WHAT IS A CLASSICAL THEORY?

The classical theory of concepts is one of the five primary theories of concepts,
the other four being prototype or exemplar theories, atomistic theories, theory-theories,
and neoclassical theories. The classical theory implies that every complex concept has
a classical analysis, where a classical analysis of a concept is a proposition giving
metaphysically necessary and jointly sufficient conditions for being in the extension
across possible worlds for that concept. That is, a classical analysis for a complex
concept C gives a set of individually necessary conditions for being a C (or conditions
that must be satisfied in order to be a C) that together are sufficient for being a C (or are
such that something’s satisfying every member of that set of necessary conditions
entails its being a C). The classical view also goes by the name of “the definitional view
of concepts,” or “definitionism,” where a definition of a concept is given in terms of
necessary and jointly sufficient conditions.
This article provides information on the classical theory of concepts as present in
the historical tradition, on concepts construed most generally, on the nature of classical
conceptual analysis, and on the most significant of the objections raised against the
classical view.

The classical view can be traced back to at least the time of Socrates, for in
many of Plato’s dialogues Socrates is clearly seeking a classical analysis of some
notion or other. In the Euthyphro, for instance, Socrates seeks to know the nature of
piety: Yet what he seeks is not given in terms of, for example, a list of pious people or
actions, nor is piety to be identified with what the gods love. Instead, Socrates seeks an
account of piety in terms of some specification of what is shared by all things pious, or
what makes pious things pious—that is, he seeks a specification of the essence of piety
itself. The Socratic elenchus is a method of finding out the nature or essence of various
kinds of things, such as friendship (discussed in the Lysis), courage (the Laches),
knowledge (the Theatetus), and justice (the Republic). That method of considering
candidate definitions and seeking counterexamples to them is the same method one
uses to test candidate analyses by seeking possible counterexamples to them, and thus
Socrates is in effect committed to something very much like the classical view of
concepts.

One sees the same sort of commitment throughout much of the Western tradition
in philosophy from the ancient Greeks through the present. Clear examples
include Aristotle’s notion of a definition as “an account [or logos] that signifies the
essence” (Topics I) by way of a specification of essential attributes, as well as his
account of definitions for natural kinds in terms of genus and difference. Particular
examples of classical-style analyses abound after Aristotle: For instance, Descartes (in
Meditation VI) defines body as that which is extended in both space and time, and mind
as that which thinks. 
Locke defines being free with respect to doing an action A as choosing/willing to
do A where one’s choice is part of the cause of one’s actually doing A. Hume defines
a miracle (in Enquiry Concerning Human Understanding, §X) as an event that is both a
violation of the laws of nature and caused by God. And so on. The classical view looks
to be a presumption of the early analytic philosophers as well (with Wittgenstein being a
notable exception). The classical view is present in the writings of Frege and Russell,
and the view receives its most explicit treatment by that time in G.E. Moore’s Lectures
on Philosophy and other writings. Moore gives a classical analysis of the very notion of
a classical analysis, and from then on the classical view (or some qualified version of it)
has been one of the pillars of analytic philosophy itself.
One reason the classical view has had such staying power is that it provides the
most obvious grounding for the sort of inquiry within philosophy that Socrates began. If
one presumes that there are answers to What is F?-type questions, where such
questions ask for the nature of knowledge, mind, goodness, etc., then that entails that
there is such a thing as the nature of knowledge, mind, goodness, etc. The nature of
knowledge, for example, is that which is shared by all cases of knowledge, and a
classical analysis of the concept of knowledge specifies the nature of knowledge itself.
So the classical view fits neatly with the reasonable presumption that there are
legitimate answers to philosophical questions concerning the natures or essences of
things. As at least some other views of concepts reject the notion that concepts have
metaphysically necessary conditions, accepting such other views is tantamount to
rejecting (or at least significantly revising) the legitimacy of an important part of the
philosophical enterprise.
The classical view also serves as the ground for one of the most basic tools of
philosophy—the critical evaluation of arguments. For instance, one ground of contention
in the abortion debate concerns whether fetuses have the status of moral persons or
not. If they do, then since moral persons have the right not to be killed, generally
speaking, then it would seem to follow that abortion is immoral. The classical view
grounds the natural way to address the main contention here, for part of the task at
hand is to find a proper analysis of the concept of being a moral person. If that analysis
specifies features such that not all of them are had by fetuses, then fetuses are not
moral persons, and the argument against the moral permissibility of abortion fails. But
without there being analyses of the sort postulated by the classical view, it is far from
clear how such critical analysis of philosophical arguments is to proceed. So again, the
classical view seems to underpin an activity crucial to the practice of philosophy itself.

