Name: JONATHAN C.

LILANG

Area of Specialization: DOCTOR OF PHILOSOPHY MAJOR IN EDUCATIONAL MANAGEMENT

Proposed Research Title: EMOTIONAL INTELLIGENCE AND LEADERSHIP PERFORMANCE OF SECONDARY SCHOOL
HEADS IN MIMAROPA REGION: BASIS FOR A DEVELOPMENT PROGRAM

Short Background of the Study: One of the strategic goals of the government in education is Education for All (EFA) where there’s
No child will be left behind. Among this requirement, learners are expected to manifest 21 st century skills which include critical
thinking, communication skills, creativity, problem solving, collaboration and others. The performance of students is assessed by the
Bureau of Education Assessment through a National Achievement Test. This test is the evaluation of how well the school performed
their duties and functions as instructional leaders and implementers. The test is placing an increased pressure on principals to performs
at high levels and requiring them to actively engaged as instructional leaders. As it is explicitly believed that if the students fail, the
teachers fail more. Since the teachers fail, the school heads fail even more.

Waters, et.al (2003), confirms that effective principals increase student achievement and the successful schools have a clear sense of
direction and are supported by principals who are effective instructional leaders.

Emotional intelligence is a person’s ability to recognize personnel feelings and those of others and to manage emotions within
themselves and in their relationships with others (Goleman, 1998). Emotional intelligence includes four competencies. (1) Self-
awareness is the ability to accurately perceive one’s emotions and remain aware of them as they happen, including the ability to
manage one’s response to specific situations and people. (2) Self-management is the ability to be aware of one’s emotions and have
the flexibility to positively direct one’s behavior in response to those emotions, to manage emotional reactions in all situations and
with all people. (3) Social awareness is the ability to accurately identify the emotions of other people and thus understand the effects
of those emotions i.e., to understand what other people are thinking and feeling even though the perceiver does not feel the same way.
(4) Relationship management is the ability to use awareness of one’s own emotions and those of others to successfully manage
interactions, i.e., to provide clear communication and effectively handle conflict (Bradberry & Graves, 2003).

Research Gap: Whether the school heads were primarily strong in emotional intelligence, how would this affect their leadership both
managerial and instructional

Opportunity this research proposal offers: Literature has a little discussion in the area of emotional intelligence and educational
leadership most especially in the educational realm. This study will provide an idea on how local educational entities performed duties
and responsibilities disregarding personal and subjective issues and biases. School heads play a crucial role for the increase in
students’ achievement.

Research Matrix

Theoretical Framework Conceptual Framework Research Design Research Questions Method/Quantitative or

Qualitative Data
Analysis per RQ
Theory of Emotional Quantitative-Correlation 1. What is the level of Correlational research
Intelligence Design emotional intelligence
of secondary school
heads in MIMAROPA
region?

2. What is the level of

effectives of the
respondents?

3. What is the effect of

emotional intelligence
on secondary school
head’s leadership
performance?

4. Does gender, age and

years of service
influence the emotional
intelligence of
secondary school heads?

5. What is the
interaction of gender,
age, years of experience
on emotional
 intelligence and
leadership performance
of secondary school
heads?

Conceptual Framework (visual diagram followed by a brief explanation of what the figure means)

Profile
a. Gender
b. Age
School Head Leadership
c. Years of experience
Performance
Level of emotional
intelligence
School Heads Effectiveness
Ratings

The diagram presents the variables which will be given focus in the study. This study will try to know if the three categories
under the profile of the school heads such as gender, age and years of experience influence the emotional intelligence of the school
heads. Also, part of the independent variable are the level of emotional intelligence and the school head’s effectiveness ratings.

