the demands of the multlgrade class.

Furthermore, Tolentino (2001) added that the number of in-service training

programs attended is the only teacher-related factor that affects both teachers'

performance in the improvement of classroom instruction and classroom

management. The study further revealed that teachers' position or designation

and the type of school where the teachers earned their undergraduate degree

(Public) were found to affect the pupil's academic achievement.

Lardizabal (2003) emphasized that the first essential of effective teaching

is that the teacher must have a thorough grasp of the subject matter he teaches.

Mastery of the subject matter is important to be able for the student to

understand further the topic discussed and be able to actively participate in the

class discussion. Teacher who meets the standards and one who influences her

students beyond the classroom are committed teachers.

INSTRUCTIONAL MANAGEMENT
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According to Januszewski (2001), the term Instructional management is a

broad term, one of the concepts that influenced the development of instructional

technology. The concept of management as it applies to instruction in the 50's

60's and 70's were recognized by the definers of the field of instructional

technology in the 60's and 70's. Instructional technology was defined to include

the concerns of designing, developing, and managing instruction which is

analogous to multigrade teaching or classes.

Juvane believes that multigrade teaching can improve the quality of

primary education. He emphasized need to train and equip teachers to enable

them to teach students of different ages and mixed abilities within a classroom.

Berry in his paper "Multigrade Teaching: A Discussion Document" put

emphasis on classroom management technique as one important feature of good

multigrade practices. He pointed out that teachers of multigrade classes must be

skilled in managing instruction to reduce the amount of "dead time" during which

children are not productively engaged on the given task. They must be aware of

different ways of grouping children, the importance of independent study areas

where students can go when they have finished their work and approaches to

record keeping which are more flexible than those prevalent In the monograde

classroom. Students should be taught the value of independence and

cooperation. In addition, he pointed out that instructional management includes

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all the things one does related to being a teacher, all the ways one uses, his/her

energy, and consciousness.

For the educator, it is not enough to improve the curriculum, the textbook,

and the subject matter. The method must also be enhanced and developed.

Learning styles focus on the uniqueness of every child and the different ways of

learning. Relative to this, work of Dr. Rita Dunn and Kenneth Dunn(2000),

recognize that each individual learn differently and that these difference must be

taken into account to ensure the best possible learning experience. As such, how

a teacher teaches should complement each individual learning style.

Cited by Tilestone (2004), Sausa defines modalities as three types of

learning style. While students can learn in any of the three styles, most have a

learning preference or style that comes easier for them. This is especially

important when working with students who are experiencing difficulty in learning.

If teachers teach and re-teach using the same teaching style that is not

compatible with a students' mode of learning, chances show the students are not

reached that they hear. Visual learners need to see the Information and to

understand how things work. Kinesthetic learners are those who move and

touch. These are the students who will say "If you want me to learn how to do It,

give it to me and let me work on it". Hence learning by doing.

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Husain and Retallik (2005) looked into the reality of creating effective

teaching and learning practices in multigrade schools in the Northern Areas of

Pakistan. A situational analysis was conducted in four schools in phase.

Interventions were made in four areas: curriculum reorganization, resource

development, community involvement and peer tutoring. Greatest results were

achieved in community involvement and peer tutoring. Teachers achieved more

limited success in curriculum re-organization and resource development. The

study highlighted the complexity of scaling up multigrade practices, the need for

constant support in the development of resources and continuous teacher

education. Nonetheless, the authors conclude that effective multigrade is

possible when a well designed plan of action is created through engagement of

stakeholders, when they work together to enhance and Improve the teaching and

learning processes in their schools and when they have a commitment to

continue the same with support from the teacher educators as well.

Joubert suggested in the paper Adapted/adjusted Curriculum for

Multigraded Teaching in Africa: A real solution? that multi-grade teaching is not

merely a pedagogy, but a methodology for reflective, critical and good teaching

requiring an adaptive and effective curriculum. The paper maintains that all

teaching and learning is multi-grade teaching. Even In a mono-grade class with

just one grade group, there is always a considerable range of interest, abilities,
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maturity and needs. In fact, all teachers In all classrooms should consider

themselves multigrade teachers. Today, in many parts of Africa, growing up in a

rural region often means growing up without a decent education. Poverty

continuous to put large numbers of rural learners at risk of school failure. The

Dakar Framework for Action outlines a number of goals in order to meet the EFA

challenges, each with special relevance to Education for Rural People. Most

countries in Africa have national curricula and the prescribed curricula are the

same for both urban and rural schools. A crucial issue is that the curriculum must

be relevant to rural people's needs. Adjustments of national curricula's for MG

children's needs should be made without changing their basic principles.