In contemporary philosophy, J. J. Katz (1999), Frank Jackson (1994, 1998), and

Christopher Peacocke (1992) are representative of those who hold at least some
qualified version of the classical view. There are others as well, though many
philosophers have rejected the view (at least in part due to the criticisms to be
discussed in section 4 below). The view is almost universally rejected in contemporary
psychology and cognitive science, due to both theoretical difficulties with the classical
view and the arrival of new theories of concepts over the last quarter of the twentieth
century.

The NeoClassical Theory is the extended version of the classical theory

wherein the behavioral sciences gets included into the management. According to this
theory, the organization is the social system, and its performance does get affected by
the human actions.
 The classical management theory believes that employees are strongly
motivated by their physical needs and more specifically, monetary incentives. As
such, organizations that implement this management style often incorporate regular
opportunities for employees to be rewarded for their productivity with incentives.

What Is Neoclassical Theory?

As the name suggests, neoclassical consists of two parts: neo and classical. Neo
means new, and classical refers to the work done by a group of economists in the 18th
and 19th centuries. In the classical theory, management focus was on job content and
physical resources. Classical management theorists considered humans as an
appendage to a machine. However, critics were of the view that this theory lacks
compassion toward people. The organizations working on this principle are keeping
emotional beings in the same category as machines. With neoclassical organizational
theory, theorists put forward incorporating behavioral sciences into management to
address the shortcomings of classical theory.
The essential features of the neoclassical approach of management are:
 The Business Organization Is A Social System
 The Human Factor Is The Most Critical Element In This Social System
 Social And Psychological Factors Play A Crucial Role In Determining Productivity
And Employee Satisfaction
 The Management Should Also Develop Social And Leadership Skills Apart From
Technical Skills. They Should Think More About The Welfare Of Workers
 Productivity In An Organization Is Directly Related To Employee Morale.
Elton Mayo, Chester Barnard and Herbert Simon are some of the famous neoclassical
theorists. They are responsible for introducing and experimenting with the neoclassical
approach. So what is neoclassical approach? Their experiments underline that there are
various motivational factors for a person to meet specific requirements. 
Here’s how three theorists worked on the new classical theory of management:
Elton Mayo
In 1927, the Western Electric Company invited a group of researchers led by Elton
Mayo to join their Hawthorne plant in Chicago. The researchers carried out experiments
at the plant that later became popular as the ‘Hawthorne Experiment.’
The objective of the experiment was to study if workers would be more productive
depending upon different levels of illumination in the factory. Based on the findings in
the initial three years of this experiment, researchers saw increased worker productivity
when lighting conditions improved. They claimed that workers’ motivation increased due
to interest shown by the company in them and their well-being. It indicates the
importance of using a neoclassical approach of management.
Also, the solidarity among workers increased satisfaction in the work. Mayo and his
team revealed that managers should also focus on social factors such as employee
relationships. Else, they would have to deal with resistance and lower performance.
You must also pay heed to the fact that Elton Mayo’s findings have their share of
critics. 
Chester Barnard
Chester Barnard published his famous book ‘The Functions of the Executive in 1938.
The book provided a base for the formation and development of various management
theories. In his book, Chester explains a comprehensive theory of behavior in formal
organizations that pivots around cooperation. He underlines that people in executive
roles must foster a sense of purpose, moral codes, ethical visions and create formal and
informal communication systems. According to Chester, people should cooperate.
There is no place for conflicts among workers. In both classical and neoclassical
organization theory, conflict has no place in an organization. 
Herbert Simon
Herbert Simon found out that classical organizational theories are inapplicable to
several administrative situations facing managers. Herbert tried to apply classical
theories to current situations of his time, but they didn’t fit. He also contradicted Henri
Fayol’s work in management, proving them to be mere proverbs of administrations
rather than principles. 
Two Movements In The Neoclassical Theory Of Management
 The neoclassical organizational theory talks about ways and ideas that focus on
the emotional beings of the organization. There are two primary sources of
the neoclassical theory of organization: the human relations movement and the
behavioral science approach. The human relations movement regarded organization as
a social system. Social physiologists and sociologists put focus on group dynamics and
promoted people-management skills in addition to technical skills. The behavioral
science approach considers human behavior in organizations and promotes the
development of human beings and its benefits at the individual and organizational
levels.