References:

Johnson, P et.al (2017). An exploration of the relationship between principal leadership, emotional intelligence, and student
achievement

Cook, C. R. (2006). Effects of emotional intelligence on principals’ leadership performance

Name: JONATHAN C. LILANG

Area of Specialization: DOCTOR OF PHILOSOPHY MAJOR IN EDUCATIONAL MANAGEMENT

Proposed Research Title: EXTENT AND CHALLENGES OF E-GOVERNANCE IN THE SCHOOLS DIVISION OFFICE OF
ROMBLON

Short Background of the Study: In this new era where technology reaches almost the farthest part of our country, more and more
establishments, businesses and even government offices upgraded their mode of transactions and operations in order to deliver
efficient and effective services among costumers. This is what we called e-governance.
 According to the UNESCO, e-governance or electronic governance refers to the political, economic and administrative
authority in the management of a country’s affairs, including citizen’s articulation of their interests and exercise of their legal rights
and obligations. E-governance may be understood as the performance of this governance via the electronic medium in order to
facilitate an efficient, speedy and transparent process of disseminating information to the public, and other agencies, and for
performing government administration activities.

In education, e-government is used for planning, implementation and monitoring of the projects, programs, and activities. It is
expected to augment the transactions, services and access to clients both private, other or within agencies. This research aims to know
the level of implementation of e-governance in the Schools Division Office of Romblon and what are the challenges experienced of
either the provider of the services and the clients.

Research Gap: This study intends to know the extent of the implementation of e-governance in which no studies being conducted in
this area in the Division of Romblon

Opportunity this research proposal offers: Results of this study will inform the SDO top management on the status of e-governance
in the division and find solutions to the problems to be identified.

Research Matrix

Theoretical Framework Conceptual Framework Research Design Research Questions Method/Quantitative or

Qualitative Data
Analysis per RQ
 New Public Quantitative-Descriptive 1. What is the level of e-
Management Theory Design governance
implementation in the
SDO Romblon along?
a. accessibility
b. quality education
c. service delivery

2. What are the

challenges of e-
governance in SDO
Romblon?

Conceptual Framework (visual diagram followed by a brief explanation of what the figure means)

Extent of e-governance

e-governance in the SDO

Romblon

Challenges on e-governance

The figure above shows the two variables that will determine the implementation of e-governance in the Schools Division of
Romblon, the extent of e-governance and the challenges it faces.
Theoretical Framework

The term “New Public Management” was first coined by Christopher Hood in his book “A Public Management for All
Seasons?” in 1991. He described NPM as a Marriage of Opposites, one of which is the new institutional economics and the other is a
set of successive waves of business-type managerialism. Due to NPM, some terms such as managers, services providers, customers,
etc. are beginning to gain importance in the public administration discussion.

New Public Management or NPM is an approach that seeks to build an administration by implementing flexibility,
transparency, minimum government, de-bureaucratization, decentralization, the market orientation of public services, and
privatization. It is a paradigm shift from traditional public administration to New Public Management (Biswas, 2020).

References:

Turkish Online Journal of Distance Education-TOJDE: April 2013, ISSN 1302-6488 Volume:14 Number; 2 Article 21

American journal of educational research, 2021, vol, 9, no. 4, 218-221: DOI: 10.12691/education-9-4-10

Policy futures in education, volume 3, number 1, 2005

International journal of scientific & engineering research volume 3, issue 2, February -2012: ISSN 2229-5518

www.ijettcs.org, volume 2, issue 3, may-june 2013, ISSN 2278-6856

Name: JONATHAN C. LILANG

Area of Specialization: DOCTOR OF PHILOSOPHY MAJOR IN EDUCATIONAL MANAGEMENT

Proposed Research Title: RATIONALIZATION PROGRAM IN MIMAROPA REGION: PESPECTIVE, PRACTICES, AND
PERFORMANCE ACROSS DIVISIONS

Short Background of the Study: The Rationalization Program is part of the changes made by the government agencies to strengthen
its operation, structures and procedures. This stroke targeted to minimize burdens of workloads through employing thousands of new
items who are expected to perform for the improvement of every agency in the government.