Enhanced Classroom Observation Program

Terran (2005) pointed out in her evaluative study of the Naga City Science

High School curriculum that the administrative support given to educators is

crucial in the effective performance of the teachers' task according to the

teachers themselves.

According to Calara, when the teachers are satisfied because of

wholesome relationships among them as teachers and the principals, both

parties will be enthusiastic to work and produce more. On the other hand,

Gunnarson (2000) stated that job satisfaction was related with job performance.
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26

That is, when teachers are not satisfied, the teachers will also have poor

performance. But if teachers are highly satisfied, the tendency Is for them to

perform better in their jobs.

Abad's study also found out that teachers were satisfied with their co-

workers, nature of work, and the supervision of their principals. The empowered

principals' decision-making styles also affected the job satisfaction of teachers

under their supervision. The school heads' frequent use of democratic

participated decision making style resulted in teacher's satisfaction.

Sergiovanni and Starratt, (2002) viewed schools as learning committee

where students, teachers and supervisors alike are learners and teachers

depending on circumstances. Supervisory leadership is called to establish this

environment in school. 'The heart of supervisory leadership is designing

opportunities for teachers to continuously expand their capacity to learn, to care,

to help each other, and to teach more effectively".

Tolentino's (2001) findings showed that the principals' instructional

supervisory practices were significantly related to teacher's instructional

performance. The variables which had significant relationship to teachers'

instructional performance were (1.) helping teachers to evaluate instruction was

related to teacher's performance in evaluating instruction; (2) helping teachers

improve classroom management and classroom discipline were related to

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teacher's performance in the improvement of classroom instruction and

management.

Synthesis of the State-of-the-Art

The review of literature and studies put emphasis is Classroom

management practices of teachers.

The gathered literatures and studies herein reviewed and analyzed have

significant bearing with the present study. The researcher were provided with

sufficient insights and comprehensive views with the foreign contributions made

by McCarthy, Brennan, and Vecchiarello, Brodesky, Gross, Tigueand and

Palmer, Hord, Johnson and Johnson, Melnick and Witner, Sawyer and Rimm-

Kaufman, Goddard, Goddard, and Miller,

Of the foreign related studies considered in this chapter, the works of

Isaiah, McGowen, Khan, Afework, Cellini, Ferreira, and Rothstein, Chan, Bowers,

and Burkett, Adebayo Alimi, Ehinola and Alabi, Ajayi and Yusuf, Edwards, Mark,

Ajayi, Gogo, Ayot, Kassam , were found closely related to the present study.

Noticeably, despite the similarities and differences between previous studies no

related studies yet that specifically focus on determining the educational facilities

of the public elementary schools of Iriga City Division for the implementation of K

to 12 program.
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES AND RESEARCH

28

Research Gap Bridged

On the basis of the reviewed studies, the present study is a modest

attempt to fill the gap noted in the previous studies. Although there have been a

number of literature and studies presented on the use of educational facilities, yet

not one had determine the educational facilities of the public elementary schools

of Iriga City Division for the implementation of K to 12 program. Hence, this is the

gap being filled in by this present study.

NOTES

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A.Brodesky, F. Gross, A.N. McTigue and A. Palmer, “A Model for

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Minesota, pp. 1-11

S.A. Melnick and J.T. Witner, “Team-Based Professional Development: A

New Model for Professional Growth”, (Paper presented at the Annual Meeting of
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES AND RESEARCH

29

the American Educational Research Association ,Montreal, Quebec, Canada, April

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 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES AND RESEARCH

30

Amparo S. Lardizabal. “The Principles and Methods of Teaching, Third

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Maria A Abad "Effects of Empowerment Principal Decision-Making Styles on

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Masters'Thesis, University of The Philippines, Diliman Quezon City.2002)
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES AND RESEARCH

31

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