Human Relations Movement

This resulted from Elton Mayo and Fritz J. Roethlisberger’s Hawthorne studies.
According to them, social and psychological factors are important in determining worker
productivity and satisfaction. The movement shows that efficient leaders are employee-
centric, democratic and follow a participative style.
Behavioral Movement
This had contributions from various sociologists and psychologists such as A.H.
Maslow, Douglas McGregor, Argyris, F. Herzberg, Rensis Likert, J.G. Likert, Kurt Lewin
and Keith Davis. It is a more mature version of human relation theory. The theory
proposes ideas about how managers should behave to motivate the employees. And
the aim is to encourage employees to perform at the highest level and achieve
organizational goals.
Elements Of Neoclassical Theory Of Management

What are modern management theories?

Management theories represent ideas that provide recommendations for
management strategies, frameworks and tools that organizations can implement to aid
their workforce or culture. Leaders can use these theories as guidance to meet
organizational goals or motivate employees. They can also apply ideas from different
theories rather than solely relying on one management theory. Modern management
theory represents one of the numerous theories used by organizations. This theory
recognizes that today's organizations face rapid change and added complexities, with
technology serving as both a potential cause and solution for these factors.
When implementing this theory, managers use technology and mathematical
techniques to analyze their workforce and make decisions. This theory serves as a
response to classical management theory, which believes workers solely work for
monetary gain. The modern management theory believes that employees work for
numerous reasons, including to achieve satisfaction, happiness and desired lifestyles.
With this theory, managers understand employees' behaviors and needs and can
implement strategies to meet those needs and support their skill development over time.

Benefits of the modern theory of management

Here are the benefits of incorporating modern management theories:
Boosts productivity: Modern management theory uses mathematical and
statistical methods to assess performance within an organization. Managers can use
this data to understand employee behaviors and develop solutions that maximize the
potential of their workforce. For example, they may implement processes that make
employees' tasks more efficient or offer training programs to improve their skills.
Aids decision-making: Modern management theories often provide managers
insights into the factors they need to examine, which they can use to evaluate their
organization or department. When managers know what to look for, it can help them
identify problems and begin coming up with potential solutions. The use of mathematical
techniques also enables them to use data to support those solutions and final decisions.
Improves employee engagement: As mentioned, the modern management theory
examines employees' motivation for working beyond financial gain. Managers who
utilize this theory can then identify and implement processes or procedures that take
employees' varying needs into account. If employees feel satisfied at work, it can boost
their morale and engagement and make them want to continue working for the
organization.
Promotes objectivity: The modern management theory emphasizes the use of
mathematical techniques. These techniques allow managers to make decisions based
on data and evidence rather than personal opinions or feelings. They also enable the
testing of different options to assess which one best supports the organization. As a
result, managers can implement more effective solutions.
Enables adaptability: Modern management theory recognizes that today's
organizations often exist within rapidly changing environments. This theory emphasizes
the importance of recognizing the influence of internal and external factors on business
and encourages managers to use several techniques and approaches to work with
them. For example, managers can use new technology to streamline processes or
perform statistical modeling when developing solutions.
Types of modern management theories
There are several different modern management approaches that managers can
implement within an organization. Managers can choose to use a combination of these
approaches as guidance for leading their teams and supporting organizational
objectives. The three approaches of modern management are:
Quantitative approach
The quantitative approach to management uses statistics and mathematical
techniques to solve complex problems. Depending on the business area, managers
may use techniques like computer simulations or information models to assess
performance. This analysis enables them to understand what is working and what is not
within the business, then develop solutions to solve or improve the issues they find.
Managers can also use these techniques and data to determine the benefits or risks of
different ideas. This approach can help managers make objective decisions based on
data and facts, rather than personal opinions or feelings, that support the business.
This modern management approach often consists of three branches:
Management science: Management science focuses on the use of mathematical
and statistical methods to form effective business solutions and achieve goals.
Examples of these tools include the Program Evaluation Review Technique (PERT),
the critical path method (CPM) and sampling. Managers can use these tools in various
situations, including project management, budgeting and developing schedules.
Operations management: In operations management, managers implement
practices that help make business and production processes more efficient. Depending
on the situation, this method may require managers to restructure or redesign their
processes. Some of the tools they use include forecasting, quality control methods and
project planning. Often, these managers aim to make more or better products through
the more efficient processes they implement.
Management Information System: A management information system (MIS)
represents a database that organizes an organization's data, and managers use this
system to support informed decision-making. This system collects and stores real-time
data, allowing managers to run reports on areas like financials, timelines, personnel and
inventory. Managers can then monitor this information and use it to assess performance
and make improvements or develop solutions as needed.