By virtue of the Executive Order (EO) 366 signed by President Gloria Macapagal Arroyo last October 4, 2004, change in the
government agencies have been materialized. Through the Rationalization Program, the government will be able to eliminate
redundancies in its operations and focus its resources on its vital functions. It further aims to improve the quality and efficiency of
government services. Like DepEd, the central office, regional offices and school’s division offices were affected in the Rationalization
Plan. The new structure is process-oriented; it means offices are there to perform specific functions. In the Central Office for instance
where the Bureau of Elementary Education, Bureau of Secondary Education and Bureau of Alternative Learning System were
reorganized into Bureau of Curriculum Development and Bureau of Learning Delivery.

The new structure takes into account changes in the DepEd’s Strategic directions and technology. Under the Rationalization Plan, a
number of employees are affected particularly items that belong under Plantilla of Personnel in the Division Office. This means that
their positions are no longer available in the new structure and thus been given options as to whether remain or retire with benefits.

Research Gap: The Rationalization Program was implemented in 2015 and no studies were conducted along MIMAROPA Region on
the implementation of the Rationalization Program

Opportunity this research proposal offers : The results of the study can be used as a guide for other functional offices to improve
the performance of their tasks and responsibilities as part of the Rationalization Program for the divisions in MIMAROPA Region,
and for other divisions and to replicate the model and improve the performance of their offices.

Research Matrix
Theoretical Framework Conceptual Framework Research Design Research Questions Method/Quantitative or
Qualitative Data
Analysis per RQ
New Public Quantitative-Descriptive 1. What is the profile of The data were collected
Management Theory Design the respondents based through a survey
on the following: questionnaire intended
a. functional division for the three functional
b. number of years in offices. The survey
service questionnaire has three
c. number of parts comprising the
trainings/seminars Rationalization Program
attended in terms of the
functional offices’
2. What is the level of perspective, practices
perception, practices and performance.
and performance on the Responses were
Rationalization processed into MS
programs in Excel data files. It was
MIMAROPA Regions then converted into an
across functional SPSS file for analysis.
divisions?
The statistical test used
3. Is there a significant in analyzing the data
difference on the level was the One-Way
of perception, practices Analysis of Variance
and performance on the (ANOVA). It was used
Rationalization Program because the dependent
in MIMAROPA Region variables, Perspective,
across functional Practices and
Divisions? Performance were
numerical and it will be
compared across the
 functional offices being
the independent
variable: Office of the
Schools Division
Superintendent, School
Governance and
Operations Division and
the Curriculum
Implementation
Division. The
hypothesis was tested at
0.05 level of
significance.

Conceptual Framework (visual diagram followed by a brief explanation of what the figure means)

CID
Perspective
OSDS Rationalization
Practices
Program
Performance
OSDS SGOD

The research paradigm above shows the relationship between the perspective, practices and performance of the functional
divisions namely: Office of the Schools Division Superintendent, Curriculum Implementation Division, and School Governance and
Operations Division on the Rationalization Program Implementation.

Theoretical Framework
 The term “New Public Management” was first coined by Christopher Hood in his book “A Public Management for All
Seasons?” in 1991. He described NPM as a Marriage of Opposites, one of which is the new institutional economics and the other is a
set of successive waves of business-type managerialism. Due to NPM, some terms such as managers, services providers, customers,
etc. are beginning to gain importance in the public administration discussion.

New Public Management or NPM is an approach that seeks to build an administration by implementing flexibility,
transparency, minimum government, de-bureaucratization, decentralization, the market orientation of public services, and
privatization. It is a paradigm shift from traditional public administration to New Public Management (Biswas, 2020).

References:

Executive Order (EO) 366 s. 2004

Nicbao, W. P. (2005). A primer on the program on rationalization and improving public service delivery.
Pedro, S. S. (2014). Department of Education Rationalization Program. Sun. Star Pampanga.