Contingency approach
The contingency management approach states that there is not just one
management approach that fits every organization. It believes that the optimal
management style depends on the situation. Leaders who utilize this theory do not
adopt a single management style and instead must identify and use different styles for
different situations. As a result, these leaders also develop additional traits and skills
that ensure they can employ various management approaches effectively. The use of
diverse styles can help make these leaders more flexible and adaptable in the
workplace.
This theory outlines three variables that it believes influence an organization's
structure: the organization's size, the technology it uses and the leadership styles. An
effective manager understands these factors and how they may impact performance.
For example, a small organization may represent more flexibility and less separation
between departments, whereas a large organization may be more complex and divided.
Managers in smaller organizations can have more control over processes due to their
flexibility and potentially make changes to them more easily.
Systems approach
The systems approach of management states that organizations represent a
complex collection of various components that work together to reach a common goal.
An organization is made up of numerous subsystems, such as different departments.
Managers using this theory examine how these subsystems interact with and affect one
another, rather than analyzing them separately. They must also consider their
surrounding environment and external factors that influence or affect these systems.
The systems approach further defines an organization by dividing it into different
components. These components demonstrate how different parts of the organization
work together toward a common goal:
Inputs: Inputs represent the factors that are needed to create goods and
services. For example, inputs may include raw materials, capital, technology or
information.
Transformational process: Transformational processes represent the activities or
abilities that convert the organization's inputs into outputs. For example, these
processes may include employees' work tasks or operational activities.
Outputs: Outputs represent the results produced by an organization. These
outputs may include products, services and financial results, such as profits.
Feedback: Feedback represents information related to the organization's
outcomes or outputs. Leaders can use this information to influence or make decisions
related to the organization's inputs.
In the systems approach, management staff members develop goals and
processes that support their organization's overall objectives and performance. For
example, department managers can look to the department above them in the hierarchy
to determine their department's purpose and priorities. They may implement deadlines
for their team that ensure that the other department can begin and complete its
necessary tasks. Aligning their department's activities with the next department's goals
can help processes run more smoothly and efficiently throughout the organization.

What is a motivation theory?

Motivation theory is the study of how to learn and understand what inspires a
person to pursue a specific result. This theory has many uses, including in psychology
and sociology, but it’s also important for businesses, especially in relation to
management. By studying this, you can learn what actions can motivate people to work
harder or care more about something, whether through a reward or another factor. 
In management, professionals use motivation theories to increase production,
profits, employee retention rates and employee satisfaction levels. As a manager, you
may aim to increase employee motivation to help your company achieve its business
goals. Using motivation theories can include offering incentives, addressing needs or
providing rewards to motivate your team to meet a specific goal.
5 motivation theories management teams can use
Here are five motivational theories you can consider using to increase employee
satisfaction and productivity:
1. Incentive theory
The incentive motivational theory suggests reinforcement, recognition, incentives
and rewards motivate people. The incentive theory also proposes people may display
certain behaviors to achieve a specific result, incite a particular action or receive a
reward. Here are a few examples of incentives in the workplace:
Bonus: A bonus is a reward you may give to an employee based on their
performance levels over a period.
Praise: Praise can be useful for one-on-one situations, such as quarterly
employee reviews. You can praise an employee by giving positive feedback about their
performance, which may build your relationship with them and promote trust.
Opportunity: Providing opportunities like paid training or continuing education
may give your team an incentive to increase their knowledge in a specific field and
develop their skills.
Promotion: Providing an opportunity for career advancement often is one of the
most influential incentives a manager can offer because it can give an employee a
feeling of importance and growth. A promotion may include an advanced job role, a new
job title or a salary increase.
Salary or wage: Offering a pay raise or salary increase is an incentive
management teams often find effective. For optimal results, consider using salary or
wage incentives for individual employees rather than all employees and departments
within a business.
 Paid vacation or time off: Consider offering employees compensation for taking
days off or giving them additional vacation days. An employee may value this incentive
if they're planning for a family vacation or want some extra time to rest at home.
2. McClelland's need theory
McClelland's need theory proposes there are three different needs most people
have, and each need corresponds to a type of person who feels motivated to address
that need. Understanding McClelland's need theory can help managers identify
employee needs, which may give them the ability to place their employees in situations
where they can thrive and reach their goals. Analyze these three needs to determine
which incentive may work best for each employee:
Need for affiliation
The affiliate theory claims humans want to belong to a group and have other
people accept them. This theory can help managers identify whether an employee
might work well on a team and grow from the experience. Employees who feel
motivation from affiliation often have highly developed interpersonal skills that can help
them generate strong and meaningful relationships with their coworkers.
Need for achievement
Some employees naturally strive to become successful and important. These
individuals may be competitive and maintain a high standard for their work ethic. They
typically have a strong desire for recognition after completing a task and may ask for
feedback on their performance. Establishing awards, such as an employee of the month
tradition, can help motivate these people in the workplace.
Need for power
Some employees are interested in influencing others, making an impact on their
coworkers and positively affecting the workplace. These types of employees often enjoy
leading groups of people, distributing tasks and coordinating events. They may attempt
to motivate their coworkers to achieve short-term and long-term goals. Allowing these
employees to apply their leadership skills can generate feelings of motivation in large
groups of employees, which can lead to job satisfaction.
3. Competence theory
 Competence theory proposes people often want to engage in specific activities to
display their skills, intelligence and abilities. If an employee successfully demonstrates
their intelligence in front of their peers, it can motivate them to feel competent in a
particular area. Feeling competent may increase how confidently they perform tasks,
which can improve productivity and efficiency. Confident employees may also feel
encouraged to learn more in-depth information to share it with their peers and receive
recognition.
4. Expectancy theory
The expectancy theory suggests people may perform certain behaviors if they
think those actions can lead to desirable outcomes. You can apply the expectancy
theory in the workplace if you're interested in improving your team's productivity, effort
or efficiency. For example, you might offer your staff a temporary raise in their hourly
wages to motivate them to work extra hours to complete a project.

5. Maslow's hierarchy of needs theory

Maslow's hierarchy is a psychological theory that outlines the types of needs a
person meets to progress to more complex needs. The hierarchy of needs includes five
levels, which are:
Physiological: To meet physiological, or basic survival, needs you can ensure
you have adequate water, shelter, clothing and food. In a work setting, an employee's
salary may allow them to fulfill their physiological needs.
Safety: This level refers to the need to feel protected. In the workplace, this need
may align with employees feeling safe in the workplace and feeling a sense of job
security.
Socialization: To meet socialization needs, employees may strive for their
coworkers to accept them, seek to make friendships at work or join groups to feel a
sense of belonging. A workplace may fulfill this need by creating opportunities for
employees to bond by hosting employee lunches and team-building activities.
Esteem: Employees often reach this level by receiving recognition, which can
help them feel confident in their work and increase their self-esteem. Recognizing their
achievements and providing positive feedback are two methods you can use to help
build an employee's self-esteem.
Self-actualization: To reach this level, employees may seek to achieve complex,
long-term or personal goals. Self-actualized employees may also feel motivated to
complete workplace goals effectively.
What is an Open System?
In an environment, systems can either be open or closed. An open system is a
system that permits the inflow and outflow of information, materials, and energies
between it and the environment, allowing adaptation to the exchange. The open system
definition is based on the exchange of materials, information, and energies, making it
markedly different from closed and isolated systems. While an open system allows this
inflow and outflow, closed systems do not allow material inflow or outflow. Isolated
systems allow neither the exchange of materials nor energies. Open systems interact
with their environment through information, materials, and energies exchange for
system growth and renewal. In closed systems, entropy is high, while in open systems,
entropy is generally low. When open systems take in information, energies, or materials,
they become increasingly complex and heterogeneous resulting in negative entropy
The open system theory states that all organizations are affected considerably by their
environment. The environment of an organization may consist of social forces, political
forces, economic forces, and other organizations. The open system model consists
of inputs, outputs, goals, and processes that enable the system's functioning.
MICHAEL SONO AÑODA

Purok Mauswagon,
Mabini Davao de Oro
+639658258190
michael.anoda@deped.gov.ph
TIN: 441-223-552
PERSONAL INFORMATION

Birthdate: December 17, 1990

Birth Place: Tiblawan, Governor Generoso, Davao Oriental
Citizenship: Filipino
Age: 31 y/o
Sex: Male
Religion: Roman Catholic
Status: Single
Father’s Name: Montano R. Añoda
Mother’s Name: Lucila C. Añoda

WORK HISTORY
FEBRUARY 01, 2021- PRESENT
MASTER TEACHER-I/ TEACHER-IN-CHARGE
LIBUDON ELEMENTARY SCHOOL
Libudon, Mabini Davao de Oro