Name: JONATHAN C. LILANG

Area of Specialization: DOCTOR OF PHILOSOPHY MAJOR IN EDUCATIONAL MANAGEMENT

Proposed Research Title: DECONSTRUCTING SOCIAL STUDIES DEPED CURRICULUM AND LEARNING MATERIALS
FOR KEY STAGE 2 IN THE CONTEXT OF GLOBAL CITIZENSHIP: A CONTENT ANALYSIS

REFRAMING DEPED CURRICULUM AND LEARNING MATERIALS: TRANSFORMING LEARNERS TOWARDS GLOBAL
CITIZENS

TRANSFORMING LEARNERS TOWARDS GLOBAL CITIZENS: REFRAMING DEPED CURRICULUM AND LEARNING
MATERIALS THROUGH GLOBAL CITIZENSHIP FRAMEWORK

Short Background of the Study: In 2012, the United Nations launched the 2012 Global Education First Initiative. The UNESCO also
included Global Citizenship as part of its Sustainable Development Goal (SDG) for 2014-2021. This paved the way for the global environment to
make efforts in constructing curriculum which highlights global competencies. But unfortunately, while many countries are steadily adopting the
officially the global competencies, other countries including the Philippines has not yet fully embracing the Global Citizenship Education (GCED)
and still in the process of revisiting and redefining framework and the curriculum for GCED that will be used by the schools and learning centers
all over the country.

Even though the country is still in the process of reconstructing the curriculum, there are global citizenship competencies already
integrated in existing curriculum guides. Based on the study of Bernardo, A.B.I. et. al 2022, competencies such as concern about the pollution,
feeling connected to people from other countries, beliefs about the importance of learning about other countries, how countries relate to each other,
and how natural disasters affect the Philippines are variables that were associated with global competency indices.

Although the latest study of Bernardo, et. al 2022 was the latest and explored the curriculum in the country. It focused on the data from the
nationally representative samples of Grade 5 students in the Southeast Asia Primary Learning Metrics (SEA-PLM) assessment and there is limited
literatures available as regard the analysis of the Department of Education curriculum and textbooks is concerned particularly in Social Studies and
Values Education.

Hence, the researcher came out with the decision of giving attention on this matter since he belongs to the department and the results of
the study will help policy makers and top management in prioritizing the adoption of Global Citizenship Education in the existing curriculum.

Research Gap: The Department of Education has no clear guidelines and policies regarding Global Citizenship Education despite
inclusion of GCED to the Sustainable Development Goal of UNESCO at United Nations.
Opportunity this research proposal offers : Results of this content analysis will be an additional literature basis for the enhancement
of K-12 Curriculum of the Department of Education. This aims to determine the extent of integration of global citizenship education
attributes and dimensions in student learning outcomes, teaching and learning process as well as the assessment and evaluation in the
curriculum.

Research Matrix

Theoretical Framework Conceptual Framework Research Design Research Questions Method/Quantitative or

Qualitative Data
Analysis per RQ
The theoretical Qualitative-Content 1. To what extent is the The design for
framework of this study Analysis concept of global this research study will be
is UNICEF Global citizenship integrated content analysis within the
Citizenship framework into the Social Studies qualitative paradigm. The
type of content analysis
(2013) DepEd Curriculum and
will be relational analysis
Modules/Textbooks for because the content will
Grades IV-VI? be analyzed in the context
of a predetermined
2. Which dimensions of concept (Wilson, 2016),
global citizenship are under the scope of Global
integrated into student Citizenship Dimensions
learning outcomes given which were adopted from
in the Social Studies the global citizenship
DepEd curriculum? framework of UNICEF
(2013). This research
3. In what ways do study will be based on the
Social Studies textbooks deductive approach
provide instructional because it aimed to
strategies and activities analyze the integrated
extent of a developed
for teachers regarding
concept in a new context
the global citizenship (Kyngas & Kaakinen,
concept? 2020), which is the extent
4. How are dimensions of the global citizenship
of global citizenship concept in the Social
integrated into the Studies curriculum and
assessment and textbooks for Grade IV-
VI. The data source for
evaluation exercises of
this research study will be
Social Studies secondary as the
modules/textbooks? researcher will review the
Social Studies curriculum
and textbooks for Grades
IV-VI which were
developed. Social Studies
subject to be reviewed has
been chosen as it
inculcates the sense of
interaction among people
as well as with the
environment, which is an
element of global
citizenship education (Ay
& Tokcan, 2019).