JUNE 14, 2017- PRESENT

TEACHER-III/ TEACHER-IN-CHARGE
DEL PILAR ELEMENTARY SCHOOL
Del Pilar, Mabini Compostela Valley Province

AUGUST 2, 2016- JUNE 13, 2017

TEACHER-IN-CHARGE
MAMBATANG ELEMENTARY SCHOOL
Mambatang, Anitapan, Mabini Compostela
Valley Province

SEPTEMBER 16, 2013 – AUGUST 1, 2016

TEACHER-I
Grade 3 Adviser
CANDINUYAN ELEMENTARY SCHOOL
Candinuyan, Golden Valley, Mabini
Compostela Valley Province

JUNE 03, 2013- SEPTEMBER 15, 2013

LOCAL SCHOOL BOARD TEACHER

Grade 3 Adviser
MABINI CENTRAL ELEMENTARY
SCHOOL
Mabini Compostela Valley Province

JUNE 06, 2012- MAY 04, 2013

PRIVATE SCHOOL TEACHER

Grade 4 and 5 Adviser
GODDWILL CHRISTIAN ACADEMY OF
TAGUM INCOPORATED
Purok 6- Agan, Magdum, Tagum City
EDUCATIONAL ATTAINMENT

2015-Present UNIVERSITY OF SOUTHEASTERN PHILIPPINES,

TAGUM-MABINI CAMPUS, APOKON TAGUM CITY
Doctor of Education in Educational Management
Apokon, Tagum City (DISSERTATION WRITING)

April 11, 2015 UNIVERSITY OF SOUTHEASTERN PHILIPPINES,

TAGUM-MABINI CAMPUS, APOKON TAGUM CITY
Master of Education in Educational Management
Apokon, Tagum City

April 13, 2012 UNIVERSITY OF SOUTHEASTERN PHILIPPINES,

TAGUM-MABINI CAMPUS, APOKON TAGUM CITY
Bachelor in Elementary Education
Apokon, Tagum City
CONSISTENT DEAN’S LISTER
SAFE CHED ACADEMIC SCHOLAR

March, 2007 MABINI NATIONAL HIGH SCHOOL

Mabini Compostela Valley Province

March, 2003 MABINI CENTRAL ELEMENTARY SCHOOL

Mabini Compostela Valley Province

ELIGIBILITY

Type of Examination Rating

Licensure Examination for Teachers (September 29, 2012) 82.80%

TRAININGS AND AWARDS RECEIVED

 KTO12 NATIONAL TRAINER IN ARALING PANLIPUNAN HELD AT ECOTECH

HOTEL, CEBU CITY
 NATIONAL TRAINER IN BASIC EDUCATION RESEACH AGENDA HELD AT
CEBU CITY PHILIPPINES
 INTERNATIONAL RESEARCH PRESENTER WITH RESEARCH TITLE “MORE
THAN THOUGHTS BY THE WAY: UNVEILING PERSPECTIVE OF TEACHERS
IN GENDER AND DEVELOPMENT HELD AT DE LASALLE UNIVERSITY,
MANILA
 MAYOR REYNALDO L. DAYANGHIRANG SERVICE AWARDEE IN
RESEARCH AND DEVELOPMENT
 REGIONAL AGILA AWARDEE- OUTSTANDING ELEMENTARY TEACHER IN
REGION XI
 BRIGADA ESWKELA REGIONAL WINNER- 5TH PLACE
 RED ORCHID AWARDEE
 USEP ALUMNI FEDERATION LEADERSHIP AWARDEE
 AUTHOR OF “FUNDAMENTAL IN RESEARCH” RESEARCH HANDBOOK FOR
TEACHERS TEACHING PRACTICAL RESEARCH
 PUBLISHED RESEACH JOURNAL “SIYASIG”
 PUBLISHED RESEARCH JOURNAL “ EPERIENCES OF TEACHERS,
PARENTS AND STUDENTS IN LEARNING DELIVERY MODALITIES: A
QUALITATIVE INQUIRY” IN AN INTERNATIONAL JOURNAL OF ADVANCED
RESEARCH AND PUBLICATIONS (IJARP) (MARCH 22, 2022)

 REFERENCES

Name Position CP No.

Gina P. Sevillano, EdD School Principal-II 09751370785
Phoebe Jane D. Polinar, MAEd School Principal-I 09317265141

OUR DOCTORAL CLASSES WITH DR. DULAY