Data collection for

this research study will be
done with the help of a
checklist. This checklist
will be validated by expert
opinion and pilot testing.
Consequently, a checklist
for data collection will be
developed with four
components: Dimensions
of global citizenship from
the framework by
UNICEF, Student
Learning outcomes, the
teaching and learning
process, and the
assessment and evaluation
process. After data
collection, thematic
analysis will be done to
emphasize the descriptions
interpreted from collected
data as well as to present
the yielded themes from
the research question. If
any student learning
outcome, instructional
strategy, lesson activity,
exercise item for
assessment and evaluation
reflected will fall in the
scope of the eight global
citizenship dimensions, it
will be recorded in the
checklist along with the
evidence in that
dimension. The exact
student learning outcome
number, instructional
strategy and activity page
number, and assessment
and evaluation exercise
item number will be
recorded as the evidence. 
Conceptual Framework (visual diagram followed by a brief explanation of what the figure means)

Content
K to 12 Key Analysis on
Integration of Integration of
Stage 2 the Integration Extent of
Global Global Integration of
Social of Global Integration of
Citizenship in Citizenship in Global
Studies Citizenship Global
students Instructional Citizenship in
Curriculum Dimension in Citizenship
Learning Strategies and Assessment
and Learning Curriculum Education
Outcomes Activities
Materials and Learning
Materials

References:

 Bernardo, A.B.I, et. al (2022). Global Citizenship Competencies of Filipino Students: Using Machine Learning to Explore the
Structure of Cognitive, Affective, and Behavioral Competencies in the 2019 Southeast Asia Primary Learning Metrics. Educ.
Sci. 2022, 12, 547. https://doi.org/10.3390/educsci12080547 

 Dizon, A. G. (2021): Content analysis of the K to 12 Junior High School Geography curriculum in the Philippines, International Research
in Geographical and Environmental Education, DOI: 10.1080/10382046.2021.1907057

 Guo, L (2014). Preparing Teachers to Educate for 21st Century Global Citizenship: Envisioning and Enacting. Journal of Global
Citizenship and Equality Education, Vol. 4, Number 1-2014
 Jalbani, L.N. (2022). Analyzing Social Studies National Curriculum and Textbooks for the Concept of Global Citizenship: A
Content Analysis. Journal of Education and Educational Development, 9(1), 68-88, 2022.
http://dx.doi.org/10.22555/joeed.v9il.422 

 Leek, J (2016). Global Citizenship Education in School Curricula. A Polish Perspective. Journal for Social Studies Education Research,
2016: 7 (2), 51-74. 

 Reysen, S. et. al (2014). World Knowledge and Global Citizenship: Factual and Perceived World Knowledge as Predictors of Global
Citizenship Identification. International Journal of Development Education and Global Learning,  5(1) 2013
 Tasneem, I (2005) Global Citizenship Education: Mainstreaming the Curriculum?, Cambridge Journal of Education, 35:2, 177-194,
https://doi.org/10.1080/03057640500146823 

 United Nations. Global Education First Initiative; United Nation: New York, NY, USA, 2012; Availableonline
https://www.gcedclearinghouse.org/sites/default/files/resources/% BENG%5D%20Global%20Education%20First
%20Initiative_0.pdf (accessed on 19 June 2022)

 United Nations Educational, Scientific, and Cultural Organization. Global Citizenship Education: Preparing Learners for the
Challenges of the 21st Century; UNESCO: Paris, France, 2013; Available online:
https://unesdoc.unesco.org/ark:/48223/pf0000227729 (accessed on 25 July 2022).